A Survey Of English Vocabulary Learning Strategies For Secondary Vocational School Students

By interviewing and surveying some students from a secondary vocational school of Chuzhou, this thesis is to find out the problems about English vocabulary learning, analyze the causes of these problems, and put forward some measures and suggestions to solve them.The main difficulties for secondary vocational students in English vocabulary learning are that the basic vocabulary is limited, the enthusiasm of learning English is not high, and they are lack in confidence and unwilling to spend time memorizing words. According to the current situation of English vocabulary learning in secondary vocational school, aiming at the problems existing in English teaching, combining domestic and foreign research achievements of vocabulary learning strategies, this paper adopts two kinds of research methods, integrating questionnaire survey with interview.This paper mainly studies the following aspects: How do the students in secondary vocational school hold the view of English vocabulary learning? How do they use the strategies for English vocabulary learning ? What are the differences and similarities in the use of vocabulary learning strategies between different groups of the vocational students?The results show that: First, there is a contradiction between students' ideas and the actual use in vocabulary learning strategies. Although they believe that some vocabulary learning strategies are more effective, but they did not put these strategies into practice; second,the overall level of their strategies using is not high. A number of students are learning by using mechanical memory and the strategy of repeating and the least use is the extensive reading strategy and note-taking strategy, and cooperation strategy is also less.Third, the difference of students' vocabulary learning strategies in different groups is obvious. The performance of girls in terms of vocabulary strategy is better than that of boys.Students from service classes are using more vocabulary learning strategies than that of engineering classes. Students with better vocabulary levels are more likely to use vocabulary learning strategies than students with poor vocabulary levels. In order to solve these problems, the author puts forward some solutions and suggestions: First, establishing the correct concept of vocabulary learning; Second, combining vocabulary learning theory and practice; Third, strengthening the training and practice of vocabulary learning strategies.