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n .......21
3.2.4 Contextual Association .......21
3.3 Summary .......23
4 Research Design and Methods....... 24
4.1 Purpose....... 24
4.2 Experiment .......24
4.3 Association-Based Vocabulary Teaching and Learning Model....... 27
4.4 Summary .......34
5 Results and Discussion....... 36
5.1 Analysis ofPre-Test, Mid-Test and Post-Test....... 36
5.2 Analysis and Discussion of Three Questions....... 38
5.3 Summary  ....... 41

5 Results and Discussion

In the chapter, the author presents and discusses two groups of data. They are the data ofthree exams including the pre-test paper of words, the mid-term paper of words & the post-testpaper of words and the data of the questionnaire (see Appendix I). Through two groups of data，we'll discuss the effect of three problems in the dissertation according to the data. Threeproblems are in the following. Can association strategies get to our aims to changing reciting tedious vocabularyvivid, and making students happy and interested in learning vocabulary? Can association strategies help middle school students establish correct cognitionstructure and instruct them to analyze and generalize the regularity of vocabulary structure? Can the use of association strategies achieve our aims of the conversion of words fromthe short-term memory into the long-term memory and broadening the amount of words?Furthermore, through certifying the effect of the data，we will prove the feasibility ofassociation strategies in the middle school English vocabulary teaching.
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Conclusion

Through the study，results indicate that English vocabulary teaching model based onassociation provokes the development of thinking to students，which leads to a more active andeffective learning atmosphere in the classroom. Therefore, the learning style of students canalso be improved. The dissertation focuses on fostering their ability of independence, onstrengthening their creative ability，on enhancing their ability of exploration, all of which isbeneficial to their positive development of vocabulary learning. It's proved that associationstrategies could help middle school students establish correct cognition structure and to instructthem analyzing and generalizing the regularity of vocabulary structure.Association strategies should be emphasized. We should put more emphasize on fosteringthe ability of middle school students according to their memory regularity，then，we should letthem hold the rule of vocabulary learning through association strategies. There are manydeficient factors in English vocabulary teaching. One of these deficient factors is inappropriateteaching methods by teachers.
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Reference (omitted)

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