A Study On Vocabulary Learning Strategy Training Of Vocational Students

Vocabulary is an important part in language teaching, the master of vocabulary is of great value to listening, speaking, reading, witting and translation. Therefore, many scholars and teachers have explored a lot in vocabulary learning to help students improve their vocabulary learning efficiency. However, compared with other researches into learning strategy, the research on vocabulary learning strategy is far from satisfactory and the amount of studies on vocabulary strategy training are even limited. Despite of the current research situations, scholars generally agree that the application of different vocabulary learning strategy contribute to the understanding, memorizing and applying new words, and vocabulary strategy training can facilitate students’ vocabulary learning and improve their ability of autonomous learning.In this thesis, the author carries out an investigation on60senior vocational students in Wuhan Textile University. According to the analysis on the results of the questionnaire, the author selects two specific vocabulary strategies, that is, word formation strategy and context strategy as training targets. The author randomly chooses one class as the experimental class and the other as the control class. Before training, some pretests are undertaken to examine that the two classes have no significant difference in vocabulary proficiency. After the one-semester vocabulary strategy training with the students in the experimental group, the author analyzes the post vocabulary tests and finds that vocabulary strategy training has effective influence on students’vocabulary learning.This research explores the overall pattern of vocabulary learning strategy use and conducts a comparatively comprehensive vocabulary learning strategy training in vocational students. It not only provides an in-depth understanding of the characteristics of vocational students’ vocabulary learning but also offers a referable vocabulary training model for teachers. In addition, the pedagogical implications and suggestions might inspire new perspective on vocabulary strategy training.