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ormed within theexperimental class (EC) and the control class (CC). The author used the t-test toanalyze the results from the pre-test and the post-test in the experimental class (EC)and the control class (CC). The author applied the software SPSS17.0 as a tool toanalyze the related data which were input in the variable data windows of it.Meanwhile, the author applied a questionnaire（see Appendix II)both in the pre-testand the post-test, which was to make a survey of the subjects’ English learninginterest changed before and after the experiment. The author performed an English vocabulary test (see Appendix I) before theexperimental teaching. It was a test about the subjects’ understanding of Englishvocabulary. The author used t-test to make the statistics and analysis about the resultsof English vocabulary test, which proved CC and EC were at the similar level,without any significant difference. Meanwhile, the author adopted a questionnaire tomake a survey of the students’ interest in learning English. The findings of thequestionnaire indicated that the number of subjects was interested in learning Englishand their rates in CC and EC in the pre-test of the experiment, which was at thesimilar interest level.

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Conclusion

A comparative teaching experiment was made between CC and EC. The teachingresults of it were tested by the instruments of two sets English vocabulary tests and aquestionnaire. According to the statistics analysis and discussions in this thesis, it wasverified that the conceptual metaphor played an important role in English vocabularyteaching and learning in the vocational schools.In the pre-test of experiment, it presented that there was not any statisticalsignificant difference between CC and EC in the English vocabulary tests resultsabout the understanding of English vocabulary. Meanwhile, the statistics about thequestionnaire indicated that the two classes were at a similar interest level of learningEnglish. After 12 weeks’ teaching and learning, the author conducted an Englishvocabulary test and a questionnaire in the post-test. The author used t-test to make thestatistics and analysis about the English vocabulary results in the post-test of theexperiment, which proved the English vocabulary results in the post-test of theexperiment were higher than those in the pre-test of the experiment. They were in thestatistical significant difference. Meanwhile, the findings of the questionnaireindicated that the number of subjects who were interested in learning English andtheir rate in the post-test of the experiment in EC had greater change and have beenmore improved than those in the pre-test of the experiment. It was through theempirical research that the author made the research conclusions as follows.
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Reference (omitted)

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