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On Encoding Strategies Instruction in College English Vocabulary Teaching

Author: HongSong
Tutor: ShuBaiMei
School: Central China Normal University
Course: English Language and Literature
Keywords: Vocabulary Learning Strategies Strategy centered teaching Coding strategy
CLC: H319.3
Type: Master's thesis
Year: 2006
Downloads: 148
Quote: 1
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Abstract

The vocabulary is the basis of verbal communication is the biggest difficulties of language learners. Own vocabulary in one or two years, from 1,800 to expand vocabulary requirements of four English Syllabus: 4,200 has become a central issue in many college students learning English, is also the biggest headache. Generally speaking, the word memory and the memory effect is directly related. The study pointed out that good at learning students can use a lot of vocabulary learning strategies, but the the mechanical memory remains the most students learning the word, rather than the complex deep level learning strategies. The lack of word learning strategies Vocabulary consuming inefficient. In response to this situation, teachers should help students to how most effectively to memorize words. Generally speaking, the word memory and the memory effect is directly related. Coding strategy by actively call the learner's existing knowledge in an effective memory word. The encoding process contains the positive transformation of information, information processing of deep-seated. Cognitive processing level theory of Craik and Lockhart, a single word can form and semantics that shallow and deep-level processing; deeper the level of processing, memory the better, the better memory retention. Coding strategy to actively mobilize the knowledge of the students so that students can more effectively word processing by deep-level semantics. Gu Yongqi (1996,2003) studies have shown that the coding strategy related to the students' vocabulary size. Second Language Acquisition Research found that the correct use of learning strategies and learning strategies appropriate guidance and training to contribute to the process of second language learning. Thus integrated into the coding strategy in teaching vocabulary teaching is of great benefit to the students. Interventional study based on the theory of cognitive processing level and learning strategies, this article will mainly focus on how the coding strategy soluble vocabulary teaching activities, and to test the effect of vocabulary strategy instruction on vocabulary learning. Through a period of 18 weeks in the experimental class vocabulary teaching strategies, teaching Chamot five-stage training mode: ready to introduce, practice, assessment, extended. The vocabulary encoding strategy questionnaire and vocabulary test data collected experimental class and comparison class experiments before and after the experiment. Using SPSS for quantitative analysis of these data, the following conclusions: First, the training of learning strategies to help students understand their own learning styles and preferred learning strategies, and expand their understanding of learning strategies. And guide them to try, test, until the skilled use of the most effective learning strategies. This process can effectively foster students' learning autonomy. Second, the study shows that if a teacher can systematically introduce new words and to enhance learning strategy learning, students can effectively memory. Learning can have a direct impact on the students' vocabulary. Teaching strategies should become an integral part of college English learning.

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