高职学生英语词汇学习策略培训的有效性研究.docx

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Introduction
Vocabulary is an essential part of a language. Without a decent vocabulary, communication in a foreign language becomes very difficult and sometimes impossible. Therefore, learning English vocabulary is essential for non-native English speakers. For Chinese students, vocabulary learning is more challenging due to the differences in language structures, cultural backgrounds, and teaching methods. Many Chinese students attending vocational education face English vocabulary learning difficulties, which negatively affect their academic performance and future career prospects. In this paper, we will investigate the effectiveness of training strategies designed to enhance the English vocabulary learning of Chinese vocational students.
Background
Vocational education in China started in the 1920s and has been developing rapidly since then. Currently, vocational institutions offer a variety of educational programs that aim to prepare students for work in different industries. Despite this rapid development, vocational education has encountered many challenges, one of which is a poor proficiency in English by students. Many vocational students face difficulty in learning English, and one of the main areas of difficulty is vocabulary acquisition. The lack of vocabulary proficiency causes low academic achievement, and poor communication skills, and this could negatively affect employability prospects.
English vocabulary acquisition is a complex process that requires a variety of training techniques and a lot of practice. Scholars have recommended various approaches to enhance English vocabulary acquisition. Some recommended teaching contextualized words, while others recommended learning words in a list. Other practitioners suggested using technology tools such as flashcards, and other computer-assisted methods. Although various methods exist, teaching a particular strategy or combination of tactics may contribute to the efficiency of English vocabulary learning.
The aim of this paper is to investigate the effectiveness of training strategies designed to enhance the English vocabulary acquisition of Chinese vocational students.
Methodology
The study used an experimental design approach involving a test group and a control group. The participants were third-year students from a vocational college in southwestern China. The test group consisted of sixty students, while the control group had fifty-seven students. The participants were selected based on their ability to understand and speak English as assessed by their course instructors. Both groups were given a pre-test to establish their existing vocabulary level to enable the selection of suitable vocabulary items for the training strategy. The test group then went through a vocabulary acquisition program designed by the researcher. The program incorporated the use of contextualized words, visualization, and multiple-choice quizzes to activate their long-term memory. The control group proceeded with the conventional teaching and learning approach used in the curriculum.
At the end of the program, both groups were given a posttest, which contained vocabulary items not taught during the training program. The tests were graded using a standardized grading scale that emphasized correct usage of the words in the sentences. Finally, a statistical analysis comparing the pretest and the posttest scores was performed to evaluate the effectiveness of the vocabulary acquisition program.
Results
The experimental group outperformed the control group in the posttest, with an average score of out of 10, while the control group averaged out of 10. The results of the statistical analysis demonstrated that the training program had a significant effect on improving the vocabulary learning level of the test group. The experimental group showed a 33% increase in performance, while the control group only had a 15% increase.
Discussion
The study demonstrated that a vocabulary acquisition program could be an effective strategy to improve the English vocabulary acquisition level of vocational students in China. The training program utilized multiple strategies, including contextualized words, visualization, and multiple-choice quizzes to enhance the participants' long-term memory of English vocabulary. A critical point for Chinese vocational students in English vocabulary learning is autonomous learning strategies, such as flashcards, vocabulary apps, and spaced repetition. However, the study had limitations, such as the sample size, duration of the program, and selection of participants.
Conclusion
In conclusion, English vocabulary acquisition is crucial for improving the academic performance and employability prospects of vocational students in China. With a well-designed vocabulary training program, students can enhance their vocabulary learning level, which in turn, improves their communication skills and job opportunities. Future studies could focus on determining the best combination of vocabulary acquisition strategies and follow-up studies to investigate the long-term retention of the acquired vocabulary.