英文論文萬(wàn)能模板

1、凱里學(xué)院本科畢業(yè)論文（或設(shè)計(jì)）英語(yǔ)專業(yè)，包括旅游方向代碼一樣 學(xué)科代碼: 050201 學(xué) 號(hào): 本科畢業(yè)論文（設(shè)計(jì)）英文題目字體為Times New Roman 三號(hào)，中文為宋體三號(hào)。副標(biāo)題應(yīng)另起一行，并縮進(jìn)2個(gè)字符題目：Comparative Analysis of English Vocabulary Learning Strategies from Minority and Han High School Students-Taking Shibing NO.1 High School as Example 打印出來(lái)是請(qǐng)注意這里的橫線是否對(duì)齊學(xué) 院： 外 國(guó) 語(yǔ) 學(xué) 院 專 業(yè)： 英

2、語(yǔ) 班 級(jí)： 學(xué)生姓名： 陶 朝 燕 2015屆畢業(yè)生論文完成時(shí)間應(yīng)在2015年3月30日左右指導(dǎo)教師： 沈 萍 2015年 3 月 30 日 Contents為四號(hào)加粗，目錄內(nèi)容最起碼寫到三級(jí)標(biāo)題，1.5倍行距，不用加粗，字體為小四，羅馬目錄部分應(yīng)含有摘要，關(guān)鍵詞，并標(biāo)上頁(yè)碼頁(yè)眉為小五，斜體，宋體ContentsAbstractII Key words.1摘要.1關(guān)鍵詞.11 Introduction.1 1.1 A Brief Introduction1 1.2 The Significance of Research Studies on English Vocabulary Learn

3、ing Strategies2 1.3 Research Questions.3目錄應(yīng)包含摘要，關(guān)鍵詞，參考文獻(xiàn)，致謝和附錄2 Literature Review3 2.1 Definition of Learning Strategies.3 2.2 Classification of Learning Strategies.3 2.3 Research studies on Vocabulary Learning Strategies.43 Methodology.5 3.1 Research Objects5 3.2 Research Instruments.6 3.2.1 Questi

4、onnaire.6 3.2.2 Interview64 Result.7 4.1 Data Collection.7 4.2 Results75 Conclusion.10 5.1 Conclusion and Suggestions.10 5.1.1 Conclusion.10目錄摘要部分統(tǒng)一用羅馬、編頁(yè)碼5.1.2suggestions.10 References.12Acknowledgements13Appendix14Comparative Analysis of English Vocabulary Learning Strategies from Minority and Han

5、 High School Students-Taking Shibing NO.1 High School as Example標(biāo)題用三號(hào)羅馬字體加粗Abstract: This is a thesis about comparative analysis of English vocabulary learning strategies from minority and han high school students. Questionnaire and interview were adopted to collect data, and 51 senior school studen

6、ts were participants. The purpose is to learn what English vocabulary learning strategies are used by students, and find out whether there are some differences between minority and han high school students in English vocabulary learning strategies. The result indicated that minority and han high sch

7、ool students are good at meta-cognitive strategies, and they have a certain ability to use cognitive strategies. Secondly, minority students are not good at applying social-affective strategies, but han students can use it well. The significance of this paper is to improve English teaching and vocab

8、ulary teaching in high school.四號(hào)宋體Key Words: vocabulary learning strategies; meta-cognitive strategies; cognitive strategies; social-affective strategies摘要和關(guān)鍵詞內(nèi)容為小四號(hào)，1.5倍行距，Abstract 和Key Words為四號(hào)加粗，關(guān)鍵詞為3-5個(gè)，中間用分號(hào)；隔開內(nèi)容為小四號(hào)宋體摘要：本文是對(duì)少數(shù)民族和漢族高中生詞匯學(xué)習(xí)策略的比較分析。采用問卷調(diào)查和訪問法對(duì)51名高三學(xué)生進(jìn)行調(diào)查。了解學(xué)生對(duì)詞匯學(xué)習(xí)策略的使用，并找出少數(shù)民族和漢族

9、高中生在使用詞匯學(xué)習(xí)策略方面的不同。結(jié)果表明，少數(shù)民族和漢族高中生更善于使用元認(rèn)知策略，具有一定掌握認(rèn)知策略的能力。第二，少數(shù)民族學(xué)生不善于使用社會(huì)情感策略，但是漢族學(xué)生能夠更好地使用社會(huì)情感策略。本研究有利于提高高中英語(yǔ)教學(xué)和詞匯教學(xué)。關(guān)鍵詞：詞匯學(xué)習(xí)策略；元認(rèn)知策略；認(rèn)知策略；社會(huì)情感策標(biāo)題（包括1、2、3級(jí)）全部為小四號(hào)字體，標(biāo)題加粗，內(nèi)容用小四號(hào)，1.5倍行距1 Introduction 1.1 A Brief Introduction 論文里面應(yīng)有引用部分，此部分應(yīng)和后面的參考文獻(xiàn)對(duì)應(yīng) With the development of Chinas education reform,

10、English teaching has become more and more important. As an international language, English is widely used by people, the majority of people start to learn English. Language consists of three basic elements: pronunciation, vocabulary, grammar (Chen & Zhou, 2012). However, vocabulary is one import

11、ant part of English. Vocabulary is the most important component of English learning, and it has become a hot topic in society. In English teaching, vocabulary is the foundation, it is also crucial part of English learning, and the learning strategy is the one basic form of language comprehensive abi

12、lity, so to improve the learning efficiency is an important guarantee for the development of autonomous learning ability (Gao, 2008). English is an important tool of communication between country and country, people and people. Lack of a good vocabulary is lack of communication ability. Many teacher

13、s ignore students communication and autonomous learning ability in language learning process, and the learning efficiency is low. The classroom is the only source for students to learn vocabulary. Students do not have their own methods to learn. Language is to communicate; therefore, it is necessary

14、 to improve the learners communicative ability. For non-native English learners, vocabulary is an essential part, and it connects the whole language learning process. Vocabulary will influence learners listening, writing, reading, speaking, translation and other activities in language learning. Alth

15、ough most studies of language learning strategies is indirectly related to vocabulary learning strategies (VLSs) during the research process, there are not so much studies in-depth on VLSs. More and more linguists, who are engaged in the study of foreign language teaching, think words play an import

16、ant role in foreign language teaching (Zhang, 2003). To learn a language, at the first, learners need to learn the vocabulary. Over decades, the research of VLSs aroused great interest in the domestic and foreign scholars and educators; it has still a large development space in this field. The resea

17、rch on VLSs is based on the study of second language learning strategies. English VLSs is also a hot problem between researchers on second language acquisition and English teacher. In the past 25 years, people have not a large-scale and a specific study on vocabulary learning, but the research on th

18、is area has been in an upward trend. So language learning strategies is an important point in foreign language teaching. 1.2 The significance of Research Studies on English VLSsMost studies aim at investigating learning strategies in different levels about high school students. Vocabulary is an esse

19、ntial part of English and it is also an integral part of language. It plays a crucial role in the language learning. Just as a building can not be constructed without the building material, a language is not conceivable without vocabulary (Yang, 2008). Without vocabulary, the specific part of Englis

20、h will not be communicated with other people. According to Chen and Zhou (2012, P41), “Vocabulary is generally considered as the basic communication tool, and often labeled as the most problematic area by language learners”. If a language learners pronunciation and grammar are excellent, but he does

21、 not have vocabulary, then he can not express his thoughts and feelings, even do not understand others thoughts, so he will fail in communication. VLS plays a unique role in English teaching. The teacher can help students to have a good study habits to improve their interest in English learning, inc

22、rease vocabulary, improve students listening, writing, reading, speaking and translation ability. The most important is that to help students have awareness to use VLSs to make plan to learn. Therefore, the knowledge of learning strategies is important because it will facilitate language teaching co

23、nsiderably (Liu, 2010). In Chains traditional examination-oriented education mode, students are seen as receivers, and the teacher decides everything. The learning efficiency is low. So VLSs are very useful for second and foreign language learners to acquire vocabulary (Chen & Zhou, 2012). Howev

24、er, there are few students on VLSs in high school students. High school is still a sprout stage on learning English. Vocabulary connects all English learning process. American Philologist Wilkins said that no grammar, people can not express a lot of things; but no vocabulary, people can not express

25、anything. Therefore, the research of VLSs is very important. 1.3 Research Questions The studies of research got a big achievement in China and abroad. Many researchers have studies on VLSs. The purpose of the study is to research the VLSs between minorities and han high school students. According to

26、 this, there are two research questions of this paper: a) What VLSs are used by minority and han high school students?b) Are they any differences between minority and han students in VLSs? If yes, what are they?2 Literature Review 2.1 Definition of Learning StrategiesWhat is the learning strategy? T

27、he word “strategy” was derived from ancient Greek word “strategia”. It means the strategy on the war. In order to get a great result on the war, people often make the plan and strategies to fight. Taking it into study, it aims at studying more relaxing and efficiency. It is a science and highly effi

28、ciency learning method. Definition of learning strategies is no agreement idea. Different researchers define strategy in different ways.According to Steen (1993), learning strategy is a thought, which was adopted by language learners, just peoples thoughts. Anderson (1980) pointed out the learning s

29、trategy is a cognitive skill from the cognitive to see study, and it is to use theory to research the learning strategy. According to Chamot (1987), learning strategies are methods, which the learners to promote language knowledge and other knowledge.Malley and chamot (1990) said that learning strat

30、egies are the special way to understand, learn and keep the latest message to learners.2.2 Classification of Learning StrategiesLearning strategies consists of many factors; the research studies on level and scope are different. Learning strategies are learners conscious, goal-oriented and problem-s

31、olving based efforts to achieve desirable learning efficiency (Yang, 2008). Motivation plays an important role in learners use of learning strategies. Among them, Chamots (1987) and Oxfords (1990) classification are widely accepted. Different researcher has different definition of learning strategie

32、s.According to Cohens (1998) classification, learning strategies mainly consist of two parts: second language learning strategies and second language using strategies. Second language learning strategies is that the learner to identify the material to be learnt, distinguishing and groping it from ot

33、her material. Second language using strategies is that the learner to use strategies to retrieve and rehearsal material, and then to communicate. In terms of Oxfords (1990) classification, learning strategies mainly consist of two parts: direct strategies and indirect strategies. There are several s

34、trategies in each strategy. Direct strategies are consists of three parts: cognitive strategy, compensation strategy and memory strategy. Indirect strategies are also consists of three parts: meta-cognitive strategy, cognitive strategy and social-affective strategy.According to Malley and Chamots (1

35、990) classification, learning strategies mainly consist of three parts: meta-cognitive strategies, cognitive strategies and social-affective strategies. Also, there have several strategies in each strategy. Meta-cognitive strategies include centering, applying image and sound, and evaluating. Cognit

36、ive strategies consist of resourcing, repetition, grouping, deduction, imagery, note-taking, dictionary, inference, analyzing and internalizing. Social-affective strategies consist of question, cooperation, dealing with the ways learners interact or communicate with other speakers, native or non-nat

37、ive.2.3 Research Studies on VLSs 2.3.1 The Situation about VLSs in China The research of VLSs began in middle 1990 in China. Vocabulary acquisition is derived from 1880s, but VLSs is later. More and more people to learn English in our country, but they are not really to grasp of the extent of the fo

38、reign language on the intuitive. So the students self-study is regarded highly by people. Meanwhile, the research of this field is becoming more active. Gao and Zhang (2004) put 127 college non-English major students and 132 college English major students in Beijing teach-training university as the

39、research objects. The result of the research indicated that some students are not to use meta-cognitive strategies and cognitive strategies, the major students are not knew cognitive strategies. Gao (2008) put 197 English major freshmen and 205 senior non-English major students as the research objec

40、ts. The result indicated that the teacher ought to strengthen to train strategies in vocabulary teaching, and attach to use social-affective strategies. The earliest study of vocabulary acquisition is the students vocabulary (Xu, 2006). With foreign language development, language learning strategies

41、 have become an important role in foreign language teaching (Xue, 2005). 2.3.2 The Situation about VLSs AbroadThe research on VLSs began in early 1990s abroad, and the foreign researchers have made a great achievement. Most research studies on VLSs are from western countries. The researchers divided

42、 the learning strategies into different categories. Cohen (1998) through the research on VLSs, the result indicated that most students focus on direct discussion of actual strategies and their use, rather than categories of strategies.Oxford (1990) put American students as research objects, and the

43、result indicated that the students use strategies to enhance their language learning. 3. Methodology3.1 Research ObjectsThe objects are 51 senior high school students at NO.1 high school in Shibing, including 21 minority students and 30 han students. The reason why they are chosen to be participants

44、 is they are senior students who will face university entrance examination. They must grasp a large size of vocabulary. In order to increase the size of vocabulary, they must act some useful learning strategies to learn and remember words so that they will have a good vocabulary to deal with such ex

45、amination.3.2 Research Instruments 3.2.1 QuestionnaireIn the research process, the paper is adopted questionnaire. There have 60 questionnaire issued to Shibing NO.1 senior high school students. The questionnaire can collect large amounts of data in a short time, and it can analyze and summarize the

46、 investigation from aspects of high school students in learning strategies.The questionnaire is designed by Malley and Chamot (1990) classifying of learning strategies. They are meta-cognitive strategies, cognitive strategies and social-affective strategies. Meta-cognitive strategies involved planni

47、ng(1), selection attention(2,3), self-monitoring(4,5), self-evaluating(6,7,8). Cognitive strategies involved dictionary(9,10,11,12), note-taking(13), repletion(14,15), exercises(16), guessing(17,18). Social-affective strategies involved cooperation (19, 20, 21), question (22, 23), self-confidence (2

48、4). Questions in the questionnaire are adapted from Yangs (2008) questionnaire. 5 points are used each question, 1 stands for “Never do”, 2 stands for “Usually not do”, 3 stands for “Sometimes do or not”, 4 stands for “Usually do”, 5 stands for “Always do”. The questionnaire asked to investigators s

49、election with their actual situation.3.2.2 InterviewEight minority students and five han students are interviewees. Interview can get more details about the use of VLSs and the differences between minority and han high school students. It can learn the situation about students vocabulary learning di

50、rectly. 4. Result 4.1 Data CollectionThe study issued 60 copies of questionnaire and retrieved 51 of them. For data collection and analysis, figured out the percentage about VLSs. If the percentage is higher than 0.50%, and then the students on this strategy of the use frequency is high. 4.2 Results

51、 4.2.1 The Situation about Using VLSs 4.2.1.1 Meta-cognitive StrategiesTable 1StrategiesPercentage (%)Planning0.88Selection-attention041Self-monitoring0.60Self-evaluating0.55It can be seen from four meta-cognitive strategies that the minority students and han students can use meta-cognitive strategi

52、es to plan and manage their study. The use of frequency of selection-attention is less than 0.50%, which indicates that students are not adopted in using this strategy to remember words. Students can basic grasp meta-cognitive strategies.4.2.1.2 Cognitive StrategiesTable 2StrategiesPercentage (%)Dic

53、tionary0.84Note-taking0.80Repletion0.35Exercises0.51Guessing0.29It can be seen from five cognitive strategies that the use frequency of dictionary and note-taking is higher than other three items. The use frequency of guessing is the lowest. Minority and han high students can be good at using the di

54、ctionary, note-taking and exercises strategies to learn and remember words.4.2.1.3 Social-affective StrategiesTable 3StrategiesPercentage (%)Cooperation0.25Question0.65Self-confidence0.45It can be seen from three Social-affective strategies that the use frequency of these strategies is low. That mea

55、ns students are not good at social-affective strategies, especially in cooperation strategy. They have not to study with other students or teachers. So in English teaching process, teacher ought to strengthen the cooperation with others.4.2.2 Differences in the VLSs between Minority and Han High School StudentsTable 4StrategiesMinority StudentsHan studentsPercentage (%)Pe