Abstract
Due to the importance of vocabulary teaching, this research project attempts to explore the effectiveness of Strategy-Based Instruction (SBI) in improving senior high school students’ vocabulary learning beliefs, vocabulary learning strategies and vocabulary achievements. This research was conducted in a senior high school in the North of China, lasting 12 weeks. The participants are 99 students from an experimental class (EC) and a control class (CC) of Grade Two. The EC students were taught vocabulary by using SBI approach while the CC students were taught vocabulary with a traditional method. The instruments used in this research project include the questionnaire, the tests and the interview. Based on the qualitative and quantitative data analysis, it has been found that SBI is effective in cultivating students’ vocabulary learning beliefs and vocabulary learning strategies, improving students’ vocabulary achievements. Therefore, teaching vocabulary with SBI approach is more effective than traditional teaching approaches.
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