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psychologist and philosopher Piaget, who is the mostinfluential and outstanding specialist in the cognitive domain. Constructivism theoryconsiders that learning is an active and constructive process. Students can construct newsubjective performance based on previous and current experience by themselves instead ofothers. In the meanwhile, constructivism theory emphasizes on the importance of learningsituation and interactive communication, especially in language learning. Besides,Vygotsky is another representative in constructivism field who makes contributions to thedevelopment of constructivism.As for Piaget, the fundamental view he claims about constructivism is that childrenconstruct knowledge concerning the outside world gradually through the interaction withsurrounding so that their cognitive structures have been developed ceaselessly (1977).There are two rudimental processes involved in the interaction with environment, that is,assimilation and accommodation. Assimilation means the process of absorbing newinformation to integrate it to the existing cognitive structure, whereas accommodationrefers to the process of reconstruction of the previous cognitive structure when newinformation cannot be assimilated into its original knowledge system. In a sense, in theprocess of assimilation and accommodation, individual’s cognition gets changed andcomplemented.
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Chapter Three Methodology.......... 23
3.1 Research questions......... 23
3.2 Research participants......23
3.3 Research instruments......24
3.4 Procedures of the experiment...........27
3.5 Data collection.......33
Chapter Four Data analysis and discussion....34
4.1 Data analysis and discussion of the questionnaires.....34
4.2 Data analysis and discussion of the tests............52
4.2.1 Data analysis and discussion of the pre-test between EC and CC......... 53
4.2.2 Data analysis and discussion of the post-test between EC and CC........54
4.3 Analysis and discussion of the interview........... 55
4.4 Summary...... 57
Chapter Five Conclusion....... 58
5.1 Major findings....... 58
5.2 Implications...........59
5.3 Limitations....59
5.4 Suggestions for further study........... 60

Chapter Four Data analysis and discussion

The results and analysis of the data are shown and discussed in this chapter, includingthe data analysis of the two tests, four questionnaires, one interview.

4.1 Data analysis and discussion of the questionnaires

The two questionnaires were carried out in EC and CC before and after the teachingexperiment. The questionnaires are used for answering the first two questions: (1) Willconstructivism-based interactive mode stimulate students’ interest in vocabulary learning?(2) Will constructivism-based interactive mode improve students’ vocabulary learningstrategy?The first pre-questionnaire is used in EC and CC before the experiment to see whetherthe students’ learning interest is at the same level. The results of EC and CC are shown inTable 4.1 and Table 4.2.There are four dimensions in Questionnaire One and question one to question threeare designed to test students’ attention to English vocabulary learning. Table 4.2 shows thatstudents in EC are not significantly different from those in CC on students’ attention toEnglish vocabulary learning (t1(84) =-0.04, p1&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。