A Study On The Correlation Between English Vocabulary Learning Strategies And Vocabulary Knowledge Of Senior High School Students

Vocabulary learning strategies play an important role in high school students' vocabulary learning.The exploration of the use of students' English vocabulary learning strategies and the relationship between vocabulary learning strategies and vocabulary breadth knowledge and depth knowledge has a great significance for improving students' vocabulary learning methods and English teachers' vocabulary teaching skills.However,the research on the correlation between vocabulary learning strategies and vocabulary knowledge is rare,and most of the previous studies have regarded college students as the research objects,and there have been few studies on the vocabulary learning strategies which used by middle school learners.In view of this situation,this study focuses on the English vocabulary learning strategies which used by high school students,and this study also explores the correlation between vocabulary learning strategies and vocabulary knowledge.This study specifically answers the following three questions(1)How is the overall use of English vocabulary learning strategies for high school students?(2)What are the differences in the use of vocabulary learning strategies among students with high and low levels of English vocabulary knowledge?(3)What is the correlation between English vocabulary learning strategies and vocabulary knowledge used by students? The research objects are 150 students from the first grade of an ordinary public high school in Shandong Province.The relevant experimental research was conducted by distributing questionnaires,vocabulary knowledge test papers and interviews.The research results show that(1)High school students use all of the vocabulary learning strategies in the process of learning vocabulary.Cognitive and metacognitive strategies are the vocabulary strategies that students use more frequently,and social affective strategies and materials resource management strategies are the strategies which students use less frequently.(2)Students with high and low vocabulary knowledge levels have significant differences in the use of vocabulary learning strategies,and the average value of all vocabulary learning strategies used by students with high vocabulary knowledge level are higher than that of low vocabulary knowledge level.(3)There is a significantly positive linear relationship between high school students' English vocabulary learning strategies and vocabulary breadth and depth knowledge.That is to say,the more frequently the high school students use vocabulary learning strategies,the more vocabulary breadth knowledge and deep the knowledge they will get.The results of this study have the following implications(1)The theory of strategic knowledge transformation requires students to have an understanding of the strategies,andteachers should actively cultivate students' awareness of vocabulary learning strategies in the teaching process.(2)Teachers should be good at observing the vocabulary learning characteristics of the different level students and they should also formulate corresponding vocabulary teaching plans according to the students' aptitude.(3)Teachers should combine vocabulary teaching activities with situational teaching,and set up vocabulary practice modes that are suitable for different level students,so as to improve students' vocabulary knowledge level.(4)In the process of vocabulary learning,students must actively change the traditional mechanical vocabulary learning method,and they should also learn to use a variety of material resources to improve their vocabulary knowledge level.