摘要
以123名初二学生和91名高二学生为调查对象,采用问卷调查、访谈等工具,探究中学生词汇学习策略总体使用情况以及初、高中生在词汇学习策略使用上的差异。结果表明,1)中学生习得词汇时使用元认知策略和社会情感策略频率较低,而使用认知策略的频率较高;2)初、高中生在词汇学习策略使用方面有明显差异。为此在描述性统计与定量分析的基础上对中学英语词汇教学提出了改进意见。
This article reports a comparative study on English vocabulary learning strategies employed by junior and senior middle school students. The subjects are 123 Junior Grade Two students and 91 Senior Grade Two students, and the instruments adopted include a questionnaire and interviews. Detailed analysis of the quantitative data leads to the following findings:1) Middle school students seldom employ metacognitive or social - affective strategies whereas they frequently use some of the cognitive strategies; 2) A noticeable difference exists between junior and senior middle school students in terms of the use of vocabulary learning strategies. Based on the data analysis, the author puts forward a number of suggestions for vocabulary teaching in middle schools.
出处
《榆林学院学报》
2004年第4期106-109,共4页
Journal of Yulin University
基金
榆林学院人文社科研究项目阶段性成果
