An Investigation And Analysis On The Vocabulary Learning Strategies At High School

Vocabulary learning is the foundation for English learning. The success of English learning cannot happen to a learner without acquiring a certain vocabulary. Vocabulary learning, for a senior high school student, can make the difference between success or failure in English learning to a certain extent. Actually the performance of learning vocabulary relies on how the learner use the different strategies to learn vocabulary in some degree. Accordingly, it is of important realistic significance to investigate the details of how senior high school students use strategies to learn vocabulary.The thesis selects students from a senior high school in Nanjing as sample to diagnose the underlying motive of vocabulay learning strategies from the angle of vocabulary belief,resource strategy,social strategy,adjusting strategy and cognitive strategy by means of,questionnaire,interview surveys and literature review.There are five chapters in this thesis.The first chapter introduces research background from the angle of new curriculum reform and current vocabulary teaching, and it also depicts the purpuse of the study, the significance, the methods of the study and the contents.Chapter two is about theoretical basis of the study and some relevent study, such as the classification of learning strategies and definition of some relevent concepts.Chapter three concerns the the implementation and the results of the investigation.Chapter four analyze the present situation of vocabulary learning strategies in senior high school.Based on the analysis of the findings, the last chapter draws the conclusion and offers some suggetions.The research reveals that senior high school students are generally aware of the importance of vocabulary learning to improve English, but they implement those strategies not so effectively. Further, there are gender differences in adopting strategies between male students and female students. There are statistically significant differences in the levels of applying strategies between students who have higher scores and students who have lower scores in learning English. However, there are no significant differences among different grade levels.