A Comparative Research On English Vocabulary Learning Strategies Between High-achievers And Low-achievers In Grade Three Of High School

Vocabulary learning is a crucial part to learn English well for senior high school students.Without the support of vocabulary learning,it is extremely difficult for students to develop their ability of listening,speaking,reading and writing.However,to master the vocabulary that syllabus required has become a challenge for senior high school students.Therefore,how to cultivate students to use a variety of effective vocabulary learning strategies puzzles teachers in senior high school.Mastering effective vocabulary learning strategies has a great influence on vocabulary learning and English achievements.In the past twenty years,plenty of scholars have done some research on the definition and classification of English vocabulary learning strategies.What’s more,there are also some contrastive studies between high-achievers and low-achievers.This paper focuses on senior high school students.The subjects taking part inthe survey are 122 senior three students No.14 Middle School of Yueyang.The top 20%and the bottom 20%students are chosen as high-achievers and low-achievers.Through the investigation and analysis,this paper hopes to answer the following four questions:(1)What is the relationship between the use of vocabulary learning strategies and English achievements?(2)What are the characteristics of vocabulary learning strategies used by high-achievers?(3)What are the characteristics of vocabulary learning strategies used by low-achievers?(4)What are the similarities and differences between high-achievers and low-achievers in the use of English vocabulary learning strategies?The research findings are presented as follows:(1)There is a strong positive relationship between English achievements and three vocabulary learning strategies which contain self-monitoring strategy,word-guessing strategy and word-building strategy.There is a strong negative relationship between English achievements and mechanical memory strategy.(2)High-achievers use vocabulary learning strategies better than low-achievers.There is a significant differences in the use of meta cognitive strategies between high-achievers and low-achievers.High-achievers prefer to use meta cognitive strategies,especially selective attention strategy and self-monitoring strategy.(3)Low-achievers use cognitive strategies more frequently.More specifically,low-achievers often use mechanical memory strategy,while high-achievers prefer to use classification strategy,word-guessing strategy and word-building strategy.(4)Neither of them are good at using social strategies.According to the results of the survey,this study offers several suggestions for teachers to help students establish good habits of using vocabulary learning strategies.Firstly,teachers need to take some measures to help students develop a good habit of making plans and monitor their own vocabulary learning.Furthermore,teachers should try their best to train students to use word-guessing strategy and word-building strategy.Last but not least,teachers should encourage students to turn to teachers for help when they have troubles and learn to communicate and cooperate with each other.