A Study On Vocabulary Learning Strategies Of Non-English Major Students

The subjects of the present study are 186 non-English major sophomores from JiangXi Normal University. By means of the questionnaire and vocabulary size test, the present study attempts to examine students'beliefs and use of vocabulary learning strategies and explore the differences in employing English vocabulary learning strategies between high proficient students and low proficient students. It also aims at identifying differences in English vocabulary strategy use between female students and male students.To analyze the data, I use statistics instruments of SPSS 11.5. First, descriptive statistics shows the overall pattern of high school students'vocabulary learning beliefs and strategies. Second, an Independent-Test is used to compare the differences in employing English vocabulary learning strategies between two groups of students. Several findings are revealed from the present study. Firstly, most students believe that words should be studied and used. Secondly, students employ a wide range of strategies to learn EFL vocabulary. Of all specific vocabulary learning strategies, they make more frequent use of strategies, such as, selective attention, guessing strategies, dictionary strategies and note-taking strategies. Their least commonly used vocabulary strategies are semantic encoding and activation strategies. Thirdly, high proficient students and low proficient students show significant differences in the following strategies: selective attention, note-taking and context. Finally, female students and male students show significant differences in the following strategies: guessing strategies, note-taking strategies and contextual encoding strategies.On the basis of the findings in this study, the author tries to provide some valuable implications for English vocabulary teaching practice and learning. As for English teachers, they should first try to make the students be aware of the importance of English vocabulary learning beliefs and strategies. Secondly, teachers should try to create a pleasant learning environment for students so that students can reduce anxiety and strengthen confidence. Thirdly, teachers should teach students some vocabulary learning strategies and help them how to use those strategies appropriately in their classrooms. Finally, teachers need to be aware of the differences in vocabulary learning strategy use by different groups of students, and provide a wide variety of instructional techniques to cater for the needs of different groups of students.As for language learners, in the first place, they should be aware of what strategies they are using and try to learn new words through context and use. In the second place, students should also hold constant discussions on vocabulary learning strategies to select appropriate strategies for their vocabulary learning.