彝族地區(qū)初中生英語(yǔ)詞匯學(xué)習(xí)策略研究
發(fā)布時(shí)間：2024-06-11 05:55
英語(yǔ)詞匯學(xué)習(xí)策略是近些年的研究熱點(diǎn)之一,特別是關(guān)于初中生的英語(yǔ)詞匯學(xué)習(xí)策略的研究,但是卻少有研究者關(guān)注少數(shù)民族地區(qū)的初中生詞匯學(xué)習(xí)策略。筆者所在的四川省是全國(guó)最大的彝族聚居地。故本研究調(diào)查了彝族少數(shù)民族地區(qū)初中生的英語(yǔ)詞匯學(xué)習(xí)策略使用情況。本研究基于二語(yǔ)詞匯習(xí)得理論即Laufer and Hulstijn(2001)任務(wù)投入量假說(shuō)和Craik and Lockhart(1972)加工水平理論,對(duì)來(lái)自四川省樂(lè)山市峨邊彝族自治縣新林中學(xué)的4個(gè)班級(jí)的204名初中生展開(kāi)了調(diào)查。結(jié)合詞匯學(xué)習(xí)策略使用調(diào)查問(wèn)卷,Nation&Beglar(2007)詞匯量測(cè)試和詞匯學(xué)習(xí)策略使用訪談問(wèn)卷,本研究擬回答以下四個(gè)問(wèn)題:1)彝族地區(qū)初中生英語(yǔ)詞匯策略使用的整體情況如何?2)母語(yǔ)不同的初中生在他們使用四種詞匯學(xué)習(xí)策略時(shí)是否有差異?3)彝族地區(qū)初中生男生與女生使用英語(yǔ)詞匯學(xué)習(xí)策略時(shí)是否有差異?4)學(xué)生詞匯量的大小與他們使用的詞匯學(xué)習(xí)使用策略是否相關(guān)?收集的數(shù)據(jù)運(yùn)用SPSS22.0和Excel進(jìn)行處理,通過(guò)描述性統(tǒng)計(jì)分析,Pearson卡方檢驗(yàn),Spearman相關(guān)系數(shù)分析,本研究得出以下5個(gè)結(jié)論:1)彝...
【文章頁(yè)數(shù)】：86 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.2 Purpose of this study
1.3 Significance of the present study
1.3.1 Theoretical significance
1.3.2 Practical significance
1.4 Outline of this thesis
Chapter Two Literature Review
2.1 Studies on English vocabulary learning strategies
2.1.1 Definitions of English vocabulary learning strategies
2.1.2 Classifications of English vocabulary learning strategies
2.1.3 Studies on English vocabulary learning strategies at home and abroad
2.1.4 Studies on students’EVLS in ethnic minority areas
2.2 Studies on English learning of students in Yi minority areas
2.2.1 Studies on English vocabulary learning of students in Yi minority areas
2.2.2 Studies on English learning of junior middle school students in Yi areas
Chapter Three Theoretical Foundation
3.1 Levels of Processing Theory by Craik and Lockhart
3.2 Involvement Load Hypothesis by Laufer and Hulstijn
Chapter Four Research Methodology
4.1 Research questions
4.2 Research design
4.2.1 Subjects
4.2.2 Research instruments
4.2.3 Research procedure
Chapter Five Results and Discussion
5.1 General description on the use of EVLS
5.1.1 Specific description on the use of four types in regulation strategies
5.1.2 Specific description on the use of seven types in cognitive strategies
5.1.3 Specific description on the use of two types in social/affective strategies
5.1.4 Specific description on the use of five types in resource strategies
5.2 Differences in the use of EVLS by Yi and Han students
5.3 Differences in the use of EVLS by male and female students
5.4 Correlations between vocabulary size and the use of EVLS
5.4.1 Descriptive statistic analysis of students’vocabulary size
5.4.2 Correlations between vocabulary size and the use of EVLS
Chapter Six Conclusion
6.1 Major findings of the study
6.1.1 The low frequency on the use EVLS by students
6.1.2 The different use of social/affective strategies by Yi and Han students
6.1.3 The different use of regulation strategies by male and female students
6.1.4 The positive correlation between vocabulary size and the use of regulationstrategies
6.2 Implications for English teachers
6.3 Limitations and recommendations
Bibliography
Appendixes
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
攻讀碩士學(xué)位期間發(fā)表的論文及科研成果
Acknowledgements
本文編號(hào)：3992507
【文章頁(yè)數(shù)】：86 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.2 Purpose of this study
1.3 Significance of the present study
1.3.1 Theoretical significance
1.3.2 Practical significance
1.4 Outline of this thesis
Chapter Two Literature Review
2.1 Studies on English vocabulary learning strategies
2.1.1 Definitions of English vocabulary learning strategies
2.1.2 Classifications of English vocabulary learning strategies
2.1.3 Studies on English vocabulary learning strategies at home and abroad
2.1.4 Studies on students’EVLS in ethnic minority areas
2.2 Studies on English learning of students in Yi minority areas
2.2.1 Studies on English vocabulary learning of students in Yi minority areas
2.2.2 Studies on English learning of junior middle school students in Yi areas
Chapter Three Theoretical Foundation
3.1 Levels of Processing Theory by Craik and Lockhart
3.2 Involvement Load Hypothesis by Laufer and Hulstijn
Chapter Four Research Methodology
4.1 Research questions
4.2 Research design
4.2.1 Subjects
4.2.2 Research instruments
4.2.3 Research procedure
Chapter Five Results and Discussion
5.1 General description on the use of EVLS
5.1.1 Specific description on the use of four types in regulation strategies
5.1.2 Specific description on the use of seven types in cognitive strategies
5.1.3 Specific description on the use of two types in social/affective strategies
5.1.4 Specific description on the use of five types in resource strategies
5.2 Differences in the use of EVLS by Yi and Han students
5.3 Differences in the use of EVLS by male and female students
5.4 Correlations between vocabulary size and the use of EVLS
5.4.1 Descriptive statistic analysis of students’vocabulary size
5.4.2 Correlations between vocabulary size and the use of EVLS
Chapter Six Conclusion
6.1 Major findings of the study
6.1.1 The low frequency on the use EVLS by students
6.1.2 The different use of social/affective strategies by Yi and Han students
6.1.3 The different use of regulation strategies by male and female students
6.1.4 The positive correlation between vocabulary size and the use of regulationstrategies
6.2 Implications for English teachers
6.3 Limitations and recommendations
Bibliography
Appendixes
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
攻讀碩士學(xué)位期間發(fā)表的論文及科研成果
Acknowledgements
本文編號(hào)：3992507
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