英文论文万能.docx

1、英文论文万能 学科代码: 050201 学 号: 本科毕业论文（设计）题目：Comparative Analysis of English Vocabulary Learning Strategies from Minority and Han High School Students-Taking Shibing NO.1 High School as Example 学 院： 外 国 语 学 院 专 业： 英 语 班 级： 学生姓名： 陶 朝 燕 指导教师： 沈 萍 2015年 3 月 30 日ContentsAbstractII Key words.II摘要.II关键词.II1 Intr

2、oduction.1 1.1 A Brief Introduction1 1.2 The Significance of Research Studies on English Vocabulary Learning Strategies2 1.3 Research Questions.32 Literature Review3 2.1 Definition of Learning Strategies.3 2.2 Classification of Learning Strategies.3 2.3 Research studies on Vocabulary Learning Strate

3、gies.43 Methodology.5 3.1 Research Objects5 3.2 Research Instruments.6 3.2.1 Questionnaire.6 3.2.2 Interview64 Result.7 4.1 Data Collection.7 4.2 Results75 Conclusion.10 5.1 Conclusion and Suggestions.10 5.1.1 Conclusion.10.10 References.12Acknowledgements13Appendix14Comparative Analysis of English

4、Vocabulary Learning Strategies from Minority and Han High School Students-Taking Shibing NO.1 High School as ExampleAbstract: This is a thesis about comparative analysis of English vocabulary learning strategies from minority and han high school students. Questionnaire and interview were adopted to

5、collect data, and 51 senior school students were participants. The purpose is to learn what English vocabulary learning strategies are used by students, and find out whether there are some differences between minority and han high school students in English vocabulary learning strategies. The result

6、 indicated that minority and han high school students are good at meta-cognitive strategies, and they have a certain ability to use cognitive strategies. Secondly, minority students are not good at applying social-affective strategies, but han students can use it well. The significance of this paper

7、 is to improve English teaching and vocabulary teaching in high school.Key Words: vocabulary learning strategies; meta-cognitive strategies; cognitive strategies; social-affective strategies摘要：本文是对少数民族和汉族高中生词汇学习策略的比较分析。采用问卷调查和访问法对51名高三学生进行调查。了解学生对词汇学习策略的使用，并找出少数民族和汉族高中生在使用词汇学习策略方面的不同。结果表明，少数民族和汉族高中生

8、更善于使用元认知策略，具有一定掌握认知策略的能力。第二，少数民族学生不善于使用社会情感策略，但是汉族学生能够更好地使用社会情感策略。本研究有利于提高高中英语教学和词汇教学。关键词：词汇学习策略；元认知策略；认知策略；社会情感策1 Introduction 1.1 A Brief Introduction With the development of Chinas education reform, English teaching has become more and more important. As an international language, English is wide

9、ly used by people, the majority of people start to learn English. Language consists of three basic elements: pronunciation, vocabulary, grammar (Chen & Zhou, 2012). However, vocabulary is one important part of English. Vocabulary is the most important component of English learning, and it has become

10、 a hot topic in society. In English teaching, vocabulary is the foundation, it is also crucial part of English learning, and the learning strategy is the one basic form of language comprehensive ability, so to improve the learning efficiency is an important guarantee for the development of autonomou

11、s learning ability (Gao, 2008). English is an important tool of communication between country and country, people and people. Lack of a good vocabulary is lack of communication ability. Many teachers ignore students communication and autonomous learning ability in language learning process, and the

12、learning efficiency is low. The classroom is the only source for students to learn vocabulary. Students do not have their own methods to learn. Language is to communicate; therefore, it is necessary to improve the learners communicative ability. For non-native English learners, vocabulary is an esse

13、ntial part, and it connects the whole language learning process. Vocabulary will influence learners listening, writing, reading, speaking, translation and other activities in language learning. Although most studies of language learning strategies is indirectly related to vocabulary learning strateg

14、ies (VLSs) during the research process, there are not so much studies in-depth on VLSs. More and more linguists, who are engaged in the study of foreign language teaching, think words play an important role in foreign language teaching (Zhang, 2003). To learn a language, at the first, learners need

15、to learn the vocabulary. Over decades, the research of VLSs aroused great interest in the domestic and foreign scholars and educators; it has still a large development space in this field. The research on VLSs is based on the study of second language learning strategies. English VLSs is also a hot p

16、roblem between researchers on second language acquisition and English teacher. In the past 25 years, people have not a large-scale and a specific study on vocabulary learning, but the research on this area has been in an upward trend. So language learning strategies is an important point in foreign

17、language teaching. 1.2 The significance of Research Studies on English VLSsMost studies aim at investigating learning strategies in different levels about high school students. Vocabulary is an essential part of English and it is also an integral part of language. It plays a crucial role in the lang

18、uage learning. Just as a building can not be constructed without the building material, a language is not conceivable without vocabulary (Yang, 2008). Without vocabulary, the specific part of English will not be communicated with other people. According to Chen and Zhou (2012, P41), “Vocabulary is g

19、enerally considered as the basic communication tool, and often labeled as the most problematic area by language learners”. If a language learners pronunciation and grammar are excellent, but he does not have vocabulary, then he can not express his thoughts and feelings, even do not understand others

20、 thoughts, so he will fail in communication. VLS plays a unique role in English teaching. The teacher can help students to have a good study habits to improve their interest in English learning, increase vocabulary, improve students listening, writing, reading, speaking and translation ability. The

21、most important is that to help students have awareness to use VLSs to make plan to learn. Therefore, the knowledge of learning strategies is important because it will facilitate language teaching considerably (Liu, 2010). In Chains traditional examination-oriented education mode, students are seen a

22、s receivers, and the teacher decides everything. The learning efficiency is low. So VLSs are very useful for second and foreign language learners to acquire vocabulary (Chen & Zhou, 2012). However, there are few students on VLSs in high school students. High school is still a sprout stage on learnin

23、g English. Vocabulary connects all English learning process. American Philologist Wilkins said that no grammar, people can not express a lot of things; but no vocabulary, people can not express anything. Therefore, the research of VLSs is very important. 1.3 Research Questions The studies of researc

24、h got a big achievement in China and abroad. Many researchers have studies on VLSs. The purpose of the study is to research the VLSs between minorities and han high school students. According to this, there are two research questions of this paper: a) What VLSs are used by minority and han high scho

25、ol students?b) Are they any differences between minority and han students in VLSs? If yes, what are they?2 Literature Review 2.1 Definition of Learning StrategiesWhat is the learning strategy? The word “strategy” was derived from ancient Greek word “strategia”. It means the strategy on the war. In o

26、rder to get a great result on the war, people often make the plan and strategies to fight. Taking it into study, it aims at studying more relaxing and efficiency. It is a science and highly efficiency learning method. Definition of learning strategies is no agreement idea. Different researchers defi

27、ne strategy in different ways.According to Steen (1993), learning strategy is a thought, which was adopted by language learners, just peoples thoughts. Anderson (1980) pointed out the learning strategy is a cognitive skill from the cognitive to see study, and it is to use theory to research the lear

28、ning strategy. According to Chamot (1987), learning strategies are methods, which the learners to promote language knowledge and other knowledge.Malley and chamot (1990) said that learning strategies are the special way to understand, learn and keep the latest message to learners.2.2 Classification

29、of Learning StrategiesLearning strategies consists of many factors; the research studies on level and scope are different. Learning strategies are learners conscious, goal-oriented and problem-solving based efforts to achieve desirable learning efficiency (Yang, 2008). Motivation plays an important role in learners use of learning strategies. Among them, Chamots (1987) and Oxfords (1990) classification are widely accepted. Different researcher has different definition of learning strategies.According to Cohens (1998) classification, learning strategies mainly consist of two par