毕业设计(论文)--初中生英语词汇自主学习策略调查研究--以紫溪中学为.doc

编号

楚雄师范学院

本科生毕业论文

题目: 初中生英语词汇自主学习策略调查研究：
以紫溪中学为例
专业： 英语专业
年级、班级： 2012级英语二班
学号：
学生姓名：
指导教师： 职称： 讲师
论文字数: 6,196
完成日期： 2016年 5月
i

A Survey of Junior Middle School Students’ Autonomous Learning Strategies
for English Vocabulary: A Case Study
of Zixi Middle School

Submitted by

Hu Bingyan

A Thesis
Submitted to
School of Foreign Languages and Literature
in Partial Fulfillment of Requirements
for the Degree of Bachelor of English
Chuxiong Normal University

May 2016

Statement of Authorship

Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or diploma.
No other person’s work has been used without due acknowledgment in the main text of the thesis.
This thesis has not been submitted for the award of any other degree or diploma.

Signature：

Date：May, 2016

i

Acknowledgments

This paper is dedicated to all the teachers who have taught me a lot, especially to my supervisor, Zhang Xinming, who has helped me to work out the outline, and provided illuminating advice to me throughout the whole process of the present paper. To him, I owe too much gratitude.
I would like to extend my thanks to my friends and classmates, who gave me much encouragement when I was depressed and at a loss. The work would not have been finished without the support from them.
Finally, I also owe the accomplishment of my paper to my parents, who encouraged me to persevere and gave me the best they could offer.

ii

Abstract

As we all know, vocabulary is the basic material of language. Without words, there is no language itself. In other words, expanding the vocabulary is the precondition of improving students’ listening, speaking, reading and writing ability. So, vocabulary teaching is the key to middle school English teaching. But middle school students find that it is hard to learn English vocabulary. However, the new English curriculum standard requirement for vocabulary has been higher than ever before, so it is a worthwhile problem for Middle School students to explore vocabulary learning strategies.
This study employs questionnaires method to find out students’ vocabulary learning strategies. 90 students are sampled among nearly 4800 students who are from Zixi middle school and are investigated in this research. And the statistic software Statistic Package for Social Science (SPSS)( 13.0) are employed to finish data analysis.
The major findings of the research are as follows: the difference of the vocabulary learning strategy using level exists( the difference is not quite patent though); the statistic shows that the students involved in the investigation are using different vocabulary learning strategies, such as optional attention strategy, words guess strategy, association strategy; vocabulary learning strategies are used more frequently by girls group than done by boys group; and there exist significant differences between low score group and high score group in using cognitive strategy.
The research holds considerable pedagogical implications. On the one hand, students should have a plan and management over their vocabulary learning. On the other hand, for teachers, it is time to improve, and they help students to learn from their appropriate vocabulary learning strategies and provide a wealth of activities to improve their ability to employ strategies appropriately and effectively.

Key words: Middle School Students; Autonomous English Vocabulary Learning
Strategies

iv

摘 要

我们都知道，词汇是构成语言最基本的材料，没有词汇就没有语言本身.换句话说，扩大词汇量是提高学生听说读写能力的前提，因此词汇教学是中学英语教学的重点。但初中生普遍感到词汇学习是英语学习的一大难点，而新的英语课程标准对词汇量有了更明显的要求，所以了解初中生整体词汇学习策略的运用情况成了一个非常值得探讨的问题。
本研究使用了调查问卷法。对紫溪中学90名初中生英语词汇学习观念和策略的使用情况进行了调查研究。同时，本研究者也采用了教育统计软件SPSS13.0
通过问卷调查，本研究获得了以下的发现：
初中生词汇学习策略的运用水平在总体上存在着年级差异（虽然不是很显著）；男女生在词汇学习策略的使用上存在一定的差异，女生的词汇学习策略运用频率普遍高于男生;以及在元认知策略上，高分组学生与低分组学生之间的差异很显著，高分组学生的平均分都高于低分组学生。
本次调查结果对词汇学习和教学有一定的借鉴和启示作用。一方面，学生应该对自己的词汇学习过程进行规划和管理，在词汇记忆过程中通过使用多种策略已达到最佳的记忆效果。另一方面，教师应该有意识地结合教学内容帮助学生尝试运用各种词汇学习策略，使学生提高词汇记忆的效果。

关键词: 初中生； 词汇自主学习策略

vi

Thesis for Degree of Bachelor of English for Chuxiong Normal University
Table of Contents
Statement of Authorship.........................................................................................i
Acknowledgments................................................................................................ ii
Abstract..........iii
摘 要.....................................................................................................................v

1. Introduction １
1.1Significance １
1.2.Literature Review ２
1.2.1 Researches Abroad ２
1.2.2 Research at Home ４
1.2.3 Summary................................................................................................5
1.3 Research Questions ６

2. Research Design ６
2.1 Purposes of the Survey ６
2.2 Objects ６
2.3 Instruments ７
2.4 Methods of Data Analysis............................................................................8
2.5 Methods of Data Analysis ８
2.5.1Descriptive Data Analysis ９
2.5.2 Independent Sample T test ９

3. Results and Discussion ９
3.1 Results of Data Analysis ９
3.1.1 Vocabulary Learning Strategies used by Middle School Students 10
3.1.2 Differences of Vocabulary Learning Strategies between the Students in
Different Grades 11
3.1.3 Gender Differences for Students to Use Vocabulary Learning
Strategies 12
3.1.4 Correlation of Vocabulary Learning Strategies and English
Achievements 13
3.1.5 Comparison of Strategies Employed by English learners with High
Final Scores and those with Low Final Scores 15
3.2. Discussions 16
3.2.1 All Students’ usually Neglecting Meta-strategy 16
3.2.2. High Score Students Preferring to Using Guessing Strategies, Direct
Strategies 17
3.2.3 Significant Differences Existing between Low Achievers and High
Achiever 18

4. Implication 18
4.1 For Teachers 18
4.2 For English Learners 19

5. Conclusion 21
5.1 Summary 21
5.2 Limitations 21
5.3 Questions to Be Further Researched 22

References 23
Appendix Ⅰ(Chinese Version) 24
Appendix Ⅰ(English Version) 26

viii

A Survey of Junior Middle School Students’ Autonomous Learning Strategies
for English Vocabulary : A Case Study
of Zixi Middle School

1. Introduction
1.1 Significance
It’s important for students to learn English. Because learning English can help students to develop their ability of using English. Everybody knows that English vocabulary learning plays an important role in English learning. However, it is a major problem for English learners. This research attempts to improve the efficiency of English vocabulary learning among Zixi middle school students. This research is an important try for the writer.
Vocabulary is the language of construction materials and the basis for the development of the five skills: listening, speaking, reading, writing and translating. As the most basic material of language, foreign language teaching can not exist without the vocabulary. In other words, vocabulary plays an important role in English language study and application. It can help students to develop learning strategy for teaching vocabulary. This study may help English teachers and students get a general picture of present English education，including curriculum design, class arrangement and so on. For teachers, it may enhance their self-identity and the sense of accomplishment. The ultimate goal for English teachers is to make students keep learning with passion all the time．For the students involved in this survey，it may help them to study English better．It is a good chance for them to participate in this research for they may know themselves better later on and take appropriate measures to improve their own learning.
As we all know, it is the basis for an article vocabulary synthesis. No words, no sentences, not paragraphs, let alone a content-rich blog. In English teaching, vocabulary, pronunciation, grammar, are the three elements of the language, the language is the cornerstone of the building. Students to master a certain number of words, is one of the important tasks of teaching junior high school English. All in all, the vocabulary is the most important factor restricting the efficiency of learning English.窗体顶端
As a student, if he cannot rationally use vocabulary learning strategies, he cannot effectively learn vocabulary, cannot remember every word, and therefore will lose interest in learning English. As the saying goes, the interest is the best teacher, if one is not interested in, he or she will fail. However , if a teacher cannot reasonably use the vocabulary strategy for teaching, the students will think that is the class is boring. An English teacher must not only know the learning strategies, but also pay attention to the reasons why English learners lose their interests in learning English vocabulary. As a result, English language learners, English teachers and scholars in English learning and teaching can employ these findings to direct their language learning as well as studies.
1.2.Literature Review
A number of studies have been conducted on language learners’ use of vocabulary learning strategies throughout the research history of Second Language (L2) or Foreign Language (FL) learning strategy. This part begins with a historical overview of Vocabulary Learning Strategy (VLS). It first reviews on the studies of correlation between vocabulary learning strategies and learners’ vocabulary learning results.
1.2.1 Researches Abroad
Previous studies of learners with different native language backgrounds show: Students use a variety of strategies in vocabulary learning. For example:
Chamot(1987:65) thinks that learning strategies are skills, ways or intentional movements that students assimilate so that further the learning, review learning information in 1987 (qtd. in Chen Suirui4-5).
Rubin states (1996:34)that language learning strategies are strategies which conduce to the progress of the language, which the learner constitute and influence learning in 1987 (qtd. in Chen Suirui4-5).
O 'Mally (1990:67) thinks that vocabulary learning strategies can be divided into two levels, cognitive strategies and meta-cognitive Strategy. Cognitive strategies are divided into rote learning of learning strategies, classification, context, dictionary strategies, guessing strategies, doing exercises and contact; meta-cognitive strategy is divided into planning, self-assessment, self-examination and four kinds of distribution of selective attention.(qtd. in Chen Suirui7-8)
Oxford,(1900:87) thinks that vocabulary learning strategies can be divided into direct strategies and indirect strategies. And direct strategies can make the learner learning easier, faster, more enjoyable, more independent, more effective and more easily applied in the new situation and take some specific actions. And also think that learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable.(qtd. in Chen Suirui9-10)
Schmitt (1997:200) views that “vocabulary learning strategies could be any behaviors, steps, techniques, thoughts and mental processes which affect this rather broadly-defined process”. And he conducted a large-scale survey of VLS? Among Japanese students. It was found out that rote repetition featured highly in their rating of significance, while strategies based on internal evidence and cross-linguistic translations were low down on the list. They also found out differences in the use of the different types of strategies between students from beginning, intermediate and advanced classes.(qtd. in Chen Suirui9-10)
Cohen, A.D. (2000) thought learning strategy can be defined as those processes which are consciously selected by learners and which may result in actions taken to enhance the learning of use of a second or foreign language, through the storage , retention, recall, and application of information about the language.(qtd. in Chen Suirui9-10)
Stern states that learning strategies is best defined current or whole specialty of the way used by the language learners, leaving over technical abilities as the term to refer additional modality of observable learning behavior in1983 (qtd. in Wang Shenghui 7-8).
Bremner using SILL did a learning strategy survey by using a group of learners of Hong Kong. The students’ proficiency was measured by a series of tongue and literacy assignment and discontinuous language tests. The results indicate cognitive and meta-cognitive strategies are the most used, while social affective strategies is the least used, and affective strategies representing negative variation in (491-514) (qtd. in Ma Xiaoyan 19).
In addition, the survey of learners learning strategies also shows that Chinese English learners use a variety of learning strategies in English learning. In these studies, thinking strategy and mechanical strategy is widely used among high school students. In other words, previous studies reveal that age difference influences strategies used by learners, and other learners’ differences such as personality differences, gender, motivation, concepts and so on also affect the choice of learning strategies. High-Etsu, Season Catalan and Horwitz and other experts and scholars have conducted many related studies.
In sum, although different researchers hold different attitude on the definition of vocabulary learning strategies, they each made contribution to more integrated and more precise operational definitions of English vocabulary learning strategies, however, there is no coincident opinions on its definitions, the relative quantitative researches on English vocabulary learning strategies so far tends to focus on several aspects, like the definitions, classification of English vocabulary learning strategies. Yet, in the current study, Oxford’s definition is adopted, in which English vocabulary learning strategies are defined as “conduct or movement which learners employ to make language learning more successful, independent and delightful”.
1.2.2 Research at