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in  the  language  classroom  and  can  promote  second  language learning. To find out whether Task-Based Approach can improve students’ ability of learning and using English vocabulary is the real purpose of this research. The research aims to testify the  effectiveness  and  practicality  of  Task-based  Approach  in  the  process  of  English vocabulary teaching. The results of the pre-test and post-test will be used to examine whether Task-based Approach can improve students’ ability to learn and use English vocabulary. The questionnaires  will  supply  evidence  to  prove  whether  students’  learning  interest  is  aroused and whether their motivation in learning vocabulary is increased. 

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Conclusion 

This  chapter  will  dwell  on  the  main  findings  based  on  the  data  collection  and  analysis, meanwhile,  the  pedagogical  implication  and  limitation  of  this  study  with  its  further recommendation will be also presented. According to the data in the pre-questionnaire and pre- test, it is obvious that there is no remarkable difference between the subjects from the experimental group and control group in their vocabulary competence at the beginning, but after about five months’ experiment, some changes  arise.  By  analyzing  the  results  of  the  experiment  mentioned  above,  three  major findings are as followed: As it can be seen from the data analysis of the pre-test and the post-test, the Task-Based vocabulary teaching is more effective in improving learners’ vocabulary learning ability. We can  clearly  see  that  before  the  experiment  the  mean  of  the  experiment  group  is  58.17  while the  control  group  gets  58.37,  the  difference  is  only  0.2.  The  highest  and  the  lowest  score  is almost the same, which proves they are nearly in the same level. Also according to the table, the number of the students who grasp vocabulary in the experiment group is larger than that of the control group. However, some of the experimental students perform badly in mastering the vocabulary. But it is clear to see that the experimental class students’ vocabulary learning ability has greatly improved under the task-based vocabulary teaching method for nearly five months. There is a big difference in mean between the two groups. The control group is 60.95, while the experimental group is 69.74. In the post-test, the mean in the experimental class is higher by 8.79 than the control class. In addition, there are twenty experimental class students whose  score  is  above  70;  while  in  the  other  class,  the  number  is  twelve.  There  is  a  great difference below 50 in the two groups. The experimental class has 5 but 17 in the controlled class.  Which  shows  significant  difference  does  arise  between  the  two  groups.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。