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the process of practicing the experiment in the experimental class，weuse the teaching model based on the association strategy. In the control class, the traditionalteaching model is popular. At the same time, by means of using SPSS and quantitative methodswe analyze the results from the data statistics to get the average value，standard deviations，t-tests and so on and so forth，which can be as comparative Reference.
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2 Literature Review

2.1 Studies on Encoding Strategies in China
With the development of the linguistics，encoding strategies in vocabulary learningbecomes important in English vocabulary teaching, especially in middle school Englishvocabulary learning. Encoding strategies include shallow-encoding strategies and deep-encoding strategy. However, the history of vocabulary teaching in China is shorter than that inwestern countries. And the research on vocabulary strategies in China is not enough in depthcompared with western countries until now. Therefore，an increasing number of domesticlinguists study encoding strategies in vocabulary learning.In China, vocabulary learning strategies have become vital important. And thesevocabulary learning strategies are the general term of all kinds of methods that make theEnglish vocabulary learning more interesting, independent, and effective. Encoding strategiesare important criterions of measuring individual learning ability of students, and they are alsoimportant factors of specifying learning effect. Since 1970s，people have become to realize theimportance of encoding strategies increasingly. They began to deal with the related study fromthe perspective of learners, and a great deal of study of encoding strategies came into view.Those people that grasped encoding strategies learned words as in the same way of learningtheir mother tongue. What's more，the tendency to use encoding strategies and to study thelevel of vocabulary became more and more increasing.
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2.2 Studies on Encoding Strategies Abroad
Atkinson and Shif&in (1968) advanced a systemic and comprehensive informationprocessing model, which was 3 class processing models of memory information. There arethree steps in the process of memorizing information. They are sensory-term memory，short-term memory，and long-term memory. Memorizing information is a process from short-termmemory to long-term memory. Students could memorize information thoroughly throughrepeating. They would keep their more permanent memory information if they repeated wordsin longer time. Craik and Lockhart (1972) had the opposite theory; they put forward the theoryof depths of processing about memory. The theory of depths of processing includes two types.They are Type I Processing and Type II Processing. Type I Processing is called the formprocessing level, which is so-called repeating advanced by Atkinson and Shrif&in (1968). TypeII Processing is the semantic processing level. It can be related to the additional words throughassociation when a word is identified.
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3 Association Strategies on Vocabulary from the Perspective.......12
3.1 Concept and Categories of Vocabulary Learning Strategies....... 12
3.2 Association Strategies....... 17
3.2.1 Semantic Association .......  17
3.2.2 Morphological Association....... 20
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