非英语专业学生词汇学习策略探究联想法(5)
3.2 Research questions and Hypotheses
In this paper, the associative strategy in learning vocabulary would be applied. What kind of problem does the associative strategy could solve in vocabulary-learning？ The questions may be listed as follows:
(1) Does the associative strategy in learning vocabulary make students easy to remember new words?
(2) Does the associative strategy in learning vocabulary turn their short-memory into long-memory?
(3) Does the associative strategy in learning vocabulary help students enlarge their vocabulary size?
The hypothesis could be like this: After a good understanding of associative strategy in learning vocabulary and a flexible use of it，students could recite vocabulary easily, learn the new words in memory for a long time and enlarge their vocabulary size.
3.3 Research methods
(1) In this research, questionnaire is utilized as the research tool. It is a questionnaire in Chinese in order to let the students understand it totally. It constitutes two parts: basic information and vocabulary learning strategies. The basic information includes students’ name, gender, age, major, last-term final English exam scores and so on. The other part is designed to understand the non-English major students’ methods in learning vocabulary. The questionnaire contains 15 questions, in which 1-4 are listed to get the general idea on the non-English major students’ vocabulary-learning; 5 is to look into whether non-English major students use association strategy in vocabulary-learning or not; 6-15 are designed to investigate which method of association strategy the non-English major students prefer to use. In order that the results can be seen more clearly, all the 15 statements are categorized into 7 strategies for the convenience of data analysis. All of these questions can be found in Appendix I.