本站不支持畅读模式，请关闭畅读服务，步骤：浏览器中——设置——关闭网页小说畅读服务。

The Experimental Study

The experiigate the effects of the three different listening conditions on learners' listening coal vocabulary acquisition. This section will first report the effects of listening conditions on the participants' listening cohe effects of listening conditions on the participants'incidental vocabulary acquisition.

Effects of the Three Different Conditions on Listening prehension

Table 20 ANOVA of the Participants' Listening prehension Scores of Task One under Three Listening Conditions

Table 21 ANOVA of the Participants' Listening prehension Scores of Task Two under Three Listening Conditions

The above ANOVA tables list whether the difference between groups is significantly higher than the deviations within each condition group. The significance value .000 in both tables indicates that listening prehension scores varied significantly with the various listening conditions. It can thus be inferred that in both tasks listening conditions affected the students' listening coween groups in terms of listening coher revealed by using Scheffe parisons.

Table 22 parisons of the Participants' Listening prehension Scores of Task One under Three Conditions

* The mean difference is significant at the .05 level.

Table 23 parisons of the Participants' Listening prehension Scores of Task Two under Three Conditions

* The mean difference is significant at the .05 level.

Figure 2 and Figure 3 report Post hoc parison of the average listening prehension scores of Task One and Task Two respectively under every two conditions which can determine which means differ.

Figure 2 Test Mean Plots of Listening prehension Scores of Task One under Three Listening Conditions

Figure 3 Test Mean Plots of Listening prehension Scores of Task Two under Three Listening Conditions

As the tables and figures show, the differences between groups in terprehension were considerable, with draween Group A and the other two groups. This indicates that when varying treattrolled for, the condition of listening only once is t than listening three times in terprehension.

Effects of Three Different Conditions on Incidental Vocabulary Acquisition

(a) ANOVA of Incidental Vocabulary Acquisition under Three Listening Conditions

Table 24 ANOVA of the Participants'Incidental Vocabulary Acquisition under Three Listening Conditions of Task One

Table 25 ANOVA of the Participants'Incidental Vocabulary Acquisition under Three Listening Conditions of Task Two

The two tables above give ANOVA of the vocabulary acquisition test scores under the three listening conditions of each task. Apart fro scores in Task Two, values of each vocabulary acquisition test scores reach the significance level. Because scores froion vocabulary acquisition tests varied significantly with different listening conditions, a conclusion then may be safely drawn that listening conditions had an effect on incidental vocabulary acquisition, especially in terion. By using Scheffe groups in terms of for were studied.

(b) parisons of Vocabulary Forhree Listening Conditions

Table 26 parisons of the Participants'Forhree Listening Conditions of Task One

* The mean difference is significant at the .05 level.

Table 27 parisons of the Participants'Forhree Listening Conditions of Task Two

* The mean difference is significant at the .05 level.

Figure 4 Test Mean Plots of Forhree Listening Conditions of Listening Task One

本站不支持畅读模式，请关闭畅读服务，步骤：浏览器中——设置——关闭网页小说畅读服务。