高中生英语词汇学习策略上的性别差异研究.docx

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1、分类号： U D C ： 密级： 编号： 文学硕士学位论文高中生英语词汇学习策略上的性别差异研究硕士研究生 ：卢鑫指 导 教 师 ：暴丽颖 教授学 位 级 别 ：文学硕士学科、专业 ：外国语言学及应用语言学所 在 单 位论文提交日期论文答辩日期学位授予单位：外语系：2013 年 4 月 1 日：2013 年 6 月 14 日：哈尔滨工程大学Classified Index:U.D.C:A Dissertation for the Degree of M. A.Students Gender Differences in Choice of English VocabularyLearning

2、Strategies from Senior High SchoolCandidate:Supervisor:Lu XinProf. Bao LiyingAcademic Degree Applied for:Specialty: Date of Submission:Date of Oral Examination:Master of ArtsForeign Linguistics and Applied Linguistics April 1, 2013June 14, 2013Harbin Engineering UniversityUniversity:Acknowledgements

3、In the process of compiling this graduation thesis, I am deeply indebted to my supervisor Bao Liying, who has gone over the complete proof reading. Special acknowledgement must be made to her, who conscientiously corrected part of the paper and offered painstaking andinvaluable criticism.Naturally,

4、I have converted the substance of other scholars, foreign as well as Chinese, to myown use. Some of the debts are obvious and specified, but many may not have been duly discharged. I take final responsibility for any errors and inadequacies in this paper.Finally, I should say thank you to my classma

5、tes and teachers who give me support and greatcare in the course of writing my graduation dissertation.摘要本文旨在研究高中生英语词汇学习策略的性别差异现象，英语词汇学习是英语学习的基础，并且随着第二语言习得的研究深入，英语词汇学习策略也受到了更多的关注。另一方面，随着人们对学习者个体差异的研究深入，男女性别的差异已经成为二语习得领域又一个关注的焦点。正是基于这一交叉点，本文对高中生英语词汇学习策略的性别差异进行实证研究。本文通过问卷调查和访谈，并且运用定量和定性的分析方法以对桦南县第一中学1

6、00 名三年级学生其中男女学生各 50 人进行比较全面的调查。 本次调查的词汇学习策略主要参考 OMalley & Chamot 对学习策略的分类，并且借助 SPSS 软件对男生和女生词汇学习策略的差异进行分析。通过研究发现，在元认知策略和认知策略上女生明显高于男生。而交际策略上，男生略高于女生，但是在相关检验中没有显著差异。根据男女因性别差异引起的英语词汇学习策略的不同，本文在英语词汇学习和教学方面提出了几点启示。在学习的过程中，应了解更多的学习策略，只有对学习策略深入了解，才能在实际的学习当中加以运用。在教学方面，应提高对词汇学习策略的传授意识，并针对男女学生学习策略存在的差异进行

7、因材施教，优化词汇学习的效果。关键词： 英语词汇学习策略；性别差异；认知策略；元认知策略；情感策略AbstractThe thesis aims to explore the students gender differences in choice of English vocabulary learning strategies from senior high school. As the basic of English learning, English vocabulary learning has aroused a lot of attention with the deep

8、study of second language acquisition. On the other hand, with the deep research on individual differences, the gender differences have been focused in the field of second language acquisition. Based on this intersecting point of researches, the thesis will study the gender differences of senior high

9、 school students in the choice of English vocabulary learning strategies using empirical study. Through questionnaire and interview, the study is carried out among 100 students including 50 female students and 50 male students and the results are reported quantitatively and qualitatively. Based on t

10、he classification of learning strategies given by OMalley & Chamot, the research uses the software SPSS to analyze the gender differences in choice of English vocabularylearningstrategies.Theresultsshowthatfemalestudentsusemore meta-cognitive and cognitive strategies and there are significant di

11、fferences in meta-cognitive strategies and some specific strategies in cognitive strategies between genders, while male students use more social strategies than female students.According to the gender differences in choice of English vocabulary learning strategies, someimplications in language learn

12、ing and teaching are proposed. In the learning process, more learning strategies should be introduced and acquired. Only if students master the strategies, they could use these strategies properly. On the other hand, in the teaching process, facultiesshould raise the intention of the instructionbetw

13、een genders, faculties should instruct optimize their vocabulary learning.of strategies and according to the differencesstudents to use strategies appropriately andKey words: English vocabulary learningstrategy; cognitive strategy; social strategystrategies; gender difference; meta-cognitiveContents

14、Chapter 1 Introduction11.1 Background of the Study11.2 Significance of the Study41.3 Organization of the Study5Chapter 2 Literature Review72.1 Studies on Learning Strategies72.1.1 Definition of Learning Strategies82.1.2 Classification of Learning Strategies112.2 Studies on Vocabulary Learning Strate

15、gies162.2.1 Studies on Vocabulary Learning Strategies in the West162.2.2 Studies on Vocabulary Learning Strategies in China192.3 Gender Differences and Learning Strategies212.3.1 Studies on Gender Differences in Learning Strategies in the West222.3.2 Studies on Gender Differences in Learning Strateg

16、ies in China26Chapter 3 Research Methodology293.1 Research Questions293.2 Participants293.3 Instruments303.3.1 Questionnaire303.3.2 Interview333.4 Procedures333.4.1 Pilot Study333.4.2 Questionnaire Research353.4.3 Interview363.4.4 Data Collection and Analysis37Chapter 4 Results and Discussion394.1 U

17、se of Vocabulary Learning Strategies394.1.1 Overall Pattern of Vocabulary Learning Strategies394.1.2 Specific Strategies424.2 Gender Differences in the Use of Vocabulary Learning Strategies474.2.1 Analysis of the Use of Meta-cognitive Strategies between Male and FemaleLearners474.2.2 Analysis of the

18、 Use of Cognitive Strategies between Male and Female Learners. 504.2.3 Analysis of the Use of Social Strategies between Male and Female Learners. 554.3 Results Obtained from the Interview57Chapter 5 Conclusion63Works Cited69Appendix73攻读硕士学位期间发表的论文和取得的科研成果76Chapter 1 IntroductionThis study discusses

19、the senior high school students gender differences in Englishvocabulary learning strategies. In this chapter, firstly, the background of the study is brieflygiven, and then the significance and the organization of the study are successively introduced.1.1 Background of the StudyLanguage study has al

20、ways been paid attention to, because language is the maincommunication method between human beings. Especially since the world globalizationproceeds, the need for the mastery of language has coerced the scholars pouring into thelanguage learning study.With the development of second language acquisit

21、ion, the attention has been transferred fromthe external factors to the internal factors since the mentalists explain the languageacquisition in the rejection of the behaviorists explanations. Mentalists believe that languageis actively acquired but rather passively received. The internal factors ar

22、e paid more attentionto by the researchers. And one of the important internal factors is the individual difference,thus learners individual differences have come into the spotlight on the language study.As for learners differences, it has always been a problem for the identification and theclassific

23、ation because the differences such as aptitude, motivation are impossible to be1observed directly. And in the process of language acquisition, these factors as a system forgethe ability for learners to master the language. So researchers have different classifications oflearners individual differenc

24、es. Hawkey in 1982 lists some differences: “affective, cognitive,and social factors” (Tucker 214) “affective and ability factors” (Chastain 155). Altman (88) in1980 lists twelve individual differences including age, gender, learning experiences,proficiency of native language, attitude and motivation

25、, personality, aptitude, cognitive style,learning strategies and IQ level.“Individual learner differences influence the rate and level of second language achievementby affecting the nature and the frequency with which individual learners use learningstrategies” (Yi Xiubo 73). Gender difference as on

26、e of the important and obvious individualdifferences also has influences on the second language acquisition. Since the 1970s,numerous researches have done to explore the relationship between gender difference andsecond language acquisition. And some outcomes indicate that in second language acquisit

27、ionfemale learners generally do better job than male learners. Ellis contends in 1994 that firstly,female learners are more eager to learn than male learners, secondly, female learners are moretalent than male learners, and thirdly, female learners possess more motivation in the processof language l

28、earning (143). In order to further explore the relationship between genderdifference and English vocabulary learning strategies, this thesis will select senior highschool students as the subjects to do the research.In modern era, the ability to master learning strategies has a great influence on one

29、s life and2it has become a requirement for survival. As for the senior high school students, language asthe main communication method and a study instrument plays a significant role in their lives.As for the study of learning strategies, different definitions by numerous researchers havebeen propose

30、d. Weinstein and Mayer give the definition of language learning strategies as"Behaviors and thoughts that a learner engages in during learning" (12). OMalley andChamot also give the definition of learning strategies that is “the special thoughts orbehaviors that individuals use to help the

31、m comprehend, learn, or retain new information” (1).Learning strategies are so important and a better understanding of the learning strategies willhelp students improve the study efficiency.In second language acquisition, vocabulary learning which in this thesis from here refers toEnglish vocabulary

32、 learning is an important part because the mastery of vocabulary is thebasic for further study. Thus it is necessary for students to master the vocabulary learningstrategies and the study of vocabulary learning strategies becomes urgent and necessary.Since the existence of individual differences, th

33、e vocabulary learning strategies used by maleand female learners will be affected, and this thesis will mainly study the gender differencesin vocabulary learning strategies.It should be mentioned here that since English is the most popular second language in ChinaTeaching System, the study will pick

34、 English as object to do the research.31.2 Significance of the StudyThough there are many researches about the learning strategies and the successful learnersuse of learning strategies. It is found that most researches pay attention to individualdifferences such as motivation, aptitude, and personal

35、ity. The researches about the genderdifferences in the use of learning strategies are rarely found, especially the gender differencesin the use of vocabulary learning strategies. In fact, many studies are conducted to investigatewhat strategies efficient language learners used in learning vocabulary

36、 (Cohen; Ellis;OMalley and Chamot; Oxford). This thesis aims to find the differences caused by genderdifference in the use of vocabulary learning strategies among senior high school students. Abetter understanding of the strategy differences could help not only in the language learningbut also in th

37、e language teaching.Firstly, through the researches of vocabulary learning strategies, it will help senior highschool faculty better understand the students learning strategies. Thus these strategies couldbe applied in the teaching activities.Secondly, since the research aims to confirm the differen

38、ces of vocabulary learning strategiescaused by gender difference, the differences of vocabulary learning strategies throughresearch could be identified, on the other hand the classification or clarification of vocabularylearning strategy differences caused by gender difference will in turn help stud

39、ents andfaculty for further language learning.41.3 Organization of the StudyThe thesis consists of six chapters. Chapter one includes three parts, and they are thebackground of the study, the significance and the organization of the thesis introducedsuccessively. Chapter two makes a deep analysis of

40、 related literature including the vocabularylearning strategies studies in China and abroad and the gender differences in vocabularylearning strategies in China and abroad. Chapter three mainly introduces researchmethodologies including research questions, participants, instruments and procedures.Ch

41、apter four is the analysis of data and results, and discussions are given in this part. In orderto further certify the credibility of the questionnaire, results obtained from the interview areanalyzed which prove to be consistency with the outcome got from the questionnaire. Chapterfive consists of

42、the implications for learners and faculties and the conclusion of the thesis.56Chapter 2 Literature ReviewA clear review of previous researches will help find out the blank needed to be further studies.This chapter includes three parts; firstly, language learning strategies are introduced includingt

43、he definition and the classification. The thesis studies the relationship between vocabularylearning strategies and gender differences, so the second part of this chapter mainlyintroduces the vocabulary learning strategy studies in detail including those in China andabroad. The third part is about t

44、he gender differences in vocabulary learning strategies, wherethe studies in China and abroad are also discussed in detail.2.1 Studies on Learning StrategiesSince language learning focus has been shifted from teaching dominance to the self-learningdominance, students learning, specially learning str

45、ategies, has been paid more attention thanteaching methods. Oxford holds the idea that a mastery of scientific learning strategies couldhelp cultivate greater confidence and learning efficiency (326). And vocabularies, as thefundamental basic of language, arouse researchers great interest. Thus voca

46、bulary learningstrategies become the main focus of the language learning study. In order to better understandthe vocabulary learning strategies, learning strategies will be detailed in this part.Before the vocabulary learning strategies review, it will be helpful to firstly review studiesabout learn

47、ing strategies. It is Rubin and Naiman who forerun the research field of learning7strategies in the middle of 1970s (Xin Yongchun 34). Since then, the researches of learningstrategies prosper and a series of research achievements have broadened the languagelearning field.2.1.1 Definition of Learning StrategiesSince the beginning of the learning strategies study, the concept of learning strategies hasbeen proposed in many versions. Opinion varies according to the different perspectives.With