| Vocabulary learning to non-English majors has long been one of the most difficult and ineffective areas in colleges and universities in China. Among variables related to vocabulary learning, the learners' beliefs about vocabulary learning and the strategies they use are important factors that lead to differences in vocabulary learning outcome. It is expected that investigation of these variables can discover their diverse influences on development of learners' vocabulary quality and vocabulary quantity and subsequently provide some insights into both vocabulary learning and teaching. This is the very reason why the author carried out an empirical study dealing with the relationship between these variables and the vocabulary development of Chinese students of English as a foreign language.The general research question addressed in the study is what is the relationship between a range of vocabulary learning beliefs and learning strategies in foreign language settings and vocabulary learning achievements. The specific questions are:1. Do students respond differently to a range of vocabulary learning beliefs and strategies? What are the relationships between the beliefs and strategies?2. How do students' beliefs and strategies relate to their vocabulary quality and quantity?3. Can students be classified according to their performance in vocabulary quality and quantity tests? If yes, are there any design features in their vocabulary learning strategy using?4. Can students be grouped according to their vocabulary learning beliefs and dominant strategies? And if yes, are there any differences in vocabulary learning outcomes among these different groups of students?The study started with a review on vocabulary learning strategies and brief introduction to the definition of vocabulary knowledge.The investigation consisted of two parts: one was quantitative andIVthe other was qualitative. The subjects under the investigation were 67 second-year students from 2 classes at Zhejiang Normal University. Of these subjects, 36 majored in computer science and 31 majored in political science. They were given two vocabulary tests as well as a questionnaire concerning vocabulary learning strategies.Four statistical instruments from SPSS 10.0 were used to analyze the quantitative data. First, descriptive analysis was conducted to see the overall pattern of beliefs and strategies. Second, correlation analyses were performed between all the independent variables (i.e. vocabulary learning beliefs and strategies) and two dependent variables (i.e. learners' vocabulary quality and vocabulary quantity). Third, multiple regression was administered on the two dependent variables to identify the best predictors from all the variables. Finally, a cluster analysis was performed to identify the belief and strategy profiles of different types of participants.In the qualitative study, 8 subjects were interviewed. The data collected from the interviews were used to further explore their thoughts about vocabulary learning.The study made the following major findings. First, a general statistical description and correlation analyses revealed that: (1) students tended to agree with the belief that vocabulary should be learned and put to use, (2) the Dictionary Strategies were the most frequently employed followed by Guessing Strategies and Repetition Strategies while the Affix Strategies were the least employed, (3) significant correlation existed between the conscious Learning Belief and all strategies except Repetition Strategies while the Memory Belief only correlated with Repetition Strategies.Second, the correlation analyses between all independent variables and the two dependent variables showed that except Memory Belief, Acquisition Belief and Cooperation Strategies, all the variables were correlated with both vocabulary quality and vocabulary quantity while the Repetition Strategies were negatively correlated with them. Acquisition Belief was positively correlated with vocabulary quality but... |
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