高二英語學習困難學生詞匯學習策略調查研究
發(fā)布時間：2018-12-28 13:21
【摘要】：一些學生在高中英語學習過程中由于各種各樣的原因變成了學困生。這些英語學困生經常遇到一個令他們困擾的問題,具體來說是他們往往花費很多時間在英語詞匯學習上,但是收效甚微,并且還有很多不認識的詞匯。很多高中英語老師也發(fā)現(xiàn)詞匯學習是很多高二英語學困生在英語學習過程中面臨的一大困難。高二英語學困生是否存在詞匯學習策略問題值得研究。為了了解高二英語學困生詞匯學習策略的實際情形,本研究調查并采訪了高二英語學困生的詞匯學習策略使用情況,并試圖回答以下兩個問題:1.高二英語學困生詞匯學習策略的總體特征是怎么樣?2.高二英語學困生在詞匯學習策略方面存在哪些典型問題?本研究對高二英語學困生的定義是智力正常,沒有缺陷。但是這些學生的英語學習效率很低。同時他們的英語成績不能滿足《普通高中英語課程標準(實驗)》(2003)最低要求。此外本研究中的英語學困生必須滿足以下三個要求:一是在最近兩次正式大型考試中,英語成績居于全年級后20%的學生;二是在最近兩次正式大型考試中,他們的英語成績不及格(滿分150分,低于90分);三是本班英語老師所選出的認為英語學習有困難的學生。本研究綜合前人的觀點,參考《普通高中英語課程標準》(實驗)(2003)將詞匯學習策略分成元認知策略,認知策略,社交策略,資源策略。本研究所編制的調查問卷主要依據(jù)的是GuJohnson(1996)關于詞匯學習策略的問卷,再依據(jù)高二英語學困生的實際情況和筆者自己的教學經驗做了一些修改�？紤]到修改過問卷的可靠性,作者對此問卷又做了相關的效度和信度分析。本研究中的研究對象是70名高二年級的英語學困生,這些學困生選自包頭市第四中學并且采用定量和定性的研究方法。此次研究的目的是通過調查問卷和訪談的方式來了解高二英語學困生詞匯學習策略的總體特征如何以及學困生在詞匯學習策略方面存在哪些典型問題。并以此為依據(jù),對學困生使用詞匯策略以及教師教授詞匯方面提出一些建議,希望能對學生和教師有所幫助。調查結果顯示:1.高二英語學困生使用詞匯學習策略的人數(shù)總體比較少,使用水平也不是很高。在元認知策略,認知策略,社交策略,資源策略四個被調查策略的一級指標中,社交策略的使用人數(shù)較少,認知策略的使用人數(shù)較多。2.學困生在詞匯策略的使用上的確存在一定的問題,包括他們的詞匯學習觀念,詞匯學習方法,以及學習計劃。最后,根據(jù)調查結果所顯示的學困生使用詞匯策略的總體特征以及他們在詞匯策略使用上顯現(xiàn)出來的一些問題,作者針對四類詞匯策略分別給學困生和英語教師提出了相應的建議。
[Abstract]:Some students become students with learning difficulties in high school English learning for various reasons. These students with English learning difficulties often encounter a problem that puzzles them. Specifically, they often spend a lot of time on English vocabulary learning, but with little success, and there are many unknown words. Many high school English teachers also find that vocabulary learning is one of the major difficulties faced by many students with English learning difficulties in senior two. It is worth studying whether there is a vocabulary learning strategy for the students with English learning difficulties in Senior two. In order to understand the actual situation of vocabulary learning strategies of students with English learning difficulties in Senior two, the present study investigates and interviews the use of vocabulary learning strategies of students with English learning difficulties in Senior two, and attempts to answer the following two questions: 1. What are the general characteristics of vocabulary learning strategies of the students with English learning difficulties in Senior two? What are the typical problems in vocabulary learning strategies for students with English learning difficulties in Senior two? The present study defines the students with English learning difficulties in Senior two as having normal intelligence and no defects. But these students' English learning efficiency is very low. At the same time, their English scores do not meet the minimum requirements of Common High School English Curriculum Standard (experiment) (2003). In addition, the students with English learning difficulties in this study must meet the following three requirements: first, in the last two formal large-scale examinations, 20% of the students scored in the second grade; Second, in the last two major formal examinations, they failed in English (a full score of 150, less than 90); third, the class's English teachers selected students who thought they had difficulties in learning English. This study synthesizes the previous viewpoints and refers to the English Curriculum Standard of General Senior High School (experiment) (2003), classifying vocabulary learning strategies into metacognitive strategies, social strategies and resource strategies. The questionnaire is mainly based on GuJohnson's (1996) questionnaire on vocabulary learning strategies. It also makes some modifications according to the actual situation of the students with English learning difficulties in Senior two and the author's own teaching experience. Considering the reliability of the revised questionnaire, the validity and reliability of the questionnaire were analyzed. The subjects of this study are 70 students with English learning difficulties in Grade 2, selected from Baotou No. 4 Middle School and using quantitative and qualitative methods. The purpose of this study is to investigate the general characteristics of vocabulary learning strategies of students with English learning difficulties in Senior two and the typical problems in vocabulary learning strategies of students with learning disabilities through questionnaires and interviews. Based on this, some suggestions on the use of vocabulary strategies for students with learning difficulties and the teaching of vocabulary by teachers are put forward in the hope that it can be helpful to students and teachers. The results of the survey are as follows: 1. The number of students with English learning difficulties in senior two using vocabulary learning strategies is relatively small, and the level of use is not very high. Among the four primary indexes of metacognitive strategy, social strategy and resource strategy, the number of people using social strategy is low, and the number of people using cognitive strategy is 2. 2%. Students with learning disabilities do have some problems in the use of vocabulary strategies, including their concept of vocabulary learning, vocabulary learning methods, and learning plans. Finally, according to the results of the survey, the students with learning disabilities have the general characteristics of using vocabulary strategies and some problems in the use of vocabulary strategies. The author puts forward four kinds of vocabulary strategies for students with learning difficulties and English teachers.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
本文編號：2393997
[Abstract]:Some students become students with learning difficulties in high school English learning for various reasons. These students with English learning difficulties often encounter a problem that puzzles them. Specifically, they often spend a lot of time on English vocabulary learning, but with little success, and there are many unknown words. Many high school English teachers also find that vocabulary learning is one of the major difficulties faced by many students with English learning difficulties in senior two. It is worth studying whether there is a vocabulary learning strategy for the students with English learning difficulties in Senior two. In order to understand the actual situation of vocabulary learning strategies of students with English learning difficulties in Senior two, the present study investigates and interviews the use of vocabulary learning strategies of students with English learning difficulties in Senior two, and attempts to answer the following two questions: 1. What are the general characteristics of vocabulary learning strategies of the students with English learning difficulties in Senior two? What are the typical problems in vocabulary learning strategies for students with English learning difficulties in Senior two? The present study defines the students with English learning difficulties in Senior two as having normal intelligence and no defects. But these students' English learning efficiency is very low. At the same time, their English scores do not meet the minimum requirements of Common High School English Curriculum Standard (experiment) (2003). In addition, the students with English learning difficulties in this study must meet the following three requirements: first, in the last two formal large-scale examinations, 20% of the students scored in the second grade; Second, in the last two major formal examinations, they failed in English (a full score of 150, less than 90); third, the class's English teachers selected students who thought they had difficulties in learning English. This study synthesizes the previous viewpoints and refers to the English Curriculum Standard of General Senior High School (experiment) (2003), classifying vocabulary learning strategies into metacognitive strategies, social strategies and resource strategies. The questionnaire is mainly based on GuJohnson's (1996) questionnaire on vocabulary learning strategies. It also makes some modifications according to the actual situation of the students with English learning difficulties in Senior two and the author's own teaching experience. Considering the reliability of the revised questionnaire, the validity and reliability of the questionnaire were analyzed. The subjects of this study are 70 students with English learning difficulties in Grade 2, selected from Baotou No. 4 Middle School and using quantitative and qualitative methods. The purpose of this study is to investigate the general characteristics of vocabulary learning strategies of students with English learning difficulties in Senior two and the typical problems in vocabulary learning strategies of students with learning disabilities through questionnaires and interviews. Based on this, some suggestions on the use of vocabulary strategies for students with learning difficulties and the teaching of vocabulary by teachers are put forward in the hope that it can be helpful to students and teachers. The results of the survey are as follows: 1. The number of students with English learning difficulties in senior two using vocabulary learning strategies is relatively small, and the level of use is not very high. Among the four primary indexes of metacognitive strategy, social strategy and resource strategy, the number of people using social strategy is low, and the number of people using cognitive strategy is 2. 2%. Students with learning disabilities do have some problems in the use of vocabulary strategies, including their concept of vocabulary learning, vocabulary learning methods, and learning plans. Finally, according to the results of the survey, the students with learning disabilities have the general characteristics of using vocabulary strategies and some problems in the use of vocabulary strategies. The author puts forward four kinds of vocabulary strategies for students with learning difficulties and English teachers.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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