二语词汇习得策略语言学英文版论文

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1、.英语语言学学期论文Second Language Vocabulary Acquisition Strategies 二语词汇习得策略摘 要词汇是构成语言的根本单位，词汇习得在语言学习中占有重要地位。英国著名语言学家D.A.Wilkins(1972) 说过：“没有语法，人们不能表达很多东西；而没有词汇，人们那么无法表达任何东西。这就说明了词汇在学习中的重要性。本文旨在分析二语词汇习得策略并应用于不同水平的学习者。学习者根据自己的水平选择正确的习得方法和策略学习词汇，从而提高学习效率和习得效果。关键字：二语词汇习得 词汇习得策略 元认知策略 认知策略Abstract Vocabulary is

2、 the basic unit of a language.Language acquisition plays an important role in language learning. Famous linguistics D. A. Wilkins said, “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed (Lewis, 1993:16). It speaks volumes for the importance of vocabulary in l

3、anguage learning. This paper aims to analysis the second language acquisition strategies and applies to different levels of learners. According to the different levels, the learners should choose the proper methods and strategies to promote learning efficiency and acquisition effect.Key words: Secon

4、d Language Vocabulary Acquisition； Vocabulary Acquisition Strategies；Metacognitive strategy； Cognitive strategyIntroduction With economic globalization and multi-polarization of the world, especially the population of the internet, English bees more and more important, because it is considered as th

5、e tool for absorbing and municating information. As we all known, vocabulary acquisition is one of the most noticed-question of the second language learners. “Vocabulary appears in the area of linguists study. Nowadays, researchers still can not give a plete and reasonable definition of vocabulary.

6、Since 1970s, the second language vocabulary acquisition research has gradually bee the hot point and important subject in the second language vocabulary acquisition research area.These researches aim to discuss the efficiency vocabulary memory strategies to promote the memory skills and vocabulary l

7、evels. Then how to acquire vocabulary bee popular among the researchers. Wenden &Rubin (1987), OMalley& Chamot (1990) refer to the content of vocabulary acquisition strategies; Rubin (1987) and Oxford (1990) classify the memory strategy to the direct cognitive strategies. Especially, CohenAphek (198

8、1), Porte (1988), OMalley (1990), Vann (90), Cohen (1990), etc made a basic searching of vocabulary acquisition.In a word, there are various opinions in how to acquire vocabulary. Firstly, it talks about the importance of vocabulary. Secondly, what does it mean to “acquire a wordThis paper mainly ai

9、ms to the detail analysis of the vocabulary acquisitionfrom three aspects：Meta-cognitive Strategy; Cognitive Strategyand Social or Affective Strategy.Especially, it highlights the effect of the context and rending to vocabularyacquisition.This paper talks about the applications of the vocabulary acq

10、uisition strategies. And it puts forward some problems and difficulties of vocabulary acquisition.This paper also discusses the influencing factors to the acquisition.Itincludes the mother tongue, age, language contact, logical thinking ability, identity degree, and academic motivationThe purpose of

11、 this paper is to rise the awareness of Englishlearners that the importance of vocabulary in language learning and the vocabulary acquisition strategiescan not be neglected, and each strategies is deeply rooted in its language. Through the analysis of the theory of study, the paper tries to draw the

12、 learnersattention to the strategies of the second language vocabulary acquisition and using the vocabulary in munication.In order to improve the acquisition efficiency, some strategies put into practice are introduced.The first presents the importance of vocabulary, some basic concepts of vocabular

13、y and vocabulary learning, the second part tells what does it mean to know a word, the third part deals with the theory of vocabulary acquisition and presents the factors and differences influencing the vocabulary acquisition. Thefourth part is detailed discussion of vocabulary acquisition strategie

14、s in different levels of learners. Thelastpartis conclusion.Literature review 1. The importance of vocabularyAs the first time, when we go to school and our English teacher will tell us that vocabulary is of great importance in learning English. After several years, we understand words gradually, es

15、pecially when we study in high school. If we know a little about vocabulary, we may have poorEnglish. That is because the listening, speaking, reading and writing show the necessary of learning vocabulary.Many researchers agree that lexis is at least as important as structure, because it is using wr

16、ong words and not wrong grammar that usually breaks down munication. Mistakes in lexis much more often lead to misunderstanding and may be less generously tolerated outside classroom than mistakes in syntax. (Carter, 1987). As Stephen Krashen remarked, “When students travel, they dont carry grammar

17、books, they carry dictionaries.A significant role of vocabulary in both teaching and learning processes was first stated by Stephen Krashen in The Natural Approach (1985):“Vocabulary is basic for munication. If acquirers do not recognize the meaning of the key words used by those who address them th

18、ey will be unable to participate in the conversation.Words are basic tools in human munication; therefore they determine the main part of peoples life-relationships between people and associations with the surrounding world that people live in. The larger ones vocabulary, the easier it is to express

19、 ones thoughts and feelings.In real munication, correctly and idiomatically used vocabulary can even decrease some structural inaccuracy and grammar errors. (Zhang Jiying, 2002). So learners should enrich and expand their knowledge of words as much as possible in order to municate effectively in a f

20、oreign language.2. What does it mean to “know a wordKnowing a word is not a simple phenomenon. In fact, it is quite plex and goes far beyond the words meaning and pronunciation. (Zhang Jiying, 2002). Richards (1976) thinkknowing a word means also knowing the frequency of words and their likely collo

21、cates; being aware of the functional and situation limitations that apply; knowledge of the “syntactic behavior; derivational forms and word class; associative and connotative knowledge; semantic value-breaking down words into minimal units as with ponential analysis (see Katz&Fodor1963or Leech1974)

22、; knowing the other (possible) meaning associated. Nagy and Scott (2000) identify several dimensions that describe the plexity of what it means to know a word. First, wordknowledge is incremental, which means that readers need to have many exposures to a word in different contexts before they “know

23、it. Second, word knowledge is multidimensional. This is because many words have multiple meanings and serve different functions in different function in different sentences, texts, and even conversations. Third, word knowledge is interrelated in that knowledge of one word connects knowledge of other

24、 words.What all of this means is that “knowing a word is a matter of degree rather than an all-or-nothing proposition (Beck&Mckeown, 1991; Nagy&Scott, 2000). The degree of knowing a word are reflected in the precision with which we use a word, how quickly we understand a word, and how well we unders

25、tand and use words in different modes and different purpose.Knowing a word also implies knowing how that word relates to other knowledge. Finally, knowing a word means being able to appreciate its connotations and subtleties. When we know a word at this level, we can use and recognize it in idioms,

26、jokes, slang, and puns (Johnson, &Schlicting, 2004).3. Second Language Vocabulary Acquisition StrategiesVocabulary acquisition is the part of English learning. Since 1960s, more and more attentions and researches had been toward to vocabulary acquisition strategies. When it es to 1980s or 1990s, the

27、 vocabulary acquisition strategies gain fruitful results. Cohen Aphek (1981), Porte (1988), OMalley (1990), Vann (1990), Cohen (1990) made a basic discussion in vocabulary acquisition strategies.OMalley&Chamot (1990) classify language learning strategy into three methods: Meta cognitive strategy, Co

28、gnitive strategy, and Social or Affective strategy. Meta cognitivestrategy refers to strategies of advancepreparation, directed attention, selective attention, self-management, self monitoring and self-evaluation. And the results indicate that the metacognitive strategy teaching is significant in de

29、veloping learner autonomy, which shows prominent pros-pectin foreign language teaching.A cognitive strategy serves to support the learner as he or she develops internal procedures that enable him/her to perform tasks that are plex (Rosen shine, 1997). The use of cognitive strategies can increase the

30、 efficiency with which the learner approaches a learning task. These academic tasks can include, but are not limited to, remembering and applying information from course content, constructing sentences and paragraphs, editing written work, paraphrasing, and classifying information to be learned. The

31、 memory strategy, cognitive strategy, social strategy and metacognitve strategy are used more frequently than the affective strategy and pensative strategy.Oxford (1990) put forward a more prehensive classification system of strategy, which includes six categories: memory strategy, cognitive strateg

32、y, pensatory strategy, metacognitive strategy, affective strategy, and social strategy. Nation (1990) put forward semantic manufacturing strategy of“what is it. From different aspect, researchers have different classification of strategies. Stoffer (1995) made a factor analysis of 53vocabulary acqui

33、sition strategies and extract 9 factors: the strategy of practice and apply words in authentic situation; the strategy of creative learning vocabulary; the self-motivation strategy; the strategy of psychological connection; memory strategy; the strategy of audio/visual assisted learning; with the mo

34、vement to the body of learning vocabulary strategy; the strategy of overing anxiety; the strategy of using to organize units.Schmitt (1997)positethe related language acquisition strategies upon classification, and put forward two categories of vocabulary acquisition strategy, namely discovery strate

35、gy and consolidation strategy. In china, acquisition strategies researcher, Wen Qiufang(1996) thought：English learning strategy includes concept and method. What is concept It means the acquaint learners to how to learn English well.And the method refers to the actions that learners take to learn En

36、glish well. The method can be classifying two categories: manage method and learning method. Wuxia, Wangqiang(1998) draw lessons of classification of learning strategies from OMalley&Chamots and thing that the majority of students can not depend on the mechanical memorizing to learn English vocabula

37、ry. Wenpeng (2000) utilize “the level of processing approach of memory to do an empirical research on different words meaning.Willians and Burden (2000) stress metacognition is central to effective learning. Wenden(1987) says that metacognitive is “the process that underlines the efficient use of st

38、rategies and the essence of intelligent activity (p573). Quicke (1994) similarly views that metacognitive awareness is crucial in learning strategies.In addition, most of the studies (OMalley and Chamot1990, Wenden and Rudin 1987; Oxford andCrookall1989) founder the learners who were particularly ta

39、ught metacognitive knowledge to help them assess the needs, evaluate process and give directions to their learning.After summarizing the theories of the vocabulary acquisition strategies, I express my opinions about vocabularyacquisition strategies.These theories or opinions have their merits and de

40、merits. I am in favor of OMalley& Chamots theory of the classification of vocabulary acquisition strategies: metacognitive strategies, cognitive strategies, affective strategies. The metacognition represents strategiesof acquiring knowledge, namely the ability to understand pour method for learning

41、and assimilating information. It concerns “the knowledge of your thoughts. In addition to how various factors influence psychological thought processing. As far as I am concerned, vocabulary really plays an essential role in language learning.For example, when we municate withothers, vocabulary is t

42、he basic ponent between your talking. Without words, withoutmunication. In the school, every student should learn vocabulary, the more vocabulary you acquire, the more knowledge you will get. In the process of our study, every skillneeds vocabulary. (Listening, speaking, reading, andwriting). Especi

43、ally,in the extensive reading, the vast majority vocabulary can be learned gradually through repeated exposures in various discourse contexts. However, not all methods are appropriate forall levels of learners. Thus, I deem that different levels of learners should choose different strategies of voca

44、bulary acquisition strategies.When talking about second language vocabulary acquisition strategies, we may talk it from pro-school children. Chenhua, zhangyifang (2001) analysis the narrative approach of memory process of vocabulary. The study discovers the majority of Chinese children acquire vocab

45、ulary with repeat memory strategy. That is to say children memory Chinese meaning through the Chinese- English bilingual. When memorizing vocabulary, Chinese children seldom utilize the Keyword strategy and Semantic coding strategies. They do not use metacognitive strategy. In my opinion, children c

46、an be helped to acquire vocabulary in the form of games. Meanwhile, vocabulary acquisition of pro-children should be carried out in a real context. It has a long progress. According to different age, children acquire vocabulary in different strategies. For the lower class, children acquire the singl

47、e word. For the middle class, the children begin to acquire the double or three words. When the children are nearly 6 six years old, they form a semantic system. The teacher can help children acquire vocabulary in the context or games.4. Cognitive strategy 4.1 Using dictionary strategiesCheck the di

48、ctionary is the most mon strategy of acquires vocabulary. And it also an important manner to learnEnglish. It has been shown that students who use a bilingual dictionary learn more vocabulary than students who read without a dictionary (1993:263-287). However, when students turn to a dictionary for

49、every word they do not understand, they lose sight of the meaning within the text as a whole. Teachers and textbook designers have realized this, and they argued that learning strategies such as guessing from context should be employed in order to read the text fluently and smoothly for an overview

50、of the whole text. Researchers have mented that this movement may have gone too far, and todays literature implies that good language learners rely on dictionaries less than poor language learners and are more successful at employing contextual guessing strategies.These researchers found that dictio

51、naries were used equally by both good and poor English achievers. There was, however, the notable difference in the way students used their dictionaries: Dictionary used by high achievers involved a series of questions: “Was it necessary to consult the dictionary What information in the dictionary w

52、as relevant Was the information worth copying down, and if so, in Chinese or in English Low achievers, on the other hand, followeda relatively inflexible set of procedures for dictionary use rather than a decision0 making process(wen, Q.,& Johnson, R. K., 1997:36 ).4.2 Semantic guessing strategyHuck

53、in, Hnynes & Coady (1993) deeply study the context-based meaning.Guessing strategy plays an important role in acquiring vocabulary, cultivating their guessing words ability can improve their reading speed, and save time. So it can stir up their reading interests and enlarge their page views. Skills

54、for guessing unfamiliar English words tell us how to guess words. Getting meaning from inference means that you infer, or guess, meaning from the clues provided by the context the sentence or passage in which the word appears. There are four steps. First, decide what part of speech of speech the unf

55、amiliar words. Next, make out what the sentence or passage is about. Then, find out the words or phrases that help you get the idea. Finally, use these clues to guess the meaning of the word. For an example:The soldiers were ordered to fire at the enemy.Questions:1. What part of speech is “fire _.2.

56、 Does the sentence talk about war, business, or a bale _.3. What words in the sentence helped you answer Question 2 _and_.4. Fire means_a) to let someone from a jobb) to shoot c) red-hot flamesThe sentence contains two clues to the meaning of “fire. First, “fire is a verb. Second, he sentence talks

57、about war; the word“soldiers and “enemy help youunderstand this. You can immediately eliminate the choice “red-hot flames, since it is a noun answer that refers to blame. Although the choice “to let someone go from a job is a verb answer, it refers to business and should be eliminated. The choice “t

58、o shoot is a verb answer that talks about fighting; it is the correct answer.4.3 Memory strategy of vocabulary acquisitionThe so-called memory strategy refers to various memorizing methods or skills for students, its principles are: tide up, organize and relate to the content. In China, memory metho

59、d is a traditional strategy to learn vocabulary. In order to deal with the examinations, the students adopt the memorystrategy. Themon memory strategies are: keyword strategy, word list, context strategy.4.4Keyword strategy The key word strategy can benefit a wide variety of students with language n

60、eeds in the areas of vocabulary, prehension of academic language, sentence structure, organizing and explaining information, and transferring information across settings. When the strategy is routinely used, students can master its basic mechanics and key word review during direct language intervent

61、ion sessions can be a foundation for increasingly plex and challenging practice and review of a variety of curriculum based language skills.Keyword strategy is put forward by Atkinson (1975). The method includes two steps: first, the learners find out the similar sounding word between the mother lan

62、gue and the second language. Second, build up a metal image. Paivio (1991), Pressley (1982) think that keyword strategy is important. However, it has its limitation, which is difficulty to find the same pronunciation of each word. In China, Wangwenyu (1998) found that Chinese students seldom use the

63、 keyword strategy because of its plexity.4.5Word listNation (1982) makes a conclusion: word list is an efficient way to accumulate large number of vocabularies in a short time. O Malley &Chamot (1985) think that mechanical memorizing is the efficient way to memory vocabulary. Decontextualized word l

64、ist have been used extensively to teach vocabulary. Presenting vocabulary in list form is an efficient study method in which students can learn large numbers of words in a short time (Meara P.1995:8-10). Such list, however, having been stripped of context, are difficult to deal with. A majority of l

65、anguage learners prefer decontextualize word lists just because the application of such list seems to be more practical and much easier to deal with, saving more time.In addition to facilitating memorization and learning, word list serve another purpose in the reading class: motivation. Upon adopting a corpus-based list of the 3,000 most frequently used words. List is much more effective to helpstudentsfocus on less-frequently encountered words that require more intensive study and organized review.4.6Context strategyThe second language vocabulary acquisition can n