高中英语偏科生词汇学习策略的调查研究

发布时间：2018-06-21 23:38

本文选题：高中生 + 偏科生　；参考：《延安大学》2016年硕士论文

【摘要】：我们都知道英语的学习对高中生来说是非常重要的,但是很多学生所不知道的是词汇对英语学习的重要性。尤其是近年来,许多学生因为英语这一门科目的偏科而造成自己整体成绩的劣势,使他们进入大学的愿望成为泡影。每到高考结束时,经常会出现这样的报道:某某学生因为某一门学科偏科而被拒之于大学校门之外。近年来,词汇学习的著作虽然很多,但是笔者发现,对英语偏科生词汇学习策略的研究却非常少。因此,笔者决定以自己所在地的延安市实验中学的高三普通班的110名英语偏科学生为研究对象,采用问卷调查的方法,对英语偏科学生词汇学习策略的使用情况进行了调查研究。并使用了SPSS17.0对收集上来的数据进行了描述统计以及独立样本T检验等,目的是为了了解高中英语偏科生词汇学习的总体特征,高中英语偏科生与非偏科生的词汇学习方法的运用上有什么区别以及不同性别的英语偏科生的词汇学习方法运用的区别,以便解决他们偏科的问题,更好的帮助他们平衡的学习。本研究的主要研究结果如下:首先,高中英语偏科生词汇整体使用情况较差,并没有达到新课标要求的学生基本使用水平。其次,不同性别的英语偏科学生在用词汇学习策略时,差异也是非常明显的。根据调查结果,男英语偏科学生的词汇学习策略的整体使用水平低于女生偏科生。最后,高中英语偏科生和非偏科生在使用词汇学习策略的方面也有很大的不同,他们的不同主要表现为:英语非偏科学生经常使用词汇学习策略。而相反的英语偏科生几乎不会使用有效的学习方法。因此,教育工作者在以后的教学中值得注意的方面有:第一:高中生的整体词汇策略的使用比较少。社会情感的使用尤其少。这就要求在英语词汇学习和教育的整个进程中,教师在注重学生元认知和认知策略培养的同时,要更加注重学生对社会情感相关方法使用的培养,进而才能更好的提升高中生整体的使用水平。第二:不同性别的英语偏科学生在英语词汇学习策略的使用方面区别比较大。女生运用词汇策略的频率整体比男生要多。这就要求,在加强学生使用英语词汇学习方法的同时,还要注重不同性别,尤其是男学生在这些方面的整体提升。第三:英语偏科生和非偏科生在词汇学习策略的运用方面的区别也非常明显。英语偏科生基本不使用学习词汇的方法,而非偏科生却经常使用学习词汇的方法,这就要求我们广大的教育工作者在平时的教学中多注意偏科生和非偏科生的词汇学习策略,尽可能的做到平衡。
[Abstract]:We all know that English learning is very important to high school students, but what many students do not know is the importance of vocabulary to English learning. Especially in recent years, many students have lost their wish to enter university because of the disadvantage of their overall achievement due to the bias of English as a subject. At the end of the college entrance examination, there are often reports that students are excluded from university because of a particular subject. In recent years, although there are many works on vocabulary learning, the author finds that there are very few researches on vocabulary learning strategies of English majors. Therefore, the author decided to use the questionnaire method to investigate 110 English students in the junior high school of Yanan Experimental Middle School, where I live. This paper investigates the use of vocabulary learning strategies among English majors. SPSS 17.0 is used to describe the collected data and independent sample T test. The purpose of this study is to understand the general characteristics of vocabulary learning of English majors in senior high school. What are the differences in the use of vocabulary learning methods between senior English majors and non-majors, and the differences in the use of vocabulary learning methods between English majors of different genders, so as to solve the problem of their deviations? Better help them to balance their study. The main results of this study are as follows: first, the overall vocabulary use of senior high school English majors is poor and does not reach the basic level of the new curriculum standard. Secondly, the differences in vocabulary learning strategies among English majors of different genders are also significant. According to the survey results, the overall level of vocabulary learning strategies of male English majors is lower than that of female students. Finally, there are also great differences in the use of vocabulary learning strategies between English majors and non-majors. Their main differences are as follows: English non-biased students often use vocabulary learning strategies. On the contrary, English majors hardly use effective learning methods. Therefore, educators should pay attention to the following aspects: first, the use of overall vocabulary strategies of senior high school students is less. The use of social emotions is particularly low. This requires that in the whole process of English vocabulary learning and education, teachers should pay more attention to the cultivation of students' metacognition and cognitive strategies as well as the cultivation of students' use of social-affective related methods while paying attention to the cultivation of students' metacognition and cognitive strategies. In order to better improve the use of high school students as a whole. Second, there are great differences in the use of English vocabulary learning strategies among English majors of different genders. Girls use vocabulary strategies more frequently than boys on the whole. This requires that, while strengthening students' use of English vocabulary learning methods, attention should be paid to gender differences, especially to the overall improvement of male students in these areas. Third, the differences between English majors and non-majors in the use of vocabulary learning strategies are also very obvious. English majors do not use vocabulary learning methods, while non-majors often use vocabulary learning methods. This requires us educators to pay more attention to the vocabulary learning strategies of students with or without majors in their normal teaching. Try to be as balanced as possible.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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