The Effect of Vocabulary Learning Strategies on Vocabulary Acquisition.doc

毕业论文(设计)Abstract This paper reports on the study of the strategy use of Chinese English majors in vocabulary learning; the individual differences between effective and less effective learners in employing vocabulary learning strategies and the relationship between their strategies and their outcome in English learning. In this research, 118 junior English majors in Jiaying University were investigated. The participants were asked to take a vocabulary test and complete a vocabulary-learning questionnaire. The data collected dealt with through SPSS (the Statistical Package for Social Science) indicates that there is significant differences between effective and less effective learners. Effective learners use strategies more frequently and flexibly, while less effective learners turn out to be rote learners. They employ repetition strategy more often and they rely more on mother tongue, Chinese, in vocabulary learning. Thus translation strategy was extensively used among them. The result also shows that seven strategies, namely applied, categorization, self-monitoring, cooperation, media, elaboration and dictionary strategy are positively correlated with the vocabulary test scores and the Test for English major (Grade 4) scores. However, repetition of new words was the strongest negative predictor of the two tests. The above findings have certain implication for both learners and teachers.Key Words: vocabulary-learning strategies English majors individual differences correlations 1. Introduction24.2 Participants84.3.2 Proficiency Measure84.3.3 Questionnaire86. Conclusion197.Implication and limitations20References21The Effect of Vocabulary Learning Strategies on Vocabulary Acquisition1. Introduction Vocabulary, as an integral part of a language, plays a crucial part in the language learning process. The lack of vocabulary knowledge affects all the five language skills, i.e. listening, speaking, reading, writing and translating. Unfortunately, many students find it hard to acquire vocabulary. As Meara pointed out “ learners themselves readily admit that they experience considerable difficulty with vocabulary, and most learners identify the acquisition of vocabulary as their greatest single source of problems.” (as cited in Yongqi Gu & Robert Keith Johnson, 1996)Researches done by Rubin, Oxford and Chamot have shown that the use of language learning strategies can indeed facilitate the acquisition of vocabulary, and can enhance language performance and influence second language acquisition as well. So understanding how learners employ strategies in vocabulary learning may provide instructional implications both to language teaching and learning. Studies have been made to investigate the learning strategies home and abroad, which focus on age differences, gender differences, the good language learners studies, etc. Although the acquisition of vocabulary has been acknowledged as being of primary importance and being central for second language acquisition, it is quite surprising that little research has been done on vocabulary learning strategies and acquisition, especially strategies used by English majors from local universities at undergraduate level. To fill this void, the present study was designed to investigate the vocabulary learning strategies used by Chinese college English majors, looking into the individual differences among these English majors and the relationship between their strategies and their learning outcome.2. Definitions and classification of learning strategies 2.1 Definitions of learning strategiesThere is no agreement regarding to the definition of learning strategies in the literature. Different scholars hold different views on learning strategies. According to Rubin, learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly (Rob Ellis, 1987:531). In Chamots view, learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, and the recall of both linguistic and content area information (Rob Ellis, 1987:531). While Oxford defined language learning strategies as behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable (Rob Ellis, 1987:531).Although there is disagreement on the definition of “ Second Language Learning Strategy”, the above mentioned definitions or explanations try to approach it from two levels. Broadly speaking, it refers to general tendencies and overall behaviors or techniques employed by learners to handle the language learning tasks. Narrowly, it refers to the learners direct manipulation of the linguistic information in language comprehension or production.The definition of learning strategies prepares the groundwork for the further research in this aspect. 2.2 Classification of learning strategiesIn the 1980s and early 90s, research mainly focused on the category of strategies. As a result, several taxonomies were proposed to classify them. The work of OMalley and Chamot, Wenden and Oxford has made an important contribution to our knowledge of learning strategies.In OMalley and Chamots framework, three major types of strategies are classified, namely metacognitive strategies, cognitive strategies and social-affective strategies. Metacognitive strategies involve thinking about learning process, planning for learning, monitoring of comprehension of production while it is taking place, and self-evaluation after the learning activity has been completed. Cognitive strategies are more directly related to individual learning tasks and entail direct manipulation or transformation of the learning materials (OMalley, J.M. & Chamot, A.U., 1999:8). Social affective strategies concern the ways in which learners elect to interact with other learners and native speakers. In 1990, Oxford proposed a more comprehensive model in which six categories were classified into two groups as direct and indirect strategies. The direct strategies include memory strategies, cognitive strategies and compensation strategies, while the indirect strategies include metacognitive strategies, affective strategies and social strategies. Most strategies discussed in this study were chosen from OMalley and Chamots model, and some other strategies were added for use in this study. All of them are presented in Table 1.Table 1: Classification of learning strategiesLearning Strategy DescriptionMetacognitivePlanningMaking a general but comprehensive preview of the concept or principle in an anticipated learning activity.Self-managementUnderstanding the conditions that help one learn and arranging for the presence of those conditions.Selective attentionDeciding in advance to attend to specific aspects of language input or situational detail that will cue the retention of language input.Self-monitoringCorrecting ones speech for accuracy in pronunciation, grammar, vocabulary, or for appropriateness related to the setting or to the people who are present.Self-evaluationChecking the outcome of ones own language learning against an internal measure of completeness and accuracy.CognitiveCOGNITIVEDictionary strategiesDefining or expanding a definition of a word or concept through the use of dictionary.RepetitionImitating a language model, including overt practice and silent rehearsal.Note-takingWriting down the main idea, important points, outline, or summary of information presented orally or in writing.ElaborationRelating new information to other concepts in memory.Key wordMemorizing a new word in the second language by identifying a familiar word in the first language that sounds like or otherwise resembles the new word, and generating easily recalled images of some relationship with the new word.AppliedPutting the new language learning task into practical use.ImageryRelating new information to visual concepts in memory via familiar easily retrievable visualizations, phrase, or locations.Media strategiesExpanding vocabulary through reading English newspaper or magazines, listening to English songs and watching English movies.CategorizationReordering or reclassifying and perhaps labeling the material to be learned based on common attributes.GuessingUsing available information to guess meaning of new items, predict outcomes, or fill in missing information.TranslationUsing the first language as a base for understanding and/or producing the second languageContextualizationPlacing a new word or phrase in a meaningful language sequence. Self-affectiveCooperationWorking with one or more peers to obtain feedback, pool information, or model a language activity.Questioning for clarificationAsking a teacher or peer for repetition, paraphrasing, explanation and/or examples. Self-encouragementProviding personal motivation by arranging rewards for oneself when a language learning activity has been successfully completed.223. Review of related studies3.1 Researches done abroadThe study of second languages strategy first began in the western countries in the 1970s. Language teachers and researchers found that some students seemed to be more successful than other students in their learning although taught in the same way and same learning environment.In 1966, Aaron Caton published a book entitled the Method of Inference in Second language Study, which was the first book to discuss the learners strategy. In 1975, applied linguists Rubin and Stern described the personal characteristics and styles of good language learning strategies based on their own observation and experiments. According to Rubin, the characteristics of effective learners are as follows: 1) They are willing and accurate guessers, 2) They have a strong desire to communicate, 3) They are willing to make mistakes, 4) They focus on form by looking for patterns and analyzing, 5) They take advantage of all practice opportunities, 6) They monitor their speech as well as that of others, 7) They pay attention to meaning. In 1975, Naiman, Frohllich, and Todesco made a list of strategies used by successful L2 learners, adding that they learn to think in the language and address the affective aspects of language acquisition as well. In the mid-1970s, learning strategy began to be defined more specifically. In 1985, OMalley and Chamot studied about 24 strategies employed by learners of English as a second language in the United State. In their study, the significance of identifying successful learning strategies in students of second language was discussed and learning strategy was much emphasized as one of the key factors in successful language learning since then.3.2 Researches done in ChinaThe study of learning strategy in China began in the early 1990s. In 1994, two thesis on the topic of learning strategy, which were entitled “ Learner Strategies: A Key Factor in SLL” and “ The Study of L2 Learner Strategy and Its Implications for FLT” were published in the second language journal named Modern Second Language of Guangdong China. Ever since then, research has received enough attention and effort. In 1996, professor Wen Quifang of Nanjing University published the book English Learning Strategy, which highlighted Chinas current study in the field of learning strategy.3.3 Researches on vocabulary learning strategiesVocabulary learning strategy is one branch of learning strategy, but it is a relatively new area. Most studies which focused on vocabulary learning strategies used a quantitative approach and tried to find patterns, others have attempted to closely observed learners strategy use, and established a link between students use of individual vocabulary learning strategies and their learning outcome (as cited in Peter Yongqi Gu, 2003). Research has explored various methods of vocabulary presentation and their corresponding effectiveness in retention (as cited in Yongqi Gu & Robert Keith Johnson, 1996).4. Study design4.1 Research questionsThis study is designed to explore the following research questions:1) Currently, what vocabulary learning strategies do Chinese college English majors commonly employ?2) Are there any differences in the use of vocabulary learning strategies between the successful learners and the less successful learners? If so, what are they?3) Do vocabulary-learning strategies influence the outcome of English learning?4.2 ParticipantsOne hundred and eight third-year English majors in Jiaying University, ranged in age from 21 to 23 participate in this study. By the time of the study, these learners had all had nine years or more than nine years of English learning experience, and theyve formed their own ways in English learning. 4.3 InstrumentsThree instruments were adopted in this study, i.e. vocabulary test, proficiency measure and questionnaire.4.3.1 Vocabulary testThe vocabulary test (See Appendix A) consists of two parts: multiple choice and blank filling. In the first part, students were asked to choose the synonym, antonym paraphrases and proper word according to a certain word or context. In the second part, students were asked to fill the blank with a proper word form according to the sentences. There are totally 50 items in this test. 4.3.2 Proficiency MeasureTest for English Majors (TEM 4) which covers listening, reading, cloze, writing, vocabulary and grammar was used as a proficiency measure for its great reliability, and it might better indicate students English competence.4.3.3 Questionnaire A questionnaire (See Appendix B) was used to measure the frequency of the use of vocabulary learning strategies. The questionnaire includes 56 items. Many of the items were chosen according to the questionnaire Strategy Inventory for Language Learning (SILL) designed by Oxford, many other items were also added to the questionnaire for use in this study.The questionnaire consists of two parts: questions to gain demographic information about the participants and questions relating to the strategies that the participants may have employed. In this questionnaire, the participants were asked to note the frequency of strategies on a 5-point scale, ranging from Never or almost never true of me (1) to Always or almost always true of me (5). All the items were presented in Chinese. Necessary and sufficient explanations were given for the items, which were expected to be hard to understand.4.4 ProceduresThe questionnaires were taken to class by the teachers, and the students were administered to finish it. Necessary explanation on how to respond to the items was given to the students. They were encouraged to ask questions if they had difficulty in understanding the items. Students were also told not to discuss the answers with their classmates, because strategies differ from person to person. The vocabulary test paper was distributed immediately after the questionnaire was finished. The participants were asked to do it by themselves. The vocabulary test papers were collected together with the questionnaires.4.5 AnalysesThe analyses were carried out in the following steps.First, the descriptive statistics were obtained to see the overall patterns of vocabulary learning strategies employed by the students.Then ten effective learners and ten less effective learners were selected according to the vocabulary test scores and the TEM 4 scores, and T-test was performed to see the differences in the use of VLS between the two groups.Finally, correlation analyses between the twenty independent variables and one dependent variable were performed to see how various strategies related to English learning outcome.5. Results and discussionAccording to Oxford (1990), the mean of the strategy indicates the frequency of the strategy use. Oxfords explanation to the mean of the strategy is: 4.5-5.0 reveals that learners almost always use this strategy; 3.5-4.4 reveals that learners usually use this strategy; 2.5-3.4 reveals that learners sometimes use this strategy; 1.5-2.4 reveals that learners seldom use this strategy; and 1.0-1.4 reveals that learners never use this strategy.In this paper, Oxfords criteria were adopted to discuss the frequency of the strategy use.5.1 Overall patterns of vocabulary learning strategies used by studentsTable 2 and Table 3 present descriptive statistics on each category of strategies. From the statistics, we can see that the average score of the metacognitive (M=2.28, S.D.=. 448) and social-affective strategies (M=2.43; S.D.=. 647) were lower than cognitive strategies. (M=3.06;S.D.=. 444)Table 2: Students use of strategiesStrategyMeanStd.DeviationNMetacognitive Strategies2.2847.44858118Cognitive Strategies3.0601.44456118Social-Affective Strategies2.4344.64771118Valid N (list wise)118Table 3: Students use of sub-strategiesStrategyMeanStd. DeviationNPlanning1.8139.52206118Self-management3.2627.70353118Selective attention2.7298.61221118Self-evaluation1.6170.70492118Self-monitoring2.0000.98374118Dictionary strategy3.0385.75295118Repetition2.4696.54395118Note-taking2.8153.79699118Elaboration2.7911.81231118Key word3.4923.62163118Applied2.9277.74363118Imagery3.0809.70557118Media strategy2.8963.98128118Categorization2.2979.88086118Guessing3.5426.80375118Translation3.4681.91525118Contextualization3.90431.0683118Cooperation1.9644.80256118Question for clarification2.2766.83800118Self-encouragement3.0612.85720118Anderson defines metacognitive strategies as “thinkin