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军校环境对大学生英语词汇学习策略的影响2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

袁沛，闫红菊著著
出版社：上海：复旦大学出版社
ISBN：9787309112146
出版时间：2015
标注页数：204页
文件大小：3MB
文件页数：218页
主题词：军事院校－大学生－英语－词汇－学习方法－研究－中国

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图书目录

Chapter One Introduction1

1 1 Background of the Research1

1.2 Significance of the Study2

1.2.1 Learning Context2

1.2.2 College Context3

1.2.3 Military Context4

Chapter Two Literature Review7

2.1 Foreign Language Learning Strategies7

2.1.1 Overview of Language Learning Strategies7

2.1.2 Taxonomies of Language Learning Strategies8

2.1.2.1 O'Malley and Chomot's Category9

2.1.2.2 Oxford's Taxonomy9

2.2 Vocabulary Learning Strategies12

2.2.1 Language Learning Strategies vs. Vocabulary Learning Strategies12

2.2.2 Taxonomies of Vocabulary Learning Strategies13

2.3 Prior Empirical Research on Vocabulary Learning Strategies16

2.3.1 Schmitt's Study16

2.3.2 Gu and Johnson's Study17

2.3.3 Wu Xia and Wang Qiang's Study17

2.3.4 Wang Wenyu's Study18

2.3.5 Limitations of Previous Studies19

2.4 Purpose of This Study20

Chapter Three Theoretical Frame22

3.1 Metacognitive Strategies22

3.1.1 Metacognition22

3.1.2 The Definition of M etacognitive Strategies25

3.1.3 The Classification of Metacognitive Strategies26

3.2 Cognitive Perspectives on Language Learning30

3.2.1 Hypothesis-Testing Theory30

3.2.1.1 The Definition of Hypothesis-Testing Theory30

3.2.1.2 The Process of Hypothesis-Testing30

3.2.2 Levels of Processing Framework32

3.2.3 Involvement Load Hypothesis33

3.2.4 Repetition or Rehearsal34

3.2.5 Noticing Hypothesis35

3.2.6 Functions of Note-Taking37

Chapter Four The Empirical Study39

4.1 The Pilot Study39

4.1.1 Purpose39

4.1.2 Participants39

4.1.3 Instrument40

4.1.4 Procedures41

4.2 The Main Study42

4.2.1 Research Questions42

4.2.2 Subjects42

4.2.3 Instruments43

4.2.4 Procedure44

Chapter Five Results and Discussion45

5.1 0verview of the Empirical Study45

5.2 Cadets' Vocabulary Learning Beliefs，Strategies and Learning Outcomes47

5.3 Strategies Used Between Successful Learners and Less Successful Learners59

5.4 Different Context in Strategy Use64

Chapter Six Effectiveness of Metacognitive Strategies Training71

6.1 Purpose71

6.2 Framework of the Metacognitive Strategies Training72

6.3 Participants93

6.4 Group Design94

6.4.1 Group Design94

6.4.2 Advantages of This Design94

6.5 Instruments95

6.6 Experimental Schedule96

6.7 Data Collection，Analyses and Discussion96

6.7.1 Data Collection，Analyses and Discussion of the Vocabulary Tests96

6.7.1.1 Data Collection and Analyses96

6.7.1.2 Data Discussion103

6.7.2 Data Collection，Analyses and Discussion of the Questionnaire104

6.7.2.1 Results ofPre-Treatment Questionnaire104

6.7.2.2 Results of Post-Treatment Questionnaire107

6.7.2.3 Data Discussion of the Questionnaire109

6.7.3 Correlation Analysis between Metacogni tive Strategies and VocabularyProficiency111

6.7.4 Major Findings112

Chapter Seven Effectiveness of Guessing and Bidic Strategies Training116

7.1 Purpose116

7.2 Framework of the Guessing Strategy Training117

7.3 Framework of the Strategy Training of Consulting a Bilingualized Dictionary123

7.4 Participants126

7.5 Method126

7.5.1 Passages Selected for the Experiment126

7.5.2 Target Words for Testing127

7.5.3 Task Design128

7.5.4 Procedures and Tests129

7.6 Data Collection，Analyses and Discussion130

7.6.1 Data Collection and Analyses130

7.6.2 Data Discussion135

Chapter Eight Effectiveness of Note-Taking Strategy Training142

8 1 Purpose142

8.2 Framework of the Note-Taking Strategy Training143

8.3 Experiment One148

8.3.1 Participants148

8.3.2 Group Design148

8.3.2.1 Group Design148

8.3.2.2 Advantages of This Design149

8.3.3 Target Words and Expressions149

8.3.4 Experimental Schedule149

8.3.5 Test150

8.3.6 Data Collection and Analyses152

8.3.6.1 Data Collection and Analyses of Test One152

8.3.6.2 Data Collection and Analyses of Test Two153

8.4 Experiment Two155

8.4.1 Participants155

8.4.2 Group Design156

8.4.2.1 Group Design156

8.4.2.2 Advantages of This Design156

8.4.3 Target Words and Expressions156

8.4.4 Experimental Schedule156

8.4.5 Test157

8.4.6 Data Collection，Analyses and Discussion159

8.4.6.1 Data Collection and Analyses of Test One159

8.4.6.2 Data Collection and Analyses of Test Two160

8.5 Major Findings163

Chapter Nine Conclusions and Suggestions167

9.1 Conclusions167

9.2 Implications170

9.3 Limitations172

9.4 Recommendations172

References174

Appendix A185

Appendix B187

Appendix C189

Appendix D191

Appendix E192

Appendix F196

Appendix G197

Appendix H203