英语论文网

摘要：本文是英语词汇学论文，As is known to all, middle school students remain at a rather shallow level of cognition.The using of strategies is not as common as we expected during the process of learning.Therefore, there is great need for teachers to make efforts to introduce more strategies onvocabulary learning to English learners.

recommended strategic teaching model of CALLA andencouraged further researches on the applications of learning strategies.
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Ⅲ Methodology ........15
3.1 Objective ....... 15
3.2 Subjects ......... 15
3.3 Instruments .... 16
3.3.1 Vocabulary Tests......... 16
3.3.2 Questionnaire ....... 17
3.3.3 Interview......... 18
3.4 Data Collection.... 19
3.5 Research Procedures ....... 19
Ⅳ. DataAnalysis and Discussion.....22
4.1 Discussion of Questionnaire........ 22
4.2 Discussion of Interview......... 34
Ⅴ.Conclusion.......37
5.1 Main Findings ..... 37
5.2 Pedagogical Implication........ 39
5.3 Limitations of the Study and Suggestions for Further Research....... 42

Ⅳ. Data Analysis and Discussion

4.1 Discussion of Questionnaire
In this part, the data will be analyzed through SPSS. Then a comparison between the twowill be analyzed. There are seven tables which are constructed with participant number, meanvalue (M) and standard deviation (SD) as well as sig. value to show the data analysis results.The data analysis is based on Oxfords’ (1995) popular design in research, which the meanvalue of each item represents the frequency of using each vocabulary learning strategy. This part deals with the strategy used by high-achieved senior high school students. Theauthor will analyze it from the overall situation to the specific item. And the order of thisdiscussion will be: meta-cognitive strategy firstly, cognitive strategy in the second place andsocial/affective strategy at last.To begin with, this paper will center on the meta-cognitive strategy.The mean value of meta-cognitive strategy is 3.703, which demonstrates a frequent useof it. Among the sub-strategies, the mean value of planning and evaluation strategies are 3.950,3.789 respectively which mean they are regularly used. The monitoring strategy has a meanvalue of 3.371 which states this strategy is sometimes used. Therefore planning strategy(M=3.950) and evaluation strategy (M=3.789) are more frequently used than monitoringstrategy (M=3.371).

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Conclusion

Based on the analysis of questionnaire and interview, some of the characteristics of usingvocabulary learning strategies can be summarized as follows.Concerning vocabulary learning strategies, both the junior and senior high schoolstudents follow the same pattern--- the cognitive strategies is of the highest frequency,social/affective strategies remain in the middle in using frequency, and strategies ofmeta-cognitive rank the lowest among the three categories. All the students are not good atusing meta-cognitive strategies. Nor do they do well in social/affective strategies. What makesthem different is that senior high school students do comparatively better in the using ofmeta-cognitive strategies, so as the social/affective strategies. This thesis will state the detailsin the following part.
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