Abstract

Vocabulary is of great importance for English learners. The use of vocabulary learning strategies has a positive effect on English learning. Although much research has been conducted to investigate college students’ use of vocabulary learning strategies, few studies pay attention to beginners’ application of vocabulary learning strategies. Therefore, this study aims to look into the current situation of 3rd graders’ use of vocabulary learning strategies and to reveal the major factors that influence beginners’ use of strategies. It is also designed to research the relevance between students’ achievement of English and their use of strategies. The research data is derived from questionnaires, interviews, classroom observation notes and subject test scores. The major findings are summarized as follows:

Firstly, the young English learners tend to use more strategies to discover word meaning instead of consolidating vocabulary knowledge. Therefore, the beginners use determination strategies most frequently in their learning. The 3rd graders also use many cognitive strategies, which is correspondent with the previous studies. Different from most previous studies, the research finds that the students also use some meta-cognitive strategies at a medium frequency.

Secondly, students from high-level groups are more active than students from low-level groups in using vocabulary learning strategies. High-level learners use determination strategies more frequently than low-level strategies. However, the disparity in other three categories is not as obvious as that in determination strategies. 

Thirdly, three factors are found to have an effect on beginners’ use of vocabulary learning strategies. Gender does not have an obvious influence on three of the strategy categories except social strategies. Motivation has a greater effect on the use of strategies than gender. Teacher guidance is an important factor that affects the learners’ choice of strategies as well.

On the basis of the above findings, the research draws some implications that may be helpful for teachers’ guidance on students’ use of vocabulary learning strategies.

Key words: Vocabulary learning strategies, vocabulary learning, 3rd graders

Contents

Abstract

中文摘要

Chapter One Introduction-1

1.1 Research background-1

1.2 Research purpose and significance-1

1.3 Outline of the thesis-2

Chapter Two Literature Review-3

2.1 Theories about language learning strategies-3

2.1.1 Definitions of learning strategies-3

2.1.2 Classifications of learning strategy-3

2.2 Theories about vocabulary learning strategies-4

2.2.1 Definitions of vocabulary learning strategies-4

2.2.2 Classifications of vocabulary learning strategies-4

2.3 Related studies-5

2.3.1 Studies on current situation of vocabulary learning strategies-5

2.3.2 Studies on relevance of strategy use and learning proficiency-6

2.3.3 Studies on factors influencing strategy use-6

Chapter Three Methodology-8

3.1 Research questions-8

3.2 Subjects-8

3.3 Instruments-8

3.3.1 Classroom observation-8

3.3.2 Questionnaire-9

3.3.3 Interview-9

3.3.4 English scores-9

3.4 Data collection-9

3.5 Data analysis-10

Chapter Four Results and Discussion-11

4.1 Subjects’ overall use of vocabulary learning strategies-11

4.2 Subjects’ use of individual strategies-12

4.2.1 Use of determination strategies-12

4.2.2 Use of social strategies-13

4.2.3 Use of cognitive strategies-13

4.2.4 Use of metacognitive strategies-14

4.3 Differences in the strategy use between high and low achievement groups-15

4.3.1 Differences in the overall use of strategies-15

4.3.2 Differences in the use of individual strategies-15

4.3.3 Summary-18

4.4 Factors influencing subjects’ use of vocabulary learning strategies-18

4.4.1 Gender-18

4.4.2 Motivation-19

4.4.3 Teaching environment-19

Chapter Five Conclusion-20

5.1 Major findings-20

5.2 Pedagogical implications-20

5.3 Limitations and suggestions-21

References-22

Appendix A: Questionnaires-24

Appendix B: Interview Questions-26

Appendix C: Sample of Interview Transcripts-26

Appendix D: Samples of Translated Transcripts Used in Text-27

Appendix E: Sample of observation Notes-28

文献综述报告-29