A Survey on English Vocabulary Learning Strategies by Rural-Urban Fringe Junior Middle School Students

Abstract

In China, many middle school students have difficulty achieving good results in English vocabulary with great effort. The English ability of the rural-urban fringe middle school students varies in that they come from different areas.

Based on memory theory, hierarchical processing theory, constructivist learning theory, and multiple intelligences theory, this research divides vocabulary learning strategies into five dimensions: metacognitive strategies, cognitive strategies, resource strategies, memory strategies, and practical strategies. Through interviews with 20 students, a questionnaire of 130 rural-urban fringe middle school students, a vocabulary learning achievement test, and an English competence examination, their English vocabulary performance and existing problems in vocabulary learning strategies can be found. The data obtained in this survey were analyzed using SPSS 20.0. The results show that: the average scores of students stay at a low level on vocabulary tests, and most of them do not have good learning habits. In addition, female students get higher scores, and the difference is significant. The mean value of vocabulary learning strategies stays at the medium level. The use frequency of meta-cognitive strategies, resource strategies, and practical strategies stays at a relatively low level. There is a significant positive correlation between cognitive strategies and English scores.

Based upon the above conclusions, the present study puts forward some teaching suggestions for English vocabulary teaching in rural-urban fringe middle schools. And the students should be trained on meta-cognitive strategy, cognitive strategy, resource strategy, practical strategy, and specific measures are also analyzed in this article.