Junior High School English Dictionary Strategy

This thesis is considered to confirm the dimensions of the dictionary using strategies, to investigate that which dictionary using strategies the middle school students are using frequently, and to apply them to the teaching intervention. All of these above will demonstrate that the intervention of dictionary using strategies is necessary and effective in the process of teaching and learning.Two parts are analyzed in the thesis. The first part is about an investigation of dictionary using strategies while the middle school students are doing the comprehensions. There were about 700 subjects in the investigation who were selected from Wuhan Crossing Streets Hongshan Middle School and Pizhou New Century School. Besides, the research tool was " English Dictionary Using Strategies Questionnaire ".The results of the study showed that:(1) There are some significant differences in dictionary using strategies between boys and girls; (2) Students with different levels of English have significant differences in dictionary using strategies;(3) Students with English dictionaries have better strategies than students without any dictionary.The scores of the statistics reached level of significance; (4) Students who received class or after-class trainings or instructions have a higher level of dictionary using strategies. Accordingly, we offer a few suggestions below:(1) Dictionary using strategies are different among different individuals, so teachers should teach students in accordance with their aptitudes;(2) The frequency of using dictionaries and the instructions of using dictionaries have great huge influences on students learning and doing the reading comprehensions. It is necessary for teachers to give students scaffolded instructions and encourage them to make full use of dictionaries.The second part of the study is strategies intervention. This part is to seek the" Dictionary Using Training Programs" as a tool whether it has the validity in the practice of teaching and whether it can be used to explore the effectiveness of trainings in dictionary using strategies with specific contents. In this study,50 subjects from Zou village center Secondary School were selected.25 students were treated as experimental group subjects.25 students were treated as control group subjects. Experimental group and control group were treated with concurrent teaching of English, but the former received one-month teaching intervention of strategies. The later received English reading comprehension training using dictionaries at the same time. After the experiment, it can be found that:(1) The scores of statistics between dictionary using strategies and reading comprehension are significantly related. Besides, dictionary using strategies can also predict scores of reading comprehension by the regression analysis; (2) Experimental group has significantly higher post-test scores on reading comprehension and dictionary using strategies than the control group. The experimental group has significant differences between pre-test and post-test. On the contrary, the control group has no significant difference between pre-test and post-test; (3) There are significant differences between experimental group and control group in assessment and self-assessment effectiveness of using dictionaries. Experimental group has a positive attitude to the intervention.