A Study On Vocabulary Learning Strategies Training In English Learning In Higher Vocational Colleges

Since the 1970s, research and theory in second language education have shifted from examining the methods of teaching to investigating the processes of learning .In the last few decades, many researchers have been focusing on learning strategies. With the expansion of language learning strategy instruction research, the key issue is whether language learning strategy training (LLST) would result in learners' improvement in language learning.The author of this thesis carries out a study in two classes of Grade One in English department of Lanzhou Vocational and Technical College. The author carries out a one-semester training on vocabulary learning strategies (metacognitive strategies combine with cognitive strategies) of experimental group. This study aims to explore the effect of this instruction in the following two respects: 1.Whether can students learn vocabulary more efficiently through training? 2. Whether do students employ more vocabulary learning strategies through training?There are five parts in this thesis. Part One starts with a brief introduction to research background and necessity of the study. In Part Two learning strategies and relevant survey in this regard at home and abroad are presented. Part Three introduces the theory involved in this study, based upon Metacognitive theory, Anderson's cognitive theory, and theory of learning strategies as cognitive skills. In Part Four hypothesis , subjects, instruments as well as the training procedure are presented. T-test was carried out to compare the scores of two vocabulary retention tests between two groups before and after training; and then the results of employment of strategies between two groups before and after training. Each analysis is followed by the discussion in respective regard. Part Five is made up of conclusions, implications, limitations.The results of data analysis show that: (1) The students in experimental group can learn vocabulary more efficiently than those in control group through training; (2) The students in experimental group employ more vocabulary learning strategies than those in control group through training.