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y face various language difficulties; the most commonone is reading comprehension. When the new words keep coming up one after another, the reading comprehension can be called reading apprehension. Learning vocabulary byheart is still painstaking to some second language learners. Some learners spend lots oftime reading and writing to remember a new word, however, they forget it soon.Teachers who put all efforts on grammar rules pay little attention to lexical knowledge,which would leave vocabulary learning less time. Nation (1990) maintains that the wayteacher taught a word can determine the degree of its learning burden. That is to say,vocabulary needs to be put more attention. From another point of view, there are alsosubjective reasons. Caody (1997: 274) has shown us an attitude that can be a key barrierto new vocabulary learning: “Students feel that words are very important and are eagerto learn them. Many teachers and scholars feel that teaching vocabulary is a low-levelintellectual activity unworthy of their full attention. Words are going to learn fromreading naturally and do not need to be taught/learned.” Read (2000) emphasizes that“vocabulary is not just a set linguistic units but also an attribute of individual languagelearners (p. 14).” Therefore, vocabulary learning is of great importance to secondlanguage acquisition. Learners need some approaches or techniques to learn vocabularyeffectively. For instance, teachers’ instructions and others’ experiences would benefitsecond language learners, and learners can be recommended to use some vocabularystrategies consciously.

1.2 Purpose and Significance of the Study
The literatures about strategy use of different minorities are relative few, so theauthor conduct a comparative study. This thesis tries to provide a clear picture of thepresent situation of vocabulary learning strategies used by the two different groups: Hanand Mongolian university students. In this study, researcher wishes to find out thesimilarities and differences of their strategy use and the reasons for the differences.Vocabulary is the basic unit of the language. It can be concluded from Krashen’s(1982) Input Hypothesis that vocabulary is the primary task to learn a language. Hence,it is of great importance that we have a deeper understanding of how students use theirstrategies when they pick up a new word, especially from different groups. Schmitt(1997) provides us a list of vocabulary learning strategies: discovery strategies andconsolidation strategies. Both of them can be divided into smaller units, which are alsoused in this thesis. The research into vocabulary learning strategies from differentnationalities can be a proof to relative theories of second language acquisition, and it isa way that helps us to understand the individual differences.

Chapter Two Literature Review

The present study mainly looks into the issue of the vocabulary learning strategiesused by different groups of people, so this chapter reviews the related literatures fromhome and abroad. However, some issues at dispute remain, for instance, what languagelearning strategies are and its categories. First, language learning strategies, as a generallearning strategies, are introduced, including their definitions and main classifications.Then this chapter provides related views and researches on specific learning strategies,especially for vocabulary learning strategies.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。