精品推荐英文论文模板

精品推荐英文论文模板精品推荐英文论文模板 Strategies fromMinority andHan High School Students Taking ShibingNO 1HighSchoolas ExampleAbstract This is a thesisabout parativeanalysis of English vocabulary learning strategiesfrom minority and han high school students Questionnaire andinterview wereadopted tocollect data and51senior school students wereparticipants The purposeis to learn whatEnglish vocabulary learning strategiesare usedby students and findout whetherthere aresome differences between minority and han high school students inEnglish vocabulary learning strategies The result indicated that minority and han high school students are good at meta cognitive strategies and they have acertain abilityto usecognitive strategies Secondly minority students are notgood atapplying social affective strategies but han students canuse itwell The significanceof this paper is to improveEnglish teachingand vocabularyteaching in high school Key Words vocabulary learning strategies meta cognitive strategies cognitive strategies social affective strategies1Introduction1 1A BriefIntroduction Withthe development of China s educationreform English teachinghas beemore andmore important As aninternational language English iswidely usedby people the majorityof peoplestart to learn English Language consists of threebasic elements pronunciation vocabulary grammar Chentherefore it isnecessary toimprove the learners municative ability For non native Englishlearners vocabulary isan essentialpart and itconnects thewhole language learning process Vocabulary willinfluence learners listening writing reading speaking translation andother activitiesinlanguage learning Although moststudies oflanguage learning strategies isindirectly relatedto vocabularylearning strategies VLSs during the research process there are not somuch studiesin depth on VLSs More andmore linguists who areengaged in the study of foreign language teaching think wordsplay an important role in foreign language teaching Zhang xx To learna language at thefirst learners needto learn the vocabulary Over decades the researchof VLSsaroused greatinterest inthe domesticand foreignscholars andeducators ithasstill alarge developmentspace inthis field The research on VLSsis basedon thestudy ofsecond languagelearning strategies English VLSsisalsoa hotproblem betweenresearchers onsecond languageacquisition andEnglish teacher In thepast25years people havenot alarge scale anda specificstudy onvocabularylearning but the research on this areahas beenin anupward trend So languagelearning strategies isanimportant pointin foreignlanguage teaching 1 2The significanceof Research Studies onEnglish VLSsMost studiesaim atinvestigating learning strategies in different levelsabout high school students Vocabulary isan essentialpart ofEnglish and it isalso anintegral part oflanguage It playsa crucialrole inthe languagelearning Just asa buildingcan not be constructedwithout thebuilding material a languageis notconceivable withoutvocabulary Yang xx Without vocabulary the specificpartofEnglish willnotbemunicated with other people Aording toChen andZhou xx P41 Vocabulary isgenerally consideredas the basic municationtool and oftenlabeled as the mostproblematic areaby language learners If alanguagelearner s pronunciationand grammarare excellent but hedoes nothave vocabulary then hecan not express his thoughts andfeelings even donot understandothers thoughts so hewill failin munication VLS playsa uniquerole inEnglish teaching The teachercan help studentstohave agood studyhabits toimprove theirinterest inEnglishlearning increase vocabulary improve students listening writing reading speaking andtranslation ability The mostimportant is that tohelpstudentshave awarenessto useVLSs tomake planto learn Therefore the knowledgeof learning strategiesisimportant becauseit willfacilitate language teaching considerably Liu xx In Chain s traditionalexamination oriented educationmode students areseen asreceivers and the teacher decideseverything The learning efficiencyis low So VLSs are veryuseful forsecond andforeignlanguage learners to acquire vocabulary Chenbut novocabulary people cannotexpressanything Therefore the researchof VLSsis veryimportant 1 3Research QuestionsThe studiesof researchgot abig achievementin Chinaand abroad Many researchershave studies on VLSs The purposeof thestudy isto researchthe VLSsbetween minoritiesand hanhigh school students Aording tothis there aretwo researchquestions of thispaper a What VLSsare usedby minorityand hanhigh school students b Are theyany differences between minorityand han students inVLSs If yes what are they 2Literature Review2 1Definition ofLearning StrategiesWhat isthelearning strategy The word strategy was derivedfrom ancientGreek word strategia It meansthe strategyon the war In orderto geta greatresult on thewar people oftenmake theplan andstrategies tofight Taking itinto study it aimsat studyingmore relaxingand efficiency It isa scienceand highlyefficiency learningmethod Definition oflearning strategiesis noagreement idea Different researchersdefine strategyindifferentways Aording toSteen 1993 learningstrategyisathought which wasadopted bylanguagelearners just people sthoughts Anderson 1980 pointed outthelearningstrategyisa cognitiveskill fromthe cognitiveto seestudy and itisto use theoryto researchthelearningstrategy Aording toChamot 1987 learning strategiesare methods which the learners topromote languageknowledge andother knowledge Malley andchamot 1990 saidthatlearning strategiesarethespecial wayto understand learn andkeep thelatest messageto learners 2 2Classification ofLearning StrategiesLearning strategiesconsists ofmany factors the researchstudies onlevel andscope aredifferent Learning strategiesare learners conscious goal oriented andproblem solving basedefforts toachieve desirablelearningefficiency Yang xx Motivation playsanimportant roleinlearners use oflearning strategies Among them Chamot s 1987 and Oxford s 1990 classification arewidely aepted Different researcherhas differentdefinition oflearning strategies Aording toCohen s 1998 classification learning strategiesmainly consist of twoparts second languagelearning strategies and secondlanguage using strategies Second languagelearning strategiesis that thelearnerto identifythe materialto belearnt distinguishing andgroping itfrom othermaterial Second languageusingstrategiesisthatthelearnerto usestrategies toretrieve andrehearsal material and thento municate In termsof Oxford s 1990 classification learning strategiesmainly consist of twoparts direct strategiesand indirectstrategies There areseveral strategiesin eachstrategy Direct strategiesare consistsof three parts cognitive strategy pensation strategyand memorystrategy Indirect strategiesare alsoconsistsof threeparts meta cognitive strategy cognitive strategyand social affective strategy Aording toMalley and Chamot s 1990 classification learning strategiesmainly consistofthreeparts meta cognitive strategies cognitive strategiesand social affective strategies Also there haveseveral strategiesin eachstrategy Meta cognitive strategiesinclude centering applying imageand sound and evaluating Cognitive strategiesconsistofresourcing repetition grouping deduction imagery note taking dictionary inference analyzing andinternalizing Social affective strategiesconsistofquestion cooperation dealing withthe wayslearners interactor municatewithotherspeakers native ornon native 2 3ResearchStudiesonVLSs2 3 1The Situationabout VLSsin ChinaThe researchof VLSs began inmiddle1990in China Vocabulary acquisitionis derivedfrom1880s but VLSsis later More andmore peopletolearn English inour country but they are notreally tograsp of the extentof theforeignlanguageontheintuitive So the students self study isregarded highlyby people Meanwhile the researchofthisfield isbeing moreactive Gao andZhang xx put127college non English major students and132college English majorstudentsin Beijingteach training universityastheresearch objects The resultof theresearch indicated that somestudentsarenot to use meta cognitive strategiesand cognitive strategies the majorstudentsarenot knewcognitive strategies Gao xx put197English majorfreshmen and205senior non Englishmajorstudents astheresearch objects The resultindicated thatthe teacherought tostrengthen totrain strategiesin vocabularyteaching and attachtousesocial affective strategies The earlieststudyof vocabulary acquisitionisthe students vocabulary Xu xx With foreignlanguage development languagelearning strategies havebee animportantrolein foreignlanguageteaching Xue xx 2 3 2The Situationabout VLSsAbroad Theresearch onVLSsbeganin early1990s abroad and theforeign researchershave madea greatachievement Most researchstudies onVLSsarefrom westerncountries The researchersdivided thelearningstrategiesinto differentcategories Cohen 1998 through theresearchonVLSs the resultindicated thatmost studentsfocus ondirect discussionof actualstrategiesand their use rather thancategories ofstrategies Oxford 1990 put Americanstudents asresearchobjects and theresultindicatedthatthestudents usestrategies toenhance theirlanguagelearning 3 Methodology3 1Research ObjectsThe objectsare51senior high schoolstudentsat NO 1highschoolin Shibing including21minority studentsand30hanstudents The reasonwhy theyare chosento beparticipants istheyaresenior studentswho willface universityentrance examination They mustgrasp alarge sizeof vocabulary In orderto increasethe sizeofvocabulary they mustact someuseful learningstrategies tolearn andremember wordsso thatthey willhave agood vocabularyto dealwith suchexamination 3 2Research Instruments3 2 1Questionnaire In theresearchprocess the paperis adoptedquestionnaire There have60questionnaire issuedto ShibingNO 1senior highschoolstudents The questionnairecan collectlarge amountsof datain ashort time andit can analyzeand summarizethe investigationfrom aspectsof highschoolstudentsin learningstrategies The questionnaireis designedby MalleyandChamot 1990 classifying oflearningstrategies They aremeta cognitive strategies cognitive strategiesand social affective strategies Meta cognitive strategiesinvolved planning 1 selection attention 2 3 self monitoring 4 5 self evaluating 6 7 8 Cognitive strategiesinvolved dictionary 9 10 11 12 note taking 13 repletion 14 15 exercises 16 guessing 17 18 Social affective strategiesinvolved cooperation 19 20 21 question 22 23 self confidence 24 Questions inthe questionnaireare adaptedfrom Yang s xx questionnaire 5points areused eachquestion 1stands for Never do 2stands for Usually notdo 3stands for Sometimes door not 4stands for Usually do 5stands for Always do The questionnaireasked toinvestigators selectionwith theiractual situation 3 2 2Interview Eightminority studentsand fivehanstudentsare interviewees Interview canget moredetails aboutthe use of VLSsandthedifferencesbetween minorityand hanhighschoolstudents It canlearnthesituation aboutstudents vocabularylearningdirectly 4 Result4 1Data CollectionThe studyissued60copies ofquestionnaire andretrieved51of them For datacollection andanalysis figured outthe percentageabout VLSs If thepercentage is higher than0 50 and thenthestudentsonthisstrategy of the usefrequency ishigh 4 2Results5 1Conclusion andSuggestions Itis conductedthatminorityandhanhighschoolstudents canuse self evaluation dictionary self monitoring andother meta cognitive strategiesto acquisitionvocabulary VLS isanimportantmethod tolearnEnglishvocabulary Students shouldchoose suitablelearningstrategiesto effectivelearning betterin ashort periodof time However the usefrequency ofsocial affective strategiesislow Secondly in termsofthe use ofVLSs theyhavedifferencesbetweenminorityandhanhighschoolst udents Minority studentsarenotgoodatapplying social affective strategiestoacquirevocabulary especially theuseofcooperation andself confidence strategies Different studentsshould usedifferent strategiestolearnvocabulary 5 1 2Suggestions Theresearches ofstudy alsohave importantimplications forEnglishteaching especially vocabularyteaching Intheteaching process theteacher should guidethestudentstouselearningstrategiestolearn It meansthat teachers should strengthenlearningstrategiestraining inthe class The teachershould strengthen the trainingofthemeta cognitive strategiesand social affective strategiesin vocabularyteaching The resultindicatedthattheusefrequency ofmeta cognitive strategiesishighbetweenminorityandhanhighschoolstudents The y lackof selectivememory andformulate planability Meta cognitive strategieshave astrong purposeand planning so itcan helpstudents reduceblindness andirrationality inlearning activities In addition teachershouldstrengthenthesocial affective training Because thestudents attitude personality characteristicsand emotionalchanges directlyaffect thelearner s wholelearningprocessand outes Emotion factorssuch asanxiety angry andother negativefactors affectvocabularyl