The Study On The Correlation Between English Vocabulary Learning Strategies And Vocabulary Acquisition Effects Of Junior High School Students

For foreign language learners,vocabulary is the basic unit of language learning,and the accumulation and memorization of vocabulary play an important role in the development of basic language skills such as listening,speaking,reading and writing.Vocabulary learning is a long-term and gradual process.Using correct and effective vocabulary learning strategies can help students improve their vocabulary learning efficiency and achieve twice the result with half the effort.In this study,the author selected 277 students in three grades in a junior high school in Hohhot,Inner Mongolia as the subjects.Referring to the classification of vocabulary learning strategies by O’Malley and Chamot,Gu and Johnson,the author designed a vocabulary learning strategy questionnaire to analyze the current situation of vocabulary learning strategies used by junior high school students.Using the vocabulary specified in the English curriculum standards for compulsory education as the scope,the vocabulary test paper was designed to analyze the students’ vocabulary acquisition effect according to their learning situation and the focus of the entrance examination.The following three questions were analyzed: 1.What is the status quo of the employment of vocabulary learning strategies of junior high school students? Are there any differences between the students of different grades in the employment of vocabulary learning strategies? 2.What is the status quo of the vocabulary acquisition effects of junior high school students? Are there any differences between the students of different grades in vocabulary acquisition effects? 3.Are there significant correlations between vocabulary learning strategies of junior high school students and their vocabulary acquisition effects?The results of the study showed that junior high school students use all vocabulary learning strategies in the process of learning vocabulary,cognitive and meta-cognitive strategies are used more frequently,and social affective strategies are used least frequently.At the same time,there were significant differences in the use of vocabulary learning strategies among students in different grades,and the higher the grade level is,the more frequently vocabulary learning strategies are used.Secondly,there are significant differences in students’ vocabulary acquisition effects among different grades,and the higher the grade is,the better the vocabulary acquisition effect is.Thirdly,there is a significant positive relationship between English vocabulary learning strategies and vocabulary acquisition effect of junior high school students,that is,the more frequently vocabulary learning strategies are used,the better the vocabulary acquisition effect is.Further t-test results showed that students in the high score groups of the vocabulary test had higher levels of strategy use in total and in all dimensions than students in the low score groups of the vocabulary test.Based on the results of the study,the author makes suggestions for stimulating students’ initiative in vocabulary learning and improving the effectiveness of students’ vocabulary learning from two perspectives:teachers’ teaching and students’ learning.