Dissertation > Excellent graduate degree dissertation topics show

A Research Analysis of English Vocabulary Learning Strategies in Senior Middle Schools

Author: LiuXingHua
Tutor: CuiQi
School: Liaoning Normal University
Course: Subject Teaching
Keywords: learning strategy vocabulary learning strategies social/affective strategy meta-cognitive strategy cognitive strategy
CLC: G633.41
Type: Master's thesis
Year: 2010
Downloads: 401
Quote: 0
Read: Download Dissertation

Abstract


The amount of vocabulary that one masters will certainly affect his English level. Vocabulary learning is one of the more difficult tasks for senior middle school students. This thesis aims to study vocabulary learning strategies used by Liaoning senior middle school students and what teachers do to help students use strategies effectively. The result will be the discovery of ways to improve students’ awareness of using strategies.Vocabulary learning strategy is a popular topic in the study of Second Language Acquisition (SLA). Hence a substantial amount of researches has been made by language learners and language teachers. The researchers focus on the classification of vocabulary learning strategies, the description of strategy and strategies of particular groups of learners, and some researches go to the theoretical framework for evaluation and training of the strategies. From the previous researches, we know that strategies can be put into three categories:cognitive strategy, meta-cognitive strategy and social/affective strategy.This thesis reports on an exploratory study of 220 subjects’use of the three vocabulary learning strategies employed by the sampled students to examine the two schools’current use of vocabulary learning strategies by analyzing the research data obtained through a questionnaire.The data analyses show:In general, the investigated students use various vocabulary learning strategies at cognitive, meta-cognitive, and social/affective levels. From the highest to the lowest, the frequency of the three broad categories is:cognitive strategy, meta-cognitive strategy and social strategy.Among all cognitive strategies, strategies of taking notes in class, using English-Chinese dictionary, "using vocabulary section in my textbook", "paying attention to pronunciation of the words and correcting it myself "and "paying attention to formation of the words" are the most frequently used strategies by the sample students.The cognitive strategies considered as the least frequently used strategies include "practicing or using words, expressions or idioms that I have learned in class by keeping a diary". Meta-cognitive strategy is seldom used by the sampled students. The least frequently used social strategy in the overall corpus of strategies are:"I learn or consolidate words through study- groups outside the classroom", "I learn or consolidate words by practicing with a partner in class", "I learn or consolidate words by working with others", and "I ask my teacher to check the self-made word card or vocabulary card to make sure it is correct".The data analyses also show that significant gender difference exist in using meta-cognitive strategies. The thesis analyses suggest some pedagogical implications of the research.

Related Dissertations

  1. Difference in Use of English Vocabulary Learning Strategies between Male and Female Senior High School Students and the Influences on Their English Vocabulary Learning,G633.41
  2. The Effects of Learning Strategy Training on Junior High School Students’ English Vocabulary Acquisition,G633.41
  3. A Survey of English Vocabulary Learning Strategies by High School Students,G633.41
  4. A Study on Effectiveness of Strategies-Based Instruction in English Listening Teaching in Senior High Schools,G633.41
  5. Research into Biology Learning Strategies and Study of Teaching,G633.91
  6. High school students learning English vocabulary used in empirical studies of cognitive strategies,G633.41
  7. Corss-sectional Research between Lexical Production Competence and Vocabulary Learning Strategies on High School Students,G633.41
  8. An Empirical Study on the Influence of Metacognitive Strategy on English News Listening Ability,H319
  9. The Influence of Meta-cognitive Strategies on English Achievements of English-majors from Private Universities,H319
  10. Investigation and analysis of intermediate level Japanese and Korean students vocabulary learning strategy,H195
  11. 3ds max Three-dimensional Teaching Animation Material Research,TP391.41-4
  12. Effect of Metacognitive Strategy Training on College Students’ English Reading Comprehension,H319
  13. An Empirical Study on Metacognitive Strategies in Spoken English Learning of Non-English Majors in Sust,H319.9
  14. On Metacognitive Strategy Training of EFL Writing of Senior High School Students,G633.41
  15. An Empirical Study of MST-based Intensive Reading Course Teaching for English Majors at HVC,H319
  16. The Effects of Metacognitive Strategies on the Width and Depth of Second Language Vocabulary Acquisition,H319
  17. An Empirical Study on Write-to-Learn Approach Based on Metacognitive and Affective Strategies Training,H319
  18. An Experimental Study on Application of Metacognitive Strategy Training in Web-based Self-access Listening,H319
  19. An Empirical Study on College English Listening Instruction Based on Metacognitive Strategies Training,H319
  20. The Application of Meta-cognitive Strategies to English Vocabulary Teaching and Learning in High School,G633.41
  21. A Case Study on the Use of Metacognitive Strategies by Junior Middle School Students in Reading,G633.41

CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
© 2012 www.DissertationTopic.Net  Mobile