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.......15
3.3 Subject ...............15
3.4 Instrument............... 15
3.5 Procedures............... 16
3.5.1 Preliminary studies............... 16
3.5.2 Questionnaire before experiment............... 17
3.5.3 Pre-test............... 17
3.5.4 Task designs and Application ofTBLT............... 17
Chapter Four Results and Discussion............... 26
4.1 Pre-test Results and Analysis............... 26
4.2 Post-test Results and Analysis...............26
4.3 Questionnaire Results and Analysis............... 28
4.4 Interview Results and Analysis ...............30
4.5 Reading Abilities Training Results and Analysis............... 31
Chapter Five Conclusion ............... 34
5.1 Major findings............... 34
5.2 Limitations ...............35
5.3 Suggestions for further study ...............35


Chapter Four Results and Discussion

4.1 Pre-test Results and Analysis
The main purpose of the pre-test is to find out whether there is a significant differencebetween experiment class and control class or not. Prior to the test commencing, here weassumed that there is no significant difference between EC and CC. With the performanceof pre-test, the results are collected and re-arranged, and then compared the results of thetwo classes. The number of students, the mean scores and its p-value of the pre-test areshown in Table 4-1 as below: The Table 4-1 indicates that the difference between EC and CC could be insignificant,since the mean of the former one is merely 0.4549 smaller.Additionally, with P-value larger than 0.5; we hence adopt the hypothesis of which thatstudents in experiment class and control class have no significant difference in readingability before experiment is implemented. Therefore, the research is applicable. The post-test is designed to find out whether there is a significant difference betweenEC and CC after applying task-based language teaching approach. The test is given tostudents in experiment class and control class，although students in control class do nottake training of task-based language teaching approach, this can be comparative to showthe result and effect of task-based language teaching approach.
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Conclusion

After the experiment, data as well as interview results were analyzed, the research drewfollowing conclusions: The statistics showed that the students' reading scores in the experiment class has beenincreased greatly. By applying task-based language teaching approach in teaching reading,the students can accomplish tasks assigned by teachers in class with the help of the teacherand other students. The experiment concludes that task-based language teaching approachis more effective than traditional reading teaching method in improving students' readingscores. The students in experiment class improve reading scores after task-based languageteaching approach applied in English reading classes. Mean scores of students' readingtests in experiment class are improved from 19.9273 to 25.8909, which increased by29.93%. The statistics show that task-based language teaching approach improvesstudents' reading scores. Thus, the research results prove the first hypothesis of theexperiment.
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Reference (omitted)
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