The present study aims to investigate the effect of lexical semantic models based on semantic fields on students` foreign vocabulary acquisition and word mastery. The research design of this study is based on experimental teaching, modeling, observation, and post experimental testing. Thirty-two 11^th grade students of one of the schools-lyceums in Astana city participated in this study in academic year 2021-2022. This study explored learning process of two groups: experimental group and control group. In order to collect data about students’ vocabulary mastery and lexical skills we used vocabulary tests and observation. Both groups received various treatments. During the treatment students in experimental group learnt new words in paradigmatic and syntagmatic relationship via semantic models based on field which included definitions, synonyms, antonyms, collocations, while students in the control group used the wordlists strategy which included a list of ungrouped words and translations into L1. The research results has shown that learning words based on lexical semantic models based on semantic fields is more beneficial for students comparing to wordlist strategy, as it facilitates better memorization and vocabulary retention, significantly enriches learners’ vocabulary through synonyms and antonyms, improves understanding of word relationship and correct word usage and collocations in different contexts and enlarges learner’s active vocabulary.