A Survey Of Students' English Vocabulary Learning Strategies In Junior High School

As one of the universal languages,English is widely used worldwide,and English vocabulary is an important cornerstone of English language learning.Compulsory Education English Curriculum Standards points out that vocabulary plays an important role in English teaching,and junior high school students need to master at least 1500 English words when they graduate.As an important method of English vocabulary learning,English vocabulary learning strategies have received extensive attention in recent years.Most studies have shown that vocabulary learning strategies play a role in promoting English vocabulary learning.But most of these research subjects are college students and high school students,and few scholars have studied junior high school students.Based on this,this study investigated 240 junior high school students of eighth grade in M city through vocabulary learning strategy questionnaire,vocabulary size test papers and interviews,trying to understand the situation of junior high school students' use of English vocabulary learning strategies,to explore the differences between different groups of using vocabulary learning strategies,and to study the correlation between junior high school students' vocabulary learning strategies and vocabulary size.Based on the Constructivism Learning Theory and Level of Processing Theory,this study uses SPSS 20.0 software to analyze the questionnaire and vocabulary size test.The research findings are as follows:(1)Junior high school students use meta-cognitive strategies,cognitive strategies and social/affective strategies in different degrees.Among them,the frequency of using cognitive strategies is the highest,and the frequency of using social/affective strategy is the lowest.(2)There are significant differences in the use of meta-cognitive strategies,cognitive strategies,and social/affective strategies between male and female students and students in high and low-achievement group(P < 0.05).In addition,female students use the above three strategies more frequently than male students and students in the high-achievement group use the above three strategies more frequently than students in the low-achievement group.(3)There is a positive correlation between English vocabulary learning strategies and vocabulary size of junior high school students.Through the research,this thesis puts forward relevant suggestions for students and English teachers in order to promote the improvement of English vocabulary learning ability of junior high school students with the mutual cooperation and support.At the same time,this thesis hopes the research results can contribute to junior high school English teachers' teaching and subsequent research.