Study On Vocabulary Learning Strategies For Chinese English-majors Of Secondary Specialized School

Since the middle of 1970's , some applied linguists have started the research of English ( as a foreign language or a second language ) learning strategies. Many studies on vocabulary learning strategies have been conducted over the past two decades . However, there still exist some problems . First, results from different studies are not consistent . Secondly , most studies have been done about the application of cognitive strategies rather than metacognitive strategies . Thirdly , most studies have been done with respect to the quantity of vocabulary knowledge ( vocabulary size ) instead of the quality of vocabulary knowledge . On such a background, this thesis is to find out the vocabulary learning strategies employed by Chinese English-majors of secondary specialized school , examine the effectiveness of these strategies with regard to both the quantity and the quality of vocabulary knowledge and some differences between the vocabulary learning strategies of good and poor learners .The thesis presents an in-depth review of the literature on the studies of vocabulary learning strategies. These studies can roughly be classified into four categories, namely, studies on various vocabulary learning strategies; studies of the relationship among reading, dictionary consult strategies and vocabulary learning; studies concerning the different vocabulary learning strategies between weak and strong learners and researches on vocabulary learning strategies at home.Theories on language learning and those on vocabulary knowledge will be the theoretical basis for the present study. To begin with, linguistic theories on second language acquisition, namely the Input Theory , Creative Construction Model and Skill-learning Model are presented . It is followed by the cognitive theory which views language learning from the perspective of language learners . In addition, specific theories concerning vocabulary learning , such as psycholinguistic consideration of vocabulary learning and theories on vocabulary knowledge are discussed respectively. The framework of vocabulary learning strategies used in this study is based on categories of language learning strategies , mainly on O'Malley and Chomat's Metacognitive strategies and cognitive strategies.This study adopts a quantitative approach in designing the research .The data collection procedures used in this research include a questionnaire survey and avocabulary test . The subjects involved are 150 third-year English-majors from secondary specialized schools. Three general conclusions can be drawn from the results obtained in the current study :1. Chinese English-majors of secondary specialized school employed a variety of vocabulary learning strategies ranging from metacognitive to cognitive strategies.2. Vocabulary learning strategies are very much correlated with both the quantity and the quality of vocabulary knowledge . Context strategies are the most effective ones while rote-learning strategies are the least.3. There are some differences between the vocabulary learning strategies used by good and poor learners . First, good learners apply much more strategies than poor learners . In addition , good learners use more context strategies and meaning-oriented strategies whereas poor learners employ more rote-learning strategies . Most significant of all , good learners are far more superior to poor learners in employing metacognitive strategies to regulate their learning .The thesis also indicates some implications for both teachers and learners. On the whole , this study has done a preliminary research on the vocabulary learning strategies used by Chinese English-majors of secondary specialized school and may serve as an initial step for further study.