A Research On The Training In Learning Strategies Of English Vocabulary Of Vocational College Students

Many researchers at home and abroad note that learning strategy is one of the key factors in languagelearning, and the vocabulary which is the basic unit of a language plays a central role in language learning.Hence, how to learn vocabulary efficiently has become a hot topic. Recently, researches about the belief and thestrategy of vocabulary learning have been done by many researchers who are from foreign and home, but thesubjects mostly are from middle school and university. The research specifically for higher vocational collegestudents’ vocabulary learning strategy is very rare. This thesis aims to make a research on vocabulary learningstrategy in Jiuquan Vocational and Technical College.This research is developed from O’ Mally and Chamot’s framework of learning strategies. Thequestionnaire which is based on Gu&Johnson’s vocabulary learning questionnaire is slightly modified by theauthor. The aim is to learn about the following questions:(1) What vocabulary learning beliefs are held by vocational college non-English major students?(2) What strategies do vocational college students frequently use in learning English vocabulary?(3) After vocabulary learning strategy training, what is the effect on vocational college students’ vocabularyproficiency?(4) What are the differences in vocabulary proficiency between different majors when conducting the sametraining?The author attempts to do a survey among30learners to investigate the differences of learners’ belief andstrategy using before and after training by the questionnaire, to research the differences of vocabularyproficiency between experiment class and control class, and the differences of different major’s vocabularyproficiency before and after training by vocabulary test. According to the data, such conclusion can be made:(1) Most learners memorize vocabulary by mechanical memory before training, while after training themost popular beliefs held by vocational college students are “words should be learned through use” and “wordsshould be acquired through context”, but it still has a small number of learners prefer rote-learning;(2) No matter before training or after training, cognitive strategy is the most popular one, and followed bymeta-cognitive strategy and social/affective strategy;(3) Targeted vocabulary learning strategy training could improve the learning efficiency and use frequencyof vocabulary learning strategy;(4) There is seldom difference between different majors in vocabulary proficiency, after conducting similar trainingFinally, according to the conclusion, the author also gives some advice on vocabulary teaching, and someimplications and limitations are discussed and suggestions for future research are proposed.