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> 3.1.1 The Necessity of Input ..... 13
3.1.2 The Explanation of Input Hypothesis....... 14
3.2 Comprehension Hypothesis – A New Development......... 153.
3.3 Paivio’s Dual Coding Theory..... 17
3.4 Summary… ........ 19
4 Research Methodology..... 21
4.1 Research Questions ........ 21
4.2 Subjects ........ 21
4.3 Instruments ....... 22
4.4 Procedures of the Research ........ 23
4.5 Treatment Conditions..... 24
4.6 Data Collection......... 24
5 Results and Discussion..... 25
5.1 Results for the two tests ....... 25
5.1.1 Results for the Immediate Test..... 25
5.1.2 Results for the Delayed Test ........ 28
5.1.3 The Comparison of the Two Test....... 31
5.2 Results for the Questionnaire ..... 33
5.3 Discussion.. ........ 35
5.4 Summary… ........ 38

5 Results and Discussion

5.1 Results for the two tests
Table 5.6 is the data of the comparison between Group Two and Group Three inIndependent Samples Test. The purpose of this comparison in Table 5.6 is to find out whetherthese two groups are comparable or not. The concrete analysis will be presented below whencompared with Table 5.2 and Table 5.4.From Table 5.1 in the immediate test, it can be seen that the Mean of Group One is5.4800, so it indicates that Chinese & English subtitles can help students acquire vocabulary.Meanwhile, Table 5.3 and Table 5.5 show the Mean of Group Two and Group Three, they are4.7083 and 3.9231 respectively. Therefore, from Table 5.1, Table 5.3 and Table 5, the Mean ofthese three Groups in a sequence order as follows: 5.4800 > 4.7083 > 3.9231, so comparedwith the other two modes of subtitles (Chinese subtitles and English subtitles), Chinese &English subtitles also gain a higher result than that of the other two modes of subtitles. What’smore, the Std. Deviation of Group One is 0.91833, the Std. Deviation of Group Two is0.85867 and the Std. Deviation of Group Three is 1.10678. Therefore, it can be known thatChinese & English subtitles keep a stable state and gain a better result than the Chinesesubtitles and English subtitles and the Group Two comes next and the Group Three withEnglish subtitles gains the least vocabulary acquisition.
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Conclusion

The purpose of the thesis is to test whether Chinese & English subtitles can help collegeEnglish majors acquire vocabulary incidentally. By analyzing and discussing the results of theexperiment, three questions are answered and some major findings are presented below.Firstly, the first research question is to test whether Chinese & English subtitles can helpcollege English majors to acquire vocabulary incidentally, by analyzing the results in theimmediate test in Chapter Five, the answer is yes. Through watching English original filmwith Chinese & English subtitles, college English majors can acquire vocabulary incidentally.Secondly, to enhance persuasiveness of the study, the author compares Chinese &English subtitles with Chinese subtitles and English subtitles. The results show that Chinese& English subtitles perform best. What’s more, among the three groups, there are significantdifferences. Therefore, for incidental vocabulary acquisition and memorization, Chinese &English subtitles have a better effect than the other two kinds of subtitles.Th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。