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以200名非英语专业大学生为研究对象,将定性研究与定量研究方法相结合,采用问卷调查、词汇测试、语言水平测试、访谈等手段,进行为期一年的整体显性融合式课堂词汇策略培训,探讨英语词汇策略培训的有效性。结果表明:经过培训,学生能够掌握大多数词汇策略并有效运用这些词汇策略从而提高词汇成绩和语言成绩;词汇策略训练可以有效提高学生的词汇水平,但对语言成绩的提高作用不明显。在17个词汇策略中,2项策略与学生的语言水平有显著相关;元认知和认知词汇策略对词汇量影响较大,而词汇量的增加幅度则主要受元认知词汇策略的影响。词汇策略培训对不同语言水平学生的成绩提高都有积极的影响,尤其对中等水平者和学习不成功者成绩提高的幅度更大。这些结果给我们今后的词汇教学提供了一些有益的思考和启示。
Taking 200 non-English majors as the research object, combining qualitative research with quantitative research methods, adopting the methods of questionnaire survey, vocabulary test, language proficiency test and interviews to conduct a one-year overall explicit fusion lexical strategy training , To explore the effectiveness of English vocabulary strategy training. The results show that: after training, students can master most of the vocabulary strategies and effectively use these vocabulary strategies to improve vocabulary scores and language scores; vocabulary strategy training can effectively improve students’ vocabulary level, but their effect on language scores is not obvious. Among the 17 vocabulary strategies, there are significant correlations between the two strategies and the students’ language proficiency. Metacognition and cognitive strategies have a greater impact on the vocabulary, while the increase in vocabulary is mainly influenced by the metacognitive vocabulary strategies . Vocabulary strategy training has a positive effect on the performance improvement of students of different language levels, especially for those with medium level and unsuccessful learning. These results provide us some useful thinking and enlightenment for our future vocabulary teaching.