On The Correlation Between High School Students' Vocabulary Learning Strategies And Vocabulary Size In Hohhot

Vocabulary learning is essential for learning a new language.Vocabulary learning strategy is a key factor affecting the efficiency of language learning.So,it is important to examine students' vocabulary learning strategies to help them find the most suitable strategies to promote the efficiency of vocabulary learning.This study has three research questions: 1)What is the overall situation of high school students' use of English vocabulary learning strategies? 2)What vocabulary learning strategies are conducive more to the enlarging of the receptive vocabulary size? 3)What vocabulary learning strategies are conducive more to the enlarging of the productive vocabulary size?176 students of Grade 2 from three senior high school in Huhhot were chosen as research subjects for this study.The research instruments of this study consist of an English vocabulary learning strategy questionnaire and two vocabulary size tests and an interview.The major findings are: 1)senior high school students' using of vocabulary learning strategies is in the middle level.The majority of students choose to apply vocabulary learning strategies in the process ofvocabulary learning;2)significant correlation exists between students' receptive vocabulary size and the vocabulary learning strategies.Among three first-level strategies,the cognitive strategy and meta-cognitive strategy are correlated with the receptive vocabulary size;Among 14second-level indicators of vocabulary learning strategy,7 second-level indicators are positively correlated with students' receptive vocabulary size.These seven second-level indicators include,respectively,the forward-planning strategy,the selective attention strategy,the repeated memorization strategy,the guessing strategy,the association strategy,the dictionary-consulting strategy and the material-referring strategy;3)the productive vocabulary size is correlated to socializing strategies and cognitive strategies.Among 14 second-level indicators of vocabulary learning strategy,5 second-level indicators are positively correlated with students' productive vocabulary size.These five second-level indicators include,respectively,the repeated memorization strategy,the contextual strategy,the application strategy,the help-seeking strategy and the cooperative strategy.Finally,on the basis of the findings of this study,the author proposes several implications for senior high school English teaching.1)According to the research findings,high school students' using of three kinds of first-level vocabulary learning strategy is in middle level.The using frequency is not very high,especially the socializing strategy.So,English teachers should pay more attention to the cultivation of students' strategic awareness and put strategy teaching into daily teaching routine.2)The author has found that cognitive strategies,meta-cognitive strategies are closely related to the acquisition of receptive vocabulary.The receptive vocabulary plays a significant role in promoting reading and listening ability.Therefore,in the process of teaching,teachers can develop students' listening and reading ability by enlarging students' receptive vocabulary size through these strategies.3)The cognitive strategy and socializing strategy are closely related to the productive vocabulary size.Since their productive vocabulary has an impact on their speaking and writing ability,if the teaching objective of teachers is to develop students' speaking and writing ability,they should emphasize the importance of adopting socializing strategies and cognitive strategies.Finally,the author discussed the limitations and prospects for the research in the future.