Teachers' Teaching Beliefs Affect High School Students' Vocabulary Learning Strategies

Vocabulary is very important and difficult in foreign language teaching and learning. So, it is necessary for to search vocabulary strategies. Meanwhile, different teachers have different beliefs about it. There are many studies of vocabulary strategies and teacher’s belief till now. However, the internal relations between them have not received great attention. Whether the internal connection exists? How they affect each other? What are the implications to the future vocabulary teaching? The purpose of this study is to find the answers of the above questions from vocabulary learning strategies and teacher’s belief. Then, make some practical suggestions about vocabulary teaching and learning.The subjects are senior high school students from a common senior school in Nanjing. Later, testing123students and their3teachers in a random way of extraction and collecting data from vocabulary tests and vocabulary learning strategies questionnaires as well as individual interviews. The results showed that:low professional quality and curriculum standard misunderstanding as well as improper teaching methods are the main causes of the low frequency of the student’s vocabulary strategies. Finally, some practical suggestions raised by the writer from metacognitie strategies, cognitive strategies and affective strategies according to the results of study.