An Empirical Study On The Correlation Between English Vocabulary Learning Strategies And In-depth Vocabulary Knowledge In A Middle School

Vocabulary is the basis of language.Wilkins(1972)has made a well-known discussion for its importance: “Without grammar,little can be conveyed;without vocabulary,nothing can be conveyed.” Over the years,many researchers have discovered that vocabulary acquisition was an important and fundamental part of language learning.However,for many English learners,vocabulary memorizing and learning is a time-consuming and inefficient work.Because of the large number of vocabulary and the diversity of vocabulary knowledge,it is necessary for learners to master the appropriate vocabulary learning strategies,so that they can do more with half the effort in the process of vocabulary acquisition.Based on the importance of strategies in vocabulary acquisition,the study of vocabulary learning strategies and the exploration of the correlation of strategies and in-depth vocabulary knowledge can effectively guide teachers to teach and students to learn.Firstly,this study designs the test volume based on Cronbach's concept of component classificationand Lv Changhong and Duan Shiping's test form of in-depth vocabulary knowledge,and the questionnaire of English vocabulary learning strategies for middle school students based on Li Songhao's vocabulary learning strategy scale.This paper investigates 265 junior high school students in four classes of Grade 9(graduation class)in Jiamusi,Heilongjiang Province to study the following five questions:(1)What is the overall application of vocabulary learning strategies for middle school students?(2)What is the level of in-depth vocabulary knowledge of junior high school students?(3)What is the correlation between in-depth vocabulary knowledge?(4)What is the correlation between vocabulary learning strategies and in-depth vocabulary knowledge middle school students?(5)Are there any differences in the use of vocabulary learning strategies between high and low group students?Secondly,SPSS analysis software was used to analyze the data.The result shows that:(1)in the process of vocabulary learning,among the 15 kinds of vocabulary learning strategies,students do not often use the flexible useing strategy?the utilization of living resources and exchange learning problems;(2)high score students can use vocabulary learning strategies more than low scores;(3)the level of in-depth vocabulary knowledge of middle school students is general,and the ability to use vocabulary productively is poor;(4)in general,there is a certain correlation between vocabulary learning strategies and in-depth vocabulary knowledge,and most of the vocabulary learning strategies are positively correlated with in-depth vocabulary knowledge.Finally,combined with the research results,this paper puts forward the following suggestions for English vocabulary teaching in middle school:(1)change the notion of “what to test,what to teach” for teachers and “what to test,what to learn” for students;(2)for the strategies that students are less likely to use,teachers should train these strategies appropriately in teaching activities;(3)change the traditional view that teachers and students do not value in-depth vocabulary knowledge;(4)strengthen the cultivation of the ability to use vocabulary productively.