Vocabulary Learning Strategies For The Students In Rural Middle School

On the basis of the theories of vocabulary learning strategy, we made an investigation into English vocabulary learning strategies for the students in Rural Middle School. This investigation was divided into two stages. First, a questionnaire was adopted to identify the variables, and25items were identified and used as implicit conceptions of the students for vocabulary learning strategies. Then a5-point scale was designed for240participants to evaluate the trueness of the25items (the statements of vocabulary learning strategies). All the elicited data were processed with the major technique of Factor Analysis. The results indicated that6factors were considered to be the most important by the subjects, including Autonomous Learning and Self-evaluation, Guessing with Specific Context, Memorizing through Classification and Association, Memorizing through Repetition, Awareness of Learning Difficulties, and Reciting Words Lists in the Text Books. Among them, autonomous learning was the best predictor of English vocabulary learning strategies. The Result also indicated that good students were more adept at using a variety of vocabulary learning strategies than poor students and as far as English words learning concerned, poor students more easily felt it difficult than good students.