Research On English Vocabulary Learning Strategies Of Senior High School Students Based On Voice Thinking Method

Vocabulary learning strategies play an important role in vocabulary learning,and research on them can help improve learners' vocabulary learning efficiency.Researchers at home and abroad have actively explored vocabulary learning strategies,and the results are quite fruitful.However,the current research still has some certain limitations.Most of the research is aimed at college students,and it is less involved in the use of vocabulary learning strategies by primary,middle and high school students.In the meanwhile,present studies mainly use the questionnaire method,and rarely use the thinking-aloud method,qualitative and quantitative methods.As an attempt to improve the study of vocabulary learning strategies,this study uses think-aloud protocol to investigate the use of vocabulary learning strategies by good and poor English learners in senior high school.In this study,the use of strategies in vocabulary learning was investigated;the relationship between the use of vocabulary learning strategies and the outcome of vocabulary learning was explored;and the use of guessing strategies was analyzed from the perspective of text clues and cognitive contexts.With reference to vocabulary proficiency test,English scores,and think-aloud training results,the author selected 10 English good learners and 10 English poor learners as the research subjects to participate in the think-aloud experiment.The think-aloud experiment required 20 participants to learn 18 words in 30 minutes,and to say everything in their mind from the beginning to the end.After the experiment,the vocabulary learning result was tested immediately.After seven days,a delayed test is conducted.The author transcribed and coded the collected think-aloud corpus,and marked the two test papers.Then,the data is analyzed and processed with the help of SPSS 23.0.For research questions,the following findings are found:(1)There is not much difference between the total number of strategies used by good learners and poor learners,and they generally use the repeated reading strategy.Good learners are flexible in choosing various strategies,and frequently use affix strategies,association strategies,guessing strategies and so on,which need to be analyzed and processed to establish links.Poor learners also actively use strategies,but the types of strategies are limited and rely on rote strategies.(2)Differences in the use of strategies between good learners and poor learners influence their vocabulary test scores.Affix strategy,morpheme association strategy,sound association strategy,synonym association strategy,context strategy,and guessing word meaning according to word component strategy are significantly related to vocabulary short-term memory outcome and long-term memory outcome.These strategies are more often used by good learners.The more strategies used in addition torote memorization strategies,the better the vocabulary memory and retention.(3)In nearly half the cases of vocabulary learning,the participants did not try to guess the meaning of the new word.The use of guessing strategies is influenced by the clues provided by sentences.Good learners are more confident in word meaning guessing,and the correct rate is higher than that of poor learners.Cognitive context flow,meaning inference function,verification function,and regulation function are significantly positively correlated with the word guessing results.Good learners have more cognitive context flow than poor learners,and the use of these three functions is more frequent than poor learners.In addition,the participants used various knowledge sources in word meaning inference,and good learners used them more often and more effectively.However,both good learners and poor learners rely on mechanical repetition,and accustomed to thinking in Chinese.Based on the findings,some suggestions are offered for teaching English vocabulary learning strategy.First of all,attention should be paid to guiding students to use vocabulary learning strategies,especially strategies that have a significant positive correlation with short-term and long-term retention results.Secondly,attention should be paid to cultivating students' ability to guess words' meaning,and encourage students to make more meaningful reasoning in guessing.Finally,layered training should be emphasized in the guidance of vocabulary learning strategies.