A Study On The Correlation Between Senior High School Students’ Vocabulary Learning Strategies And The Depth Of Vocabulary Knowledge

Vocabulary,as one of the three elements of language,is the basic material of language and plays a vital role in people’s communication and language learning.But vocabulary learning is the biggest problem for language learners,especially English vocabulary learning.Based on this,vocabulary learning strategies,as a specific learning strategy,have been paid more and more attention.The National Curriculum Standards for English(2017)regards learning strategies as one of the six elements of English curriculum content,and defines learning strategies as "various actions and steps taken by students to promote language learning and language use".This shows that learning strategies are getting more and more attention.Therefore,the researcher conducted a questionnaire,a test and interviews with 513 senior high school students to study the correlation between English vocabulary learning strategies and depth of vocabulary knowledge in Qiannan area,mainly focusing on four aspects:(1)To understand the English vocabulary learning strategies and the depth of English vocabulary knowledge on senior high school students.(2)To analyze the differences in the use of English vocabulary learning strategies among students with different levels on depth of English vocabulary.(3)To explore whether senior high school students’ English vocabulary learning strategies affect their depth of English vocabulary knowledge.(4)To explore the factors that affect the depth of vocabulary knowledge on senior high school students.Through descriptive statistics,independent sample t-test,correlation analysis,multiple regression analysis and thematic analysis.The main results are as follows:(1)Senior high school students’ English vocabulary learning strategies are in the medium level,the use of metacognitive strategies,cognitive strategies and vocabulary learning beliefs are all in the medium level,and the overall level of depth of English vocabulary knowledge is not high.(2)Senior high school students with high depth of vocabulary knowledge use vocabulary learning strategies more frequently than those with low depth of vocabulary knowledge,and there are significant differences in their use of English learning strategies.(3)The three dimensions of metacognitive strategies,cognitive strategies and vocabulary learning beliefs in senior high school students’ English vocabulary learning strategies are positively correlated with the depth of vocabulary knowledge.And the metacognitive strategy and cognitive strategy of senior high school students can better predict the depth of their English vocabulary knowledge.(4)Senior high school students’ interest in English learning,learning environment,memory methods,learning motivation,mastery of phonetic symbols,complexity of words and self-discipline are other factors that affect the depth of their English vocabulary knowledge.The implications of this study are as follows:(1)Teachers can make students realize the importance of DVK to English learning,cultivate students’ awareness of attaching importance to DVK,and let students devote more time and energy to learning.(2)In the process of vocabulary teaching,teachers should not only explain the basic meaning of vocabulary,but also pay attention to the extended meaning,collocation and synonyms of vocabulary.(3)As the depth of vocabulary knowledge is positively related to most vocabulary learning strategies,teachers need to explain these vocabulary learning strategies systematically and clearly and encourage students to use them in class.