CAJ | 학술논문

本研究依据自主学习理论和词汇学习策略的研究成果，调查了85位大学一年级非英语专业学生的词汇学习笔记，研究英语学习者在大学学习阶段词汇自主学习的特点、词汇学习笔记对学习者词汇自主学习的优势作用和不足，认为：（1）大学英语学习者自主所学词汇主要集中在四级词汇水平，学习的词汇知识内容丰富，尤其特别依赖L1、关注词组搭配和丰富联想内化词汇来建立词汇网络；（2问汇笔记促进学习者词汇自主学习、发展学习策略。这一阶段学习者需要进一步发展元认知策略，以强化自主学习能力。期间，教师可以发挥更大的作用。
본연구의거자주학습이론화사회학습책략적연구성과，조사료85위대학일년급비영어전업학생적사회학습필기，연구영어학습자재대학학습계단사회자주학습적특점、사회학습필기대학습자사회자주학습적우세작용화불족，인위：（1）대학영어학습자자주소학사회주요집중재사급사회수평，학습적사회지식내용봉부，우기특별의뢰L1、관주사조탑배화봉부련상내화사회래건립사회망락；（2문회필기촉진학습자사회자주학습、발전학습책략。저일계단학습자수요진일보발전원인지책략，이강화자주학습능력。기간，교사가이발휘경대적작용。
Based on theories on autonomous learning and vocabulary learning strategy, this paper examined the vocabulary notebooks kept by 85 first year non-English majors in Chinese universities, to study the characteristics underlying their vocabulary independent learning, and the advantages and disadvantages of notebook-based vocabulary learning strategies. This study finds that (1) learners on this learning stage know clearly the targets of vocabulary development and actively develop the lexical network mainly through L1, collocation and word association; (2) vocabulary notebook triggers learners' vocabulary self-learning and develops learning strategies. What's more, this study shows teachers are supposed to guide learners to develop their metacognition strategies.