Junior English Teachers' Beliefs And Practice Of Vocabulary Learning Strategy Training

That “ the difficulty of input and output language results from the lack of vocabulary”(Nation,2004: 2)implies the importance of vocabulary.Vocabulary strategies training is very important for students to study and memerize words.It can also help students to memerize words faster and cultivate students' self-study ability and so on.Recently,the study on vocabulary strategies training has received more and more attention.At present,domestic and foreign research have explored the use,patterns,problems,suggestions and the effect of vocabulary strategies training to students' vocabulary learning.Domestic and foreign research also pay much attention to teachers' beliefs and practice,scholars have adopted empirical research methods to explore teaching beliefs and practice in teaching grammar,listening or reading.At present,there has been no research on teachers' beliefs and practice in vocabulary strategies training.Therefore,exploring teachers' beliefs and practice in vocabulary strategies training is practically significant for English teachers.By researching teachers' beliefs and practice in vocabulary strategies training in junior high schools,this paper is expected to explore the following questions: what are the teachers' beliefs in vocabulary strategies training? Are there any consistency or difference between them? What are the teachers' practice in vocabulary strategies training in junior high schools?Are there any consistency or difference between them? What's the real correlation between the teachers' beliefs and practice in vocabulary strategies training? What influence their beliefs and practice?This paper researched twenty-five teachers of a junior high school in Yunnan Province.The data was collected by means of the questionnaires,interviews and classroom observation.SPSS 19.0 software was also used to analyze the data.The research findings are summerized as follows:1.Teachers' beliefs in vocabulary strategies training.Teachers' beliefs in vocabulary strategies training is of high level;Teachers' different teaching years and professional titles affect their beliefs in terms of the definition,importance,contents,patterns and evaluation of vocabulary strategies training.2.Teachers' practice in vocabulary strategies training.The different genders,teachingyears,professional titles and teaching grade affect their beliefs in vocabulary strategies training.The teachers don't culitivate students' vocabulary strategies in all sides,the contents of training are simple.The teachers mainly use reading materials to train students,they don't have special vocabulay classes to train students.And the methods of evaluating vocabulary strategies training are very simple,words testing is mainly used to test the effect of vocabulary strategies training.The different genders,teaching years,professional titles and teaching grade affect their beliefs in vocabulary strategies training.3.The correlation between the teachers' beliefs and hehaviors in vocabulary strategies training.To a certain degree,the teachers' beliefs in vocabulary strategies training affect their practice in vocabulary strategies training.Due to many factors(genders,teaching years,professional title and so on),there are some diffenrences between the teachers' beliefs and their practice in vocabulary strategies training.Based on the above findings,this paper proposes some suggestions from the perspective of English teachers and the school respectively.This research can attract more attention to vocabulary strategies training and make some reference for the future research.