Abstract:This thesis aims to investigate the second grade middle school students’ vocabulary learning strategy use situation in Eshan Huanian Middle school. In this thesis, the author uses classroom observation, questionnaire survey and interview method to gather the data and the author adopts SPSS to deal with data in this thesis. The result shows that:

1、Among the students , the most popular vocabulary learning belief is application instead of Context and Rote-learning

2、The sampled students can use meta-cognitive, cognitive strategy and social/affective strategies to learn vocabulary. But the mean scores show us that the sampled students use each of strategy items at medium frequency. The frequency of the three categories of vocabulary learning strategy is: meta-cognitive strategy>social/affective strategy>cognitive strategy.

3、There is an obvious difference between the high-scoring group and the low-scoring group in this research.

4、Most of the vocabulary learning strategies used by the subjects are positively correlated with English achievement.

This thesis also analyzes these findings respectively, and puts forward some pedagogical implication.

Keywords: Vocabulary learning strategy; rural junior school students; Meta-cognitive; Cognitive; Social/Affective 

Contents

摘要

Abstract

1 INTRODUCTION-1

1.1 Research Background and Significance-1

1.2 Research Purpose and Objectives-2

2 LITERATURE REVIEW-4

2.1 Basic Theories-4

2.1.1 Learning strategies-4

2.1.2 Classification of learning strategies-5

2.1.3 Vocabulary learning strategies-8

2.2 Researches on Vocabulary Learning Strategies-10

2.2.1 Researches abroad-10

2.2.2 Researches at home-12

3 METHODOLOGIES-15

3.1 Research Methods-15

3.2 Subjects-15

3.3 Instruments-15

3.4 Data Collection Procedures-17

4 RESULTS AND ANALYSIS-18

4.1 Vocabulary Learning Beliefs and Strategies Use of Students-18

4.1.1 Vocabulary learning beliefs use of students-18

4.1.2 Vocabulary learning strategies use of students-20

4.2 Vocabulary Learning Beliefs and Strategies Adopted by High-Scoring Students and Low-Scoring Students-25

4.2.1 Descriptive statistic on vocabulary learning beliefs adopted by high-scoring students and low-scoring students-26

4.2.2 Descriptive statistic on vocabulary learning beliefs adopted by high-scoring students and low-scoring students-27

4.3 Correlation between Vocabulary Learning Beliefs、Strategies and English Achievement-29

4.3.1 Correlation between vocabulary learning beliefs and English achievement-29

4.4 Class Interview and Observation-32

5 CONCLUSION-35

5.1 Major Findings-35

5.2 Implications-37

5.3 Limitations and Suggestions for Further Research-38

REFERENCES-39

APPENDIX A-43

APPENDIX B-45

ACKNOWLEDGEMENTS-46