A Survey On The Application Of Cognitive Strategy To Students’ English Vocabulary Learning In A Junior High School

Vocabulary is the basic material for language.Vocabulary plays an important role in the whole process of language learning.According to Compulsory Education English Curriculum Standard(2017),students are required to learn to use 1500-1600 words and 200-300 idioms or collocations when graduating from junior high school.However,the English learning has always been an obstacle for Chinese students.The related studies done at home and abroad concerning the vocabulary learning strategies and its training indicate that vocabulary learning strategy has a positive impact on students’ English learning.Based on the current situation,the researcher chose to conduct a survey research on the cognitive strategy used by junior high school students in their vocabulary learning.This paper is based on the questionnaire survey method,supplemented by individual interviews and tests.The research questions are as follows: 1.What is the overall situation of students’ application of cognitive strategy to vocabulary learning in the investigated junior high school? 2.Are there any differences of using cognitive strategy for vocabulary learning between male and female students? If yes,what are they? 3.What is the correlation between students’ use of cognitive strategy and vocabulary achievements?Based on the above questions,the use of vocabulary cognition strategy of211 students in Lei Feng Junior High School in Fushun was investigated.The data was analyzed by SPSS,using a combination of quantitative and qualitative research.The conclusion was drawn from the analysis of the valid data collected.First,in all vocabulary learning cognitive strategy surveyed,organization strategy was used high frequently,and the lowest frequency was selection attention strategy.Second,there were some differences between male and female students in the use of vocabulary learning cognitive strategy,but not very significant.The use of cognitive strategy in vocabulary learning of female students was slightly more frequent than male students.Third,there was a significant positive relationship between cognitive strategy and vocabulary achievements.According to the results of this survey,the methods that teachers should adopt in vocabulary teaching are proposed.It is expected that the findings could offer some references for vocabulary teaching and learning.