英语专业蒙古族学生词汇学习策略调查研究
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摘要
词汇是构成语言的基本单位,是一切言语技能的基础。在语言交际中,词汇传递着信息并起着决定性的作用。目前,在外语教学领域己存在一个共识,即词汇在语言学习中起核心作用。正如Lewis所言,词汇习得在二语习得中是一个中心点,起着举足轻重的作用(Lewis,1993 ),因此对词汇习得进行研究具有重大意义。
对学习策略的研究始于20世纪70年代初期,不少研究肯定了语言学习策略对语言学习所起的积极作用(Rubbin,1995; Oxford, 1990)。中国也有学者在学习策略上作了一些研究,如文秋芳(1995 ),马广惠(1997),吴霞、王蔷(1998)。词汇学习作为外语学习的一个重要部分,其策略的研究在二语习得领域受到了广泛重视。近年来对中国学生词汇学习策略的研究也不少见,然而,这些研究的对象大部分是汉族大学生和研究生,对于英语专业蒙古族学生词汇学习策略的研究显然有些不足。
本文在详细研究了中外语言学家对学习策略尤其是词汇学习策略研究的基础上,对内蒙古师范大学蒙授英语专业的36名二年级学生和33名三年级学生的英语词汇学习策略进行了调查研究,试图通过调查,了解英语专业蒙古族学生的词汇学习观点、词汇学习策略的使用等情况,以便教师有针对性地进行英语教学,提高蒙古族大学生英语词汇学习效果。
本调查所使用的调查工具是语言学家Oxford编制的英语作为第二语言学习策略量表,一共有六个维度,分为记忆策略,认知策略,补偿策略,元认知策略,情感策略,交际策略。另外O’Malley & Chamot (1990)及文秋芳的学习策略分类方法,将学习观念视为学习者策略不可分割的一部分,纳入调查的范围。
本调查共使用了三份调查问卷:1)、英语学习策略调查:旨在了解蒙古族学生是否知道自己所使用的策略;2)、词汇学习观点问卷调查:调查蒙古族学生对词汇学习的认识及所持的观点;3)、词汇学习策略问卷调查:主要目的是了解蒙古族学生学习词汇的方法。收集到的数据通过SPSS14.0数据统计分析软件进行分析,结果发现:蒙古族学生对词汇学习观点的看法比较接近,排在第一的是“词汇学习是英语学习中最重要的部分”;蒙古族学生在英语学习中使用策略情况一般,对策略的使用具有随意性;蒙古族学生在词汇学习策略中使用最多的是记忆策略,这点与研究者对汉族学生进行的调查结果一致。蒙族学生也较常用情感策略,这一点与研究者对汉族学生进行的调查结果不一致。作者认为这可能与他们的汉语习得经历有关。
基于所作调查作者认为对蒙古族学生进行词汇学习策略训练有助于提高他们的英语词汇学习能力。
论文分为五部分:第一部分是引言,主要论述了研究背景、蒙古族学生词汇学习现状及研究的目的和意义。第二部分是文献综述,阐述了学习策略的定义、三个最有影响的学习策略分类以及词汇学习策略的相关理论。第三部分是关于英语专业蒙古族学生词汇学习策略的调查,包括调查的目的、假设、调查对象、调查工具、调查程序及调查结果和数据分析。第四部分讨论了对英语专业蒙古族学生词汇学习策略的训练。第五部分对整篇论文进行了总结。
Being the basic unit in any language, vocabulary plays a vital role in communication. A common is held in the field of ESL/EFL, that is vocabulary is the core element in the process of second language acquisition. Lewis(1993) points out that vocabulary learning is the center in SLL, it plays the most important role in it. Thus it is of great significance to study the vocabulary learning process, learners’attitudes towards it, and their strategies as well.
The study in learning strategies starts from the early 1970s. Many researchers found that language learning strategies have positive effects on language learning (Rubbin,1995;Oxford, 1990). In China some researchers and practitioners in the field also investigated language learning strategies( Wen Qiufang,1995; Ma Guanghui,1997; Wu Xia & Wang Qiang,1998). Yet, most of theirs researchers concerned about those college students whose first language is Chinese while very little has been done with the purpose of investigating minority students who start their English learning rather late.
The modern foreign language teaching theories have been putting great emphasis on the correlation between teaching and learning in the learning process, that is , what kind of learning strategies learners apply, how much efforts they exert, what kind of teaching material and method teachers use. This paper starts with an detailed introduction to the research background, Mongolian college students vocabulary learning situation, which is then followed by a literature review of definition of learning strategy and the three most influential classification of learning strategy, the definition of vocabulary building strategy, and vocabulary learning theories as well. The third part of the essay is a survey about Mongolian English majors vocabulary building strategies with a detailed justification of the purpose, assumptions, subjects, tolls, methods, results and data analysis. The fourth part of the essay discusses the training of the vocabulary learning strategies .The last part of the essay is the conclusion.
The tools used in questionnaires are based on the linguist Oxford’Strategy Inventory for Language Learning (SILL).Then the statistic tool----SPSS version 14.0 (Statistical Package for Social Sciences) was used to analyze the data, and the results were discussed according to the statistics.
The subjects are 36 second-year, 33 third-year Mongolian students majoring in English from Department of English, Inner Mongolia Teacher’s University in an attempt to find out their attitudes towards vocabulary building, the application of vocabulary building strategies so that suitable methods can be used in classroom to improve Mongolian College students vocabulary learning efficiency.
Questionnaire on the opinion about vocabulary learning, English learning strategies and vocabulary building strategies questionnaire were used as instrument to investigate the use of vocabulary building strategies. The statistic tool—SPSS version 14.0 (Statistical Package for Social Sciences) was used to analyze the data.
The results from the data analysis with SPSS14.0 mainly fall into three parts: 1). the subjects hold similar views on vocabulary learning, ranking from“vocabulary learning is the most important part in English learning”as the first one to“the best way to learn vocabulary is to memorize the words list”as the last one; 2). the subjects don’t use learning strategies often; the subjects apply the memorizing strategy as the most frequently used one, in this aspect they hold the same opinion as the Han Chinese learners; The subjects also frequently use affective strategies, this is different from Han Chinese learners ,it may caused by the learning experience of their second language---Chinese. Based on the studies, it is suggested that vocabulary building strategies should be taught in the English classroom.
对学习策略的研究始于20世纪70年代初期,不少研究肯定了语言学习策略对语言学习所起的积极作用(Rubbin,1995; Oxford, 1990)。中国也有学者在学习策略上作了一些研究,如文秋芳(1995 ),马广惠(1997),吴霞、王蔷(1998)。词汇学习作为外语学习的一个重要部分,其策略的研究在二语习得领域受到了广泛重视。近年来对中国学生词汇学习策略的研究也不少见,然而,这些研究的对象大部分是汉族大学生和研究生,对于英语专业蒙古族学生词汇学习策略的研究显然有些不足。
本文在详细研究了中外语言学家对学习策略尤其是词汇学习策略研究的基础上,对内蒙古师范大学蒙授英语专业的36名二年级学生和33名三年级学生的英语词汇学习策略进行了调查研究,试图通过调查,了解英语专业蒙古族学生的词汇学习观点、词汇学习策略的使用等情况,以便教师有针对性地进行英语教学,提高蒙古族大学生英语词汇学习效果。
本调查所使用的调查工具是语言学家Oxford编制的英语作为第二语言学习策略量表,一共有六个维度,分为记忆策略,认知策略,补偿策略,元认知策略,情感策略,交际策略。另外O’Malley & Chamot (1990)及文秋芳的学习策略分类方法,将学习观念视为学习者策略不可分割的一部分,纳入调查的范围。
本调查共使用了三份调查问卷:1)、英语学习策略调查:旨在了解蒙古族学生是否知道自己所使用的策略;2)、词汇学习观点问卷调查:调查蒙古族学生对词汇学习的认识及所持的观点;3)、词汇学习策略问卷调查:主要目的是了解蒙古族学生学习词汇的方法。收集到的数据通过SPSS14.0数据统计分析软件进行分析,结果发现:蒙古族学生对词汇学习观点的看法比较接近,排在第一的是“词汇学习是英语学习中最重要的部分”;蒙古族学生在英语学习中使用策略情况一般,对策略的使用具有随意性;蒙古族学生在词汇学习策略中使用最多的是记忆策略,这点与研究者对汉族学生进行的调查结果一致。蒙族学生也较常用情感策略,这一点与研究者对汉族学生进行的调查结果不一致。作者认为这可能与他们的汉语习得经历有关。
基于所作调查作者认为对蒙古族学生进行词汇学习策略训练有助于提高他们的英语词汇学习能力。
论文分为五部分:第一部分是引言,主要论述了研究背景、蒙古族学生词汇学习现状及研究的目的和意义。第二部分是文献综述,阐述了学习策略的定义、三个最有影响的学习策略分类以及词汇学习策略的相关理论。第三部分是关于英语专业蒙古族学生词汇学习策略的调查,包括调查的目的、假设、调查对象、调查工具、调查程序及调查结果和数据分析。第四部分讨论了对英语专业蒙古族学生词汇学习策略的训练。第五部分对整篇论文进行了总结。
Being the basic unit in any language, vocabulary plays a vital role in communication. A common is held in the field of ESL/EFL, that is vocabulary is the core element in the process of second language acquisition. Lewis(1993) points out that vocabulary learning is the center in SLL, it plays the most important role in it. Thus it is of great significance to study the vocabulary learning process, learners’attitudes towards it, and their strategies as well.
The study in learning strategies starts from the early 1970s. Many researchers found that language learning strategies have positive effects on language learning (Rubbin,1995;Oxford, 1990). In China some researchers and practitioners in the field also investigated language learning strategies( Wen Qiufang,1995; Ma Guanghui,1997; Wu Xia & Wang Qiang,1998). Yet, most of theirs researchers concerned about those college students whose first language is Chinese while very little has been done with the purpose of investigating minority students who start their English learning rather late.
The modern foreign language teaching theories have been putting great emphasis on the correlation between teaching and learning in the learning process, that is , what kind of learning strategies learners apply, how much efforts they exert, what kind of teaching material and method teachers use. This paper starts with an detailed introduction to the research background, Mongolian college students vocabulary learning situation, which is then followed by a literature review of definition of learning strategy and the three most influential classification of learning strategy, the definition of vocabulary building strategy, and vocabulary learning theories as well. The third part of the essay is a survey about Mongolian English majors vocabulary building strategies with a detailed justification of the purpose, assumptions, subjects, tolls, methods, results and data analysis. The fourth part of the essay discusses the training of the vocabulary learning strategies .The last part of the essay is the conclusion.
The tools used in questionnaires are based on the linguist Oxford’Strategy Inventory for Language Learning (SILL).Then the statistic tool----SPSS version 14.0 (Statistical Package for Social Sciences) was used to analyze the data, and the results were discussed according to the statistics.
The subjects are 36 second-year, 33 third-year Mongolian students majoring in English from Department of English, Inner Mongolia Teacher’s University in an attempt to find out their attitudes towards vocabulary building, the application of vocabulary building strategies so that suitable methods can be used in classroom to improve Mongolian College students vocabulary learning efficiency.
Questionnaire on the opinion about vocabulary learning, English learning strategies and vocabulary building strategies questionnaire were used as instrument to investigate the use of vocabulary building strategies. The statistic tool—SPSS version 14.0 (Statistical Package for Social Sciences) was used to analyze the data.
The results from the data analysis with SPSS14.0 mainly fall into three parts: 1). the subjects hold similar views on vocabulary learning, ranking from“vocabulary learning is the most important part in English learning”as the first one to“the best way to learn vocabulary is to memorize the words list”as the last one; 2). the subjects don’t use learning strategies often; the subjects apply the memorizing strategy as the most frequently used one, in this aspect they hold the same opinion as the Han Chinese learners; The subjects also frequently use affective strategies, this is different from Han Chinese learners ,it may caused by the learning experience of their second language---Chinese. Based on the studies, it is suggested that vocabulary building strategies should be taught in the English classroom.
引文
[1] Brown H D. Teaching by Principles [M]. Prentice Hall Regents, 1994:365
[2] Ellis, R. The Study of Second Language Acquisition. Oxford: Oxford University Press. 1994
[3] 秋晓堂,郑敏. 英语学习策略.基础外语教学与研究丛书[M]. 北京:外语教学与研究出版社2002:22-24
[4] Oxford, R. Language Learning Strategies.' What Every Teacher Should Know(M]. New York: Newbury House. 1990
[5] Cohen, A. D. .Strategies in Learning and Using a Second Language [M]. London and New York: Longman. 1998
[6] Cohen, A. Language Learning: Insights for Learners, Teachers and Researchers [M]. New York: Newbury House. 1990
[7] 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 年第 253-57
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[10] O'Malley, J, & Chamot. Learning Strategies in Second Language Acquisition [M] Cambridge: Cambridge University Press. 1990
[11] Craik, F LM. & E. Tulving. Depth of Processing and the Retention of Words in Episodic Memory. [J]. Journal of Experimental Psychology: (1975)Vo1.104: 268-294.
[12] 陈桦, 张益芳. 中国儿童英语词汇策略探究[ J ]. 外语学刊, 2001 年第 4 期.
[13] 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 年第6 期
[14] 刘彩霞,. 大学英语词汇学习策略差异调查与分析 [J], 赣南师范学院学报,2003,4
[15] Ahmed, M. O. Vocabulary Learning Strategies[C]. In P Meara (ed.). Beyond Words. London: CILF 1989,9:3-14
[16] 文秋芳.《英语学习策略论》[M],上海:上海外语教育出版社,1996
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[18] Gu, YQ & R.K. Johnson. Vocabulary Learning Strategies and Language Learning Outcomes. [J]. Language Learning 1996,46(4): 643-679
[19] Ellis, R. The Study of Second Language Acquisition. Oxford: Oxford University Press. 1994
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[22] 程晓堂, 郑敏. 英语学习策略. 基础外语教学与研究丛书[ M ]. 北京:外语教学与研究出版社 2002: 135-136
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