On The Training Of Junior One Students’Vocabulary Learning Strategies In Constructivist Learning Environment

For students who just begin their study in junior middle school, complaints are often heard from them that English words are difficult to remember and easy to forget; or they do not know how to use the words properly after remembering them. This paper is designed to address issues such as learning and remembering English words confronted by first-year students in junior middle school. With the help of the empirical study, researchers focus on investigating the use of vocabulary learning strategy of first-year students in junior middle school, study the characteristics they manifest, and provide training on strategy of English vocabulary learning for them. Researchers try to make the students master strategy of English vocabulary learning through design of class activity, to achieve the goal of strategy training on vocabulary learning. The paper aims to help students make plans, follow up, and estimate their learning process, so as to employ the strategy consciously and learn vocabulary in an easy, pleasant and effective way.A questionnaire is carried out among60grade one students from Lingdangge Foreign Language Middle School, in order to collect information on English vocabulary learning strategy of them. The acquired data is analyzed through SPASS, the statistical analysis software. Results indicate that:1) Vocabulary learning strategy is seldom used by grade one students in junior middle school;2) They have difficulties and lack interest in English vocabulary learning.On the basis of investigation and analysis, targeted training on English vocabulary learning strategy is provided and tests before and after the training is conducted by researchers. Testing results indicate that the training is effective. Students’awareness of using vocabulary learning strategy is strengthened; their interest in vocabulary learning is increased; and the efficiency of vocabulary learning is improved.