A Study On College Students’vocabulary Learning Strategies From The Perspective Of Autonomous Learning

With the development of the research on vocabulary, vocabulary has caught much attention in the field of applied linguistics. Learners can not conduct English study and activities smoothly without vocabulary. Although the function of vocabulary in English learning has been accepted affirmation widely, vocabulary is still a big obstacle in learners’ English study. Learners can not express themselves clearly or they can not comprehend the real meanings of the text or the context because of vocabulary. How to make learners more efficient and effective in vocabulary learning has become the solution to solve the problem. Vocabulary learning can not be completed in the class under the teacher’s teaching; students can exert their autonomous ability better in autonomous learning environment. How to use vocabulary learning strategies is a worthy researching problem in autonomous learning.Under such background, in this thesis 150 freshmen from Northeast Forestry University were taken as its subjects. With the instruments of Vocabulary Learning Questionnaire and vocabulary level test, it tries to investigate the difference between two groups in using vocabulary strategies and the correlation of vocabulary quantity and strategies after the teacher’s training in comparing group. After the collected data is analyzed by SPSS, it draws the following conclusions:There is significant difference in the use of meta-cognitive strategies between the two groups of students after the teacher conducted the training of vocabulary strategies and autonomous learning in the comparing group; meanwhile, there is significant difference in the use of some cognitive strategies, such as using dictionary, between the two groups of students; there is significant difference in 5000-word level between the two groups of students. In the correlation analysis of vocabulary quantity and learning strategies, meta-cognitive strategies are positively correlated with vocabulary quantity, such as dictionary, notes and other cognitive strategies are positively correlated with the vocabulary size.Based on the analysis on these conclusions, this thesis further elicits some implications for current vocabulary teaching and learning. First, teachers and students should pay enough attention to learning vocabulary strategies and independent learning vocabulary no matter in class environment and autonomous learning time. China’s foreign language learning environment and classroom learning situation have failed to provide sufficient independent environment for students to learn and use vocabulary and students do not often use vocabulary strategies. Therefore, teachers should create their own independent learning time or learning environment to encourage students to learn vocabulary. In addition, the teacher should teach students some vocabulary learning strategies to encourage students to use vocabulary in independent study time. Secondly, students should master the specific strategies to use in different environments, and finally achieve systematic strategy use. Finally, students need to understand that strategy involves the use of a number of factors, not exist in isolation; it should be taken into account to decide what strategy to use.