A Study On The Correlation Between Vocabulary Learning Strategies,Breadth Of Vocabulary Knowledge And English Achievement Of Senior High School Students

Vocabulary learning is the necessary way to learn a language.Only when a certain vocabulary is accumulated,can the four basic skills of language learning:listening,speaking,reading and writing,be learned and applied.The results of vocabulary learning have a direct impact on learners’ English achievement.However,in reality,English vocabulary learning is a difficult task for most senior high school students.Therefore,how to improve senior high school students’ English vocabulary learning efficiency,increase learners’ English vocabulary,and thus improve their English performance is a problem worth exploring.This study is based on the vocabulary learning strategies theory proposed by O’Malleyc & Chamot and the vocabulary knowledge theory proposed by Nation(1990).At the same time,it makes a literature review on vocabulary learning strategies and breadth of vocabulary knowledge at home and abroad.The author chooses 101 senior high school students in Huaibei No.12 Middle School as the research objects,takes the English paper in the first simulated joint examination of senior high school in Huaibei City as the testing tool of English achievement,and designs the vocabulary breadth with Vocabulary Level Test based on English Examination outline for College Entrance Examination in China,while referring to Oxford(1990)Vocabulary Strategies Questionnaire and considering the actual English learning situation of senior high school students.This paper designs vocabulary learning strategies’ questions for senior high school students.By means of testing the vocabulary learning strategies,vocabulary breadth knowledge and English scores of senior high school students,this study used SPSS19.0 software to conduct descriptive analysis,independent sample T test and Pearson correlation analysis,so as to explore the correlation between vocabulary learning strategies,the breadth of vocabulary knowledge and English Achievement.The research shows as follows:(1)The results indicate that senior high school students’ vocabulary strategy selection and use in English vocabulary learning arediversified,and the overall level of vocabulary strategy use is low.(2)Metacognitive strategies and cognitive strategies in English vocabulary strategies have a significant positive correlation with the breadth of vocabulary and English achievement.There is a correlation between vocabulary breadth and English achievement.(3)There is a significant difference between high score group and low score group in the use of vocabulary learning strategies.(4)There is no significant difference between male and female students in the use of vocabulary strategies.Based on the above research,the author puts forward the following suggestions on how to promote the English vocabulary learning for senior high school students: Teachers should encourage students to design vocabulary learning plans according to their own situations and cultivate students’ sense of self-control,and supervise the completion of plans.In vocabulary teaching,teachers can introduce a variety of vocabulary learning strategies and methods to low-score students and encourage them to have a try.Teachers should shorten the distance with students,reduce the estrangement between teachers and students,increase cooperative learning activities among students and create a good environment for vocabulary learning and communication.