在多媒體和網(wǎng)絡(luò)環(huán)境下的非英語(yǔ)專(zhuān)業(yè)大學(xué)生的詞匯學(xué)習(xí)策略學(xué)位論文

Wilkinsalsosaid:“providedoneknowstheappropriatevocabulary,communicationinaforeignlanguagemaynotbeverydifficult.Withoutvocabulary,however,itisnexttoimpossible.”(Wilkins,1978)Krashenclearlyindicated“vocabularyisofprimeconcerninthesecondlanguagesettingsbecauseitplaysadominantroleinclassroomsuccess.”(Krashen,1989)Inaword,Vocabularyisoneofthemostfundamentalmeansforthelanguagelearningandalsothepreconditionsofthelanguageapplication.Themorevocabularyoneowns,themoreeasilyitispossibleforhimtoexpressbetter.TheimportanceofvocabularyknowledgeinlearningasecondlanguageisnicelysummedupbyMcCarthy(2001,p.2).Heconcludedthatvocabularyformsthebiggestpartofthemeaningofanylanguages,andvocabularyisthebiggestpartofthemeaningofanylanguages,andvocabularyisthebiggestproblemformostlearners.1.2.2ThepurposeofthestudyAlthoughmanystudieshavebeenconductedonVLS,fewresearcheshavebeendonetocombineVLSwiththeMulti-mediaandInternetenvironment,whichwouldpossiblymakelearners’vocabularylearningbetter.Furthermore,byreviewingtherelevantstudiesabroadandathome,theresearcherfoundthatfewstudiesaremainlyconcernedonthevocabularylearningstrategiesusedbyNon-Englishmajors.ThepurposeofthisstudyistoexploretheoverallpatternofVLSadoptedbyNon-EnglishmajorintheInternetandMulti-mediaenvironment,tofindoutwhetherthereexistsdifferenttendencyamongthefacetsoflistening,speaking,readingandwritingandlastlytoconcludethemainobstaclesamongthesestudentsduringVLSintheInternetandMulti-mediaenvironment,soastoenabletheirvocabularylearningprocessmoreefficientlyandsmoothly.1.3GeneralframeThisessayconsistsoffivechapters.Chapteroneprovidesabriefintroductioninwhichtheresearchbackgroundandtheresearchquestionsareproposedandthearrangementoftheessayisoutlined.Chaptertwooffersliteraturereviewonpreviousstudiesonvocabularylearningstrategy,thedevelopmentofcomputer-assistedlanguagelearningandvocabularylearningstrategyadoptedinMulti-mediaandInternetenvironment.Chapterthreedescribestheresearchdesign,whichincludesresearchsubjects,method,theinstrumentsappliedtotheinvestigation,theprocedure,andresearchresults.Chapterfourpresentsandanalyzesthedataobtainedthroughthequestionnaire,andtheresultsarediscussedsoastoanswertheproposedquestions.Chapterfivedrawsaconclusiontothewholethesis.Itsumsupthefindingsandpointsoutsomerecommendationsforfuturestudy.ChapterTwoLiteratureReview2.1ThepreviousresearchesonVLSSincethelearningstrategiesprovidelearnersaneffectivewaytopromotetheirlanguagelearning,theyshouldbeappliedineveryfieldoflanguagelearning,suchaslisteningstrategies,readingstrategies,vocabularystrategies,speakingandcommunicationstrategies,andwritingstrategies.Amongthosestrategies,vocabularystrategiesareconsideredastheimportantonesofthem.(Carter&McCarthy,1988)Butmostoflearners,especiallyNon-Englishmajorsstillcannotfindanappropriatewaytolearnvocabularyduetovariousreasons.SomanyinvestigationshavebeenmadetowardsVLS.Anumberofdifferentlearningstrategiesforincreasingvocabularyhavebeenresearchedacrosstheseyears.Theseincludebutarenotlimitedtorepetition,usingthesemanticnetwork,inferringthemeaningofwordsfromcontext,usingdictionaries,usingkeywordmethodandusingwordlist.2.1.1ThedefinitionofVLSBasedonOxford'sdefinition,vocabularylearningstrategycanbedefinedasspecificactions,behaviors,stepsortechniquesthatlearnersuseinordertohelptheresultoftheirlearningininputtingandoutputtingthevocabularyofthetargetlanguage.(Oxford,1990)Asasubjectoflearningstrategies,vocabularylearningstrategiesnodoubtsharethecommonfeaturesoflearningstrategiesinprinciple.Tomakethepresentstudymoreoperational,theauthorofthisthesisusesatentativedefinitionofvocabularylearningstrategiesbasedontheOxford’svocabularylearningstrategies,whicharespecificandlearnableactionstakenbythelearnertodirectlyorindirectlymakevocabularylearningeasier,faster,moreeffective,andmoretransferabletonewsituation.2.1.2TheclassificationofVLSIntheareaofVLSresearch,becausetherearedifferentbasesandcriteria,itcanbeconcludedthatnoclassificationisperfect,andanyindividualstrategymaybeintoonecategoryoranotheraccordingtotheaspectoffocus.However,vocabularylearningstrategiesaremoreorlessconsistentinincludingsomeconcretestrategies,suchasrepetition,memorystrategiesandsomeMetacognitivestrategies,suchasmonitoring.TheclassificationofthisthesiswouldliketoadoptisthatproposedbyGu&Johnson,whichisalsothemostfavorableandwidelyadoptedone,especiallyinChina:GuandJohnson(1996,pp.643-679)establishtwomaindimensionsofvocabularylearningstrategies:Metacognitiveandcognitivestrategies.Metacognitivestrategiesaredefinedasaconsciousoverviewofthelearningprocessandmakingdecisionsaboutplanning,monitoring,orevaluatingthebestwaystostudy.Theformerincludesselectiveattentionandself-initiationandthelattercoverssixsubcategories:contextualguessing,dictionary,note-taking,memory,rehearsal,encoding,andactivating,allofwhichcanbefurthersubcategorized.2.1.3PreviousresearchonVLSabroadNowadays,vocabularystudyisdevelopingrapidly.Manyaspectsofvocabularylearninghaveeffectivelybeenconcernedabout.Theyaremainlylistedasfollows:(1)Vocabularyacquisition:Krashen(1982)suggestedthattorememberanewwordsuccessfully,oneshouldencounteritseventimescontinually.R.J.Alexander(1984)claimedthatlearnersbenefitalotfromthree“Cs”:collocation,connotationandcontextwhenlearningvocabulary.(2)Techniques,methodsandstrategiesinvocabularylearning:suchaspectsofvocabularyarenowattractingresearchers’attention.Therearealargenumberofresearcharticlesinthisfield.Allen(1983)inGuidelinesforvocabularyteachinggavesomeusefulmethodsofvocabularylearning,suchas:learningtheusagesofwordsinsituationandcontext,encouragingstudentstoguesswordsincontextandmakinggooduseoftheirbackgroundknowledge.(3)Contextandvocabulary:since1920s,researchers(Cater&McCarthy,1988)havetakenconsiderationintohowcontextworksinlanguagelearningandteaching.Theyputforwardtheconceptofcontextandraisedtheconceptofregister,whichreferstolanguageenvironment.Theydefinedcontextasformandcontextoftext,setting,participants,andneedsandsoon.2.1.4ResearchonVLSathomeWiththerealizationthatvocabularyisanimportantaspectinlanguagelearningandtheassumptionthatlearningstrategiesmayinfluencevocabularylearningoutcome,manyempiricalstudieshavebeenconductedinrecentyears.(1)GuandJohnson(1996:643-679)presentedageneralpictureofvocabularylearningstrategieswith850sophomorenon-EnglishmajorsfromBeijingNormalUniversityastheirsubjects.Theirstudycametotheconclusionthattheparticipantsgenerallydidnotdwellonmemorization,whichwasapopularbeliefaboutAsianlearners.(2)WangWenyu(1998)alsoemployedaquantitativeapproachtoinvestigatingtherelationshipbetweenvocabularylearningbeliefsandlearningstrategiesandtheretentionofEnglishvocabularywith50Chineseuniversitystudentsashersubjects.ThisstudydemonstratesthatChineseEELlearnerbelievedthatvocabularywasdeliberatelylearnedinsteadofbeingacquirednaturally;studentswerefoundtouseaseriesofstrategiestofacilitaterelationwhilelearningEnglishvocabularyitems;therewasasignificantcorrelationbetweenstudents'achievementsinavocabularyrecalltestandtheiruseofmemorystrategies.(3)WenandJohnson(1997)concludedthatvocabularylearningstrategiesandmothertongueavoidancestrategieshadpositiveeffectsuponEnglishlanguageproficiency.Inaddition,moreaspectsofvocabularyhavebeenconcerned.Researchersalsogivemoreattentiontoexercisesofvocabulary,principles,problemsandissues,andmentalprocessesinvolvedinvocabularylearning.2.2PreviousresearchesonthedevelopmentofMulti-mediaandInternetAsMulti-mediaandInternetassistinglearningcoversabroadrangeofactivities,itisdifficultforustodescribeitasasingleideaorsimpleresearchagenda.Itsurelyinvolvesissueslikematerialsdesign,technologicaldevelopment,functionpopularization,actualpractice,andpedagogicaltheories.Firstly,Languagelearningisacomplicatedprocessincludingreading,listening,speakingandwriting,therefore,theInternetandMulti-mediainstrument,especiallythecomputershouldtouchupontheseareasandmakeitpossibleforlanguagelearnerstobefullyinvolved.Secondly,Multi-mediaandInternetassistinglearningcanbeemployedinmanyways,bothinandoutoftheclassroom.Languagelabsandcomputercentersarenolongertheexclusiveplaceforcomputerpractice.Nowadays,Multimediaclassroomsequippedwithcomputersprovidestudentswithaconvenientenvironmenttolearnlanguage.Withadvancedequipmentandnewteachingmode,studentscanbeexposedtothetargetlanguagewhenevertheywantto.Besides,theprevalenceofWorldWideWebmakeslanguagelearningamoreaccessibleandflexibleactivity.Network-basedlanguageteachingandlearninggraduallyoutdothetraditionalwayoflanguageteachingandlearning.Distantlearning,communicationthroughE-mailandonlinegroupdiscussioncreateanunusualopportunitytoshiftfromtheclassroomtoanyplaceinanytimeandpermitanewtypeofrelationshipbetweenstudentsandteachers.UsingWebtechnologyinlanguageeducationcanalsocreatealearningenvironmentwherestudentsaretransformedfrompassivelearnersintoactiveparticipants,workingindependentlyorcollaboratively(Fetherston,2001).WWWextendsthelearningenvironmentbeyondthetraditionalface-to-facesetting.Italsoprovidesthelearnerwithmoreandeasieraccesstoupdated,authentic,unabridgedmaterialinthetargetlanguageinamuchwiderrangeoftexts.InSpolsky’stheoryofconditionsforlanguageacquisition,motivation/affectisamongthefourcrucialvariablesthatcontributetotheacquisitionoffutureknowledgeandskillsinthetargetlanguage.(Spolsky,1989)Regardingstudents'motivationtolearnthetargetlanguage,CMCprovidesawiderangeofcommunicationthatallowseffectivelanguagelearningtotakeplaceinsocialsettingsandtogeneratehigherinterestandgreatermotivationthroughsocialactivities,suchasE-Mailconversationsacrosscountriesinwhichlearnersinteractwithnativespeakers(Cunningham,2000).Whenwellplannedandimplemented,activitiesovertheInternetgenerateexcitementandenthusiasmamongstudents(Lee,2000).ClassFrontPageswherestudentscanpublishtheirworksmakethemfeelinvolvedandsatisfied(Krajka,2000),whichwillinturnreinforcetheirmotivationtolearnthetargetlanguage.2.3PreviousresearchesonVLSinCALLenvironmentWiththeawarenessthatdifferentlearningenvironmentshavedifferenteffectsontheemploymentoflearningstrategies,ChapelleandJamieson(1991)havelongsuggestedthatresearchoncomputersincorporatetheareasknowntoberelevantinlanguageacquisition,suchaslearningstrategies.Asearlyas1989,Chapelle(1991)addedsomebasicquestionstotheheatedresearchesonCALL,amongwhicharethoseonstrategiesusedbylearnersduringCALLactivities.Recognizingtheimportanceoflearningstrategiesinlanguagelearning,manyresearchersandteachershavestarteddoingtherelevantresearchinMulti-mediaandInternetenvironment.Researcherscarriedoutempiricalresearchesintolearner’sapplicationoflearningstrategiesinCALLenvironment.Thesestudiescanbegroupedbrieflyintothreeaspects:learningbeliefs,affectivemanagementstrategiesandlanguagelearningstrategies.Firstly,Warschauer(1996)foundthattherewasahighlypositivebeliefaboutandattitudetowardstheuseofcomputerandtheInternetinallthecourses,withlittledifferencebetweenESLandEFLclassroom.Healsoconcludedthatthreemainfactorsattributedtoit:theirinterestinauthenticcommunication,theamountofpersonalpowerandcontrolthattheyfeltmasteringcomputersandtheInternetgavethem,andthepositiveimpacttheyperceivedcomputermasteryhadontheirlearningandachievement.Otherresearchesreportedthatproject-basedlearningfeaturescollaborationandinteraction,mutualfeedbackandcourage,whichmaydecreaselearninganxiety.Email,forinstance,isfoundusefulforinformalconsultations.Besides,networkprovidesreal-timecommunicationthroughtoolssuchasMOO(Mud,ObjectOriented)chat.Throughthiswrittenconversationamongstudentsinaclass,allstudentscan“speak”atonce,givingshystudentsagreaterchancetoparticipate(Warschauer&Kern,2000).Thirdly,Robinson(1989)investigatedtheeffectivenessofvariousfeedbackstrategiesinCALL.HeconcludedthatCALLfeedbackwhichguideslearnerstodiscovercorrectandincorrectresponsesthemselvesismoreeffectivethanprogramdisclosureofanswersandincorrectresponses.StudiesonlanguagelearningstrategiesinCALLenvironmentrevealthatstudentstendtousestrategiessuchasinformationprocessingandinferencing.AsforthereasonwhyinformationprocessingisfrequentlyusedinCALL,itmainlyduetotheamountofinformationavailableworldwideboomedupinrecentyearswiththeadventoftheInternet.WiththedevelopmentofthestudyofthelearningstrategiesinMulti-mediaandInternetenvironment,researchersgraduallypayspecialattentiontothevocabularylearningstrategiesinCALLenvironment,suchasDaiWeidong&RenQingmei(2005),ChenQin&TanJingde(2006),YingZhenjian(2006),TangXuri(2006),etc.Theoreticallyspeaking,someanalyzedthetheoreticalbasisofVLSemploymentinCALLenvironment.ChenQin&TanJingde(2006)proposedthatitmainlyconsistsofthreetheories:SystematicTheory,CommunicationTheoryandConstructivismLearningTheory.DaiWeidongandRenQingmei（2005）emphasizetheimportanceofprovidinganoptimumcognitive-psychologicalenvironmentbasedonInternettechnologyforvariouslearningactivities.BasedonStoffer'sframeworkofVLScategorization,YingZhenjian(2006)attemptstoelaboratehowsomevocabularylearningstrategiesareappliedinCALLenvironment.TangXuri(2006)studieddata-drivenVLSinCALLenvironmentandpointedoutfourcharacteristicsofthenewenvironmenttolearnvocabulary.AllthesestudiesinthesefieldsmostlyinvestigatethetraditionalstrategiesadoptedinCALLenvironment,therearecomparativefewerresearchesonthevocabularylearningstrategiesinvestigatingthesubjectofNon-EnglishlearnerswhentheyactuallyusecomputerandInternettolearnvocabulary.Therefore,thepresentstudymakesanattempttomakesomecontributiontothestudyofNon-Englishmajors’vocabularylearningstrategies.ChapterThreeResearchMethodology3.1SubjectsThestudywasconductedinthewinter’sholidayin2010.Itinvolvesabout150juniorNon-EnglishmajorsinZengchengCollegeofSouthChinaNormalUniversity.AlthoughtheyareNon-Englishmajors,theyhavelearnedEnglishmorethantenyears.AsfortheMulti-mediaandInternetenvironment,basedonthedata,itissuggestedthatmostofjuniorshaveapersonalcomputerandthosestudentswithoutapersonalcomputercanbeprovidedenoughopportunitiestousecomputersbecausetherearemanyMulti-mediaroomsinthecollege.Inaddition,afterlearningEnglishformanyyears,mostjuniorshavetheirownwaytoacquireEnglishvocabulary.Therefore,theyaremostsuitablefortheinvestigationoftheVLSadoptedinMulti-mediaandInternetenvironment.3.2InstrumentsQuestionnaireswereusedintheexperiment.Questionnaireswereusedtohaveabetterunderstandingofthe[1]Non-Englishmajors’generalattitudesaboutvocabularylanguagelearningintheMulti-mediaandInternetenvironment;[2]whetherthereexistsdifferenttendencyamonglistening,reading,speakingandwritingactivitiestheychooseforvocabularylearning;[3]themainobstaclesanddifficultiesofthatintheMulti-mediaandInternet.3.3ProceduresThestudyadoptstheLikert’sfive-pointscaletocollect,examinesandanalyzesdata.InPart2,3and4,thechoiceinclude"stronglyagree",5points;"agree",4points;"beneutral",3points;"disagree",2points;and"stronglydisagree",1point.ThedatacollectedarekeyedintothecomputerandstatisticsanalysisisdonebysuingSPSS(StatisticalPackageforSocialScience).ThequestionnairewastranslatedintoChinesesoastoavoidmisunderstandingandmakereliablechoiceofthestrategies.ItwasadministeredtothesubjectsundermysupervisioninclassinMarch2010.Theywerecompletedinclassesandwerecollectedafterhalfanhour.Thedateareprocessedandanalyzedforvariouspurposessuchasreliabilityanalysis,frequencyaccount,selectedindicators(measuredbyMean,StandardDeviation).ChapterFourDataAnalysisandDiscussions4.1Questionnaireresults4.1.1AttitudesTable1attitudetowardsvocabularylearningassistedbycomputerfromItem1and2StronglyagreeagreeBeneutralDisagreeStronglydisagreeItem6.10.9Item27.036.833.320.22.6FromtheresponsesofItem1(computerandMulti-mediacanfacilitatevocabularylearning),wecanseethatabout76.3%ofthestudentsarepositivetowardsthesestatementsandonly7%ofthemhaveexpressedanegativeopiniontowardsit.Asforitem2(Internetcanfacilitatevocabularylearning),43.8%ofthestudentsarepositivewhile22.8%ofthemarenegative.Thisindicatesthatmoststudentsfavorandacceptcomputerassistedvocabularylearning.Table2attitudestowardsvocabularylearningthroughcomputerassistedreading（item3）,listening(item4),speaking(item5)andwriting(item6)StronglyagreeagreeBeneutraldisagreeStronglydisagreeItem314.036.022.821.16.1Item417.562.3Item510.532.538.612.36.1Item64.421.945.624.63.5Firstly,accordingtotheresponseofitem3,halfofsubjects(about50%)agreethatcomputerassistedreadingishelpfulforvocabularylearning.thecomputer,aswellastheInternet,providespeoplewithincrediblyhugeinformation,suchasreadingmaterials,whichhavebeenprintedinpaper-madestuff,cannowbepresentedonthecomputerscreen.ThecreationoftheInternetmakestheglobalsharingofinformationpossible.Therefore,forEnglishlearners,theycaneasilysearchforEnglishmaterialsandopenEnglishwebstobrowsecontentsthatattractthem.Secondly,asforlisteningassistedbyMulti-mediaandInternet,accordingtotheresponseofitem4,79.8%ofstudentsexpresstheiragreementtovocabularylearningthroughpracticingEnglishlisteningassistedbycomputerandonly4.4%ofstudentsshowdisagreement.TheanalysisshowsthatmostofNon-EnglishmajorsprefertodownloadEnglishlisteningmaterialstopracticetheirlisteningabilitiesandthinkitasaconvenientandeffectiveway.Thirdly,asforspeakingassistedbycomputer,accordingtotheresponseofitem5,thepositiveresponses(43%)arestillstrongerthanthenegativeones(18.4%),butnotoverwhelmingly.AlthoughthenumberofNon-EnglishmajorswhostillpracticetheiroralEnglishassistedbyInternetandMulti-mediaislarger,itseemsthattheydon'thavethesameenthusiasmasthatinreadingandwriting.Lastly,asforwritingassistedbyInternet,accordingtotheresponseofitem6,26.3%ofstudentsshowagreementwhile28.1%ofthemshowdisagreement.TheresultisoutofmypreviousthoughtthatNon-EnglishmajorswouldprefertolearnvocabulariesthroughwritinginEnglishsuchasrepeatedlywritingvocabulariesonthecomputer,sendingE-mailsandwritingdiariesonblogs.4.1.2ComputerassistedvocabularylearningstrategiesTable3descriptivestatisticsofandtheparticipants'attitudestowardsItem1,2,3,4to5meanStd.DeviationStronglyagreeagreeBeneutraldisagreeStronglydisagreeItem13.180.9805.338.6Item22.640.8841.815.833.343.06.1Item33.111.0629.628.928.928.14.4Item43.181.0838.836.836.826.35.3Item53.061.1076.136.836.825.48.8Item1and2aimtoexaminehowlearnersactuallybuilduptheirvocabulary.Althoughstudentsthinkcomputersoftwareisconductivetovocabularylearning,theydonotuseandbenefitfromitactually.About49.1%(item2)ofthemseldomusesoftwaretomemorizeorreviewvocabulary;however,mostofthemwouldliketousewordprocessortoassisttheirvocabularylearning;45.6%(item4)ofthemagreethatitisveryconvenienttorecordthenewwordsbecauseofthecopyfunctionofwordprocessor.43.9%(item1)ofthemwouldliketousecomputertocollectdifferentcategoriesofvocabulary.Itseemsthatmostofthemconsidercomputerausefultoolforthemtoencounternewwords.Itispredictedthatmostsubjectsprefertousingcomputertoimitatethepronunciation,however,theresultofitem5showsthat42.9%(agree)isnotoverwhelmedby34.2%(disagree).Table4descriptivestatisticsofandtheparticipants'attitudestowardsitemfrom6to9meanStd.DeviationStronglyagreeagreeBeneutraldisagreeStronglydisagreeItem63.410.9859.644.726.315.83.5Item73.540.8837.052.6Item83.750.85014.955.3Item93.281.06914.04.4Accordingtoitem7anditem8,theratiosofsubjects'positiveattitudetonegativeonearerespectively59.6%to11.4%and70.2%to9.7%.Whenlearnersarereadinge-materials,theycanapplysomelearningstrategiesflexibly,suchasguessingmeaningfromcontextandusingonlinedictionary.Forexample,59.6%ofthemagreethattheywouldguessmeaningfromcontextreadingE-materials,whileonly11.4%ofthemdisagree(item7).Asforusingonlinedictionary,accordingtoitem8,thenumberofsubjectswhoagree(70.2%)isoverwhelminglylargerthanthatofsubjectswhodisagree(9.7%).NagyandHerman(1985),aswellasKrashen(1982)advocatelearningthroughextensivereadingandthatmanynewwordsmaybepickedupthroughlistening,speaking,readingandwriting,thatistosay,thelearningofhugeamountofvocabularyisthroughincidentallearning.Thisclaimpreciselyprovestheresultofthisitem.Table5descriptivestatisticsofandtheparticipants'attitudestowardsItemfromitem6toitem11meanStd.DeviationStronglyagreeagreeBenaturaldisagreeStronglydisagreeItem103.680.98217.549.119.311.42.6Item113.690.96117.52.6Item122.931.0457.023.730.732.56.1Item133.680.90514.951.8Item143.261.04011.432.530.721.93.5Item153.490.98914.041.226.316.71.8Itemsfrom10to15aimtoinvestigatelearner'svocabularylearningstrategiesincomputerassistedlisteningactivities,whichshowsthatstudents'listeningactivitieshavechangedalotwithcomputerassistance.Moststudents(66.6%)wouldliketodownloadlisteningmaterialsfromtheInternet.Throughlisteningintensively,theycanencounteralotofnewwords.66.6%ofthemagreethattheylearnvocabularywhenwatchingonlineEnglishmovies,whileonly11.2%ofthemdisagree.About55.2%ofthemlearnvocabularybylisteningonlineEnglishsongs,whileonly19.5%donotadoptthisstrategy.TheseresultsshowthatstudentsmakefulluseofabundantlisteningresourcesontheInternet,whichisagreathelpfortheirvocabularylearning.4.1.3DifficultiesandobstaclesinvocabularylearningTable6descriptivestatisticsofdifficultiesandobstaclesinvocabularylearninginInternetandMulti-mediaEnvironmentmeanStd.DeviationItem14.040.954Item24.030.897Item34.430.764Item43.271.192Item54.240.813Item62.461.065Item72.831.055Item83.291.087Item93.000.922Accordingtothetableabove,themeanofitem1toitem5areabove3,whichindicatesthatlearners'computerliteracyisenoughforthemtolearnvocabularyviacomputer,suchasinstallingsoftware,usingsoftwaretodownloadsomelearningmaterials,receivingandsendinge-mailsanddealingwithwordprocessor.TheweakestaspectliesonchattinginchatroomsorcommunicatingwithothersviaQQandMSN,althoughtheyarequiteconvenient,itseemstobemoredifficultforlearnerstoapplythemtovocabularylearning.Accordingtothetableabove,themeanofitem6and7arebelow3.Itshowsthatsubjectsdonothavebigproblemswiththesetwostatements.Thatistosay,mostofthemarenotalwaysworriedaboutthattroublewillfindthemwhentheyarestudyingviacomputer,andthefeesforsurfingontheinternet.Meansofitem8and9areabove3,whichshowthatmostofsubjectsconsiderthemobstaclesfortheircomputeruse.SpecificallymostofthemcannotdealwithunexpectedproblemswiththecomputerwhensurfingontheInternet.ChapterFiveConclusionThischapterwillpresentthemajorfindingsofthestudy,pointoutsomeadvantagesofVLSinMulti-mediaandInternetenvironment,andmakesomerecommendationsforfurtherresearch.5.1FindingsThispaperreportedanexploratorystudyonthestrategiesofthird-yearNon-EnglishmajorsinZengchengCollegeofSouthChinaNormalUniversityforvocabularylearninginMulti-mediaandInternetenvironment,theresultsaredescribedasthefollowing:First,thepresentstudyhasprofiledtheoverallpatternofVLSusedbyNon-Englishmajors.Generallyspeaking,thestudentsinvolvedinthisstudyholdthepositivebeliefthatthecomputerandtheInternetarecontributorytovocabularylearning,anddonotthinkthatwordsshouldbememorizedmechanically.Secondly,themajorityofthemholdpositivebeliefstowardsthecomputerassistedvocabularylearninginthelearningactivities,especiallyreadingandlistening,butcomparativelynegativetospeakingandwriting.IntheirvocabularylearningprocessesinMulti-mediaandInternetenvironment,thegreatmajorityoflearnerswerereportedtoemployavarietyoflearningstrategies.Asforstrategiesusedinreadingactivities,theyprefertoreadE-materialsorEnglishWeb-sitesoastoincreasetheopportunitytoencounternewvocabulary,useguessingandonlinedictionaryduringthereading.Asforstrategiesusedinlisteningactivities,theywouldliketodolisteningpracticewithcomputer,MP3,MP4orotherMulti-mediainstrumentstolearnsomenewwords,todownloadlisteningmaterials,to