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6 (70 students) and Class 7 (66 students)which means that their English level was comparatively equal. They were assignedrandomly to an experimental class and a control class. Class 6 served as theexperimental class, while Class 7 was the control class. 32 English teachers of theschool were involved in the study as well. The experimental period was about fourand a half month, and the textbooks teachers use were New Standard English forChina Student’s Book issued by Foreign Language Teaching and Research Press.During the experiment, the subjects of the two classes were given the same teachingservice, such as the same teaching equipments and instruction time, but with differentteaching strategies. For the Class 6, as the experimental class, both linguisticknowledge and iconicity theory were emphasized and integrated into vocabularyinstruction. The teacher encouraged the students to learn the English vocabulary byusing the iconicity theory as much as possible. While the Class 7, as the control group,was only taught by traditional method in the class.
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Conclusion

This thesis makes a combination between iconicity theory and Englishvocabulary teaching in senior high school. Research questions are as follows: howmuch teachers know about iconicity theory and whether they apply it into dailyEnglish teaching process; how do teachers apply iconicity theory into vocabularyteaching in senior high school; does iconicity theory have a positive effect onvocabulary teaching in senior high school. The author did several experiments on twocommon classes from the High School Attached to Liaoning Normal University inDalian. During the experiment, the knowledge of iconicity theory was given togetherwith English vocabulary teaching strategies. The 136 students who had similarEnglish level were selected as participants. One class served as the experimental class,and the other was the control class. 32 English teachers of the school were alsoinvolved in the study. The experimental period was about four and a half month, andthe textbooks chosen were New Senior English for China Student’s Book published byForeign Language Teaching and Research Press. The participants from the twoselected classes were offered the same teaching environment like the same teachingtime and teaching equipments, but with different teaching strategies. In theexperimental class, teacher encouraged the students to learn English vocabulary byusing the iconicity theory as much as possible. While the control group, was onlytaught by traditional method.
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Reference (omitted)

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