摘 要

词汇是语言的基本要素之一,它也是我们交际得以进行的语言能力的核心部分之一。 词汇量的大小直接影响着学生各项语言技能的发展。 没有储备一定数量的词汇,就不能实际运用语言。词汇量已成为越来越多英语学习者学习英语的障碍物。词汇学习策略能够减轻词汇学习的难度。虽然很多学者都对词汇学习策略进行了研究, 但是还有很大的研究空间。就词汇学习而言, 学者们针对不同学习阶段的学生运用词汇学习策略的情况进行的分类总结还少有触及。本文将研究对象分为三个阶段：小学生、中学生和大学生, 并主要研究了以下三个问题：
1、    不同阶段的学生存在的英语词汇学习困境是什么？
2、    不同阶段的学生使用的英语词汇学习策略是那些？
3、    根据不同阶段的学生英语词汇学习情况, 会有什么样的教学启示?
根据分类汇总的结果, 可以发现不同阶段的学生使用的词汇学习策略也有不同的倾向。不同的阶段选择合适的学习策略组合有助于增强英语词汇学习的效果, 这对不同阶段的英语教师的词汇教学又一定的借鉴意义和教学启示。
  
关键词：词汇学习策略；  教学启示；  词汇学习困境； 词汇教学
 
Abstract

Vocabulary, a basic element of a language, is one of the core parts of successful language communication ability. The size of vocabulary directly effects the development of every language skill of students. Without a certain number of words, one cannot use the language practically. Vocabulary has increasingly become the obstacle of English learners. Vocabulary learning strategies can facilitate vocabulary learning. Though so many scholars have advocated the use of vocabulary learning strategies, there is still room for investigation. There has been little study classifying and summarizing the use of vocabulary learning strategies of the students at different learning phases. This paper tends to focus on three levels of English language learners: primary students, secondary school students and college students. And then discuss the following three questions:
1.    What are the difficulties for the English learners of different ages in English vocabulary learning?
2.    What English vocabulary learning strategies do they use respectively?
3.    What are the pedagogical implications for learners of different ages?
The result of the study shows that English learners of different ages have different tendency in using vocabulary learning strategies. And appropriate choice of learning strategies can enhance the result of English vocabulary learning. The study highlights the importance of vocabulary instruction for teachers and pedagogical suggestions are made based on the results of this study.

Keywords: vocabulary learning strategies; pedagogical implications; vocabulary learning difficulties; vocabulary teaching