American Students Of Chinese Vocabulary Learning Strategies For Investigation And Analysis

This thesis is a study on the vocabulary strategies of American students and the relationship of the Chinese Vocabulary Learning Strategies and the learning result. There are two questionnaires in this paper, one is the adaptation of Gu& Jhnosn (1996) Vocabulary Learning Strategies, another is a test volume of the depth of vocabulary knowledge designed by myself. We asked 80American students in Alliance do the Chinese Vocabulary Learning Strategies questionnaire, and then 20 students in high level took part in the test of the depth of vocabulary knowledge questionnaire.Data was collected through the use of statistical software for analysis SPSS 17.0, results showed that:1) American students have a great agreement on the concept that we mentioned in the Chinese Vocabulary Learning Strategies questionnaire. They thought that the concepts "words need to be practiced in the communication" and "words need to be remembered by writing" are connected with each other.2) In the vocabulary learning strategies, the American students most commonly used strategy is cognitive strategies, followed by metacognitive strategies.3) The depth of vocabulary knowledge strategy is most relevant to metacognitive strategy. Cognitive strategies are high to related to the result of the depth of knowledge, but not statistically significant.4) The students who got a high mark use vocabulary strategy more often than the students who got a low mark, especially in metacognitive strategies.5) Through the interviews, we learned that social and emotional strategies are well used by the students who got a high mark but have not been fully utilized by the students who got a low marks.We will give some teaching suggestions to the vocabulary teaching of American students at the end of the paper.