A Comparative Study Of Vocabulary Learning Strategies Used By Han And Mongolian Students Of English Majors

In the last decades, lots of researches at home and abroad have focused on thelearners’ role in second language acquisition. Among them, the studies on languagelearning strategies mark a true explosion in the area. On the basis of characteristics ofgood language learners, scholars put forward a series of definitions and classificationsof language learning strategies. Meanwhile, full attention has been given to therelationship between language learning strategies and language competence and thefactors that affect the choice of those strategies. Vocabulary is the basic element in alanguage, and language learning strategies are vital in improving the languagecompetence. Hence, it is highly necessary for us to probe into the vocabulary learningstrategies. There are a lot of studies about the specific strategies that can effectivelyimprove the vocabulary learning, such as Cohen&Aphek (1981), Brow&Perry (1991),Price (1996), Hulstijn (2000). Schmitt’s (1997) study provided us a good example forreference. In China, empirical researches spring up, such as Chen&Zhang (2001).Comparatively speaking, the researches about vocabulary learning strategies in ethnicgroups are quite few.The present study adopted the scale designed by Schmitt (1997). The comparativestudy of vocabulary learning strategies was made during the111English majors of Hanand Mongolian nationalities through both quantitative and qualitative approaches. Toget a thorough understanding of use of vocabulary learning strategies, the thesisattempts to answer the following three questions:a) What vocabulary learning strategies do Han English majors employ in theirlanguage learning?b) What vocabulary learning strategies do Mongolian English majors employ intheir language learning?c) What are the similarities and differences in using vocabulary learning strategybetween the two different nationalities?The data from questionnaire of two groups was analyzed by SPSS17.0.Meanwhile, interviews were conducted to reveal the use of strategies in two groups.The conclusion was that: a) for students of Han nationality, memory strategieswere most frequently used, and cognitive strategies and determination strategies rankedthe second and third; the social strategies under consolidation strategies were least frequently used. b) determination strategies and cognitive strategies ranked the secondand third in the Mongolian group. c) significant differences were discovered in thefollowing aspects: overall strategies, determination strategies, memory strategies andcognitive strategies.In accordance with the conclusion, the author at last made some suggestions on theteaching and learning in vocabulary acquisition.