具有一定掌握认知策略的能力。

第二，

少

数民族学生不善于使用社会情感策 略，

但是汉族学生能够更好地使用社会情感策

略。本研究有利于 提高高中英语教学和词汇教学。

内容为小四号宋体

关键词：

词汇学习策略；元认知策略；认知策略；社会情感策

1 Introduction

1.1 A Brief Introduction

With the development of China

’

s education reform, English teaching has become

more

and

more

important.

As

an

international

language,

English

is

widely

used

by

people, the majority of people start to learn English. Language consists of three basic

论文里面应< /p>

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分，此部分

标题（包括

1

、

2

、

3

级）全部为小四号字

体，

标题加粗，

内 容用小四号，

1.5

倍行距

elements:

pronunciation,

vocabulary,

grammar

(Chen

&

Zhou,

2012).

However,

vocabulary

is

one

important

part

of

English.

V

ocabulary

is

the

most

important

component of English learning, and it has become a hot topic in society. In English

teaching, vocabulary is the foundation, it is also crucial part of English learning, and

the learning strategy is the one basic form of

language comprehensive ability, so to

improve

the

learning

efficiency

is

an

important

guarantee

for

the

development

of

autonomous

learning

ability

(Gao,

2008).

English

is

an

important

tool

of

communication

between

country

and

country,

people

and

people.

Lack

of

a

good

vocabulary is lack of communication ability.

Many teachers ignore students

’

communication and autonomous learning ability

in language learning process, and the learning efficiency is low. The classroom is the

only source for students to learn vocabulary. Students do not have their own methods

to

learn.

Language

is

to

communicate;

therefore,

it

is

necessary

to

improve

the

learners

’

communicative

ability.

For

non-native

English

learners,

vocabulary

is

an

essential part, and it connects the whole language learning process.

V

ocabulary will

influence

learners

’

listening,

writing,

reading,

speaking,

translation

and

other

activities in language learning. Although most studies of language learning strategies

is

indirectly

related

to

vocabulary

learning

strategies

(VLSs)

during

the

research

process, there

are not

so much studies

in-depth on VLSs.

More

and more linguists,

who

are

engaged

in

the

study

of

foreign

language

teaching,

think

words

play

an

important role in foreign language teaching (Zhang, 2003). To learn a language, at the

first,

learners

need

to

learn

the

vocabulary.

Over

decades,

the

research

of

VLSs

aroused great interest in the domestic and foreign scholars and educators; it has still a

large development space in this field. The research on VLSs is based on the study of

second

language

learning

strategies.

English

VLSs

is

also

a

hot

problem

between

researchers on second language acquisition and English teacher. In the past 25 years,

people

have

not

a

large-scale

and

a

specific

study

on

vocabulary

learning,

but

the

research on this area has been in an upward trend. So language learning strategies is

an important point in foreign language teaching.

1.2 The significance of Research Studies on English VLSs

Most studies aim at investigating learning strategies in different levels about high

school

students.

V

ocabulary is

an essential part of English and it is

also

an integral

part of language. It plays a crucial role in the language learning. Just as a building can

not

be

constructed

without

the

building

material,

a

language

is

not

conceivable

without

vocabulary

(Yang,

2008).

Without

vocabulary,

the

specific

part

of

English

will

not

be

communicated

with

other

people.

According

to

Chen

and

Zhou

(2012,

P41),

“

V

ocabulary is generally considered as the basic communication tool, and often

labeled

as

the

most

problematic

area

by

language

learners

”

.

If

a

language

learner

’

s

pronunciation

and grammar are excellent,

but

he does

not

have vocabulary, then he

can not express his thoughts and feelings, even do not understand others thoughts, so

he

will

fail

in

communication.

VLS

plays

a

unique

role

in

English

teaching.

The

teacher

can

help

students

to

have

a

good

study

habits

to

improve

their

interest

in

English

learning,

increase

vocabulary,

improve

students

’

listening,

writing,

reading,

speaking

and

translation

ability.

The

most

important

is

that

to

help

students

have

awareness to use VLSs to make plan to learn. Therefore, the knowledge of learning

strategies is important because it will facilitate language teaching considerably (Liu,

2010).

In

Chain’s

traditional examination-oriented education mode, students are seen as

receivers, and the teacher decides everything. The learning efficiency is low. So VLSs

are very useful for second and foreign language learners to acquire vocabulary (Chen

&

Zhou,

2012).

However,

there

are

few

students

on

VLSs

in

high

school

students.

High

school

is

still

a

sprout

stage

on

learning

English.

V

ocabulary

connects

all

English learning process. American Philologist Wilkins said that no grammar, people

can not express a lot of things; but no vocabulary, people can not express anything.

Therefore, the research of VLSs is very important.

1.3 Research Questions

The

studies

of

research

got

a

big

achievement

in

China

and

abroad.

Many

researchers have studies on VLSs. The purpose of the study is to research the VLSs

between

minorities

and

han

high

school

students.

According

to

this,

there

are

two

research questions of this paper:

a)

What VLSs are used by minority and han high school students?

b)

Are they any differences between minority and han students in VLSs? If yes, what

are they?

2 Literature Review

2.1 Definition of Learning Strategies

What

is

the

learning

strategy?

The

word

“

strategy

”

was

derived

from

ancient

Greek word

“

strategia

”

. It means the strategy on the war. In order to get a great result

on the war, people often make the plan and strategies to fight. Taking it into study, it

aims

at

studying

more

relaxing

and

efficiency.

It

is

a

science

and

highly

efficiency

learning

method.

Definition

of

learning

strategies

is

no

agreement

idea.

Different

researchers define strategy in different ways.

According to Steen (1993), learning strategy is a thought, which was adopted by

language learners, just people

’

s thoughts.

Anderson (1980)

pointed out

the learning strategy is

a cognitive skill

from

the

cognitive to see study, and it is to use theory to research the learning strategy.

According to Chamot (1987), learning strategies are methods, which the learners

to promote language knowledge and other knowledge.

Malley

and

chamot

(1990)

said

that

learning

strategies

are

the

special

way

to

understand, learn and keep the latest message to learners.

2.2 Classification of Learning Strategies

Learning

strategies

consists

of

many

factors;

the

research

studies

on

level

and

scope

are

different.

Learning

strategies

are

learners

’

conscious,

goal-oriented

and

problem-solving based efforts to achieve desirable learning efficiency (Yang, 2008).

Motivation plays an important role in learners

’

use of learning strategies. Among them,

Chamot

’

s

(1987)

and

Oxford

’

s

(1990)

classification

are

widely

accepted.

Different

researcher has different definition of learning strategies.

According to

Cohen’s (

1998) classification, learning strategies mainly consist of

two parts: second language learning strategies and second language using strategies.

Second language learning strategies is that the learner to identify the

material to be

learnt,

distinguishing

and

groping

it

from

other

material.

Second

language

using

strategies

is

that

the

learner

to

use

strategies

to

retrieve

and

rehearsal

material,

and

then to communicate.

In terms of

Oxford’s (

1990) classification, learning strategies mainly

consist of

two parts: direct strategies and indirect strategies. There are several strategies in each

strategy. Direct strategies are consists of three parts: cognitive strategy, compensation

strategy

and

memory

strategy.

Indirect

strategies

are

also

consists

of

three

parts:

meta-cognitive strategy, cognitive strategy and social-affective strategy.

According

to

Malley

and

Chamot

’

s

(1990)

classification,

learning

strategies

mainly

consist

of

three

parts:

meta-cognitive

strategies,

cognitive

strategies

and

social-affective

strategies.

Also,

there

have

several

strategies

in

each

strategy.

Meta-cognitive

strategies

include

centering,

applying

image

and

sound,

and

evaluating. Cognitive strategies consist of resourcing, repetition, grouping, deduction,

imagery,

note- taking,

dictionary,

inference,

analyzing

and

internalizing.

Social-affective

strategies

consist

of

question,

cooperation,

dealing

with

the

ways

learners interact or communicate with other speakers, native or non- native.

2.3 Research Studies on VLSs

2.3.1 The Situation about VLSs in China

The research of VLSs began in middle 1990 in China. V

ocabulary acquisition is

derived from 1880s, but VLSs is later. More and more people to learn English in our

country, but they are not really to grasp of the extent of the foreign language on the

intuitive.

So

the

students

’

self-study

is

regarded

highly

by

people.

Meanwhile,

the

research of this field is becoming more active.

Gao

and

Zhang

(2004)

put

127

college

non-English

major

students

and

132

college

English

major

students

in

Beijing

teach-training

university

as

the

research

objects.

The

result

of

the

research

indicated

that

some

students

are

not

to

use

meta-cognitive

strategies

and

cognitive

strategies,

the

major

students

are

not

knew

cognitive strategies.

Gao (2008) put 197 English major freshmen and 205 senior non-English major

students

as

the

research

objects.

The

result

indicated

that

the

teacher

ought

to

strengthen to train strategies in vocabulary teaching, and attach to use social-affective

strategies.

The

earliest

study

of

vocabulary

acquisition

is

the

students

’

vocabulary

(Xu,

2006). With foreign language development, language learning strategies have become

an important role in foreign language teaching (Xue, 2005).

2.3.2 The Situation about VLSs Abroad

The research on VLSs began in early 1990s abroad, and the foreign researchers

have

made

a

great

achievement.

Most

research

studies

on

VLSs

are

from

western

countries. The researchers divided the learning strategies into different categories.

Cohen

(1998)

through

the

research

on

VLSs,

the

result

indicated

that

most

students

focus

on

direct

discussion

of

actual

strategies

and

their

use,

rather

than

categories of strategies.

Oxford (1990) put American students as research objects, and the result indicated

that the students use strategies to enhance their language learning.

3. Methodology

3.1 Research Objects

The objects are 51 senior high school students at NO.1 high school in Shibing,

including 21 minority students and 30 han students. The reason why they are chosen

to

be

participants

is

they

are

senior

students

who

will

face

university

entrance

examination. They must grasp a large size of vocabulary. In order to increase the size

of vocabulary, they must

act

some useful

learning strategies to

learn

and remember

words so that they will have a good vocabulary to deal with such examination.

3.2 Research Instruments

3.2.1 Questionnaire

In

the

research

process,

the

paper

is

adopted

questionnaire.

There

have

60

questionnaire issued to Shibing NO.1 senior high school students. The questionnaire

can collect large amounts of data in a short time, and it can analyze and

summarize

the investigation from aspects of high school students in learning strategies.

The

questionnaire

is

designed

by

Malley

and

Chamot

(1990)

classifying

of

learning

strategies.

They

are

meta-cognitive

strategies,

cognitive

strategies

and

social-affective

strategies.

Meta-cognitive

strategies

involved

planning(1),

selection