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he Data....32
4.3 Result of the Questionnaire and Analysis of the Data.....34
Chapter V Conclusions.....40
5.1 Findings.....40
5.2 Suggestions.....43
5.3 Limitations....44

Chapter IV Results and Analysis

4.1 Data Collected from the Result of the Pre-test and Analysis of the Data
All the subjects took part in the pre-test at the very beginning of the experiment. Thewriter expects to examine whether the experimental class and the controlled group are at thesame level when it refers to the vocabulary proficiency. The data comes from the Pre-testscores are listed in the following: After comparing the highest scores collected from the experimental class and the controlclass, we can conclude that the control class is only one point higher than the experimentalclass. The lowest score of the experimental class is 9 and the lowest score of the control classis 3 points lower than that of the experimental class.We may find the distribution of the pre-test score from table 2. there are 15 learners’scores range from 0-20, 30 learners got scores between 21-40 and the rest 5 learners’ scoresrange from 41-50 in the experimental class; There are 10 learners’ scores range from 0-20, 35learners got scores between 21-40 and the other 6 learners’ scores range from 41-50. From theabove data it is easy to infer that the experimental class and the control class are atequivalent level. The standard deviations of the experimental class and control class are 2.77and 2.86. We can conclude that the data collected from the pre-test suggesting the ability onvocabulary of the two groups of subjects is almost the same.
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Conclusion

It can be concluded from the research that the achievement of experimental class is muchbetter than that of the control class from the result of data analysis. It means that after thetask-based vocabulary teaching, the learners could complete their programs or assignments byusing the vocabulary they learned. TBI injects fresh energy to the English vocabulary teachingand learning.The findings concluded from the research are listed in the following:
(1) TBI is more effective and practical in helping the learners to learn and apply thevocabulary. In order to supply more chances for the learners to express their thinking withtheir own words, the teacher design and create interaction in the experimental class. After that,the teacher set a better environment to enlarge the learners’ vocabulary. What the class focuseson is the learners’ interests and needs not on the rules set by the teacher or the books. Thelearners in the experimental class have higher motivation to take part in the process ofcompleting various tasks activities. A lot of them are energetic and active in the interactivetasks, for example, role-changing, brain-storming and so on, which are designed for thelearners to learn the vocabulary.
(2) TBI has contributed to the cultivation of the learners’ interest and the application ofthe vocabulary the learners have learnt. In the experimental class with the application of TBI,the learners may gain more opportunities to communicate with peers and express theirthinking freely. Learners may enjoy the activity and find fun in the process of variousrole-playing. They are looking forward to participate in the tasks and have more interest toapply the new vocabulary which they have learnt and they ar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。