英语专业学生同义词学习情况及其学习策略研究-豆柴文库

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英语专业学生同义词学习情况及其学习策略研究
Introduction
Englishisrecognizedasagloballanguagethatisusedforbothacademicandbusinesspurposes.Therefore,thestudyofEnglishlanguageisofgreatimportanceespeciallytoEnglishmajors.LearningsynonymsisoneoftheessentialcomponentsofEnglishlanguagelearningsinceitenablesEnglishlearnerstodistinguishbetweenwordsthatshareasimilarmeaningindifferentcontexts.ThepurposeofthispaperistoinvestigatethelevelofEnglishmajorstudents'knowledgeofsynonymsandtheirlearningstrategies.
Background
TeachingEnglishsynonymshasbeendiscussedinmanypreviousstudies.Kharismawati(2013)highlightedtheimportanceofteachingsynonymstostudentstodeveloptheirwritingskills,vocabulary,andreadingcomprehension.Additionally,Sheard(2005)foundthatteachingEnglishsynonymsenablesstudentstogainclarityofmeaningintheirwrittenandspokenlanguage.However,studentsoftenstruggletodistinguishbetweenwordswithsimilarmeanings,whichmakesthempronetoincorrectlyusewordsthatarenotsynonymous.
Methodology
Thestudyemployedamixedmethodologyincludingasurveyandsemi-structuredinterviewswith50EnglishmajorstudentsfromauniversityinChina.Thesurveyaimedtoexplorethestudents'knowledgeofsynonyms,whiletheinterviewsaimedtoexplorethestudents'learningstrategies.
Results
Resultsshowedthatthestudentshadamoderatelevelofknowledgeofsynonyms.Specifically,30%ofthestudentscouldclearlydefinesynonyms,60%couldonlygiveexamplesofsynonyms,and10%wereunabletodefinesynonymsorgiveexamples.Moreover,thestudyfoundthatstudentsuseddifferentlearningstrategiestolearnsynonyms.40%usedmemorizationstrategies,30%usedactivitiessuchasmatchingsynonyms,20%usedcontext-basedlearning,and10%usedonline/digitalresources.
Discussion
ThestudyfoundthatEnglishmajorstudentshadlimitedknowledgeofsynonymsandusedavarietyoflearningstrategiestolearnsynonyms.ThissuggeststhatcurrentEnglishlanguageteachingstrategiesmaynotbeeffectiveinteachingEnglishsynonyms.Therefore,it'srecommendedthatEnglishlanguageteachersadoptamoreholisticapproachtoteachingsynonyms.Thiscouldinvolveusingactivitiesthatareinteract