英文论文万能模板

凯里学院本科毕业论文（或设计）学科代码: 050201学号:本科毕业论文（设计）题目：Comparative Analysis of English Vocabulary Learning Strategies from Minority and Han HighSchool Students------Taking Shibing NO.1 HighSchool as Example学院：外国语学院专业：英语班级：学生姓名：陶朝燕指导教师：沈萍2015年 3 月 30 日英语专业，包括旅游方向代码一样英文题目字体为Times New Roman三号，中文为宋体三号。

副标题应另起一行，并缩进2个字符2015届毕业生论文完成时间应在2015年3月30日左右打印出来是请注意这里的横线是否对齐3 Methodology ....................................................................................5 3.1 Research Objects ...........................................................................5 3.2 Research Instruments ......................................................................6 3.2.1 Questionnaire ............................................................................6 3.2.2 Interview (6)4 Result.............................................................................................7 4.1 Data Collection.............................................................................7 4.2 Results (7)5 Conclusion.......................................................................................................10 5.1 Conclusion and Suggestions .............................................................10 5.1.1 Conclusion (10)5.1.2suggestions ..10 References ..12 Acknowledgements 13Appendix 14Comparative Analysis of English Vocabulary Learning Strategies from Minority and Han High School Students------Taking Shibing NO.1 High School as ExampleAbstract: This is a thesis aboutlearning strategies from minority and and interview were adopted to collectwere used by students, and find out whether there are some differences between minority and han high school students in English vocabulary learning strategies. The result indicated that minority and han high school students are good at meta-cognitive strategies, and they have a certain ability to use cognitive strategies. Secondly, minority students are not good at applying social-affective strategies, but han students can use it well. The significance of this paper is to improve English teaching and vocabulary teaching in high school.Key Words: vocabulary learning strategies; meta-cognitive strategies; cognitive 查和访问法对51出少数民族和汉族高中生在使用词汇学习策略方面的不同。

结果表明，少数民族和汉族高中生更善于使用元认知策略，具有一定掌握认知策略的能力。

第二，少数民族学生不善于使用社会情感策略，但是汉族学生能够更好地使用社会情感策 关键词：词汇学习策略；元认知策略；认知策略；社会情感策1 IntroductionWith the development of China ’s education reform, English teaching has become more and more important. As aninternational language, English is widely used by people, the majority of people start to learn English. Language consists of three basic elements: pronunciation, vocabulary, grammar (Chen & Zhou, vocabulary is one important part of English. V ocabulary is the the learning strategy is the one basic form of improve the learning efficiency is an important guarantee for the autonomous learning ability (Gao, 2008). English is an important tool of communication between country and country, people and people. Lack of a good vocabulary is lack of communication ability.Many teachers ignore students ’ communication and autonomous learning ability in language learning process, and the learning efficiency is low. The classroom is the only source for students to learn vocabulary. Students do not have their own methods to learn. Language is to communicate; therefore, it is necessary to improve the learners ’ communicative ability. For non-native English learners, vocabulary is an essential part, and it connects the whole language learning process. V ocabulary will influence learners ’ listening, writing, reading, speaking, translation and other activities in language learning. Although most studies of language learning strategies is indirectly related to vocabulary learning strategies (VLSs) during the research process, there are not so much studies in-depth on VLSs. More and more linguists, who are engaged in the study of foreign language teaching, think words play an important role in foreign language teaching (Zhang, 2003). To learn a language, at the first, learners need to learn the vocabulary. Over decades, the research of VLSs aroused great interest in the domestic and foreign scholars and educators; it has still a large development space in this field. The research on VLSs is based on the study ofsecond language learning strategies. English VLSs is also a hot problem between researchers on second language acquisition and English teacher. In the past 25 years, people have not a large-scale and a specific study on vocabulary learning, but the research on this area has been in an upward trend. So language learning strategies is an important point in foreign language teaching.1.2 The significance of Research Studies on English VLSsMost studies aim at investigating learning strategies in different levels about high school students. V ocabulary is an essential part of English and it is also an integral part of language. It plays a crucial role in the language learning. Just as a building can not be constructed without the building material, a language is not conceivable without vocabulary (Yang, 2008). Without vocabulary, the specific part of English will not be communicated with other people. According to Chen and Zhou (2012, P41), “V ocabulary is generally considered as the basic communication tool, and often labeled as the most problematic area by language learners”. If a language learner’s pronunciation and grammar are excellent, but he does not have vocabulary, then he can not express his thoughts and feelings, even do not understand others thoughts, so he will fail in communication. VLS plays a unique role in English teaching. The teacher can help students to have a good study habits to improve their interest in English learning, increase vocabulary, improve students’listening, writing, reading, speaking and translation ability. The most important is that to help students have awareness to use VLSs to make plan to learn. Therefore, the knowledge of learning strategies is important because it will facilitate language teaching considerably (Liu, 2010).In Chain’s traditional examination-oriented education mode, students are seen as receivers, and the teacher decides everything. The learning efficiency is low. So VLSs are very useful for second and foreign language learners to acquire vocabulary (Chen & Zhou, 2012). However, there are few students on VLSs in high school students. High school is still a sprout stage on learning English. V ocabulary connects all English learning process. American Philologist Wilkins said that no grammar, peoplecan not express a lot of things; but no vocabulary, people can not express anything. Therefore, the research of VLSs is very important.1.3 Research QuestionsThe studies of research got a big achievement in China and abroad. Many researchers have studies on VLSs. The purpose of the study is to research the VLSs between minorities and han high school students. According to this, there are two research questions of this paper:a)What VLSs are used by minority and han high school students?b)Are they any differences between minority and han students in VLSs? If yes, whatare they?2 Literature Review2.1 Definition of Learning StrategiesWhat is the learning strategy? The word “strategy”was derived from ancient Greek word “strategia”. It means the strategy on the war. In order to get a great result on the war, people often make the plan and strategies to fight. Taking it into study, it aims at studying more relaxing and efficiency. It is a science and highly efficiency learning method. Definition of learning strategies is no agreement idea. Different researchers define strategy in different ways.According to Steen (1993), learning strategy is a thought, which was adopted by language learners, just people’s thoughts.Anderson (1980) pointed out the learning strategy is a cognitive skill from the cognitive to see study, and it is to use theory to research the learning strategy.According to Chamot (1987), learning strategies are methods, which the learners to promote language knowledge and other knowledge.Malley and chamot (1990) said that learning strategies are the special way to understand, learn and keep the latest message to learners.2.2 Classification of Learning StrategiesLearning strategies consists of many factors; the research studies on level and scope are different. Learning strategies are learners’conscious, goal-oriented and problem-solving based efforts to achieve desirable learning efficiency (Yang, 2008). Motivation plays an important role in learners’ use of learning strategies. Among them, Chamot’s (1987) and Oxford’s (1990) classification are widely accepted. Different researcher has different definition of learning strategies.According to Cohen’s (1998) classification, learning strategies mainly consist of two parts: second language learning strategies and second language using strategies. Second language learning strategies is that the learner to identify the material to be learnt, distinguishing and groping it from other material. Second language using strategies is that the learner to use strategies to retrieve and rehearsal material, and then to communicate.In terms of Oxfor d’s (1990) classification, learning strategies mainly consist of two parts: direct strategies and indirect strategies. There are several strategies in each strategy. Direct strategies are consists of three parts: cognitive strategy, compensation strategy and memory strategy. Indirect strategies are also consists of three parts: meta-cognitive strategy, cognitive strategy and social-affective strategy.According to Malley and Chamot’s (1990) classification, learning strategies mainly consist of three parts: meta-cognitive strategies, cognitive strategies and social-affective strategies. Also, there have several strategies in each strategy. Meta-cognitive strategies include centering, applying image and sound, and evaluating. Cognitive strategies consist of resourcing, repetition, grouping, deduction, imagery, note-taking, dictionary, inference, analyzing and internalizing. Social-affective strategies consist of question, cooperation, dealing with the ways learners interact or communicate with other speakers, native or non-native.2.3 Research Studies on VLSs2.3.1 The Situation about VLSs in ChinaThe research of VLSs began in middle 1990 in China. V ocabulary acquisition is derived from 1880s, but VLSs is later. More and more people to learn English in ourcountry, but they are not really to grasp of the extent of the foreign language on the intuitive. So the students’self-study is regarded highly by people. Meanwhile, the research of this field is becoming more active.Gao and Zhang (2004) put 127 college non-English major students and 132 college English major students in Beijing teach-training university as the research objects. The result of the research indicated that some students are not to use meta-cognitive strategies and cognitive strategies, the major students are not knew cognitive strategies.Gao (2008) put 197 English major freshmen and 205 senior non-English major students as the research objects. The result indicated that the teacher ought to strengthen to train strategies in vocabulary teaching, and attach to use social-affective strategies.The earliest study of vocabulary acquisition is the students’vocabulary (Xu, 2006). With foreign language development, language learning strategies have become an important role in foreign language teaching (Xue, 2005).2.3.2 The Situation about VLSs AbroadThe research on VLSs began in early 1990s abroad, and the foreign researchers have made a great achievement. Most research studies on VLSs are from western countries. The researchers divided the learning strategies into different categories.Cohen (1998) through the research on VLSs, the result indicated that most students focus on direct discussion of actual strategies and their use, rather than categories of strategies.Oxford (1990) put American students as research objects, and the result indicated that the students use strategies to enhance their language learning.3. Methodology3.1 Research ObjectsThe objects are 51 senior high school students at NO.1 high school in Shibing, including 21 minority students and 30 han students. The reason why they are chosento be participants is they are senior students who will face university entrance examination. They must grasp a large size of vocabulary. In order to increase the size of vocabulary, they must act some useful learning strategies to learn and remember words so that they will have a good vocabulary to deal with such examination.3.2 Research Instruments3.2.1 QuestionnaireIn the research process, the paper is adopted questionnaire. There have 60 questionnaire issued to Shibing NO.1 senior high school students. The questionnaire can collect large amounts of data in a short time, and it can analyze and summarize the investigation from aspects of high school students in learning strategies.The questionnaire is designed by Malley and Chamot (1990) classifying of learning strategies. They are meta-cognitive strategies, cognitive strategies and social-affective strategies. Meta-cognitive strategies involved planning(1), selection attention(2,3), self-monitoring(4,5), self-evaluating(6,7,8). Cognitive strategies involved dictionary(9,10,11,12), note-taking(13), repletion(14,15), exercises(16), guessing(17,18). Social-affective strategies involved cooperation (19, 20, 21), question (22, 23), self-confidence (24). Questions in the questionnaire are adapted from Yang’s (2008) questionnaire. 5 points are used each question, 1 stands for “Never do”, 2 stands for “Usually not do”, 3 stands for “Sometimes do or not”, 4 stands for “Usually do”, 5 stands for “Always do”. The questionnaire asked to investigators selection with their actual situation.3.2.2 InterviewEight minority students and five han students are interviewees. Interview can get more details about the use of VLSs and the differences between minority and han high school students. It can learn the situation about students’ vocabulary learning directly.4. Result4.1 Data CollectionThe study issued 60 copies of questionnaire and retrieved 51 of them. For data collection and analysis, figured out the percentage about VLSs. If the percentage is higher than 0.50%, and then the students on this strategy of the use frequency is high.4.2 Results4.2.1 The Situation about Using VLSs4.2.1.1 Meta-cognitive StrategiesTable 1It can be seen from four meta-cognitive strategies that the minority students and han students can use meta-cognitive strategies to plan and manage their study. The use of frequency of selection-attention is less than 0.50%, which indicates that students are not adopted in using this strategy to remember words. Students can basic grasp meta-cognitive strategies.4.2.1.2 Cognitive StrategiesTable 2It can be seen from five cognitive strategies that the use frequency of dictionary and note-taking is higher than other three items. The use frequency of guessing is the lowest. Minority and han high students can be good at using the dictionary, note-taking and exercises strategies to learn and remember words.4.2.1.3 Social-affective StrategiesTable 3It can be seen from three Social-affective strategies that the use frequency of these strategies is low. That means students are not good at social-affective strategies, especially in cooperation strategy. They have not to study with other students or teachers. So in English teaching process, teacher ought to strengthen the cooperation with others.4.2.2 Differences in the VLSs between Minority and Han High School StudentsTable 4From the Table 4, there is no obvious difference between minority and han high school students in the use of meta-cognitive strategies and cognitive strategies. Minority students are good at planning, self-management, self-evaluation strategies. In the cognitive strategies, minority students are good at dictionary and note-taking strategies. Minority students will be influenced by their native speaker in the whole English learning process. Therefore, it is essential and useful to grasp VLSs to learn vocabulary to minority high school students. The result indicated that minority students can master meta-cognitive strategies and cognitive strategies. But there is an obvious difference in the social-affective strategies between minority students and hanstudents. The minority students are not good at using question and cooperation strategies, but han students can use it well. All of these strategies, the use frequency of cooperation strategy is lower than others, only 0.40%. Minority students have no confidence to communicate with others. They are not good at communicating with teachers and fiends. The han students are good at communicating with others.5. Conclusion5.1 Conclusion and Suggestions5.1.1ConclusionIt is conducted that minority and han high school students can use self-evaluation, dictionary, self-monitoring and other meta-cognitive strategies to acquisition vocabulary. VLS is an important method to learn English vocabulary. Students should choose suitable learning strategies to effective learning better in a short period of time. However, the use frequency of social-affective strategies is low. Secondly, in terms of the use of VLSs, they have differences between minority and han high school students. Minority students are not good at applying social-affective strategies to acquire vocabulary, especially the use of cooperation and self-confidence strategies. Different students should use different strategies to learn vocabulary.5.1.2 SuggestionsThe researches of study also have important implications for English teaching, especially vocabulary teaching.In the teaching process, the teacher should guide the students to use learning strategies to learn. It means that teachers should strengthen learning strategies training in the class.The teacher should strengthen the training of the meta-cognitive strategies and social-affective strategies in vocabulary teaching. The result indicated that the use frequency of meta-cognitive strategies is high between minority and han high school students. They lack of selective memory and formulate plan ability. Meta-cognitive strategies have a strong purpose and planning, so it can help students reduce blindnessand irrationality in learning activities.In addition, teacher should strengthen the social-affective training. Because the students’ attitude, personality characteristics and emotional changes directly affect the learner’s whole learning process and outcomes. Emotion factors such as anxiety, angry and other negative factors affect vocabulary learning; otherwise, it can promote vocabulary learning. The teacher ought to understand the whole of the basic situation of students training for the students’ different levels. Improving students’ cooperation ability can improve the quality and quantity of English teaching in high school. At the meantime, teachers should introduce the social-affective strategies and to acquire a certain amount of cognitive and meta-cognitive strategies in the teaching process. The students’ attitude may improve their cooperation and the ability to overcome negative emotions.References[1] 唐绪军．报业经济与报业经营[M][2] 汪昂．(增补)本草备要[M]American Library Association, 1995.论文集、会议录ROSENTHALL E M. Proceedings of the Fifth Canadian Mathematical Congress,University of Montreal, 1961[C]. 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