A Survey Of The Use Of Japanese Vocabulary Learning Strategies In Vocational School Students

With the development of economic globalization,the trade exchanges between different countries are growing,and the social demand for applied talents and business foreign language talents is also increasing.Enterprises are in urgent need of talents who can master a certain vocabulary and be competent for foreign trade activities.The mastery of vocabulary directly affects the development of listening,speaking,reading,writing and translation skills of foreign language talents.Therefore,for secondary vocational students who are in the primary stage of Japanese learning,mastering a large number of Japanese vocabulary can be better applied to their future study and work.Based on this background,this study takes senior two students of Japanese major in six secondary vocational schools as the research objects,and uses a variety of research methods,such as questionnaire survey,observation,interview and so on,to investigate the use of Japanese vocabulary learning strategies of secondary vocational students at this stage.Starting from the actual situation of students,this paper analyzes the problems existing in the use of Japanese vocabulary learning strategies,and puts forward some targeted suggestions from the perspective of cognitive theory and constructivism learning theory,in order to help students find suitable Japanese vocabulary learning strategies for secondary vocational school students.This study is divided into five parts.The first part mainly summarizes the relevant research on vocabulary learning strategies at home and abroad,and puts forward the problems that this study wants to explore.The second part mainly introduces the meaning and classification of learning strategies and the theoretical basis of cognitive theory and constructivist learning theory.The third part is the survey design and implementation.Based on metacognitive strategy,cognitive strategy and social and emotional strategy,the questionnaire and interview outline were designed,and the observation scale was designed according to the items of the questionnaire and the actual situation.The fourth part is the survey results and analysis,aiming to understand the current situation of secondary vocational students’ use of Japanese vocabulary learning strategies and the shortcomings in the use process,and analyze the causes.The fifth part is the suggestions for students’ vocabulary learning strategies under the guidance of cognitive theory and constructivist learning theory.Through the analysis of the collected data,the results show that: all the secondary vocational students use vocabulary learning strategies,and the overall level is medium;Secondary vocational students’ use of Japanese vocabulary learning strategies ranked in the order of cognitive strategies,metacognitive strategies,social and emotional strategies;There is a correlation between the three vocabulary learning strategies and students’ Japanese performance,among which cognitive strategies have a significant impact on students’ Japanese performance;The results show that the students in the high group use more vocabulary learning strategies than those in the low group.According to cognitive theory and constructivist learning theory,combined with the influence of three learning strategies on performance,this paper puts forward the following suggestions for teachers and students.Teachers should train students to use various cognitive strategies;Guide students to use cognitive strategies correctly;Enrich curriculum resources;Create a language learning environment.Students should learn vocabulary in a planned way;Strengthen the daily preview and review;Strengthen the cooperative learning of student student relationship and teacher-student relationship;Establish self-confidence in Japanese learning.