A Study On The Learning Strategies Of English Vocabulary In Middle School

The amount of vocabulary that one masters will certainly affect his English level.Vocabulary learning is one of the more difficult tasks for senior middle school students.The thesis aims to study vocabulary learning strategies used by Yunyang middle schoolunderachievers of senior one. And it also suggests what teachers do to helpunderachievers to use strategies effectively. The research mainly employs thequestionnaire method. The questionnaire is based on o’Malley and Chamot’s systemconsisting of three categories: cognitive strategy, meta-cognitive strategy andsocial/affective strategy. In general, the investigated underachievers use variousstrategies. The cognitive strategy is considered as the most frequently used strategiesincluding practicing or using words, expressions. The meta-cognitive strategy is seldomused by the underachievers. The least frequently used social/affective strategy is ‘Ilearn or consolidate words through study-groups outside the classroom.’ Or ‘I learn orconsolidate words by practicing with a partner.’ At last, based on this investigation, itputs forward practical suggestions to these students having difficulties in Englishvocabulary learning. Certainly, it will do great help in helping the English teachers.They can make full use of the research outcome to put into their class when dealingwith vocabulary item. They can help their students make progress in English quickly. Ihope to make some contributions to my students, my teaching and to all the Englishunderachievers and teachers by writing this paper.