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3.3 Instrument ....... 19
3.4 Procedures....... 20
3.5 Data Collection and Analysis........ 21
Chapter 4 Results and Discussion ....... 27
4.1 Results of Quantitative Analysis......... 27
4.2 Results of Qualitative Analysis..... 35
4.3 Discussion of the Results........ 41
Chapter 5 Conclusion ...... 48
5.1 Major Findings...... 48
5.2 Implications .... 49
5.3 Limitations of the Present Study......... 51
5.4 Suggestions for Further Research....... 51

Chapter 4 Results and Discussion

This chapter concerns the results and discussions of the development of thesubjects’ oral accuracy and complexity in their oral production in both quantitativeand qualitative forms. Specifically it attempts to figure out the developmental trend ofthe oral accuracy and complexity if there is significant difference in the oral accuracyand complexity of these English majors during the three tests, and the features in theoral production of these English majors from the macro perspective. This section reports the development of oral accuracy and complexity withquantitative analysis. First of all, it compares the results of the subjects’ oral accuracyin their oral performance during the three oral tests. Secondly, it compares the resultsof the subjects’ oral complexity. The results reported here were calculated with the programme of SPSS 17.0, andthe statistical analysis that was performed consisted of the mean score and standarddeviation as well as the one-way ANOVA and post hoc multiple comparisons.Following researchers such as Larsen-Freeman (1978), Foster and Skehan (1999),Zhang and Wu (2001) and He and Wang (2003), this study examined two indices ofaccuracy including the ratio of error-free T-units and the percentage of error-freeclauses.
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Conclusion

The purpose of the present study is to investigate the developmental trend ofEnglish majors’ second language oral accuracy and complexity with the quantitativeanalysis and the features in the oral production of these English majors with thequalitative analysis.The major findings are as follows: After the examination of the ratio of error-free T-units and the percentage oferror-free clauses, the results of oral accuracy in the quantitative analysisshow that there are significant differences among three tests, demonstratingthe upward trend in English majors’ oral accuracy development. Specifically,English majors have made great progress in oral accuracy during about twoyears’ learning, and the second year is the primary period for oral accuracygrowth. The qualitative analysis with specific samples further indicates thatthere is a decrease in the amount of learners’ errors from pretest to posttest aswell as changes in the main types of errors. The function of monitoring andthe focus of teachers and students upon language accuracy are the mainreasons for the significant increase of subjects’ oral accuracy. The findingsare not consistent with those of the longitudinal studies (Zhang and Wu, 2001;Wen, 2009). There are two possible explanations for this. First, intervalsbetween pretest and posttest adopted in research design differ greatly: theinterval changes from seven months to four years while the interval in thisstudy is about two years.
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Reference (omitted)

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