Study On Vocabulary Learning Strategies In The Setting Of Multimedia And Internet Technology

Research related to language learning strategies has flourished since the 1980s. Gradually, the significance of vocabulary acquisition in language learning has been proved and emphasized worldwide. With the widespread of the use of computers among students, researchers are appealed to study the effects of computer & internet assisted language learning on students' language development. However, little work has been carried out on vocabulary learning strategies especially in the setting of multimedia and internet technology. Therefore, there is every need for current researchers to investigate the effects of the computer and internet on vocabulary learning, which brings a good opportunity for present writer.The present thesis attempts to explore the overall pattern of Vocabulary Learning Strategies employed by Chinese non-English majors at Baotou Teachers'College in the setting of multimedia and internet technology. It also tends to find out what strategies are correlated with students'performance in English proficiency test. In addition, a comparison study on beliefs and Vocabulary Learning Strategies in the setting of multimedia and internet technology adopted by High-achievers and Low-achievers is conducted via Independent-Sample T Test. The questionnaire adopted in the present study is designed on the base of Gu and Johnson (1996), referring to those of Stoffer (1995) and Schmitt (1977) respectively and Vocabulary Level Test is adopted from that of Nation (1990) in the college level, which are delivered to 182 non-English majors from Baotou Teachers'College.In order to find answers to these proposed research questions, both quantitative and qualitative research approaches are employed in this thesis to obtain the following findings. First, a general statistical description shows that students tends to agree with the belief that the computer and the internet are contributory to vocabulary learning. What's more, the majority of them hold positive beliefs towards the computer assisted vocabulary learning in the reading activities. On the contrary, learners respond negatively to the computer assisted metacognitive strategy, and vocabulary learning in computer assisted listening, speaking and writing activities. The frequently adopted strategies are mostly related to those adopted ones in the reading and listening activities. In addition, higher achievers and lower achievers are found to be significantly differentiated from each other in their adoption of vocabulary learning strategies. Higher achievers attempt to hold a stronger belief that "the computer and the internet are contributory to vocabulary learning" and they are likely to use a variety of strategies, especially in reading and listening activities, while lower achievers would be inclined to look up a lot of new words by some vocabulary software or learn vocabulary when watching online English movies.Second, there exists a certain correlation between vocabulary learning beliefs and strategies and their learning achievement. And the general belief that "the computer and the internet are contributory to vocabulary learning" is also positively and importantly correlated with vocabulary learning achievement. The computer assisted metacognitive strategy is not related to vocabulary learning achievement at significant level. Although learners take negative towards vocabulary learning in computer assisted speaking and writing activities, vocabulary learning strategies employed in above-mentioned activities are correlated with vocabulary achievement very significantly.Third, although they are skillful in the operation of the computer and internet in the setting of multimedia and internet technology, they lack confidence and often worry about some technological problems caused by computer and internet. Meanwhile, they have little motivation to chat with others via MSN or QQ in English. It is not easy for most of them to learn new software for study.The obtained inspiration of vocabulary learning and teaching for non-English majors on the basis of the findings in the present study indicate that, in the setting of multimedia and computer and internet technology, one the one hand, it is advisable for students to employ a variety of strategies in their English vocabulary learning in a efficient way, form a good habit of vocabulary learning, strengthen their interests in English and alleviate their anxiety on computer and internet. On the other hand, it is advisable for teachers to give them more guidance in terms of the literacy on computer and internet and completely combine the strengths of multimedia and internet resources to guide them to make more use of vocabulary learning strategies in an efficient way in order to better their vocabulary learning.