The Effect Of Keeping Lexical Notebook On English Vocabulary Learning In Senior High School

Note-taking strategy is an effective way for vocabulary learning. A number of students apply it to their learning. However, they do not pay enough attention to the skills of note-taking. Considering the above phenomenon, the author advocates the lexical notebook employment based on the lexical approach proposed by Michael Lewis. The lexical notebook in this thesis is different from the classroom notebook, new words notebook and traditional vocabulary notebook.Students coming from two paralleled classes in Senior One of a high school are selected in order to study the effect of lexical notebook employment on students’ English vocabulary learning. Firstly, with an adapted questionnaire, it probes into the status quo of students’vocabulary learning strategies especially the note-taking strategy and students’ attitude towards to the strategies. The result reveals that most students support to employ note-taking strategy, but they seldom attend to the form and ways of note-taking. Besides, they have weak awareness of vocabulary strategy using. Secondly, it explores the effectiveness of lexical notebook with an experimental study lasting twelve weeks through introducing lexical notebook strategy to the students in experimental class. It is discovered that the performances of experimental class in both the vocabulary post-test and mid-term examination are significantly better than the control class after the data are analyzed with SPSS17.0. At last, an interview was carried out about the students’ attitude to lexical notebook strategy. Results display that most of the participants hold a positive attitude towards the employment of the strategy. The present study will make more teachers know more information about lexical notebook strategy. Through experimental study, this thesis instructs teachers to learn the ways of applying lexical notebook to their teaching to improve the efficiency of vocabulary learning. In addition, it can also produce a positive influence on study of second language acquisition.