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5.2 Implications...............................73

Chapter Four Results and Discussion

4.1 The Current Situation of Students’Vocabulary Learning

4.1.1 Results and Discussion from the Pre-questionnaire

4.1.1.1 Reliability and validity of pre-questionnaire

Before the experiment,students were asked to read the questionnaire requirements andquestions carefully and then answer the questions in order to ensure the objectivity andreliability of the experiment.

Besides,50 students were randomly selected after the questionnaire design wascompleted,and the reliability and validity of the questionnaire were analyzed.The results ofthe reliability and validity of questionnaire analysis were as follows.

As is shown in table 4-1,the alpha coefficient for the twenty items of thisquestionnaire is 0.804,suggesting that the items have relatively high internal consistency,which shows that the data of the questionnaire could be used for further analysis.

Chapter Five Conclusion

5.1 Major Findings

Based on input hypothesis theory and relevance theory,this study introduces the methodof narrow reading into students’vocabulary learning,obtains and analyzes the experimentalresults through research instruments such as questionnaires,tests and interview for reference.After the actual teaching experiment,aiming at the three research problems of this study,thefollowing conclusions are drawn:

For the first question“What is the current situation of students’vocabulary learning?”

Through the pretest and the previous questionnaire,we can see that first,students’vocabulary scores are not good enough,but there is no significant difference between thestudents in the experimental class and the control class.They are at the normal vocabularylevel of senior one students.Secondly,although students all believed that vocabulary is veryimportant,they have many trouble in learning vocabulary effectively.Thirdly,most studentsare not satisfied with their current vocabulary learning situation and most of them have lowself-confidence in vocabulary learning.

With regard to the second question“What are the effects of narrow reading on students’vocabulary performance?”

Applying narrow reading strategies to senior high school English vocabulary learning isconducive to improving students’vocabulary learning effect.By comparing the test data ofstudents’vocabulary level test scores before and after the experiment,this paper finds thatafter using narrow reading strategies,experimental class students got higher vocabulary testscores than students in the control class.Firstly,in the vocabulary size test,the scores of theexperimental class are obviously higher than those in the control class.Secondly,for thevocabulary list test scores of each unit,the overall score tendency of the experimental class isat a stable increasing position compared to the control class.It shows that narrow readingplays a positive and active role in improving senior high school students’vocabulary learningresults.

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