目前，在現今的大學英語老師教學和學生學習的過程中，英語詞匯方面的學習一直是一個比較復雜和值得深入研究的課題。本dissertation主要目的是在于對非英語專業(yè)學生詞匯學習做一個深入研究，試圖把握當代非英語專業(yè)學生詞匯學習的現狀及不足。本dissertation采取了問卷調查及采訪等方法收集數據，通過對收集到的有效問卷的分析，得出來的結論就是目前我們大學生還沒有意識到英語詞匯學習策略的重要性，在詞匯學習的目的性方面不是為了應用而是為了考試，現在學生還過多的依靠死記硬背來記憶詞匯，在詞匯應用方面很不足。最后，dissertation提出了非英語專業(yè)學生在詞匯學習需要加強的地方和詞匯學習的建議，比如適當的應用學習過的單詞，在日常應用中記憶詞匯等等。
 
關鍵詞：學習策略；詞匯學習策略；詞匯學習的建議
 
Content
 
Acknowledgements i
 
Abstract  ii
 
摘要       iii
 
Chapter 1 Introduction   - 1 -
 
1.1 Research Background of the Study  - 1 -
 
1.2 Rationale of the Study     - 2 -
 
Chapter 2 Literature Review  - 2 -
 
2.1 The Definition of Learning Strategy       - 2 -
 
2.2 The Research of Learning Strategy  - 4 -
 
2.3 The Definition and the Research of Vocabulary Learning Strategy       - 5 -
 
Chapter 3 Research Method   - 8 -
 
3.1 Research Questions  - 8 -
 
3.2 Research Subjects    - 8 -
 
3.3 Research Method     - 8 -
 
3.3.1 Questionnaire       - 8 -
 
3.3.2 Interview      - 9 -
 
Chapter 4. Data Analysis       - 9 -
 
4.1 Cognitive Strategy   - 10 -
 
4.2 Metacognitive Strategy    - 14 -
 
4.3 Social and Affective Strategy  - 16 -
 
Chapter 5. Conclusions and Suggestions       - 16 -
 
5.1 Conclusion       - 16 -#p#分頁標題#e#
 
5.2 Suggestions      - 18 -
 
References      - 20 -
 
Appendix       - 21 -
 
Acknowledgements
 
I’d like to take this opportunity to express my hearty thanks to Chenglibo, my tutor. She has made quite a lot of corrections and modifications and has offered valuable helps and suggestions on how to improve the thesis ranging from the punctuation to the connection among paragraphs. Her kindness and strictness have been a driving force during my college study. Without her patience, dedication and constant encouragement, I would not have enjoyed so much writing the present dissertation. At the same time, I would like to extend my sincere thanks to my friends for their helps in carrying out the questionnaire and get the data. At last, without the support and help of my parents, I cannot finish the paper smoothly.
 
Abstract
 
In today’s College, students find that English vocabulary learning is the most difficult part. Even though a lot of scholars made lots of research about the English vocabulary learning, the popularity of the English vocabulary learning strategies still needs to encourage. This thesis is going to give deep consideration to the current situation of the application of English vocabulary learning strategies. The paper aims to investigate the current situation in WenZhou University. Based on the questionnaire, the paper analyzes the situation and proposes certain suggestions about English vocabulary learning.  After the investigation of the application and current situation of English vocabulary learning strategies, the result shows that not so many non-English students realize the significance of the application of English vocabulary learning strategies. At last, the thesis paper gives several suggestions about how to learn and use English vocabulary , such as using vocabulary in reality, remembering vocabulary in the context and so on .
 
Keywords: learning strategy; vocabulary learning strategy;  vocabulary learning proposal
 
Chapter 1 Introduction  
 
1.1 Research Background of the Study
 
As we all know that the mastery of English vocabulary is a fundamental component in learning English. And the lack of sufficient vocabulary will ultimately affect people’s understanding and communication of the language. However, vocabulary problems are the thorniest difficulty in English learning for college students which directly give rise to the problems on listening, reading, writing and so on. For this reason, the significance of cultivating English vocabulary learning strategy for college students is going to be more meaningful. Therefore, English vocabulary learning strategies have always been a focus recently for second language acquisition researchers and English teachers.#p#分頁標題#e#
 
For a long time, people think vocabulary learning is just to remember the word list and the research on vocabulary learning once have been ignored. But, in recent years, many scholars have made a great number of studies on English vocabulary learning. In the 1970s, the research’s focus on applied linguistics changed from “teaching” to “learning”. The study of process and individual differences of second language learner get more attention, and the research on second language learning strategies is becoming a hot point for linguistic research. Britain linguist P.Meara published an article named ‘Vocabulary Acquisition: The Ignored Part of Language Learning’in 1980,which makes many scholars begin to focus on vocabulary learning strategies .
 
Foreign scholars have done a lot of researches on English vocabulary learning strategies which treat English as their mother language or second language. A variety of achievements have been obtained on strategy description, strategy classification , theoretical frame and so on.For instance,Luppescu & Day (1993) studies the relationship between reading and English vocabulary learning and the relationship between look up the dictionary and English vocabulary learning; they found that wide range of reading will contribute to your English vocabulary learning. Hulstijin(2001) thinks method of memorizing keyword is a particular effective way to memorizing English vocabulary for advanced English vocabulary learners..
 
Domestic English vocabulary learning strategies also develop both on breadth and depth. WuXia, WangQiang（1998）made a research on 400 non-English students, analyzing their application of English vocabulary learning strategies. They point out that a great number of the students who did not like to remember English vocabulary through mechanical memorizing, but in their daily English vocabulary learning, they may consciously use relevant English vocabulary learning strategies to improve their English vocabulary learning effectiveness.   
 
1.2 Rationale of the Study
 
The paper is going to investigate the application of English vocabulary learning strategies in practical use and then find problems. If possible, we will also replenish the theory or explain the theory in Chinese context.
 
This study will improve the learning efficiency of English vocabulary for non-English major students. At the same time, the study will cause the non-English major students think much about the English vocabulary learning strategies in practical use and make a change in their English vocabulary learning.
 
This study will provide some enlightment to English vocabulary teachers; they will change from their original teaching style and rethink how to teach English vocabulary in a more effective way.
 
1.3 Thesis Organization
 
This thesis paper is composed of five parts. The first part is introduction, in introduction part，the research background of the study and rationale of the study is discussed. The second part is literature review, in literature review part, first is the definition and research of learning strategy. And then, second is the definition and research of Vocabulary Learning Strategy .the third is the research method, including research questions, research subjects, research method and the data. The fourth part is data analysis. The fifth part is conclusion and suggestion for English word learner.#p#分頁標題#e#
 
Chapter 2 Literature Review
 
2.1 The Definition of Learning Strategy
 
The research of second language learning strategies dates back to 1970s. Rubin, in her article named “What The Good Language Learner Can Teach Us”（1975）, summarizes seven strategies of good language learner. Rubin is the first linguist who studies the second language learning strategies. Until now, it is 25 years since Rubin first studied second language learning strategies. It has great impact on second language learning strategies research.
 
In the past 25 years, second language learning strategies research is developing in a very quick way. But, in some basic issue, it will still have debate for a long time, in which the most important aspects are the definition of the second language learning strategies.
 
About the definition of second language learning strategies, different linguists give the different definition from the different point of view. Cohen defines the second language learning strategies as ‘learning processes which are consciously selected by the learner, the element of choice is important here because this is what gives a strategy its special character. There are also moves which the learner is at least partially aware of, even if full attention is not being given to them’(Cohen 1990).  Then, lately , Cohen gives an another definition to second language learning strategies, “second language learning strategies can be defined as those processes which are consciously selected by learners and which may result in action taken to enhance the learning or use of a second or foreign language, through the storage, retention, recall, and application of information about that language.”
 
Oxford (2008)  continues to expand on this definition by stating that "learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations.” O’Malley and Chamot (1990) think the learning strategy is ‘the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new infor¬mation’. Chamot (1987) states learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recall of both linguistic and content area information. Weinstein and Mayer in Witrock (1986) have worded out a definition of learning strategies as "behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process."  They go on to state various learning strategies that could be used with learners.
 
From reading through the definitions coined by researchers in the area of learning strategies, it would be appropriate to state that learning strategies, in essence, are actions taken by the learners to assist in learning more effectively. Like Oxford, she thinks strategy as an action that applies to facilitate the learning .Cohen considers strategy as a process which is also used to make the learner learn easily.  All in all, we can come to the conclusion that learning strategies are the techniques that are used to work thing out.#p#分頁標題#e#
 
2.2 The Research of Learning Strategy
 
Oxford (1990), based on the relationship between strategies and language material, divided the language learning as “direct language and indirected language”. Language learning strategies that are directly involving the target language are called direct language. All direct strategies require mental processing of the language, under the direct strategies; it has three groups in direct strategies,” Memory strategy, Cognitive strategy, Compensation strategy”. Memory strategy, sometimes is called mnemonics, have been used for thousands of years, such as grouping and using imagery, have a highly specific function：helping students store and retrieve new information. Cognitive strategy is essential in learning a new language. Such strategies are a varied lot, ranging from repeating to analyzing expressions to summarizing. With all their variety, cognitive strategies are unified by a common function: manipulation or transformation of the target language by the learner, such as summarizing or reasoning deductively, enabling learners to understand and produce new language in many different ways. Compensation strategies enable learners to use the new language for either comprehension or production despite limitation in knowledge. Compensation strategies are intended to make up for an inadequate repertoire of the grammar and, especially of vocabulary. Ten compensation strategies exist, clustered into two sets: guessing intelligently in listening and reading, and overcoming limitations in speaking and writing. These two sets can be remembered by the acronym GO. Compensation strategies, like guessing or using synonyms, allow learners to use the language despite their often large gaps in knowledge.
 
Indirect strategies are divided into metacognitive, affective and social strategies. Metacognitive strategies are essential for successful language learning. Metacognitive strategies allow learners to control their own cognition—that is, to coordinate the learning process by using functions such as centering, arranging, planning, and evaluating. Affective strategies refer to emotions, attitudes, motivations. Affective strategies help to regulate emotions, motivations, and attitudes. Social strategies help students learn through interaction with others. All these strategies are called “indirect” because they support and manage language learning without（in many instances）directly involving the target language. The indirect strategies explained here work in tandem with the direct strategies described earlier. Indirect strategies are useful in virtually all language learning situation and are applicable to all four language skills: listening, reading, speaking, and writing.
 
Based on the information processing, O’Malley and Chamot (1990) divide the learning strategy into Metacognitive Strategies, Cognitive Strategies and Social Mediation Strategies. Metacognitive strategies are ‘higher order executive skills that may entail planning for, monitoring, or evaluating the success of a learning activity’ (O’Malley and Chamot, 1990); in other words they are strategies about learning how to learn. Cognitive strategies ‘operate directly on incoming information, manipulat¬ing it in ways that enhance learning’. Social strategies or social/affective strategies. ‘Represent a broad grouping that involves either interaction with another person or ideational control over affect’.#p#分頁標題#e#
 
2.3 The Definition and the Research of Vocabulary Learning Strategy 
 
The definition of Vocabulary Learning Strategies is based on second language learning strategies. Ellis (1999) points out that vocabulary learning strategies are the specific methods or techniques that learners used in their second language vocabulary learning process. Those methods or techniques can be ethological (like repeating the new words to help to remember the words) or psychogenic (like guessing the meaning of word by using the language information or situation information). To speak specifically, vocabulary learning strategies are one of the processes of the vocabulary learning, which is used to solve the problems that turn up during the process of vocabulary learning including first meet the words, understand the meaning of the words, take note, deepen the memory and use the words in real situation . Gu(2005) gives another definition for vocabulary learning strategies. He thinks vocabulary learning strategies can be defined as direct and indirect learning process that learners deliberately use to obtain, store, retrieve, encode, rehearse and use words. Many scholars have given their definition for vocabulary learning strategies. All in all, vocabulary learning strategies is a kind of tool or method that learner choose to use to remember vocabulary for these strategies can be very helpful in the process of vocabulary learning.
 
In the past two decades, vocabulary learning strategies research has been going deep in recent years. Some researchers point out that even though the difference between different vocabulary learners, vocabulary learning strategies research is still very meaningful and urgent. Nation（2004）first explores the questions like what is the vocabulary learning, what kind of thing we should pay attention to during vocabulary learning , Also ,he researches into the relationship between vocabulary and listening, oral English,writing,reading. He relates and analyzes the different application of English vocabulary in listening, oral English, writing, reading and so on . At the same time, Luppescu and Day （1993）research the relationship between vocabulary learning and reading, look up the word in the dictionary. Luppescu and Day found out that extensive reading do a lot of contributions to the improvement of vocabulary learning both in quality and quantity. Hulstijin(2001) points out that the method of memorizing keyword is especially useful for intermediate and advanced level foreign language learner.
 
Ahmed (1989) studies 300 learners from the Sudan finds out that successful vocabulary learner rely more on vocabulary learning strategies compared with unsuccessful vocabulary learner. Cohen (1990) analyzes vocabulary learning strategies in a very comprehensive way and also gives out their detailed classification and description..
 
For the research of vocabulary learning strategies in domestic , a lot of the scholars have done a lot of research about the vocabulary learning strategies. The research of foreign language learning strategies at home dated back to 1984.  In the 30 years research, the researches introduce some foreign vocabulary learning strategies.Those researches mainly focus on the following aspects: the research on the difference of English learning strategies, reading strategies, listening strategies, vocabulary learning strategies and so on.#p#分頁標題#e#
 
Wuxia and Wangqiang (1998), through the questionaire and the vocabulary exam , made a investigation to 400 students, analyzing the situation of their use of vocabulary learning strategies, pointing out that a lot of the students do not like to remember the English words by mechanical memorizing, but they have no awareness to use vocabulary learning strategies to remember English words. Comparatively speaking, good learners are much inclined to use more vocabulary learning strategies compared with underachiever. Zhangye, Xingmin and Zhoudajun (2003)adopted horizontal research method to study the situation of vocabulary learning strategies between different grades and between good learner and poor learner, found out that the total difference between different grades in vocabulary learning strategies application. Through the investigation, the study shows that the application of English vocabulary learning is a dynamic process during the four years. First year is the initial phase, the frequency of use of vocabulary strategy is low, the difference is apparent between learners. The second year and third year is stable phase. The frequency is high and stable, the difference is not that apparent. In the fourth year difference becomes striking again. At the same time, they find that even though some of learners only use vocabulary learning strategies in a very superficial way.
 
All of the above-mentioned researchs have clearly show that a lot of lingusts and language tearchers have keep a watchful eye on the inportance of vocabulary learning strategies .However , a lot of the research are done based on elite school , not so many investigation about ordinary university.

Chapter 3 Research Method
 
3.1 Research Questions
 
Based on the result of the questionnaire, the thesis paper is going to analyze the current situation and existing problems of English vocabulary learning of non-English major student in Wenzhou University. The specific research questions are as follows.
 
 What kind of vocabulary learning strategies do they most frequently use? What problems may exist in using English vocabulary learning strategy of non-English major students in Wenzhou University and how to improve their ability and consciousness to apply English vocabulary learning strategy in vocabulary learning?
 
3.2 Research Subjects
 
This research mainly uses questionnaire and interview; the research subjects of the questionnaire are students from Business College and City College in Wenzhou University. They are all sophomores. During the process of collecting the data, 120 students were asked to finish the questionnaire. The reason why we choose sophomore as the research subject is that they have formed their stable English vocabulary learning strategy through the middle school and the two years in college. Second, the sophomore students are eager to enlarge their English vocabulary because the CET4 is near. They would think much about English vocabulary learning strategy, hopefully, and they will get some helps from vocabulary learning strategy. Third, in their third year in college, they would have no English lesson, if they want to improve their English ability, at large extent, they need to study on their own. However, self-study is not that easy. English vocabulary learning is a hard one. Therefore, it is necessary and meaningful to help them to form certain English vocabulary learning strategy for the benefit of future self-study.#p#分頁標題#e#
 
3.3 Research Method
 
3.3.1 Questionnaire
 
In this research, we adopt questionnaire as the research method. This questionnaire is composed of two parts, including interviewee basic information like gender, grade and so no, and a lot of questions about English vocabulary learning strategies. This questionnaire has 35 Items about the English vocabulary learning strategy, including metacognitive strategy, cognitive strategy and social \ affective strategy. Metacognitive strategy refers to the adjustment of the learning style of the learner through the monitoring and evolution process, like regular review, regular inspection and so on. Cognitive strategy refers to the different ways of recalling the target language, such as look up in the dictionary, repeat memory, do the exercises and so on. Social \ Affective strategy refers to asking questions, cooperating with other and empathizing with others.
 
We hand out our questionnaire after the end of the lesson in the morning, before issuing the questionnaire; we explain the purpose of this questionnaire and obtain their agreement. A total of 112 students took part in this study, aged from 21 to 24 years old. They all from City College and Business College of Wenzhou University. In order to receive the authentic result, this questionnaire is anonymous. The interviewees need to make choice based on their own opinion and practice. Each question has five options：one stands for never use, two stands for seldom use, three stands for sometime use, four stands for common use, five stands for always use. After finishing the questionnaire, we choose 20 students at random, each of whom have an interview.
 
3.3.2 Interview
 
Immediately after the 112 students had finished the questionnaire, 20 of whom were interviewed. They were asked to tell why they choose that strategy and whether they think the frequently used strategies are helpful or not
 
Chapter 4. Data Analysis
 
In this study, in order to know the situation of vocabulary learning strategies among students, we design a questionnaire. We have 35 items in this questionnaire. With each item, we have listed number from 1 to 5. 1 stands for never use the strategy , 2 stands for mainly not to use , 3 stands for use it sometimes , 4 stands for often use it , 5 stands for always use it . We give out the questionnaires to City College and Business College., they are all sophomore. Students need to choose one of them which are most closely related to their use of strategy in real study by ticking the number.
 
The data received from questionnaire had been analyzed; the result is followed .
 
4.1 Cognitive Strategy
 
Cognitive Strategy  1.When meeting new words，I remember it by reciting loudly  3.15 2.5666
 
2.When meet new words，I remember it by copying the new words over and over again .      3.25#p#分頁標題#e#
 
3. Using pronunciation, I remember the new words by reading as well as writing the word.    3.45
 
5.I learn English words by reciting the textbooks 3.15
 
6. When meet a new word that is common, I will take its meaning down in the notebook.       3.02
 
7.I learn English words based on the context.      2.56
 
8.When meet a new English word, I will think of its synonym, antonym or similar word in pronunciation or form       2.37
 
9.I will guess or remember English words by morphology (prefix, suffix, roots)      2.12
 
10. I will test and verify my guess based on the other word or phrase in the context.       2.08
 
11. I will remember the word by classifying them.      2.25
 
13. I usually master the meaning the teachers teach, and I do not pay attention to other meanings or collocations of the words.       3.6  
 
14.I remember the English words based on the text or the sentence    2.73
 
15.I think the new English words you learned should be frequent used if you want to remember them.   2.31
 
17.I learn English words when I listen the English songs or watch the English movie      2.37
 
19.I will remember English words by some knacks or tongue twister 1.78
 
21.When I meet the word that I am interested, I will lookup it in the dictionary       2.96
 
22.When meet new word, I want to know all the meaning of the new word      2.05
 
25.I enlarge my vocabulary though extensive reading. 3.43
 
27.I especially pay attention or remember common word .  2.63
 
28.I will put the similar word together, and remember them       2.37
 
29.I will pay attention to the word that I meet in daily life, such as the English word in clothes or in ads       2.28#p#分頁標題#e#
 
31.I will link the new words with the learned word together by association.      2.04
 
32.I will make a sentence by new word 2.27
 
35. When I use the new word, I will think of its application and cultural background.     1.38
 
In this questionnaire, all the Items can be divided into three kinds of vocabulary learning strategies: metacognitive strategies, cognitive strategies, social and affective strategies. The mean value of cognitive strategies are 2.5666, which indicates that the rate of utilization is kind of low.
 
Item one is what interviewee most agreed. They said that is their normal way to
 
remember English word. We can also see from the mean value 3.15. The mean value indicates that most of the students who took the questionnaire need to cultivate the awareness to remember English words by vocabulary learning strategies, not just remember it by reciting it many time and read it loudly. Item two is also what students usually practice when they remember English words. The mean is 3.25 .From the questionnaire, we can even find a lot of students even choose 5, which means that when they meet a new word they need to remember a lot of students just copy it many times. The way like this to remember English words is obviously not a scientific and effective way to conquer English words. However, a lot of students do not realize it's a wrong thing. They still practice as they usually do.  Item three is to use the pronunciation to remember English words. The mean of item three is 3.45, which means that they think relying on pronunciation is a proper way. But sometimes their wrong pronunciation affects their efficiency of remembering English words. Item five is about reciting the textbook, then to remember the words the textbook included. From the mean value 3.15 we can see this method to remember words is really popular among students. That is the way they have been taught since they first have English class. Item six is about taking note.

The mean of item six is 3.02 .we find that this habit is common among the students who are interested in English. They usually make note-taking when they find the word they do not know. However, among other part of students who are not interested in English, they even never take note when they meet new word. Item seven is about the context, this is the weakest point for Chinese students. We can also make this conclusion by mean value. For Item seven, the mean value is 2.56, which means a lot of the students do not make use of the context to remember the word. From the interview, they told me they do not know how to use context to remember word or guess the meaning of a strange word. Item eight is also for the students who are interested in English-learning.  The mean of item eight is 2.37. But from the feedback of the students who do not have any interest in English, they seldom consider its synonym, antonym or similar word in pronunciation or form. Item nine is about the morphology, like prefix, suffix or root. I think making use of morphology to remember words for non-English major students is out of their awareness.  This judgment can also be concluded from the questionnaire, the mean value for Item nine is 2.12, which means a very small part of student will make use of morphology to remember words. Item ten is about how to guess the meaning of word in the context. This method is a little hard for non-English major students. The mean value of using this method is 2.08, which means only a few know how to guess word in the context. Item eleven is about the classification for the similar word. A small part of students apply classification into their practice of remembering English words, which can be confirmed by the mean value. The mean value is 2.25. The number shows not many students use word classification to remember English words.#p#分頁標題#e#
 
Item thirteen is really popular among students in class.  In the lesson, the textbook or the teacher usually choose the meaning which the article needed or the syllabus asked for, the rest meaning a lot of students just erase them. The mean of item of thirteen is 3.6 .From the data in questionnaire we know it is this phenomenon is popular among our students . Item fourteen is similar with the Item seven, the mean value of item is 2.73. Students do not realize the importance of making use of context to remember word as I mentioned in Item seven. Item fifteen is about the application of words. For Item fifteen, the mean value of item fifteen is 2.31. A lot of students agree with item fifteen, but only small parts of students really practice it during daily life. Item seventeen is about listening English and watching English movie and then remember English word, from the after class interview we find out that a lot of students have the habit of watching English movie or listening English song, but they do not remember English word during the process of watching movie or listening music. The mean value of item seventeen is 2.37 .The mean value of the Item seventeen reflects this phenomenon. Item nineteen has the same reason with Item eighteen, the mean value of item nineteen is 1.78 .I just mentioned what student learned in class is only useful during the final exam, therefore, the devices like knack or tongue twister is about to gain no popularity among student .
 
Item twenty-one and Item twenty-two are part of cognitive strategies. The mean value for item twenty-one is 2.96 and item twenty-two 2.05. Item twenty-four is a part of social and affective strategies. Item twenty-five is about extensive reading. Students  apparently approve of enlarging vocabulary by extensive reading, therefore, a lot of students choose 3. Item twenty-nine is about daily use of English, the mean value of item twenty-nine is 2.28. This is a very effective way to enlarge your vocabulary, but unfortunately, we can conclude from the mean value, not so many students will pay attention to their daily life, such as English words on clothes or on ads.
 
Item thirty-five is about the cultural background, nobody pay attention to the cultural background behind the English word itself. The mean value of item thirty-five is 1.38.
 
4.2 Metacognitive Strategy
 
       Item Mean      Mean
 
Metacognitive Strategy  4. I will formulate short term goal and long term goal of vocabulary learning.  2.1   2.0685
 
       12. I will review my method of remembering the word, if I find out that the method is not proper, I will consider other methods.       1.23
 
       16.I will set a goal for myself that every day or every week I need to remember how many English words    2.1  #p#分頁標題#e#
 
       20. I review learned words regularly, When I meet word I do not know, I will recite it or transcribe it many time.       1.94
 
       23. I will inspect my vocabulary learning effect by teacher evaluation or self-assessment.       2.45
 
       30. I will try different method of remembering English words, though comparison, I will find a better way to remember the English words.       2.69
 
       33. When I made a mistake in pronunciation or writing, I will consider what kind reason makes me make this mistake 1.97
 
The mean value of metacognitive strategies is 2.0685, which show that students usually do not use the metacognitive strategies .Compared with cognitive strategies, the rate of utilization metacognitive strategies is a little higher than cognitive strategies
 
Item four is about metacognitive strategies. From the mean value 2.1 we can get a conclusion that a lot of students do not realize the importance of setting them a goal concerning vocabulary learning. a very small part of the students have a goal of vocabulary learning , like I need remember all the words the textbook asked for or CET 4 and CET 6 needed , but they said it really hard for them to stick to their goal since they do not have English lesson every day. Item twelve is about the metacognitive strategies.  The metacognitive strategies, which I mentioned before, are not popular used among students. The mean value of item twelve is 1.23. That means students do not realize the significance of metacognitive strategies, like reviewing the learned word regularly. Item sixteen is also about metacognitive strategies. The mean value of item sixteen is 2.1 . From the data of the questionnaire we know that if student have the goal to pass CET4 or CET6, they have a clear goal to remember words. The rest of the students who have not pass the CET4 or CET6 seldom set a goal in vocabulary learning . Item twenty and Item twenty-three is about megecognitive strategies. The mean value for Item twenty is 1.94, and the mean value for Item twenty-three is 1.26. Item thirty belongs to metacognitive strategies,the mean value of item 30 is 2.69.
 
4.3 Social and Affective Strategy
 
       Item Mean      Mean
 
Social and Affective Strategy 18. I will try to use learned English words in daily life.      2.32 1.3129
 
       24. I will actively use new word to talk with my classmates in extracurricular activities   1.26
 
       26. I will use new words combined with the reality.    1.78#p#分頁標題#e#
 
       34.I try my best to use the new word both in speaking or writing      1.67
 
The mean value of Social and Affective Strategy are 1.3129 .the rate of utilization of Social and Affective Strategy is unsatisfactory. Among the three kinds of strategies, the rate is the lowest, which means students need pay more attention to it.
 
Item eighteen is also about the application of English words in daily life, which are the weakest point of Chinese students. The mean value of item eighteen is 2.32. Chinese students have no awareness of using English word in daily life, maybe all that students learned in class may be only used once in the final exam. The grade for Item twenty-four is very low, The mean value of item twenty-four is 1.26, which means students seldom practice what they have learned in life with their teacher and classmates. Item twenty-six is similar with Item twenty-four. The mean value of item twenty-six is 1.78. Still, a very few students will put what they have learned in class into use. Item thirty-four is about social and affective strategies; the mean value of item thirty-four is 1.67.
 
Chapter 5. Conclusions and Suggestions
 
5.1 Conclusion
 
From the above discussion and analysis, we can reach to following conclusion.
 
First. In China, students in college can actively make use of some vocabulary learning strategies to increase vocabulary learning efficiency by some extent, which can be concluded from the data of the questionnaire. The analysis of vocabulary learning strategies stated in questionnaire indicate that students prefer to use cognitive strategies .and then, the second is metacognitive strategies, the last is the social and affective strategies.  When students are needed to remember English words, a majority of the students can partly make use of the vocabulary learning strategies to increase the efficiency.  Questionnaire has 35 Items. In 35 Items, almost 20 Items have been frequently used when they are remembering English words. The most frequently used strategies are: look up new word in dictionary, guess the meaning of a new word in the context, remember the word many times, take note of important word, and guess the meaning of new word based on spelling. By comparison, the most seldom used strategies are: review vocabulary strategy regularly and find a suitable one, remember word by some knacks or tongue twister, actively use new word to talk with classmate in extracurricular activities , do not care about the cultural background of the new word .
 
Second. From analysis of the questionnaire, we can conclude that Chinese students have realize the mechanical memory have not much benefit for word learning. To our joy, a lot of students are starting to change the traditional way to remember English words. However, even though a lot of students are about to change, they have not form a completely scientific and effective strategy to help them conquer the English words. And, a lot of students are conscious of the significance of daily application of English word, like talking with foreign teacher to strengthen the memory of the new word, but, in their daily study, they rarely have the chance to apply the new word. At the same time, a lot of students think “continuous reviewing” has great benefit for vocabulary learning, which once again proves the significance of review in vocabulary learning. From the interview, we also know a lot of students really want to try some new vocabulary learning strategies.#p#分頁標題#e#
 
Third, from the analysis of application of vocabulary learning strategies ,we can see that social and affective strategies are seldom used , which means vocabulary learners do not realize the significance of group activities  or group discussion in English vocabulary learning . Vocabulary learners do not have much interest or zeal in group activities and group discussion.  All in all, vocabulary learner considers vocabulary learning as an individual matter, which prevents them from joining the group activities or group discussion. Obviously, English teacher should change from “teacher-centered” to “student-centered” in class, which will let the students get more involved into class and feel more relaxed and be more effective in vocabulary learning. Only in this way can students enjoy more in class and are more willing to take part in group activities or group discussion.
 
5.2 Suggestions
 
Based on the problems found in the research, the paper proposes the following suggestions for the learners. First, vocabulary learning is a long-lasting job. Therefore, vocabulary learning strategies enable us be more independent in college study, you can learn vocabulary by yourself with vocabulary learning strategies, instead of consulting your teacher for advice. Second, your vocabulary is about to change by the time go on, so., correct vocabulary learning strategies can let you learn vocabulary effectively in any time. The above analysis already relates and analyzes the correct vocabulary learning method and strategy, by some extent, the above analysis point out what is the problem and where is the problem. Now, I will give some suggestion both in teaching and learning:
 
(1) Remember the word in their language context
 
So-called language environment is the context, which means paying attention to the relationship among word, phrase, and sentence, article and so on. As everyone knows, remember a word in isolated environment is a different thing compared with in context. If we want to master a word effectively, we have to link the word with other words, other sentence, even the whole text. We all very clear that the aim to master a word is to master the meaning of the word and the collocation or usage, at last is make a sentence. Therefore, vocabulary learner should combine the word with other word or the whole text by all manner of means.
 
(2) Be an active reader
 
Vocabulary learner enlarges their vocabulary by extensively reading target language. We know that if you read a lot, your vocabulary will go up unconsciously. In the meantime, we can prepare a notebook. If you find any word you do not know, take them down in your notebook. You need to review them at a very regular time, make a mark at the word which you like most, and use them frequently. After some time, you are amazed to find that all you took down in your notebook are in your brain and you can use them freely.#p#分頁標題#e#
 
(3) Remember word in writing
 
Writing has been an effective way for vocabulary learner to practice how to make a sentence or how to express words. Through writing, vocabulary learner can enlarge their vocabulary.
 
(4) Try to be a good listener
 
Try to listen is a good way to master word and a best way testify what you really master or what you have to work out. Form listening, we should know what is suitable for our listening; we should choose some material in good quality and good tone quality, like BBC, VOA are good choice for English learner. Besides BBC, VOA, English learner also can choose to water some English classic movie or some English debate. You can listen to some English music during walking or taking a bus. With constant repetition, the pronunciation, meaning, usage will naturally be mastered by you. After that, all you have to do is to imitate what you have heard and read after it. Now you can master the all aspects of the word . Learner should use English in their daily, use English to communicate more frequently, talk with foreign as frequent as possible. Only in this can you increase the efficiency of remember the English word.
 
(5) Try to use associative memory
 
If English learners really pay attention to some words, you will find some interesting thing behind the words.
 
(6) Use and learn vocabulary in real communication
 
As the technology develops toward, a lot of new English words and its usage have been emerged in our daily life. If learners really notice some of them, you can really learn a lot of words.
 
References
 
[1]Ahmed.M.O.1989.Vocabulary Learning Technique. InP.Meara(ED) , Beyondword [M]. London :CILT.,3-14.
 
[2]Chamot, A.1987.The Learning Strategies of ESL Students. In Wenden , A. & J. Rubin. Learner Strategies in Language Learning[J]. Englewood Cliffs, N.J.: Prentice Hall.
 
[3]Cohen.A.D.1990.Language Learning [M].New York: New Bury House.
 
[4]Ellis. 1999. The Study of Second Language Acquisition. [M].Shanghai: Shanghai Foreign Language Education Press.
 
[5] Hulstijn , J. 2001.Mnemonic Methods In Foreign Language Vocabulary Learning .Second Language Vocabulary Acquisition [M].Cambridge: Cambridge University Press.2001,
 
[6]Luppescu.S.& Day.1993.Reading, Dictionaries And Vocabulary Learning[J]. Language Learning,43:263-287.
 
[7]Nation.I.S.P. 2004. Teaching And Learning Vocabulary [M] 北京：外語教學與研究出版社
 
[8]O ’Malley,J.& A .Chomot . 1990 .Learning strategies in second language acquisition . [M]Cambridge :Cambridge University Press.
 
[9]Oxford, R. 1990. Language Learning Strategies: What every teacher should know. Rowley, [M]Mass.: Newbury House.
 
[10]Oxford，R L. 2008.Language Learning Strategies : What Every Teacher Should Know [M] 北京：世界圖書出版社.#p#分頁標題#e#
 
[11]Rubin.1975.What The Good Language Learner Can Teach Us[J].In TESOL Quarterly9 :41-50.
 
[12]Weinstein,C .& R.Mayer.1986.The Teaching of Learning Strategies. [M].New York :Macrmian.
 
[13]顧永奇.2005. Vocabulary Learning Strategies in the Chinese EFL context [J]. Singapore: Marshall Cavendish Academic.
 
[14]吳霞.王薔.1998. 非英語專業(yè)本科學生詞匯學習策略[J].外語教學與研究.01期.
 
[15]張燁.刑敏，周大軍. 2003. 非英語專業(yè)本科生英語詞匯學習策略的調查[J].解放軍外國語學院學報.04期.
 
[16]鄭晶. 2005. 英語詞匯學習策略初探[J]. 福建師范大學福清分校學報.04期.
 
Appendix
 
非英語專業(yè)學生詞匯學習策略現狀問卷調查表
 
親愛的同學們：
 
你們好！為了了解大家使用英語詞匯學習策略情況，尤其是詞匯學習策略的掌握情況，特制定本問卷調查表，每個問題都無對錯好壞之分，請仔細閱讀，并按照你的實際情況填上選項。在選擇答案時，要果斷，不要與別人商量，多謝合作！

 
你的性別是：□男   □女  
 
請你在以下五個選項中選出一個，將代表這個選項的數字打鉤：
 
1,從來不使用   2,基本不使用   3,有時使用   4,常使用   5,總是使用
 
 
1,遇見新單詞時，我通過大聲朗讀背誦記憶詞匯。（１，   ２，   ３，    ４，   ５）
 
2,遇見新單詞時，我通過反復抄寫這些新單詞來記憶。（１，   ２，   ３，    ４，   ５）
 
3,我根據發(fā)音記單詞，拼寫時一邊念一邊寫。（１，   ２，   ３，    ４，   ５）
 
4,我會制訂詞匯學習的近期目標和遠期目標。（１，   ２，   ３，    ４，   ５）
 
5,我通過背誦課文學習英語詞匯。（１，   ２，   ３，    ４，   ５）
 
6,我認為遇到的生詞比較常用時，我會在此筆記中記下它的含義。（１，   ２，   ３，    ４，   ５）
 
7,我主要結合上下文學習單詞。（１，   ２，   ３，    ４，   ５）
 
8,遇到一個生詞時，我會在大腦中搜索我是否學過該單詞的同義詞,反義詞或發(fā)音,形式與它相近的詞。（１，   ２，   ３，    ４，   ５）#p#分頁標題#e#
 
9,我通過詞形（前綴,后綴,詞根）猜測詞義,記憶單詞。（１，   ２，   ３，    ４，   ５）
 
10,我會利用上下文中其他的單詞和詞組驗證我猜測的詞義是否正確。（１，   ２，   ３，    ４，   ５）
 
11,我按照事物的分類把表示同類事物的單詞放在一起記憶。（１，   ２，   ３，    ４，   ５）
 
12,我每過一段時間要檢查一下自己記單詞的方法，要是效果不好，就考慮用別的方法。（１，    ２，    ３，    ４，    ５）
 
13,我只掌握教師所教的單詞的含義，單詞的其他搭配或意義我無暇顧及。（１，   ２，   ３，    ４，   ５）
 
14,我通過新單詞的上下文或句子中來記憶單詞。（１，   ２，   ３，    ４，   ５）
 
15,我認為剛學到的單詞要在說寫英語中經常使用才能記得住。（１，   ２，   ３，    ４，   ５）
 
16,我規(guī)定自己每天或每星期要背出多少單詞。（１，   ２，    ３，    ４，    ５）
 
17,我在學唱聽英語歌曲,看電影時學習英語詞匯。（１，   ２，   ３，    ４，   ５）
 
18,學過的單詞，我會盡量考慮在各種學習,生活情景中使用它。（１，   ２，   ３，    ４，   ５）
 
19,我常常運用一些竅門或順口溜等幫助記憶新單詞。（１，   ２，   ３，    ４，   ５）
 
20,我定期復習學過的單詞，碰到默寫不出來的單詞就抄寫幾遍或讀幾遍。（１，   ２，   ３，   ４，   ５）
 
21,對感興趣的生詞，我會去查字典了解其詞義。（１，   ２，   ３，    ４，   ５）
 
22,在碰到生詞查詞典時，我經常把這個生詞的各種意思都了解一下。（１，   ２，   ３，    ４，   ５）
 
23,我定期通過老師評估或自我評估來檢測詞匯學習效果。（１，    ２，    ３，    ４，    ５）
 
24,我會在課外活動中積極用所學詞匯與同學交流和溝通。（１，   ２，   ３，    ４，   ５）#p#分頁標題#e#
 
25,我通過大量閱讀英語讀物來擴大詞匯量。（１，   ２，   ３，    ４，   ５）
 
26,我結合實際運用所學單詞。（１，   ２，   ３，    ４，   ５）
 
27,我特別在意和記憶常見的單詞。（１，   ２，   ３，    ４，   ５）
 
28,我會將拼寫,發(fā)音相似的詞放在一起記憶。（１，   ２，   ３，    ４，   ５）
 
29,我會注意生活中所碰到的一切英語單詞，如衣服或廣告上的單詞。（１，   ２，   ３，    ４，   ５）
 
30,我嘗試過多種記憶單詞的方法，通過對比，現在找到了比較好的單詞記憶方法。（１，   ２，   ３，    ４，   ５）
 
31,我會通過聯想的方式把生詞與已學的詞聯系起來記憶。（１，   ２，   ３，    ４，   ５）
 
32,我用剛學到的生詞造句。（１，   ２，   ３，    ４，   ５）
 
33,當我讀錯或寫錯單詞時，我要想想到底是什么原因造成的。（１，   ２，   ３，    ４，   ５）
 
34,我會利用一切機會說和寫新學的單詞。（１，   ２，   ３，    ４，   ５）
 
35,學過的單詞，在使用時我特別注意它的使用場合和文化背景。（１，   ２，   ３，    ４，   ５）