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earneris often unnatural, and the content is rarely related to the learner's real interest. Butthe mother tongue input uses the nanny language, the child acquires the mothertongue in the normal language environment, mothers communicate with theirchildren in their native tongue with a real, direct purpose and expect the child torespond. So we can't expect second language learners to learn the language throughformal grammar courses like native speakers. Instead, we must naturallycommunicate in the second language environment, and constantly conducthypothesis building and hypothesis testing, to naturally learn their own transitionallanguage. According to Keith Johnson and others, it is best to adopt the combinationof learning and acquisition. Learning can consciously acquire declarative knowledge(knowledge about); acquisition can unconsciously acquire process knowledge(knowledge on how to). The combination of the two can better learn the language.

CHAPTER THREE RESEARCH METHODOLOGY......................... 13

3.1 Research Questions..............13

3.2 Research Subject...........................13

3.3 Research Method........................... 14

CHAPTER FOUR RESULTS AND DISCUSSION...........................17

4.1 Results and Discussion of English Vocabulary Learning Concepts............... 17

4.2 Results and Discussion of the Use of English Vocabulary Learning Strategiesfor All Junior High School Students...........21

4.3 Results and Discussion of the Use of English Vocabulary Learning Strategiesfor Students in Different Grades.............25

CHAPTER FIVE CONCLUSION.....................33

5.1 Major Findings...........................33

5.2 Suggestions............................. 34

CHAPTER FOUR RESULTS AND DISCUSSION

4.1 Results and Discussion of English Vocabulary Learning Concepts

we must first understand learners' learning concepts if we want to study the useof learning strategies. 'The idea or strategy of isolated research can not reflect thelearner's learning situation completely, and the concept affects the learner's choiceand use of learning strategy .' (Wen ,1996) Therefore, the first question I want to investigate in this study is the English vocabulary learning concepts of junior highschool students.

CHAPTER FIVE CONCLUSION

5.1 Major Findings

In this survey, the use of vocabulary learning strategies for junior high schoolstudents is analyzed and discussed. After that, the author draws the followingconclusions.

The idea that words need to be memorized repeatedly is accepted by mostjunior high school students. They also accept the concept that learning words byusing and guessing words from context. The concept of vocabulary learning variesfrom grade to grade: students in seventh grade only accepts the idea of rotememorization to learn words, three concepts are generally accepted by students ineighth and ninth grade. High and low score group students have many differences invocabulary learning concepts, the two concepts are completely different. Students inlow score group generally accept the co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。