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ask and Focus on Form after the task. And the dependent variables are two post-tests. To ensure that the independent variables are effective, the descriptive statistics were calculated firstly. Secondly, the crude scores of pilot study, pre-test, immediate post-test (Post-test 1) and delayed post-test (Post-test 2) were compared by independent-samples t test between EC1 and EC2. Besides, comparisons of the  crude  scores  of pre-t est,  immediate  post-test  (Post-test  1)  and  delayed  post-test  (Post-test  2)  were conducted by paired-samples t test in EC1 and EC2 respectively. To make a thorough inquiry of the ef fect of the two kinds of Focus on Form in tasks o n immediate grammar acquisition, which take the simple past tense as a case. The data analyses were conducted with the crude  scores  of  Fon F  in  pre-task  class  and  Fon F i n  post-task  class.  The ex perimental  groups  were distinguished in the way of Fon F in pre-task and Fon F in post-task variables: the Fon F in pre-task class was classified as EC1, while the Fon F in post-task class was classified as EC2. 

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Conclusion 

In this chapter, the major findings and implications of the current study were summarized on the basis of previous results and discussions. Besides, limitations of the study and suggestions for further researches also presented below.This empirical study lasts for 9 weeks in all. The study tries to figure out the effectiveness of Fon F in tasks to grammar teaching for primary level learners. According to the results of the experiment, the major findings of the study are summarized as following: When Fon F applied in tasks for English learners, undisputedly, it can improve learners’ immediate grammar  acquisition  of  the  target  form  (the sim ple  past  tense,  in  this s tudy).Significant  difference  has shown on the results of data analyses of the two groups. After the treatment, the participants from both two experimental groups have made progress. Their mean scores have increased apparently. Specifically, Fon F in  pre-task  treatments  are more  effective  than  Fon F i n  post-task treatments  in i mmediate  post-test.  The participants who experienced Fon F in pre-task treatments are superior to those who experienced Fon F in post-task treatments. The statistical result in immediate post-test is at a significant level. And the mean score of participants from the Fon F in pre-task is much higher than those who from the Fon F in post-task. Besides,  the  researcher  also  found that  this  disparity  of  the  scores  mainly  appears  on  regular  verbs. Therefore, we can get a conclusion that Fon F in pre-task treatment is more effective in enhancing learners’ immediate grammar acquisition. 
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References (omitted) 
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