作　　者： ;

机构地区： 暨南大学

出　　处： 《Chinese Journal of Applied Linguistics》 2003年第2期56-60,97,共6页

摘　　要： 笔者调查了来自三所大学的200名二年级非英语专业本科生的词汇学习策略。受试者参加了词汇测试并填写了问卷。调查结果发现中国学生在词汇学习过程中采用多种元认知策略和认知策略。笔者还分析了学习策略与词汇量之间的关系,发现二者之间存在较大的正相关。好学生不仅比差学生更频繁地运用策略,好学生还更善于运用较复杂的策略。 Chinese non-English majors' strategies in vocabulary learning were investigated in an exploratory study with 200 sophomores from three universities. A questionnaire and a vocabulary test were delivered to the students, who were asked to indicate, among other things, the metacognitive and cognitive strategies they usually use in vocabulary learning. Different types of metacognitive and cognitive strategies are frequently used by non-English majors. Analyses were also conducted to determine a possible relationship between strategy use and achievement level in a vocabulary test. Results suggest that strategy use correlates with levels of achievement. More frequent and elaborate use of metacognitive strategies and certain cognitive strategies is associated with higher levels of achievement in a vocabulary test.

关 键 词： 词汇学习策略 非英语专业本科生 元认知策略 二年级 受试者 词汇测试 中国学生 好学生 学习过程 运用策略

领　　域： [语言文字]