AbstractItiswellknownthatsubstantialvocabularyknowledgeisalawaysaprerequisitetotheperformanceoflanguageskills.JustasD.A.Willkins,inhisLinguisticsinLanguageTeaching(1978),wrote,“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”DuringtheprocessofteachingjuniorEnglish,thewriterhasfounditdifficultforjuniorstudentstolearnEnglishvocabulary.VeryoftenjuniorschoolstudentsmakeagreatefforttostudyEnglishwords,buttheresultisfarfromsatisfactory.Therefore,thewriterfeelsitmeaningfultodoresearchonhowtoimprovevocabularylearningefficiency.However,thewriterfindsthatthemostofpreviousrelatedstudiesarelimitedtocollegestudents,fewerresearchesaredoneonjuniormiddleschoolstudents,especiallyvocabularylearningstrategiestraining.Sothepresentstudyattemptstoexploretheimpactofthevocabularymemorystrategytrainingonvocabularylearning,basedonthedataobtainedfromastudyconductedatJinGouJuniorMiddleSchool.O’malleyandChamot’s(1990)classificationoflearningstrategiesisusedinthestudy.O’malleyandChamotdistinguishthreemajortypesofstrategy:meta-cognitivestrategies,cognitivestrategiesandsocial/affectivestrategies.Meta-cognitivestrategiesmakeuseofknowledgeaboutcognitiveprocessesandconstituteanattempttoregulatelanguagelearningbymeaningsofplanning,monitoringandevaluating.Cognitivestrategiesrefertothestepsoroperationsusedinproblemsolvingthatrequiredirectivestrategies.Social/affectivestrategiesconcernthewayinwhichlearnersselecttointeractwithotherlearnersandnativespeakers.Therefore,thepresentstudymainlyselectedsomemeta-cognitivestrategies,cognitivestrategiesandsocial/affectivestrategiestotrainingjuniormiddleschoolstudents.Inthisstudy,63studentsofJinGouJuniorMiddleSchoolattendthesurveyofvocabularymemorystrategytraining.Theyarefromtwoclasses,oneclassischosenasexperimentalclass,andtheotherasthecontrolclass.Theparticipantsintheexperimentalgroupreceivedthestrategies-basedinstructionaltreatment,whilethecomparisondidn’treceivethetraining.Bothgroupsfinishedavocabularypre-testandanEnglishleveltestbeforeandafterthetraining.andtheexperimentalgroupfilledoutthequestionnaireaboutthevocabularylearningstrategiesbeforethetraining,andafterthetraining,theyareinterviewedbytheauthoragain.Thepresentstudyaimstoexplorethefollowingthreequestions:(1)WhatisthegeneralsituationofEFLvocabularylearningstrategiesusedbyjuniorgradetwomiddleschoolstudents?(2)CanthetrainingofvocabularylearningstrategieshelpstudentstolearnEnglishvocabularyeffectively?(3)HowdoestheEnglishvocabularystrategiestraininginfluenceEnglishachievements?Thisthesisisdividedintofivechapters:chapterOneisthethesisintroduction,whichbrieflypresentstheorientation,thebackgroundandobjectivesofthestudy,anditintroducestheresearchquestionsofthestudy,thetheoreticalandpracticalsignificanceoftheresearch.ChapterTwoisaliteraturereview.Somepreviousrelevantexistingliteraturesarereviewedinthisparttoindicatethebackgroundofresearchesaboutlanguagelearningstrategies,vocabularylearningstrategiesandvocabularylearningstrategytraining.ChapterThreepresentsthemaintheoreticalframework.Thecognitivestructuretheory,rulesofmemory,thereasonsofforgettingandattentionarepresentedinthischapter.Inadditiontotheinformationprocessingmodelanddepthofinformationprocessingareprovidedinthischapter.ChapterFourpresentstheresearchmethodology,whichgivesadetailedaccountofparticipants,setting,researchinstrum...
