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A Study of Relationship between Senior High School Students’ Vocabulary Learning Strategy Use, Vocabulary Size and English Proficiency

Author: WangQiuFeng
Tutor: LuMin
School: Shandong University
Course: English Language and Literature
Keywords: Vocabulary Learning Strategies Vocabulary English proficiency
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 140
Quote: 0
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Abstract


Vocabulary is the basic language skills. Because vocabulary learning strategies that affect vocabulary learning is one important factor, it is necessary to investigate the students' vocabulary learning strategies to help them form their own vocabulary learning strategies. This study was to investigate high school English vocabulary learning strategies and explore the use of the total vocabulary learning strategies and vocabulary, and the correlation between the level of English. In this study, Tai'an City, Shandong Province, a high school grade three four classes 182 students were surveyed, using a combination of quantitative and qualitative methods. 182 subjects participated in the questionnaire survey, eight students participated in the interviews. Research tools including vocabulary learning strategies questionnaire and vocabulary test volume. Vocabulary learning questionnaire is based on O'Malley and Chamot classification and learning strategy questionnaires and Schmmit part of vocabulary learning strategies and resources strategy design. Vocabulary test volume according to Ma Guanghui vocabulary test volume adaptation. English proficiency of students with final exams measured. Another study tools are interviews, interviews were conducted after the questionnaire data analysis. Elected eight subjects participated in the interviews and taking into account their vocabulary, final exams, and gender. SPSS17.0 was used to analyze the questionnaires and vocabulary test data obtained. The results showed that; (1) In general high school vocabulary learning strategies used at the middle level, for the new curriculum required to master the vocabulary mastered very well. (2) high school vocabulary learning strategies, vocabulary and English proficiency was a significant positive correlation between. Four types of vocabulary learning strategies were associated with vocabulary showed a significant positive correlation, metacognitive strategies and cognitive strategies and their proficiency in English was a significant positive correlation. (3) large vocabulary of students and a small vocabulary of students in four types of vocabulary learning strategies used there are significant differences; English for students with a high level of English proficiency of students with low vocabulary learning strategies in general, the use of the difference is not very large groups in the use of metacognitive strategies there are significant differences in the use of cognitive strategies there are also differences. (4) boys and girls only in metacognitive strategy use there are significant differences. In the 16 categories of secondary strategy, male and female students in selective attention and active learning strategies there are significant differences. Interviews and questionnaire research results are basically consistent with the results obtained. In this study, based on the author proposes high school English teaching in China. High school English teachers should pay attention to different groups in vocabulary learning strategy use differences in the teaching process to teach students to use vocabulary learning strategies and encourage them to use their own vocabulary learning strategies to improve the efficiency.

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