| At present, having a large number of words and phrases to master, the students who do not know how to learn and to master vocabulary in good way in senior school show some problems during their process of vocabulary learning, such as the slow speed of memorizing; the forgetting phenomenon of words; the simple method of learning; and negative attitude of studying and so on. In most cases, students only use such methods as repetitive reading and writing to learn vocabulary. They have spent much time on memorizing vocabulary, but they have gained little. How to urge the students to study and use the vocabulary effectively after they learned? The author tried to train students how to make vocabulary notebooks to improve their vocabulary learning in senior middle school.The present research is aimed at studying problems of vocabulary learning in a senior school. It is based on the theories of vocabulary learning acquisition by Allen V.F and Schmitt's study, in addition to the cognitive theory and the regulation theory of memory. The hypothesis is that the students can remember the vocabulary effectively, and use the vocabulary correctly after being trained by the method of vocabulary notebooks, they can construct the language learning environment by themselves, and their ability of self-study can be developed. Furthermore, they can make a firm foundation in language learning skills. The experiment is finished by a 16-week classroom teaching of notebooks vocabulary learning.The thesis consists of six parts. The first part introduces the present situation of English vocabulary learning in senior schools and states the purpose and necessity of the study. The second part reviews the historical literature of the research situation both broad and at home. The third part describes the theories, including vocabulary learning acquisition, the cognitive theory, the regulation theory of memory and about self-study strategy. The fourth part is the author tries to apply the practical method of notebooks vocabulary learning brought up by Schmitt in the environment of classroom teaching. It also has a detailed introduction to the hypothesis, experimental object, the test contents and the results of this research. Eighty-six students who are at the age of 15-17 in Senior Grade 1 participated in the experiment. According to their Entrance English Examination scores, the students are randomly divided into two parallel classes. From the intact class, the author treated one class as the experimental group and another is the control group. The pre-test showed no significant differences between the two groups. The teaching is applied by the author herself. The experimental period isone-semester. The vocabulary test is designed by referring to Professor Liu Runqing's test. Measure instruments in the study are made up of two vocabulary tests, a questionnaire and a reading test. The fifth part is the analysis of the experimental data, which includes the t-test of pre-test before the experiment and the scores of vocabulary test after the experiment, a reading test ,a questionnaire analysis as well. The results have been analyzed by using SPSS 11.0.The sixth part gives a conclusion about the research. After 16-week training, the research shows that the students can memorize and use the basic words more correctly than before and students' English vocabulary learning skills and their ability of self-study are being developed. Meanwhile, it points out the limitation of this research and the implication to the vocabulary teaching and learning in senior school. That is, the teachers should pay more attention to the importance of vocabulary teaching during the language teaching process. They should use various method of teaching. They should raise the consciousness of learning words and phrases in deep level. It also shows that the notebooks vocabulary training strategy does have a positive effect on vocabulary learning, and it can be practiced in senior middle school vocabulary teaching. |
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