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【Abstract】vocabulary learning strategy is a hot topic in the field of English teaching since 1970s. To understand the attitudes of junior high school students to vocabulary learning in the context of effective use of vocabulary learning strategies， this study was conducted at Tai Long Shan middle school. This article mainly introduces people’s attitudes towards vocabulary learning and discusses them. Word modification， guessing meaning from context， organizing vocabularies effectively， using dictionaries and management strategies. The final results show that the use of vocabulary learning strategies in English teaching is very worrying. According to the new curriculum standard， teachers should adopt new strategies in English teaching instead of traditional English teaching methods. Students’ learning efficiency. Therefore， teachers and students must strive to learn scientific vocabulary learning strategies.
【Key words】vocabulary learning strategies； English teaching； junior high school students； attitude； acquisition
【作者簡介】张艳（1992.6- ），女，安徽阜阳人，温州大学教师教育学院，课程与教学论硕士，研究方向：教学论。
1. introduction
With the development of globalization， English is becoming more and more important and popular around the world. With the deepening of reform and opening up， the society has put forward higher requirements for students’ English ability. Entering the twenty-first Century， the society urgently needs talents with intercultural communicative competence. Vocabulary is the foundation of English learning. It directly affects the acquisition of skills such as listening， speaking， reading， writing and translation in junior high school. It is very important for junior middle school students to use effective vocabulary learning strategies. Therefore， it is very necessary to train junior high school students. Learn how to learn words effectively and how to use some vocabulary learning strategies to help them learn.
The importance of 1.1. research
Vocabulary is one of the three elements of language （phonetics， vocabulary， grammar）. Vocabulary learning is very important for acquiring a second language. It is the basis of English learning. And the basic material of language. Wilkins， a famous English linguist， once said， “without grammar， few words can be expressed； without words， nothing can be expressed.” Most language practitioners learn a new language from the beginning of the vocabulary. The learning of vocabulary seems to be accompanied by the whole learning process of the learner， even after all the basic rules of grammar. I’ve learned it. Language beginners can not do anything without acquiring a certain number of new words， let alone listening， speaking， reading， writing or translating. The number of words acquired by a language learner can be regarded as an indicator of his or her language ability. The effect of vocabulary learning has a direct impact on the further development of listening. Language learners’ reading， writing and translation.
Linguists believe that learners who are able to learn words more effectively are very different from those who are inefficient in memorizing words. The acquisition of scientific vocabulary learning strategy LDS is two times the result and half the effort. With the increasing demand for vocabulary learning， there is still a big gap between students’ vocabulary learning strategies and teachers’ teaching. In addition， the study of vocabulary learning strategies in junior middle school is not enough. Therefore， the research in this paper is of great significance in the current situation.
1.1 research issues
What is the attitude of junior high school students to vocabulary learning？
In order to better understand the use of vocabulary learning strategies in junior middle school， it is very necessary to understand students’ attitudes towards vocabulary learning. There are four statements in it. The questionnaire showed students’ attitudes towards vocabulary learning：
（1） I don’t like new words.
（2） I’m curious about the new words.
（3） I think that language is very important.
（4） I hope to have a lot of vocabulary.
For students who disagree with each statement， they should fill in 1， hold neutral opinions， fill in 2， and agree to fill in 3.
To what extent can junior middle school students use effective vocabulary learning strategies？
Due to the underdevelopment of English Teaching in China， many English teachers spend little time in vocabulary teaching in class. Most middle school students are beginners in English. It is inevitable that， without teachers’ scientific guidance， they can learn words by rote memory. Therefore， students spend too much time on vocabulary learning and have little memory. They will soon be forgotten. The purpose of this study is to find out whether junior middle school students know and use effective vocabulary learning strategies and the extent to which they use vocabulary learning strategies.
1.2 related vocabulary learning strategies
Because of limited time， students can not learn all the vocabulary from classroom teaching. Therefore， what teachers need to do is to help students develop vocabulary learning. Wu’s strategy allows them to effectively master more words through their own efforts， especially outside the classroom. The following are the dents used in Junior English vocabulary learning strategies： 2.1 periodic review
In class， students should learn new words by actively participating in various classroom activities， and encourage them to revise new words. Use Ned vocabulary regularly so that they can master the ownership of these words and begin to use them confidently. A regular review helps to maintain the maximum recall. Learners should do interval review in D， regularly review new learned words.
2.2 effective organization of vocabulary
There is evidence that if the information is stored in a special way， such as the related information stored together， or the new information is related to the previously stored information， it is more likely to be restored. It’s easy to find. Considering the huge vocabulary in English， it is necessary for teachers to guide students to organize the words they encounter. For example， students can be asked to take part in WR. Write the vocabulary in a notebook， but don’t put all the learning words in a list， but can guide them to organize the words according to different categories or specific topics. With C， students’ fonts are likely to increase significantly in terms of lexical organization.
（1） uses Dictionaries
The ability to use dictionaries correctly is an important strategy for autonomous learning. However， when students begin to look up new words in their diction， they should be guided. Arry. In classroom teaching， after trying other strategies， the teacher can ask the students to look up an unknown word in the dictionary. For more advanced learners， monolingual dictionaries should be a language. Encouragement is better than double sex language. But according to the state （2001）， each type of dictionary has its own advantages. Generally speaking， monolingual dictionaries contain more information about each WOR. Compared with bilingual dictionaries， bilingual dictionaries make use of learners’ first language to make meaning available immediately in D.
（2） management policy
We should constantly guide students to evaluate the effectiveness of vocabulary learning strategies. According to their assessment， they may abandon certain strategies and try other strategies. Special teachers can also provide opportunities for students to share their learning experience so that they can learn from each other and expand their strategies， including more. However， it should be legal. Aren’t all strategies useful to everyone？ Some people may find that some strategies are more useful than other strategies， because students have different learning styles. But it’s very important for the teacher. Introduce learning strategies to students， so that they can choose from their own experience after learning. （W， 2006：133） 1） research design
The research design is divided into three parts： research topics， questionnaire design， survey process and calculation tools. It will be discussed as follows：
2） research topic
The purpose of this study is to investigate students’ vocabulary learning and vocabulary learning strategies. A total of 50 students from grade eight of Anqing Dalong mountain junior middle school were ED in this study. According to the findings， teachers can understand students’ vocabulary learning and vocabulary teaching more scientifically and effectively.
（3） questionnaire
The questionnaire can be divided into four parts. Questions 1 to four are designed to investigate students’ attitudes towards learning new words. Questions five to seven are to investigate students’ frequency of reviewing words and reviewing the words they learned. Questions 8 to 10 are about whether students guess the meaning of words and how they do DEA. Use the new word in the context. Questions 11 to 16 are about classifying words.
2. conclusion
The current situation of English vocabulary learning in junior middle school is worrying. In teaching practice， people’s responses to vocabulary learning are usually achieved through repetitive memory. T’s traditional vocabulary concepts and methods reflect the blindness of students’ vocabulary learning. Although most of the vocabulary work is students’ work， teachers’ guidance D help is invaluable. Junior high school students are the basis of learning vocabulary. Inevitably， they forgot the words they had learned. Many junior high school students should be patient in learning vocabulary. They do not want to spend time and energy reviewing and consolidating new words. Junior middle school teachers devote less time in vocabulary teaching. Classroom learning strategies. Therefore， it is very important for teachers and junior high school students to work together to learn vocabulary learning strategies.
References：
[1]Bialystok，E.The Compatibility of Teaching and Learning Strategies[J].Applied Linguistics 6（3），1985.
[2]Chamot，A.The Learning Strategies of ESL Students.In Wenden and Rubin（Eds.），1987.
[3]Chamot，A.U.The Power of Learning Strategies.[M]Ohio，bilingual-Multicultural Update，March.1987.
[4]Clarke，D.F.，
【Key words】vocabulary learning strategies； English teaching； junior high school students； attitude； acquisition
【作者簡介】张艳（1992.6- ），女，安徽阜阳人，温州大学教师教育学院，课程与教学论硕士，研究方向：教学论。
1. introduction
With the development of globalization， English is becoming more and more important and popular around the world. With the deepening of reform and opening up， the society has put forward higher requirements for students’ English ability. Entering the twenty-first Century， the society urgently needs talents with intercultural communicative competence. Vocabulary is the foundation of English learning. It directly affects the acquisition of skills such as listening， speaking， reading， writing and translation in junior high school. It is very important for junior middle school students to use effective vocabulary learning strategies. Therefore， it is very necessary to train junior high school students. Learn how to learn words effectively and how to use some vocabulary learning strategies to help them learn.
The importance of 1.1. research
Vocabulary is one of the three elements of language （phonetics， vocabulary， grammar）. Vocabulary learning is very important for acquiring a second language. It is the basis of English learning. And the basic material of language. Wilkins， a famous English linguist， once said， “without grammar， few words can be expressed； without words， nothing can be expressed.” Most language practitioners learn a new language from the beginning of the vocabulary. The learning of vocabulary seems to be accompanied by the whole learning process of the learner， even after all the basic rules of grammar. I’ve learned it. Language beginners can not do anything without acquiring a certain number of new words， let alone listening， speaking， reading， writing or translating. The number of words acquired by a language learner can be regarded as an indicator of his or her language ability. The effect of vocabulary learning has a direct impact on the further development of listening. Language learners’ reading， writing and translation.
Linguists believe that learners who are able to learn words more effectively are very different from those who are inefficient in memorizing words. The acquisition of scientific vocabulary learning strategy LDS is two times the result and half the effort. With the increasing demand for vocabulary learning， there is still a big gap between students’ vocabulary learning strategies and teachers’ teaching. In addition， the study of vocabulary learning strategies in junior middle school is not enough. Therefore， the research in this paper is of great significance in the current situation.
1.1 research issues
What is the attitude of junior high school students to vocabulary learning？
In order to better understand the use of vocabulary learning strategies in junior middle school， it is very necessary to understand students’ attitudes towards vocabulary learning. There are four statements in it. The questionnaire showed students’ attitudes towards vocabulary learning：
（1） I don’t like new words.
（2） I’m curious about the new words.
（3） I think that language is very important.
（4） I hope to have a lot of vocabulary.
For students who disagree with each statement， they should fill in 1， hold neutral opinions， fill in 2， and agree to fill in 3.
To what extent can junior middle school students use effective vocabulary learning strategies？
Due to the underdevelopment of English Teaching in China， many English teachers spend little time in vocabulary teaching in class. Most middle school students are beginners in English. It is inevitable that， without teachers’ scientific guidance， they can learn words by rote memory. Therefore， students spend too much time on vocabulary learning and have little memory. They will soon be forgotten. The purpose of this study is to find out whether junior middle school students know and use effective vocabulary learning strategies and the extent to which they use vocabulary learning strategies.
1.2 related vocabulary learning strategies
Because of limited time， students can not learn all the vocabulary from classroom teaching. Therefore， what teachers need to do is to help students develop vocabulary learning. Wu’s strategy allows them to effectively master more words through their own efforts， especially outside the classroom. The following are the dents used in Junior English vocabulary learning strategies： 2.1 periodic review
In class， students should learn new words by actively participating in various classroom activities， and encourage them to revise new words. Use Ned vocabulary regularly so that they can master the ownership of these words and begin to use them confidently. A regular review helps to maintain the maximum recall. Learners should do interval review in D， regularly review new learned words.
2.2 effective organization of vocabulary
There is evidence that if the information is stored in a special way， such as the related information stored together， or the new information is related to the previously stored information， it is more likely to be restored. It’s easy to find. Considering the huge vocabulary in English， it is necessary for teachers to guide students to organize the words they encounter. For example， students can be asked to take part in WR. Write the vocabulary in a notebook， but don’t put all the learning words in a list， but can guide them to organize the words according to different categories or specific topics. With C， students’ fonts are likely to increase significantly in terms of lexical organization.
（1） uses Dictionaries
The ability to use dictionaries correctly is an important strategy for autonomous learning. However， when students begin to look up new words in their diction， they should be guided. Arry. In classroom teaching， after trying other strategies， the teacher can ask the students to look up an unknown word in the dictionary. For more advanced learners， monolingual dictionaries should be a language. Encouragement is better than double sex language. But according to the state （2001）， each type of dictionary has its own advantages. Generally speaking， monolingual dictionaries contain more information about each WOR. Compared with bilingual dictionaries， bilingual dictionaries make use of learners’ first language to make meaning available immediately in D.
（2） management policy
We should constantly guide students to evaluate the effectiveness of vocabulary learning strategies. According to their assessment， they may abandon certain strategies and try other strategies. Special teachers can also provide opportunities for students to share their learning experience so that they can learn from each other and expand their strategies， including more. However， it should be legal. Aren’t all strategies useful to everyone？ Some people may find that some strategies are more useful than other strategies， because students have different learning styles. But it’s very important for the teacher. Introduce learning strategies to students， so that they can choose from their own experience after learning. （W， 2006：133） 1） research design
The research design is divided into three parts： research topics， questionnaire design， survey process and calculation tools. It will be discussed as follows：
2） research topic
The purpose of this study is to investigate students’ vocabulary learning and vocabulary learning strategies. A total of 50 students from grade eight of Anqing Dalong mountain junior middle school were ED in this study. According to the findings， teachers can understand students’ vocabulary learning and vocabulary teaching more scientifically and effectively.
（3） questionnaire
The questionnaire can be divided into four parts. Questions 1 to four are designed to investigate students’ attitudes towards learning new words. Questions five to seven are to investigate students’ frequency of reviewing words and reviewing the words they learned. Questions 8 to 10 are about whether students guess the meaning of words and how they do DEA. Use the new word in the context. Questions 11 to 16 are about classifying words.
2. conclusion
The current situation of English vocabulary learning in junior middle school is worrying. In teaching practice， people’s responses to vocabulary learning are usually achieved through repetitive memory. T’s traditional vocabulary concepts and methods reflect the blindness of students’ vocabulary learning. Although most of the vocabulary work is students’ work， teachers’ guidance D help is invaluable. Junior high school students are the basis of learning vocabulary. Inevitably， they forgot the words they had learned. Many junior high school students should be patient in learning vocabulary. They do not want to spend time and energy reviewing and consolidating new words. Junior middle school teachers devote less time in vocabulary teaching. Classroom learning strategies. Therefore， it is very important for teachers and junior high school students to work together to learn vocabulary learning strategies.
References：
[1]Bialystok，E.The Compatibility of Teaching and Learning Strategies[J].Applied Linguistics 6（3），1985.
[2]Chamot，A.The Learning Strategies of ESL Students.In Wenden and Rubin（Eds.），1987.
[3]Chamot，A.U.The Power of Learning Strategies.[M]Ohio，bilingual-Multicultural Update，March.1987.
[4]Clarke，D.F.，