Dissertation > Language, writing > FOREIGN > English > Language teaching

Non-English Majors Vocabulary Learning Strategies and Vocabulary Acquisition Relationship between breadth and depth

Author ZhangZuo
Tutor YeChaoCheng
School Hubei University of Technology
Course Foreign Linguistics and Applied Linguistics
Keywords Vocabulary Learning Strategies Vocabulary Depth of vocabulary knowledge Correlation
CLC H319
Type Master's thesis
Year 2010
Downloads 211
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Vocabulary is the cornerstone of learning a second language, in a way, when we judge the learners of English as a foreign language level, vocabulary plays a decisive role. Unfortunately, the vast majority of learners in learning a foreign language is the biggest bottleneck problem encountered is the vocabulary, the reason is not easy to improve reading and writing skills but also because the terms of this stumbling block. Therefore, many linguists constantly trying to find ways to solve this problem. For most linguists consensus is a professor to teach vocabulary The best way to learn vocabulary approach. Therefore, the main purpose of this paper is to give learners constructive comments, so that they are better able to choose their own vocabulary learning strategies, at the same time, to encourage teachers to teach more vocabulary learning strategies in order to help Students better vocabulary acquisition this thesis a total of six parts, the first part of this thesis is to study about the main reasons and vocabulary learning strategies in second language acquisition in the important roles and the need to study vocabulary learning strategies. Since the 1970s, second language acquisition research focus began to shift to teachers on how to teach students how to learn. In this goal, under the guidance of English teaching goals are also added new content. English teaching not only enable students to master a variety of skilled English skills, but also to teach students learning English learning strategies. The vocabulary is an important part of English teaching. The second part is about the theoretical basis of this paper, including the introduction language learning strategies is how to define and its classification, and vocabulary learning strategies of the basic concepts and the concepts it involves also on vocabulary learning strategies have done research orientation. The survey around O 'Malley and Chamot learning policy framework based on the theory about learning strategies into metacognitive strategies, cognitive strategies, and social / affective strategies three levels. Metacognitive strategies for evaluating, monitoring, management, use of cognitive strategies, cognitive strategies used directly for language learning activities among social / affective strategies language learners participate in the activities and emotional regulation. The third part is the core of the whole paper, including research objectives, the research object, research tools, data collection and data analysis. This paper attempts to Hubei University of Engineering and Technology, Department of Civil Engineering Grade 2 classes 34 students for the study, the first to complete the questionnaire through independent in order to understand the form of non-English major students' English learning strategy awareness and usage. Then, using the Nation on measuring the breadth and depth of students' vocabulary knowledge of scale, breadth and depth of student completes a test scale. Finally, by SPSS correlation analysis to arrive at conclusions of the study of this article. The fourth part is not only for the choice of vocabulary learning strategies as a whole also summarize the content of the test results and to analyze the relationship between lexical selection. The first analysis of student questionnaires about their choice for vocabulary learning strategies consciousness, and then analyze the breadth and depth of the test results and Vocabulary Learning Strategy correlation analysis, the survey results show that does not generally use English vocabulary learning strategies, in the use of vocabulary learning strategies showed obvious bias, ie the memory content requires deep processing strategies with less than. The fifth section is on the basis of the fourth part from metacognitive strategies, cognitive strategies and social and affective strategies analyzed three aspects of students' vocabulary learning strategies tend to explore deeper and vocabulary test scores and metacognitive strategies , cognitive strategies, and social and emotional correlation between the strategies. For example, survey results, we can find what learning strategies more likely to be used by students, as well as strategies to use for this learning vocabulary test results. Part VI is to propose tentative suggestions and this article studies inadequacies. The results of the survey on vocabulary acquisition and teaching have some reference and inspiration. On the one hand requires students to their own memory processes consciously planned and managed, in the course of word memory by using a variety of strategies to achieve the best memory effect. In addition, the word memory but also utilize more training, periodic review. Hand to teachers that can not be entirely to the task of lexical memory students, thus making it always stays in a spontaneous phase. In contrast, the combination of teaching teachers should help students to try to use the contents of various memory strategies, allowing them to choose a suitable and formed their own best vocabulary learning strategies, and ultimately to improve vocabulary retention targets for the effect.

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