A Study Of Vocabulary Learning Strategy Training For Non-English Majors In Chinese Universities

Vocabulary learning is generally considered to be one of the most important and difficult components of English learning. So researchers and teachers have explored a lot in vocabulary learning in order to help learners to implementing effective vocabulary acquisition. Over the past two decades, research into vocabulary learning strategy (VLS) and their training has been on the rise both abroad and at home. Though great breakthroughs have been made in this field, compared with the research on other learning strategies, the research into VLS and their training is far from satisfactory and effective. Furthermore, the amount of study on VLS training actually conducted is far less than that of research made into VLS. So far there have been no reports on the results of long-term training on VLS as a whole intended for non-English majors. Though inconsistent results have been reported from these researches, at present, it is generally agreed that the application of different VLS is helpful for comprehending, memorizing and applying new words, and their training is an effective way to improve strategy use and vocabulary proficiency.This research is designed to resolve the problems in vocabulary learning and help learners to improve English vocabulary learning. It intends to examine the VLS use frequencies of non-English majors in Chinese universities, to put forward an effective VLS training model and to test the effectiveness of training. For these purposes a survey and a vocabulary levels test were carried out on 154 non-English majors in Taishan University (83 of whom are physics majors, and the other 71 students are from computer department) by following the definition and classification of VLS from Fan Lin and Wang Qinghua (2002:209-221), which was adapted from that of Gu and Johnson (1996:643-679) and by utilizing 3,000 word level of the Vocabulary Levels Test (VLT) (Nation 2001:417-424). Based on the results of the survey and the vocabulary recall test, the researcher conducted a one-semester VLS training session with the 83 students of them who are the experimental group by applying newly constructed training model which is the integration of Oxford's (1990) eight-step model with Weaver & Cohen's 1997 Strategies-Based Instruction (SBI). After training, the same modified questionnaire and vocabulary level test was again administered to the same two groups. The results show: (1) The training can greatly enhance both VLS use frequency and vocabulary achievement; (2) A weak correlation exists between increased VLS use and improved vocabulary proficiency and that only very few strategies can account for vocabulary proficiency variation. (3) The training program adapted from Weaver and Cohen' (1997) SBI and Oxford's (1990) eight-step model proved to be effective not only in the way of improving proficiency but also in the way of increasing VLS use.In light of the research, concrete pedagogical implications for VLS training and the suggested training model are discussed, and corresponding limitations and suggestions are included so as to promote future VLS training and improve English learning.This research will provide a new perspective on VLS training since it may be the first time to involve non-English majors in a long-term training program on VLS as a whole in China. This new perspective, together with the findings in the research, will help teachers make decisions in vocabulary strategy diagnosis, student counseling, and teacher training.Through the analysis and discussion of this research, the thesis will put forward some suggestions and implications for language teachers and learners, and perhaps for education policy makers as well.