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6 Cooperation......... 33-35
        3.1.7 Verbal Techniques......... 35-36
        3.1.8 Sense Relations......... 36-37
    3.2 Research Questions......... 37-38
    3.3 Subjects......... 38-39
    3.4 Instruments .........39-40
    3.5 The Procedure of Data Collection......... 40-41
    3.6 Data Collection......... 41-44
        3.6.1 Questionnaires......... 42-43
        3.6.2 Interviews .........43-44
    3.7 Summary .........44-45
Chapter Four Results and Discussion......... 45-58
    4.1 Results of the Questionnaires......... 46-53
        4.1.1 Teacher Questionnaire......... 46-48
        4.1.2 Student Questionnaire......... 48-53
    4.2 Results of the Interviews......... 53-55
    4.3 Discussion......... 55-56
    4.4 Summary.........56-58
Chapter Five Conclusion.........58-62
    5.1 Major Findings of the Study.........58-60
    5.2 Limitations of the Study.........60-61
5.3 Suggestions of the Study......... 61-62

Conclusion

The goals of vocabulary teaching must more than simply covering a certainnumber of words on as word list. We must use teaching techniques that can helprealize this global concept of what it means to know a lexical item. And we must alsogo beyond that, giving learner opportunities to use the items learnt and also helpingthem to use effective written storage systems. We have introduced various strategies and methods on vocabulary teaching.However, there are no universally useful strategies and they contribute to vocabularylearning in different ways. Instructors and students should use a number of strategies,and often simultaneously. The efficiency of vocabulary learning depends on howstudents combine individual strategies. If students combine and employ individualstrategies from different groups they will be more successful in developing the targetlanguage lexicon.
In the long run, teachers should create activities and task to help students to buildtheir vocabulary and develop strategies to learn the vocabulary on their own. Studentsexperiment and evaluate and then decide which to adopt or reject since strategies arenot intended to be prescriptive.It should always be remembered that “teaching does not cause learning”, soteachers should not expect learners to remember every word they teach. The aims ofvocabulary instruction then should be to create the conditions where the learner canlearn independently of the teacher. The ultimate aim of any teaching is to enable thelearner to get to a position in which he/she does not need teachers anymore. Ifteachers can do some of these things, learners will benefit more from their classes andwill not only remember more words, but will be on the road to becoming independentvocabulary learners.

Reference
[1] Anderson, J. R., Corbett, A. T., Koedinger www.51lunwen.org/dxyylw/, K. & Pelietier, R. Cognitive tutors:Lessons Learned [M]. The Journal of Le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。