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sion is that memetics is a theory based on the meme and stresses theimportance of the imitation and spread for anything. This is especially when it refers tolanguage teaching.

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Chapter Three Research methodology.......26
3.1 Research questions........ 26
3.2 Research participants.....26
3.3 Research instruments.....27
3.3.1 Questionnaire.......27
3.3.2 Vocabulary test.... 29
3.3.3 Interview....30
3.3.4 SPSS 19.0............31
3.4 The procedures of the experiment.....31
3.5 Summary............. 45
Chapter Four Data analysis and discussion.........46
4.1 Analysis and discussion of the questionnaire........46
4.2 Analysis and discussion of the vocabulary test..... 50
4.3 Analysis and discussion of the interview.... 55
4.4 Summary............. 57
Chapter Five Conclusion......... 58
5.2 Implications.........60
5.3 Limitations...........60
5.4 Suggestions..........61
5.5 Summary............. 62

Chapter Four Data analysis and discussion

This chapter mainly aims to analyze and discuss the data collected by using the SPSS.First of all, the data of questionnaires will be analyzed and discussed. Then, the tests’ datacollected in the experiment will be described and analyzed, and the detail conclusionswill also given. At last, the data from the interview will be discussed. By analyzing allthese data, the research questions will be answered better.

4.1 Analysis and discussion of the questionnaire
As was stated in the third chapter, the questionnaire adopted is rather reliable butcomplex, each of whose items is designed the five choice. Especially, the questionnaire ismade up of four dimensions: vocabulary learning beliefs, meta-cognitive strategies,cognitive strategies and social/affective strategies. So the process of analysis anddiscussion of the questionnaire must cost much time and energy. This section focuses onanalyzing the pre- and post-questionnaire in detail, hoping to answer the first researchquestion of this paper.The purpose of the pre-questionnaire is to show whether the students’ vocabularylearning strategies in in EC and CC are similar before experiment, which can provide agreat foundation of performing experiment and be convenient to make a comparison withthe result of the post-questionnaire. The detailed data analysis is shown as follows:From the Table 4.1 and Table 4.2 above, the Descriptive Statistics and IndependentSample T-test of the pre-questionnaire in EC and CC can make a clear explanation that theEC and CC have no significant difference in the four dimensions before the experiment:the vocabulary learning beliefs of pre-questionnaire in EC and CC (t (100) = 0.297,p>0.05), the meta-cognitive strategies of pre-questionnaire in EC and CC (t (100) = 1.028,p>0.05), the cognitive strategies of pre-questionnaire in EC and CC (t (100) = 0.906,p>0.05) and the social/affective strategies of pre-questionnaire in EC and CC (t (100) =0.906, p>0.05).
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conclusion

Considering the implications and limitations of this paper, there are some furthersuggestions given for future research.First of all, the author suggests that the relevant studies should be for a prolonged timeso the experimental results can be more reliable and objective. As a result of the lo