A Study On English Vocabulary Learning Strategies Used By Preparatory Undergraduates Of Ethnic Minority

Vocabulary learning strategy is a hot issue in the study of SLA, into which a lot of researches have been made abroad and in China. The researches abroad center around the classification of the vocabulary learning strategies (VLS) or the description of strategy or strategies of particular groups of learners and some researches go to the theoretical framework for evaluation and training.The last decade has witnessed the development in breadth and depth in the research of this domain in China. These studies provide the insight into the general characteristic of the strategy usage of the Chinese students, which have greatly enriched the understanding of the vocabulary learning process of the Chinese students.The study is developed from O'Malley and Chamot's framework of learning strategies, which investigated the strategy application of preparatory undergraduates (PU) who were chosen from Ganjiang Vocational College. The researcher examined the relationship between gender and proficiency and the self-reported language learning strategy application of 153 PU. The general aim was to identity learning tendencies and patterns that were characteristics of this specific learning group. It was supposed to contribute to making a clear and comprehensive description of English learning strategy application of students at different levels, so that we can better understand individuals'needs, and in particular, help them to exploit strategies that may enhance their language learning.By using SPSS, the analyses of the data reveal:Generally speaking, the investigated students employ a variety of VLS at metacognitive, cognitive and social/ affective levels. The frequency of the three broad categories of VLS is: cognitive strategy > metacognitive strategy> social / affective strategy. Statistical analysis shows that the factor of gender plays a role in influencing the learners of VLS used; girl students are found to use metacognitive strategies and some categories of cognitive strategies significantly more often than male counterparts when coping with the task of learning vocabulary. Results from the study also indicate that cognitive strategies are most frequently used when students learn vocabulary, while affective strategies are least frequently used. Finding from this study could help teachers identify appropriate strategies to facilitate the learning of students'vocabulary.