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ry learning,there are usually three pairs which are considered very important. They are direct andindirect learning, explicit and implicit learning and intentional and incidental learning.In 1990 Nation pointed that “It is useful to make a distinction between direct andindirect vocabulary learning.” (Nation, 1990:2) In his opinion, direct vocabulary learningmeans that learners focus their attention on vocabulary when they do exercises andactivities. For example, the exercises like word-building exercises, guessing words fromcontexts, vocabulary matching, vocabulary games and so on are this type of learning.Indirect vocabulary learning means that learners’ attention is not on the vocabulary, but onsome other features, such as the message conveyed by a speaker or writer.
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2.2 Metacognition
In order to direct the research of the thesis, it is essential to review previous studieson metacognition, metacognitive strategies and researches related with them. This sectionmainly presents them. The term metacognition is generally defined as “thinking about thinking”, but in fact,to define metacognition is not that simple. In 1976, it was John Flavel who first putforward the term metacognition in his book Cognitive Development. Flavel definedmetacognition as a “process of using cognitive processes to improve thinking skills. And itwas called metacognition because its core meaning was ‘cognition about cognition’”(Flavel,1985:104). He also asserted that metacognition is comprised of “the activemonitoring and consequent regulation and orchestration of cognitive process to achievecognitive goals.”(Flavel,1976:252). In 1979 and 1987, Flavel pointed that metacognition iscomposed of metacognitive knowledge and metacognitive experiences. Metacognitiveknowledge is about one’s knowledge or beliefs on the aspects which manage knowledgeprocesses. Metacognitive experiences are a person’s subjective internal responses to hismetacognitive knowledge which are applied to monitor cognitive activities.
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Chapter Three Research Methodology....... 17
3.1 Research Method ..... 17
3.1.1 Questionnaire.....18
3.1.2Vocabulary Proficiency Test....19
3.1.3 Interview.....20
3.2 Research Design.....20
3.3 Data Collection.......23
3.4 Data Analysis......23
Chapter Four Major Findings.......25
4.1 Findings Based on Analysis of Questionnaires......25
4.2 Findings Based on Analysis of Interview....27
Chapter Five Conclusion.......29
5.1 Summary.....29
5.2 Implications for the Study.......29
5.3Limitations of the Study.......31
5.4 Recommendations for Further Researches......31

Chapter Four Major Findings

4.1 Findings Based on Analysis of Questionnaires and Vocabulary Proficiency Tests
From results of the first questionnaire in EG1 and CG1, EG2 and CG2, it is not hardto find out that there is almost no big difference in strategies among students who are inthe same grade and same school.For the first item-planning, the full score is 50 points, but the mean score of students’mark is around 22 and 33, which means students do have plans in vocabulary learning, butmaybe not very much or often. Especially the students of Jilin CommunicationsPolytechnics, their mean scores are lower, so we can see that most of them do 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。