英语专业学生词汇习得认知策略研究
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摘要
语言学家Segler，Pain和Sorace认为：“词汇是语言学习者在语言学习中最关注的问题。”词汇学习策略通常指语言学习者在词汇学习过程中为提高词汇学习效果所采取的合适的方法和手段。它在提高英语学习效率方面起着极为重要的作用。目前我国高校非英语专业大学英语教学已经日新月异，而英语专业的教学还停留在较为“传统”的模式中。由于没有得到如非英语专业大学英语教育同等的重视与投入，英语专业教学法发展并不完善，对于教学方法的探索有着强烈的需求。学习风格的研究是学习者个体差异研究的重要内容之一，其中感知学习风格研究是学习风格研究中薄弱但重要的一个组成部分。西方学者对学习风格作出过大量的实证研究，而在我国，对学习风格的研究仍处于在理论构建阶段，缺少针对中国学习者的实证性研究，有限的一些实证性研究则多局限于非英语专业学习者。为了顺应时代发展的需要，更为了满足英语专业学习者个体发展和高校英语专业提高教育教学水平的需要，本文从感知学习风格对英语专业本科生英语词汇学习中的认知策略进行研究。
本文共分四部分。第一部分简述了本论文的研究背景，目的，必要性和研究方法；第二部分主要描述本项调查研究的问题，对象，工具以及数据采集的过程和步骤；第三部分对数据进行表述和分析，并对具体感知学习风格下的学生词汇习得策略进行具体探讨；第四部分为结论。
英语专业学生与非英语专业学生相比，属于一个特殊群体，长期的进行英语专业学习使他们具有与非英语专业学生不同的特点。本课题将对英语二年级的学生的英语词汇学习中认知策略的使用进行对比研究，力求从研究结果中发现英语专业本科生在长期的英语专业学习中产生的变化和发展趋势。
Segler, Pain and Sorace (2002) think that“vocabulary is the mostimportant problem which is concerned by language learners.”Vocabularylearning strategies is generally referring to the method to enhance thevocabulary learning effect which is used by language learners. It is veryimportant to improve the learning efficiency. Nowadays, in China, collegenon-English majors' teaching English to speakers of otherlanguages(TESOL) has been greatly developed. Meanwhile, English majors'TESOL is not well developed and still in a“traditional”mode. Because ofnot receiving as much value as non-English majors, English majors' TESOLis not well developed. There is great need of researching English majors'TESOL. The research on learning styles is, as one of the most importantfactors, the research on individual differences. Perceptual learning style is aweak but important part of learning style. Western scholars have done a lotof empirical research on learning style. However, in China, the research onlearning style is still on the stage of theoretical constructing, which lacksempirical research on Chinese language learners. There have been someresearches on non-English majors students, but few are on the Englishmajors. To go with the tide of times, to meet the need of individualdevelopment of English major learners, and to enhance college Englishmajors' TESOL, this research shall study the cognitive strategies applied inEnglish majors' vocabulary acquisition from the view of perceptual learningstyle.
Compared to non-English major students, the English majors arespecial. Long time training gives them specific characteristics. This research shall study on English-majors students and study the data from differentangles, in order to find the change and development in English majors.
本文共分四部分。第一部分简述了本论文的研究背景，目的，必要性和研究方法；第二部分主要描述本项调查研究的问题，对象，工具以及数据采集的过程和步骤；第三部分对数据进行表述和分析，并对具体感知学习风格下的学生词汇习得策略进行具体探讨；第四部分为结论。
英语专业学生与非英语专业学生相比，属于一个特殊群体，长期的进行英语专业学习使他们具有与非英语专业学生不同的特点。本课题将对英语二年级的学生的英语词汇学习中认知策略的使用进行对比研究，力求从研究结果中发现英语专业本科生在长期的英语专业学习中产生的变化和发展趋势。
Segler, Pain and Sorace (2002) think that“vocabulary is the mostimportant problem which is concerned by language learners.”Vocabularylearning strategies is generally referring to the method to enhance thevocabulary learning effect which is used by language learners. It is veryimportant to improve the learning efficiency. Nowadays, in China, collegenon-English majors' teaching English to speakers of otherlanguages(TESOL) has been greatly developed. Meanwhile, English majors'TESOL is not well developed and still in a“traditional”mode. Because ofnot receiving as much value as non-English majors, English majors' TESOLis not well developed. There is great need of researching English majors'TESOL. The research on learning styles is, as one of the most importantfactors, the research on individual differences. Perceptual learning style is aweak but important part of learning style. Western scholars have done a lotof empirical research on learning style. However, in China, the research onlearning style is still on the stage of theoretical constructing, which lacksempirical research on Chinese language learners. There have been someresearches on non-English majors students, but few are on the Englishmajors. To go with the tide of times, to meet the need of individualdevelopment of English major learners, and to enhance college Englishmajors' TESOL, this research shall study the cognitive strategies applied inEnglish majors' vocabulary acquisition from the view of perceptual learningstyle.
Compared to non-English major students, the English majors arespecial. Long time training gives them specific characteristics. This research shall study on English-majors students and study the data from differentangles, in order to find the change and development in English majors.
引文
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Ghosn, Irmak. Teaching EFL to multiple intelligences[J]. N/A, 1997.
Griggs, Shirley, Dunn, Rita. Hispanic-American students and learningstyle[C]. Eric publications, 1996.
Heywood, John. An evaluation of kolb’s learning styles theory by graduatestusent teachers during their teaching practice[C]. Eric publications,1997.
Joan, Jamieson. The cognitive styles of reflection impulsivity an fieldindependence/dependence and ESL success[J]. The Modern LanguageJournal, 1992.
Johnson, Janice, Rosano, Teresa. Relation of cognitive style to metaphorinterpretation and second language proficiency[J]. AppliedPsycholinguistics, 1993.
Joy M. Reid. The learning style preference of ESL students[J]. TESOLQuarterly, 1987,21(1): 87-111.
Joy M. Reid. Learning styles in the ESL/EFL classroom[M]. ForeignLanguage Teaching and Research Press, 2002.
Krashen, Stephen. Second language acquisition and second languagelearning[M]. Oxford Pergamon Press, 1981.
Lems, Kristin. Whole language and the ESL/EFL classroom[J]. N/A, 1995.
Lin, Hisiangpao & Shen, Shanshan. Perceptual learning style preferences forEFL students in junior college in Taiwan[J]. N/A, 1996.
Madeline, Ehrman & Lou Leaver. Cognitive styles in the service oflanguage learning[J]. System, 2003.
Madeline, Ehrman & Rebecca, Oxford. Adult language and learning stylesand strategies in an intensive training setting[J]. The Modern LanguageJournal, 1990.
Melton, Cynthia D. A study of Chinese students’learning style preference[J].RELC Journal, 1990, (21-1): 29-44.
Michael, Strong. Social styles and the second language acquisition ofSpanish-speaking kindergartners[J]. TESOL Quarterly, 1983,17(2):241-257.
Murray, Monica D. Learning style modalities and attributes of an effectiveclassroom environment: an analysis of adult learners in an adult basiceducation classroom[J]. Masters these, 2002.
Oxford, Rebecca L., Hollaway, Mary Evelyn and Hirton-Mutillo, Diana.Language learning styles: Research and practical considerations forteaching in the multicultural tertiary ESL/EFL classroom[C]. System,1992, (20-4): 439-456.
Patriclal, Carrel & Laurab, Monroe. Learning style and composition[J]. TheModern Language Journal, 1993.
Peter Yongqi Gu. Fine brush and freehand: the vocabulary learing art of twosuccessful Chinese EFL learners[J]. TESOL Quarterly, 2003.
Rao Zhenhui. Academic major, and Chinese students’use of languagelearning strategies: social and education perspectives[J]. The journal ofAsia TEFL, 2005,Vol.2; No.3: 115-138.
Rausch, Anthony S. Learning styles and the Japanese University secondlanguage student[C]. Eric publications, 1996.
Richard M. Felder. Learning and teaching styles in Foreign and secondlanguage education[J]. Foreign language Journal, 1995, 28(1): 21-31.
Rod Ellis. The study of second language acquisition[M]. Oxford UniversityPress, 1999.
Sharkey, Judy. Old dogs can learn new tricks. Student and teacherself-assessment in an EFL classroom in Pakistan[J]. N/A, 1990.
Thomas, Heather, Cox, Robin, Kojima, Takahiro. Relating preferredlearning style to student achievement[C]. Eric publications, 2000.
Vicki Wilson. Scholars. Active learners, and social butterflies: preferredlearning styles of high school biology students[C]. Paper presented atannual meeting of the Mid-South Educational Research Assocation,1996.
Woodman, Karen. A study of linguistic, perceptual, and pedagogical changein a short-term intensive language program[J]. Doctoral dissertations,2001.
Zhicheng Zhang & R Stephen Richardo. Learning-thinking style inventory:LISEL and multivariate analyses[J]. Eric publications.
卜玉华.个体差异、认知风格与教育[J].嘉应大学学报,1993(2).
曹世清.第二语言习得中学习风格研究评述[J].烟台师范学院学报,2001(4).
陈辉非.英语专业的中国学生学习英语词汇的策略——一份分析词汇学习策略的调查报告[J].外语教学2001(6):46-50.
党少兵,刘子富.英语学习风格调查报告[J].安康师专学报,2001(2).
邓俊民.学习策略、学习风格与英语成绩相关性研究[J].天津职业技术师范学院学报,2003(2).
范琳,王庆华.英语词汇学习中的分类组织策略实验研究[J].外语教学与研究,2002(3):209-212.
高校英语专业英语教学大纲词汇表工作组高等学校英语专业全程通用词汇表[C],上海:上海外语教育出版社,2001.
顾永琦,胡光伟.词汇学习策略、词汇量与英语成绩的变化[M].文秋芳,王立.非英语学习策略实证研究[M].西安:陕西师范大学出版社,2003.
黄旭光.英语教学设计与学习者的认知风格研究[J].四川外语学院学报,2004(3).
黄瑛.中国成年英语专业学生学习风格研究[J].云南师范大学学报,2000(5).
康淑敏.学习风格理论——西方研究综述[J].山东外语教学,2003(3).
李冬耘.学习风格与外语教学研究刍议[J].外语与外语教学,2005(10).
李广超.学习风格与英语教学策略[J].广东教育学院学报,2000(5).
刘全国.成人外语学习风格初探[J].甘肃广播电视大学学报,2003(2).
刘全国,陈冠英.语言学习风格与外语教学基础教育[J].外语教学研究,2003(4).
罗忠民.中美学生学习风格的文化差异探析[J].外语与外语教学,2005(7).
马克辉.学习风格的理论与多媒体在英语教学中的完美结合[J].辽宁高职学报,2003(4).
孟悦.体育教育专业学生英语学习方式调查研究[J].沈阳体育学院学报,2003(4).
秦晓晴.第二语言习得中认知方式研究的现状[J].外语教学与研究,1997(2).
史正永.军校学员场独立/依存性认知风格与英语学习关系的调查[J].山东外语教学,2003(1).
谭顶良.学习风格论[M].江苏教育出版社,1995(12).
王立非.认知风格研究及其对外语教学的启示[J].山东外语教学,1998(4).
王立非.学习策略与外语教学[J].外语研究,1998(2):64-66.
王文宇.观念、策略与词汇记忆[J].外语教学与研究,1998(1):9-54.
王宗炎.谈谈英语学习策略的问题[J].福建外语,1998(l):1-3.
温剑波.英语学习者学习风格与学习策略调查研究[J].辽宁教育行政学院学报,2004(1).
文秋芳.英语学习策略论[M].上海:上海外语教育出版社,1996.
文秋芳.英语学习的成功之路[M].上海:上海外语教育出版社,2003.
文秋芳.英语学习策略理论研究[M].西安:陕西师范大学出版社,2004.
熊宜勤.实施因材施教的理论与实践[J].广西高教研究,2000(4).
姚冬琳.试论学习风格，教学风格及其二者的关系[J].教学园地,2003(4).
余华荣.关于我国成人英语学习风格的探讨[J].中国林业教育,1999(5).
余心乐.关于中国英语本科学生学习风格的研究[J].外语教学与研究,1997(1).
张丽帆.性别差异与语言学习风格比较[J].长春师范学院学报,2004(1).
张雁凌.中国人学生的场独立/依存的认知风格对英语水平的影响[J].外国语言文学,2003(4).
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Bailey, Phillip, Anthony J. Onwuegbuzie, Christine E. Daley. Using learningstyle to predict foreign language achievement at the college leval[C].System 28, 2000: 116-118.
Boy, Nancy Omaha, ED. The Journal of acceleratedlearning and teaching[J].Collected work-serials, 1996: V21n-4.
Brown, H. Douglas. Principles of language learning and teaching[J].Prentice-Hall, inc. Englewood cliffs, New Jersey, 1987.
Crismore, Avon. Helping ESL and EFL university students read critically: a2000’s challenge[J]. N/A, 2000.
David W. Carrol. Psychology of Language[M]. Foreign Language Teachingand Research Press.
Elliott, A. Raymond. Foreign language Phonology: Field Independence,Attitude, and the success of Formal Instruction in SpanishPronunciation[J]. The Modern Journal, 1995.
Felder, R. M, E. R Henriques. Learning and teaching styles in foreign andsecond language acquisition[J]. Foreign Language Annals, 1995,28(1):21-31.
Fitz Gibbon, A, And others. Experience versus theory in teachereducation[J]. Research in teacher education monograph series, No.1/91.
Ghosn, Irmak. Teaching EFL to multiple intelligences[J]. N/A, 1997.
Griggs, Shirley, Dunn, Rita. Hispanic-American students and learningstyle[C]. Eric publications, 1996.
Heywood, John. An evaluation of kolb’s learning styles theory by graduatestusent teachers during their teaching practice[C]. Eric publications,1997.
Joan, Jamieson. The cognitive styles of reflection impulsivity an fieldindependence/dependence and ESL success[J]. The Modern LanguageJournal, 1992.
Johnson, Janice, Rosano, Teresa. Relation of cognitive style to metaphorinterpretation and second language proficiency[J]. AppliedPsycholinguistics, 1993.
Joy M. Reid. The learning style preference of ESL students[J]. TESOLQuarterly, 1987,21(1): 87-111.
Joy M. Reid. Learning styles in the ESL/EFL classroom[M]. ForeignLanguage Teaching and Research Press, 2002.
Krashen, Stephen. Second language acquisition and second languagelearning[M]. Oxford Pergamon Press, 1981.
Lems, Kristin. Whole language and the ESL/EFL classroom[J]. N/A, 1995.
Lin, Hisiangpao & Shen, Shanshan. Perceptual learning style preferences forEFL students in junior college in Taiwan[J]. N/A, 1996.
Madeline, Ehrman & Lou Leaver. Cognitive styles in the service oflanguage learning[J]. System, 2003.
Madeline, Ehrman & Rebecca, Oxford. Adult language and learning stylesand strategies in an intensive training setting[J]. The Modern LanguageJournal, 1990.
Melton, Cynthia D. A study of Chinese students’learning style preference[J].RELC Journal, 1990, (21-1): 29-44.
Michael, Strong. Social styles and the second language acquisition ofSpanish-speaking kindergartners[J]. TESOL Quarterly, 1983,17(2):241-257.
Murray, Monica D. Learning style modalities and attributes of an effectiveclassroom environment: an analysis of adult learners in an adult basiceducation classroom[J]. Masters these, 2002.
Oxford, Rebecca L., Hollaway, Mary Evelyn and Hirton-Mutillo, Diana.Language learning styles: Research and practical considerations forteaching in the multicultural tertiary ESL/EFL classroom[C]. System,1992, (20-4): 439-456.
Patriclal, Carrel & Laurab, Monroe. Learning style and composition[J]. TheModern Language Journal, 1993.
Peter Yongqi Gu. Fine brush and freehand: the vocabulary learing art of twosuccessful Chinese EFL learners[J]. TESOL Quarterly, 2003.
Rao Zhenhui. Academic major, and Chinese students’use of languagelearning strategies: social and education perspectives[J]. The journal ofAsia TEFL, 2005,Vol.2; No.3: 115-138.
Rausch, Anthony S. Learning styles and the Japanese University secondlanguage student[C]. Eric publications, 1996.
Richard M. Felder. Learning and teaching styles in Foreign and secondlanguage education[J]. Foreign language Journal, 1995, 28(1): 21-31.
Rod Ellis. The study of second language acquisition[M]. Oxford UniversityPress, 1999.
Sharkey, Judy. Old dogs can learn new tricks. Student and teacherself-assessment in an EFL classroom in Pakistan[J]. N/A, 1990.
Thomas, Heather, Cox, Robin, Kojima, Takahiro. Relating preferredlearning style to student achievement[C]. Eric publications, 2000.
Vicki Wilson. Scholars. Active learners, and social butterflies: preferredlearning styles of high school biology students[C]. Paper presented atannual meeting of the Mid-South Educational Research Assocation,1996.
Woodman, Karen. A study of linguistic, perceptual, and pedagogical changein a short-term intensive language program[J]. Doctoral dissertations,2001.
Zhicheng Zhang & R Stephen Richardo. Learning-thinking style inventory:LISEL and multivariate analyses[J]. Eric publications.
卜玉华.个体差异、认知风格与教育[J].嘉应大学学报,1993(2).
曹世清.第二语言习得中学习风格研究评述[J].烟台师范学院学报,2001(4).
陈辉非.英语专业的中国学生学习英语词汇的策略——一份分析词汇学习策略的调查报告[J].外语教学2001(6):46-50.
党少兵,刘子富.英语学习风格调查报告[J].安康师专学报,2001(2).
邓俊民.学习策略、学习风格与英语成绩相关性研究[J].天津职业技术师范学院学报,2003(2).
范琳,王庆华.英语词汇学习中的分类组织策略实验研究[J].外语教学与研究,2002(3):209-212.
高校英语专业英语教学大纲词汇表工作组高等学校英语专业全程通用词汇表[C],上海:上海外语教育出版社,2001.
顾永琦,胡光伟.词汇学习策略、词汇量与英语成绩的变化[M].文秋芳,王立.非英语学习策略实证研究[M].西安:陕西师范大学出版社,2003.
黄旭光.英语教学设计与学习者的认知风格研究[J].四川外语学院学报,2004(3).
黄瑛.中国成年英语专业学生学习风格研究[J].云南师范大学学报,2000(5).
康淑敏.学习风格理论——西方研究综述[J].山东外语教学,2003(3).
李冬耘.学习风格与外语教学研究刍议[J].外语与外语教学,2005(10).
李广超.学习风格与英语教学策略[J].广东教育学院学报,2000(5).
刘全国.成人外语学习风格初探[J].甘肃广播电视大学学报,2003(2).
刘全国,陈冠英.语言学习风格与外语教学基础教育[J].外语教学研究,2003(4).
罗忠民.中美学生学习风格的文化差异探析[J].外语与外语教学,2005(7).
马克辉.学习风格的理论与多媒体在英语教学中的完美结合[J].辽宁高职学报,2003(4).
孟悦.体育教育专业学生英语学习方式调查研究[J].沈阳体育学院学报,2003(4).
秦晓晴.第二语言习得中认知方式研究的现状[J].外语教学与研究,1997(2).
史正永.军校学员场独立/依存性认知风格与英语学习关系的调查[J].山东外语教学,2003(1).
谭顶良.学习风格论[M].江苏教育出版社,1995(12).
王立非.认知风格研究及其对外语教学的启示[J].山东外语教学,1998(4).
王立非.学习策略与外语教学[J].外语研究,1998(2):64-66.
王文宇.观念、策略与词汇记忆[J].外语教学与研究,1998(1):9-54.
王宗炎.谈谈英语学习策略的问题[J].福建外语,1998(l):1-3.
温剑波.英语学习者学习风格与学习策略调查研究[J].辽宁教育行政学院学报,2004(1).
文秋芳.英语学习策略论[M].上海:上海外语教育出版社,1996.
文秋芳.英语学习的成功之路[M].上海:上海外语教育出版社,2003.
文秋芳.英语学习策略理论研究[M].西安:陕西师范大学出版社,2004.
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