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In this essay, the definition and the classification of language learning strategies is introduced at first and the classification and the research of the vocabulary learning strategy is talked about then. Furthermore, two questions are discussed here. In order to solve these two questions, a survey consisting of a questionnaire, a test and a interview. And then the collection and the analysis of the data are followed. Finally, a conclusion and some suggestions are given.
2. Literature Review
2.1 Learning Strategies
2.1.1 Definition of Language Learning Strategies
The study of learning strategy in second language acquisition at first started around the 1970s (for instance, Rubin1975; Stem 1975), which aimed to define and identify Language Learning Strategy (LLS). However, it is not an easy job to define LLS clearly partly because of the concept of “strategy” itself very confusing and as well as partly because the concerned terms suck as strategy, skill, approach and process, are used very differently by different persons in different contexts. So researchers have not yet gained a common understanding of LLS. Some definitions of LLS defined by different researchers are as following:
(1)Tarone (1981): A language learning strategy is an attempt to develop linguistic and sociolinguistic competence in the target language. The motivation of the use of this strategy is the desire to learn.
(2)Stern (1983): In our view strategy is best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.
(3)Wenden & Rubin (1987): Learning strategies area behaviors or actions, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information.
(4)Oxford (1989): Learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable.
(5)Cohen (1998): Learning strategies are learning processes which are consciously selected by the learner. The words “consciously select’ are important because they demonstrate the special character of strategy.
The above definitions indicate that no researchers define the language learning strategies in the exact same way. To some extent, the differences are the result of the reality that researchers try to give LLS a definition in the context of their own research. Some definitions are much general, but others are very specific. All these definitions show insights into understanding the process of acquiring a language.