高中学生英语词汇学习策略研究
摘要
英语作为一门全球性语言，是世界科技进步、国际经济发展与文化交流的载体，是每个人顺应时代和社会发展的必备工具。当前，中国传统英语教学的弊端导致多数高中学生词汇学习困难重重，词汇量成了英语学习的桎梏。探索并总结积极、有效的英语学习策略是减轻学生负担，全面提高学生素质，为学生终身学习打基础的重要途径。国内外众多研究者们已从不同角度对英语词汇学习策略进行了研究，但是，随着新颁高中《英语课程标准》对学生词汇量要求的提高，学习者如何有效地学习和掌握词汇仍是一个亟待研究的问题。能够改善词汇学习的学习策略很多，本论文使用观察、访谈和个案研究等形式重点研究元认知策略和记忆策略的培训对词汇学习的促进作用。元认知策略指学习过程中的监控、计划评价和反思等，元认知策略高于其它策略，是其它策略得以实施的前提(文秋芳，2003)。记忆策略的培训可以改变以往学生学习词汇中死记硬背，反复记，反复遗忘的现象。对以上两种策略培训一年后，结果表明：
(1)学生元认知意识增强，可以在词汇学习以及英语学习的其它环节使用计划、监控、调节等手段。
(2)学生能正确评价所学材料的难易难度，反思策略使用效果。
(3)学习词汇时，学生能主动寻求诸如联想、搭配、分类等记忆策略加强记忆效果。
(4)词汇掌握得更牢固，减少了遗忘率。
(5)词汇学习从枯燥乏味的死记硬背变成了可以发挥学生主观能动性的充满乐趣的学习过程。
全文分四章，第一章阐述情感因素的重要性和存在的问题，指明从事本文写
作研究的出发点。
第二章分述情感因素的内涵，如动机、态度、焦虑和性格等。
第三章着重分析情感因素对英语学习的功能，包括积极功能和消极功能。
第四章讨论教师在英语教学中如何激发和培养学生积极的情感因素。
最后一部分为结论，概括教师进行情感教育必须因材施教，并善于观察，捕
捉反馈信息和自我反思。
As a global language, English is the carrier and base of the development of international science, technique, economy and cross-cultural communication. English is also the necessary tool for everyone to cope with the development of times and society. But the traditional English teaching methods have led to inefficient language learning. Vocabulary learning is regarded as the barrier to further English learning. Exploring and reviewing positive and effective English vocabulary learning strategies is an important way to lessen the burden of students and to promote life-long and over-all education. Much research has focused on vocabulary learning strategies. However with the New Curriculum coming into use, senior high students are required to master far more words than before. There exist various strategies which can facilitate vocabulary learning, of which this thesis mainly deals with two: meta-cognitive strategy and memorizing strategy. Meta-cognitive strategy refers to monitoring, planning, evaluating and r
eflecting. Meta-cognitive which can help other strategies come true is above other
strategies (Wen, 2003). Memorizing strategy can prevent forgetfulness. After one year's training, the results show as follows:
(1) Students' sense of meta-cognitive is promoted. They can employ ways like planning and monitoring in vocabulary learning.
(2) Students can properly evaluate learning materials and reflect on their use of strategies.
(3) While learning vocabulary, students are able to seek for memorizing strategies, for example, association, sorting or matching to enhance memory.
(4) Rate of vocabulary forgetfulness decreased.
(5) Vocabulary learning becomes a creative and interesting task instead of a dull and boring drudgery.
(1)学生元认知意识增强，可以在词汇学习以及英语学习的其它环节使用计划、监控、调节等手段。
(2)学生能正确评价所学材料的难易难度，反思策略使用效果。
(3)学习词汇时，学生能主动寻求诸如联想、搭配、分类等记忆策略加强记忆效果。
(4)词汇掌握得更牢固，减少了遗忘率。
(5)词汇学习从枯燥乏味的死记硬背变成了可以发挥学生主观能动性的充满乐趣的学习过程。
全文分四章，第一章阐述情感因素的重要性和存在的问题，指明从事本文写
作研究的出发点。
第二章分述情感因素的内涵，如动机、态度、焦虑和性格等。
第三章着重分析情感因素对英语学习的功能，包括积极功能和消极功能。
第四章讨论教师在英语教学中如何激发和培养学生积极的情感因素。
最后一部分为结论，概括教师进行情感教育必须因材施教，并善于观察，捕
捉反馈信息和自我反思。
As a global language, English is the carrier and base of the development of international science, technique, economy and cross-cultural communication. English is also the necessary tool for everyone to cope with the development of times and society. But the traditional English teaching methods have led to inefficient language learning. Vocabulary learning is regarded as the barrier to further English learning. Exploring and reviewing positive and effective English vocabulary learning strategies is an important way to lessen the burden of students and to promote life-long and over-all education. Much research has focused on vocabulary learning strategies. However with the New Curriculum coming into use, senior high students are required to master far more words than before. There exist various strategies which can facilitate vocabulary learning, of which this thesis mainly deals with two: meta-cognitive strategy and memorizing strategy. Meta-cognitive strategy refers to monitoring, planning, evaluating and r
eflecting. Meta-cognitive which can help other strategies come true is above other
strategies (Wen, 2003). Memorizing strategy can prevent forgetfulness. After one year's training, the results show as follows:
(1) Students' sense of meta-cognitive is promoted. They can employ ways like planning and monitoring in vocabulary learning.
(2) Students can properly evaluate learning materials and reflect on their use of strategies.
(3) While learning vocabulary, students are able to seek for memorizing strategies, for example, association, sorting or matching to enhance memory.
(4) Rate of vocabulary forgetfulness decreased.
(5) Vocabulary learning becomes a creative and interesting task instead of a dull and boring drudgery.
引文
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Brown, H. D. 1994. Principles of Language Learning and Teaching. Englewood Cliffs, N.J: Prentice Hall.
Carrell, P. L. 1989. "Meta-eognitive strategy training for ESL reading" [J]. TESOL Quarterly(23).
Chamot, A. and L. Kupper. 1989. "Learning strategies in foreign language instruction." Foreign Language Analysis 1.
Cohen, A. 1998. Strategies in Learning and Using a Second Language. London: Longman.
Dansereau, D. F. 1985. Learning Strategy Research in J. W. Segal, S. F. Chipman & R. Glaser (Eds): Thinking and Learning Skills Vol. 1.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: OUP.
Flavell, J.H. 1987. "Speculations about the nature and development of metacognition" [A]. Weinert, F. E. Kluwe, R. H. Metacognition, Motivation and Learning. [c]. Hillsdale, NJ: L. Erlbaum Associates.
Flavell, J. H., Beach, D. H. and Chinsky, J. M. 1966. "Spontaneous verbal rehearsal in memory tasks as a function of age". Academic Press, Vol, 5.
Flavell. J. H. 1969. "A problem of learning to attend to relevant attributes". Journal of Experimental Child Psychology(4).
Holec, H. 1987. "The learner as manager: Managing learning or managing to learn?" [A]. Wenden, A & J Rubin. Learner Strategies in Language Learning [c]. Prentice Hall International (UK) Ltd.
Huang, X & M. Van Naersen. 1985. "Learning Strategies for Oral Communication".
Applied Linguistics 8(3):
Judd E. L. 1978. "Vocabulary teaching and TESOL: A need for re-evaluation of existing assumptions." TESOL Quarterly16.
Kirby, T. R. 1984. Cognitive Strategies and Educational Performance. London: Academic Press.
Lawson M. J. & Donald Hogben. 1996. "The Vocabulary-Learning Strategies of Foreign Language Students". Language Learning. Mar. Vol. 46.
Lord, R. "Learning vocabulary International review of Applied Linguistic". Language Teaching 1974: 12.
Meara, P. "Vocabulary Acquisition: A neglected aspect of language learning". Language Teaching and Linguistics 1980: 13.
Miller, G. A. 1960. Plans and the Structure of Behavior New York: Holt, Rinehart and Winston.
Naimen, N. 1978. "The Good Language Learner". TESL TALK 6(1).
Nation, P. 1990. Teaching and Learning Vocabulary. Heinle & Heinle, Boston, MA.
Nisbet, J. D. 1986. Learning strategies. London: Routledge and Kegan Paul.
Nunan, D. 1997. "Strategy training in the language classroom: An empirical investigation" [J]. RELC Journal(26).
O'Malley, J.M. & Chamot, A.U. 1990. Learning Strategies in Second Language Acquisition. CUP.
O'Malley, J. M. 1987: "The effects of training in the use of learning strategies on acquiring English as a second language." [A]. Wenden, A & J Rubin. Learner Strategies in Language Learning [c] Prentice Hall International (UK) Ltd,.
Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Rowley, Mass: Newbury House.
Park. P. and Fullan. M. 1986. "Issue of professional Development." Ontario Curriculum Toronto: Ontario Teachers' Federation.
Richards, J. C. "The role of vocabulary teaching". TESOL Quarterly, 1976: 10.
Rivers, W. M. 1983. "The foreign language teacher and cognitive psychology". W. M. Rivers (ed.) Communicating Naturally in a Second Language. Cambridge: CUP.
Rubin, J. 1987 "What the Good Language Learner Can Teach us". TESOL Quarterly 9(1).
Skehan, P. 1989. Individual Differences in Second Language Learning. London: Edward Arnold..
Stem, H. 1983. Fundamental Concepts of Language Teaching. Oxford: OUP.
Steinberg. R. J. 1983. "Criteria for Intellectual Skills Training". Educational Research. London: Academic Press.
Terrell, T. D. 1997. "A natural approach to second Language and acquisition". Modern Language Journal 61.
Vygotsky, L.S. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
Wen, Qiufang & R. K. Johnson. 1997. "Learner Variables and English Achievement: A Study of Tertiary-level English Majors in China". Applied linguistics 18
Wenden, A. 1991 Learner Strategies for Learner Autonomy. New York: Prentice Hall.
Wenden, A. and Rubin, J. (eds) 1987. Learner Strategies in Language Learning. NJ: Prentice-Hall.
Wilkins, D. A. 1976. Notional Syllabuses. London: OUP.
蔡莹，《高中英语词汇教学的研究》。网上资料。
董奇，“论元认知”，《北京师范大学学报》，1989年第1期。
《基础教育课程改革纲要》，《中小学外语教学》，2001年第6期。
李岚清，“关于外语教学改革的讲话”，《文汇报》，1996年9月3日。
李树华，“理解识记和及时复习提高英语单词记忆效率的实验研究”，《中小学英语教学与研究》，1997(6)。
刘电芝，《学习策略研究》。人民教育出版社，1999年版。
刘远我，“试论学生元认知的培养”，《江西教育科研》，1995年第1期。
刘振前，“词汇教学发展述论”，《四川外语学院学报》，1994年第4期。
蒙里等，《教育心理学》。上海人民出版社，1994。
全日制义务教育普通高级中学《英语课程标准》，中华人民共和国教育部制订，北京师范大学出版社。
施良芳，《学习论——学习心理学的理论与原理》。人民教育出版社，1994年。
束定芳、庄智象，“外语学习者策略研究与外语教学”，《现代外语》，1994(3)。
王华英，“英语词汇学习中的心理障碍分析及排除”，《中小学英语教学与研究》，1997年第6期。
王蔷，“面向21世纪义务教育阶段外语课程改革的思考与意见(上)”，《中小学外语教学》，1999第7期。
王文宇，“观念、策略与英语词汇记忆”，《外语教学与研究》，1998(1)。
文秋芳，《英语学习策略论》。上海外语教学出版社，1996。
文秋芳，《英语学习的成功之路》。上海外语教育出版社，2003。
吴本虎，《英语学习策略》。人民教育出版社，2003。
吴一安、刘润清，Jeffery.P．，“中国英语本科素质调查报告”，《外语教学与研究》，1993年第1期．
徐鸿钧，“走出英语词汇识记教学的误区”，《中小学英语教学与研究》，1997年第6期。
杨福海，“重视学法指导，切实提高学法指导的实效性”，《课程·教材·教法》，1994年第3期。
易尔山，“试论英语词汇周期循环记忆法”，《中小学外语教学》，1996年第7期。
易晓明、韩凯，“英语单词记忆过程中策略的选用和评价的研究”，《应用心理学》，1998(2)。
张文鹏，“外语学习动力与策略运用之关系”，《外语与外语教学》。1998年第3期。
张文鹏，“中学生英语学习策略运用研究”，《中小学英语教学与研究》，1999年第4期。
章兼中、俞红珍，“中小学英语学习策略的研究”，《中小学英语教学与研究》1997年第5期。
左梦兰，“5—13岁儿童元记忆的发展的实验研究”，《心理科学通讯》，1990年第4期。
Brown, H. D. 1994. Principles of Language Learning and Teaching. Englewood Cliffs, N.J: Prentice Hall.
Carrell, P. L. 1989. "Meta-eognitive strategy training for ESL reading" [J]. TESOL Quarterly(23).
Chamot, A. and L. Kupper. 1989. "Learning strategies in foreign language instruction." Foreign Language Analysis 1.
Cohen, A. 1998. Strategies in Learning and Using a Second Language. London: Longman.
Dansereau, D. F. 1985. Learning Strategy Research in J. W. Segal, S. F. Chipman & R. Glaser (Eds): Thinking and Learning Skills Vol. 1.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: OUP.
Flavell, J.H. 1987. "Speculations about the nature and development of metacognition" [A]. Weinert, F. E. Kluwe, R. H. Metacognition, Motivation and Learning. [c]. Hillsdale, NJ: L. Erlbaum Associates.
Flavell, J. H., Beach, D. H. and Chinsky, J. M. 1966. "Spontaneous verbal rehearsal in memory tasks as a function of age". Academic Press, Vol, 5.
Flavell. J. H. 1969. "A problem of learning to attend to relevant attributes". Journal of Experimental Child Psychology(4).
Holec, H. 1987. "The learner as manager: Managing learning or managing to learn?" [A]. Wenden, A & J Rubin. Learner Strategies in Language Learning [c]. Prentice Hall International (UK) Ltd.
Huang, X & M. Van Naersen. 1985. "Learning Strategies for Oral Communication".
Applied Linguistics 8(3):
Judd E. L. 1978. "Vocabulary teaching and TESOL: A need for re-evaluation of existing assumptions." TESOL Quarterly16.
Kirby, T. R. 1984. Cognitive Strategies and Educational Performance. London: Academic Press.
Lawson M. J. & Donald Hogben. 1996. "The Vocabulary-Learning Strategies of Foreign Language Students". Language Learning. Mar. Vol. 46.
Lord, R. "Learning vocabulary International review of Applied Linguistic". Language Teaching 1974: 12.
Meara, P. "Vocabulary Acquisition: A neglected aspect of language learning". Language Teaching and Linguistics 1980: 13.
Miller, G. A. 1960. Plans and the Structure of Behavior New York: Holt, Rinehart and Winston.
Naimen, N. 1978. "The Good Language Learner". TESL TALK 6(1).
Nation, P. 1990. Teaching and Learning Vocabulary. Heinle & Heinle, Boston, MA.
Nisbet, J. D. 1986. Learning strategies. London: Routledge and Kegan Paul.
Nunan, D. 1997. "Strategy training in the language classroom: An empirical investigation" [J]. RELC Journal(26).
O'Malley, J.M. & Chamot, A.U. 1990. Learning Strategies in Second Language Acquisition. CUP.
O'Malley, J. M. 1987: "The effects of training in the use of learning strategies on acquiring English as a second language." [A]. Wenden, A & J Rubin. Learner Strategies in Language Learning [c] Prentice Hall International (UK) Ltd,.
Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Rowley, Mass: Newbury House.
Park. P. and Fullan. M. 1986. "Issue of professional Development." Ontario Curriculum Toronto: Ontario Teachers' Federation.
Richards, J. C. "The role of vocabulary teaching". TESOL Quarterly, 1976: 10.
Rivers, W. M. 1983. "The foreign language teacher and cognitive psychology". W. M. Rivers (ed.) Communicating Naturally in a Second Language. Cambridge: CUP.
Rubin, J. 1987 "What the Good Language Learner Can Teach us". TESOL Quarterly 9(1).
Skehan, P. 1989. Individual Differences in Second Language Learning. London: Edward Arnold..
Stem, H. 1983. Fundamental Concepts of Language Teaching. Oxford: OUP.
Steinberg. R. J. 1983. "Criteria for Intellectual Skills Training". Educational Research. London: Academic Press.
Terrell, T. D. 1997. "A natural approach to second Language and acquisition". Modern Language Journal 61.
Vygotsky, L.S. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
Wen, Qiufang & R. K. Johnson. 1997. "Learner Variables and English Achievement: A Study of Tertiary-level English Majors in China". Applied linguistics 18
Wenden, A. 1991 Learner Strategies for Learner Autonomy. New York: Prentice Hall.
Wenden, A. and Rubin, J. (eds) 1987. Learner Strategies in Language Learning. NJ: Prentice-Hall.
Wilkins, D. A. 1976. Notional Syllabuses. London: OUP.
蔡莹，《高中英语词汇教学的研究》。网上资料。
董奇，“论元认知”，《北京师范大学学报》，1989年第1期。
《基础教育课程改革纲要》，《中小学外语教学》，2001年第6期。
李岚清，“关于外语教学改革的讲话”，《文汇报》，1996年9月3日。
李树华，“理解识记和及时复习提高英语单词记忆效率的实验研究”，《中小学英语教学与研究》，1997(6)。
刘电芝，《学习策略研究》。人民教育出版社，1999年版。
刘远我，“试论学生元认知的培养”，《江西教育科研》，1995年第1期。
刘振前，“词汇教学发展述论”，《四川外语学院学报》，1994年第4期。
蒙里等，《教育心理学》。上海人民出版社，1994。
全日制义务教育普通高级中学《英语课程标准》，中华人民共和国教育部制订，北京师范大学出版社。
施良芳，《学习论——学习心理学的理论与原理》。人民教育出版社，1994年。
束定芳、庄智象，“外语学习者策略研究与外语教学”，《现代外语》，1994(3)。
王华英，“英语词汇学习中的心理障碍分析及排除”，《中小学英语教学与研究》，1997年第6期。
王蔷，“面向21世纪义务教育阶段外语课程改革的思考与意见(上)”，《中小学外语教学》，1999第7期。
王文宇，“观念、策略与英语词汇记忆”，《外语教学与研究》，1998(1)。
文秋芳，《英语学习策略论》。上海外语教学出版社，1996。
文秋芳，《英语学习的成功之路》。上海外语教育出版社，2003。
吴本虎，《英语学习策略》。人民教育出版社，2003。
吴一安、刘润清，Jeffery.P．，“中国英语本科素质调查报告”，《外语教学与研究》，1993年第1期．
徐鸿钧，“走出英语词汇识记教学的误区”，《中小学英语教学与研究》，1997年第6期。
杨福海，“重视学法指导，切实提高学法指导的实效性”，《课程·教材·教法》，1994年第3期。
易尔山，“试论英语词汇周期循环记忆法”，《中小学外语教学》，1996年第7期。
易晓明、韩凯，“英语单词记忆过程中策略的选用和评价的研究”，《应用心理学》，1998(2)。
张文鹏，“外语学习动力与策略运用之关系”，《外语与外语教学》。1998年第3期。
张文鹏，“中学生英语学习策略运用研究”，《中小学英语教学与研究》，1999年第4期。
章兼中、俞红珍，“中小学英语学习策略的研究”，《中小学英语教学与研究》1997年第5期。
左梦兰，“5—13岁儿童元记忆的发展的实验研究”，《心理科学通讯》，1990年第4期。