A Study On Correlation Between Vocabulary Learning Strategies And Vocabulary Acquisition Of Non-English Majors

Second language vocabulary knowledge and vocabulary learning strategies are two important aspects of second language acquisition. In recent years, hot issues have been aroused on these two factors by a large majority of researchers. Second language learners'cognition of vocabulary, which refers to how well a word is learned, determines the vocabulary knowledge. Among all the factors affecting learners'depth of vocabulary knowledge, vocabulary learning strategies play a critical role. The present study, which is based on the vocabulary knowledge framework put forward by Nation, and the classification of learning strategies proposed by O'Malley and Chamot, aims at assessing the correlation between vocabulary learning strategies adopted by non-English major students and the depth of their vocabulary knowledge. This study is intended to seek the answer to the following questions:1. What is the overall frequency of the three broad categories of vocabulary learning strategy by Chinese non-English-major college students?2. What are the differences in strategy use between high-proficiency students and low-proficiency students?3. How do vocabulary learning strategies correlate with the depth of vocabulary knowledge?The instruments used for gathering data in this study include a vocabulary learning strategy questionnaire, and a depth-of-vocabulary-knowledge test. 60 non-English major freshmen in two classes taught by the author in a university of science and technology were invited to participate in the study. The questionnaire is adapted form Gu and Johnson's questionnaire aiming at investigating the overall frequency of learners'vocabulary learning strategies. The mean scores and standard deviation of each strategy will be analyzed to show what strategies the subjects most frequently use. An independent T-test is used to analyze the differences in the use of vocabulary learning strategies adopted by high-proficiency and low-proficiency learners. Finally, all the data gathered from the questionnaire and the depth of vocabulary knowledge test will are put into SPSS in order to analyze the correlation between each vocabulary learning strategy and learners'vocabulary knowledge depth. Based on the data collected and analyzed, conclusions are drawn as follow:1. The students employ a large variety of vocabulary learning strategies. The frequently used strategies are selective attention, repetition, using dictionary, note-taking, guessing, and affective control strategies.2. There are differences in the use of vocabulary learning strategies between high-proficiency and low-proficiency students. The most frequently used strategies of high-proficiency students are selective attention, reviewing, contextualization, grouping and note-taking which are seldom used by low-proficiency students. 3. A lot of vocabulary learning strategies are correlated with the depth of vocabulary knowledge at different levels. The most significantly correlated strategies are planning, self-monitoring, reviewing, contextualization, word parts, note-taking, lowering anxiety and training perseverance.The findings of the study suggest that it is necessary to bear in mind the importance of in-depth vocabulary knowledge during vocabulary teaching and learning, and that learners should be trained to develop suitable strategies for a more effective vocabulary study.