A Study On The Correlation Between Vocabulary Knowledge And Vocabulary Learning Strategies Of Non-English Majors

Vocabulary knowledge and vocabulary learning strategies are two of the hot issues in the researches on vocabulary acquisition. However, most of the researches have limited to estimating breadth of vocabulary knowledge but neglected depth of vocabulary knowledge. The present study, based on the vocabulary knowledge framework put forward by Nation, the classification of learning strategies posed by O'Malley and Chamot , aims at assessing the relationship between both the two aspects of vocabulary knowledge and vocabulary learning strategies of non-English major students, answering the following specific questions:1. What is the overall situation of Chinese non-English majors'vocabulary knowledge, both their breadth and depth of vocabulary knowledge?2. What is the general tendency of vocabulary learning strategies employed by Chinese non-English majors?3. How do vocabulary learning strategies correlate with both breadth and depth of vocabulary knowledge?4. Is there any difference in the use of vocabulary learning strategies between good and poor learners? Is there any difference in strategy use in the learning of breadth of vocabulary knowledge and in-depth vocabulary knowledge?102 second-year non-English majors of Chongqing University took part in the investigation by finishing two tests of vocabulary knowledge and a questionnaire of vocabulary learning strategies. Based on the data collected and analyzed, conclusions are drawn as follows:1. The second-year non-English major students have only basically known the words at 3,000-word level, and their depth of vocabulary knowledge is also not satisfactory, so more efforts should be made to meet the requirements of College English Curriculum Requirements. In addition, the two dimensions of vocabulary knowledge are closely correlated with each other.2. The students employ a large variety of specific strategies. The frequently used strategies are dictionary use, self-management, memorization, affective control, and selective attention.3. Most of the strategies that are significantly correlated with breadth of vocabulary knowledge are also correlated with depth of vocabulary knowledge. They are reviewing & testing, dictionary use, selective attention, and memorization strategies.4. Strategies in which good depth of vocabulary learners differ from poor depth of vocabulary learners are more than the strategies in which good and poor breadth of vocabulary learners differ from each other. Compared with the learning of breadth of vocabulary knowledge, in-depth vocabulary knowledge learning requires a combination of more vocabulary learning strategies.The findings of the study suggest that it is necessary to realize the importance of in-depth vocabulary knowledge during vocabulary teaching and learning, and learners should be trained to develop suitable strategies for more effective vocabulary study.