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coherent expression. Each aspectis given five scores. In order to make a precise comparison of the result of student’sperformance, the author lists the subjects’ scores in all the aspects and makes a thoroughdata statistic analysis including Std. Deviation, Std. Error, Levene’s Test for Equality ofVariances, T-test for Equality of Means.From Table 4.1, we can see in the pre-test, for student’s English interactivecommunication, although the mean scores of EC (2.94) and CC (2.92) are both lower than3.0 (pass mark), they are similar to each other. In addition, the T-value is 0.189, which ismuch lower than the critical value (a value between 2.000 and 1.980). Further more, theP-value is 0.723(P=0.723>0.05).

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Conclusion

Through one year carefully study, the author analyzed data collected from three tests,four motivation questionnaires and the final interviews, she concludes that GOTBA-a newteaching model combined with Goal Tree Method and Task-based Approach, is moreeffective to improve students’ Business Oral English than the traditional PPP method. Themain findings are listed below: Through tangible goal setting, the students can build instrumental motivation quickly.This conclusion can be confirmed from the result of motivation test in the initial stage;then, through performing practical goal-oriented tasks in the learning process, students canbuild up integrative motivation significantly and finally kept at a high level, instrumentalmotivation spring up constantly and help to facilitate a great deal of integrativemotivations. Motivation intensity grows strongly as well in this process. This conclusioncan be verified by the result of mid-motivation test and post-motivation test.
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Reference (omitted)

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