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the Needs-Press theory. He also emphasized that human behaviors were decided by the mutual interaction between person and environment. But thedifference is that “Needs”, which is equivalent to P factor in Lewin’s theory, referred to “personal needs ormotivation” which showed one’s tendency to move towards goals. The “Press”, which is equivalent to Efactor in Lewin’s theory, stands for environmental pressure. The press may support or frustrate theexpression of one’s needs. “Needs” and “Press” were complementary to each other.On the basis of Murray’s Needs-Press theory, Stern (1970) put forward Person-EnvironmentCongruence Theory by arguing that it was just favorable for students’ development when personal needswere in accordance with environmental press.
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Chapter Ⅲ Research Methodology......18
3.1 Research questions........18
3.2 Subjects....... 18
3.3 Instruments...........19
3.3.1 Questionnaires............ 19
3.3.2 Class observation........21
3.3.3 Interview............ 21
3.4 Research procedures..... 21
Chapter Ⅳ Results and Discussion......23
4.1 Results of quantitative study...........23
4.2 Results of qualitative study....27
4.3 Discussion............31
Chapter Ⅴ Conclusion.......36
5.1 Major findings......36
5.2 Pedagogical implications.......37
5.3 Limitations and suggestions........... 39

Chapter Ⅳ Results and Discussion

In this chapter, the author mainly presents the results of both quantitative and qualitative study andthen makes a detailed discussion over the results.

4.1 Results of quantitative study

The author adopts the questionnaire named College English classroom Environment Inventory(CECEI) to know about students’ perception of their English classroom environment. The results ofdescriptive statistics are as follows:Table 4.1 shows a general condition about students’ perception of their English classroom environment.As CECEI is a five-point scale, the score of each item ranges from 1 point to five points, with 3 points asthe medium level. As can be seen from the above table, the average mean of all the nine dimensions ofEnglish classroom environment is around the medium level 3.00, which means that students’ perception ofEnglish classroom environment is at medium level.The descending rank of the nine dimensions goes like this: student cohesiveness (AM=3.67), taskorientation (AM=3.65), equality (AM=3.48), students cooperation (AM=3.39), teacher’s leadership(AM=3.32), students responsibility (AM=3.27), teacher’s innovation (AM=3.23), teacher support(AM=3.00) and involvement (AM=2.94). Among the nine dimensions, the average mean of studentscohesiveness is the highest and that of involvement the lowest.Of the five dimensions whose average mean are lower than the overall average mean, three are onteacher’s part. They are respectively teacher support (3.00), teacher leadership (3.32) and teacherinnovation (3.23), which indicates that students’ perception of teacher’s performance is lower than that oftheir own performance in class.

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Conclusion

In previous chapter, the author presents all the results of quantitative and qualitative study and thenmakes a detailed discussion about the results. This chapter will firstly summarize the major findings of thepresent study and its p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。