臺州市中職學(xué)生英語詞匯學(xué)習(xí)策略運用的實證研究的中期報告AbstractVocabularylearningisessentialforEnglishlanguagelearners,especiallyforvocationalstudentswhoneedtouseprofessionalEnglishintheirfuturework.However,manyofthemencounterdifficultiesinexpandingtheirvocabularyduetoalackofeffectivevocabularylearningstrategies.Therefore,thisstudyaimstoinvestigatetheeffectivenessofvocabularylearningstrategiesforvocationalstudentsinTaizhouCity.Thismid-termreportsummarizestheresearchbackground,objectives,researchquestions,methods,andpreliminaryresultsofthestudy.KeyWords:vocabularylearningstrategies,vocationalstudents,TaizhouCityIntroductionVocabularyisafundamentalpartoflanguagelearningandisessentialforcommunicativecompetence.Inlearningasecondlanguage,therearemanyfactorsthatcontributetoeffectivevocabularylearning,suchaspersonalmotivation,learningenvironment,andlearningstrategies(Schmitt,2000).However,forvocationalstudentswhoneedtouseprofessionalEnglishintheirfuturework,vocabularylearningbecomesmorechallengingastheyarerequiredtolearntechnicaltermsandjargonrelatedtotheirfieldofstudy.ThepurposeofthisstudyistoexploretheeffectivenessofvocabularylearningstrategiesforvocationalstudentsinTaizhouCityandtoprovidesuggestionsforimprovingtheirvocabularylearning.Thismid-termreportprovidesanoverviewoftheresearchbackground,objectives,researchquestions,methods,andpreliminaryresultsofthestudy.ResearchBackgroundVocationaleducationinChinaisbecomingincreasinglypopular.Asaresult,vocationalstudentsneedtoacquireEnglishlanguageproficiencytomeetthedemandsofglobaljobmarkets.However,EnglishlanguageeducationforvocationalstudentsinChinahasbeencriticizedforitsemphasisongrammarandwritingskills,withinadequateattentiongiventovocabularylearning(Xu,2017).Therefore,itiscrucialtoinvestigateeffectivevocabularylearningstrategiesforvocationalstudentstoimprovetheirEnglishlanguageproficiency.ResearchObjectivesThisstudyaimstoachievethefollowingobjectives:1.ToexplorethevocabularylearningstrategiesusedbyvocationalstudentsinTaizhouCity.2.Toinvestigatetheeffectivenessofdifferentvocabularylearningstrategiesforimprovingvocabularyretentionandapplication.3.Toidentifythefactorsthataffectvocationalstudents’choiceofvocabularylearningstrategies.ResearchQuestionsTheresearchquestionsareasfollows:1.WhatvocabularylearningstrategiesarecommonlyusedbyvocationalstudentsinTaizhouCity?2.Whatarethemosteffectivevocabularylearningstrategiesforimprovingvocabularyretentionandapplication?3.Whatfactorsinfluencevocationalstudents’choiceofvocabularylearningstrategies?MethodsTheparticipantsofthisstudyarevocationalstudentsfromTaizhouCity,ZhejiangProvince,China.Atotalof60studentsfromthreeschoolswereselectedastheresearchsample.Theresearchdesignconsistsofthreestages:pre-test,treatment,andpost-test.Pre-TestThepre-testaimstoevaluateparticipants’vocabularyproficiencyandtogatherinformationabouttheirvocabularylearningstrategies.Theparticipantswillbeaskedtocompletetwotests:avocabularytestandaquestionnaireabouttheirvocabularylearningstrategies.TreatmentThetreatmentphasewillinvestigatetheeffectivenessofdifferentvocabularylearningstrategies.Therewillbetwogroups:acontrolgroupandanexperimentalgroup.Thecontrolgroupwillreceivetraditionalvocabularylearninginstruction,whiletheexperimentalgroupwillreceiveinstructionontheuseofvocabularylearningstrategies.Bothgroupswillreceiveinstructionforeightweeks.Post-TestThepost-testphasewillevaluatetheeffectofthetreatmentonparticipants’vocabularyretentionandapplication.Participantswillbeaskedtocompleteavocabularytestandaquestionnaireabouttheirvocabularylearningstrategies.PreliminaryResultsCurrently,onlythepre-testdatahasbeencollectedandanalyzed.TheresultsshowthatvocationalstudentsinTaizhouCityhavearelativelylowlevelofEnglishvocabularyproficiency.Furthermore,moststudentsmainlyrelyonrotememorizationandflashcardsastheirvocabularylearningstrategies.Thereisalackofvarietyintheirstrategies,withfewstudentsutilizingcontextuallearningorcomputer-assistedlearning.ConclusionThisstudyaimstoinvestigatetheeffectivenessofvocabularylearningstrategiesforvocationalstudentsinTaizhouCity.ThepreliminaryresultsindicatethatvocationalstudentshavealowlevelofEnglishvocabularyproficiency,andthereisalackofvarietyintheirvocabularylearningstrategies.