A Study Of Senior High School Students' English Vocabulary Learning Strategies

Learning in senior high school is the key period of English learning and there exists the problem that the current situation of English vocabulary learning of senior high school students is not optimistic.Vocabulary teaching is a time-consuming and inefficient activity for English teaching in senior high school.Therefore,it is necessary to adopt different methods to vocabulary teaching.This research aims at exploring the present use situation of English vocabulary learning strategies in senior high school students.This study is based on meta-cognitive theory and constructivism theory,taking senior high school students in No.3 Senior High School in Yining as research objects,using questionnaire and interview research methods to answer the following three questions:1.What is the overall situation of the use of vocabulary learning strategies in senior high school students?2.What are the differences in the use of vocabulary learning strategies among students with different learning achievements?3.What are the differences in the use of vocabulary learning strategies between male and female students?This study investigates the use of vocabulary learning strategies of senior high school students from three aspects: meta-cognitive strategies,cognitive strategies and socioaffective strategies.Finally,combined with the results of the questionnaire and interviews,the following conclusions are drawn.The results of the research are as follows: first,the overall situation of English vocabulary learning strategies in senior high school students is in a low state of use.The highest mean occurs in cognitive strategy,and the lowest is socioaffective strategy.Students are not good at planning their own learning process.And students are not good at cooperative learning,and have a lack of self-confidence.Secondly,there is a significant difference in the use of vocabulary learning strategies between students with good learning achievements and those with poor learning achievements.Students with poor learning achievements lack self-confidence,and them need to improve their self-monitoring and self-assessment.Finally,there are significant differences in the use of meta-cognitive strategies and cognitive strategies between male and female students.There is a little differences in socioaffectivel strategies.Female students are more adept at self-management and more careful than male students.Female students study more seriously than male students.Some male students lack confidence in vocabulary learning and they are not interested in it.Finally,based on the above results,the researcher draws the following enlightenment: Teachers are suggested to pay more attention to students in daily teaching activities and carry on the purposeful training to the students' learning strategies.At the same time,teachers are suggested to consider the differences between male and female students,the learning achievements differences,and understand the characteristics of senior high school students' English vocabulary learning,and teach them according to their aptitude.It is necessary for teachers to focus on low achievers and give them extra help,urge students to make a reasonable learning plan,improve the meta-cognitive emotional experience of male students in a positive way and encourage them more often,and guide them to explore appropriate vocabulary learning strategies.