词汇学习在英语学习中至关重要。国内外学者对基于输出理论的词汇学习进行了很多研究，虽然涉及到不同层次的学生，但很少关注英语基础薄弱的职业高中学生。本实验旨在探究基于输出理论的英语词汇学习方法对职业高中学生英语词汇学习的影响。本研究采用实验研究方法。来自北京市海淀区艺术职业学校的61名学生参加实验，分属于实验班和对照班。实验历时15周。实验班学生通过撰写简单活泼小诗的方式，熟悉和掌握所学单词。对照班进行正常的词汇教学。本实验采用测试、调查问卷和访谈收集数据。用T-tests和百分比对数据进行分析，得出以下结论：1） 基于输出理论的小诗撰写方式能提高实验班学生对词汇意义的理解、对词汇的使用和拼写。数据表明实验班对词汇拼写尤其对词汇意义的理解（显著性水平是.016）和使用（显著性水平是.036）均显著高于对照班。实验班学生词汇记忆更长久，第三次尤其是第二次词汇测试水平（显著性水平是.046）显著高于对照班。2） 数据表明，基于输出理论的小诗撰写方式显著提高实验班学生综合英语水平，并且词汇水平和综合英语水平显著正相关（显著性水平是.000）。实验班综合英语水平的提高（显著性水平是.024）显著高于对照班（显著性水平是.161）。3） 基于输出理论的词汇学习方法对增强兴趣（实验班喜欢英语的学生比例从10.34% 到48.28%），培养积极态度（认为学好词汇对英语学习有很大帮助的从34.48% 到65.52%） 和树立信心（有信心学好英语的从10.34% 到17.24%）有显著作用。本研究为词汇教学和学习提供了新的视角。但也有很多需要改进的地方。针对这些不足，几点建议给出如下：1）职业高中英语老师要尝试不同的、适合职业高中学生的词汇学习方法。2）在进行词汇教学和英语教学中，应充分考虑学生的兴趣、专业、性别、个性及其它特点。3）职业高中学生词汇学习和英语学习兴趣的激发、积极态度的培养和信心的树立是一个长期的过程，教师要有耐心。关键词：输出理论，词汇学习，职业高中学生

Vocabulary plays an important role in English learning. Many studies about English vocabulary learning based on output hypothesis have been done by researchers all over the world. Though these studies involved students in different levels, few have focused on low level students. The study aims to explore the effects of application of output hypothesis on English vocabulary learning in vocational schools.The experimental research lasted 15 weeks in which 61 students from Beijing Haidian District Art Vocational School were involved. The experimental class (EC) was taught vocabulary through writing simple poems while the control class (CC) received normal English classes. Testing, questionnaires and interview were adopted to acquire data which were analyzed to draw the conclusions as follows.1) Writing simple poems based on output hypothesis can promote participants’ ability on meaning understanding of vocabulary, the use of vocabulary and the spelling of vocabulary. There were statistical differences in spelling especially in vocabulary meaning understanding (sig.=.016) and the use of vocabulary (sig.=.036). The participants had a longer memory and there was significant statistical difference in the third vocabulary test especially in the second vocabulary test (sig.=.046).2) Writing simple poems based on output hypothesis can improve overall language ability in EC (sig.=.024) while there was no significant difference for CC (sig.=.161). There existed a close and positive connection (sig.=.000) between vocabulary proficiency and overall language ability in EC. 3) English vocabulary learning based on output hypothesis can stimulate participants’ learning interest (from 10.34% to 48.28%), develop positive attitude (from 34.48% to 65.52%) and build their confidence (from 10.34% to 17.24%).The research provides a new perspective on vocabulary teaching and learning. The research findings suggest that English teachers in vocational schools should try different and suitable methods to fascinate students to learn vocabulary; English teachers should pay attention to students’ interest, major, gender, personality and other characteristics; The igniting of interest, the developing of positive attitude and the building of confidence in vocabulary and English learning is a job in the long run so English teachers should have more patience.Keywords: output hypothesis, vocabulary learning, vocational school students