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1、AbstractItiswellknownthatsubstantialvocabularyknowledgeisalawaysaprerequisitetotheperformanceoflanguageskills.JustasD.A.Willkins,inhisLinguisticsinLanguageTeaching(1978),wrote,“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”Duringtheprocessofteachin
2、gjuniorEnglish,thewriterhasfounditdifficultforjuniorstudentstolearnEnglishvocabulary.VeryoftenjuniorschoolstudentsmakeagreatefforttostudyEnglishwords,buttheresultisfarfromsatisfactory.Therefore,thewriterfeelsitmeaningfultodoresearchonhowtoimprovevocabularylearningefficiency.Howe
3、ver,thewriterfindsthatthemostofpreviousrelatedstudiesarelimitedtocollegestudents，fewerresearchesaredoneonjuniormiddleschoolstudents,especiallyvocabularylearningstrategiestraining*Sothepresentstudyattemptstoexploretheimpactofthevocabularymemorystrategytrainingonvocabularylearning
4、,basedonthedataobtainedfromastudyconductedatJinGouJuniorMiddleSchool.CFmalleyandChamofs(1990)classificationoflearningstrategiesisusedinthestudy.O'malleyandChamotdistinguishthreemajortypesofstrategy:meta-cognitivestrategies^cognitivestrategiesandsocial/affectivestrategies^Meta-co
5、gnitivestrategiesmakeuseofknowledgeaboutcognitiveprocessesandconstituteanattempttoregulatelanguagelearningbymeaningsofplanning，monitoringandevaluating.Cognitivestrategiesrefertothestepsoroperationsusedinproblemsolvingthatrequiredirectivestrategies.Social/affectivestrategiesconce
6、rnthewayinwhichlearnersselecttointeractwithotherlearnersandnativespeakers.Therefore,thepresentstudymainlyselectedsomemeta-cognitivestrategies,cognitivestrategiesandsocial/affectivestrategiestotrainingjuniormiddleschoolstudents.Inthisstudy,63studentsofJinGouJuniorMiddleSchoolatte
7、ndthesurveyofvocabularymemorystrategytraining*Theyarefromtwoclasses,oneclassischosenasexperimentalclass,andtheotherasthecontrolclass.Theparticipantsintheexperimentalgroupreceivedthestrategies-basedinstructionaltreatment,whilethecomparisondidn'treceivethetraining.Bothgroupsfinish
8、edavocabularypre-testandanEnglishleveltestbefor
