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n .......... 31 
4.1 The Reliability and Validity of the Questionnaire ...... 31 
4.2  Answer  to  Research  Question  1:  TPR  Teaching ..... 30
4.3 Answer to Research Question2：TPR Teaching Method.......... 39 
Chapter Five Conclusions and Implications ........ 44 
5.1 Conclusions and Major Findings ........ 44 
5.2 Pedagogical Implications .... 44 
5.3 Limitations and Suggestions ....... 45

Chapter Four Results and Discussions

This  chapter  is  to  analyze  and  argue  about  the  results  of  the  two  research  questions listed  in  the  chapter  two.  The  chapter  four  is  divided  into  three  parts.  The  first  part  is  the analysis of the reliability and validity of the proposed questionnaire in this experiment. The second  part  is  the  evidence  for  the  first  question,  “Can  TPR  teaching  method  help  to improve students’ English vocabulary learning interests? The research question one will be answered  by  analyzing  the  data  collected  from  questionnaires.  The  third  part  presents  the evidences  for  the  research  question  two  “Whether  TPR  teaching  method  is  more advantageous  than  the  traditional  teaching  method  in  improving  students’  vocabulary learning  efficiency?”  by  analyzing  and  comparing  the  test  results  of  each  class  in  the experiment.  The  data  collected  from  the  questionnaires  and  the  tests  was  input  into  the SPSS  V17.0  statistical  analysis  software.  All  the  items  in  the  questionnaire  adopt  the 5-point Likert scale. At the same time, interview has also adopted to analyze the students’ vocabulary  learning  interest  changes.  The  data  collected  from  the  interview  can  replenish the qualitative data in this research and can make the results more explanatory. In total, the interview is made up of 6 open-ended questions, including the following aspects: learning motivation,  performance  in  second  language  class,  students’  sense  of  achievement, students’ interest changes toward vocabulary learning, the recognition or the acceptance of teacher’s teaching method, the attitude towards the teaching activities in class.   

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Conclusions

First  of  all,  in  order  to  find  out  whether  the  TPR  method  is  helpful  to  improve  the students’ vocabulary learning interest, the author presents two tables to analyze the results of  the  questionnaires  conducted  before  and  after  the  experiment  in  both  the  EC  and 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。