A Study on the Application of Computer-Aided Dual-Coding Theory in English Vocabulary Teaching

<table class="table-group" id="tab1"><tr><td><table class="table"><tr><td class="thead-hr" colspan="3"><hr/></td></tr><tr class="thead"><td class="align_left">Difficulty statistics (%)</td><td class="align_center">Images</td><td class="align_center">Word</td></tr><tr><td class="thead-hr" colspan="3"><hr/></td></tr><tr><td class="align_left">75</td><td class="align_center">1</td><td class="align_center">10</td></tr><tr><td class="align_left">65</td><td class="align_center">3</td><td class="align_center">20</td></tr><tr><td class="align_left">45</td><td class="align_center">6</td><td class="align_center">38</td></tr><tr><td class="align_left">32</td><td class="align_center">8</td><td class="align_center">46</td></tr><tr class="table-tr"><td colspan="3"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

<div>The statistics of dual-coding theory in vocabulary memory.</div>

Scientific Programming

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Table 1

Table 1: A Study on the Application of Computer-Aided Dual-Coding Theory in English Vocabulary Teaching 