1、在多媒体和网络环境下的非英语专业大学生的词汇学习策略学位论文Wilkins also said: “provided one knows the appropriate vocabulary, communication in a foreign language may not be very difficult. Without vocabulary, however, it is next to impossible.” (Wilkins, 1978) Krashen clearly indicated “vocabulary is of prime concern in the sec
2、ond language settings because it plays a dominant role in classroom success.” (Krashen, 1989) In a word, Vocabulary is one of the most fundamental means for the language learning and also the preconditions of the language application. The more vocabulary one owns, the more easily it is possible for
3、him to express better. The importance of vocabulary knowledge in learning a second language is nicely summed up by McCarthy (2001, p. 2).He concluded that vocabulary forms the biggest part of the meaning of any languages, and vocabulary is the biggest part of the meaning of any languages, and vocabu
4、lary is the biggest problem for most learners. 1.2.2 The purpose of the studyAlthough many studies have been conducted on VLS, few researches have been done to combine VLS with the Multi-media and Internet environment, which would possibly make learners vocabulary learning better. Furthermore, by re
5、viewing the relevant studies abroad and at home, the researcher found that few studies are mainly concerned on the vocabulary learning strategies used by Non-English majors. The purpose of this study is to explore the overall pattern of VLS adopted by Non-English major in the Internet and Multi-medi
6、a environment, to find out whether there exists different tendency among the facets of listening, speaking, reading and writing and lastly to conclude the main obstacles among these students during VLS in the Internet and Multi-media environment, so as to enable their vocabulary learning process mor
7、e efficiently and smoothly.1.3 General frameThis essay consists of five chapters. Chapter one provides a brief introduction in which the research background and the research questions are proposed and the arrangement of the essay is outlined. Chapter two offers literature review on previous studies
8、on vocabulary learning strategy, the development of computer-assisted language learning and vocabulary learning strategy adopted in Multi-media and Internet environment. Chapter three describes the research design, which includes research subjects, method, the instruments applied to the investigatio
9、n, the procedure, and research results. Chapter four presents and analyzes the data obtained through the questionnaire, and the results are discussed so as to answer the proposed questions. Chapter five draws a conclusion to the whole thesis. It sums up the findings and points out some recommendatio
10、ns for future study.Chapter Two Literature Review2.1 The previous researches on VLSSince the learning strategies provide learners an effective way to promote their language learning, they should be applied in every field of language learning, such as listening strategies, reading strategies, vocabul
11、ary strategies, speaking and communication strategies, and writing strategies. Among those strategies, vocabulary strategies are considered as the important ones of them. (Carter & McCarthy, 1988) But most of learners, especially Non-English majors still cannot find an appropriate way to learn vocab
12、ulary due to various reasons. So many investigations have been made towards VLS. A number of different learning strategies for increasing vocabulary have been researched across these years. These include but are not limited to repetition, using the semantic network, inferring the meaning of words fr
13、om context, using dictionaries, using keyword method and using word list.2.1.1 The definition of VLSBased on Oxfords definition, vocabulary learning strategy can be defined as specific actions, behaviors, steps or techniques that learners use in order to help the result of their learning in inputtin
14、g and outputting the vocabulary of the target language. (Oxford, 1990) As a subject of learning strategies, vocabulary learning strategies no doubt share the common features of learning strategies in principle. To make the present study more operational, the author of this thesis uses a tentative de
15、finition of vocabulary learning strategies based on the Oxfords vocabulary learning strategies, which are specific and learnable actions taken by the learner to directly or indirectly make vocabulary learning easier, faster, more effective, and more transferable to new situation.2.1.2 The classifica
16、tion of VLS In the area of VLS research, because there are different bases and criteria, it can be concluded that no classification is perfect, and any individual strategy may be into one category or another according to the aspect of focus. However, vocabulary learning strategies are more or less c
17、onsistent in including some concrete strategies, such as repetition, memory strategies and some Metacognitive strategies, such as monitoring. The classification of this thesis would like to adopt is that proposed by Gu & Johnson, which is also the most favorable and widely adopted one, especially in
18、 China:Gu and Johnson (1996, pp. 643-679) establish two main dimensions of vocabulary learning strategies: Metacognitive and cognitive strategies. Metacognitive strategies are defined as a conscious overview of the learning process and making decisions about planning, monitoring, or evaluating the b
19、est ways to study. The former includes selective attention and self-initiation and the latter covers six subcategories: contextual guessing, dictionary, note-taking, memory, rehearsal, encoding, and activating, all of which can be further subcategorized. 2.1.3 Previous research on VLS abroadNowadays
20、, vocabulary study is developing rapidly. Many aspects of vocabulary learning have effectively been concerned about. They are mainly listed as follows:(1) Vocabulary acquisition: Krashen (1982) suggested that to remember a new word successfully, one should encounter it seven times continually. R.J.
21、Alexander (1984) claimed that learners benefit a lot from three “Cs”: collocation, connotation and context when learning vocabulary. (2) Techniques, methods and strategies in vocabulary learning: such aspects of vocabulary are now attracting researchers attention. There are a large number of researc
22、h articles in this field. Allen (1983) in Guidelines for vocabulary teaching gave some useful methods of vocabulary learning, such as: learning the usages of words in situation and context, encouraging students to guess words in context and making good use of their background knowledge. (3) Context
23、and vocabulary: since 1920s, researchers (Cater & McCarthy, 1988) have taken consideration into how context works in language learning and teaching. They put forward the concept of context and raised the concept of register, which refers to language environment. They defined context as form and cont
24、ext of text, setting, participants, and needs and so on. 2.1.4 Research on VLS at home With the realization that vocabulary is an important aspect in language learning and the assumption that learning strategies may influence vocabulary learning outcome, many empirical studies have been conducted in
25、 recent years.(1) Gu and Johnson (1996:643-679) presented a general picture of vocabulary learning strategies with 850 sophomore non-English majors from Beijing Normal University as their subjects. Their study came to the conclusion that the participants generally did not dwell on memorization, whic
26、h was a popular belief about Asian learners. (2) Wang Wenyu (1998) also employed a quantitative approach to investigating the relationship between vocabulary learning beliefs and learning strategies and the retention of English vocabulary with 50 Chinese university students as her subjects. This stu
27、dy demonstrates that Chinese EEL learner believed that vocabulary was deliberately learned instead of being acquired naturally; students were found to use a series of strategies to facilitate relation while learning English vocabulary items; there was a significant correlation between students achie
28、vements in a vocabulary recall test and their use of memory strategies.(3) Wen and Johnson (1997) concluded that vocabulary learning strategies and mother tongue avoidance strategies had positive effects upon English language proficiency.In addition, more aspects of vocabulary have been concerned. R
29、esearchers also give more attention to exercises of vocabulary, principles, problems and issues, and mental processes involved in vocabulary learning. 2.2 Previous researches on the development of Multi-media and InternetAs Multi-media and Internet assisting learning covers a broad range of activiti
30、es, it is difficult for us to describe it as a single idea or simple research agenda. It surely involves issues like materials design, technological development, function popularization, actual practice, and pedagogical theories.Firstly, Language learning is a complicated process including reading,
31、listening, speaking and writing, therefore, the Internet and Multi-media instrument, especially the computer should touch upon these areas and make it possible for language learners to be fully involved.Secondly, Multi-media and Internet assisting learning can be employed in many ways, both in and o
32、ut of the classroom. Language labs and computer centers are no longer the exclusive place for computer practice. Nowadays, Multimedia classrooms equipped with computers provide students with a convenient environment to learn language. With advanced equipment and new teaching mode, students can be ex
33、posed to the target language whenever they want to.Besides, the prevalence of World Wide Web makes language learning a more accessible and flexible activity. Network-based language teaching and learning gradually outdo the traditional way of language teaching and learning. Distant learning, communication through E-mail and online gr
