英语论文网

br /> Chapter Five Results and Discussion 

This chapter discusses the results concerning the three research questions presented above. First of all, the data in the immediate will be analyzed to find out which group of students does the best among the four groups with different reading conditions. Then the data in the delayed test will be analyzed to discover the effect  of  the  two  variables  (glossing  language  and  TIE)  in  recalling  those  unknown  words  in  the  reading materials for senior high school students. Hence, the chapter consists of three parts, which are the results of immediate test, the results of the delayed test and discussion part.   

5.1 Results of Immediate Test 

The four groups who are in the same English proficiency are demanded to read the same two passages in  the  four  different  conditions  and  have  a  vocabulary  test  immediately  as  soon  as  they  finished  the comprehension  questions  followed  by  the  reading  texts.  Here  are  the  results  of  the  immediate  test  of vocabulary knowledge scale.Table 5.1 displays the numbers of the four groups adding up to 64, which consistent with the number of  total  sample  referred  in  chapter  four,  also  the  standard  deviation,  is  showed.  After  comparing  the  two TIE conditions, it can be found out that with the boldfaced TIE, the participants can acquire more unknown words incidentally in a reading material. Of the two kinds of glossing languages, the Chinese elaboration do much more help in learning new words getting the highest mean score of 21.1875. As for the standard deviation,  the  descending  pattern  indicates  that  Chinese  glossing  with  boldfaced  TIE  is  the  highest  (Std. Deviation=3.56312),  then  Chinese  glossing  without  boldfaced  TIE  goes  the  second  one  (Std. Deviation=2.89180),  and  English  glossing  without  boldfaced  TIE  ranks  the  third  one  (Std. Deviation=2.80476).  English  glossing  with  boldfaced  TIE  goes  the  last  one  (Std.  Deviation  =2.26477). Therefore, it can be drawn that the reading materials with boldfaced TIE as well as the Chinese glossing is the best condition for the sake of students’ acquisition of unknown words for students. This may because the  boldfaced  TIE  can  catch  more  students’  attention comparing  with  that  without  boldfaced  TIE.  As  for language, Chinese students may have the tendency to translate target language into Chinese to understand which can be certified with the word association model referred in chapter three.    

.......... 

Conclusion

After  analyzing  and  discussing  the  data  collected  in  Chapter  five,  this  chapter  concerns &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。