results and discussion class numbermean std. deviatio dft-valuep-value class a4739.3213.52 911.55.13...
TRANSCRIPT
RESULTS AND DISCUSSION
Class Number Mean
Std. Deviati
odf t-Value p-Value
Class A
4739.3
213.5
291 1.55 .13
Class B
4635.6
5 8.83
Comparison of Stress Perception Grade Between Class A and Class BTable 4.9
*P＜ .05
RQ 1: According to the first hypotheses on (Table 4.9~12) ：To know high or low achievers’ attitude towards English stress learning and the present English stress learning.?
RESULTS AND DISCUSSION
Class Number Mean
Std. Deviati
odf t-Value p-Value
Class A
4768.0
06.80
91 3.27 .002*Class
B46
35.65
8.83
Comparison of Stress Production Grade Between Class A and Class B
Table 4.10
*P＜ .05
RESULTS AND DISCUSSION
Pearson’sProduct-MomentCorrelation
Average Grade
Perception Grade
Production Grade
Average Grade － .369* .284
Perception Grade .369* － .518*
Production Grade .284 .518* －
Comparison of the Relationship Among Semester Average Grade, Stress Perception Grade and Stress Production Grade in Class A
Table 4.11
*P＜ .05
RESULTS AND DISCUSSION
Pearson’sProduct-MomentCorrelation
Average Grade
Perception Grade
Production Grade
Average Grade － .026 .284
Perception Grade .026 － .074
Production Grade .261 .074 －
Comparison of the Relationship Among Semester Average Grade, Stress Perception Grade and Stress Production Grade in Class B
Table 4.12
*P＜ .05
RESULTS AND DISCUSSION
Item Options FrequencyPercentag
e
1. How much time doyou spend on teachingEnglish stress in oneclass (45 minutes)?
More than 25minutes. 0 0﹪
15 to 25 minutes. 0 0﹪
10 to 15 minutes. 1 11.1﹪
The Frequency and Percentage of Teachers’ Responses to English Stress TeachingTable 4.5(1)
RQ 2: According to the second hypotheses on (Table 4.5~7) ： To understand teachers’ attitude towards English stress teaching and the current English stress teaching.
RESULTS AND DISCUSSION
Item Options FrequencyPercentag
e
1. How much time doyou spend on teachingEnglish stress in oneclass (45 minutes)?
5 to 10 minutes. 1 11.1﹪
Less than 5minutes. 6 66.7﹪
No. 1 11.1﹪
The Frequency and Percentage of Teachers’ Responses to English Stress TeachingTable 4.5(2)
RQ 2: According to the second hypotheses on (Table 4.5~7) ： To understand teachers’ attitude towards English stress teaching and the current English stress teaching.
RESULTS AND DISCUSSION
Item Options FrequencyPercentag
e
2. If you have time,which part would youchoose to enhancestudents’ Englishability?
Grammar. 1 11.1﹪
Vocabulary proficiency. 2 22.2﹪
Translation. 1 11.1﹪
Listening comprehen
sion.5 55.6﹪
Pronunciation. 0 0﹪
The Frequency and Percentage of Teachers’ Responses to English Stress Teaching
Table 4.5(3)
RESULTS AND DISCUSSION
Item OptionsFrequen
cyPercenta
ge
3. Which part would you pay more attention to when students speak English?
Pronounce each word
clearly.6 66.7﹪
The stress and intonation of
the whole sentence are fluent
and natural.
1 11.1﹪
Both. 2 22.2﹪
The Frequency and Percentage of Teachers’ Responses to English Stress Teaching
Table 4.5(4)
RESULTS AND DISCUSSION
Item OptionsFrequen
cyPercenta
ge
4. Do you explain clearly and make students practice when you encounter a new stress pattern?
Never. 0 0﹪
Sometimes. 7 77.8﹪
Often. 2 22.2﹪
5. Do you correct students’ misplacement in stress?
Never. 4 44.5﹪
Sometimes. 3 33.3﹪
Often. 2 22.2﹪
The Frequency and Percentage of Teachers’ Responses to English Stress Teaching
Table 4.5(5)
RESULTS AND DISCUSSION
Item OptionsFreque
ncyPercent
age
6. When you need to read the dialogues or readings aloud in the class, would you emphasize the stress?
Never. 0 0﹪
Sometimes. 5 55.6﹪
Often. 4 44.4﹪
7. What would you do if
you ask students to read the dialogues or readings aloud?
Ask students to read after your.
4 44.5﹪
Ask students to read after the
teaching CDs.
3 33.3﹪
The Frequency and Percentage of Teachers’ Responses to English Stress Teaching
Table 4.5(6)
RESULTS AND DISCUSSION
Item OptionsFreque
ncyPercent
age
8. Did you ever notice that your stress placement differed from that of the teaching CDs?
Never. 0 0﹪
Sometimes. 7 77.8﹪
Often. 2 22.2﹪
9. What would you do if your stress placement differs from that of the teaching CDs?
Adopt your placement. 0 0﹪
Use the placement of the teaching CDs.
5 55.6﹪
Not sure. 4 44.4﹪
The Frequency and Percentage of Teachers’ Responses to English Stress Teaching
Table 4.5(7)
RESULTS AND DISCUSSION
Item OptionsFreque
ncyPercent
age
10. What do you think of
teaching English
stress in junior high
school?
Very easy. 0 0﹪
Difficult. 5 55.6﹪
OK. 4 44.4﹪
12. Is it important to
teach English stress
in English
instruction？
No. 0 0﹪
Not essential. 2 22.2﹪
Very important 7 77.8﹪
The Frequency and Percentage of Teachers’ Responses to English Stress Teaching
Table 4.5(8)
RESULTS AND DISCUSSION
Item OptionsFreque
ncyPercent
age
14. How do the high-achieved
students perform in English stress compared to the low
achieved students?
Better. 6 66.7﹪
Almost the
same.3 33.3﹪
Worse. 0 0﹪
The Frequency and Percentage of Teachers’ Responses to English Stress Teaching
Table 4.5(9)
RESULTS AND DISCUSSION
Item OptionsFreque
ncy Rank
11. What difficulties
do you often
encounter while
you are teaching
English stress?
Students are unable to
understand.
6 (66.6 )﹪ 1st
No enough explanations in the textbook.
5 (55.5 )﹪ 2nd
No enough practices in the textbook.
5 (55.5 )﹪ 2nd
Too many students in one class.
4 (44.4 )﹪ 3rd
No enough time.4
(44.4 )﹪ 3rd
Ranking of the Difficulties for Teachers to Teach English Stress
Table 4.6(1)
RESULTS AND DISCUSSION
Item OptionsFreque
ncy Rank
11. What difficulties
do you often
encounter while
you are teaching
English stress?
Low motivation because stress is not tested in exams.
4 (44.4 )﹪ 3rd
The stress in the teaching CDs is unnatural..
3 (33.3 )﹪ 4th
Too many students in one class.
2 (22.2 )﹪ 5th
Unable to correct students’ stress errors.
2 (22.2 )﹪ 5th
Ranking of the Difficulties for Teachers to Teach English Stress
Table 4.6(2)
RESULTS AND DISCUSSION
Words F % 1st %2nd % MS % UM %
preview
19 40 － － 16 84 2 11 1 5
Sunday
25 53 － － 23 92 2 8 0 0
movie 24 51 － － 22 92 1 4 1 4
Frequency and Percentage of High Achievers’ Perception Errors of the Stress Fall in the First Syllable in Bi-syllable Words
Table 4.13(1)
RQ 3: According to the third hypotheses on (Table 4.13) ： To understand teachers’ attitude towards English stress teaching and the current English stress teaching.
The Erroneous Syllable or Conditions
RESULTS AND DISCUSSION
Words F % 1st %2nd % MS % UM %
seafood
19 40 － － 16 84 2 11 1 5
taxi 25 53 － － 23 92 2 8 0 0
limit 24 51 － － 22 92 1 4 1 4
teacher
20 43 － － 16 18 4 20 0 0
carry 7 15 － － 6 86 0 0 1 14
visit 20 43 － － 17 85 2 10 1 5
Table 4.13(2)
The Erroneous Syllable or Conditions
RESULTS AND DISCUSSION
Words F % 1st %2nd % MS % UM %
forty 19 40 － － 16 84 2 11 1 5
Mean
44% － 86% 10 4
Table 4.13(3)
The Erroneous Syllable or Conditions
Note. 1. Two words not contained in the textbooks are boldly marked. 2. 1st = the first syllable; 2nd = the second syllable; MS = multi-stress; UM = unable to mark