1、 strategies for english vocabulary learning1. introduction1.1 research background and purpose with the openness to the world after decades of isolation and an explosion in commercial, technological, and cultural exchanges with western countries, china is experiencing transition. moreover, with china

2、s joining the market-based global economy, its fast-moving world financial markets appeal to many foreign companies. this financial growth has given rise to a pressing demand for large numbers of competent users of english in a wide range of professions and businesses. such recent political, economi

3、c, and social factors will have a great impact on english language teaching and learning in china. hence, how to improve learners ability of learning english in order to meet new demands seems imperative.in the past 25 years, the field of second language acquisition has seen the reemergence of inter

4、est in one area of language study, i.e. vocabulary, and the appearance of a newly recognized aspect learning strategies. vocabulary is a fundamentally important aspect of language learning. learning a language is just like constructing a building, in which vocabulary, the building materials, is esse

5、ntial. vocabulary knowledge enables language use, language use enables the increase of vocabulary knowledge, and knowledge of the world enables the increase of vocabulary knowledge and language use and so on. rubin& thompson once said, “one cant speak, understand, read or write a foreign languag

6、e without knowing a lot of words.” therefore, vocabulary is at the heart of mastering a foreign language. in china, the importance of vocabulary in second language acquisition has been greatly recognized. however, teachers put great emphasis on explaining grammar and developing students reading skil

7、l, leaving vocabulary to students themselves. to students, they believe, learning a word means knowing its pronunciation, spelling, and meanings, which can be memorize absolutely by themselves if they want to.however, students cannot achieve a high level after several years of endeavor, and vocabula

8、ry is the most challenge and the biggest headache for them. hence, vocabulary is becoming the neck of a bottle in learning english. according to new criteria for english courses for general high school, students english ability after high school should pass grade 8 with the demand of vocabulary is 3

9、,5004,000 words, which is similar to that of a college student. facing to the contradiction between low-efficiency of vocabulary learning and higher requirement on vocabulary size, teachers should realize the necessity of vocabulary learning strategies and help students employ more effective strateg

10、ies, which will empower students to continue to acquire vocabulary on their own. students understand the advantages and disadvantages of various vocabulary learning strategies and master the effective vocabulary learning strategies to improve their study efficiency.previous research has typically as

11、sociated higher proficiency in the second language with more frequent, appropriate and successful use of language learning strategies, choosing adults or college learners as main participants. nowadays, however, few studies have been concerned specifically with middle school students handling of new

12、 second language vocabulary and how this relates to vocabulary knowledge. students in senior middle schools are different from those adults in cognitive processes and english proficiency, which implies they may have their own characteristics in vocabulary learning strategies use. the present paper e

13、xtends existing research by focusing on the strategies used by high school students who study english as their foreign language. it is expected to draw a clear picture of vocabulary learning strategy use in order to improve their learning efficiency and english proficiency. 1.2 the structure of the

14、thesisthe investigation of vocabulary learning strategies have implications for improving vocabulary learning in junior middle school and creating instructional designs that are student-centered and foster self-directed learning. the paper will help students have awareness of their own vocabulary le

15、arning strategies which they use. in addition, students will learn more about their strength and weakness in vocabulary learning. this article exposes to more strategies and develops more effective appropriate strategies. the whole paper consists of five parts. first part is a brief introduction whi

16、ch states the background and the purpose of the present paper. part two reviews the key terms on vocabulary learning strategies, and also reviews studies on fields at home. it also gives some representative classification of vocabulary learning strategies. the third part tells us five vocabulary lea

17、rning strategies which are mainly suggested in the article. and the next part shows some other vocabulary learning strategies. the last part discusses the results of the study, concludes the major findings and suggesting english vocabulary learning strategies.2. research on vocabulary learning strat

18、egies2.1 definition of vocabulary learning strategiesthe definition of vocabulary learning strategies derives from language learning strategies. schmit adopts rubins definition of learning as “the process by which information is obtained, stored, retrieved, and used and extended to vocabulary learni

19、ng strategies in the following way”. vocabulary learning strategies could be any which affect this rather broadly-defined process. rosa maria and jimenez catalan describe an elaborate working definition for vocabulary learning strategy: knowledge about the mechanisms (processes, strategies) used in

20、order to learn vocabulary as well as steps or actions taken by students (a) to retain them in long-term memory, (b) to find out the meaning of unknown words, (c) to recall them at will, and (d) to use them in oral or written mode. it can be inferred that vocabulary learning strategies concerns techn

21、iques, approaches of discovery, consolidation and production of words.2.2 classification of vocabulary learning strategiesa number of attempts have been made to classify learning strategies. rubin (1981) classified the strategies into two primary groups: direct and indirect learning strategies. the

22、former refers to those directly affecting learning and the latter consisting of those contributing indirectly to learn. meanwhile, naiman (1978) proposed five broad categories of learning strategies with numerous secondary categories. influenced strongly by the findings of cognitive psychology, omal

23、ley and chamot (2001) considered learning strategies as cognitive skills. learning strategies have been differentiated into three categories depending on the level or type of processing involved. they are meta-cognitive strategies, cognitive strategies, and social/affective strategies. meta-cognitiv

24、e strategies are higher order executive skills that may entail planning for, monitoring, or evaluating the success of a learning activity. cognitive strategies operate directly on incoming information, manipulating it in ways that enhance learning. social/affective strategies represent a broad group

25、ing that involves either interaction with another person or ideational control over affect. gu and johnson (1996) established two main dimensions of vocabulary learning strategies for their study, met-cognitive regulation and cognitive strategies, which covered six subcategories: guessing, using a d

26、ictionary, note-taking, rehearsal, encoding, and activating, all of which were further subcategorized. the total number of strategies in their study was 74. cohen used second language learner strategies to encompass both second language learning strategies and use strategies. he defined learning str

27、ategies as “learning processes which are consciously selected by the learners”. language use strategies are those used in producing the language. it includes four subsets: retrieval strategies, rehearsal strategies, cover strategies, and communication strategies. 2.3 studies on vocabulary learning s

28、trategies in chinawestern-based research does not in principle tell us anything about the learning of english vocabulary by chinese learners. this paper needs research in a chinese cultural context. and some researchers engage in generalizing vocabulary learning strategies such as zhang ye, xing min

29、 and zhou dajun. some researchers specialize in some particular strategies like fan lin, wang qinghua and wu lilin. most studies on vocabulary learning strategies investigated the vocabulary learning strategies used by english or non-english major university students such as those researchers: fan&a

30、mp;wang, 2002; gu, 1994; gu &hu, 2003; gu&johnson, 1996; wang, 1998; wu& wang, 1998; zhang, 2001. there are few studies investigating vocabulary learning strategies used by children or high school students.a study by yao, wu and pang investigated the english vocabulary memorizing strateg

31、ies of junior middle school students. 134 junior middle school students in grade three were given questionnaire of english vocabulary memorizing strategies and vocabulary tests with different degrees of difficulty. the results showed that rote and general memorizing strategies were used primarily an

32、d the good students were better than the poor in choosing specific strategies for vocabulary memorizing properly. the frequency and the number of students were increasing in using more kinds of strategies when facing difficult vocabulary.the previous studies profiles vocabulary learning strategies u

33、sed by non-english major university learners throws a comprehensive insight in vocabulary teaching and learns especially in universities. however, few people concern with vocabulary learning strategies used by high school students, so more empirical studies in high schools are needed.3. the main voc

34、abulary learning strategies 3.1 meta-cognitive strategiesmeta-cognitive strategies are used by students to control and evaluate their own learning by having an overview of the learning process in general. it is a kind of strategies that facilitate learning by actively involving the learner in consci

35、ous efforts to remember new words. the pervasiveness of english-medium books, magazines, newspapers and movies offer an almost endless resource. besides, the strategy of interacting with native speakers and self-testing also increase input. in practice, one can maximize the effectiveness of ones pra

36、ctice time if it is scheduled and organized rather than random. however, learners need to realize that they will never learn all the words and so they should concentrate their limited resources on learning the most useful ones and pass over some unknown words particularly when the main goal is to im

37、prove reading speed rather than vocabulary growth. usually, meta-cognitive strategies divide into plan strategies, control strategies and adjust strategies.planning strategies include setting learning objectives, browsing the reading materials, producing the questions to answer, and analyzing how to

38、 fulfill the tasks. according to the actual process of evaluation and feedback in cognitive goal of cognitive deficiencies, control strategy is the cognitive activities which correct estimation results and the degree of goals. and adjust strategy is based on cognitive activities, such as finding pro

39、blems, adopting corresponding remedial measures. according to the inspection of the cognitive strategies, adjust strategy modify and adjust timely.due to the english vocabulary learning is a system of engineering; therefore, it needs to actively adopt meta-cognitive strategies, especially for high s

40、chool students. meanwhile its important to arrange the reasonable vocabulary learning plans, control the vocabulary learning process constantly, and adjust methods of vocabulary learning. students are suggested to use the suitable vocabulary learning strategies for themselves.3.2 semantic field stra

41、tegiesvocabulary is not isolated in peoples memory, but store in humans memory according to the different kinds. some words can associate with other words once remember one of the words. on this ground, semantic strategy can be used in vocabulary learning. semantic paradigmatic relations have known

42、as polymerization (accept-receive; sad-depressed), antonym (long-short; clever-stupid); hyponymy (animal-lion; elephant), etc. for instance, clock, washbasin, stove, mirror, tv, sofa, video, slipper, toothpaste, cupboard shower, towel; overcoat, gloves, raincoat, trousers, suit, t-shirt, sweater can

43、 be used in the study.zhang wen peng used to research and confirm that vocabulary learning strategies (word list strategy, context strategy, semantic field strategy) have an influence on remembering vocabularies. according to the results: from the memory capacitance, context strategy is more than se

44、mantic field strategy in short-term memory. as a result, if you want to remember more vocabularies in a short period of time (1-2 weeks) and its appropriate to memory though semantic strategy.3.3 context strategiescontext strategy is a strategy that learners guess the new word through the informatio

45、n which is provided in the context language environment. context strategy is a popular strategy of vocabulary learning strategies right now. it not only can expand your vocabulary, and can let students understand the cultural knowledge about language. in order to understand and learn new vocabulary

46、better, the methods make learners internalize and absorb new words accurately: namely, to learn the phonetic pronunciation, understand a single syllable count and master stress position.3.4 determination strategies if students do not know a word, they have to decide which strategy to choose for the

47、problem. there are four possible opinions for them to solve their problems.1) guessing the meaning from word part formation such as, derivation, compounding, conversion, abbreviation, backformation, etc; 2) guessing the meaning from a l1 or l2 word similar in sound or meaning (e.g. loaned words from

48、 chinese like kungfu, confucius, taoist, etc.);3) guessing the meaning from context (it is necessary to note that context here should be taken to mean more than just textual context, context clues can also come from a variety of other sources such as pictures, cards, gestures, intonations and so on

49、); 4) guessing the meaning from reference materials (primarily dictionaries). for our high school students, this vocabulary learning strategy is also important. 3.5 social strategiesa second way to discover a new word meaning employs the social strategies of asking someone who knows. teachers are of

50、ten in this position, and they can be asked to give help in a variety of ways: giving the l1 translation, giving a synonym, giving an antonym, giving a definition by paraphrase, using the word in sentence, or any combination of these. of course, classmates and friends also can be asked for meaning i

51、n all of ways above. besides the initial discovery of a word, group work can be used to learn or practice vocabulary. cooperative learning can prepare the participants for “team activities”. another social strategy involves students enlisting teachers to check their work for accuracy. of course, if

52、possible, interacting with native speakers would be an excellent way to gain vocabulary. 4. other vocabulary learning strategies there are some other vocabulary learning strategies which used by people in daily life. for instance, categorization, memory strategies, related words, rhyme and imagery.a

53、t first, categorization (also known as grouping) is an important way to recall, and people often organize words into group naturally according to the meaning, part of speech, formal or informal language forms, alphabetical order, or types of clothing, food, and so on. however, memory strategy is dif

54、ferent from categorization. most memory strategies (traditionally called mnemonics) involve relating the word to be retained with some previously learned knowledge, using some form of imagery, grouping, or actions (coady and huckin, 2001: 203 - 20). four options are proposed here.1). using the keywo

55、rd methods: finding a l1 word or phrase with similar sound or spelling, and constructing a visual image that ties the word or phrase to the target word, e.g. while learning the word “deny” in english, a similar sound word in chinese “dina” will occur to the learner.2). studying a words affixes, root

56、 and word class.3). learning the individual word meanings in more meaningful context such as a phrase, an idiom or a proverb.4). using semantic feature grids. students always make use of this kind of vocabulary learning strategies, just like related words, rhyme / rhythm, pictures / imagery.new word

57、s can be linked to other words which the students already know, such as coordination (apples- other kinds of fruits like pears, bananas, peaches etc.), synonym (pleased - glad / happy / joyful), or antonym (quick - slow). some words, particularly gradable adjectives, have meanings relative to the ot

58、her words in their set. for example, a helpful way to remember the words big, huge, medium-size, etc. is to set them in a scale (huge > big > medium-sized > small > tinny). and making up songs or short ditties with the words to learn is of great interest and a high efficiency way of gain

59、ing new words. for example, one is a pen, two is a duck, three is an ear, four is a flag etc. whats more, new words can be learned by studying them with pictures of their meanings or creating their own mental images of a words meaning. they can also be associated with a particular vivid personal experience, for example, a learner mentally connects the word snow to a memory of playing in the snow while he /she was a child.5. conclus