非英语专业学生英语词汇学习策略的实证研究

An Empirical Study of English Vocabulary Learning Strategies Taken(Non-English Majors)

词汇的习得是一个终身的认知过程。为了对非英语专业学生词汇学习策略进行较全面的研究,特对浙江大学大二学生词汇习得现状进行实证调查,发现:1)非英语专业大二学生在词汇学习中能够运用多种元认知和认知策略,尽管他们还不善长综合运用各种认知策略促进自己的词汇学习;2)词汇学习策略存在显著性别差异,女生比男生更擅长采用多种学习策略且差异显著;3)文理科学生只在两种元认知策略上差异显著,在认知策略上没有显著差异;4)词汇学习策略与四级成绩和词汇量存在正相关。

Vocabulary acquisition is a lifelong cognitive process. It is helpful to describe vocabulary learning of non-English majors. This paper, based on an empirical investigation of college students＇ vocabulary acquisition, concludes that： 1） second-year college students can employ quite a few metacognitive and cognitive strategies, but they don＇t know how to use them to promote their vocabulary learning; 2） there exists a significant difference between female students and male students with the former employing more strategies; 3） No significant differences, except two metacognitive strategies, are found between art students and science students; 4） Vocabulary strategies are found to be positively correlated with both CET-4 scores and vocabulary scores.