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4.3 Research Instruments....... 18
4.4 Procedure .......20
4.5 Data Collection and Analysis....... 21
Chapter Five: Results and Discussion....... 23
5.1 Results of Classroom Observation....... 23
5.2 Results of Questionnaire .......33
5.2.1 Results of Students' Questionnaire....... 33
5.2.2 Results of Teachers' Questionnaire....... 51
5.3 Results of Interview....... 62

Chapter Five: Results and Discussion

5.1 Results of Classroom Observation

From the table we can sum up that teaching contents in two schools essentiallyaccord with students' current cognitive level, with mean is 4.40 and 3.80 respectively,yet in school 2，that is, countryside primary school, the mean of item 2 is a little bitlow. The figures above indicate that quite a number of activities teachers designedtend to mechanical application of textbooks and copying the teaching plan of otherswhich divorce from reality and students' life experience. Also, teaching contentsshould closely corresponded to students' cognitive development and their backgroundknowledge. Consequently, both schools can not emphasize too much the importanceof closely relating teaching contents with students' powers of perception as well astheir daily life.
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Conclusion

(1) In English class，most students take a pleasure in lively and interestingactivity form，for instance playing games, singing English songs, and so forth.Nevertheless, during the process of activities，a small group of students are difficult tofully master basic language knowledge and apply their language skills in an effectiveway. This will bring about an immediate and tremendous effect upon students'participation enthusiasm and learning interest. What they need is to unload thepressure and positively turn for help in order to catch up with others.
(2) It is apparent that some students' colloquial expressions are belowexpectations，and usually accompanied by poor pronunciation, illogical sentencepatterns and too much pauses. This partly because of without highly valuing spokenEnglish，and partly because of practicing less. As a matter of fact, like anything else,perfection will come through practice. Only by continuous practice can you increaseyour speaking skills. As for teachers, more equal opportunities should be rendered andlet students show their talents which means the reduction of teacher talk time and theraise of student talk time.
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Reference (omitted)

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