初中英語學(xué)優(yōu)生與學(xué)困生詞匯學(xué)習(xí)策略調(diào)查對(duì)比研究
發(fā)布時(shí)間：2018-11-23 14:22
【摘要】：隨著中國(guó)國(guó)際化程度的加深,英語作為一門最普遍的國(guó)際語言,越來越廣泛的被使用。雖然英語使用人數(shù)在不斷的增加,英語學(xué)習(xí)的困難對(duì)中國(guó)學(xué)生來說,卻一直存在。特別是詞匯學(xué)習(xí),依然是中國(guó)學(xué)生英語學(xué)習(xí)的攔路虎。初中階段是學(xué)生英語聽、說、讀、寫能力培養(yǎng)的基礎(chǔ)階段,而詞匯是這些能力習(xí)得的前提�！盁o論學(xué)生多么擅長(zhǎng)語法與發(fā)音,如果他不能掌握詞匯,就不能進(jìn)行有意義的交流�！�(Wilkins, 1972)。研究詞匯學(xué)習(xí)策略能對(duì)英語詞匯學(xué)習(xí)起到事半功倍的效果。許多研究者都對(duì)詞匯學(xué)習(xí)策略研究特別是在詞匯學(xué)習(xí)策略的分類研究做出了巨大貢獻(xiàn)。本研究依據(jù)的主要是O' MallyChamot(1990)的學(xué)習(xí)策略的分類方法,主要包含元認(rèn)知策略、認(rèn)知策略和社會(huì)/情感策略三大類。國(guó)內(nèi)外研究缺乏對(duì)學(xué)優(yōu)生和學(xué)困生詞匯學(xué)習(xí)策略的對(duì)比研究。對(duì)這兩個(gè)群體的對(duì)比研究,可得出他們?cè)谠~匯學(xué)習(xí)策略使用的異同,為不同群體學(xué)生在詞匯學(xué)習(xí)策略方面提供針對(duì)性的調(diào)整建議,為教師提供適當(dāng)?shù)脑~匯學(xué)習(xí)策略培訓(xùn)的思路,為研究者提供該領(lǐng)域研究新的思考。本文將研究視角聚焦在處于英語學(xué)習(xí)的基礎(chǔ)階段的初中生,通過對(duì)初中生學(xué)優(yōu)生和學(xué)困生詞匯學(xué)習(xí)策略的調(diào)查研究,本文希望弄清以下四個(gè)問題:初中生詞匯學(xué)習(xí)策略總體傾向如何?學(xué)優(yōu)生使用的詞匯學(xué)習(xí)策略有何特點(diǎn)?學(xué)困生使用的詞匯學(xué)習(xí)策略有何特點(diǎn)?學(xué)優(yōu)生與學(xué)困生使用詞匯學(xué)習(xí)策略有何異同?本次調(diào)查對(duì)象為武漢市某二級(jí)重點(diǎn)初中初二年級(jí)中的三個(gè)普通班級(jí)學(xué)生,選取學(xué)優(yōu)生和學(xué)困生即是這三個(gè)班級(jí)中英語成績(jī)排名前15和后15名的學(xué)生,以這些學(xué)生作為研究對(duì)象,調(diào)查發(fā)現(xiàn):總體來說,學(xué)優(yōu)生對(duì)三類策略的使用情況較好;學(xué)困生最常使用的詞匯學(xué)習(xí)策略為認(rèn)知學(xué)習(xí)策略,對(duì)元認(rèn)知策略和社交情感策略使用較少。更具體的說,學(xué)優(yōu)生更頻繁的使用上下文策略、查字典策略和分類策略,學(xué)困生經(jīng)常使用機(jī)械記憶策略和母語策略;學(xué)優(yōu)生比學(xué)困生相比,能更好的對(duì)自己的詞匯學(xué)習(xí)方法進(jìn)行總結(jié)及調(diào)整;能對(duì)自己的學(xué)習(xí)狀況進(jìn)行檢查、監(jiān)督……通過這些結(jié)論,我得出如下啟示:教師在教學(xué)時(shí)要注意因材施教,針對(duì)不同類學(xué)生使用不同的有針對(duì)性的培訓(xùn)方法;教師應(yīng)特別注重對(duì)學(xué)生的詞匯教學(xué)方法的選擇,樹立引導(dǎo)與自主相結(jié)合的觀念;教師應(yīng)注意糾正學(xué)生錯(cuò)誤的詞匯學(xué)習(xí)觀念和學(xué)習(xí)策略;教師要注重培養(yǎng)學(xué)生的詞匯學(xué)習(xí)方面的主觀能動(dòng)性。
[Abstract]:With the deepening of China's internationalization, English, as the most common international language, is becoming more and more widely used. Although the number of English speakers is increasing, English learning difficulties exist for Chinese students. Vocabulary learning, in particular, is still a hindrance to Chinese students' English learning. Junior middle school is the basic stage of students' listening, speaking, reading and writing abilities, and vocabulary is the premise of their acquisition. No matter how good a student is at grammar and pronunciation, he cannot communicate meaningfully if he cannot master vocabulary. (Wilkins, 1972) The study of vocabulary learning strategies can greatly improve English vocabulary learning with half the effort. Many researchers have made great contributions to the study of vocabulary learning strategies, especially in the classification of vocabulary learning strategies. This study is based on the classification of learning strategies proposed by O' MallyChamot (1990), including metacognitive strategies, cognitive strategies and social / affective strategies. There is a lack of contrastive study on vocabulary learning strategies between gifted students and students with learning difficulties at home and abroad. Through the comparative study of the two groups, we can find out the similarities and differences in the use of vocabulary learning strategies, provide suggestions for different groups of students to adjust their vocabulary learning strategies, and provide teachers with appropriate training ideas for vocabulary learning strategies. To provide researchers with new thinking in this field. This paper focuses on junior high school students who are in the basic stage of English learning. This paper hopes to find out the following four questions: what is the general tendency of vocabulary learning strategies of junior high school students? What are the characteristics of vocabulary learning strategies used by eugenics? What are the characteristics of vocabulary learning strategies used by students with learning disabilities? What are the similarities and differences between the gifted students and the students with learning difficulties in using vocabulary learning strategies? The subjects of this survey are the students in three ordinary classes in the second grade of a second grade key middle school in Wuhan. The top 15 and the last 15 English students in these three classes are selected as the students with excellent learning and learning difficulties, and these students are taken as the research objects. The survey found that: on the whole, the use of the three strategies is good; The most common vocabulary learning strategies used by students with learning disabilities are cognitive learning strategies and less use of metacognitive strategies and social affective strategies. More specifically, students with learning disabilities often use contextual strategies, dictionary and classification strategies, and students with learning disabilities often use mechanical memory strategies and native language strategies; Compared with underachievers, they can sum up and adjust their vocabulary learning methods, check and supervise their learning status. Through these conclusions, I draw the following enlightenment: teachers should pay attention to teaching in accordance with their aptitude, and use different targeted training methods for different types of students; Teachers should pay special attention to the choice of students' vocabulary teaching methods, establish the concept of combining guidance and autonomy, and pay attention to correcting students' wrong vocabulary learning concepts and learning strategies. Teachers should pay attention to cultivating students' subjective initiative in vocabulary learning.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
本文編號(hào)：2351834
[Abstract]:With the deepening of China's internationalization, English, as the most common international language, is becoming more and more widely used. Although the number of English speakers is increasing, English learning difficulties exist for Chinese students. Vocabulary learning, in particular, is still a hindrance to Chinese students' English learning. Junior middle school is the basic stage of students' listening, speaking, reading and writing abilities, and vocabulary is the premise of their acquisition. No matter how good a student is at grammar and pronunciation, he cannot communicate meaningfully if he cannot master vocabulary. (Wilkins, 1972) The study of vocabulary learning strategies can greatly improve English vocabulary learning with half the effort. Many researchers have made great contributions to the study of vocabulary learning strategies, especially in the classification of vocabulary learning strategies. This study is based on the classification of learning strategies proposed by O' MallyChamot (1990), including metacognitive strategies, cognitive strategies and social / affective strategies. There is a lack of contrastive study on vocabulary learning strategies between gifted students and students with learning difficulties at home and abroad. Through the comparative study of the two groups, we can find out the similarities and differences in the use of vocabulary learning strategies, provide suggestions for different groups of students to adjust their vocabulary learning strategies, and provide teachers with appropriate training ideas for vocabulary learning strategies. To provide researchers with new thinking in this field. This paper focuses on junior high school students who are in the basic stage of English learning. This paper hopes to find out the following four questions: what is the general tendency of vocabulary learning strategies of junior high school students? What are the characteristics of vocabulary learning strategies used by eugenics? What are the characteristics of vocabulary learning strategies used by students with learning disabilities? What are the similarities and differences between the gifted students and the students with learning difficulties in using vocabulary learning strategies? The subjects of this survey are the students in three ordinary classes in the second grade of a second grade key middle school in Wuhan. The top 15 and the last 15 English students in these three classes are selected as the students with excellent learning and learning difficulties, and these students are taken as the research objects. The survey found that: on the whole, the use of the three strategies is good; The most common vocabulary learning strategies used by students with learning disabilities are cognitive learning strategies and less use of metacognitive strategies and social affective strategies. More specifically, students with learning disabilities often use contextual strategies, dictionary and classification strategies, and students with learning disabilities often use mechanical memory strategies and native language strategies; Compared with underachievers, they can sum up and adjust their vocabulary learning methods, check and supervise their learning status. Through these conclusions, I draw the following enlightenment: teachers should pay attention to teaching in accordance with their aptitude, and use different targeted training methods for different types of students; Teachers should pay special attention to the choice of students' vocabulary teaching methods, establish the concept of combining guidance and autonomy, and pay attention to correcting students' wrong vocabulary learning concepts and learning strategies. Teachers should pay attention to cultivating students' subjective initiative in vocabulary learning.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
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