No.11 2.57 3.45
No.27 3.07 3.30
No.28 3.42 3.24
No.21 1.89 1.76
No.29 2.35 2.18
From the table, we can see that there is only a little difference in the use of socioaffective strategies between both groups. The high-score students use communicative strategy more frequently than the low-score group, yet this strategy is not used so satisfactory as the average mean score is only 2.35 and 2.18 respectively. It shows that the Senior Middle School students are reluctant to converse in English while emerged in Chinese culture. It is expected that the low-score group are more unconfident and afraid of difficulties encountered in vocabulary learning due to their insolid vocabulary foundation and the ever increasing complex vocabulary learning task, yet, they also have stronger determination to overcome the difficulty and anxiety, making continuous efforts for achievement. However, it is shocking to find that peer learning is used the least among socioaffective strategies. It is probably because that during Senior Middle School learning, all the classmates attend classes regularly in the same classroom and usually a whole day is occupied by the busy obligatory courses that students seldom have time to study with a peer and also there is no need to do so.
4 The teaching of English vocabulary learning strategy
From the analysis mentioned above, students, either the high-score group or the low-score group, are using all these vocabulary learning strategies, only differing in the using frequency (The high-score group enjoyed a comparatively high frequency). In view of it, students should strengthen the use of English vocabulary learning strategies. So, in the classroom environment, how to help students form appropriate vocabulary learning strategies to enlarge English words are always great issues that English teachers are faced with. Giving the importance of vocabulary acquisition, a systematic approach to teaching vocabulary learning strategies can be very helpful.
O’Malley and Chamot(1990) believe that learning strategies have learning facilitation as a goal and are intentional on the part of the learner[19]. The acquisition of vocabulary learning strategies is far from easy. It needs the joint effort both from teachers and students. For the teachers, they themselves should first be aware of the importance of vocabulary and then teach their students how to expand it. It is of significant importance to teach English vocabulary learning strategies. First of all, vocabulary learning blindness can be lessened or reduced while adopting learning strategies. Secondly, it is beneficial to the development of the students’ autonomy. Last but not least, teachers guidance is helpful for the students to choose and use the appropriate vocabulary learning strategies[20]. Teachers should integrate learning strategies in vocabulary teaching. They can take a five-step measures to prepare the students for successful vocabulary learning.
4. 1 Preparation
The purpose of this stage is to find some suitable materials for vocabulary teaching integrated with the teaching of learning strategies. It is recommended to use some carefully selected reading materials. The articles shouldn’t have too many new words per page, because this will greatly decrease the students’ learning interest. Meanwhile, teachers should help students to identify the learning strategies they are already using while learning English vocabulary and guide them to make specific plans for the mastering of these new words. During this step, teachers should emphasize the importance of vocabulary learning strategies and let the students develop an awareness of the relationship between vocabulary learning strategies and effective learning of vocabulary.
4. 2 Presentation
During this phase, the teacher should show the characteristics, usefulness, and applications of each vocabulary learning strategy in a clear and explicit way through the reading tasks. Some words are easy enough to be conferred from the context, consequently, in such cases contextualization strategy is much better than the dictionary strategy. For the words whose meaning can be analyzed from their word structures, it is better to adopt the word-formation strategy. Some words are better to be learnt with other words by association. Some words with connotations can only be learned by employing the dictionary strategy. Students should be told that no single vocabulary learning strategy can be used in every case. Word formation strategy may work with certain words but not with others. Contextualization strategy is effective in cases with profound clues for guessing but not in context-isolated texts. When one strategy isn't working, students should turn to another one for help. Meanwhile, teachers should timely remind students to pay close attention to metacognitive strategies to regulate the learning process. Besides, teachers should also show the students the effectiveness of metacognitive strategies such as planning, monitoring of strategy selection and use, and evaluation of effectiveness of metacognitive strategies.
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