英语论文网

.......55-56
        3.3.6 Test ..........56
    3.4 Means of data collection.......... 56
    3.5 Procedures.......... 56-59
Chapter 4 Results and analysis..........59-67
    4.1 Comparison of academic achievements in pre-test ..........59-60
    4.2 Comparison of pre-questionnaire on language learning strategies..........60-61
    4.3 Comparison of post-test academic achievements between.......... 61
    4.4 Comparison of post-questionnaire on language learning..........61-62
    4.5 Comparison of academic achievements before..........62-64
Chapter 5 Conclusion ..........67-70
    5.1 Major findings of the research.......... 67-68
    5.2 Implications of the present research..........68-69
5.3 Limitations and suggestions ..........69-70

Conclusion

According to Table 4.6, the lower limit and the upper limit of the 95% confidenceinterval of the difference are respectively -13.343 and -4.684, and zero value isn'tincluded. Before the experiment the mean achievement is 50.91 and Std. deviation is9.822. However, after the whole experiment the mean achievement has reached to 59.92,and Std. deviation 12.540. The mean of achievement after the experiment is muchhigher than that before the experiment (9.01 higher). With t-value -4.223 and Sig.(2-tailed) 0,000 (P<0.05)，thus extreme significant difference exists in statistical level,which means after a semester of formative assessment, the academic achievements inthe treatment class have an extreme significant improvement.
Before the experiment, the same pre-test (See appendix 2) was conducted in boththe two classes to testify whether their academic achievements are at the same level.Then after the control class and the experiment class according to the results of theexamination，a questionnaire (See appendix 1) on language learning strategies wasapplied to determine the situation of their adoption of language learning strategies toprove that the two classes share the same level of language learning strategies. Thequestionnaire was translated into before handed out to the students beginning new classat school and then collects immediately after they finish in order to minimize thepossible errors. Before asked to finish the questionnaire, the subjects were told thatthere was no right or wrong responses to the 30 items and the content was not going tobe disclosed to anyone else and had no effect on their English learning in their mid-termor final scores in order to make sure they can free respond to the questionnairesaccording to their own conditions. 76 questionnaires were handed out and all of themwere got back. By analyzing the result, the teacher can know how to organize the classand set suitable teaching objectives for the experiment class.

Bibliography
1束定芳. 2006. 外语课堂教学新模式刍议[J]. 外语界，(4):21-29
2孙云梅. 2010. 大学综合英语课堂环境调查与研究[J]. 外语教学与研究,(6)：438
3斯日古楞. 2007. 课堂教学中教师支持程度对大学生心理健康的影响[J]. 内蒙古师范大学学报(教育科学版)，（5）:99
4田慧生. 1995. 略论教学环境研究的历史、现状及其发展趋势[J]. 外国教育研究，（6）:17-18
5王华. 2011. 高校教师职业倦怠问题及对策探讨——教师自我效能感提升的视角[J].理论导刊，（7）：99-100
6王丽娟. 2008. 课堂环境下的教师发展 —影响中国外语教师课堂行为的因素研究[J]. 外语教学，（7）：48-49
7吴雪云. 2007. 大学英语课堂学习环境的理论与实践研究[本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。