A STUDY ON THE COLLEGE STUDENTS’ ENGLISH VOCABULARY LEARNING STRATEGIES大学英语词汇学习策略研究

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1、毕 业 设 计(论文) 题 目 大学生英语词汇学习策略研究 系 别英语系专业班级学生姓名指导教师二一年六月IIContents摘要AbstractChapter Introduction11.1 Research background for vocabulary learning11.2 Significance and purposes of the study31.3 Overview of the Study3Chapter 2 Literature review52.1 Studies of language learning strategies (LLSs)52.1.1 Defi

2、nitions of language learning strategies52.1.2 Classification of language learning strategies62.1.3 Factors affecting strategy choice62.2 Studies of vocabulary learning strategies72.2.1 Definition of vocabulary learning strategies72.2.2 Classification of vocabulary learning strategies82.2.3 Studies o

3、n vocabulary learning strategies in the west92.2.4 Studies on vocabulary learning strategies in China92.3 Purposes of the Present Study11Chapter 3 Analysis on Vocabulary Learning Strategies123.1 Beliefs about vocabulary learning123.2 Overall Patten of English Vocabulary learning strategies133.2.1 Th

4、e Use of Met cognitive Strategies143.2.2 The Use of Cognitive Strategies173.2.3 The Use of Social/Affective Strategies193.2.4 Summary20Chapter 4 Conclusion and Implications214.1, Major findings214.2 Pedagogical Implications224.3 Limitations and suggestions for the future study23Bibliography24Appendi

5、x 127Acknowledgement30大学英语词汇学习策略研究摘要近些年来，人们日益认识到词汇的掌握是语言学习的重要部分。对词汇重要性的共识激发了中外学者对词汇教与学的大量研究。忽然面对大量的词汇，我们有必要学习运用运用词汇学习策略，在教学中有针对性地培养学生的策略意识，提高词汇学习效率。本文根据文秋芳老师在1997年做的关于大学生词汇学习观念和词汇学习策略的研究，以华北电力大学科技学院大学非英语专业33名学生为调查对象,探究非英语专业学生词汇学习观念和词汇学习策略使用情况。验证得出以下结论：(1)中国学生普遍相信“通过应用来学习单词”和“单词可以在语境中习得的”,但同时也接受“单词要死

6、记硬背”的观点。(2)参加本研究的学生在英语词汇学习中广泛地使用词汇学习策略。与元认知策略和社会情感策略相比,认知策略使用较频繁。其中重复策略使用最为频繁,而意象策略最少被采用。基于以上结果,本研究为英语词汇的教学和学习提供了一些启示和建议。对于教师来说,首先,使学生认识到词汇学习观念和学习策略的重要性;其次,教师应该在课堂上教给学生词汇学习策略并指导他们如何适当使用它们;对于学生来说,首先,应该认识到他们使用的学习策略并应更多地通过上下文和运用来学习单词;其次,学生应就词汇学习策略展开讨论以便选择合适的策略促进词汇学习。关键词: 学习策略; 词汇学习策略; 词汇学习观念A STUDY ONT

7、HE COLLEGE STUDENTS ENGLISH VOCABULARY LEARNING STRATEGIESAbstractIn recent years，it is increasingly recognized that vocabulary plays a vital part in second language and foreign language learning. Recognition of the importance of vocabulary has led to considerable research in vocabulary learning and

8、 teaching in China and abroad. Face to so many words to study suddenly，it is necessary to investigate the vocabulary learning strategies. According to Wen Qiufangs result in the study of the college students beliefs and learning strategies in 1997, combined with present study are 33 non-English majo

9、r students from North China Electric Power University Science and Technology College. The conclusion as follows:(1)Generally speaking, the EFL learners in Chinese university emphasize the belief that “words should be studies and used” and that “words could be acquired” though they also tend to agree

10、 that “words should be memorized”.(2)The students investigated in this study report to use a wide range of strategies to learn EFL vocabulary strategies, Cognitive strategies were used more frequently than met cognitive and social/affective strategies. Some valuable implications for English vocabula

11、ry teaching practice and learning will be provided. As for English teachers, they should first try to make the students be aware of the importance of English vocabulary learning beliefs and strategies. Secondly, teachers should teach students some vocabulary learning strategies and help them how to

12、use those strategies appropriately; as for language learners, in the first place, they should be aware of what strategies they are using and try to learn new words through context and use. In the second place, students should also hold constant discussions on vocabulary learning strategies to select

13、 appropriate strategies for their vocabulary learning.Key words: language learning strategies; vocabulary learning strategies; vocabulary learning beliefList of AbbreviationsEVLS: English Vocabulary learning StrategyLLS: Language Learning StrategyVLS: Vocabulary learning StrategyEFL: English as a Fo

14、reign LanguageCET-4: College English Test Band FourCET-6: College English Test Band Six本科毕业设计（论文）Chapter 1 Introduction1.1 Research background for vocabulary learning Vocabulary learning is the elementary and essential task in language acquisition. Vocabulary is thought to be one of indispensable co

15、mponents of language system, and to some extent, the acquisition of the language system is the acquisition of the system of vocabulary. As the renowned English linguist D.A. Wilkins (1972) 1 declared, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” A quotat

16、ion by Hatch (1983, p.74) 2 further illustrates the centrality of words to both acquisition and use, “It is the lexical level that adult second language students claim is most important. When our first goal is communication, when we have little of the new language at our command, it is the lexicon t

17、hat is crucial. The word will make basic communication possible.” Some scholars in Western countries (Cohen & Aphek, 19813; Brown and Perry, 19914) have explored the strategies employed by language students during the process of vocabulary learning. These studies of vocabulary learning strategies ha

18、ve specified on how vocabulary is acquired and learned. The researches have tended to deal with individual or small number of strategies. Cohen (1989) 5 conduct the first research on vocabulary learning strategies (Zhou Xiaorong &Liu Yongbing, 2000) 6. A number of studies have focused on naturally o

19、ccurring vocabulary-learning strategies. Most have used a quantitative approach and tried to find patterns (e.g., Ahmed, 19897; GU & Johnson, 19968; Kojic-Sabo & Lightbown, 19999); others have attempted to closely observe students strategy choice and use (Parry, 199310; Sanaoui, 199511). Besides est

20、ablishing a link between students choice and use of individual vocabulary-learning strategies on one hand and their language learning outcomes on the other, all the studies mentioned above found that students seemed to fall into types and that each type was associated with preferred strategy combina

21、tions. Ahmeds (1989) 7 cluster analysis of think-aloud data from 300 Sudanese students of English produced three clusters of good students and two clusters of poor students. A previous large-scale survey of 850 Chinese EFL students (Gu & Johnson, 19968) also produced five clusters of students with d

22、istinctive preferences for vocabulary-learning strategies.However, students tend to adopt a variety of strategies while learning new words. Furthermore, most of them are conducted in the Western countries and almost all of the subjects involved are native speakers of other Indo-European language. Th

23、ey belong to the same language family, while Chinese and English are of different language families. As Schmitt (1997: 205) 12 stated, since strategies may be culture-specific, the same findings may not be observed with people from different cultural backgrounds and learning different languages. Dif

24、ferent learners in different learning environments usually choose different learning strategies. Are the learning strategies employed by Chinese learners the same as those of Westerners? Will the strategies useful to Westerners still be effective for Chinese learners of English? Therefore, the vocab

25、ulary learning strategies adopted by Chinese students are worth investigating. Many scholars in China have conducted research in this area.In China, some researches have been conducted to investigate the vocabulary learning strategies used by Chinese students when learning English. Some researches a

26、ttempt to identify the vocabulary strategies by a particular group of students, usually students in senior middle school, or adults (Lin min 2003) 13. Some researches try to find the relationship between beliefs, motivation and vocabulary learning strategies (Wang Wenyu, 199813; Wu Xia & Wang Qiang,

27、 199814). Though some studies on vocabulary learning strategies have been explored in China so far, there still lacks a detailed, relatively comprehensive picture of what Chinese college students do with their English vocabulary learning. For Chinese EFL students, English vocabulary has long been th

28、eir big headache. They spend lots of time in learning vocabulary. Most of them often complain about it. We often hear such complaint, “The most time I spend in learning a foreign language is on vocabulary, but the result is far from satisfactory.” Considering this, it is necessary to study the learn

29、ing strategies they actually use in their vocabulary learning process in order to help them to study English vocabulary more efficiently and effectively. In addition, by means of investigating the vocabulary learning strategies of Chinese college students in their learning process, we will provide v

30、aluable lights into the question as to how to improve students vocabulary learning in general.1.2 Significance and purposes of the studyWith the development of economic globalization and international cooperation, English is more and more widely used and plays an important role in China. Chinese peo

31、ple are showing much greater enthusiasm in English learning. Vocabulary is a key aspect of language learning since it is a fundamental element of a language. Words are basic building blocks of language(Brown 1994: 365(14). They are like the bricks and tiles for the building of language proficiency.

32、Without a solid mastery of vocabulary, other language skills will be like attics in the air.The present study aims at drawing a clear picture about students beliefs and strategies adopted in English vocabulary learning. It is hoped that the study can provide insights into vocabulary learning and tea

33、ching. As for the students, they will be clear about their use of vocabulary learning strategies and make appropriate adjustment consciously to facilitate their future vocabulary learning. As for teachers, they will know their students use of vocabulary learning strategies, hence to modify their tea

34、ching methods and give their students needed guidance and conduct the training of vocabulary learning strategies. In addition to the practical significance mentioned above, this paper has introduced the literature related to learning strategies and vocabulary learning strategies. Whats more, most st

35、udies in the past appear to focus on the study of and discussion about individual or several strategies. In this study it investigates and analyzes the students beliefs of vocabulary learning. Besides it will build up a systematic framework of vocabulary learning strategies more completely. Thus thi

36、s present study is expected to promote both English vocabulary learning and teaching.1.3 Overview of the StudyThe thesis consists of five chapters. Chapter one gives a very brief introduction to the present study. It deals with the research background, research questions and the significance of the

37、present study. Chapter two provides some technical terms concerning vocabulary learning: the definition and the classification of the vocabulary learning strategy, and a general review of what has been achieved in the field of vocabulary learning strategies at home and abroad. Chapter Three presents

38、 the analysis and findings of the study. It first conduct a questionnaire on the vocabulary learning beliefs and strategies and then summarizes the overall patterns of vocabulary learning strategies used by the Chinese EFL learner after examining their beliefs about vocabulary learning, and then com

39、pared the differences in the use of vocabulary learning strategies. Chapter Five summarizes the findings in the study, presents the pedagogical implications, and finally points out the limitations and further research orientation in the study of this area.Chapter 2 Literature review2.1 Studies of la

40、nguage learning strategies (LLSs) Since vocabulary is an element of a language, vocabulary learning strategies constitute a subclass of language learning strategies which play the role of a mediator between other various learner factors and language learning outcomes. Therefore, it is necessary to h

41、ave a look at some related studies on language learning strategies before dealing with vocabulary learning strategies.2.1.1 Definitions of language learning strategies In order to understand LL Ss well, let us first look at the definition of strategy given in Longman Dictionary of contemporary Engli

42、sh (the 2nd edition: 1525): (1) a. the art of planning in advance the movements of armies or forces in war; b. skillful planning generally. (2) A particular plan for gaining success in a particular activity, e.g. in a war, a game, or a competition, or for personal advantage.15 The concept of strateg

43、y has also found its expression in education where it has been given a new meaning and has been transformed into learning strategies.An often-quoted definition of learning strategy is given by Oxford (1989:26) 16, “Language learning strategies are behaviors or actions which students use to make lang

44、uage learning more successful, self-directed and enjoyable.” Rod Ellis (1994) 17 points out that one of the best approaches is to defining learning strategies is to try to list their main characteristics. (1) Strategies refer to both general approaches and specific actions or techniques; (2)Strategi

45、es are problem-orientatedthe learner deploys a strategy to overcome some particular learning problems;(3) Students are generally aware of the strategies they use and can identify what they consist of if they are asked to pay attention to what they are doing or thinking;(4) Strategies involve linguis

46、tic behavior and non-linguistic; (5) Some strategies are behavioral while others are mental. Thus some strategies are directly observable, while others are not; (6) Strategy use varies considerably as a result of both the kind of task the learner is engaged in and individual learner preferences.2.1.

47、2 Classification of language learning strategiesUsing the information-processing theoretical framework, OMalley and Chamot (1990) 18 have carried out extensive researches providing deeper insight into learning strategies. They have analyzed learning strategies on the basis of the finding of cognitiv

48、e psychology, and considered them as cognitive skills. In their framework, three major types of strategy (met cognitive, cognitive, social/affective strategies) are distinguished depending on the level or type of processing involved within the information-processing model of learning. Met cognitive

49、strategies are higher order executive skills and used for learners to oversee, regulate, or self-direct their language learning. To be specific, Met cognitive strategies are further divided into advance organizers, directed attention, selective attention, self-management, advance preparation, self-m

50、onitoring, delayed production and self-evaluation. While Met cognitive strategies refer to learners management of their learning, Cognitive strategies refer to the mental processes they use to acquire, sort, remember, and use information. They operate directly on incoming information, manipulating i

51、t in ways that enhance learning. Cognitive strategies include repetition, resourcing, directed physical response, translation, grouping, note-taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elaboration, transfer, and guessing. Social strategies are th

52、e ways in which students cooperate or interact with other people in the learning process. They include asking for the help of teachers or peers and asking for clarification. Finally, affective strategies refer to controlling over emotions or negative thoughts in order to continue to study. Examples

53、include self-talk and self-encouragement.2.1.3 Factors affecting strategy choice Another element concerning strategy choice is: what factors will affect the choice of strategy use? Learners have been found to vary considerably both in the overall frequency with which they employ strategies and in th

54、e particular types of strategies they use (OMalley et al. 198619). Ellis (1994: 54017) argues that a key question is whether this variation is systematically related to proficiency and, more especially, to differential success in learning a language. According to Oxford (1990: 13) 16, the following

55、factors affect the choice of strategies: degree of awareness, teacher expectations, age, general learning style, motivation level, and purpose for learning the language. Generally speaking, learners who are more aware of their learning process seem to use more strategies; age is another factor influ

56、encing learners choice: strategies used by younger learners are quite different from those used by older ones; different learning styles, such as field dependence or field independence, also have some influence on learners strategy choice; learners with high motivation tend to adopt a significantly

57、wider range of appropriate strategies than those who are less motivated. So far, however, there is only weak evidence to connect the learners affective states, language aptitude, and personality to learning strategy use (Ellis 1994: 545) 17. There are also many situational and social factors such as

58、 the language being learnt, the learning setting, the type of learning tasks, and the learners sex, which are related to strategy choice. Different task requirements play a certain role in determining strategy choice. To sum up, both the individual learner differences, such as learners learning styl

59、es, and situational and social factors, such as the 1earning setting, are related to strategy choice. 2.2 Studies of vocabulary learning strategiesLLS became the main research theme in the 1970s; therefore, vocabulary learning strategy has been the main component. Studies such as OMalley and Chamot

60、(1990) 18 confirm that most language learning strategies can be used for vocabulary tasks. For a clear picture of the research on vocabulary learning strategies, it is necessary to have a detailed review, including the definition and classification of vocabulary learning strategies, and the theories

61、 that emerged in this field.2.2.1 Definition of vocabulary learning strategiesAccording to Rod Ellis, vocabulary learning strategies are “specific strategies for learning vocabulary” (Ellis, 1994:553) 17. As Wang Guangrong (2003:14) 20 put it in her postgraduate thesis, 1) (Vocabulary) learning stra

62、tegies refer to both general approaches and specific techniques or tactics used by learners in learning foreign language. 2) Some (vocabulary) learning strategies are behavioral while others are mental. Therefore, some are directly observable, while others are not. 3) Learners are generally aware of

63、 the (vocabulary) learning strategies they use and they can identify what they are if asked to report them. 4) The use of (vocabulary) learning strategies varies as a result of individual learner preference. Beside these characteristics she mentioned, two more characteristics can be added: 1) vocabu

64、lary learning strategies are problem-oriented -learner adopts a strategy to overcome a specific learning problem; 2) vocabulary learning strategy adopted variously, which can be considered as a resulted of both the kind of task the learner is engaged in and learners preferences. It can be inferred t

65、hat vocabulary learning strategies concerns techniques, approaches of discovery, consolidation and production of words.2.2.2 Classification of vocabulary learning strategiesOxford categorizes learning strategies into two major groups: direct strategies and indirect strategies. The former refer to those strategies direc