英文论文万能模板

学 号:

本科毕业论文（设计）

题目

：Comparative Analysis Learning Strategies from Minority and Han High School Students------Taking Shibing NO.1 High School as Example

学 专 班 级： 学生姓名： 陶 朝 燕

3 Methodology ....................................................................................5 3.1 Research Objects ...........................................................................5 3.2 Research Instruments ......................................................................6 3.2.1 Questionnaire ............................................................................6 3.2.2 Interview (6)

4 Result.............................................................................................7 4.1 Data Collection.............................................................................7 4.2 Results (7)

5 Conclusion.......................................................................................................10 5.1 Conclusion and Suggestions .............................................................10 5.1.1 Conclusion (10)

5.1.2suggestions ..10 References ..12 Acknowledgements 13

Appendix 14

Comparative Analysis of English Vocabulary Learning Strategies from Minority and Han High School Students

Abstract: This

is a thesis about learning strategies from minority and

and interview

were adopted to collect were 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 school 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 vocabulary teaching in high school.

Key Words: vocabulary learning strategies; meta-cognitive strategies; cognitive 查和访问法对51出少数民族和汉族高中生在使用词汇学习策略方面的不同。结果表明，少数民族和汉族高中生更善于使用元认知策略，具有一定掌握认知策略的能力。第二，少数民族学生不善于使用社会情感策略，但是汉族学生能够更好地使用社会情感策 关键词：词汇学习策略；元认知策略；认知策略；社会情感策

1 Introduction

With the development of China ’s education reform, 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, vocabulary is one important part of English. V ocabulary is the the learning strategy is the one basic form of improve the learning efficiency is an important guarantee for the 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 teachers 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 to improve the learners ’ communicative ability. For non-native English learners, vocabulary is an essential part, and it connects the whole language learning process. V ocabulary will influence learners ’ listening, writing, reading, speaking, translation and other activities in language learning. Although 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 important 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 research 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 this 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 VLSs

Most studies aim at investigating learning strategies in different levels about high school students. V ocabulary is an essential 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 English will not be communicated with other people. According to Chen and Zhou (2012, P41), “V ocabulary is generally considered as the basic communication tool, and often labeled as the most problematic area by language learners”. If a language learner’s pronunciation and grammar are excellent, but he does 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, increase 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 considerably (Liu, 2010).

In Chain’s 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). However, there are few students on VLSs in high school students. High school is still a sprout stage on learning English. V ocabulary 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 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 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 Strategies

What is the learning strategy? The 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 efficiency 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 people’s thoughts.

Anderson (1980) pointed out the learning strategy 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 strategies are the special way to understand, learn and keep the latest message to learners.

2.2 Classification of Learning Strategies

Learning strategies consists of many factors; the research studies on level and scope are different. Learning strategies are learners’conscious, goal-oriented and problem-solving based efforts to achieve desirable learning efficiency (Yang, 2008). Motivation plays an important role in learners’ use of learning strategies. Among them, Chamot’s (1987) and Oxford’s (1990) classification are widely accepted. Different researcher has different definition of learning strategies.

According to Cohen’s (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 other material. Second language using strategies is that the learner to use strategies to retrieve and rehearsal material, and then to communicate.

In terms of Oxfor d’s (1990) classification, learning strategies mainly consist of two parts: direct strategies and indirect strategies. There are several strategies 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 Chamot’s (1990) 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. Cognitive 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-native.

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. V ocabulary 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 foreign 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 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 objects. 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 have become an important role in foreign language teaching (Xue, 2005).

2.3.2 The Situation about VLSs Abroad

The 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 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 result indicated that the students use strategies to enhance their language learning.

3. Methodology

3.1 Research Objects

The 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 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 examination.

3.2 Research Instruments

3.2.1 Questionnaire

In 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 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 planning(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 (24). Questions in the questionnaire are adapted from Yang’s (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 selection with their actual situation.

3.2.2 Interview

Eight 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 directly.

4. Result

4.1 Data Collection

The 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

4.2.1 The Situation about Using VLSs

4.2.1.1 Meta-cognitive Strategies

Table 1

It can be seen from four meta-cognitive strategies that the minority students and han students can use meta-cognitive strategies 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 Strategies

Table 2

It 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 dictionary, note-taking and exercises strategies to learn and remember words.

4.2.1.3 Social-affective Strategies

Table 3

It can be seen from three Social-affective strategies that the use frequency of these strategies is low. That means 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 Students

Table 4

From the Table 4, there is no obvious difference between minority and han high school students in the use of meta-cognitive strategies and cognitive strategies. Minority students are good at planning, self-management, self-evaluation strategies. In the cognitive strategies, minority students are good at dictionary and note-taking strategies. Minority students will be influenced by their native speaker in the whole English learning process. Therefore, it is essential and useful to grasp VLSs to learn vocabulary to minority high school students. The result indicated that minority students can master meta-cognitive strategies and cognitive strategies. But there is an obvious difference in the social-affective strategies between minority students and han

students. The minority students are not good at using question and cooperation strategies, but han students can use it well. All of these strategies, the use frequency of cooperation strategy is lower than others, only 0.40%. Minority students have no confidence to communicate with others. They are not good at communicating with teachers and fiends. The han students are good at communicating with others.

5. Conclusion

5.1 Conclusion and Suggestions

5.1.1Conclusion

It is conducted that minority and han high school students can use self-evaluation, dictionary, self-monitoring and other meta-cognitive strategies to acquisition vocabulary. VLS is an important method to learn English vocabulary. Students should choose suitable learning strategies to effective learning better in a short period of time. However, the use frequency of social-affective strategies is low. Secondly, in terms of the use of VLSs, they have differences between minority and han high school students. Minority students are not good at applying social-affective strategies to acquire vocabulary, especially the use of cooperation and self-confidence strategies. Different students should use different strategies to learn vocabulary.

5.1.2 Suggestions

The researches of study also have important implications for English teaching, especially vocabulary teaching.

In the teaching process, the teacher should guide the students to use learning strategies to learn. It means that teachers should strengthen learning strategies training in the class.

The teacher should strengthen the training of the meta-cognitive strategies and social-affective strategies in vocabulary teaching. The result indicated that the use frequency of meta-cognitive strategies is high between minority and han high school students. They lack of selective memory and formulate plan ability. Meta-cognitive strategies have a strong purpose and planning, so it can help students reduce blindness

and irrationality in learning activities.

In addition, teacher should strengthen the social-affective training. Because the students’ attitude, personality characteristics and emotional changes directly affect the learner’s whole learning process and outcomes. Emotion factors such as anxiety, angry and other negative factors affect vocabulary learning; otherwise, it can promote vocabulary learning. The teacher ought to understand the whole of the basic situation of students training for the students’ different levels. Improving students’ cooperation ability can improve the quality and quantity of English teaching in high school. At the meantime, teachers should introduce the social-affective strategies and to acquire a certain amount of cognitive and meta-cognitive strategies in the teaching process. The students’ attitude may improve their cooperation and the ability to overcome negative emotions.

References

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[2] 汪昂．(增补)本草备要[M]

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论文集、会议录

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[2] BUSECK P R, NORD G L, Jr., VEBLEND R. Subsolidus phenomena in pyroxenes[M]

//PREWITT C T. Pyroxense. Washington, D.C.: Mineralogical Society of America, c1980: 117-211.

期刊中析出的文献

[1] 李炳穆．理想的图书馆员和信息专家的素质与形象[J]．图书情报工作，2000（2）：5-8．

[2] HEWITT J A. Technical services in 1983[J]. Library Resource Services, 1984, 28(3):

205-218.

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张田勤．罪犯DNA库与生命伦理学计划[N]．大众科技报，2000-11-12（7）．

电子文献（包括专著或连续出版物中析出的电子文献）

[1] 江向东．互联网环境下的信息处理与图书管理系统解决方案[J/OL]．情报学报，1999，

18（2）：4 [2000-01-18]．https://www.wendangku.net/doc/0b517465.html,

/periodical/gbxb/gbxb99/gbxb990203．

[2] 萧钮．出版业信息化迈人快车道[EB/OL]．（2001-12-19）[2002-04-15]．http://www.

https://www.wendangku.net/doc/0b517465.html,/news/20011219/200112190019.html．

[3] CHRISTINE M. Plant physiology: plant biology in the Genome Era[J/OL]. Science, 1998,

281: 331-332[1998-09-23]. https://www.wendangku.net/doc/0b517465.html,/cgi/collection/anatmorp.

专著M ；报纸N ；期刊J ；专利文献P；汇编G ；古籍O；技术标准S ；

学位论文D ；科技报告R；参考工具K ；检索工具W；档案B ；录音带A ；图表Q；唱片L；产品样本X；录相带V；会议录C；中译文T；乐谱I；电影片Y；手稿H；微缩胶卷U ；幻灯片Z；微缩平片F；其他E。

Acknowledgements

This thesis is

extend my sincere

gratitude and deep help from the beginning of designing thesis to the final day of this thesis-making.

First of all, I would like to express my thanks to Shen Ping, my supervisor, for all the help she has given me in the preparation and writing of this paper. Without her help, this thesis can not be finished successful and smoothly. Her profound learning and rigorous attitude about academic studies will encourage me in my study and work in the future. Secondly, I want to thank to my friend, for the help she has given me in the questionnaire survey. She helped me to conduct questionnaire. All of these they had done to help me than my words can express, so here, again, I want to show my sincere gratitude to them.

词汇学习策略调查问 亲爱的同学们：

你们好！

为了了解大家使用英语学习策略的情况，尤其是词汇学习策略的掌握情况，特制定本问卷调查表。本问卷有24道题，每题有5个选项，分别是：1我从来不这样做；2、我通常不会这样做；3、有时会这样做，有时不会；4、我通常会这样做；5、我总是这样做；请在你认为的选项打（√）。每个问题都无对错好坏之分，请仔细阅读，并按照你的实际情况填上选项。你的信息将绝对保密。在选答案时，请不要与别人商量，多谢合作！

你是少数民族吗？

1、是

2、 不是

考研英语小作文万能模板-(好)

考研英语小作文万能模板 辞职信 模板1： Dear , I am writing to inform you about the decision to resign from my current position. There are a few factors involved. First and foremost, . Secondly, . Last but not last, I would like to take this opportunity to express my gratitude for the rewarding experience that I have enjoyed during my employment. I sincerely wish you could approve of my resignation, and I apologize in advance for any inconvenience thus caused. Sincerely yours, Li Ming 模板2 Dear , I am sure it will come as no surprise that I wish to resign my position as . Though I have enjoyed working with you and other colleagues in the company / organization, there are a few reasons that force me to give up my current work. For one thing, . For another, . Moreover / Besides / In addition, I appreciate the plenty of help and encouragement from you constantly, and I am very sorry for any inconvenience thus caused. I promise that I will stay through the next month to help you find a replacement for my position. Sincerely yours, Li Ming 请求信 模板1： Dear ， I am . I ' dlik e to ask if you have / can provide me with the information of . The reasons for my urgent need of are as follows: 1); 2); 3) Therefore, I will be much obliged if you can help me . Please feel free to call me at for further questions. Thank you for your time and patience, and I look forward to your prompt reply. Yours, Li Ming 模板2： Dear ， My name is , and I am . I have made up my mind to write to you in the hope that you can furnish me with the information regarding At the present I am preparing / doing , and am in lack of that is crucial for the work / project / program. Therefore, it would be of great help if I can have your help for . Please get back to me at your earliest convenience as I have to soon. I am praying for your reply with full appreciation. Yours sincerely,Li Ming 建议信 模板1： Dear ， I am very glad to hear that you want to seek some suggestions about in order to . From my point of view, . Also, to you, I highly recommend that . On the one hand, . On the other hand, . Besides, it is unnecessary for you to . Consequently, I believe that I hope that my opinions are of help to you, and please feel free to contact me for more questions. Yours sincerely, Li Ming 模板 2 ：Dear ， I am writing to express my views concerning . In the first place, I would like to say thank you for the help and everything else you have been offering to us. Meanwhile, I also want to make some advice to better Firstly, we have found that . Secondly, we want to . Finally, we hope that . I am looking forward to your consideration about my proposals. Thanks in advance for that. Yours sincerely, Li Ming 求职信 模板 1 ： To Whom It May Concern, I have learnt from yesterday ' s newspaper that you are employ.i ng I wish to be considered as an applicant for the position, and beg to state my qualifications as follows: I am years old, a major student of University / College. During my academic years, I"have shown excellent performance and have been awarded first-class scholarship each year. In addition to my educational background, I have the rich work experience in the fields of . Therefore, I believe I can be of value to your company. Enclosed is my resume for your reference, and I shall be glad to call at your office if you desire an interview. Thank you. Yours sincerely, Li Ming 模板 2 ： Dear ， I learned from my university BBS that there is a vacancy for , a position which I am very interested in . I am a senior student from University, majoring in . Under the influence of the courses I have taken, I develop a special interest in . Moreover, I have attained a fair knowledge and experience in this field due to my internship at . It seems to me that all these have prepared me ideally for the role of in such a company as yours. For further information please refer to my attached resume. I should be please to attend for an interview at your convenience. Yours sincerely,

英文论文注释和论文格式

论文注释和参考文献格式1 2.1注释Citations 2.1.1夹注In-text Citations 转述、阐释、总结他人主要观点、引用某些引文或所依据的文献无须详细注释者，以夹注的形式随文在括号内注明。夹注与“参考文献”结合，形成一种方便、快捷说明引用出处的注释形式。夹注的构成形式有以下几种情况： 1）来自英语文章、专著的直接引语，作者姓名在文中已经出现： 格式：出版年份：页码 例：Rees said, “As key aspects of …in the process” (1986: 241), … 2 ) 来自英语文章、专著的直接引语，作者姓名在文中没有出现： 格式：作者姓名，出版年份：页码 例：The underlying assumption is that language is “bound up with culture in multiple and complex ways”(Elli, 1968: 3). 3 ) 来自英语文章、专著的间接引语，作者姓名在文中已经出现： 格式：出版年份：引文页码 例：According to Alun Rees (1986: 234)〔夹注直接放在被引者后面〕, the writers focus on the unique contribution that each individual learner brings to the learning situation. According to Alun Rees，the writers focus on the unique contribution that each individual learner brings to the learning situation (1986: 234). 〔夹注也可以位于 引语的最后〕 4 ) 来自英语文章、专著的间接引语，作者姓名在文中没有提到： 格式：作者姓名出版年份：引文页码 例：It may be true that in the appreciation of medieval art the attitude of the observer is of primary importance (Robertson, 1987: 136). 5)来自汉语文章、专著，间接引用，作者姓名在文中已经出现2： 格式：作者姓名拼音＋夹注（出版年份：引文页码） 例：Wang Datong（2002: 111, 2005: 191) believed that…； 6)来自汉语的文章、专著，间接引用，作者姓名在文中没有出现： 1本格式主要参阅了APA，《外语教学与研究》杂志以及部分大学外语学院毕业论文格式要求；日语毕业论文格式另列。第二章的内容适用于用英文写作的毕业论文，要求采用随文夹注和文末“参考文献”相结合的注释方法；如采用此方法注释后仍有一些问题需要说明的，可酌情使用脚注。凡是用汉语撰写的论文，统一采用尾注加参考书目的格式，具体的严格按照《手册》第14-17页的规定执行；日语毕业论文的有关规定见第五章。 2第（5）、（6）项仅适用于用英语撰写但引用到汉语文献的论文，相应的参考书目著录方法见2.3.3。

英文翻译模板-(户口本全本)

Household Register Under Supervision of the Ministry of Public Security of P. R. C. ANNOUNCEMENTS 1.Household register has the legal validity that certifies the attorney ship of a citizen and the

relationship of family members, and it is the main reference for the censor and checkup of domiciliary register which is undertaking by the household registration authority. When the functionary of household registration authority censor and verify the household register, the householder and members of this family shall take the initiative in presenting the household register. 2.The householder shall take the household register in safekeeping; the household register is prohibited to be altered, transferred and leased. When the household register is lost, the household registration authority should be informed. 3.The right for registering the household register shall be performed by the household registration authority; any other unit and individual shall not make any records on the booklet. 4.The member of this family shall go to the household registration authority for transacting the declaration and registration, applying bring with the booklet, in case of the increase and decrease of the members and the alteration of registration items. 5.In case of that the whole family moves out of the residency, the household register shall be turned in and cancelled. Record of Dwelling Address Alteration

考研英语作文正反万能模板

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