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es concerning vocabulary learning strategiesg........ 37
5.2 Some suggestive vocabulary learning strategies for Chinesg........38
5.3 Studies on memory and vocabulary development g........  44
5.4 Tasks for Teachers in Conducting Vocabulary Teaching........ 45

Chapter 5 Studies on Vocabulary Learning Strategies

5.1 Theories concerning vocabulary learning strategies
Research efforts concentrating on the "good languagelearners" (Naiman et al.，1978，Rubin, 1975) had demonstrated that strategies reported bystudents or observed in language learning situations do appear to contribute to learning. Itseems that the performance of students tutored in strategies is superior to the performance ofstudents with no such training (Larsen-Freeman，1991). It is argued that because of the largenumber of words needed to leam, it is best to teach learners strategies for dealing with thesewords rather than teach the words themselves(Nation，1990).Researchers have done quite a lot in order to specify vocabulary learning strategies. Intheir studies they found that successful learners not only used vocabulary learning strategies，but also relied more heavily on different strategies than less successful learners did. Oxford &Crookall (1990) examined a number of different techniques for teaching vocabulary groupingthem into fully, semi-，and de-contextualized. They reached a conclusion that not all studentsbenefit equally from such techniques and that different techniques may be appropriate todifferent students.
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Conclusion

(1) Appalled at or in a sense encouraged by the existing situation that most Chinese highschool students and even quite many Chinese learners of English (at least in their beginningand medium learning stages) use the "learning by rote" method to develop their vocabularypower，the author of this dissertation makes up her mind to take up vocabulary learning &teaching as her MA. research subject
(2) The author has been assigned a task of teaching reading comprehension andvocabulary development to high school senior in Taiyuan New Oriental School. Seven-stepvocabulary teaching is the method the author adopted to develop the students' vocabularypower. The method has been welcomed by the students and proved to be effective. The usualprocedures of the method and what the teacher is expected to do when using the method areintroduced in the dissertation. Context-based vocabulary learning and teaching approach isconsidered to be the essence and underpinnings of the "Seven-step" method. A comparativelycomprehensive study of the context-based vocabulary learning and teaching has been madeand what has been learned by the author is introduced,
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Reference (omitted)

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