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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-29编辑:lgg点击率:3831
论文字数:38200论文编号:org201404291119365267语种:英语 English地区:中国价格:$ 66
摘要:According to the current situation of vocabulary teaching fornon-English major undergraduates, we find that most English teachers putmore emphasis on the context and seldom teach the new words explicitlyand they treat the learning or teaching of vocabulary as auxiliary part andby-product of other teaching activities.
Chapter Five Data Analysis and Discussion
5.1 Data Analysis
The statistic result of the pretest will present whether the participantsin the experimental class and the controlled class are at the same Englishproficiency level or not. It will provide the statistical evidence andsupport for carrying out the following experimental teaching and tests.The results are shown as follows: Table 5.1 has shown the comparison of pretest between experimentalclass and controlled class. The first one is the group statistics, and theother is the independent samples test. First, let us explain the groupstatistics. The students’ number of the experimental class is 53, and thatof the controlled class is 55. From calculation, the mean score of theformer is 66.37 and the latter is 66.49. Since there is a little difference between the two groups according to the slight difference in the meanscore, we can conjecture that the two groups are on the same level. Thesecond one is the independent sample test. According to the results, wecan see that p (Sig.) in Levene’s Test for Equality of variances columnshows .769. The result indicates that the equal variances assumed can berepresentative samples of the larger ones. And the number .769 is higherthan 0.05 and it means that the variances were equal. The other statistic,the first row in the t-test for Equality of Means column, p is also higherthan 0.05. So we can conclude that there was no big difference betweenthe two groups. The test has shown that the two classes are on the sameEnglish level.
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Conclusion
First of all, through the experiment and the analyses of the statisticresults of learner’s scores and the questionnaire, we find that theexperimental class got higher mean scores than the controlled class notonly in the immediate post-test but also in the delayed post-test. Inaddition, there was significant difference between the experimental classand the controlled class in the two post-tests. From the corroborativeevidence, we infer that the experimental class outperformed thecontrolled class and it has proved that the integration of implicit andexplicit vocabulary teaching can get better effect than the implicitvocabulary teaching method for the study of non-English majorundergraduates.
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Reference (omitted)