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3. Methodology .....27
3.1 Objectives .......27
3.2 Subjects .....27
3.3 Instruments......28
3.4 Procedure ........31
4. Results and Analyses....32
4.1 The Characteristics of EVLS Adopted by Junior and Senior.....32
4.2 The Similarities and Differences of English Vocabulary Learning Strategy .....43
4.3 The Analysis of Interview .......48
5. Conclusions.......515.1 Major Findings in the Study....51
5.2 Pedagogical Implications of This Study....52
5.3 Limitations of the Study....52
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4. Results and Analyses

4.1 The Characteristics of EVLS Adopted by Junior and Senior Middle School Students
This chapter tries to find out the results related to research questions through therelevant data gathered from questionnaires and interviews. The data is analyzed bymeans of Spss 17.0 and the conclusions of interviews are listed. And the majorfindings of this study are presented in detail including the characteristics ofvocabulary learning strategies held by junior and senior middle school students andsimilarities and differences in vocabulary learning strategies and the differences invocabulary learning strategies adopted by both good and poor students of junior andsenior middle school. As is shown in the above table, it has listed a detailed result of the investigationon EVLS adopted by junior middle school student. On the whole, it is evident that theoverall usage of EVLS by junior middle school students is slightly better than normalperformance (T/item= 3.13). In four dimensions, vocabulary learning belief,metacognitive strategy and cognitive strategy are almost similarly frequently used(M/item=3.29, M/item=3.28, M/item=3.21), whereas social/affective strategy isemployed in lower frequency (M/item= 3.04). It indicates that the investigated juniormiddle school students are positive in EVLS, but there is a comparatively shortamount 加 of time to study with others. Among all of categories, the most frequentlyused learning strategies are selective attention, meaning-oriented note-takingstrategies, and oral repetition; comparison, semantic encoding, contextual encodingand using word lists are the least frequently used strategy.
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Conclusion

The author uses questionnaire to conduct a survey on junior and senior middleschool students’ English Vocabulary Learning Strategies ，hoping to grasp the theircharacteristics, provid Reference for future educators in terms of students’ Englishvocabulary teaching and supply empirical support to the researchers on the Englishvocabulary learning. The questionnaire aims to investigate a total of four aspects onthe students’ EVLS: English vocabulary learning belief, metacognitive strategies,cognitive strategies and social/ affective strategies and has reached followingconclusions:
(1) Junior students’ EVLS is at a high level on the whole. The characteristics oftheir EVLS is a balanced development of all aspects and a slight lack of motivation.The result also shows the condition of the usage of their vocabulary learning belief,metacognitive strategies and cognitive strategies are better than social/ affectivestrategies.
(2) The usage level of senior students’ EVLS is general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。