A Comparison between Good and Poor Language Learners in Vocabulary Learning

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大学英语论文：大学英语“学困生”和“学优生”英语学习需求的对比分析

大学英语论文：大学英语“学困生”和“学优生”英语学习需求的比照分析【中文摘要】国内外学者关于需求分析的研究可以说是硕果累累。

国内研究者们分别从不同角度撰文,介绍英语需求分析理论,探讨它的概念、特征,展望它在国内英语教学中的应用前景,有的文章还引入了如何进行需求分析的模型。

不过笔者通过查阅相关文献发现：绝大部分的研究都是针对中学外语教学来研究的,较少研究是针对大学英语教学来研究的,而且,有关大学英语“学困生”的英语学习需求的研究很少人涉足。

因此,本文对英语“学困生”和“学优生”在英语学习中的学习需求进行了研究。

笔者采用问卷和访谈的调查方式,以广西师范大学非英语专业(不包括艺术类专业)大二的415名学生为样本进行深入调查研究。

研究的内容包括：(1)大学英语“学困生”和“学优生”的英语学习需求；(2)大学英语“学困生”和“学优生”的英语学习需求的不同之处；(3)这些差异存在的原因；(4)可促进大学英语教学的措施。

所收集到的数据采用SPSS 13.0进行描述性分析、独立样本T检验和秩和检验。

调查结果说明：大学英语“学困生”和“学优生”都希望提高他们的英语水平,从而通过大学英语四、六级考试。

他们都认为目前安排了足够的课时学习英语,接受并适应交际教学法,且不排斥他们的英语教材。

然而,大学英语“学困生”的需求在以下几个方面与大学英语“学优生”不同：1)在学生的学习目标方面,大学英语“学优生”更清楚他们英语学习的目标；2)在英语教材方面,大学英语“学优生”能更灵活的适应他们的英语教材；3)在教学方法方面,大学英语“学优生”更能适应不同的教学方法而且的“学优生”参与了英语相关的课外活动；4)在学生参与英语学习方面,大学英语“学优生”表现出对英语学习有兴趣,而大学英语“学困生”却几乎没有兴趣学习英语。

此外,大学英语“学优生”愿意花的时间学习英语；5)在教师品质方面,大学英语“学优生”比“学困生”更喜欢他们的老师,而且大学英语“学优生”喜欢老师的原因也和“学困生”有很多不同。

毕业论文选题-英语

英语专业毕业论文选题★试论《失乐园》中Satan的形象On the Image of Satan in Paradise Lost ★Fielding小说的现实主义意义The Realistic Significance of Henry Fielding’s Fiction★《傲慢与偏见》中经济对婚姻的影响The Economic Influence on Marriage in Pride and Prejudice★桑提亚哥——海明威笔下的硬汉Santiago: A typical Hemingway’s Hero★论Robert Frost的诗歌创作On Robert Frost’s Poetry★《了不起的盖茨比》中的象征Symbolism in The Great Gatsby★华滋华斯诗歌的自然观On William Wordsworth’s Naturalism★论叶芝诗歌中的宗教思想On Religions Thoughts in W. B. Yeats’ Poetry★劳伦斯笔下的女性形象On the Female Characters in D. H. Laurence’s Fiction★试析哈代对英国诗歌之贡献On Hardy’s Contributions to English Poetry★欧内斯特?海明威小说中的悲剧色彩The Tragic Color of Ernest Hemingway's Novels★欧内斯特??海明威战争小说中的人道主义分析On the Humanism in Ernest Hemingway's War Stories★亨利·詹姆斯作品中的心理描写On the Psychological Descriptions in Henry James’ Novels★D. H. 劳伦斯小说中女性人物形象分析An Analysis on Women Images in D.H. Lawrence’s Novels★爱米丽·迪金森的诗歌艺术特色On Artistic Features of Emily Dickinson’s Poetry★欧·亨利短篇小说主题分析The Thematic Analysis of O’ Henry’s Short Stories★杰克·伦敦《海狼》的心理分析Psychoanalysis of Jack London’s The Sea Wolf★杜拉斯小说中的中国情结The Chinese Complex in Marguer ite Duras’ Fiction★人性的扭曲与异化——论卡夫卡的《变形记》The Distort and Alienation of Human Nature——On Kafka’s the Metamorphosis★《廊桥遗梦》的弗洛伊德主题Freudianism in The Bridges of Madison County★西奥多??德莱塞《嘉利妹妹》中的自然主义Naturalism in Theodore Dreiser’s Sister Carrie★《麦田里的守望者》中的象征主义★从《秀拉》的男性人物形象看托妮??莫里森的女权思想Toni Morrison’s Feminist Vision Reflected in the Characterization of Sula’s Male Characters★论马克吐温小说的黑色幽默On the Black Humor in Mark Twain Novels ★埃兹拉庞德诗歌的意象主义分析Imagism in Ezra Pound’s Poetry★从功能语法角度分析演讲词的语境和衔接Analysis on Textual Context and Cohesion in Speech Writing★大学生英语语用能力研究An Investigation of the Pragmatic Abilities of College Students★语用迁移与语用失误对跨文化交际的影响★语境再现在阅读理解中的作用★英汉致使动词的对比研究A Contrastive Study of English and Chinese Causative Verbs★英语委婉语的交际功能 A Contrastive Study of Lexical Features of English Advertisement and Chinese Advertisement★英语委婉语的文化内涵的研究Study of Culture Connotation of English Euphemism★后置形容词初探A Tentative Study of Post-posed Adjectives★跨文化交际中的语用失误Pragmatic Failures in Cross-cultural Communication★外语多媒体设计的语言学思考A Linguistic Point of View on Design of Foreign Language Multi-media★文化语境与词汇内涵意义（ Context of Culture and Connotative Meaning of Words）★论新闻英语中的连贯问题On Coherence in News English★论语篇中的英语习语On English Idioms in Text★论形体语言在交际中的作用Functions of Body Language in Communication★英汉拒绝语的对比研究The Contrastive Study on the English and Chinese Expressions in Refusing or Declining★英汉习语的文化差异及翻译The Cultural Difference and Translation of English and Chinese idioms★英语典故性成语的来源与汉译Derivation and Translation of English Phrasal Literary Quotations★论as…as…的用法与翻译On the Use and Translation of “as…as…”★浅析汉英翻译种的中式英语On the Chinglish in C-E Translation★试论英汉翻译中的文化冲突A Study on Cultural Conflicts in E-C Translation★英汉翻译中修辞手段初探On Rhetorical Methods in E-C Translation ★英语课堂中的文化教学Culture Teaching in an EFL Class★论交际英语课堂教学的活动衔接On the Cohesiveness between Activities in a Communicative English Class★论中学生词汇学习策略On Vocabulary Learning Strategy for Middle School Students★试谈如何使用模拟辩论英语口语教学法The Teaching Methods by Means of Simulating Debate on Spoken English★英语教学中的文化意识Culture Consciousness in the English LanguageTeaching★文化差异与英语词汇教学Cultural Difference and Teaching of English Vocabulary★交际性语言与英语课堂语境构建Communicative language and the Construction of English Classroom Context★网络英语及其对英语教学的影响★合作学习在英语教学中的应用Application of Cooperative Learning To English Teaching★语境理论在英语阅读教学中的作用On Theory of Context In English Reading Teaching★如何有效地利用母语思维提高学生的英语写作能力On Effectively Applyin g First Language to Improving Students’ Writing Proficiency ★作文评阅中的困惑与自主学习理念的切入Evaluation on Compositions in ELT: Facilitating Students’ Autonomous Learning★学会学习——中国外语学习者学习策略研究Learn How to Learn——A Study on Chinese EFL learners’ Learning Strategies★英语听力学习策略对听力能力的影响Influence of Learning Strategies upon English Listening Comprehension★中学生英语学习动机与英语教学Middle School Students’ Learning Motivation and It’s Implications In ELT★减少焦虑：从英语课堂活动做起 Decreasing Anxiety Through ELT Classroom Activities★英语课堂中的互动：情感与认知 Interaction in EFL Classroom: Affection and Cognition★英语课堂中的文化冲击——促进学生积极参与之良方 Cultural Shock in ESL Classroom ——An Approaching to Encouraging Active Participation ★英语写作教学中的“结果法”与“过程法”之比较 A Comparison Between 〝Product Approach〞and〝Process Approach〞★元认知与大学英语词汇学习Metacognition and EFL Learners’ Vocabulary Learning★意识培养：英语语法教学的新思路The Awareness-raising Approach: A New Prospective on Grammar Teaching★语言学习任务和自主性学习On Language Learning Tasks and Learner Autonomy★课堂焦虑与中学生口语表达能力关系Correlations between Anxiety and College Students’ Oral Performance★阅读与写作的互动及其教学思考Developing Interactive Reading and Writing in Classroom Teaching★论外国文化知识在外语学习中的重要性On the Importance of Foreign Culture Knowledgein Foreign Language learning★翻译教学法之我见On the Teaching of Translation★影响EFL课堂互动的情感因素研究 A Study of the Affective Factors Influencing EFL Class Interaction★中学生词汇学习策略调查 A Survey to the Lexicon AcquisitionStrategies of Middle School Students★EFL课堂互动中教师的中介作用 A Study of the Teacher as Mediator in EFL Classroom Interaction★EFL课堂教学中的教师提问与课堂互动 A study to the role of question in EFL Classroom interaction★英语专业学生在写作中运用的交际策略研究 A study to the Application of Communicative Strategies in English Major’s Writing★EFL课堂教学心理环境调查与分析 An Investigation and Analysis to the Psychological Environment of EFL Class★英语专业与非专业学生英语学习风格对比研究 A contrastive study to the Learning styles of English Majors and Non-English Majors ★英语专业学生阅读策略调查研究A Survey to the Reading Strategies of English Majors★英语专业学生写作中的母语迁移现象 A Study to Native Language Transfer in English Major’s Writing★元认知策略在英语专业学生听力理解中的应用 A Study of the Application of Metacognitive Strategy in Listening Comprehension of English Majors★EFL课堂互动模式研究 A Study of the Interaction Patterns of EFL Class★EFL课堂互动中的错误纠正 A Study of Error Correction in EFL Classroom Interaction★英语专业学生学习动机调查与分析 A Survey and analysis to the Motivation of English Majors★英语教师课堂行为与学生学习动机相关研究 A Study to the Relationship between Teacher Behavior in classroom and Students’ Motivation★互动教学中语法教学的地位 The Role of Grammar Teaching in Interactive Teaching★听力理解中的形式逻辑问题研究On Formal Logic in listening comprehension of English★听力能力培养与词汇教学 on the cultivation of listening and teaching of vocabulary★刍议外报外刊阅读与英语阅读能力的培养On Reading Foreign Newspapers and Magazines and Reading Ability Training★英语教学中学生兴趣的激发Cultivation of Students’ Interest in English Teaching★怎样组织英语语言学教学中的课堂讨论How to Organize Linguistic Seminars in China★怎样充分利用第二课堂活动来提高学生语言技能与运用能力How to Make Full Use of the Extra Curricul um to Improve Students’ Language Skills their Applying Ability★阅读技巧与阅读能力培养Reading Skills and Reading Ability Training ★英语听力理解的主要障碍及对策Major Interferences in ListeningComprehension and its Counter-measures★英语语调教学探讨English Intonation Teaching Research★试析英语写作汉式英语产生的根源An Analysis of the Causes of Chinglish in English Writing★英汉语篇阅读模式差异对英语写作的影响The Influence of English and Chinese Context Patterns on English Writing★自我监控策略与二语写作：大学生英语写作策略研究Self-monitoring strategy and EFL Writing: A Strategy-base d study on Chinese Learners’ writing★影响中国中学生英语写作的因素Factors Affecting Chinese Middle School Students’ English Writing教师话语与第二语言习得Teacher Talk and Second Language Acquisition ★论泛读与词汇习得On the Role of Extensive Reading in Vocabulary Acquisition★英语词汇教学方法探讨An Inquiry into Teaching Approach to English Vocabulary★试论英美文化课程在英语专业能力培养中的作用On the Course of British and American Culture: Its Function in the Development of English Competence for English Majors★EFL课堂中的小组活动研究 A Study of Group Work in EFL Class★怎样组织英语语言学教学中的课堂讨论How to Organize Linguistic Seminars in China★试论英语专业人才如何突出专业优势The English Specialty: Ways Out ★英语流行语的文化因素Cultural Factors of English Catchwords★浅谈非语言交际中的身势语Body Language in Non verbal Communication ★英汉语中称谓的差异及其成因★英汉姓名的文化阐释Cultural Interpretations of English and Chinese Names★身势语在不同文化下的差异Different Body Languages In Different Cultures★英语语调在口头语篇中的意义The Communicative Value of Intonation in Spoken Discourse★On the politeness and cooperation used in the language learning ★语言学习中的礼貌和合作原则★非言语行为在跨文化交际中的功能Functions of Non-verbal Behavious in Intercultural communication★英汉礼貌用语对比研究The Contrastive Study on the Courteous Expressions in English and Chinese★中西方不同思维模式在宗教文化中的体现The Presentation of Different Thinking Modes in Chinese and Western Religious Culture赠送论文选题思路：毕业论文选题思路一、毕业论文选题思路确定选题是撰写论文的第一步工作。

英语教学法

Chapter one IntroductionI. Introduction to the course1.ELTM: English Language Teaching Methodology英语教学法2.Reasons3.Aim4.Main content1)Theories2)practice5.Requirements1)prevision2)participation in classroom teaching practice3)full preparations for teaching practice before class4)attendance5)assignments6.Assessment1)performance 50%2)final exam 50%II. Main schools of foreign language teaching methodology外语教学法的主要流派1.The Grammar-T ranslation Method 语法翻译法（from the 18th）1）Main objective: to enable Ss to read and translate the target language2）Main content of classroom teaching:grammar3）Main medium of instruction:native language4）Language skills to be developed:reading and writing5）Main teaching activities: explanation, analysis, translation6）Main practice technique:translation7）The emphasized form of language:written language8）Arrangement of the teaching materials:according to the grammar system9）Advantages:parison between the native language and target languageb.development of reading and writing abilitiesc.systematic study of grammatical rules10)Disadvantages:a. overemphasis on translation, overdependence on native languageb. too much emphasis on reading and writing, neglect of listening and speakingc. rote-learning2.The Direct Method 直接法(from the late 19th)1)Main objective:to enable the Ss to communicate in the target language2)T eaching language:target language3)The emphasized language form:spoken language (correct pronunciation)4)Language skills :listening, speaking, reading and writing with emphasis onlistening and speaking5)Main teaching technique: direct association of the target language with the physicalworld6) Way of developing the ability to communicate: providing practice in listening andspeaking through imitation and repetition7) Attitude towards the Ss’ errors: intolerant8）Advantages:e of the target languageb.emphasis on language practicec.favorable atmosphere of learning9）Disadvantages:a. overemphasis on the similarities between first language acquisition and secondlanguage learningb. lack of the knowledge of the target language grammarc. very demanding for non-native teachers3.The Audio-lingual Method 听说法(from 1950s)1)Main objective:to enable the Ss to use the target language communicatively2)Language skills: listening, speaking, reading and writing; listening and speakingcome before reading and writing3)Way of presenting the language: using dialogues4)Main practice form: dialogue and pattern drills5)T eaching aids: tapes, language labs, visual aids6)Language used in classroom teaching: target language7) Practice techniques:mimicry, memorization, pattern drills8）Attitude towards the Ss’ errors:intolerant9) Advantages:a.emphasis on the importance of practice in language learningb.development of the separation of the language skillse of the lab10) Disadvantages:a. boredom caused by endless pattern drillsb. teacher’s domination of the class4.The Cognitive Approach 认知法(from 1960s)1)Main objective:to develop the Ss language abilities possessed by native speakers2)Language skills: four skills are equally important3)Main form of language learning:language practice4)Mode of classroom teaching: learner-centered5)Way of teaching : conscious teaching of grammar and language rules6)Attitude towards the Ss’ mistakes:tolerant7)T eaching aims: to teach the Ss language knowledge, language skills and the ability tolearn by themselves8)The focus of classroom teaching :a.rule learningb.meaningful practicec.creativity9)Advantages:a.enjoyable and meaningful learningb.emphasis on the four language skills10)Disadvantages:a.overdependence on analysis and understandingb.not well-researched and developed5.The Communicative Approach 交际法(from 1970s)1)Main objective:to develop the Ss’ communicative competence in the target language2)T eaching mode:learner-centered, task-based3)Language skills: four skills4)Main activities:communicative activities5)Way of learning:by communicating6)Attitude towards the Ss’ errors:tolerant7)Role of the teacher:facilitator, manager, advisor, co-communicator8)Role of the student:communicator, independent learner9)Advantages:a. a very effective approachb.realistic and motivating language practice6.The Audio-visual Method 视听法7.The Oral Approach 口语法8.The Natural Approach 自然法9.T otal Physical Response 全身反应法10.The Silent Way 沉默法munity Language Learning 集体学习法12.Suggestopaedia 暗示法III. Introduction to teaching skills教学技能介绍1.Leading in 导入1) interest2) naturalness3) close connection with new material4) purposefulness5) moderate amount of time2.Asking questions 提问1) proper order2) suitability3) clearness4) time for thinkinging the teaching language语言1) accurateness2) fluentness3) specialization4) understandability5) emotionality6) humorousness4.Presenting and explaining讲解1) emphasis on key and difficult points2) combination with other skills ------ blackboard writing, asking questions, varying3) good organization4) illustration with examples5) proper speed5.varying变化1) voice ( intonation, volume, speed)2) facial expression3) pause and silence4) eye contact with students5) gesture6) position7) teaching method8) interaction pattern9) classroom activity (individual work, group work, games, etc.)6.demonstrating演示1) object2) picture3) card4) slides5) multi-media6) action7.Writing on the blackboard板书1) important points2) standard writing3) good arrangement4) various forms8.Intensifying 强化1)by language2)by body language3)by signs4)by silenceanising 组织1)classroom discipline2)classroom teaching3)interaction between teacher and students4)active involvement of all students in the teaching10.Ending结束1) summarization2) comparison or contrast3) consolidation4) conciseness5) homeworkChapter two English Language teaching in middle schoolsI. Other methods of English teaching in middle schools1. Five – step method 五步法1)revision 复习2) presentation 呈现3) drill 训练4) practice 练习5) consolidation 巩固2. T ask – based approach 任务法A. stages1) pre-task: introduction to the topic and task2) task cycle:a. performing tasksb. planning to report the outcome to the classc. reporting to the class3) post-task: language focusB. types of tasks1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceC. principles of task-designing1) interest2) purpose3) application4) realness5) encouragement6) varietyD. characteristics of task-based language teaching1) purpose2) communication3) cooperationE. Way of learning1) perceiving2) experiencing3) practicing4) communicating5) cooperatingF. Types of activities1) individual work2) pair work3) group work4) full-class workG. Forms of tasks1) oral form2) written formII. Reforms of EL T in middle schools1.New conceptions of ELT in middle schoolsOld New1)T eaching way:explanation; elicitation;impartation discovery2)T eaching mode:teacher-centered; student-centered;text-based activity-based,task-based3)Interaction pattern:T → ST; T →← ST;T →Ss T →←Ss;ST →←ST;ST→←Ss;Ss →←Ss;4)Student’s role:passive listener; active participant;5) Way of learning:rote learning independent learningcooperative learning;inquiring learning 6) T eacher’s role:imparter organizer;participant;guide;facilitator; promoter;7) T eaching method: presentation task-based teaching2. N e w objectives of curriculum in middle school English teaching1) language knowledge2）language skills3) affective; affect4）cultural awareness5）learning strategyIII. Classroom teaching techniques1. Methods of leading in 导入的方法1）by using the illustrations in the book 插图导入法2）by using objects, pictures, slides, videos 直观导入法3）by reviewing what was learned last time if the new material is connected with it复习导入法4）by talking about the background knowledge 背景知识导入法5）by enjoying music 音乐欣赏导入法6）by building a suspense 设置悬念导入法7）by telling a story 故事导入法8）by discussing the topic 讨论导入法9）by asking questions concerning the new topic 提问导入法10）by guessing a riddle 猜谜导入法2. T echniques of asking questions 提问的技巧1) purposes of asking questionsa. focusing learners’ attentionb. arousing learners’ interestc. making learners thinkd. getting feedbacke. developing learners’ oral ability2) types of questionsa. memory questionsb. comprehension questionsc. inference questionsd. extension questions3) characteristics of good questionsa. specificb. worth thinkingc. enlightening4) arts of asking questionsa. being friendlyb. asking from easy questions to difficult questionsc. giving more learners chancesd. commenting promptly and positively5)leading strategies in asking questionsa. giving hintsb. rewordingc. adding more information to the questiond. encouraging learners to guessChapter three Lesson planningI. Lesson preparation1. Aspects of preparation1) aims2) materials: key points; difficult points3) methods4) stages5) teaching aids6) tasks7) types of activities8) blackboard writing design2. How to talk about your teaching 怎样说课1) T alk about your teaching materials 说教材a. status, content and importanceb. teaching focusc. teaching difficultiesd. teaching aids2) T alk about your teaching objectives 说目标a. knowledge 知识b. ability 能力c. culture 文化d. affect 情感e. strategy 策略3) T alk about your teaching methods说教法4) T alk about your learners’ studying ways 说学法5) T alk about your teaching procedure 说教学过程6) T alk about the design of your blackboard writing说板书设计7）T alk about your reflection on the teaching 说教学反思3．How to write a teaching period plan1) T eaching materials:2) T eaching aims:a. knowledge aimb. ability aimc. affect aim3) T eaching focus:4) T eaching difficulties5) T eaching aids:6) T eaching duration: 40 minutes.7) T eaching procedure:Step 1.Step 2.Step 3.Step 4.Step 5.…8) Layout of the blackboard writingII. Basic requirements for classroom teaching1. Basic teaching manners 基本教态1) clear voice2) proper speaking speed3）natural facial expressions4）frequent eye contact with all students5）good posture2. Requirements for teaching1) good teaching manners2) standard teaching language3) clear and correct presentations and explanations4) active involvement of learners5) proper teaching methods3. Classroom teaching practice1) full preparations2) standard teaching plan3) complete teaching procedure4) JEFC teaching materials5) ten minutes’ teachingIII. Lesson variation1. Ways of varying a lesson1) tempo2) organization3) mode and skill4) difficulty5) topic6) mood7) stir-settle8) active-passive2. Criteria for lesson effectiveness1)The class seemed to be learning the material well.2)The learners were engaging with the foreign language throughout.3)The learners were active, attentive, enjoying themselves all the time.4)The lesson went according to plan.5)The language was used communicatively.IV. Classroom interaction1. Most common type of classroom interaction: IRF (Initiation - Response - Feedback)2. Patterns of classroom interaction1) T----S2) T----Ss3) S----S4) S----Ss5) Ss---Ss3. Questioning1) types of questionsa. closed-ended questionb. open-ended question2) criteria for effective questioninga. clarityb.learning valuec. interestd.availabilitye. extensionf. teacher reaction4. Group work1) importance2) organizationa. presentationb. processc. endingd. feedbackChapter four Classroom ManagementI . Classroom discipline1. DefinitionClassroom discipline is a state in which both teacher and learners accept and consistently observe a set of rules about behavour in classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson.2. T eachers’ factors contributing to classroom discipline1) classroom management2) methodology3) interpersonal relationships4) lesson planning5) student motivation3. How to deal with discipline problems1) Before the problem arisesa. careful planningb. clear instructionsc. keep in touch2) When the problem is beginningII. Giving feedback1. Definition of feedbackFeedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance.2. Components of feedback1) assessment2) correction3. Forms of feedback4. T echniques of correctionChapter five T eaching pronunciationI. Components of language1. the phonology→pronunciation2. the lexis →vocabulary3. the structure→grammarII. Aspects of pronunciation1. soundsvowels: front vowels, central vowels, back vowels, diphthongseg: 1) he sea; big city; bed beg ; bad bag;2)love does; sir fur; about arrive;3)full could; do who; jaw tore; off top; car jar4)say day; eye why; boy toy; go toe; bow now; here near;hair where; pure sureconsonants: friction consonants, stop consonants, affricate consonants, (voicelessconsonants, voiced consonants,) nasal consonants, lateral consonant, glides(semi-vowels)eg: 1) feel fan; veal van; thieves thanks; these than; sink said; zink,zed;precious vacation; treature, occasion; hat head; rat red2) pear park; bear, bark; tear bet; dear, bed; card cave; guard gave;3) chin cheer; gin jeer; beats carts; beads cards; try trim; dry dream4) me moon; neck not; sing hang5) leave let6) yet yard; we when2. stress: the amount of force with which a sound or syllable is utteredword stress: The stressed syllable in a word is given more force than other syllables when it is utteredsentence stress: Some words are stressed in a sentence. As a rule, the important words in a sentence such as the nouns, adjectives, numerals, demonstrative andinterrogative pronouns, verbs and adverbs are usually given more stressand energy. They are generally stressed more than the other words in asentence. Other grammatical words, e.g. auxiliary verbs, personalpronouns, conjunctions, articles, prepositions, are generally unstressed. 3. rhythm: Each language has its own rhythm of speech. English is read not in single wordswith spaces between them, but in groups of words, several words followingsmoothly one after the other. The intervals between stressed syllables are more orless the same no matter how many unstressed syllables there are in each interval.Thus the stressed syllables occur at fairly regular intervals in English speech. Thisregular reoccurrence of stressed syllables is rhythm.4. intonationIII. Steps of improving learners’ pronunciation1. learners’ perception2. teacher’s description and demonstration3. learners’ practiceIV. T echniques of teaching pronunciation1. demonstrating2. contrasting3. gesturing4. distinguishing5. imitating6. recordingChapter six T eaching grammarI. Content of grammar1. morphology 词法2. syntax句法II. Parts of speech 词类1. noun1）proper noun2) common nouna. individual noun →countable noun →singular formb. collective noun plural formc. material noun →uncountable nound. abstract noun2. verbA. types1) transitive verb2) intransitive verb3) link verb4) auxiliary verb5) modal verbB. forms1) finite forms限定形式a. tenseb. voicei. active voiceii. passive voicec. moodi. indicative moodii. imperative moodiii. subjunctive mood2) non-finite forms 非限定形式a. gerundb. participlec. infinitive3. adjective1) positive degree2) comparative degree3) superlative degree4. adverb5. pronoun1) personal pronoun2) possessive pronoun3) self pronoun4) reciprocal pronoun5) demonstrative pronoun6) interrogative pronoun7) relative pronoun8) conjunctive pronoun9) indefinite pronoun6. article1) indefinite article2) definite article7. conjunction1) coordinating conjunction2) subordinating conjunction8. exclamation: interjection9. numeral1) cardinal numeral2) ordinal numeral3) fractional numeral10. prepositionIII.Types of sentences1. according to the purpose of use1) declarative sentence2) interrogative sentence3) imperative sentence4) exclamatory sentence2. according to the structure1) simple sentence2) compound sentence3) complex sentence4) compound-complex sentenceIV. Parts of sentence 句子成分1. subject2. predicate3. object4. predictive5. adverbial6. attributive1) restrictive attributive clause2) non-restrictive attributive clause7. appositionV. Grammar presentation1. forms2. language3. methods1) the deductive method 演绎法2) the inductive method 归纳法3) the guided discovery method 引导发现法VI. Grammar practice1. mechanical practice1) substitution drills2) transformation drills2. meaningful practiceChapter seven T eaching vocabularyI. Aspects of vocabulary teaching1. form2grammar3collocation4meaning1)denotation2)connotation3)synonym4)antonym5)hyponym6)superordinate7)co-hyponym5word formation1) conversion 转化2) derivation 派生3) compounding 合成II. Ways of vocabulary teaching1. incidental vocabulary teaching 附带性的词汇教学方式1) clues of the contexts 文章上下文线索2) guessing ability 猜词能力3) reading tasks 阅读任务2. explicit vocabulary teaching明确性的词汇教学方式3. connectionist vocabulary teaching连通主义的词汇教学方式III. vocabulary presentation1.concise definition1) Paralympics2) crimson2.detailed description1) bathtub2) mascot3.examples (hyponyms)1) furniture2) beverage4.illustration (picture, object)1) sill2) mouse5.demonstration (acting, mime)1) yawn2) doze6.context (story or sentence in which the item occurs)1) stress2) insomnia7.synonyms1) tube2) culmination8.antonym1) coma2) amiable9.translation1)dimple2) jasmine10.associated ideas, collocations1）sneer2）heaveIV. Strategies of English vocabulary learning1) metacognitive strategy 元认知策略：measures to facilitate learning by actively involvingthe learner in conscious efforts to remember newwordsa. pre-planningb. self-supervisingc. self-evaluating2) cognitive strategy 认知策略: concrete measures to learn vocabularya. consulting dictionaryb. repeatingc. practicingd. reading articlese. sortingf. guessingg. associatingh. translating3) social / emotional strategy 社会/情感策略: measures to learn from each other and toencourage oneselfV. V ocabulary memorizationPrinciple of ACTION1. A＝Association 联想2. C＝Contrast 对比3. T＝Text surroundings 语境4. I＝Induction 归纳5. O＝Observation 观察N＝Note-taking 笔记Chapter eight T eaching listeningI.The two criteria for one’s language proficiency1. accuracy1) pronunciation2) vocabulary3) grammar2. fluency1) listening2) speaking3) reading4) writingII. Classroom listening teaching1. objective2. principles3. materials4. tasks5. stages6. f actors affecting learners’ listeningIII. Major listening strategies1. listening for gist2. listening for specific information3. listening for detailed information4. predicting5. guessing6. inferring7. note-takingChapter nine T eaching speakingI. Basic functions of language1. phatic2. directive3. informative4. interrogative5. expressive6. evocative7. performativeII. Principles of teacher’s oral language1. accuracy2. fluency3. appropriateness4. orderliness5. vividness6. elicitation7. artistry8. interest9. popularization10. educationIII. Factors affecting learners’ speakingIV. Solutions to learners’ speaking problemsV. Speaking strategies1. lowering anxiety2. visualizing3. using non-verbal cues4. paraphrasing1) lexical substitution2) circumlocution5. choosing logical patterns of organization6. analyzing interests of the audienceVI. Speaking activities1. oral fluency activities1) topic-based activity2) task-based activity2. types of oral activities3. characteristics of a successful speaking activityChapter ten T eaching readingI. Types of reading activities1. text+comprehension question activitieseg. Answering comprehension questions (1)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the palgish flester gollining begrunt the bruck. He seemed very chanderbil, so I did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to rangel to him.1) What was the flester doing, and where?2) What sort of a flester was he?3) Why did the writer decide not to jorter him?4) How did she deaple?5) What did she hope would happen later?Answering comprehension questions (2)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the new patient hurrying along the corridor. He seemed very upset. So I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him.1)What is the problem described here?2)Is this event taking place indoors or outside?3)Did the writer try to get near the patient?4)What do you think she said when she called to him?5)What might the job of the writer be?6)Why do you think she wants to talk to the patient?Answering comprehension questions (3)READ THE QUESTIONS AND GUESS WHA T THE ANSWERS ARE GOING TO BE. LA TER, YOU WILL READ THE TEXT AND BE ABLE TO CHECK HOW MANY YOU GOT RIGHT.1)Where was Jane walking?2)What did she hear behind her?3)What was her necklace made of?4)What did the thief steal ?5)What did he do next?As Jane was walking down the street, she heard someone walking quietly behind her.She began to feel afraid. Suddenly a large hand touched her neck: her gold necklace broke and disappeared. In another moment, her bag too was gone, and the thief was running away.2. Reading tasks other than questions1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceII.Factors affecting learners’ reading1. reading habits2. attention3. strategy4. linguistic, cultural and background knowledge5. reading purposeIII. Solutions to learners’ problemsIV. Major reading strategies1. skimming2. scanning3. skipping4. predicting5. guessing6. inferringV．Models of teaching reading1) bottom-up model 自下而上模式2) top-down model自上而下模式3）interactive model 交互作用模式VI. Stages of teaching reading1. pre-reading stage2. while-reading stage3. post-reading stageChapter eleven T eaching writingI. Differences between spoken and written discourse1. permanence2. explicitness3. density4. detachment5. organization6. slowness of production, speed of reception7. standard language8. sheer amount and importanceII. Objectives of writing1. as a means2. as an end3. as both means and endIII. Basic requirements for writing1. content: valuable, interesting ideas2. organization: clear organization, unity, coherence, good use of transitional words3. language: standard language, correct and proper choice of words and phrases, richvocabularyIV.Types of outlines1. topic outline2. sentence outlineV. Writing practice1. sentence2. paragraph1) time2) process3) space4) example5) comparison and contrast6) cause and effect7) classification8) definition3. whole composition1) description2) narration3) exposition4) argumentation4. summary5. book report6. practical writing1) notice2) note3) letter4) resumeVI. Feedback on writing1. focus2. principle of correcting mistakes3. necessity of rewriting4. occasional peer correctionVII. Some common writing errors1. the comma splice 逗号拼接eg. We couldn’t decide upon a new car, there were many attractive models.2. the sentence fragment不完全句eg. They guided us to the edge of the village. Leaving us to find our way home alone.3. the run-on sentence 连续接排句eg. We shopped all day we were very tired by evening.4. dangling element 垂悬成分eg. Looking up at the sky, the sun went under a cloud.To finish the work this morning, time is not enough.While climbing the hill, the rain began to fall.5. misplaced modifier 修饰语错置eg. I listened when he talked attentively.The car is in that garage which was damaged.6. grammar mistake 语法错误7. Chinese English汉语式英语8. meaning unclear意思表达不清9. spelling mistake拼写错误10. logic mistake逻辑错误Chapter twelve Language learning and teachingI. Ultimate goal of learning a languageII. Objectives of teaching a language1. language2. ability1) skillsa. receptive skillsb. productive skills2) integration of four skillsa. simple integrationb. complex integration3. culture4. affect5. strategyIII. Assessment in language teaching1. summative assessment2. formative assessmentChapter thirteen Learner differencesI. Factors affecting language learning1. Intelligence factors1) observation2) attentiveness3) imitation4) memorization5) analysis6) comprehension7) generalization8) creativity9) expression2. Non-intelligence factors1) motivation2) confidence3) will4) teacher-student relationships5) habit6) method7) personalityII. Multiple intelligencesIII. Learner motivation1. integrative motivation and instrumental motivation2. intrinsic motivation and extrinsic motivation3. global motivation, situational motivation and task motivation。

关于看书和听书的英语作文观点

The Comparison between Reading Books and Listening to AudiobooksIn today's digital age, the traditional act of reading books and the emerging trend of listening to audiobooks both have their unique appeals. This essay explores the advantages and disadvantages of both methods.Reading Books:Advantages:Enhanced Imagination: Reading a book allows the reader to create their own mental images and interpretations of the story, fostering a sense of imagination and creativity.Deeper Engagement: Books require active reading, which helps to improve concentration and加深读者对内容的理解和情感投入。

Physical Connection: Holding a physical book and turning its pages gives a tangible connection to the reading experience, often leading to a more personal and emotional bond with the content.Disadvantages:Time-Consuming: Reading books can be time-consuming, especially for those with busy schedules or limited reading speeds.Accessibility Issues: Physical books can be difficult to access, especially for those in remote areas or without access to libraries or bookstores.Listening to Audiobooks:Advantages:Convenience: Audiobooks offer the convenience of being able to listen while multitasking, such as commuting, exercising, or doing housework.Accessibility: Audiobooks are easily accessible, as they can be downloaded or streamed on various devices, including smartphones and tablets.Enhanced Learning: Listening to audiobooks can help improve listening comprehension and vocabulary, making them beneficial for language learners.Disadvantages:Limited Imagination: Since audiobooks are narrated, they often limit the listener's ability to create their own mental images of the story.Distracted Listening: Listening to audiobooks in noisy environments can be distracting, making it difficult to focus on the content.Passive Consumption: Listening to audiobooks is a more passive form of consumptioncompared to reading, which may limit the depth of engagement with the content.In conclusion, both reading books and listening to audiobooks have their own unique benefits and drawbacks. The choice between the two depends on the individual's preferences, needs, and context. For some, the traditional act of reading books may offer a richer and more immersive experience, while for others, the convenience and accessibility of audiobooks may be more appealing.在当今数字化时代，传统的阅读书籍与新兴的听书方式都有各自独特的魅力。

英语教学论

外国语学院成人教育英语教育特色专业建设教学指导书《英语教学论》课程教学指导书吴曼蕾编写淮阴师范学院外国语学院二0一二年九月课程介绍《英语教学论》是普通高等学校英语（教师教育）本科专业的一门必修课，具有基础理论和基本技能实践相结合的学科特点。

该课程传授英语教育教学基本理论和知识，训练英语教学基本技能，具备较高的英语教育理论素养和较强的教学工作能力，能适应21世纪教育改革发展和新一轮教学改革需要的、具有创新精神及创新能力的中小学英语教师。

学生通过课程学习，能初步形成对语言及语言学习本质的正确认识和科学的外语教学观，认识本课程中英语教学的性质及其发展演变过程，了解二十一世纪的英语课程改革，把握英语课程的理念，理解英语课程的性质及目标，掌握英语课程教学设计的基本原理，对语音、词汇、语法教学，听说读写教学和综合性学习教学等问题有所把握。

本课程还注重英语教学实践能力的培养，指导并帮助学生把教学理论与实践相结合，引导学生树立对外语教学作为一种职业和一门科学的正确态度，为其今后成为具备一定教学实践能力的合格中小学英语教师做好准备。

《英语教学论》是研究英语教学规律的一门科学。

“教学论”的含意是指一种理论“法则”(law) 或“体系”(system)，而不是狭义的单纯指具体的教学方式方法。

英语教学论研究英语教学的全过程及其规律。

教学内容主要包括：1、教学理论；2、基本教学理论的教学方法和技巧；3、英语课外活动、教学手段和测试手段。

本自学指导书主要是依据高等教育出版社出版的由王蔷主编的《英语教学法教程》（第二版）而写的，并在此基础上对内容进行了必要的增减。

目的是为了进一步便于学生们自学及教师们安排好各个；教学环节和面授内容。

该门课程的学时分配如下：总学时72，讲授20学时，自学52学时。

面授安排在第三学年进行。

这门课程是考试课程。

对教师布置的作业，学生应独立完成并按时交给教师批改。

由于本人水平有限，书中有不当之处，望使用该书的教师和同学们批评指正。

SLA余达(共27张PPT)

Session 1
Why are A case study
Are they interchangeable?
some
learners
more
successful
than
others?
languages acquired during early childhood (<3 yrs)
(in classrformance of learners
at various levels
Psychology
Mental/cognitive process; representation of language in
the brain
Sociology
group-related phenomena such as identity and social motivation and the interactional and social
contexts of learning
SLA as a field
Each discipline and subdiscipline uses different methods for gathering and analyzing data in research on SAL, employs different theoretical framewords, and reaches its interpretation of research findings and conclusions in different way.
What is a second language?
Questions about the process of SLA

六十年代的人和现代人学习对比英语作文

六十年代的人和现代人学习对比英语作文全文共3篇示例，供读者参考篇1Comparison of Learning English between People in the 1960s and Modern TimesIntroductionLearning English has always been important, but the methods and resources available to people have changed significantly over the years. In this essay, we will compare how people in the 1960s and modern times learn English, discussing the advantages and disadvantages of each era.Learning Resources in the 1960sIn the 1960s, learning English was not as easy as it is today. People had limited access to resources such as books, dictionaries, and language courses. Most people relied on traditional methods of learning, such as attending classes or hiring private tutors. The use of technology was minimal, with typewriters being the most advanced tool available for writing English.One advantage of learning English in the 1960s was the emphasis on grammar and vocabulary. People had a strong foundation in the basics of the language, which helped them to communicate effectively. However, the lack of resources and exposure to native speakers made it challenging for people to develop fluency and pronunciation.Learning Resources in Modern TimesIn modern times, learning English has become much easier due to technological advancements. The internet has revolutionized the way people learn languages, with a wide range of resources available at the click of a button. Online courses, language learning apps, and virtual classrooms have made it possible for people to learn English from anywhere in the world.One of the biggest advantages of learning English in modern times is the exposure to authentic language. People can watch movies, listen to music, and interact with native speakers online, which helps them to improve their listening and speaking skills. The use of multimedia tools and interactive exercises also makes learning more engaging and fun.ComparisonWhen comparing learning English in the 1960s and modern times, it is clear that modern methods have several advantages. The abundance of resources, the convenience of online learning, and the exposure to authentic language all contribute to faster and more effective language acquisition. People today have the opportunity to learn English in a way that was not possible for those in the 1960s.However, there are also disadvantages to modern learning methods. The reliance on technology can lead to a lack of focus and discipline, as people may be easily distracted by social media or other online activities. Additionally, the quality of online resources varies, making it important for learners to discern which sources are reliable and accurate.ConclusionIn conclusion, the way people learn English has evolved significantly since the 1960s. While modern methods offer many advantages in terms of accessibility and convenience, traditional methods also had their own strengths in building a strong foundation in grammar and vocabulary. Ultimately, the key to successful language learning lies in finding a balance between the old and the new, using a combination of resources and methods to achieve fluency and proficiency in English.篇2The 1960s was a time of great change and upheaval, both socially and culturally. It was a decade marked by significant events such as the civil rights movement, the Vietnam War, and the rise of the counterculture. In contrast, modern times are characterized by technological advancements, globalization, and the fast-paced nature of the digital age. When comparing the learning styles of people from the 1960s to modern-day individuals, several key differences emerge.One of the most noticeable differences is the approach to education. In the 1960s, education was often more traditional and structured, with a focus on rote memorization and strict discipline. Students were expected to sit quietly in rows and listen attentively to their teachers. In contrast, modern education places a greater emphasis on critical thinking, creativity, and experiential learning. Students are encouraged to ask questions, engage in hands-on activities, and work collaboratively with their peers.Another key difference is the availability of resources. In the 1960s, learning materials were limited to textbooks, encyclopedias, and the occasional field trip. Today, with the advent of the internet and digital technology, students haveaccess to a wealth of information at their fingertips. They can conduct research, participate in online courses, and connect with experts from around the world. This has greatly expanded the possibilities for learning and enriched the educational experience for modern-day students.Additionally, the role of teachers has evolved over time. In the 1960s, teachers were often viewed as authoritative figures who imparted knowledge to their students. Today, teachers are seen as facilitators of learning who guide students in exploring their interests and developing their skills. There is also a greater emphasis on personalized learning, with teachers tailoring their instruction to meet the individual needs of each student.Furthermore, the way in which students engage with the material has changed. In the 1960s, studying often involved reading textbooks, taking notes, and memorizing facts. Today, students have access to a wide range of multimedia resources, including videos, podcasts, and interactive simulations. This has made learning more engaging and interactive, enabling students to absorb information in a variety of ways.Despite these differences, there are also some similarities between the learning styles of people from the 1960s and modern-day individuals. Both value the importance of educationand recognize its role in shaping the future. Both also understand the need for lifelong learning and self-improvement in order to adapt to a rapidly changing world.In conclusion, while the learning styles of people from the 1960s and modern-day individuals may differ in many ways, both share a common goal of acquiring knowledge and skills to succeed in life. By understanding the strengths and weaknesses of each approach, we can create a more effective and inclusive education system that meets the needs of all learners, regardless of when they were born.篇3Learning English in the 1960s and Today: A ComparisonIntroductionEnglish is one of the most widely spoken languages in the world and has become a valuable skill for individuals in both personal and professional settings. Learning English in the 1960s and today has its similarities and differences, as technology and education systems have evolved over the years. In this essay, we will compare how people in the 1960s and modern times learn English, examining the methods, resources, and challenges faced by each group.1960s: Learning EnglishIn the 1960s, learning English was primarily done through textbooks, audio recordings, and classroom instruction. Pen and paper were the main tools used for writing and practice exercises, and students relied on libraries and language labs for resources. Language learning was often traditional and focused on grammar rules, vocabulary memorization, and language drills. There was limited access to authentic English materials, and opportunities for speaking practice were minimal.Today: Learning EnglishIn contrast, learning English today has been transformed by technology and the internet. Students have access to a wealth of resources online, such as language learning apps, websites, videos, and online courses. Mobile devices and computers have made it easier for people to practice listening, reading, speaking, and writing skills anytime, anywhere. Authentic materials, such as movies, TV shows, and news articles, are readily available for learners to engage with native speakers and real-life contexts.Challenges FacedDespite the advancements in technology and resources, both students from the 1960s and today face challenges whenlearning English. In the 1960s, limited access to authentic materials and native speakers hindered language proficiency and fluency. Today, the abundance of information and distractions online can make it difficult for students to stay focused and motivated in their studies. Additionally, the fast-paced nature of modern life can lead to time constraints and difficulty in balancing work, school, and personal commitments.ConclusionIn conclusion, learning English in the 1960s and today has its differences and similarities, with technology playing a significant role in shaping language education. While students from the 1960s relied on traditional methods and resources, modern learners have a wide range of tools at their disposal to enhance their language skills. Both groups face challenges in their language learning journey, but with dedication, perseverance, and the right resources, anyone can achieve fluency and proficiency in English.。

英语论文-The Effect of Vocabulary Learning Strategies on Vocabulary Acquisition

AbstractThis paper reports on the study of the strategy use of Chinese English majors in vocabulary learning; the individual differences between effective and less effective learners in employing vocabulary learning strategies and the relationship between their strategies and their outcome in English learning. In this research, 118 junior English majors in Jiaying University were investigated. The participants were asked to take a vocabulary test and complete a vocabulary-learning questionnaire.The data collected dealt with through SPSS (the Statistical Package for Social Science) indicates that there is significant differences between effective and less effective learners. Effective learners use strategies more frequently and flexibly, while less effective learners turn out to be rote learners. They employ repetition strategy more often and they rely more on mother tongue, Chinese, in vocabulary learning. Thus translation strategy was extensively used among them. The result also shows that seven strategies, namely applied, categorization, self-monitoring, cooperation, media, elaboration and dictionary strategy are positively correlated with the vocabulary test scores and the Test for English major (Grade 4) scores. However, repetition of new words was the strongest negative predictor of the two tests.The above findings have certain implication for both learners and teachers.Key Words: vocabulary-learning strategies English majors individual differences correlations1. Introduction (2)4.2 Participants (8)4.3.2 Proficiency Measure (8)4.3.3 Questionnaire (8)6. Conclusion (19)7. Implication and limitations (20)References (21)The Effect of Vocabulary Learning Strategieson Vocabulary Acquisition1. IntroductionV ocabulary, as an integral part of a language, plays a crucial part in the language learning process. The lack of vocabulary knowledge affects all the five language skills, i.e. listening, speaking, reading, writing and translating. Unfortunately, many students find it hard to acquire vocabulary. As Meara pointed out “learners themselves readily admit that they experience considerable difficulty with vocabulary, and most learners identify the acquisition of vocabulary as their greatest single source of problems.”(as cited in Yongqi Gu & Robert Keith Johnson, 1996)Researches done by Rubin, Oxford and Chamot have shown that the use of language learning strategies can indeed facilitate the acquisition of vocabulary, and can enhance language performance and influence second language acquisition as well. So understanding how learners employ strategies in vocabulary learning may provide instructional implications both to language teaching and learning.Studies have been made to investigate the learning strategies home and abroad, which focus on age differences, gender differences, the …good language learner‟s studies‟, etc. Although the acquisition of vocabulary has been acknowledged as being of primary importance and being central for second language acquisition, it is quite surprising that little research has been done onvocabulary learning strategies and acquisition, especially strategies used by English majors from local universities at undergraduate level. To fill this void, the present study was designed to investigate the vocabulary learning strategies used by Chinese college English majors, looking into the individual differences among these English majors and the relationship between their strategies and their learning outcome.2. Definitions and classification of learning strategies2.1 Definitions of learning strategiesThere is no agreement regarding to the definition of learning strategies in the literature. Different scholars hold different views on learning strategies. According to Rubin, learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly (Rob Ellis, 1987:531). In Chamot‟s view, learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, and the recall of both linguistic and content area information (Rob Ellis, 1987:531). While Oxford defined language learning strategies as behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable (Rob Ellis, 1987:531).Although there is disagreement on the definition of “ Second Language Learning Strategy”, the above mentioned definitions or explanations try to approach it from two levels. Broadly speaking, it refers to general tendencies and overall behaviors or techniques employed by learners to handle the language learning tasks. Narrowly, it refers to the learner‟s direct manipulation of the linguistic information in language comprehension or production.The definition of learning strategies prepares the groundwork for the further research in thisaspect.2.2 Classification of learning strategiesIn the 1980s and early 90s, research mainly focused on the category of strategies. As a result, several taxonomies were proposed to classify them. The work of O‟Malley and Chamot, Wenden and Oxford has made an important contribution to our knowledge of learning strategies.In O‟Malley and Chamot‟s framework, three major types of strategies are classified, namely metacognitive strategies, cognitive strategies and social-affective strategies. Metacognitive strategies involve thinking about learning process, planning for learning, monitoring of comprehension of production while it is taking place, and self-evaluation after the learning activity has been completed. Cognitive strategies are more directly related to individual learning tasks and entail direct manipulation or transformation of the learning materials (O‟Malley, J.M. & Chamot, A.U., 1999:8). Social –affective strategies concern the ways in which learners elect to interact with other learners and native speakers.In 1990, Oxford proposed a more comprehensive model in which six categories were classified into two groups as direct and indirect strategies. The direct strategies include memory strategies, cognitive strategies and compensation strategies, while the indirect strategies include metacognitive strategies, affective strategies and social strategies.Most strategies discussed in this study were chosen from O‟Malley and Chamot‟s model, and some other strategies were added for use in this study. All of them are presented in Table 1.Table 1: Classification of learning strategies3. Review of related studies3.1 Researches done abroadThe study of second language‟s strategy first began in the western countries in the 1970s. Language teachers and researchers found that some students seemed to be more successful than other students in their learning although taught in the same way and same learning environment.In 1966, Aaron Caton published a book entitled the Method of Inference in Second language Study, which was the first book to discuss the learner‟s strategy. In 1975, applied linguists Rubin and Stern described the personal characteristics and styles of good language learning strategies based on their own observation and experiments. According to Rubin, the characteristics of effective learners are as follows: 1) They are willing and accurate guessers, 2) They have a strong desire to communicate, 3) They are willing to make mistakes, 4) They focus on form by looking for patterns and analyzing, 5) They take advantage of all practice opportunities, 6) They monitor their speech as well as that of others, 7) They pay attention to meaning. In 1975, Naiman, Frohllich, and Todesco made a list of strategies used by successful L2 learners, adding that they learn to think in the language and address the affective aspects of language acquisition as well. In the mid-1970s, learning strategy began to be defined more specifically. In 1985, O‟Malley and Chamot studied about 24 strategies employed by learners of English as a second language in the United State. In their study, the significance of identifying successful learning strategies in students of second language was discussed and learning strategy was much emphasized as one of the key factors in successful language learning since then.3.2 Researches done in ChinaThe study of learning strategy in China began in the early 1990s. In 1994, two thesis on the topic of learning strategy, which were entitled “ Learner Strategies: A Key Factor in SLL” and “ The Study of L2 Learner Strategy and Its Implications for FLT” were published in the second language journal named Modern Second Language of Guangdong China. Ever since then, research has received enough attention and effort. In 1996, professor Wen Quifang of Nanjing University published the book English Learning Strategy, which highlighted China‟s current study in the field of learning strategy.3.3 Researches on vocabulary learning strategiesV ocabulary learning strategy is one branch of learning strategy, but it is a relatively new area. Most studies which focused on vocabulary learning strategies used a quantitative approach and tried to find patterns, others have attempted to closely observed learners‟ strategy use, and established a link between students‟use of individual vocabulary learning strategies and their learning outcome (as cited in Peter Yongqi Gu, 2003). Research has explored various methods of vocabulary presentation and their corresponding effectiveness in retention (as cited in Yongqi Gu & Robert Keith Johnson, 1996).4. Study design4.1 Research questionsThis study is designed to explore the following research questions:1)Currently, what vocabulary learning strategies do Chinese college English majors commonlyemploy?2)Are there any differences in the use of vocabulary learning strategies between the successfullearners and the less successful learners? If so, what are they?3)Do vocabulary-learning strategies influence the outcome of English learning?4.2 ParticipantsOne hundred and eight third-year English majors in Jiaying University, ranged in age from 21 to 23 participate in this study. By the time of the study, these learners had all had nine years or more than nine years of English learning experience, and they‟ve formed their own ways in English learning.4.3 InstrumentsThree instruments were adopted in this study, i.e. vocabulary test, proficiency measure and questionnaire.4.3.1 Vocabulary testThe vocabulary test (See Appendix A) consists of two parts: multiple choice and blank filling. In the first part, students were asked to choose the synonym, antonym paraphrases and proper word according to a certain word or context. In the second part, students were asked to fill the blank with a proper word form according to the sentences. There are totally 50 items in this test.4.3.2 Proficiency MeasureTest for English Majors (TEM 4) which covers listening, reading, cloze, writing, vocabulary and grammar was used as a proficiency measure for its great reliability, and it might better indicate students‟ English competence.4.3.3 QuestionnaireA questionnaire (See Appendix B) was used to measure the frequency of the use of vocabulary learning strategies. The questionnaire includes 56 items. Many of the items werechosen according to the questionnaire Strategy Inventory for Language Learning (SILL) designed by Oxford, many other items were also added to the questionnaire for use in this study.The questionnaire consists of two parts: questions to gain demographic information about the participants and questions relating to the strategies that the participants may have employed.In this questionnaire, the participants were asked to note the frequency of strategies on a 5-point scale, ranging from …Never or almost never true of me‟ (1) to …Always or almost always true of me‟ (5). All the items were presented in Chinese. Necessary and sufficient explanations were given for the items, which were expected to be hard to understand.4.4 ProceduresThe questionnaires were taken to class by the teachers, and the students were administered to finish it. Necessary explanation on how to respond to the items was given to the students. They were encouraged to ask questions if they had difficulty in understanding the items. Students were also told not to discuss the answers with their classmates, because strategies differ from person to person.The vocabulary test paper was distributed immediately after the questionnaire was finished. The participants were asked to do it by themselves. The vocabulary test papers were collected together with the questionnaires.4.5 AnalysesThe analyses were carried out in the following steps.First, the descriptive statistics were obtained to see the overall patterns of vocabulary learning strategies employed by the students.Then ten effective learners and ten less effective learners were selected according to the vocabulary test scores and the TEM 4 scores, and T-test was performed to see the differences inthe use of VLS between the two groups.Finally, correlation analyses between the twenty independent variables and one dependent variable were performed to see how various strategies related to English learning outcome.5. Results and discussionAccording to Oxford (1990), the mean of the strategy indicates the frequency of the strategy use. Oxford‟s explanation to the mean of the strategy is: 4.5----5.0 reveals that learners almost always use this strategy; 3.5---4.4 reveals that learners usually use this strategy; 2.5---3.4 reveals that learners sometimes use this strategy; 1.5---2.4 reveals that learners seldom use this strategy; and 1.0---1.4 reveals that learners never use this strategy.In this paper, Oxford‟s criteria were adopted to discuss the frequency of the strategy use. 5.1 Overall patterns of vocabulary learning strategies used by studentsTable 2 and Table 3 present descriptive statistics on each category of strategies. From the statistics, we can see that the average score of the metacognitive (M=2.28, S.D.=. 448) and social-affective strategies (M=2.43; S.D.=. 647) were lower than cognitive strategies. (M=3.06;S.D.=. 444)Table 2: Students‟ use of strategiesTable 3: Students‟ use of sub-strategiesAnderson defines metacognitive strategies as “thinking about thinking”. As Anderson states, the use of metacognitive strategies ignites one‟s thinking and can lead to better learning and performance. But according to this research, most students ignore this strategy. The least commonly used social strategy were self-evaluating (M=1.61;S.D.=. 704) and planning strategy (M=1.81; S.D.=. 522), but students are quite positive with self-management strategy (M=3.26; S.D.=. 703), such as finding a proper place for study or choosing a certain time to study. The rarely use of planning, self-evaluating and self-monitoring strategies indicate that, to some extent, most students are passive learners and they always depend on their teachers‟guiding and monitoring.The students were reported to extensively use contextualization strategy (M=3.90; S.D.=1.068) and guessing strategies (M=3.54;S.D.=. 803), but the use of categorization (M=2.30; S.D.= .8809), repetition (M=2.47; S.D.=. 544) and elaboration strategies (M=2.79; S.D.= .812) ranked the lowest among the cognitive strategies.Chinese learners are often described as rote learners who learn mechanically withoutmeaning and understanding (as cited in Peter Yongqi Gu, 2003), but in this research, repetition strategy was not so frequently used which shows that Chinese students traditional concept of learning vocabulary has changed.Guessing strategy received the second highest mean among cognitive strategies and translation strategy (M=3.46; S.D.=. 915) the third. That the guessing strategy is so wildly used may be due to two reasons. First, it is impossible to look up each word while doing a mass of readings. Second, it is because of the backwash of the TEM4 or TEM8. Most reading comprehensions in TEM4 or TEM8 requires students‟ overall understanding of the passage and they are encourage to guess the word meanings while reading instead of looking up the words. As to the translation strategy, the extensively use of it reveals that in English learning process, students still can not get rid of the influence of native language to learn a target language through target language. And this may impede students to improve their English proficiency.Students were generally less likely to use categorization strategy (M=2.29; S.D.=. 880). This may be because on the one hand nowadays students are not willing to group words by themselves. On the other hand, there are many vocabulary-learning handbook in present days, so students tend to prefer to memorize words using a vocabulary-learning handbook.Elaboration strategy (M=2.79;S.D.=. 812) was only occasionally used, which shows that most students ignore to connect new information to what they have learnt so as to establish a knowledge network. And this is very important in language learning, because individuals can enhance memory of concepts if they connect with more related ideas at the time of study or at the time of recall.Self-encouragement strategy (M=3.06; S.D.=. 857) ranked highest while the use of cooperation strategy (M=1.96; S.D.=. 802) ranked lowest among social-affective strategies. Thisresult indicates that students rarely join in group activities to communicate or to discuss with others, which results in the likelihood of their attaching importance to inner feelings, thus self-encouragement strategy was more positively used.From the above descriptive statistics, two general points were revealed. First, social-affective strategies and metacognitive strategies were seldom used. Second, students tend to apply various ways to vocabulary learning.5.2 Individual differences in vocabulary learning strategies useIn this section, the effective students and less effective students‟achievements were measured by means of the vocabulary test scores (30%)and the TEM4 scores (70%). On the basis of these tests, the learners were divided into two groups: Group A, consisting of ten effective learners and Group B of ten less effective learners. Table 4 shows the general proficiency of the two groups.Table 4: General proficiency of the high and low achieversTable 5 and table 6 present the main differences in strategy use between the two groups. It shows that the effective students use a greater variety of strategies and use them more often than the less effective students.Table 5: Differences in strategies use between high and low achieversFrom Table 5, we can see that there are significant differences between the two groups in the use of metacognitive strategies and cognitive strategies, yet it is not the case in the use of social-affective strategies. More detailed differences of the sub-strategies in these three categories are show in Table 6.Table 6: Differences in sub-strategies use between high and low achieversAs a whole, the more effective learners use strategies more frequently than the less effective learners, except for the use of repetition strategy, translation strategy and self-encouragement strategy. Less effective learners tend to use both repetition strategy (M=2.91) and translation strategy (M=3.45) more frequently, but there is no difference between the two groups in use of self-encouragement strategy. The means of self- encouragement strategy of these two groups are the same, both recorded 3.20.Among all the 20 strategies investigated in this research, only five strategies show that there are significant differences between these two groups, namely self-monitoring, repetition, applied, categorization, and cooperation strategy.Effective learners reported using self-monitoring, applied, categorization, and cooperation strategies significantly more often than the less effective learners, while the less effective learners were more positive in using repetition strategy.In this study, the effective learners and the less effective learners distinguished most in the use of self-monitoring and applied strategies. Monitoring, in Nisbet and Shucksmit‟s view, is the key process that distinguishes effective learners from less effective learners (O‟Malley, J.M. & Chamot, A.U., 1999:48). The effective learners are more aware of what they are doing,especially in learning from their errors by asking corrections when they think these are needed. However, the less effective learners seem to pay no attention to their errors and may make the same mistakes over and over again. As to applied strategies, it is said that only after you put what you have learnt into use can you really master it. This is also true in vocabulary learning. It is very common to hear students complain that they often forget the words they have recited repeatedly after a few days. That is because they seldom use them. Only when the new words are put into use can they be remembered for a long time or even forever. This shows the importance of using applied strategy. And the result here proves this point again.From what have been discussed in the previous section, categorization strategy is the least commonly used strategy among cognitive strategies. Despite of this, the effective learners seem to use this strategy significantly more often than the less effective learners. The effective learners reported prefer memorizing words by grouping them based on their common attributives, such as according to the hyponymy, synonym, antonym or syntax function.The less effective learners were less likely to use the cooperation strategy. This maybe because they thought they are poor in English, and they dare not communicate with others. Therefore, they may be less likely to work with peers or to take part in group activities.The only significant strategy that the less effective learners use more often than the effective learners is repetition strategy. The reason for this may be because it is the most direct way of learning words. However, the effective learners may apply a more flexible and appropriate way to learn.5.3 The correlation analysis between VLS and learning outcomeTable 7: Correlation between TEM 4 and V ocabulary testTable 7 shows that vocabulary test is significant correlated with TEM4 (r=. 538*). Although these two tests cannot reveal thoroughly the overall language proficiency of the students, it is for sure that vocabulary learning is a positive predictor of students‟ English competence.Simple correlation among 20 independent variables (5 metacognitive strategies, 12 cognitive strategies and 3 social-affective strategies) and one dependent variable (English learning outcome, consisting of vocabulary test scores and TEM4 scores) were obtained (See Table 8 and Table 9).Table 8: Correlation among strategies and academic achievementStatistics in Table 8 show that metacognitive strategies (r=. 516*) and cognitive strategies (r=. 578**) were significantly and positively correlated with the learning outcome, while the correlation between social-affective strategies and learning outcome was insignificantly, although it was not negative.Table 9: Correlation among sub-strategies and academic achievementTable 9 gives us more detailed information about the correlations between learning outcome and each sub-strategy. Among all the 20 strategies, except planning, repetition, translation and self-encouragement strategies, all the other 16 strategies are positive related to learning outcome.Self-monitoring (r=. 621**), applied (r=. 698**), categorization (r=. 685**) and cooperation strategy (r=. 547*) turn out to best predict the overall proficiency in language learning. Dictionary(r=. 478*), elaboration(r=. 481*), and media strategy (r=. 489*) also enter the equation as significant positive predictor. However, repetition strategy(r=-.515*) emerged as significant but negative predictors of overall proficiency. These results are quite consistent with what has been discussed in the previous section, that is effective learners use self-monitoring, applied, categorization and cooperation strategy more frequently than poor learners, while less effective learners more favor repetition strategy. As to dictionary and media strategy, explanation can be given as that students can enhance their self-study ability and lay a solid foundation through referring to dictionary. This is because dictionary is always the best tool in language learning. Viewing from the communicative teaching methodology, media strategy is the best way to learn a language, because listening to the broadcast, watching TV, or reading magazines, broadly speaking, is a way of using language. That is to use the already known language to get theinformation one needs, and it is a much more interesting way of learning. This also proves that interest is the best teacher in learning. If students can find the interest in learning through an interesting way, they can get twice the result with half the effort.Therefore learners should not depend on repetition to learn new words, they should refer to more other approaches.6. ConclusionThis paper is an investigation of vocabulary learning strategy use. In this study we have looked into the overall patterns of the vocabulary learning strategies used by Chinese college English majors, the individual differences in strategy use and the correlation between the strategy use and language learning outcome. From the above analyses, conclusions are drawn as follows: Firstly, the participants generally didn‟t dwell on memorization and reported using more meaning-oriented strategies than rote strategies in learning vocabulary, which is contrary to popular beliefs about Chinese learners. However, most participants had not achieved sufficient metacognitive maturity to use them, and they also ignore the social-affective factors in language learning.Secondly, in the vocabulary learning process, there are significant differences in strategy use between effective learners and less effective learners. Effective learners tend to use learning strategies more frequently and variously than learners who are less effective, and are better user of metacognitive strategies. Less effective learners seem to be more rote learners.Thirdly, some strategies are significantly correlated with overall learning outcome, such as self-monitoring, dictionary, elaboration, applied, media, categorization, and cooperation strategies, while repetition strategy is obvious the negative predictor of learning outcome.7.Implication and limitations7.1 ImplicationThe findings of this study provide implication for both learners and teachers in English learning and teaching.In the language learning process, it is the students themselves rather than the teachers, who play an indispensable role. In other word, students need to learn independently of teachers. The training of strategies use is to enhance learner s‟ autonomy. But the first step is to have students identify what strategies they actually use. If students are not aware of what they are doing, they can‟t improve their learning. To know how oneself learn and how others learn can help themselves to develop their own ways to learn more independently and more effectively.As to the teachers, they need to know about the strategies their students used while learning a language. If the teacher knows little about the strategies used by their students, it will be hard for them to process teaching effectively. Teachers should adopt materials, teaching methods, exercise and evaluate techniques to encourage students to develop learning strategies suitable for themselves, for example, teachers can develop students knowledge about strategies by naming and describing strategy. Teachers can also instruct students to use effective learning strategies, such as to learn new words by using them to make a sentence, or to train them in the use of cooperation strategy by holding group discussion or organizing some group activities.7.2 LimitationsNaturally, there are some limitations in this study.First and foremost, since the questionnaire is self-reported, it is not clear whether the participants actually used the strategies they indicated in learning vocabulary or not. Their response may be just their thoughts that they have used these strategies.Second, only questionnaire was used in this survey, it was not in combination with other。

英语学习认知理论

Development
The History and Development of Cognitive Theory in English Learning
02
The core concepts of cognitive theory in English learning
CHAPTER
Language learning is a cognitive process that involves the manipulation and organization of language related information in the mind
Language learners build schemas, or mental presentations, of language patterns and structures through repeated exposure and practice
Scheme theory
The cognitive process of language learning
The Information Processing Mode of Language Learning
Metacognition
Language learners have knowledge about their own learning processes and can identify their strengths and weaknesses, set learning goals, and monitor their progress
Teach learners how to remember, organize, and process language information, such as classification, association, inference, etc.

Unit 8 Teaching Vocabulary

T can Compounds, phrases and even, on occasion, whole socabulary cannot be taught. It must be learned by the individuals.
Most words in one language can be translated into another language, but not every single word has an equivalent. For example, “the”.
Collocations
• It refers to words that co-occur with high frequency and have been accepted as ways for the use of words. • Teaching word collocations is a more effective way than just teaching one single word at a time.
For more detailed explanation See page 120
8.3 Ways of presenting vocabulary
•Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.
Unit 8 Teaching Vocabulary
Aims of the unit
•Assumptions about vocabulary learning. •What does knowing a word involves? •How to present new vocabulary items? •Effective ways to consolidate vocabulary. •Vocabulary learning strategies.

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Ｍａｒ．２００６，Ｖｏｌｕｍｅ　３，Ｎｏ．３（Ｓｅｒｉａｌ　Ｎｏ．２７）　Ｓｉｎｏ—ＵＳ　Ｅｎｇｌｉｓｈ　Ｔｅａｃｈｉｎｇ　Ｉｓ　量５３　！　！　曼垒　Ａ　Ｃｏｍｐａｒｉｓｏｎ　ｂｅｔｗｅｅｎ　Ｇｏｏｄ　ａｎｄ　Ｐｏｏｒ　Ｌａｎｇｕａｇｅ　Ｌｅａｒｎｅｒｓ　ｉｎ　Ｖｏｃａｂｕｌａｒｙ　Ｌｅａｒｎｉｎｇ　

Ｊｉａｎｆａｎｇ　Ｌｉｕ　Ｂａｏｔｏｕ　Ｔｅａｃｈｅｒｓ’Ｃｏｌｌｅｇｅ，Ｉｎｎｅｒ　Ｍｏｎｇｏｌｉａ　Ｕｎｉｖｅｒｓｉｔｙ　ｏｆＳｃｉｅｎｃｅ　ａｎｄ　Ｔｅｃｈｎｏｌｏｇｙ　Ａｂｓｔｒａｃｔ：Ｔｈｉｓ　ｐａｐｅｒ　ａｉｍｓ　ｔｏ　ｍａｋｅ　ａ　ｃｏｍｐａｒｉｓｏｎ　ｂｅｔｗｅｅｎ　ｇｏｏｄ　ａｎｄ　ｐｏｏｒ　ｌａｎｇｕａｇｅ　ｌｅａｒｎｅｒｓ　ｉｎ　ｔｈｅ　ｕｓｅ　ｏｆ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｍｉｎｇ　ｓｔｒａｔｅｇｉｅｓ．Ｉｔ　ｗｉｌｌ　ｉｎｔｒｏｄｕｃｅ　ｓｏｍｅ　ｈｅｌｐｆｕｌ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｍｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｔｏ　ｈｅｌｐ　ｔｈｏｓｅ　ｆｒｕｓｔｒａｔｅｄ　Ｃｈｉｎｅｓｅ　ｃｏｌｌｅｇｅ　ｎｏｎ—Ｅｎｇｌｉｓｈ　ｍａｊｏｒ　ｌｅａｒｎｅｒｓ．　Ｋｅｙ　ｗｏｒｄｓ：ｌａｎｇｕａｇｅ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｙ　ｖｏｃａｂｕｌａｒｙ　ｇｏｏｄ　ａｎｄ　ｐｏｏｒ　ｌａｎｇｕａｇｅ　ｌｅａｒｎｅｒｓ　

Ｆｏｒ　ｍｏｒｅ　ｔｈａｎ　ｔｗｏ　ｄｅｃａｄｅｓ　ｓｅｃｏｎｄ　ｌａｎｇｕａｇｅ　ｔｅａｃｈｅｒｓ　ａｎｄ　ｒｅｓｅａｒｃｈｅｒｓ　ａｌｉｋｅ　ｈａｖｅ　ｂｅｅｎ　ｌｎｔｅｒｅｓｔｅｄ　ｌｎ　ｔｈｅ　ｆａｃｔｏｒｓ　ａｃｃｏｕｎｔｉｎｇ　ｆｏｒ　ｓｕｃｃｅｓｓ　ｉｎ　ｌｅａｒｎｉｎｇ　ａ　ｓｅｃｏｎｄ／ｆｏｒｅｉｇｎ　ｌａｎｇｕａｇｅｓ．Ｔｈｅ　ｑｕｅｓｔｉｏｎ　ｗｈｙ　ｓｏｍｅ　ｌａｎｇｕａｇｅ　ｌｅａｒｎｅｒｓ　ｓｕｃｃｅｅｄ　ｉｎ　ｔｈｅｉｒ　ｅｆｆｏｒｔｓ　ｗｈｉｌｅ　ｏｔｈｅｒｓ　ａｒｅ　ｄｏｏｍｅｄ　ｔｏ　ｆａｉｌｕｒｅ　ｉｎ　ｓｅｅｍｉｎｇｌｙ　ｉｄｅｎｔｉｃａｌ　ｔｅａｃｈｉｎｇ　ｃｏｎｔｅｘｔｓ　ｈａｓ　ｂｅｅｎ　ａｓｋｅｄ　ｏｖｅｒ　ａｎｄ　ｏｖｅｒ　ａｇａｉｎ．Ｔｈｅｒｅｆｏｒｅ，ｉｎｄｉｖｉｄｕａｌ　ｄｉｆｅｒｅｎｃｅｓ　ａｆｆｅｃｔ　ｆｏｒｅｉｇｎ　ｌａｎｇｕａｇｅ　ｌｅａｍｉｎｇ　ａ　ｌｏｔ，ｓｕｃｈ　ａｓ，ｄｉｆｅｒｅｎｔ　ｍｏｔｉｖａｔｉｏｎ，ｄｉｆｅｒｅｎｔ　ａｐｔｉｔｕｄｅ　ａｎｄ　ｉｎｔｅｌｌｉｇｅｎｃｅ，ｄｉｆｅｒｅｎｔ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ａｎｄ　ｅｖｅｎ　ｄｉｆｅｒｅｎｔ　ｐｅｒｓｏｎａｌｉｔｙ，ａｇｅ，ｓｅｘ，　ａｎｄ　ｅｍｐａｔｈｙ　ｅｔｃ．．Ｂｕｔ　ｏｎｌｙ　ｌｅａｍｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｉｎ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｒｎｉｎｇ　ｉｓ　ｇｏｉｎｇ　ｔｏ　ｂｅ　ｄｉｓｃｕｓｓｅｄ　ｔｏ　ｈｅｌｐ　ｌｅａｒｎｅｒｓ　ｉｍｐｒｏｖｅ　ｔｈｅｉｒ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｒｎｉｎｇ．　

１．Ｆａｃｔｏｒｓ　Ａｆｆｅｃｔｉｎｇ　Ｓｔｒａｔｅｇｙ　Ｃｈｏｉｃｅ　Ｌｅａｒｎｅｒｓ’ｂｅｌｉｅｆｓ　ａｂｏｕｔ　ｌａｎｇｕａｇｅ　ｌｅａｍｉｎｇ，ｔｈｅ　ｌｅａｒｎｅｒ　ｆａｃｔｏｒｓ　ｏｆ　ａｇｅ　ａｎｄ　ｍｏｔｉｖａｔｉｏｎ，ａｎｄ　ｐｅｒｓｏｎａｌ　ｂａｃｋｇｒｏｕｎｄ　ｅｍｅｒｇｅ　ａｓ　ｉｍｐｏｒｔａｎｔ　ｆａｃｔｏｒｓ．Ｉｎ　ｓｏｍｅ　ｃａｓｅｓ　ｉｔ　ｉｓ　ｐｏｓｓｉｂｌｅ　ｔｏ　ｓｕｇｇｅｓｔ　ｗｈａｔ　ｆａｃｔｏｒｓ　ｍｉｇｈｔ　ｃｏｎｔｒｉｂｕｔｅ　ｔｏ　ｓｕｐｅｒｉｏｒ　ｓｔｒａｔｅｇｙ　ｕｓｅ（ｆｏｒ　ｅｘａｍｐｌｅ，ｏｌｄｅｒ　ｌｅａｒｎｅｒｓ　ｗｈｏ　ａｒｅ　ｓｔｒｏｎｇｌｙ　ｍｏｔｉｖａｔｅｄ　ａｎｄ　ｗｈｏ　ｈａｖｅ　ｐｒｅｖｉｏｕｓ　ｅｘｐｅｒｉｅｎｃｅ　ｏｆ　ｌａｎｇｕａｇｅ　ｌｅａｍｉｎｇ　ａｒｅ　ｌｉｋｅｌｙ　ｔｏ　ｕｓｅ　ｍｏｒｅ　ｓｔｒａｔｅｇｉｅｓ　ｍｏｒｅ　ｆｒｅｑｕｅｎｔｌｙ）．Ｉｎ　ｏｔｈｅｒ　ｃａｓｅｓ，ｔｈｅ　ｆａｃｔｏｒｓ　ｒｅｓｕｌｔ　ｉｎ　ｄｉｆｅｒｅｎｔ　ｂｕｔ　ｎｏｔ　ｎｅｃｅｓｓａｒｉｌｙ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｓｔｒａｔｅｇｉｃ　ａｐｐｒｏａｃｈｅｓ　ｔｏ　ｌｅａｍｉｎｇ．Ｓｉｔｕａｔｉｏｎａｌ　ａｎｄ　ｓｏｃｉａｌ　ｆａｃｔｏｒｓ　ｔｈａｔ　ｈａｖｅ　ｂｅｅｎ　ｆｏｕｎｄ　ｔｏ　ｂｅ　ｉｍｐｏｒｔａｎｔ　ａｒｅ：ｔｈｅ　ｌａｎｇｕａｇｅ　ｂｅｉｎｇ　ｌｅａｒｎｔ，ｔｈｅ　ｌｅａｍｉｎｇ　ｓｅｔｔｉｎｇ，ｔｈｅ　ｔｙｐｅ　ｏｆ　ｌｅａｍｉｎｇ　ｔａｓｋｓ，ａｎｄ　ｔｈｅ　ｌｅａｍｅｒ’ｓ　ｓｅｘ．　Ｌａｎｇｕａｇｅ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｙ　ｒｅｓｅａｒｃｈ　ｂｅｇａｎ　ｗｉｔｈ　ｒｅａｌｉｚｉｎｇ　ｔｈａｔ　ｉｎｄｉｖｉｄｕａｌ　ｄｉｆｅｒｅｎｃｅｓ　ａｍｏｎｇ　ｌａｎｇｕａｇｅ　ｌｅａｒｎｅｒｓ　ｄｏ　ｅｘｉｓｔ　ａｎｄ　ｔｈｅ　ｄｉｆｅｒｅｎｔ　ｗａｙｓ　ｉｎ　ｗｈｉｃｈ　ｔｈｅｙ　ａｐｐｒｏａｃｈ　ｌｅａｒｎｉｎｇ　ａｆｆｅｃｔ　ｔｈｅｉｒ　ｓｕｃｃｅｓｓ　ｗｉｔｈ　ｔｈｅ　ｔａｒｇｅｔ　ｌａｎｇｕａｇｅ．　Ｓｏｍｅ　ｅａｒｌｙ　ｓｔｕｄｉｅｓ　ｉｎ　ｔｈｉｓ　ａｒｅａ　ｓｕｇｇｅｓｔｅｄ　ｔｈａｔ　ｔｈｅｒｅ　ｉｓ　ａ　ｇｒｏｕｐ　ｏｆ“ｇｏｏｄ　ｌａｎｇｕａｇｅ　ｌｅａｒｎｅｒｓ”ｗｈｏ　ｕｓｅｓ　ａ　ｖａｒｉｅｔｙ　ｏｆ　“ｓｔｒａｔｅｇｉｅｓ”ｔｏ　ａｓｓｉｓｔ　ｔｈｅｍ　ｉｎ　ｇａｉｎｉｎｇ　ｃｏｎａｍａｎｄ　ｏｖｅｒ　ｔｈｅ　ｎｅｗ　ｌａｎｇｕａｇｅ　ｓｋｉｌｌｓ．“Ｉｔ　ｉｓ　ｔｈｒｏｕｇｈ　ｔｈｅ　ａｄｏｐｔｉｏｎ　ｏｆ　ａｐｐｒｏｐｒｉａｔｅ　ｌｅａｍｉｎｇ　ｓｅｔｓ　ａｎｄ　ｓｔｒａｔｅｇｉｅｓ　ｔｈａｔ　ｌｅａｒｎｅｒｓ　ｃａｎ　ｏｆｔｅｎ　ｂｅ　ｓｕｃｃｅｓｓｆｕｌ　ｅｖｅｎ　ｗｈｅｎ　ｔｉｍ　ｔａｌｅｎｔｓ　ｔｈｅｙ　ｂｒｉｎｇ　ｔｏ　ｔｈｅ　ｔａｓｋ　ａｒｅ　ｍｏｄｅｒａｔｅ，ｏｒ　ｉｎｄｅｅｄ　ｏｎｌｙ　ｍｉｎｉｌｎａｌ”，ｎｏｔｅｄ　ｂｙ　Ｃａｒｒｏｌｌ（１　９７７）．Ｉｔ　ｗａｓ　ａｓｓｕｍｅｄ　ｔｈａｔ　ｏｎｃｅ　ｔｈｅ　ｌｅａｍｉｎｇ　ｂｅｈａｖｉｏｕｒｓ　ｏｆ　ｓｕｃｈ　ｌｅａｒｎｅｒｓ　ａｒｅ　ｉｄｅｎｔｉｆｉｅｄ，ｔｈｅｙ　ｃｏｕｌｄ　ｐｒｏｂａｂｌｙ　ｂｅ　ｔａｕｇｈｔ　ｔｏ　ｔｈｅ　ｌｅｓｓ　ｃｏｍｐｅｔｅｎｔ　ｏｆ　ｓｅｃｏｎｄ　ｌａｎｇｕａｇｅ　ｓｋｉｌｌｓ．Ｓｕｃｈ　ａｎ　ａｓｓｕｍｐｔｉｏｎ　ｗａｓ　ｃｏｎｎｅｃｔｅｄ　ｗｉｔｈ　ａ　ｂｅｌｉｅｆ　ｔｈａｔ　ｗｅ　ｃａｎ　ａｃｔｕａｌｌｙ　ｈｅｌｐ　ｓｔｕｄｅｎｔｓ　ｂｅｃｏｍｅ　ｂｅｔｔｅｒ　ｌａｎｇｕａｇｅ　

‘Ｊｉａｎｆａｎｇ　Ｌｉｕ（１　９６５一），ｆｅｍａｌｅ，Ｍ…Ａ　ａｓｓｏｃｉａｔｅ　ｐｒｏｆｅｓｓｏｒ　ｏｆ　Ｆｏｒｅｉｇｎ　Ｌａｎｇｕａｇｅ　Ｄｅｐａｒｔｍｅｎｔ，Ｂａｏｔｏｕ　Ｔｅａｃｈｅｒｓ’Ｃｏｌｌｅｇｅ。Ｉｎｎｅｒ　

Ｍｏｎｇｏｌｉａ　Ｕｎｉｖｅｒｓｉｔｙ　ｏｆ　Ｓｃｉｅｎｃｅ　ａｎｄ　Ｔｅｃｈｎｏｌｏｇｙ；Ｒｅｓｅａｒｃｈ　ｆｉｅｌｄ：ａｐｐｌｉｅｄ　ｌｉｎｇｕｉｓｔｉｃｓ；Ａｄｄｒｅｓｓ：Ｆｏｒｅｉｇｎ　Ｌａｎｇｕａｇｅ　Ｄｅｐａｒｔｍｅｎｔ。　Ｂａｏｔｏｕ　Ｔｅａｃｈｅｒｓ’Ｃｏｌｌｅｇｅ，Ｎｏ．３，Ｋｅｘｕｅ　ＲＤ，Ｑｉｎｇｓｈａｎ　Ｄｉｓｔｒｉｃｔ，Ｂａｏｔｏｕ，Ｉｎｎｅｒ　Ｍｏｎｇｏｌｉａ，Ｐ．Ｒ．Ｃｈｉｎａ；Ｐｏｓｔｃｏｄｅ：０１４０３０．　

维普资讯 http://www.cqvip.com Ａ　Ｃｏｍｐａｒｉｓｏｎ　ｂｅｔｗｅｅｎ　Ｇｏｏｄ　ａｎｄ　Ｐｏｏｒ　Ｌａｎｇｕａｇｅ　Ｌｅａｒｎｅｒｓ　ｉｎ　Ｖｏｃａｂｕｌａｒｙ　Ｌｅａｒｎｉｎｇ　ｌｅａｒｎｅｒｓ　ｏｎｃｅ　ｗｅ　ｋｎｏｗ　ｈｏｗ　ｔｏ　ｄｏ　ｉｔ．Ｔｈｅ　ｂｅｌｉｅｆ　ｗａｓ　ｅｘｐｒｅｓｓｅｄ　ｂｙ　Ｊｏａｎ　Ｒｕｂｉｎ　ｉｎ　ｔｈｅ　ｉｎｔｒｏｄｕｃｔｉｏｎ　ｔｏ　ｈｅｒ　ｐｉｏｎｅｅｒｉｎｇ　ｓｔｕｄｙ：“Ｉｆ　ｗｅ　ｋｎｅｗ　ｍｏｒｅ　ａｂｏｕｔ　ｗｈａｔ　ｔｈｅ“ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｍｅｒｓ　ｄｉｄ，ｗｅ　ｍｉｇｈｔ　ｂｅ　ａｂｌｅ　ｔｏ　ｔｅａｃｈ　ｔｈｅｓｅ　ｓｔｒａｔｅｇｉｅｓ　ｔｏ　ｐｏｏｒｅｒ　ｌｅａｒｎｅｒｓ　ｔｏ　ｅｎｈａｎｃｅ　ｔｈｅｉｒ　ｓｕｃｃｅｓｓ　ｒｅｃｏｒｄ”（１　９７５）．　

２．Ｍｏｒｅ　Ｓｕｃｃｅｓｓｆｕｌ　Ｌｅａｒｎｅｒｓ　ａｎｄ　Ｌｅｓｓ　Ｓｕｃｃｅｓｓｆｕｌ　Ｌｅａｒｎｅｒｓ　“Ｒｅｓｅａｒｃｈ　ａｎｄ　ｔｈｅｏｒｙ　ｉｎ　ＳＬＡ　ｓｔｒｏｎｇｌｙ　ｓｕｇｇｅｓｔ　ｔｈａｔ　ｇｏｏｄ　ｌｅａｒｎｅｒｓ　ｕｓｅ　ａ　ｖａｒｉｅｔｙ　ｏｆ　ｓｔｒａｔｅｇｉｅｓ　ｔｏ　ａｓｓｉｓｔ　ｔｈｅｍ　ｉｎ　ｇａｉｎｉｎｇ　ｃｏｍｍａｎｄ　ｏｖｅｒ　ｎｅｗ　ｌａｎｇｕａｇｅ　ｓｋｉｌｌｓ”（Ｏ’Ｍａｌｌｅｙ，Ｃｈａｍｏｔ，１９８５）．Ｉｆ　ｔｈｅ　ｌｅａｍｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｏｆ　ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ｃａｎ　ｂｅ　ｉｄｅｎｔｉｆｉｅｄ　ａｎｄ　ｓｕｃｃｅｓｓｆｕｌｌｙ　ｐａｓｓｅｄ　ｔｏ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ，ｔｈｅｙ　ｗｉｌｌ　ｍａｋｅ　ｇｒｅａｔ　ｃｏｎｔｒｉｂｕｔｉｏｎ　ｉｎ　ｐｒｏｍｐｔｉｎｇ　ｔｈｅ　ｄｅｖｅｌｏｐｍｅｎｔ　ｏｆ　ＳＬＡ　ａｓ　ｗｅｌｌ　ａｓ　ｔｈｅ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｍｅｒｓ．　Ｉｎ　ｏｒｄｅｒ　ｔｏ　ｏｂｔａｉｎ　ａ　ｍｏｒｅ　ｐｒｅｃｉｓｅ　ａｎｄ　ｅｘａｃｔ　ｉｍｐｒｅｓｓｉｏｎ　ａｂｏｕｔ　ｗｈａｔ　ｓｔｒａｔｅｇｉｅｓ　ａｒｅ　ｃｏｍｍｏｎｌｙ　ｅｍｐｌｏｙｅｄ　ｂｙ　ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ａｎｄ　ｗｈａｔ　ｓｔｒａｔｅｇｉｅｓ　ａｒｅ　ｃｏｍｍｏｎｌｙ　ｅｍｐｌｏｙｅｄ　ｂｙ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ，ｔｗｏ　ｇｒｏｕｐｓ　ｏｆ　ｓｔｕｄｅｎｔｓ　ｗｅｒｅ　ｓｅｌｅｃｔｅｄ　ａｎｄ　ａ　ｃｏｍｐａｒｉｓｏｎ　ｏｆ　ｔｈｅ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｏｆ　ｔｈｅ　ｆｏｒｍｅｒ　ｔｏ　ｔｈｅ　ｌａｔｔｅｒ　ｗａｓ　ｃｏｎｄｕｃｔｅｄ．Ｔｈｅ　ｇｒｏｕｐ　ｏｆ　１６　ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ａｎｄ　ｔｈｅ　ｏｔｈｅｒ　ｇｒｏｕｐ　ｏｆ　１７　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ｗｅｒｅ　ｓｅｌｅｃｔｅｄ　ｆｒｏｍ　ｔｈｅ　ｌｌ　１　ｓｕｂｊｅｃｔｓ．Ｔｈｅ　ｓｔｅｐｓ　ｏｆ　ｔｈｅ　ｓｅｌｅｃｔｉｏｎ　ｗｅｒｅ　ａｓ　ｆｏｌｌｏｗｓ．　（１）Ｔｈｅ　ｖａｒｉａｂｌｅ　ｏｆ　ｓｃｏｒｅ　ｗａｓ　ｓｏｇｅｄ　ｉｎ　ｄｅｓｃｅｎｄｉｎｇ　ｏｒｄｅｒ．　（２）Ｔｈｏｓｅ　ｗｈｏｓｅ　ＣＥＴ－４　ｓｃｏｒｅｓ　ｗｅｒｅ　ａｂｏｖｅ　８０　ｗｅｒｅ　ｃｈｏｓｅｎ　ａｓ　ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ．　（３）Ｔｈｏｓｅ　ｗｈｏｓｅ　ＣＥＴ－４　ｓｃｏｒｅｓ　ｗｅｒｅ　ｂｅｌｏｗ　５０　ｗｅｒｅ　ｃｈｏｓｅｎ　ａｓ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｍｅｒｓ　（４）Ｔｈｏｓｅ　ｗｈｏ　ｆａｉｌｅｄ　ｔｈｅ　ｅｘａｍ　ｂｕｔ　ｗｈｏｓｅ　ｓｃｏｒｅｓ　ｗｅｒｅ　ａｂｏｖｅ　５０　ｗｅｒｅ　ｎｏｔ　ｓｅｌｅｃｔｅｄ　ｉｎｔｏ　ｔｈｅ　ｇｒｏｕｐ　ｏｆ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ｏｎ　ｔｈｅ　ａｓｓｕｍｐｔｉｏｎ　ｔｈａｔ　ｔｈｅｓｅ　ｗｅｒｅ　ｃｌｏｓｅ　ｔｈｅ　ｓｕｃｃｅｓｓ．　Ｉｎ　ｔｈｅ　ｐｒｏｃｅｓｓ，ｉｔ　ｗａｓ　ａｉｍｅｄ　ｔｏ　ｃｏｍｐａｒｅ　ｔｈｅ　ｍｅａｎｓ　ｄｉｆｅｒｅｎｃｅｓ　ｏｆ　ｔｈｅ　ｓｔｒａｔｅｇｉｅｓ　ｉｎ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｍｉｎｇ　ｂｅｔｗｅｅｎ　ｔｗｏ　ｇｒｏｕｐｓ．Ｉｎ　ｏｒｄｅｒ　ｔｏ　ｓｅｅ　ｗｈｅｔｈｅｒ　ｔｈｅ　ｄｉｆｆｅｒｅｎｃｅｓ　ｗｅｒｅ　ｏｆ　ｓｉｇｎｉｆｉｃａｎｃｅ，ａ　ｆｏｒｍａｌ　ｈｙｐｏｔｈｅｓｉｓ　ｔｅｓｔ…　Ｔ－ｔｅｓｔ　ｗａｓ　ｃｏｎｄｕｃｔｅｄ　ｔｏ　ｔｅｓｔ　ｆｏｒ　ｔｈｅ　ｓｉｇｎｉｆｉｃａｎｃｅ　ｏｆ　ｔｈｅ　ｄｉｆｆｅｒｅｎｃｅｓ　ｂｅｔｗｅｅｎ　ｔｈｅ　ｔｗｏ　ｇｒｏｕｐｓ．　Ａｓ　ａ　ｒｅｓｕｌｔ　ｏｆ　ｔｈｅ　Ｔ－ｔｅｓｔ　ｆｏｒ　ｔｈｅ　ｍｅａｎｓ　ｏｆ　ｔｈｅ　ｄｉｆｆｅｒｅｎｔ　ｃｈｏｉｃｅｓ　ｏｆ　ｌｌ　ｄｉｍｅｎｓｉｏｎｓ　ｏｆ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｉｅｓ，ｔｈｅ　ｔｗｏ　ｇｒｏｕｐｓ　ｗｅｒｅ　ｓｉｇｎｉｆｉｃａｎｔｌｙ　ｄｉｆｅｒｅｎｔ　ｉｎ　ｔｈｅ　ｍｅａｎｓ　ｏｆ　ａｃｔｉｖａｔｉｏｎ　ｓｔｒａｔｅｇｉｅｓ（Ｓｉｇ．　Ｏ．００４＜Ｏ．０１），　ｃｏｎｔｅｘｔｕａｌ　ｇｕｅｓｓｉｎｇ　ｓｔｒａｔｅｇｉｅｓ（Ｓｉｇ．＝Ｏ．Ｏｌ２＜Ｏ．０５），ｓｔｒｕｃｔｕｒａｌ　ｍｅｍｏｒｉｚａｔｉｏｎ　ｓｔｒａｔｅｇｉｅｓ（Ｓｉｇ．＝Ｏ．０００＜Ｏ．０１），ａｎｄ　ｄｅｌｉｂｅｒａｔｅ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｆＳｉｇ．＝Ｏ．０　１　７＜Ｏ．０５）。Ｔｈｅ　ｍｅａｎｓ　ｏｆ　ｔｈｅ　ｆｏｕｒ　ｄｉｍｅｎｓｉｏｎｓ　ｏｆ　ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｍｅｒｓ　ｗｅｒｅ　ｌａｒｇｅｒ　ｔｈａｎ　ｔｈａｔ　ｏｆ　Ｉｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　１ｅａｍｅｒｓ．Ｔｈｉｓ　ｉｍｐｌｉｅｄ　ｔｈａｔ　ｔｈｅ　ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕ１　１ｅａｒｎｅｒｓ　ｅｍｐｌｏｙｅｄ　ｔｈｅｓｅ　ｆｏｕｒ　ｄｉｍｅｎｓｉｏｎｓ　ｏｆ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｍｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｍｏｒｅ　ｔｈａｎ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｍｅｒｓ　ｉｎ　ｔｈｅｉｒ　ｃｏｌｌｅｇｅ　ＥＦＬ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｒｎｉｎｇ．　Ｔｈｅ　ｔｗｏ　ｇｒｏｕｐｓ　ｏｆ　ｓｔｕｄｅｎｔｓ　ｗｅｒｅ　ａｌｓｏ　ｓｏｍｅｗｈａｔ　ｄｉｆｅｒｅｎｔ　ｉｎ　ｔｈｅ　ｏｔｈｅｒ　ｄｉｍｅｎｓｉｏｎｓ　ｏｆ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｉｅｓ．Ｔｈｅｓｅ　ｄｉｆｅｒｅｎｃｅｓ，ｈｏｗｅｖｅｒ，ｗｅｒｅ　ｏｆ　ｌｉｔｔｌｅ　ｓｉｇｎｉｆｉｃａｎｃｅ．　Ｉｎ　ｓｕｍ，ｔｈｅ　ｄｉｆｆｅｒｅｎｃｅｓ　ｂｅｔｗｅｅｎ　ｔｈｅ　ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ａｎｄ　ｔｈｅ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ａｒｅ　ｎｏｔ　ｏｎｌｙ　ｉｎ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｒｎｉｎｇ　ｂｅｌｉｅｆｓ　ｂｕｔ　ａｌｓｏ　ｉｎ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｍｉｎｇ　ｓｔｒａｔｅｇｉｅｓ．Ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｍｅｒｓ　ｈａｖｅ　ｌｅｓｓ　ｖｏｃａｂｕｌａｒｙ　ｍｅｍｏｒｉｚａｔｉｏｎ　ｂｅｌｉｅｆ　ｔｈａｎ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｍｅｒｓ，ｂｕｔ　ｔｈｅｙ　ｈａｄ　ｍｕｃｈ　ｍｏｒｅ　ｂｅｌｉｅｆ　ｉｎ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｒｎｉｎｇ　ｔｈａｎ　ｔｈｏｓｅ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ．Ｍｏｒｅ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ｓｔｒｏｎｇｌｙ　ｂｅｌｉｅｖｅ　ｔｈａｔ　ＥＦＬ　ｖｏｃａｂｕｌａｒｙ　ｓｈｏｕｌｄ　ｂｅ　ｓ：ａｄｉｅｄ　ｃａｒｅｆｕｌｌｙ　ａｓ　ｗｅｌｌ　ａｓ　ｐｕｔ　ｔｏ　ｕｓｅ　ａｎｄ　ｔｈｅｙ　ｈａｖｅ　ａ　ｍｕｃｈ　ｍｏｒｅ　ｆｉｒｍ　ｄｅｓｔｉｎａｔｉｏｎ　ｉｎ　ｖｏｃａｂｕｌａｒｙ　ｓｔｕｄｙ　ｔｈａｎ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｍｅｒｓ．Ｈｏｗｅｖｅｒ，ｔｈｅｙ　ｇｅｎｅｒａｌｌｙ　ｄｏ　ｎｏｔ　ｂｅｌｉｅｖｅ　ｓｏ　ｍｕｃｈ　ｉｎ　ｔｈａｔ　ｔｈｅ　ｓｕｃｃｅｓｓ　ｏｆ　ｖｏｃａｂｕｌａｒｙ　ａｃｑｕｉｓｉｔｉｏｎ　ｃａｎ　ｂｅ　ａｃｈｉｅｖｅｄ　ｂｙ　ｍｅａｎｓ　ｏｆ　ｒｏｔｅ　ｍｅｍｏｒｉｚａｔｉｏｎ　ａｓ　ｔｈｏｓｅ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ，ｗｈｉｃｈ　ｉｓ　ａ　ｃｏｍｍｏｎ　ｂｅｌｉｅｆ　ｏｆ　ｌｅａｒｎｅｒｓ　ｅｘａｍｉｎｅｄ　ｉｎ　ｔｈｅ　ｐｒｅｓｅｎｔ　ｓｔｕｄｙ　ａｓ　ｓｈｏｗｅｄ　ｉｎ　ｐｒｅｖｉｏｕｓ．　Ｓｏｍｅ　ｄｉｆｅｒｅｎｃｅｓ　ｏｆ　ｖｏｃａｂｕｌａｒｙ　ｌｅａｍｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｂｅｔｗｅｅｎ　ｍｏｒｅ　ａｎｄ　ｌｅｓｓ　ｓｕｃｃｅｓｓｆｕｌ　ｌｅａｒｎｅｒｓ　ａｒｅ　ｏｆ　ｇｒｅａｔ　