初中生词汇学习策略研究(2)

菜单

2.1.2 Classification of Language Learning Strategies 3

2.2 Vocabulary Learning Strategies 4

2.2.1 Classification on Vocabulary Learning Strategies 4

2.2.2 Research on Vocabulary Learning Strategies 5

3. Methodology 8

3.1 Research questions 8

3.2 Subjects 8

3.3 Instruments 8

3.4 Procedure of Data Collection 9

4. Analysis of the Results and Discussion 10

4.1 Descriptive Statistics of Vocabulary Learning Strategy Use 10

4.2 The Correlation between Vocabulary Learning Strategies and the vocabulary test scores 11

4.3 Results of the Interview 11

5. Conclusion 12

1. Introduction

Language is a bridge of communication and vocabulary is the very fundamental element of a language. D.A.Wilkins (1972) once described the significance of vocabulary in communication of his Linguistics in Language Teaching “without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed”. Therefore without vocabulary, none of the five skills of the language will be made possible. All in all, vocabulary, as a very indispensable element of the language, is the cardinal pillar, which supports the huge system of a language, which includes English. As a result, vocabulary learning is an indispensable part of English learning. So, how to learn tremendous English vocabulary in an effective way has been a very hot topic in the language field in recent years.

Harmer (2001) in his comparison of language structure to the description of language defines the vocabulary as "the thing that provides important organs to blood and fresh". Vocabulary, Frankly speaking, plays a very important role in the acquisition of skills in English listening, speaking, reading, writing and translation. Many researches ascribe the low efficiency of learning English vocabulary to the ineffective use of vocabulary learning strategies. (Cohen 1998; O'Malley & Chamot 1990; ChenHui 2001; Wen Qiufang 1996). So the vocabulary learning strategy research is encouraged by many a researcher. The method of vocabulary learning strategy can be explained to improve the efficiency of vocabulary learning based on the results of vocabulary learning strategy research.

Vocabulary learning strategy is of use and help for the second and foreign language learners to acquire a large number of vocabulary. A large number of vocabulary can be acquired more easily with the help of vocabulary learning strategy and the strategy proves to be useful for students of different language levels (Nation, 2001). Learning a large amount of vocabulary in the second language requires the moderate use of vocabulary learning strategy which has been receiving a lot more attention in the field of second language learning (Schmitt, 2000). The use of vocabulary learning strategy has been accompanied by the quick shift from the teacher-oriented to the student-centered curriculum. The significance of vocabulary learning strategy has been focused and given a lot more attention by the researchers and Educators.

The research of vocabulary learning strategy has only been born for around 40 years. Before the research of vocabulary learning strategy, behaviorism which was originated in the work of John B at first. Watson in the 1920s was predominant in teaching at that time. One of the results of the application in behaviorism of English teaching is putting too much emphasis on how to teach rather than how to learn. This patriarchal teacher-oriented tradition regards the learner as a stimulated object as well as a mechanical reactor. Since the 1960s, the attitude to the cognition process has totally changed the situation. Many researchers have gradually come to realize that the cognition activity is a very involved process of thinking and problem solving. Learning, as well as vocabulary learning does not only require learners to feel, to understand, and to comprehend what has been and is being taught, but also to use the psychological process, for instance, identifying, memorizing, categorizing and so on in their learning. And since the 1980s, vocabulary learning has paid a lot of attention as well as interest in the academic field. However, of course, there are still a number of problems existing, especially the problems of the vocabulary learning. So, further research should still be carried out, also there are still a number of things, which later can be done in this field.