Study On The Current Situation Of English Autonomous Vocabulary Learning Of Senior High School Students

The New Standard English Curriculum(2017)proposes that the mission of high school education is promoting the all-around and individual development of students.One of the cultivation goals of high schools is to improve students’ lifelong learning ability in order to make students have the capacity for independent development.Students’ autonomous learning ability not only affects students’ autonomy,but also is of great significance to students’ personality development and lifelong development.Vocabulary is the basis of English listening,speaking,reading and writing,and plays an important role in English learning.Therefore,it is of great significance to study the current situation of senior high school students’ autonomous vocabulary learning and put forward corresponding suggestions for the existing problems.By using the research methods of questionnaire and interview,students and teachers in Zhangjiakou No.1 Senior Middle School are investigated in this thesis.Three questions are tried to be answered:(1)What is the present situation of students’ autonomous vocabulary learning in Senior High School?(2)What problems exist in the process of high school students’ autonomous vocabulary learning?(3)What are the factors that affect the autonomous vocabulary learning of high school students at present?In order to solve the above problems raised in this study,this thesis is based on social cognitive theory,humanistic theory and constructivist learning theory.Adapted from Pang Weiguo’s Autonomous Learning Scale,a questionnaire is designed for senior high school students in English autonomous vocabulary learning.Seven dimensions are concluded in the questionnaire and they are learning motivation,learning content,learning time,learning method,learning procedure,learning result and learning environment.The questionnaire survey is conducted among students in Grade Two of Zhangjiakou No.1 Senior Middle School and a total of 229 valid questionnaires are collected.According to the results of the questionnaire,the interviews for students and teachers are designed.10 students and 4 English teachers are interviewed.Through the analysis of the questionnaire and interviews,the situation of autonomous vocabulary learning is shown and the problems and factors of students’ autonomous vocabulary learning are deeply analyzed and some reasonable suggestions are put forward.According to the results of the questionnaire,the overall level of students’ autonomous vocabulary learning is at the medium level.From the analysis of each dimension,it can be concluded that students’ autonomous learning is good in three aspects: learning time,learning result and learning environment.Learning motivation,learning content,learning method and learning procedure need to be improved.Through the analysis of the questionnaire and interviews,it is found that students’ autonomous vocabulary learning mainly has the following problems: first,students’ autonomy in vocabulary learning is low.Second,students are not confident in vocabulary learning.Third,students are not interested in learning vocabulary.Fourth,the usage of vocabulary learning methods is weak.Fifth,students do not have good habits in autonomous vocabulary learning.Sixth,students have weak willpower to overcome difficulties.Based on the problems,the internal and external factors that affect students’ autonomous vocabulary learning have been analyzed.The internal factors are weak mastery of vocabulary knowledge,backward concept of learning and low level of will control.The external factors are short autonomous learning time,inappropriate roles of teachers and rigid teaching methods.According to the existing problems and factors,three suggestions are put forward:stimulating students’ learning motivation,optimizing students’ learning strategies and creating a great autonomous learning environment.This thesis aims to improve the current situation of students’ autonomous vocabulary learning and improve the efficiency and autonomy of students’ autonomous vocabulary learning.There are still some limitations in this study.The author tries to provide references for English autonomous vocabulary learning in senior high school and expects that autonomous vocabulary learning in senior high school can attract more professionals’ attention and research.