Characteristics And Intervention Of Cognitive Strategies Of The Foreign Language Vocabulary Learning About Rural Junior School Students

Vocabulary is an important component of the language,So vocabulary learning plays an important role for the acquisition of language. Foreign vocabulary learning is the most basic and difficult task for students of rural junior middle school. The study on the Foreign language vocabulary learning cognitive strategies of rural junior middle students can benefit not only the theoretical development of learning?strategies but also the practical level of education。From the perspective of cognitive psychology,on the basis of rural junior middle school students ,with the international related research on Foreign vocabulary learning strategies, this research initially established one questionnaire of vocabulary learning cognitive strategies of rural junior school students by literature analysis and open questionnaire survey. And Analyzed the structure of these questionnaire titles by Project analysis, Exploratory factor analysis, Confirmatory factor analysis. based on the survey of whole condition of vocabulary learning cognitive strategies of rural junior school students,We last carried out intervention on organization strategies and comprehensive strategies of Foreign vocabulary learning cognitive strategies.The following results were obtained:1. The final questionnaire of vocabulary learning cognitive strategies of rural junior school students including 4 dimensions and 20 items:repeated strategies,coded strategies, organized strategies,and using strategies, and questionnaire with high reliability and validity.2. There was significant level difference in the use of Foreign vocabulary learning cognitive strategies of rural junior middle school students, the level of strategies as following: repeating strategies, using strategies, coding strategies and last organized strategies。 3. Except for repeated strategies,there was significant grade difference in the using of Foreign vocabulary learning cognitive strategies of rural junior middle school students. Grade 9 was the highest than Grade 7and Grade 8,also Grade 7 was higher than Grade 8.4. There was significant gender difference in the using of Foreign vocabulary learning cognitive strategies of rural junior middle school students.The use level of girls were higher than boys'5. Foreign vocabulary learning cognitive strategies of rural junior middle school students can significantly predict the Foreign vocabulary grades,especially organized strategies.6. There were significant improvement of Foreign vocabulary grades and the use level of strategies in two experimental classes by training of strategies. The effectiveness of comprehensive strategies intervention was better than single strategy.