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5.2 Analysis of the Questionnaire 2 .........25
5. 3 Analysis of the Pre-test .........26
5. 4 Analysis of the Post-test........27
5.5 Comparison between the Data before and after Experiment .......29
5.5.1 Comparative Analysis of the Two Questionnaires ..... 29
5.5.2 Comparative Analysis of the Two Tests ......... 30
5.6 Advantages of Topics-based Vocabulary Teaching ....31

5. Result Analysis

5.1 Analysis of Questionnaire 1
The purpose of the first questionnaire is to know students' vocabulary learning situation,learning interest and vocabulary strategies use of both experimental class and the control class.It is conducted in September 2013. After students completed the questionnaire, they arecollected immediately. 100 questionnaires were distributed, but only 98 of them are collected.So the valid number is 98.1.Students’ attitude to and interest in vocabulary learning.The author is trying to know students’ attitude toward English learning and what theyare willing to do to learn English well. Items 1, 2, 3, 4 and 9 belong to this category. Theresults of the items are as follows: As is shown in Table 3, the minimum value of the first item is 1 and the maximumvalue is 2. That means 100% of students strongly agree or agree that vocabulary learning isreally important to learn English well. All of the students think vocabulary learning is criticalin English learning. In the second question, the mean of students who like learning Englishand spend time in memorizing vocabulary every day is 2.9082. It means that there are manystudents who don’t like learning English. It’s interesting that a lot of students do not surewhether they like to learn English or not. They just learn English and memorize Englishwords because they are needed in the exam.

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Conclusion

The purpose of the test is to verify two issues: firstly, compared with traditionalvocabulary teaching method, the topic-based vocabulary teaching method can promote thegrowth of vocabulary knowledge and students’ memorizing ability more effectively. Secondly,the topic-based vocabulary teaching method can improve students 'interest in learning Englishvocabulary, and play an active role in students' English vocabulary learning strategies.After the quantitative data are analyzed, we proved the research hypothesis. We havefound significant difference between the control group and the experimental group in the post-test after the adoption of topics-based vocabulary teaching method. With the development ofthe experiment, the gap between experimental class and control class is getting bigger andbigger, indicating that topics-based vocabulary teaching method took effect gradually.
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Reference (omitted)

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