中学生英语词汇学习策略研究

中学生英语词汇学习策略研究Research on the English Vocabulary Learning Strategies for Students in junior SchoolsXu Jing (许靖)摘要词汇是语言的三大要素之一，语言习得都是从词汇开始的。

本文认为，搞好英语词汇学习对英语语法和听说读写的提高有举足轻重的意义，同时认为词汇学习对英语文化知识的提高也大有好处。

在英语教学中，特别是中学英语教学中，只有重视并强化词汇学习，才能解决英语教学中的“费时低效”的问题，因为，学生拥有了相应的词汇量，才能扫除听说读写教学中的最大障碍。

学生在开始阶段掌握的词汇越多，在今后英语学习的各个方面发展就更容易、更快。

教师也更能自由地组织课堂教学。

加强词汇教学有其必要性和可行性，然而，长期以来词汇学习被教师和学生所忽视。

教师认为不可能也没必要进行词汇教学，词汇学习属于学生自己的事情。

学生则因为教材词汇量的增加以及考试成绩并不直接以词汇量多少来衡量而不重视词汇学习。

这种做法直接导致英语教与学的效率低下。

本文指出了词汇的重要性，阐述了词汇学习策略的定义和分类。

同时，本研究把词汇学习策略分为学习观念、元认知策略，认知策略和社会情感策略。

基于影响学习策略的因素、初中英语词汇教学和初中生英语词汇学习的现状，本研究以包头市包钢八中初四年级两个毕业班的学生为研究对象，主要采取问卷调查法，研究调查以下三个问题1)初中生英语词汇学习观念2）词汇学习策略运用情况3）高分组与低分组在词汇学习观念和策略方面是否存在差异。

采用SPSS软件分析数据，结果表明: 1）在词汇学习观念方面，大部分学生仍然认为词汇来自背诵记忆而不是从上下文或通过使用获得的2）初中生能运用包括元认知策略、认知策略和社交情感策略在内的多种策略来进行词汇的学习，但各策略的运用处于中等水平。

3）高分组和低分组在学习观念与元认知策略方面存在显著差异而在认知策略和社会情感策略方面差异不大。

针对以上现状，结合自己所学的有关理论和教学经验，从改变词汇学习观念，培养训练词汇学习策略两个方面提出了改善初中生英语词汇学习的几点具体措施。

总之，词汇学习就像整个语言学习大厦的基石，要想大号根基，既要学生在英语词汇学习中能合理地运用多种学习策略，同时又要求教师转变观念，不仅做“知识的传递者”，还要做“策略的指导者”，将策略的指导贯穿于日常的教学之中。

关键词：词汇，词汇学习策略，词汇教学，英语教学AbstractVocabulary is one of the three elements of a language. What' more, language learning begins with vocabulary. Of course it plays an important part in language study. In this thesis, it is argued that learning English vocabulary makes great contribution to the development of grammar, listening, speaking, reading and writing, and to the enrichment of English culture knowledge. Vocabulary even has effect on being more intelligent in students' life as well as in education.In English teaching, especially in junior schools, if vocabulary is centered and emphasized, the problem of "time-consuming and poorly-efficient" English teaching will be solved because qualified learning of the vocabulary of students absolutely wipe off the biggest obstacle-vocabulary. The more vocabulary students acquire at primary stage of English study, the more easily and faster students develop other aspects of English study in future years. This way, it is easier for teachers to conduct classroom instructions if students reach the level of vocabulary. Emphasis on vocabulary is reasonable and feasible. However, vocabulary study has long been ignored both by students and schools. Teachers think it is impossible and unnecessary to give vocabulary teaching and students themselves should be responsible for their increase in vocabulary. Students put it aside because they are not scored according to the amount of vocabulary. This practice causes to make slow progress in English learning.Based on the classification of the foreign language learning strategies, the vocabulary learning strategies this paper tries to study include beliefs on English vocabulary learning, meta-cognitive strategies，cognitive strategies and social/ affective strategies. According to the factors that influence the use of learning strategies and the facts of English vocabulary teaching and learning in junior school, this research focuses on the following research questions:1）What are the general beliefs of vocabulary learning strategies held by junior school students?2）What vocabulary learning strategies are used by the students in their language learning?3）Are there differences on beliefs and strategies using between the high-score students and the low-score students in English studies?Then the writer used SPSS 13.0 to analyze the data and drew the conclusion：1）The vocabulary learning beliefs "words should be memorized" is more preferable than the belief "words sh ould be learned through context” and"words should be learned through use" among the investigated students. 2) The current situation of using vocabulary learning strategies by those junior school students is not satisfactory, with the mean range of 2.06-3.87 (on a five-point scale), which suggests their use is at the medium level.3) Beliefs and meta-cognitive strategies were different significantly between the high-score and low-score groups. But there are no significant differences on cognitive and social strategies between the two groups. Finally，according to the results of the present study and writer‟s experience, some suggestions are made.Key words: vocabulary, vocabulary learning strategies, vocabulary teaching, English learning and teachingI.Introduction1.1 Importance of Vocabulary LearningIn the trend of globalization, internationalization of language is unavoidable.English will undoubtedly play the most important role. The better mastery of English at earlier ages has become the common concerns of linguists, teachers, parents and students in China. Researches on language teaching and learning are now blooming. As the researches further, the mastery of vocabulary is attracting more and more attention of all levels of researchers. As we all know, language is the instrument of communication. A language involves three elements: pronunciation, vocabulary and grammar. It is obvious that vocabulary is the most essential and liveliest part of the three elements. The famous linguist Wilkins (1978:111) comments: "Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed".Word knowledge is an essential component of communicative competence, and it is important for production and comprehension in a second language (Coady&Huckin, 1997). On the importance of vocabulary in communication, M. Mc Carthy(1990) indicates, "No matter how good one's grammar is and how beautiful one's pronunciation is, but if one has no adequate vocabulary to express one's own feelings or to understand others' opinions, one still cannot communicate with others in this language". As an essential and fundamental building block of language, vocabulary learning is a key aspect of language learning, whichever curriculum or syllabus we are following, and whichever model of language we are applying. The four traditional basic language skills of reading, writing, speaking and listening are all based upon the students' vocabulary knowledge.1.2 Current conditions of vocabulary learning in junior schoolIn China, English is a compulsory subject for middle school students, and expanding English vocabulary knowledge is one of the fundamental goals for Chinese students learning English. .According to the New Standard on the English Course of Junior Middle School (2003), the students are expected to master about 1500-1600 words, 200-300 phrases productively, and 100-400 extra words receptively after graduating from junior school. Besides, a great increase of vocabulary in the new English textbook Go for it! has made learning of vocabulary a more important role in English learning and teaching in junior school.However, present vocabulary teaching and learning generally follow the traditional pattern of word lists. V ocabulary learning becomes the most difficult part for most language learners and hinders the improvement of other language skills. Many junior school students feel it is difficult to learn and remember vocabulary. They often feel frustrated in remembering the pronunciation, spelling and meaning of English words. And they often forget the words quickly again. Even though they are able to remember some words, they often use them incorrectly or inappropriately. This results in their weakness in listening, speaking，reading and writing. Some even give up English learning because of difficulty of learning vocabulary. Why do students have problems with vocabulary learning? What vocabulary learning strategies are they using and are their strategies effective and appropriate? Teachers should help students to be aware of the vocabulary learning strategies and develop more suitable and effective vocabulary learning strategies. It is also useful for the teacher to be aware of the variety of methods used by students to cope with words, to introduce some of these through teaching and to encourage students to apply effective strategies.1.3 The purpose of the studyThe current study is concerned with the question: Why do students have problems with vocabulary learning? These learning problems may result from a lack of adequate and effective vocabulary learning strategies. When studying vocabulary learning strategies as a unified concept,consider our students' feelings, and take note of what they think of the various learning strategies (Horwitz, 1988; Wenden. 1987). In addition, Hosenfeld (1976) notes that, “Too often our focus has been on what students should be doing; we must begin by asking what students are doing”(p. 128). Before we tell students what to do with their vocabulary learning, we must know what they are doing, that is to say, which vocabulary learning strategies they are using. The current study is undertaken for this purpose. The researcher tries to find the reason why students have problems with their vocabulary learning by investigating the strategy use of students in junior school and discussing the characteristics in their strategy use. The researcher also tries to get some information about vocabulary learning strategy use of junior school students in order to make some suggestions about vocabulary strategy training in junior school.1.4 Significance of the studyV ocabulary is the basic component of language, and a fundamentally important aspect of language development. Evidence indicates that the early development of an extensive vocabulary can enable students to “out perform their competence”(Nunan, 2001).So, to some extent, the improvement on vocabulary can activate the whole language learning.To students, effective learning strategies can not only maximize their vocabulary size to make learning meaningful, but also enhance students‟ learning autonomy. Consequently, students build up self-confidence and self-study ability, which is beneficial to their life-long study capacity.To teachers, results of the present study can provide teachers in middle schools with data on students‟ vocabulary learning. It is far better to spe nd time on strategies that the students can use to deal with these words than to spend time on individual words (Nation, 1990: 159). So it is clear that if a teacher wants to help students cope with vocabulary, particularly in their reading, s/he'd better teach them some strategies first. According to these data, teachers can have a general idea of students‟ vocabulary learning strategies, and moreover, they can help and train students to develop their vocabulary learning strategies based on their individual factors.To researchers, the study can make up limitation of current research, that is, few studies on middle school students‟ vocabulary learning strategies. Though many studies have been conducted on vocabulary learning of college students in China, researches on that of middle school students are seldom concerned. The study on middle school students can not only directly promote the primary English teaching but also provide information for college teaching more or less as well. 1.5The layout of the thesisThe present thesis has five chapters: (1) Introduction; (2) Literature review; (3) Research design;(4) Result and analysis; (5) conclusions and suggestions.Chapter One raises the basic question and presents the purpose and significance of the present study.Chapter Two reviews the literatures relating to the present study and relevant theories. It introduces studies on vocabulary learning strategies abroad and in China. Then a survey is made of language learning strategies in terms of its definition and classificationChapter Three presents the research method for investigation. At the very beginning, the research purpose and questions are put forward. Then, the author introduces the subjects, instruments and procedure.Chapter Four reports the results for the research questions mentioned above and draws some conclusions.Chapter Five gives some suggestions to the teachers in junior schoolⅡ. Literature review about vocabulary learning strategies2.1.1 Studies on vocabulary learning strategies abroadBy the late 1970s and early 1980s more and more voices began to challenge this view with the shift from teacher-center to learner-center. “During the last decade, there has been a growing interest in vocabulary acquisition among second language researchers.” (Coady&Huckin, 2001).In most of the research on language learning strategies, the primary concern has been on “identifying what good language learners report they do to learn a second or foreign language, or, in some case, are observed doing while learning a second or foreign language” (Wende and Rubin, 1987:19). Hence, many of the earlier studies of learning strategies were exploratory, aiming at identifying and describing a broad range of strategies. Some researchers wanted to find strategies used by successful language learners. (Reiss 1985, Rubin 1975, Naiman et al 1978). For example, Rubin‟s (1975)study suggested that “attention to form‟and …monitoring one‟s own and other‟s speech”are key strategies used by good language learners. Naiman (1978) found that good language learners treat language as a system by making effective cross-lingual comparisons, analyzing the target language, and using reference books. Evidence showed that good language learners use more and better learning strategies than poor learners do.Since late 1980s most researchers have focused on various methods of vocabulary presentation, and their effects on retention. They were interested in vocabulary repetition (Rundns, 1977; Gairns & Redman, 1986); imagery techniques (Montague, Adams&Kiess, 1966; Bower, 1972); keyword techniques (Atkinson&Raugh, 1975; Merry, 1980); semantic encoding techniques (Craik&Tulving, 1975, Eed&Cockrum, 1985) and context techniques (Sternberg, 1987; Cohen&Aphek, 1980). Some other researchers attempted to compare different vocabulary strategies in L2 acquisition (Brown&Perry, 1991). Some described various vocabulary teaching strategies in particular (Cohen, 1990; Nation, 1990; Oxford, 1990).In the process of identifying and categorizing language strategies, many studies dealt with indirectly with strategies specifically applicable to vocabulary learning. The combination of the results from general learning strategy research with those from more vocabulary-specific studies aroused the emergence of general conclusions about vocabulary learning strategies. Meanwhile, a lot of researchers focus on the use of cognitive and meta-cognitive strategies. According to O'Malley and Chamot (1990), cognitive and meta-cognitive strategies are often used together, supporting each other. The assumption is that using a combination of strategies often has more impact than single strategies.Besides, some researchers confirm that individual learner differences are a crucial aspect in vocabulary learning strategies, as learners in particular vary enormously in their choice of strategies and tend to use a wide variety of strategies in combination (Ahmed, 1989; Gu&Johnson, 1996; Ridley&Singleton, 1995); Anderson (2002) believes that developing meta-cognitive awareness may also lead to the development of stronger cognitive skills.Most recent research on vocabulary learning strategies has focused on various methods of vocabulary presentation, and their effects on retention, i.e. the most studied vocabulary learning strategies are memory strategies (Gu&Johnson, 1996).2.1.2 Studies on vocabulary learning strategies in ChinaWestern-based research does not in principle tell us anything about the learning of English vocabulary by Chinese learners (Melton, 1990). We need research in a Chinese cultural context. Empirical studies on English learning strategies conducted by Mainland Chinese scholars started at the beginning of the 1980s. Before that, only some vocabulary learning tips based on the experience of instructors were offered (Hu 1990.etc). From 1990 to 2000, studies of L2/FL learning strategiesforeign language VLS started in China with the appearance of Gu's two papers. He investigated VLS of 850 non-major English students in Beijing Normal University. From then on, more and more Chinese researchers have made striking contributions to the exploration of English vocabulary. For example, Wen Qiufang (1996), in her book On English Learning Strategies, expounds learning strategy system, the innate factors of the system as well as how to coordinate and control other factors affecting strategies selection. Wang Wenyu(1998)researches into Chinese school students‟English vocabulary learning strategies at Nanjing University, using a questionnaire and a vocabulary test. From his result, he concluded that their vocabulary size was significantly associated with their vocabulary learning strategies. Dong Y anping(2001) deals with the direct and indirect L2 vocabulary learning in the communicative approach. At the same time, various useful approaches to English vocabulary teaching, such as teaching words in natural and authentic environment, association, etc. are proposed by Liu Liqun (2004). Ge Wenshan claims that memory chunks are greatly connected with English vocabulary instruction (2005). Jin Zhe(2006)argues about the connection between systematical vocabulary teaching and vocabulary learning strategies in the colleges, etc. In fact, early in 2000,Y ao Meilin (2000)had a summary of current research trends in the teaching of foreign vocabulary learning strategies and divided them into three stages---its definition and classification, exploration of effective approaches to strategies teaching, and the establishment of models for teaching strategies.However, despite the increasing number of research in vocabulary learning, most of the previous related studies were conducted among the western learners, few dealing with the Chinese learners. What‟s more, the subjects of their research in China are mainly college students. And the researches whose subjects are aimed to middle school students mainly concentrate on vocabulary teaching techniques and learning methods, such as Wang En’qing(2002)，Gan Bingrong(2001),Zhou Hesong(2006),etc. As for studies of vocabulary learning and teaching strategies adopted by senior students, little has been considered. On the other hand, most of the current researches emphasize on theory analysis and only some of them deal with empirical research.2.2 Definition of vocabulary learning strategiesAmong the definitions of language learning strategies, there are differences in opinions about whether they are to be perceived of as behavioral (and, therefore, observable) or as mental, or as both; what the precise nature of the behaviors that are to count as learning strategies is, e.g. the distinction between strategies and techniques; whether learning strategies are to be seen as conscious and intentional or as subconscious; whether they are seen as having a direct or an indirect effect on language development and what motivates the use of learning strategies.The concept of learning strategies is a somewhat fuzzy one and not easy to tie down. To date there is no consensus on what learning strategies is, table 1 presents various definitions of learning strategies.The above-cited definitions show diverse opinions about language learning strategies. The definition of learning strategy used in this chapter is adopted from Wen Qiufang (1996). She defined learning strategies as `behaviors or actions which learners use to make learning more effective'. The definition stresses that the aim to use strategies is to make learning more effective; strategies are learners' behaviors or actions, not thoughts; they are both behavioral and mental. In this way, vocabulary learning strategies can be defined as 'behaviors or actions which learners use to make vocabulary learning more effective'.2.3 Classification of vocabulary learning strategiesAs there are diverse ways of defining strategies, there are also various ways of categorizing strategies. Different figures offered different ways of classifications. V ocabulary learning strategies have been classified by different researchers and scholars in different perspectives. Much of the earlier researches on learning strategies concentrated on listing strategies which learners were observed to use or reported to use. So far, considerable progress has been made in classifying learning strategies, which are comprehensive, multi-leveled, and the theoretically-motivated. In the following section, the taxonomies widely influenced and used abroad and at home will be presented.2.3.1 Classification of vocabulary learning strategies abroad2.3.1.1 Rubin’s (1987) Classification of Language Learning StrategiesRubin, who pioneered much of the work in the field of strategies, makes the distinction between strategies contributing directly to learning and those contributing indirectly to learning. Accordingto Rubin, there are three types of strategies used by learners that contribute directly or indirectly to language learning. These are: Learning Strategies, Communication Strategies and Social Strategies. Learning Strategies “contribute to the development of the language system…and affect learning directly”.Communication Strategies are those used by a learner to promote communication with others. They are strategies used by speakers when they come across a difficulty in their communication because of a lack of adequate knowledge of the language. Activities affording them opportunities to be exposed to and practice their knowledge belong to Social Strategies.As Rubin‟s framework lacks a clear description of meta-cognitive component, and is neither systematic nor satisfactory in terms of minimizing overlap between categories, O‟Malley and Chamot‟s typology can be considered a define improvement. Using the information-processing theoretical framework, O‟Malley and Chamot distinguished three major types of strategies: Meta-cognitive Strategies, Cognitive Strategies and Social/affective Strategies. Meta-cognitive strategies refer to learners‟ knowledge about cognitive processes used to regulate language learning by means of planning, monitoring and evaluating. They have an executive function (Ellis, 1994).Among the main meta-cognitive strategies, advance organizers, directed attention, selective attention, self-management, advance preparation, self-monitoring, delayed production, and self-evaluation are included. Cognitive strategies exhibit the common function of …manipulation or transformation of the target language by the learners‟ (cited from Schmitt&McCarthy,2004:205).Social/affective strategies are related with interacting and transacting with other people to improve language learning. Table 3 is the description of O‟Malley and Chamot‟s str ategy classification.Perhaps the most comprehensive classification of learning strategies to date is that provided by Oxford. Based on most of the features of the previous classification, Oxford has developed a somewhat system of categorization of learning strategies which is more detailed. According to the relationship between strategies and language materials, Oxford (1990) divided learning strategies into two main groups: direct and indirect strategies. The categories of direct and indirect strategies are subdivided into three subcategories respectively. Direct strategies consist of strategies that directly involve the target language in the sense that they require mental processing of the language.Indirect strategies provide indirect support for language learning through focusing, planning, evaluating, seeking opportunities, controlling anxiety , increasing cooperation and empathy and other means.Schmitt proposes his own taxonomy of vocabulary learning strategies. His classification is partly based on Oxford's general strategy system. He distinguishes the strategies which learners use to discover the meaning of new words when they first encounter them from the ones they use to consolidate meanings when they encounter the words again. The former is named as discovery strategies which include determination strategies and social strategies; and the latter isnamed as consolidation strategies which include social, memory , cognitive and meta-cognitive strategies. The social strategies are included in the two categories because they can be used for both purposes. At home, Wen Qiufang‟s and the one in the newly issued English Curriculum Standards are representative.2.3.2.1 W en’s (2003) classification of LLSBased on the views of Skehan (1979), Wen, one of the key figures in the field of learning strategies, thinks that English learning strategies are composed of two sub-systems including learning concept and learning strategies. Learning concept is the learner‟s view of “how to learn English well”. For example, some student thinks the key to learning English is to master vocabulary . Different from learning concept, learning strategies refer to the action taken by learners in order to learn English well. And learning strategies include strategies of management and strategies of language learning. Management strategies are connected with the learning process, including goal-setting, making plans, choosing strategies, self-monitoring, self-evaluation, searching forcontribute directly to language learning strategies. They can only be used to learn languages.In newly issued English CurriculumStandards for senior middle schools, English learning strategies include cognitive strategy , monitor strategy , social strategy and resource strategy . Cognitive strategy refers to the steps and means that students take to fulfill their learning tasks. Monitor strategy means the way in which students plan, carry out, reflect, evaluate and adapt their study . Social strategy is used to create more communicative chances, maintain communication and improve the result of communication. And resource strategy is the one that students adopt diverse medias properly and effectively to develop learning and to use English. In the English curriculum standards, feeling attitude (including motivation, interest, self-belief, cooperation, etc.) is independent from learning strategies. Nevertheless, here, when we refer to English learning strategies in Chinese middle schools, feeling attitude is also included as one sub-strategy .3.1 The purpose and research questions of this studyThe primary aim of the study was to investigate the strategies used by Chinese junior school students. The focus was on the relationship among vocabulary learning beliefs, vocabulary learning strategies and scores. The second aim was to provide empirical data about strategies that are especially useful to junior school students and to probe into the underlying factors that stimulated them to use these strategies. Particularly, the study set out to seek answers to the following research questions:1. What are the general beliefs of vocabulary learning strategies held by junior school students?2. What vocabulary learning strategies are used by the students in their language learning?3. Are there differences on beliefs and strategies using between the high-score students and the low-score students in English studies?3.2 SubjectsI sampled students from Grade Four as subjects of the investigation. Students in Grade Four are chosen because they have learnt English for about 7 years, so most of them have formed quite fixed learning vocabulary habits and their learning state is stable. And the students will have high school entrance exam soon，so they hope to be aware of their own learning strategies and develop more suitable and effective vocabulary learning strategies. This will help them do well in their English exam. 108 students from two classes were given a vocabulary learning strategy questionnaire to complete. Then the high-score students and low-score students are divided according to their performance in the high school entrance examination. The first ten students were selected as the high-score group. In the same way, the last ten were classified into the low-score group. Their questionnaires of learning strategies were also changed into scores to find their correlations.3.3 InstrumentsThe vocabulary strategy questionnaire is based on the previous researches on vocabulary learning strategies (Naiman, 1978; Rubin, 1981; O'Malley& Chamot, 1990; Oxford, 1990), especially on Gu&Johnson's V ocabulary Learning Questionnaire V ersion 5 (Gu&Johnson, 1996; Gu, 2003), on information collected from interviews with students of different levels in the junior school. The questionnaire is written in Chinese in order to make the students understand correctly the statements and avoid the possibility of misunderstanding. The detailed strategies were listed in Appendix 1. It is composed of 3 sections:Section 1 Instructions and individual informationIn the instructions, it was stressed that the students should respond truthfully since their answer would not be marked and would play no part in the assessment of their work. Individual information included name, age, class and marks.Section 2 Beliefs about vocabulary learningIt includes10 statements representing three dimensions of beliefs on vocabulary learning task: the belief that vocabulary should be memorized, the belief that words should be acquired in context and the belief that words should be learned and used.Section 3 V ocabulary-Cognitive StrategiesIt was the main body of the questionnaire with 33 items, which represented various word learning strategies that could be grouped into three categories: (1) meta-cognitive strategies (2) cognitive strategies (3) social/ affective strategiesThe questionnaire adopts a 5-point Likert scale rating system instead of Gu& Johnson‟s 7-point scale rating system. Among the 5 points, “1”stands for“Absolutely Disagree”;“2”stands for “Basically Disagree”;“3”stands for “Hard to Sa y”which means “sometimes yes and sometimes no”;“4” stands for “Basically Agree”; and “5” stands for “Absolutely Agree”. These categories are assigned values of 1，2, 3, 4, and 5 respectively, thus higher scores indicate higher degree of agreement. If the mean value is above 3, it indicates the corresponding statement is approved at a relatively high level.3.4 ProcedureIn order to guarantee the validity and reliability of the investigation, filling in the questionnaires was carried out by two classes‟ head teachers. The questionnaire was first distributed for students in their normal classes to complete in about 30 minutes. To avoid unvalued information, it was highlighted there are no right or wrong responses to each item, and that their responses will just used for reference of English teachers‟ instructions so as to improve English learning.The Statistical Package for the Social Sciences (SPSS, version 11.5) was used to deal with the questionnaire for data collection and statistic analysis. Descriptive statistics was first employed to。