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(1) What vocabulary learning strategies do Han English majors employ in theirlanguage learning?By means of collecting the data of the overall usage of vocabulary learningstrategies, we can see that English majors from Han nationality frequently use memorystrategies, which reaches the high frequency level and ranks the first in all strategies.They used cognitive strategies, determination strategies, metacognitive strategies, socialstrategies for discovering a new word, and social strategies for consolidating new wordsin a medium level.
(2) What vocabulary learning strategies do Mongolian English majors employ intheir language learning?After the data was sorted out, the author found out the present situation ofstrategies used by Mongolian English majors. They did not have any high frequencyusage of strategies. Memory strategies, determination strategies, cognitive strategies,social strategies for discovering a new word, metacognitive strategies, and socialstrategies for consolidating new words used by them all fall into the medium frequencylevel. Furthermore, the sequences of those strategies put were listed by grade level.
(3) What are the similarities and differences in using vocabulary learning strategybetween the two different nationalities?In terms of overall use of vocabulary learning strategies, there are obviousdifferences in strategy use of determination strategies (P=.012), memory strategies(P=.007), cognitive strategies (P=.014) and overall strategies (P=.015), which havestatistical meaning. In other words, English majors of Han nationality performed better in strategy use than English majors of Mongolian nationality. As for sub-categorystrategies of determination strategies, significant differences was found in strategies likeanalyzing part of speech (P=.000), any available pictures and gestures (P=.026), andguessing meaning from textual context (P=.005) between the two groups. Under thememory strategies, the significant differences was found in “Loci Method” (P=0.34),“grouping words together to study them” (P=.010), “using new words in sentences”(P=0.44), “image of word form and spelling” (P=.008), “studying the affixes and roots”(P=.049); The differences of “verbal repetition” (P=.005), “using the vocabulary sectionin textbook” (P=.019), and “keeping vocabulary notebook” (P=.000) under cognitivestrategies used by Han group and Mongolian group are significant.

References
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[2] Bild, E. R., & Swain, M. (1989). Minority language students in a French immersion programme:Their French proficiency. Journal of Multilin-gual and Multicultural Development, 10 (3),255-274.
[3] Brown, T., & Perry, F. (1991). A comparison of three learning strategies for ESL vocabularyaqusition. TESOL Quarterley, 25 (4), 655-670.
[4] Brown, C., & Payne, M. E. (1994). Five essential steps of processes in vocabulary learning.Paper presented at the TESOL Convention, Baltimore, MD
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[6] Caody, J. (1997). L2 vocabulary acquisition: A synthesis of the research. In J. Coady & T.Huckin (Eds.), Second languge v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。