Abstract
The present study aims to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors. A questionnaire was administered to 210 students (105 English majors and 105 non-English majors) from two universities to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors in China. The questionnaire is adapted from Gu and Hu [1]. Statistical descriptions and independent samples t-test are undertaken to process the data collected. The analyses of the data reveal both Chinese English and non-English majors are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. English majors’ strategy use frequencies seem all higher than non-English majors, except note-taking strategies. English majors show significant differences from non-English majors in some vocabulary learning strategies like: self-initiation, dictionary use and contextual guessing. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.
Highlights
Vocabulary plays an important role in second language teaching and learning
In the last three decades or so, considerable research has been done on language learning strategy and various learner variables affecting the choice and use of learning strategies in the world of second language acquisition [6,7,8,9]
English majors prefer belief “words should be learned through use” (M=5.30) to “words should be memorized” (M=3.27)
Summary
Vocabulary plays an important role in second language teaching and learning. Vocabulary knowledge is known to be crucial for reading comprehension and for dealing with academic content in a second language [2,3]. One cannot learn a language without vocabulary [4,5]. Vocabulary plays an important role in second language learning. Learning strategies play significant roles in acquisition of a language. In the last three decades or so, considerable research has been done on language learning strategy and various learner variables affecting the choice and use of learning strategies in the world of second language acquisition [6,7,8,9]. Some linguists and educators [10,11,12] have already begun their studies on vocabulary learning strategies
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