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Comparison Study of Chinese and American University Students in Vocabulary Learning Strategies of Second Language

Author: ShenXiaoQin
Tutor: XuZiLiang
School: East China Normal University
Course: Linguistics and Applied Linguistics
Keywords: Second Language Vocabulary Learning Strategies Comparison of American College Students Case Study
CLC: H195
Type: Master's thesis
Year: 2011
Downloads: 63
Quote: 2
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Abstract


60 Chinese college students learning English vocabulary and the vocabulary used in the 60 American college students studying Chinese vocabulary learning strategies reveals the differences and similarities of the American College Students Second Language Vocabulary Learning Strategies, and further analysis of the differences behind underlying causes. In addition, two Chinese Students' English Vocabulary successful learners and two Chinese vocabulary of American college students successful learners case studies, the success of learning a different language learners in the use of vocabulary learning strategies in common, in order to get more useful revelation about second language vocabulary learning strategies to better promote vocabulary learning and teaching. This article by the survey the following conclusions: American College Students in second language vocabulary learning, the general use of metacognitive strategies and cognitive strategies to be used more frequently than social affective strategies and resources to apply the policy. American College Students check vocabulary learning to recite the words, by means of the mother-tongue memory Vocabulary learned to communicate with others, find language partners as well as the application of the target language learning resources strategy differences. Through further interviews, the paper found that the learning environment, cultural background and language proficiency is an important factor in second language vocabulary learning strategy use differences result in American College Students. First, the learning environment of the target language can promote the learners better use of strategy and purpose of the dictionary language learning resources, more intense sense of self-check the learning effect. Followed by education and culture in Europe and America, advocating the spirit of exploration, so that students know more active use of metacognitive strategies, and happy to collaborate with others, and actively looking for language partner. Learners are more reserved style under the influence of Eastern culture in love with the traditional recitation method, also lags behind in the use of metacognitive strategies and resources to apply the policy of European and American culture learners. Finally, the high level language learners have a higher utilization rate of resources application strategy, but to take notes and pay little attention to, insufficient attention for vocabulary review. The lower level language learners pay more attention to the work of self-examination and review, and a preference for note-taking strategies, but at the same time for speaking dependence also greater. Case studies of successful learners by the American College Students Second Language vocabulary, we find that although their second language learning languages ??very different, but their way to success is to have something in common. For example, they are very emphasis on vocabulary learning, focusing on the use of metacognitive strategies, affirmative associated with major help for second language vocabulary learning. They also use a variety of different memory, and that a large number of the target language input vocabulary learning positive significance can not be ignored, and able to actively make use of a variety of target language resources to help you learn the vocabulary.

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CLC: > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language
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