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1、1 Research of Vocabulary Learning Table 1(AB refer to the examinations on the investigation; 010 refers to the number of people) Table 2 (AQ refers to different approaches of memorizing words; 010 refers to the number of people) .Introduction We made an investigation on attitude and practical approa
2、ch to vocabulary learning. According to the investigation, 20% respondents said that whenever they are free, they would try their best to memorize words; 30% respondents said that they would be busy memorizing words just before the exam; 40% respondents said that 英语专业与非英语专业预期参加考试之比例图012345678910A BC
3、DEF GHIJ K 英语专业 非英语专业英语专业与非英语专业背单词采用方法之比例图0246810A B C D E F G H I J K L M N O P Q英语专业 非英语专业2 they learn mew words through reading instead of choosing special time to memorize.Table 1 while, non-English majors prefers approach A,C, E, G , H, I, L, M, Q. .Body 1. Attitude According to the investigati
4、on, we know that there is only 20% respondents try their best to memorize words whenever they have time. Consequently , most respondents do not hold positive attitude to learn new words. We found that most of the respondents are junior students, who have already passed the CET-4 or TEM-4one requirem
5、ent of pursuing educational experiences, so they loss the motivation to study English or learn new words. Moreover, some of the respondents are studying aboard, such as in England, US, Australia, and so on. This kind of learners has social context to learn words instead of memorizing words by rots.
6、They use English in their daily life, so they can enlarge their vocabulary through their social experience. Nevertheless, why are the 20% respondents studying so hard to learn words? Motivation largely determines the level of efforts, which learners spend in word learning. In other words, these resp
7、ondents can keep a positive attitude towards word learning because of their spherical motivations taking part in the entrance exams for postgraduate schools, in CET-6, in TEM-8, in TOEFL, IELTS, and in BEC (according to table 2). There are 40% respondents choose to learn mew words through reading in
8、stead of choosing special time to memorize. For these respondents, learning words become 3 a habit. Without the pressure of passing examinations, they prefer to learn words in a relaxed way . 2. Vocabulary learning strategies Vocabulary learning strategies refer to not only approaches or techniques
9、but also specific actions and behaviors that learners adopt to cope with vocabulary learning both consciously and subconsciously . According to the data analysis from questionnaire survey (table2), a conclusion can be reached here is that the differences between English major students and the non-En
10、glish major students lies in the various vocabulary learning strategies. Compared with the learning strategies non-English majors have used, most English majors would like to use the following cognitive strategies. Repeating Imitating a language model, including overt practice and silent rehearsal.
11、Grouping Reordering or reclassifying and perhaps labeling the material to be learned based on common attributes Deduction Consciously applying rules to producing or understanding L2 Imagery Relating new information to visual concepts in memory via familiar, easily retrievable visualizations, phrases
12、, or locations. Elaboration Relating new information to other concepts in memory . Key word Remembering a new word in L2 by identifying a familiar word in L1 that sounds like or otherwise resembles the new word, and generating easily recalled images that have some relationship with the new word. Res
13、ourcing Defining or expanding a definition of a word or concept through the use of target language reference materials. Note-taking Writing down the main idea, important points, outlines, or summary of information presented orally or in writing. Auditory representation Retention of the sound or a si
14、milar sound for a word, phrase, or longer language sequence. Contextualization Placing a word or phrase in a meaningful language sequence.4 (Chamot 1987) From the analysis of the quantitative data, we find that non-English majors seldom use meta-cognitive or social-affective strategies though some o
15、f the cognitive strategies are used. Besides differences in using vocabulary learning strategies lead their different performances. The most frequent strategies by non-English majors are repetition (some begin right before examination), while most English majors would like use cognitive strategies l
16、ike resourcing, deduction, key word and some metacognitive and social strategies as well (according to my own experience as an English major). 3. Teaching suggestions Based on what we got from the questionnaire, we find that the non-English majors lack of motivation and effective vocabulary learning strategies. Therefore, vocabulary learning strategies training should be taken seriously in teaching and teachers should teach strategies both explicitly and implicitly . Following is the
