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sp;and  English proficiency  of  EFL  learners  according  to  the  qualitative  and  quantitative  study  between  the control  group  and  the  experimental  group  as  well  as  among  the  subgroups  within  the experimental group. The answers to the questionnaire and the English test scores in the pretest and  post-test  are  the  basis  of  data  analysis’  results  in  the  instructions  of  content-based  and regular English. In  order  to  guarantee  the  influence  on  the  English  learning  motivation  and  proficient level in CBI context, the subjects in the experimental and control group can be divided at the very beginning as follows:In  this  study,  the  researcher  investigate  the  motivation  (motivation  intensity  and  the desire to learn English) of the EFL learners at the beginning and the end of this experiment. With the help of questionnaires, interview and SPSS, the researcher assesses the effect of CBI on learners. The data is analyzed by the Independent Samples T-test to show the difference of motivation between the control group and the experimental group.   In  the  pretest  of  Table  4.2,  it  can  be  found  that  before  the  teaching  experiment  starts, there  are  no  significant  differences  in  the  learning  motivation  (t=.499,  p>.05)  between  the experimental  group  and  the  control  group.  That  is  to  say,  both  the  motivation  intensity (t=-.427,  p>.05)  and  desire  to  learn  English  (t=1.219,  p>.05)  are  not  significantly  statistic differences at the beginning of the experiment. In brief, the researcher can easily found that all learners in these two groups have the equivalent English learning motivation in the pretest. At the end of this teaching experiment, compared with the post-test of Table 4.2, it can be seen obviously that the motivation intensity, desire to learn English and overall motivation in these two groups all have enhanced. Specifically speaking, there are significant differences in the desire to learn English (t=2.186, p<.05) and overall motivation (t=2.201, p<.05). That is to say, the learners in the experimental group have the stronger desire to learn English than the ones  in  the  control  group,  for  which  the  students  recognize  the  advantages  and  adapt  the teaching methods of CBI.  

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Conclusion

First of all, CBI has a positive influence on EFL learners in enhancing their motivation of learning English. CBI provides EFL learners with the special context which is suitable for their specific interest and needs of learning English. Therefore, the learners in this teaching methodology are highly motivated, which integrates the target language with the content on great effort in and out of class to complete the assigned tasks. In 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。