高中论文高中英语学困生词汇学习策略的研究.doc

高中论文：高中英语学困生词汇学习策略的研究【中文摘要】在高中英语学习的过程中,有一些学生因为各种各样的原因而成为学困生。这些英语学困生常常碰到一个令他们困扰的问题:他们在英语词汇学习上花的时间很多但效果却不好,学了很长时间但还是有很多单词不认识。很多高中英语教师也发现词汇学习是很多高中英语学困生在英语学习过程中碰到的一大难题。高中英语学困学生是否存在词汇学习策略问题值得研究。为了了解高中英语学困生词汇学习策略的实际情况,本研究对高中英语学困生词汇学习策略进行研究,试图回答以下三个问题:1、高中英语学困生词汇学习策略的总体特征是怎样的?2、高一、高二、高三各年级英语学困生词汇学习策略有无不同?若有,有何不同?3、高中英语学困生的词汇学习策略与非学困生有无差异?若有,有何差异?本研究对高中英语学习困难生的界定是智力正常,没有生理缺陷,但英语学习效率低下,英语学习成绩达不到普通高中英语课程标准(实验)(2003)最低目标要求(即七级目标要求)的普通高中学生。本研究界定的高中英语学习困难生必须同时符合以下三个条件:一是在最近两次大型考试中,英语学习成绩居于全年级后20%的学生;二是在最近两次大型考试中英语成绩不及格;三是本班英语教师认为其在英语学习过程中确实存在很大困难的学生。本研究综合前人关于词汇学习策略分类的观点,参考普通高中英语课程标准(实验)(2003)将词汇学习策略分为元认知策略、认知策略、社交策略和资源策略。本研究的问卷表的编制主要是依据Gu & Johnson (1996)的量表,再根据高中英语学困生的实际情况和笔者本人的英语学习体会作了一定的删、改、增、补。本问卷由40道题组成,对四个词汇学习策略一级指标和若干二级指标进行调查。本研究对温州市某一普通高中高一、高二、高三的148名英语学困生进行词汇学习策略的问卷调查,并随机抽取一些学困生进行访谈;本研究还选择高二年级的49名英语学困生和49名非学困生进行词汇学习策略的对比研究,结果发现:1.高中英语学困生英语词汇学习策略的使用人数总体比较少,水平总体比较低。在元认知策略、认知策略、社交策略和资源策略这四个被调查的词汇学习策略的“一级指标”中,最低的“社交策略”的使用人数百分比只有14.59%,最高的“认知策略”的使用人数百分比只有41.82%。2.高一、高二、高三各年级英语学困生词汇学习策略使用情况差异不明显,差异基本上在3%以内。3.高中英语学困生和非学困生词汇学习策略使用情况差异明显。高中英语非学困生使用词汇学习策略的人数比高中英语学困生。差异最大的“认知策略”使用人数百分比,高二英语非学困生比高二英语非学困生高出10.71%;差异最小的“社交策略”使用人数百分比,高二英语非学困生也比高二英语学困生高出7.14%。高中英语非学困生的词汇学习策略水平比高中英语学困生高。高二英语非学困生的“自我调控策略”、“选择性注意策略”、“作笔记策略”、“做练习策略”、“阅读策略”等百分比均高出高二英语学困生20%以上,有的差距甚至达到30%以上。【英文摘要】In the process of learning English in senior high schools, some students become students with learning difficulties for a variety of reasons. These students with English learning difficulties often encounter a difficult problem: they have spent a lot of time on English vocabulary learning, but the effect is not good; they have learned for a long time but there are still many words they do not know. A lot of high school English teachers have also found that vocabulary learning is one of the big obstacles that many students with English learning difficulties often encounter in the process of English learning. Whether these students with English learning difficulties are trapped in a vocabulary learning strategy problem is worth studying. In order to know the vocabulary learning strategies used by the students with English learning difficulties , this research undertakes a study on the vocabulary learning strategies used by the students with English learning difficulties in senior high schools, trying to answer the following three questions:1. What are the general characteristics of the vocabulary learning strategies used by the students with English learning difficulties in senior high schools?2. Is there any difference among the vocabulary learning strategies used by the students with English learning difficulties in Senior One, Senior Two and Senior Three? If any, what are the differences?3. Is there any difference between the vocabulary learning strategies used by the students with English learning difficulties and by the students without English learning difficulties? If any, what are the differences?In this research, senior high school students with English learning difficulties refers to the senior high school students who are of normal intelligence, no physical defects, but whose English learning efficiency is low, whose English grades are lower than the minimum target requirements of“Senior High School English Curriculum Standards (Experimental)”(2003). Senior high school students with English learning difficulties in this research must meet the following three conditions: First, in the two recent large-scale tests, their English scores are in the final 20% of the location of the whole grade. Second, in the two recent large-scale tests, they failed in the English tests. Third, their English teachers think their English is really poor.With reference to previous research on vocabulary learning strategies classification, vocabulary learning strategies in this research are divided into meta-cognitive strategies, cognitive strategies, social strategies and resource strategies. The questionnaire of this research is mainly based on the scale of Gu & Johnson (1996). I delete, replace, add and supplement some questions according to the actual conditions of the senior high school students with English learning difficulties and my English learning experience. This 40-question questionnaire is composed of four vocabulary learning strategies as Level 1 indexes and some Level 2 indexes.In this research, I investigate the vocabulary learning strategies used by 148 students with English learning difficulties from three grades in a certain senior high school in Wenzhou through questionnaires and random interviews. I also comparatively investigate the vocabulary learning strategies used by 49 students with English learning difficulties and by 49 students without English learning difficulties in Senior Two through questionnaires and random interviews. Here are the findings:1. The overall number of the high school students with English learning difficulties who use English vocabulary learning strategies is relatively small, and the overall level of their English vocabulary learning strategies is relatively low. In the four investigated vocabulary learning strategies(meta-cognitive strategies, cognitive strategies, social strategies and resource strategies),the lowes(tsocial strategies) percentage is only 14.59% while he highest (cognitive strategies)percentage is 41.82%,2. The differences among the vocabulary learning strategies used by the students with English learning difficulties in Senior One, Senior Two and Senior Three are not significantly different. The difference is generally less than 3%.3. The vocabulary learning strategies used by the students with English learning difficulties and by the students without English learning difficulties differ significantly. The students without English learning difficulties use more vocabulary learning strategies than those with English learning difficulties. In the four investigated vocabulary learning strategies, the largest difference between the students with English learning difficulties and the students without English learning difficulties in Senior Two (in cognitive strategies) is 10.71%; the lowest difference (in social strategies) is 7.14%. The overall level of the English vocabulary learning strategies used by the students with English learning difficulties is also higher. The number of the Senior Two students without English learning difficulties who use self-regulation strategies, attention- selecting strategies, note-taking strategies, exercise-doing strategy, reading strategies is larger than that of the Senior Two students with English learning difficulties by 20%-30%.【关键词】高中 英语学困生 词汇学习策略【备注】索购全文在线加好友：139938848 同时提供论文写作一对一指导和论文发表委托服务【英文关键词】Senio