初中英语学优生与学困生词汇学习策略调查对比研究
发布时间：2018-11-23 14:22
【摘要】：随着中国国际化程度的加深,英语作为一门最普遍的国际语言,越来越广泛的被使用。虽然英语使用人数在不断的增加,英语学习的困难对中国学生来说,却一直存在。特别是词汇学习,依然是中国学生英语学习的拦路虎。初中阶段是学生英语听、说、读、写能力培养的基础阶段,而词汇是这些能力习得的前提。“无论学生多么擅长语法与发音,如果他不能掌握词汇,就不能进行有意义的交流。”(Wilkins, 1972)。研究词汇学习策略能对英语词汇学习起到事半功倍的效果。许多研究者都对词汇学习策略研究特别是在词汇学习策略的分类研究做出了巨大贡献。本研究依据的主要是O' MallyChamot(1990)的学习策略的分类方法,主要包含元认知策略、认知策略和社会/情感策略三大类。国内外研究缺乏对学优生和学困生词汇学习策略的对比研究。对这两个群体的对比研究,可得出他们在词汇学习策略使用的异同,为不同群体学生在词汇学习策略方面提供针对性的调整建议,为教师提供适当的词汇学习策略培训的思路,为研究者提供该领域研究新的思考。本文将研究视角聚焦在处于英语学习的基础阶段的初中生,通过对初中生学优生和学困生词汇学习策略的调查研究,本文希望弄清以下四个问题:初中生词汇学习策略总体倾向如何?学优生使用的词汇学习策略有何特点?学困生使用的词汇学习策略有何特点?学优生与学困生使用词汇学习策略有何异同?本次调查对象为武汉市某二级重点初中初二年级中的三个普通班级学生,选取学优生和学困生即是这三个班级中英语成绩排名前15和后15名的学生,以这些学生作为研究对象,调查发现:总体来说,学优生对三类策略的使用情况较好;学困生最常使用的词汇学习策略为认知学习策略,对元认知策略和社交情感策略使用较少。更具体的说,学优生更频繁的使用上下文策略、查字典策略和分类策略,学困生经常使用机械记忆策略和母语策略;学优生比学困生相比,能更好的对自己的词汇学习方法进行总结及调整;能对自己的学习状况进行检查、监督……通过这些结论,我得出如下启示:教师在教学时要注意因材施教,针对不同类学生使用不同的有针对性的培训方法;教师应特别注重对学生的词汇教学方法的选择,树立引导与自主相结合的观念;教师应注意纠正学生错误的词汇学习观念和学习策略;教师要注重培养学生的词汇学习方面的主观能动性。
[Abstract]:With the deepening of China's internationalization, English, as the most common international language, is becoming more and more widely used. Although the number of English speakers is increasing, English learning difficulties exist for Chinese students. Vocabulary learning, in particular, is still a hindrance to Chinese students' English learning. Junior middle school is the basic stage of students' listening, speaking, reading and writing abilities, and vocabulary is the premise of their acquisition. No matter how good a student is at grammar and pronunciation, he cannot communicate meaningfully if he cannot master vocabulary. (Wilkins, 1972) The study of vocabulary learning strategies can greatly improve English vocabulary learning with half the effort. Many researchers have made great contributions to the study of vocabulary learning strategies, especially in the classification of vocabulary learning strategies. This study is based on the classification of learning strategies proposed by O' MallyChamot (1990), including metacognitive strategies, cognitive strategies and social / affective strategies. There is a lack of contrastive study on vocabulary learning strategies between gifted students and students with learning difficulties at home and abroad. Through the comparative study of the two groups, we can find out the similarities and differences in the use of vocabulary learning strategies, provide suggestions for different groups of students to adjust their vocabulary learning strategies, and provide teachers with appropriate training ideas for vocabulary learning strategies. To provide researchers with new thinking in this field. This paper focuses on junior high school students who are in the basic stage of English learning. This paper hopes to find out the following four questions: what is the general tendency of vocabulary learning strategies of junior high school students? What are the characteristics of vocabulary learning strategies used by eugenics? What are the characteristics of vocabulary learning strategies used by students with learning disabilities? What are the similarities and differences between the gifted students and the students with learning difficulties in using vocabulary learning strategies? The subjects of this survey are the students in three ordinary classes in the second grade of a second grade key middle school in Wuhan. The top 15 and the last 15 English students in these three classes are selected as the students with excellent learning and learning difficulties, and these students are taken as the research objects. The survey found that: on the whole, the use of the three strategies is good; The most common vocabulary learning strategies used by students with learning disabilities are cognitive learning strategies and less use of metacognitive strategies and social affective strategies. More specifically, students with learning disabilities often use contextual strategies, dictionary and classification strategies, and students with learning disabilities often use mechanical memory strategies and native language strategies; Compared with underachievers, they can sum up and adjust their vocabulary learning methods, check and supervise their learning status. Through these conclusions, I draw the following enlightenment: teachers should pay attention to teaching in accordance with their aptitude, and use different targeted training methods for different types of students; Teachers should pay special attention to the choice of students' vocabulary teaching methods, establish the concept of combining guidance and autonomy, and pay attention to correcting students' wrong vocabulary learning concepts and learning strategies. Teachers should pay attention to cultivating students' subjective initiative in vocabulary learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2351834
[Abstract]:With the deepening of China's internationalization, English, as the most common international language, is becoming more and more widely used. Although the number of English speakers is increasing, English learning difficulties exist for Chinese students. Vocabulary learning, in particular, is still a hindrance to Chinese students' English learning. Junior middle school is the basic stage of students' listening, speaking, reading and writing abilities, and vocabulary is the premise of their acquisition. No matter how good a student is at grammar and pronunciation, he cannot communicate meaningfully if he cannot master vocabulary. (Wilkins, 1972) The study of vocabulary learning strategies can greatly improve English vocabulary learning with half the effort. Many researchers have made great contributions to the study of vocabulary learning strategies, especially in the classification of vocabulary learning strategies. This study is based on the classification of learning strategies proposed by O' MallyChamot (1990), including metacognitive strategies, cognitive strategies and social / affective strategies. There is a lack of contrastive study on vocabulary learning strategies between gifted students and students with learning difficulties at home and abroad. Through the comparative study of the two groups, we can find out the similarities and differences in the use of vocabulary learning strategies, provide suggestions for different groups of students to adjust their vocabulary learning strategies, and provide teachers with appropriate training ideas for vocabulary learning strategies. To provide researchers with new thinking in this field. This paper focuses on junior high school students who are in the basic stage of English learning. This paper hopes to find out the following four questions: what is the general tendency of vocabulary learning strategies of junior high school students? What are the characteristics of vocabulary learning strategies used by eugenics? What are the characteristics of vocabulary learning strategies used by students with learning disabilities? What are the similarities and differences between the gifted students and the students with learning difficulties in using vocabulary learning strategies? The subjects of this survey are the students in three ordinary classes in the second grade of a second grade key middle school in Wuhan. The top 15 and the last 15 English students in these three classes are selected as the students with excellent learning and learning difficulties, and these students are taken as the research objects. The survey found that: on the whole, the use of the three strategies is good; The most common vocabulary learning strategies used by students with learning disabilities are cognitive learning strategies and less use of metacognitive strategies and social affective strategies. More specifically, students with learning disabilities often use contextual strategies, dictionary and classification strategies, and students with learning disabilities often use mechanical memory strategies and native language strategies; Compared with underachievers, they can sum up and adjust their vocabulary learning methods, check and supervise their learning status. Through these conclusions, I draw the following enlightenment: teachers should pay attention to teaching in accordance with their aptitude, and use different targeted training methods for different types of students; Teachers should pay special attention to the choice of students' vocabulary teaching methods, establish the concept of combining guidance and autonomy, and pay attention to correcting students' wrong vocabulary learning concepts and learning strategies. Teachers should pay attention to cultivating students' subjective initiative in vocabulary learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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