Application Of Lexical Notebook Strategy To English Vocabulary Teaching In Senior High School

Students in senior high school have a great number of words and phrases to master, but a majority of them don't find out the good way to learn vocabulary. They usually spend plenty of time in memorizing vocabulary by rote memorization, but the gain is little. Thus, most students hold negative attitudes towards vocabulary learning and their English proficiency are poor. Practitioners both home and abroad have made some achievements in such aspects as the classification of vocabulary learning strategy, the study of specific vocabulary learning strategy, the theoretical framework of vocabulary learning strategy and the status quo of learners using vocabulary learning strategy. Lexical notebook strategy as one of the 58 vocabulary learning strategies in Schmitt's classification, a large number of researches recently have explored its advantages and positive functions from various aspects. However, for the application of lexical notebook to classroom, the empirical study is few. Thus, the present thesis applies the lexical notebook strategy based on Lexical Approach of Michael Lewis to vocabulary teaching, which aims to examine the effect of lexical notebook strategy on senior high school students' English vocabulary learning through experimental study from three aspects: vocabulary learning attitudes and strategies, vocabulary achievements and English comprehensive proficiency, students' attitudes towards lexical notebook strategy.The empirical study was carried out with 100 senior one students in Lingtai county of Pingliang. The present research aims to explore three questions: 1) Does the use of lexical notebook strategy cause a positive change in senior high school students' vocabulary learning attitudes and strategies?2) Does the use of lexical notebook strategy improve senior high school students' English vocabulary achievements and English comprehensive proficiency? 3) What are the senior high school students' attitudes towards the use of lexical notebook strategy? The author collects the 12-week experimental data through the questionnaire, tests and interview.The data were analyzed by using SPSS. Compared with Controlled Class, the results find that by using lexical notebook strategy 1) students' vocabulary learning attitudes and strategies in Experimental Class have obviously positive changes: most students think English vocabulary learning is difficult and most of them mainly learn vocabulary by way of rote memorization before experiment. But after the experiment, most students hold positive and active attitudes towards vocabulary learning and they can use such vocabulary learning strategies as chunking, grouping and note-taking to memorize vocabulary; 2) the scores of vocabulary post-test and English post-test in Experimental Class is higher than Controlled Class, which demonstrate that the use of lexical notebook strategy can improve students' English vocabulary achievements and English comprehensive proficiency; 3) the interview in Experimental Class shows that most of students like lexical notebook strategy and express a willingness to keep using lexical notebook strategy in their future study.So, the lexical notebook strategy is an effective vocabulary learning strategy. In order to improve the vocabulary learning efficiency of middle school students, it is necessary to encourage more teachers in middle school to realize and know about lexical notebook strategy, and guide them to master how to apply lexical notebook strategy to vocabulary teaching. The research of lexical notebook strategy also has some enlightenment on learning strategy which is one of the studies in cognitive psychology field. But the research subjects of lexical notebook strategy should extend to students of different English levels and it needs a long-term follow-up research to examine the effects of lexical notebook strategy.