Alesson Study On Cultivation Of Cognitive Strategy In Vocabulary Learning For Junior High School Students

In order to improve students’ vocabulary learning efficiency,this study intends to train junior high school students to use cognitive strategies in vocabulary learning.It can also promote teachers to use a variety of vocabulary teaching methods in class.Based on the above research background,this study will answer the following three questions:（1）What is the current situation of cognitive strategy usage in vocabulary learning in this class?（2）What is the students’ attitude towards vocabulary cognitive strategies?（3）What effect does cognitive strategy training have on the students’ vocabulary learning?To explore these research questions,this study adopts the mixed method to conduct a lesson study.43 students from Class 1,Grade 8 of a middle school in Tianjin were selected as the research samples.In this study,a questionnaire,and interviews are the main tools for data collection.The strategy training for students is carried out through lesson study.Before the implementation of the strategy training,the author investigated students’ current attitude and frequency of cognitive strategies usage by conducting Oxford’s（1990）language learning strategies questionnaire.According to the results of the questionnaire,the students were mainly trained in reasoning and analysis strategies,creating structural for input and output strategies,aiming to promote students’ output,and use appropriate vocabulary in given syntactic structures and contexts.And a writing test would be given,too.Then the author conducted a two-week cognitive strategy training for students.After strategy training,writing exercises in similar contexts were carried out to compare whether students’ awareness of using cognitive strategies in vocabulary learning improve and whether vocabulary learning results improve or not.In addition,in order to understand students’ attitudes towards the strategy training,the author interviewed 6 students with different English levels.In this study,descriptive analysis and paired sample T-test were performed on quantitative data by SPSS,while subject analysis was used to process qualitative data.Through the data analysis,it can be concluded that:First,students use cognitive strategies in vocabulary learning before training,practicing strategy and receiving and sending messages strategy are used mostly.Second,after the training of cognitive strategies,students are willing to and able to use more diversified cognitive strategies in vocabulary learning.Finally,it can be seen from the composition before and after cognitive strategy training that students’ vocabulary learning has been improved.The above research results show that it is necessary for teachers to teach students the ways to learn vocabulary and help them master more vocabulary learning strategies.