On English Vocabulary Building Strategies For The First Year Mongolian Students In Senior High School

Importance of vocabulary learning for learning English isself-evident.So,at present,there are many researches related the vocabularylearning strategies.While,the study on the minority English vocabularylearning strategies is rarely.Especially the research about the minoritystudents’ applying English vocabulary learning strategies is morerarely.However, the author thinks that it has great significance to research inthis area.First,to enrich the research on learning vocabularystrategies.Second, to understand before is very little attention to minorityschool students in county English vocabulary learning strategies used bysurvey.And to their learning difficulties, it can provide timely help andreveal the Enlightenment of teaching effective.Therefore, this paperinvestigates the English vocabulary learning strategies adopted by58students from the experimental class and54ones from the regular class ingrade one from the Baokang Mongolian senior high school in Kezuo Zhongcounty Tongliao city Inner Mongolia. Meanwhile, the essay is a surveyabout the students’ holding views on vocabulary learning and the situationapplying English vocabulary learning strategies through the questionnairesand interview method.At the same time, it found the similarities anddifferences existing for the experimental class and regular class students inthe use of English vocabulary learning strategies.And in the investigation ofthe English vocabulary of Mongolian high school first year successfullearners through interviews.Discusses4success from the experiment classand common class o in common use in English vocabulary strategies, inorder to obtain more about the beneficial enlightenment of EnglishVocabulary Learning Strategies, to promote better vocabulary learning andteaching. This paper draws the following conclusions through investigation.thefirst year experimental class and regular class students in senior high schoolhave the following similarities in the use of English vocabulary learningstrategies.1.In application of English vocabulary learning strategies,thefrequency of adopting the cognitive strategy is highest and the one ofutilizing the meta cognitive strategy is lowest for two classstudents.2.Among the vocabulary learning sub-strategies,two class studentsare good at using this three strategies that is repeated writing, doingexercises and taking notes.For the Mongolian first year experiment class students and ordinarystudents there are differences in the use of English vocabulary learningstrategies.1.The frequency of using meta cognitive strategies, cognitivestrategies, memory strategies, social strategies and decision strategies inlearning English vocabulary for the experimental class students is higherthan the ordinary class students’.2.For the vocabulary learningsub-strategies,the ordinary class students are good at applying repeatedlyreading, writing, doing exercise, taking notes and difficult words annotatedChinese homonym strategy.While,While,the experimental class students isgood at not only using repeated reading, writing, note taking strategies, butalso using the regular test own vocabulary, word memory semanticmemory, combing personal experience with memory,to seek for help fromclassmates, reading the text, reading reciting the dialogue and somearticles.the use of English vocabulary learning strategy and the view onEnglish vocabulary learning for first year Mongolian high schoolstudents:1.The average score of application of meta cognitive strategies ismost low, and the one of cognitive strategies is the highest.2.On Englishvocabulary learning,the first year Mongolian students all think thatvocabulary learning is the most important part of English learning and themost difficult to learn.They generally believe that mechanical memory is notan effective vocabulary learning strategy, and generally believe that vocabulary should learn through putting them into context andpractice.However,through the survey found that the frequency of applyingmechanical memory is still high.There is a big difference between theirbeliefs and behaviors.The first year English vocabulary learning success in senior high shoolwho have the following characteristics: firstly, they have attached greatimportance to English vocabulary learning, and they all spent a lot of timeand energy.Secondly,they are good at applying a variety of vocabularylearning strategies.The thesis is divided into six parts: The first part is the introduction,which introduces the research background, research purpose andsignificance of the research.The second part is the related concept, thedefinition and the introduction about theoretical basis.The third partelaborates the relevant theory research at home and abroad and the previousstudies of inheritance and innovation.The forth part states the process of theinvestigation. The fifth part is the result of the study and its analysis.Thesixth part is a general summary of the whole thesis.Through the research, we have a relatively comprehensive and overallunderstanding about the situation that first year Mongolian students insenior high school apply English vocabulary learning strategies. At the sametime, we are also looking forward to providing some inspiration andreference value for English vocabulary learning and teaching in the future.