英语论文网

1. Introduction

1.1Research Background
As English vocabulary learning enhanced, many scholars attach moreimportance to the correlation between language learning strategies and Englishvocabulary learning. Wenden & Rubin (1987) proposes that most of earlier researchespay much attention to “identifying what good language learners report they do tolearn a second language or foreign language, or in some case, are observed whilelearning a second or foreign language”. It means that successful learners applyvarious and effective learning strategies to their learning method. However,development in cognitive psychology influences most of the researches done onlanguage learning strategies, many investigators find that the learners who have beentaught learning strategies can not use them appropriately. As a result, the focus oflanguage learning shifts from “what to teach” to “how to learn”. In order to cultivateindependent learners, it is necessary to help them improve the quality of learning andto consider their individual differences in language learning. As a result, languagelearning strategies play a vital part in language learning. O’Malley and Chamotdistinguish three major types of strategies: Metacognitive Strategies, CognitiveStrategies and Social/affective Strategies which forms a fundamental framework oflearning strategies.In China, many researches began in the last decade. Wang wenyu (1998) putforward that some researchers investigate the English vocabulary learning belief andstrategies. Wu Xia and Wang Qiang (1998) carry out some studies which specialize onthe metacognitive and cognitive strategies with a questionnaire and a vocabulary test.Gu (1996) and Zhang Ping (2004) try to find out the correlation between learningstrategies and English proficiency.New Criteria for English Courses for General High School demands that oneshould master 3500-4000 words. Many of senior middle school students still use thelearning strategies in junior middle school so that they get the half result with twiceeffort. Effective learning strategies will be of great importance in English vocabularylearning. Whereas, most of previous related researches are limited to junior or seniormiddle school students and there are relatively fewer comparative studies of Englishvocabulary learning strategies between junior and senior middle school students. Inthis paper, the author elaborates the situation of English vocabulary learning strategiesapplication between Junior and Senior High School through questionnaire andinterview.
……………

1.2The Purpose and Significance of This Study
This paper aims to conduct a comparative study of the English vocabularylearning strategy between the junior and senior middle school students, and then toknow the comprehensive situation of vocabulary learning strategy and general beliefsof students between junior and senior middle schools in the process of vocabularylearning.Moreover, though the teachers has recognized the importance of vocabulary,most teachers of senior school pay much more attention to teaching and traininggrammar and reading skills, leaving vocabulary to students themselves and neglectingthe cultivation of advanced-level vocabulary learning strategies. What’s more,students remain to use their traditional method to recite the increasing amount ofEnglish vocabulary. In China, the English ability of 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。