【統(tǒng)計(jì)學(xué)探析在小學(xué)英語口語教學(xué)中的運(yùn)用（英文版）】

統(tǒng)計(jì)學(xué)分析在小學(xué)英語口語教學(xué)中的運(yùn)用目錄TOC\o"1-2"\h\u6852統(tǒng)計(jì)學(xué)分析在小學(xué)英語口語教學(xué)中的運(yùn)用 1107361.Introduction 127102.DataCollectionandAnalysis 120692.1DataAnalysisofthePre-test 249772.2DataAnalysisofthePost-test 332582GroupStatistics 314683.Discussion 71.IntroductionNowadaysChinahasestablishedmanygoodrelationswithothercountries.ThedistancebetweenChinaandothercountriesisbecomingmuchcloserthanbefore.Asaworldlanguage,EnglishhasbecomeamustforChinesepeopleifheorshewantstocommunicatewithforeigners.FormostChinese,oralEnglishisquitedifficultforthemtoacquire.IfsomeonewantstospeakEnglishwell,heorsheneedstomakesurethatthepronunciationandintonationarecorrect,thewordsandexpressionsareaccurate,andfluencyisanotherrequirement.Furthermore,withfluidoralEnglish,onemayfinditeasiertofindajobinajobinterview,andgivebetterimpressiontoemployers.ItisacommonsensethatmoreandmorebigcorporationsinbigcitiesrequireemployeeswithexcellentcapabilityoforalEnglish.Ifonewantstobeanemployeeofthesecorporations,itiscrucialforhimorhertospeakEnglishwell.TheauthorhopesthatthisthesiswillbeapositivestudytoshowtheadvantagesanddisadvantagesoftheSituationalLanguageTeachinginprimaryschools,andtodrawaclearpicturetoteachersinprimaryschoolsthatwhetherthismethodisanefficientwaytoimprovethequalityoforalEnglishclass.Also,thethesistriestoenlightenandmakearecommendationforotherresearchersforfuturestudy.Allinall,thethesisistryingtoenhancethespokenEnglishteachinginprimaryschools.2.DataCollectionandAnalysisAtthebeginningofthetest,theauthorgavethestudentsthepre-testtoknowaboutthepresentleveloforalEnglishofthestudentsinthetwoclassesasawhole.Attheendoftheempiricalstudy,theauthoralsoaskedthestudentstotakethepost-testandthepurposewastofindoutthewhethertherearesomepositiveeffectsinteachingaftertheSituationalLanguageTeachingwasputintouse.Withtheassistanceofthesoftwareofspss17.0,thefigurewascollectedandanalyzedbythestudyinadescriptivewayanddotheanalysisof"T-test".2.1DataAnalysisofthePre-testTable4.1pre-testscoresofEGandCGGroupStatisticsCC1EC2NMeanStd.DeviationStd.ErrorMeanCC1EC21.00426.19830.674910.104122.00385.82770.902730.15483Table4.2T-testofPre-testscoresIndependentSamplesTestLevene'sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-tailed)MeanDifferenceStd.ErrorDifferenceLowerUpperEqualvariancesassumed4.497.0372.405740.0440.370140.18105.00944.73086Equalvariancesnotassumed1.98759.7730.0520.370140.18656-.00309.74340Note:1representsthecontrolclass,2representstheexperimentalclass.FromthefiguresoftwoTables4.1and4.2,theauthorfoundoutthat:ForEC,M=5.8277SD=9.0273;ForCC,M=6.1983,SD=6.9491.Thescoresofanaveragetestbothinthecontrolclassandtheexperimentalclasswerenotinanequallevel,andindependentsampleT-test(intable4.2)resultsshowedthatP-Valueis0.052>0.05,whichindicatedthattherewasnoobviousdifferencesbetweenthetwoclasses.Therefore,intermsofastatisticspointofview,itcanbemadeaconclusionthatthestudentsinboththecontrolclassandtheexperimentalclasswerealmostatthesameleveloforalEnglishbeforetheSituationalLanguageTeachingwasputintouse.2.2DataAnalysisofthePost-testTable4.3Post-testscoresofECandCCGroupStatisticsCC1EC2NMeanStd.DeviationStd.ErrorMeanCC1EC21.00426.19840.674920.104122.00386.44380.648190.10003Note:EC=ExperimentalClasswithnumber2CC=ControlClasswithnumber1Number=ParticipantNumberTable4.4Ttestofpost-testscoresIndependentSamplesTestLevene'sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-tailed)MeanDifferenceStd.ErrorDifferenceLowerUpperEqualvariancesassumed5.081.019-0.668740.5060.120060.18046-.48024.23895Equalvariancesnotassumed-0.64657.3020.0523-.120660.18712-.49530.25399Aftertheexperimentindurationof4months,theauthorgavethepost-testtothestudents.FromTable4.3,itwasquiteobvioustofindthataftertheexperiment,thestudents'oralEnglishabilityintheexperimentalclasshaveaccomplishedmuchmoreprogressthanthestudentsinthecontrolclass,sincetheMean(6.4438)ofECwasmuchhigherthanthat(6.1984)oftheCC.FromTable4.4,duetotheLevene'sTestforEqualityofVariance,theSig.equalsto0.019whicharelowerthan0.05.Thereforetheresultsofequalvariancearenotused.TheSig.is0.523>0.05,inthiswayitcanbefoundthatthereisnoobviousdifference.Inaddition,thestandarddeviation(0.10002)oftheexperimentalclassismuchsmallerthanbeforesincetheexperimenthasbeenconducted.Hereitmeantthatthelevelofthestudents'spokenEnglishintheexperimentalclasshasachievedagreatprogressinoralEnglishclassaftertheSituationalLanguageTeachingwasputintouse.Butduetothelimitedtimeoftheexperiment,theauthorandthenumbersofparticipatedstudentshadlittleimprovementattheendofexperiment.Thereasonisthatthereisnoobviousdifferencebetweenthetwoclassesinthepost-test.Table4.5T-testofPre-testandPost-test'scoresofControlClassIndependentSamplesTestLevene'sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-tailed)MeanDifferenceStd.ErrorDifferenceLowerUpperCCEqualvariancesassumed.287.592-1.702820.091-.24594.14438-.53319.04129Equalvariancesnotassumed-1.70281.8680.092-.24594.14438-.53320.04130Table4.6TtestofPre-testandPost-test'scoresofExperimentalClassIndependentSamplesTestLevene'sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-tailed)MeanDifferenceStd.ErrorDifferenceLowerUpperCCEqualvariancesassumed.000.993-3.327660.001-.73676.22130-1.17860-.29491Equalvariancesnotassumed-3.32965.9700.001-.73676.22130-1.17861-.29491FromTable4.5,accordingtotheEqualityofVarianceoftheLevene'sTest,theSig.equalsto0.592whichismuchhigherthan0.05.Therefore,theresultsofequalvariancecanbeused.TheSig.is0.091>0.05,hencethereisnoobviousdifferenceinspokenEnglishinthecontrolclass.T-valueandp-valueshowednobigdifferencesbeforeandaftertheteachingmethodsinoldfashionedway.However,thecomparisonoftheexperimentalclassbetweenthepre-testandpost-testshowedasignificantandobviousdifferencet-value=-3.327,p-value=0.001.ItindicatedthataftertheSituationalLanguageTeachingwasputintouseforfourmonths,theEnglishlevelofthestudentsintheexperimentalclasshavemadeoutstandingprogressinoralEnglishclass.Whatismore,themaindifferenceofECisthatthescoreismuchhigherthanthatofCC.InthiswaywecanseetheeffectoftheSituationalLanguageTeachingintheexperimentalclassisobvious.Therefore,theimplementationofthenewteachingmethodisabletogreatlyimprovethestudents'capabilityoforalEnglishinthepracticalandapplicableway.3.DiscussionAlloftheresultsofthestatisticanalysisofthetestscoreshaveprovedthattheSituationalLanguageTeachingisaneffectiveapproachofimprovingthecapabilityofthestudents'oralEnglish.Thesestudentswhousedthisbrandnewtypeofmethodhavemademuchmoreprogressthanthosewhofollowedtheoldfashionedwayofteachingmethod.Palmeroncepointedout:therearethreeprocessingintheprocessoflearning.Thefirstprocessingistoreceivetheknowledgeormaterials,thenthesecondprocessingistofixitinthememorybyrepetition,andthethirdprocessingistouseitinactualpracticeuntilithasbecomeacertainkindofaskilloftheirown(1957:136).Thefirstprocessoflanguagelearningiscalledlanguageinput,whichisofvitalimportanceandquitecrucialforalltheselearnersofthelanguageinEnglish.Thewayoflanguageinputiscr