Vocabulary is the basis of language learning. Listening

speaking

reading and writing are closely related to vocabulary. Due to the differences in learning situation and teaching resources

there are differences in vocabulary learning between students in urban areas and those in rural areas. This paper selects 93 students and two teachers from a rural junior high school to investigate their VLS. The research methods are questionnaire and interview. The collected data is processed by SPSS.26. The results show that students' overall awareness of VLS is weak and their vocabulary learning methods are mechanical. Teachers actually focus on the cultivation of VLS

however

the effect is poor. More efforts are needed to train students' VLS in the future. The curriculum standards (2022 Edition) clearly proposes to cultivate students' learning strategies and form their own learning strategies. VLS are a part of it and it's accord with the educational conceptions

which is beneficial to improve students' English vocabulary learning efficiency

solve some difficulties caused by vocabulary problems

and promote the development of students' language ability

even to improve the ability of autonomous learning and self-regulation for lifelong language learning.