On English Vocabulary Learning Strategies And Strategy Training Of Senior Middle School Students

Vocabulary learning strategies is a hot issue in the study of second language acquisition.This study aims to discover the overall pattern of English vocabulary learning strategies employed by senior students in middle schools,and to find out whether explicit strategy training effectively improves their English vocabulary learning.Based on Schmitt's vocabulary learning strategies taxonomy(2002),the research carried on an investigation into 40 senior middle students' overall pattern of English vocabulary learning strategies.The instruments used in the study are one questionnaire,two English vocabulary tests and oral interviews after the training.The results of this study reveal that students commonly use rote-learning strategies and are not familiar with more effective English vocabulary learning strategies during their vocabulary learning processes;four strategies,namely, consulting dictionary,written repetition,word list and keeping a vocabulary notebook have higher frequency of application in vocabulary learning;students still lack awareness of using meta-cognitive;and social strategies in their vocabulary learning and they prefer cognitive strategies and the students' post-test scores after the English vocabulary learning strategy training are significantly different comparing their pre-test scores before the training.This thesis analyses these findings respectively,and offers some implications for both students and teachers in English vocabulary learning and teaching.