Abstract

Non-english majors’ English ability including listening, speaking, reading and writing has been improved relatively. However, it is hard for them to get a larger breakthrough after they have got a certain level of achievements, which can be indicated by the recent performance of their College English Tests. The passing rate of College English Test Band 4 and 6 is relatively low. Vocabulary is a crucial barrier to learners’ improvements. As a solid foundation of second language learning, vocabulary plays an important role in promoting language ability. However, there are many strategies can be employed to facilitate the learning of vocabulary. So, what about the general situation of vocabulary learning strategies use among non-english major students? Is there some detailed differences in vocabulary learning strategies use between 1) art majors and science majors; 2) male students and female students? These are the questions this study aims to answer.

In the study, 40 non-english majors from Hangzhou Normal University are involved. Among them, 20 are female students and 20 are male students, 20 students are art majored and 20 students are science majored. With the adoption of a questionnaire adapted from Gu and Johnson (1996) , 40 students were tested. And by using SPSS 17.0, the collection and analysis of the data revealed that,

   1). Non-english majors use cognitive strategies more frequently than meta-cognitive strategies during vocabulary learning. In the subcategories of meta-cognitive strategies, they use strategy of selective attention more widely than leaner autonomy. As for the specific cognitive strategies, the detailed order of frequency is grouping, guessing, dictionary use, repetition, word formation, imagery, contextualization, association, note-taking.

   2). There exists some slight differences in the use of VLS between science majors and art majors. Science majors use the learner autonomy, imagery, word formation, grouping and note-taking strategies more frequently than art majors. However, there is no significant difference in the use of VLS between two groups. In addition, both science and art majors use little word formation during vocabulary learning.

   3). Male students and female students have their own preferred strategies. Male students frequently use the strategies at meta-cognitive level while the female students prefer to use the strategies at cognitive level. Although there do exist some slight discrepancies, there is no significant difference between them except for the use of dictionary use strategy.

   With the findings, the writer wants to share the valuable information to further promote non-english majors’ ability of learning English and improve teachers’ vocabulary teaching.

Keywords: vocabulary learning strategies; non-english majors; cognitive strategies; meta-cognitive strategies

Contents

Abstract

摘  要

1. Introduction-1

1.1 Research Background-1

1.2 Purpose and Significance-1

1.3 Layout-2

2. Literature Review-3

2.1 Definition of VLS-3

2.2 Classification of VLS-3

2.3 Previous Studies on VLS-4

2.3.1 Abroad-4

2.3.2 In China-5

3. Research Methodology-7

3.1 Research Questions-7

3.2 Participants-8

3.3 Instruments-8

3.4 Data Collection and Analysis-8

4. Results and Discussion-10

4.1 General Situation of VLSU among Non-english Majors-10

4.2 Difference of VLSU between Science Majors and Art Majors-12

4.3 Difference of VLSU between Male Students and Female Students-13

5. Conclusion and Implications-16

5.1 Findings-16

5.2 Implications-16

5.3 Limitations and Suggestions-17

References-19