Abstract: The vocabulary learning of the second language has been discussed by the experts and scholars for several decades. At the mean time, “Teaching in accordance of students’ gender” has been wielded into the real teaching system, and an increasing attention has been paid to this topic. However, the research combining these two terms together is still in shortage nowadays. The author of this thesis will take all the students in grade 8 in Chengdu Experimental Junior high school as the objects. By questionnaire and behavior observation in class, the author studies on the current state of English vocabulary learning among junior high school students. By means of the questionnaire, the author has found that boys and girl students have many differences in learning interest, methods. In general, boys’ motivation of language learning is inferior than girls, and their learning strategies are more rigid and tedious. What’s more, comparing with girl students, boys’ ability of self-learning and their learning behavior are worse. Through the statistics analysis and summarizing, the characteristics of students’ vocabulary learning strategies and the shortcomings of boy students in the process of vocabulary learning are showed clearly. Accordingly, the author will give some suggestions using male’s physical characteristics to the teachers and those male students who want to learn by themselves. 

  Key words: vocabulary learning strategies, physiological differences, autonomic learning

Content

摘要：

Abstract:

Chapter one A General Introduction-4

1.1 Background of the research-4

1.2 Significance of the research-5

Chapter two Literature Review-5

2.1 Studies on language learning strategies-6

2.1.1 The definition of language learning strategies-6

2.1.2 The classification of language learning strategies-6

2.2 Related studies on vocabulary learning strategies-7

2.2.1 Related studies on vocabulary learning strategies abroad-7

2.2.2 Related studies on vocabulary learning strategies at home-7

2.3 The influence of physiological differences on language learning-8

2.3.1 Structural differences in brain-8

2.3.2 The influence by other hormones-9

2.3.3 The body retardation-10

2.3.4 Direct impact on boy students’ language learning-10

Chapter three Research Methodology-12

3.1 research purposes-12

3.2 participants-12

3.3 instruments-12

3.3.1 classroom Observation-12

3.3.2 questionnaire-13

3.4 procedures-13

3.4.1 behavior observation-13

3.4.2 questionnaire research-13

3.4.3 data collection and analysis-14

Chapter four Results and Discussion-14

4.1 The gender differences on classroom performance-14

4.2 the gender differences reflected by questionnaire-15

Chapter five conclusion-18

5.1 Summary for the discovering-18

5.2 Suggestions for boy students’ English vocabulary learning-19

5.2.1 Autonomous learning-19

5.2.2 Advice on Teaching-21

5.2.3 The classroom environment-22

5.3 The limitations of the study-22

Bibliography-22

Acknowledgments-23