Часть VI issn 2072-0297


Learning strategy factors on vocabulary acquisition



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3 Learning strategy factors on vocabulary acquisition
3.1 Studies on Vocabulary Learning Strategies in China
A great number of researches have taken place concerning 
vocabulary learning strategies since 1990s in China.
Gu and Johnson (1996) provided a general picture of vo-
cabulary learning strategies used by Chinese college stu-
dents. They conducted a survey with 850 sophomore non-
English majors from Beijing Normal University in order to 
find out the vocabulary learning strategies adopted by them 
and the relationship between their strategy use and language 
proficiency. It was found that Chinese college students gen-
erally used more meaning-oriented strategies than memori-
zation strategies that were considered as the most popular 
vocabulary learning strategies among Asian learners. It also 
concluded that Chinese college English learners employed 
a wide range of strategies, such as dictionary use, guessing, 
repetition, and note-taking strategies.
Wu Xia and Wang Qiang (1998) adopted O'Malley and 
Chamot's classification and investigated vocabulary learning 
strategies used by non-English majors in Beijing Normal 
University. This study revealed that Chinese college students 
employed a variety of strategies including cognitive and 
metacognitive strategies in their vocabulary learning; vo-
cabulary learning strategies were closely related to both the 
quantity and quality of their knowledge of English. Further 
more, there existed significant differences in the use of vo-
cabulary learning strategies between successful learners and 
less successful ones.
Zhang Ping (2001) studied the vocabulary learning strat-
egies used by non-English major postgraduate students and 
found that all the four strategies at metacognitive dimension 
and eight strategies at cognitive dimension were closely re-
lated to the general academic English vocabulary learning 
while three of four strategies at metacognitive dimension and 
five of eight strategies at cognitive dimension were closely re-
lated to the professional English vocabulary learning.
Chen Hua and Zhang Yifang (2001) studied 225 sub-
jects, including 22 kindergarten children, 211 elementary 
pupils and 22 junior middle school students. The results re-
vealed that all the subjects had used memorization strate-
gies. Some of them depended on the meaning while others 
depended on pronunciation. Compared with college stu-
dents, these younger learners seldom used metacognitive 
strategies.
Generally speaking, compared with other learning strate-
gies, studies on vocabulary learning strategies are relatively 
comprehensive. But some problems still exist. Few studies 
concentrate on the relationship between vocabulary Teaming 
strategies and individual learner differences, particularly on 
gender differences.


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