English vocabulary learning strategies of Miao students in senior high school in China-A pilot study
Author(s):
Peng, Si-xiang; Sarit, Srikhao
Format:
Journal article
Citation:
Us-china Foreign Language, Volume 7, Issue 12 (2009-12). pp. 17-Dec.
Language:
English
Abstract:
English vocabulary plays a very important role in English learning and teaching. Quite a number of researches and scholars focus on vocabulary learning strategies these years in China. Yet, few of them focus on one of the largest ethnic groups -- Miao. This pilot study makes an attempt to explore the overall pattern of English vocabulary learning strategies employed by the Miao high senior school students. Based on GU and Johnson (1996), and O'Malley and Chamot's (1990) classification of vocabulary learning strategies, the authors develop a questionnaire and a semi-structured interview to conduct the pilot study, which include metacognitive, cognitive, social/affective and translation strategies. 30 Miao students were randomly sampled to participate the study in Kaili senior high school for nationalities in south-east of Guizhou province in China. The findings of the pilot study revealed that (1) most of the Miao students believe that words should be studied and put to use; (2) the majority of students tend to use cognitive strategies in their vocabulary learning compared with the other three strategies. They seldom use translation strategies; (3) compared with the female Miao students, the male Miao students tend to use more strategies from cognitive strategies, social/affective strategies, metacognitive and translation strategies; and (4) they do have their own specific strategies in English vocabulary learning because they take Miao as a First Language (L1). Adapted from the source document