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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-01编辑:lgg点击率:3280
论文字数:34000论文编号:org201406011258444791语种:英语 English地区:中国价格:$ 66
摘要:With a higher and higher demand in English writing in college entrance examination,senior high school teachers find it urgent to try a more efficient method to teach writing andstudents also hope to find a less time-consuming and effort-saving way to improve theirwriting performance.
Chapter Four Data Analysis and Discussion
4.1 Statistical Description and Analysis of Composition Scores
There are altogether four groups of composition scores,namely EGl, CGI, EG2 andCG2. (The raw data are listed in Appendix II). EGl and CGI stand for the compositionscores of the experimental group and control group in the pre-test respectively, while EG2and CG2 stand for the composition scores of the experimental group and control group in thepost-test respectively. The tables below show the result. From the data in Table 4-1, we can see that the mean scores of the EG and CG in thepre-test are almost the same, being 17.50 and 17.60, with a difference of only 0.10. In table4-2,the composition scores of the EG and CG in the pre-test are compared by means ofIndependent Samples Test. The results show that Sig=0.836>0.05, which means that thescores of the EGl and CGI have equal variances, thus we should look at the values in the line“Equal variances assumed”,that is P=0.866>0.05. Table 4-1 and Table 4-2 demonstrate thatthe mean score of the EG and CG in the pre-test have no significant difference, that is to say,the CG and EG are almost at the same level of writing proficiency before this study.
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Conclusion
This thesis has focused on the application of Lexical Approach in the teaching of Englishwriting in senior high school and examined its effect on students' writing proficiency. Duringthe experiment, Lexical Approach was employed to students of the EG while the traditionalapproach, in which students were not asked to touch the idea of lexical chunks, was applied tothose of the CG. It has been proved,by means of statistical analysis and an interview, thatsenior high school students' English writing proficiency (which was reflected in this researchby the scores of their English compositions and number of lexical chunks used in theircompositions), can be promoted through the teaching and learning of lexical chunks. After theexperiment, a summary of the major findings is presented as follows.
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