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【Abstract】In recent years， as globalization is accelerating， English teaching becomes more and more important to the development in China. Vocabulary learning is a major part of English teaching. Whether learners adopt suitable vocabulary learning strategies or not has a great significance on their capacity of English. However， in China， only few researchers into English vocabulary strategies learning focused on the senior high school students， and these researchers are just at the basic level.
【Key words】English teaching； learning strategies； senior high school students
I. Introduction
Language consists of three parts as pronunciation， vocabulary and grammar. Vocabulary learning is one of the key factors in English learning， and it is one of the indispensable components of the language system. The importance of vocabulary has been pointed out by Hamer like this：“ the mastery of vocabulary plays a key role in the whole process of the second language acquisition and is of critical importance to the second language learners ”. In brief， vocabulary is the fundamental element of language.
II. Literature Review
As Linguist M. McCarthy （1990） points out：“No matter how good one’s grammar is and how beautiful one’s pronunciation is， but if one has no adequate vocabulary to express one’s own feelings or to understand others’ opinions， one still cannot communicate with others in this language”. English vocabulary learning is an active cognitive activities.
2.1 Definition of Vocabulary Learning Strategies
This thesis is concerned with vocabulary learning strategies. What is learning strategies？ Different researchers tend to give different opinions on the definition of learning strategies. The following are some representative definitions given by some influential scholars published.
According to Oxford， it defined learning strategies like this： it is a series of actions and behaviors that learners are able to learn easier， faster and more enjoyable.
According to Chamot （1987 ）：learning strategies are techniques， approaches or deliberate actions that students take in order to facilitate the learning， recall of both linguistic and content area information.
2.2 Classification of English Vocabulary Learning Strategies
Among the variety of classification， Oxford categorizes learning strategies into two major groups： direct strategies and indirect strategies. Direct strategies refers to those strategies directly involving the target language in the sense that they require mental processing of the language and consist of memory strategies， cognitive strategies and compensation strategies. Indirect strategies refers to the strategies that provide indirect support for language learning through focusing seeking opportunities， controlling anxiety and consists of metacognitive strategies， affective strategies， and social strategies. From the classification above， this thesis is according to the angle of components.
Ⅲ. Analysis of the Current Situations of English Vocabulary Learning in Senior High School
For many Chinese learners， vocabulary is the most difficult part in the process of English learning. However， the people understand the meaning well but when speaking， they do not know how to express their thoughts because they lack the words. In this part， we are trying to solve this problem.
3.1 Identification of the Current Situations
There is no doubt that acquiring and enlarging vocabulary has become a tough task for the senior high school students. To achieve this goal， hard work is becoming more and more important.
3.2 Analysis of the Current Situations
Vocabulary is the carrier of messages. A language learner can master grammar rules by hard work within the shortest possible time whereas without effective approach he cannot enlarge his vocabulary in a short time.
3.3 Consequences of the Problems
The fact is that students find it difficult to learn English vocabulary by heart. Faced with frustrated students， teachers find it even harder to carry out their instructions of listening， speaking， reading and writing.
Ⅳ. Suggestions on Vocabulary Learning in Terms of English Vocabulary Learning Strategies in the Senior High Schools
There still exists a variety of attitudes during the process of learning among senior school students， there also has a widespread boredom， laziness and other negative attitudes. The author believes that the real reason is the method of learning English words. So， what kind of problems does exist？
First of all， from the point of view of the whole educational system and the examination system， the English teaching of senior high school is still in the traditional mode in our country.
Next， the importance of English vocabulary learning has not been fully paid much attention to， while most of the students are aware of the importance of English vocabulary learning， they also recognized that they lack of words， but they did not translate their own conscious into actions.
Last but not least， students remember a word with a single form， their basic knowledge is not solid.
This chapter provides some suggestions about the strategies of English vocabulary learning and teaching in the senior high schools.
4.1 Raising Awareness Through Metacognitive Strategies Metacognitive strategy is of vital importance in vocabulary learning strategies. Shimit （2002） states metacognitive strategies are used by students to control and evaluate their own learning by having an overview of the learning process in general. Metacognitive strategies require students to know not only what to learn and how to learn， but also to evaluate how well they have learned and to regulate their learning strategies.
4.1.1 Plan-making
Students should be encouraged to learn by the goals and plans. Setting clear and realistic goals can not only help students see their own progress hopefully， but also students motivation for learning would be increased by becoming consciously aware of their progress.
4.1.2 Self-monitoring
Self-monitoring can offer students feedback on their language performance. Besides， it promotes learners responsibility for control of their learning. Therefore， senior high school teachers should clarify relevant terms to students to make students understand target behavior clearly and thoroughly. Meanwhile， teachers should design the self-monitoring devices effectively.
4.1.3 Self-evaluation
After finishing tasks， learners should reflect and evaluate their personal practices for vocabulary learning， and it may help them to discover other strategies.
4.2 Forming Effective Strategies
Based on the comprehensive study， the writer has reached a conclusion that the senior high school students are lacking of effective and efficient vocabulary learning strategies. Therefore， building on what we know of the language learning strategies theat used by good language learners for vocabulary acquisition， it is possible to involve students in activities which help them to develop new strategies as well as strengthen existing ones.
4.2.1 Learning Words Through Different Groups
It has been proved that words must be learned comprehensively and systematically. In fact， students can make full use of strategies to improve their vocabulary learning efficiently. The following strategies can be useful for students.
4.2.2 Learning Words by Setting Examples
Learning words by setting examples is to make full use of phrases to help learners to better understand， memorize and use target vocabulary， rather than memorize words in isolation.
4.2.3 Learning Words Through Activities
Simcock （ 1993 ） studied learner’s performance in ask-and -answer activities suggests a role for incidental learning when the learner’s focus is primarily on the meaningful performance of a communicative activity. They can indicate that the students should get involved in class and after activities. Vocabulary should input into practice to show the function of the world rather than remembering the letters of each word themselves. Ⅴ. Conclusion
Learning strategy plays a decisive role in language learning， especially in the language learning of the senior high school students. This thesis aims to study the current situation of vocabulary learning in the senior high schools and at the same time to highlight the importance and necessity of vocabulary teaching and learning strategies.
First of all， at present， vocabulary learning is still an important and difficult part of high school English teaching. Secondly， in the process of high school English teaching， attention should not only be given to teachers’ instruction， but also be given to students’ vocabulary learning strategies adopted by high school students are not always right. Next， high school students should be encouraged to use various kinds of vocabulary learning strategies. Finally， communication and cooperation among high school students and their teachers should be strengthened.
References：
[1]Cohen，A.D.Strategies in learning and using a second language[M].London： Longman，1998.
[2]Flavell，J.H.Metacognitive and cognitive monitoring a new area of cognitive developmental inquiry[J].American psychologist，1979（906-911）.
[3]McCarthy M.Discourse Analysis for Language Teachers[M].Cambridge：Cambridge University Press，1991.
[4]Nation I.S.P.Teaching and Learning Vocabulary[M].Heinle
【Key words】English teaching； learning strategies； senior high school students
I. Introduction
Language consists of three parts as pronunciation， vocabulary and grammar. Vocabulary learning is one of the key factors in English learning， and it is one of the indispensable components of the language system. The importance of vocabulary has been pointed out by Hamer like this：“ the mastery of vocabulary plays a key role in the whole process of the second language acquisition and is of critical importance to the second language learners ”. In brief， vocabulary is the fundamental element of language.
II. Literature Review
As Linguist M. McCarthy （1990） points out：“No matter how good one’s grammar is and how beautiful one’s pronunciation is， but if one has no adequate vocabulary to express one’s own feelings or to understand others’ opinions， one still cannot communicate with others in this language”. English vocabulary learning is an active cognitive activities.
2.1 Definition of Vocabulary Learning Strategies
This thesis is concerned with vocabulary learning strategies. What is learning strategies？ Different researchers tend to give different opinions on the definition of learning strategies. The following are some representative definitions given by some influential scholars published.
According to Oxford， it defined learning strategies like this： it is a series of actions and behaviors that learners are able to learn easier， faster and more enjoyable.
According to Chamot （1987 ）：learning strategies are techniques， approaches or deliberate actions that students take in order to facilitate the learning， recall of both linguistic and content area information.
2.2 Classification of English Vocabulary Learning Strategies
Among the variety of classification， Oxford categorizes learning strategies into two major groups： direct strategies and indirect strategies. Direct strategies refers to those strategies directly involving the target language in the sense that they require mental processing of the language and consist of memory strategies， cognitive strategies and compensation strategies. Indirect strategies refers to the strategies that provide indirect support for language learning through focusing seeking opportunities， controlling anxiety and consists of metacognitive strategies， affective strategies， and social strategies. From the classification above， this thesis is according to the angle of components.
Ⅲ. Analysis of the Current Situations of English Vocabulary Learning in Senior High School
For many Chinese learners， vocabulary is the most difficult part in the process of English learning. However， the people understand the meaning well but when speaking， they do not know how to express their thoughts because they lack the words. In this part， we are trying to solve this problem.
3.1 Identification of the Current Situations
There is no doubt that acquiring and enlarging vocabulary has become a tough task for the senior high school students. To achieve this goal， hard work is becoming more and more important.
3.2 Analysis of the Current Situations
Vocabulary is the carrier of messages. A language learner can master grammar rules by hard work within the shortest possible time whereas without effective approach he cannot enlarge his vocabulary in a short time.
3.3 Consequences of the Problems
The fact is that students find it difficult to learn English vocabulary by heart. Faced with frustrated students， teachers find it even harder to carry out their instructions of listening， speaking， reading and writing.
Ⅳ. Suggestions on Vocabulary Learning in Terms of English Vocabulary Learning Strategies in the Senior High Schools
There still exists a variety of attitudes during the process of learning among senior school students， there also has a widespread boredom， laziness and other negative attitudes. The author believes that the real reason is the method of learning English words. So， what kind of problems does exist？
First of all， from the point of view of the whole educational system and the examination system， the English teaching of senior high school is still in the traditional mode in our country.
Next， the importance of English vocabulary learning has not been fully paid much attention to， while most of the students are aware of the importance of English vocabulary learning， they also recognized that they lack of words， but they did not translate their own conscious into actions.
Last but not least， students remember a word with a single form， their basic knowledge is not solid.
This chapter provides some suggestions about the strategies of English vocabulary learning and teaching in the senior high schools.
4.1 Raising Awareness Through Metacognitive Strategies Metacognitive strategy is of vital importance in vocabulary learning strategies. Shimit （2002） states metacognitive strategies are used by students to control and evaluate their own learning by having an overview of the learning process in general. Metacognitive strategies require students to know not only what to learn and how to learn， but also to evaluate how well they have learned and to regulate their learning strategies.
4.1.1 Plan-making
Students should be encouraged to learn by the goals and plans. Setting clear and realistic goals can not only help students see their own progress hopefully， but also students motivation for learning would be increased by becoming consciously aware of their progress.
4.1.2 Self-monitoring
Self-monitoring can offer students feedback on their language performance. Besides， it promotes learners responsibility for control of their learning. Therefore， senior high school teachers should clarify relevant terms to students to make students understand target behavior clearly and thoroughly. Meanwhile， teachers should design the self-monitoring devices effectively.
4.1.3 Self-evaluation
After finishing tasks， learners should reflect and evaluate their personal practices for vocabulary learning， and it may help them to discover other strategies.
4.2 Forming Effective Strategies
Based on the comprehensive study， the writer has reached a conclusion that the senior high school students are lacking of effective and efficient vocabulary learning strategies. Therefore， building on what we know of the language learning strategies theat used by good language learners for vocabulary acquisition， it is possible to involve students in activities which help them to develop new strategies as well as strengthen existing ones.
4.2.1 Learning Words Through Different Groups
It has been proved that words must be learned comprehensively and systematically. In fact， students can make full use of strategies to improve their vocabulary learning efficiently. The following strategies can be useful for students.
4.2.2 Learning Words by Setting Examples
Learning words by setting examples is to make full use of phrases to help learners to better understand， memorize and use target vocabulary， rather than memorize words in isolation.
4.2.3 Learning Words Through Activities
Simcock （ 1993 ） studied learner’s performance in ask-and -answer activities suggests a role for incidental learning when the learner’s focus is primarily on the meaningful performance of a communicative activity. They can indicate that the students should get involved in class and after activities. Vocabulary should input into practice to show the function of the world rather than remembering the letters of each word themselves. Ⅴ. Conclusion
Learning strategy plays a decisive role in language learning， especially in the language learning of the senior high school students. This thesis aims to study the current situation of vocabulary learning in the senior high schools and at the same time to highlight the importance and necessity of vocabulary teaching and learning strategies.
First of all， at present， vocabulary learning is still an important and difficult part of high school English teaching. Secondly， in the process of high school English teaching， attention should not only be given to teachers’ instruction， but also be given to students’ vocabulary learning strategies adopted by high school students are not always right. Next， high school students should be encouraged to use various kinds of vocabulary learning strategies. Finally， communication and cooperation among high school students and their teachers should be strengthened.
References：
[1]Cohen，A.D.Strategies in learning and using a second language[M].London： Longman，1998.
[2]Flavell，J.H.Metacognitive and cognitive monitoring a new area of cognitive developmental inquiry[J].American psychologist，1979（906-911）.
[3]McCarthy M.Discourse Analysis for Language Teachers[M].Cambridge：Cambridge University Press，1991.
[4]Nation I.S.P.Teaching and Learning Vocabulary[M].Heinle