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 Study on English Vocabulary Learning Strategies of College Students

The present study attempts to investigate Chinese non-English majors' vocabulary learning strategies.The descriptive statistics is carried out on the learners' vocabulary learning strategies;a correlational study is conducted between the students' vocabulary learning strategies and their vocabulary test scores.The result shows that students still prefer to learn vocabulary through the traditional way and that the dictionary strategies and rehearsal strategies are negatively related to vocabulary test scores,while all the other five categories are positively related to them.The pedagogical implications of this study are suggested for college teachers' instructions of vocabulary learning strategies.

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 on the Sex Differences of Vocabulary Learning Strategies of College Non-English Majors

The paper deals with a study on the sex differences of vocabulary learning strategies employed by the college non-English majors through a questionnaire. The author found some significant differences between some strategies employed by these two groups of students, but there were no significant differences between most of them employed by both sexes. Thus some tentative suggestions to the college English teachers in the vocabulary teaching were provided.

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.

Study on English Vocabulary Learning Strategies of Non-English Majors

This research investigated English learning strategy use by Non-English majors in Guangxi.Students’self-reports and questionnaires are conducted to collect data.The analysis finds that students have difficulty with long-term memory and internalization of words.The most frequently used strategies are some determination,memory and cognitive strategies.Social and metacognitive strategies are used less.The findings indicate that there are no great differences in the use of most strategies between groups of different proficient levels.Suggestions are provided to teachers based on the findings.

A Survey and Suggestions on Students' Vocabulary Learning Strategiesin Senior High School

This paper is about a survey and suggestion on students’vocabulary learning strategies in senior high school.Vocabulary is one of the three elements of a language and the basic material of a language.So the vocabulary learning in English is especially important.In order to help the students to have a better understanding of the significance of language and lay a solid foundation for deep vocabulary acquisition,it is necessary for teachers to find effective ways to learn English vocabulary.So in this paper the author hopes to find what the vocabulary learning strategies the students have used through the survey and give more effective learning strategies according to the available English vocabulary learning strategies.

An Empirical Study of Senior One High School Students'Cognitive Strategies in Learning English Vocabulary

The present research aims to find out (1) the general vocabulary learning beliefs of Senior One high school students in Guang zhou; (2) the general vocabulary cognitive strategies adopted by Senior One high school students in Guangzhou; (3) the differences be tween successful English learners and unsuccessful English learners in adopting cognitive strategies in their English vocabulary learning. A cohort of 68 Senior One high school students participate in the research. The results of the investigation show that the notion that vocabu lary should be learnt in context and through using is shared by the majority, that the most frequently used vocabulary cognitive strategies are inferencing, note-taking, contextualization and resourcing, that there is no significant difference between the successful English learners and the unsuccessful English learners in using identical vocabulary cognitive strategies.

The Effectiveness of Strategies-based Instruction on Postgraduates' English Vocabulary Learning

This ten-week quasi-experimental study was undertaken to explore the effectiveness of strategies-based vocabulary instruction on English vocabulary learning of postgraduate learners.By the questionnaires and vocabulary tests administered before and after the instruction,the experimental group and the control group were compared to find out whether reading comprehension plus SBI method was more effective than reading only method in postgraduates' English vocabulary learning.

The analysis of adult English vocabulary learning strategies based on network

The article which is on the basis of English learning and adult learning characteristics, propose adult English vocabulary learning strategies based on network, and it thinks that adult learners are based on making full use of network to provide boundary, it overcomes the flaws of adult English and resist the temptation of other information network, and it takes the right vocabulary memory strategies, cognitive strategies, vocabulary learning metacognitive strategies, affective strategies of vocabulary learning and vocabulary learning society strategy ,then it can achieve good vocabulary learning effect.

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.

The Choice of Effective Vocabulary Learning Strategies

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.

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 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 Students' Vocabulary Learning Strategies

English learners who want to acquire good language competence must essentially possess a great amount of vocabulary.In reality, however, quite a lot of students have difficulties in the process of vocabulary accumulation for the lack of efficient learning strategies. As a result, we teachers should help the students overcome the problems via guiding them the necessary vocabulary learning strategies including rote learning, reading original books and doing note taking, guessing from the context, using dictionary and reviewing and elaborating.

Studies on English Vocabulary Learning Strategies of Three-year Business English Majors

Vocabulary learning strategies have been studied by a lot of scholars and teachers to a different extent on language learner of different levels.Little research has been done on three-year Business English majors.This study is intended to examine the vocabulary learning strategies applied by those students to their vocabulary learning during the course of English learning.This study is carried out in the form of doing a questionnaire among 117 three-year Business English majors.The collected data is analyzed in the computer by using the SPSS software.The result is that most of the students give up the concept and strategy of repetition and accept the concept of context and practicing.In addition,most of the students know how to make use of cognitive strategies to learn vocabulary.However,those students seldom employ metacognitive strategies and social/affective strategies to facilitate their vocabulary learning.In light of these,some recommendations have given to those students to help them learn more vocabulary by appropriately using the vocabulary learning strategies.

Intensifying Training of Learning Strategies to Improve the Efficiency of Learning English Vocabulary

词汇是语言的基本要求。没有词汇,语言将不存在,所以外语学习离不开词汇学习,针对英语教学中学生在词汇学习上的＂费时低效＂问题,本文提出了有关词汇学习的一些策略,鼓励学生积极采用多种生动有趣的词汇学习奇招,令学生产生＂出格＂的联想,激发其英语学习兴趣,从而饶有兴趣的学习英语词汇。

Vocabulary Learning Strategies in Class of Senior School

Vocabulary can be compared to organs as well as blood and flesh of a body.That means vocabulary runs through the whole language learning and is the basic of language learning.Thus,a good master of vocabulary is necessary to the learning of a language.Therefore,one of the tasks of English class is to grasp vocabulary learning strategy.In the first part of the essay,the definition of vocabulary and aspects of vocabulary that teachers should teach are explained.In the second part of the essay,the contents of the strategies are followed.In the last part,according to the investigation of the author,some strategies applied in class of senior school are presented for all the teachers.The author hopes it gives other teachers some inspirations.

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.