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摘 要... iv http://www.paper51.com Contents. v copyright paper51.com 1. Introduction. 1 http://www.paper51.com 1.1 Background of the Research. 1 paper51.com 1.2 Significance of the Research. 2 http://www.paper51.com 1.3 Scope of the Research. 2 copyright paper51.com 1.4 Research Questions. 3 copyright paper51.com 2. Literature Review.. 3 copyright paper51.com
2.1 Bridging Stage between Junior andSenior high schools. 3 内容来自www.paper51.com 2.2 Learning Strategy. 3 paper51.com
2.3 Vocabulary Learning Strategies. 4 http://www.paper51.com 2.3.1 Definition of Vocabulary Learning Strategies. 4 内容来自论文无忧网 www.paper51.com 2.3.2 Classifications of Vocabulary Learning Strategies. 4 copyright paper51.com 3. Research Design. 7 copyright paper51.com 3.1 Research Subjects and Setting. 7 copyright paper51.com 3.2 Research Instrument 7 copyright paper51.com 3.3 Research Procedures. 8 内容来自论文无忧网 www.paper51.com 3.4 Data Collection and Analysis. 9 内容来自论文无忧网 www.paper51.com 3.4.1 Data Collection. 9 paper51.com 3.4.2 Data Analysis. 11 http://www.paper51.com 4. Results and Discussion. 13 http://www.paper51.com 4.1 Results. 13 http://www.paper51.com 4.2 Discussion. 13 paper51.com 4.2.1 Meta-cognitive Strategy. 14 paper51.com 4.2.2 Cognitive Strategy. 14 内容来自论文无忧网 www.paper51.com
4.2.3 Social/Affective Strategies. 15 内容来自www.paper51.com
5. Conclusion. 15 内容来自www.paper51.com 5.1 Summary. 15 内容来自论文无忧网 www.paper51.com 5.2 Limitation of the Study and Suggestionfor the Further Research. 15 内容来自论文无忧网 www.paper51.com
Reference. 17 内容来自论文无忧网 www.paper51.com Appendix Ⅰ 内容来自论文无忧网 www.paper51.com
Appendix Ⅱ 内容来自论文无忧网 www.paper51.com
Appendix Ⅲ copyright paper51.com 1. Introduction copyright paper51.com 1.1 Background of the Research 内容来自论文无忧网 www.paper51.com According to the New English Course Standard (2001)for the basic education, junior-middle-school students should be able to use1500~1600 words and 200~300 phrases when they graduate, and senior-high-schoolstudents 3000 words and 400~500 phrases. 内容来自www.paper51.com
Nowadays, however, students often complain about theburden of learning English vocabulary. This is especially true for thosestudents in grade one in senior high school. They usually argue that it isdifficult for them to learn English vocabulary by applying the strategies thatthey used in junior middle school, and that they spend a large amount of timein learning vocabulary, but the result is far from satisfactory. Gradually,they lose the self-confidence and interests in learning English and their performancesin English is becoming worse and worse, although they were the English teachers’pets when they were in their junior middle school. Some of them even begin to bedoubtful of their ability of learning a foreign language. This is one of thecurrents that the students are facing on the bridging stage between junior and seniormiddle schools. 内容来自www.paper51.com So, how to help those new students in senior highschool overcome these problems? As a matter of fact, what they are facing is largelythe problem of vocabulary learning strategies. In other words, they need toadapt themselves to the new situation, and find out new strategies to learn Englishwords. It is on this area that the paper focuses. http://www.paper51.com 1.2 Significance of the Research paper51.com Language consists of three parts: pronunciation,vocabulary, and grammar. According to Wilkins, “without grammar very little canbe conveyed; without vocabulary nothing can be conveyed.” (1972) McCarthystates: “It is the experience of most language teachers that the single,biggest component of any language course is vocabulary. No matter how well the studentslearn grammar, no matter how successful the sounds of thesecond language are mastered, without words toexpress a wide range of meanings, communication in the second language justcannot happen in any meaningful way.” (1990) Harmer(1990) also points out that “If we compare language structure as the sketch of language, vocabulary is thething that provides important organ as well as blood and flesh.” It is agreedthat vocabulary plays a vital role for language learners in learning alanguage, especially in learning a foreign language. 内容来自www.paper51.com
However, students in group two are confused withlearning new English vocabulary. In fact, there is no need to doubt theirability or something else, for the key reason is that they lack effectivevocabulary learning strategies. The propose of the research is to find out somedifferences of English vocabulary learning strategies between junior and seniorhigh schools and effective vocabulary learning strategies. These effectivevocabulary learning strategies will help the students, and play an importantrole in encouraging them to overcome the bridging problems between junior and seniorhigh schools. copyright paper51.com
1.3 Scope of the Research paper51.com
The thesis principally studies English vocabularylearning strategies applied by Group One and Group Two. The effective strategiesare expected to be found to help the students overcome the problems in thebridging stage. copyright paper51.com
1.4 Research Questions 内容来自论文无忧网 www.paper51.com
⑴ Whatstrategies do students apply in junior middle school? http://www.paper51.com ⑵ Whatstrategies do students apply in grade one in senior high school? paper51.com ⑶ Why do the students in group two face many problems inlearning English vocabulary? paper51.com ⑷ How shouldthey deal with those problems? http://www.paper51.com 2. Literature Review copyright paper51.com |