摘要
This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.
本文汇报了一项中国大陆中学生英语词汇学习策略使用及其发展情况的混合研究成果。研究的定量部分采用问卷方式对某重点中学初中部 475 名一年级学生(247 名男生和228 名女生)的英语词汇学习策略使用情况进行了调查。量化研究中的 16 名学生(男女生各半)参与了本研究中的定性部分。定性研究主要以半结构访谈为主,重点关注学生们的英语词汇学习经历。本文从社会文化视角对研究数据进行了分析,结果发现 :学生的英语词汇学习策略使用、词汇学习观念以及在词汇学习过程中个人的能动性 (agency) 是密切相关的。访谈结果进一步揭示了这种内在联系 :学生的词汇学习策略是在其学习能动性、词汇学习情境、社会个体的支持(父母和老师)三者互动过程中形成的。研究建议教师要和学生周围的社会个体(如家长)密切合作,对学生词汇策略的学习予以足够的支持。
