Abstract

 

English vocabulary is one of the three major components constituting English language. Vocabulary learning plays an important role in language learning. However, for most Chinese students, vocabulary learning is one of the most difficult learning tasks. Many studies show that using appropriate vocabulary learning strategies can improve students’ learning efficiency. However, most of the studies mainly focus on college students, ignoring junior high school students, especially Grade One of junior high school. This study, therefore, focuses on vocabulary learning strategies for Grade One of junior high school. 

This study aims to find out the frequency of use of vocabulary learning strategies among students of Grade Seven (Grade One of junior high school). It also intends to find out the differences in the use of vocabulary learning strategies between successful and unsuccessful learners. What’s more, the gender differences in learning strategies are also considered. The primary data comes from questionnaires written by 100 students in Kunshan Xinzhen Middle School. Major findings are summarized as follows:

First, students in Grade Seven do not use vocabulary learning strategies quite often. Among three kinds of vocabulary learning strategies, social/affective strategies are used most frequently while meta-cognitive strategies are rarely used. Among all the specific strategies, the three most popular strategies are guessing, assorting and practicing strategies. And the three least popular ones are planning, connection and context strategies.

Second, there are tremendous differences in the use of vocabulary learning strategies between successful and unsuccessful learners. A significant difference is that successful learners use a wider range of learning strategies. What’s more, they are apt to using complicated strategies, such as self-evaluation and guessing strategies while unsuccessful learners tend to use simple strategies.

Thirdly, boys and girls exhibit obvious variances in the use of vocabulary learning strategies. Girls apply a higher use frequency of vocabulary learning strategies than boys, especially in planning, repetition and seeking for help strategies.

The author finally puts forward some suggestions about vocabulary teaching and learning strategies from three aspects: meta-cognitive strategies, cognitive strategies and social/affective strategies.

Key words: English vocabulary, learning strategies, Grade One of junior high school

 

Contents

Abstract

中文摘要

Chapter One Introduction-1

1.1 Background of the study-1

1.2 Purpose of the Study and Research Questions-1

1.3 Layout of the Thesis-2

Chapter Two Literature Review-2

2.1 Language Learning Strategies-3

2.1.1 Defining Language Learning Strategies-3

2.1.2 Classifications of Language Learning Strategies-4

2.2 Vocabulary Learning Strategies-5

2.2.1 Defining Vocabulary Learning Strategies-5

2.2.2 Classifications of Vocabulary Learning Strategies-5

2.2 Researches of Vocabulary Learning Strategies at Home and Abroad-6

2.2.1 Overseas Researches-6

2.2.2 Domestic Researches-7

Chapter Three Methodology-9

3.1 The Participants-9

3.2 Research Instrument-9

3.3 Data Collection-10

3.4 Data analysis-10

Chapter Four Results and Discussion-12

4.1 Frequency of Vocabulary Learning Strategies-12

4.1.1 Frequency of Meta-cognitive Strategies-13

4.1.2 Frequency of Cognitive Strategies-13

4.1.3 Frequency of Social/Affective Learning Strategies-14

4.2 Differences in Strategy Use Between Successful Learners and Unsuccessful Learners-15

4.2.1 Differences in Meta-cognitive Strategies-15

4.2.2 Differences in Cognitive Strategies-16

4.2.3 Differences in Social/Affective Strategies-16

4.3 Differences in Strategy Use Between Boy Students and Girl Students-17

4.3.1 Differences in Meta-cognitive Strategies-18

4.3.2 Differences in Cognitive Strategies-18

4.3.3 Differences in Social/Affective Strategies-19

Chapter Five Conclusion-20

5.1 Major Findings-20

5.2 Implications-20

5.3 Limitations and Room for Improvement-21

References-22

Appendix A Questionnaire-24

Appendix B 文献综述报告-26