摘要
基于O’Malley和Chamot的学习策略分类,本文采用问卷调查的形式对大学英语专业学生的词汇习得策略运用状况及其策略选择运用的影响因素进行了调查分析。结果发现:使用较多的认知策略为重复、拓展、利用语境推测及归类等;使用较多的元认知策略为:自我监控和事先准备;使用较多的社会/情感策略为:回避、利用传媒手段与冒险犯错等。影响词汇学习策略选择及运用的最重要之因素为学习习惯。由此可见,在语言教学中,教师不仅应对学生进行适当的学习策略培训,指导学生培养良好的学习习惯,还需重视学生的个体差异,进而设计和实施有效的教学行为。
Based on O＇Malley and Chamot＇s classification of learning strategies, this paper is intended to identify the distribution of the frequency of vocabulary learning strategies used by 52 English majors at tertiary English level and investigate various influencing factors underlying the choice of the strategies. It is found that the most frequently-used cognitive strategies are repetition, elaboration and contextualization; the most frequently-used metacognitive strategies are self-monitoring and advance preparation; and the most frequently-used social/affective strategies are avoidance, media, and risk-taking. It is con- cluded that language teaching should not only involve leaming strategies training and good learning habit fostering, but also address the issue of learners＇ individual differences, so that teachers can deliver effective teaching accordingly.
出处
《广东外语外贸大学学报》
2011年第6期37-40,共4页
Journal of Guangdong University of Foreign Studies
基金
广东省社科规划项目一般项目"新时期商务英语教学模式创新与发展研究"的部分成果
关键词
词汇学习策略
运用
影响因素
vocabulary leaming strategy
use
influencing factor
