On Relevant Relationship between English Vocabulary Learning Strategies
and Academic Achievements
Abstract
Vocabulary learning is central to language acquisition since it is the fundamental element of every aspect of the target language acquisition. Learners’ vocabulary learning strategies refer to specific approaches, methods, behaviors, steps, or techniques that learners use to improve their progress in acquiring the target language. Research on learning strategies commenced in the early 1970’s. Most of the early studies in this aspect focused on the approaches and actions/techniques that the “good” language learners used to improve their progress in developing the second language skills.
In this thesis the author investigates into what strategies are commonly used by college students in their English vocabulary learning, as well as the relationship between the students’ English academic achievements and their own vocabulary learning strategies. From the results of the survey we can conclude that: (1) Rote or simple rehearsal is the commonly used vocabulary learning strategy; (2) Relevant relationship between the vocabulary learning strategies and English academic achievements. The top students use more metacognitive strategies and social/affective strategies than the bottom students. So we can say various and efficient vocabulary learning strategies can improve the English academic achievements. Based on these findings, the author’s proposal is that teachers should help students use various and efficient vocabulary learning strategies, especially the metacognitive and social/affective strategies, and teachers should arouse the learner’s interest in English vocabulary learning.
Key Words: vocabulary learning strategy; metacognitive strategy;cognitive
strategy; social/affective strategy
摘 要
詞彙學習在外語學習中有著舉足輕重的作用。學習者的詞彙學習策略指的是學習者在第2語言學習中所採用的用以提高其學習效果的1些方法，策略，行為，步驟等。該領域的研究始於20世紀70年代早期。早期的研究主要集中於對成功的'學習者所採用的方法、策略及行為的研究。由於詞彙學習策略種類眾多、效果不1，因此在對這些策略進行研究、分析的時候，科學的分類方法和研究方法是至關重要的。
在本論文中作者做了1個關於詞彙學習策略的調查研究。被調查者均是湖南理工學院3年級的學生。作者試從此調查中找出他們最常使用的詞彙學習策略以及詞彙學習策略與英語學習成績之間的關係。從調查中作者得出結論：（1）機械記憶法依然是最常使用的詞彙學習策略；（2）詞彙學習策略與學習成績之間存在著1定的關係。英語成績好的學生使用更多的元認知策略和社交情感策略。所以我們可以說多種有效的詞彙學習策略能夠提高學生的英語學習成績。依此結論作者認為英語老師應該幫助學生使用多種而有效的詞彙學習策略，並提高學生學習英語詞彙的興趣。
關鍵詞：詞彙學習策略、認知策略、元認知策略、社交情感策略
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