北京初二学生英语词汇学习策略研究
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摘要
词汇是语言学习(语音,词汇,语法)的三要素之一。著名语言学家D.A.Willkins(1972)曾经说过:“没有语法,人们很少交流;没有词汇,则什么也不能交流”。显然词汇学习是二语学习的中心任务。本文讨论的问题有:立新学校初中二年级学生的词汇学习观念和词汇学习策略使用的总体情况如何?高分学生和低分学生所采用的词汇学习策略有何不同?词汇学习策略与学习成绩是否相关?
研究对象是立新学校初二年级的40名学生。研究通过问卷的方式对他们所使用的英语词汇学习策略进行了调查和深入细致的研究。问卷是以O'Malley&Chamot's的语言学习分类为基础,并与部分受试者进行面谈,再结合自己的英语学习体会综合而成的。另一个调查工具是SPSS13.0,即数据统计软件包。
研究结果表明:
1多数受试者接受三种学习观念,但死记硬背观念仍占主导地位,上下文及运用观念次之。
2大多数学生能运用包括元认知策略在内的多种学习策略来学习词汇,其中,认知策略运用最多,元认知次之,情感策略最少。
3高分组与低分组在八种词汇策略上差异显著。
4十种词汇学习策略与学习成绩存在显著正相关。
根据以上调查结果,本研究对目前初中英语词汇教学提出几点建议:1在初中阶段,英语教师要有意识帮助学生改变机械的背诵单词的传统观念,树立在上下文记忆单词和在运用中掌握单词的观念。2教师结合教材,适当的帮助学生掌握使用元认知策略,形成良好的词汇学习习惯,为他们的自主学习奠定基础。3教师在教学中,应加强对各种词汇学习策略的灌输,启发引导学生在学习词汇时使用多种策略以增强词汇的记忆,切实提高学生的词汇学习效果。
Vocabulary is one of the three elements (phonology, grammar, and vocabulary) of a language. Just as D.A.Willkins stated" Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed".(cited in Wang , 2002) Vocabulary acquisition is the main task of learning a second language. The study aims to explore the vocabulary learning strategies used by the sampled students and shows the differences in vocabulary learning strategies between High-scoring group students and Low-scoring group, and also provides strategy use profiles for the Junior English teachers who are interested in strategy training.
The instrument in the study is a vocabulary learning strategies questionnaire. It is mainly developed from O'Malley&Chamot's framework of learning strategies, in which metacognitive strategies, cognitive strategies and social/affective strategies are included. The data is analyzed with the help of SPSS (Statistical Package for Social Science) 13.0 for Window.
The major findings of this research are as follows:
First, on the students' beliefs in vocabulary learning, the most popular vocabulary learning belief is Rote-learning instead of Context and Application.
Second, Junior Two students attempt to use a variety of strategies in actual vocabulary acquisition. They use cognitive strategies most and use social/affective strategies least.
Third, differences do exist in vocabulary learning strategies between the high-scoring group and the low-scoring group. Compared with low-scoring group students, high-scoring group students prefer to use context, guessing, reading to acquire the vocabulary.
Fourth, most of the vocabulary learning strategies employed by the subjects are positively correlated with English achievements.
From the above findings, the paper put forwards some pedagogical implication. First, it is necessary for teachers to help learners to form the right beliefs on vocabulary learning. Second, teachers should do some vocabulary learning training such as planning, evaluating of vocabulary learning. In this way, learners can employ effective vocabulary learning strategies to improve their vocabulary autonomous learning.
研究对象是立新学校初二年级的40名学生。研究通过问卷的方式对他们所使用的英语词汇学习策略进行了调查和深入细致的研究。问卷是以O'Malley&Chamot's的语言学习分类为基础,并与部分受试者进行面谈,再结合自己的英语学习体会综合而成的。另一个调查工具是SPSS13.0,即数据统计软件包。
研究结果表明:
1多数受试者接受三种学习观念,但死记硬背观念仍占主导地位,上下文及运用观念次之。
2大多数学生能运用包括元认知策略在内的多种学习策略来学习词汇,其中,认知策略运用最多,元认知次之,情感策略最少。
3高分组与低分组在八种词汇策略上差异显著。
4十种词汇学习策略与学习成绩存在显著正相关。
根据以上调查结果,本研究对目前初中英语词汇教学提出几点建议:1在初中阶段,英语教师要有意识帮助学生改变机械的背诵单词的传统观念,树立在上下文记忆单词和在运用中掌握单词的观念。2教师结合教材,适当的帮助学生掌握使用元认知策略,形成良好的词汇学习习惯,为他们的自主学习奠定基础。3教师在教学中,应加强对各种词汇学习策略的灌输,启发引导学生在学习词汇时使用多种策略以增强词汇的记忆,切实提高学生的词汇学习效果。
Vocabulary is one of the three elements (phonology, grammar, and vocabulary) of a language. Just as D.A.Willkins stated" Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed".(cited in Wang , 2002) Vocabulary acquisition is the main task of learning a second language. The study aims to explore the vocabulary learning strategies used by the sampled students and shows the differences in vocabulary learning strategies between High-scoring group students and Low-scoring group, and also provides strategy use profiles for the Junior English teachers who are interested in strategy training.
The instrument in the study is a vocabulary learning strategies questionnaire. It is mainly developed from O'Malley&Chamot's framework of learning strategies, in which metacognitive strategies, cognitive strategies and social/affective strategies are included. The data is analyzed with the help of SPSS (Statistical Package for Social Science) 13.0 for Window.
The major findings of this research are as follows:
First, on the students' beliefs in vocabulary learning, the most popular vocabulary learning belief is Rote-learning instead of Context and Application.
Second, Junior Two students attempt to use a variety of strategies in actual vocabulary acquisition. They use cognitive strategies most and use social/affective strategies least.
Third, differences do exist in vocabulary learning strategies between the high-scoring group and the low-scoring group. Compared with low-scoring group students, high-scoring group students prefer to use context, guessing, reading to acquire the vocabulary.
Fourth, most of the vocabulary learning strategies employed by the subjects are positively correlated with English achievements.
From the above findings, the paper put forwards some pedagogical implication. First, it is necessary for teachers to help learners to form the right beliefs on vocabulary learning. Second, teachers should do some vocabulary learning training such as planning, evaluating of vocabulary learning. In this way, learners can employ effective vocabulary learning strategies to improve their vocabulary autonomous learning.
引文
Allen, V. F. (1983) Techniques in Teaching Vocabulary. Shangshai: Shanghai Foreign Language Education Press
Carter, R. & McCarthy, M. (1988) Vocabulary and Language Teaching. New York: Longman Inc.
Coady, J. and Huckin, T. (2001) Second Language Vocabulary Acquisition. Shangshai: Shanghai Foreign Language Education Press
Cook, Vivian. (2001) Second Language Learning and Language Teaching. New York : Oxford University Press Inc.
Carter,Ronald.(1987) Vocabulary: Applied Linguistic Perspectives. London:Allen & Unwin
Cohen, Andrew D(1990) Language learning. Boston: Heinle&Heinle Publisher
Cohen, Andrew D (1998) Strategies in Learning and Using a Second Language. New York: Addison Wesley Longman Inc.
Celik, Mehmet. Teaching vocabulary through code-mixing. ELT Journal, Vol. 57/4.
Dai,J.R.&Hua. Y.T.(2003)Analysis and Teaching Research in the Senior Middle School Students' Vocabulary Learning [J] Primary and Elementary English Teaching and Reseach.
Ellis, Rod. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, N.C. (1995). The psychology of foreign language vocabulary acquisition:Implications for CALL. Computer Assisted Language Learning. P103-128.
Ellis, Rod. (1997 ) Second Language Acquisition . Oxford: Oxford University Press.LTD.
Fowle, Clyde. (2002) Vocabulary notebooks: implementation and outcomes. ELT Journal ,Vol. 56 /4.
Gairns, R. & S. Redman. 1986. Working with words: a guide to teaching and learning vocabulary. Cambridge University Press, Cambridge.
Gu,Yongqi.(1994).Vocabulary learning strategies and language learning outcomes. Paper presented at the International Language in Education Conference in Hong Kong
Gu,Yongqi.&R.K.Johnson.(1996) Vocabulary learning strategies and Language Learning Outcomes. Language Learning 46,(4)
Hedge, Tricia. (2000) Teaching and Learning in the Language Classroom. Shangshai: Shanghai Foreign Language Education Press
Huckin, T and Coady, J. (1999) Incidental vocabulary acquisition in a second language. A review. Studies in Second Language Acquisition, 21: 181-193.
Hulstijn, J.H. and Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal. P 327-339.
Johnson, D. D. (2001) Vocabulary in the Elementary and Middle School. Needham Heights, MA: A Pearson Education Company.
Knight, Susan. (1994). Dictionary use while reading: The effect on comprehension and vocabulary acquisition for students of different verbal abilities. Modern Language Journal 78, 285-299.
Krashen,S.(1989) We Aquire Vocabulary and Spelling by Reading:Additional evidence for the Imput Hypothesis.Modern Language Journal, 1989(4)
Laufer, B. (1995). What's In a word that makes it hard or easy: some intralexical factors that affect the learning of words. In Schmitt, N. & Michael, M. Vocabulary: Description, Acquisition and Pedagogy. (2002).
Laufer,B.(1997) The lexical plight in the second language reading. In J. Coady &T.Huckin (Eds.), Second Language Acquisition (pp.20-34). Cambridge: Cambridge University Press.
Lawson M. J. & Hogben D. 1996. The Vocabulary Learning Strategies of foreign language students. Language Learning. 46/1: 101-135.
Luppescu,S.and R.Day.(1993).Reading, dictionaries and vocabulary learning. Language learning,43/12
McCarthy,M.(1990 ). Vocabulary. Oxford: Oxford University Press
Naiman, N., Frohlich M., Stern H. U& Todesco A. (1978). The Good Langauge Learner Research in Education Series No. 7. Toronto: The Ontario Institute for Studies in Education.
Nation I. S. P. (1990) Teaching and learning Vocabulary. New York:Newbury House
Nation I. S. P. (1993) Vocabulary size, growth, and use. In R. Schrellder& B. Weltens (Eds.) The bilingual lexicon(pp.115-134).Amsterdam: John Benjamins.
Nation I. S. P. (2001) Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Newton, Jonathan. (2001) Options for vocabulary learning through communication tasks. ELT Journal, Vol. 55/1
Norusis, M. J.(1993)SPSS for windows: Base system user's guide. Chicago: SPSS Inc
O'Malley,J. M. & Chamot,A.U. (1990) Learning Strategies in Second Language Acquisition . Cambridge: Cambridge University Press.
Oxford, R. L . (1990)Language Learning Strategies: What Every Teacher Should Know. New York: Newburry House.
Parry,K (1991).Building a vocabulary through academic reading. TESOL quarterly,25
Rubin, J. (1975). What "the good language learner" can teach us? TESOL Quarterly, 9: 41-51
Schmitt,N.&McCarthy,M.(2002) Vocabulary:Description,Acquisition and Pedagogy.Shangshai:Shanghai Foreign Language Education Press
Stern,H.(1975).What can we learn from the good language learner?Canadian Modern Language Review,31:304-18
Summer,D.(1988).The role of dictionaries in language learning.In R.Carter & M.McCarthy(Eds.),Vocabulary and language teaching (pp.111-125).New York:Longman.
Thornbury,S.(2003) How to Teach Vocabulary.Beijing:World Affairs Press.
Wenden,Anita.(1991) Learner Strategies for Learner Autonomy.Cambridge:the University Press.
安福勇,2005,大学生英语词汇学习策略的训练,<<江西教育科研>>第9期。
陈辉,2001,非英语专业的中国学生学习英语词汇的策略,<<外语教学>>第11期。
程晓堂、郑敏,2002,英语学习策略,北京:外语教学与研究出版社。
党磊磊,2005,词汇教学,新乡教育学院学报,第12期。
丰玉芳,2003,英语专业高低年级学生词汇学习策略比较研究,<<外语界>>第2期。
付洁,2005,高中学生词汇学习策略与英语成绩的关系研究,烟台教育学院报,第9期。
韩文莉,2003,英语学习高分者与低分者使用学习策略的差异,陕西师范大学学报,第10期。
教育部,(2001),《普通高级中学英语课程标准(实验)》,北京:人民教育出版社。
马广惠,1997,高分组学生和低分组学生在学习策略上的差异研究,《外语界》第2期。
钱希洁,2004,英语教学活动中的单词游戏,<<中小学教学与研究>>第11期。
徐瑶华,2003,中学生英语词汇记忆策略调查报告 浙江师范大学学报 2003增刊。
王萍,2002,英语词汇教学不容忽视,<<基础教育外语教学研究>> 第2期。
王蔷、吴霞,1998,非英语专业本科学生词汇学习策略,<<外语教学与研究>>第1期。
汪榕培,2002,英语词汇学高级教程,上海:上海外语教育出版社。
王文字,1998,观念,策略与英语词汇记忆,<<外语教学与研究>>,第1期。
文秋芳,1996,英语学习策略论,上海:上海外语教育出版社。
张萍,2004,学习者词汇策略对成绩的预测规律,<外语与外语教学>>第12期。
张萍、高祖新、刘精忠,2002英语学习者词汇观念和策略的性别差异研究<<外语与外语教学>>,第6期。
张小雁,2004,对非英语专业学生词汇学习策略的研究,雁北师范学院学报12期。
钟启泉,2001,外语教育展望,上海:华东师范大学出版社。
Carter, R. & McCarthy, M. (1988) Vocabulary and Language Teaching. New York: Longman Inc.
Coady, J. and Huckin, T. (2001) Second Language Vocabulary Acquisition. Shangshai: Shanghai Foreign Language Education Press
Cook, Vivian. (2001) Second Language Learning and Language Teaching. New York : Oxford University Press Inc.
Carter,Ronald.(1987) Vocabulary: Applied Linguistic Perspectives. London:Allen & Unwin
Cohen, Andrew D(1990) Language learning. Boston: Heinle&Heinle Publisher
Cohen, Andrew D (1998) Strategies in Learning and Using a Second Language. New York: Addison Wesley Longman Inc.
Celik, Mehmet. Teaching vocabulary through code-mixing. ELT Journal, Vol. 57/4.
Dai,J.R.&Hua. Y.T.(2003)Analysis and Teaching Research in the Senior Middle School Students' Vocabulary Learning [J] Primary and Elementary English Teaching and Reseach.
Ellis, Rod. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, N.C. (1995). The psychology of foreign language vocabulary acquisition:Implications for CALL. Computer Assisted Language Learning. P103-128.
Ellis, Rod. (1997 ) Second Language Acquisition . Oxford: Oxford University Press.LTD.
Fowle, Clyde. (2002) Vocabulary notebooks: implementation and outcomes. ELT Journal ,Vol. 56 /4.
Gairns, R. & S. Redman. 1986. Working with words: a guide to teaching and learning vocabulary. Cambridge University Press, Cambridge.
Gu,Yongqi.(1994).Vocabulary learning strategies and language learning outcomes. Paper presented at the International Language in Education Conference in Hong Kong
Gu,Yongqi.&R.K.Johnson.(1996) Vocabulary learning strategies and Language Learning Outcomes. Language Learning 46,(4)
Hedge, Tricia. (2000) Teaching and Learning in the Language Classroom. Shangshai: Shanghai Foreign Language Education Press
Huckin, T and Coady, J. (1999) Incidental vocabulary acquisition in a second language. A review. Studies in Second Language Acquisition, 21: 181-193.
Hulstijn, J.H. and Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal. P 327-339.
Johnson, D. D. (2001) Vocabulary in the Elementary and Middle School. Needham Heights, MA: A Pearson Education Company.
Knight, Susan. (1994). Dictionary use while reading: The effect on comprehension and vocabulary acquisition for students of different verbal abilities. Modern Language Journal 78, 285-299.
Krashen,S.(1989) We Aquire Vocabulary and Spelling by Reading:Additional evidence for the Imput Hypothesis.Modern Language Journal, 1989(4)
Laufer, B. (1995). What's In a word that makes it hard or easy: some intralexical factors that affect the learning of words. In Schmitt, N. & Michael, M. Vocabulary: Description, Acquisition and Pedagogy. (2002).
Laufer,B.(1997) The lexical plight in the second language reading. In J. Coady &T.Huckin (Eds.), Second Language Acquisition (pp.20-34). Cambridge: Cambridge University Press.
Lawson M. J. & Hogben D. 1996. The Vocabulary Learning Strategies of foreign language students. Language Learning. 46/1: 101-135.
Luppescu,S.and R.Day.(1993).Reading, dictionaries and vocabulary learning. Language learning,43/12
McCarthy,M.(1990 ). Vocabulary. Oxford: Oxford University Press
Naiman, N., Frohlich M., Stern H. U& Todesco A. (1978). The Good Langauge Learner Research in Education Series No. 7. Toronto: The Ontario Institute for Studies in Education.
Nation I. S. P. (1990) Teaching and learning Vocabulary. New York:Newbury House
Nation I. S. P. (1993) Vocabulary size, growth, and use. In R. Schrellder& B. Weltens (Eds.) The bilingual lexicon(pp.115-134).Amsterdam: John Benjamins.
Nation I. S. P. (2001) Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Newton, Jonathan. (2001) Options for vocabulary learning through communication tasks. ELT Journal, Vol. 55/1
Norusis, M. J.(1993)SPSS for windows: Base system user's guide. Chicago: SPSS Inc
O'Malley,J. M. & Chamot,A.U. (1990) Learning Strategies in Second Language Acquisition . Cambridge: Cambridge University Press.
Oxford, R. L . (1990)Language Learning Strategies: What Every Teacher Should Know. New York: Newburry House.
Parry,K (1991).Building a vocabulary through academic reading. TESOL quarterly,25
Rubin, J. (1975). What "the good language learner" can teach us? TESOL Quarterly, 9: 41-51
Schmitt,N.&McCarthy,M.(2002) Vocabulary:Description,Acquisition and Pedagogy.Shangshai:Shanghai Foreign Language Education Press
Stern,H.(1975).What can we learn from the good language learner?Canadian Modern Language Review,31:304-18
Summer,D.(1988).The role of dictionaries in language learning.In R.Carter & M.McCarthy(Eds.),Vocabulary and language teaching (pp.111-125).New York:Longman.
Thornbury,S.(2003) How to Teach Vocabulary.Beijing:World Affairs Press.
Wenden,Anita.(1991) Learner Strategies for Learner Autonomy.Cambridge:the University Press.
安福勇,2005,大学生英语词汇学习策略的训练,<<江西教育科研>>第9期。
陈辉,2001,非英语专业的中国学生学习英语词汇的策略,<<外语教学>>第11期。
程晓堂、郑敏,2002,英语学习策略,北京:外语教学与研究出版社。
党磊磊,2005,词汇教学,新乡教育学院学报,第12期。
丰玉芳,2003,英语专业高低年级学生词汇学习策略比较研究,<<外语界>>第2期。
付洁,2005,高中学生词汇学习策略与英语成绩的关系研究,烟台教育学院报,第9期。
韩文莉,2003,英语学习高分者与低分者使用学习策略的差异,陕西师范大学学报,第10期。
教育部,(2001),《普通高级中学英语课程标准(实验)》,北京:人民教育出版社。
马广惠,1997,高分组学生和低分组学生在学习策略上的差异研究,《外语界》第2期。
钱希洁,2004,英语教学活动中的单词游戏,<<中小学教学与研究>>第11期。
徐瑶华,2003,中学生英语词汇记忆策略调查报告 浙江师范大学学报 2003增刊。
王萍,2002,英语词汇教学不容忽视,<<基础教育外语教学研究>> 第2期。
王蔷、吴霞,1998,非英语专业本科学生词汇学习策略,<<外语教学与研究>>第1期。
汪榕培,2002,英语词汇学高级教程,上海:上海外语教育出版社。
王文字,1998,观念,策略与英语词汇记忆,<<外语教学与研究>>,第1期。
文秋芳,1996,英语学习策略论,上海:上海外语教育出版社。
张萍,2004,学习者词汇策略对成绩的预测规律,<外语与外语教学>>第12期。
张萍、高祖新、刘精忠,2002英语学习者词汇观念和策略的性别差异研究<<外语与外语教学>>,第6期。
张小雁,2004,对非英语专业学生词汇学习策略的研究,雁北师范学院学报12期。
钟启泉,2001,外语教育展望,上海:华东师范大学出版社。