A Study of Vocabulary Learning Strategies Among Undergraduate Learners of A.M.U.
Learning Strategies 学习策略
B
4
Some common terminology
• Tarone 1980 • production strategy: "an attempt to use one's linguistic
system efficiently and clearly, with a minimum of effort" • communication strategy: attempts to deal with problems
B
questionnaire presenting 3 hypothetical learning situations
1. written quesionnaire on ues of formal practice, functional practice, and monitoring
1. general questionnaire
about personality
variables and learning
strategies
2. strategies
questionnaire listing 19
strategies from which
students selected the
ones they used most
often
of communication that have arisen in interaction. • language learning strategy: "an attempt to develop
linguistic and sociolinguistic competence"
B
介绍学习策略英语作文
介绍学习策略英语作文Learning Strategies。
Learning a new language can be a challenging and rewarding experience. When it comes to learning English, having effective learning strategies is essential. In this essay, I will discuss some effective learning strategies for studying English.First and foremost, it is important to set clear and achievable goals for learning English. Whether it is to improve speaking, listening, reading, or writing skills, having a clear goal will help you stay focused and motivated. Setting short-term and long-term goals can also help you track your progress and stay on track.Another important learning strategy is to practice English as much as possible. This can be done through various activities such as watching English movies, listening to English songs, reading English books, andspeaking with native English speakers. The more you practice, the more confident and proficient you will become in using the language.In addition to practicing, it is also important tobuild a strong foundation in English grammar and vocabulary. This can be achieved through regular study and review of grammar rules and vocabulary words. Flashcards, word games, and language learning apps can be helpful tools for expanding your vocabulary and improving your grammar skills.Furthermore, finding a study method that works best for you is crucial. Some people learn best through visual aids, such as videos and pictures, while others may preferauditory learning through listening to lectures and conversations. Experimenting with different study methods and finding what works best for you can greatly enhanceyour learning experience.Moreover, seeking feedback from teachers, tutors, or language exchange partners can be beneficial for improving your English skills. Constructive feedback can help youidentify areas for improvement and provide you withvaluable insights on how to progress further.Lastly, staying motivated and persistent is key to successful language learning. It is important to stay positive and not be discouraged by setbacks or challenges. Surrounding yourself with a supportive and motivating environment can also help keep you on track and motivatedto continue learning.In conclusion, learning English requires dedication, practice, and effective learning strategies. By settingclear goals, practicing regularly, building a strong foundation in grammar and vocabulary, finding a study method that works for you, seeking feedback, and staying motivated, you can make significant progress in yourEnglish language skills. With the right learning strategies, you can achieve fluency and proficiency in English.。
我的英语学习策略与计划
我的英语学习策略与计划My English Learning Strategy and PlanIntroductionLearning a new language, especially English, can be a challenging and rewarding experience. English is considered the global language and is often used as a medium of communication in various fields such as business, academics, and technology. As a non-native English speaker, it is important for me to have a clear learning strategy and plan in order to improve my English skills efficiently and effectively. In this paper, I will discuss my English learning strategy and plan, including my learning goals, learning methods, and potential challenges that I may face.Learning GoalsBefore I begin my English learning journey, it is important for me to set clear and achievable goals. These goals will help to keep me motivated and focused throughout the learning process. My main learning goals for English are:1. Improve my English speaking and pronunciation skills2. Expand my English vocabulary3. Enhance my English listening and comprehension skills4. Develop my English writing and grammar skillsBy setting these goals, I can focus on specific aspects of the English language and track my progress as I continue to learn and improve.Learning MethodsIn order to achieve my learning goals, I have identified several learning methods that I believe will be effective for me. These methods include:1. Engaging in Conversations: One of the best ways to improve my English speaking and pronunciation skills is to engage in conversations with native English speakers. This will allow me to practice speaking and listening to natural, everyday English, and to learn new vocabulary and expressions.2. Reading: Reading English books, newspapers, and articles can help me expand my vocabulary and improve my reading comprehension skills. I plan to read a variety of materials, including fiction, non-fiction, and news articles, to expose myself to different writing styles and topics.3. Listening to English: Listening to English podcasts, TED talks, and other audio materials can help me improve my listening skills. By regularly listening to English, I can become more familiar with the pronunciation and intonation of the language.4. Writing: Practicing English writing is essential to improving my writing and grammar skills. I plan to write regularly, whether it be journal entries, essays, or short stories, and seek feedback from others to help me improve.5. Using Language Learning Apps: There are many language learning apps available that can help me improve my English skills.I plan to use these apps to practice vocabulary, grammar, and listening exercises on a regular basis.Challenges and SolutionsDespite my enthusiasm and determination to improve my English skills, I realize that I may face certain challenges along the way. These challenges may include:1. Lack of Practice Opportunities: As a non-native English speaker,I may have limited opportunities to practice speaking and listening to English in my daily life. To overcome this challenge, I plan to seek out language exchange partners, join English conversation clubs, and participate in online language learning communities to practice speaking and listening regularly.2. Procrastination and lack of motivation: Learning a language requires consistent effort and practice. I understand that I may struggle with motivation at times and may procrastinate on my language learning activities. To address this, I plan to set specific, achievable goals and create a study schedule to keep myself accountable. Additionally, I will seek out language learning resources and materials that interest me, so that I remain motivated and engaged in the learning process.3. Grammar and Writing Challenges: English grammar can be complex, and I may struggle with certain grammar rules and writing conventions. To improve in these areas, I plan to seek out grammar resources, join writing workshops, and practice writing regularly to improve my skills.ConclusionIn conclusion, developing a clear and effective English learning strategy and plan is essential for achieving my language learning goals. By setting specific goals, identifying effective learning methods, and addressing potential challenges, I am confident that I can make significant progress in my English language skills. I lookforward to the journey ahead and am excited to see the improvements in my English proficiency as I continue to learn and practice.Overall, I believe that my English learning strategy and plan will help me achieve my language learning goals and improve my English skills in an efficient and enjoyable manner.。
制定学习英语的计划英语版
制定学习英语的计划英语版Learning a new language can be a challenging but rewarding experience. When it comes to English, there are many different ways to approach learning the language. Whether you are a beginner or looking to improve your existing skills, having a well-structured plan can make a significant difference in your progress.In this article, we will explore how to create a comprehensive plan for learning English. We will cover various aspects of language learning, including vocabulary, grammar, speaking, listening, reading, and writing. Additionally, we will discuss the importance of setting specific goals and creating a study schedule that works for you.Setting GoalsThe first step in developing a plan for learning English is to set clear and achievable goals. Before you begin, take some time to think about why you want to learn English and what you hope to accomplish. Do you want to improve your speaking skills for a job or travel? Are you looking to pass an English proficiency exam? Or maybe you just want to be able to communicate more effectively with friends and colleagues.Once you have a clear understanding of your goals, you can start to break them down into smaller, more manageable tasks. For example, if your goal is to improve your speaking skills, you might set a specific target for the number of conversations you want to have each week. If your goal is to pass an exam, you might create a study schedule that focuses on specific areas of the language.VocabularyOne of the building blocks of language learning is vocabulary. When developing your English learning plan, it's essential to include a strategy for expanding your vocabulary. This can be done through various methods, such as daily word lists, flashcards, or vocabulary apps. Consider setting a goal for how many new words you want to learn each week and create a system for reviewing and reinforcing them.GrammarWhile vocabulary is important, having a solid understanding of English grammar is equally essential. When creating your English learning plan, make sure to incorporate time for studying grammar rules and practicing them in context. This can be done through grammar exercises, reading, and writing activities. Consider setting specific goals for improving your grasp of different grammar concepts, such as verb tenses or sentence structure.Speaking and ListeningOne of the best ways to improve your English speaking and listening skills is through regular practice. As part of your learning plan, consider scheduling time to engage in conversations with native English speakers, either in person or through online languageexchange programs. Additionally, listening to podcasts, watching English movies or TV shows, and listening to English music can help improve your listening comprehension.Reading and WritingReading and writing are other essential components of language learning. Include time in your study plan for reading English books, articles, or other materials that interest you. This will not only help you expand your vocabulary and improve your reading comprehension but also expose you to different writing styles and grammar patterns. Writing practice is also crucial, whether it's through journaling, writing essays, or emailing language partners.Building ConsistencyConsistency is key when it comes to learning a new language. It's important to create a study schedule that works for your lifestyle and commit to sticking to it. Consider setting aside specific times each day or week for language learning activities and finding ways to incorporate English practice into your daily routine. This could be as simple as listening to English podcasts during your commute or setting aside time for language study during your lunch break.Tracking ProgressAs you follow your learning plan, it's essential to track your progress and make adjustments as needed. Consider keeping a language learning journal where you can record the words you've learned, grammar concepts you've mastered, and any challenges you've encountered. Additionally, regularly review your goals and assess how you are progressing towards them. If you find that certain aspects of your plan are not working well for you, don't be afraid to make changes and try new approaches.Seeking SupportFinally, don't hesitate to seek support and guidance as you work towards learning English. Whether it's enrolling in a language course, joining a language exchange group, or working with a tutor, having access to resources and feedback can be incredibly beneficial. Additionally, surrounding yourself with a community of fellow language learners can provide motivation and accountability as you work towards your goals.In conclusion, creating a comprehensive plan for learning English is an essential step towards achieving fluency and proficiency in the language. By setting specific goals, incorporating strategies for vocabulary, grammar, speaking, listening, reading, and writing, building consistency, tracking progress, and seeking support, you can make significant strides in your language learning journey. Remember that learning a new language takes time and dedication, so be patient with yourself and stay committed to your goals. With a well-structured plan in place, you can make steady progress and ultimately achieve success in mastering the English language.。
学习策略在英语学习过程中的重要性作文
学习策略在英语学习过程中的重要性作文Learning strategies play a crucial role in the process of learning English. 学习策略在学习英语的过程中起着至关重要的作用。
Effective learning strategies can help students improve their language skills, such as listening, speaking, reading, and writing. 有效的学习策略可以帮助学生提高他们的语言技能，比如听、说、读、写。
Through the useof various strategies, students can enhance their understanding ofthe language and increase their overall proficiency. 通过使用各种策略，学生可以增进对语言的理解，提高整体水平。
One of the most common learning strategies in English language learning is vocabulary acquisition. 英语学习中最常见的学习策略之一是词汇积累。
By learning new words and phrases regularly, studentscan expand their vocabulary and improve their ability to communicate effectively. 通过定期学习新单词和短语，学生可以扩大词汇量，提高有效沟通的能力。
Flashcards, word lists, and vocabulary games are all useful tools for vocabulary acquisition. 闪卡、单词列表和词汇游戏都是词汇习得的有用工具。
（英语毕业论文）从美剧《绝望主妇》中看中美家庭教育的异同
有提示） 英语专业全英原创毕业论文，是近期写作，公布的题目可以用于免费参考（贡献者ID 有提示）最新英语专业全英原创毕业论文，都是近期写作1 Teleology, Religion and Contexts2 从涉外婚姻分析中西方文化差异从涉外婚姻分析中西方文化差异3 《蝇王》主题之原型解读《蝇王》主题之原型解读4 浅析英语演说中对照与其他修辞格的混合应用浅析英语演说中对照与其他修辞格的混合应用5 分析《喧哗与骚动》中昆丁的人物形象和悲剧意义分析《喧哗与骚动》中昆丁的人物形象和悲剧意义6 浅析星巴克现象中的独特文化浅析星巴克现象中的独特文化7 Naturalism in Sister Carrie8 浅论广告语汉译的美学效果浅论广告语汉译的美学效果9 浅析“翻译文学”的本体认知与功用价值浅析“翻译文学”的本体认知与功用价值10 英汉“悲伤”情感隐喻认知对比分析英汉“悲伤”情感隐喻认知对比分析11 浅谈来自《圣经》的英语习语浅谈来自《圣经》的英语习语12 逆成构词的分类及其认知机制和规律逆成构词的分类及其认知机制和规律13 从英汉习语的翻译看中西方文化差异从英汉习语的翻译看中西方文化差异14 Cultural Influences on Business Negotiation between China and Japan15 试析《弗兰肯斯坦》中的哥特风格试析《弗兰肯斯坦》中的哥特风格16 顺应理论视角下《红楼梦》中委婉语的英译顺应理论视角下《红楼梦》中委婉语的英译17 对《远离尘嚣》中三个男主人公命运的分析对《远离尘嚣》中三个男主人公命运的分析18 Cultural Differences and Translation19 简爱和林黛玉的反叛性格对比分析简爱和林黛玉的反叛性格对比分析20 浅析儿童自然英语教学法的心理学优势浅析儿童自然英语教学法的心理学优势21 圣地亚哥，一位让人敬佩的英雄——海明威《老人与海》中圣地亚哥的人物形象分析22 中英日委婉语语言特征中英日委婉语语言特征23 美国电视剧中双关语的研究－重点关注双关语的汉语翻译美国电视剧中双关语的研究－重点关注双关语的汉语翻译24 从女性主义视角解读《飘》中斯嘉丽.奥哈拉的性格特征奥哈拉的性格特征25 学生写作中中式英语的表现形式及其改进方式学生写作中中式英语的表现形式及其改进方式26 《老人与海》中圣地亚哥人物形象的特点探析《老人与海》中圣地亚哥人物形象的特点探析27 文化负载词的交际翻译论——以《吾国与吾民》为例文化负载词的交际翻译论——以《吾国与吾民》为例28 商标文化特色和翻译技巧商标文化特色和翻译技巧29 浅析霍桑罪恶观在《拉帕西尼的女儿》中的体现浅析霍桑罪恶观在《拉帕西尼的女儿》中的体现30 An Interpretation of China Boy from the Perspective of Post-colonialism31 课外作业对高中英语学习的作用研究课外作业对高中英语学习的作用研究A Feminist Study on Faulkner’s “A Rose for Emily”A Southern Elegy-A Feminist Study on Faulkner’s “A Rose for Emily”32 A Southern Elegy-33 《土生子》里的象征艺术《土生子》里的象征艺术34 《宠儿》的黑人女性主义解读（开题报告+论）论）35 用批评性语言分析中美主要矛盾用批评性语言分析中美主要矛盾36 英汉谚语互译中的归化与异化策略分析英汉谚语互译中的归化与异化策略分析37 中国跨文化交际学研究存在的不足与建议中国跨文化交际学研究存在的不足与建议38 论奥康纳短篇小说的创作特色论奥康纳短篇小说的创作特色39 浅析“苹果”广告中的文化因素浅析“苹果”广告中的文化因素40 Cooperative Learning in English Interpretation Class41 《晚安,妈妈》中公共汽车和洗衣机的象征寓意妈妈》中公共汽车和洗衣机的象征寓意42 女性主义视角下《傲慢与偏见》的情态意义解读女性主义视角下《傲慢与偏见》的情态意义解读43 《嘉莉妹妹》中的自然主义《嘉莉妹妹》中的自然主义44 The Study of Humor in The Adventures of Huckleberry Finn from the Perspective of Cooperative Principle45 The Influences of the Bible on Some American Movies46 对比分析英式英语和美式英语的区别对比分析英式英语和美式英语的区别47 分析《华伦夫人的职业》中母女矛盾所折射出的社会问题分析《华伦夫人的职业》中母女矛盾所折射出的社会问题48 人性的救赎——从电影《辛德勒的名单》看美国英雄主义的新侧面人性的救赎——从电影《辛德勒的名单》看美国英雄主义的新侧面49 论广告英语的人际沟通功能论广告英语的人际沟通功能50 中美大学生课堂讨论话语性别差异对比中美大学生课堂讨论话语性别差异对比51 英语商务合同的文体特点及其汉译英语商务合同的文体特点及其汉译52 论夏绿蒂勃朗特与简爱在意识形态上的相似之处论夏绿蒂勃朗特与简爱在意识形态上的相似之处53 以《喜福会》中的母女关系为例试析跨文化交际中的“失语”现象以《喜福会》中的母女关系为例试析跨文化交际中的“失语”现象54 探讨美容化妆品翻译技巧－－以安利雅姿产品为例探讨美容化妆品翻译技巧－－以安利雅姿产品为例55 合作性学习在高中英语写作教学中的应用合作性学习在高中英语写作教学中的应用56 A Study of Humour And Satire in Mark Twain’s Two Famous Adventures57 Analyses of the Morels’Oedipus Complex in Sons and Lovers58 陶渊明和华兹华斯的共同追求——自然陶渊明和华兹华斯的共同追求——自然59 《汤姆叔叔的小屋》人物性格的宗教色彩剖析《汤姆叔叔的小屋》人物性格的宗教色彩剖析60 简爱和林黛玉不同命运的文化透析简爱和林黛玉不同命运的文化透析61 《魔戒》中的现实主义初探《魔戒》中的现实主义初探62 从语用学角度对英语课堂中委婉语的使用探究从语用学角度对英语课堂中委婉语的使用探究63 《飘》中的家园意识探究《飘》中的家园意识探究64 解读奥斯卡王尔德的《莎乐美》中的女性意识王尔德的《莎乐美》中的女性意识65 中英思维模式比较分析中英思维模式比较分析66 广告标语的语言特色广告标语的语言特色67 从弗洛伊德的精神分析理论浅析《道林格雷的画像》中的主要人物从弗洛伊德的精神分析理论浅析《道林格雷的画像》中的主要人物68 网络英语的构词方式网络英语的构词方式69 论《第二十二条军规》的写作手法论《第二十二条军规》的写作手法70 Pragmatic Empathy and Chinese-English Translation71 高中英语听力课中的文化教学高中英语听力课中的文化教学72 A Superficial Analysis of Religious Consciousness of Jane Eyre73 中美广告创意的文化差异性研究中美广告创意的文化差异性研究74 中西方文化差异对商务谈判的影响中西方文化差异对商务谈判的影响75 An Exploration on Different Cultures in Terms of Flowers76 《喜福会》中隐喻的使用《喜福会》中隐喻的使用77 基于认知语境的英语动物习语的理解策略研究——以“狗”的习语为例基于认知语境的英语动物习语的理解策略研究——以“狗”的习语为例78 Coherence in English-Chinese Translation: A Pragmatic Study79 “合作学习”策略在英语教学中的应用“合作学习”策略在英语教学中的应用80 商标翻译中的文化要素商标翻译中的文化要素81 论《苔丝》中女性意识与社会现实之间的冲突论《苔丝》中女性意识与社会现实之间的冲突82 浅析《我们共同的朋友》中的象征手法浅析《我们共同的朋友》中的象征手法83 浅论英文原声电影在英语教学中的应用浅论英文原声电影在英语教学中的应用84 福克纳小说中的圣经意象福克纳小说中的圣经意象85 论《金色笔记》中的象征手法论《金色笔记 》中的象征手法86 从词汇对等角度看《红楼梦》中“笑”一词的英译从词汇对等角度看《红楼梦》中“笑”一词的英译87 从文化角度探析中英基本颜色词的比较和翻译从文化角度探析中英基本颜色词的比较和翻译88 着魔的猎人——解读《洛丽塔》中的男主人公亨伯特着魔的猎人——解读《洛丽塔》中的男主人公亨伯特89 阅读中的英语词汇教学策略阅读中的英语词汇教学策略90 苔丝的反叛精神苔丝的反叛精神91 女性哥特视角下的《蝴蝶梦》女性哥特视角下的《蝴蝶梦》92 浅析英汉基本颜色词之文化内涵－－以“白”与“黑”为例浅析英汉基本颜色词之文化内涵－－以“白”与“黑”为例93 从三美原则看中国古诗词中酒意象的英译从三美原则看中国古诗词中酒意象的英译94 有关“生命”概念隐喻的英汉对比研究有关“生命”概念隐喻的英汉对比研究95 论《科利奥兰纳斯》的政治悲剧论《科利奥兰纳斯》的政治悲剧96 分析西方末世论在美国电影中的体现分析西方末世论在美国电影中的体现97 从构式视野下对英语图式习语的解读从构式视野下对英语图式习语的解读98 图式理论分析中国网络流行词翻译图式理论分析中国网络流行词翻译99 英语专业本科毕业论文摘要的体裁分析英语专业本科毕业论文摘要的体裁分析100 《献给艾米丽的玫瑰》一文中守旧因素的象征运用《献给艾米丽的玫瑰》一文中守旧因素的象征运用101 Roads to Happy Marriage: a New Conception of Feminism in Doris Lessing’s Novel s102 中美大学生道歉策略对比研究中美大学生道歉策略对比研究103 数字模糊语义的汉英翻译数字模糊语义的汉英翻译104 《新编英语教程》浅析《新编英语教程》浅析105 美国战争电影的人性和文化透视－－以《拯救大兵瑞恩》为例美国战争电影的人性和文化透视－－以《拯救大兵瑞恩》为例106 《名利场》的女性主义解读《名利场》的女性主义解读107 (英语系经贸英语)从“口红效应”看中国文化产业的机遇从“口红效应”看中国文化产业的机遇108 李清照“声声慢”英译本的对比研究李清照“声声慢”英译本的对比研究109 浅谈英语委婉语的作用和原则浅谈英语委婉语的作用和原则110 浅析简.奥斯丁在《傲慢与偏见》中的女性主义奥斯丁在《傲慢与偏见》中的女性主义111 相似的母爱，不同的表达——对比研究《黑孩子》和《宠儿》中的母亲形象相似的母爱，不同的表达——对比研究《黑孩子》和《宠儿》中的母亲形象112 形合与意合对比研究及翻译策略形合与意合对比研究及翻译策略113 对《红字》中完美人性的求索－－浅析海斯特与丁梅斯代尔的自我思想较量与精神升华中完美人性的求索－－浅析海斯特与丁梅斯代尔的自我思想较量与精神升华 114 《爱玛》的三个中译本中翻译策略的比较研究《爱玛》的三个中译本中翻译策略的比较研究115 在冲突与迷茫中凋零－－浅析苔丝悲惨命运的必然性在冲突与迷茫中凋零－－浅析苔丝悲惨命运的必然性116 旅游翻译中的跨文化语用失误旅游翻译中的跨文化语用失误117 埃德加.爱伦.坡小说《黑猫》的写作技巧应用分析坡小说《黑猫》的写作技巧应用分析118 英汉数词的文化对比及其翻译英汉数词的文化对比及其翻译119 中美肥胖问题比较研究中美肥胖问题比较研究120 英语中的汉语外来词英语中的汉语外来词121 论《红字》中的清教主义思想论《红字》中的清教主义思想122 英汉习语的差异及其翻译——对杨、霍译《红楼梦》中习语翻译的研究英汉习语的差异及其翻译——对杨、霍译《红楼梦》中习语翻译的研究123 对《儿子与情人》中的自然环境描写的研究对《儿子与情人》中的自然环境描写的研究124 从以目的为导向的翻译原则看委婉语的翻译从以目的为导向的翻译原则看委婉语的翻译125 初中生英语学习内在动机的激发初中生英语学习内在动机的激发126 语法翻译法与交际法的对比研究语法翻译法与交际法的对比研究127 文化语境视域下英语习语的汉译研究文化语境视域下英语习语的汉译研究128 《德伯家的苔丝》中的象征解析《德伯家的苔丝》中的象征解析129 浅析《最蓝的眼睛》中佩科拉的悲剧根源浅析《最蓝的眼睛》中佩科拉的悲剧根源130 对《老人与海》中主人公的性格分析对《老人与海》中主人公的性格分析131 任务型教学在高中英语阅读课堂中的应用任务型教学在高中英语阅读课堂中的应用132 从制度文明起源的角度浅谈中西方家庭观念的差异从制度文明起源的角度浅谈中西方家庭观念的差异133 卡森.麦卡勒斯《心是孤独的猎手》福柯式解读麦卡勒斯《心是孤独的猎手》福柯式解读134 从精神分析学角度看哈姆莱特的性格变化从精神分析学角度看哈姆莱特的性格变化135 An Analysis on Characterization in Sense and Sensibility136 伏尼契小说《牛虻》中主人公性格分析伏尼契小说《牛虻》中主人公性格分析137 哥特元素在《宠儿》中的运用哥特元素在《宠儿》中的运用138 浅议《女勇士》中的个人英雄主义浅议《女勇士》中的个人英雄主义139 浅析英语中的性别歧视浅析英语中的性别歧视140 中美民族性格差异及其文化渊源中美民族性格差异及其文化渊源141 试论盖茨比对其梦想生活的追求试论盖茨比对其梦想生活的追求142 不可缺少的书信——《傲慢与偏见》中书信功能的研究不可缺少的书信——《傲慢与偏见》中书信功能的研究143 试论任务型教学法在英语阅读教学中的应用试论任务型教学法在英语阅读教学中的应用144 An Analysis of Self-reliance in Little Women145 浅析好莱坞英雄主义中的传统英雄和反英雄形象浅析好莱坞英雄主义中的传统英雄和反英雄形象146 通过分析《德伯家的苔丝》中主要人物形象分析哈代的宿命论思想通过分析《德伯家的苔丝》中主要人物形象分析哈代的宿命论思想147 高中英语写作前口语活动设计与实施建议高中英语写作前口语活动设计与实施建议148 An American Nightmare: A Naturalistic Approach To Clyde in An American Tragedy149 政治演讲辞中常用修辞政治演讲辞中常用修辞150 澳大利亚英语词汇和澳大利亚文化澳大利亚英语词汇和澳大利亚文化151 论《失乐园》中撒旦的形象及象征意义论《失乐园》中撒旦的形象及象征意义152 浅析中西习俗文化“冲突”浅析中西习俗文化“冲突”153 An Analysis of Tess’s Tragic Fate and the Realization of Hardy’s Fatalism154 《野性的呼唤》中巴克形象分析《野性的呼唤》中巴克形象分析155 大学生上网调查大学生上网调查156 Analysis on the Picaresque Elements in The Adventures of Huckleberry FinnA Comparison of English Vocabulary Learning Strategy Use in Learners of Different Agesocabulary Learning Strategy Use in Learners of Different Ages 157 A Comparison of English V158 《追风筝的人》中阿米尔的性格分析《追风筝的人》中阿米尔的性格分析159 从词汇对等角度看《红楼梦》中“笑”一词的英译从词汇对等角度看《红楼梦》中“笑”一词的英译160 艾米莉.狄金森的死亡观研究狄金森的死亡观研究161 解读艾丽斯.沃克《紫色》中的家庭沃克《紫色》中的家庭162 从文化语境角度分析英汉禁忌语的异同从文化语境角度分析英汉禁忌语的异同163 英语写作中教师的书面反馈英语写作中教师的书面反馈164 Comparing the Reasons for Hester Prynne’s and Tess D’Urbervilles’s Tragedies165 模糊限制语在英语新闻中的语用功能模糊限制语在英语新闻中的语用功能166 从关联理论的角度看《围城》中言语幽默的翻译从关联理论的角度看《围城》中言语幽默的翻译167 《哈姆雷特》中不言而喻的隐喻魅力(开题报告+论文+文献综述文献综述 )168 目的论指导下《页岩》英译汉中的词类转译现象目的论指导下《页岩》英译汉中的词类转译现象169 路易斯——现实世界在非现实世界的投影——解读《夜访吸血鬼》的现代性路易斯——现实世界在非现实世界的投影——解读《夜访吸血鬼》的现代性170 新课标下初中英语教师角色转变的研究新课标下初中英语教师角色转变的研究171 唯美主义与奥斯卡.王尔德的《道林.格雷的画像》格雷的画像》172 对《看得见风景的房间》的象征主义解读对《看得见风景的房间》的象征主义解读173 跨文化视角中中英颜色词的对比及翻译跨文化视角中中英颜色词的对比及翻译174 英汉称谓语的文化差异与翻译－－以《京华烟云》为例英汉称谓语的文化差异与翻译－－以《京华烟云》为例s Predicament and Dreamland175 Rabbit’Rabbit’s Predicament and Dreamland176 从文化价值的角度解读歌王迈克尔.杰克逊的艺术影响杰克逊的艺术影响177 商务信函中委婉语的使用策略商务信函中委婉语的使用策略178 《洛丽塔》悲剧结局因素探析《洛丽塔》悲剧结局因素探析179 论中美商务谈判中的跨文化交际因素论中美商务谈判中的跨文化交际因素180 分析《雾都孤儿》中的讽刺手法分析《雾都孤儿》中的讽刺手法181 从礼貌原则分析发盘的语言技巧从礼貌原则分析发盘的语言技巧182 (英语系经贸英语)贸易壁垒下中国企业跨国经营的突破之路—以华为为例贸易壁垒下中国企业跨国经营的突破之路—以华为为例183 交际教学法在初中口语教学中的应用交际教学法在初中口语教学中的应用184 国际商务谈判及其谈判风格国际商务谈判及其谈判风格185 布什总统演讲词中幽默话语的语用功能分析布什总统演讲词中幽默话语的语用功能分析186 分析《要说出全部真理,但不能直说》中的标记用法但不能直说》中的标记用法187 中美脱口秀会话分析对比研究中美脱口秀会话分析对比研究188 论《海的女儿》的女性自我价值主题论《海的女儿》的女性自我价值主题189 汉语中的英语外来语汉语中的英语外来语190 《觉醒》女主人公-艾德娜追求自我的过程艾德娜追求自我的过程191 论初中生英语学习资源策略培养论初中生英语学习资源策略培养192 人格、环境与命运——以弗洛伊德“人格结构理论”分析《还乡》中的主要人物命运 193 跨文化背景下广告汉英翻译策略研究跨文化背景下广告汉英翻译策略研究194 《觉醒》与《欢乐之家》中的女性形象和女权思想之比较《觉醒》与《欢乐之家》中的女性形象和女权思想之比较195 从死亡委婉语中透视中西方文化差异从死亡委婉语中透视中西方文化差异196 极限环境中的善与恶——浅析《蝇王》中的主要人物人格结构极限环境中的善与恶——浅析《蝇王》中的主要人物人格结构197 福克纳的《喧哗与骚动》中凯蒂的悲剧成因分析福克纳的《喧哗与骚动》中凯蒂的悲剧成因分析198 析《远大前程》主人公性格之路析《远大前程》主人公性格之路199 论中西方时间观念差异对日常生活的影响论中西方时间观念差异对日常生活的影响200 广告英语中的模糊语言及其语用功能广告英语中的模糊语言及其语用功能。
大学怎么学习英语的英语作文
大学怎么学习英语的英语作文Learning English in CollegeEnglish has become a universally recognized language and is essential for communication in today's globalized world. As a college student, it is important to develop effective strategies for learning and improving English proficiency. In this essay, we will explore practical techniques and approaches for studying English in college.1. Create a Study PlanEffective learning requires organization and discipline. Develop a study plan to allocate specific time for English study each day. This plan should encompass various aspects of language learning, such as reading, writing, speaking, and listening. By setting goals and adhering to a schedule, you can ensure consistent progress in your language skills.2. Engage in Extensive ReadingReading extensively is a fundamental practice in language acquisition. Reading various materials, such as books, newspapers, magazines, or online articles, exposes learners to different writing styles, vocabulary, and sentence structures. Additionally, expansive reading enhances one's contextual understanding and improves reading comprehension skills. It is advisable to start with material that matches your current language level and gradually move to more challenging texts.3. Use English in Daily LifeImmersing oneself in an English-speaking environment is an effective way to improve language skills. Although it may not be feasible to physically live in an English-speaking country, you can still incorporate English into your daily routine. Form the habit of thinking in English, keep a diary in English, or communicate with friends who are also learning English. By actively using the language, you will gain confidence in speaking and writing.4. Take Advantage of Language ResourcesColleges usually provide a wide range of language resources to assist students in their English studies. These resources may include language laboratories, language clubs, and language exchange programs. Utilize these resources to practice your speaking and listening skills with native speakers and fellow learners. Engaging in language-related activities not only enhances linguistic abilities but also fosters cultural understanding.5. Develop a Vocabulary Learning StrategyExpanding vocabulary is an essential aspect of language acquisition. Many tools and techniques can aid vocabulary learning, such as flashcards, word lists, or vocabulary-building apps. It is also helpful to maintain a personal vocabulary notebook, recording new words, their meanings, and sample sentences. Regular revision and usage of learned vocabulary in writing and speaking tasks solidify memorization and enhance retention.6. Seek Meaningful InteractionsLanguage learning is not solely an individual endeavor but is greatly influenced by social interactions. Engage in conversations with classmates,join study groups, or participate in English-speaking clubs. Interacting with others allows for practical application of language skills and encourages active communication. Collaborative learning environments provide opportunities for feedback, correction, and growth.7. Practice Active ListeningImproving listening skills is crucial for effective communication. Actively engage in listening activities, such as watching English movies, listening to podcasts, or participating in language exchanges. Focus on understanding the main ideas, identifying key details, and recognizing different accents and speech patterns. Regular exposure to authentic English will help familiarize yourself with the language and improve listening comprehension abilities.8. Seek Feedback and EvaluationRegularly seek feedback from professors or language tutors to assess your progress and identify areas for improvement. Attend language workshops or seek guidance from language learning centers to receive professional evaluations of your language skills. Constructive feedback is invaluable in refining pronunciation, grammar, and overall language proficiency.In conclusion, learning English in college requires dedication, determination, and a well-rounded approach. By implementing effective strategies, engaging in diverse language activities, and utilizing available resources, students can enhance their English proficiency and achieve their language learning goals. Remember, consistent practice, perseverance, and a positive mindset are key to success in mastering the English language.。
英语论文-The Effect of Vocabulary Learning Strategies on Vocabulary Acquisition
AbstractThis paper reports on the study of the strategy use of Chinese English majors in vocabulary learning; the individual differences between effective and less effective learners in employing vocabulary learning strategies and the relationship between their strategies and their outcome in English learning. In this research, 118 junior English majors in Jiaying University were investigated. The participants were asked to take a vocabulary test and complete a vocabulary-learning questionnaire.The data collected dealt with through SPSS (the Statistical Package for Social Science) indicates that there is significant differences between effective and less effective learners. Effective learners use strategies more frequently and flexibly, while less effective learners turn out to be rote learners. They employ repetition strategy more often and they rely more on mother tongue, Chinese, in vocabulary learning. Thus translation strategy was extensively used among them. The result also shows that seven strategies, namely applied, categorization, self-monitoring, cooperation, media, elaboration and dictionary strategy are positively correlated with the vocabulary test scores and the Test for English major (Grade 4) scores. However, repetition of new words was the strongest negative predictor of the two tests.The above findings have certain implication for both learners and teachers.Key Words: vocabulary-learning strategies English majors individual differences correlations1. Introduction (2)4.2 Participants (8)4.3.2 Proficiency Measure (8)4.3.3 Questionnaire (8)6. Conclusion (19)7. Implication and limitations (20)References (21)The Effect of Vocabulary Learning Strategieson Vocabulary Acquisition1. IntroductionV ocabulary, as an integral part of a language, plays a crucial part in the language learning process. The lack of vocabulary knowledge affects all the five language skills, i.e. listening, speaking, reading, writing and translating. Unfortunately, many students find it hard to acquire vocabulary. As Meara pointed out “learners themselves readily admit that they experience considerable difficulty with vocabulary, and most learners identify the acquisition of vocabulary as their greatest single source of problems.”(as cited in Yongqi Gu & Robert Keith Johnson, 1996)Researches done by Rubin, Oxford and Chamot have shown that the use of language learning strategies can indeed facilitate the acquisition of vocabulary, and can enhance language performance and influence second language acquisition as well. So understanding how learners employ strategies in vocabulary learning may provide instructional implications both to language teaching and learning.Studies have been made to investigate the learning strategies home and abroad, which focus on age differences, gender differences, the …good language learner‟s studies‟, etc. Although the acquisition of vocabulary has been acknowledged as being of primary importance and being central for second language acquisition, it is quite surprising that little research has been done onvocabulary learning strategies and acquisition, especially strategies used by English majors from local universities at undergraduate level. To fill this void, the present study was designed to investigate the vocabulary learning strategies used by Chinese college English majors, looking into the individual differences among these English majors and the relationship between their strategies and their learning outcome.2. Definitions and classification of learning strategies2.1 Definitions of learning strategiesThere is no agreement regarding to the definition of learning strategies in the literature. Different scholars hold different views on learning strategies. According to Rubin, learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly (Rob Ellis, 1987:531). In Chamot‟s view, learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, and the recall of both linguistic and content area information (Rob Ellis, 1987:531). While Oxford defined language learning strategies as behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable (Rob Ellis, 1987:531).Although there is disagreement on the definition of “ Second Language Learning Strategy”, the above mentioned definitions or explanations try to approach it from two levels. Broadly speaking, it refers to general tendencies and overall behaviors or techniques employed by learners to handle the language learning tasks. Narrowly, it refers to the learner‟s direct manipulation of the linguistic information in language comprehension or production.The definition of learning strategies prepares the groundwork for the further research in thisaspect.2.2 Classification of learning strategiesIn the 1980s and early 90s, research mainly focused on the category of strategies. As a result, several taxonomies were proposed to classify them. The work of O‟Malley and Chamot, Wenden and Oxford has made an important contribution to our knowledge of learning strategies.In O‟Malley and Chamot‟s framework, three major types of strategies are classified, namely metacognitive strategies, cognitive strategies and social-affective strategies. Metacognitive strategies involve thinking about learning process, planning for learning, monitoring of comprehension of production while it is taking place, and self-evaluation after the learning activity has been completed. Cognitive strategies are more directly related to individual learning tasks and entail direct manipulation or transformation of the learning materials (O‟Malley, J.M. & Chamot, A.U., 1999:8). Social –affective strategies concern the ways in which learners elect to interact with other learners and native speakers.In 1990, Oxford proposed a more comprehensive model in which six categories were classified into two groups as direct and indirect strategies. The direct strategies include memory strategies, cognitive strategies and compensation strategies, while the indirect strategies include metacognitive strategies, affective strategies and social strategies.Most strategies discussed in this study were chosen from O‟Malley and Chamot‟s model, and some other strategies were added for use in this study. All of them are presented in Table 1.Table 1: Classification of learning strategies3. Review of related studies3.1 Researches done abroadThe study of second language‟s strategy first began in the western countries in the 1970s. Language teachers and researchers found that some students seemed to be more successful than other students in their learning although taught in the same way and same learning environment.In 1966, Aaron Caton published a book entitled the Method of Inference in Second language Study, which was the first book to discuss the learner‟s strategy. In 1975, applied linguists Rubin and Stern described the personal characteristics and styles of good language learning strategies based on their own observation and experiments. According to Rubin, the characteristics of effective learners are as follows: 1) They are willing and accurate guessers, 2) They have a strong desire to communicate, 3) They are willing to make mistakes, 4) They focus on form by looking for patterns and analyzing, 5) They take advantage of all practice opportunities, 6) They monitor their speech as well as that of others, 7) They pay attention to meaning. In 1975, Naiman, Frohllich, and Todesco made a list of strategies used by successful L2 learners, adding that they learn to think in the language and address the affective aspects of language acquisition as well. In the mid-1970s, learning strategy began to be defined more specifically. In 1985, O‟Malley and Chamot studied about 24 strategies employed by learners of English as a second language in the United State. In their study, the significance of identifying successful learning strategies in students of second language was discussed and learning strategy was much emphasized as one of the key factors in successful language learning since then.3.2 Researches done in ChinaThe study of learning strategy in China began in the early 1990s. In 1994, two thesis on the topic of learning strategy, which were entitled “ Learner Strategies: A Key Factor in SLL” and “ The Study of L2 Learner Strategy and Its Implications for FLT” were published in the second language journal named Modern Second Language of Guangdong China. Ever since then, research has received enough attention and effort. In 1996, professor Wen Quifang of Nanjing University published the book English Learning Strategy, which highlighted China‟s current study in the field of learning strategy.3.3 Researches on vocabulary learning strategiesV ocabulary learning strategy is one branch of learning strategy, but it is a relatively new area. Most studies which focused on vocabulary learning strategies used a quantitative approach and tried to find patterns, others have attempted to closely observed learners‟ strategy use, and established a link between students‟use of individual vocabulary learning strategies and their learning outcome (as cited in Peter Yongqi Gu, 2003). Research has explored various methods of vocabulary presentation and their corresponding effectiveness in retention (as cited in Yongqi Gu & Robert Keith Johnson, 1996).4. Study design4.1 Research questionsThis study is designed to explore the following research questions:1)Currently, what vocabulary learning strategies do Chinese college English majors commonlyemploy?2)Are there any differences in the use of vocabulary learning strategies between the successfullearners and the less successful learners? If so, what are they?3)Do vocabulary-learning strategies influence the outcome of English learning?4.2 ParticipantsOne hundred and eight third-year English majors in Jiaying University, ranged in age from 21 to 23 participate in this study. By the time of the study, these learners had all had nine years or more than nine years of English learning experience, and they‟ve formed their own ways in English learning.4.3 InstrumentsThree instruments were adopted in this study, i.e. vocabulary test, proficiency measure and questionnaire.4.3.1 Vocabulary testThe vocabulary test (See Appendix A) consists of two parts: multiple choice and blank filling. In the first part, students were asked to choose the synonym, antonym paraphrases and proper word according to a certain word or context. In the second part, students were asked to fill the blank with a proper word form according to the sentences. There are totally 50 items in this test.4.3.2 Proficiency MeasureTest for English Majors (TEM 4) which covers listening, reading, cloze, writing, vocabulary and grammar was used as a proficiency measure for its great reliability, and it might better indicate students‟ English competence.4.3.3 QuestionnaireA questionnaire (See Appendix B) was used to measure the frequency of the use of vocabulary learning strategies. The questionnaire includes 56 items. Many of the items werechosen according to the questionnaire Strategy Inventory for Language Learning (SILL) designed by Oxford, many other items were also added to the questionnaire for use in this study.The questionnaire consists of two parts: questions to gain demographic information about the participants and questions relating to the strategies that the participants may have employed.In this questionnaire, the participants were asked to note the frequency of strategies on a 5-point scale, ranging from …Never or almost never true of me‟ (1) to …Always or almost always true of me‟ (5). All the items were presented in Chinese. Necessary and sufficient explanations were given for the items, which were expected to be hard to understand.4.4 ProceduresThe questionnaires were taken to class by the teachers, and the students were administered to finish it. Necessary explanation on how to respond to the items was given to the students. They were encouraged to ask questions if they had difficulty in understanding the items. Students were also told not to discuss the answers with their classmates, because strategies differ from person to person.The vocabulary test paper was distributed immediately after the questionnaire was finished. The participants were asked to do it by themselves. The vocabulary test papers were collected together with the questionnaires.4.5 AnalysesThe analyses were carried out in the following steps.First, the descriptive statistics were obtained to see the overall patterns of vocabulary learning strategies employed by the students.Then ten effective learners and ten less effective learners were selected according to the vocabulary test scores and the TEM 4 scores, and T-test was performed to see the differences inthe use of VLS between the two groups.Finally, correlation analyses between the twenty independent variables and one dependent variable were performed to see how various strategies related to English learning outcome.5. Results and discussionAccording to Oxford (1990), the mean of the strategy indicates the frequency of the strategy use. Oxford‟s explanation to the mean of the strategy is: 4.5----5.0 reveals that learners almost always use this strategy; 3.5---4.4 reveals that learners usually use this strategy; 2.5---3.4 reveals that learners sometimes use this strategy; 1.5---2.4 reveals that learners seldom use this strategy; and 1.0---1.4 reveals that learners never use this strategy.In this paper, Oxford‟s criteria were adopted to discuss the frequency of the strategy use. 5.1 Overall patterns of vocabulary learning strategies used by studentsTable 2 and Table 3 present descriptive statistics on each category of strategies. From the statistics, we can see that the average score of the metacognitive (M=2.28, S.D.=. 448) and social-affective strategies (M=2.43; S.D.=. 647) were lower than cognitive strategies. (M=3.06;S.D.=. 444)Table 2: Students‟ use of strategiesTable 3: Students‟ use of sub-strategiesAnderson defines metacognitive strategies as “thinking about thinking”. As Anderson states, the use of metacognitive strategies ignites one‟s thinking and can lead to better learning and performance. But according to this research, most students ignore this strategy. The least commonly used social strategy were self-evaluating (M=1.61;S.D.=. 704) and planning strategy (M=1.81; S.D.=. 522), but students are quite positive with self-management strategy (M=3.26; S.D.=. 703), such as finding a proper place for study or choosing a certain time to study. The rarely use of planning, self-evaluating and self-monitoring strategies indicate that, to some extent, most students are passive learners and they always depend on their teachers‟guiding and monitoring.The students were reported to extensively use contextualization strategy (M=3.90; S.D.=1.068) and guessing strategies (M=3.54;S.D.=. 803), but the use of categorization (M=2.30; S.D.= .8809), repetition (M=2.47; S.D.=. 544) and elaboration strategies (M=2.79; S.D.= .812) ranked the lowest among the cognitive strategies.Chinese learners are often described as rote learners who learn mechanically withoutmeaning and understanding (as cited in Peter Yongqi Gu, 2003), but in this research, repetition strategy was not so frequently used which shows that Chinese students traditional concept of learning vocabulary has changed.Guessing strategy received the second highest mean among cognitive strategies and translation strategy (M=3.46; S.D.=. 915) the third. That the guessing strategy is so wildly used may be due to two reasons. First, it is impossible to look up each word while doing a mass of readings. Second, it is because of the backwash of the TEM4 or TEM8. Most reading comprehensions in TEM4 or TEM8 requires students‟ overall understanding of the passage and they are encourage to guess the word meanings while reading instead of looking up the words. As to the translation strategy, the extensively use of it reveals that in English learning process, students still can not get rid of the influence of native language to learn a target language through target language. And this may impede students to improve their English proficiency.Students were generally less likely to use categorization strategy (M=2.29; S.D.=. 880). This may be because on the one hand nowadays students are not willing to group words by themselves. On the other hand, there are many vocabulary-learning handbook in present days, so students tend to prefer to memorize words using a vocabulary-learning handbook.Elaboration strategy (M=2.79;S.D.=. 812) was only occasionally used, which shows that most students ignore to connect new information to what they have learnt so as to establish a knowledge network. And this is very important in language learning, because individuals can enhance memory of concepts if they connect with more related ideas at the time of study or at the time of recall.Self-encouragement strategy (M=3.06; S.D.=. 857) ranked highest while the use of cooperation strategy (M=1.96; S.D.=. 802) ranked lowest among social-affective strategies. Thisresult indicates that students rarely join in group activities to communicate or to discuss with others, which results in the likelihood of their attaching importance to inner feelings, thus self-encouragement strategy was more positively used.From the above descriptive statistics, two general points were revealed. First, social-affective strategies and metacognitive strategies were seldom used. Second, students tend to apply various ways to vocabulary learning.5.2 Individual differences in vocabulary learning strategies useIn this section, the effective students and less effective students‟achievements were measured by means of the vocabulary test scores (30%)and the TEM4 scores (70%). On the basis of these tests, the learners were divided into two groups: Group A, consisting of ten effective learners and Group B of ten less effective learners. Table 4 shows the general proficiency of the two groups.Table 4: General proficiency of the high and low achieversTable 5 and table 6 present the main differences in strategy use between the two groups. It shows that the effective students use a greater variety of strategies and use them more often than the less effective students.Table 5: Differences in strategies use between high and low achieversFrom Table 5, we can see that there are significant differences between the two groups in the use of metacognitive strategies and cognitive strategies, yet it is not the case in the use of social-affective strategies. More detailed differences of the sub-strategies in these three categories are show in Table 6.Table 6: Differences in sub-strategies use between high and low achieversAs a whole, the more effective learners use strategies more frequently than the less effective learners, except for the use of repetition strategy, translation strategy and self-encouragement strategy. Less effective learners tend to use both repetition strategy (M=2.91) and translation strategy (M=3.45) more frequently, but there is no difference between the two groups in use of self-encouragement strategy. The means of self- encouragement strategy of these two groups are the same, both recorded 3.20.Among all the 20 strategies investigated in this research, only five strategies show that there are significant differences between these two groups, namely self-monitoring, repetition, applied, categorization, and cooperation strategy.Effective learners reported using self-monitoring, applied, categorization, and cooperation strategies significantly more often than the less effective learners, while the less effective learners were more positive in using repetition strategy.In this study, the effective learners and the less effective learners distinguished most in the use of self-monitoring and applied strategies. Monitoring, in Nisbet and Shucksmit‟s view, is the key process that distinguishes effective learners from less effective learners (O‟Malley, J.M. & Chamot, A.U., 1999:48). The effective learners are more aware of what they are doing,especially in learning from their errors by asking corrections when they think these are needed. However, the less effective learners seem to pay no attention to their errors and may make the same mistakes over and over again. As to applied strategies, it is said that only after you put what you have learnt into use can you really master it. This is also true in vocabulary learning. It is very common to hear students complain that they often forget the words they have recited repeatedly after a few days. That is because they seldom use them. Only when the new words are put into use can they be remembered for a long time or even forever. This shows the importance of using applied strategy. And the result here proves this point again.From what have been discussed in the previous section, categorization strategy is the least commonly used strategy among cognitive strategies. Despite of this, the effective learners seem to use this strategy significantly more often than the less effective learners. The effective learners reported prefer memorizing words by grouping them based on their common attributives, such as according to the hyponymy, synonym, antonym or syntax function.The less effective learners were less likely to use the cooperation strategy. This maybe because they thought they are poor in English, and they dare not communicate with others. Therefore, they may be less likely to work with peers or to take part in group activities.The only significant strategy that the less effective learners use more often than the effective learners is repetition strategy. The reason for this may be because it is the most direct way of learning words. However, the effective learners may apply a more flexible and appropriate way to learn.5.3 The correlation analysis between VLS and learning outcomeTable 7: Correlation between TEM 4 and V ocabulary testTable 7 shows that vocabulary test is significant correlated with TEM4 (r=. 538*). Although these two tests cannot reveal thoroughly the overall language proficiency of the students, it is for sure that vocabulary learning is a positive predictor of students‟ English competence.Simple correlation among 20 independent variables (5 metacognitive strategies, 12 cognitive strategies and 3 social-affective strategies) and one dependent variable (English learning outcome, consisting of vocabulary test scores and TEM4 scores) were obtained (See Table 8 and Table 9).Table 8: Correlation among strategies and academic achievementStatistics in Table 8 show that metacognitive strategies (r=. 516*) and cognitive strategies (r=. 578**) were significantly and positively correlated with the learning outcome, while the correlation between social-affective strategies and learning outcome was insignificantly, although it was not negative.Table 9: Correlation among sub-strategies and academic achievementTable 9 gives us more detailed information about the correlations between learning outcome and each sub-strategy. Among all the 20 strategies, except planning, repetition, translation and self-encouragement strategies, all the other 16 strategies are positive related to learning outcome.Self-monitoring (r=. 621**), applied (r=. 698**), categorization (r=. 685**) and cooperation strategy (r=. 547*) turn out to best predict the overall proficiency in language learning. Dictionary(r=. 478*), elaboration(r=. 481*), and media strategy (r=. 489*) also enter the equation as significant positive predictor. However, repetition strategy(r=-.515*) emerged as significant but negative predictors of overall proficiency. These results are quite consistent with what has been discussed in the previous section, that is effective learners use self-monitoring, applied, categorization and cooperation strategy more frequently than poor learners, while less effective learners more favor repetition strategy. As to dictionary and media strategy, explanation can be given as that students can enhance their self-study ability and lay a solid foundation through referring to dictionary. This is because dictionary is always the best tool in language learning. Viewing from the communicative teaching methodology, media strategy is the best way to learn a language, because listening to the broadcast, watching TV, or reading magazines, broadly speaking, is a way of using language. That is to use the already known language to get theinformation one needs, and it is a much more interesting way of learning. This also proves that interest is the best teacher in learning. If students can find the interest in learning through an interesting way, they can get twice the result with half the effort.Therefore learners should not depend on repetition to learn new words, they should refer to more other approaches.6. ConclusionThis paper is an investigation of vocabulary learning strategy use. In this study we have looked into the overall patterns of the vocabulary learning strategies used by Chinese college English majors, the individual differences in strategy use and the correlation between the strategy use and language learning outcome. From the above analyses, conclusions are drawn as follows: Firstly, the participants generally didn‟t dwell on memorization and reported using more meaning-oriented strategies than rote strategies in learning vocabulary, which is contrary to popular beliefs about Chinese learners. However, most participants had not achieved sufficient metacognitive maturity to use them, and they also ignore the social-affective factors in language learning.Secondly, in the vocabulary learning process, there are significant differences in strategy use between effective learners and less effective learners. Effective learners tend to use learning strategies more frequently and variously than learners who are less effective, and are better user of metacognitive strategies. Less effective learners seem to be more rote learners.Thirdly, some strategies are significantly correlated with overall learning outcome, such as self-monitoring, dictionary, elaboration, applied, media, categorization, and cooperation strategies, while repetition strategy is obvious the negative predictor of learning outcome.7.Implication and limitations7.1 ImplicationThe findings of this study provide implication for both learners and teachers in English learning and teaching.In the language learning process, it is the students themselves rather than the teachers, who play an indispensable role. In other word, students need to learn independently of teachers. The training of strategies use is to enhance learner s‟ autonomy. But the first step is to have students identify what strategies they actually use. If students are not aware of what they are doing, they can‟t improve their learning. To know how oneself learn and how others learn can help themselves to develop their own ways to learn more independently and more effectively.As to the teachers, they need to know about the strategies their students used while learning a language. If the teacher knows little about the strategies used by their students, it will be hard for them to process teaching effectively. Teachers should adopt materials, teaching methods, exercise and evaluate techniques to encourage students to develop learning strategies suitable for themselves, for example, teachers can develop students knowledge about strategies by naming and describing strategy. Teachers can also instruct students to use effective learning strategies, such as to learn new words by using them to make a sentence, or to train them in the use of cooperation strategy by holding group discussion or organizing some group activities.7.2 LimitationsNaturally, there are some limitations in this study.First and foremost, since the questionnaire is self-reported, it is not clear whether the participants actually used the strategies they indicated in learning vocabulary or not. Their response may be just their thoughts that they have used these strategies.Second, only questionnaire was used in this survey, it was not in combination with other。
a study of vocabulary teaching
A Study of Vocabulary TeachingA Study of Vocabulary Teaching摘要：词汇是英语学习的基石，但老师和学生感到最困难的就是词汇教学。
很多学生对于英语词汇学习感到吃力，甚至对英语学习丧失了兴趣和信心。
本文提出相应的方法和策略来提高学生的词汇量。
关键词: 词汇教学问题策略中图分类号：H193.4文献标识码： A 文章编号：1. IntroductionVocabulary is one of three elements in language, such as phonics, vocabulary and grammar, so enlarging vocabulary is the basic method of improving English skills. But students feel it difficult to remember vocabulary and usually remember vocabulary before dictation, and they will forget words after many days. Ellis etal. (2001:419) introduced that vocabulary in focus-on-form instruction refers to not only the outside “form”, such as pronunciation and spelling, but also vocabulary meaning, even the combination of “form” and meaning. Although much of the work of vocabulary learning is the responsibility of the students, teacher’s guidance and help are invaluable. Besides, teachers’ work should also include helping students to develop vocabulary building strategies(王蔷, 2000).2. Methods and strategies of vocabulary teaching2.1 Focusing on phonics teachingThe author made a survey that about 10% students had not studied phonics, 82% students had been taught, and 8%students master phonetic symbols and stress. As we all know, students can’t pronounce words correctly will remember them hard. Ifteachers teach students pronunciation and spelling, the students will more confidence to remember vocabulary.Using multimediaIf teachers use multimedia to present new words, students will get a better and deeper understanding of the meaning and use of the vocabulary. Multimedia is better than pictures or real objects.Teaching the rules of making vocabularyThere are many rules to making English words and it’s a good way to remember and enlarge vocabulary. The rules of making words are as following: (1)compound, for example: homeland, toothbrush;(2)adding prefix to the root, for example: usual―unusual, possible―impossible;(3) adding suffix to the root, for example: color―colorful, connect―connection; (4) transforming part of speech, for example: point(点)―point （指向）, type（类型）―type（打字）.If students master the basic rules of making vocabulary, they can remember vocabulary easily and effectively.Consolidating in timeAccording to the oblivion rule, one forgetting something becomes from fast to slowly, and so teachers should remind students review vocabulary in time. There are many evidences that regular review help to maintain largest amount recall. After consolidation in time, the snatch memory will keep long time in brain.3. ConclusionIt is clear that vocabulary is very important to both the English teachers and their students. As an English teacher, we should flexibly carry out different teaching approaches to improve the quality of 45-minute class. At the same time, students should be aware of the importance of vocabulary study.In conclusion, like building a house, learning English takes some time, so do be patient.References：[1] Ellis, R. 2001. Introduction: Investigatingform-focused instruction [J]. Language Learning, 51(1):1-46.[2] 刘丹,刘宇,马欣. 从循序渐进学习词汇到逐层深入用词汇[J].中小学外语教学,2009年第7期.[3] 王蔷.英语教学法课程[M].高等教育出版社,2000.------------最新【精品】范文。
学习英语的策略 英语作文
学习英语的策略英语作文英文回答：Strategies for English Language Learning.English is a global language, spoken by over 1.5billion people worldwide. It is a valuable skill to havefor communication, education, business, and travel. However, learning English can be a challenging task, especially for non-native speakers. There are many different strategiesthat you can use to learn English, but the most effective ones typically involve a combination of the following:Immersion: The best way to learn a language is to immerse yourself in it. This means surrounding yourselfwith English-speaking people, watching English-language movies and TV shows, listening to English music, andreading English books and articles. The more you expose yourself to the language, the easier it will become to understand and speak it.Practice: The more you practice speaking and listening to English, the better you will become at it. There are many different ways to practice, such as:Taking English classes.Joining a conversation group.Hiring a language tutor.Using language learning apps.Grammar and vocabulary: In addition to immersion and practice, it is also important to learn the grammar and vocabulary of English. This will help you to understand the structure of the language and to express yourself more clearly. There are many different ways to learn grammar and vocabulary, such as:Studying grammar books.Using vocabulary lists.Using flashcards.Motivation: Learning a language can be a long and challenging process, so it is important to stay motivated. There are many different ways to stay motivated, such as:Setting goals.Tracking your progress.Rewarding yourself for your accomplishments.Patience: Learning a language takes time and effort. It is important to be patient and to not give up if you don't see results immediately.中文回答：英语学习策略。
学习英语的策略的英语作文
学习英语的策略的英语作文英文回答：## Strategies for Effective English Learning.Learning a new language can be a challenging but rewarding experience. English, as a global language, unlocks numerous opportunities for personal and professional growth. To maximize the effectiveness of your English learning journey, consider implementing the following strategies:1. Immersion: Surround yourself with the language as much as possible. Consume English-language media, such as movies, TV shows, music, and podcasts. Engage in conversations with native English speakers or online language exchange partners. The more you interact with the language, the faster you will internalize its patterns.2. Focus on Communication: Prioritize speaking andlistening skills over grammar perfection. Engage in active conversations, participate in language exchange programs,or find a language tutor who can provide personalized feedback on your pronunciation and fluency.3. Practice Regularly: Consistency is key in language learning. Dedicate specific time slots to studying and practicing English. Use language learning apps, workbooks,or online resources to supplement your studies.4. Make Mistakes: Embrace errors as valuable learning opportunities. Don't be afraid to speak or write in English, even if you make mistakes. Mistakes help you identify areas for improvement and reinforce correct usage through repetition.5. Use Technology: Leverage language learning apps, dictionaries, and translation tools to enhance your vocabulary and grammar. Utilize online platforms forfinding language exchange partners or connecting withnative speakers.6. Set Realistic Goals: Don't try to achieve fluency overnight. Break down your goals into smaller, manageable chunks. Celebrate your progress and stay motivated bysetting achievable milestones.7. Seek Professional Guidance: Consider hiring a qualified English tutor or enrolling in language classes. Personalized instruction, tailored to your individual needs, can significantly accelerate your learning.8. Explore Cultural Context: Immerse yourself in the culture associated with the English language. Learn about British and American history, literature, and pop culture. Understanding the cultural context will deepen your understanding of the language's nuances.9. Read Extensively: Develop a voracious appetite for reading. Immerse yourself in English-language novels, articles, newspapers, and magazines. Reading expands your vocabulary, exposes you to different writing styles, and improves your comprehension skills.10. Patience and Perseverance: Language learningrequires patience and perseverance. Don't get discouragedby setbacks. Embrace the journey, stay consistent with your practice, and you will eventually reach your desired levelof proficiency.中文回答：## 英语学习的策略。
英语专业教学法方向论文选题
1.On the Affective Factors of the SLA And the Englishment on Teaching论二语习得的情感因素及其教学的启示2.Enhancing Students Learning Efficiency through an Analysis of Individual Factors通过对个体差异的分析提高学生学习效率3.Inquiry into the significance of oral English consumption in oral English teaching injunior school初探口语消费对初中口语教学的意义4.The Creation of Context in English Grammar Teaching in Senior Middle School高中英语语法教学中的情境设置5.On the self-repair in Class of College Students from the Perspective of ConversationAnalysis从会话分析看大学生英语课堂中的自我修正现象6.Error Types in Junior Students Oral English and Their Countermeasures初中英语口语的错误类型及其对策7.Analysis of Teacher Talk in Classroom by Speech Act Theory运用语言行为理论分析课堂教师话语8.The Exploration of the Cultivation of meta-Linguistic Awareness in English Teaching inthe Primary School培养元语言意识在小学英语教学的探究9.Analysis of Teacher Talk in Classroom by Speech Act Theory运用语言行为理论分析课堂教师话语10.Function of English Classroom Environment Design in Junior Students’Initiation课堂环境设计对初中生英语学习的促进作用11.Application of Scaffolding Instruction in Senior Middle School English WritingTeaching在高中英语阅读教学中培养学生的直觉思维12.Application of Crazy English into Junior Middle School English Teaching疯狂英语在初中英语教学中的应用13.Reflective Planning for Primary School Teachers小学英语教师的反思性教学14.Application of Scaffolding Instruction in Senior Middle School English WritingTeaching支架式教学在高中英语写作教学中的应用15.Age Influence in Second Language Acquisition年龄对第二语言习得的影响之探究16.On the Reflection Approach to the Teaching of English in Junior School反思性教学在初中听力教学中的应用17.The Application of Cognitive Development Theory in Pre-school English Teaching认知发展原理在学前英语教育中的应用18.An Analysis of the Wording Errors of English Writing in Junior Middle School初中英语写作中措词错误分析19.The Application of Performance Assessment in Primary School English Teaching行为表现评估在小学英语教学中的应用20.On Adopting Different Approaches to the Teaching of Vocabulary in Junior MiddleSchool初中英语多渠道词汇教学21.Methods for eliminating Lexical obstales to reading comprehension in high school消除高中生在阅读理解中词汇障碍有效途径22.The Application of Cohesion and Coherence Theory in Middle School English WritingTeaching衔接与连贯理论在高中英语写作教学中的应用23.the advantages of multimedia-aided english reading多媒体辅助英语阅读教学的优点24.Solving the problems in english learning of high school background students throughthe three-dimensional teaching approach通过立体式教学解决高中后进生在英语学习中的问题25.On Cul tivating Students’ Ability of Oral English Through Retelling in Junior MiddleSchool如何通过复述培养中学生的英语口语能力26.On Grading Teaching in English Teaching of Junior Middle School论分层教学在初中英语教学中的应用27.The Application of Relevance Theory to English Reading Teaching in Senior HighSchool关联理论在高中英语阅读中的运用28.The Application of Assocoation想法在高中英语阅读教学中的应用29.Cultivation of the students' creative thinking in english teaching in middle school初中英语教学中对学生创造性思维的培养30.Exploration on the Problems of English Classroom Questioning and ItsCounter-measure in High School就高中英语教师提问策略的问题及相应对策的探究31.The Application of English Chunks in Middle School's Class词汇组块法在中学生英语中的应用32.Applying Reading Strategies to Improve Senior High School Students’ English ReadingAbility运用阅读策略训练提高高中生英语阅读能力33.The Application of Action Research in Increasing the Interaction between Teachers andStudents in Middle School English Class行动研究在提高初中英语课堂师生互动性中的应用34.Cultivating and Enhancing High Schoo Students’Motivation in English Learning培养和提高高中生的英语学习动机35.The Cultivation of Pragmatic Competence in Reading Teaching of Middle School语用能力在初中英语阅读教学中的培养36.The Application of Process Approach to English Writing Teaching in Sentor HighSchool过程写作法在高中英语写作教学中的应用37.Application of Narrative Inquiry in Professional Development of English Teacher叙事探究在英语教师专业化发展中的应用38.An Analysis and Application of Silence in Classroom课堂沉默分析及应用39.The Application of Schema Theory to Senior Middle School English Listening Teaching 图示理论在高中英语教学中的应用40.The Inspirations of the Hidden Curriculum on the English Teacher of the Junior MiddleSchool隐形课程对中学英语教师的启示41.Enhancing the Effect of English Vocabulary Teaching in High School Trough CulturalInfiltration通过文化渗透提高高中英语词汇教学效果42.The Enlightenment of NX-Method for English Listening Teaching in Middle School逆向法对中学英语听力教学的启发43.Metacognitive Strategies Using in Junior English Listening Teaching元认知策略在初中英语听力教学中的应用44.The Application of Interdisciplinary Theory to Junior English Reading Teaching学科交叉理论在初中英语阅读教学中的运用45.Forstering Learner Autonomy in English Reading in Junior Middle School初中英语阅读中的自主学习的培养46.The Implication of Interaction in ELT Class of Middle School互动模式在初中英语课堂中的应用47.On the Application of Stimulate Theory to Infant English Teaching关于刺激理论在幼儿英语教学中的应用48.The Designing and Implementation of Interactive English Class Teaching互动式英语课堂教学与导入部分的设计实施49.The Technology and Methods of Questioning in Junior Middle School English Class初中英语课堂提问的技巧和策略50.Students' Negative Participation in Oral English Classes and Its Stragedies英语口语课上学生的消极参与及其应对策略51.从语境角度分析中学英语阅读教学Analysis of Reading Teaching in Middle Schools Based on Context52."初中英语课堂提问引起焦虑的成因及对策A Study of the Causes and Strategies of Anxiety Aroused by Questioning in Junior English Classroom"53."克拉申的输入假说在高中英语阅读教学中的应用The application of Krashen’s Iuput Hypothesis in High School English Reading Teaching" 54."探究如何运用外语教学策略培养中学生的自主学习能力Exploring how to Foster Middle School Students' Autonomous Learning by Foreign Language Teaching Strategies"55.中学英语学困生归因及其转化策略A study of Attribution and Transforming Strategies for Middle School Students withDifficulty in English Learning56.Application of Problem-based Learning Mode in Middle School English Teaching基于问题的学习模式在中学英语教学中的应用57.Application of Humors in Lo wering Junior Middle School Students’ Anxiety in EnglishClass运用幽默降低初中生英语课堂中的焦虑58.Affective Influence of Cooperative Learning Model on Middle School Students inEnglish Class英语课堂中合作学习模式对中学生学习情感的影响59.On Application of Game Teaching Method in Junior Primary School English Teachingfrom the Perspective of Children Psychology从儿童心理学的角度谈游戏教学法在小学低年级英语教学中的运用60.Application of Meta-cognitive Strategy to English Reading Teaching in Senior MiddleSchools元认知策略在高中英语阅读教学中的应用61."A Study of Silence Phenomenon in College English Class from Cultural Perspective从文化角度探究大学英语课堂中的沉默现象"62.Application of Psychological Hint to English Education in Primary School心理暗示在小学英语教育中的应用63."Causal Analysis of Lexical Errors and the Countermeasures in College EnglishWriting大学英语写作中词汇错误归因及应对策略"64.Application of Context to English Reading Teaching in Senior Middle Schools语境在高中英语阅读教学中的应用65.Emotional Participation: Key to the Profession Development of English Teachers情感参与：英语教师专业化发展的关键66."The Application of Formative Evaluation in English ReadingTeaching in Middle Schools形成性评价在中学英语阅读教学中的应用"67.nfluence of the Teachers’ Emotional Behaviors on English Learning of Students withLearning Difficulties in Middle Schools教师对待学困生的情感行为在中学学困生英语学习中的影响68.The Application of Role Playing in Elementary School English Classroom角色扮演活动在小学英语课堂中的应用69.The Application of Cooperative Learning in English Reading in Senior High School合作学习在高中英语阅读课堂中的应用70.The Application of the Principles of Designing Task-Based Activities to EnglishListening Teaching in Senior Middle任务课堂活动设计原则在高中英语听力教学中的应用71.The Application of Krashen's Affective Filter Hypothesis in Middle School EnglishListening Teaching克拉申的情感过滤假说在中学英语听力中的应用72.The Application of Discourse Model Strategies in Junior English Conversation Classes 浅论初中英语会话课中话语模式应用策略73."The Application of Multiple Intelligences Theory in Junior Oral English Teaching多元智能理论在初中英语口语教学中的应用"74."Classroom Environment Design in Cultivating Junior Students ’ English O ral Ability课堂情景设置在培养初中生英语口语中的作用"75."The Effect of Motivation on Junior Middle School Students with English LearningDifficulty动机对初中英语学困生的影响"76.从和谐教育谈初中生英语学习的元认知培养The Metacognitive Cultivation of Junior Middle School Students’English Learning from Harmoninous Education77.初中生英语词汇的自主学习研究A Study of Autonomous Vocabulary Learning for Junior Middle School Students78."How to Reduce Introversion Students’ Anxiety in Junior English Teaching初中英语教学中如何减轻内向生的焦虑心情"79.用任务型教学法来激发中学生学习英语的兴趣Using Task-based Instruction to Stimulate High School Students' Interest in English Learning80.文化背景知识对提高高中生英语阅读的作用The effect of Background Knowledge in Improving Senior High School Students' Reading Ability81.反思性教学在中学英语写作中的应用The Use of Reflective Teaching in High School English Writing82.The Application of Situational Language Teaching in Primary School Oral EnglishTeaching情景教学法在小学英语口语教学中的应用83.The Application of Interactive Teaching Approach in Junior Middle School OralEnglish Teaching互动教学法在中学英语口语教学中的应用。
《黄鹤楼》五个英译本的语义等值研究
最新英语专业全英原创毕业论文，都是近期写作1 身体语言在跨文化交际中的重要作用2 论远大前程中皮普的道德观3 中英文名词性后缀的比较及其对翻译的启示4 乔伊斯的生活经历对其作品的影响－－他是怎样刻画人物的5 《麦田里的守望者》中霍尔顿的追求和理想的分析6 论《喜福会》中母女关系背后的文化冲突7 论《汤姆叔叔的小屋》中的基督式人物塑造8 A Brief Analysis of Jack London’s Attitude towards Life Reflected in The Call of the Wild9 母语在小学英语学习中的正迁移10 Cultural Influences on Business Negotiation between China and Japan11 素质教育下农村小学英语现状初探－－以某县为例12 解读《女勇士》中“乡村医生”里的鬼13 “垮掉的一代”形成的背景探析14 换位思考在商务信函中坏消息的运用及建议15 从功能翻译理论看电影《功夫熊猫》的字幕翻译16 中西戏剧发展快慢对比及其原因17 浅析英语拟声词的功能18 杰克伦敦《野性的呼唤》中人生哲学的主题分析19 “适者生存”在《野性的呼唤》中的释义20 她们的自我选择—解读简奥斯汀傲慢与偏见中女性的婚恋观21 英汉“悲伤”情感隐喻认知对比分析22 General Principles and Features of Legal English Translation23 论中西文化的差异对习语翻译的影响24 文化语境对中西商务谈判的影响25 英汉思维模式对比及其对翻译的影响26 从文化的角度理解《喜福会》中的母女关系27 霍桑的矛盾心理及其体现在《红字》中的对比描写28 《雾都孤儿》中批判现实主义写作手法分析29 《第十二夜》中女性人物特征分析30 浅论英汉翻译中词的转译31 论狄更斯《雾都孤儿》中南希的人物性格3233 商务英语信函中的礼貌原则34 思嘉丽是淑女还是魔鬼？35 从文化角度浅议电影名翻译技巧36 对话中语用意义的理论视角37 浅析《飘》中女性人物形象38 中英礼貌用语差异39 英汉习语文化差异及其翻译40 浅谈《阿拉比》的写作手法及其瘫痪主题41 文化全球化语境下中英婚姻习俗的对比研究42 论戏剧《威尼斯商人》中夏洛克的悲剧形象43 英语基本味觉词“甜/苦”的隐喻机制44 非英语专业大学生英语学习动机调查45 An Analysis of Women’s Status in Pride and Prejudice46 从接受美学视角看葛浩文《红高粱家族》英译本中的译者主体性47 论《喜福会》中双重文化对母女关系的影响48 从《红色英勇勋章》看社会突变对人的成长的影响49 文化导入与英语阅读能力的提高50 用批评性语篇分析解读人际功能与话语权力的结合51 从电影《姐姐的守护者》分析人的自私性52 中英植物词语隐喻的文化对比53 A Study on Error Correction in JEFC Classroom54 游戏在学前儿童英语教学中的角色及作用55 A Study on the Principles and Strategies of Note-taking in Consecutive Interpretation56 对比研究中西文化中的委婉语57 从象征主义手法的运用浅析弗图纳多之死58 姚木兰和郝思嘉的女性意识对比分析59 英汉委婉语对比研究60 A Journey through Harsh Reality: Reflections on Gulliver’s Travels61 英文电影片名汉译研究62 《傲慢与偏见》中的微观反讽言语行为63 语用移情及其在英语学习中的运用64 The Theme of Absurdity in The Scarlet Letter65 英汉“思考”类动词的语义成分与词汇化模式分析66 反思任务型教学在高中教学中的应用67 公示语英译错误分析68 性格趋向对英语口语习得的影响69 中英思维模式比较分析70 A Comparison of the English Color Terms71 英语阅读有效教学活动设计研究72 怪,或不怪－－《小镇畸人》中的主要人物解读73 英汉谚语特征对比分析74 在冲突与迷茫中凋零－－浅析苔丝悲惨命运的必然性75 论“美国梦”对美国文学的影响76 On the Effects of Reading Aloud in English Learning in Senior High School77 从文化角度探析品牌名称的翻译方法78 《麦田里的守望者》与《一座城池》的主人公比较分析79 《红字》中作者霍桑对清教认识的模糊性80 从隐喻视角解析《黄墙纸》的疯癫意象81 《尤利西斯》的象征艺术82 外交辞令中模糊语言的语用分析83 语言迁移对第二语言习得的影响的试探性分析研究84 《喧哗与骚动》中没落的悲剧85 Study on Translation of Long Sentences in Literature Works86 浅析广告英语的修辞特点英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）87 The Influences of RMB Appreciation on China’s F oreign Trade88 论《呼啸山庄》中希斯克利夫的心路历程89 跨文化交际在宝洁公司营销战略中的应用90 分析露丝的觉醒《接骨师之女》91 浅析《双城记》中狄更斯的浪漫现实主义92 澳洲土著语言的演变及原因93 浅析广告英语中的隐喻94 从《达罗卫夫人》看弗吉妮娅伍尔夫的个性95 中英社交禁忌习俗异同之比较分析96 商务信函中模糊语的使用研究97 论《紫色》中的女权主义98 对英汉基本颜色词翻译的跨文化研究99 诠释《儿子与情人》中儿子、母亲、情人之间的关系100 从人格特质理论探析简爱的个人特质101 从功能对等理论看《好汉两个半》的幽默字幕翻译102103 《了不起的盖茨比》—美国梦的破灭104 中西问候语差异对比105 A Comparison between Task-based Approach and Communicative Approach106 从弗洛伊德的精神分析法分析《麦田里的守望者》霍尔顿•考尔菲德的成长107 希望失落的机械天堂——析《加算器》中的人性失落主题108 汉英翻译中的多余词现象109 影响英语词汇发展的言外因素110 《了不起的盖茨比》的叙事技巧分析111 《傲慢与偏见》中的灰姑娘情节112 动物成语的英译113 从言语拒绝策略看中西方面子114 浅析中西方对同性恋态度的差异－－以《喜宴》为例115 英语动画片中的中国元素探究116 A Comparison of the English Color Terms117 跨文化交际中恭维语的语用失误及其文化透视118 言语行为理论在戏剧翻译中的应用：以《雷雨》为例119 叶芝：无望的爱情，多变的风格120 论《小镇畸人》中人物的怪诞性121 On the C-E Translation of Public Signs122 初中英语教师提问策略对课堂师生互动的影响123 从《鲁宾逊漂流记》看创新精神和知足长乐124 命运与性格－－浅论《哈姆雷特》的悲剧因素125 从人际功能和言语行为理论解析《儿子与情人》的对话126 A Comparison of English V ocabulary Learning Strategy Use in Learners of Different Ages 127 When Chinese Trad ition Meets Western Culture: Comparison between Qi Xi and Valentine’s Day128 A Study on the Cross-Cultural Management in the Sino-American Joint-Venture Enterprises －－With Special Reference to Changan & Ford Motor Company129 浅谈年世界金融海啸130 功能对等视角下的汉语数字成语英译策略研究131 从传统消费观念看中美文化差异132 An Analysis of Jude’s Pursuit of Love in Jude the Obscure133 A Study on the Translation of Cosmetic Instructions from the Perspective of Functional Equivalence134 威廉•福克纳小说中的女性形象分析－－以《献给艾米丽的一朵玫瑰花》和《夕阳》为例135 从文化角度简要分析词语的意义136 中美地下电影之比较研究137 广告英语翻译中的归化和异化策略138 卡森•麦卡勒斯《伤心咖啡馆之歌》的身体政治解读139 《祝福》两种英译本对比研究140 论《马丁伊登》中一个成功者的幻灭141 浅谈数字翻译中的文化因素142 拟象性对后现代消费文化的影响143 基于精细加工理论的英语词汇学习研究144 An Analysis of the Random and the Determined in In the Heart of the Country145 从餐桌礼仪看中美饮食文化差异146 《喜福会》中的象征主义147 从功能翻译理论谈美剧字幕翻译148 《麦琪的礼物》看语境在中英翻译中的影响149 从语用模糊理论看国际商务合同的模糊用语的功能150 中西礼貌用语的语用对比研究151 文化视角下的英汉习语对译（开题报告+论文+）152 《觉醒》中的爱与死亡153 英汉习语互译中的意象传递研究154 论《呼啸山庄》中的叙述技巧155 美国电影中的中国文化元素的研究156 英语修辞的翻译方法157 从凯特肖邦的“觉醒”中映射出的女性自由158 A Comparison of the English Color Terms159 从好莱坞电影中的中国元素看美国对中国意识观念的转变160 海明威小说硬汉形象的悲剧色彩161 中西方饮食文化差异的对比162 古诗词英译关于夸张的翻译策略研究163 从目的论的角度比较研究《茶馆》的两个英文译本164 目的论指导下的电影片名翻译165 福克纳短篇小说《献给爱米莉的玫瑰》叙事技巧分析166 现代爱情的另类表述—解读《暮光之城》主人公爱德华和贝拉的爱情167 从功能对等理论看商务合同的翻译168 英语委婉语的语用功能169 伊丽莎白与达西的傲慢与偏见形成原因差异的研究170 从《远离尘嚣》和《无名的裘德》看托马斯•哈代的婚恋观英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）171 英语频度副词“ALWAYS”主观性嬗变的历时研究172 浅析伍尔夫意识流小说中的叙事时间173 A Comparison of the English Color Terms174 《老人与海》中桑迪亚哥的硬汉形象探析175 浅谈英文原版电影与高中英语教学176 英语广告中双关语的运用及翻译研究177 论英汉机器翻译中被动语态翻译的缺点178 论英语课堂教学中的非语言交际179 On Allan Poe’s Application of Gothic Elements and His Breakthroughs — Through The Fall of the House Of Usher180 浅谈《鲁滨逊漂流记》中现实主义元素181 从精神分析角度解析《一位女士的画像》中伊莎贝尔•阿切尔的婚姻悲剧182 浅析美国高等教育的创新183 浅析跨文化交际中的中英社交称谓184 《红字》的悲剧成因分析185 《雾都孤儿》中的反犹主义186 从功能对等的观点看京剧术语的英译187 《宠儿》中黑人女性的自我意识188 中西方礼貌用语对比分析189 Which Woman is More Popular in Modern Society：A Comparative Study of Tess and Jane 190 Error Analysis on English Writing by Senior High School Students191 Cultural Effects on Advertisement Translation192 英语名的取名艺术193 《黄鹤楼》五个英译本的语义等值研究194 《黛西米勒》中道德冲突的表现分析195 顺应论视角下的电影片名翻译（开题报告+论）196 On C-E Translation of Chinese Four-Character Expresssions in Touristic Text197 中美拒绝策略研究198 论电影翻译中的创造性叛逆——以《肖申克的救赎》为例199 广告英语修辞特点及其翻译200 分析《宠儿》中塞丝的创伤与愈合。
学习好英语的策略英文作文
学习好英语的策略英文作文Title: Strategies for Improving English Language Proficiency。
Learning English effectively requires dedication, strategy, and consistent practice. Here are some strategies to enhance your English language skills:1. Immerse Yourself in English: Surround yourself with English as much as possible. Watch English movies and TV shows, listen to English music, podcasts, and audiobooks, and read English books, newspapers, and articles. Immersion helps familiarize you with the language's nuances and improves comprehension.2. Set Clear Goals: Define your objectives for learning English. Whether it's passing an exam, traveling abroad, or improving professional skills, having specific goals will keep you motivated and focused on your learning journey.3. Develop a Routine: Consistency is key to language learning. Establish a study routine that fits your schedule and stick to it. Dedicate a set amount of time each day to practice listening, speaking, reading, and writing in English.4. Use Language Learning Apps and Websites: Take advantage of technology to supplement your learning. There are numerous apps and websites available that offer interactive lessons, vocabulary drills, grammar exercises, and language practice with native speakers.5. Practice Speaking Regularly: Speaking is often the most challenging skill for English learners. Find opportunities to practice speaking with native speakers or language exchange partners. Join conversation clubs, participate in online forums, or engage in language exchange meetups to improve your speaking confidence.6. Focus on Vocabulary Building: Expand your vocabulary systematically. Learn new words and phrases every day, and use them in context to reinforce your understanding.Flashcards, vocabulary apps, and word games can be helpful tools for memorization.7. Work on Pronunciation: Pay attention topronunciation patterns and practice speaking aloud. Listento native speakers, mimic their intonation and rhythm, and record yourself to identify areas for improvement. Pronunciation practice is essential for clear communication.8. Read Widely and Analytically: Reading is anexcellent way to expose yourself to different writing styles, vocabulary, and grammatical structures. Read a variety of texts, including fiction, non-fiction, news articles, and academic papers. Analyze the language andtake note of unfamiliar words or phrases.9. Write Regularly and Seek Feedback: Practice writingin English regularly, whether it's journaling, writing essays, or participating in online writing communities.Seek feedback from teachers, peers, or online platforms to identify areas for improvement and refine your writing skills.10. Review and Revise: Regularly review previously learned material and revise grammar rules, vocabulary lists, and language concepts. Repetition is essential for retention, so revisit challenging topics frequently to reinforce your understanding.11. Stay Motivated and Persistent: Learning a language takes time and effort, so stay motivated by celebrating small victories and milestones along the way. Remindyourself of the benefits of becoming proficient in English and stay persistent, even when faced with challenges or setbacks.By incorporating these strategies into your language learning routine, you can improve your English proficiency and achieve your language learning goals. Remember to be patient with yourself and enjoy the process of acquiring a new language.。
(最新整理)StrategiesofLearningEnglishVocabulary
syntagmatic （语段的）associations．Only in this way,can we
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derives from language learning strategies. Schmit adopts
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3. Five facets about VLS 4. Association memory methods
(英语毕业论文)詹姆斯.乔伊斯《都柏林人》的青年形象分析
最新英语专业全英原创毕业论文，都是近期写作1 简爱：魅力人格———从心理学角度分析2 An Analysis of the Development and Future of Gothic Novel3 《飘》中斯嘉丽的主要性格特征浅析4 口语语篇中责任情态的人际意义研究5 梅赛德斯-奔驰汽车广告语言特点分析6 解读布莱克的《伦敦》与华兹华斯的《在西敏寺桥上》的诗歌异同7 Passion & Religion — A Comparison between The Scarlet Letter and The Thorn Birds8 Roberta’s Role in An American Tragedy9 怪,或不怪－－《小镇畸人》中的主要人物解读10 《达洛维夫人》死亡意识解读11 The Cultural Predicament and Transcendence: Methods of Translating the Allusion in News12 浅谈大学英语教育的文化融入13 论《简爱》中话语的人际意义14 纳博科夫小说《洛丽塔》的爱情讽刺15 言语行为理论与英文电影幽默语的翻译16 新闻英语标题的特点和翻译17 探析《雾都孤儿》中作者的乐观主义18 英汉礼貌用语对比研究19 浅议中国菜名的英译20 对中英组织文化差异的跨文化研究21 广告语篇中的预设分析22 论海明威《一天的等待》的冰山原则写作风格23 非英语专业大学生英语学习动机调查24 卡门-波西米亚之花25 Error Analysis on English Writing by Senior High School Students26 解读《简.爱》的帝国主义意识27 《巴比特》主人公形象解析28 《德伯家的苔丝》中的宿命论29 Politeness and Its Manifestation in Business Correspondence30 初中英语词汇教学的有效方法31 浅论影视字幕翻译中的归化与异化——以《老友记》为例32 浅析王尔德《快乐王子》中基督教救赎的表现形式33 Analysis of Gone with the wind from the Perspective of Feminism34 生态哲人约翰.斯坦贝克35 试析《傲慢与偏见》中的书信36 从《瓦尔登湖》看“天人合一”与梭罗超验思想37 社会语言学视角下女性语言的特点38 Confucianism’s Influence on Transcendentalism:Reflection on Emerson’s and Thoreau’s Philosophy39 女性主义视角下《傲慢与偏见》的情态意义解读40 简.奥斯丁的女权主义在《理智与情感》中的体现41 从《成长的烦恼》和《家有儿女》的对比看中西方家庭价值观的差异42 从传播美学分析国内畅销知名化妆品广告中的译文43 由《红楼梦》中人名的英译看中西文化差异44 语结与英语长句的翻译45 视听说结合提高大学英语听力教学效果之设想46 语法翻译法视角下的中学生英语家教辅导47 An Analysis of Waiting for the Barbarians from the Perspective of Spatial Theory48 浅析小说《傲慢与偏见》中的反讽艺术49 词汇负迁移对汉译英的影响50 礼貌原则与中西文化的差异51 On Translation of Symbolism in Pop Songs with a Case Study of Hotel California52 美国梦的开始与破灭—试析菲茨杰拉德的《夜色温柔》53 简析《麦田里的守望者》中霍尔顿的人格特征54 “A Rose for Emily”中“Rose”寓意的新解55 从文化角度谈动物习语的翻译56 论汉文化负载词汇的翻译57 国际商务谈判中的文化差异分析58 象征手法在《少年派的奇幻漂流》中的运用研究59 The Awakening of the Female Consciousness in Pride and Prejudice60 从原型批评理论观点看《红字》的圣经原型61 《人人都爱雷蒙德》中幽默对话所反映的人物性格特征和人物关系的研究62 The Positive Impact of English Movies on Oral English63 Women in the Roaring Twenties– A Comparative Study of Female Characters in The Great Gatsby and The Sun Also Rises64 浅析中学生英语学习中的情感因数65 英语幽默中会话含义的语用分析66 古诗词英译关于夸张的翻译策略研究67 论高中英语写作教学中的文化意识培养68 对英汉基本颜色词翻译的跨文化研究69 现代英语情歌中的隐语研究70 克里斯加德纳的成功之路——电影《当幸福来敲门》评析71 侦探小说的发展72 浅析《红字》中女性主义的具体体现73 建构主义学习理论在中学英语教学中的应用74 电影英文片名汉译的原则75 论《海上扁舟》中的美国自然主义76 从《厄舍古屋的倒塌》看爱伦坡写作的哥特式风格77 从生态批评视角解读海明威作品78 英汉味觉隐喻的对比研究79 从弗洛姆的社会过滤理论看中国诗词翻译中的文化传递80 初中英语课堂教学现状调查81 快餐食品对中西方传统饮食文化的影响力82 约翰多恩诗中女性歧视现象分析83 中英文姓名的文化内涵及其翻译的对比研究84 论小说《德库拉》中的哥特元素85 商标语的翻译86 English to Chinese Translation Methods87 商务英语中模糊限制语的语用学研究88 商务信函中模糊语的使用研究89 从麦琪的礼物中折射出欧亨利对已故妻子的爱90 激发幼儿学习英语兴趣91 分析《永别了，武器》中Henry的硬汉形象92 中西方酒店文化比较与探讨93 格赖斯会话合作原则与莎士比亚喜剧中的幽默解读94 浅析《儿子与情人》的人物刻画的技巧95 《哈克贝利芬恩历险记》中对自由的追寻96 从写作方法分析《宠儿》的主题97 从功能翻译理论看《功夫熊猫》电影字幕翻译98 The Analysis of Dick’s Deterioration in Tender Is the Night99 A Popular Form of Subtitles Translation by Fansub Group on the Internet100 从《简.爱》的多译本看中国两性关系的变化101 中美体育报道的比较102 《汤姆叔叔的小屋》中圣克莱尔一家的人物分析103 出人意料的结局和夸张－基于欧亨利的短篇小说《忙碌经纪人的罗曼史》104 A Diachronic Study on Sexism in English Lexicon105 高中学生英语词汇学习现状研究综述106 《红楼梦》英译中双关语文化成分的翻译策略研究107 An Analysis of Conflict Images in Invisible Man108 中英姓氏差异及其原因探究109 论夏绿蒂勃朗特与简爱在意识形态上的相似之处110 Maintaining and Revitalizing the Native American Languages111 论《了不起的盖茨比》中的象征及其作用112 从功能对等理论看幽默语言的翻译113 浅析造成盖茨比悲剧的因素114 On the Anti-traditional Factors of Feminism Translation115 合作学习在英语口语教学中的应用116 英汉语言与文化差异对广告翻译的影响117 浅谈中学英语教学中交际任务型教学活动的设计118 从功能翻译理论看《风声》的字幕翻译策略119 解读海明威的性属观120 D.H 劳伦斯《盲人》中的人文主义研究121 从养老模式的异同看中西“孝”价值观122 Analysis on Paul Morel’s Life Passages from the Perspective of Lawrence’s Unconscious 123 浅析中美商务谈判中的文化冲突124 杰克.伦敦《热爱生命》中天气描写的作用125 Financial Translation Industrialization126 Risk Comparing of Documentary Collection and Letters of Credit127 科技英语翻译中的词性转换研究128 文化差异对商务谈判的影响及策略129 《荆棘鸟》中女性主义及女性意识觉醒的解读130 浅谈《旧约》中女性的形象和地位131 迷失的童年——从成长小说的角度解读伊恩.麦克尤恩的《蝴蝶》132 汉英亲属称谓词的文化差异及翻译133 对比分析《喜福会》中母女美国梦和母女冲突的原因及表现134 浅谈涉外英语合同的特征及翻译技巧135 从海尔的品牌成功探讨中国企业在全球化环境下的品牌战略136 从《红字》看霍桑对清教主义的批判与妥协137 从跨文化角度看习语翻译138 游戏教学在小学英语课堂中的运用139 英汉思维模式差异的对比研究140 论世纪年代以来美国文化冲击对中国青少年的影响及教育策略改革的应对措施141 A Comparison of English V ocabulary Learning Strategy Use in Learners of Different Ages 142 从高校口译教学中看口译思维的重要性143 Study of the Translation of Flower Image in Chinese Classical Poetry144 从许渊冲“三美论”评析《声声慢》三个译本145 商务英语信函中的礼貌原则146 对《璃琅三部曲》中爱尔兰人的人性分析147 观音与圣母之比较148 功能对等理论在新闻英语翻译中的应用149 《请买票》的生态女性主义解读150 语境理论在初中英语词汇教学中的应用151 绽放在“金字塔”上的玫瑰－－-《纯真年代》主要女性角色分析152 斯佳丽的性格分析153 试论美国第二代女权主义154 English Teaching and Learning in China's Middle School155 论《杀死一只知更鸟》中的象征156 The Comparison of the Chinese Spring Festival with the Western Christmas Day157 从《印度之行》看福斯特的人文主义思想观158 目的论视角下旅游景区公示语误译的研究159 从曼诺林角度研究圣地亚哥形象160 The Application of Role-play in Junior Middle School English Teaching161 论《儿子与情人》中保罗人格形成的影响因素162 英语中无意歧义产生的原因及其解决方法163164 论伊恩.麦克尤恩作品《赎罪》中的道德观165 解析《红字》中的红与黑166 美国价值观在电影《当幸福来敲门》中的体现167 论交际法在中学英语语法教学中的应用168 从跨文化交际的角度看广告翻译的策略169 《嘉莉妹妹》的自然主义解读170 极限环境中的善与恶——浅析《蝇王》中的主要人物人格结构171 爱情，悲剧和战争——《永别了武器》关键元素的分析172 论《等待戈多》中的等待173 《呼啸山庄》中男主人公人物分析174 An Analysis of Two Main Characters in Moby Dick175 《纯真年代》女性意识探析176 爱伦坡《泄密的心》的恐怖效果177178 高中英语阅读教学中学生自主学习能力的培养179 英国历险小说《所罗门王的宝藏》180 A Humanistic Study on Charles Dickens’ A Tale of Two Cities181 《双城记》中表现的仁爱精神解析182 Bertha Is Jane:A Psychological Analysis of Charlotte Bronte’s Jane Eyre183 从文化角度浅析新闻英语的翻译184 商务英语合同的词汇特征185 从马洛斯的“需要层次”理论看<<傲慢与偏见>>中的婚姻观186 An Analysis of ―The Cask of Amontillado‖187 从《纯真年代》的人物塑造看伊迪丝华顿的女性主义意识188 透过《格列佛游记》看斯威夫特的讽刺艺术189 从文化视角看中西方的礼节差异190 英语委婉语的文化内涵及汉译策略191 沙博理《水浒传》译本中文化词的翻译192 两代文学家的“优胜劣汰”－－论《洪堡的礼物》中的反讽寓意193 《喜福会》中的中美文化冲突194 论《莫瑞斯》中E. M. 福斯特的自由人文主义思想195 英语专业学生议论文写作中连接词使用情况研究196 A study on Lin Yutang’s Translation standards：faithfulness，fluency and beauty 197 剖析《麦田里的守望者》主人公霍尔顿的复杂个性198 中英手机短信的修辞特点分析199 从《蝴蝶夫人》到《蝴蝶君》的蜕变200 英汉习语中价值观的差异。
英语学习者的有效策略英语范文
英语学习者的有效策略英语范文Here is the English essay on the topic "Effective Strategies for English Learners":Becoming proficient in a new language can be a challenging yet rewarding endeavor. As an English learner, it is crucial to develop effective strategies to maximize your progress and achieve your language learning goals. In this essay, we will explore several proven approaches that can help you navigate the journey of mastering the English language.Firstly immersion is key when it comes to language acquisition. Surround yourself with the target language as much as possible by consuming English-language media such as movies television shows podcasts and music. This constant exposure will train your ear to recognize the rhythm and cadence of the language allowing you to become more comfortable with natural conversational patterns. Additionally reading extensively in English whether it be books articles or online content will expand your vocabulary and familiarize you with diverse linguistic structuresSecondly consistent practice is essential for language proficiency. Setaside dedicated time each day to actively engage with the language through writing speaking and listening exercises. This could involve keeping a daily journal in English conversing with native speakers or language partners online or listening to English audio while commuting. The more you deliberately practice the quicker you will develop your skills. It is also helpful to find opportunities to apply your English in real-world situations such as ordering at a restaurant or asking for directions. This will boost your confidence and reinforce your learningAnother crucial strategy is to immerse yourself in the cultural context of the language. Understanding the nuances of English-speaking cultures their idioms slang and social norms will enable you to communicate more naturally and avoid potential misunderstandings. Engage with English-language media that explores different aspects of culture watch documentaries read literature and interact with native speakers. This cultural awareness will enhance your overall language proficiencyEmbracing mistakes and having a growth mindset is also key to successful language learning. Errors are a natural part of the process and should be viewed as learning opportunities rather than failures. Be willing to take risks experiment with new vocabulary and sentence structures and don't be afraid to make mistakes. Each error is a chance to receive feedback learn and improve. Maintain a positiveattitude and celebrate small wins along the wayFurthermore leveraging technology and digital resources can be immensely helpful. There are countless apps websites and online tools designed to assist language learners. From vocabulary builders and grammar lessons to language exchange platforms and virtual tutors the digital landscape offers a wealth of resources to support your learning. Take advantage of these modern tools to supplement your studies and tailor your approach to your individual needs and learning styleIn conclusion becoming a proficient English learner requires a multifaceted approach. By immersing yourself in the language practicing consistently embracing the cultural context maintaining a growth mindset and utilizing technological resources you can develop the skills necessary to communicate effectively in English. Remain dedicated persistent and open to new strategies and you will undoubtedly see tangible progress in your language journey. With the right mindset and techniques the path to English fluency is within reach。