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ect and carry out a deep and thorough analysis on all the data from the wholeteaching experiment. Here, Excel, to a great extent, serves as a tool for the collection,illustration and analysis on the survey that is done at the beginning of the experiment. Besides,‘Descriptive Statistics’, ‘Independent-Sample T-Test’, ‘Paired Samples T- test’ and the‘Correlations’ are employed and brought in to analyze the data from the two vocabulary testsand the questionniare.“Descriptive Statistics”, in the first place, is employed to provide foundationalrecognition on the data as well as what it illustrates. What is more, it is useful and beneficialfor further data analysis, to a great extent. Not only the features of data distribution but alsothe inner organization of the data can be gained obviously and intuitionally, for example:Minimum Score, Maximum Score, Mean and Standard Deviation. However, Mean, and theStandard Deviation from each group in the table are more vital and helpful to thoroughly offerwhat the experimental analysis needs.

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Conclusion

This teaching experiment is designed to explore and investigate whether it is valid andfeasible to apply the synaesthetic metaphor and cognitive motivation to English vocabularyteaching and study for Chinese learners. Within this thesis, the synaesthetic metaphor wasthoroughly and totally reviewed so as to supply adequate and ample theoretical evidences. Anumber of empirical researches and studies on not only synaesthetic metaphor in languageteaching and study but also vocabulary learning have been analyzed and described in Chapters2 and 3, from which this teaching experiment obtained lots of inspiration. The methodologyemployed in this thesis was an experimental way. In this teaching experiment, a comparisonhas been carried out between the experimental group and the control class. The test for short –term acquisition manifested that subjects in the experimental class can master and adopt targetwords better than students in the control group through the new teaching method withsyanesthetic metaphor, meaning extension as well as cognitive motivation. After about 6weeks’ teaching and study, the test for long – term acquisition indicated that there existssignificant distinction between both of these two results of the experimental class.
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Reference (omitted)

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