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Conclusion ........... 38    
5.1 Major findings ........ 38    
5.2 Implications ........... 38    
5.3 Research limitation ........ 39   
5.4 Suggestions for the further research ...... 40 

Chapter Four Data analysis and discussion 

At first, the author analyzes the data of pre-test and post-test, which aims at testifying whether MI based English reading teaching is more effective to improve students’ reading proficiency  than  traditional  reading  teaching.  And  then  questionnaire  I  is  used  two  times and datum are analyzed, which aims to see whether students’ English learning motivation is increased. The data questionnaire II is analyzed, which is used to know about students’ intelligence  situation,  and  then  multiple  reading  activities  are  designed  according questionnaire II. At last, the author analyze the interview. 

4.1 Data analysis and discussion of tests 

Before the experiment, a pre-test is carried out in CC and EC, which is used to know the reading proficiency of students in two classes. The pre-test is chosen from the paper of Senior High School Entrance Examination of Fushun of Liao Ning Province in 2015, and it consists of four passages, and the full score is 40. After the pre-test, the author collects and marks all papers. After the research, a post-test is conducted in CC and EC, which aims to know whether students reading proficiency has changed after one term, and the final exam paper is used as post-test instrument. Equally, the author collects and marks the paper and records the results. Then the data is analyzed by SPSS.  According  to  table  4.1  and  table  4.2,  we  know  that  the  mean  scores  of  CC  and  EC have no obvious difference (t(78)=-0.43, p>0.05). Inspection of two classes means indicate that the average score of CC (15.45) is lower than the average score of EC (15.95) slightly. The  difference  between  the  means  is  0.5  points  on  a  40-point  test.  From  above  data,  we know  that  students’  reading  proficiency  in  two  classes  is  nearly  at  same  level  before  the experiment. In conclusion, the two classes are proper to be participants in the research.  

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Conclusion

In  this  chapter,  the  author  concludes  the  major  findings,  implications  and  research limitations  of  this  thesis.  At  last,  the  author  proposes  some  suggestions  for  the  further research. Compared  with  the  traditional  reading  teaching  methods,  it  could  be  found  that  the application  of  MI  theory  to  English  reading  teaching  was  effective  to  increase  students’ English learning motivation and to improve reading proficiency.   Firstly,  MI  based  English  read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。