A Study On English Vocabulary Learning Strategies Of Non-English Major Tibetan College Students

In recent years,many domestic researchers have done a lot of fruitful work on vocabulary learning strategies.However,most of these studies have focused on Han students,and relatively few studies have been conducted on ethnic minority students.Have been influenced by the unique religious culture,customs and habits,etc.,Tibetan students' application of vocabulary learning beliefs and strategies are different from that of ordinary learners.The purpose of this study is to explore the vocabulary learning beliefs and the general tendency of vocabulary learning strategies for Tibetan college students,the most and least frequently used vocabulary learning strategies by Tibetan college students,the strategy using differences between students of different genders and different language proficiency,and the relationship between vocabulary learning strategies and vocabulary size.By applying the way of case analysis,taking non-English major students from Tibet Agricultural and Animal Husbandry College as research object,this research does an empirical study.Supplemented by questionnaires,tests and interviews,the research makes a quantitative and qualitative study on learning beliefs and learning strategies of Tibetan college students for English vocabulary.The results show that:(1)Tibetan college students generally believe that words should be learned in use,rather than rote memorization,and they have a relatively low recognition of the concept that words should be learned in context.(2)The use of English vocabulary learning strategies among Tibetan college students is generally at a moderate level.Among these three categories of strategies,cognitive strategy is the most frequently used,followed by social/ affective strategy,and meta-cognitive strategy.(3)Through independent sample T test,it is found that there is no significant difference in the use of meta-cognitive,cognitive and social/ affective strategies among Tibetan college students of different genders(male and female),but there exist differences in the use of specific sub-strategies of different types.Tibetan college students with different language proficiency(group of high scores and group of low scores)are significantly different in the use of meta-cognitive strategy and cognitive strategy,but there is no significant difference in the use of social/ affective strategy.(4)The correlation analysis shows that there is a significant correlation between the use of vocabulary learning strategies and vocabulary size among Tibetan college students.It finally concludes that Tibetan college students can be used as a reference and inspiration for ethnic college students' English vocabulary learning and teaching in this area.On the one hand,teachers should help students to establish a correct ideas of vocabulary learning,cultivate students' awareness of the use of strategies,guide students to actively try a reasonable choice of strategies,and pay attention to the uniqueness of the use of strategies by ethnic students.On the other hand,students are expected to consciously change their beliefs of vocabulary learning,actively play the role of learning subjectivity,accurately understand their own learning characteristics,enhance learning motivation,and improve the efficiency and confidence of English vocabulary learning.