An Explorative Study On Vocabulary Learning Strategies Of Non-English Majors

Since 1970s in western countries, teachers and researchers' interest in language learning strategies and their training has been increasing with the intent to help learners become more effective and autonomous. Most of these study yield positive result, but how language learning strategies should be taught is an open question. Researches into language learning strategies in China began in 1980s, but as a country engaging the most EFL learners, the research on language learning strategies is neither broad, nor further enough. There is not much empirical research on strategy training; if any, seldom these strategy investigations about strategy training discuss about college students in underdeveloped area, not to mention report of language learning strategy training. Therefore, the writer plans to conduct an investigation and experiment to have more or less the idea of how the college students in underdeveloped area, such as Guizhou, learn English and how does strategy training work on them.Based on linguistics, cognitive psychology and social statistics, the author performs a strategy training on a Grade 2005 non-English major class for one semester. By quantitative and qualitative analysis, the current study reveals the characteristics of vocabulary strategy use of non-English majors and the one-semester training program follows. The training program is divided into two parts: awareness training and task training (strategies-based instruction). The latter also includes two parts: in-class training and after-class practice. Vocabulary learning strategies is provided and integrated into actual language learning practice in order to help students apply these strategies to their vocabulary learning process. After one semester, the effects of strategy training are evaluated. The results are listed as follows:Firstly, strategy training raised the strategy awareness of students in the...