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1、毕业设计（论文）AStudyontheUseofEnglishVocabularyLearningStrategiesbyStudentsinaSeniorMiddleSchoolAbstract:Researchesinthefieldofsecondlanguagehaveshifteditsattentionfromteachingtolearningsincethe1970s.Owingtothisshift,manyresearchersbothathomeandabroadbegantofocusonthestudyoflan
2、guagelearningstrategies（LLS）.Vocabulary,astheessentialpartofalanguage,haswidelydrawnnumerousscholars’attention.Thepresentstudy,byreferringtotherelevantstudiesonlanguagelearningstrategiesandvocabularylearningstrategies(VLS)inthelastthreedecades,investigatesthestudentsinthe
3、useofVLSinaChineseseniormiddleschool.Thestudyintendstoexplore(1)theoverallpatternofEnglishvocabularylearningstrategiesusedbysomeChinesehighschoolstudents;(2)VLSusedbymaleandfemalestudents.Theparticipantsofthestudyare150secondyearseniormiddleschoolstudentsformNO1MiddleScho
4、olinLinCountyofShanxiProvince.Fromthequestionnaire,wecanknowtheoverallpatternofstudents’VLSanddifferencesbetweenmaleandfemalestudentsinusingVLS.Severalfindingsarerevealedfromthepresentstudy.Firstly,mosthighschoolstudentsholdthatwordshouldbelearntbyusingandstudying.Secondl
5、y,studentsemployvariousstrategiestolearnEnglishvocabulary,butmostofthemaretraditional,simpleandeasy.Themorefrequentlyusedstrategiesareself-initiation,guessing,dictionaryuseandrehearsalstrategies,andtheleastusedstrategiesareencodingstrategiesandactivationstrategies.Thirdly
6、,therearegreatdifferencesbetweenmaleandfemalestudentsintheuseofmeta-cognitivestrategies,guessing,dictionaryuse,notetaking,visualrepetition,word-structureandencodingstrategies.Accordingtotheabovefindings,theauthorpresentssomesuitableimplicationsforvocabularylearningandteac
7、hing.First,teachersshouldhelptheirstudentsrealizetheimportanceofvocabularylearningstrategies.Second,helpstudentsmakeuseofmeta-cognitivestrategiessuchasmakinguptheirplansonvocabularylearning.Then,teachersmustbeawareofthedifferencesinVLSusebydifferentgenderandprovideavariet
8、yofinstructionaltechniquestocaterfortheneedsofdifferentgroupsofstudents.Finally,studentsshouldma
