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本研究考察了一组英语专业本科生的英语词汇学习策略的在第一学年的发展变化情况,通过对比26名问卷调查对象在一年级初和二年级初的词汇学习策略,作者发现学生在二年级时应用词汇学习策略的总体得分显著高于一年级时;三大类策略的应用都有增加,其中认知策略的增加达到显著水平。发生显著变化的认知策略包括反复读写策略的应用减少,以及构词法、上下文、利用上下文猜测词义和关键词策略的应用增加。
This study examines the development and changes of a group of English majors’ English vocabulary learning strategies in the first academic year. By comparing the vocabulary learning strategies of 26 subjects in the first and second grades, the authors found that students in the second The overall scores of applied vocabulary learning strategies in grade are significantly higher than those in the first grade; the application of the three major types of strategies all increase, and the increase of cognitive strategies reaches a significant level. Significant changes in cognitive strategies include the repeated use of read and write strategies to reduce, as well as the use of word-formation, context, the use of context guessing word meaning and keyword strategy increases.