Optimizing Vocabulary Acquisition for Chinese Students in Rural-Urban Fringe Areas through Learning Strategies

Weiwei Cheng

doi:10.26689/jcer.v9i5.10172

Weiwei Cheng Claro M. Recto Academy of Advanced Studies, Lyceum of the Philippines University, Manila 1002, Philippines

DOI: https://doi.org/10.26689/jcer.v9i5.10172

Keywords: Academic atmosphere, Learning motivation, Vocabulary learning strategies, Vocabulary memorization skills, Vocabulary learning strategy training

Abstract

The interplay of academic atmosphere, learning motivation, and strategies inherently influences English learning. Effective vocabulary acquisition strategies significantly influence the achievements of English acquisition. Vocabulary mastery, a cornerstone of middle school English education, raises a critical question: How can vocabulary strategies optimize students’ memory, understanding, and vocabulary application? This article elaborates on the importance and characteristics of vocabulary learning in Chinese junior high schools, analyzes definitions and theories of learning strategies, and proposes specific vocabulary approaches tailored to junior high school students in rural-urban fringe areas.

References

Wilkins J, 1968, An Essay towards a Real Character: And a Philosophical Language. S. Gellibrand, 196(12).

Zhang P, Gao Z, Liu J, 2002, Gender Differences in Vocabulary Beliefs and Strategies Among English Learners. Foreign Languages and Their Teaching, 2002(8): 35–37.

Wen Q, 1995, Differences in Strategies Between Successful and Unsuccessful English Learners. Foreign Language Teaching and Research, 1995(3): 61–66.

Chamot AU, O’Malley JM, 1996, The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classrooms. The elementary school journal, 96(3): 259–273.

Ministry of Education of the People’s Republic of China, 2022, Chinese Curriculum Standards for Compulsory English Education, Beijing Normal University Press, Beijing.

Nation IS, Nation ISP, 2001, Learning Vocabulary in Another Language, Cambridge University Press, London.

Grabe W, 2009, Reading in a Second Language: Moving from Theory to Practice, Cambridge University Press, London.

Krashen SD, 2004, The Power of Reading: Insights from Research, 2nd ed, Bloomsbury Publishing, USA.

Cohen AD, 1996, Second Language Learning and Use Strategies: Clarifying the Issues, University of Minnesota, Minnesota.

Schmit N, Meara P, 1997, Researching Vocabulary through a Word Knowledge Framework: Word Associations and Verbal Suffixes. Studies in Second Language Acquisition, 19(1): 17–36.