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lude the analysis of data collectedfrom the construction tests, from the writing tests and from the questionnaires. TheSPSS 20.0 and the descriptive statistic method are employed to analyze the data tofind out the effectiveness of UBCT model.

4.1 Construction Tests

The construction tests named Pre-test and Post-test were taken twice by theforty participants in the present study. For each of such two tests, forty test paperswere distributed among the participants who well answered the papers before handingthem in to the author. Thus, the return rate of the construction tests is 100%.Table 4 shows the number of students in different score sections before andafter the experiment. As we can see from the Table, there are totally five scoresections. In the pre-test, there is one student in the 99-90 section. In the 89-80 section,there are 7 students. In the 79-70 section, there are 12 students. 20 students are in the69-60 section, which means half of the students are in this level. The average score ofthe pre-test is 70. After two-and-a-half-month experiment, the students were asked totake the post-test. In the post-test, 3 students are in the 99-90 section. 14 students arein the 89-80 section. And 15 and 8 students are in the 79-70 section and the 69-60section respectively. Compared with the pre-test, the number of the students in the99-90 section increases by 2 students, the number of the students in the 89-80 sectionby 7 students, and the number of the students in the 79-70 section by 3 students.However, for the section 69-60, the number of the students decreases by 12 students.While most of the students are in the section 69-60 and the section 79-70 in thepre-test, most of the students are in the section 89-80 and the section 79-70 in thepost-test. So the level of most students improves. Also the average score goes up from70 to 78. According to the data above, it can be concluded that the improved score andlevel testify the effectiveness of the UBCT model. Doubtlessly the UBCT model canhelp students master constructions in general.

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conclusion

The UBCT model is effective in improving students’ comprehensive languagecompetence. However, due to the author’s limited research energy and limitedknowledge level, this study has its limitations. These limitations andrecommendations for further research are discussed in the following.First, the experimental time is not sufficient enough. The research lasts for onlytwo months and a half. Language learning is a long-term process. It takes time forstudents to build an awareness and understanding of constructions. Also, theapplication of constructions and the use of learning strategies take time to complete.So the results of the experiment may not be so satisfying. The author suggests that aone year study would be more probative.Second, the samples in the present study are neither enough nor representative.The study has only one experimental class which contains forty students. Theeffectiveness of the study is proved only by using the method of front and backcontrast of the performance of one experimental class. So the samples are not enough.Also the forty students can’t represent all the students learning college English. In thefuture, the author will establish controlled classes and uncontrolled classes among thestudents from different majors at different levels of English, and the number ofsubjects will b