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1. Introduction

1.1 Research background
Vocabulary has played an important role in language acquisition. According to Englishlinguistics Wilkins, he holds that “without grammar very little can be conveyed，withoutvocabulary nothing can be conveyed ”(Wilkins, 1972). Vocabulary is the most importantstandard of assessing learner's English level. No matter how good one's knowledge ofgrammar is. no matter how perfect one's pronunciation is, without enough vocabulary toempress one's feelings or ideas, one could never be able to communicate with others in thetarget language. So vocabulary is the basis and foundation of language learning. It can help toachieve successful communication no matter in oral communication or paper test. To someextent, the vocabulary level of learners has a significant influence on one's development oflistening, speaking, reading and writing skills. Junior English for China students ‘ hook 3 (1996 edition) is widely used from 1996 to2001 in China. In the text book of 1996 edition, students are required to leam 263 words orphases. Junior English for China students “ hook 3 (2001 edition) is then used from 2001 to2004. According to Junior English for China students, book 3 (2001 edition), the requirementof vocabulary is about 456 words or phases. From the data above, it is obvious that thestandard of vocabulary is uprising fast.
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1.2 Research purposes and significance
The first one is concerned with the vocabulary acquisition in the classroom setting inChina. As a teacher in junior middle schools, the author has been teaching English for a wholesemester in No. 43 middle school in Taiyuan. During the teaching, the author is alwayspuzzled by the students’ progress in vocabulary learning. Some of the students seem to havegood vocabulary learning strategies; some students seem to remember words in a simple wayand forget words easily: some students even do not have any clue of learning strategies. Thissituation in class makes the author ask the following questions frequently: “what vocabularystrategies do students use? What strategies are beneficial for the learners to achieve a bettervocabulary competence? ” These pedagogical questions need empirical studies. The finalfindings may lead to improved vocabulary courses aimed at promoting vocabulary teachingand learning.According to Piagefs cognitive learning theory, students can leam some simplestrategies in elementary schools. They are not good at using effective strategies to improvetheir learning process. While in middle schools, the cognitive ability of middle schoolstudents develop fast, students in middle schools can unconsciously use some strategies andcan consciously develop their strategies ability and adjust strategies to different learning tasksor objectives. As in classroom setting in China, mangy teachers pay little attention on strategytraining. Most of them just focus on language skills and language knowledge. If teachers doprovide students with proper strategies and guide effective strategies training courses, thestudents can form good habit of using the strategies which they gained unconsciously.
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2. Literature Review

2.1 Language learning strategies
In the past 25 years，researchers have made great efforts in language learning strategy.本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。