題目EffectivenessResearchofVocabularyLearningSoftware“Baicizhan”

AcknowledgementsTheresearchinthispaperwascompletedunderthecarefulguidanceandgracefulcareofmymentor,LiuMin.Herseriousscientificattitudeandprofessionalteachingabilityinfectedandinspiredmealot.Ifeelawealthofprofessionalknowledgeandarigorousspiritofscholarshipfromher.Iwouldliketoexpressmyhighestrespectandheartfeltthankstomymentor!Finally,sincerethankstoallteachersandprofessorsfortakingyourtimetoparticipateinthethesisdefense!

Abstract:Anextensivevocabularyisthebasisforcultivatinglanguageskills.Thedegreeofforeignlanguagecomprehensionisdeterminedbythesizeofvocabularyfromoneaspect,whichisthemostimportantfactorrestrictingtheefficiencyofEnglishlearning.Vocabulary,asthemostbasicunitoflanguage,isthefoundationofEnglishthroughouttheentireprocessofEnglishlearning.SincemechanicallymemorizingEnglishwordsisboring,manystudentsloseinterestinlearningEnglishvocabulary,resultingindifficultyinrememberingwords,beingeasytoforget,andevenlosingconfidenceinEnglishlearning.Nowadays,withthevigorousdevelopmentofsmartphonesandmobilephoneapplicationsoftware,mobilephonelearningsoftwarearebecomingmoreandmorepopularamongcollegestudentsintheprocessofEnglishlearning,butthereisrelativelylittleempiricalresearchonlearningsoftwareformemorizingEnglishwords.ThepaperismainlyonthelearningeffectivenessofBusinessEnglishmajorsusingBAICIZHAN,whichisthemostfrequentusedanddownloadedsoftwareforlearningEnglishwords.Thepaperdescribesthetheoreticalbasisofvocabularylearningsoftware,theresearchstatusonsuchsoftwareathomeandabroadaswellasadvantagesanddisadvantagesofBAICIZHAN.Relevantdataiscollectedthroughexperimentalmethodandtestmethod.30studentsfromClass3,whohavestudiedBusinessEnglishinHubeiUniversityofEducationsince2015,wereselectedastheexperimentalsubjectsanddividedintoexperimentalgroupandcontrolgroup.Tomemorizewords,thetraditionalpaper-basedmethodwasusedbythecontrolgroup,whileBAICIZHANwasadoptedbytheexperimentalgroupundertheguidanceoftheteacher.Aftertwomonths.Thetestmethodwasusedbeforeandaftertheexperiment.ThevocabularytestwascarriedoutontheexperimentalgroupandthecontrolgrouprespectivelytotestwhetherthewaytomemorizewordsthroughBAICIZHANisfeasibleornotbyobservingandcomparingthescoresofthetwogroups.Thefollowingconclusionsaremadeafterthisexperiment.Firstofall,studentsinthecontrolgrouphaveslightlyhigherscoresthanstudentsintheexperimentalgroupinthepre-experimentaltest,buttheoveralldifferenceisnotobvious.Secondly,thescoresofthetwogroupsaresignificantlydifferentinthepost-experimentaltest,buttheoverallscoresofstudentsintheexperimentalgroupareslightlyhigherthanthoseinthecontrolgroup.Last,itcanbefoundthatthetestscoresoftheexperimentalgrouparesignificantlydifferentbeforeandaftertheexperiment,whilethescoresofthecontrolgroupbeforeandaftertheexperimenthavesmalldifference.Therefore,thepaperbelievesthatitiseffectiveforBusinessEnglishmajorstomemorizeEnglishvocabularybyusingBAICIZHAN.Keywords:Effectiveness;Vocabularylearning;BAICIZHAN;

摘要:詞匯是語言學習的基礎，詞匯量的大小從一個側(cè)面決定了外語理解的程度，是制約英語學習效率的最重要因素。詞匯是構成語言的最基本的單位，是英語的根基，始終貫穿于我們英語學習的整個過程。很多學生因為英語單詞記憶的枯燥機械，而失去對英語詞匯學習的興趣，從而導致記憶單詞困難，容易遺忘，甚至對英語學習失去信心?，F(xiàn)如今，隨著智能手機及手機應用軟件的蓬勃發(fā)展，手機學習軟件在大學生英語學習中使用越來越廣泛。本論文主要通過當前使用人數(shù)和下載次數(shù)最多的背單詞軟件——百詞斬，展開實驗，分析百詞斬學習的是否具有一定有效性。本文描述了英語背單詞軟件的基礎理論，一些英語背單詞軟件研究的狀況以及百詞斬這款軟件的優(yōu)點以及缺點，通過實驗，采用湖北第二師范學院15級商務英語專業(yè)三班30名學生，作為此次的實驗對象，并將30名學生分為兩組一組為實驗組，一組為控制組?？刂平M以自已以往的方式記單詞，而實驗組安裝百詞斬軟件，以此來記憶單詞。設定實驗時長為兩個月，并在實驗前以及實驗后讓兩組學生完成專八詞匯題，通過對比觀察實驗組學生的成績和控制組學生成績的差別，來研究實驗組學生通過百詞斬手機軟件來記單詞的方式是否可行有效。通過對實驗前后所得數(shù)據(jù)的研究與分析，做出以下結(jié)論：第一，控制組學生比實驗組學生的前測成績稍高，但從總體上看，差異并不明顯；第二，有顯著差異存在于實驗組和控制組的后測分數(shù)中，控制組學生的后測成績比實驗組學生的后測成績稍低；第三，通過配對樣本T檢驗和獨立樣本T檢驗的數(shù)據(jù)可以得出，實驗組的前后測成績有顯著差異，而控制組的前后測成績差異較小。因此，數(shù)據(jù)證明，百詞斬記憶英語詞匯是有效的。關鍵詞：百詞斬；詞匯學習；有效性；Contents1.Introduction 11.1BackgroundoftheStudy 11.2PurposeandSignificanceoftheStudy 21.3StructureoftheThesis 22.LiteratureReview 42.1TheoreticalBasisofVocabularyLearningSoftware 22.2TheRelatedStudiesofVocabularyLearningSoftware 22.3AdvantagesanddisadvantagesofBAICIZHAN 23.Methodology 63.1ResearchPurpose 63.2ResearchSubjects 73.3ResearchInstruments 73.4ExperimentalProcess 73.5DataCollectionandAnalysis 74.ResultsandDiscussion 74.1TheAnalysisandDiscussionofPre-testData 74.2TheAnalysisandDiscussionofPost-testData 84.3TheComparisonbetweenExperimentalGroupandControlGroup 85.Conclusion 95.1MajorFindingsoftheStudy 95.2PedagogicalImplications 105.3LimitationsofStudyandSuggestionsforFutureStudy 10Bibliography 13IntroductionThispartmainlydescirbestheresearchbackground,purposeandsignificanceofthepaper,andsummarizesthepaper’sstructure.1.1BackgroundoftheStudyWiththeprogressofthetimes,EnglishhasgraduallybecomethesecondforeignlanguagewidelyspokenbyChinesestudents,andEnglishlearningisbecomingmoreandmoreimportant.AsthecornerstoneofEnglishlearning,vocabularylearningisthetoppriority.Wilkins(1972)believesthatthereisverylittletoexpresswithoutgrammar,whilenothingcanbeexpressedwithoutwords.TheoutcomesoflearningvocabularyaredirectlyreflectedintheEnglishinputandoutputoflanguagelearners.Therefore,forEnglishlearners,inordertobettermasterEnglishandexpressanddiscusstheirownopinionsinEnglish,itisimperativetocontinuouslyimproveEnglishvocabulary.ForBusinessEnglishmajors,asthedepthandthebreadthofEnglishlearningcontinuestoincrease,thedifficultyofvocabularyisalsogrowing,sorememberingwordsbecomesboring.Coupledwiththecomplexityofthecourses,itisdifficultforstudentstotakelargechunksoftimetorememberwords,asaresult,memorizingwordsbecomesdifficult.Therefore,tomasterthemethodofcorrectlyrememberingwordsandimprovetheefficiencyofmemorizingwords,itisespeciallyimportanttoarrangethetimeforreviewingwordsscientificallyaccordingtothelawofforgettingduringmemorizingwords.Withthepopularityofsmartphonesandtheemergenceofmobilephonesoftwaresofmemorizingwords,itisbecomingmoreandmorepopulartousemobilephonetorememberwords.Oneinthreecollegestudentshasinstalledsuchsoftware.Itprovidesautonomy,convenienceandrichnessforstudents’learning,andcanhelplanguagelearnersmemorizingwordsanytimeandanywhere.Comparedwiththetraditionalwayofmemorizingwords,vocabularymemorysoftwaresbringmorefuntolearnersandimprovetheirenthusiasmforEnglishlearning.Therefore,moreandmoreattentionhasbeenpaidtocomputer-assistedlanguagelearning(CALL).1.2PurposeandSignificanceoftheStudyAlthoughthestudyofCALLisverypopular,fewofthemfocusonEnglishmajors,andmostofthemonlystayatthetheoreticallevel,lackingexperimentalresearch.Inparticular,therearefewempiricalstudiesontheeffectivenessofmobilesoftwarefocusingonmemorizingwords.Inrecentyears,thenumberofpeopleusingsuchsoftwarehassoared,andthenumberofChinesecollegestudentsisattheforefront.HalformoreofcollegestudentsareusingsuchsoftwaretolearnEnglishvocabulary.ThepaperaimstoexploretheeffectivenessofvocabularylearningsoftwareintheprocessoflearningEnglishofBusinessEnglishmajors.ThevalidityofBAICIXHANismainlystudied.MemorizingEnglishvocabularyisthemostimportantpartinEnglishlearning.Itwillachievetwicetheresultwithhalftheeffortbymemorizingwordsinareasonableandefficientway.Thevocabularylearningsoftwarenotonlyrecordsthecorrectpronunciationofthewordsandthecorrespondingpictures,butalsoscientificallyreferstothelawofhumanforgetting,accuratelyarrangesthememorycycleandthereviewcycle,andremindsthelearnerstoreviewatthecorrespondingtime.Thiswillhelpusrememberwordsthroughmoreeffectiveandaccuratemanagement.Inspeaking,reading,listeningandwriting,BusinessEnglishmajorsneedtomasteralargenumberofbusinessterms.Duetothecomplexityofthelearningcontentandthetraditionaloftheteachingmode,studentsareeasilycaughtinthemechanicallearningmodeandlosetheirenthusiasmforvocabularylearning.Thenewmethodofmobilephoneword-memorizingsoftwarewillundoubtedlyhelpstudentstoenhancethefunofvocabularylearning.Withtheimprovementofcomputertechnology,moreandmorecollegestudentsbegantousevocabularylearningsoftwaretoremembervocabulary.ThepaperexplorestheeffectivenessofBAICIZHANthroughempiricalresearch.1.3StructureoftheThesisItisdividedintofiveparts.Thefirstpartspecificallyintroducestheresearchbackground,purposeandsignificance,andthestructureofthepaper.Thesecondpartisaliteraturereview,introducingthetheoreticalbasisofvocabularylearningsoftware,therelatedresearchofvocabularylearningsoftwareathomeandabroad,andadvantagesanddisadvantagesofBAICIZHAN.Thethirdpartisthedesignofempiricalresearch,whichspecificallydescribesthepurpose,object,researchinstrument,experimentalprocess,anddatacollectionandanalysisoftheresearch.Thefourthpartreportstheresultsoftheexperiment,comparesresultsbeforeandaftertheexperiment,aswellastheresultsbetweenexperimentalgroupandcontrolgroup.Thefifthpartistheresearchsummary,andputsforwardtheconclusionsandlimitationsofthestudyandsuggestionsforfurtherresearchinthefuture.2.LiteratureReviewThispartmainlyintroducesthetheoreticalbasisofvocabularylearningsoftware,includingconstructivistlearningtheory,situatedlearningtheoryandCALLtheory.Secondly,itintroducestherelatedresearchofvocabularylearningsoftwareathomeandabroad,aswellasadvantagesanddisadvantagesofBAICIZHAN.2.1TheoreticalBasisofVocabularyLearningSoftwareThispartwillelaboratethetheoreticalbasisoftheapplicationofcomputer-assistedvocabularysoftware,situatedlearningtheoryandCALLtheory.2.1.1SituationalLearningTheoryThetheoryofsituationallearningbelievesthatlearningisnotonlyapsychologicalprocessofindividualmeaningconstruction,butalsoasocial,practicalparticipatoryprocesswithdifferentresourcesasanintermediary.Learning,ifitisoutoftherealenvironment,ismeaningless.Forlearners,learningisnotonlytheacquisitionofknowledge,butalsotheprocessofsocialparticipation.Themeaningofknowledge,togetherwiththelearner'sownconsciousnessandrole,isgeneratedbytheinteractionbetweenthelearnerandthelearningcontext,aswellastheinteractionbetweenlearners.Therefore,thecreationofthelearningcontextisdevotedtomakingtheidentityandroleawareness,completelifeexperienceandcognitivetasksoflearnersreturntoarealandintegratedstate,thustryingtosolvethesicknessofthetraditionalschoolteachingwhichdosenotconsiderselfandsituation.Withthecontinuousupdatingofsmartphonesandtheconstantenrichmentofonlinelearningresources,thesmartphoneappprovidesgreatconvenienceforlearnerstolearnsystematicallyandscientificallyintheirfreetime.ThecorrespondingcircumstanceprovidedforEnglishvocabularylearningismoreconducivetotheformationofalearningcommunitytoimprovelearningefficiency.2.1.2ConstructivismLearningTheoryConstructivistlearningtheoryholdsthatlearningistheprocessinwhichstudentsconstructtheirownknowledge.Studentsdonotsimplyacceptinformationpassively,butactivelyconstructthemeaningofknowledge.Itemphasizesthatstudentsactivelyselect,processanddealwithinformationaccordingtotheirownexperienceandbackground.Englishmobilelearningcannotonlyenablestudentstobecomethecenterofteaching,usetheirownsuitableandfamiliarwaystolearnvocabulary,butalsoenableteacherstograsptheprocessandsituationofstudents'self-learningthroughonlinedata,andsuperviseandguidestudentstolearnattherightmoment.Suchanewlearningmodelcanenablestudentstoactivelyconstructnewknowledge,avoidboringteachingmethod,improvestudents’interestinlearning,andpromotethemtolearnvocabularyconsciously.2.1.3ComputerAssistedLanguageLearningTheory“CALLusescomputertechnologytoimprovetheefficiencyandeffectivenessoflearners’languagelearning.Firstly,CALLcanformastudent-centeredteachingmodel,withstudentsasthemainbody,andstudentsareguidedtodevelopactivelearningmethods.Secondly,CALLcreatesbetterlearningconditionsandareallanguagelearningenvironmentforlearners,whichenablesstudentstoacquirelanguagecommunicationskillsnaturally.Thirdly,CALLisbeneficialtoenhancinglearners'interestinlearningandenthusiasmforlearning,andcultivatinglearners'self-learninghabits.Fourthly,CALLhelpslearnerstomasterlanguageknowledgeinallaspectsthroughtherichnessandcomprehensivenessofteachingcontent.WiththedevelopmentofCALLandtheInternet,thelanguageteachingmodelismorenovel.Teacherscanmakefulluseofcomputersandnetworkstoguideandorganizestudentstocompleteteachingtasks.Inthismode,studentscangetmoresenseofparticipation,improvelearninginterestandlearningefficiency.2.2TheRelatedStudiesofVocabularyLearningSoftwareWiththedevelopmentofcomputertechnology,vocabularylearningsoftwareisappliedtoEnglishvocabularylearning.Therearealsoagrowingnumberofresearchesinthisarea.FengQinglai(2004)believesthatmultimediatechnologyandnetworkenvironmentcanhelpforeignlanguagelearnerstoexpandtheirvocabulary.WangQi(2006)holdsthatdigital,multimedia,network,andintelligentarefourmaintechnicalcharacteristicsofforeignlanguageeducationassistedbyinformationtechnology,whichprovidesabasisforforeignlanguageteaching.DaiWeidongandRenQingmei(2005:1-6)concludedthattoconstructnetwork-basedcognitivepsychologicalenvironmentforvocabularylearning,creatingameaning-centeredrealcontextisparamount.ZhengLiping(2007)believesthatEnglishvocabularyteachingassistedbymultimediacomputertechnologycaneffectivelyimprovetheparticipationandenthusiasmofstudents'Englishvocabularylearning.XuMiandLiJiongying(2007)summarizedthefindingsofdomesticEnglishvocabularyteachingresearchesinthepast12years,andpointedouttheresearchmethodthatcombinesmoderneducationaltechnology.Empiricalresearchwillbemorevalued.MintEnglish,anonlinelearningsoftware,wasselectedtolearnvocabularybyLeiYi(2007),andheempiricallystudiedtheeffectofthesoftwareonhelpingstudentsrememberEnglishwordsandfoundthatsuchsoftwarehavesignificanteffectonmemorizingwords,butatthesametime,healsodiscoveredthedisadvantagesofsuchsoftwares.GanLingyan(2007)studiedtheinfluenceofvocabularylearningsoftwareonEnglishvocabularylearningofcollegestudents,andpointedoutthattheapplicationofsuchsoftwareshasapositiveimpactoncollegestudents'thinkingandeffectivelypromotestheenthusiasmandautonomyoftheirEnglishvocabularylearning.TangZhongjun(2008)andChaoHuanyu(2010)foundthatinformationeducationtechnologycaneffectivelyimprovetheefficiencyofmemorizingvocabularyofjuniorhighschoolstudents.ChenShuyue(2012)comparedthelearningeffectsoftwodifferentvocabularylearningsoftware,andpointedoutthatusingsuchsoftwaretolearnvocabularyismoreeffectivethanusingtraditionalmethods.2.3AdvantagesanddisadvantagesofBAICIZHANAtpresent,therearemanyvocabularylearningsoftwareinmobileapplicationstore,whichbringnewideasforthewayoflearningEnglish.BAICIZHAN,asthemostpopularandthemostusedsoftware,ischosenastheresearchobjectamongsoftwaresuchasYoudao,Shanbei,Bubeidanci,andBAICIZHAN.ThefollowingaretheadvantagesanddisadvantagesofBAICIZHAN:Thewaythesoftwarehelpstolearnvocabularyisverydiverse.BAICIZHANprovideslearnerswithavarietyoflearningmethodssuchaspicturememory,situationalexamples,similarwords,English-Englishinterpretation,rootsandaffixes,andpictograms.AccordingtoTreichle,anexperimentalpsychologist,about94%ofthetotalamountofinformationacquiredbyhumanbeingscomesfromsenseofsightandhearing,andtheinformationobtainedbybothsensescanberememberedforalongertime.Throughthesynchronizationofpictureselectionandaudioplayback,BAICIZHANenableslearnerstousebothvisionandhearing,helpsidentifyandextractvocabulary,andformsamoreeffectivestimulationforlearners’senses,therebytheefficiencyofvocabularylearningisimprovedeffectively.Secondly,theexamplesofBAICIZHANarebasedonlifesituations,andeasyandvividsentencesthatareusedathighfrequenciesindailylifeareselected.SpokenEnglishcanbelearntwhileEnglishwordsaremastered.ThelearningofrelatednumerousknowledgeofEnglishwordsiscomplicated.Byutilizingthehugedataprocessingcapabilitiesofcomputers,BAICIZHANlistssimilarwords,English-Englishinterpretation,rootsandaffixes,whichcanhelplearnerstobetterdistinguishandspellsimilarwords,easilylearnnewwordsthroughsimplefamiliarwords,bettergraspthecomplexstructureofwords,andintuitivelyunderstandtherulesofEnglishvocabularycomposition.Atthesametime,BAICIZHAN,whichstrictlyfollowstheforgottencurve,scientificallyarrangesthecontentandtimeofreview,andadoptsavarietyofwordreappearancemethods,suchasselectingthecorrespondingChinese/EnglishaccordingtothedisplayedEnglish/Chinese,choosingChinesemeaningaccordingtoEnglishpronunciation,fillintheblanks,etc.,toensurelearnersmasterthevocabularycompletely.Ofcourse,BAICIZHANalsohasitsdisadvantages.WhenlearnersareusingBAICIZHAN,theycan'truleouttheinterferenceofotherpushmessagesonthemobilephone.Itseemsthatittakesalotoftime,butinfact,thereisverylittletimeforreallearning.Therefore,manycollegestudentsareunabletoconsistentlylearnEnglishvocabularyandevengiveuphalfway.AlthoughBAICIZHANenableslearnerstolearnvocabularyanytimeandanywhere,theopennessofthenetworkenvironmentandthepushofvariousinformationhaveaffectedthelearnerswithpoorself-controlability,andthustheeffectofvocabularylearningonBAICIZHANisaffected.3.MethodologyThissectionmainlydescribestheresearchdesignofthepaper.3.1ResearchPurposeThestudyaimstoexplorewhetherBAICIZHANiseffectiveforBusinessEnglishmajorstolearnvocabularybycomparingandanalyzingthedataobtainedfromtheexperiment.3.2ResearchSubjects30studentsfromClass3,whohavestudiedBusinessEnglishinHubeiUniversityofEducationsince2015,wereselectedastheexperimentalsubjects.Fifteenstudentswereselectedrandomlyastheexperimentalgroup,andtheremaining15studentswerethecontrolgroup.OnlybykeepinginmindtheTEM8vocabularycanchancesofpassingtheexaminationbeimproved,soeachstudent'sattitudetowardstheexperimentwasextremelyseriousandrigorous.3.3ResearchInstrumentsTwotestpapersbasedonTEM8vocabulary.ThisexperimentexaminestheeffectivenessoflearningwithBAICIZHANbycomparingthetestdatawhichisobtainedfromlearningresultsofstudentsadoptingBAICIZHANandtraditionalvocabularylearningmethods.

3.4ExperimentalProcessThearticlemainlycomparesthecontrolgroupandtheexperimentalgroup.StudentsintheexperimentalgroupusedBAICIZHANtolearnvocabulary,whilestudentsinthecontrolgroupusedtraditionalvocabularylearningmethods.ThelearningprocessoftheexperimentalgroupusingBAICIZHAN:Step1:Whentheuserstartstolearnaword,thepronunciationofthewordandtheexampleareautomaticallyplayed,andtherearefourpicturesrelatedtothewordforthestudenttoselect.Step2:Ifthelearnerchoosesthecorrectpicture,thesoftwarewillpopupavocabularylearninginterface,includingexamplesentences,similarwords,Englishdefinitions,rootsandpictogramstohelpmemorize.Step3:Ifthelearnerchoosesthewrongpicture,thesoftwarewilldisplaytheEnglishexamplesentenceandtherelatedChinesemeaningtohelpthelearner.Ifthelearneriswrongagain,thesoftwarewillshowtheEnglishinterpretationoftheword.Ifthelearnerchooseswrongpictureforathirdtime,thesoftwarewilldisplaytheChinesemeaningoftheword.Step4:Afterlearningacertainamountofwords,thesoftwarewillautomaticallystartreviewingthelearnedwords,andthewrong-selectedwordswillnotappearrepeatedlyuntilthelearnerhasmasteredthem.StudentsintheexperimentalgroupuseBAICIZHANtolearnvocabularyfor15minutesineachclass.Theprocessofusingtraditionallearningmethodstomemorizewordsinthecontrolgroupisasfollows.Studentsspend15minutestomemorizewordsineveryclassbycopyingwordsorreadingthemaloud.3.5DataCollectionandAnalysisAllthedatafromthistestwillbecollectedusingSPSS20.0.Thissectioncontainsdatafromthepre-experimentaltestandthepost-experimentaltest.Thefirstscoresofthecontrolgroupandtheexperimentalgroupwerecollectedasthepre-experimentaltestdata.Onemonthlater,thepost-experimentaltestscoresofthetwogroupswereusedasthepost-experimentaltestdata.Thereare30questionsineachtestpaper,5pointsforeachquestion,withatotalof150points.StatisticalPackagefortheSocialSciences(SPSS20.0)isadoptedinthestudy.Descriptivestatistics(minimum,maximum,mean,standarddeviation,etc.)areusedtoreflectchangesinstudentperformanceandtocomparethetwogroupsofstudents.4.ResultsandDiscussionFromtheentireThissectionmainlycomparesandanalyzesthepre-experimentalandpost-experimentaldataofthecontrolgroupandtheexperimentalgroup,andsomeconclusionsaredrawnthroughthestudyofthesedata.4.1TheAnalysisandDiscussionofPre-testDataBeforetheexperiment,allstudentswereaskedtoconductaTEM8vocabularytestinordertounderstandandcomparetheextenttowhichtheymastertheTEM8vocabulary.Tomakeclearthevocabularymasteryofthetwogroupsbeforetheexperimentforcomparativestudy,theexperimentadoptedatestbasedonthehighfrequencyvocabularyofTEM8accordingtotherequirementsofTEM8vocabularyoutline.Thereare30questions,5pointsforeachquestion,withatotalof150points.30validanswerswerereceived.Thestatisticsareasfollows.Table1.IndependentSampleTtestForControlGroupandExperimentalGroupGroupNMeanMinimumMaximumStandarddeviationMeanstandarderrorPre-test1.001591.67801057.7151.9922.001590.67751058.4232.175Note:1.00=thecontrolgroup,2.00=theexperimentalgroupLevene’sTestforEqualityofVariancest-testforEqualityofMeans95%Confi.IntervalofDiff.FSig.tdfSig.(2-tailed)MeanDiff.S.E.DiffLowerUpperPre-testAssumethatthevarianceisequal0.0280.8680.339280.7371.0002.949-5.0417.041Assumethatthevarianceisnotequal0.33927.7870.7371.0002.949-5.0437.043Firstofall,asshowninTable1,thehighestscoresofthetwogroupsareequal,bothbeing105points.Thelowestscoreofthecontrolgroupis80points,whichishigherthantheexperimentalgroup's75points.Secondly,theaveragescoresofthetwogroupsare91.67and90.67respectively,withadifferenceof1.00point,sotherearenosignificantdifferencesintheaveragescoresandstandarddeviationbetweenthetwogroups.Theindependent-samplesTtestforthetwogroupsareshowninTable1,andthesigvalueisgreaterthan0.05,indicatingthatalthoughthescoreofthecontrolgroupbeforetheexperimentisslightlyhigherthanthatoftheexperimentalgroup,thereisnosignificantdifferencebetweenscoresofthetwogroups,whichcanprovethatthetesthascertainreliabilityandeffectiveness.ThroughtheanalysisofdatafromTable1,itcanbeconcludedthattheTEM8vocabularytestscoresofthetwogroupsbeforetheexperimentarebasicallythesame..4.2TheAnalysisandDiscussionofPost-testDataOnemonthlater,thetwogroupsofstudentsconductedasecondTEM8vocabularytesttoexaminethenewvocabularylearningsituationafteraone-monthexperiment.Therearestill30questions,5pointsforeachquestion,withatotalof150points.30validanswerswerereceived.Thestatisticsareasfollows.Table2.IndependentSampleTTestforControlGroupandExperimentalGroupGroupNMeanMinimumMaximumStandarddeviationMeanstandarderrorPost-test1.001592.33801108.2092.1192.0015109.679012510.9332.823Note:1.00=thecontrolgroup,2.00=theexperimentalgroupLevene’sTestforEqualityofVariancest-testforEqualityofMeans95%Confi.IntervalofDiff.FSig.tdfSig.(2-tailed)MeanDiff.S.E.DiffLowerUpperPost-testAssumethatthevarianceisequal0.6650.422-4.910280.000-17.3333.530-24.564-10.103Assumethatthevarianceisnotequal-4.91025.9780.000-17.3333.530-24.589-10.077AscanbeseenfromTable2,thecontrolgrouphasamaximumscoreof110pointsandtheexperimentalgrouphasascoreof125points.Thelowestscoresforthetwogroupsare80and90,respectively.Secondly,theaveragescoresofthetwogroupsare92.33and109.67.Theaveragescoreoftheexperimentalgroupis17.34higherthanthecontrolgroup,soitcanbeconcludedthatthepost-experimentalscoreoftheexperimentalgroupisbetter.Throughindependent-samplesttestforthetwogroups,itcanbeconcludedthatthesigvalueis0.000,whichislessthan0.01.Itisprovedthatthepost-experimentalscoresofthetwogroupsarenotonlydifferent,butalsohavesignificantdifferences.Therefore,byanalyzingthedata,itcanbefoundthatthepost-experimentalscoresofthestudentsinexperimentalgroupusingBAICIZHANtolearnvocabularyaresignificantlyhigherthanthoseofthecontrolgroupusingtraditionalmethods,andthescoresbetweenthetwogroupsarequitedifferent.4.3TheComparisonbetweenExperimentalGroupandControlGroupDuringtheone-monthexperiment,atotaloftwotestswereconducted,60testpaperswer