| Some students become low achievers for various reasons in the process of English learning in high school.These English low achievers often run into one confusing problem,to be specific,they spend a lot of time on English vocabulary learning but the effect is bad,and there are still some unknown words.Many English teachers also find that vocabulary learning is the difficult problem that many low achievers of English in Senior Two face in the process of English learning.Whether low achievers in Senior Two have problems in English vocabulary learning strategies is worth studying.In order to know the actual situation of vocabulary learning strategies of low achievers in Senior Two,this study investigated and interviewed vocabulary learning strategies of low achievers in Senior Two and tried to answer the following two questions:1.What are the general characteristics of low achievers' English vocabulary learning strategies in Senior Two?2.What are the typical problems of low achievers in vocabulary learning strategies?This study defines English low achievers in Senior Two as some ordinary high school students who have normal intelligence and have no psychological defect.But these students' English learning efficiency is low.At the same time,their English achievement can't meet the minimumrequirement of Senior High School English Curriculum Standards(Experimental)(2003).In addition,the English low achievers in this study must meet the following three conditions: First,the exam scores are in the bottom 20 % of the location of the whole grade in recent two formal examinations.Second,they failed in the English tests in two formal examinations(full mark,150 points;bellow 90 points).Third,their English teachers pick out the students whom they think have difficulty in learning English.Integrating the previous views and referring to Senior High School English Curriculum Standards(Experimental)(2003),the study divides vocabulary learning strategies into metacognitive strategies,cognitive strategies,social strategies and resource strategies.The questionnaire employed in this study is mainly based on Gu & Johnson(1996)'questionnaire on the study of vocabulary learning strategies with some appropriate medication according to the actual situation of low achievers in Senior Two as well as the author's English learning and teaching experience.Considering the validity and reliability of the modified questionnaire,the author made relevant analysis of validity and reliability.The subjects in the study are mainly 70 low achievers in Senior Two.The author chose low achievers in Senior Two in the Fourth High Middle School of Baotou as subjects and adopted the quantitative and qualitativemethods.The aim of the research is to know about the general characteristics of low achievers vocabulary learning strategies and the typical problems in vocabulary learning strategies through questionnaires and interviews.And according to the results of the research,the author put forward some corresponding suggestions for low achievers on using vocabulary learning strategies and for teachers on vocabulary teaching.The results of survey are as follows:1.The number of low achievers in Senior Two who use English vocabulary learning strategies is small,and the using level is also not advanced.Among the four of metacognitive strategies,cognitive strategies,social strategies and resource strategies,the number of low achievers who use social strategies is smaller,and the number of low achievers who use cognitive strategies is larger.2.For low achievers,there are some problems in using vocabulary strategies including learning concepts,learning methods and learning plan.Finally,according to the general characteristics of low achievers' English vocabulary learning strategies and the typical problems in vocabulary learning strategies,the author provided English teachers and low achievers with some suggestions about vocabulary learning and teaching from the point view of four vocabulary learning strategies. |
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