@dalehileman,
Hi Dal,
I am writing a paper in English. Could you proofread it for me and make it more natural and native-like?
The following is my abstract section:
Over the past three decades, many experts and scholars abroad and at home have conducted numerous researches into college students’ use of vocabulary learning strategies.This study used a questionnaire to investigate 27 excellent pupils’ use of the vocabulary learning strategies in a primary school in Wuhan to learn words in PEP Textbook 5A. The results revealed that the rank of most-to-least frequently used strategies were cognitive, social, memory, determimation, and metacognitive strategies. In cognitive strategy category, verbal and written repetition strategies were used most frequently and taking notes in class was least frequently used. In social strategy category, asking classmates most and teacher’s checking least. In memory strategy category, studing the spelling or sound most and connecting a word with personal experience least.
The following is my introduction section:
Given the significance of vocabulary to learning a language, research into vocabulary learning strategies has been of considerable value since 1970s (Brown, Thomas S. & Fred L. Perry, JR.,1991: 656), and from then on, numerous studies concerning this subject sprang up (Crow, J. T., & Quigley, J. R, 1985; Oxford, R., 1990; 吴霞, 王蔷, 1998).
In China, English studying is compulsory through Grade Three to Grade Six in primary schools, and it is paid full attention by teachers and most of parents, even the pupils themselves. Some pupils not only learn English at school, but also attend some English courses after school to improve English speaking ability or develop vocabulary. They have to do a lot of homework every night and go to sleep very late.
One of our teaching goals is to assist students in learning to learn in which learning strategies play an important role. By learning the strategies, students can learn more effectively and autonomically, and do not need to register for many English courses after school.
In light of this, this study aims to find out the most frequently used strategies used by 27 excellent pupils in Grade 3 in a primary school in Wuhan, and to suggest the useful and effective strategies in vocabulary learning for more pupils.
Answers to the following questions will be addressed in this study:
1) Of the all of the strategies, which strategies are most frequently used among the 27 pupils?
2) In each strategy category, which strategies are most frequently used among the 27 pupils?
3) What strategies do the 27 pupils use to learn new words in PEP Textbook 5A?
The results, on the one hand, can be employed by pupils to learn words, and on the other hand, the results can facilitate EFL teachers to develop pupils’ consciousness of strategies when they are young .