彝族地区初中生英语词汇学习策略研究
发布时间：2024-06-11 05:55
英语词汇学习策略是近些年的研究热点之一,特别是关于初中生的英语词汇学习策略的研究,但是却少有研究者关注少数民族地区的初中生词汇学习策略。笔者所在的四川省是全国最大的彝族聚居地。故本研究调查了彝族少数民族地区初中生的英语词汇学习策略使用情况。本研究基于二语词汇习得理论即Laufer and Hulstijn(2001)任务投入量假说和Craik and Lockhart(1972)加工水平理论,对来自四川省乐山市峨边彝族自治县新林中学的4个班级的204名初中生展开了调查。结合词汇学习策略使用调查问卷,Nation&Beglar(2007)词汇量测试和词汇学习策略使用访谈问卷,本研究拟回答以下四个问题:1)彝族地区初中生英语词汇策略使用的整体情况如何?2)母语不同的初中生在他们使用四种词汇学习策略时是否有差异?3)彝族地区初中生男生与女生使用英语词汇学习策略时是否有差异?4)学生词汇量的大小与他们使用的词汇学习使用策略是否相关?收集的数据运用SPSS22.0和Excel进行处理,通过描述性统计分析,Pearson卡方检验,Spearman相关系数分析,本研究得出以下5个结论:1)彝...
【文章页数】：86 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.2 Purpose of this study
1.3 Significance of the present study
1.3.1 Theoretical significance
1.3.2 Practical significance
1.4 Outline of this thesis
Chapter Two Literature Review
2.1 Studies on English vocabulary learning strategies
2.1.1 Definitions of English vocabulary learning strategies
2.1.2 Classifications of English vocabulary learning strategies
2.1.3 Studies on English vocabulary learning strategies at home and abroad
2.1.4 Studies on students’EVLS in ethnic minority areas
2.2 Studies on English learning of students in Yi minority areas
2.2.1 Studies on English vocabulary learning of students in Yi minority areas
2.2.2 Studies on English learning of junior middle school students in Yi areas
Chapter Three Theoretical Foundation
3.1 Levels of Processing Theory by Craik and Lockhart
3.2 Involvement Load Hypothesis by Laufer and Hulstijn
Chapter Four Research Methodology
4.1 Research questions
4.2 Research design
4.2.1 Subjects
4.2.2 Research instruments
4.2.3 Research procedure
Chapter Five Results and Discussion
5.1 General description on the use of EVLS
5.1.1 Specific description on the use of four types in regulation strategies
5.1.2 Specific description on the use of seven types in cognitive strategies
5.1.3 Specific description on the use of two types in social/affective strategies
5.1.4 Specific description on the use of five types in resource strategies
5.2 Differences in the use of EVLS by Yi and Han students
5.3 Differences in the use of EVLS by male and female students
5.4 Correlations between vocabulary size and the use of EVLS
5.4.1 Descriptive statistic analysis of students’vocabulary size
5.4.2 Correlations between vocabulary size and the use of EVLS
Chapter Six Conclusion
6.1 Major findings of the study
6.1.1 The low frequency on the use EVLS by students
6.1.2 The different use of social/affective strategies by Yi and Han students
6.1.3 The different use of regulation strategies by male and female students
6.1.4 The positive correlation between vocabulary size and the use of regulationstrategies
6.2 Implications for English teachers
6.3 Limitations and recommendations
Bibliography
Appendixes
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
攻读硕士学位期间发表的论文及科研成果
Acknowledgements
本文编号：3992507
【文章页数】：86 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.2 Purpose of this study
1.3 Significance of the present study
1.3.1 Theoretical significance
1.3.2 Practical significance
1.4 Outline of this thesis
Chapter Two Literature Review
2.1 Studies on English vocabulary learning strategies
2.1.1 Definitions of English vocabulary learning strategies
2.1.2 Classifications of English vocabulary learning strategies
2.1.3 Studies on English vocabulary learning strategies at home and abroad
2.1.4 Studies on students’EVLS in ethnic minority areas
2.2 Studies on English learning of students in Yi minority areas
2.2.1 Studies on English vocabulary learning of students in Yi minority areas
2.2.2 Studies on English learning of junior middle school students in Yi areas
Chapter Three Theoretical Foundation
3.1 Levels of Processing Theory by Craik and Lockhart
3.2 Involvement Load Hypothesis by Laufer and Hulstijn
Chapter Four Research Methodology
4.1 Research questions
4.2 Research design
4.2.1 Subjects
4.2.2 Research instruments
4.2.3 Research procedure
Chapter Five Results and Discussion
5.1 General description on the use of EVLS
5.1.1 Specific description on the use of four types in regulation strategies
5.1.2 Specific description on the use of seven types in cognitive strategies
5.1.3 Specific description on the use of two types in social/affective strategies
5.1.4 Specific description on the use of five types in resource strategies
5.2 Differences in the use of EVLS by Yi and Han students
5.3 Differences in the use of EVLS by male and female students
5.4 Correlations between vocabulary size and the use of EVLS
5.4.1 Descriptive statistic analysis of students’vocabulary size
5.4.2 Correlations between vocabulary size and the use of EVLS
Chapter Six Conclusion
6.1 Major findings of the study
6.1.1 The low frequency on the use EVLS by students
6.1.2 The different use of social/affective strategies by Yi and Han students
6.1.3 The different use of regulation strategies by male and female students
6.1.4 The positive correlation between vocabulary size and the use of regulationstrategies
6.2 Implications for English teachers
6.3 Limitations and recommendations
Bibliography
Appendixes
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
攻读硕士学位期间发表的论文及科研成果
Acknowledgements
本文编号：3992507
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