英文論文萬能模板

1、科代碼：050201學(xué)號(hào):英語專 業(yè),包括 旅游方 向代碼 一樣學(xué)本科畢業(yè)論文設(shè)計(jì)英文題目字體為 Times New Roman號(hào),中文為宋體三號(hào).副標(biāo)題應(yīng)另題目:Comparative Analysis of Englishvocabuwy LearningStrategiesfrom Minority and Han High SchoolStudentsTaking Shibing HighSchool asExample學(xué) 院:專 業(yè):班 級(jí):學(xué)生姓名：指導(dǎo)教師:外國語學(xué)院打印出來是請注意這里的橫線 是否對齊陶朝燕沈 萍2021屆畢業(yè)生論文完成時(shí)間2021年3月30日應(yīng)在2021年3月

2、30日左右頁眉為小五,斜體,宋體ContentsA -T目錄局部應(yīng)含有摘要,關(guān)鍵Abstract詞,并標(biāo)上頁碼 Key wordsContents為四號(hào)加粗,目錄內(nèi)容最 起碼寫到三級(jí)標(biāo)題,倍行距,不用加粗,字體為小四,羅馬 II1摘要 1關(guān)鍵詞 11 Introduction .1A BriefIntroduction 1The Significance of Research Studies on English Vocabulary Learning Strategies 2c.cResearch Questions .3. c.2 Literature Review 3Definitio

3、n of Learning StrategiesClassification of Learning Strategies目.錄應(yīng)包含摘要,關(guān)鍵.3詞,參考文獻(xiàn),致謝和附錄-3Research studies on Vocabulary Learning Strategies .43 Methodology .5Research Objects 5Research Instruments .6Questionnaire .6Interview 64 Result .7Data Collection .7Results 75 Conclusion 10Conclusion .10.10.1213

4、14Conclusion and Suggestions .10Comparative Analysis of English Vocabulary LearningStrategies from Minority and Han High School StudentsTaking Shibing High School as ExampleAbstract: This is a thesis about comparative analysis of English vocabularylearning strategies from minority and han high schoo

5、l studjens.'Questonnaire and interview were adopted to collect data, and 51 senior school students were participants. The purpose is to learn what English vocabulary learning strategies are used by students, and find out whether there are some differences between minority and han high school stu

6、dents in English vocabulary learning strategies. The result indicated that minority and han high school students are good at meta-cognitive strategies, and they have a certain ability to use cognitive strategies. Secondly, minority students are not good at applying social-affective strategies, but h

7、an students can use it well. The significance of this paper is to improve English teaching and vocabulary teaching in high school.Key Words: vocabulary learning strategies; meta-cognitive strategies; cognitivestrategies; social-affective strategies 四號(hào)宋體摘要和關(guān)鍵詞內(nèi)容為小四號(hào),倍行距,摘要：本文是對少數(shù)民族和漢族高中生詞匯學(xué)習(xí)策瞪bs怩較f橋e

8、y wordsoW加粗,關(guān)鍵詞為3-5個(gè),中間用分號(hào)；隔開查和訪問法對51名高三學(xué)生進(jìn)行調(diào)查.了解學(xué)生對詞匯學(xué)習(xí)策略的使用,并找出少數(shù)民族和漢族高中生在使用詞匯學(xué)習(xí)策略方面的不同.結(jié)果說明,少數(shù)民族和漢族高中生更善于使用元認(rèn)知策略, 具有一定掌握認(rèn)知策略的水平. 第二,少 數(shù)民族學(xué)生不善于使用社會(huì)情感策略,但是漢族學(xué)生能夠更好地使用社會(huì)情感策With the development of China's education reform, English teaching has becomemore and more important. As an international la

9、nguage, English is widely used by people, the majority of people start to learn English. Language consists of three basic論文里面應(yīng) 有引用部 分,此局部 elements: pronunciation, vocabulary, grammar (Chen & Zhou, 2021). However, vocabulary is one important part of English. Vocabulary is the most important compo

10、nent of English learning, and it has become a hot topic in society. In English teaching, vocabulary is the foundation, it is also crucial part of English learning, and the learning strategy is the one basic form of language comprehensive ability, so to improve the learning efficiency is an important

11、 guarantee for the development of autonomous learning ability (Gao, 2021). English is an important tool of communication between country and country, people and people. Lack of a good vocabulary is lack of communication ability.Many teachers ignore students' communication and autonomous learning

12、 ability in language learning process, and the learning efficiency is low. The classroom is the only source for students to learn vocabulary. Students do not have their own methods to learn. Language is to communicate; therefore, it is necessary to improve the learnerS communicative ability. For non

13、-native English learners, vocabulary is an essential part, and it connects the whole language learning process. Vocabulary will influence learners listening, writing, reading, speaking, translation and other activities in language learning. Although most studies of language learning strategies is in

14、directly related to vocabulary learning strategies (VLSs) during the research process, thereare not so much studies in-depth on VLSs. More and more linguists, who are engaged in the study of foreign language teaching, think words play an important role in foreign language teaching (Zhang, 2003). To

15、learn a language, at the first, learners need to learn the vocabulary. Over decades, the research of VLSs aroused great interest in the domestic and foreign scholars and educators; it has still a large development space in this field. The research on VLSs is based on the study of second language lea

16、rning strategies. English VLSs is also a hot problem between researchers on second language acquisition and English teacher. In the past 25 years, people have not a large-scale and a specific study on vocabulary learning, but the research on this area has been in an upward trend. So language learnin

17、g strategies is an important point in foreign language teaching.The significance of Research Studies on English VLSsMost studies aim at investigating learning strategies in different levels about high school students. Vocabulary is an essential part of English and it is also an integral part of lang

18、uage. It plays a crucial role in the language learning. Just as a building can not be constructed without the building material, a language is not conceivable without vocabulary (Yang, 2021). Without vocabulary, the specific part of English will not be communicated with other people. According to Ch

19、en and Zhou (2021, P41), Vocabulary is generally considered as the basic communication tool, and often labeled as the most problematic area by language learners".If a language learners pronunciation and grammar are excellent, but he does not have vocabulary, then he can not express his thoughts

20、 and feelings, even do not understand others thoughts, so he will fail in communication. VLS plays a unique role in English teaching. The teacher can help students to have a good study habits to improve their interest in English learning, increase vocabulary, improve students listening, writing, rea

21、ding, speaking and translation ability. The most important is that to help students have awareness to use VLSs to make plan to learn. Therefore, the knowledge of learning strategies is important because it will facilitate language teaching considerably (Liu, 2021).In Chain ' traditional examinat

22、ion-oriented education mode, students are seen as receivers, and the teacher decides everything. The learning efficiency is low. So VLSs are very useful for second and foreign language learners to acquire vocabulary (Chen & Zhou, 2021). However, there are few students on VLSs in high school stud

23、ents. High school is still a sprout stage on learning English. Vocabulary connects all English learning process. American Philologist Wilkins said that no grammar, people can not express a lot of things; but no vocabulary, people can not express anything. Therefore, the research of VLSs is very impo

24、rtant.Research QuestionsThe studies of research got a big achievement in China and abroad. Many researchers have studies on VLSs. The purpose of the study is to research the VLSs between minorities and han high school students. According to this, there are two research questions of this paper:a) Wha

25、t VLSs are used by minority and han high school studentsb) Are they any differences between minority and han students in VLSs If yes, what are they2. Literature ReviewDefinition of Learning StrategiesWhat is the learning strategy The word strategy/' was derived from ancient Greek word strategia

26、It means the strategy on the war. In order to get a great result on the war, people often make the plan and strategies to fight. Taking it into study, it aims at studying more relaxing and efficiency. It is a science and highly efficiency learning method. Definition of learning strategies is no agre

27、ement idea. Different researchers define strategy in different ways.According to Steen (1993), learning strategy is a thought, which was adopted by language learners, just peoples thoughts.Anderson (1980) pointed out the learning strategy is a cognitive skill from the cognitive to see study, and it

28、is to use theory to research the learning strategy.According to Chamot (1987), learning strategies are methods, which the learners to promote language knowledge and other knowledge.Malley and chamot (1990) said that learning strategies are the special way to understand, learn and keep the latest mes

29、sage to learners.Classification of Learning StrategiesLearning strategies consists of many factors; the researchstudies on level and scope are different. Learning strategies are learners conscious, goal-oriented and problem-solving based efforts to achieve desirable learning efficiency (Yang, 2021).

30、 Motivation plays an important role in learners use of learning strategies. Among them, Chamots (1987) and Oxford s (1990) classification are widely accepted. Different researcher has different definition of learning strategies.According to Cohen' s1998) classification, learning strategies mainl

31、y consist of two parts: second language learning strategies and second language using strategies. Second language learning strategies is that the learner to identify the material to be learnt, distinguishing and groping it from other material. Second language using strategiesis that the learner to u

32、se strategies to retrieve and rehearsal material, and then to communicate.In terms of Oxford ' 1Q90) classification, learning strategies mainly consist of two parts: direct strategies and indirect strategies. There are several strategies in each strategy. Direct strategies are consists of three

33、parts: cognitive strategy, compensation strategy and memory strategy. Indirect strategies are also consists of three parts: meta-cognitive strategy, cognitive strategy and social-affective strategy.According to Malley and Chamots (1990) classification, learning strategies mainly consist of three par

34、ts: meta-cognitive strategies, cognitive strategies and social-affective strategies. Also, there have several strategies in each strategy. Meta-cognitive strategies include centering, applying image and sound, and evaluating. Cognitive strategies consist of resourcing, repetition, grouping, deductio

35、n, imagery, note-taking, dictionary, inference, analyzing and internalizing. Social-affective strategies consist of question, cooperation, dealing with the ways learners interact or communicate with other speakers, native or non-native.Research Studies on VLSsThe Situation about VLSs in ChinaThe res

36、earch of VLSs began in middle 1990 in China. Vocabulary acquisition is derived from 1880s, but VLSs is later. More and more people to learn English in our country, but they are not really to grasp of the extent of the foreign language on the intuitive. So the students self-study is regarded highly b

37、y people. Meanwhile, the research of this field is becoming more active.Gao and Zhang (2004) put 127 college non-English major students and 132 college English major students in Beijing teach-training university as the research objects. The result of the research indicated that some students are not

38、 to use meta-cognitive strategies and cognitive strategies, the major students are not knew cognitive strategies.Gao (2021) put 197 English major freshmen and 205 senior non-English major students as the research objects. The result indicated that the teacher ought to strengthen to train strategies

39、in vocabulary teaching, and attach to use social-affectivestrategies.The earliest study of vocabulary acquisition is the students' vocabulary (Xu, 2006). With foreign language development, language learning strategies have become an important role in foreign language teaching (Xue, 2005).The Sit

40、uation about VLSs AbroadThe research on VLSs began in early 1990s abroad, and the foreign researchers have made a great achievement. Most research studies on VLSs are from western countries. The researchers divided the learning strategies into different categories.Cohen (1998) through the research o

41、n VLSs, the result indicated that most students focus on direct discussion of actual strategies and their use, rather than categories of strategies.Oxford (1990) put American students as research objects, and the result indicated that the students use strategies to enhance their language learning.3.

42、 MethodologyResearch ObjectsThe objects are 51 senior high school students at high school in Shibing, including 21 minority students and 30 han students. The reason why they are chosen to be participants is they are senior students who will face university entrance examination. They must grasp a lar

43、ge size of vocabulary. In order to increase the size of vocabulary, they must act some useful learning strategies to learn and remember words so that they will have a good vocabulary to deal with such examination.Research InstrumentsQuestionnaireIn the research process, the paper is adopted question

44、naire. There have 60 questionnaire issued to Shibing senior high school students. The questionnaire can collect large amounts of data in a short time, and it can analyze and summarize the investigation from aspects of high school students in learning strategies.The questionnaire is designed by Malle

45、y and Chamot (1990) classifying of learning strategies. They are meta-cognitive strategies, cognitive strategies and social-affective strategies. Meta-cognitive strategies involved planning(1), selection attention(2,3), self-monitoring(4,5), self-evaluating(6,7,8). Cognitive strategies involved dict

46、ionary(9,10,11,12), note-taking(13), repletion(14,15), exercises(16), guessing(17,18). Social-affective strategies involved cooperation (19, 20, 21), question (22, 23), self-confidence (24). Questions in the questionnaire are adapted from Yang's (2021) questionnaire. 5 points are used each quest

47、ion, 1 stands forNever do",2 stands for Usually not do",3 stands for Sometimes do or not,4 stands for Usually do",5 stands for Always do. The questionnaire asked to investigators selection with their actual situation.InterviewEight minority students and five han students are interview

48、ees. Interview can get more details about the use of VLSs and the differences between minority and han high school students. It can learn the situation about studenvocabulary learning directly.4. ResultData CollectionThe study issued 60 copies of questionnaire and retrieved 51 of them. For data coll

49、ection and analysis, figured out the percentage aboutVLSs. If the percentage is higher than %, and then the students on this strategy of the use frequency is high.ResultsThe Situation about Using VLSsTable 1StrategiesPercentage (%)PlanningSelection-attention041Self-monitoringSelf-evaluatingIt can be

50、 seen from four meta-cognitive strategies that the minority students and han students can use meta-cognitive strategies to plan and manage their study. The use of frequency of selection-attention is less than %, which indicates that students are not adopted in using this strategy to remember words.

51、Students can basic graspmeta-cognitive strategies.Table 2StrategiesPercentage (%)DictionaryNote-takingRepletionExercisesGuessingIt can be seen from five cognitive strategies that the use frequency of dictionary and note-taking is higher than other three items. The use frequency of guessing is the lo

52、west. Minority and han high students can be good at using the dictionary, note-taking and exercises strategies to learn and remember words.Table 3StrategiesPercentage (%)CooperationQuestionSelf-confidenceIt can be seen from three Social-affective strategies that the use frequency of these strategies

53、 is low. That means students are not good at social-affective strategies, especially in cooperation strategy. They have not to study with other students or teachers. So in English teaching process, teacher ought to strengthen the cooperation with others.Differences in the VLSs between Minority and H

54、an High School StudentsTable 4StrategiesMinority StudentsHan studentsPercentage (%)Percentage (%)PlanningSelection-attentionSelf-monitoringSelf-evaluatingDictionaryNote-takingRepletionExercisesGuessingCooperationQuestionSelf-confidenceFrom the Table 4, there is no obvious difference between minority

55、 and han high school students in the use of meta-cognitive strategies and cognitive strategies. Minority students are good at planning, self-management, self-evaluation strategies. In the cognitive strategies, minority students are good at dictionary and note-taking strategies. Minority students wil

56、l be influenced by their native speaker in the whole English learning process. Therefore, it is essential and useful to grasp VLSs to learn vocabulary to minority high school students. The result indicated that minority students can master meta-cognitive strategies and cognitive strategies. But ther

57、e is an obvious difference in the social-affective strategies between minority students and han students. The minority students are not good at using question and cooperation strategies, but han students can use it well. All of these strategies, the use frequency of cooperation strategy is lower tha

58、n others, only %. Minority students have no confidence to communicate with others. They are not good at communicating with teachers and fiends. The han students are good at communicating with others.5. ConclusionConclusion and SuggestionsIt is conducted that minority and han high school students can use self-evaluation, dictionary, self-monitoring and other meta-cognitive strategies to acquisition vocabulary. VLS is an important method to learn Eng