商务英语专业学生普通英语与商务英语词汇学习策略的比较研究_英文_田文燕

CELEA Journal (B imonthly)

Dec. 2005 Vol. 28 No. 6

A COMPARATIVE STUDY OF

B USINESS ENGLISH

MAJORS' GENERAL ENGLISH AND B USINESS

ENGLISH VOCAB ULARY LEARNING STRATEGIES

Tian Wenyan

Lanzhou Polytechnical College

Abstract

This thesis is based on O'Malley and Chamot's classification of L2 vocabulary learning strategies and other scholars' studies. Through a questionnaire, vocabulary tests, and interviews with business English learners, the author conducted an investigation into various kinds of vocabulary learning strategies employed by B usiness English majors in General English and B usiness English study. The subjects participating in this investigation are 95 third year B usiness English majors from our college. Detailed analyses of both the quantitative and qualitative data have yielded the findings: 1) The frequency of some General English learning strategies and Business English learning strategies employed by B usiness English majors coincides, but the difference between General English learning strategies and B usiness English learning strategies employed by the subjects is apparent. More English learning strategies are obviously used in General English learning than in B usiness English learning. 2) There is a certain correlation between vocabulary learning strategies and vocabulary size of General English and B usiness English, and capable B usiness English learners tend to positively transfer English learning strategies employed in General English learning into B usiness English learning. B ased on analyses and results, the thesis suggests that B usiness English learners should be specially trained for English learning strategies. Specialized courses offered should be designed to help students without any professional knowledge organize mental schema associated with specific vocabularies, and to help specialized vocabularies enlarge rapidly. B usiness English learners can positively transfer General English learning strategies into B usiness English learning, and thereby smoothly transform General English learning into B usiness English learning. Key words

vocabulary learning strategy; General English; B usiness English; correlation

1. Introduction

As we enter the 21st century, acquisition of vocabulary has assumed a more important role, and some would argue that it now occupies the central role in learning a second language. Vocabulary is no longer sidelined in second language learning research or in language teaching. Lexis is now recognized as central to any language acquisition process. What many language teachers might have intuitively known for a long time, that a solid vocabulary is necessary in every stage of language learning, is now being openly stated by some second language acquisition researchers (McCarthy; Lewis). With this shift in emphasis, the teacher is faced with the challenge of how best to help students store and retrieve words in the target language.

2. The Background of Business English

Concurrently, B usiness English has attracted increasing interest and awareness. B usiness English

CELEA Journal'64

courses are offered by many language schools worldwide; there are more than 150 B usiness English titles on UK publishers' lists; examining boards offer B usiness English examinations; the B usiness English Special Interest Group has over 1500 members from around the world. Yet despite this enormous interest, B usiness English is an area often neglected by linguistic researchers, who prefer to work on other — more easily defined — areas of special English. B usiness English must be seen in the overall context of English for Specific Purposes (Ellis 1994; Hutchinson 1987), as it shares the important elements of needs analysis, syllabus design, course design, and materials selection and development which are common to all fields of work in ESP. As with other varieties of ESP, B usiness English implies the definition of a specific language corpus and emphasis on particular kinds of communication in specific context.

3. Development in Studies on Vocabulary Learning Strategies

Research into the area of language strategies began in earnest in the 1970s as part of the movement away from a predominantly teaching-oriented perspective, to one which included interest in how the actions of learners might affect their acquisition of language (Schmitt 1997). Concurrently, there was a growing awareness that aptitude was not the governing factor in language learning success, implying that language achievement depended quite heavily on the individual learner's endeavors. This naturally led to a greater interest in how individual learners approached and controlled their own learning and use of language, as evidenced in many language strategy studies (Rubin 1987; Skehan 1989; Wenden & Rubin 1987; O'Malley & Chamot 1990; Oxford 1990; McDonough 1995). In the beginning, the emphasis was on identifying beneficial language strategies. Stern (1975) developed a list of ten strategies based on introspection, but most researchers tried to identify the strategies that "good learners" use (Rubin 1975; Naiman et al. 1978; Wong-Fillmore 1979; O'Malley et al. 1985). O'Malley and Chamot (1985) divided language learning strategies into three major types: meta-cognitive, cognitive and social/affective. Each of these major categories described a large number of strategies, so more detailed taxonomies are possible. Oxford (1990) has attempted one of the most comprehensive classification systems to date. It includes six major strategy categories, including memory, cognitive, compensation, meta-cognitive, affective, and social.

The study of learning strategy in China began in the early 1990s. In 1994, two theses on the topic of learning strategy entitled "Learner Strategies: A Key Factor in SLL" and "The Study of L2 Learner Strategy and Its Implications for FLT", were published in the foreign language journal of Modern Foreign Languages of Guangdong, China. In 1996, Professor Wen Qiufang of Nanjing University published the book English Learning Strategy, which highlighted China's current study in the field of learning strategy. Later efforts evaluated beliefs and vocabulary strategies of Chinese students (Wang Wenyu 1998; Wu Xia & Wang Oiang 1998). They employed quantitative approaches to investigate Chinese university students' beliefs and strategies in retaining words. Some investigations were also conducted on college students' vocabulary size (Zhou Dajun & Wen Boyan 2000; Deng Zhaochun 2001; Ma Guanghui 2001). Empirical studies surveyed various vocabulary learning strategies (Huang Yuanzhen 2001; Dong Yanping 2001; Fan Lin and Wang Oinghua 2002; Feng Yufang 2003). Certain mnemonics for difficult words have been researched, based on the depth and elaboration of processing theory (Lü Wenpeng 2000). The above review reveals quite a lot of research involving vocabulary, although, quite often, such studies were undertaken only because vocabulary is a relatively easy language component to measure. However, the area of ESP is relatively poorly researched. Few B usiness English vocabulary strategies have been investigated, and the present study hopes to fill this gap.

4. The Study

4.1 The Research Questions

This paper makes a comparative study of various kinds of vocabulary learning strategies employed by Business English majors in General English and B usiness English classes. The specific questions are: (1) What vocabulary learning strategies are employed by the subjects in General English and B usiness English learning respectively? (2) Is there a certain correlation between vocabulary learning strategies and vocabulary size of General English and B usiness English, and what strategies are often used by capable Business English learners?

A Comparative Study of

B usiness English Majors" General English and B usiness ... Tian Wenyan

4.2 The Subjects

The subjects participating in this experiment are 95 third-year B usiness English majors from Lanzhou Polytechnical College. Their ages range from 18 to 23, the mean age being 20. 61. Of the 95 subjects, 32 (33. 7%) are male and 63 (66.3%) are female. Their previous study in English ranges from 8 years to 10 years. The subjects are experienced enough have a clear concept from their own experience of learning English, and they should have their own steady learning strategies and ways. It can be assumed that they will give an accurate description of their abilities of learning English.

4. 3 The Instruments

The instruments adopted in the study will include a questionnaire, a vocabulary test and interviews.

1) The "Vocabulary Learning Strategies" Questionnaires

The questionnaire used for surveying students' strategies in vocabulary learning is designed by the author and based on O'Malley and Chamot's classification of L2 learning strategies. The questionnaire examines students' use of strategies by asking them to respond to each statement on a five-point Likert-scale indicating "always true", "usually true", "somewhat true", "usually not true", and "never true". These categories are assigned values of 5, 4, 3, 2, and 1 respectively. Thus higher scores indicate greater use of the strategy.

2) The Vocabulary Tests

To test the ability to retrieve the English vocabulary items, a cued-recall measure is used. Subjects are asked to write the Chinese definition of each of the 50 General English words and 50 Business English words listed on a test paper. According to the suggestions of Nation (1990: 81), test vantage and advanced learners are asked to write the English definition or note similar words for general vocabulary items, and to write the Chinese definition of specific vocabulary items. The two sets of vocabulary tests account for 100 points respectively. If all the students have followed a particular syllabus, the test constructor's task is made much easier. Lexical items can then be selected from: 1) the syllabus, 2) the students' textbook (Heaton 1988). This involves the vocabulary lists of College English (Revised Edition) (Book 1-4) from a randomly determined starting point taking words at a specified interval. The 50 words are selected from the 6468 words in College English from Book 1 to Book 4 at an interval of 129 words. The 50 words are selected from the 1848 words in Pass Cambridge B EC (preliminary, vantage, and higher) at an interval of 40 words.

3) The Interviews

The interviews are employed to discern which strategies are commonly used by capable B usiness English learners. Through vocabulary tests, the author identified the interviewees with higher scores in Business English.

4) Collecting and Analysis of the Data

In April, 2004, the author made an experimental investigation within a small scope. 30 third-year Business English majors were selected as the subjects. On the basis of the investigation, the questionnaire was revised. In September of the same year, the author completed the questionnaire and vocabulary tests.

87 valid questionnaires and test results were collected, with 8 invalid questionnaires and test results.

4.4 The Results and Discussions

1) Vocabulary Learning Strategies Employed in Different Vocabularies' Learning

The 87 valid questionnaire results were input, and processed using SPSS. B oth F value and significance level of the strategies employed by the subjects were obtained (See Table 1).

CELEA Journal'64

Table 1. F value and significance level of the strategies employed by the subjects

P stands for significance level: * P<0. 05 * * P<0. 01 * * P<0. 001

Table 1 showed clearly that among the five meta-cognitive strategies in General English learning, the most commonly used strategy is self-monitoring (F = 17. 01). The most rarely used strategy is self-management (F=11. 74). Contextualization (F=16. 79), resourcing (F=14.79) and repetition (F = 12. 09) strategies are the three most frequently used cognitive strategies. Other strategies such as practice, note-taking, elaboration, and grouping strategies are used by fewer students, and transfer strategy is never used by subjects. On the whole, subjects adopt more meta-cognitive strategies than cognitive and socio-affective strategies in General English learning. However, subjects use many fewer strategies in B usiness English learning, which can be seen from the above table. Although the most frequently used eight strategies are selective attention, self-monitoring, repetition, resourcing, grouping, contextualization, elaboration, and transfer, the F value of the most frequently used strategy is still 9. 34, which can be compared with the highest F value (F= 17. 01) in General English learning. Statistics also suggest that most subjects are not capable of regulating their B usiness English vocabulary learning. Aside from deciding in advance to attend to specific aspects of language input and correcting their speech for accuracy in pronunciation, grammar, or for appropriateness related to the setting, they seldom plan their learning in advance, have no clear B usiness vocabulary acquisition objectives, and seldom self-evaluate

A Comparative Study of Business English Majors' General English and Business ... Tian W e n y a n

their B usiness vocabulary learning.

It is clear that subjects neither have frequent exams, nor require an overall grasp of specific vocabularies in B usiness English. Course objectives, learner expectations, learning materials, and evaluation of progress in B usiness English learning can not be equated to those in General English learning, so subjects can lighten the burden of B usiness English learning. In adopting specific vocabularies, most subjects employed reading and writing words repeatedly, consulting specific dictionaries, organizing words into groups, or using previously acquired knowledge to facilitate new words.

2) The Differences of the Same Strategies Adopted in General English and Business English Learning

To deeply analyze the different results of similar strategies adopted in General English and B usiness English learning, the author compares and contrasts the strategies adopted in General English and Business English learning respectively through t test to derive a thorough understanding of whether these different results are significant (See Table 2).

Table 2. The differences of the same strategies adopted in General and Business English learning

P stands for significance level: * P<0. 05 * * P<0. 01 * * * P<0. 001

CELEA Joumal'64

The results of the t test show that among 18 vocabulary learning strategies, 12 strategies are significant in both General English and B usiness English learning. Subjects in General English and Business English learning show great differences in their use of meta-cognitive strategies. It is obvious that the means of advance organizers, selective attention, self-management, self-monitoring, and self-evaluation strategies employed in General English learning are much higher than those employed in Business English, and the significance levels of T-test of the five meta-cognitive strategies are all higher than 0. 05, which has the same results as Table 2. The reasons for such great differences might include different course objectives, learner expectations, and evaluation of progress, resulting in such great differences; subjects in Business English learning are also just like beginners in General English learning. They are not conscious of how to find useful strategies, how to plan a schedule, and how to set goals to grasp specific words.

As for cognitive strategies, subjects in General English learning use such strategies more frequently than do subjects in Business English learning. Subjects seldom adopt other strategies beyond repetition and grouping. Their differences in cognitive strategy are significant.

As for socio-affective strategies, subjects rarely adopt cooperation (T= 1. 970*) and questions for clarification (T = 2. 600*) strategies to acquire their specific vocabulary items. The reason for this might be that in colleges and universities there are often set examinations but usually no formal examination like Band-4 or B and-6 in General English. Subjects don't need to pass any formal examinations to evaluate their Business English level, and subjects rarely have chances to work with one or more peers to obtain feedback, or to communicate with foreign teachers in B usiness English learning.

3) Correlation Analysis between Strategy Use and Scores in Vocabulary Tests

To derive a thorough view of students' scores, the author compares and contrasts students' measures of central tendency and measures of dispersion of General English and Business English scores (See Table 3 and Table 4).

Table 3. Measures of central tendency of General English and Business English scores

From the above tables, we can see that the ranges of students' General English and Business English scores are the same (See Table 4). However, the mode, the median, the mean, the interquartile range and standard variation of students' General English scores are much higher than those in their B usiness English performance (See Table 3 &4). Is there any relationship between students' strategy adoption and their performance in the vocabulary tests? To answer this question, the author calculates the correlation coefficient between those variables. The results are reported in Table 5.

A Comparative Study of Business English Majors' General English and Business ... Tian Wenyan Table 5. Correlation between strategy use and scores in vocabulary tests

P stands for significance level:

18 vocabulary learning strategies were used as independent variables and General English and Business English scores were used as dependant variables. Pearson product moment coefficient of correlation was used to calculate the correlation between vocabulary learning strategies and scores of vocabulary tests. The results are shown in the above table. We can see from Table 5 that all five meta-cognitive strategies positively correlate with the score in General English vocabulary test at the 0. 001 significance level. Meta-cognitive strategies, except self-evaluation, strategy positively correlate with the score in Business English vocabulary test at the 0. 01 and 0. 001 significance levels. This shows clearly that meta-cognitive strategies are quite helpful both to General English vocabulary acquisition and to Business English one. English majors are capable of using meta-cognitive strategies to control and evaluate their own learning, by having an overview of the learning process in general. As such, they are generally broad strategies, concerned with more efficient learning.

Among cognitive and socio-affective strategies, contextualization strategy (r = 0. 60071,

provides the most positive correlation with the score in the General English vocabulary test. Repetition strategy is proved to be the most effective (r = 0. 48774, in Business English learning. Nation (1982) surveyed research into word lists, and concluded word lists are an effective way for learning a great deal of vocabulary in a short time. Even rote repetition can be effective if students are accustomed to using it (O'Malley &Chamot 1985).

As for socio-affective strategies, no correlation has been proved between scores in B usiness English vocabulary test and the use of cooperation and questions for clarification strategies.

5. The Conclusions and Limitations of the Study

The present study has made the following specific conclusions: 1) The frequency of some General English learning strategies and B usiness English learning strategies employed by B usiness English majors coincides, but the difference between General English learning strategies and B usiness English learning strategies employed by the subjects is apparent. More English learning strategies are obviously used in General English learning than in B usiness English learning (The strategies employed in general English learning are 17, while the strategies employed in Business English learning are only 8). 2) Meta-cognitive strategies are used by students both in General English learning and in Business English learning to control and evaluate their own learning. Socio-affective strategies are often used in General English Vocabulary acquisition. 3) The most frequently used cognitive strategy is contextualization strategy in General English Vocabulary acquisition, whereas the most used cognitive strategy is repetition strategy in Business English Vocabulary acquisition. 4) There is a certain correlation between vocabulary learning strategies and vocabulary size of General English and Business English (14 strategies positively correlate with the score in General English vocabulary test while only 9 strategies positively correlate with the score in Business English vocabulary test).

The author asked some subjects with scores in B usiness English test above 80 points some questions such as: what strategies they commonly used when they studied Business English, and whether they used different strategies when they studied General English and B usiness English. Their answers showed that these capable Business English learners tend to positively transfer English learning strategies employed in General English learning into Business English learning.

Based on the above study, the author offers the following suggestions: 1) In B usiness English teaching, vocabulary learning strategies' development should be emphasized. It is more beneficial to students to discover and develop those strategies that are most significant and personally relevant to them.

2) Teachers' attitudes towards the value of learning strategies is crucial, as this will inform everything that the teacher does and therefore pervade the delivery of the whole curriculum; teachers need to become effective mediators and they need to be able to take on such roles as advisors, facilitators, consultants, co-communicators, partners, and joint problem-solvers. 3) The successful teacher may not be one who merely provides specific learner training tasks, but rather, one who is aware of the strategy implications of every language learning task that they give. Teachers would then habitually draw the attention of their learners to their own processes of language learning.

The author re-emphasizes in conclusion that the issue of strategy use is complex, and there are no simple solutions to the questions of how to promote efficient employment of strategies. What is more significant is teacher's sensitivity to the ways their students learn, their attitudes towards teaching their students to think and to learn, and an awareness of the part the learners must play in taking control of their learning.

The purpose of the study is to find effective strategies to learn specific vocabularies; however, the limited time and the limited teaching hours prevent a further investigation to identify whether these commonly used strategies in learning General English are effective for learning B usiness English. The design of the existing vocabulary tests is not sufficient to explore this question.

The study presented in this thesis has likely raised numerous questions in the reader's mind. If these questions serve to generate further discussion or additional research, the study's aims will have been well fulfilled.

Acknowledgements

I wish to thank my supervisors associate professor Quan Xiaohui, Professor Jiang Qiuxia from Northwest Normal University, and the anonymous reviewers for their insightful comments and encouragement in reviewing this paper.

(Continued on p. 101...)

learning and training, establish the linkage between theory and practice by applying the cognitive pragmatic knowledge to teaching.

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研究论文：英语词汇教学策略探讨

142968 学科教育论文 英语词汇教学策略探讨 1英语词汇教学的重要意义 语言是社会交际的工具，是音义结合的词汇和语法体系。语法是语言的组织规律，它赋予语言以结构系统，而词汇是语言的建筑材料，它通过语法而赋予语言以意义内容。D.A. Wilkins说：“没有语法，人们不能表发很多东西，没有词汇，人们则无法表达任何东西”。Harmer也认为，“如果说结构式语言的骨骼，词汇就是最重要的器官和血肉”。所以词汇学习是第二语言习得的基础。听、说、读、写、译每一项语言技能都不能够脱离对词汇的依赖。一个学生的词汇量越大，那么他的阅读能力就越强，口头、书面表达就越丰富，翻译水平就越高，就越能在交流中准确而地道地表达自己的思想。 在传统的中学英语教学中，教师更倾向于向学生灌输语法知识，而忽略了对学生进行词汇教学。在大学英语课堂中，教师一般会把教学重点放在语篇讲解、提高听说、

阅读和写作能力上面而忽略了词汇教学。但是词汇的积累和扩充，往往是大部分学生最头疼的问题。许多学生因为英语基础差，在记忆单词方面没有科学的方法和技巧，及时投入很多的精力和时间，收效却甚微，久而久之就逐渐丧失了对英语的学习兴趣。 词汇教学应该受到重视。在课堂教学中采取有效的词汇教学策略，将会在词汇教学和词汇学习中取到积极作用，从而激发学生的学习动机，促进英语综合能力的提高，达到课堂教学的预期目的。 2英语词汇教学策略 2.1根据词形进行教学 对英语词形知识进行联想、归纳、分类，包括语音、拼写、构词法，尤其是对同音异义词等进行归纳和联想。例如遇到think这个词，可以帮助学生进行纵向归纳，其曲折变化为：thinks, thought, thinking。派生词有: thinker ,thought, thinkable,thoughtful, thoughtless 等。再帮助学生进行纵向联想，如发音与sink, zinc, shrink相似，拼写与 thank, think, stink相似。 2.2联系词义进行教学

国际商务英语等级考试 汉译英

第 2讲 要求对中文词组或句子进行翻译。要求应试者有相关词汇的积累，表达能力的体现及习惯用语的熟练程度。单词拼写要求准确，句子要求通顺无误。 共10题，15分。 1．具体询盘 2．百分之二的佣金 3．商品目录 4．出口单证 5．目的港 6．原产地证书 7．包装要求 8．供我方参考 9．即期信用证 10．品质超群 11.工艺精湛 12.在中国议付有效 13.警告性标志 14.装箱单 15.业务（贸易）伙伴 16.国有公司 17.商品检验 18.预约保险单 19.剪样 20.中国产地证 1.现金折扣 2.短装 国际商务英语等级考试（初级） 汉译英 小测 备考单词句子

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小学英语词汇教学策略研究方案课题报告

《小学英语词汇教学策略研究》课题报告 一、研究方法 1.调查法：对课堂教学现状进行调查、分析、研究，建立课题研究的现实基础。 2.文献法：通过对相关理论的查找和研究，建立有效的理论支撑，并在各实验阶段指导实验工作。 3.行动研究法：运用行动研究法来研究“小学英语单词教学策略”方面的相关研究内容，进行动态研究。 4.经验总结法：运用经验总结法来构建“小学英语单词教学策略”的实施策略，并推出一批有推广价值的实施方案和经验。 5.案例分析法：通过对案例的分析来构建具有本学科特色的提高单词教学有效性的方法和策略，并探索出有价值的研究经验。 二、研究内容 （1）根据英语单词本身的基本发音规律归纳总结、选择和开发教学内容。 在本课题研究过程中，我们将根据英语单词本身的基本发音规律开发出切合学生身心发展规律的教学内容。“内容的开发”不局限于英语教材，但依托于现行小学英语教材，可以是学生经过自身努力能够自学探究的教学内容，或需动手实践的教内容等。所有单词教学内容的开发将追求不增加学生的课业负担，着力培养学生对英语学习的兴趣，提升学生的英语素养。 （2）小学英语单词教学的有效性策略研究。 英语单词的教学体现在每堂英语课堂上。如果学生只是一味跟着教师反复朗读，是很难真正掌握和运用单词的读音规律的。故英语单词教学的有效性将直接影响英语教学的效益。学生学习的有效性首先体现在学习是否积极主动地参与体验学习过程；教师教学的有效性首先体现在能否调动全体学生的学习积极性，促进学生对知识的主动建

构。通过本课题的研究，希望能从教与学两个方面来探讨有效练习的途径，寻找根治重复低效的英语单词记忆方法，力争使课堂教学有效、高效，为促进小学英语单词教学的有效性提供必要的依据和内容，从而让教师和学生更好的互动，提高英语教学有效性。 （3）小学英语单词教学中学生学习方式的研究。 英语课程强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。当前，学生在英语单词记忆的过程中机械练习的现象还是较为普遍的，忽视了学生在记忆过程中学习方式的研究，即如何“学”、如何“练”的研究。学生在记忆单词过程中的学习方式应该不是单一的，任何时候学生记忆单词都不应是被动吸收、机械地操练，而是一个学生亲自参与的充满丰富、生动的思维活动，经历一个实践和创新的过程。当然，由于学生年龄特点及学习心理等因素的影响，不同年龄段学生学习英语的方式是有一定区别的，为更好地促进学生主动参与英语单词记忆的活动，我们将按英语课程标准的学段划分，并结合各学段具体学习内容，将努力探索不同学段的孩子记忆英语单词的有效学习方式，以让学生真正成为学习活动的主人，而不是成为“简单机械地操练工”，教师应切实成为学生学习的组织者和合作者，并不是权威的讲授者。 （4）提高小学生单词拼读能力的研究。 英语课程要求学生在了解简单的拼读规律，能根据读音拼写单词和短语，并能根据语音辨别和书写不太熟悉的单词或简单语句。小学英语单词教学研究，旨在通过教学结构，教学方法等方面的研究和探索，以迎合小学生性格心理特征为起点，致力寻求适合小学生心理、思维特征的小学英语教学方法和模式。实现培养小学生记忆英语单词的能力，帮助学生掌握适合各自特点的主动学习方法的教学目标。分析和研究英语教学过程单词有效，快速记忆的可行性和主要实施方