A Contrastive Study of Vocabulary Learning Beliefs and Strategies by High School and College Learners

Leilei LIU


This study aims to provide an empirical study about vocabulary learning beliefs and strategies possessed by high school and college learners in the Chinese context. In addition, it analyses the similarities and differences of vocabulary learning strategies adopted by the two groups of learners. 100 students from Guanghan high school and the other 100 from China West Normal University responded to the questionnaire. Data are collected and processed by means of SPSS14.0. Based on the results, this paper suggests that teachers should help learners to build positive motivation, integrate more strategy training into English classes and encourage students to systematize their own learning strategies instead of using these strategies unconsciously or unsystematically.


Vocabulary learning beliefs; Vocabulary learning strategies; Metacognitive strategies; Cognitive strategies, Social/affective strategies

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DOI: http://dx.doi.org/10.3968/9085


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