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2020). For learning general English words, these studies show that the strategies of taking notes, imagining word meaning in cognition, using dictionaries, guessing, using context, learning spelling and pronunciation of words are mostly used, which is the cognitive category. For high-level students, metacognitive strategies are more popular, which reflects that they have strong control over their own learning and use more learning strategies that are closely related to internal factors and mental processes. Learners who depend on themselves in learning have a higher chance to internalize vocabulary and thus it can facilitate them to succeed academically. More advanced learners tend to use more complex meanings by VLSs than general learners. Additionally, in Nosidlak (2013)’ s research, fewer types of VLS are applied to learn English items for learners of higher language levels. 

Chapter Three Methodology ........................ 23

3.1 Research Questions .............................. 23

3.2 Research Participants ....................... 24

Chapter Four Results and Discussion .............. 33 

4.1 Results and Discussion of Questionnaire ....................... 33

4.1.1 Students’ Use of VLSs Before the Training of VLS .............................. 33

4.1.2 Students’ Use of VLSs After the Training of VLS ................................. 35

Chapter Five Conclusion ........................... 61

5.1 Major Findings .............................. 61

5.2 Implications ........................... 63

Chapter Four  Results and Discussion

4.1 Results and Discussion of Questionnaire

This part is mainly about the descriptive analysis of the questionnaire according to the data collected in the research, and the mean value and standard deviation can be used to reflect the general strategies used by students in learning English words.  

4.1.1 Students’ Use of VLSs Before the Training of VLS

In Table 4.1, the minimum is 1 and the maximum is 5 for the two groups among these strategies. For the experimental group and the control group, the mean value of the strategy of sentences and passages is 2.13 and 2.27 respectively in the category of cognitive strategy. The mean value of the strategy of using words appropriately is 2.13 and 2.29 respectively in the category of metacognitive strategy. When it comes to the category of social/affective, the mean value of the strategy of interesting topics is 2.31 for both two classes. Although the mean value of these VLSs is the highest in each category, the mean value of the 35 strategies is between 1.5 and 2.4, which means that students just use these strategies occasionally to learn English words in daily learning. 

Chapter Five  Conclusion

5.1 Major Findings

The major findings of the research will be presented in the following. 

Firstly, experimental group students are better at using VLS to master more meanings and use multidimensional knowledge of vocabulary correctly. According to the results of two questionnai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。