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本研究采用有声思维法和问卷调查法搜集可行的猜词方法,进而比较不同英语水平高中生猜词策略使用的异同,并从猜词习惯和猜词态度两方面分析产生这些不同的原因。研究发现共有六类猜词方法,具体十种猜词技巧。总体上英语水平较高的学生对猜词任务完成得较好。他们倾向使用更多的猜词方法,不急于马上猜出词义;而英语水平较低的学生更容易放弃猜测生词的意义。两组学生都喜欢和习惯查词典而不是询问他人生词的意思,都倾向于在影响理解时才进行猜词并猜测大概意思。但是,虽然两组学生对待猜词的态度都比较积极,但是英语水平较高的学生猜测生词大意的频率远高于英语水平较低的学生,而英语水平较低的学生更喜欢放弃猜词,并在实践中也是如此,即使这些生词会影响他们的文章理解。
In this study, viable thinking method and questionnaire survey method to collect feasible guessing methods, and then compare the similarities and differences of the use of guessing strategies of high school students of different levels of English, and from the guessing habits and guessing attitude to analyze these two different causes. The study found that there are six kinds of guess word methods, the specific ten kinds of guess skills. In general, students with higher English proficiency completed the quiz task better. They tend to use more guessing methods and are not in a hurry to guessing meaning; those with lower proficiency levels are more likely to give up guessing the meaning of new words. Both groups of students liked and used to search the dictionary instead of asking about the meaning of other people’s lives. Both tended to guess the word and guess what they meant when they influenced understanding. However, although students in both groups were more positive about guessing, students with higher English proficiency predicted guessing more often than students with lower English proficiency, whereas those with lower English proficiency preferred to give up guesses. And in practice, too, even though these new words will affect their essay comprehension.