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新疆维吾尔族与哈萨克族高中生英语词汇学习策略使用情况的调查 [4]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-11编辑:lgg点击率:6897

论文字数:38745论文编号:org201710051953447485语种:英语 English地区:中国价格:$ 66

关键词:英语词汇学论文词汇学习策略维吾尔族学生哈萨克族学生

摘要:本文是英语词汇学论文,作者试图通过调查以维吾尔族和哈萨克族为主的少数民族高中生的英语词汇学习策略的使用情况,进一步给予新疆的英语教师教学启示,使得他们对少数民族学生的词汇学习情况有进一步的了解,以便根据少数民族学生的实际词汇学习情况调整教学。

and they have formed the certain system of English system. Onthe other hand, they are already familiar with the functions or usage of some vocabularylearning strategies, so they apply some vocabulary learning strategies in English learning.The results correspond with Like' s (2009) research. In Like' s research, the subjects areminority undergraduate students who are mainly are Uygur and Kazak students, and thequestionnaire is conducted to make the investigation on minority students' using situation ofvocabulary learning strategies. The mean value of using vocabulary learning strategies is3.1776 which is at medium level.
........

Conclusion

In this paper, the author investigated the vocabulary learning strategies used by minoritystudents who are Uygur or Kazak senior high school students in Yining Xinjiang. The authoralso has found some general characteristics employed by Uygur and Kazak senior high schoolstudents, and some differences on use of vocabulary learning strategies adopted by Kazak andUygur students. Through the investigation and analysis, author has got the answers of thefollowing questions: (1) What are the general features of English vocabulary learningstrategies of Uygur and Kazak senior high school students? (2) What are the differences onEnglish vocabulary learning strategies between Uygur and Kazak senior high school students?The answers are showed as following.(1) According to the overall use of vocabulary learning strategies (Mean=3.28), Uygurand Kazak students indeed use some vocabulary learning strategies during the process ofvocabulary learning and the frequency of using vocabulary learning strategies is at mediumlevel. Besides, the most popular vocabulary learning strategies they used are cognitivestrategies (Mean=3.38), and then next popular strategies are meta-cognitivestrategies(Mean=3.37). The least popular strategies are affective/social strategies(Mean=2.63). For the second-class indicator strategies, the strategies are range according tothe extent of popularity as following: inferencing strategies, selective attention strategies,elaboration strategies, self-reinforcement strategies, grouping strategies/context strategies,word-formation strategies, self-monitoring strategies/dictionary strategies, self-managementstrategies, mother tongue/translation strategies, note-taking strategies, planning strategies,rehearsal strategies, cooperative learning strategies, practicing strategies, asking for helpstrategies. Furthermore, the TOP 10 frequently used strategies items for Uygur and Kazak areQ21, Q22, Q24, Q6, Q30, Q15, Q26, Q23, Q5, Q20, Q32. These ten items belong to thesevocabulary learning strategies: inferencing strategies, selective attention strategies,note-taking strategies, context strategies, elaboration strategies, self-monitoring strategies,dictionary strategies, self-reinforcement strategies. That is to say these strategies are popularfor Uygur and Kazak high school students.
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