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the strategy ofassociative memory to train the students to learn words and they found that it was useful for students toenhance their memory about related words. In addition, the more advanced students performed better thanthe beginning learners at using association in recall tasks.Bialystok (1981) conducted two experiments to compare the effect of three different strategies onvocabulary learning. The result manifested that the reading context strategy was more effective than usinga dictionary or picture cues in helping students remember words.O ‘Malley et al. (1985) observed the effect of vocabulary learning strategy training on vocabularylearning between the Hispanic and Asian cultural backgrounds. Results of this research showed that thevocabulary proficiency of Hispanic group using vocabulary learning strategy training was superior to thatof Asian group without training because the Asian group would rather use rote memorization than applythe related vocabulary learning strategy. According to this research we should employ different vocabularylearning strategies to facilitate students’ vocabulary learning according to different culture backgrounds.
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Chapter 3 Theoretical Framework.......18
3.1 Ausubel’s Meaningful Learning Theory....18
3.2 Modal Memory Model.......19
3.3 Theories of Forgetting........20
Chapter 4 Research Methodology........22
4.1 Research questions.....22
4.2 Subjects...... 22
4.3 Research instruments......... 23
4.4 Research procedures.......... 25
4.5 Experimental procedures........... 26
4.6 A sample lesson plan..........31
4.7 Data collection and analysis...... 36
Chapter 5 Results and Discussion........ 38
5.1 Analysis of results of the experiment........ 38
5.1.1 Analysis of results of the questionnaire..........38
5.1.2 Analysis of results of the tests........ 40
5.1.3 Analysis of results of the interview........ 42
5.2 Discussion..........45

Chapter 5 Results and Discussion

In this chapter, the researcher analyzed and discussed the results from the questionnaire, pre-test,post-test, delayed post-test and interview. SPSS 17.0 (the Statistical Package for Social Sciences 17.0) hasbeen employed to analyze the data of this research.

5.1 Analysis of results of the experiment

In order to answer the research questions, the researcher analyzed all the available data collected fromthe questionnaire, pre-test, post-test, delayed post-test and interview.At the beginning of this research, a questionnaire was administered to all the subjects of the twoclasses. It was made to investigate their vocabulary learning attitude and experience. The result of thisquestionnaire showed that most students seldom used the related strategies when they learned vocabulary.In order to facilitate their vocabulary learning it is high time to find some appropriate vocabulary learningstrategies. The questionnaire items NO. 1-3 are about students’ vocabulary learning attitude, which wasanalyzed in Table 5.1.According to a five-point scale of the first three questions, the mean of students’ attitude towardsvocabulary learning was from 2.16 to 2.53. With regard to item 2 “I am interested in learning vocabularyand memorize words actively”, only 2 students were interested in it before the experiment and the numberof the students who were no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。