A Research On English Vocabulary Learning Strategies In Junior Middle School

Middle School English teachers have paid close attention to helping students improve their learning efficiency. However, students still have a lot of problems in enlarging their vocabulary which forms an important basis of English learning. There is an increasing demand of students'enlarging their vocabulary and how to help students study the vocabulary effectively becomes an urgent task.The present study on English vocabulary learning strategies of Chinese correspondence students is based on O'Malley and Chamot's(1990) classification of language learning strategies . According to O'Malley and Chamot , language learning strategies are divided into three groups : meta cognitive strategy, cognitive strategy and affective strategy. The study is designed primarily to investigate and identify the vocabulary learning strategies (TLS) used by Chinese Middle school students of English as a foreign language . The subjects of the present study are 200 Middle school students from No. Three Middle School.The researcher has collected the data by the following instruments:questionnaire and semi-structured interview.Results generated from the research are the following:(1) Middle School learners commonly believe that vocabulary should be learned in natural context and through practice, While they do not believe that vocabulary should be memorized; (2 ) generally speaking ,they employ a variety of vocabulary learning strategies ranging from metacognitive strategies to affective strategies;Based on the analyses of the data, the researcher draws some implications: Middle School Students should be introduced to various effective strategies, and teacher should pay more attention to training in vocabulary learning strategies.