With the deepening of China's internationalization, English, as the most common international language, is being used by more and more people. Learning and mastering English is the basic requirement for the national quality in the 21st century. English has become an important tool for learning cultural and scientific knowledge, acquiring information from all aspects of the world and conducting international exchanges. Vocabulary learning is an important part of English teaching. Wilkins, a foreign language scientist, once said, "Without grammar, ideas are difficult to express, but without vocabulary, nothing can be expressed at all." In the Compulsory Education English Curriculum Standards (2017), the Ministry of Education requires junior high school students to learn and use 1500-1600 English vocabulary and 200-300 fixed collocations or idioms when they graduate, and to be able to use vocabulary to describe things, behaviors and characteristics. From these requirements, we can see that vocabulary is the cornerstone of English learning and one of the most important elements of English as a language. But English vocabulary learning has always been a difficult problem for Chinese students. Although the importance of vocabulary learning has been deeply rooted in people's minds, the results of vocabulary education are not satisfactory. As far as English teaching in junior middle school is concerned, vocabulary teaching is time-consuming and ineffective. The correct choice of vocabulary learning strategies has a profound impact on the improvement of English proficiency. Vocabulary learning is a long-term task. Correct and effective vocabulary learning strategies can help students learn vocabulary independently, autonomously and effectively, and improve the efficiency of English learning. Since vocabulary learning strategies have an impact on students' academic performance, are there significant differences in vocabulary learning strategies between students with high English scores and those with low English scores? English vocabulary learning is a crucial link in the whole process of English learning. Whether the appropriate and effective use of vocabulary learning strategies will have an impact on students' English learning, it is necessary to understand and analyze the use of students' vocabulary strategies, so as to better improve the effectiveness of teachers' teaching and students' learning. In recent years, scholars at home and abroad have made fruitful achievements in the field of vocabulary learning strategies, and put forward many effective vocabulary learning strategies through research. However, the research results on the correlation between vocabulary learning and foreign language achievement are still insufficient, especially for junior high school students' English vocabulary learning strategies and English achievement. By investigating junior high school students' vocabulary learning beliefs and their use of English vocabulary learning strategies, this study aims to understand and compare the use of vocabulary learning strategies of high-level and low-level students, and to find out the problems in the use of vocabulary learning strategies of low-level students. The purpose is to summarize the choice tendency and use characteristics of English vocabulary learning strategies in high-level groups, so as to provide suggestions for stimulating the initiative of low-level group students in English learning and improving the effectiveness of low-level group students in English learning, guide students to study tuition fees, and enhance students' confidence in learning English well. This paper consists of the following five parts: The first part is the introduction: mainly introduces the research background and the overall framework of this study; elaborates the significance and purpose of this study. The second part is a literature review. First, it briefly introduces the theoretical basis of this study, then it outlines the definition and classification of vocabulary learning strategies. Finally, it gives a brief overview of the research on English vocabulary learning strategies at home and abroad. The third part is the research and design part. This part mainly introduces the research content, research object, research tools and research steps. The fourth part is the survey results and analysis. This part is the key part of this paper and this research. The data and information collected and investigated in the research process are integrated and analyzed. The fifth part is the conclusion. This part summarizes the research results, gives the research conclusions, points out the shortcomings of the paper and gives appropriate suggestions. Literature review English vocabulary learning strategies are a series of actions and methods adopted by learners in the process of learning and memorizing vocabulary. They can be either observed external behavior or internal activity of brain consciousness. It includes not only the strategies used by learners in planning, regulating and evaluating the whole learning process and results from a macro perspective, but also the strategies adopted by learners from a micro perspective on the specific learning process (Ellis, 1994). Vocabulary learning strategies are the guarantee of improving vocabulary learning efficiency and developing learners'autonomous learning ability. Mastering vocabulary learning strategies will help students achieve good learning results within a limited learning time. Due to the different basis and criteria for the classification of foreign vocabulary learning strategies, the categories are also different, and there is no generally accepted classification system. The types of foreign language vocabulary learning strategies are divided into the following categories: (1) Classification based on cognitive processing Craik Lockhart (1972) divides the cognitive processing of vocabulary memory into two levels: formal processing level and semantic processing level. O'Malley and Chamot (1990) classified English vocabulary learning strategies into metacognitive strategies, cognitive strategies and social affective strategies. Metacognitive strategies include self-planning, selective attention, active learning, etc. Cognitive strategies include guessing, dictionary, repetition, association, keywords, classification, word formation, context, use, etc. Social affective strategies include cooperation and self-motivation. Gu Johnson (1996) divides Lexical Strategies into two levels: cognitive strategies and metacognitive strategies. They are further divided into seven sub-categories. Cognitive strategies include rote memorization, context, guessing, association, classification, dictionary searching and exercises; metacognitive strategies include planning, self-assessment, self-examination and selective allocation of attention. Zhu Houmin (2001) believes that vocabulary learning strategies can be divided into management strategies and cognitive strategies. The former includes pre-strategy, mid-strategy and post-strategy, while the latter includes dictionary-consulting strategy, word sense guessing strategy and vocabulary learning memory strategy. (2) Classification according to learning style Lawson Hogben (1996) divides vocabulary learning strategies into repetition memorization (including repetition, writing, self-test), word feature analysis (including spelling, categorization, affixation, etc.), simple analysis (including sentence analysis, preliminary use of context, association with words similar to pronunciation and form), complex analysis (including multiple use of context and expression in different ways). Use of memory. Schimitt (1997) argues that vocabulary learning strategies include: discovering meaning strategies (decision-making strategies, social strategies) and consolidating vocabulary strategies (social strategies, memory strategies, cognitive strategies, metacognitive strategies). Ma Guanghui (1997) divided vocabulary learning strategies into mechanical memory, associative memory, independent memory and associative memory. Wang Wenyu (1998) divided vocabulary learning strategies into planning strategies (metacognitive strategies), vocabulary strategies, repetition strategies, Association strategies, part-of-speech analysis strategies, context strategies and pragmatic strategies. (3) Classification based on learning system Yi Xiaoming and Han Kai (1998) divided vocabulary learning strategies into: memorization (transformation of letters, initials, storytelling, location, keywords, imagination), general memory processing strategies (retelling, classification, root affixes, fine processing, contrast, grade association, rhythm), external assistant strategies (listing, physical stimulus reminder, let others inform) Knowing, copying in obvious positions, using external tools such as word books, metamemory strategies (repetition, judgment of mastery, task size, difficulty in judging) Yao Meilin and Wu Jianmin (2000) believe that vocabulary learning strategies include retelling strategy, Association strategy, classification strategy, application strategy, vocabulary strategy, context strategy, part-of-speech analysis strategy, review strategy and management strategy. From the above classification, although different researchers focus on different aspects, the specific strategies of vocabulary learning are basically the same. Looking at the classification of vocabulary learning strategies from different perspectives will help us to deepen our understanding of vocabulary learning strategies and establish a more reasonable strategy classification system. According to the research on foreign English learning strategies, the vocabulary learning strategies in this study mainly refer to O'Malley Chamot's classification method (1990) and Compulsory Education English Curriculum Standards (2017). The vocabulary learning strategies are divided into metacognitive strategies, cognitive strategies, social/affective strategies and resource strategies. The statistical analysis results of Chapter IV are summarized as follows: The frequency of using metacognitive strategies, cognitive strategies, social strategies and resource strategies in the high-level group was higher than that in the low-level group, and was in a high-frequency state. Combining questionnaires and interviews, it is found that high-level students often use these strategies in their daily English vocabulary learning and are good at using them. There was no significant difference between the high-level group and the low-level group in guessing and planning learning strategies. The students in the low-level group used less strategies such as electronic media, network resources, social interaction, cooperation, note-taking, dictionary use and active learning.