The Correlation Study Of Senior School Students' English Vocabulary Learning Strategies And Vocabulary Depth Knowledge

According to “Senior High School English Curriculum Standards”(2017),it is the core literacy of English competence to develop students' ability of applying learning strategies to the English learning.It is regarded as an important content of teaching,and a major way to improve student's learning capability as well.In the process of teaching,teachers help students to enhance their awareness of learning strategy,help students gradually form their own methods,improving self-regulated learning ability,and lay a solid foundation for sustainable development and lifelong learning.In addition,according to English curriculum standards(2017),students ought to meet the standard of acquiring English vocabulary to three thousand and five hundred;idioms and lexical collocations to four-five hundred.It is well accepted that vocabulary is an important carrier of thought and concept.However,some high school students tend to complain that they are not able to memorize the words,so failure in enlarging English vocabulary due to the lack of vocabulary use capability has always been a major obstacle in senior high students' English learning.This thesis first makes a survey of the overall situation of the application of English vocabulary learning strategies in experimental high school and general high school.Then,the thesis furthers to analyze the differences of vocabulary learning strategy use among individual students with different vocabulary depth knowledge.Therefore,the correlation between vocabulary learning strategy use and vocabulary depth knowledge is probed into,which aims to provide some suggestions and corresponding measures for vocabulary teaching and learning.This study surveys 170 senior high students in grade three.Based on the theory of Constructivism and Multiple Intelligence,vocabulary learning strategy questionnaire and vocabulary depth knowledge test and three English examinations are employed to explore three questions:(1)What are the overall situations of senior high students' vocabulary learningstrategies in experimental high school and general high school respectively?(2)What are the differences of vocabulary learning strategy use between the High-score students and Low-score ones in two sample schools respectively?(3)Is there any correlation between vocabulary learning strategies and vocabulary depth knowledge? If so,to what degree are they correlated?Results of this research are as follows:(1).The use frequency of vocabulary learning strategies by experimental high school students is at a medium-high level,while the general high school at a medium-low level.Cognitive strategy and memory strategy are used much more frequently than activating strategy and resource strategy.(2).The use frequency of vocabulary learning strategies among the High-score students in the vocabulary depth knowledge test is obviously higher than the Low-score students.The use frequency of cognitive strategy is higher than metacognitive strategy in both the High-score and Low-score groups.(3).Pearson Correlation analysis demonstrates that the correlation between vocabulary learning strategies and vocabulary depth knowledge in the two sample schools highly significant.The correlation between vocabulary learning strategy use in each dimension and English achievements in tests is more notable than general high school.The vocabulary depth knowledge and English achievements in tests have more correlation in experimental high school.Furthermore,multiple linear regression analysis turns out that vocabulary learning strategies and vocabulary depth knowledge have a positive and predictive effect on English achievement tests,but the predictive potential of vocabulary learning strategies to English achievements is comparatively weaker.