英语词汇学习策略对于外语学习者来说有着重要的意义。掌握了正确的语言学习策略就意味着可以高效地完成语言学习任务，提高了语言学习能力，并且为长期的学习计划奠定了坚实的基础。近年来关于外语词汇学习策略的研究不断出现，学者针对不同英语学习群体，就关于词汇学习策略的使用情况作了详细的调查，并且对词汇学习策略进行了分类，得出了很多实用的结论。本文以高中学生为研究对象，尝试找出受高中学生欢迎、符合不同水平高中学生实际情况的英语词汇学习策略；并且探究哪些策略的有效性更强。本研究分为以下步骤：首先，作者给学生布置了一个包含五百字的词汇学习任务，要求学生在一个月之内完成该项学习任务。在布置任务之前，学生并没有接受到系统的关于词汇学习策略的训练，因此他们在学习过程中并不能够有意识地去使用策略帮助学习。一个月以后学生接受本研究的前测，目的是为了解学生在没有使用学习策略前的词汇学习效果。前测之后是词汇学习策略的训练阶段。在这个阶段中，笔者通过呈现各种词汇学习策略，使学生了解各种策略类型，并且引导学生通过制定词汇学习计划和词汇总结的方式运用各种学习策略进行词汇学习。接下来学生会接受到同等难度的第二个词汇学习任务。任务要求学生使用已经学到的词汇学习策略在同样的时间内完成词汇学习。之后是本研究的后测。目的是为了了解学生使用词汇学习策略后的学习效果。在后测完成之后为问卷调查和采访，旨在了解学生在运用词汇学习策略过程中的实际情况。通过数据分析，笔者在研究中得出以下结论：首先、预测策略、构词法策略和联想策略很受高中学生欢迎。其次，有效性较高的策略为记录生词策略，了解生词的不同用法策略，预测词义策略， 联系策略，分类策略和想象策略。最后，元认知策略对于高中学生的影响并不是很大。

English vocabulary learning strategies are essential for foreign language learners. Mastering the appropriate learning strategies means the English learners will be able to finish learning tasks effectively, improve their language proficiency and lay the base for future study. Many researches into the vocabulary learning strategies come out these years, in which researchers investigate the applying situations of different vocabulary learning strategies by various groups of learners, classify those strategies into different types, and get many practical conclusions.The subjects of this research are senior middle school students. The writer tries to find out the vocabulary learning strategies that are popular with them, and the ones that are fit for different levels of learners. Meanwhile, the writer also tries to reveal the vocabulary learning strategies which are more effective and closely related to good result of vocabulary learning.This research includes following steps. At first, the students are assigned a vocabulary learning task of 500 words and are required to learn those words in one month. While they are learning the words, they do not apply vocabulary learning strategies consciously. Then they receive a pretest to know the subjects’ learning results of the vocabulary task. After that comes a period of treatment when the researcher presents different vocabulary learning strategies and guides the students to apply the strategies consciously in their vocabulary learning process. In this period of time, the writer leads the students to make vocabulary learning plans and summaries with vocabulary learning strategies. Then the students are assigned another vocabulary learning task of the same difficulty as the first one, and are required to learn the same number of words in the same limited time. The difference is that the students are required to apply vocabulary learning strategies this time. What follows the second vocabulary learning task is the post-test to know the students’ vocabulary learning results after using the strategies in their study. The results of the pre-test and the post-test are compared to analyze the effect of vocabulary learning strategies. A questionnaire is conducted after post-test to collect information on the students’ situations of using the strategies. Besides, an interview with part of the students is done to get answers to the open questions in order to help with the analysis.Through the data analysis, the writer gets the following main findings. First of all, the vocabulary learning strategies such as prediction, word structure and imagination are popular with senior middle school students. Secondly, the effective strategies include recording new words, understanding different usages of a word, prediction, association, classification and imagination. Finally, metacognitive strategies have little influence on senior middle school students.