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ners believe that vocabulary is the most difficult part to learn, andalways forget the vocabulary after learning in the English learning. If English learners don'tpay attention to English vocabulary learning strategies, the results are often less effective.First of all, learning vocabulary is a long-term work, the right vocabulary learning strategiesare beneficial for students, they can learn vocabulary independently without teachers andlearn vocabulary effectively; secondly, the vocabulary is constantly changing and expanding,the right vocabulary learning strategies can make learners learn vocabulary effectively at anytime (Chen Hui, 2001: 21-29).
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2. Literature Review

2.1 Relevant Concepts

In the past three decades, with the development of the study of language learningstrategies, many scholars and researchers have discussed learning strategies from the differentpoints, and they have come up with many species of classifications and definitions on learningstrategies. On the basis of the former research results, scholars have the deep understanding ofthe learning strategies, and get the great achievements. But there still exists debate on thedefinition of the learning strategies.Ellis (1994:531) listed five different definitions of learning strategies in his book TheStudy of Second Language Acquisition. (1) Stern (1983) states that strategy is best reservedfor general tendencies or overall characteristics of the approach adopted by the languagelearner, leaving the techniques as the term to refer to particular forms of observable learningbehavior. (2) Weinstein & Mayer (1986) state that learning strategies are the thoughts andbehaviors that a learner participates in during learning that are planned to influence thelearner's encoding process. (3) Chamot (1987) states that learning strategies are approaches,techniques, or deliberate actions that students take to enhance the learning, and recall of bothcontent and linguistic area information. (4) Rubin (1987) states that learning strategies arestrategies which are conducive to the development of the language system which the learneraffect and constructs learning directly. (5) Oxford (1990) states that language learningstrategies are behaviors or actions, and learners use strategies to make language learning moreself-directed, successful, and enjoyable.'

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2.2 Theoretical Basis
There are three major classification by O'Malley & Chamot (2001: 137-138): cognitivestrategies, meta-cognitive strategies, and social/affective strategies. Cognitive strategies areused for language learning activities, and refer to the operations which have direct interactionwith learning material when learners solve the learning problems; meta-cognitive strategiesare used for monitoring, planning, and evaluating the using of learning strategies;social/effective strategies refer to the strategies which can provide the language learners moreopportunities to contact language, such as having interaction with other learners or nativespeakers. Among the three main categories, there are a hierarchical classification, themeta-cognitive strategies are the higher-level strategies which govern the cognitive andsocial/affective strategies. The table 2-1 is the classification of learning strategies by O'Malley& Chamot.According to Oxford (1990: 37-51, 135-147), learning strategies should be divided intotwo 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。