1. Introduction
1。简介
1.1 Research background
1.1研究背景
Nobody can deny the importance of vocabulary when it turns to English languagelearning. The famous linguist Wilkins (1972) put it like this: “Without grammar verylittle can be conveyed; without vocabulary nothing can be conveyed'. We can neverignore the importance of vocabulary. It is through vocabulary that little babies begin toleam their mother tongue. And only through vocabulary can successful English learningbe possible.” Inadequate vocabulary becomes the major problem of language learners toleam a language.' (Nation, 2004). The more vocabulary a language learner has gained,the better the learner can communicate with others in the foreign language.During a very long period of time, English vocabulary learning strategies neverattracted too much attention from English teachers and linguists, and they pay veryspecial attention to pronunciation and syntax，which they think are the most importantthings of linguistics. Many people think that the only thing about learning vocabulary isto remember them list by list.
没有人能否认词汇的重要性时，它变成了英语语言学习。著名的语言学家威尔金斯（1972）提出这样的：“没有语法，能传达很少；没有词汇则什么也不能表达的。我们可以neverignore词汇的重要性。它是通过词汇的小婴儿开始toleam母语。只有通过词汇可以成功的英语真正成为可能。”不足的词汇是语言学习者toleam语言的主要问题。”（美国，2004）。词汇学习者赢得了更多，更好的学习者在外语交际。在很长一段时间里，英语词汇学习策略neverattracted太多的注意力从英语教师和语言学家，他们要特别注意发音和语法，他们认为这是语言学中最重要的东西。很多人认为学习词汇是记住他们的名单，名单的唯一的东西。
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1.2研究目的
Since the 1970s, a great many researchers and teachers have been showing greatinterests in second language learners. As a result，second language learning strategies arevery popular. And especially，the studies of vocabulary learning strategies are verypopular. As vocabulary is one of the three elements of a language, with no doubtvocabulary is of great importance to language learners. As Oxford (2008) argues，'By farvocabulary is most difficult thing to leam whether as a first language or a secondlanguage because there are huge amount of vocabulary and in most cases one word mayhas various kinds of meanings. The researches on vocabulary learning strategies mayhelp language learners leam vocabulary more efficient and easier.，，But for many studentssuch as junior high school students it is especially difficult to leam vocabulary well. As aresult，it will be helpful if the students know some vocabulary learning strategies. And sowe teachers have better try our best to help the students to pay more attention to leamvocabulary learning strategies. Many researchers have done a lot of researches in thisfield, but most researches focused more on proficient learners, such as college studentsand graduates. The vocabulary learning strategies of junior high school students areseldom mentioned. As Oxford (2008:30) comments，“Less proficient language learnersand proficient language learners use language learning strategies differently'. This articleis based on Wuhan Middle School students, which can be of great importance to improvethe vocabulary learning of the students in Wuhan Middle School.Vocabulary itself is very important for junior high school students to learn English.This study aims to investigate about the strategies of English vocabulary learning ofWuhan Middle School and to help them to find more efficient ways to improve theirvocabulary learning. And this study is also supposed to find the pedagogical implicationsfor all the English teachers.
自上世纪70年代以来，许多研究者和教师已显示在第二语言学习者greatinterests。因此，第二语言学习策略是很受欢迎的。特别是，词汇学习策略的研究是受欢迎。词汇是语言的三大要素，没有doubtvocabulary是对语言学习者非常重要。牛津（2008）认为，“farvocabulary是最难学的是否为第一语言或第二语言因为有大量的词汇，在大多数情况下，一个词的各种意义mayhas。在英语词汇学习策略可以帮助语言学习者学习词汇更有效和更容易研究。，，但许多studentssuch为初中学生特别难学词汇。因此，如果学生掌握一些词汇学习策略将是有益的。和我们的教师有更好的尽力帮助学生更重视leamvocabulary学习策略。许多研究人员已经做了大量的研究，在这一领域，但大多数的研究更多地集中在熟练的学习者，如大学生和毕业生。词汇学习策略，初中生的很少提到。牛津（2008:30）的评论，“不熟练的语言learnersand熟练的语言学习者语言学习策略使用不同的。本文基于武汉中学的学生，这是非常重要的提高在武汉中学学生学习词汇。词汇本身的初中生学习英语是非常重要的。本研究旨在对英语词汇学习策略武汉中学并帮助他们找到更有效的方法为了提高theirvocabulary学习研究。这项研究还应该找到所有英语教师教学的影响。
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2. Literature Review
2。文献综述
2.1 Language learning strategies
2.1语言学习策略
Many researchers and linguists have defined and classified learning strategies andvocabulary learning strategies Firstly, the author will list the definitions andclassifications of learning strategies and then followed the definitions and classificationsof vocabulary learning strategies. Because of the differences of the focus on the study of learning strategies, thedefinitions of learning strategies inevitably are different. As a whole, linguists considerlearning strategies as the learning activities，procedures or specific learning methods orlearning skills that used to promote learning efficiency，or to accomplish a learningplan. The following definitions are widely accepted at home and abroad at present: Learning strategies are the concrete means and methods used by languagelearners to gain language knowledge (Rubin，1987). Learning strategies are the common trends and general characteristics of themethods used by language learners (Stem，1983). Learning strategies are the thoughts and behaviors of coding process thatlearners try to consciously use to affect their learning (Weinstein, & Mayer, 1986). Learning strategies are the efforts made by language learners to improve theirlanguage skills and communicative competence in the process of language learning(Tarone, 1989).
许多研究者和语言学家的定义和分类学习策略和词汇学习策略首先，笔者将列出了学习策略的定义和再定义和语用classificationsof词汇学习策略。由于对学习策略研究的重点的差异，学习策略的定义必然是不同的。作为一个整体，语言学家considerlearning策略作为学习活动，程序或具体的学习方法或学习能力，提高学习效率，或完成一个learningplan。下面的定义在国内外广泛接受目前：学习策略的具体方法和使用的语言学习者获得语言知识的方法（Rubin，1987）。学习策略是与共同趋势的语言学习者使用的方法的一般特征（干，1983）。学习策略是编码过程thatlearners的思想和行为的尝试有意识地使用影响学习（韦恩斯坦，& Mayer，1986）。学习策略是语言学习者提高语言学习过程中的语言技能和交际能力的努力（并且，1989）。
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2.2研究词汇学习策略在国内和国外
Huge amounts of researches have been done in this area especially at abroad.Researches at home and at abroad will be introduced separately. When introducingresearches at home，researches done on college students and on middle school studentswill be presented respectively. Since the studies of foreign language learning strategies were introduced to China in1990s，many Chinese language researchers began to do the relevant researches. Quitemany researchers have done a lot of researches. College students and middle schoolstudents make up the majority of the research objects. Whereby, college students arerelatively more often chosen as research subjects. Two reasons may explain this situation.One is that most researchers are working in colleges so it is more convenient for them todo researches on the college students. And another reason may be that compared withmiddle school students，college students are more proficient language learners, who areapt to try all kinds of vocabulary learning strategies to help leam vocabulary. In thefollowing part, the author will discuss the researches done on college students and middleschool students respectively.
大量的研究已经完成，在这方面特别是在国外。在国内外的研究将分别介绍。当introducingresearches在家，研究大学生和高中学生分别给出了。由于研究外国语言学习策略被引入到中国在20世纪90年代以来，中国的许多语言研究者开始做相关的研究。得比较多的研究人员做了大量的研究。大学生和中学生占多数的研究对象。其中，大学生是经常作为研究对象。有两个原因可以解释这种情况。一是，大多数研究者都工作在高校更便于他们做研究的大学生。另一个原因可能是withmiddle学校学生相比，大学生更熟练的语言学习者，谁areapt去尝试各种词汇学习策略来帮助学习词汇。在下面的部分中，笔者将探讨对大学生和中学生分别做了研究。
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3. Methodology......... 13
3。方法.........13
3.1 Research questions......... 13
3.1个研究问题.........13
3.2 Research subject......... 13
3.2个研究课题.........13
3.3Reseaxch instrument .........13
3.3reseaxch仪器......... 13
3.3.1 The questionnaires......... 13
3.3.1问卷.........13
3.3.2 The interview .........14
3.3.2面试......... 14
3.4 Data collection......... 14
3.4数据采集.........14
4. Results and Discussions .........15
4。结果与讨论......... 15
4.1 The general beliefs of vocabulary learning strategies......... 15
4.1的词汇学习策略.........一般的信念15
4.2 The specific vocabulary learning strategies......... 16
4.2具体的词汇学习策略.........16
4.3 The differences of successfiil language learners......... 25
4.3 ......... successfiil的语言学习者的差异25
5. Pedagogical Implications.........30
5。启示......... 30
5.1 Changing the students' learning beliefs .........30
5.1要改变学生的学习观念......... 30
5.2 Developing meta-cognitive vocabulary learning strategies......... 30
5.2发展元认知词汇学习策略.........30
5.3 Developing effective cognitive vocabulary learning strategies......... 32
5.3开发有效的认知词汇学习策略.........32
5.4 Developing effective social/affective ......... 34
5.4，开展有效的社会/情感.........34
5。教学的启示
5.1 Changing the students' learning beliefs
5.1要改变学生的学习观念
We can see from the questionnaire that there are still many students who incline tobelieve that learning vocabulary by repetition is the most efficient way. And according tothe interview, successful language learners tend to learn vocabulary by context and byusing. Learning vocabulary by context and by using are indeed efficient ways to learnvocabulary. And this is in line with the research results of most of the researchers inChina. So it is important that junior high school students should raise their awareness thatvocabulary should be learned by context and by using. This kind of suggestion isespecially important of less successful language learners.English teachers can help to raise the students' awareness to change their vocabularylearning strategies. For example, the teacher can arrange some communicative meetingsamong the class, allowing successful language learners and less successful languagelearners to exchange their ideas in vocabulary learning. And also，English teachers shouldintroduce various kinds of vocabulary learning strategies to the students. Moreover, theEnglish teachers are supposed to understand each student better and offer appropriatevocabulary learning strategies to each one according to each student's language level andcharacteristics.
我们可以看到从问卷调查，仍有许多学生倾向于相信通过反复学习词汇是最有效的方式。并根据面试，成功的语言学习者倾向于使用的语境和词汇学习。学习词汇的语境和利用确实learnvocabulary的有效途径。这是与大多数的研究人员在研究结果。因此，初中学生应提高认识thatvocabulary是重要的应该是学习的语境和利用。这类建议不成功的语言学习者尤其重要。英语教师可以有助于提高学生的意识，改变他们的vocabularylearning策略。例如，老师可以安排一些交际meetingsamong类，让英语学习成功者与不成功的语言学习者在词汇学习观念的交流。同时，英语教师shouldintroduce各种词汇学习策略对学生。此外，英语教师应该了解每个学生更好的提供appropriatevocabulary学习策略，每一个根据每个学生的语言水平和特点。
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结论
The research finds out that junior high school students use various kinds ofvocabulary learning strategies, which can be divided into three parts: cognitivevocabulary learning strategies, meta-cognitive vocabulary learning strategies andsocial/affective vocabulary learning strategies. The five most frequently used vocabularylearning strategies are using word list，using dictionary，using verbal repetition,association with Chinese and exposure to English media. And the five least frequentlyused vocabulary learning strategies are writing letters in English with newly learnedwords, making English sentences with newly learned words, making vocabulary learningplans, turning to others for help and learning vocabulary through online games. Generallyspeaking, the overall vocabulary strategy level is shallow as they are less proficientlanguage learners.Successful language learners and less successful language learners differtremendously in using vocabulary learning strategies. And they also show difference invocabulary learning beliefs. Successful language learners are inclined to believe thatvocabulary should be learned by using and by context while less successful languagelearners tend to believe that vocabulary should be learned by repetition. And also，successful language learners tend to use more complicated strategies and they usestrategies more effectively. The difference is mainly decided by different language levelsand different vocabulary learning attitudes.
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参考（略）