A Study On The Most Effective English Vocabular Learning Strategies For Students Of DISC Behavior Styles

As an important constituent part of English vocabulary learning and teaching, the study of the influential factors of the significance especially in the learner-centered learning approaches. One of the most prominent factors of VLS is the learners’ personality. The effective adjustment of VLS according to the learners’ personality factors can improve the learners’ learning confidence and learning results.The present study is designed to employ Maston’s DISC behavior style assessment in the learners’ personality analysis in the process of the English vocabulary learning strategies training. The ultimate purpose of the present study is to find out whether there is the most effective vocabulary learning strategy for each group of DISC type of personality style learners.The main research questions in this thesis are listed below:1. Is there any correlation between the participants’ DISC behavior style types and the effectiveness of the4selected vocabulary learning strategies in short-term memory of vocabulary?2. Is there relatively the most efficient vocabulary learning strategy for each type of students in short-term memory of English vocabulary? If there is, what is it for each DISC type of students? How will that result accelerate the learners’ vocabulary learning?This paper employed the DISC behavior style analysis scale (DISC Assessment) to classify and select the experiment participants among the139students in10th grade in the author’s present school. The experiment began with a series of vocabulary learning strategy training to the participants. A factorial experiment was carried out after the vocabulary strategy training to examine the relationships between the four different behavior style of DISC and the four vocabulary learning strategies. The data and experiment test results were analyzed by utilizing the statistical analysis software SPSS12.0. A post-experiment questionnaire was designed to find out the participants’ subjective choice of vocabulary learner strategies, and their subjective changes of vocabulary study after the experiment. The questionnaire was designed based on Oxford (1990)’s Strategy Inventory for Language Learning (SILL).The results indicate that:1. The learners’behavior styles and the effectiveness of the vocabulary strategies in short-term memory are closely related.2.For the Dominant behavior style learners, the most effective vocabulary learning strategies tend to be Categorizing and Linguistic knowledge strategies; as for the Influential behavior style learners, the most effective vocabulary learning strategy tends to be Context strategy; for the Steady behavior style learners, the most effective vocabulary learning strategy tends to be Association strategy; as for the Cautious behavior style learners, the most effective vocabulary learning strategy tends to be Categorizing strategy.3. The post-experiment questionnaire supports the results of the experiment in a subjective perspective. In accordance with their behavior styles, the language learners employ more effective learning strategies. The appropriate adjustment of learning strategies may improve the learners’learning results. Therefore, the research is of significance for vocabulary teaching and learning in high schools.