The Effect Of Vocabulary Leaning Strategies Training On FD/FI Learners’ IVA Through Reading

It’s an important way to enlarge language learners’vocabulary size via acquiring vocabulary incidentally through reading, which has become a hot issue in the research of second language acquisition. At the same time, researchers both at home and abroad regard learning strategies as a key factor influencing learners’language learning. They have put forward many different ways of strategies training, but the researches on vocabulary strategies training based on FD/FI learners’difference are relatively not abundant. To a great extent, learners’ IVA through reading and vocabulary learning strategies use are influenced by their FD/FI cognitive styles.This paper tries to help students use vocabulary learning strategies better. Besides, the author will put forward some suggestions on English vocabulary learning and teaching. On one hand, teachers need to know students’status quo of vocabulary learning in order to help them in vocabulary learning and strategies use. On the other hand, students ought to learn to use vocabulary learning strategies and improve their vocabulary learning ability consciously.In this research, the following questions will be answered.1) Is there any relation between vocabulary learning strategies use and incidental vocabulary acquisition through reading?2) Are there any differences between FD/FI language learners on vocabulary learning strategies use and IVA through reading?3) Does vocabulary learning strategies’ training exert any influence on language learners’vocabulary learning strategies use and IVA through reading? If it does, what is influenced? Are there any differences on the influence of vocabulary learning strategies’training between FD/FI language learners?4) What are the opinions of FD/FI language learners on vocabulary learning strategies’training?There are92freshmen from two classes participating in this research. One is controlled class, and the other is experimental class. Before vocabulary learning strategies training, two classes were given pre-test of Vocabulary Learning Questionnaire and IVA through reading as well as Cognitive Style Figure Test. After four-week strategies training in experimental class, both classes received post-test on vocabulary learning strategies and IVA. The vocabulary retention of experimental class was tested in delayed test and then an interview was given to investigate students’views on strategies training. By analyzing the data collected, the following findings were revealed from this research.1) Learners’vocabulary learning strategies use and their IVA ability have significant positive correlation.2) FD and FI learners don’t show significant difference in IVA through reading, but they are different on the use of some strategies. FD learners use Contextual encoding and Immediate contextual guessing more frequently while FI learners are better at using Dictionary strategies for comprehension.3) Vocabulary learning strategies training influence the learners’strategies use and IVA through reading positively. Learners are affected on using the strategies of Immediate contextual guessing, Meaning-oriented note-taking, Use of word lists, Association, Use of word-structure, and Semantic encoding.4) The training effect on FD and FI learners is different. After training, FI learners use the strategies of Wider contextual guessing, Immediate contextual guessing, Use of word lists, Association/elaboration, Visual encoding, and Activation strategies more frequently than before. However, the training improves FD learners’use frequency of Looking-up strategies. The vocabulary retention isn’t different between FD and FI learners.5) FI learners are easier to make changes on vocabulary learning strategies use after training while FD learners tend to be more conservative.At the end of this paper, some suggestions on pedagogical implications were proposed as well as the limitations of this research and recommendations for further study.