英语论文网

In this chapter, data collected from the tests and questionnaires are analyzed in anattempt to find out whether language chunks input is effective in facilitating foreign languagelearning for normal school English learners. The comparative analyses of the writing tests arepresented and discussed to answer the research question one: Can the input of languagechunks help to improve the English writing ability of normal school students? Then the resultsof the two final exams are analyzed and discussed in order to answer research question two:Can this approach help to improve the students’ overall language proficiency? Finally, thedata of questionnaires are discussed to answer research question three: Can the input oflanguage chunks help the students develop positive feelings towards and promoteself-confidence in English language learning? Therefore, this chapter mainly focuses on theanalyses of the data collected from the writing tests, final exams and questionnaires so as toanswer the three research questions and obtain the findings of the study.
……………

Conclusion

The experiment studied the chunk theory applied to the normal school teaching ofEnglish writing and got ideal results. After discussing the data analyzed in the previouschapter, we can draw the following conclusions:Comparing the analysis of the pre-test writing and the post-test writing between theexperimental class and the control class we find little writing achievement gap of two classesfrom the scores. There is no big difference. After a semester’s study the experimental classand control class have more difference with the input of language chunks teaching. After thetest to compare the average composition of two classes, scores of students in the experimentalclass is obviously higher than the control class. The experimental class’s scores of pretest andposttest compared again, the implementation of language chunks teaching in the experimentalclass, students’ writing scores were significantly higher than before. At the same time, thecomparison of the experimental class and composition grades composition, high than lowcomposition is longer, the language composition more; and the expression of highcomposition of more diverse, more novel, low composition language block is single,old-fashioned, partial colloquial.
……………
Reference (omitted)