TABLE OF CONTENTS CANDIDATE’S STATEMENT ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES CHAPTER1:INTRODUCTION 1. Rationale of the study 2. Objectives of the study 3.Research Questions 4.Scope of the study 5. Method of the study 6. Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Language learning strategies 2.2.1 The definitions of learning strategy 2.2.2 The characteristics of learning strategy 2.2.3 Classifications of learning strategies 2.3 Vocabulary and vocabulary learning strategies 2.3.1 Construct of knowing a word 2.3.2 Vocabulary learning strategies 2.3.2.1 Vocabulary learning strategies-the definitions 2.3.2.2 Classifications of vocabulary learning strategies 2.3.2.3 Clarifying Schmitt’s vocabulary learning strategies 2.4 Summary CHAPTER 3: THE STUDY 3.1 Research questions 3.2 The study participants 3.3 Data collection instruments 3.4 Data collection procedures 3.5 Data analysis procedure 3.5.1 Applying Determination strategies to Learning English Vocabulary 3.5.2 Applying Social strategies to Learning English Vocabulary 3.5.3 Applying Memory strategies to Learning English Vocabulary 3.5.4 Applying Cognitive strategies to Learning English Vocabulary 3.5.5 Applying Metacognitive strategies to Learning English Vocabulary 3.6 Overall vocabulary learning strategy use 3.7 The differences in the use of vocabulary learning strategies in terms of gender and majors 3.7.1 Strategy use by gender 3.7.2 Strategy use by majors 3.8 Summary CHAPTER 4: ANALYSIS AND DISCUSSION 4.1 Vocabulary learning strategies used by HV Gifted High School students: What and How often? 4.2 The differences in the use of vocabulary learning strategies in terms of gender and majors 4.2.1 Strategy use by gender 4.2.2 Strategy use by majors CHAPTER 5: CONCLUSION 5.1 Summary and Implications 5.2 Limitations and suggestions for further study REFERENCES APPENDIX
