A Study On The Relation Between Junior High School Students' Vocabulary Learning Strategies And Their Productive Vocabulary Knowledge

Vocabulary learning is an indispensable component in foreign language acquisition.Since the 1980 s,as researchers at home and abroad study vocabulary further,the use of vocabulary in real context has aroused many researchers' interests,and more and more attention has been paid to learners' productive vocabulary knowledge.A lot of researches indicate that the acquisition of certain amount of productive vocabulary knowledge is necessary for the enhancement of comprehensive English proficiency.Therefore,how to enhance learners' productive vocabulary knowledge has become one of the key points in English teaching.However,the relation between productive vocabulary knowledge and vocabulary learning strategies,which are widely regarded as effective learning aids,is rarely mentioned in the previous studies.Based on the above circumstances,this research chooses 114 Grade Nine students who come from two parallel classes in Tiantai Chicheng Middle School as subjects.By conducting a questionnaire survey and two curriculum standard productive vocabulary tests,holding a short-time strategy training and an interview for unsuccessful learners as well as using SPSS22.0 to process the data,the author analyzes the relation between junior high school students' vocabulary learning strategies and their productive vocabulary knowledge.This study aims to answer the following questions:1.What is the situation of junior high school students' breadth and depth of curriculum standard productive vocabulary knowledge?2.What vocabulary learning strategies junior high school students use are closely related to productive vocabulary knowledge?3.What's the difference between successful learners and unsuccessful learners in the use of the above vocabulary learning strategies?4.What influences unsuccessful learners' choice in the use of these vocabulary learning strategies?Through quantitative and qualitative analysis,this research finds that:1.The curriculum standard productive vocabulary knowledge of junior high school students is at a relatively low level.And compared with the breadth of productive vocabulary knowledge,they are weaker in the depth.2.Determination strategies,cognitive strategies,memory strategies as well as meta-cognitive strategies can facilitate the learning of productive vocabulary a lot.Specific strategies like analyzing the part of speech,analyzing affixes and roots,guessing word meaning from context,using bilingual dictionary and word list have significantly positive correlation with productive vocabulary knowledge.3.Apart from studying the spelling,written repetition and using the vocabulary activities in textbook,successful learners use the other vocabulary learning strategies closely related productive vocabulary knowledge much more frequently than unsuccessful learners.4.Lacking motivation and confidence,low English proficiency,gender difference and attitude towards different strategies can influence unsuccessful learners' choice of vocabulary learning strategies.Based on the findings,this study gives textbook designers,junior high school teachers and students targeted implications,such as increasing the recurrence of productive vocabulary,establishing systematic vocabulary network and applying strategies properly.