A Study On Vocabulary Knowledge And Vocabulary Learning Strategies Of English Majors In Institutes Of Science And Technology

Vocabulary is one of the three core elements of English and foundation of English learning. From the past decades, competence of lexical knowledge gradually has been identified as a part of language competence. And recently much importance has been attached to second language vocabulary acquisition. Studies on vocabulary knowledge were mainly focused on vocabulary size (in-breadth vocabulary knowledge). With the deepening of studies on vocabulary, linguists gradually realized that learners'competence should be measured by their in-breadth vocabulary and in-depth vocabulary knowledge as well. In-breadth vocabulary knowledge,which is identified by some linguists as vocabulary size, refers to the number of words for which a learner has at least minimum knowledge of meaning. Depth of vocabulary knowledge is defined as a learner's level of knowledge of various aspects of a given word. English learners'mastery of vocabulary knowledge at both dimensions of breadth and depth is significant component of their language proficiency, and it reflects directly the learners'English level. Solid mastery of vocabulary knowledge helps to boost their English learning in various aspects. Thus, it is of significance to investigate the situation of English learners'vocabulary knowledge learning and enhance their mastery of vocabulary knowledge.In China, universities that set up English department can be classified into five types: foreign languages universities, comprehensive universities, universities of science and technology, normal universities, and academic schools. Developing mode, content and progress in cultivating English majors vary with different types of universities. Compared with other universities, universities of science and technology have short history of development for English discipline, and developing environment for English discipline is not as advantageous as others. Correspondingly, English learning environment for English majors in these universities is specific, which makes them specific English learning group and therefore, the subjects of the present study. This thesis, based on vocabulary knowledge framework and vocabulary learning strategies, conducts an investigation into the present situation of their vocabulary knowledge learning through vocabulary knowledge tests and a questionnaire. The result shows that: (1) Breadth of vocabulary knowledge/vocabulary size of the subjects is insufficient, which is far from the requirement of the syllabus for English majors. And their mastery of depth of vocabulary knowledge is far from adequate. (2) Generally, the subjects employ a variety of vocabulary learning strategies at metacognitive, cognitive levels. The most frequently used ones are self management, dictionary use, memorization and note taking, while reviewing and testing, plan making and implementing, learner autonomy are seldom used. Social/affective strategies, as one general classification of vocabulary learning strategies, are used with rather low frequency. (3) Various vocabulary learning strategies are correlated with in-breadth vocabulary knowledge to different degrees; in-depth vocabulary knowledge correlates with various vocabulary learning strategies at varying degree except social activities.