On Vocabulary Teaching Strategies In Air Force Academy Students EFL Classroom

iiWith the advent of the information age, the goal of current education tends more and more to improve one's ability and strengthen one's overall quality. It is impossible for one to adapt to this changing society with the knowledge acquired at school. The future society is a continuing learning society that requires people to learn throughout one's life. Thus, in today's educational situation, including English teaching, students'autonomous learning ability must be cultivated at school. Vocabulary is the fundamental part of language learning and is a big problem in students'English study. Vocabulary teaching strategies, especially autonomous learning strategies attract much attention and deserve exploring.Based on the theory of learning strategies of O'Malley and Chamot, this paper investigate academy students about their vocabulary learning vocabulary learning strategies. Quantitative methods were employed in the research. The quantitative data were obtained from a questionnaire responded by third-year non-English majors from Dalian Air Force Noncommissioned Officer Academy, so as to give insights into the students'actual beliefs and the application of vocabulary teaching and learning strategies in EFL classroom.The major findings can be summarized as follows:First, the academy students believe that words should be studied and used, but they also tend to believe that words can be acquired and memorized. Secondly, there is a lower response to the usage of learning strategies. Thirdly, there is a higher response to the helpfulness of learning strategies. Fourthly, Dictionary Use, Repetition and Note-taking are the most frequently used strategies. While Word Formation, Contextualization and Keyword are the least used ones. Fifthly, Dictionary Use, Repetition and Note-taking are considered the most helpful strategies. While Contextualization, Social Activities and Keyword are considered the least helpful ones. Sixthly, there are congruity and incongruity between the usage and helpfulness of the strategies. In light of the above findings, this paper suggests that certain learner training for learner autonomy in EFL vocabulary teaching and learning should be implemented, so that the academy students can be furnished with not only adequate skills for but also positive attitudes towards autonomous learning of EFL vocabulary and eventually establish a multi-dimensional vocabulary network of their own.