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r own internal grammar in predetermined stages, they can't be disturbed byvocabulary instruction. Meanwhile, a shift toward communicative competence has brought withit an increase in emphasis on the actual use of the language rather than on its formal grammaticalstructure. The two factors together have produced a view of language teaching and learning: it isobvious that one efficient way to increase learners' competence in communication is to enlargetheir vocabulary.

1.2 The Necessity of Research on Vocabulary Learning Strategies
Although the awareness in second language vocabulary teaching has been deepened both athome and abroad and the research also obtained a number of achievements, sometimes it stillfailed to arouse some teachers' and students' attention. Many teachers and students still take it forgranted that vocabulary could only be acquired by reciting—which is a vary old-fashioned way.Other teachers only pay attention to lexical knowledge to explain, so that lexical and semanticmeans always lose contract and students are having difficulties in memorizing words and usingthe words. Some teachers are more aware of the vocabulary teaching, but they lack some goodstrategies to attract the students in order to make them feel interested. In addition, lexical expertsunderstand that the importance of repeatedly expose the words while most text books in currentdays rely hardly on this idea.Nowadays, students cannot fully understand the reading and listening materials due to theinsufficient amount of vocabulary. They complain about the memorial problems when tryinghard to recite the words. In fact, to most Chinese students, their biggest problem in learningEnglish is vocabulary learning (Wu Xia, Wang Qiang, 1998). And to some degree, whether thestudents can be a successful learner or not largely depends on their learning strategies. It is ofcrucial importance to do more research about vocabulary learning.

Chapter 2 Literature Review

While doing the research on vocabulary teaching strategies, one can not underestimate theimportance of vocabulary learning strategies, bucause learning and teaching are interconnected.This chapter begins with the definition of strategy, then the author compares three significantlearning strategies, one of which becomes the theoretical basis of the author's questionnaire. Theteaching strategies are also illustrated in this part.

2.1 Definition of Language Learning Strategies

2.1.1 Definition Strategy
The word "strategy" is originally a military term. From the semantic point of view, strategyrefers to the development and formulation of action and struggle. In the field of second languageteaching and research, many experts and scholars are trying to define their own understanding oflanguage learning strategies, some notably marks are as follows:Stem (1983): In our view strategy is best reserved for general tendencies or overallcharacteristics of the approach employed by the language learner, leaving techniques as the termto refer to particular forms of observable learning behavior.Sinclair (1987): Strategies are plans for actions to achieve a goal.

Chapter 3 Research Design........... 24-29
    3.1 Research questions......... 24-25
    3.2 Research Subjects......... 25
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