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4.3 Instruments....... 24
4.4 Reading Materials.....26
4.5 Research Procedures.........26
4.6 Data Collection and Analysis........... 30
Chapter 5 Results and Discussion.......32
5.1 Results of the Experiment........ 32
5.2 Discussion.........38

Chapter 5 Results and Discussion

In this chapter, the researcher analyzed and discussed the data that collected from the post test anddelayed test. Meanwhile, the author made some important and scientific statistics, among which aredescriptive statistics, independent samples t test and paired samples t tests. Above that,the author alsomade some discussions about results related to the research questions.

5.1 Results of the Experiment

Before the experiment, to ensure the subjects involved in are paralleled, the researcher first analyzedthe English scores of their college entrance examination. The mean of Journalism class was 93.63, while themean of Accounting class was 92.81, and the mean difference between these two classes was 0.82. ByIndependent Sample Test, the P value was 0.842 > 0.05. In the terms of statistic, there was no significantdifference between class1 and class2 before the research. In other words, as for the English learning ability,these two classes had similar performance. So the researcher chose the students of these two classes as theresearch subjects were being treated reasonable and valid.After collecting all the statistics, the author abandoned some invalid data. Finally, there were 30 testpapers available in each group (reading plus group and narrow reading group). According to the researchquestions in chapter 4, the author would analyze all the available statistics in the post test and delayed test.

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Conclusion

In this chapter, the author would make a conclusion, which included the major findings, thepedagogical implications, the limitations and some suggestions for further studies on this field.After this experiment and collected available data, based on the research questions the author coulddraw conclusions: firstly, both reading plus and narrow reading were effective on vocabulary acquisition,however, the reading plus method showed its advantages in the vocabulary retention. Secondly, from thethree aspects of the target words, form, meaning and meaning recognition, and in different aspect these twogroups performed differently. Specifically speaking, in terms of form recall, the subjects in reading plusgroup could write out more correct target words than narrow reading group, as for the meaning recallreading plus group still performed better than narrow reading group, however, in the test of meaningrecognition, these two groups almost got the similar scores. So the research questions could be answeredas following:Before the experiment the subjects did not know the target words, all the target words were chosenby pre-test, which was mentioned in chapter 4. Through reading they acquired or learned the words, bothof these two groups have gained some vocabulary in some degree. However, by delayed test two weekslater, the author found that in terms of vocabulary retention, reading plus enhancement activities showedthe advantages. The result of this study corroborated the previous research that supplemented withvocabulary enhancement activities after reading were more effective for vocabulary gains an