A Study On English Vocabulary Learning Strategies for the Students in High Vocational College 英语专业毕业论文.docVIP

A Study On English Vocabulary Learning Strategies for the Students in High Vocational College ABSTRACT: This essay is about the English vocabulary strategy use of a sampling of four classes of students in Kunming Vocational and Technical College of Industry. This study is based on 40 of the 200 freshmen. These 40 students are made up of two groups. Based on first semester English final examination scores, the first group is called top students (the students with the top 20 scores), while the other group is called the poor students the students with the lowest 20 scores. The aim of the research is to find out what kind of vocabulary strategies the subjects frequently use in their English vocabulary learning and whether the strategies have a mutual relation with their English grades. The data concerning vocabulary strategies was collected using a questionnaire. The questionnaire showed that the two groups of students’ English grades do have relation with how to use learning vocabulary strategies. The 20 top students frequently used memory and cognitive strategies, especially taking notes in class. However, the 20 poor students rarely use any vocabulary strategies. Top students use strategies more frequently than the poor students do. The top students are very different from the poor students in their different learning concept. The former ones desire to learn English actively, which shows the new learning concept, “I want to study.” The latter ones study reluctantly and passively, which reveals the old learning concept “Others want me to study” From the research, there are some pedagogical vocabulary teaching implications. Teachers need to teach students strategies for studying vocabulary. They need to help them increase awareness of vocabulary strategies. The teachers have to give a hand to those poor students. All of the students must take notes in class. The teacher should pay attention to the students’ individual differences. Finally, the researcher lists the li