Vocabulary Learning Strategies Training Based On Perceptual Learning Styles

In the field of Second Language Acquisition (SLA), the studies on learning strategies are the most extensive and profound, while researchers on learning styles are on the march for just two decades. On the basis of those studies, researchers claim that a strong relationship exists between individual preferred styles and their choice of language learning strategies. Due to the major position of vocabulary in the second language acquisition, how to improve learners' vocabulary acquisition ability becomes a research focus. In recent years, ethnic English education in the region of the Yi Nationality, Liangshan Nationality Prefecture has been a concern for people of educational sector. Some researches focus on Yi students' English learning from the perspectives such as students' metacognitive strategies in reading, teaching models in reading/writing/translating/speaking courses and student's anxiety, personality, but Yi students' learning style and learning strategies training are hardly touched upon.The present study attempts to explore the relations between the perceptual learning styles and vocabulary learning strategies based on the data obtained from a study conducted at Yi department of Xichang College. More specifically, in this study, 39 Yi English sophomores complete two questionnaires about perceptual learning styles and vocabulary learning strategies. The data are completed by SPSS. As the correlations show, there are correlations between perceptual learning styles and vocabulary learning strategies. For instance, the auditory learning style is closely related to dictionary using strategy. So a hypothesis is put forward that if the subjects with the same style are trained with the correspondent vocabulary learning strategies, it is possible that their vocabulary acquisition can be improved.Based on this hypothesis, eight female students who belong to the auditory learning style are chosen as the subjects for the dictionary using strategy training. The subjects chosen are randomly divided into two groups: the experimental group (N=4) and the control group (N=4). Before the training, they receive the pre-test on English vocabulary level. During the training, the experimental group receives the regular twelve-week strategies-based instructional treatment, while the control group receives the regular twelve-week language course. After the training, both groups finish a post-test paper on English vocabulary level. The qualitative and quantitative data analyses show that the students receiving the training of certain strategy make a more significant improvement in vocabulary learning than those without such training. In other words, the strategy training based on the learning styles can benefit the learners' vocabulary acquisition. Meanwhile, this study proves the feasibility and effectiveness of the strategy training on Yi students.As Yi college students present some different characteristics from other students, some suggestions about their vocabulary learning are specifically given in this paper. On the basis of the study, the thesis puts forward some implications for learners' self-awareness of style preferences and strategy preferences, and some interpretations about style- and strategy-based instruction.