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ate, interact and enhance learners’ability to deploy the target language and sort out communicative problems werehighly appreciated and recognized by researchers in the area of language teaching(Lin, 2009).
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Chapter Three Research Methodology ......27
3.1. The Objectives of the Study .....27
3.2. The Subjects of the Study.........28
3.3. Research Instrument .....29
3.4. Steps of This Study.......29
3.5. Experiment Materials .........30
Chapter Four Teaching Experiment Design.....31
4.1. Classroom teaching procedure for the experimental group ........31
4.2. Classroom teaching procedure for the control group......37
Chapter Five Results and Discussions .......38
5.1. The Pre-test .........38
5.2. The Post-test........41
5.3. Discussion .....44

Chapter Five Results and Discussions

5.1. The Pre-test
The materials used to test both groups are excerpts of a test attached to CenturyBusiness English Extensive Reading, because this test are relative authentic forEnglish majors and all the materials are about business English. There are all together2 comprehension parts, and students need to finish 35 questions after reading thosematerials. All the questions are multiple-choice questions and each of them is 1 score.The testing time is limited within 60 minutes. We can see from the first table that the mean scores of two classes are 22.27 and22.14 separately. The second table tells us that the Sig. number is 0.375, which ismuch larger than 0.05, so we need to check the “Equal variances assumed” data. Themean difference of the two groups is 1.24 and the Std. Error Difference is 0.751. Thedata of Sig. (2-tailed) is 0.87, which is much larger than 0.05 and moreover, the 95%Confidence Interval of the Difference of the pre-test scores contain zero, whichverifies that there is no significant difference between the two classes. So we can saythe extensive reading proficiency of the students between two classes before the test isin the same level, that is to say, there is no significant difference between theexperimental group and the control group in the reading proficiency before thisexperiment, which supplies us a prerequisite for the research. Then we can put TBLTmethod to the two groups.
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Conclusion

I propose that, as a guider, teachers need to be familiar with all the readingmaterials and the tasks teachers proposed should be considered carefully. They needto consider the difficulty of tasks, students’ interest and their English languageproficiency. Teachers need to spend enough time selecting reading materials becausethe success of an extensive reading class based on the reading materials greatly. Thereading materials should be diverse, can attract students’ interest to read and also canpractice students’ reading skills. The Task difficulty is an important factor which caninfluence students learning interest and completion of the task. Tasks should be closeto realistic and have logical meaning. Task difficulty is also one of the key elementsthat can have impact on the completing of task. The interest of the task is also animportant factor which sometimes can inspire students’ enthusiasm. While to somestudents, enthusiasm is a key factor for them. The language proficiency of the task is abasic factor. Except business skill knowledge,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。