农村高中生词汇学习策略分析-an analysis of vocabulary learning strategies of rural high school students.docxVIP

V V major categories, cognitive strategies are the most frequently used ones, and social/affective strategies are seldom used. In metacognitive strategies, they mostly prefer selective attention and the least preferred is self- initiation. As for the subcategories of cognitive strategies, the most preferred ones are dictionary strategies and rote-memory strategies, while the least preferred are encoding strategies and application strategies. The high-score students use strategies significantly more often than the low-score students. The former are found to use more metacognitive strategies in selective attention, self- monitoring and almost all the subcategories of cognitive strategies except rote memory strategies than the latter. Male and female students show no distinct differences in vocabulary test score and vocabulary learning strategies. Several strategies have significant correlation with students’ vocabulary test score: selective attention, self- initiation, self- monitoring, guessing strategies, application strategies, note-taking strategies, encoding strategies and dictionary strategies show positive correlation with the vocabulary achievement. Finally, some pedagogical implications for vocabulary learning are given. It is suggested that teacher should introduce and practice the effective learning strategies and help the students to find suitable methods for themselves in vocabulary learning. The students are informed to pay more attention to the importance of metacognitive strategies and adopt various strategies for improving their efficiency in vocabulary learning and laying a good foundation for their language learning. Key words: vocabulary; vocabulary learning strategies; rural senior high school students VIII VIII List of Tables Table 2.1 Direct and Indirect Strategies……………………………………………… .… ..8 Table 2.2 OMalley and Chamots Classification of LLS…………………………… .… ...10 Table 2.3 Cohens Classification of LLS…………………………………… …………… .12 Table 3.1 Categories,