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gt;0.05; t2(84) =-.024, p2>0.05; t3(84) =.145,p3>0.05). Therefore, it can be drawn that students in EC and CC are similar on theirattention to English vocabulary learning.Question four to five testify students’ opinions upon relevance of English vocabularylearning. From the data of Table 4.2, it can be seen that students in EC are not significantlydifferent from those in CC on students’ opinions upon relevance of English vocabularylearning (t4(84) =-.189, p4>0.05; t5(84) =.168, p5>0.05). Hence, the opinions of studentsin EC and CC upon relevance of English vocabulary learning are similar.

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Conclusion

This chapter is to make a conclusion for the whole study. It contains the majorfindings, the pedagogical implications, the limitations of the study and the suggestions forfurther research.This study adopted questionnaires, tests and interview in order to testify theeffectiveness of the interactive mode applied in vocabulary teaching in senior high school.The findings can be obtained as listed below.Firstly, interactive mode could motivate students’ interest in English vocabularylearning. Based on the analysis of Questionnaire One and interview, it can be obtained thatthe students in EC held positive attitude to interactive mode and became more interested inlearning vocabulary. By the end of the experiment, most of them enjoyed the interactiveactivities under the relaxed atmosphere of vocabulary class and they were willing tointeract with others to achieve vocabulary learning. Besides, students in EC became moreattentive and confident in vocabulary learning.Secondly, interactive mode can improve students’ learning strategy in Englishvocabulary. According to results of Questionnaire Two and interview, it can be discoveredthat there was a big difference in the use of learning strategy in EC after the teaching.Students in EC actively interact with their classmates to accomplish constructing oflearning. Learners not only trained their own communicative competence, but alsoenhanced their autonomous learning ability. In the process of teacher-student interaction,student-student interaction and reader-text interaction, students had more chances toexpress their ideas and exchange experience to each other. In the procedure of cooperatingwith classmates to construct the knowledge, students’ learning strategy got developed tosome degree. After the experiment, most students in EC were inclined to usemeta-cognitive strategies, cognitive strategies and social-affective strategies to learnvocabulary more or less rather than memorized them mechanically.Thirdly, from the analysis of pre-test and post-test, it can be found that compared withtraditional mode, the application of interactive mode to English vocabulary teaching couldsignificantly improve students’ English vocabulary scores.
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Reference documents (omitted) 
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