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Corss-sectional Research between Lexical Production Competence and Vocabulary Learning Strategies on High School Students

Author: ShiLei
Tutor: ZhangZhenZhong
School: University of Electronic Science and Technology
Course: Foreign Linguistics and Applied Linguistics
Keywords: productive vocabulary competence vocabulary learning strategies high school students
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 35
Quote: 0
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Abstract


Vocabulary learning has always been a focus of attention in L2 research. At present, in most of domestic English examinations and examinations for going abroad, lexical production competence has become one of the most important aspects and difficulties for students. Most of the previous researches focus on the comparison between receptive vocabulary and productive vocabulary, less studies on sectional development of students’ productive vocabulary. Therefore, an empirical study was carried out on English productive knowledge among Chinese high school EFL learners. And at the same time, another hot issue about vocabulary--vocabulary learning strategies was also concerned with students’ productive vocabulary in this study.Based on productive vocabulary knowledge framework by Nation (1990) and Henrikson (1999), this paper mainly reports a study about sectional lexical production competence and vocabulary learning strategies in high school students. The aim of this research was three-fold: 1.) to investigate the development of students’ productive vocabulary in three grades and find out if there are significant differences among them; 2.) to find out the relation between productive vocabulary and vocabulary learning strategies; 3.) to find out the differences between the higher-score group and lower-score group in vocabulary learning strategies. The 105 subjects in three different grades of a high school participated in this study.Vocabulary learning strategy questionnaire and productive vocabulary test were administered to them and all data were processed and analyzed by a series further quantitative data-analysis through SPSS (13.0). The major findings are summarized as the following points in three aspects. First, One-way ANOVA indicated that there was significant development among three groups and students’ productive vocabulary competence developed in a linear way. Second, Pearson Correlation analysis revealed that there was relation between vocabulary learning strategy and vocabulary production ability, which indicated that the usage of vocabulary learning strategies was conducive to vocabulary learning. Third, the group with higher vocabulary strategy score was compared with the group with lower vocabulary score, and the result showed that there was significant difference in their vocabulary learning strategies and the students with higher-score used more strategies than those with lower-score, higher-score group prefer more strategies to help their vocabulary learning, and memory strategies and cognitive strategies were adopted more than social and metacognitive strategies.After a discussion on the possible causes of these findings from the perspective of linguistics and cognitive as well as psychological consideration, the limitation of the research was discussed, and the pedagogical implications were finally pointed out as well as some beneficial suggestions were provided for future study in field of vocabulary production and vocabulary learning strategies.

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