4) Association strategy
Nattinger once said: “To know the meaning of a word becomes the task of knowing its associations with other words.”[13] Memorizing lexical items in association with other words is effective because association can offer vivid images of words in learners’ heart and show the relationship between different words and can strengthen the memory effect. When meeting a new word, it is a good for students to expand their thinking span to search words associated with the present one. It can be words that are similar in sound or form, such as wear—where, awe—owe, or words that are similar or contrary in meaning, such as refuse—reject—decline, or words that are hyponyms, such as fruit—watermelon—peach—strawberry—grape. In doing so, students not only learn one word deep in heart but also review a series of words related.
5) Audiolingual strategy
Students can take advantage of audiolingual strategy when they learn English. For example, they can use radio, internet, TV programs, magazines and newspapers, which are unarguably good authentic materials. English learning is more than learning pure knowledge. What counts more is the learning of skills and practical drills [14]. Students should expose themselves to all these available resources to expand the input of vocabulary. Learning through such channels is far entertaining and interesting than learning through textbooks. Students can choose learning materials according to their interests and usually they can learn much more effectively about the subjects they are keen on. Take the TV programs for example, even if students can not catch much of what is being said, the fascinating story is of a great interest to them, pulling them to watch with attentive. In the meantime, subtitles and pictures will also give clues for the understanding. Once the eye, ear and brain are stimulated with great enthusiasm, learning vocabulary will become more effective and efficient. Besides, what students see and hear in these up-dated materials are all popular sayings and close to life. Students can pick up a lot of such vocabulary and add it to their conversation.
6) Dictionary strategy
Dictionary is an authoritative reference tool for English learners. It gives a clear and faithful explanation with pronunciation, collocation, usage, synonym distinction, etc. to illustrate the word. When consulting dictionary, it is tempting to close the dictionary whenever the needed information is found. In these cases, students often fail to see the wood for the tree with trivial reward. It is a good idea to read the explanations carefully and seriously as the whole semantic items provided are more comprehensive. Further, even some students are still using pocket English-Chinese dictionaries and electronic dictionaries, which only supply one word equivalents, quite inadequate and misleading in their English study with a lack of enough information. Perhaps the better resource to be suggested is a good monolingual dictionary, which can place learners in the target language and force them to think in the target language. Students should be encouraged to correctly understand and use information provided in the monolingual dictionary and make the dictionary a normal and integral part of language study and practice. Dictionary consultation, as a process of hypothesis testing, is strongly recommended after the use of guessing strategies such as word-building strategy and contextualization strategy. In this way, students can use dictionary to their advantage and to maximize the effect of dictionary use in vocabulary learning.
1. 2. 2 Metacognitive strategies
"Metacognition" is closely related with execution. While learning, learners can have a control of the whole task by planning what they will do, checking how the learning task is proceeding, and then evaluating how it goes. In English vocabulary learning, metacognitive strategies can stimulate students’ thinking and facilitate learning by actively involving the students in conscious efforts to remember new words. English vocabulary learning is a long and systematical program which can’t do away with metacognition. O’Malley states, “students without metacognitive approaches are essentially learners without directions and ability to review their progress, accomplishments and future learning directions.”[15] Students can benefit a lot from their scientific vocabulary learning plan, continuous vocabulary monitoring and timely choice of suitable vocabulary learning strategy.
1) Planning strategy
Planning is an important metacognitive skill that can improve students’ learning. Planning strategies help students to develop and practice forethought. After a clear reflection of the learning task and the goal, students can set their learning plan accordingly, be it long-term or short-term. In English vocabulary learning, students can make a clear plan in their minds about what, when, where, and how to learn in order to finish the task. The more explicit the plan is, the easier it will be for the students to measure their progress. For example, students can make the reviewing process clear in their plans. According to the forgetting law, the instant memory tends to fade away if there is no timely strengthening of the memory. Students should make a good schedule of their learning time and set a certain time for review in order to lessen the pace of forgetfulness [16]. Motivated by the tangible plan, students can well regulate their vocabulary learning process.
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