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llmore lists two strategies that fall into this area: ‘get someexpressions' and 'make the most of what you have got.' The second field is about thelearner's ‘technical predispositions'. The third general area involves the learner's capacityto evaluate. For example, Naiman et al. and Rubin both refer to the importance ofmonitoring.
However, the early taxonomies differ in a number of ways, reflecting the particularsubjects that researchers worked with (Ellis，1994). Thus Rubin and Naimen et al., whoelicited information from adults，emphasized the importance of learners reflecting on theirown learning and of conscious analysis，while Wong-Fillmore, who studied 5-7-year-oldSpanish-speaking children in play situations，emphasized the social aspects of learning. Forexample, Rubin lists "memorization" and "deductive reasoning" among her strategies,while Wong-Fillmore indentifies "join a group" and “count on your friends” as important.These differences also seem to reflect whether the setting is a formal or informal one,raising the possibility that the learning strategies involved in classroom and naturalisticacquisition may not be the same.

Chapter Two Research Methodology

2.1 Objectives
The purpose of the research is to tell language learners the effects of vocabularylearning strategy training and facilitate them to leam and use a foreign language effectively.At the same time, it also encourages them to regulate their vocabulary learning. Theresearch is also intended to make an exploration in feasibility of helping learners improvetheir vocabulary acquisition by empowering them with vocabulary learning through thetraining process.The training，at the same time, is beneficial for the students to be autonomouslanguage learners and also to regulate their learning in the future. Moreover, by means oftraining the students, the students can be encouraged to improve their consciousness inlanguage learning. In order to effectively carry out the research, the vocabulary learningstrategy training is carried out in the classroom teaching. The teacher (the researcher)，takes charge of the class teaching and inspires the students, awareness of learning strategyin the class. Some strategy-based activities are integrated into the daily class teaching.

2.2 Subjects
The subjects in this study are 80 first-year students majoring in accounting in TaishanCollege, half of whom are chosen randomly as the experimental class and another half asthe control class. All the subjects have the experience of learning English in junior andsenior high school. The students in these two classes are taught by the same teacher. They all attend the intensive reading class twice a week.

Chapter Three Analysis of the Research Results......... 40-49
    3.1 Results .........40
    3.2 Data Analysis .........40-47
        3.2.1 Analysis of the Tests' Results .........40-42
        3.2.2 Analysis of the Vocabulary Learning Awareness Questionnaire.........42-43
        3.2.3 Analysis of VLS Questionnaire.........43-47
    3.3 Discussion after the Training .........47-49
Chapter Four Findings and Implications......... 49-51
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