4. 3 Practice
In this period, students are allowed to practice the vocabulary learning strategies themselves. After the examples set by the teacher, now they are requested to make full use of all the vocabulary learning strategies themselves. The students, with the teacher’s help, should select appropriate vocabulary learning strategies for different tasks, monitor the available strategies consciously, and whenever something goes astray, they should make compensations correspondingly. For example, a student may try to employ the word-formation strategy to infer the meaning of the word “shudder” when he has already recognized that –er, which usually denotes a person. But that strategy won’t work in this case, because–er here is not a suffix. Then the student need to turn to other strategies. Through their own experience，they can feel for themselves about the function of vocabulary learning strategies. In this way, students can should greater responsibility in choosing and practicing suitable vocabulary learning strategies.
4. 4 Evaluation
In this phase, teachers can organize a free discussion for the students. It aims at enhancing their awareness of the importance of vocabulary learning strategies, giving them fair and factual assessments of their performance and providing them with opportunities for an exchange of feelings about English vocabulary learning. Teachers can organize activities such as self-questioning, discussions or surveys to develop the students’ insight of evaluation. Through evaluation, students can know themselves much better and make corresponding change of the learning strategies based on the evaluation.
4. 5 Expansion
The ultimate aim of vocabulary learning strategies training is to make vocabulary learning strategies a natural and integral part of a learner’s skills. After repetitive practices, students become clear about which strategies fit them and the task. Bearing these learning strategies firmly in heart, students can naturally apply it in language learning tasks and dramatically improve their vocabulary proficiency.

Conclusion
In sum, English vocabulary learning is an essential part of English learning. Scholars and researchers alike have probed deeply into this aspect and have advanced rewarding theories to enhance English vocabulary learning. The incorporation of learning strategies into vocabulary study is a great success and have tremendously improved vocabulary learning efficiency. As for the Senior Middle School students who are still too young to understand the function of vocabulary learning strategies, it is unlikely that there is a leapfrog development of their vocabulary learning within a short period of time. However, a scientific learning and teaching can help to speed up this process. Based on O’Malley and Chamot’s classification, this paper first introduces English vocabulary learning and English vocabulary learning strategies. Then, based on the investigation made in Shaodong No.1 Middle School, Hunan province, this paper analyzes the difference in the use of vocabulary learning strategies between the high-score and low-score group, with the aim of arousing the attention of the teachers and students alike to the importance of vocabulary learning strategies and serving as a guidance for the learning and teaching of vocabulary learning strategies. Trough all these analysis, this paper intends to provide a new practice of vocabulary learning, thus to make vocabulary teaching more efficient.

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