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; 3.3.2. Test Papers........ 35-36
        3.3.3. Checklists........ 36-37
        3.3.4. Interviews........ 37-38
    3.4. Experiment Design........ 38-46
    3.5. Data Collection and Analysis........ 46-50
    3.6. Summary ........50-51
Chapter 4. Results and Discussion........51-69
    4.1. Analysis of Pre-test and Post-test........51-55
        4.1.1. Descriptive Data on the Tests........ 51-52
        4.1.2. Data on Independent Samples T-test........52-53
        4.1.3. Data on Paired-Samples T-test........53-54
        4.1.4. Discussion ........54-55
    4.2. Analysis of Questionnaire ........55-60
    4.3. Analysis of the Checklists........ 60-62
    4.4. Analysis of the Interviews........ 62-68
    4.5. Summar........ 68-69
Chapter 5. Conclusion........69-73
    5.1. Major Findings of the Study ........69-70
    5.2. Implications of the Study ........70-71
    5.3. Limitations of the Study........ 71-72
5.4. Suggestions to the Further Research........ 72-73

Conclusion

The present study is merely a quasi-experiment. Owing to the limitations of thepresent writer’s academic knowledge and objective conditions, there is much room toimprove.Firstly, the discourse-based reading teaching should be a long-term educationalprocess, with constant attention and support over a long period of time. However, thistraining program in the present study lasts for only one term, which may be too short toreport the results of training.Secondly, there have been abundance studies either in the field of discourseanalysis or on the implication of discourse analysis into reading, however, tentativeresearches in this field, especially those in junior high school are limited and far frombeing systematic. Thus, the discourse-based reading teaching method commonly usedin colleges might not be extremely suitable for the beginners, which needs to be furtherjustified and improved so as to increase the flexibility of this method. How to interpretthe discourse skills more effectively in practical teaching should be further enhanced.Thirdly, the reading materials involved in the experiment are restricted to thetextbook in use. Therefore, there is some deficiency in the choice of theme, the textpatterns as well as skills involved. Some skills are highlighted while some others areneglected. If supplementary materials were available, a better result would have beenobtained.
In short, this discourse-based reading teaching program is only a trial study. Furtherresearch is needed to develop a more appropriate training program in Chinese juniorhigh schools. Regarding the limitations of the research, we suggest that comparativeresearches among students with different age groups or learning experience should beconducted to find out whether this teaching method is feasible at any learning level. Itwould also be advisable to include more authentic supplementary materials tocompensate for the lack of cer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。