Часть VI issn 2072-0297
Learning strategy factors on vocabulary acquisition
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moluch 82 ch6
| 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. жүктеу/скачать 1,83 Mb. Достарыңызбен бөлісу:
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