高中英语学困生词汇学习策略实证研究

发布时间：2018-05-12 11:50

本文选题：高中英语 + 学困生　；参考：《山东师范大学》2017年硕士论文

【摘要】：学困生主要指智力正常但成绩较差的学生。学困生往往表现为自觉性差、没有自信、自卑感强、不思进取。据调查显示,学困生的比例一般占学生总人数的8%到10%,有的学校甚至达到15%。学困生已成为一个不可忽视的群体。研究并转化学困生,遏制学困生人数的增长很有必要。教育的最终目的是培养对社会有用的人才,并使每一个受过教育的人都人尽其用。因此,促进学困生转化意义重大。英语学困生普遍认为成绩不好与自身词汇量储备小有很大关系。学困生对词汇学习策略如果有正确认知并能合理使用,很可能会扩大词汇量,进而能提高英语综合能力和自学能力。本研究以高一英语学困生的词汇学习策略为研究对象,对山东德州市宁津县第一中学高一部分学困生进行研究。本研究所选取的100名学生英语综合测试成绩不能达到考纲要求且词汇量未达到新课标五级要求。学困生的共同特点是:英语综合能力低下,词汇量少,自认为英语学习比较困难,缺乏良好的学习习惯和合适的学习方法。本研究还试图将学困生分为两类:一,综合排名靠前但英语成绩不及格的学困生;二,综合排名靠后且英语成绩不及格的学困生。本研究主要回答以下3个问题:(1)目前学困生所普遍使用的词汇学习策略主要有哪些?(2)实验后学困生所使用的词汇学习策略是否有变化?(3)不同种类学困生实验前后所使用的词汇学习策略是否相同?通过对学困生进行问卷调查、访谈、词汇测试、词汇策略实验后,对结果进行定量和定性分析,笔者得到如下结论:1.在词汇学习过程中,学困生很少使用资源策略、社交情感策略和元认知策略,有时使用认知策略。总体而言,学困生词汇学习策略使用频率偏低;2.实验后,学困生词汇学习策略有变化,使用频率普遍提高,并且学困生词汇量和语言综合能力相对有很大提高;3.不同种类学困生在资源策略和社交情感策略方面使用频率有不同。本研究试图通过对100名学困生进行研究实验,获得有关英语学困生的宝贵资料和数据,了解学困生学习过程中词汇学习策略使用的数量和频率,不同种类学困生使用词汇学习策略的特点,词汇学习策略对词汇量和语言综合能力的影响等。笔者通过研究试图探寻如何有效地帮助学困生将策略训练融入日常英语学习中,提高学困生的策略意识,帮助学困生提高学习效率和学习能力,同时也为其他教师帮助学困生克服学习障碍提供经验。本研究的局限性在于调查的样本数量小,结果的概括性有待进一步验证,调查对象仅限于宁津一中的部分学困生,其普遍性受到一定影响。
[Abstract]:Students with learning difficulties mainly refer to students with normal intelligence but poor grades. Students with learning difficulties often show poor self-consciousness, no self-confidence, a strong sense of inferiority complex, do not want to forge ahead. According to the survey, the proportion of students with learning difficulties generally accounts for 8% to 10% of the total number of students, and some schools even reach 15%. Students with learning difficulties have become a group that can not be ignored. It is necessary to study and transform the students with learning difficulties and curb the growth of the number of students with learning difficulties. The ultimate goal of education is to cultivate useful talents for society and to make every educated man do his best. Therefore, it is of great significance to promote the transformation of students with learning difficulties. Students with English learning disabilities generally agree that poor performance is related to their small vocabulary reserves. If students with learning difficulties have a correct understanding of vocabulary learning strategies and can use them reasonably, they may expand their vocabulary and then improve their English comprehensive ability and self-study ability. This study focuses on the vocabulary learning strategies of the students with English learning difficulties in senior one, and studies the students with learning difficulties in the first Middle School of Ningjin County in Dezhou City, Shandong Province. The English comprehensive test scores of 100 students in this study are not up to the requirements of the syllabus and the vocabulary is not up to the requirements of CET-5 of the new curriculum. The common characteristics of the students with learning difficulties are: low comprehensive English ability, small vocabulary, self-perceived English learning difficulties, lack of good learning habits and appropriate learning methods. This study also attempts to divide the students with learning difficulties into two categories: one is the students with learning difficulties who are at the top of the comprehensive ranking but fail in English, and the other is the students with learning difficulties who are at the bottom of the comprehensive ranking and who fail in English. This study mainly answers the following three questions: 1) which vocabulary learning strategies are commonly used by students with learning disabilities at present? (2) whether the vocabulary learning strategies used by students with learning disabilities have changed after the experiment? (3) whether vocabulary learning strategies used by students with learning difficulties of different types have changed before and after the experiment Are the vocabulary learning strategies the same? Based on the questionnaire, interview, vocabulary test and vocabulary strategy experiment, the author makes a quantitative and qualitative analysis of the results, and reaches the following conclusion: 1. In the process of vocabulary learning, students with learning disabilities seldom use resource strategies, social affective strategies, metacognitive strategies, and sometimes cognitive strategies. In general, the use of vocabulary learning strategies of students with learning disabilities is low. After the experiment, the vocabulary learning strategies of the students with learning difficulties have been changed, the frequency of use has been increased generally, and the vocabulary size and the comprehensive language ability of the students with learning difficulties have greatly improved. Different types of students with learning disabilities use different resource strategies and social affective strategies. This study attempts to obtain valuable data and data on 100 students with learning disabilities in order to understand the number and frequency of vocabulary learning strategies used by students with learning disabilities. The characteristics of different types of students with learning disabilities in using vocabulary learning strategies, the influence of vocabulary learning strategies on vocabulary size and language synthesis ability. Through the research, the author tries to explore how to effectively help the students with learning difficulties to integrate strategy training into their daily English learning, to improve their strategic awareness, and to help them improve their learning efficiency and learning ability. At the same time for other teachers to help students with learning difficulties overcome learning barriers to provide experience. The limitation of this study is that the number of samples is small and the generality of the results needs to be further verified. The objects of investigation are only part of the students with learning difficulties in Ningjin No. 1 Middle School whose universality is affected to a certain extent.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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