1、本科学士学位论文ANINVESTIGATIONOFTHEAPPLICATIONOFCOGNITIVESTRATEGIESINJUNIORHIGHSCHOOLSTUDENTSENGLISHVOCABULARYLEARNINGTAKINGYIZHENNO4MIDDLESCHOOLINXIANGYUNCOUNTYASANEXAMPLE认知策略在初中英语词汇学习中的运用调查以云南驿镇第四中学为例院系外语学院专业英语教育姓名_学号_指导教师_职称2010年12月ANINVESTIGATIONOFTHEAPPLICATIONOFCOGNITIVESTRATEGIESINJUNIORHIGHSCHOOLST
2、UDENTSENGLISHVOCABULARYLEARNINGTAKINGYIZHENNO4MIDDLESCHOOLINXIANGYUNCOUNTYASANEXAMPLEADISSERTATIONSUBMITTEDINPARTIALFULFILLMENTOFREQUIREMENTSFORTHEDEGREEOFBACHELOROFARTSWRITTENBYXXXSUPERVISEDXXXDEPARTMENTOFFOREIGNLANGUAGESSCHOOLOFARTSANDSCIENCEYUNNANNORMALUNIVERSITYKUNMING,YUNNANPRCHINANOVEMBER,2010
3、云南师范大学文理学院本科生毕业设计（论文）原创性声明本人郑重声明所呈交的毕业设计（论文），是本人在指导教师的指导下独立研究、撰写的成果。设计（论文）中引用他人的文献、数据、图件、资料，均已在设计（论文）中加以说明，除此之外，本设计（论文）不含任何其他个人或集体已经发表或撰写的成果作品。对本文研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示了谢意。本声明的法律结果由本人承担。毕业设计（论文）作者签名年月日ACKNOWLEDGEMENTSMYSTUDYATTHECOLLEGEOFENGLISHTEACHINGSTUDIESWILLSOONCOMETOANENDANDATTHECOMPLE
4、TIONOFMYGRADUATIONTHESISIWISHTOEXPRESSMYSINCEREAPPRECIATIONTOALLTHOSEWHOHAVEOFFEREDMEINVALUABLEHELPDURINGTHEFOURYEARSFIRSTLY,IWOULDLIKETOEXPRESSMYHEARTFELTGRATITUDETOMYSUPERVISORMISSSONGZIJUAN,FORHISHELPANDCONSTANTENCOURAGEMENTIKNOWHOWTOWRITEMYTHESISWITHOUTHERCONSISTENTANDILLUMINATINGINSTRUCTION,THI
5、STHESISCOULDNOTHAVEREACHEDITSPRESENTFORMSECONDLY,IALSOWANTTOTHANKSTOALLTHEOTHERFACULTYMEMBERSOFTHEDEPARTMENTOFENGLISHFORTHEIRPATIENTINSTRUCTIONSINVARIOUSCOURSESANDTHEIRPRECIOUSSUGGESTIONSFORMYSTUDYHERELASTLY,MYTHANKSWOULDGOTOMYBELOVEDFAMILYFORTHEIRLOVINGCONSIDERATIONSANDGREATCONFIDENCEINMEALLTHROUGH
6、THESEYEARSIALSOOWEMYSINCEREGRATITUDETOMYFRIENDSANDMYFELLOWCLASSMATESWHOGAVEMETHEIRHELPANDTIMEINLISTENINGTOMEANDHELPINGMEWOKEOUTMYPROBLEMSDURINGTHEDIFFICULTCOURSEOFTHETHESISABSTRACTCONTENTSABSTRACTENGLISHVERSIONIABSTRACTCHINESEVERSION错误未定义书签。PARTONEINTRODUCTION错误未定义书签。11THEBACKGROUNDOFTHERESEARCH错误未定
7、义书签。12SIGNIFICANCEOFTHERESEARCH错误未定义书签。13THERESEARCHPROBLEMS错误未定义书签。14THERESEARCHMETHODOLOGY错误未定义书签。PARTTWOLITERATUREREVIEW错误未定义书签。21DEFINITIONSOFLANGUAGELEARNINGSTRATEGIES错误未定义书签。22THECLASSIFICATIONOFLANGUAGELEARNINGSTRATEGIES错误未定义书签。23VOCABULARYLEARNINGSTRATEGIES错误未定义书签。231DEFINITIONOFCOGNITIVESTR
8、ATEGIES错误未定义书签。232CLASSIFICATIONOFCOGNITIVESTRATEGIES错误未定义书签。24AREVIEWOFPREVIOUSSTUDIES错误未定义书签。25THEFEATURESOFJUNIORHIGHMIDDLESCHOOLSTUDENTS错误未定义书签。PARTTHREETHECURRENTRESEARCH1031RESEARCHDESIGN错误未定义书签。311RESEARCHQUESTIONS错误未定义书签。312SUBJECTS错误未定义书签。313INSTRUMENTS错误未定义书签。32DATACOLLECTIONANDANALYSIS错误未
9、定义书签。321ANALYSISANDDISCUSSION错误未定义书签。322MAJORFINDINGSOFTHESTUDY错误未定义书签。错误未定义书签。PARTFOURCONCLUSION错误未定义书签。REFERENCES错误未定义书签。APPENDIX错误未定义书签。ABSTRACTABSTRACTINTHISPAPER,VOCABULARYLEARNINGTHEORY,QUESTIONNAIRESURVEYANDSTATISTICALANALYSISUSINGTHEMETHODOFTHEPRESENTTOWNOFTHETHIRDYUNNANYI50JUNIORHIGHSCHOOLS
10、TUDENTSENGLISHVOCABULARYSTRATEGIESCONDUCTEDASURVEYOFTHEUSESECONDLANGUAGEACQUISITIONFROMTHEPERSPECTIVEOFMIDDLESCHOOLSTUDENTSINLEARNINGWORDTHATTHELACKOFSTRATEGYTHESIGNIFICANCEOFWORDS,PARTOFSPEECH,USAGEUNDERSTANDINGOFSINGLE,NOTKNOWHOWTOUSECONTEXT,PRAGMATICSENSEOFUNDERSTANDINGOFTHEMEANINGOFWORDSANDUSAGE
11、ISSUESFORTHEABOVEPROBLEMS,THISPAPER,THETHEORYOFCOGNITIVESTRATEGIESVOCABULARYPROPOSEDCOUNTERMEASURESINTHELIGHTOFTHEPRINCIPLESOFVOCABULARYTEACHING,BASEDONTHECONTENTANDTHUSIMPROVESTUDENTSEXPLOREWORDMEMORYEFFICIENTWAYTOENABLESTUDENTSTOMASTERTHEPROPERANDEFFICIENTENGLISHLEARNINGSTRATEGIES,ENGLISHLANGUAGES
12、TUDENTSGOODSTUDYHABITSANDABILITYENGLISHTEACHERSALSOPROVIDEABETTERBASISANDMETHODSTOIMPROVESTUDENTINTERESTINVOCABULARYLEARNINGANDEFFICIENCYKEYWORDSVOCABULARYLEARNING；COGNITIVESTRATEGIES；SUGGESTIONSI摘要II摘要本文以词汇学习理论为基础，采用问卷调查和统计分析的方法对目前云南驿镇第四中学50名初中生的英语词汇认知策略的运用情况进行了调查。并从第二语言词汇习得的角度出发，发现初中生在学习单词时缺少策略对词汇
13、的意义、词性、用法理解单一，不懂得利用语境、语感理解词汇的意思及用法等问题。针对上述所存在的问题，本文运用词汇认知策略的相关理论提出应对策略。在结合词汇教学的内容和原则的基础上，从而探索出提高学生单词记忆效率的方法，使学生掌握正确高效英语学习的策略，培养学生良好的英语学习习惯和能力。同时也为英语老师提供了更好的依据和方法来提高学生词汇学习的兴趣和效率。关键词词汇学习认知策略建议PARTONEINTRODUCTION1PARTONEINTRODUCTIONSINCETHE1980S,ALONGWITHINDEPTHRESEARCHONINTELLECTUAL,COGNITIVESTRATEGIE
14、SANDMETACOGNITIVESTRATEGIESINTHEFIELDOFEDUCATIONANDPSYCHOLOGY,LANGUAGEVOCABULARYLEARNINGHASSHOWNAFLOURISHINGSITUATIONVOCABULARYLEARNINGSTRATEGIESHAVEAROUSEDWIDESPREADCONCERNOFLINGUISTSATHOMEANDABROADONTHEISSUEINTHE1990STHEBACKGROUNDOFTHERESEARCHSINCETHE1980S,ALONGWITHINDEPTHRESEARCHONINTELLECTUAL,CO
15、GNITIVESTRATEGIESANDMETACOGNITIVESTRATEGIESINTHEFIELDOFEDUCATIONANDPSYCHOLOGY,LANGUAGEVOCABULARYLEARNINGHASSHOWNAFLOURISHINGSITUATIONVOCABULARYLEARNINGSTRATEGIESHAVEAROUSEDWIDESPREADCONCERNOFLINGUISTSATHOMEANDABROADONTHEISSUEINTHE1990SVOCABULARYISVERYFUNDAMENTALTOTHEDEVELOPMENTOFTHESECONDLANGUAGEPRO
16、FICIENCYASONEOFTHETHREEMAJORELEMENTSOFALANGUAGEJUSTASWILKINS1972111DECLARED,“WHILEWITHOUTGRAMMAR,VERYLITTLECANBECONVEYED,WITHOUTVOCABULARY,NOTHINGCANBECONVEYED“IN2003,HIGHERREQUIREMENTSFORTHESTUDENTSVOCABULARYHAVEBEENPUTFORWARDBYTHENEWSTANDARDOFNATIONALCURRICULUM2003INOURCOUNTRYSTUDENTSINCHINAAREEXP
17、ECTEDTOHAVEAVOCABULARYOF3,500WORDSUPONGRADUATIONFROMHIGHSCHOOL,WHILETHEREQUIREMENTINTHEPREVIOUSCOURSESYLLABUSWASONLY2,000WORDSTHEINCREASEINVOCABULARYHASCERTAINLYPUTVOCABULARYLEARNINGINACRUCIALPOSITIONHOWEVER,THESITUATIONOFCHINASVOCABULARYTEACHINGISNOTSATISFYINGATPRESENT“TIMECONSUMINGANDBADEFFECT“李岚清
18、1996AREVERYCOMMONVOCABULARYLEARNINGHASBEENAHEADACHEOFBOTHPARTONEINTRODUCTION2TEACHERSANDLEARNERSITISBECAUSETHETRADITIONALTEACHERCENTEREDTEACHINGMODEDIDNOTGIVEAPPROPRIATELEARNINGSTRATEGIESTOTHESTUDENTSSOTHATTHESTUDENTSLACKLEARNINGINITIATIVEATTHESAMETIME,LIMITEDTIMEFORCLASSROOMTEACHINGMAKESTEACHERSONL
19、YACTASGUIDESANDASSESSORSASAFAMOUSCHINESESAYINGGOES,“TOGIVEAPEOPLEFISHISINFERIORTOTEACHINGHIMHOWTOFISH“TOMOBILIZESTUDENTSINITIATIVETOLEARNENGLISHVOCABULARYISTHEFUNDAMENTALWAYTOTHEENGLISHVOCABULARYTEACHINGGAGNEPOINTEDOUTTHATTHEWELLKNOWNSCHOLAROFTHE20THCENTURYTHEMEANINGOFCOGNITIVESTRATEGIESTOPOINTOUTTH
20、ATTHESTRATEGYISANIMPORTANTPARTOFLEARNINGSTRATEGIESCOGNITIVESTRATEGYISALSOANEFFECTIVEMEANSOFLEARNINGVOCABULARY,MAINLYINFORMOFTHEWORDSTRATEGY,LENOVOSTRATEGY,MEMORYSTRATEGIESARECLASSIFIEDONTHEAPPLICATIONTHEREFORE,WETHINKTHISISAGOODWAYTOSEEWHICHLEARNINGSTRATEGIESUSEDBYHIGHSCHOOLSTUDENTSWHATKINDOFKNOWLED
21、GEISAGOODLEARNERSTRATEGYUSEANDHOWTOTRAINSTUDENTSTOUSETHECORRECTCOGNITIVESTRATEGIESTOIMPROVETHEIRVOCABULARYLEARNINGMOREOVER,WENEEDTOFINDAGOODWAY,SOTHATTEACHERSBECOMEAWAREOFTHEIMPORTANCEOFCOGNITIVESTRATEGIES,ANDSTRENGTHENTHEIRLANGUAGELEARNINGSTRATEGIES,PARTICULARLYTHEIRCOGNITIVESTRATEGIES12SIGNIFICANC
22、EOFTHERESEARCHSINCETHE1970S,RESEARCHPUTEMPHASISONTHEFIELDOFSECONDLANGUAGEACQUISITIONANDLEARNINGHASALSOSHIFTEDFROMTEACHERSTEACHINGTOSTUDENTSLEARNINGSOLANGUAGELEARNINGSTRATEGIESAREEMPHASIZEDBYMOREANDMOREPEOPLEHOWEVER,MOSTOFTHERESEARCHINTHEFIELDOFLEARNINGSTRATEGIESHASFOCUSEDONREADINGSTRATEGIESASONEOFTH
23、EIMPORTANTLANGUAGESKILLSCARREL1998ANDONCOGNITIVESTRATEGIESASONEOFTHEMAINCATEGORIESOFLEARNINGSTRATEGIESLITTLEATTENTIONHASBEENPARTONEINTRODUCTION3GIVENTOTHECOGNITIVELEARNINGSTRATEGIESINTHEJUNIORHIGHSCHOOLSTUDENTSVOCABULARYLEARNINGSOITISMEANINGFULANDNECESSARYTOTRYTOMAKEMETACOGNITIVELEARNINGSTRATEGIESCL
24、EARTOTHEMANDENABLETHEMTOBECOMEBETTERLEARNERSINVOCABULARYLEARNING13THERESEARCHPROBLEMSTHEAUTHORHASBEENANENGLISHTEACHERFORAYEARDURINGTHETEACHINGLIFE,THEAUTHORHASBEENNOTICINGTHATVOCABULARYLEARNINGHASALWAYSBEENOBSTACLESTOTHESTUDENTSENGLISHLEARNINGSOTHEAUTHORWANTSTOINVESTIGATETHESTATUSOFVOCABULARYLEARNIN
25、G,BYESPECIALLYTHEUSINGOFMETACOGNITIVESTRATEGIES14THERESEARCHMETHODOLOGYINTHISSTUDY，THISQUESTIONNAIREISBASEDONTHEFAMOUSAMERICANPROFESSOROFAPPLIEDLINGUISTICS,LANGUAGELEARNINGSTRATEGIESOXFORDQUESTIONNAIREADAPTEDFROMTHEEIGHTCATEGORIESOFENTRYCONSTITUTE30TOINVESTIGATETHE50STUDENTSOFGRADETHREEINYUNNANYIMID
26、DLESCHOOLOFXIANGYUNCOUNTYTHEQUESTIONNAIREWASTRANSLATEDINTOCHINESESOTHATSTUDENTSCANUNDERSTANDITEASILY50QUESTIONNAIRESWEREGIVENOUTANDHANDEDINDURINGTHECLASSTIMEAMONGTHEM50QUESTIONNAIRESWEREEFFECTIVETHENTHEMARKSOFTHEIRQUESTIONNAIREWERECOLLECTEDATLASTTHEAUTHORUSEDANALYZETHEDATE,ONWHICHTHERESULTWEREBASEDP
27、ARTTHREETHECURRENTRESEARCH4PARTTWOLITERATUREREVIEWTHISCHAPTERCONSISTSOFTHREESECTIONSANDDWELLSONTHEREVIEWOFTHERELATEDTHEORIESANDTHEEMPIRICALSTUDIESTHATHAVEBEENCARRIEDOUTINTHISFIELDTHEFIRSTSECTIONMAKESCLEARTHEDEFINITIONSOFTHEKEYTERMSTHATAREFREQUENTLYMADEREFERENCETOINTHEPRESENTSTUDYTHESECONDSECTIONCOVE
28、RSADETAILEDREVIEWOFTHERELATEDRESEARCHESTHATHAVEBEENCARRIEDOUTINTHISFIELDATHOMEANDABROADTHELASTSECTIONDISCUSSESTHEPROBLEMSINTHECURRENTSTUDIESONMETACOGNITIVESTRATEGIESINVOCABULARYLEARNINGANDPRESENTSTHESIGNIFICANCEOFTHEPRESENTSTUDY21DEFINITIONSOFLANGUAGELEARNINGSTRATEGIESRESEARCHERSHAVESTUDIEDVARIOUSAS
29、PECTSOFLEARNINGSTRATEGIESANDPUTFORWARDAVARIETYOFDEFINITIONSOFLEARNINGSTRATEGIESFOLLOWINGISABRIEFDISCUSSIONOFDEFINITIONSOFLANGUAGELEARNINGSTRATEGIESSTERN1983305STATES,“INOURVIEWSTRATEGYISBESTRESERVEDFORGENERALTENDENCIESOROVERALLCHARACTERISTICSOFTHEAPPROACHEMPLOYEDBYTHELANGUAGELEARNER,LEAVINGTECHNIQUE
30、SASTHETERMTOREFERTOPARTICULARFORMSOFOBSERVABLELEARNINGBEHAVIOR“RUBIN1987CITEDFROMELLIS,1994531POINTSOUTTHATLEARNINGSTRATEGIESARESTRATEGIESWHICHCONTRIBUTETOTHEDEVELOPMENTOFTHELANGUAGESYSTEMWHICHTHELEARNERCONSTRUCTSANDAFFECTLEARNINGDIRECTLYCHAMOTANDKUPPER198913一14POINTOUTTHAT,“LEARNINGSTRATEGIESARETEC
31、HNIQUES,PREACHESORDELIBERATEACTIONSTHATSTUDENTSTAKEINORDERTOFACILITATETHELEARNING,RECALLOFBOTHLINGUISTICSANDCONTENTAREAINFORMATION“OXFORD1990SAYS“LANGUAGELEARNINGSTRATEGIESAREBEHAVIORSORACTIONSWHICHPARTTHREETHECURRENTRESEARCH5LEARNERSUSETOMAKELANGUAGELEARNINGMORESUCCESSFUL,SELFDIRECTEDACCORDINGANDEN
32、JOYABLE“ACCORDINGTOOMALLEYTHEACTIONCANBEEXTERIORACTIONSANDALSOCANBEINTERIORACTIONACCORDINGTOTHENEWSTANDARDOFNATIONALCURRICULUM2003INOURCOUNTRY,LEARNINGSTRATEGIESAREDEFINEDASVARIOUSACTIONSANDPROCEDURESTHATSTUDENTSTAKETOLEARNANDDEVELOPTHEIRENGLISHEFFECTIVELYONTHEBASISOFTHEABOVEDISCUSSIONS,HEAUTHOROFTH
33、EPRESENTRESEARCHDEFINESLEARNINGSTRATEGIESASASEQUENCEOFTECHNIQUESANDTACTICSTHEYARECONSCIOUSLYANDAUTOMATICALLYUSEDBYLEARNERSFOREFFECTIVELEARNINGTHISCONCEPTEMPHASIZEDTWOPOINTSTHEPURPOSEOFUSINGSTRATEGIESISTOIMPROVELEARNINGEFFICIENCY,ANDTHEESSENCEOFSTRATEGIESISBEHAVIORS,NOTTHOUGHTSOFLEARNERSTHEBEHAVIORSC
34、ANBEMENTALOROBSERVABLE22THECLASSIFICATIONOFLANGUAGELEARNINGSTRATEGIESWITHTHEFURTHERSTUDYOFTHELANGUAGELEARNINGSTRATEGIES,CLASSIFICATIONOFLANGUAGELEARNINGSTRATEGIESHASATTRACTEDTHERESEARCHERSATTENTIONINWHATFOLLOWS,OMALLEYCONTEXTSPECULATIONDICTIONARYCLASSIFICATIONDOTHEEXERCISESASSOCIATE24AREVIEWOFPREVIO
35、USSTUDIESSINCETHE1970S,WITHTHEEMERGENCEOFCOMMUNICATIVELANGUAGETEACHING,VOCABULARYHASATTRACTEDTHEGENERALATTENTIONOFSCHOLARSTHUS,ENGLISHVOCABULARYLEARNINGSTRATEGIESHAVEBECOMETHECONCERNSOFSECONDLANGUAGEACQUISITIONRESEARCHERSANDENGLISHTEACHERSWITHTHEDEVELOPMENTOFCOGNITIVEPSYCHOLOGYANDTHEBADEFFECTIVENESS
36、OFTHETEACHINGOFTHELASTFEWDECADES,PEOPLEBEGANTOKNOWTHEIMPORTANCEOFLANGUAGELEARNINGSTRATEGYSOTHEREHASBEENASHIFTINFOCUSFROMTHETEACHERTOTHELEARNERFROMEXCLUSIVEFOCUSONTHEIMPORTANCEOFTEACHINGTOANINCREASEDCONCERNFORHOWLEARNERSGOABOUTTHEIRLEARNINGTASKSRESEARCHONSECONDINAFOREIGNLANGUAGEITWASFROMTHE1970STHATT
37、HELEARNINGSTRATEGIESBEGANINTHE1970SAPPLIEDLINGUISTSCENTEREDONTHERESEARCHOFTHEGOODLANGUAGELEARNERSINCHINA,THERESEARCHOFENGLISHLEARNINGSTRATEGIESBEGANFROMTHEBEGINNINGOF1980S,BUTNOTTOOMANYLINGUISTSWORKINTHISFIELDIN1984,HUANGXIAOHUASMASTERTHESISANINVESTIGATIONOFLEARNINGSTRATEGIESINORALCOMMUNICATIONTHATC
38、HINESEEFLLEARNERSINCHINAEMPLOYWASPUBLISHEDINAPPLIEDLINGUISTICS,WHICHWASTHESIGNOFTHEBEGINNINGOFENGLISHLEARNINGSTRATEGIESWENWANG2003SINCETHEN,RESEARCHESINTHISFIELDHAVERECEIVEDENOUGHATTENTIONIN1995,PROFESSORWENQIUFANGOFNANJINGUNIVERSITYINVESTIGATEDTHELEARNINGOPINIONANDSTRATEGIESOFNONMAJORENGLISHCOLLEGE
39、STUDENTSIN1996,SHEPUBLISHEDTHEBOOKOFENGLISHLEARNINGSTRATEGY,WHICHHIGHLIGHTEDCHINASCURRENTSTUDYINTHEFIELDOFLEARNINGPARTTHREETHECURRENTRESEARCH8STRATEGY25THEFEATURESOFJUNIORHIGHMIDDLESCHOOLSTUDENTSPREVIOUSSTUDIESCONDUCTEDATHOMEANDABROADHAVEMADEGREATCONTRIBUTIONSTOTHERESEARCHESONVOCABULARYLEARNINGSTRAT
40、EGIES,INCLUDINGCOGNITIVESTRATEGIESTOSUMUP,THEYRICHLEARNINGRESOURCESFOROURFOREIGNLANGUAGETEACHINGANDLEARNINGANDSOMEINSIGHTSINTOTHISRESEARCHAREASHOWEVER,SOMEPROBLEMSWITHPREVIOUSSTUDIESDOSTILLEXISTANDMUCHSCOPEREMAINSFORFURTHEREXPLORATIONITISWELLKNOWNTHATVOCABULARYISESSENTIALTOENGLISHLEARNING,BUTATPRESE
41、NTTHEREEXISTAGREATMANYPROBLEMSINOURVOCABULARYTEACHINGANDLEARNINGINMIDDLESCHOOLSFIRST,SOMETEACHERSDONOTTHINKITISNECESSARYTOMAKEGREATEFFORTSTOTEACHVOCABULARYBECAUSETHEYTHINKEVERYNEWWORDISMARKEDWITHPHONETICSYMBOLANDITSCHINESEMEANING,ANDTHESTUDENTSCANMEMORIZEITALLBYTHEMSELVESAFTERCLASSONTHECONTRARY,SOME
42、TEACHERSTRYTOTEACHVARIOUSASPECTSOFEVERYWORDALLATONCE,SUCHASITSPRONUNCIATIONANDSPELLING,SYNONYMS,ANDHYPONYMSSTUDENTSFEELVOCABULARYISVERYBORINGANDDONOTWANTTOMEMORIZETHEMMECHANICALLYSECONDLY,VOCABULARYSEEMSTOBEAHEADACHETOMANYSTUDENTSNOMATTERHOWHARDTHEYWORKONITTHEWORSEISTHELACKOFENOUGHVOCABULARYANDPOORP
43、RODUCTIVEKNOWLEDGEOFWORDSHASPREVENTEDMANYSTUDENTSFROMEFFECTIVEUSEOFENGLISHMANYSTUDIESSHOWTHATLEARNINGSTRATEGIESANDVOCABULARYACQUISITIONARECLOSELYLINKEDTHEREFORE,INORDERTOIMPROVETHEEFFICIENCYOFSTUDENTSVOCABULARYLEARNINGSTRATEGIES,TEACHERSSHOULDSTRENGTHENTHECULTIVATIONOFLEARNINGSTRATEGYTRAININGTHIRDLY
44、,THOUGHTHEREAREALOTOFRESEARCHESONVOCABULARYLEARNINGSTRATEGIESATHOMEANDABROAD,RESEARCHESWHICHREGARDCOGNITIVESTRATEGIESASTHEMAINRESEARCHOBJECTOFSTUDYARERELATIVELYFEWLASTLY,VOCABULARYLEARNINGSTRATEGIESINCHINAFORTHESTUDYARERELATIVELYMOREPARTTHREETHECURRENTRESEARCH9NUMEROUSANDMORECOMPREHENSIVE,BUTMOSTOFT
45、HEMTAKECOLLEGESTUDENTSASTHERESEARCHOBJECTINSTEADOFMIDDLESCHOOLSTUDENTSTHEREFORE,THEAUTHORATTEMPTSTOSTUDYJUNIORHIGHSCHOOLSTUDENTSTOUNDERSTANDTHECOGNITIVESTRATEGIESINTHEIRVOCABULARYLEARNINGINTHEAPPLICATIONPARTTHREETHECURRENTRESEARCH10PARTTHREETHECURRENTRESEARCHINTHISCHAPTER,FIRSTLY,THEQUESTIONSINTHIST
46、HESISWEREPROVIDEDANDTHEHYPOTHESISOFTHERESEARCHISPUTFORWARDSECONDLY,THESUBJECTSINVOLVEDINTHERESEARCHAREDESCRIBEDWITHTHECORRESPONDINGREASONSFORCHOOSINGTHEMTHIRDLY,INSTRUMENTSTOBEUSEDINTHEWHOLECOURSEOFRESEARCHARESHOWN,ANDTHEQUESTIONNAIREANDTHEVOCABULARYTESTSAREEXPLAINEDINMOREDETAILSLAST,DATAANALYSISWAS
47、ALSODETAILED31RESEARCHDESIGN311RESEARCHQUESTIONSTHERESEARCHISAIMEDTOANSWERTHEFOLLOWINGQUESTIONS1WHATISTHECURRENTSITUATIONOFJUNIORHIGHSCHOOLSTUDENTSYIZHENNO4MIDDLESCHOOLINXIANGYUNCOUNTYCOGNITIVESTRATEGIESUSEDINTHEIRENGLISHVOCABULARYLEARNING2ISTHEREANYPOSITIVERELATIONBETWEENJUNIORHIGHSCHOOLSTUDENTSYIZ
48、HENNO4MIDDLESCHOOLINXIANGYUNCOUNTYUSEOFCOGNITIVESTRATEGIESANDTHEIRENGLISHVOCABULARYSIZE312SUBJECTSTHESUBJECTSFORTHISRESEARCHWERESAMPLEDFROMNO4MIDDLESCHOOLOFYUNNANYITHE50JUNIORHIGHSCHOOLSTUDENTSCAMEFROMTWOCLASSESRANDOMLYSELECTEDOUTOFTHETOTAL18PARALLELCLASSESOFJUNIORGRADETHREETHEREASONSCHOOSINGTHEMAST
49、HERESEARCHSUBJECTSAREASFOLLOWSPARTTHREETHECURRENTRESEARCH111THESESTUDENTSHAVESTUDIEDATLEASTFORMORETHANTHREEYEARSANDHADSOMEEXPERIENCESOFLEARNINGENGLISHANDFORMEDTHEIROWNBASICLEARNINGMETHODS,BUTMANYOFTHEMFACEDVARIOUSDIFFICULTIESINENGLISHLEARNINGDUETOLIMITEDVOCABULARY2ASSENIORGRADETHREESTUDENTS,THEYWEREEAGERTOENLARGETHEIRVOCABULARYSOASTOUSEITBETTERINLISTENING,SPEAKING，READINGANDWRITING313INSTRUMENTSTHEINSTRUMENTSUSEDINTHERESEARCHWEREONEQUESTIONNAIREANDAVOCABULARYSIZETESTINORDERTODETERMINETHESTRATEGYUSEAMONGTHE50STUDENTS,OXFORDS1990STRATEGYINVENTORYFORLANGUAGELEARNI
