A Study On The Vocabulary Learning Strategies Adopted By Chinese Provincial University Non-English Majors

The present study attempts to explore the overall pattern of English vocabulary learning beliefs and strategies adopted by non-English majors in Chinese provincial university and the relationship between their vocabulary learning strategies and outcomes. In order to establish relatively satisfactory framework for this study, we design the questionnaire based on the framework of O'Malley and Chamot (1990), who defined three main types of learning strategies: Metacognitive strategies, Cognitive strategies and Social / Affective strategies. 227 sophomores in one university are asked to do the questionnaire and the vocabulary test. The vocabulary test includes a vocabulary size test and a usage test. The results of questionnaire and vocabulary test are inputted into computer and SPSS 13.0 statistical analysis is used to analyze them. Descriptive statistics is obtained to see the overall patterns of vocabulary learning strategies used by the students. Then a T-test is performed to examine the difference in using vocabulary learning strategies between good language learner (GL) and poor language learners (PL). Finally, a correlation analysis is made to probe how various strategies related to vocabulary test.The major findings are concluded as follows: (1) Generally speaking, the EFL learners in Chinese university emphasize the belief that"words should be studies and used"and that"words could be acquired"though they also tend to agree that"words should be memorized". (2) The students investigated in this study report to use a wide range of strategies to learn EFL vocabulary. Among the three dimensions of vocabulary learning strategies, Affective/Social Strategies are the most frequently used, followed by Cognitive Strategies and then Metacognitive Strategies. (3) A comparison study of vocabulary learning strategies adopted by good learners and poor learners demonstrates that in general good learners adopt more vocabulary learning strategies than poor learner do and there are significant differences in Affective/Social Strategies and Metacognitive Strategies in favor of good learners while no significant difference in Cognitive Strategies. (4) A correlation analysis between the vocabulary learning strategies listed in the questionnaire and the students'score in the vocabulary test demonstrates that Metacognitive Strategies, Cognitive Strategies and Affective/Social strategies are all positively correlated with vocabulary test, which indicates that these strategies are significant for vocabulary learning. In particular, Metacognitive Strategies are the most highly related strategy and it hence has the strongest influence on vocabulary learning. Next to it, it's Cognitive Strategies and the last is Affective/Social Strategies.