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groups: one group are indirect strategies, and the other one group are direct strategies.Moreover, learning strategies are classified into six groups: contains affective, meta-cognitive,social strategies; cognitive, memory, and compensation strategies. The first three are indirectstrategies and the last three are direct strategies. Meta-cognitive is beyond or with thecognitive. Therefore, meta-cognitive strategy is a kind of behavior, meanwhile it goes beyondabsolutely cognitive devices. Moreover, meta-cognitive strategies provide a method forlearners to coordinate their own learning process (Oxford, 1990: 135-147). Affectivestrategies have a bearing on the target language by controlling or regulating their emotions,attitudes, motivations etc. Social strategy is beneficial for language learners, they can havemore interactions with others on language learning. Learners can store language material andretrieve the target language through the memory strategies when it needed. Cognitivestrategies have function that learners can manipulate and transform the target languagethrough it. Although there are the limitations of knowledge, compensation strategies promotelearners to use the new language for either production or comprehension (Oxford,1990).
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3. Research Methods......... 22
3.1 Research Questions..... 23
3.2 Research Subjects........23
3.3 Research Instruments...........23
3.4 Data Collection and Analysis...... 25
4. Results and Discussions........ 26
4.1 Overall Use of Vocabulary Learning Strategies by Uygur..........26
4.2 Differences on Vocabulary Learning Strategies Adopted ..... 31
4.2.1Sub-categories of Vocabulary Learning Strategies.......... 33
4.2.2 Differences on Top 10 Frequently Used Strategies.......... 34
5. Conclusion.....39
5.1 Major Findings.... 39
5.2 Implications......... 40
5.3 Limitations and Suggestions for Further Study...........41

4. Results and Discussions

On the basis of data collection, this chapter will discuss the data around the two researchquestions. The data will be discussed mainly according to the following standard which is putforward by Oxford.According to Oxford (1990), if the mean is between 4.50 and 5.00, it means that thestrategies are 'always or almost always used'; if the mean is between 3.50 and 4.40, itindicates that the strategies are 'generally used'; if the mean is between 2.50 and 3.40, itshows that the strategies are 'sometimes used'; if the mean is between 1.50 and 2.40, it meansthat the strategies are 'generally not used'; if the mean is between 1.00 and 1.40, it shows thatthe strategies are 'never or almost never used'.

4.1 Overall Use of Vocabulary Learning Strategies by Uygur and KazakStudents
Table 4-1 shows the descriptive statistics of vocabulary learning strategies. There are onehundred and twenty-three questionnaires, and the minimum is one, the maximum is five. Thevocabulary's overall mean value is 3.28 (Mean=3.28) which is at medium level.According to the descriptive statistics Table 4-1, it means that the Uygur and Kazaksenior high school students in Xinjiang sometimes use vocabulary learning strategies, but notfrequently. Here are some reasons about why they use vocabulary learning strategiessometimes. On the one hand, the Uygur and Kazak senior three students have learned Englishalmost more than ten years,