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ocedures......... 29
3.5 The instructional treatment to the experimental group......... 32
3.6 The instructional description of the control group......... 38
4. Results Analysis and Discussion .........40
4.1 Descriptive analysis of vocabulary learning strategies .........40
4.2 Differences of strategy use between high level.........48
4.3 Correlation analysis of vocabulary strategy......... 54
4.4 Results analysis of the vocabulary test......... 55
4.5 Results analysis of the interview......... 57
4.6 Discussing of vocabulary strategy teaching in class......... 58
5. Conclusion......... 63
5.1 Major findings......... 63
5.2 Implications .........64
5.3 Limitations and suggestions......... 65

4. Results Analysis and Discussion

4.1 Descriptive analysis of vocabulary learning strategies
From the table above，it is obvious that the three beliefs are widely accepted by thestudents. The Mean of "learning words by Repetition” is 3,63, which is the highest. The Meanof "learning words through context" is 3.02, which is the second. The Mean of "Leaningwords by application" is 2.63, which is the lowest. From the data above, it can be concludedthat "Learning words by repetition” is the most widely accepted belief by junior middleschool students. The second widely accepted belief of vocabulary learning is through context，and third is application. This result is in accordance with the research of WuXia andWangQiang in 1998.The survey indicates that repetition strategy has been widely accepted by students. Firstof all, this is perhaps the subjects are junior middle school students; they haven't leamEnglish systematically for a very long time. They may leam English in elementary schoolsince Grade Three; however, they are only required to speak some simple words. They havenot learned English systematically as a foreign language since they go to junior middle school.That's why learners' vocabulary is so limited that they only try to remember words in thesimplest way. Second, their age is 11 to 13 years. Their cognitive ability is still developing.
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Conclusion

The researcher carries out the experiment for months and makes clear and detailedobservation of the experiment. Based on the data of the questionnaire, vocabulary test andinterview, some major findings are as follows;
1. The junior middle school learners use general vocabulary strategy at mediumfrequency. Cognitive strategy is used in medium frequency. Social strategy is used at lowfrequency by the junior middle school learners. Metacognitive strategy is used at the lowestfrequency.
2. There is a significant difference of the use of metacognitive strategy and cognitivestrategy between high proficiency level group and low proficiency group. The metacognitivestrategy is used more frequently by High Group students than thai of Low Group students.The cognitive strategy is used more frequently by High Group students than Low Groupstudents except the repetition strategy.
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Reference (omitted)

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