An Empirical Study On Vocabulary Learning Strategies For Students With English Learning Difficulties In Senior High Schools

Students with learning difficulties mainly refer to those who have normal intelligence but get relatively lower grades.They always have a strong sense of inferiority but lack confidence and self-control in learning,and some even make no attempt to make progress.According to a survey,the proportion of the students with learning difficulties accounts for 8% to 10% of the total number of students,and in some schools,the proportion even goes up to 15%.Students with learning difficulties have already formed a group that can not be ignored.It is necessary to study and transform the students with learning difficulties so as to curb the growth of the number of students with learning difficulties.The ultimate goal of education is to cultivate people who are useful to society,and to make every educated man do his best.Therefore,the transformation of students with learning difficulties is of great significance.It is generally considered that small vocabulary has great influence upon students with learning difficulties in English.If the students with learning difficulties can correctly understand and use vocabulary learning strategies,it is possible to enlarge their vocabulary and improve their comprehensive ability and self-learning ability.This study is focused on the vocabulary learning strategies of the students with English learning difficulties in senior high schools.It is conducted on some students with learning difficulties in Grade One,Ningjin No.1 Middle School,Dezhou.This study selects 100 students whose comprehensive English test scores do not reach the syllabus requirements or whose vocabulary does not meet level five of the new curriculum requirements.The common characteristics of the students with English learning difficulties are low comprehensive ability,limited vocabulary,having the same idea that learning English is difficult,and they usually lack good habits of learning and good ways to learn.This study also tries to group the students with English learning difficulties into two categories.One refers to the students whose total grades are ranking top but whose performance are bad in English learning and in the English exams,while the other refers to the students whose total grades are ranking bottom and they are bad in English learning and in the English exams.This research mainly answers the following 3 questions:First: What are the main vocabulary learning strategies used by the students with learning difficulties at present?Second: Is there any change in the main vocabulary learning strategies used by of students with learning difficulties after the experiment?Third: Whether the two kinds of students use the same vocabulary learning strategies to learn English before and after the experiment?After the quantitative and qualitative analysis of the results of questionnaire,interview,vocabulary test and strategies experiment,the author draws the following conclusions about the students with learning difficulties in English :In the process of English vocabulary learning,they seldom use the resources strategy,the social emotion strategy and the meta cognitive strategy.Cognitive strategies are sometimes used.As a whole,the frequency of vocabulary learning strategies used by them is low.After the experiment,the frequency is generally improved,and the vocabulary and language comprehensive ability are greatly improved.The vocabulary learning strategies used by different types of students with learning disabilities are different in terms of resource strategies and social affective strategies.This study attempts to obtain valuable information and data about the students with English learning difficulties through the research.The study tries to find out the number and frequency of vocabulary learning strategies used by students with learning difficulties,the characteristics of different types of students with learning difficulties when they use the vocabulary learning strategies,and the effects of vocabulary learning strategies on vocabulary and language proficiency.And then the study makes an attempt to explore how to help the students to integrate the vocabulary learning into their daily English learning effectively,to improve the students' awareness of using learning strategies,and to help them improve their learning efficiency and learning ability.The study also tries to provide more experience for other teachers on how to help the students with learning difficulties to overcome learning disabilities.The limitation of this study is the sample size is small,and the results need to be further verified.The subjects of study are limited to some students with learning difficulties in Ningjin,so its universality is affected.