On Academic Vocabulary Learning Strategies Of Chinese Non-English Major University Students

Effective vocabulary learning strategy is particularly important for Chinese non-English major university students who frequently come across new academic words in their daily study and will use these academic words if they are to further their study. This paper comprehensively reviews second language (L2) vocabulary research and vocabulary learning strategies. After analyzing the curriculum and the current vocabulary teaching and learning strategies in China, it proposes that Chinese non-English major students adopt a systematic framework of vocabulary learning strategies according to their own situations in order to speed up academic vocabulary development. This framework suggests a combination of two approaches: promoting direct vocabulary instruction and learning strategies, and encouraging the use of indirect vocabulary learning strategies. The four most crucial direct vocabulary learning strategies are mnemonics techniques, word card, dictionaries and word part. Indirect vocabulary learning strategies can take many forms including reading, listening, speaking and writing. However, this framework emphasizes on extensive reading, which is arguably the primary way that EFL learners can build their reading vocabulary to an advanced level. The principal notion underlying this framework is that the most effective and efficient lexical development will occur when a sound balance is achieved between direct and indirect activities for L2 learners at all levels of their development. At the same time, University English teachers should develop in learners an awareness of alternative vocabulary learning strategies and make learners conscious of the need to develop an independent and structured approach to vocabulary learning.