英文论文万能模板

1、凯里学院本科毕业论文（或设计） 英语专业，包括旅游方向代码一样 学科代码: 050201 学 号: 本科毕业论文（设计） 英文题目字体为Times New Roman 三号，中文为宋体三号。副标题应另起一行，并缩进2个字符 题目：Comparative Analysis of English Vocabulary Learning Strategies from Minority and Han High School Students-Taking Shibing NO.1 High School as Example 打印出来是请注意这里的横线是否对齐 学 院： 外 国 语 学 院 专 业

2、： 英 语 班 级： 学生姓名： 陶 朝 燕 2015届毕业生论文完成时间应在2015年3月30日左右 指导教师： 沈 萍 2015年 3 月 30 日 Contents为四号加粗，目录内容最起码写到三级标题，1.5倍行距，不用加粗，字体为小四，罗马 目录部分应含有摘要，关键词，并标上页码 页眉为小五，斜体，宋体 Contents AbstractII Key words.1 摘要.1 关键词.1 1 Introduction.1 1.1 A Brief Introduction1 1.2 The Significance of Research Studies on English Voca

3、bulary Learning Strategies2 1.3 Research Questions.3 目录应包含摘要，关键词，参考文献，致谢和附录 2 Literature Review3 2.1 Definition of Learning Strategies.3 2.2 Classification of Learning Strategies.3 2.3 Research studies on Vocabulary Learning Strategies.4 3 Methodology.5 3.1 Research Objects5 3.2 Research Instruments

4、.6 3.2.1 Questionnaire.6 3.2.2 Interview6 4 Result.7 4.1 Data Collection.7 4.2 Results7 5 Conclusion.10 5.1 Conclusion and Suggestions.10 5.1.1 Conclusion.10 目录摘要部分统一用罗马、编页码 5.1.2suggestions.10 References.12 Acknowledgements13 Appendix14 Comparative Analysis of English Vocabulary Learning Strategies

5、 from Minority and Han High School Students -Taking Shibing NO.1 High School as Example 标题用三号罗马字体加粗 Abstract: This is a thesis about comparative analysis of English vocabulary learning strategies from minority and han high school students. Questionnaire and interview were adopted to collect data, an

6、d 51 senior school students were participants. The purpose is to learn what English vocabulary learning strategies are used by students, and find out whether there are some differences between minority and han high school students in English vocabulary learning strategies. The result indicated that

7、minority and han high school students are good at meta-cognitive strategies, and they have a certain ability to use cognitive strategies. Secondly, minority students are not good at applying social-affective strategies, but han students can use it well. The significance of this paper is to improve E

8、nglish teaching and vocabulary teaching in high school. 四号宋体 Key Words: vocabulary learning strategies; meta-cognitive strategies; cognitive strategies; social-affective strategies 摘要和关键词内容为小四号，1.5倍行距，Abstract 和Key Words为四号加粗，关键词为3-5个，中间用分号；隔开 内容为小四号宋体 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。采用问卷调查和访问法对51名高三学生

9、进行调查。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略。本研究有利于提高高中英语教学和词汇教学。 关键词：词汇学习策略；元认知策略；认知策略；社会情感策 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，1.5倍行距 1 Introduction 1.1 A Brief Introduction 论文里面应有引用部分，此部分应和后面的参考文献对应 With the develop

10、ment of Chinas education reform, English teaching has become more and more important. As an international language, English is widely used by people, the majority of people start to learn English. Language consists of three basic elements: pronunciation, vocabulary, grammar (Chen therefore, it is ne

11、cessary to improve the learners communicative ability. 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, translation and other activities in language learnin

12、g. Although most studies of language learning strategies 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

13、 important role in foreign language teaching (Zhang, 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. Th

14、e research on VLSs is based on the study of second 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 researc

15、h on this area has been in an upward trend. So language learning strategies is an important point in foreign language teaching. 1.2 The significance of Research Studies on English VLSs Most studies aim at investigating learning strategies in different levels about high school students. Vocabulary is

16、 an essential part of English and it is also an integral part of language. It plays a crucial role 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 o

17、f English will not be communicated with other people. According to Chen and Zhou (2012, P41), “Vocabulary is generally considered as the basic communication tool, and often labeled as the most problematic area by language learners”. If a language learners pronunciation and grammar are excellent, but

18、 he does not have vocabulary, then he can not express his thoughts 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 learn

19、ing, increase vocabulary, improve students listening, writing, reading, speaking and translation ability. The most important is that to help students have awareness to use VLSs to make plan to learn. Therefore, the knowledge of learning strategies is important because it will facilitate language tea

20、ching considerably (Liu, 2010). In Chains traditional examination-oriented education mode, students are seen as receivers, and the teacher decides everything. The learning efficiency is low. So VLSs are very useful for second and foreign language learners to acquire vocabulary (Chen but no vocabular

21、y, people can not express anything. Therefore, the research of VLSs is very important. 1.3 Research Questions The 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 sch

22、ool students. According to this, 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? If yes, what are they? 2 Literature Review 2.1 Definition of Learning Strategies Wha

23、t is the learning strategy? The word “strategy” 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

24、 is a science and highly efficiency learning method. Definition of learning strategies is no agreement idea. Different researchers define strategy in different ways. According to Steen (1993), learning strategy is a thought, which was adopted by language learners, just peoples thoughts. Anderson (19

25、80) pointed out the learning strategy is a 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

26、(1990) said that learning strategies are the special way to understand, learn and keep the latest message to learners. 2.2 Classification of Learning Strategies Learning strategies consists of many factors; the research studies on level and scope are different. Learning strategies are learners consc

27、ious, goal-oriented and problem-solving based efforts to achieve desirable learning efficiency (Yang, 2008). Motivation plays an important role in learners use of learning strategies. Among them, Chamots (1987) and Oxfords (1990) classification are widely accepted. Different researcher has different

28、 definition of learning strategies. According to Cohens (1998) classification, learning strategies mainly consist of two parts: second language learning strategies and second language using strategies. Second language learning strategies is that the learner to identify the material to be learnt, dis

29、tinguishing and groping it from other material. Second language using strategies is that the learner to use strategies to retrieve and rehearsal material, and then to communicate. In terms of Oxfords (1990) classification, learning strategies mainly consist of two parts: direct strategies and indire

30、ct strategies. There are several strategies in each strategy. Direct strategies are consists of three parts: cognitive strategy, compensation strategy and memory strategy. Indirect strategies are also consists of three parts: meta-cognitive strategy, cognitive strategy and social-affective strategy.

31、 According to Malley and Chamots (1990) classification, learning strategies mainly consist of three parts: meta-cognitive strategies, cognitive strategies and social-affective strategies. Also, there have several strategies in each strategy. Meta-cognitive strategies include centering, applying imag

32、e and sound, and evaluating. Cognitive strategies consist of resourcing, repetition, grouping, deduction, imagery, note-taking, dictionary, inference, analyzing and internalizing. Social-affective strategies consist of question, cooperation, dealing with the ways learners interact or communicate wit

33、h other speakers, native or non-native. 2.3 Research Studies on VLSs 2.3.1 The Situation about VLSs in China The research of VLSs began in middle 1990 in China. Vocabulary acquisition is derived from 1880s, but VLSs is later. More and more people to learn English in our country, but they are not rea

34、lly to grasp of the extent of the foreign language on the intuitive. So the students self-study is regarded highly by people. Meanwhile, the research of this field is becoming more active. Gao and Zhang (2004) put 127 college non-English major students and 132 college English major students in Beiji

35、ng teach-training university as the research objects. The result of the research indicated that some students are not to use meta-cognitive strategies and cognitive strategies, the major students are not knew cognitive strategies. Gao (2008) put 197 English major freshmen and 205 senior non-English

36、major students as the research objects. The result indicated that the teacher ought to strengthen to train strategies in vocabulary teaching, and attach to use social-affective strategies. The earliest study of vocabulary acquisition is the students vocabulary (Xu, 2006). With foreign language devel

37、opment, language learning strategies have become an important role in foreign language teaching (Xue, 2005). 2.3.2 The Situation about VLSs Abroad The research on VLSs began in early 1990s abroad, and the foreign researchers have made a great achievement. Most research studies on VLSs are from weste

38、rn countries. The researchers divided the learning strategies into different categories. Cohen (1998) through the research on VLSs, the result indicated that most students focus on direct discussion of actual strategies and their use, rather than categories of strategies. Oxford (1990) put American

39、students as research objects, and the result indicated that the students use strategies to enhance their language learning. 3. Methodology 3.1 Research Objects The objects are 51 senior high school students at NO.1 high school in Shibing, including 21 minority students and 30 han students. The reaso

40、n 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 must act some useful learning strategies to learn and remember words so that they will hav

41、e a good vocabulary to deal with such examination. 3.2 Research Instruments 3.2.1 Questionnaire In the research process, the paper is adopted questionnaire. There have 60 questionnaire issued to Shibing NO.1 senior high school students. The questionnaire can collect large amounts of data in a short

42、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-cognitive strategies, cognitive strategies and social-affective strategies

43、. Meta-cognitive strategies involved planning(1), selection attention(2,3), self-monitoring(4,5), self-evaluating(6,7,8). Cognitive strategies involved dictionary(9,10,11,12), note-taking(13), repletion(14,15), exercises(16), guessing(17,18). Social-affective strategies involved cooperation (19, 20,

44、 21), question (22, 23), self-confidence (24). Questions in the questionnaire are adapted from Yangs (2008) questionnaire. 5 points are used each question, 1 stands for “Never do”, 2 stands for “Usually not do”, 3 stands for “Sometimes do or not”, 4 stands for “Usually do”, 5 stands for “Always do”.

45、 The questionnaire asked to investigators selection with their actual situation. 3.2.2 Interview Eight minority students and five han students are interviewees. Interview can get more details about the use of VLSs and the differences between minority and han high school students. It can learn the si

46、tuation about students vocabulary learning directly. 4. Result 4.1 Data Collection The study issued 60 copies of questionnaire and retrieved 51 of them. For data collection and analysis, figured out the percentage about VLSs. If the percentage is higher than 0.50%, and then the students on this stra

47、tegy of the use frequency is high. 4.2 Results 4.2.1 The Situation about Using VLSs 4.2.1.1 Meta-cognitive Strategies Table 1 Strategies Percentage (%) Planning 0.88 Selection-attention 041 Self-monitoring 0.60 Self-evaluating 0.55 It can be seen from four meta-cognitive strategies that the minority

48、 students and han students can use meta-cognitive strategies to plan and manage their study. The use of frequency of selection-attention is less than 0.50%, which indicates that students are not adopted in using this strategy to remember words. Students can basic grasp meta-cognitive strategies. 4.2

49、.1.2 Cognitive Strategies Table 2 Strategies Percentage (%) Dictionary 0.84 Note-taking 0.80 Repletion 0.35 Exercises 0.51 Guessing 0.29 It can be seen from five cognitive strategies that the use frequency of dictionary and note-taking is higher than other three items. The use frequency of guessing

50、is the lowest. Minority and han high students can be good at using the dictionary, note-taking and exercises strategies to learn and remember words. 4.2.1.3 Social-affective Strategies Table 3 Strategies Percentage (%) Cooperation 0.25 Question 0.65 Self-confidence 0.45 It can be seen from three Soc

51、ial-affective strategies that the use frequency of these strategies is low. That means students are not good at social-affective strategies, especially in cooperation strategy. They have not to study with other students or teachers. So in English teaching process, teacher ought to strengthen the coo

52、peration with others. 4.2.2 Differences in the VLSs between Minority and Han High School Students Table 4 Strategies Minority Students Han students Percentage (%) Percentage (%) Planning 0.50 0.37 Selection-attention 0.38 0.25 Self-monitoring 0.52 0.50 Self-evaluating 0.85 0.71 Dictionary 0.76 0.60

53、Note-taking 0.63 0.33 Repletion 0.52 0.50 Exercises 0.60 0.48 Guessing 0.16 0.12 Cooperation 0.04 0.53 Question 0.21 0.67 Self-confidence 0.19 0.34 From the Table 4, there is no obvious difference between minority and han high school students in the use of meta-cognitive strategies and cognitive str

54、ategies. Minority students are good at planning, self-management, self-evaluation strategies. In the cognitive strategies, minority students are good at dictionary and note-taking strategies. Minority students will be influenced by their native speaker in the whole English learning process. Therefor

55、e, it is essential and useful to grasp VLSs to learn vocabulary to minority high school students. The result indicated that minority students can master meta-cognitive strategies and cognitive strategies. But there is an obvious difference in the social-affective strategies between minority students

56、 and han students. The minority students are not good at using question and cooperation strategies, but han students can use it well. All of these strategies, the use frequency of cooperation strategy is lower than others, only 0.40%. Minority students have no confidence to communicate with others.

57、They are not good at communicating with teachers and fiends. The han students are good at communicating with others. 5. Conclusion 5.1 Conclusion and Suggestions 5.1.1Conclusion It is conducted that minority and han high school students can use self-evaluation, dictionary, self-monitoring and other

58、meta-cognitive strategies to acquisition vocabulary. VLS is an important method to learn English vocabulary. Students should choose suitable learning strategies to effective learning better in a short period of time. However, the use frequency of social-affective strategies is low. Secondly, in term

59、s of the use of VLSs, they have differences between minority and han high school students. Minority students are not good at applying social-affective strategies to acquire vocabulary, especially the use of cooperation and self-confidence strategies. Different students should use different strategies