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本研究以200名非英语专业大学生为研究对象,将定性研究与定量研究方法相结合,采用问卷调查、词汇测试、语言水平测试、访谈等手段,进行为期一年的整体显性融合式课堂词汇策略培训,探讨英语词汇策略培训能否提高大学生的自主学习能力。结果表明:(1)经过培训,学生能够掌握大多数词汇策略并有效运用这些词汇策略从而提高词汇成绩和语言成绩;词汇策略训练可以有效提高学生的词汇水平,但对语言成绩的提高作用不明显;(2)词汇策略培训能够有效提高大学生自主学习能力。这些结果对我们今后的词汇教学提供了一些有益的思考和启示。
In this study, 200 non-English majors were selected as the research subjects. The methods of qualitative research and quantitative research were combined. The questionnaires, vocabulary tests, language proficiency tests and interviews were used to conduct a one-year overall dominant fusion classroom vocabulary Strategy training to explore whether English vocabulary strategy training can improve college students’ autonomous learning ability. The results show that: (1) After training, students can master most of the vocabulary strategies and effectively use them to improve their vocabulary scores and language scores. Vocabulary strategy training can effectively improve students’ vocabularies, but their effect on language scores is not obvious ; (2) Vocabulary strategy training can effectively improve the ability of independent study of college students. These results provide some useful thinking and enlightenment for our future vocabulary teaching.