英语论文网

Chapter 4 Results and Discussion...................................30

4.1 Effects of four types of post-reading activities on students’IVA...............30

4.1.1 Effects of four types of post-reading activities in the immediatevocabulary test.....................30

4.1.2 Effects of four types of post-reading activities in the delayed vocabularytest.............................33

Chapter 5 Conclusion....................47

5.1 Major findings..................................47

5.2 Pedagogical implications........................48

5.3 Limitations and suggestions for future research...................50

Chapter 4 Results and Discussion

4.1 Effects of four types of post-reading activities on students’IVA

In order to answer research question one,first the descriptive statistics of theimmediate and delayed tests were presented in terms of VLT and VKS.Then one-wayANOVA was mainly employed to specifically analyze the relationship between the types ofpost-reading activities and students’IVA.

4.1.1 Effects of four types of post-reading activities in the immediate vocabulary test

In order to investigate the effects of four different post-reading activities on students’IVA,the author reported the immediate vocabulary results of each activity.

The following table shows the descriptive statistics of the immediate vocabulary testsfrom the perspectives of VLT and VKS.Besides,a one-way ANOVA was conducted on theimmediate and delayed tests to make a comparison.

Chapter 5 Conclusion

5.1 Major findings

The present study aims at exploring the effects of different post-reading activities onhigh school students’incidental English vocabulary acquisition through quantitativeapproach.In order to achieve this,the researcher conducted an empirical study based on alarge number of related researches and theories to investigate the concrete effects.After the10-week teaching experiment,the students made evident progress in IVA in terms ofvocabulary breadth and depth.The major findings of the three research questions arereported one by one.

Firstly,as for research question one,in the immediate test,subjects obtained thehighest VLT mean score for retelling and the lowest for discussion as well as the highestVKS mean score for continuation and the lowest for discussion.No significant differencewas found in all delayed tests.To be more specific,students acquired the most studentsacquired the most vocabulary breadth knowledge from retelling while the lowest fromdiscussion,and the most vocabulary depth knowledge from continuation while the lowestfrom discussion.Obviously,it can be concluded that different types of post-readingactivities had different effects on high school students’IVA.

Secondly,regarding research question two,there was a significant difference betweenTask 3 and Task 4 in VLT and VKS immediate tests.But no significance was found in alldelayed tests.In other words,when the involvement loads were different,the significantdifference merely existed between discussion and continuation in both immediate&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。