英语学习者词汇观念和策略的性别差异研究

Gender Differences: Vocabulary Learning Beliefs and Strategies for EFL Adult Learners in China

本文以102名非英语专业硕士生为受试对象,运用定量研究的方法,调查分析了不同性别的学生在英语词汇观念和策略使用上的差异特点.研究结果表明:(1)性别因素与英语词汇成绩之间不存在相关性;(2)男生认可习得观念和操练观念的程度明显高于女生;(3)在基础英语和专业英语词汇策略的使用分析中,t-检验显示不同性别的学生在若干策略变量上存在显著性差异.

This study investigated the effect of gender factor on English vocabulary learning achievement. Specifically, it examined whether there were gender differences in EFL vocabulary learning beliefs and strategies. Vocabulary learning beliefs in this study consisted of three types: retention, acquisition and practice while vocabulary strategies included 16 variables of metacognitive, cognitive and social/affective strategies. SAS analysis indicated that: (1) no significant corelation was found between gender and achievement; (2) males much more prefer vocabulary acquisition and practice beliefs than females; (3) t-test showed females use more different strategies than males in general academic vocabulary learning and males apply practical strategies more often than females in specific academic vocabulary learning.