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.

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.

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.

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.

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.

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.

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.

A COMPARATIVE STUDY OF BUSINESS ENGLISH MAJORS' GENERAL ENGLISH AND BUSINESS ENGLISH VOCABULARY LEARNING STRATEGIES

This thesis is based on O'Malley and Chamot's classification of L2 vocabulary learning strategies and other scholars' studies. Through a questionnaire, vocabulary tests, and interviews with business English learners, the author conducted an investigation into various kinds of vocabulary learning strategies employed by Business English majors in General English and Business English study. The subjects participating in this investigation are 95 third year Business English majors from our college. Detailed analyses of both the quantitative and qualitative data have yielded the findings: 1) The frequency of some General English learning strategies and Business English learning strategies employed by Business English majors coincides, but the difference between General English learning strategies and Business English learning strategies employed by the subjects is apparent. More English learning strategies are obviously used in General English learning than in Business English learning. 2) There is a certain correlation between vocabulary learning strategies and vocabulary size of General English and Business English, and capable Business English learners tend to positively transfer English learning strategies employed in General English learning into Business English learning. Based on analyses and results, the thesis suggests that Business English learners should be specially trained for English learning strategies. Specialized courses offered should be designed to help students without any professional knowledge organize mental schema associated with specific vocabularies, and to help specialized vocabularies enlarge rapidly. Business English learners can positively transfer General English learning strategies into Business English learning, and thereby smoothly transform General English learning into Business English learning.

The comparison between traditional Chinese literacy strategies and English vocabulary strategies

There is a positive transfer from native language vocabulary learning strategy to that of the second language. The comparison between them shows that the traditional Chinese character learning strategies have profound effect on English vocabulary learning on the basis of morphology, lexicon as well as discourse categories. If the mutual effect can be applied in English vocabulary learning effectively, positive transfer emerges.

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.

English Vocabulary Learning Strategy Use in a Chinese Key Middle School

This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.

VOCABULARY STRATEGY USE IN FIRST AND SECOND FOREIGN LANGUAGE BY ENGLISH MAJORS

This paper intends to make a comparative study of the vocabulary strategies used in 1st and 2nd foreign language by English majors. Quantitative data are collected from 74 English majors who are learning French as their 2nd foreign language, using a questionnaire designed mainly on the basis of O'Malley and Chamot's classifications of learning strategies. The subjects' beliefs in vocabulary learning are also investigated through the questionnaire. Findings show that vocabulary strategies used in 1st foreign language could influence, to a certain extent, their counterparts in 2nd foreign language, but significant differences still exist in many vocabulary strategies employed by the subjects in 1st and 2nd foreign language learning. Reasons for the differences are also analyzed in the paper. Finally, feasible measures are proposed to improve 2nd foreign language learning and teaching in Chinese universities.