The Effect Of Vocabulary Learning Strategy On Depth Of Vocabulary Knowledge For Non-English Majors

In order to get a general overview of depth of vocabulary knowledge and vocabulary learning strategies of non-English majors, the thesis carries out an empirical research to investigate the current situation of depth of vocabulary knowledge and vocabulary learning strategies and their correlations.The thesis is based on depth of vocabulary knowledge theory proposed by Nation and vocabulary learning strategies theory proposed by O'Malley & Chamot. Nation divides depth of vocabulary knowledge into four types: form, position, pragmatic function and meaning, that is eight aspects: spoken and written; grammatical pattern and collocation; frequency and appropriateness; concept and association. According to O'Malley & Chamot's classification, vocabulary learning strategies are divided into three dimensions: meta-cognitive dimension, cognitive dimension and social/affective dimension. Among three dimensions of vocabulary learning strategies, the effective strategy is cognitive strategy and the study can conduct to learn depth of vocabulary knowledge by using it. Moreover, the survey shows that there are various degrees of correlations between depth of vocabulary knowledge and every dimension of vocabulary learning strategies; there is the most significant correlation between depth of vocabulary knowledge and association at cognitive dimension. The investigation is divided into pre-test and post-test. The aim of pre-test is to know the mastery of depth of vocabulary knowledge and the overall situation of vocabulary learning strategies; after more than four months of learning and exercising, post-test carries on. Based on O'Malley & Chamot's and others'researches on vocabulary learning strategies, students apply these effective vocabulary learning strategies to conduct their depth of vocabulary knowledge, and the author analyzes the relations and differences of depth of vocabulary knowledge between pre-test and post-test. 152 non-English major undergraduates in Henan University of Science and Technology take part in the experiment. All the subjects need to finish research instruments, which include a test paper of depth of vocabulary knowledge and a questionnaire of vocabulary learning strategies. (Words in the test paper are chosen from Integrated Course of College English.) The test paper includes three kinds of items on depth of vocabulary knowledge: (1). modified Word Association Test based on John Read's. (2). modified multiple choices based on Paribakht and Wesche's Vocabulary Knowledge Scale test. (3). sentence making. The questionnaire of vocabulary learning strategies is based on Gu and Johnson's design.The conclusions are as follows:(1). The mastery of learners'depth of vocabulary knowledge is not optimistic and rather limited. Moreover, scores in above three sections are not high, that is to say, learners are weak at mastering depth of vocabulary knowledge.(2). The use frequency of cognitive strategy ranks highest among vocabulary learning strategies at three dimensions, in addition, the use frequency of reviewing & testing at the meta-cognitive dimension ranks highest, and the use frequency of association and repetition in the cognitive dimension ranks highest. However, the use frequency of social/affective is very low.(3). The correlation coefficient between depth of vocabulary knowledge and selective attention is very high; in addition, the correlation coefficient between depth of vocabulary knowledge and association is quite high.In conclusion, the author believes that effective vocabulary learning strategies are helpful for improvement of depth of vocabulary knowledge.