Training Senior Two Students’ English Vocabulary Learning Strategies In National Middle School In Hohhot

As we all know, vocabulary learning plays a very important role inforeign language learning. In recent years, with the expansion of regularhigh school, the quality of our school students has greatly reduced, whichhas a large influence on English teaching. As a result, the English teachingin our school faces unprecedented challenges. The reasons of thisphenomenon are various, one of which is that students have no awarenessof using learning strategies or that utilization rate is very low. At the sametime, teachers ignore teaching vocabulary learning strategies. Therefore,this study aims are to investigate the English vocabulary learning strategyused by high-score and low-score students in Senior Two of Hohhot TuzuoQi National Middle School and to understand the correlation betweenstudents’ English learning and the strategies of their vocabulary learning. Inorder to improve the level of low-score students’ English vocabulary, andultimately improve their learning achievements and abilities, then theauthor conducts a training about vocabulary learning strategy amonglow-score students, based on the data statistical analysis of thequestionnaire.Different vocabulary teaching patterns were applied in the two classesrespectively.50students in the comparative class are still given thetraditional teaching method; while the rest of the students in theexperimental class have received training based on the study of vocabularylearning strategies for4months. Strategies trained include metacognitivelearning strategies, cognitive strategies and social emotional strategies.The research data are collected from the vocabulary learning strategy questionnaire and pre-and post-vocabulary tests. All the data collected isstatistically analyzed with the help of SPSS12.0. The results indicate:1) There exists a correlation between the result of students’ Englishlearning and the strategies of their vocabulary learning in English learning.2) It proves that high-score students use learning strategies morefrequently than low-score students.3) The vocabulary level of low-score students have obviouslyimproved after the vocabulary training.4) It is useful for students to receive the vocabulary learning strategytraining, and it is necessary for the students in Senior Two to grasp someeffective vocabulary learning strategies and use these strategies in theirdaily study.