The Study On The Correlation Between English Vocabulary Learning Strategies And Vocabulary Size Of Grade-2 Senior High School Students

Vocabulary,one of the elements of language,occupies an important position in English teaching.In recent years,domestic scholars have surveyed the application of English vocabulary learning strategies for Chinese Second language vocabulary learner,based on factors such as vocabulary level and vocabulary learning concepts.However,there are insufficient studies on the correlation of English vocabulary learning strategies and vocabulary size and further researches are needed.In this study,197 students from a grade-2 senior high school in Ganzhou City were selected as subjects.Questionnaires were used to investigate their English vocabulary learning strategies and vocabulary papers to test their English vocabulary size.An interview was conducted in the eight students respectively chosen from the high-score and low-score groups and two teachers.This study attempts to answer three questions:(1)How is the application of English vocabulary learning strategies by grade-2 senior high school students?(2)Is there a significant difference in vocabulary learning strategies between high-score and low-score groups in vocabulary size?(3)What is the correlation between English vocabulary learning strategies and vocabulary size in grade-2 high school students?The results show that:(1)The average score of vocabulary learning strategies is 2.6187,indicating that high school students “sometimes” use vocabulary learning strategies.Among the primary indicators,cognitive strategies are the most frequently used by all subjects,followed by metacognitive strategies and resource strategies.The social emotional strategy is the least frequently used.Among the secondary indicators,the dictionary search strategy is the most frequently used strategy for high school students,and the cooperative learning strategy is the least frequently used.(2)In the vocabulary learning strategies between high-score and low-score groups,there is a significant difference in the whole and in the first-level indicators(P= 0.000<0.05).The most obvious difference is the social-emotional strategy,and the least obvious the cognitive strategy.(3)There is a significant positive correlation between English vocabulary learning strategies and vocabulary test scores(r=0.452).Among the vocabulary learning strategies,social emotional strategies and resource strategies have low positive correlation with vocabulary scores,while there is a significant positive correlation between metacognitive strategies,cognitive strategies and vocabulary scores.Among the secondary indicators,the dictionary strategy,repetition strategy,self-motivation strategy,cooperative learning strategy,tool using strategy and vocabulary scores have the lowest positive correlation,while active learning strategies,guessing strategies,context strategies and vocabulary scores have positive correlation.The author proposes corresponding English vocabulary teaching suggestions based on the research results:(1)Teachers should cultivate students' awareness of using various vocabulary learning strategies;(2)Teachers should make vocabulary learning plans according to students at different levels;(3)Teachers should flexibly use various teaching strategies in vocabulary teaching.