A Correlation Study On Learner's Preference In Vocabulary Strategy System And The Imbalance In The Vocabulary Learning Outcomes

This thesis studies the possible correlation between junior high school students' preference in English vocabulary learning system and the imbalance among their learning outcomes when they learn different kinds of vocabulary.In their English vocabulary learning process, junior high school students have already implied some learning strategies, and obtained some strategy awareness. Thus, it is practical to study their learning strategy system. Meanwhile, in order to realize individualized learning and teaching in actual English vocabulary learning and teaching, we must first get to know their understanding and awareness in vocabulary learning strategy, their actual use of these strategies, and the outcomes related to the two aspects mentioned above. Although many researches have been done before by previous researchers, there are still many aspects which are worthy for further explorations.This study is based on the leaning strategy and vocabulary learning strategy theories of such researchers as Stoffer, Oxford, Gu Yongqi& Johnson, and Wen Qiufang. The subjects are chosen from a class of Junior Grade Two students in No.14 Middle School, Nanning, Guangxi. A categorized vocabulary test and a vocabulary learning strategy questionnaire are used to collect data. Then, t-test and Pearson correlation in SPSS are used to calculate and analyze the data.The statistics after data analysis show us, among the five items of strategy awareness and the five sorts of vocabulary learning strategies, only one item of strategy awareness, "the learner is crucial in vocabulary learning process", is negatively correlated to the imbalance among students' vocabulary learning outcomes. This result is not exactly the same as our expectation, so we analyze the correlations between the five sorts of vocabulary learning strategies and the learning outcomes of listening vocabulary, reading vocabulary and writing vocabulary, to find out the possible reasons to explain the result. Then, suggestions are offered based on this study, for example, the awareness of "the learner is crucial in vocabulary learning process" should be enhanced for students to achieve more balanced learning outcomes when they learn different kinds of vocabulary.The characteristics and creativity of this study are shown in the following two aspects. Firstly, it focuses on the imbalance among students'learning outcomes when they learn different kinds of vocabulary; secondly, a categorized vocabulary test is used creatively to collect data.This thesis falls into five chapters. Chapter One is introduction; Chapter Two, literature review; Chapter Three explains the whole research process; Chapter Four presents and explains the results; and Chapter Five concludes the whole thesis by pointing out the shortcomings of this study and offering advice for further research.