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Although there is a slight difference in the distribution of excellent scores betweenthe two classes,the graphical representation suggests that the overall difference isminimal and does not indicate a significant disparity in the baseline proficiency levelsof the two groups.Both classes seem to be on par with each other at the outset of thestudy.Subsequently,an analysis of homogeneity was conducted on the pre-test scoresof both classes by using SPSS27.0.A t-test was performed to compare the mean scoresof the two classes and identify if there was a significant difference in the overallaverages.The results of this analysis are presented in the following table.

Chapter 5 Conclusion

5.1 Major Findings

Two key questions are explored in this research.First,what is the effect of theapplication of conversational implicature theory on English listening and speakingteaching?Second,what is the effect of the application of conversational implicaturetheory on senior high school students’thinking quality?

In terms of listening and speaking ability,students’listening and speaking abilitiesimproved significantly.From the analysis of pre-and post-test scores in theexperimental class and pre-and post-questionnaire data:Firstly,the average post-testscore for the experimental class exceeds the average pre-test score by 30 points.Secondly,concerning English listening and speaking proficiency and the utilization ofconversational meaning theory,the t-values before and after the experiment were-1.801and-1.641,respectively,signifying a considerable enhancement in the experimentalclass’s English listening and speaking skills and conversational meaning theoryapplication.From the examination of post-test scores in both the experimental andcontrol groups and post-experiment questionnaire data:Firstly,the average post-testscore in the experimental class surpasses that of the control class by 36.93 points.Secondly,regarding English listening and speaking proficiency and the application ofconversational meaning theory,the t-values between the experimental and controlgroups were-1.238 and-1.792,respectively,indicating that the experimental classexhibits significantly higher English listening and speaking abilities and conversationalmeaning theory understanding compared to the control class.

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