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ificself-efficacy is beliefs about one’s ability to accomplish specific tasks. It is the measurement ofone’s own ability to finish tasks and reach the goals (Ormrod, J. E., 2006). Psychologists havestudied self-efficacy from several different kinds of aspects, explaining different ways ofdeveloping the beliefs of self-efficacy.Self-efficacy beliefs can affect many aspects of human effort, by deciding the beliefs of aperson about his or her ability to influence the situations, then deeply influencing both the abilitya person actually has to face challenges competently and the choices a person is probably tomake. All these effects are particularly apparent, and compelling, with regard to behaviorsaffecting health (Luszczynska, A. & Schwarzer, R., 2005). Judge et al. (2002) argued theconcepts of locus of control, neuroticism; self-efficacy and self-esteem measured the same,single factor and demonstrated them to be related concepts (Judge et al., 2002). Understandinghow to cultivate the development of self-efficacy is important for policymakers, educators, andother researchers.
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2.2 The Studies of Vocabulary Teaching
Language usually consists of three main elements: grammar, phonetics and vocabulary.Vocabulary is the supporter of phonetics and grammar and is also the construction material oflinguistic building. As Wilkins said that, “if there is no grammar, people can only expresssomething, but if there is no vocabulary, people can express nothing.”Although grammar is usually integrated with the teaching of vocabulary, we still consider itnecessary to introduce ways to present and consolidate vocabulary. Maybe the most commonway of learning vocabulary used by Chinese learners of English is through memorizing themeaning of every word and their Chinese equivalents with a lot of oral repetitions of each word.The learners may finally found this kind method of vocabulary learning very ineffective as theyoften find that they still cannot understand the meaning of the text they read although they knowthe Chinese equivalent of each word.
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Chapter Three Methodology ....21
3.1 Research Questions.....21
3.2 Research Subjects .......21
3.3 Teaching Materials......22
3.4 Research Instruments ........22
3.5 Research Procedure.....24
3.6 Data Collection .....28
Chapter Four Results and Discussion ........29
4.1 Results and Discussion of Tests ....29
4.2 Results and Discussion of Questionnaires ......33
4.3 Discussion .......40
Chapter Five Conclusion....41
5.1 Major Findings......41
5.2 Pedagogical Implications ........42
5.3 Limitations of the Study....44
5.4 Suggestions for Future Studies .....44

Chapter Four Results and Discussion

4.1 Results and Discussion of Tests
The author conducted the pre-test and post-test to investigate the effectiveness of theteaching experiment. According to the data collected from the teaching experiment, the results ofpre-test and post-test in this study are analyzed as follows: According to the data of table4-1, it can be obviously seen that the mean score of theexperimental class (67.96) is very similar to the mean score of the control class (68.28).Moreover, the standard deviation of experimental class (9.275) is also very similar to that of thecontrol class (9.352). That is to say, there is 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。