1、.AbstractWith the urgent call for life-long study and quality education, English researchers have started to show concern on helping the learners to develop not only English skills but also English learning strategies. The thesis attempts to explore the overall situation of junior-three students Eng
2、lish vocabulary learning in Wuxi Middle School. Questionnaire is adopted in the research and 33 junior-three students of Wuxi Middle School are involved in the investigation. The data reveal the following findings. Firstly, most students considered vocabulary learning is a monotonous, mechanical tas
3、k. Secondly, vocabulary learning strategies used by junior students are very limited. Inquiry-based learning, being one of the students study styles, should be used in the vocabulary learning process to improve the effect of learning. Therefore, some suggestions are put forward for junior students t
4、o try various kinds of strategies in order to find the suitable strategies which can help them to learn vocabulary effectively.Key words: inquiry-based learning; vocabulary leaning; vocabulary learning strategies摘 要.现代教育的基本目标是教会学生怎样学习，这是终身学习的需要，也是知识信息爆炸的需要。在这一目标的指导下，英语教学不仅要让学生熟练地掌握各种英语技能，还要教会学生学习英语的
5、策略。本论文旨在了解扬武中学初三年级英语词汇学习的总体情况。针对学生词汇学习过程中存在的问题，本文建议把能提高学生词汇学习兴趣及记忆效率的学习方式之一 探究式学习应用到词汇学习中。本文通过问卷调查对扬武中学初三(一)班的 33名学生进行了调查。数据的收集来源于这 33 名被调查的学生所做的问卷。调查数据结果表明：大部分参与调查的学生认为词汇学习是一种单调、机械的活动；另外，初中生在词汇学习过程中使用的学习策略很有限。由此可见,要改变这一现象，最根本的是要转变学生的学习方式。本论文以英语探究学习中的策略意识为依据提出了一些词汇学习策略，以便让学生通过使用多种学习策略来找到适合自己的有效学习策略，
6、提高词汇学习的效率。关键词：探究式学习; 词汇学习; 词汇学习策略.Contents1. Introduction1 2. Literature review22.1 The Studies on Inquiry-based Learning22.1.1 The Definition of the Inquiry-based Learning.22.1.2 The Basic Theoretical Foundation of Inquiry-based Learning Mode32.1.3 The Basic Steps of Inquiry Process42.1.4 The Strat
7、egies for Inquiry-based Vocabulary Learning42.2 Research Question.43. Methodology.53.1 Research Setting and Subject Selection.53.2 Research Design and Procedure.53.3 Data Collection.64. Results and Discussions64.1 Data from Questionnaires.64.2 Data Analysis and discussions of the questionnaire.74.3
8、Some Practical Ways of Inquiry-based Vocabulary Learning84.3.1 To Guide Students to Inquire94.3.2 To Inquire by Co-operation.104.3.3 To Inquire by Activities.115. Conclusion.12References.14Appendices16 .List of Abbreviations IBL: inquiry-based learning.1. IntroductionVocabulary is essential to a lan
9、guage. It is the most important to peoples communication and language learning. Zhang Weiyou (1997, cited in David Wilkins, 1972) once summarized the importance of vocabulary: Without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Vermeer (1992:274) stated clearly,
10、“Knowing words is the key to understanding and be understood. The bulk of learning a new language consists of learning vocabulary. Grammatical knowledge does not make for great proficiency in a language”. From these statements, teachers and students who learn English as a Second Language will know h
11、ow important vocabulary is. In middle school, however, it is commonly seen that most English teachers pay little efforts to help students learn vocabulary. Meanwhile, most of students just make all efforts to memorize the words mechanically and inefficiently. With time on, they can only recall a few
12、 words from what they have recently memorized. Therefore, most learners complain that learning and memorizing vocabulary is very difficult and monotonous.Nowadays, the English Curriculum Standards emphasize students learning style, involvement, independent thinking and cooperation in the course of l
13、earning. Inquiry-based learning is one of the key components in the curriculum of comprehensive-practice activity in middle school. It helps them study and probe initiatively and freely, acquire knowledge, get into an active and creative study method, and remove their passive study habits so as to r
14、each the purpose of Quality Education. Thus, inquiry-based learning will instruct students to learn vocabulary effectively.The purpose of this thesis is to investigate the situation and existing problems of .vocabulary learning. At the same time, it will explore some vocabulary learning strategies a
15、nd propose several practical ways of inquiry-based vocabulary learning to improve students learning effect. 2. Literature ReviewInquiry-based learning has been researched in different subjects by many scholars both home and aboard. The research of the application of inquiry-based learning in English
16、 is not new. This part provides the research work on inquiry-based learning.2.1 The Studies on Inquiry-based Learning2.1.1 The Definition of the Inquiry-based LearningWhat is inquiry? There are many different definitions. The word “inquiry” originates from Latin word “in”, “inward” and “quaerere”. T
17、he National Science Education Standards of America defines inquiry as “the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work also the activities through which students develop knowledge and understanding of scientific idea
18、s, as well as an understanding of how scientists study the natural world”. Inquiry also refers to activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world (National Research Council, 1996). Acc
19、ording to Gunter & Estes (2003), it is a process of asking and answering questions. Students develop questions, collect and organize data related to the questions, analyze the data, and draw inferences or conclusions about the data to answer their questions.Inquiry-based learning (IBL) is a project-
20、oriented pedagogic strategy based on .constructivist and socio-constructivist theories of learning (Eick & Reed, 2002). (Net.1)Inquiry-based learning is not about memorizing facts, but it is about formulation questions and finding appropriate resolutions to questions and issues. Inquiry can be a com
21、plex undertaking and it therefore requires dedicated instructional design and support to facilitate that students experience the excitement of solving a task or problem on their own. Carefully designed inquiry-based learning environments can assist students in the process of transforming information
22、 and data into useful knowledge. (Net.2)IBL is a socio-constructivist design because of collaborative work within which the student finds resources, uses tools and resources produced by inquiry partners. Thus, the students make progress by work-sharing, talking and building on everyones work. (Net.1
23、)2.1.2 The Basic Theoretical Foundation of Inquiry-based Learning ModeDifferent learning theories are all based on the foundation of different language theories as well as the research on the language acquisition. According to Zhang Wenxia (2005), there are two theories that have main influence on f
24、oreign language teaching: one is the learning theory of behaviorism and the other is the learning theory of Constructivism. John Deweys philosophy and Constructivist views of learning are widely regarded as the basic theoretical foundation of inquiry-based learning mode. The inquiry-based learning g
25、rows from the philosophical foundations of John Dewey as well as the psychological underpinnings of constructivism. Students participate in varied hands-on activities, posing scientifically oriented questions, collecting and using evidence to answer questions, evaluating their explanations, and comm
26、unicating results with others.2.1.3 The Basic Steps of Inquiry Process.According to Gunter & Estes (2003), the intellectual strategies used by scientists could be taught to young learners. It will be developed into one approach widely accepted to inquiry-based learning. The basic inquiry process is
27、a process of asking and answering questions. Students develop questions, collect and organize data related to the questions, analyze the data, and draw inferences or conclusions about the data to answer their questions themselves. This is “the scientific method” applied to social studies.2.1.4 The S
28、trategies for Inquiry-based Vocabulary LearningHedge (2002:156-157) presents four basic types of learner strategy to us:1. Cognitive strategies: Cognitive strategies are thought process used directly in learning which enable learners to deal with the information presented in tasks and materials by w
29、orking on it in different ways. Examples of cognitive strategies are analogy, visual and auditory of memory repetition (i.e. imitating a model), writing things down, and inference (i.e. making guesses about the form or meaning of a new language item). 2. Meta-cognitive strategies: They involve plann
30、ing for learning, thinking about learning and how to make it effective, self-monitoring during learning and evaluation of how successful learning has been after working on language in some way.2.2 Research QuestionWith the urgent call for life-long study and quality education, the major objective of
31、 education is now experiencing a shift from a mere knowledge delivery, a “what” issue, to helping the learners to acquire the ways to learn, a “how” issue. Researchers have started to .show concern on helping the learners to develop not only English skills but also English learning strategies. Based
32、 on the literature review and the situation of students vocabulary learning, this thesis aims to study how to apply inquiry-based vocabulary learning strategies efficiently in middle school English learning.3. MethodologyIn an attempt to get an overall picture of the vocabulary learning of junior mi
33、ddle school students, a questionnaire was administered.3.1 Research Setting and Subject SelectionThis investigation was carried out in the period of internship of the author. It involved 33 students (around 15 years old) from Grade Three Class Seven in Wuxi middle school. They have learnt English fo
34、r two years before the investigation. According to the English Curriculum Standards issued by Education Ministry of China, the students are supposed to master about20002500 words and phrases, but most of the subjects were found to have a rather smaller amount of vocabulary through the author talking
35、 with their English teacher and checking their dictation and writing exercises book . So in this period, inquiry-based learning would benefit the students to receive some vocabulary learning strategies. At the same time, inquiry-based learning is also helpful to the development of vocabulary in Engl
36、ish learning in the future.3.2 Research Design and ProcedureThe purpose of investigating was to get an overall picture of the situation of junior .students vocabulary learning and to insight into what students can do and should do in learning vocabulary. The questionnaire was written in Chinese in o
37、rder to make the students understand the statements correctly and avoid the possibility of misunderstanding. 30minutes, which was enough, was given to students to complete the questionnaire during self-study class (see Appendix). 3.3 Data CollectionData came from the questionnaire and was worked out
38、 with the help of a calculator.33 copies of questionnaire were handed out to 33 subjects and 33 copies were returned. A thorough examination revealed that 29 copies were carefully filled, so data from them were valid.4. Results and DiscussionsThe result and discussions of the research are presented
39、as follows in accordance with the questionnaire.4.1 Data from the Questionnaire Each question has four answers (A is that subjects always do it, B is that subjects often do it, C is that subjects generally do it, D is that subjects never do it) and each answer in the questionnaire has different weig
40、hting (A, B, C and D weigh 1, 2, 3 and 4 respectively). Then, the author took the average of different questions and different types of strategies to analyze. Data from the questionnaire is listed in the following table. This table shows the students application of those strategies during the proces
41、s of learning vocabulary.Type StatementsAverageOf the statementAverage of this type1I read a new word until I can write it. 2.42I copy a new word until I can write it. 3.13I memorize a new word letter by letter. 24I memorize a new word by heart. 2.2Mechanical- Cognitionstrategies 5I read and copy a
42、new word repeatedly when I memorize it. 3.32.66I pay more attention to the similar root and form when I memorize a new word. 2.17The new words are classified according to the related categories when I memorize them. 1.98I put a tune of phrase is in constant use or the words is often used together wh
43、en I memorize them. 1.79I put a new word into a phrase or sentence when I memorize it. 2.110I always put the new words into the text or sentence when I memorize them. 2.111I use the word-formation rules and always apply them to helping me memorizing the words. 212I memorize the new words by some jin
44、gle or tips. 213When I look up the dictionary, I know the different meanings about the new word. 2.414I make use of context to guess the meaning of a new word. 2.715 I extend the vocabulary by reading the English book outside the text. 1.916I try my best to use the words I learnt in the real life. 2
45、.4Cognitionstrategies17I pay more attention to the culture background and occasion of a word when I used it. 1.92.118I attempted to find a better way to memorize a new word by compare the different way until I can find the best way to suitable for me.2.619After doing my homework, I always check the
46、spelling and correct it. 2.220I always find the reason when I make a mistake in the process of speaking or writing. 2.121I review the words regularly. 2.3Meta-cognitionstrategies22 I stipulate the numbers of words to recite in a day or a week. 1.91.8.4.2 Data Analysis and Discussions of the Question
47、naireThere are 22 questions in this investigation, including Mechanical strategies, Cognition strategies and Meta-cognition strategies. According to Lu Qi (2003), Mechanical strategies cover 1 to 5, Cognition strategies include 6 to 17, Meta-cognition strategies consist of 18 to 22. The average betw
48、een 3.5 to 4 means subjects always do it, 2.5 to 3.4 means subjects often do it, 1.5 to 2.4 means subjects generally do it, 1 to 1.4 means subjects hardly do it.The table shows that the average of Mechanical strategies are 2.6, the average of Cognition strategies are 2.1, the average of Meta-cognition strategies are 1.8. From these data, we see that s
