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Comparison......... 33
4.3 Examining Differences in Test Performances within Groups......... 36
4.3.1 A Macro Comparison......... 36
4.3.2 A Micro Comparison......... 37
4.4 A Report of the Questionnaire Survey......... 40
4.5 An Analysis of Interview......... 48
4.6 Summaiy 50Chapter Five Conclusion......... 52
5.1 Major Findings......... 52
5.2 Pedagogical Implications......... 53
5.3 Limitations and Suggestions for Further Studies .........54

Chapter Four Results and Discussion

4.1 Descriptive Statistics on the Pretest and the Posttest
Table 5 presents descriptive statistics on the two tests used in the study for bothgroups. Figure 6 shows the means for both groups in the pretest and the posttest. CGgroup means for the two tests are as follows: 61.1667 for the pretest, and 63.4583 forthe posttest. EG group means for the two tests are as follows: 62.6383 for the pretest,and 66.6383 for the posttest. It can be found that the English levels in CG and EG arealmost the same, but after the study, EG performs better in the posttest compared toCG. The participants in EG progress by an average of 4 marks whereas those in CGimprove by 2.2916 marks. The comparison shown in table 5 and figure 6 proves thatthe students have made more progress after the application of the target grammarteaching strategies.
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Conclusion

The empirical study is intended to find the positive effect that the grammarteaching produces, to explore differences of the effectiveness of the traditionalstrategies and target grammar teaching strategies, and to investigate differentinfluences that the target grammar teaching strategies have made on the good studentsand the poor students. By means of the analysis of the data of the pretest and theposttest, of the report of the questionnaires, and of the conclusion of the interview,this thesis has achieved the major findings as follows.First, English grammar teaching can improve the students' levels，which can beproved from the comparison of scores in the pretest and the posttest.Second, the students in EG have made greater progress than those in CG becauseof the application of the target grammar teaching strategies, which proves that thetarget grammar teaching strategies are more effective than the traditional ones.Third, the students in EG have been influenced differently. Comparativelyspeaking, the good students can get more benefit than the poor students.Fourth, the teacher's correction model has certain influence on the improvementof the students' grammatical competence.
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Reference (omitted)

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