英语专业学生词汇学习观念与策略纵向比较研究  

Longitudinal Studies of Vocabulary Learning Beliefs and Strategies in English Majors

作　　者：何春秀 顾永琦[2] 缪佳 HE Chunxiu;GU Yongqi;MIAO Jia(School of English Studies,Shanghai International Studies University,Shanghai 200083,China;School of Linguistics and Applied Language Studies,Victoria University of Wellington,Wellington 6140,New Zealand;Hangzhou Xiaoshan Yushan High School,Zhejiang 311200,China)

机构地区：[1]上海外国语大学英语学院,上海市200083 [2]惠灵顿维多利亚大学,新西兰惠灵顿6140 [3]杭州市萧山区玉山中学,浙江省杭州市311200

出　　处：《外语电化教学》2021年第1期32-37,5,共7页Technology Enhanced Foreign Language Education

摘　　要：本研究以英语专业四个年级175名学生为调查对象,综合采用词汇量测试、问卷调查、访谈等工具和方法,纵向比较英语专业学生的词汇量发展、词汇学习观念的变化、词汇学习策略的运用倾向以及词汇量与词汇学习策略、英语水平考试成绩的相关性。研究发现,年级间学生的词汇量增长并不均衡,四年级学生词汇量增长最迅速;学生对词汇学习靠运用的观念认可度高于词汇学习靠识记的观念,前者呈年级间递增趋势;英语专业学生普遍使用词典策略和猜测策略;年级间深度词典使用策略的使用程度逐年提高,语义编码策略的使用程度逐年下降;最少使用的是个人词汇表策略;深度词典使用策略与词汇量存在显著正相关,而视觉重复策略与词汇量呈负相关;词汇量与CET-6和TEM-4考试成绩相互预测,但随着语言水平的提高,词汇量对语言水平的预测能力变小。This study compared vocabulary learning beliefs and strategies among four grades of English majors using the Vocabulary Size Test(VST),the Vocabulary Learning Questionnaire(VLQ 6.3),and focus group interviews.It also explored the correlations among vocabulary size,vocabulary learning strategies,and English proficiency as measured by large-scale English language tests in C hina.175 students over four grades at a Chinese university participated in the study.The data collected included results of the VST and four national English language tests(N C EE,C ET-4,C ET-6,and TEM-4),VLQ,and focus group interviews.About five hundred word families increased per school year,but the gain was not as regular as expected in the English Teaching Syllabus for English Majors(Syllabus).Students’vocabulary size increased particularly fast among Year 4 students when the students came close to complete2,000 hours of learning as required in National Standards of Teadhing Quality for Undergraduate English Majors(Standards).In the end,students were likely to reach the goal for vocabulary size of 10,000-12,000 words in the Standards.Though students tended to acknowledge that words should be learned through use and by memorization as well,the former belief grew stronger and the latter weaker as students moved on to higher grades.Vocabulary learning beliefs tended to form based on learning experiences and,in turn,would guide their vocabulary learning practice.Teachers in different education phases exerted a profound influence on students’vocabulary learning beliefs.Students agreed that vocabulary learning should not depend on rote memory,but on abundant use such as reading,listening,and video watching.In a word,students’vocabulary learning beliefs grew increasingly rational as they went through higher education.The least used strategies in Year 1 were the semantic coding strategies and word list strategies.In Year 2,the word list strategy was least used.The word list strategy and the activation strategy were the least used in Year 3.Yea

关 键 词：英语专业学生 词汇学习观念 词汇学习策略 词汇量 英语水平考试 

分 类 号：H319.3[语言文字—英语]