初中生英语词汇学习策略与其成绩之间的相关性研究

发布时间：2018-07-02 12:42

本文选题：初中生 + 英语词汇策略　；参考：《延安大学》2016年硕士论文

【摘要】：词汇-英语的根基,在英语学习中扮演无可比拟的角色。根据国内外研究者的探索发现,词汇量的积累对语言习得影响较大,它对外语学习者能力的发挥有着重要成效。然而,现状是很多中学生觉得它是他们语言习得中的较难项目。此外,研究发现,老师在教学方面存在较大疏漏,很少教授相关策略,学生也较少使用,这种种因素导致他们成绩较低。故笔者选择此论题。本研究以词汇理论作为指导,探讨初中生使用的词汇学习观念和策略,词汇策略与其成绩之间的相关以及英语高低分组使用策略的差异性,进而提出对英语教学的相关建议。本研究主要采用问卷调查、访谈法及SPSS数据分析的方法对数据进行分析及讨论,样本数据来自实验中学初二两个班级,共计120人。词汇测试卷为初二年级上册各单元的词汇汇总,确保词汇与词汇成绩之间的高度相关性。之后采用SPSS数据分析软件对英语成绩较优者与较弱者进行词汇策略使用的显著性分析,最后再分析词汇策略与成绩之间的相关性。继而结合之后的访谈法得出研究结论。本研究的主要研究结果如下:根据问卷调查发现,第一,大多数学生不再持有之前的观念认为单词需要死记硬背或者抄写记忆等。相反,他们认为单词应该放在情境和运用中来记。说明学生已经持有新的较为有效的词汇观念并且试图去改变和应用。第二,学生使用较少的传统方法,而运用较多则是猜测及元认知。说明学生已经在不自觉得使用策略并且为词汇学习制定相应的计划,学会适时调控计划。这也符合之前对学生的词汇观念调查。第三,通过SPSS数据软件及数据收集了解到成绩较优者与较弱者在词汇学习观念及策略使用上具有显著差异。研究表明,前者经常采用元认知、合作、等策略辅助单词积累。而后者大多采用重复、抄写及寻求帮助的策略辅助记忆单词。第四,进一步学生访谈,主要群体为词汇成绩较优生和较弱者。通过访谈发现,优秀学生普遍认为单词并不难记忆。他们通常采用音标进行记忆,而且会合理谋划单词并根据学业内容进行调整。除此以外,他们还通常利用课外时间通过阅读、听外文歌曲等主动扩大词汇量,而且积极利用课堂时间用英语与教师对话。课后积极地复习单词并且与同学一起合作记忆单词。而相反,学习较弱者,则认为单词较为难记,虽然知道单词不能通过死记硬背进行记忆,但他们普遍并没有较为有效的单词学习策略。经常被动学习,自我学习无计划性,也不积极和同学一起记忆单词,这与之后的词汇成绩是显著相关的。最后,通过对词汇测试成绩与其使用策略的相关性进行分析发现,词汇使用策略与学生的记笔记、元认知及情感社交等方法显著相关,并由此提出对英语词汇教学的建议。
[Abstract]:Vocabulary-the foundation of English, plays an unparalleled role in English learning. According to the exploration of researchers at home and abroad, the accumulation of vocabulary has a great influence on language acquisition, and it has important effect on the ability of foreign language learners. However, the present situation is that many middle school students think it is a difficult item in their language acquisition. In addition, it is found that teachers have great errors in teaching, rarely teach relevant strategies, and students use them less, all these factors lead to their lower scores. Therefore, the author chooses this thesis. Under the guidance of lexical theory, this study explores the vocabulary learning concepts and strategies used by junior high school students, the correlation between vocabulary strategies and their achievement, and the differences of English use strategies, and puts forward some suggestions for English teaching. This study mainly adopts the methods of questionnaire, interview and SPSS data analysis to analyze and discuss the data. The sample data come from two classes of the second grade of experimental middle school, a total of 120 students. The vocabulary test volume is the lexical summary of each unit of the first volume of grade 2 to ensure the high correlation between vocabulary and vocabulary achievement. Then SPSS data analysis software was used to analyze the significance of the use of lexical strategies between the better and the weaker. Finally, the correlation between the lexical strategies and the achievement was analyzed. Then combined with the interview method after the conclusion of the study. The main findings of this study are as follows: firstly, most of the students no longer hold the idea that words need to be memorized or memorized. Instead, they think words should be memorized in context and use. It shows that students already hold new and more effective vocabulary concepts and try to change and apply them. Second, students use less traditional methods and use more guesswork and metacognition. It shows that students have unconsciously used strategies and made corresponding plans for vocabulary learning, and learned to adjust and control plans in time. This is also in line with the previous survey of students' vocabulary concept. Thirdly, through SPSS data software and data collection, we find that there are significant differences in vocabulary learning concepts and strategies between the better and the weaker. Studies have shown that metacognition, cooperation, and other strategies are often used in the former to assist word accumulation. In the latter cases, repetition, copying and seeking help were used to aid in memorizing words. Fourth, further students interview, the main group is the better students and the weaker students. Through interviews, excellent students generally think that words are not difficult to remember. They usually use phonetic symbols to memorize words and adjust them to their academic content. In addition, they usually use extracurricular time to expand their vocabulary by reading, listening to foreign songs, and actively using classroom time to talk to teachers in English. Actively review the words after class and work with the students to remember the words. On the other hand, the weaker learners think the words are more difficult to remember. Although they know that the words can not be memorized by rote, they generally do not have effective word learning strategies. Often passive learning, self-learning unplanned, and not actively memorizing words with classmates, this is significantly related to the vocabulary scores. Finally, through the analysis of the correlation between vocabulary test scores and their use strategies, it is found that vocabulary use strategies are significantly related to students' note-taking, metacognition and affective social interaction, and some suggestions for English vocabulary teaching are put forward.
【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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