Mongolian Junior High School Students Of Chinese Vocabulary Learning Strategies

Along with the deepen development of the bilingual education, Inner Mongolia autonomous region has established the very teaching mode,in which Mongolian students start to learn Chinese from second grade in primary school, implement bilingual way of teaching.Vocabulary learning is one of the important contents in the second language learning, no doubt of its importance. Now the teaching methods taken by Mongolian primary school is completely the copy of Chinese school using on language teaching, the way Mongolian students learning Chinese is the same like nationality students learning Chinese. While Mongolian as the unique background to Mongolian students, the uniqueness also affects Mongolian students to understand and grasp Chinese.A number of studies indicate that learning strategy and academic achievement has a significant positive correlation; it has significant return effect and direct effect to academic achievements. Learning strategies used can promote students' learning and improve students'academic performance. Therefore, to do research of middle school students on vocabulary learning strategies is important, and former researches about students'vocabulary learning strategies of Mongolian is a blank, no research yet.In this research, based on the definition and structure of learning strategies authorized the high reliability questionnaire of vocabulary learning strategies. The questionnaire adopts Likuta questionnaire, to investigate vocabulary learning strategies about junior Mongolian students, gained the conclusions as follows:A:learning strategies, Mongolian students use less of met cognitive strategy; the most is resources utilization strategy.B:met cognitive strategies:Mongolian students use less of plan strategy, selective attention strategy the most.C:the cognitive strategies:note less of Mongolian junior, the most is tactics.D:the resources use strategies:7 grade students stand on the highest level in this strategy using.E:social emotions strategies:grade eight and nine in this strategy use lie on the highest level.Based on the different sexes, different grades, and different achievement groups, analyze the students' vocabulary learning strategies. The conclusions are as follows:A:in the comparison of different genders, on Chinese vocabulary learning strategies, the overall level of girls are higher than boys and it is the same as the existing result. It indicates that girl's attitude and learning motivation towards study is better than boys, girls do better in language learning.B:about different grade, different from the previous studies, grade seven lies on the highest level, grade eight the lowest, grade nine in the middle class.C:in different achievements group:(a) The level of excellent students using strategy to learn Chinese vocabulary, in average, is significantly higher than scores medium group and poor performance group of students.(b) In the strategy choice, whether good or bad grades of students will use these strategies, but there are significant differences on their level. In comparison, good student use strategies actively while the students of poor performance use simplex strategies and in positive attitude.(c) Good student mainly do significantly better on the level of using planning strategy, using strategies and tactics on speculation than other strategies.D. in different schools, about learning strategy using, students in Inner Mongolia normal university stand on the higher level than students in Hohhot Mongolian School.E. in different time:Mongolian students learn Chinese from childhood do better in using learning strategies than students began to study from primary school.F. on the language used most in peacetime:in learning strategy using, students speaking mother language more stand higher than students speaking Chinese more.