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mprove  Students’ Ability of Long-term Memorizing Vocabulary ....23 
4.2  Context  Theory  Can  Improve  Students' Competence of Applying Vocabulary........29 
Chapter Five   Conclusion...........34 
5.1 Major Findings of the Thesis........34 
5.2 Limitations of the Thesis .............35
5.3 Pedagogical Implications .............35 

Chapter Four Results and Discussions 

In this chapter, the author will analyze and discuss those two research questions as followed. To answer research question 1, she collected the questionnaire before and after  the  experiment  and  analyzed  the  data  of  vocabulary  tests  in  details.  As  to  the research  question  2,  the  author  analyzed  the  data  of  comprehensive  tests  and interviewed  six  students  from  the  experiment  class.  Here  are  the  results  and discussions about the two research questions. 

4.1  Answer  to  Research  Question  1:  Context  Theory  Can  Improve  Students’ Ability of Long-term Memorizing Vocabulary 

Figure  4.1  (a)(b)  shows  the  changes  about  teachers’  teaching  method  towards vocabulary. (a) is before experiment and (b) is after. The number of “teachers seldom in accordance with the order of the word list to teach the word one by one” increased from 9 to 29, word lists are no longer a boring teaching tasks, the words are disrupted in  the  text  to  learn  in  contact  with  context.  In  Q8  and  Q9,  when  teachers  explain words,  the  number  of  “  teachers  always  add  a  lot  of  words  unrelated  to  the  text  by vocabulary”  are  increased  from  19  to  41;  The  number  of  “  teachers  explain  the cultural background about vocabulary” are increased from 17 to 22. As  is  shown  in  Figure  4.2,  students’  memorizing  ways  are  changed  a  lot. Students who “ always and sometimes review and recite vocabulary” are increased by 15.  The  number  of  students  who  “expand  vocabulary  by  after-class  reading”  is increased  from  27  to  70.  When  they  try  to  study  vocabulary,  the  number  of  students who “put words in the essay, paragraph or sentence in memory” is increased from 16 to 69.  

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Conclusion

Through the above research, we can easily conclude that teaching vocabulary in context in middle school has quite a few advantages. First of all, teaching vocabulary in  context  in  junior  middle  school  can  arouse  students’  enthusiasm  in  vocabulary learning.  In  the  experiment  class,  the  students'  attitude  towards &本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。