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5.1 Major Research Findings ............................ 53

5.2 Research Implications ....................... 55

5.3 Limitations ...................... 58 

Chapter Four Results and Discussions

4.1 Results

The results of the study will be presented from the results of the tests to that ofthe interviews.The results of tests will be unfolded from the effects on students'reading performance,the aspects of effects,and effects on different levels of students.And the results of the interview come from three students at different levelsrespectively.

4.1.1 Results of tests

In order to figure out the aspects of effects of register theory-based Englishreading teaching.Firstly,prior to the experiment,an independent sample t-test wascarried out to find out whether students'reading performance of EC and CC are at thesame level or not.

The descriptive statistics from the independent sample t-test of pre-test areincluded in Table 4.1.According to the table,the experimental class's mean is 15.87,which is comparable to the control group's mean 15.73.The SD of the two classesdemonstrates that the experimental class's data varied from those of the control class.Additionally,the p-value is greater than the threshold of 0.05 at 0.914.According tothe data,there was no discernible difference between the EC and the CC in the pretest.As a result,it can be said that prior to the experiment,students’reading performancein the experimental class and control class was at the same level.

Chapter Five Conclusion

5.1 Major Research Findings

This study aims to investigate the effects of English reading teaching based onregister theory on the students’reading performance.The results are connected withthe two research questions,confirming the beneficial effects of English readingteaching based on register theory on students’reading performance.And the followingsections go into further detail on the main findings.

First and foremost,English reading teaching based on register theory hassignificant effects on the student's reading performance(p=0.031<0.05),especially inthe aspects of MIQ(p=0.00<0.05),WGQ(p=0.01<0.05),and IQ(p=0.037<0.05),which can prove that the register theory is suitable to be applied to English readingteaching.The English reading teaching based on register theory is conducive todeveloping the meaning potentials of the students that help them understand the field,mode,and tenor of the passage through the whole reading teaching process.In thisway,not only the reading performance has made great progress but also the Englishsubject core competencies can be cultivated.Besides,the English reading teachingbased on register theory designs a series of practical,relevant,and theme-basedactivities in which students can be accessible to the main ideas of the passage(field),the structure and text type of the passage(mode)and the writer's purpose and attitudes(tenor).These activities cooperate to arouse their interests and help students achieve the transformation from knowledge attainment to reading performance.In addition,there are significant effects of English reading teaching based on register theory indifferent aspects.In terms of main idea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。