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; 4.1 Discussion on the Internal Consistency ........... 36-37
    4.2 Discussion on the Correlation between English........... 37-40
    4.3 Two High-Score Achievers ...........40-42
    4.4 Discussion on the Interviews...........s 42-45
Chapter 5 Conclusion ...........45-53
    5.1 Major Findings of the Study........... 45-46
    5.2 Pedagogical Implications........... 46-51
        5.2.1 Cultural Syllabus Design........... 46-47
        5.2.2 Teaching Materials........... 47-48
        5.2.3 Teaching Methods ...........48-51
5.3 Limitations and Suggestions........... 51-53

Conclusion

Of course, there are some limitations in the present empirical study which shouldbe highlighted so as to avoid any overgeneralizations and misinterpretations of theresearch results. The main limitations are summarized as follows:
First, due to financial and time reasons, the scale of sample is small in this research,and the participants can’t be chosen randomly. This study is confined to 70 freshmenmajored in tourism management in Chongqing Normal University. The researchfindings may only be a reflective of the participants participated in the study. Therefore,generalization of the results got from the study should be made carefully.
Second, although it’s widely believed that girls are better language learners, whileboys are doing well in maths and science. Gardner and Lambert (1972) also put forwardthat compared to boys in second language classroom setting, girls generally do muchbetter and show more favorable attitudes and motivation. The matter of gender has notbeen taken into consideration in the present study so as to make this research easier tocarry out.
Third, the reliability and validity of the questionnaire employed in this study, thetest papers and interviews with the high-score and low-score achievers can’t be fullyassured. About the questionnaire, some items of the questionnaire are adopted fromGardner and Lambert’s Attitudinal and Motivational Scales on Language and Culture,and some of the items have been revised so that the results of the study can be expectedto be more reliable. As for the tests employed in the study, some items are borrowedfrom previous CET-4 which is the most authoritative test for vast non-English majorstudents at colleges in China, and some of the items have been slightly adapted by theauthor for the purpose of making the tests equal to the participants’ current proficiency.Therefore, the reliability and validity of the findings of this empirical study can’t befully guaranteed.

References
1Allen, E. D. & Valette, R. M. 1977. Classroom www.51lunwen.org/englishpaperguide/ Techniques: Foreign Language andEnglish as a Second Language. New York: Harcourt Brace Jovanovich, Inc.
2Allwood, Jens S. 1985. Intercultural Communication. University of G teborg.
3Bachman, L. F. 1990. Fundamental Considerations in Language Testing. Oxford:Oxford University Press.
4Baker, C. 1988. Key Issues in Bilingualism and Bilingual Education. Clevedon, Avon:Multilingual Matters.
5Baker, C. 1992. Attitudes and Language. Adelaide: Multilingual Matters Ltd.
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