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Vocational students' English vocabulary learning strategy use survey

Author: SunHong
Tutor: ZhangYiNa
School: Nanjing Normal University
Course: Subject Teaching
Keywords: English Vocabulary Vocabulary Learning Strategies Secondary vocational school students
CLC: G633.41
Type: Master's thesis
Year: 2008
Downloads: 348
Quote: 4
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Abstract


This article based on O'Malley Chamot (1990), Gu Johnson (1996) and other people on the classification of vocabulary learning strategies to develop vocabulary learning strategies questionnaire. Survey by a state-level key secondary vocational schools 300 students, aims to understand (1) the overall situation of secondary vocational school students' vocabulary learning strategies; (2) gender differences of vocabulary learning strategies; (3) the use of high-grouped students with low vocabulary learning strategies for grouping students discrepancies; (4) Vocabulary Learning Strategies and Vocabulary academic relevance. The survey results show that: (1) Overall, the ideal vocational school students, science English vocabulary learning concepts. They can use metacognitive strategies, cognitive strategies and social / affective strategies, such as a variety of strategies to learn English vocabulary, but the low level of overall use of cognitive strategies between primary level and mid-level strategy users. (2) male and female students vocabulary learning ideas and strategies to use in general there is no significant difference. Girls than boys prefer the use of metacognitive strategies, the two groups there was no significant difference in the use of cognitive strategies, only in the specific use of \strategy. On the use of social / affective strategies, there are differences between the male and female students, but not significantly. (3) high school students, and low group of students is not only the point of view of vocabulary learning strategies are different, but there are also different in the overall use of cognitive strategies, but did not reach a significant difference in the specific use of cognitive strategies, high packet cognitive strategies used by the students, not only students than low packet should extensively, and the frequency of use is higher than low-group students, high school students, are better at guessing, word form analysis, context, classification, association, reading strategies, more reasonable correctly play the dictionary. Two different groups there are very significant sex differences in the use of metacognitive strategies and social affective strategies. (4) all metacognitive strategies and vocabulary learning achievement were tested positive correlation was highly significant positive correlation, in addition to a pre-planned strategy, the other three yuan cognitive strategies and vocabulary learning achievement. 15 specific cognitive strategies, there are 10 kinds of strategies and vocabulary learning achievement was positively correlated strategies and vocabulary of more than half of the academic performance was highly significant positive correlation. This shows that both metacognitive strategies or specific vocabulary learning strategies to improve vocabulary learning achievement has important influence. Finally, in the description of the statistical analysis based on vocabulary strategy training for vocational students, teaching cases.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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