本文通过问卷调查和CET-4成绩,用t检验和皮尔森相关分析研究了非英语专业本科生高分组和低分组在词汇学习策略方面的差异。结果发现(1)高分组和低分组在观念、元认知策略、认知策略三个方面都存在差别;(2)在高分组与低分组之间存在显著性差异的9种策略与CET-4成绩存在显著正相关;(3)高分组比低分组更经常地运用各种策略。笔者对大学英语词汇教学提出建议。 In this paper, questionnaire surveys and CET-4 scores were used to analyze the differences in vocabulary learning strategies between non-English major undergraduates with high and low subgroups using t-test and Pearson correlation analysis. The results showed that (1) There were differences in the concept, metacognitive strategy, and cognitive strategy between high and low groupings; (2) 9 strategies and CET- with significant differences between high and low groups. 4 There is a significant positive correlation between scores; (3) High-ranking groups apply various strategies more often than low-level groups. The author proposes college English vocabulary teaching.