Problems And Solutions: Lexical Learning Strategies For Junior High School Students With English Learning Difficulties

After entering the junior high school,English learning starts to become systematic,and the demand for vocabulary is also increasing.This situation leads to the emergence of many students with English learning difficulties.Although many linguists and educators have actively explored lexical learning strategies and obtained good academic achievements,so far,most of the researches on lexical learning strategies of junior high school students with learning difficult ies in China are only at the level of investigation,and their breadth and depth need to be improved.Therefore,this study aims to search for training methods of English lexical learning strategies for junior high school students with learning difficulties and test their effectiveness through the factual teaching experiment.Based on the learning strategies advocated by O?Malley,J.M.& Chamot,A.U.,this study divides lexical learning strategies into three categories: cognitive strategies,meta-cognitive strategies and affective strategies.By means of the combination of qualitative and quantitative research methods,this study first analyzes through the questionnaire survey the English lexical learning strategies? use of students from the experimental class and the control class,and thus determines a suitable group of experimental subjects who are then specifically classified into four different categories according to their insufficiency in different lexical learning strategies: students lacking of cognitive strategies,students lacking of meta-cognitive strategies,students lacking of affective strategies and students lacking of the full-dimensional lexical learning strategies.After that,the experimental group is given special targeted training on relevant lexical learning strategies they lack.Finally,the researcher tests the effectiveness of this educational experiment by means of data analysis of English post-test results,the survey results of the same questionnaire as used before the experiment,students? weekly diaries of training and the teacher?s observation records of training.The experimental results show that the English scores of the experimental class to which the experimental group belongs are significantly higher than those of the control class to which the control group belongs,and the experimental group?s English scores and the level of lexical learning strategies after the experiment are significantly higher than those of the control group.What?s more,the confidence of the experimental group in lexical learning is greatly improved compared with that before the experiment,and their psychology in learning English and even other subjects are also improved.The training experiment of lexical learning strategies basically reaches the original intention of this study.Thereby,this study can provide certain theoretical support for junior high school English education and teaching or school psychological counseling,and provide effective lexical learning strategies and strategy training methods for front-line English teachers from the junior high school in terms of teaching and management.