英语论文网

.... 28
Chapter 5 Conclusions ........ 41
5.1 Major Findings of the Study....... 41
5.2 Implications of the Study ..... 41
5.3 Limitations of the Study....... 43
5.4 Suggestions......... 43

Chapter 4 Analysis and Discussion

4.1 Results and Analysis
In order to get a general view of the current situation of English reading of non-Englishmajor college students and their opinions on English reading class, the author makes a surveyamong 104 students from the experimental class and the control class. 104 pieces of thequestionnaire are handed out, 104 students do the questionnaires seriously, all of thequestionnaires are returned back and valid. From the data of questionnaire, it can be seen that there are some problems in collegestudents’ English reading learning and teacher’s reading teaching as first question, the majority of students (51.92% and 24.04%)believe that thepurpose of English reading is to improve reading comprehension and enlarge vocabulary, butthey ignore the reading process can cultivate their logical analysis ability and problem solvingability. Because under the guidance of traditional teaching model, vocabulary, phrase andgrammar are the most important parts of English reading, students believe that if they have agood command of vocabulary, phrase and grammar, their English reading comprehension willbe improved. With respect to the second question, 45.19% of the students’ most greatdifficulty in English reading is difficult to understand the author’s ideas and true intention. Inthe traditional teaching model, students are passive receivers, they always depend on teachers’explanation and translation, so it is difficult for them to construct meaning of text and catchthe author’s ideas.
………………

Conclusion

Although the results of the experiment indicate that the Problem-driven reading teachingmodel is effective to improve the students’ reading comprehension, there are still somelimitations in the study:
First of all, the experiment only lasted one semester which was not enough to prove theeffectiveness of the Problem-driven reading teaching model, and the number of subjects isrelatively small.
Second, it is a regrettable thing that the evaluation method of the study is not enoughobjective. Although the data is true, we judge whether the students’ reading comprehensionimproved or not only depended on the comparison between the scores of pre-test and thescores of post test are not enough. We need a more scientific and more effective assessmentmethod to evaluate the achievement of this teaching model.
Third, the author adopted three instruments in the experiment, which may not be suitablefor all the students. In addition, the questionnaire and interview are designed based on theauthor’s own understanding so that some questions in the questionnaire and interview may notcover all the items needed for the research. Therefore, the improvement of students’ readingcomprehension is to be explored in more details in further studies.
……………
Reference (omitted)

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。