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.
| Published in | International Journal of Applied Linguistics and Translation (Volume 5, Issue 4) |
| DOI | 10.11648/j.ijalt.20190504.17 |
| Page(s) | 89-94 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
English Majors, Non-English Majors, Vocabulary Learning Beliefs, Vocabulary Learning Strategies
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APA Style
Tian Tian. (2019). A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors. International Journal of Applied Linguistics and Translation, 5(4), 89-94. https://doi.org/10.11648/j.ijalt.20190504.17
ACS Style
Tian Tian. A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors. Int. J. Appl. Linguist. Transl. 2019, 5(4), 89-94. doi: 10.11648/j.ijalt.20190504.17
AMA Style
Tian Tian. A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors. Int J Appl Linguist Transl. 2019;5(4):89-94. doi: 10.11648/j.ijalt.20190504.17
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Download@article{10.11648/j.ijalt.20190504.17,
author = {Tian Tian},
title = {A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors},
journal = {International Journal of Applied Linguistics and Translation},
volume = {5},
number = {4},
pages = {89-94},
doi = {10.11648/j.ijalt.20190504.17},
url = {https://doi.org/10.11648/j.ijalt.20190504.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20190504.17},
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.},
year = {2019}
}
TY - JOUR T1 - A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors AU - Tian Tian Y1 - 2019/12/02 PY - 2019 N1 - https://doi.org/10.11648/j.ijalt.20190504.17 DO - 10.11648/j.ijalt.20190504.17 T2 - International Journal of Applied Linguistics and Translation JF - International Journal of Applied Linguistics and Translation JO - International Journal of Applied Linguistics and Translation SP - 89 EP - 94 PB - Science Publishing Group SN - 2472-1271 UR - https://doi.org/10.11648/j.ijalt.20190504.17 AB - 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. VL - 5 IS - 4 ER -
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