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学科代码:050201学号:本科毕业论文（设计）题目：ComparativeAnalysisofEnglishVocabularyLearningStrategiesfromMinorityandHanHighSchoolStudents------TakingShibingNO.1HighSchoolasExample学院：外国语学院专业：英语班级：学生姓名：陶朝燕指导教师：沈萍2015年3月30日英语专业，包括旅游方向代码一样英文题目字体为TimesNewRoman三号，中文为宋体三号。副标题应另起一行，并缩进2个字符2015届毕业生论文完成时间应在2015年3月30日左右打印出来是请注意这里的横线是否对齐ContentsAbstract………………………………………………………………………………IIKeywords……………………………………………………………..………………1摘要……………………….........................................………………..………………1关键词……………………….....................................………………..………………11Introduction………………………………………………………………………….11.1ABriefIntroduction………………………………………………………………11.2TheSignificanceofResearchStudiesonEnglishVocabularyLearningStrategies…………………………………………………………………………21.3ResearchQuestions……………………………………………………………….32LiteratureReview……………………………………………………………………32.1DefinitionofLearningStrategies………………………………………………...32.2ClassificationofLearningStrategies……………………………………………..32.3ResearchstudiesonVocabularyLearningStrategies………………………….....43Methodology………………………………………………………………………...53.1ResearchObjects…………………………………………………………………53.2ResearchInstruments…………………………………………………………….63.2.1Questionnaire………………………………………………………………….63.2.2Interview………………………………………………………………………64Result………………………………………………………………………………...74.1DataCollection…………………………………………………………………..74.2Results……………………………………………………………………………75Conclusion………………………….........................................................................105.1ConclusionandSuggestions…………………………………………………….105.1.1Conclusion…………………………………………………………………...10…………………………………………………………………..10References…………………………………………………………………………..12Acknowledgements…………………………………………………………………13Appendix……………………………………………………………………………14ComparativeAnalysisofEnglishVocabularyLearning页眉为小五，斜体，宋体目录摘要部分统一用罗马Ⅰ、Ⅱ编页码目录部分应含有摘要，关键词，并标上页码Contents为四号加粗，目录内容最起码写到三级标题，1.5倍行距，不用加粗，字体为小四，罗马目录应包含摘要，关键词，参考文献，致谢和附录StrategiesfromMinorityandHanHighSchoolStudents------TakingShibingNO.1HighSchoolasExampleAbstract:ThisisathesisaboutcomparativeanalysisofEnglishvocabularylearningstrategiesfromminorityandhanhighschoolstudents.Questionnaireandinterviewwereadoptedtocollectdata,and51seniorschoolstudentswereparticipants.ThepurposeistolearnwhatEnglishvocabularylearningstrategiesareusedbystudents,andfindoutwhethertherearesomedifferencesbetweenminorityandhanhighschoolstudentsinEnglishvocabularylearningstrategies.Theresultindicatedthatminorityandhanhighschoolstudentsaregoodatmeta-cognitivestrategies,andtheyhaveacertainabilitytousecognitivestrategies.Secondly,minoritystudentsarenotgoodatapplyingsocial-affectivestrategies,buthanstudentscanuseitwell.ThesignificanceofthispaperistoimproveEnglishteachingandvocabularyteachinginhighschool.KeyWords:vocabularylearningstrategies;meta-cognitivestrategies;cognitivestrategies;social-affectivestrategies摘要：本文是对少数民族和汉族高中生词汇学习策略的比较分析。采用问卷调查和访问法对51名高三学生进行调查。了解学生对词汇学习策略的使用，并找出少数民族和汉族高中生在使用词汇学习策略方面的不同。结果表明，少数民族和汉族高中生更善于使用元认知策略，具有一定掌握认知策略的能力。第二，少数民族学生不善于使用社会情感策略，但是汉族学生能够更好地使用社会情感策略。本研究有利于提高高中英语教学和词汇教学。关键词：词汇学习策略；元认知策略；认知策略；社会情感策1Introduction1.1ABriefIntroductionWiththedevelopmentofChina’seducationreform,Englishteachinghasbecomemoreandmoreimportant.Asaninternationallanguage,Englishiswidelyusedbypeople,themajorityofpeoplestarttolearnEnglish.Languageconsistsofthreebasic标题用三号罗马字体加粗摘要和关键词内容为小四号，1.5倍行距，Abstract和KeyWords为四号加粗，关键词为3-5个，中间用分号；隔开标题（包括1、2、3级）全部为小四号字体，标题加粗，内容用小四号，1.5倍行距论文里面应有引用部分，此部分应和后面的四号宋体内容为小四号宋体elements:pronunciation,vocabulary,grammar(Chen&Zhou,2012).However,vocabularyisoneimportantpartofEnglish.VocabularyisthemostimportantcomponentofEnglishlearning,andithasbecomeahottopicinsociety.InEnglishteaching,vocabularyisthefoundation,itisalsocrucialpartofEnglishlearning,andthelearningstrategyistheonebasicformoflanguagecomprehensiveability,sotoimprovethelearningefficiencyisanimportantguaranteeforthedevelopmentofautonomouslearningability(Gao,2008).Englishisanimportanttoolofcommunicationbetweencountryandcountry,peopleandpeople.Lackofagoodvocabularyislackofcommunicationability.Manyteachersignorestudents’communicationandautonomouslearningabilityinlanguagelearningprocess,andthelearningefficiencyislow.Theclassroomistheonlysourceforstudentstolearnvocabulary.Studentsdonothavetheirownmethodstolearn.Languageistocommunicate;therefore,itisnecessarytoimprovethelearners’communicativeability.Fornon-nativeEnglishlearners,vocabularyisanessentialpart,anditconnectsthewholelanguagelearningprocess.Vocabularywillinfluencelearners’listening,writing,reading,speaking,translationandotheractivitiesinlanguagelearning.Althoughmoststudiesoflanguagelearningstrategiesisindirectlyrelatedtovocabularylearningstrategies(VLSs)duringtheresearchprocess,therearenotsomuchstudiesin-depthonVLSs.Moreandmorelinguists,whoareengagedinthestudyofforeignlanguageteaching,thinkwordsplayanimportantroleinforeignlanguageteaching(Zhang,2003).Tolearnalanguage,atthefirst,learnersneedtolearnthevocabulary.Overdecades,theresearchofVLSsarousedgreatinterestinthedomesticandforeignscholarsandeducators;ithasstillalargedevelopmentspaceinthisfield.TheresearchonVLSsisb