英语论文网

the No.3 middle school of the Yining city in Xinjiang had a pretest with the reading comprehension part of the NMET test  paper  of  2016.  According  to  the  performance  scores,  the  top  120  of  students  were assigned as the high level students. The reciprocal 120 students were assigned as the low level students. That is to say, the number of the low level group students was 120, and the number of  the  high  level  group  students  was  also  120.  A  pretest  was  conducted  and  the  scores  were collected.  After  the  analysis  by  SPSS  18.0,  statistical  descriptions  were  clearly  shown  as follows in Table 4-1. 

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Conclusion 

In  this  chapter,  the  major  findings,  the  pedagogical  implications,  the  limitations  of  the research  and  the  suggestions  for  the  future  research  were  summarized  according  to  the research results and discussion in the previous chapter. The  present  study  examined  the  expertise  reversal  effect  in  English  reading comprehension  of  high  school  students  under  the  guidance  of  the  redundancy  principle,  and explored the reasons for the expertise reversal effect from the cognitive load perspective. The findings were listed as follows. The  first  finding  was  that  there  were  different  performances  between  the  high  level students and the low level students in the senior high school English reading comprehension in  three  different  vocabulary  redundancy  conditions.  According  to  the  research  statistical analysis  of  English  reading  performance  by  Pearson-product-moment  coefficient  correlation, the general conclusion can be reached that there indeed exists a relatively significant between the high level students and the low level students.  The  second  finding  was  that  there  was  the  expertise  reversal  effect  in  this  experiment. According  to  the  results  of  the  previous  chapter,  for  the  low  level  students,  the high-redundancy  vocabulary  strategy  brought  better  performance  than  the  low-redundancy strategy  in  English  reading  comprehension,  but  for  the  high  level  students,  this  strategy brought  worse  performance  than  the  low-redundancy  strategy.  In  other  words,  the high-redundancy  vocabulary  strategy  was  effective  for  the  low  level  students,  but  it  caused negative consequences for the high level students.  The  third  finding  was  that  there  was  a &n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。