An analysis of english vocabulary learning strategies used by senior students in Hainan Lingshui Middle School of China

Abstract

          This study aims to investigate which vocabulary learning strategy (VLS) is most frequently used in learning English by Chinese senior students at Hainan Lingshui Middle School, and how they learned the most frequently used strategy. In addition, the study compares the use of VLS between science and arts students, and between high and low achievers. A mixed-methods research approach was used employing a questionnaire, semi-structured interviews interviews, and journal as the instruments. The findings of the study show that the strategy of memorizing the meanings and pronunciations of new words is most frequently used by the students. The most frequently used strategy by the students is in three main situations: formal, informal, and unspecified. Additionally, science and arts students have similar patterns in using VLS; however, significant differences were found among the use of three categories of VLS, namely Cognitive, Memory, and Meta-cognitive strategies, between the high and low achievers. There were no significant differences found in using social strategies between the high and low achievers.