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Chapter Three An Vocabulary Teaching Experiment ............................... 15

3.1 General Design .................................. 15

3.2 Research Questions ............................... 16

3.3 Research Subjects ................................ 16

Chapter Four Statistical Analysis of the Experiment............... 35

4.1 Data Analysis ............................... 35

4.1.1 Analysis of Student Achievement ..................... 35

4.1.2 Questionnaire Survey Analysis ............................... 39

Chapter Five Enlightenment and Reflection ......................... 48

5.1 Implications ............................ 48

5.2 Reflections ................................. 48

Chapter Four Statistical Analysis of the Experiment

4.1 Data Analysis

There are two sources of data in this study.The first part is the scores of thestudents'entrance and final exams(Including traditional vocabulary teaching classesand context vocabulary teaching classes),which are used primarily to compare thestudents English levels and performance.The second component is the recovery ofsurvey data from questionnaires.Mainly used to analyze the subjective feelings ofstudents.

4.1.1 Analysis of Student Achievement

The writer downloaded analytical data of student scores and papers fromZhixue.com and performed the following analysis.

The table 5.1 shows data on the difficulty and reliability of the entrance and finalexaminations for students in their second year of high school.The data comes from ananalysis of examination papers conducted by the Zhixue network.As can be seen fromthe table above,the difficulty of the test is 0.67,which is in the medium difficultyrange,and the difficulty of both tests is the same.Reliability ranges from 0.7 to 0.85,with reliable results in both tests.

Chapter Five Enlightenment and Reflection

5.1 Implications

While this research has had some impact,there are various problems.The writerdraws the following insights from this study,which it is hoped will aid future researchon vocabulary teaching.

First,in the explanation of words,the knowledge of word formation should berepeatedly input,and the knowledge of the roots,prefixes,and suffixes of words maybe input according to the actual situations.Teachers can design additional activities inthis area in the classroom to help students learn the vocabulary.While studentsstruggle to guess the meaning of unfamiliar words based on contextual cues,they canguess meaning based on word formation cues.Students better grasp the knowledge ofword formation,for their vocabulary learning will yield twice the results with half theeffort.

Second,in the classroom,non-linguistic contextual material behind the text canbe explored and explained in depth.Increasing non-linguistic contextual activitiesrelated to cultural aspects in textbooks to enhance cross-cultural awareness amongstudents.For non-verbal knowledge in textbooks,teachers can seek the help oftea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。