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1、AbstractItiswellknownthatsubstantialvocabularyknowledgeisalawaysaprerequisitetotheperformanceoflanguageskills.JustasD.A.Willkins,inhisLinguisticsinLanguageTeaching(1978),wrote,“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”DuringtheprocessofteachingjuniorEngli
2、sh,thewriterhasfounditdifficultforjuniorstudentstolearnEnglishvocabulary.VeryoftenjuniorschoolstudentsmakeagreatefforttostudyEnglishwords,buttheresultisfarfromsatisfactory.Therefore,thewriterfeelsitmeaningfultodoresearchonhowtoimprovevocabularylearningefficiency.However,thewriterfindsthatth
3、emostofpreviousrelatedstudiesarelimitedtocollegestudents,fewerresearchesaredoneonjuniormiddleschoolstudents,especiallyvocabularylearningstrategiestraining.Sothepresentstudyattemptstoexploretheimpactofthevocabularymemorystrategytrainingonvocabularylearning,basedonthedataobtainedfromastudycon
4、ductedatJinGouJuniorMiddleSchool.O’malleyandChamot’s(1990)classificationoflearningstrategiesisusedinthestudy.O’malleyandChamotdistinguishthreemajortypesofstrategy:meta-cognitivestrategies,cognitivestrategiesandsocial/affectivestrategies.Meta-cognitivestrategiesmakeuseofknowledgeaboutcogniti
5、veprocessesandconstituteanattempttoregulatelanguagelearningbymeaningsofplanning,monitoringandevaluating.Cognitivestrategiesrefertothestepsoroperationsusedinproblemsolvingthatrequiredirectivestrategies.Social/affectivestrategiesconcernthewayinwhichlearnersselecttointeractwithotherlearnersand
6、nativespeakers.Therefore,thepresentstudymainlyselectedsomemeta-cognitivestrategies,cognitivestrategiesandsocial/affectivestrategiestotrainingjuniormiddleschoolstudents.Inthisstudy,63studentsofJinGouJuniorMiddleSchoolattendthesurveyofvocabularymemorystrategytraining.Theyarefromtwoclasses,one
7、classischosenasexperimentalclass,andtheotherasthecontrolclass.Theparticipantsintheexperimentalgroupreceivedthestrategies-basedinstructionaltreatment,whilethecomparisondidn’treceivethetraining.Bothgroupsfinishedavocabularypre-testandanEnglishleveltestbefo