A Study Of Vocabulary Learning Strategies Infiltration In Senior High School English Teaching

The paper reports on a study of vocabulary teaching and the observation of classroom vocabulary strategy infiltration in senior high school English class. It attempts to reveal the infiltration of vocabulary learning strategy in class and find some implications for vocabulary strategy teaching in high school. The main participants are two teachers and their students in one senior high school in Tianjin. The three research questions are:1. What are the two teachers’beliefs on vocabulary learning strategy teaching?2. Do the teachers’actual classroom teaching of vocabulary learning strategy accord with their beliefs?3. What is the actual use of students’ vocabulary learning strategies? The two teachers’classes were observed for eight times and they were interviewed for six times. Questionnaires were applied to see students’ use of vocabulary learning strategy, and make further analysis on whether students’use of vocabulary learning strategy were also influenced by the way of their teachers’teaching. The findings of the study are as follows:Firstly, both of the two teachers held almost similar beliefs about vocabulary learning strategy, but if we go into the detail, their opinions are more or less varied. It is also found that beliefs about vocabulary learning and meta-cognitive strategies have a further influence on the choosing and using of specific learning strategies. Secondly, teachers’ teaching of the strategies accorded with their beliefs, but it was influenced by their students’ situations and the required study aims as well. It is also clearly shown that every single strategy is mutually related. Thirdly, the results of the questionnaire showed that students’using of vocabulary learning strategy did not totally follow their teachers’ teaching. This may be because students need time to accept and adopt some new and hard strategies, furthermore strategy teaching should be as simple as possible.Due to the small sample size, the results yielded from this study will only serve as references to be tested in the future, but it is still expected that the results of the research will be helpful for vocabulary teaching.