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A Study on Vocabulary Learning Strategies of Non-English Major Students

Author: LiuHaiQing
Tutor: RaoZhenHui
School: Jiangxi Normal University
Course: Curriculum and Pedagogy
Keywords: Learning Strategies Vocabulary Learning Strategies English proficiency Gender
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 220
Quote: 1
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Abstract


In this study, 186 students of non- English major sophomore Jiangxi Normal for the survey, through questionnaires , vocabulary test exercises , explore non-English majors vocabulary learning concepts and vocabulary learning strategy use , high group and low group , boys and girls What are the differences in vocabulary learning strategies . Sociology statistical software SPSS11.5 data analysis , descriptive statistical analysis showed that the overall use of non-English majors vocabulary learning concepts and strategies , independent samples T - test on the vocabulary of the high group and low group students, boys and girls the strategy for the comparison . The results show that : ( 1 ) students generally believe that \( 2 ) Most of the students in vocabulary learning process using a variety of vocabulary learning strategies . Specific vocabulary strategies , students most commonly used selective attention , guessing strategies , dictionary strategies and note-taking strategies , and rarely use semantic coding and utilize strategies to learn words . (3) high group and low group students have significant differences on the following strategies application context guessing strategy : selective attention and note-taking strategies . (4) boys and girls in the use of the following strategies presented significant difference : guessing strategies , note-taking strategies , and context coding strategy . Based on the above results , the study has some inspiration and suggestions for the teaching and learning of English vocabulary . For teachers , first of all , to enable students to recognize the importance of vocabulary learning beliefs and learning strategies ; Secondly , the creation of a pleasant learning environment , reducing student anxiety , enhance vocabulary learning self-confidence ; Again, teachers should be taught in the classroom to students vocabulary learning strategies and guide them on how to properly use them ; Finally , teachers should focus on student achievement , gender differences , and offers a variety of learning strategy instruction to meet the needs of different learners . For students , first of all , it should be recognized that the learning strategies they use and should be more to learn words through context and use ; Secondly , students should expand the discussion in order to select an appropriate strategy to promote vocabulary learning vocabulary learning strategies .

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