Discussion On Efficient Vocabulary Learning Strategies In Second Language Acquisition

This thesis is devoted to exploring the efficient English vocabulary learning strategies.In the field of second language acquisition, vocabulary learning has always been the most discussed issue. Since vocabulary learning is the foundation of second language acquisition, none of the skills in second language acquisition can be improved without it. A survey of relevant literature shows the last decade has witnessed the great development in researches into vocabulary learning strategies in China. The previous researchers explored the general pattern of English vocabulary learning strategies employed by Chinese college students and found out the correlation between the students' vocabulary learning strategies and their test scores. Based on previous researches, the thesis tries to put forward some constructive suggestions concerning how to learn vocabulary from a new perspective.Initially the author conducts a survey to investigate the general overall pattern of vocabulary learning strategies employed by Chinese non-English major students by means of a special questionnaire. The subjects involved in the research are 120 non-English majors from College of International Economy Anhui Agricultural University. The author uses spss to analyze the data. The author finds that the Chinese non-English major students frequently employ the strategies which only require students' low effort and or non-special training such as rote-rehearsal strategy. Although the students employ a variety of strategies, many students still take a negative view on currently adopted strategies. They urgently need efficient vocabulary learning strategies to replace the old ones.Based on the previous survey, the author chooses four vocabulary learning strategies as the training target. The four vocabulary learning strategies involved in this study are: word formation strategy; context strategy; associative method and key word method. The author chooses two parallel classes as training targets. When one class is trained with one strategy, the untrained class will be regarded as the control group and the trained class will be regarded as the experimental group. Every strategy has been trained for four weeks. After the training, the corresponding test will be taken by each class to compare the effectiveness of the strategy. Finally the author gets the following findings. The word formation strategy is proved to be helpful for the students to guess the word's meaning from formation of the word and memorize words in a long run. The context strategy and the associative method can also facilitate vocabulary learning. Although students acquire the key word method, the training of key word method is proved to be not helpful for students in vocabulary learning. Different students evaluate the same strategy in different ways. Top and intermediate students more favor complicated strategy such as context strategy compared with poor students, which can help them learn the target words in a more comprehensible way. Poor students prefer direct and interesting strategies like associative method, which can inspire their motivation in learning English vocabulary. Meanwhile key word method could not positively affect Chinese learners in vocabulary learning. The finding indicates that although some vocabulary strategies show effectiveness in vocabulary learning in Western countries, it still needs to be certified in China.Finally the author hopes that the findings of the study will make certain contributions to the theoretical studies of second language acquisition. The study will also provide some suggestion on the practices of the English vocabulary learning and teaching.