英文论文万能

1、英语专 业，包括 旅游方 向代码 一样3科代码:050201本科毕业论文（设计）英文题目字体为 Times NewRoman三 号，中文为宋体三号。副标题应另起题目：Comparative Analysis of Engi一行，并缩进ab个字ry LearningStrategies from Minority and Han High SchoqlSchool asStudentsTaking Shibing HighExam pie学院：外国语学院专业：英语班级：学生姓名：陶朝燕指导教师：沈萍打印出来是请注意这里的横线是否对齐2015届毕业生论文完成时间2015年3月30日应在2015年3

2、月30日左右页眉为小五，斜体，宋体ContentsContents为四号加粗，目录内容最 起码写到三级标题，倍行距，不用 、加粗，字体为小四，罗马Abstract录部分应含有摘要关键 上词，并标上页码Kwords要关词Introdu ction In troducti onThe Sign ifica nee of Research Studies on En glishVocabulary Lear ningStrategiesArQuest i ons Revi ew* *at目录应包含摘要关键 词，参考文献，致谢和L附录a r n iStStMethodologyResearch Obj

3、ectsLear n i na b ul ary Lea rnin.5In st r ument sQuesti onn aire.6In terviewResultCollectio n .7Results Conclusion C o n c ISuggest i ons.10Con clusi on .10Refere nces目录摘要部分 统 一 用I罗 马i、n编页码.11314En glish51 seniorAck no wledgeme ntsAppen dixComp arative Analysis of English Vocabulary LearningStrateg

4、ies from Minority and Han High School StudentsTaking Shibing High School as ExampleAbstract:This is a thesis about comparative .analysis offrom minority and标an用三号罗马字体stu Questi onn aire and in terview were adop ted to collect data加Olid school stude nts were p artic ipan ts. The purpose is to leOmwha

5、ttnglshvocabulary learning strategiesen ts.vocabulary learning strategies are used by students, and find out whetherthere are some differencesbetween minority and han high school students in En glish vocabulary lear ning strategies. The result in dicated thatminority and han high school studentsare

6、good at meta-cognitive strategies, and they have a certain ability to use cognitive strategies.Secon dly, mi nority stude nts are not good at applying social-affective strategies, but han stude nts can use it well. The sig nifica nee of this paper is to improve En glish teachi ng and vocabulary teac

7、hi ng in high school.Key Words： vocabulary learningstrategies; meta-cognitive strategies;cognitive strategies; social-affective strategies 四号宋体摘要和关键词内容为小四号，倍行距， 摘要：本文是对少数民族和汉族高中生词汇学习策略的比较分析。采用问卷调号加粗，关键词为3-5个，中间用分号；隔 开 查和访问法对51名高三学生进行调查。了解学生出少数民族和汉族高中生在使用词汇学习策略方面的不同。结果表明，少数民族 和汉族高中生更善于使用元认知策略， 具有一定掌握

8、认知策略的能力。 第二，少略。本研究有利于提高高中英语教学和词汇教学。数民族学生不善于使用社会情感策略，但是汉族学生能够更好地使用社会情感策 S内容为小四号宋体关键词：词汇学习策略；元认知策略；认知策略；社会情感策J1 In troducti on_乏三二标题（包括1、2、3级）全部为小四号字- 体，标题加粗，内容用小四号，倍行距A Brief In troductio nWith the development of China s education reform, English teachinghas becomemore and more important. As an inter

9、nationalIanguage, Englishis widely used bypeop le, themajority of people start to lear n En glish.论文里面应 有引用部 分，此部分 应和后面的 参考文献对 应Lan guage con sists of three basic eleme nts: pronun ciati on, vocabulary卜 grammar (Che n & Zhou, 2012). However, vocabulary is one imp orta nt of English. Vocabulary is th

10、e most important component of English learning， and it has becomea hot topic in society. In English teaching, vocabulary is the foun dati on, it is also crucial part of En glish lear ning, and thelearning strategy is the one basic form of language comprehensive ability, so to improve the learning ef

11、ficiency is an important guarantee for the development of autonomous learning ability (Gao, 2008). English is an important tool of communication between country and country, people and people. Lack of a good vocabulary is lack of communication ability.Manyteachers ignore students communication and a

12、utonomous learning ability in language learning process, and the learning efficiency is low.The classroom is the only source for students to learn vocabulary.Students do not have their own methods to learn. Languageis to communicate;therefore, it is necessary to improve the learners communicative ab

13、ility. For non-native English learners, vocabulary is an essential part, and it connects the whole language learning process. Vocabulary will influence learners listening, writing, reading, speaking, translationand other activities in languagelearning. Although most studies oflanguage learning strat

14、egies is indirectly related to vocabulary learning strategies (VLSs) during the research process, there are not so much studies in-depth on VLSs. More and more linguists, who are engaged in the study of foreign language teaching, think words play an important role in foreign language teaching (Zhang

15、, 2003). To learn a language, at the first, learners need to learn the vocabulary. Over decades, the research of VLSs aroused great interest in the domestic and foreign scholars and educators; it has still a large development space in this field. The research on VLSs is based on the study of second

16、language learning strategies. English VLSs is also a hot problem between researchers on second language acquisition and English teacher. In the past 25 years, people have not a large-scale and a specific study on vocabulary learning, but the research on this area has been in an upward trend. So lang

17、uageThe significance of Research Studies on English VLSslearning strategies is an important point in foreign language teaching.Most studies aim at investigating learning strategies in different levels about high school students. Vocabulary is an essential part ofEnglish and it is also an integral pa

18、rt of language. It plays a crucialrole in the language learning.Just as a building can not be constructed without the building material, a language is not conceivable without vocabulary (Yang, 2008). Without vocabulary, the specific part of English will not be communicated with other people. Accordi

19、ng to Chen and Zhou (2012, P41), “Vocabulary is generally considered as the basic communication tool, and often labeled as the most problematic area bylanguage learners ” . If a language learners pronunciation and grammar are excellent, but he does not have vocabulary, then he can not express his th

20、oughts and feelings, even do not understand others thoughts, so he will fail in communication. VLS plays a unique role in English teaching.The teacher can help students to have a good study habits to improve their interest in English learning, increase vocabulary, improve students listening, writing

21、, reading, speaking and translation ability. The most important is that to help students have awareness to use VLSsto makeplan to learn. Therefore, the knowledge of learning strategies is important because it will facilitate language teaching considerably (Liu, 2010).In Chains traditional examinatio

22、n-oriented education mode, students are seen as receivers, and the teacher decides everything. The learning efficiency is low. So VLSsare very useful for second and foreign language learners to acquire vocabulary (Chen & Zhou, 2012). However, there are few students on VLSs in high school students. H

23、igh school is still a sprout stage on learning English. Vocabulary connects all English learning process. American Philologist Wilkins said that no grammar, people can not express a lot of things; but no vocabulary, people can not express anything. Therefore, the research of VLSs is very important.R

24、esearch QuestionsLearning strategies consists of many factors; the research studiesThe studies of research got a big achievement in China and abroad.Many researchers have studies on VLSs. The purpose of the study is to research the VLSs between minorities and han high school students.According to th

25、is, there are two research questions of this paper: a) What VLSs are used by minority and han high school students b) Are they any differences between minority and han students in VLSs Ifyes, what are they 2 Literature ReviewDefinition of Learning StrategiesWhat is the learning strategy The word “ s

26、trategy ” was derived from ancient Greek word “ strategia ”. It means the strategy on the war. In order to get a great result on the war, people often make the plan and strategies to fight. Taking it into study, it aims at studying more relaxing and efficiency. It is a science and highly efficiency

27、learningis no agreement idea. Differentmethod. Definition of learning strategiesresearchers define strategy in different ways.According to Steen (1993), learningstrategy is a thought, which was s thoughts.adopted by language learners, just peopleAnderson (1980) pointed out the learning strategy is a

28、 cognitive skill from the cognitive to see study, and it is to use theory to research the learning strategy.According to Chamot (1987), learning strategies are methods, which the learners to promote language knowledge and other knowledge.Malley and chamot (1990) said that learning strategies are the

29、 special way to understand, learn and keep the latest message to learners.Classification of Learning Strategies on level and scope are different. Learning strategies are learners conscious, goal-oriented and problem-solving based efforts to achievedesirable learning efficiency (Yang, 2008). Motivati

30、on plays an importantrole in learners use of learning strategies. Amongthem, Chamots (1987)and Oxford s (1990) classification are widely accepted. Differentresearcher has different definition of learning strategies.According to Cohens ( 1998) classification, learning strategiesmainly consist of two

31、parts: second language learning strategies andsecond language using strategies.Second language learning strategies isthat the learner to identify the material to be learnt, distinguishingand groping it from other material. Second language using strategies isthat the learner to use strategies to retr

32、ieve and rehearsal material,and then to communicate.In terms ofOxford s ( 1990) classification, learning strategiesmainly consist of two parts: direct strategies and indirect strategies.There are several strategies in each strategy. Direct strategies areconsists of three parts: cognitive strategy, c

33、ompensation strategy andmemory strategy. Indirect strategies are also consists of three parts:meta-cognitive strategy, cognitive strategy and social-affectivestrategy.According to Malley and Chamot s (1990) classification, learningstrategies mainly consist of three parts: meta-cognitive strategies,c

34、ognitive strategies and social-affective strategies. Also, there haveseveral strategies in each strategy. Meta-cognitive strategies includecentering, applying image and sound, and evaluating.Cognitive strategiesconsist of resourcing, repetition, grouping,deduction, imagery,note-taking, dictionary, i

35、nference, analyzingand internalizing.Social-affective strategies consist of question, cooperation, dealingwith the ways learners interact or communicate with other speakers, nativeor non-native.Research Studies on VLSsThe Situation about VLSs in ChinaThe research of VLSs began in middle 1990 in Chin

36、a. Vocabularyacquisition is derived from 1880s, but VLSsis later. More and more peopleto learn English in our country, but they are not really to grasp of theextent of the foreign language on the intuitive. So the students self-study is regarded highly by people. Meanwhile, the research of thisfield

37、 is becoming more active.Gao and Zhang (2004) put 127 college non-English major students and132 college English major students in Beijing teach-training universityas the research objects. The result of the research indicated that somestudents are not to use meta-cognitive strategies and cognitivestr

38、ategies, the major students are not knew cognitive strategies.Gao(2008) put 197 English major freshmen and 205 senior non-Englishmajor students as the research objects. The result indicated that theteacher ought to strengthen to train strategies in vocabulary teaching,and attach to use social-affect

39、ive strategies.The earliest study of vocabulary acquisition is the studentsvocabulary (Xu, 2006). With foreign language development, languagelearning strategies have become an important role in foreign languageteaching (Xue, 2005).The Situation about VLSs AbroadThe research on VLSs began in early 19

40、90s abroad, and the foreignresearchers have madea great achievement. Most researchstudies on VLSsare from western countries. The researchers dividedthe learningstrategies into different categories.Cohen (1998) through the research on VLSs, the resultindicated thatuse, rather than categories of strat

41、egies.Oxford (1990) put American students as research objects, and themost students focus on direct discussion of actual strategies and theirresult indicated that the students use strategies to enhance their language learning.3. MethodologyResearch ObjectsThe objects are 51 senior high school studen

42、ts at high school inShibing, including 21 minority students and 30 han students. The reason why they are chosen to be participants is they are senior students who will face university entrance examination. They must grasp a large size of vocabulary. In order to increase the size of vocabulary, they

43、must act someuseful learning strategies to learn and remember words so that they will have a good vocabulary to deal with such examination.Research InstrumentsQuestionnaireIn the research process, the paper is adopted questionnaire. There have 60 questionnaire issued to Shibing senior high school st

44、udents. The questionnaire can collect large amounts of data in a short time, and it can analyze and summarize the investigation from aspects of high school students in learning strategies.The questionnaire is designed by Malley and Chamot(1990) classifying of learning strategies. They are meta-cogni

45、tive strategies, cognitive strategies and social-affective strategies. Meta-cognitive strategiesinvolved planning(1), selection attention(2,3), self-monitoring(4,5),self-evaluating(6,7,8).Cognitivestrategiesinvolveddictionary(9,10,11,12),note-taking(13),repletion(14,15),exercises(16), guessing(17,18

46、). Social-affectivestrategies involvedcooperation (19, 20, 21), question (22, 23),self-confidence (24).Questions in the questionnaire are adaptedfrom Yang s (2008)questionnaire. 5 points are used each question, 1 stands for “ Never do”,2 stands for “ Usually not do ” , 3 stands forSometimes do or no

47、t ”4 stands for “ Usually do” , 5 stands for “Always do”.The questi onn aireasked to inv estigators select ion with their actual situatio n.In terviewEight minoritystudents and five han studentsare interviewees.In terview can get moredetails about the use of VLSsand the differe ncesbetween minority

48、and han high school students.It can learn the situationabout students vocabulary learning directly.4. ResultData Collecti onThe study issued60 copies of questionnaireand retrieved 51 of them.For data collect ionand an alysis,figured outthe percentage about VLSs.If the percentage ishigher than%, and

49、then the students on this strategyof the use freque ncy is high.ResultsThe Situati on about Using VLSsTable 1StrategiesP erce ntage (%)PlanningSelect ion-atte nti on041Self-monitori ngSelf-evaluati ngIt can be seen from four meta-cognitive strategies that the minoritystude nts and han stude nts can

50、use meta-cog nitive strategies to plan and man age their study. The use of freque ncy of select ion-atte nti on is less than %, which in dicates that stude nts are not ado pted in using this strategy to remember words. Students can basic grasp meta-cognitive strategies.Table 2StrategiesP erce ntage

51、(%)Dictio naryNote-tak ingRep leti onExercisesGuess ingIt can be seen from five cognitive strategies that the use frequencyof dictio nary and no te-tak ing is higher tha n other three items. The use freque ncy of guess ing is the lowest. Mino rity and han high stude nts canbe good at using the dicti

52、onary,note-takingand exercises strategies to learn and remember words.Table 3StrategiesP erce ntage (%)Coop erati onQuesti onSelf-c on fide neeIt can be see n from three Social-affective strategies that the usefreque ncy of these strategies is low. That mea ns stude nts are not goodat social-affecti

53、ve strategies,especiallyin cooperation strategy. They have not to study with other students or teachers. So in English teaching p rocess, teacher ought to stre ngthe n the coop erati on with others.Differences in the VLSs between Minority and Han High School StudentsTable 4StrategiesMin ority Stude

54、ntsHan stude ntsP erce ntage (%)P erce ntage (%)PlanningSelect ion-atte nti onSelf-mo ni tori ngSelf-evaluati ngDictio naryNote-tak ingRep leti onExercisesGuess ingCoop erati onQuesti onSelf-c on fide neeFrom the Table 4, there is no obvious differeneebetween minority andhan high school stude nts in

55、 the use of meta-cog nitive strategies andcog nitivestrategies. Min oritystude ntsare good at planning,self-management, self-evaluationstrategies. In the cognitive strategies, minority stude nts are good at dictio nary and no te-tak ing strategies.Min ority stude nts will be in flue needby their n a

56、tive sp eaker in the wholeEnglish learning process. Therefore, it is essentialand useful to graspVLSs to lear n vocabulary to mi nority high school stude nts. The result indicated that minority students can master meta-cognitive strategies andcognitivestrategies. But there is an obvious differenee in thesocial-affective strategiesbetween minority students and han students.The min ority stude nts are not good at using questi on and coop erati on strate