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..... 29
4.5 Research Procedures........... 30
4.6 Data Collection ...........32
5 Results Analysis and Discussion ...........33
5.1 Analysis and Discussion of the Test Paper........... 33
5.2 Analysis and Discussion of the Questionnaire........... 43
5.3 Summary ...........44

5 Results Analysis and Discussion

5.1 Analysis and Discussion of the Test Paper
For the first three research questions, the data of which were from the final examinationat the beginning of 2013. The following are the results analysis and discussion in detail. As Table 5.1.2.1 shows, the mean score of students in experimental class was 17.9286,while the mean score of students in control class was only 14.8438. The mean score of theexperimental class was much higher than that of the control class. In Independent Samples TTest, the T value was 4.606，which meant there existed statistically significant differencebetween students in two classes in respect of reading words and sentences .(P=0.000<0.001)The results reveled that students in experimental class did much better in respect ofreading words or sentences than those in control class. The reasons can be explained asfollows;Firstly, the Three-in-one method lays emphasis on learning words pronunciation withthe knowledge of phonemes. When introducing the pronunciation of new words, the teacher will instruct students to know words pronunciation by infiltrating the knowledge of phonemesstep by step instead of labeling phonetic symbols under the words and then teaches students topronounce words repeatedly. Here take the word green as an example. The teacher will firstwrite letter ee and asks students to pronounce the letter combination; next put letter r aheadand instruct students to spell out letter combination ree; then add letter g to ree and letstudents pronounce the letter combination gree; last add letter n at the end of the word and askstudents to read the word directly. From the example, it is clear that the Three-in-one methodestablishes student-centered class and teacher plays a role as a guide in the whole teachingprocess. The new method is helpful to cultivate students' phonemic awareness and improvetheir ability to pronounce words correctly.
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Conclusion

According to the results in Chapter 5，the following conclusions can be drawn to giveanswers to the research questions proposed in the chapter one in the study. The results in the study showed that the Three-in-one method is more effective ondeveloping students' ability to read words or sentences correctly compared with the traditionalphonetic teaching method.The Independent-Samples T Test by SPSS showed that students in experimental classperformed better in reading words and sentences. Almost all of them can read the words andsentences loudly and correctly and only a few students made some mistakes when readingsentences without considering the intonation of the sentence. As for students in the controlclass, most of them can read out words and sentences directly，but part of students can notread words or sentences correctly or loudly. Therefore the Three-in-one method is proved tobe effective in respect of improving students' ability to read words and sentences.
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Reference (omitted)

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