大学生词汇学习策略与词汇知识相关性研究教育学专业.docx

摘 要 随着 20世纪90年代词汇习得重新获得关注，一个新的研究领域—词汇学习策略出现了。而很多有关词汇学习策略和词汇知识的相关性的实证性研究也出现了。 本研究旨在探索中国大学生词汇学习观念和策略的使用情况以及词汇学习观念、策略和词汇广度、深度知识的相关性。 100名来自9个不同专业的大二学生参与了此次研究。根据Gu and Johnson的问卷改编的词汇学习策略问卷，一份词汇量测试——Schmitt(2001)的词汇水平测试，一份词汇深度知识测试——Paribakht ＆ Wesche(1993)设计的词汇知识量表被用来收集数据。 采用SPSS 19 软件对数据进行统计量描述，皮尔逊相关分析和独立样本T检验。 研究发现大部分学生接受单词在语境中习得和使用单词的观念。所有元认知策略都被学生广泛使用。大多数认知策略也被学生频繁使用，除了使用单词表，口头重复和联想策略。他们不经常使用社交/情感策略。 对于词汇学习观念、策略和词汇量、词汇深度知识测试成绩的相关性，单词在语境中习得和使用单词的观念与两个成绩呈显著正相关，而单词应该死记硬背与两个成绩呈显著负相关。所有元认知策略都与两个成绩呈显著正相关。大部分认知策略都呈显著正相关，除了口头重复和联想策略与两个成绩呈显著负相关。使用单词表策略和社交/情感策略和两个成绩没有相关性。 好学生和差学生在所有元认知策略和大部分认知策略上都存在显著差异除了查词典，记笔记，使用单词表和口头重复策略。 笔者希望本研究可以对以后的研究以及词汇学习和教学带来一些启示，但研究中仍存在很多不足。 关键词：词汇学习策略；相关性；词汇量；词汇深度知识 A Study on the Correlation between University Students’ Vocabulary Learning Strategies and Vocabulary Knowledge Abstract With the regained importance of vocabulary acquisition in the 1990s, a newly recognized aspect—vocabulary learning strategies has appeared. Many empirical researches on the correlation between vocabulary learning strategies with vocabulary knowledge have been done. The present study tries to explore the vocabulary learning strategy use profile and learning beliefs held by Chinese university students and the correlation between vocabulary learning beliefs, strategies and the breadth and depth of vocabulary knowledge. 100 sophomores from 9 different majors were selected as subjects in this study. A questionnaire on VLS adapted from Gu and Johnson’s (1996), a test on vocabulary size—Schmitt’s vocabulary level test (2001), a test on in-depth vocabulary knowledge—Vocabulary Knowledge Scale designed by Canadian scholars Paribakht＆Wesche(1993) were administered to them for data collection. Descriptive statistics, Pearson correlation analysis and independent sample T-test are conducted to analyze the data through SPSS 19. Results reveals that the beliefs that words should be acquired in context and words should be studied and put to use are generally accepted, and all the metacognitive strategies are used frequently. The study also shows that students use most of cognitive strategies frequently, except for Using Word Lists, Oral Repetition and Association. And they don’t use social/affective strategies very often With regard to the correlation between beliefs and strategies and the scores on vocabulary size (VS) and depth of vocabulary knowledge (DVK) tests, the belief that vocabulary should be acquired in context and words should be studied and put it to use have significant positive correlation with scores on VS and DVK tests while the belief that words should be memorized has negative correlation with both scores. All the meta-cognitive strategies have significant positive correlation with the two tests. Most cognitive strategies have significant positive correlation with the two scores. Oral repetition and Association strategies have significant negative correlation with the two scores. In addition, Using Word-List and social/affective strategies don’t have significant correlation with the two tests. There are significant differences in all the metacognitive strategies and most cognitive strategies between proficient vocabulary learners and less proficient vocabulary learners except for Dictionary Use for Comprehension, Note-Taking, Using Word-List, Oral Repetition strategies. The author hopes that the present study can provide some implications for researches on vocabulary strategies and vocabulary learning and teaching, but there are still many limitations in this study. Keywords：Vocabulary learning strategies；Correlation；Vocabulary size；Depth of vocabulary knowledge 目 录 摘 要 I Abstract II I Introduction 1 1.1 Overview 1 1.2 Significance and necessity of vocabulary learning strategies 1 1.3 Research topic 1 1.4 The rationale of the research 2 1.5 Organization of the thesis 2 2 Literature Review 3 2.1 Language learning strategies 3 2.1.1 Definition of language learning strategies 3 2.1.2 Classification of language learning strategies 4 2.1.2.1 O’Malley and Chamot’s classification 4 2.1.2.2 Oxford’s classification 4 2.1.2.3 Cohen’s classification 5 2.2 Vocabulary knowledge 5 2.2.1 Breadth of vocabulary knowledge 6 2.2.2Depth of vocabulary knowledge 6 2.2.2.1 Dimensional approach. 6 2.2.2.2 Incremental or developmental approach 8 2.3 Vocabulary learning strategies 9 2.3.1 Definition of vocabulary learning strategies 9 2.3.2 Taxonomy of vocabulary learning strategies 9 2.4 Empirical studies on vocabulary learning strategy 12 2.4.1 Previous studies of vocabulary learning strategies abroad 12 2.4.2 Previous studies of vocabulary learning strategies in china 13 3 Methodology 15 3.1 Objectives 15 3.2 Subjects 15 3.3 Instruments 15 3.3.1Questionnaire design 15 3.3.2 Test on vocabulary size- vocabulary Levels Test (VLT) 25 3.3.3 Test on depth of vocabulary knowledge(DVK)