高职学生英语词汇习得的调查研究-豆柴文库

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高职学生英语词汇习得的调查研究
Introduction
EnglishlearninghasbecomeanessentialcomponentofhighervocationaleducationinChina,asEnglishproficiencyisacrucialrequirementforsecuringajobinvariousfields.TogaugetheeffectivenessofEnglishteachinginhighervocationalcolleges,itisnecessarytoexaminetheacquisitionofvocabularyamongstudents.Vocabularyplaysacrucialroleinlanguagelearningandisafundamentalaspectoflanguageproficiency(Laufer&Hulstijn,2001).ThepurposeofthisstudyistoinvestigatetheacquisitionofEnglishvocabularyamonghighervocationalstudents,toidentifythechallengestheyface,andtosuggestsomemeasurestoenhancevocabularylearning.
LiteratureReview
Previousresearchsuggeststhatvocabularyacquisitionisinfluencedbymultiplefactors,includinglearner’smotivation,exposuretolanguage,andcognitiveabilities(Nation,2001).Motivation,asacriticalfactor,affectsvocabularyacquisition,andstudentswhoaremotivatedarelikelytoacquiremorevocabularythanthosewhoarenot(Dörnyei,2005).However,alackofmotivationamongstudentsisacommonprobleminhighervocationaleducation,wheremanystudentsareonlyinterestedinsecuringadegreeanddonotattachsignificantimportancetoEnglishlearning.
Inaddition,cognitiveabilitiessuchasworkingmemoryalsoplayacrucialroleinvocabularyacquisition(Baddeley,2006).Studentswithbetterworkingmemorycanremembermorevocabularywordsthanthosewithpoorworkingmemory.However,inmanycases,studentsmaynotbeawareoftheircognitiveabilitiesandmightnotengageineffectivelearningstrategiesthatcanoptimizetheirvocabularyacquisition.
Furthermore,theroleofexposuretolanguageinvocabularyacquisitioncannotbeoverstated.Somestudieshavesuggestedthatlearnersneedrepeatedexposuretoawordtoacquirethatwordandretainitintheirlong-termmemory(Schmitt,2000).However,studentsinhighervocationalcollegesmaynothaveampleopportunitiestoencounteranduseEnglishwordsinreal-lifesituations,whichcouldhindertheirvocabularyacquisition.
Methodology
Toconductthisstudy,asurveywasadministeredto200studentswhowerecurrentlystudyinginhighervocationalcollegesinChina.Thesamplewasrecruitedthrough