英文论文万能模板

1、包括学科代码：0502011本科毕业论文（设计）英文题目字体为TimesNewRoman三号，中文为宋体三号。副标题应另题目：ComparativeAnalysisof正ngiiSh进VocabularyLearningStrategiesfromMinorityandHanHighSchoolStudentsTakingShibingNO.1HighSchoolasExample打印出来是请注意这里的横线是否对齐学生姓名：陶朝燕指导教师：沈萍一20L2015届毕业生论文完成时间2015年3月30日应在2015年3月30日左右页眉为小五，斜体，宋体,目录应包含摘要1，关键.3词，参考文献，致谢

2、和附录-31Introduction,11.1ABriefIntroduction121.3ResearchQuestions,32LiteratureReview311摘要关键词2.1DefinitionofLearningStrategies2.2ClassificationofLearningStrategies2.3ResearchstudiesonVcabularyLearningStrategies.43Methodology.53.1 ResearchObjects53.2 Researchinstruments.63.2.1 Questionnaire.63.2.2 Inter

3、view64Result.72) DataCollection.72) Results75Conclusion10.10ConclusionandSuggestionsConclusion.10ReferencesAcknowledgementsAppendixComparativeAnalysisof.10.121314zEnglishVocabularyLearningStrategiesfromMinorityandHanHighSchoolStudentsTakingShibingNO.1HighSchoolasExampleAbstract:Thisisathesisaboutcom

4、parativeanalysisofEnglishvocabularylearningstrategiesfromminorityandhanhighschoolstudenQuestonnaireandinterviewwereadoptedtocollectdata,and51sen牌schoolstudentswereparticipants.ThepurposeistolearnwhatEnglishvocabularylearningstrategiesareusedbystudents,andfindoutwhethertherearesomedifferencesbetweenm

5、inorityandhanhighschoolstudentsinEnglishvocabularylearningstrategies.Theresultindicatedthatminorityandhanhighschoolstudentsaregoodatmeta-cognitivestrategies,andtheyhaveacertainabilitytousecognitivestrategies.Secondly,minoritystudentsarenotgoodatapplyingsocial-affectivestrategies,buthanstudentscanuse

6、itwell.ThesignificanceofthispaperistoimproveEnglishteachingandvocabularyteachinginhighschool.KeyWords:vocabularylearningstrategies;meta-cognitivestrategies;cognitivestrategies;social-affectivestrategies四号宋体摘要和关键词内容为小四号，1.5倍行摘要：本文是对少数民族和汉族高中生词汇学习策研用论轴嘛可拗I'Wo璃为四号加粗，关键词为3-5个，中间用分号；隔查和访问法对51名高三学生进行调

7、查。了解学生对词汇学习策略的使用，并找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，具有一定掌握认知策略的能力。第二，少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WiththedevelopmentofChina'seducationreform,Englishteachinghasbecomemoreandmoreimportant.Asaninternationallanguage,Englishiswidelyusedbypeople,themajorityofpeoplestarttolear

8、nEnglish.Languageconsistsofthreebasic论文里面应有引用部分，此部分elements:pronunciation,vocabulary,grammar(Chen&Zhou,2012).However,vocabularyisoneimportantpartofEnglish.VocabularyisthemostimportantcomponentofEnglishlearning,andithasbecomeahottopicinsociety.InEnglishteaching,vocabularyisthefoundation,itisalsoc

9、rucialpartofEnglishlearning,andthelearningstrategyistheonebasicformoflanguagecomprehensiveability,sotoimprovethelearningefficiencyisanimportantguaranteeforthedevelopmentofautonomouslearningability(Gao,2008).Englishisanimportanttoolofcommunicationbetweencountryandcountry,peopleandpeople.Lackofagoodvo

10、cabularyislackofcommunicationability.Manyteachersignorestudents'communicationandautonomouslearningabilityinlanguagelearningprocess,andthelearningefficiencyislow.Theclassroomistheonlysourceforstudentstolearnvocabulary.Studentsdonothavetheirownmethodstolearn.Languageistocommunicate;therefore,itisn

11、ecessarytoimprovethelearnerScommunicativeability.Fornon-nativeEnglishlearners,vocabularyisanessentialpart,anditconnectsthewholelanguagelearningprocess.Vocabularywillinfluencelearnerslistening,writing,reading,speaking,translationandotheractivitiesinlanguagelearning.Althoughmoststudiesoflanguagelearni

12、ngstrategiesisindirectlyrelatedtovocabularylearningstrategies(VLSs)duringtheresearchprocess,therearenotsomuchstudiesin-depthonVLSs.Moreandmorelinguists,whoareengagedinthestudyofforeignlanguageteaching,thinkwordsplayanimportantroleinforeignlanguageteaching(Zhang,2003).Tolearnalanguage,atthefirst,lear

13、nersneedtolearnthevocabulary.Overdecades,theresearchofVLSsarousedgreatinterestinthedomesticandforeignscholarsandeducators;ithasstillalargedevelopmentspaceinthisfield.TheresearchonVLSsisbasedonthestudyofsecondlanguagelearningstrategies.EnglishVLSsisalsoahotproblembetweenresearchersonsecondlanguageacq

14、uisitionandEnglishteacher.Inthepast25years,peoplehavenotalarge-scaleandaspecificstudyonvocabularylearning,buttheresearchonthisareahasbeeninanupwardtrend.Solanguagelearningstrategiesisanimportantpointinforeignlanguageteaching.ThesignificanceofResearchStudiesonEnglishVLSsMoststudiesaimatinvestigatingl

15、earningstrategiesindifferentlevelsabouthighschoolstudents.VocabularyisanessentialpartofEnglishanditisalsoanintegralpartoflanguage.Itplaysacrucialroleinthelanguagelearning.Justasabuildingcannotbeconstructedwithoutthebuildingmaterial,alanguageisnotconceivablewithoutvocabulary(Yang,2008).Withoutvocabul

16、ary,thespecificpartofEnglishwillnotbecommunicatedwithotherpeople.AccordingtoChenandZhou(2012,P41),Vocabularyisgenerallyconsideredasthebasiccommunicationtool,andoftenlabeledasthemostproblematicareabylanguagelearners".Ifalanguagelearnerspronunciationandgrammarareexcellent,buthedoesnothavevocabula

17、ry,thenhecannotexpresshisthoughtsandfeelings,evendonotunderstandothersthoughts,sohewillfailincommunication.VLSplaysauniqueroleinEnglishteaching.TheteachercanhelpstudentstohaveagoodstudyhabitstoimprovetheirinterestinEnglishlearning,increasevocabulary,improvestudentslistening,writing,reading,speakinga

18、ndtranslationability.ThemostimportantisthattohelpstudentshaveawarenesstouseVLSstomakeplantolearn.Therefore,theknowledgeoflearningstrategiesisimportantbecauseitwillfacilitatelanguageteachingconsiderably(Liu,2010).InChain'traditionalexamination-orientededucationmode,studentsareseenasreceivers,andt

19、heteacherdecideseverything.Thelearningefficiencyislow.SoVLSsareveryusefulforsecondandforeignlanguagelearnerstoacquirevocabulary(Chen&Zhou,2012).However,therearefewstudentsonVLSsinhighschoolstudents.HighschoolisstillasproutstageonlearningEnglish.VocabularyconnectsallEnglishlearningprocess.America

20、nPhilologistWilkinssaidthatnogrammar,peoplecannotexpressalotofthings;butnovocabulary,peoplecannotexpressanything.Therefore,theresearchofVLSsisveryimportant.ResearchQuestionsThestudiesofresearchgotabigachievementinChinaandabroad.ManyresearchershavestudiesonVLSs.ThepurposeofthestudyistoresearchtheVLSs

21、betweenminoritiesandhanhighschoolstudents.Accordingtothis,therearetworesearchquestionsofthispaper:WhatVLSsareusedbyminorityandhanhighschoolstudents?AretheyanydifferencesbetweenminorityandhanstudentsinVLSs?Ifyes,whatarethey?LiteratureReviewDefinitionofLearningStrategiesWhatisthelearningstrategy?Thewo

22、rdstrategy“wasderivedfromancientGreekwordstrategiaItmeansthestrategyonthewar.Inordertogetagreatresultonthewar,peopleoftenmaketheplanandstrategiestofight.Takingitintostudy,itaimsatstudyingmorerelaxingandefficiency.Itisascienceandhighlyefficiencylearningmethod.Definitionoflearningstrategiesisnoagreeme

23、ntidea.Differentresearchersdefinestrategyindifferentways.AccordingtoSteen(1993),learningstrategyisathought,whichwasadoptedbylanguagelearners,justpeoplesthoughts.Anderson(1980)pointedoutthelearningstrategyisacognitiveskillfromthecognitivetoseestudy,anditistousetheorytoresearchthelearningstrategy.Acco

24、rdingtoChamot(1987),learningstrategiesaremethods,whichthelearnerstopromotelanguageknowledgeandotherknowledge.Malleyandchamot(1990)saidthatlearningstrategiesarethespecialwaytounderstand,learnandkeepthelatestmessagetolearners.ClassificationofLearningStrategiesLearningstrategiesconsistsofmanyfactors;th

25、eresearchstudiesonlevelandscopearedifferent.Learningstrategiesarelearnersconscious,goal-orientedandproblem-solvingbasedeffortstoachievedesirablelearningefficiency(Yang,2008).Motivationplaysanimportantroleinlearnersuseoflearningstrategies.Amongthem,Chamots(1987)andOxfords(1990)classificationarewidely

26、accepted.Differentresearcherhasdifferentdefinitionoflearningstrategies.AccordingtoCohen's1998)classification,learningstrategiesmainlyconsistoftwoparts:secondlanguagelearningstrategiesandsecondlanguageusingstrategies.Secondlanguagelearningstrategiesisthatthelearnertoidentifythematerialtobelearnt,

27、distinguishingandgropingitfromothermaterial.Secondlanguageusingstrategiesisthatthelearnertousestrategiestoretrieveandrehearsalmaterial,andthentocommunicate.IntermsofOxford'1Q90)classification,learningstrategiesmainlyconsistoftwoparts:directstrategiesandindirectstrategies.Thereareseveralstrategie

28、sineachstrategy.Directstrategiesareconsistsofthreeparts:cognitivestrategy,compensationstrategyandmemorystrategy.Indirectstrategiesarealsoconsistsofthreeparts:meta-cognitivestrategy,cognitivestrategyandsocial-affectivestrategy.AccordingtoMalleyandChamots(1990)classification,learningstrategiesmainlyco

29、nsistofthreeparts:meta-cognitivestrategies,cognitivestrategiesandsocial-affectivestrategies.Also,therehaveseveralstrategiesineachstrategy.Meta-cognitivestrategiesincludecentering,applyingimageandsound,andevaluating.Cognitivestrategiesconsistofresourcing,repetition,grouping,deduction,imagery,note-tak

30、ing,dictionary,inference,analyzingandinternalizing.Social-affectivestrategiesconsistofquestion,cooperation,dealingwiththewayslearnersinteractorcommunicatewithotherspeakers,nativeornon-native.ResearchStudiesonVLSsTheSituationaboutVLSsinChinaTheresearchofVLSsbeganinmiddle1990inChina.Vocabularyacquisit

31、ionisderivedfrom1880s,butVLSsislater.MoreandmorepeopletolearnEnglishinourcountry,buttheyarenotreallytograspoftheextentoftheforeignlanguageontheintuitive.Sothestudentsself-studyisregardedhighlybypeople.Meanwhile,theresearchofthisfieldisbecomingmoreactive.GaoandZhang(2004)put127collegenon-Englishmajor

32、studentsand132collegeEnglishmajorstudentsinBeijingteach-traininguniversityastheresearchobjects.Theresultoftheresearchindicatedthatsomestudentsarenottousemeta-cognitivestrategiesandcognitivestrategies,themajorstudentsarenotknewcognitivestrategies.Gao(2008)put197Englishmajorfreshmenand205seniornon-Eng

33、lishmajorstudentsastheresearchobjects.Theresultindicatedthattheteacheroughttostrengthentotrainstrategiesinvocabularyteaching,andattachtousesocial-affectivestrategies.Theearlieststudyofvocabularyacquisitionisthestudents'vocabulary(Xu,2006).Withforeignlanguagedevelopment,languagelearningstrategies

34、havebecomeanimportantroleinforeignlanguageteaching(Xue,2005).TheSituationaboutVLSsAbroadTheresearchonVLSsbeganinearly1990sabroad,andtheforeignresearchershavemadeagreatachievement.MostresearchstudiesonVLSsarefromwesterncountries.Theresearchersdividedthelearningstrategiesintodifferentcategories.Cohen(

35、1998)throughtheresearchonVLSs,theresultindicatedthatmoststudentsfocusondirectdiscussionofactualstrategiesandtheiruse,ratherthancategoriesofstrategies.Oxford(1990)putAmericanstudentsasresearchobjects,andtheresultindicatedthatthestudentsusestrategiestoenhancetheirlanguagelearning.MethodologyResearchOb

36、jectsTheobjectsare51seniorhighschoolstudentsatNO.1highschoolinShibing,including21minoritystudentsand30hanstudents.Thereasonwhytheyarechosentobeparticipantsistheyareseniorstudentswhowillfaceuniversityentranceexamination.Theymustgraspalargesizeofvocabulary.Inordertoincreasethesizeofvocabulary,theymust

37、actsomeusefullearningstrategiestolearnandrememberwordssothattheywillhaveagoodvocabularytodealwithsuchexamination.ResearchInstrumentsQuestionnaireIntheresearchprocess,thepaperisadoptedquestionnaire.Therehave60questionnaireissuedtoShibingNO.1seniorhighschoolstudents.Thequestionnairecancollectlargeamou

38、ntsofdatainashorttime,anditcananalyzeandsummarizetheinvestigationfromaspectsofhighschoolstudentsinlearningstrategies.ThequestionnaireisdesignedbyMalleyandChamot(1990)classifyingoflearningstrategies.Theyaremeta-cognitivestrategies,cognitivestrategiesandsocial-affectivestrategies.Meta-cognitivestrateg

39、iesinvolvedplanning(1),selectionattention(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).Social-affectivestrategiesinvolvedcooperation(19,20,21),question(22,23),self-confidence(24).Ques

40、tionsinthequestionnaireareadaptedfromYang's(2008)questionnaire.5pointsareusedeachquestion,1standsforNeverdo"，2standsforUsuallynotdo"，3standsforSometimesdoornot”，4standsforUsuallydo"，5standsforAlwaysdo”.Thequestionnaireaskedtoinvestigatorsselectionwiththeiractualsituation.Interview

41、Eightminoritystudentsandfivehanstudentsareinterviewees.InterviewcangetmoredetailsabouttheuseofVLSsandthedifferencesbetweenminorityandhanhighschoolstudents.Itcanlearnthesituationaboutstudenvocabularylearningdirectly.ResultDataCollectionThestudyissued60copiesofquestionnaireandretrieved51ofthem.Fordata

42、collectionandanalysis,figuredoutthepercentageaboutVLSs.Ifthepercentageishigherthan0.50%,andthenthestudentsonthisstrategyoftheusefrequencyishigh.ResultsTheSituationaboutUsingVLSsTable1StrategiesPercentage(%)Planning0.88Selection-attention041Self-monitoring0.60Self-evaluating0.55Itcanbeseenfromfourmet

43、a-cognitivestrategiesthattheminoritystudentsandhanstudentscanusemeta-cognitivestrategiestoplanandmanagetheirstudy.Theuseoffrequencyofselection-attentionislessthan0.50%,whichindicatesthatstudentsarenotadoptedinusingthisstrategytorememberwords.Studentscanbasicgraspmeta-cognitivestrategies.Table2Strate

44、giesPercentage(%)Dictionary0.84Note-taking0.80Repletion0.35Exercises0.51Guessing0.29Itcanbeseenfromfivecognitivestrategiesthattheusefrequencyofdictionaryandnote-takingishigherthanotherthreeitems.Theusefrequencyofguessingisthelowest.Minorityandhanhighstudentscanbegoodatusingthedictionary,note-takinga

45、ndexercisesstrategiestolearnandrememberwords.Table3StrategiesPercentage(%)Cooperation0.25Question0.65Self-confidence0.45ItcanbeseenfromthreeSocial-affectivestrategiesthattheusefrequencyofthesestrategiesislow.Thatmeansstudentsarenotgoodatsocial-affectivestrategies,especiallyincooperationstrategy.They

46、havenottostudywithotherstudentsorteachers.SoinEnglishteachingprocess,teacheroughttostrengthenthecooperationwithothers.DifferencesintheVLSsbetweenMinorityandHanHighSchoolStudentsTable4StrategiesMinorityStudentsHanstudentsPercentage(%)Percentage(%)Planning0.500.37Selection-attention0.380.25Self-monito

47、ring0.520.50Self-evaluating0.850.71Dictionary0.760.60Note-taking0.630.33Repletion0.520.50Exercises0.600.48Guessing0.160.12Cooperation0.040.53Question0.210.67Self-confidence0.190.34FromtheTable4,thereisnoobviousdifferencebetweenminorityandhanhighschoolstudentsintheuseofmeta-cognitivestrategiesandcogn

48、itivestrategies.Minoritystudentsaregoodatplanning,self-management,self-evaluationstrategies.Inthecognitivestrategies,minoritystudentsaregoodatdictionaryandnote-takingstrategies.MinoritystudentswillbeinfluencedbytheirnativespeakerinthewholeEnglishlearningprocess.Therefore,itisessentialandusefultogras

49、pVLSstolearnvocabularytominorityhighschoolstudents.Theresultindicatedthatminoritystudentscanmastermeta-cognitivestrategiesandcognitivestrategies.Butthereisanobviousdifferenceinthesocial-affectivestrategiesbetweenminoritystudentsandhanstudents.Theminoritystudentsarenotgoodatusingquestionandcooperatio

50、nstrategies,buthanstudentscanuseitwell.Allofthesestrategies,theusefrequencyofcooperationstrategyislowerthanothers,only0.40%.Minoritystudentshavenoconfidencetocommunicatewithothers.Theyarenotgoodatcommunicatingwithteachersandfiends.Thehanstudentsaregoodatcommunicatingwithothers.ConclusionConclusionan

51、dSuggestionsItisconductedthatminorityandhanhighschoolstudentscanuseself-evaluation,dictionary,self-monitoringandothermeta-cognitivestrategiestoacquisitionvocabulary.VLSisanimportantmethodtolearnEnglishvocabulary.Studentsshouldchoosesuitablelearningstrategiestoeffectivelearningbetterinashortperiodoft

52、ime.However,theusefrequencyofsocial-affectivestrategiesislow.Secondly,intermsoftheuseofVLSs,theyhavedifferencesbetweenminorityandhanhighschoolstudents.Minoritystudentsarenotgoodatapplyingsocial-affectivestrategiestoacquirevocabulary,especiallytheuseofcooperationandself-confidencestrategies.Different

53、studentsshouldusedifferentstrategiestolearnvocabulary.5.1.2SuggestionsTheresearchesofstudyalsohaveimportantimplicationsforEnglishteaching,especiallyvocabularyteaching.Intheteachingprocess,theteachershouldguidethestudentstouselearningstrategiestolearn.Itmeansthatteachersshouldstrengthenlearningstrate

54、giestrainingintheclass.Theteachershouldstrengthenthetrainingofthemeta-cognitivestrategiesandsocial-affectivestrategiesinvocabularyteaching.Theresultindicatedthattheusefrequencyofmeta-cognitivestrategiesishighbetweenminorityandhanhighschoolstudents.Theylackofselectivememoryandformulateplanability.Met

55、a-cognitivestrategieshaveastrongpurposeandplanning,soitcanhelpstudentsreduceblindnessandirrationalityinlearningactivities.Inaddition,teachershouldstrengthenthesocial-affectivetraining.Becausethestudentsattitude,personalitycharacteristicsandemotionalchangesdirectlyaffectthelearnerswholelearningproces

56、sandoutcomes.Emotionfactorssuchasanxiety,angryandothernegativefactorsaffectvocabularylearning;otherwise,itcanpromotevocabularylearning.Theteacheroughttounderstandthewholeofthebasicsituationofstudentstrainingforthestudentsdifferentlevels.Improvingstudents'cooperationabilitycanimprovethequalityand

57、quantityofEnglishteachinginhighschool.Atthemeantime,teachersshouldintroducethesocial-affectivestrategiesandtoacquireacertainamountofcognitiveandmeta-cognitivestrategiesintheteachingprocess.Thestudentsattitudemayimprovetheircooperationandtheabilitytoovercomenegativeemotions.普通图书1唐绪军.报业经济与报业经营2汪昂.（增补）

58、本草备要M.ReferencesM.北京:追嘲题就标题为晒罗招7-脾中，内容为小四号罗马，单石印本.上海：砸州局，参考完稣蒙文在前，中文在后，请按照字母或拼3CRAWFPRDW,GORMANM.Futurelibraries:dreamsmadness&realityM.Chicago:AmericanLibraryAssociation,1995.论文集、会议录ROSENTHALLEM.ProceedingsoftheFifthCanadianMathematicalCongress,UniversityofMontreal,1961C.Toronto:UniversityofTorontoPress,1963.学位论文1王琼.人民币汇率与股价关系分实证研究D.南京：南京师范大学，2008.