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.. 28
3.3.4 Questionnaire...... 29
3.3.5 Interview....... 30
3.4 Data analysis..... 30
Chapter Four Findings and Discussions....... 41
4.1 Major findings........ 41
4.2 Discussions....... 44
Chapter Five Conclusions.... 47
5.1 Conclusions...... 47
5.2 Limitations of the study...... 48
5.3 How to apply medical dramas in NOE teaching...... 48
5.4 Suggestions of applying medical dramas..... 49

Chapter Four Findings and Discussions

4.1 Major findings
The findings can be summarized into six key points through data analysis of the questionnaire, the interviews and the tests. Through comparing the average scores of the experimental class with that of the control class, we can see that the experimental class did make more remarkable progress than the control class. In the three sections of the pretest, the experimental class surpassed the control class by 1 point in listening and role-play, while in the section of oral expression the experimental class was 1 point lower than the control class. Meanwhile, the average scores of both classes were 80. Therefore, to some extent, the experimental class and the control class were considered at a close level of NOE.  However,  after  separate  teaching  for  one  semester,  the  post-test  showed difference  between  the  two  classes.  In  the  post-test,  the  average  score  of  the experimental class was 3 points higher than that of the control class. Besides, in each section of the post-test, the experimental class achieved higher scores than the control class. Compared to each score of their own in the pre-test and the post-test, each score of the experimental class rose by 4 points, 2 points and 6 points respectively in oral expression, listening and role-play, while each score of the control class went up by 1point, 2 points and 1point in each section. It is obvious that the control class didn’t keep pace with the experimental class but was lagged behind.
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Conclusion

Based on all the data analysis of the experimental study, the conclusions of this thesis can be summarized into two points. From  the  perspective  of  language  learning,  NOE  learners  can  acquire  more medical terms, abbreviations and practical expressions through teaching with medical dramas. Learners’pronunciations and intonations can be improved a little by imitating the native speakers through an authentic environment. Meanwhile, their listening and speaking competence can be further strengthened. They can be well trained in the forms of various class activities to speak confidently with their partners and their foreign  patients  in  their  workplace.  For  learners  who  intend  to  work  in  the foreign-funded hospitals and work abroad, medical dramas can improve their clinical oral competence.
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Reference (omitted)

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