初中生英语词汇学习策略

初中生英语词汇学习策略研究 摘要 词汇学习是语言学习的关键和基础,语言的习得要从词汇开始。只有学好英语词汇才能实现英语语言的有效沟通和交流,词汇的学习对于英语语言的学习具有举足轻重的作用。在英语的学习中,尤其是初中生英语学习中,词汇学习更是为基础,初中生正处于英语语言学习的初始阶段,先打好基础才能强化训练和运用。初中生拥有了相应的词汇量,才能在英语的听说读写中得心应手、应用自如。伴随着学生掌握的词汇量越来越大,英语的综合运用能力也会越来越高,当然在这一过程中会遇到各种各样的问题,不断的克服困难朝着目标前进也体现了初中生优秀的综合素养。不过在英语词汇的学习过程中,不是一味的死记硬背就能充实词汇量的,词汇的学习需要策略,而且合理的策略会起到事半功倍的效果。针对学习策略,学生要自觉主动地去摸索学习,努力找到效率最大化、价值最优化的学习策略。另外教师也应担负起传道授业的责任,重视词汇学习,重视词汇学习策略的传授,从根本上提升教与学的效率。 本文指出了初中生掌握词汇学习策略的重要性,至于初中生应如何建立行之有效的词汇学习策略是本文研究的重点。要找到方法首先要明确一些理论性的基本问题和明了当前初中生英语词汇学习的现状。本文第一章详细阐述了学习策略的理论基础,首先是学习策略的界定,包括学习策略的定义、学习策略的特征、学习策略的分类,其次是影响学习策略的因素,包括内部因素即学生自己的问题,如认知能力不强、自主意识薄弱、策略运用问题等,还有外部因素即教师的问题,入队词汇学习策略不重视,教学方式不正确等。最后是初中生英语词汇的学习界定,包括学什么即学习 内容 财务内部控制制度的内容财务内部控制制度的内容人员招聘与配置的内容项目成本控制的内容消防安全演练内容 和学习的意义。本文第二章详细论述了初中生英语词汇学习策略的现状研究,从词汇学习策略中遇到的问题到词汇学习策略的运用分析再到词汇学习策略与其他变量的关系,全面了解了初中生英语词汇学习目前的现状情况。对于问题的找出从教师层面和学生层面挖掘出了主观及客观方面存在的问题。在学习策略运用分析方面采用了问卷调查的形式,从数据结论上深入的了解了学习对每一种策略的使用频率。词汇与其他变量的关系则是从成绩、学习效果、学习年限三方面挖掘,最后总结出学习策略和这三方面都呈正相关性。本文的最后一章是改善初中生英语词汇学习的有效策略,本章从初中生策略运用测验和具体策略拟定实施两方面展开论述,针对以上初中生出现的问题对症下药,制定出了更适合初中生学习的、进一步弥补初中生学习缺陷的行之有效的学习策略。 Abstract V ocabulary learning is the key and foundation of language learning, language acquisition should start from the words. Only to learn English vocabulary can realize effective communication and exchanges of the English language, vocabulary learning for English language learning plays a decisive role. In the learning of English, especially in the junior middle school students learning English, vocabulary learning but also as the foundation, is in the initial stage of English language learning in junior high school students, to lay a solid foundation to strengthen the training and use. Junior high school students have the corresponding vocabulary, ability in English listening, speaking, reading and writing with ease, application freely. Along with the students master the vocabulary is more and more big, the integrated use of English ability will be more and more high, of course, in this process will encounter all sorts of problems, and constantly to overcome difficulties toward goals also reflected the good comprehensive qualities in junior high school students. But in the process of English vocabulary learning, not blindly rote learning can enrich your vocabulary, vocabulary learning needs strategy, and reasonable strategy would have twice the result with half the effort. In view of the learning strategies, grope for learning, students should consciously and actively try to find the efficiency maximization, value optimization of learning strategies. Teachers also should shoulder the responsibility of the knowledge, attach importance to vocabulary learning, attaches great importance to the teaching of vocabulary learning strategies, and fundamentally improve the efficiency of teaching and learning. This paper points out the junior middle school students to grasp the importance of vocabulary learning strategies, as for the junior middle school students should be how to establish effective vocabulary learning strategies is the key point of this study. To find a way to first clear some basic theoretical issues and the status quo of the current junior middle school students English vocabulary learning. This article first chapter in detail elaborated the basic theory of learning strategy, the first is the definition of learning strategies, including the definition of learning strategy, learning strategy, characteristics, classification of learning strategies, and the second is the influencing factors of learning strategies, including the internal factor namely the students their own problems, such as cognitive ability is not strong, independent consciousness weak, strategy application, etc., and external factors, namely the teacher's question team do not take the vocabulary learning strategies, teaching way is not correct, etc. The last is the junior middle school students English vocabulary learning, including the meaning of what the learning content and learning. In detail in this paper, the second chapter discusses the status quo of the study of English vocabulary learning strategies in junior high school students, from the problems in the vocabulary learning strategies to the use of vocabulary learning strategy analysis and vocabulary learning strategies and the relationship between other variables, a comprehensive understanding of the present situation of English vocabulary learning in junior middle school students. Find out about a problem from the aspect of teachers' and students' level of digging out the problems existing in the subjective and objective aspects. In the aspect of learning strategy analytical adopted the form of questionnaire survey, in-depth understanding of the learning from the data the conclusion of each kind of strategy use frequency. The relationship between vocabulary and other variables, from grades, learning effect, learning duration of three aspects of mining, and finally summed up the positive correlation between learning strategies and the three ways. Last chapter of this paper is effective to improve junior middle school students English vocabulary learning strategies, this chapter from the junior middle school students using testing and specific strategies for implementation of the two aspects, in view of the above junior high school students suit the remedy to the case of the problems, work out the more suitable for junior middle school students to learn, to further make up the defect of effective learning strategies in junior high school students. 目录 1、绪论 (5) 1.1研究背景与意义 (5) 1.1.1研究背景 (5) 1.1.2研究意义 (5) 1.2文献综述 (6) 1.2.1国外研究现状 (6) 1.2.2国内研究现状 (8) 1.3研究内容与研究方法 (10) 1.3.1研究内容 (10) 1.3.2研究方法 (11) 2、初中生英语词汇学习策略的理论基础 (11) 2.1学习策略界定 (12) 2.1.1学习策略的定义 (12) 2.1.2学习策略的特征 (13) 2.1.3学习策略的分类 (14) 2.2影响学习策略的因素 (15) 2.2.1内部因素 (16) 2.2.2外部因素 (17) 2.3初中生英语词汇学习 (17) 2.3.1学习内容 (17) 2.3.2学习意义 (19) 3、初中生英语词汇学习策略的现状研究 (20) 3.1词汇学习策略遇到的问题 (20) 3.1.1教师问题 (20) 3.1.2学生问题 (21) 3.2词汇学习策略运用分析 (22) 3.2.1词汇学习策略现状调查 (22) 3.2.2词汇学习策略调查研究 (24) 3.3词汇学习策略与其他变量的关系 (26) 3.3.1词汇学习策略与成绩的相关性 (26) 3.3.2词汇学习策略与学习效果关系 (27) 3.3.3词汇学习策略与学习年限关系 (28) 4、改善初中生英语词汇学习的有效策略 (28) 4.1词汇学习策略测试及培训 (28) 4.2词汇学习策略具体实施 (33) 4.2.1元认知策略提升目标性和计划性 (33) 4.2.2认知策略增强灵活多样性 (33) 4.2.3社会/情感策略提高适用性 (35) 结论 (35) 参考文献 (36) 1、绪论 1.1研究背景与意义 1.1.1研究背景 (1)基础课程改革的要求 《英语课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 》指出,英语课程的任务之一是养成学生良好的学习习惯和形成有效的学习策略,发展学生自主学习的能力。初中阶段是有效策略形成的重要时期。根据《英语课程标准(实验稿)》的规定,初中毕业生要掌握1500个单词和100个左右的习惯用语, 高中 高中语文新课程标准高中物理选修31全套教案高中英语研修观课报告高中物理学习方法和技巧高中数学说课稿范文 毕业要掌握3000个单词和300左右的习惯用语。可见,随着学生年龄的增长,单词学习是英语学习任务的重要组成部分。目前,多数初中学生学习词汇的方法是记忆单词的中文释义,机械背诵和记忆, 在策略运用方面以一般性的学习策略占主体地位,运用适合英语词汇学习的具体策略是辅助性的,因此词汇学习效果并不好。学生在词汇学习策略上的缺失或不足极大地妨碍他们学习能力的形成和后继的英语学习。因此初中生也需要掌握一定的英语词汇学习策略。 (2)发展学生自主学习词汇的能力 学习策略是综合语言能力形成的基础之一, 是提高词汇学习效率、发展自主学习英语能力的保证 (国家教育部2001),要使初中生初步具备自主学习英语的能力,教师不仅是教会学生知识,更重要的是传授学生一定内化知识的能力。尤其是初学者。很多研究 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 明“学习策略促进自主学习”(Nisbet & Shucksmith,1986:12,92)。近年来,国内外学者证实了有效利用词汇学习策略对语言学习成效有促进作用(Gu&Johnson, 1996;张萍,2004)。Holec(1981)提出学校应该设立两个教学目标:一是帮助学生获得语言和交际技能;二是帮助学生获得自主,即学会如何学习。对初中生进行英语词汇学习策略的训练顺应了学生终身学习能力发展的需要。因此,帮助学生克服词汇学习困难,提高学习效率,学会运用适当的策略,顺应了学生自主学习能力发展的需要。 1.1.2研究意义 (1)理论意义 20世纪70年代以后,心理学界和教育界都认识到了研究学习策略的意义。20世纪80年代后,语言学习策略的研究得到了迅速的发展。最引人注目的是O’