| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 97 === The main purpose of this present study is to investigate the effects of vocabulary notebooks implementation on vocabulary learning of EFL senior high school students. Specifically, the way the students made use of their vocabulary notebooks was explored. In addition, the differences in the students’ vocabulary learning strategies use and their attitude toward vocabulary learning before and after the use of vocabulary notebooks were also investigated.
The subjects in the present study were 43 second-grade students in National Yuan Li Senior High School. During the 12-week program, all the subjects were instructed and trained to set up their own vocabulary notebooks. Before the implementation of vocabulary notebooks, the subjects took the pretest of Vocabulary Learning Strategies Questionnaire. When the implementation of vocabulary notebooks was achieved, all the subjects were asked to take the post-test of Vocabulary Learning Strategies Questionnaire. Besides, the subjects were also required to answer the Vocabulary Notebooks Implementation Questionnaire and Vocabulary Learning Attitude Questionnaire.
The subjects’ scores of the pretest and post-test of Vocabulary Learning Strategies Questionnaire were compared by paired-samples T test and analyzed quantitatively, while the data collected from the Questionnaires on the Implementation of Vocabulary Notebooks and Vocabulary Learning Attitude was quantitatively analyzed by means of Descriptive Statistics. Furthermore, the subjects’ responses to the open-ended questions in the questionnaire were analyzed qualitatively.
Based on the quantitative and qualitative data analyses, the major findings of the present study are summarized as follows:
First, as a whole, most subjects were willing to consult the dictionaries and record pieces of word information of unknown words in their vocabulary notebooks.
Second, the pieces of word information the subjects most frequently recorded were L1 translation and phonetic transcription, while the least frequently recorded pieces of word information were L2 definition and collocations.
Third, the majority of the subjects thought that the word information recorded in their vocabulary notebooks were helpful to their vocabulary learning.
Fourth, after the implementation of vocabulary notebooks, most subjects adopted more kinds of vocabulary learning strategies to help them understand and consolidate the meanings of new words than before.
Finally, quite a few students appreciated the implementation of vocabulary notebooks, and considered it an effective and beneficial way in vocabulary learning. Moreover, after the implementation of vocabulary notebooks, students’ interests and motivation of learning vocabulary increased.
In conclusion, this study demonstrated that senior high students benefited from the implementation of vocabulary notebooks. Therefore, it is suggested that English teachers encourage students to get involved in the use of vocabulary notebooks, which is an effective way of learning English words.
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