| Vocabulary functions as the cornerstone of language learning.Students’ abilities,such as listening,speaking,reading,writing,are tremendously influenced by their vocabulary level and vocabulary learning strategies.According to Senior High School English Curriculum Standards(2017),students ought to meet the standard of words from three thousand to three thousand and two hundred.However,in our daily teaching,students tend to complain that they are not able to memorize the words,or it is simple for them to forget the words.As a result,there have been many studies about vocabulary learning strategies in recent years,but research subjects are mainly centered on college students.There has been inadequate research on English vocabulary learning strategies in high school students,hence it is worth further studying.The thesis adopts an investigation and analysis,to survey the using and overall situation of English vocabulary learning strategies of high school students from Yangzhong,to look over the differences between high vocabulary level and low vocabulary level students in vocabulary learning strategies,and to probe into the correlation between vocabulary learning strategies use,vocabulary level and English achievements,which is aimed at providing some references and corresponding measures for vocabulary teaching and learning.225 senior grade two students are invited to participate in the survey.Based on the theory of Constructivism and Multiple Intelligence,vocabulary learning strategies questionnaire,vocabulary level test and the English mid-term examination are employed to reveal three questions: 1)What is the overall situation of high school students’ vocabulary learning strategies? 2)Is there any difference between high vocabulary level and low vocabulary level students in vocabulary learning strategies? 3)Is there any correlation between vocabulary learning strategies,vocabulary level and English achievements? If so,what kind of correlations do they exist?Results of this research are as follows: Firstly,frequencies of vocabulary learning strategies use are at a medium level;background and passage information which mean valueindicates 5.0102 is the most frequently used strategy,whereas image and visual coding strategy is the least frequently used strategy which mean value shows 3.8299.Secondly,the frequency of vocabulary learning strategies use in high vocabulary level is obviously higher than low vocabulary level except visual repetition strategy,there exists a significant difference between high and low vocabulary level students in vocabulary learning strategies use(P=0.000<0.01).By contrast,the mean value of cognitive strategy is higher than meta-cognitive strategy whether it is high or low vocabulary level.Thirdly,Pearson Correlation analysis demonstrates that the correlation between vocabulary learning strategies use and vocabulary level test scores is 0.315,which is a low positive correlation;the correlation between vocabulary learning strategies use and English achievements is 0.374,which shows a low positive correlation;the correlation between vocabulary level test scores and English achievements is 0.554,which is more notable correlation.Furthermore,multiple linear regression analysis turns out that vocabulary learning strategies and vocabulary level test scores have a positive and predictive effect on English achievements,but the predictive power is comparatively weak.To a certain degree,subjects’ English achievements are predicted by their vocabulary level;reasonable use of vocabulary learning strategies can expand students’ vocabulary,thus improving vocabulary level,which also exerts positive significance for the advancement of students’ English achievements.On the basis of above findings,the author attempts to put forward some suitable implications for vocabulary teaching and learning.In the first place,teachers should help students take advantage of meta-cognitive strategies to make up their plans on vocabulary learning;second,teachers are bound to cultivate students’ awareness of exploiting vocabulary learning strategies,boosting the efficiency of vocabulary acquisition;What’s more,teachers are obliged to focus on individual differences,provide a variety of instructional techniques,and cater for the needs of different levels of students. |
