A Survey On English Vocabulary Cognitive Learning Strategies Of Junior Middle School Students In Kashgar Region And Analysis On Their Influencing Factors

English vocabulary is an important content of English teaching,the basis of listening,speaking,reading and writing,and is of great significance in improving students’ comprehensive English ability.Vocabulary learning always runs through the whole process of English learning,and plays an important role in English teaching.English curriculum standards for compulsory education(2022): Junior middle school students should learn and use 1600 English words to communicate and express on related topics.In addition,they can contact and learn100-300 words in related topics according to the actual situation,as well as a certain number of idioms or fixed collocations.However,in English vocabulary teaching of junior middle school,students lack of necessary vocabulary learning strategies and the correct attitude towards vocabulary memory.So,it’s easy to forget and face difficulties in vocabulary learning for students.They learn passively and have a single learning way,it’s easy to lose the interest in vocabulary learning.In view of the above background,this study bases on memory theory and information processing theory,and adopts questionnaire survey method and interview method to investigate the current situation of the use of English vocabulary cognitive learning strategies among 300 junior middle school students in Kashgar region,and further analyzes the factors affecting the use of English vocabulary cognitive learning strategies.The study aims to answer the following questions:(1)What is the current situation of English vocabulary cognitive learning strategies used by junior middle school students in Kashgar region?(2)What are the factors affecting the use of English vocabulary cognitive learning strategies for junior middle school students in Kashgar region?(1)Are there any differences in the use of English vocabulary cognitive learning strategies among learners with different grades?(2)Are there any differences in the use of English vocabulary and cognitive learning strategies among learners with different English levels?(3)Is there any correlation between English vocabulary cognitive learning strategies and English vocabulary learning beliefs?The following results can be drawn from the investigation: 1.The overall level of English vocabulary cognitive learning strategies used by junior middle school students in Kashgar region is low,with an average of 2.508.From the mean level of each dimension,the use frequency of learning strategies,they are listed in order from highest to lowest:Selective attention strategy,Repetition strategy,organizational strategy,Fine processing strategy,Extraction and application strategy.2.English vocabulary cognitive learning strategy employed by students in junior middle school in Kashgar region is affected by grade,English level and English vocabulary learning beliefs,which are specifically shown as follows: 1)The results of one-way ANOVA showed that the number and overall level of vocabulary cognitive learning strategies used by learners increased significantly with the increase of grade.In terms of the mean value of the overall population for vocabulary cognitive learning strategies,they are listed from highest to lowest: the ninth grade,the eighth grade,the seventh grade.From the use of each dimension: the seventh grades students’ use level is the highest in repetition strategy,the terms of repetition strategy,the ninth grade students’ use level(2.609)is significantly lower than seventh grade students’ use level(2.801).2)Independent sample t-test results showed that there were significant differences in the overall level and each dimension level of the frequency of English vocabulary cognitive learning strategies between students in the high and low level group(P <0.01).Students in the high level group use more vocabulary cognitive strategies than students in the low level group.3)The results of correlation analysis show that there are significant positive correlations between vocabulary cognitive learning strategies and the overall level and each dimensions of vocabulary learning beliefs.The correlation coefficient between vocabulary learning beliefs and the total level of vocabulary cognitive strategies is 0.444.It had a significance level(0.01),indicating that the higher the level of students’ vocabulary learning beliefs,the higher the total level of vocabulary cognitive strategies.Based on the above research results,and combined with the teachers and students interview,the author further propounds recommendations from two aspects of vocabulary teaching methods and vocabulary strategy training,and to improve students’ vocabulary learning beliefs,The author puts forward valuable enlightenment to improve the effect of junior middle school English vocabulary teaching and cultivate the effect of vocabulary cognitive learning strategies employed by students.