Volume 5, Issue 4, December 2019, Page: 89-94
A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors
Tian Tian, College English Teaching & Research Office, School of Foreign Languages & Cultures, Beijing Wuzi University, Beijing, China
Received: Nov. 17, 2019;       Accepted: Nov. 25, 2019;       Published: Dec. 2, 2019
DOI: 10.11648/j.ijalt.20190504.17      View  493      Downloads  153
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.
English Majors, Non-English Majors, Vocabulary Learning Beliefs, Vocabulary Learning Strategies
To cite this article
Tian Tian, A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors, International Journal of Applied Linguistics and Translation. Vol. 5, No. 4, 2019, pp. 89-94. doi: 10.11648/j.ijalt.20190504.17
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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