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摘要：The employment of Association Strategies in Senior One: Which AssociationStrategies are popular with Senior One students? How many of them know aboutAssociation Strategies and how many of them use the strategies in their dailyEnglish vocabulary learning?

ulties in vocabulary learning because "The master of a new word isattributed to frequently use of this word，i.e. 'Frequency Effect’ (Hu Zhuanglin, 2002),，.In New English Textbooks, many words just appear in workbooks or tips. Here are twoexamples, "crime" just appears in the example sentence six in SEFC Book 2A Unit 1.And “concern” just shows up in Word Study in SEFC Book 2A Unit 1.

Chapter 2 Literature Review

2.1 Research about Vocabulary Learning Strategies
2.1.1 Definition of Vocabulary Learning Strategies
Rubin (1987:29) defined learning as “the process by which information is obtained,stored，retrieved, and used". Based on this definition, Schmitt (1997:203) indicated"vocabulary learning strategies could be any which affect this rather broadly-definedprocess". According to Ahmed, vocabulary learning strategies may be defined on twolevels: "macro-strategies" and “micro-strategies，，. The former includes "generalapproaches to learning" whereas the latter means “more detailed, specific learnerbehaviors" (Ahmed，1989:4). Nation (2001) listed some characteristics of learningstrategies and vocabulary learning strategies: (1) A strategy should contain choice, thatis to say that there should be several strategies to choose from; (2)A strategy should becomplex, that is, there should be several steps to learn about; (3)A strategy shouldrequire knowledge and benefit from training; (4)A strategy should increase theefficiency of vocabulary learning and vocabulary use. Cameron (2001:92) pointed outthat vocabulary learning strategies are “actions that learners take to help themselvesunderstand and remember vocabulary". In conformity to Schmitt's conclusion, Catalan(2003:56) came up with a more specific definition for vocabulary learningstrategies :"knowledge about the mechanisms/processes/strategies used in order to leamvocabulary as well as steps or actions taken by learners to find out the meaning ofunknown words; to maintain them in long-term memory; to recall them at liberty, or touse them in oral or written pattern" Fan (2003) indicated that all vocabulary learningstrategies should at least include the following five steps: encounter new words; get adistinct image; leam the words' meaning; make strong connections in mind betweenforms and meanings of the words and using words. And this conclusion has beentestified by Brown and Payne (1994，cited in Hatch & Brown, 1995). Some modemscholars conclude from the previous research that vocabulary learning strategies refer tovarious means, methods, steps or techniques adopted by learners to improve vocabularylearning efficiency. Strategies can be more or less person-related, task-related, or learning context related. Since every individual learner has its own learning style，astrategy suitable for one particular person, task, or learning context may not be suitablefor another (Gu, 2003).

Chapter 3 Research Methodology............ 29-33
    3.1 Research Questions........... 29
    3.2 Subjects ...........29-30
    3.3 Instruments........... 30-31
    3.4 Design of Experiment........... 31-32
    3.5 Procedures of experiment........... 32-33
Chapter 4 Results and Analysis ...........33-37
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