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r 3 Research methodology.......19
3.1 Research questions.....19
3.2 Research subjects....... 19
3.3 Research instruments........ 20
3.4 Research procedure....22
3.5 Data collection........ 27
Chapter 4 Data analysis and discussion....28
4.1 Results and discussions of the tests....... 28
4.1.1 Results and discussions of the pre-tests in EC and CC........ 28
4.1.2 Results and discussions of the post-tests in EC and CC.......29
4.1.3 Results and discussions of the pre-test and post-tests in EC.......31
4.1.4 Results and discussions of the pre-test and post-test in CC........ 32
4.2 Results and discussion of the Questionnaires......33
4.3 Results of the interviews in EC.......47
Chapter 5 Conclusion......49
5.1 Findings........49
5.2 Implications.........50
5.3 Limitations of the study.... 51
5.4 Suggestions for further study..........52

Chapter 4 Data analysis and discussion

In the chapter above, the experiment on account of the theory of CLT has beencarried through. In this chapter, the data collected from the questionnaires, tests andinterview would be presented and further analyzed with the help of SPSS.19.0.

4.1 Results and discussions of the tests

At the very start of the experiment, the pre-test is proceeded to find whether thechosen groups are under the same level in EC and CC. The results are listed in thetables below.As is shown in the table 4.1, it can be seen that the mean of EC is 31.81, themean of CC is 30.37 and the Std. Deviation of these two classes are similar, anpresentative feeling can be had that the EC’s average grade is nearly the same as theaverage grade of CC, it can be probably said that the proficiency level of EC and CCbefore the experiment are the same. To make sure the accuracy of this conclusion, theIndependent Samples Test is carried out to prove it.A T-test for the independent sample is carried through to bespeak whether the ECand CC have much variety of significant. As it can be seen from the table 4.2, thevalue of Sig. tells 0.92 (t (80) =1.80, p > 0.05), which can indicate that there is nosignificant difference between EC and CC before the experiment. In other words, itcan be determined that the students’ vocabulary proficiency is under the same level inEC and CC according to the pre-test, which can guarantee rationality for theexperiment.

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Conclusion

In this chapter, the major findings, limitations, and implications of the CLT willbe presented, and some suggestions are also showed in order to help the CLT play agreater role for the further study.Comparative experiments are conducted on the instructive significance ofcommunicative language teaching based on the present situation of Englishvocabulary teaching in senior high school. Discussions of how to teach vocabularyfrom the aspect of using the vocabulary effectively and reasonably under the guidanceof CLT are made after synthesizing the actual situation of teaching in EC and CC.Through the analysis of the experimental data above, it can be concluded that tosome extent, communicative language teaching can smooth out some gaps intraditional teaching method.First of all, according to the comparison of the questionnaires collected from theEC and CC before and after the experiment, a conclusion can be drawn that s