对高一学生词汇学习策略的调查研究 —苏北欠发达地区代表性个案分析 An Investigation of Senior High School Students’ English Vocabulary Learning Strategies —A Typical Case in the Less Developed District of Northern Jiangsu Province
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Research questions
1. What is the general situation in the use of vocabulary learning strategies by senior high school students? 2. Are there any distinctions between male and female students in the use of vocabulary learning strategies? 3. Are there any distinctions between the more successful English learners and the less successful English learners in the use of vocabulary learning strategies?
Conclusion
Conclusion:(1) Chinese high school students applied a wide range of vocabulary learning strategies while learning vocabulary, covering meta-cognitive strategies, cognitive strategies and social/affective strategies. The most applied frequently meta-cognitive strategies are self-evaluation, self-management, and so on. They also utilized a great number of cognitive strategies, such as, context, guessing, and dictionary use strategies. It shows that the students have the awareness and competence to arrange their vocabulary learning in some degree. 8
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Organization of the Thesis
Chapter one presents a brief introduction of the background and significance of the research as well as the purpose of the study. Layout of the thesis is included. Chapter two depicts the relevant studies at home and abroad, such as the definitions of learning strategies given by Stern, Rubin, Oxford and Wen Qiufang. The brief review will describe the development of research of learning strategies and vocabulary learning strategies, at the same time the theoretical base of the study is given in this chapter.
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Significance of the research
Firstly, the effective vocabulary learning strategies can not only expand students' vocabulary size to make learning meaningful and efficiently, but alsonomy. As a result, students will gain selfconfidence and self-study ability, which is of great use to their current studies as well as to their future studies.
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Chapter three provides the introduction of the research methods about the thesis. The research questions are raised in this chapter. It includes the subjects, instruments, interviews and the questionnaires in the research. And the procedure of the research and the data analysis are provided as well. Chapter four deals with the discussion of the results of the interviews, it also analyzes the data from the results of questionnaire in preparation for the answers to the research questions according to the results of the questionnaire. Chapter five is the conclusion of the whole research, which includes some major findings and suggestions for the vocabulary learning and teaching in the future. The limitations and implication are listed out at the end of the thesis. 7
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Findings of the Study


(2) There are significant differences in applying vocabulary learning strategies between male students and female students. In general, the female students are better at using almost all the strategies listed in the questionnaire than the male students. (3)The distinctive difference between the excellent learners and less successful learners is that the former have a better control over learning strategies than the latter and use vocabulary learning strategies more frequently.
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Finally, as for the researchers, the present study can make up the limitation of the current research to some special field, because so far though many studies on senior high school students' vocabulary learning strategies are made, few studies are engaged in the differences between successful and unsuccessful learners. It can also be served as a transition between university and middle schools to bridge the gap between successful and unsuccessful learners in vocabulary learning.
(2) There are significant differences in applying vocabulary learning strategies between male students and female students. In general, female students are better at using almost all the strategies listed in the questionnaire than male students. （3The distinct difference lies in that the more successful learners have a better control over learning strategies than the less successful learners. The former group use strategies more frequently than the latter group.
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Findings of the Study