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A Survey of Vocabulary Level and Vocabulary-learning Strategies of Non-English Majors in Blended Teaching

Haiwen Xu


In blended English teaching for non-English majors, online assignment lacks effective supervision, and students ignore vocabulary-learning just for completing their task. Moreover, students often complain of inadequate words to employ. How to effectively learn vocabulary has been an urgent matter. To obtain timely feedback, a vocabulary level test and a questionnaire of vocabulary-learning strategies were conducted for non-English major sophomores from different natural classes in our university, with the purpose of investigating their vocabulary-learning situation as well as guiding teaching . Analyzing the data, it found the vocabulary level was around 2,750, a certain gap with the basic requirement of 4,500 for national college English, and most respondents learned them in improper methods. It implied more vocabulary learning strategies could be taught for evaluating and improving the vocabulary level in blended teaching.


Vocabulary level; Vocabulary-learning strategies; Blended teaching

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DOI: http://dx.doi.org/10.18686/ahe.v8i2.13039