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’EnglishvocabularylearninginWuxiMiddleSchool.Questionnaireisadoptedintheresearchand33junior-threestudentsofWuxiMiddleSchoolareinvolvedintheinvestigation.Thedatarevealthefollowingfindings.Firstly,moststudentsconsideredvocabularylearningisamonotonous,mechanicaltask.Secondly,vocabularylearningstrategiesusedbyjuniorstudentsareverylimited.Inquiry-basedlearning,beingoneofthestudents’studystyles,shouldbeusedinthevocabularylearningprocesstoimprovetheeffectoflearning.Therefore,somesuggestionsareputforwardforjuniorstudentstotryvariouskindsofstrategiesinordertofindthesuitablestrategieswhichcanhelpthemtolearnvocabularyeffectively.Keywords:inquiry-basedlearning;vocabularyleaning;vocabularylearningstrategies摘要现代教育的基本目标是教会学生怎样学习，这是终身学习的需要，也是知识信息爆炸的需要。在这一目标的指导下，英语教学不仅要让学生熟练地掌握各种英语技能，还要教会学生学习英语的策略。本论文旨在了解扬武中学初三年级英语词汇学习的总体情况。针对学生词汇学习过程中存在的问题，本文建议把能提高学生词汇学习兴趣及记忆效率的学习方式之一——探究式学习应用到词汇学习中。本文通过问卷调查对扬武中学初三(一)班的33名学生进行了调查。数据的收集来源于这33名被调查的学生所做的问卷。调查数据结果表明：大部分参与调查的学生认为词汇学习是一种单调、机械的活动；另外，初中生在词汇学习过程中使用的学习策略很有限。由此可见,要改变这一现象，最根本的是要转变学生的学习方式。本论文以英语探究学习中的策略意识为依据提出了一些词汇学习策略，以便让学生通过使用多种学习策略来找到适合自己的有效学习策略，提高词汇学习的效率。关键词：探究式学习;词汇学习;词汇学习策略………………………………………………………………………………12.Literaturereview…………………………………………………………………………22.1TheStudiesonInquiry-basedLearning………………………………………………..22.1.1TheDefinitionoftheInquiry-basedLearning…………………………………...22.1.2TheBasicTheoreticalFoundationofInquiry-basedLearningMode…………....32.1.3TheBasicStepsofInquiryProcess………………………………………………42.1.4TheStrategiesforInquiry-basedVocabularyLearning…………………………..42.2ResearchQuestion……………………………………………………………………...43.Methodology……………………………………………………………………………….53.1ResearchSettingandSubjectSelection………………………………………………...53.2ResearchDesignandProcedure………………………………………………………...53.3DataCollection………………………………………………………………………….64.ResultsandDiscussions……………………………………………………………………64.1DatafromQuestionnaires……………………………………………………………….64.2DataAnalysisanddiscussionsofthequestionnaire…………………………………….74.3SomePracticalWaysofInquiry-basedVocabularyLearning…………………………..84.3.1ToGuideStudentstoInquire……………………………………………………..94.3.2ToInquirebyCo-operation……………………………………………………...104.3.3ToInquirebyActivities……………………………………………………….....115.Conclusion………………………………………………………………………………...12References…………………………………………………………………………………...14Appendices…………………………………………………………………………………..16’scommunicationandlanguagelearning.ZhangWeiyou(1997,citedinDavidWilkins,1972)oncesummarizedtheimportanceofvocabulary:Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.Vermeer(1992:274)statedclearly,“Knowingwordsisthekeytounderstandingandbeunderstood.Thebulkoflearninganewlanguageconsistsoflearningvocabulary.Grammaticalknowledgedoesnotmakeforgreatproficiencyinalanguage”.Fromthesestatements,teachersandstudentswholearnEnglishasaSecondLanguagewillknowhowimportantvocabularyis.Inmiddleschool,however,itiscommonlyseenthatmostEnglishteacherspaylittleeffortstohelpstudentslearnvocabulary.Meanwhile,mostofstudentsjustmakealleffortstomemorizethewordsmechanicallyandinefficiently.Withtimeon,theycanonlyrecallafewwordsfromwhattheyhaverecentlymemorized.Therefore,mostlearnerscomplainthatlearningandmemorizingvocabularyisverydifficultandmonotonous.Nowadays,theEnglishCurriculumStandardsemphasizestudents’learningstyle,involvement,independentthinkingandcooperationinthecourseoflearning.Inquiry-basedlearningisoneofthekeycomponentsinthecurriculumofcomprehensive-practiceactivityinmiddleschool.Ithelpsthemstudyandprobeinitiativelyandfreely,acquireknowledge,getintoanactiveandcreativestudymethod,andremovetheirpassivestudyhabitssoastoreachthepurposeofQualityEducation.Thus,inquiry-basedlearningwillinstructstudentstolearnvocabularyeffectively.Thepurposeofthisthesisistoinvestigatethesituationandexistingproblemsof2vocabularylearning.Atthesametime,itwillexploresomevocabularylearningstrategiesandproposeseveralpracticalwaysofinquiry-basedvocabularylearningtoimprovestudents’learningeffect.2.LiteratureReviewInquiry-basedlearninghasbeenresearchedindifferentsubjectsbymanyscholarsbothhomeandaboard.Theresearchoftheapplicationofinquiry-basedlearninginEnglishisnotnew.Thispartprovidestheresearchworkoninquiry-basedlearning.2.1TheStudiesonInquiry-basedLearning2.1.1TheDefinitionoftheInquiry-basedLearningWhatisinquiry?Therearemanydifferentdefinitions.Theword“inquiry”originatesfromLatinword“in”,“inward”and“quaerere”.TheNationalScienceEducationStandardsofAmericadefinesinquiryas“thediversewaysinwhichscientistsstudythenaturalworldandproposeexplanationsbasedontheevidencederivedfromtheirworkalsotheactivitiesthroughwhichstudentsdevelopknowledgeandunderstandingof