A Study On The Effectiveness Of Training On Vocabulary Learning Strategies For Rural Primary School Students

English Curriculum Standards for Compulsory Education(2011Edition)clearly stipulate that English vocabulary is an essential part of English knowledge and English vocabulary learning strategies play a very crucial role in students' English learning.The author selects 210 rural primary school students as the research objects and conducts a three-month English vocabulary learning strategy training with the aim to study the effectiveness of training on vocabulary learning strategies in rural primary schools,help rural primary school students to form correct vocabulary learning concepts,use effective vocabulary learning strategies and improve their English level.The questionnaire helps the author understand the current situation of rural primary school students' vocabulary learning concepts and vocabulary learning strategy use.According to the questionnaire results and the actual situation,explicit strategy training and implicit strategy training are carried out.And data are collected and compared to analyze the situation of learners' vocabulary learning concepts and vocabulary learning strategies before and after training,the differences of the above aspects between rural boys and girls,and the correlation between rural primary school learners' vocabulary learning strategies and English scores,so as to explore the effectiveness of the vocabulary learning strategy training.The classification of rural primary school learners' vocabulary learning strategies used in the study is mainly based on the classification of O'Malley &Chamot(1990)and refers to Wen's theory(1996)and Gu & Johnson's(1996).This study divides vocabulary learning strategies into vocabulary learning concepts and three great strategies,the cognitive strategies,the metacognitive strategies and the social/emotional strategies.And based on the fact,the rural primary school learners' vocabulary learning strategy questionnaire in this study mainly uses Gu & Johnson's vocabulary learning strategy questionnaire in 1996 for reference.And the author conducts two questionnaire surveys on senior primary school learners,analyzes and makes statistics to obtain the corresponding results.The framework used in the training mainly refers to O'Malley & Chamot's CALLA(1994)training mode and Cohen's SBI(1998)training mode.SPSS20 is used to analyze the questionnaire data and English scores before and after the training.The research shows that before the training,the most frequently usedvocabulary learning strategies for rural primary school students are metacognitive strategies,followed by social/emotional strategies,while the frequency of cognitive strategies is low.Students believe that rote learning is not a desirable way to learn vocabulary.They can realize the importance of English vocabulary and vocabulary learning strategies,and recognize the role of word lists in vocabulary learning.After the training,students pay more attention to English vocabulary and vocabulary learning strategies,and some students change their ideas about the difficulty of vocabulary learning.Strategy training helps rural primary school students develop their three great strategies,especially cognitive strategies.Before and after the training,there is no significant difference in the social/affective strategies between boys and girls.However,the trained boys and girls do not have significant differences any longer in the metacognitive strategies,but in terms of the use of cognitive strategies,there are significant differences.Before and after the training,the three great strategies all affect the students' English performance.Therefore,the author suggests that English teachers in rural primary schools should learn the relevant theoretical knowledge and integrate strategies training into the classroom teaching to guide students to improve their strategy awareness,expand the scope of students' vocabulary learning strategies,and cultivate and train their metacognitive ability.