| Research related to language learning strategies has prospered since the 1980s. Gradually,the importance of vocabulary acquisition in language learning has been proven and emphasized world widely.With the widespread of the use of computers among students,researchers are attracted to study the effects of computer-assisted language learning(CALL) on students' language development,such as learning beliefs, management strategies and language learning strategies in CALL environment.However, although the importance of vocabulary acquisition has been realized by most language learners and researchers,little work has been carried out on vocabulary learning strategies (VLS) especially on current occasion that CALL is widely applied,and little research has been conducted in finding out the change and the corresponding consequence.Therefore, the development of CALL has created the need and opportunity for investigating the effects of the computer and Internet on vocabulary acquisition.The present thesis attempts to explore the overall pattern of Vocabulary Learning Strategies adopted by Chinese English majors in the CALL environment.It also tends to find out what strategies are correlated with students' performance in English proficiency test.In addition,a comparison study on beliefs and Vocabulary Learning Strategies in CALL environment adopted by High-achievers and Low-achievers(In order to deal with this question,participants are grouped into high achievers and low achievers,which will be explicitly explained in Chapter Four) is conducted via Independent-Sample T Test.The questionnaire adopted in the present study,refers to those of Stoffer(1995),Schmitt (1997),Nation(2001),Gu and Johnson(1996) respectively and Vocabulary Level Test is adopted from that of Nation(1990) in the college level,which are delivered to 114 English majors from Southwest University.The reason why these English majors are chosen is that CALL environment is generally available for them,they are greatly motivated to employ different kinds of VLS to help their vocabulary learning and,they are future English teachers so that their learning characteristics are implicational and of guiding significance.In order to find answers to these proposed research questions,both quantitative and qualitative research methods are adopted in this thesis to get the following findings.First,a general statistical description shows that students tend to agree with the belief that the computer and the Internet are contributory to vocabulary learning,and do not think that words should be memorized mechanically.Furthermore,the majority of them hold positive beliefs towards the computer assisted vocabulary learning in the learning activities,especially reading and listening.On the contrary,learners respond negatively to the computer assisted metacognitive strategy,and vocabulary learning in computer assisted speaking and writing activities.The frequently adopted strategies are:using computer to collect different categories of vocabulary;using word processor to copy and record vocabulary and,most of vocabulary learning strategies in reading and listening activities.In addition,high achievers and lower achievers are found to be significantly differentiated from each other in their adoption of vocabulary learning strategies in CALL environment.High achievers tend to hold a stronger belief that "the computer and the Internet are contributory to vocabulary learning" and they are more inclined to use a variety of strategies,especially those strategies in reading activities,while lower achievers would like to listen intensively to encounter a lot of new words.Second,there exists a certain correlation between vocabulary learning beliefs and strategies and their vocabulary learning achievement.And the general belief that "the computer and the Internet are contributory to vocabulary learning" is also positively and very significantly correlated with vocabulary learning achievement.The computer assisted metacognitive strategy is not related to vocabulary learning achievement at significant level.Although learners take negative attitudes towards vocabulary learning in computer assisted speaking and writing activities,vocabulary learning strategies adopted in computer assisted speaking and writing activities are correlated vocabulary learning achievement very significantly.Third,although they are skillful in the operation of the computer in CALL environment,they lack confidence in computer assisted language learning.They are worried by some technological and unexpected problems of computers in the process of study or surfing on the Internet.In case these problems affect their normal learning,they would like to give up these ways.Comparatively speaking,they have little motivation to chat in chatrooms or communicate with others via QQ and MSN in English.Still,it is not very easy for most of them to learn new software for study.The findings of the present study reveals that successful English majors tend to hold stronger beliefs towards vocabulary learning in CALL environment and employ a wider range of computer assisted vocabulary learning strategies.Besides,although the computer literacy of English majors cannot affect their regular English learning,most of them are influenced by the anxiety caused by unexpected technological problems.One implication is that it is advisable for them to employ a variety of strategies in their English vocabulary learning in CALL environment and overcome the difficulties they meet in using these strategies so as to form a good vocabulary learning habit.And the other is that it is advised for the teacher to help students see the significance of strategy use in CALL environment at first,then provide these third-year English majors in normal university with guidance on the use of different kinds of vocabulary learning strategies and examples so that gradually,they can use these strategies autonomously and guide their future students in their vocabulary learning when they become teachers and,introduce some useful vocabulary learning software.
|
PDF Full Text Request