4.1 Research Questions..........................31
4.2 Research Subjects...............................31
Chapter Five Results and Discussion..................................39
5.1 Results for Question 1...............................44
5.2 Results for Question 2.......................44
Chapter Five Results and Discussion
5.1 Results for Question 1
Students’ quantity is same--48. Therefore, 96 questionnaires will be needed toperform the study. Also, the author will give students 10 minutes to finish the task.The results of Questionnaire’s pretest are as follows:
Figure 3 The Result of Questionnaire’s Pretest
The questionnaire data analysis’ first part: on the topic “The students’ familiaritywith the output theory”, the results present that 93.7% of the students don’t meet andknow the new theory, and the theory only be known by 2.1%. In general, most students do not understand this tool, which is a relatively good start to the author’sexperiment, because everyone does not understand will not cause too muchinterference to the author’s research.
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Chapter Six Conclusion
6.1 Major Findings
This thesis uses a teaching method that combines junior high school Englishgrammar knowledge and output-driven hypothesis to conduct experimental researchto verify the output-driven hypothesis for junior high school English effectiveness ofgrammar learning. By analyzing scientifically the results from questionnaires andscores of test papers of two classes, it can be seen that the teaching model thatcombining output-driven hypothesis and junior high school English grammar can owna good effect on raising students’ interest in grammar learning, and can help studentssystematically master the knowledge of grammar and improve the grades of grammarlearning. In addition, there are important findings in the following two aspects:
The first conclusion is that the output-driven hypothesis is more effective thantraditional method. This can be proved by two conclusions drawn in this paper. Thereare: (1) The output-driven hypothesis can help students increase their interest inlearning grammar. (2) The output-driven hypothesis can help improve students’grammar performance. As for the research’s result, it can be regarded that it is mainlycomposed of the following reasons:
First, the teachers’ position distinguishes between new teaching method andtraditional teaching method. Teachers are regarded center of the teaching process, andthat means teachers control the whole class and whole teaching process, and don’t allow disagree voice appearing. Also, the teachers drill the points of grammarknowledge into the students, and students only need to write and remember whatteacher teaches. So students absence the time and chance to communicate or talk withothers, and the language can’t be used flexibly. As for the principle of first output andthen input advocated by output-driven hypothesis, students can output and inputflexibly with the help of their teachers, then summarize grammar rules, choose thematerials they need to learn and use while learning. The understanding andapplication of knowledge will be higher. English teaching is not a unilateral input ofknowledge for students to accept, but to connect teachers’ teaching methods withstudents’ learning methods, so that teachers and students can learn and exploretogether. Extending to the actual English teaching, a qualified English teacher shouldbe so -- on the study of the teaching more students to study at the same time, alwayslooking for a new manager.
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