搜索
凯里学院本科毕业论文（或设计）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凯里学院本科毕业论文（或设计）1ContentsAbstract………………………………………………………………………………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…………………………………………………………………...105.1.2suggestions…………………………………………………………………..10References…………………………………………………………………………..12Acknowledgements…………………………………………………………………13Appendix……………………………………………………………………………14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，致谢和附录凯里学院本科毕业论文（或设计）2ComparativeAnalysisofEnglishVocabularyLearningStrategiesfromMinorityandHanHighSchoolStudents------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；隔开四号宋体内容为小四号宋体凯里学院本科毕业论文（或设计）31Introduction1.1ABriefIntroductionWiththedevelopmentofChina’seducationreform,Englishteachinghasbecomemoreandmoreimportant.Asaninternationallanguage,Englishiswidelyusedbypeople,themajorityofpeoplestarttolearnEnglish.Languageconsistsofthreebasicelements: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