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chool accounting for 40.2%; the third school’s 23students account for 23.7% of total.After getting the information of subject distribution, the comparison of specific strategiesis taken. From the results, the differences of different strategies in different schools will bepresented. The data are from the twenty questions in part one in the questionnaire. Table 4.2 shows Fvalue of vocabulary learning strategies in different schools is 6.210 and the corresponding Pvalue is 0.003, which is less than 0.01, so these strategies have significant statistical meaning.It means students’ vocabulary learning strategies in different schools have significantdifferences.
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Conclusion

Based on the results of the data analysis, this research could get three major findings: Vocabulary association strategies and English reading strategies have a significantpositive correlation. In addition, the correlation between vocabulary association strategy andreading strategies is closer than the correlation between other vocabulary learning strategiesand reading strategies. Although there are evident differences between the students fromdifferent schools about vocabulary learning strategies, their vocabulary learning strategies andreading strategies still have positive correlation. Therefore, the two kinds of strategies haveclose positive correlation. They could influence each other.
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Reference (omitted)

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