本文選題：詞匯學(xué)習(xí)　切入點：詞匯教學(xué)　出處：《東北師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

【摘要】： 當(dāng)前中國傳統(tǒng)英語教學(xué)的弊端導(dǎo)致初中學(xué)生詞匯學(xué)習(xí)困難重重,詞匯量成了英語學(xué)習(xí)的桎梏。探索并積極總結(jié)有效的學(xué)習(xí)策略是減輕學(xué)生負(fù)擔(dān)、全面提高詞匯教學(xué)效率、為學(xué)生終生學(xué)習(xí)打好基礎(chǔ)的重要途徑。 本文對于英語詞匯學(xué)習(xí)策略的研究以O(shè)’Malley and Chamot(1990)的學(xué)習(xí)策略分類為基礎(chǔ)。根據(jù)O’Malley and Chamot的分類,詞匯學(xué)習(xí)策略被分為三類:元認(rèn)知策略、認(rèn)知策略以及情感策略。本文調(diào)查了九臺市第三中學(xué)學(xué)生使用詞匯學(xué)習(xí)策略的情況,并對200名研究對象的特點及他們使用詞匯學(xué)習(xí)策略的傾向進(jìn)行了論述。收集數(shù)據(jù)的方法包括調(diào)查問卷和訪談。 研究發(fā)現(xiàn)1、在詞匯學(xué)習(xí)觀念上,九臺市第三中學(xué)學(xué)生反對通過死記硬背來記單詞,而普遍認(rèn)為應(yīng)該在上下文中及通過運用來記單詞。2、在學(xué)習(xí)策略方面,九臺市第三中學(xué)學(xué)生使用了包括元認(rèn)知、認(rèn)知和情感策略在內(nèi)的多種策略來學(xué)習(xí)英語詞匯。 通過對數(shù)據(jù)的分析,本文得出了以下英語詞匯教學(xué)的啟示:教師應(yīng)該鼓勵學(xué)生積極使用多種詞匯學(xué)習(xí)策略;從教學(xué)實踐出發(fā),教師應(yīng)該注重對學(xué)生詞匯學(xué)習(xí)策略的指導(dǎo)和培養(yǎng)。
[Abstract]:At present, the disadvantages of traditional English teaching in China lead to the difficulties in vocabulary learning of junior high school students, and vocabulary size has become the shackle of English learning. Exploring and actively summing up effective learning strategies is to lighten the burden on students and improve the efficiency of vocabulary teaching in an all-round way. An important way to lay a good foundation for students'lifelong learning. The present study of English vocabulary learning strategies is based on the classification of learning strategies proposed by O'Malley and Chamot1990.According to the classification by O'Malley and Chamot, vocabulary learning strategies are classified into three categories: metacognitive strategies. Cognitive strategies and affective strategies. This paper investigates the students' use of vocabulary learning strategies in No.3 Middle School in Jiutai City. The characteristics of 200 subjects and their propensity to use vocabulary learning strategies are discussed. The methods of data collection include questionnaires and interviews. The study found that 1. In terms of vocabulary learning concept, students of Jiutai No. 3 Middle School opposed memorizing words by rote, while it was generally believed that the students should memorize words .2in context and through application, in terms of learning strategies. Students of No.3 Middle School in Jiutai use various strategies, including metacognitive, cognitive and affective strategies, to learn English vocabulary. Through the analysis of the data, this paper draws the following enlightenment of English vocabulary teaching: teachers should encourage students to actively use a variety of vocabulary learning strategies, and proceed from teaching practice. Teachers should pay attention to the guidance and cultivation of students' vocabulary learning strategies.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G633.41

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 王冰凌;聯(lián)想策略在初一學(xué)生英語詞匯學(xué)習(xí)中的實驗研究[D];東北師范大學(xué);2010年

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本文編號：1633274