【网学提醒】：本文主要为网上学习者提供运用笔记法词汇学习策略培养学生自主学习能力的实验性研究，希望对需要运用笔记法词汇学习策略培养学生自主学习能力的实验性研究网友有所帮助，学习一下吧!
资料包括： 论文(66页26437字)
说明：摘 要：目前，高中学生面对庞大的词汇学习体系和任务，而学生学习速度慢、遗忘现象普遍、学习主动性不强，导致英语学习困难重重，积极性受挫，成绩不理想，而且多数学生词汇学习方式单一，记忆单词多用重复性的读和写，花费了大量时间而收效甚微。 怎样促使学生自己有效地学习词汇和运用词汇？作者尝试了指导学生建立词汇卡片的方法来提高、促进高中生的词汇学习。
本研究以Allen V.F.和 N.Schmitt的词汇学习习得理论为框架，旨在研究高中学生在词汇学习方面一个问题。假设通过这种词汇学习方法的训练，学生自我营造语言环境,开发自主学习的能力,学生记忆基础词汇的长久性和运用基础词汇的准确性能够加强，进而为发展各项英语语言的技能打好基础。这假设通过了为期十六周的词汇教学活动设计而完成。
本文分为六个部分，第一部分分析高中英语词汇学习的现状及本研究的目的及意义。第二部分阐述了国内外对这一领域的研究现状。第三部分叙述了本研究的理论基础，阐述了词汇学习的习得理论，心理学方面的认知理论和记忆规律，及自主学习的理论。第四部分作者提出了在课堂教学环境下探索实施词汇笔记法学习的教学模式、实施方法与步骤。详细介绍了本研究的假设、实施对象及测试内容、测试结果等。试验对象为高一年级两个班的86位学生，年龄在15－17岁之间。按中考升学成绩随机分为平行班，作者把两个班级别分别设为实验组和控制组.T检验两个班的英语成绩不存在显著差异，由作者担任英语课教学，试验周期为16个学周。作者借鉴了刘润清教授提出的词汇测试模式而设计了试卷,共进行了两次词汇测试,一次问卷调查及期终考试中阅读部分与词汇学习的相关分析。第五部分对测试数据进行了分析，研究数据来自于试验前的入学英语成绩的T检验、前测、词汇实验后的测试成绩，所得数据由SPSS软件进行了相关分析。第六部分是结论部分：经过一学期的词汇笔记法教学试验和检测结果显示，经过这一方法训练后，学生记忆和运用基础词汇准确率比以前有所提高，英语语言的学习技能和自主学习的能力得到了发展。
同时，指出了本研究的局限性及对高中英语词汇教学的一点启示，即教师应该充分重视词汇教学在整个语言教学过程中的重要性以及克服词汇教学中方法的单一性，应加强对词汇的意义理解，构建深层次的词汇学习意识，也说明词汇卡片训练策略在中学英语词汇学习中起一定的积极作用，以及在词汇教学中的可行性．
关键词：词汇学习 策略 笔记法 自主学习 高中学生
Abstract ：At present, having a large number of words and phrases to master, the students who do not know how to learn and to master vocabulary in good way in senior school show some problems during their process of vocabulary learning, such as the slow speed of memorizing; the forgetting phenomenon of words; the simple method of learning; and negative attitude of studying and so on. In most cases, students only use such methods as repetitive reading and writing to learn vocabulary. They have spent much time on memorizing vocabulary, but they have gained little. How to urge the students to study and use the vocabulary effectively after they learned? The author tried to train students how to make vocabulary notebooks to improve their vocabulary learning in senior middle school.
The present research is aimed at studying problems of vocabulary learning in a senior school. It is based on the theories of vocabulary learning acquisition by Allen V.F and Schmitt’s study, in addition to the cognitive theory and the regulation theory of memory. The hypothesis is that the students can remember the vocabulary effectively, and use the vocabulary correctly after being trained by the method of vocabulary notebooks, they can construct the language learning environment by themselves, and their ability of self-study can be developed. Furthermore, they can make a firm foundation in language learning skills. The experiment is finished by a 16-week classroom teaching of notebooks vocabulary learning.
The thesis consists of six parts. The first part introduces the present situation of English vocabulary learning in senior schools and states the purpose and necessity of the study. The second part reviews the historical literature of the research situation both broad and at home. The third part describes the theories, including vocabulary learning acquisition, the cognitive theory, the regulation theory of memory and about self-study strategy. The fourth part is the author tries to apply the practical method of notebooks vocabulary learning brought up by Schmitt in the environment of classroom teaching. It also has a detailed introduction to the hypothesis, experimental object, the test contents and the results of this research. Eighty-six students who are at the age of 15-17 in Senior Grade 1 participated in the experiment. According to their Entrance English Examination scores, the students are randomly divided into two parallel classes. From the intact class, the author treated one class as the experimental group and another is the control group. The pre-test showed no significant differences between the two groups. The teaching is applied by the author herself. The experimental period is one-semester. The vocabulary test is designed by referring to Professor Liu Runqing’s test. Measure instruments in the study are made up of two vocabulary tests, a questionnaire and a reading test. The fifth part is the analysis of the experimental data, which includes the t-test of pre-test before the experiment and the scores of vocabulary test after the experiment, a reading test ,a questionnaire analysis as well. The results have been analyzed by using SPSS11.0.
The sixth part gives a conclusion about the research. After 16-week training, the research shows that the students can memorize and use the basic words more correctly than before and students’ English vocabulary learning skills and their ability of self-study are being developed. Meanwhile, it points out the limitation of this research and the implication to the vocabulary teaching and learning in senior school. That is, the teachers should pay more attention to the importance of vocabulary teaching during the language teaching process. They should use various method of teaching. They should raise the consciousness of learning words and phrases in deep level. It also shows that the notebooks vocabulary training strategy does have a positive effect on vocabulary learning, and it can be practiced in senior middle school vocabulary teaching.
Key words: vocabulary learning; strategy; notebooks method; self-study; senior school students
1. Introduction
1.1 The importance of vocabulary learning in middle school
Vocabulary learning is one of the most important aspects in foreign language learning and teaching. If structure is the skeleton of language, vocabulary is then the organ and flesh (Harmer 1991). Vocabulary is a key element in language learning because a wide productive vocabulary is essential in enhancing the four language skills. Vocabulary development is regarded as part of the process of language skills development. Without a certain size of vocabulary, it is impossible to execute listening, speaking, reading and writing. A solid vocabulary is necessary in every stage of language learning (Laufer 1997).Without grammar we can convey a little, but without vocabulary we can convey nothing. Vocabulary teaching is an indispensable part of English curriculum. Unfortunately vocabulary is neglected in some class. For language learners vocabulary acquisition goes on through out the language learning process, to which the learners, instructors, even the syllabus designers show their major concern. At the same time, it is frustrating for many students when they discover they cannot use them effectively because they do not understand or remember vocabularies. Experienced teachers of English as a second Language know very well how important vocabulary is. However, teaching and learning of vocabulary have been undervalued in the field of second language acquisition throughout its varying stages and up to the present day. It had experienced neglect from Grammar Translation Method before the 1930s and vocabulary control movement before the 1960s. During these periods, many teachers and scholars felt that teaching vocabulary was a low level intellectual activity unworthy of their full attention (Coady1997). Since the 1970s, researches into vocabulary learning began to grow in applied linguistics and gradually have become a focus of present study, especially with the emergence of Communicative Method.
目录：独创性声明……………………………………………………………………………………………i
Abstract………………………………………………………………………………………………ii
中文摘要…………………………………………………………………………………………iv
List of Figures and Tables………………………………………………………………………v
List of Abbreviations……………………………………………………………………………vi
Chapter 1 Introduction …………………………………………………………………………1
1.1 The importance of vocabulary learning in middle schools……………………1
1.2 Purpose and significance of the study…………………………………………1
Chapter 2 Literature Review ………………………………………………………………3
2.1 Vocabulary study abroad …………………………………………………………3
2.2 Researches on vocabulary study at home………………………………………6
2.3 The definition of learning strategies……………………………………………8
2.4 The classification of learning strategies…………………………………………8
2.5 The introduction to strategies of vocabulary……………………………………9
Chapter 3 Theoretical Bases……………………………………………………………………10
3.1 Introduction…………………………………………………………………10
3.2 Theory based on cognitive process……………………………………………11
3.3 Theory based on meta-cognitive strategy………………………………………12
3.4 Theory based on self-study……………………………………………………13
3.5 Theory based on memory………………………………………………………15
Chapter 4 The Present Study…………………………………………………………………17
4.1 Rationale about notebooks vocabulary learning………………………………17
4.1.1 Vocabulary knowledge……………………………………………………18
4.1.2 General principles of vocabulary development………………………20
4.1.3 Relationship between vocabulary learning and reading skill……………21
4.1.4 The selection of the vocabulary ………………………………………22
4.2 Experimental design……………………………………………………………24
4.3 Experimental procedures…………………………………………………………27
Chapter 5 Data Collection…………………………………………………………………………31
5.1 Data analysis…………………………………………………………………………31
5.2 Results and discussions……………………………………………………………36
Chapter 6 Conclusion and Suggestions………………………………………………………36
6.1 Major findings……………………………………………………………………36
6.2 Implications for learning and teaching……………………………………………37
6.3 Limitations and suggestions for future research…………………………………38
Notes…………………………………………………………………………………………………40
Bibliography……………………………………………………………………………………41
Appendix I Pre-test vocabulary test……………………………………………………………44
Appendix II Post-test vocabulary test……………………………………………………………45
Appendix III Reading test of final examination in Grade One………………………48
Appendix IV Questionnaire on vocabulary learning strategy…………………52
Appendix V Questionnaire statistics chart……………………………………………………53
Appendix VI Test statistics chart………………………………………………………………54
Acknowledgements………………………………………………………………………………vii
参考文献：Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.) Beyond Words. London: CILT.
Aitchinson, J. (1987). Words in the mind: an Introduction to the Mental Lexicon. Oxford and New York: Basil Blackwell.
Allen V.F. (2002).Techniques in Teaching Vocabulary Oxford University Press.
Baddeley,A.(1990).Human Memory: Theory and Practice Oxford University Press.
Carthy, M.(1990). Vocabulary Oxford: Oxford University Press.
Carter R.and M McCarthy (eds.).(1988).Vocabulary and Language Teaching London: Longman.
Chamot, A. U. (1987). The learning strategies of ESL students. New York: Prentice Hall.
Coady,J.(1993).High frequency vocabulary and reading proficiency in ESl readers Horwood, NJ:Ablex.
Cohen, A. D. and E. Aphek. (1981). Easifying second language learning. Studies in Second Language Acquisition 3 (2): 221-36.
Craik F.I.Mand RSLockhart (1972). ''Levels of processing: a framework for memory research'' journal of Verbal Learning and Verbal Behavior
Ediger, Marlow. (1999). "Reading and Vocabulary Development." Journal of Instructional Psychology, 26(1), 7-15.
Ellis, N.(1993). Conciousness in second language learning: Some psychological perspectives in Abstracts of the 10th World Congress of the International Association of Applied Linguistics AILA1989''Information processing among conference (Vo1.4) Amsterdam August 9-13.
EllisR.(1986).Understanding Second Language Acquisition. Oxford University Press.
Ellis R.(1994). Factors in the incidental acquisition of second language vocabulary from oral input : a review essay Applied language learning 5:1-32 1995:Modified oral input and the acquisition of word meanings. Applied Linguistics 164:409-41 .
Fountain R.(1980).'' W0rd learning games with vocabulary cards '' Guidelines 3:104-10 .
Hulstijin,J.(1992). Vocabulary and applied linguistics, London: Macmillan,113-25
Koda, K.(1989). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals 22,529-540
Lado, R.(1990). Toward a lexico-semantic theory of language and language learning. The Georgetown Journal of Languages and Linguistics I (I): 96-100.
Laufer, B.(1991). How much lexis is necessary for reading comprehension? Cambridge University Press. (1997). The lexical plight in second language reading. Cambridge University Press.
Laflamme & John G.(1997). The Effect of Multiple Exposure Vocabulary Method and the Target Reading/Writing Strategy on Test Scores Journal of Adolescent & Adult Literacy,
McCarthy M.(1991).Vocabulary Oxford University Press.
Nation, I. S. P.(1982). Teaching and Learning Vocabulary Newbury House.
Nation ISP(1990).Teaching and learning vocabulary New York Newbury House.
Nunan, D. (1997). Autonomy and Independence in Language Learning. London: Longman.
Oxford, R.L. (1992). Language learning strategies in a nutshell: update and ESL suggestions.TESOL Journal 2(2) 18-22.
Paul Davies & Eric Pearse (2000). Handling Vocabulary: Success in English Teaching, Oxford University Press.
Pimsleur P.(1967). ‘A memory schedule’ .Modern language Journal 51/2 .
Robinson, P. J. (1989). ‘A rich view of lexical competence.’ ELT Journal43/4:274-82.
RussellP.(1979). The Brain Book London: Routledge and Kegan Paul.
Richards, J.C. and C.Lockhart.(1994). Reflective teaching in Second Language Classrooms. Cambridge University Press.
Rivers, W. M. (1983). Communicating naturally in a second language: Theory and practice in a language teaching. New York: ,Cambridge University Press.
Schmitt,N.and D.Schmitt.(1995).Vocabulary notebooks: theoretical under-pinning and practical suggestions. English Language teaching Journal 49 (2):133-43
Stahl,C (1983). Differential work knowledge and reading comprehension. Journal of reading Behaviour.15,35-50
Tricia Hedge (2002). Teaching and Learning in the Language Classroom
Ur, P. (1995). Five minutes Activities Cup, Cambridge University Press.
Ur, P. (1996). A Course, in Language Teaching: Practice and Theory, Cambridge University Press.
Wallace, M. (1982).Teaching vocabulary London Heinemann Educational Books Ltd.
Wedell, M. (1995). Language Teaching & Learning From Theory To Practice
卜 元 1992, 影响英文单词记忆效果的三因素,《外语教学与研究》(总的89 期)。
蔡兰珍 2001，《外语阅读理论和实践－交易阅读模式对阅读能力的影响》西安出版社
戴曼纯 2000, 论第二语言词汇习得研究《外语教学与研究》第32卷第2期。
丁言仁 2004,《第二语言词汇习得研究与外语学习》上海外语教育出版社
范海盈 2002 英语学习者词汇记忆差异的个案研究《中小学英语教学与研究 》第4期。
桂诗春 1985,《心理语言学》上海外语教育出版社。
官步芳 卢焕玲 2003,高中学生英语词汇学习的现状分析与教法研究 ,《中小学英语教学与研究》第6期。
黄小萍 1999 词汇学习与阅读理解, 外语教学与研究出版社
刘润清 1999《外语教学中的科研方法》外语教学与研究出版社
刘 澎 1999 “词汇卡片”在词汇教学中的作用, 中国大学英语教学论从(下) 外语教学与研究出版社
李宋昊 2002 初中英语词汇教学的几条原则 《中小学英语教学与研究》第9 期。
励蓓蓓 2002，阅读理解中的词汇拓展教学，《中小学英语教学与研究》第6 期。
罗志康 2002, 谈谈怎样提高英语词汇的记忆效果,《中小学英语教学与研究》第6 期。
吕文澎 2000, 英语难词记忆法的试验研究,《外语教学与研究》第5期。
钱珍娣 2004中学英语词汇教学中存在的问题及其对策，《中小学英语教学与研究》第2 期。
束定芳 庄智象,1996,《现代外语教学—理论、实践与方法》,上海外语教育出版社。
孙 骊 1990 ,《外语界》第3 期。
王恩庆 2002, 谈谈联想法在词汇教学中的运用 ,《中小学英语教学与研究》第8 期。.
汪榕培 2000,《英语词汇学研究》上海外语教育出版社。
文秋芳 2002 《应用语言学研究方法与论文写作》 外语教学与研究出版社
文秋芳 2004 《英语学习的成功之路》上海外语教育出版社
王 蔷 2002 《英语教师的行动研究》外语教学与研究出版社
王笃勤 2002 《英语教学策略论》外语教学与研究出版社
许恩美 2002,《新英语教学法》吉林科学技术出版社。
张庆宗 吴喜燕 认知加工层次与外语词汇学习—词汇认知直接学习法,《现代外语》,第25卷第2期176-178。
朱 纯 1994，《外语教学心理学》上海外语教育出版社
作者点评：Throughout the literature, these pedagogical themes emerge: build a large sight vocabulary, integrate new words with the old, provide a number of encounters with words, promote a deep level of processing, facilitate imaging and concreteness. Using a variety of techniques, and encourage independent learner strategies. When new words are integrated with past knowledge, learners realize that their past experiences are valuable and that they have the skills to process degree of meaning, image, and make concrete a huge body of words in another language (Anita J. Sokmen 1997). The best teaching plan may be to introduce students to a variety of learning strategies and techniques and then let them decide for themselves which ones they prefer. When dealing with vocabulary, Allen (1983) suggests that teachers should create a need for new words if they want them to be learnt.
After one-semester vocabulary notebooks training, and from the analysis of the data in the experiment, we can find that the experimental class yielded promising results, their progress is significant and stable. We had drawn the following conclusions:
