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        3.2.1 ESL Writing ..........25
        3.2.2 The Rating Scale ..........25
        3.2.3 Computer Equipment.......... 25
    3.3 Rating Procedure ..........25-26
    3.4 Data Analysis ..........26-28
        3.4.1 Quantitative Data Analysis ..........26-27
        3.4.2 Qualitative Data Analysis..........27-28
Chapter 4 Data Analysis..........28-41
    4.1 Rater and Examinee Measurement Analysis.......... 28-36
        4.1.1 General Analysis.......... 28-29
        4.1.2 Rater and Examinee Measurement Analysis ..........29-36
    4.2 Bias Analysis for Rater-Examinee..........36-40
    4.3 Summary.......... 40-41
Chapter 5 Discussion..........41-46
    5.1 Basic Differences on Raters..........41-42
    5.2 Severity ..........42-43
    5.3 Rater Consistency.......... 43-44
    5.4 Rater Bias.......... 44-45
5.5 Summary.......... 45-46

Conclusion

Through ten weeks experiment teaching, and at last which prove the presentstudy is conducted successfully and bring out some feasible and practical suggestions,but owing to the author’s limited theoretical basis and personal capacity, the thesismay not be perfect, therefore, limitations are inevitable.
Firstly, the sampling was limited to only 76 students in Grade Three in Jiufo No.Two Middle School of Luogang District, Guangzhou City, which is a countrysidejunior middle school and may not represent all middle school students. Therefore, it isnecessary to use the same study with more samples in different district and differentschool to test whether the findings in this study are also valid in a broader sense.Meanwhile, the statistics could have been compiled in greater detail, with theparticular test score matched with particular rating scales and categories, in order tobe more valid and accurate. The students improve their oral English competencemostly by enriching what they say, that is, by enriching the contents with framesactivating, pay less attention on fluency and accuracy.
Secondly, the study could have been more convincing if it had been done in aprolonged period of time. The effectiveness of a new approach is difficult to be testedin a comparatively short period of time. In the prolonged period of time, theexperiment effect can be more effective and reliable.
Further more, if the study had been done in more different grades students, theresults would have been more convincing. Also the effectiveness of a new approach isdifficult to be tested in the same grades. In more different grades, the experiment effect can be more effective and reliable.In spite of the above-mentioned limitations, it may still throw some light uponthe present oral English teaching and learning in middle school. The study reveals thatframe-theory-based oral English teaching approach is apparently supportive inpromoting junior middle students’ oral English expressing competence. However, theframe-theory-based oral English te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。