大学生词汇学习策略与词汇知识相关性研究

A Study on the Correlation between University Students'VocabularyLearning Strategies and Vocabulary KnowledgeAbstractWith the regained importance of vocabulary acquisition in the 1990s,a newly recognizedaspect-vocabulary learning strategies has appeared.Many empirical researches on thecorrelation between vocabulary learning strategies with vocabulary knowledge have beendone.The present study tries to explore the vocabulary learning strategy use profile andlearning beliefs held by Chinese university students and the correlation between vocabularylearning beliefs,strategies and the breadth and depth of vocabulary knowledge.100 sophomores from 9 different majors were selected as subjects in this study.Aquestionnaire on VLS adapted from Gu and Johnson's(1996),a test on vocabulary size-Schmitt's vocabulary level test(2001),a test on in-depth vocabulary knowledge-VocabularyKnowledge Scale designed by Canadian scholars Paribakht Wesche(1993)wereadministered to them for data collection.Descriptive statistics,Pearson correlation analysisand independent sample T-test are conducted to analyze the data through SPSS 19Results reveals that the beliefs that words should be acquired in context and wordsshould be studied and put to use are generally accepted,and all the metacognitive strategiesare used frequently.The study also shows that students use most of cognitive strategiesfrequently,except for Using Word Lists,Oral Repetition and Association.And they don't usesocial/affective strategies very oftenWith regard to the correlation between beliefs and strategies and the scores onvocabulary size (VS)and depth of vocabulary knowledge (DVK)tests,the belief thatvocabulary should be acquired in context and words should be studied and put it to use havesignificant positive correlation with scores on VS and DVK tests while the belief that wordsshould be memorized has negative correlation with both scores.All the meta-cognitivestrategies have significant positive correlation with the two tests.Most cognitive strategieshave significant positive correlation with the two scores.Oral repetition and Associationstrategies have significant negative correlation with the two scores.In addition,UsingWord-List and social/affective strategies don't have significant correlation with the two testsThere are significant differences in all the metacognitive strategies and most cognitivestrategies between proficient vocabulary learners and less proficient vocabulary learnersexcept for Dictionary Use for Comprehension,Note-Taking,Using Word-List,OralII