高中英语学困生词汇学习策略研究学科教学（英语）专业论文.docxVIP

PAGE PAGE vi Abstract In recent yeas, great changes have taken place in English teaching and learning field. The strategies the learners employed in the English learning process arouse peoples great concern. The increased importance has been attached to vocabulary as a component of language. The focus has been gradually shifted to the vocabulary learning strategies（VLS）the learners employed as well. Many researchers abroad have made great progress. As for in China, large numbers of researchers have also made explorations in this field and some significant achievements have already been obtained. However, most of the previous related studies are mainly concerned with those students in a couple of key universities whose majors are English or non-English. Up till now, few researchers have been done on the senior high school students, especially few on the students with English learning difficulties (ELD). While in senior high schools, vocabulary teaching and learning has always been Time consuming and low efficiency. Vocabulary learning is a big obstacle to those students with learning difficulties in English. Moreover, about 3000 words and 400-500 phrases should be mastered according to the New Standards of National English Curriculum for Senior High Schools if they want to take part in the entrance examination to colleges or universities. Consequently, the vocabulary learning strategies concerning senior high school students with learning difficulties in English should be more valued. This study aims to find effective ways to help senior high school students with ELD to achieve good results in their vocabulary learning so as to help them in English learning and facilitate to achieve greater success in English teaching and learning classroom. To achieve the aim, the author first investigated the current situation of the VLS used by the students with ELD in Lishui Senior High School. The instruments are one questionnaire adapted from OMalley and Chamot?s a