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中学生词汇策略文献综述修改1227

STRATEGIES ON MIDDLE SCHOOL STUDENTS ENGLISH VOCABULARY LEARNING:

A BRIEF CRITICAL REVIEW

        Strategies on vocabulary learning refer to strategies which guide learners to understand how to improve their learning of vocabulary and how to develop their individual strategy system. They can help learners to find more effective ways in learning a foreign language, and to encourage them to learn by themselves initiatively. Blanche and Merino (1989) put forward that students needed to know their capacity, progressive condition, and how to use the strategies they learned. Without that knowledge, students effective study would be difficult. Vocabulary learning strategies are not only favorable to the improvement of learners vocabulary learning efficiency and the realization of their learning goals, but they are also favorable to them finding their suitable learning methods and enhancing their abilities of learning by themselves and independently.

        Through data by survey, it can be found that the general situation of middle school students using of strategies in English vocabulary is not very satisfying. In particular, some of those inferior students even do not have any consciousness of vocabulary learning at all, and some of them are inefficient in using vocabulary learning strategies; even those good students also have problems in using vocabulary learning strategies. Thus, it is necessary to adopt scientific teaching methods to help students to learn to use effective vocabulary learning strategies in English learning.

        Researches on vocabulary learning strategies abroad started in 1970s. In the beginning, this kind of research was not connected with education but aimed at knowing how learners behavior could influence their mastering of the second language. Afterwards, scholars found that the most important factor in language learning was not the intelligence but mastering certain strategies in learning process. At first, scholars focused the research on how to realize those strategies practicality. Stern (1975) raised ten strategies on the base of introspection, but more researchers were still trying to study the language strategies used by good learners. In the process of classifying English vocabulary learning strategies, some researchers also discussed some detailed and practical vocabulary strategies indirectly. Such as O Malley (2001) pointed out that the research on the second languages learning strategies had been restricted on cognizing vocabulary. Apart from guessing words in texts and some remembering skills such as finding key words, there were a few of special researches on vocabulary strategies. Even so, many experimental and vocabulary learning strategy-connected results would be gained by connecting the researching results of language learning strategies with more detailed vocabulary learning strategies. Chamot (1987) found that ESL learners in middle schools would use more strategies in vocabulary learning than other language learning activities such as listening and comprehension, oral English, and social communication. This maybe results from that vocabulary learning has more relatively separated nature comparing with some more comprehensive language activities. And, the using of higher level strategies may let learners realize the importance of vocabulary. Horvitz discovered that 39% students in survey thought that the most important part in English learning was vocabulary learning.

        However, the cognitive psychology researches found that deeper leveled and more informational operating activities could bring about more effective study. In fact, researches on deeper leveled vocabulary learning strategies such as the forming of contacting keywords (Cohen 35) and the using of keywords (Pressley, Levin, and Miller 693) had been proved in enhancing the maintenance of target words. On the other hand, the relatively superficial strategies might be effective. Nations (1990) research on glossary explained that glossary was also one of the effective ways to learn a large amount of vocabulary in a short time. If learners have been used to the method of mechanical repetition in learning, then it also could be an effective way (O Malley and Chamot 40).

        In recent years, Chinese researchers, on the one hand, have introduced the researching results abroad into our country, and on the other hand, carried out the surveys and researches on Chinese English learning strategies. Wang Chuming (1992) used the introspective method and the memorial method to research strategies on English listening and writing; Wen Qiufang (1995) adopted the ways of interviews and writing diaries to compare the differences between successful and unsuccessful learners in using learning strategies. Some other researchers paid much attention to how to remember English vocabulary and some other second languages vocabulary, and they mainly focused on college students vocabulary remembering strategies (such as Wu Xia and Wang Qiang, 1998; Wang Wenyu, 1998). But there have not been many researches on middle school students learning strategies. For learners in different learning stages and in different levels, they should adopt different learning strategies. In the researches above, the survey respondents are mainly college students, so they are not represented, and the research especially on middle school students is necessary.

        Why and how to learn vocabulary? Which vocabulary and which level should be learned and achieved? These questions must be clarified, or learners would fall into a blind and ineffective vocabulary learning process. Vocabulary learning strategies are classified on the base of language learning strategies. It is known that the influential factors in learning strategies formation and using include learners age, intelligence level, personality, cognitive style, and some internal factors such as learners learning attitude and motivation. Language learning strategies also include vocabulary learning strategies, and vocabulary learning strategies are more detailed language learning strategies. Thus, those factors that influence language learning also should influence vocabulary learning strategies. Therefore, in middle school English vocabulary learning and teaching, those factors should be noticed and thus to develop learning efficiency more effectively.

References 

l                      Blanche, P. and Merino, B. Self-assessmet of foreign-language skills: Implications for teachers and researchers. Language Learning. 1989 (39): 313-340.

l                      Chamot, A.U. The learning strategies of ESL students. In A. Wenden & J. Rubin (Ed.) Learner Strategies in Language Learning. New York: Prentice Hall, 1987.

l                      Cohen, A.D. Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press, 1988.

l                      Ellis, R. The study of Second Language Acquisition. Oxford: OUP, 1994.

l                      Nation, I.S.P. Teaching and Learning Vocabulary. Boston: Heinle & Heinle, 1990.

l                      Malley, J. & Chamot, A.U. Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press, 2001.

l                      Pressley, M., J.R. Levin, N.A. Kuiper, S.L. Bryant and S. Michene. Memonic versus nonmneminic vocabulary-learning strategies: Additional comparisons. Journal of Educational Psychology, 1982: 74:693- 707.

l                      Rubin, J. Learner strategies: theoretical assumptions, research history and typology. In Wender, A. and J. Rubins (eds) Learner Strategies in Language Learning. Englewood Cliffs. NJ: Prentice Hall, 1987.

l                      Stern, H. What can we learn from the good language learners? Canadian Modern Language Review, 1975: 304-318.

l                      Wenden, A. & Rubin, J. (ED). Learning strategies in language learning. New York: Prentice  Hall, 1987.

l                      王初. 应用心理语言——外语学习心理研 [M].长沙:湖南教育出版社, 1990.

l                      王文. 观念、策略、与英语词汇记 [J]. 外语教学与研, 1998, (1): .

l                      文秋. 英语学习策略 [M]. 上海:上海外语教育出版社, 1996.

l                      , . 非英语专业本科学生词汇学习策[J]. 外语教学与研, 1998, (1): .

l                      中华人民共和国教育. 全日制义务教育普通高级中学英语课程标准(实验稿. 北京师范大学出版, 2003.

2012-12-31

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