本文選題：中職英語 + 認(rèn)知策略��； 參考：《貴州師范大學(xué)》2017年碩士論文

【摘要】：英語是中職學(xué)校的一門公共必修課,而詞匯在中職英語學(xué)習(xí)中占有很重要的地位,詞匯量的大小在某種程度上直接影響到中職學(xué)生英語學(xué)習(xí)和英語交際能力。目前的中職英語詞匯教學(xué)現(xiàn)狀并不十分令人滿意,詞匯學(xué)習(xí)效率不高,詞匯教學(xué)費(fèi)時而低效。很多的研究者大多研究中學(xué)和大學(xué)的詞匯教學(xué)而研究中職詞匯教學(xué)的研究者并不多;認(rèn)知策略作為一種有效的詞匯學(xué)習(xí)策略,有助于提高學(xué)生的詞匯學(xué)習(xí)效率;“授之以魚,不如授之以漁”;基于以上原因,本研究采用了6種認(rèn)知策略進(jìn)行了為期16周的課堂教學(xué)實(shí)驗(yàn),旨在研究以下3個問題:1.目前中職生的詞匯學(xué)習(xí)認(rèn)知策略的應(yīng)用現(xiàn)狀如何?2.怎樣把認(rèn)知策略應(yīng)用到中職生的詞匯學(xué)習(xí)中去?3.認(rèn)知策略的應(yīng)用能否提高學(xué)生的詞匯學(xué)習(xí)成績?本研究以認(rèn)知建構(gòu)主義以及O’Malley and Chamot(2001)對學(xué)習(xí)策略的分類為理論基礎(chǔ),回顧了學(xué)習(xí)策略和詞匯學(xué)習(xí)策略的定義及其分類,參照了0’Malley and Chamot,Oxford以及Cohen的策略培訓(xùn)模式,根據(jù)以往的研究、現(xiàn)有的研究條件和中職生的需要,采用以策略為基礎(chǔ)(SBI)的外語教學(xué),對選定的中職生進(jìn)行詞匯學(xué)習(xí)策略培訓(xùn),并統(tǒng)計(jì)和分析其培訓(xùn)的結(jié)果。為了調(diào)查中職生的詞匯學(xué)習(xí)認(rèn)知策略的應(yīng)用現(xiàn)狀,本研究采用問卷調(diào)查收集有關(guān)數(shù)據(jù),并進(jìn)行了為期16周的以策略為基礎(chǔ)的課堂外語教學(xué)實(shí)驗(yàn)。參加本教學(xué)實(shí)驗(yàn)研究的受試是來自畢節(jié)醫(yī)學(xué)高等�？茖W(xué)校中職部一年級的兩個護(hù)理班學(xué)生,1609班和1611班,每班各60人。1609班為實(shí)驗(yàn)班,1611班為控制班。在開始本研究教學(xué)實(shí)驗(yàn)之前,作者分別對所選班級進(jìn)行了詞匯水平測試和英語綜合水平測試以確定所選受試的英語水平相當(dāng),同時確保了本研究的信度和效度。在本實(shí)驗(yàn)中,作者擔(dān)任這兩個受試班的英語教師,在實(shí)驗(yàn)班采用認(rèn)知策略學(xué)習(xí)模式進(jìn)行詞匯教學(xué),在控制班采用非認(rèn)知策略學(xué)習(xí)模式進(jìn)行詞匯教學(xué)。在整個實(shí)驗(yàn)教學(xué)中,作者在實(shí)驗(yàn)班采用策略培訓(xùn)與基于策略的教學(xué)(SBI)相結(jié)合。在實(shí)驗(yàn)的最后一周,作者又分別對兩個班進(jìn)行詞匯測試之后測,兩個班試卷內(nèi)容一樣。本研究結(jié)果是使用Excel表格和數(shù)據(jù)統(tǒng)計(jì)軟件SPSS 17.0對實(shí)驗(yàn)所收集的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。本研究得出以下結(jié)論:1.在中職學(xué)校,學(xué)生使用認(rèn)知策略的頻率從高到低依次為:重復(fù)策略語音策略記筆記策略死記硬背策略分組策略關(guān)鍵詞策略練習(xí)策略查詞典策略構(gòu)詞法策略語境策略閱讀策略聯(lián)想策略對比策略。2.采用認(rèn)知策略培訓(xùn)與基于策略的教學(xué)(SBI)相結(jié)合是一種行之有效的詞匯教學(xué)方法。3.認(rèn)知策略的應(yīng)用能提高學(xué)生的詞匯學(xué)習(xí)成績。本研究結(jié)果將對中職英語詞匯教學(xué)有著重要啟示作用,對教師的詞匯教學(xué)有著一定的借鑒作用,對學(xué)生的詞匯學(xué)習(xí)有著一定的指導(dǎo)意義。本研究結(jié)果有助于提高詞匯教學(xué)效率,提高詞匯學(xué)習(xí)成績。但是,由于本研究歷時短暫以及樣本量不夠大以致本研究有著不足之處,本研究者將在以后的研究中繼續(xù)改進(jìn)和完善。
[Abstract]:English is a public compulsory course in secondary vocational schools, and vocabulary plays an important role in Secondary Vocational English learning. The size of vocabulary affects English learning and communicative competence of secondary vocational students to some extent. The present situation of English Vocabulary Teaching in secondary vocational schools is not satisfactory, the efficiency of vocabulary learning is not high, vocabulary teaching is not high, and vocabulary teaching is not ten Most of the researchers study most of the vocabulary teaching in middle schools and universities, and there are not many researchers studying vocabulary teaching in secondary vocational schools. As an effective vocabulary learning strategy, cognitive strategies can help improve students' vocabulary learning efficiency; "teach it as fish is better than fishing". Based on the above reasons, the study adopted 6 16 weeks of classroom teaching experiments are carried out to study the following 3 questions: 1. how is the present situation of the application of vocabulary learning cognitive strategies for secondary vocational students? 2. how to apply cognitive strategies to secondary vocational students' vocabulary learning? Can the application of 3. cognitive strategies raise students' vocabulary learning performance? This study is based on cognitive construction Constructivism and O 'Malley and Chamot (2001) classify learning strategies as the theoretical basis, review the definition and classification of learning strategies and vocabulary learning strategies, refer to the strategy training model of 0' Malley and Chamot, Oxford, and Cohen. According to previous studies, some research conditions and the needs of Secondary Vocational Students are present, and the strategies are adopted. In the foreign language teaching of SBI, the selected secondary vocational students are trained in vocabulary learning strategies and the results of their training are analyzed and analyzed. In order to investigate the application status of cognitive strategies for secondary vocational students' vocabulary learning, this study uses questionnaires to collect relevant data and carries out a strategy based classroom foreign language teaching experiment for the period of 16 weeks. The subjects participated in the experimental study were two classes of nursing students, 1609 classes and 1611 classes from the first grade of the middle vocational department of Bijie Medical College, 60.1609 in each class as the experimental class and the 1611 class as the control class. Before the start of this study, the author carried out the vocabulary test and the English synthesis of the selected classes. In this experiment, the author employed the cognitive strategy learning model in the experimental class to carry out the vocabulary teaching in the experimental class, and used the non confusing strategy learning model in the control class to carry out the vocabulary teaching in the two subjects. In the laboratory teaching, the author uses strategy training and strategy based teaching (SBI) in the experimental class. In the last week of the experiment, the author tested the two classes after vocabulary test and two classes of test papers. The results are the data collected using the Excel form and the data integration software SPSS 17 for the data collected by the experiment. The following conclusions are drawn in this study: 1. in secondary vocational schools, the frequency of students' use of cognitive strategies from high to low is the following: repetition strategy, note taking strategy, memorizing strategy, rote learning strategy, dictionary strategy, lexicon, strategy, context strategy, strategy, strategy, reading strategy, Association strategy, association strategy.2. The combination of knowledge strategy training and strategy based teaching (SBI) is an effective method of vocabulary teaching, the application of.3. cognitive strategies can improve students' vocabulary learning performance. The results of this study will play an important role in the teaching of English vocabulary in secondary vocational schools, and have a certain reference for teachers' vocabulary teaching and students' lexicology. The results of this study are helpful to improve the efficiency of vocabulary teaching and improve vocabulary learning. However, this research will continue to improve and improve the research in the future due to the short duration of the study and the lack of large sample size.

【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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