初中学生英语词汇学习策略与英语成绩的相关性研究
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摘要
英语词汇的有效学习已成为广大英语学习者关心的热点。近年来,语言学家们对词汇学习策略进行了一系列的研究,取得了丰硕的成果。但大多数的研究是针对高校学生,对初中学生所做的研究相对较少。因此,以初中生为研究对象,探索有效的词汇学习策略成为必要。根据Schmitt (1997)的词汇学习策略分类,作者设计了60项词汇学习策略问卷调查,调查了浙江省某一初中学校初二两个班级共102名学生。以期回答以下三个问题：1.被试初中生是否使用英语词汇学习策略?2.被试初中生英语词汇学习策略的使用是否与英语成绩相关?3.被试初中生如果存在高低分差异,高分组与低分组学生在词汇学习策略的运用上有哪些差异?
通过对国内外词汇学习策略及词汇学习策略与成绩相关性的理论进行梳理,通过使用SPSS13.0软件进行数据处理,作者分析了初中生使用词汇学习策略的状况,分析英语成绩与他们使用词汇学习策略之间的相关性以及分析高分组与低分组学生在词汇策略运用上的差异。研究发现：
1.初中生词汇学习策略使用频率为2.43,属于中等水平偏下,使用情况偏低。发现策略的平均分为2.53,属于中等水平,巩固策略的平均分为2.40,介于中等与低等水平之间。
2.在决定、社交、记忆、认知、元认知五类策略中,决定策略、认知策略的使用频率属于中等水平,社交策略、记忆策略和元认知策略的使用频率低。决定策略使用最多,元认知策略使用最少。
3.初中生的词汇学习策略与英语成绩之间呈极显著正相关,其中有34项策略与英语成绩之间呈极显著正相关,有5项词汇学习策略与英语成绩之间呈显著正相关,有2项呈负相关,其余的19项P>0.05,无统计学意义。
4.高分组与低分组学生在词汇学习策略的运用上存在极为显著的差异,高分组学生比低分组学生使用更多的策略。
5.高分组与低分组学生在五类词汇学习策略中呈极显著差异,决定策略的平均分差距最大,其次是元认知策略、记忆策略、社交策略和认知策略。
最后提倡教师应鼓励学生尝试多种词汇学习策略,扩大他们的词汇学习策略。把词汇学习策略纳入英语课程教学中,提升学生对自己的词汇学习策略的认识,在学习中更有效地使用词汇学习策略,促进有效的英语学习。
Effective learning of English vocabulary has become a big concer for most English learners. In recent yers, many linguists have done a series of studies on English vocabulary learning strategies. They have achieved a lot of fruitful results. Most of the studies aimed at college, while relatively few concerned with junior high school students. The study on English vocabulary learning strategies of junior high school students is based on Schmitt's(1997) classification of vocabulry learning strategies. A vocabulary learning strategy questionnaire consisting sixty questions is the basic instrument in the study. The subjects of the present study are 102 junior high school students from Zhejiang Province. According to Schmitt's(1997) classification of language learning strategies,the study tries to dicuss the three questions:1. How do English vocabulary learning strategies use among junior high school students? 2. What relations do English vocabulary learning strategies have with English achievements? 3. If there are high-level students and low-level students,are there any differences between high-level students and low-level students in their use of English vocabulary learning strategies?
And organize the theory related to vocabulary learning strategies and the achievements at home and abroad. The data are analyzed with the help of SPSS 13.0 and the conclusions are made from the study as follow:
1. The level of vocabulary strategy use by sampled students is only medium, averaging 2.43.The level of discovery strategies is medium frequency, averaging 2.53 and consolidation strategies is between medium frequency and low frequency, averaging 2.40.
2. Among the five categories investigated, the level of determination strategies and cognitive strategies is medium frequency.Social strategies, memory strategies and meta cognitive strategies is low frequency. Determination strategies are.the most frequently used and meta cognitive strategies are the least frequently used.
3. All of the vocabulry learning strategies are significantly correlated to English achievements.34 of 60 are significantly positively correlated to English achievements.5 of 60 are correlated.2 of 60 are negatively correlated.19 of 60 are no significant differences between vocabulary learning strategies and English achievements.
4. High-level students and low-level students are found to be significantly different in their use of vocabulry learning strategies. High-level students use more vocabulary learning strategies than low-level students.
5. There exists significant difference in the five categories between high-level students and low-level students. Determination strategies have the greatest mean difference, followed by meta cognitive strategies, memory strategies, social strategies and cognitive strategies.
In the end, based on the research findings, questions for future researches are proposed. It's necessary for teachers to encourage students to experiment with various strategies so as to broaden their repertoire of vocabulary learning strategies. The learners-centered strategy instructions should be incorporated into curriculum design to raise students'awareness towards their use of vocabulary learning strategies and to facilitate the efficacy of language learning.
通过对国内外词汇学习策略及词汇学习策略与成绩相关性的理论进行梳理,通过使用SPSS13.0软件进行数据处理,作者分析了初中生使用词汇学习策略的状况,分析英语成绩与他们使用词汇学习策略之间的相关性以及分析高分组与低分组学生在词汇策略运用上的差异。研究发现：
1.初中生词汇学习策略使用频率为2.43,属于中等水平偏下,使用情况偏低。发现策略的平均分为2.53,属于中等水平,巩固策略的平均分为2.40,介于中等与低等水平之间。
2.在决定、社交、记忆、认知、元认知五类策略中,决定策略、认知策略的使用频率属于中等水平,社交策略、记忆策略和元认知策略的使用频率低。决定策略使用最多,元认知策略使用最少。
3.初中生的词汇学习策略与英语成绩之间呈极显著正相关,其中有34项策略与英语成绩之间呈极显著正相关,有5项词汇学习策略与英语成绩之间呈显著正相关,有2项呈负相关,其余的19项P>0.05,无统计学意义。
4.高分组与低分组学生在词汇学习策略的运用上存在极为显著的差异,高分组学生比低分组学生使用更多的策略。
5.高分组与低分组学生在五类词汇学习策略中呈极显著差异,决定策略的平均分差距最大,其次是元认知策略、记忆策略、社交策略和认知策略。
最后提倡教师应鼓励学生尝试多种词汇学习策略,扩大他们的词汇学习策略。把词汇学习策略纳入英语课程教学中,提升学生对自己的词汇学习策略的认识,在学习中更有效地使用词汇学习策略,促进有效的英语学习。
Effective learning of English vocabulary has become a big concer for most English learners. In recent yers, many linguists have done a series of studies on English vocabulary learning strategies. They have achieved a lot of fruitful results. Most of the studies aimed at college, while relatively few concerned with junior high school students. The study on English vocabulary learning strategies of junior high school students is based on Schmitt's(1997) classification of vocabulry learning strategies. A vocabulary learning strategy questionnaire consisting sixty questions is the basic instrument in the study. The subjects of the present study are 102 junior high school students from Zhejiang Province. According to Schmitt's(1997) classification of language learning strategies,the study tries to dicuss the three questions:1. How do English vocabulary learning strategies use among junior high school students? 2. What relations do English vocabulary learning strategies have with English achievements? 3. If there are high-level students and low-level students,are there any differences between high-level students and low-level students in their use of English vocabulary learning strategies?
And organize the theory related to vocabulary learning strategies and the achievements at home and abroad. The data are analyzed with the help of SPSS 13.0 and the conclusions are made from the study as follow:
1. The level of vocabulary strategy use by sampled students is only medium, averaging 2.43.The level of discovery strategies is medium frequency, averaging 2.53 and consolidation strategies is between medium frequency and low frequency, averaging 2.40.
2. Among the five categories investigated, the level of determination strategies and cognitive strategies is medium frequency.Social strategies, memory strategies and meta cognitive strategies is low frequency. Determination strategies are.the most frequently used and meta cognitive strategies are the least frequently used.
3. All of the vocabulry learning strategies are significantly correlated to English achievements.34 of 60 are significantly positively correlated to English achievements.5 of 60 are correlated.2 of 60 are negatively correlated.19 of 60 are no significant differences between vocabulary learning strategies and English achievements.
4. High-level students and low-level students are found to be significantly different in their use of vocabulry learning strategies. High-level students use more vocabulary learning strategies than low-level students.
5. There exists significant difference in the five categories between high-level students and low-level students. Determination strategies have the greatest mean difference, followed by meta cognitive strategies, memory strategies, social strategies and cognitive strategies.
In the end, based on the research findings, questions for future researches are proposed. It's necessary for teachers to encourage students to experiment with various strategies so as to broaden their repertoire of vocabulary learning strategies. The learners-centered strategy instructions should be incorporated into curriculum design to raise students'awareness towards their use of vocabulary learning strategies and to facilitate the efficacy of language learning.
引文
[1]程晓棠,郑敏.英语学习策略[M]北京：外语教学与研究出版社,2002.
[2]陈辉.非英语专业的中国学生学习英语词汇的策略[J].外语教学,2001(6)：46-51.
[3]段成.使用记忆策略,扩大词汇量[J].西华师范大学学报(哲、社科版),1999(2)：83-88.
[4]丰玉芳.英语专业高年级学生词汇学习策略比较研究[J].外语界,2003(2)：68-74.
[5]付洁.高中学生词汇学习策略与英语成绩的关系研究[J].烟台教育学院学报,2005(3)：40-44.
[6]高吉利.初高中学生英语词汇学习策略比较研究[J].榆林学院学报,2004(4)：115-116.
[7]顾永琦,胡光伟.词汇学习策略、词汇量与英语成绩的变化载于《英语学习策略实证研究》[C].西安：陕西大学出版社,2003.388-409.
[8]李爱云.训练学生词汇学习策略的探讨[J].中小学外语教学(中学篇),2005(3)：11-14.
[9]李晗英.高中学生英语词汇学习策略与成绩的相关研究[D]：[硕士学位论文].长春：东北师范大学,2008.
[10]刘津开.外语学习策略研究-猜词能力与外语水平[J].外语教学,1999(3)：31-35.
[11]刘军艳.Schmitt词汇学习策略调查问卷信度和效度的研究.今日南国,2009(11)：238-239.
[12]刘儒德.论学习策略的实质[J].心理科学,1997(2)：179-181.
[13]刘志华、郭占基.初中生的学业成就动机、学习策略与学业成绩关系研究[J].心理科学,1993(4)：8-14,66.
[14]马广惠.高分组学生与低分组学生在学习策略上的差异研究[J].外语界,1997(2)：39-41.
[15]王飞凤.英语学习策略与成绩的相关分析[J].齐齐哈尔大学学报(哲社版)2005(4)：139-141.
[16]王立非,文秋芳.英语学习策略培训与研究在中国[J].外语界,2003(6)：51-56.
[17]王文宇.观念、策略与英语词汇记忆[J].外语教学与研究,1998(1)：49-54、80.
[18]文秋芳.传统与非传统学习方法与英语成绩的关系[J].现代外语,1996d(1)：39-45.
[19]文秋芳,王立非.英语学习策略实证研究[M].陕西师范大学出版社,2003：132.
[20]文秋芳,王立非.中国英语学习策略实证研究20年[J].外国语言文学,2004(1)：39-45.
[21]文秋芳.英语学习成功者与不成功者在方法上的差异[J].外语教学与研究,1995(3)：63-68.
[22]吴本虎.英语学习策略[M].安徽：安徽教育出版社,2002.158、160-200.
[23]吴霞,王蔷.非英语专业本科学生词汇学习策略[J].外语教学与研究,1998(1)：55-59.
[24]严明.英语学习策略理论研究[M].吉林出版集团有限责任公司,2009.87-93、173-177.
[25]杨金峰,龚育尔.英语词汇学习策略与学习成绩的关系[J].外国语言文学,2004(4)：40-44.
[26]张萍.硕士研究生基础英语和专业英语词汇学习策略研究[J].外语教学与研究,2001(6)：43-50.
[27]张维友.英语词汇学教程[M].华中师范大学出版社,2004.1.
[28]张烨、邢敏、周大军.非英语专业本科生英语词汇学习策略的调查[J].解放军外国语学院学 报,2003(4)：44-48.
[29]Ahmed M 0. Vocabulary Learning Techniques [M].In P. Meara (Ed.), Beyond Words. London: CILT,1989.3-14.
[30]Brown T.& Perry Jr F. A comparison of three learning strategies for ESL vocabulary acquisition[J]. TESOL Quarterly1991,25(4):655-670.
[31]Catalan R M J. Sex Differences in L2 Vocabulary Learning Strategies [J]. International Journal of Applied Linguistics,2003(13):54-77.
[32]Coady J.& Huckin T. Second Language Vocabulary Acquisition [M]. Shanghai:Shanghai Foreign Language Education Press,2001.55-67、203-223.
[33]Cohen A D. and Aphek E. Easifying second language learning. Studies in-Second Language Acquisition[J].1981,3(2):221-235.
[34]Cohen A D. Language Learning "Insights for Learners, Teachers and Researchers [M]. New York:Newbury House/Harper Row,1990.
[35]Gu & Johnson R K. Vocabulary Learning Strategies and Language Learning Outcomes[J]. Language Learning,1996,46(4):643-679.
[36]Gu Yongqi. Vocabulary Learning Strategies of Good and Poor Chinese EFL learners[D].In Bird N. et al. Language and Learning. Hong Kong Education Department, Hong Kong (Eric Document Reproduction Service, ED 370411),1994.
[37]Huckin T., Hayne M.& Coady J. (Eds.). Second Language Learning and Vocabulary Learning [M]. Norwood, NJ:Ablex,1993.
[38]Krashen S. We acquire vocabulary and spelling by reading Additional evidence for the input hypothesis[J].Modern Language Journal,1989,73(4):440-464.
[39]Lawson M J.& Hogben, D. Keyword and Multiple Elaboration Strategies for Vocabulary Acquisition in Foreign Language Learning [J]. Contemporary Educational Psychology, 1994(19):367-376.
[40]Nation I S P. Beginning to Learn Foreign Vocabulary:A Review of the Research [J]. RELC Journal,1982,13(1):14-36.
[41]0'Malley J M. and Chamot A U. Learning Strategies in Second Language Acquisition[M]. Shanghai:Shanghai Foreign Language Education Press,2001.
[42]Oxford R L. Language Learning Strategies, What Every Teacher Should Know [M]. Beijing: World Publishing Corporation,2008.19-2、28、293-298、300.
[43]Parry K J. Building a Vocabulary Through Academic Reading[J]. TESOL Quarterly,1991, 25(4):629-653
[44]Pressley M.&. Levin J R.,& Delaney H D. "The mnemonic keyword method. " Review of Educational Research,1982 (52):61-91.
[45]Schmitt N & McCarthy M. Vocabulary:Description, Acquisition and Pedagogy [M]. Shanghai:Shanghai Foreign Language Education Press,2004.64-83、199-227.
[46]Stoffer I. University Foreign Language Students'Choice of Vocabulary Learning Strategies as Related to Individual Difference Variables [D]. University of Alabama: Unpublished Doctoral Dissertation,1995.
[47]Wenden A.& Rubin J. Learner Strategies in Language Learning [M]. Cambridge:Prentice Hall International (UK)Ltd,1987.17.
[48]Wilkins D. Vocabulary:Linguistics in Language Teaching[M]. London:Edward Arnold,1972. 111.
[2]陈辉.非英语专业的中国学生学习英语词汇的策略[J].外语教学,2001(6)：46-51.
[3]段成.使用记忆策略,扩大词汇量[J].西华师范大学学报(哲、社科版),1999(2)：83-88.
[4]丰玉芳.英语专业高年级学生词汇学习策略比较研究[J].外语界,2003(2)：68-74.
[5]付洁.高中学生词汇学习策略与英语成绩的关系研究[J].烟台教育学院学报,2005(3)：40-44.
[6]高吉利.初高中学生英语词汇学习策略比较研究[J].榆林学院学报,2004(4)：115-116.
[7]顾永琦,胡光伟.词汇学习策略、词汇量与英语成绩的变化载于《英语学习策略实证研究》[C].西安：陕西大学出版社,2003.388-409.
[8]李爱云.训练学生词汇学习策略的探讨[J].中小学外语教学(中学篇),2005(3)：11-14.
[9]李晗英.高中学生英语词汇学习策略与成绩的相关研究[D]：[硕士学位论文].长春：东北师范大学,2008.
[10]刘津开.外语学习策略研究-猜词能力与外语水平[J].外语教学,1999(3)：31-35.
[11]刘军艳.Schmitt词汇学习策略调查问卷信度和效度的研究.今日南国,2009(11)：238-239.
[12]刘儒德.论学习策略的实质[J].心理科学,1997(2)：179-181.
[13]刘志华、郭占基.初中生的学业成就动机、学习策略与学业成绩关系研究[J].心理科学,1993(4)：8-14,66.
[14]马广惠.高分组学生与低分组学生在学习策略上的差异研究[J].外语界,1997(2)：39-41.
[15]王飞凤.英语学习策略与成绩的相关分析[J].齐齐哈尔大学学报(哲社版)2005(4)：139-141.
[16]王立非,文秋芳.英语学习策略培训与研究在中国[J].外语界,2003(6)：51-56.
[17]王文宇.观念、策略与英语词汇记忆[J].外语教学与研究,1998(1)：49-54、80.
[18]文秋芳.传统与非传统学习方法与英语成绩的关系[J].现代外语,1996d(1)：39-45.
[19]文秋芳,王立非.英语学习策略实证研究[M].陕西师范大学出版社,2003：132.
[20]文秋芳,王立非.中国英语学习策略实证研究20年[J].外国语言文学,2004(1)：39-45.
[21]文秋芳.英语学习成功者与不成功者在方法上的差异[J].外语教学与研究,1995(3)：63-68.
[22]吴本虎.英语学习策略[M].安徽：安徽教育出版社,2002.158、160-200.
[23]吴霞,王蔷.非英语专业本科学生词汇学习策略[J].外语教学与研究,1998(1)：55-59.
[24]严明.英语学习策略理论研究[M].吉林出版集团有限责任公司,2009.87-93、173-177.
[25]杨金峰,龚育尔.英语词汇学习策略与学习成绩的关系[J].外国语言文学,2004(4)：40-44.
[26]张萍.硕士研究生基础英语和专业英语词汇学习策略研究[J].外语教学与研究,2001(6)：43-50.
[27]张维友.英语词汇学教程[M].华中师范大学出版社,2004.1.
[28]张烨、邢敏、周大军.非英语专业本科生英语词汇学习策略的调查[J].解放军外国语学院学 报,2003(4)：44-48.
[29]Ahmed M 0. Vocabulary Learning Techniques [M].In P. Meara (Ed.), Beyond Words. London: CILT,1989.3-14.
[30]Brown T.& Perry Jr F. A comparison of three learning strategies for ESL vocabulary acquisition[J]. TESOL Quarterly1991,25(4):655-670.
[31]Catalan R M J. Sex Differences in L2 Vocabulary Learning Strategies [J]. International Journal of Applied Linguistics,2003(13):54-77.
[32]Coady J.& Huckin T. Second Language Vocabulary Acquisition [M]. Shanghai:Shanghai Foreign Language Education Press,2001.55-67、203-223.
[33]Cohen A D. and Aphek E. Easifying second language learning. Studies in-Second Language Acquisition[J].1981,3(2):221-235.
[34]Cohen A D. Language Learning "Insights for Learners, Teachers and Researchers [M]. New York:Newbury House/Harper Row,1990.
[35]Gu & Johnson R K. Vocabulary Learning Strategies and Language Learning Outcomes[J]. Language Learning,1996,46(4):643-679.
[36]Gu Yongqi. Vocabulary Learning Strategies of Good and Poor Chinese EFL learners[D].In Bird N. et al. Language and Learning. Hong Kong Education Department, Hong Kong (Eric Document Reproduction Service, ED 370411),1994.
[37]Huckin T., Hayne M.& Coady J. (Eds.). Second Language Learning and Vocabulary Learning [M]. Norwood, NJ:Ablex,1993.
[38]Krashen S. We acquire vocabulary and spelling by reading Additional evidence for the input hypothesis[J].Modern Language Journal,1989,73(4):440-464.
[39]Lawson M J.& Hogben, D. Keyword and Multiple Elaboration Strategies for Vocabulary Acquisition in Foreign Language Learning [J]. Contemporary Educational Psychology, 1994(19):367-376.
[40]Nation I S P. Beginning to Learn Foreign Vocabulary:A Review of the Research [J]. RELC Journal,1982,13(1):14-36.
[41]0'Malley J M. and Chamot A U. Learning Strategies in Second Language Acquisition[M]. Shanghai:Shanghai Foreign Language Education Press,2001.
[42]Oxford R L. Language Learning Strategies, What Every Teacher Should Know [M]. Beijing: World Publishing Corporation,2008.19-2、28、293-298、300.
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