5.1.1 Results of the tests
The subjects of this experiment were selected from Grade 8 of a public middleschool in Guangzhou.Considering the experiment's effectiveness,this experimenttook two parallel classes of Class 2 and Class 3 of Grade 8 as the experimental subject.The same English teacher taught the two classes,and the teaching progress,totalnumber of people,teaching methods and teaching materials were the same.Theauthor intended to select Class 3 as EC and Class 2 as CC and adopted the Englishteaching method based on register theory to teach and train students.In CC,the authorstill adopted the original reading teaching method,the traditional grammar-translationmethod.To further ensure the credibility of this experiment,the author did not informthe students in both classes that they were participating in a teaching experiment.Thestudy lasted 15 weeks,from September 2022 to December 2022.
Chapter Six Conclusion
6.1 Major Findings of the Study
In this study,through interviews and comparative experiments among students ofClass 2 and Class 3 in Grade 8 of junior high school and the teachers in Grade 8,thisstudy investigates and analyzes the basic situation of junior high school studentscloze-solving problems from the perspective of register theory.
Through the analysis of the differences between the pre-and the post-testexperiments and interviews,it can be found that the reasons for the unsatisfactoryperformance of junior high school students'cloze test,the current teaching status ofEnglish reading classrooms,and the specific impact and impact difference of guidedteaching based on register theory on junior high school students'cloze-solving ability.
In a word,this experimental study aims to answer the following two questions:(1)Can reading teaching based on register theory improve the cloze-solving ability ofjunior high school students?If so,what aspects can it improve(includingunderstanding,thinking,and judgment ability)?(2)What are the differences in theinfluence of cloze teaching based on register theory on the cloze-solving ability ofjunior high school students at different levels?Based on the above research objectivesand research questions,after almost one semester of this experiment,the above tworesearch questions are answered:
Can reading teaching based on register theory improve the cloze-solving abilityof junior high school students?If so,what aspects can it improve(includingunderstanding,thinking,and judgment ability)?
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