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/> Chapter Five Conclusion........ 51
5.1 Major findings ........51
5.2 Implications for listening teaching ........  52
5.3 Limitations and suggestions for fiirther study........ 53

Chapter Four Results, Analysis and Discussion

4.1 Descriptive statistics on pre-test and post-test
The freshmen have no related professional English test, so the author selectstest papers that have multiple-choice question type and the distribution of score isreasonable. The pre test chose a roughly equivalent test with the post test; the posttest applied the final test results in the book of FOCUS LISTENING What's more，the internal reliability of test paper should be consistent. The pre-test and post-testare tested in the form of class，and before each test，the aim and the way ofanswering should be told. The pre-test adopts testl from FOCUS LISTENING andpost-test adopts test2 of FOCUS LISTENING namely the final examination oflistening. The following table comes from the pretest which shows the informationbetween experimental group (groupl) and control group (group2).

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Conclusion

This paper is designed to answer the following research questions based on thePBL: 1) Are there any differences for students' listening ability between thetraditional teaching mode (grammar-based mode) and the PBL mode? What are they?2) If there were differences, which aspects do these differences manifest? 3) Howdoes the PBL mode influence the improvement of college students' English listeningcompetence and future learning? An experimental research including tests，questionnaires and interview is undertaken to explore the results. Some findings canbe summarized as follows:Firstly, judging from the results of pre-test and post-test, there are certaindifferences on average scores between EG and CQ which shows that there areobvious differences between the traditional teaching mode and the PBL mode. Afterthe experiment, the mean of total score of EG is 20.1393, but CG is 15.7955，whichindicates that the new teaching method is effective. Students' listeningcomprehension has been improved greatly by using the PBL mode. Besides，students' learning attitudes have changed greatly. Moreover, the cooperation amongstudents and communication with teachers are strengthened.
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Reference (omitted)

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