A Study on Effective Methods of English Vocabulary Learning

English is a key subject in high school that troubles many students,especially in the aspect of vocabulary learning.Only by laying a good vocabulary foundation can students better complete the learning tasks such as reading,writing,listening,and speaking training.This paper aims to explain the importance of improving the efficiency of English vocabulary learning and discuss the effective methods of English vocabulary learning in high school,in order to help more students find their own learning methods,improve vocabulary memory and application skills,and lay a solid foundation for follow-up learning,examination,and even work.

Research on Vocabulary Learning in English Classroom Teaching Based on Corpus

The difficulty of learning English is not only related to interest,but also related to the correctness of learning methods.Especially in English teaching,a comprehensive and in-depth mastery of vocabulary can improve the level of English language,learn English knowledge better,and improve the level of cross-cultural communication.The application of corpus in English classroom vocabulary teaching can provide more educational space for vocabulary teaching,enrich teaching methods,and at the same time,facilitate students to learn vocabulary and lay a foundation for learning English language.To this end,this article first describes the important role of corpus application in vocabulary learning in English classroom teaching.Secondly,it discusses the difficulties of vocabulary learning and the factors that affect the quality of learning.Finally,in order to enhance the learning effect of students and improve the teaching level,several learning strategies have been formulated to continuously highlight the practicality of the corpus.

An Empirical Study of Depth of Vocabulary Knowledge and Vocabulary Learning Metacognitive Strategies of Non-English Majors

This paper concentrates on the depth of vocabulary knowledge and vocabulary learning metacognitive strategies used by Chinese non-English majors in an independent college.Results show the depth of vocabulary knowledge of the subjects only reaches the passing level.And metacognitive strategies are correlated significantly with the depth of vocabulary knowledge.

A Synthesis of the Studies on Vocabulary Learning Strategies in ESL and EFL Learning

Vocabulary is the core of language learning.The efficiency of vocabulary learning may influence language learning outcome.Vocabulary learning strategies can help the learners to learn vocabulary more efficiently,and they are very useful and beneficial for language learners.This paper synthesizes the research on vocabulary learning strategies in ESL and EFL learning,including the studies on the definitions of vocabulary learning strategies,classifications of vocabulary learning strategies and previous main research areas.The previous research areas mainly involve in the following aspects:patterns and taxonomies of vocabulary learning strategies,gender difference and vocabulary learning strategies,language proficiency and vocabulary learning strategies,major or disciplinary difference and vocabulary learning strategies,vocabulary learning strategies used frequently and effectively,vocabulary learning strategies and learning outcomes,and vocabulary learning strategy training.

An Investigation on Vocabulary Learning Strategies of Business English Majors

The vocabulary learning strategies are very common in English learning. Basing on O'Malley & Chamot's classification framework of vocabulary learning strategies, the present study conducts research by the questionnaires and interviews of junior Business English Majors to know the current real situation of business English vocabulary learning strategies used by business English Majors. After analyzing and discussing the problems which are reflected in the questionnaire and interview, the researcher puts forward some suggestions on vocabulary learning and teaching in Business English. The researcher hopes it is helpful for Business English Majors to learn Business English vocabulary.

Preparing EFL Learners for Native English-Speaking Context Through Vocabulary Learning： Two Chinese Cases in New Zealand

While numerous studies in English as a second/foreign language （EFL） have examined vocabulary learning and teaching in the perspective of theories and practical tips, there is a paucity of research on the impact of high-frequency words learning on preparing new EFL residents for the life in English-speaking countries. In order to fill this gap, this study draws on the experience of two EFL learners in New Zealand （NZ）, so as to explore the effectiveness of a 16-week daily-English-focused vocabulary learning program, which might generate useful implications about the effective adaption of new EFL residents to their target countries.

A Study of Senior High School English Learners＇ Vocabulary Learning Strategies

This paper reports an empirical study on various kinds of vocabulary learning strategies employed by the senior high school students in the Chinese context. The subjects were 128 second-year students from Xiangfan No. 5 Senior High School, Hubei Province, and the instruments adopted included a questionnaire, a vocabulary size test and interviews. Data analysis indicates the following findings： 1） The senior high school students tend to adopt a variety of vocabulary learning strategies; 2） Subjects with different vocabulary sizes are found to be significantly different from each other in vocabulary learning strategies; 3） There exists a certain correlation between vocabulary learning strategies and vocabulary size. In the conclusion, the pedagogical implications of the study are discussed and suggestions made to raise learners＇ awareness of the appropriate use of vocabulary learning strategies.

Developing Learner Autonomy for Vocabulary Learning

Vocabulary acquisition in adequate quantities for academic study within a short period of time is essential to the Chinese college students. This research focuses on the students＇ development of learner autonomy for vocabulary learning, and elaborates the approaches of the vocabulary e-learning and mnemonic procedures, which includes： memory strategies, contextual associations, conceptual meaning, creating tasks, etc. The result suggests that these approaches are most advisable and has proven some good effects in the vocabulary learning.

An Investigation into the Vocabulary Learning Strategies of Chinese EFL Learners of High,Average,and Low Proficiency Levels

The current research aims to find out the different beliefs held and different vocabulary strategies employed by nonEnglish majors of different proficiency levels. The data were collected through questionnaire and vocabulary tests. Results revealed that the learners at three levels all adopted wide-ranged strategies. But the high level students had greater vocabulary size and were more believed that words should be learnt through use, and they used more extended dictionary strategies, contextual guessing and note-taking strategies. It is encouraging that teachers should integrate explicit strategy instruction into classroom to help low level students achieve better learning results.

A Study on English Vocabulary Learning Strategies for High School Students——A Case Study of a High School in Chaozhou

For the language learners,especially the high school students in China with heavy learning pressure,learning some useful vo-cabulary strategies would be helpful for them to master the basic elements.The study aims to do a questionnaire on the English vocabulary learning strategies for high school students in Chaozhou and figure outwhat the general conditions of using vocabulary strategies for high school students in a high school are.The study showed most students did not use mechanical memory strategy in a high frequency in learning vocabulary.Secondly,it was anunexpected result that high school students used cognitive strategies more than metacognitive strategies,which was totally different fromprevious research by other scholars.In light of the results,some practical suggestions on teachers and students are proposed.

Comparative Study of Vocabulary Learning Difficulties Experienced by Urban and Rural Middle School Students--A Case Study of Xiyanfang Middle School and Middle School Attached to XATU

It is greatly significant for middle school students to learn vocabulary in English learning.However,there are many barriers while mastering vocabulary.By comparing the current situation of vocabulary learning between urban and rural middle school students,the paper tries to find out the specific aspects of backwardness in vocabulary learning of rural middle school students.Reasons which cause the difficulties will be investigated and then corresponding solutions will be put forward to narrow the gap between urban and rural middle school students in vocabulary learning.

A Case Study of Adult Learners' Second Language Acquisition Strategy and Cultural Connotation in Vocabulary Learning

Continuing education is one of the most important components of modern education. In continuing education, due to the aging and the constraints in foreign language proficiency, the second language acquisition(SLA) strategies adopted by adult learners are distinguished from what of the college students. This case study explores adult learners' SLA strategies in order to find the most frequently used ones and manages to discover better teaching approaches for teachers and efficient learning skills for learners. The conclusions are drawn as follows:(i) the six strategies are adopted only at a medium level, which means that none of them reveals a conspicuous higher or lower preference. Even though, metacognitive, compensation, affective and social strategies are of higher averages. Metacognitive and compensation strategies, with lower standard deviations, are more commonly and widely employed by learners.(ii) to better orientate adult learners' learning habits, the cultural connotation pedagogy in vocabulary teaching, welcomed by students, has greatly intrigued the study interests and promoted teaching efficiency.

An Analysis of English Majors' Mobile Micro Vocabulary Learning

Though numerous English learning researches have been done for English majors,there is not fairly enough analysis ofEnglish mobile micro learning especially in vocabulary.Based on the condition,the author tries to analyze the feasibility of Englishmajors’vocabulary learning via mobile devices based on mobile micro learning mode in the way of questionnaire survey.In theend,the result of the research proves that it could be feasible to adopt mobile micro learning mode in English majors’vocabularylearning.

Vocabulary Test for Vocabulary Learning in Middle School

As one of the core aspects and basic unit in language,vocabulary plays a salient role in improving student's language ability.Besides,vocabulary learning strategies play an obviously important part in the whole process of language learning.By examining the theories and approach to the vocabulary test,found by linguists locally and abroad,as well as vocabulary learning strategies,this research tries to systematically explicate several vocabulary tests in order to help English teachers design more creditable vocabulary tests to evaluate studenfs vocabulary knowledge.At the same time,in hope that through this research,middle school students would be guided to use English vocabulary learning strategies more efficiently,thus enhancing their self-learning ability.

The Role of Bilingualised Learner＇s Dictionary in Vocabulary Learning of Chinese College Students as non-English Majors

According to Cowie(2002), choosing which type of dictionary depends on"several factors, including the year of study, the level of linguistic proficiency of the users, and the nature of the study activity"(p. 195). After comparing the features of monolingual and bilingual learner's dictionaries, and examining the definitions and examples of three entry words(‘owe',‘deadlock'and‘pertinent') in six popular learner's dictionaries in China, we make a tentative conclusion that bilingualised dictionary is the better choice in vocabulary learning of Chinese college students as non-English majors. Some further investigations have to be conducted about the status quo of dictionary use among Chinese college students as non-English majors and their vocabulary learning strategies.

A Comparison between Good and Poor Language Learners in Vocabulary Learning

This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.

Training Low-Achiever EFL Learners with Metacognitive Strategy Training for Effective Vocabulary Retention

There is ample research on the vocabulary learning strategies used by EFL and ESL learners.Moreover,many researchers have attempted to discern the effectiveness of teaching vocabulary learning strategies instruction.However,the impact of using metacognitive strategies along with vocabulary learning strategies on weak language learners has not been researched.The aim of this paper is to report on the effects of training low-achiever English as a foreign language learners with vocabulary learning strategies along with metacognitive strategies on vocabulary acquisition.Two B1 level groups of students were assigned as treatment and control groups at a university in Istanbul,Turkey.A Vocabulary Strategy Use Survey was given to identify the vocabulary strategy use of the subjects at the outset of the study.The treatment group was trained on vocabulary learning strategies combined with metacognitive strategy training.The control group studied the same words without any training.A vocabulary test was administered to both groups as a post-test and the results were compared.The findings of the Post-Test demonstrated that training weak language learners with vocabulary learning strategies along with metacognitive strategies has a positive impact on helping these learners increase their lexical knowledge,as the experimental group scored higher on the post-test compared to the control group.

AN INVESTIGATION INTO VOCABULARY LEARNING STRATEGIES USED BY NON-ENGLISH MAJORS

Based on the relevant theories from both cognitive psychology and linguistics: the information-processing model, the depth-of-processing hypothesis and definition and types of vocabulary knowledge, the author made an investigation into vocabulary learning strategies used by non-English majors at North-West Minorities University. The statistical results showed that rote-learning strategies were most commonly used by the students, while most metacognitive strategies and context-oriented cognitive strategies were seldom used.

Review of Effects of Glosses on Incidental Vocabulary Learning and Reading Comprehension

词汇学习是语言学习的基础。Hunt and Beglar(1998)将能促进词汇学习的方法分为三种:附带学习、直接学习和独立策略学习。三种方法中,词汇附带学习被认为是二语词汇习得的一个基本的部分。许多研究证明了注释对词汇附带学习和阅读理解的有效性。本文总结并分析了近年来有关注释对词汇附带习得和阅读理解的研究成果,并指出了其中的不足,提出了未来研究的方向。

A STUDY ON THE EFFECTS OF ANNOTATION ON INCIDENTAL VOCABULARY LEARNING ATTACHED TO LISTENING TASKS

本研究考察注释方式对听力附带词汇习得的效果,设置两个实验组,单项定义注释和多项选择注释组。同时,考察语言水平和理解能力对词汇习得的影响。研究结果表明,语言水平和听力理解只影响词汇知识测验的结果;而注释的方式对词汇知识测验及词汇再认测验均产生影响,且影响最显著。