基于情境认知理论的高一英语语法教学的实证研究 74页

论分类号G632.0单位代码10447文题密级无学号1220070208目基于情境认知专业硕士学位论文理论的高论文题目AnExperimentalResearchonEnglish一英GrammarTeachingBasedonSituatedCognitiveTheory语语inGradeOneofSeniorHighSchools法教学的作者姓名张朝峰实证学位类别教育硕士研究专业名称学科教学（英语）指导教师姓名陈万会教授聊城学院外国语学院大论文提交日期2014年4月学 分类号G632.0单位代码10447密级无学号1220070208专业硕士学位论文论文题目AnExperimentalResearchonEnglishGrammarTeachingBasedonSituatedCognitiveTheoryinGradeOneofSeniorHighSchools作者姓名张朝峰学位类别教育硕士专业名称学科教学（英语）指导教师姓名陈万会教授学院外国语学院论文提交日期2014年4月 学号：1220070208研究生姓名：张朝峰论文分类号：G632.0论文答辩日期：2014年6月7日所获学位：教育硕士学位所在学院：外国语学院专业：学科教学（英语）导师姓名和所在学院：陈万会外国语学院论文题目：基于情境认知理论的高一英语语法教学的实证研究并列题名：无英文题目：AnExperimentalResearchonEnglishGrammarTeachingBasedonSituatedCognitiveTheoryinGradeOneofSeniorHighSchools关键词（中）：情境认知理论；高一情境认知英语语法教学；语言运用能力；实证研究关键词（英）:situatedcognitivetheory;situation-basedgrammarteachinginseniorone;languagecompetence;anempiricalresearch 原创性声明本人郑重声明：所提交的学位论文是本人在导师的指导下，独立进行研究取得的成果。除文中已经注明引用的内容外，论文中不含其他人已经发表或撰写过的研究成果，也不包含为获得聊城大学或其他教育机构的学位证书而使用过的材料。对本文的研究作出重要贡献的个人和集体，均已在文中以明确方式标明。本人承担本声明的法律责任。学位论文作者签名：日期导师签名：日期学位论文使用授权声明本学位论文作者完全了解聊城大学有关保留、使用学位论文的规定，即：聊城大学有权保留并向国家有关部门或机构送交学位论文的复印件和磁盘，允许论文被查阅和借阅。本人授权聊城大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它手段保存、汇编学位论文。学位论文作者签名：日期导师签名：日期 聊城大学专业硕士学位论文AbstractGrammarteachinghasbeenasubjectofmuchcontroversyinseniormiddleschoolEnglishteachinginChinaforalongtime.Thefollowingquestionshavepuzzledmanyteachers.Shouldgrammarbetaught?Whatisamoreappropriatewaytoteachgrammar?Howtoimprovethestudents’linguisticcompetence?Traditionally,grammaticalknowledgeisseenasthemostimportantfactorsothatformalinstructionofgrammarisregardedastheobjectiveofEnglishlanguageteaching,butitcompletelyneglectsthestudents’abilityofusinglanguage.Tosolvesuchproblems,weshouldexplorethepatternsofgrammarteachingincertainsituations,forthepurposeofcultivatinglearners’practicalapplicationability.TheintroductionofSituationalCognitiveTheory(SCT)hasagreatinfluenceongrammarteaching.Comparedwithtraditionalgrammarteachingmodes,situation-basedgrammarteachingcanbetterstimulatestudents’interestinlearningEnglish,changestudents’attitudetowardslearningEnglish,andimprovestudents’comprehensiveabilityofusinglanguage.Inthisway,studentscansharethoughtsandfeelingsinarelativelyactualsituationbyapplyingcertaingrammarknowledge.InEnglishgrammarteachingofgradeoneinseniorhighschool,teachersoftenspendmostoftheirtimeandeffortonthegrammarteaching,makingstudentsrarelyhaveachancetospeakinclass.Teachersshouldcombinelanguageformsandfunctionsinrealcommunicationsituationstoenablethestudentstograspthecontentofgrammaticalrulesandtoapplygrammaticalknowledgetosolvepracticalproblems.ItcanhelpchangetheinefficiencyofEnglishlanguageteachinginChinesesituationssoastoachieveamoreefficientteachinggoal:languageusecompetence.Theauthorconductstheempiricalresearchintheattributiveclauseteachingthatisbasedonthesituatedcognitiontheory.Thestudywillprovethefeasibilityandefficiencyofthesituation-basedgrammarteachingbyquestionnaire,experimentalmethod,classobservationandinterview.Theresultsofthedataanalysisindicatethatdesigningvividandinterestingsituationingrammarteachingcanfullymobilizestudents’i 聊城大学专业硕士学位论文enthusiasmandinitiativeingrammarlearning.Meanwhile,italsocanhelpstudentsobserveandinducethegrammarrulesincertainsituations;grammarteachinginclassbasedonsituatedcognitiontheorynaturallyintegratesthefourbasicskills,suchasreading,writing,listeningandspeaking,whichimprovestheaccuracyofthestudents’Englishspeakingandwriting.Thethesiscoverssomebasicconceptsofgrammarandgrammarteaching,statusofgrammarteachingingradeoneofseniorhighschoolandrequirementsfromNewCurriculumStandard.Thefirstpartintroducesthebackground,purpose,significanceofthestudy.Thesecondpartfirstlyelaboratesthedefinition,importanceandtheoreticalfoundationofthesituationalgrammarteaching,thenintroducesgrammarteachingandtheprinciplesandstrategiesofdesigningsituationinEnglishgrammarteachinginseniorhighschools.Thethirdpartmainlyintroducesempiricalresearchmethods.Intheend,theauthormakesaconclusion,reflectsthelimitationsoftheresearchandgivessomesuggestionstothefutureresearch.Keywords:situatedcognitivetheory;situation-basedgrammarteachinginseniorone;languagecompetence;anempiricalresearchii 聊城大学专业硕士学位论文摘要长期以来，语法教学一直是中学英语教学中最具争议的话题。中学英语语法教授与否、语法教授的方法是否适当，学生语言运用能力如何提高等问题一直困扰着广大教师。传统的语法教学模式往往把语法知识教学作为英语教学的目的，而完全忽略了学生语言运用能力的培养。而与传统的语法教学模式相比，基于情境认知理论的语法教学更能激发学生学习英语的兴趣，培养学生综合语言运用能力，让学生在真实的情景中学以致用，比较自由地用英语传递信息，交流思想。在高一英语课堂中，教师往往花费大量的精力在语法教学的讲解上，致使学生极少有发言的机会。高中阶段的语法教学，应该从语言的运用的角度出发，把语言的形式、意义和用法有机结合起来，培养学生解决实际问题的能力，改变汉语情境中英语教学低效的现状，最终实现学生语言运用能力的培养目标。该论文结合英语课程标准对于高一学段语法教学的要求，分析了高一英语语法教学的现状，从情境认知理论的角度探讨高一英语语法教学的实证研究和愿景展望。本研究以定语从句为研究内容，借助实证研究前后对学生进行问卷调查、课堂观察所得学生口语、书面表达情况作为研究工具，试图鉴定在语法中实践基于情境认知理论的教学效果。通过各类数据的汇总分析，可以得出如下结论：生动有趣的教学情境设置能充分调动学生语法学习的主动性和积极性；基于情境认知理论的语法教学并不意味着摈弃语法规则，相反，它能够帮助学生通过在情境中运用目标语法，观察发现归纳其语法规律；基于情境认知理论的语法教学可以自然融入听、说、读、写四项基本技能，提升学生在英语口语和写作上的准确性。同时，在创设情境进行语法教学时要遵循一些规则，才能创设出有意义的情境，使得语法教学有实效而不是流于形式的机械化操练，而在这一教学过程中与学生日常生活或真实心理相关的情境是首选。本论文的框架结构如下：第一部分介绍了研究的背景、目的和重要性；第二部分首先详细地阐述了基于情境认知理论的语法教学的定义、重要性和理论基础，继之述及高一英语语法教学设置情境的原则及策略。第三部分着重论述了实证研究的对象，工具及数据的收集和分析，高一英语情境教学的实施和研究结果的分析。最后，得出研究结论，反思研究的局限性，为后续研究提出建议。iii 聊城大学专业硕士学位论文关键词：情境认知理论；高一情境认知英语语法教学；语言运用能力；实证研究iv 聊城大学专业硕士学位论文ContentsAbstract...........................................................................................................................i摘要.............................................................................................................................iiiChapterOneIntroduction..............................................................................................11.1BackgroundoftheResearch.............................................................................11.2PurposeandSignificanceoftheResearch........................................................41.3ResearchContentsandMethods.......................................................................51.4StructuresoftheThesis.....................................................................................8ChapterTwoLiteratureReview.....................................................................................92.1IntroductiontoSituationalTeachingMethod...................................................92.2ResearchAbroad.............................................................................................102.3ResearchatHome...........................................................................................12ChapterThreeGrammarTeachingBasedonSituatedCognitionTheory...................143.1SituatedCognitionTheory..............................................................................143.2GrammarTeachingBasedontheSCT...........................................................163.3PrinciplesofCreatingEnglishTeachingSituationBasedontheSCT...........18ChapterFourResearchMethodology..........................................................................204.1ResearchDesign.............................................................................................204.2ResearchProcess.............................................................................................244.3ImplementationoftheEnglishGrammarTeachingBasedontheSCT..........264.4AnalysisoftheStudyResults.........................................................................38ChapterFiveConclusion..............................................................................................485.1MajorFindingsoftheResearch......................................................................485.2LimitationsoftheResearch............................................................................495.3RevelationoftheResearch.............................................................................50Bibliography................................................................................................................55AppendixOne..............................................................................................................57AppendixTwo.............................................................................................................58AppendixThree...........................................................................................................60AppendixFour.............................................................................................................63Acknowledgments........................................................................................................64攻读学位期间发表的学术论文..................................................................................65 聊城大学专业硕士学位论文ChapterOneIntroduction1.1BackgroundoftheResearchGrammarisoneofthemostimportantpartsinEnglishlanguageknowledge.MasteringgrammaristheimportantwaytoimproveEnglishlanguageproficiency.Asanextremelyimportantpartofforeignlanguageteaching,therearetwocommonproblemsofgrammarteaching.Thefirsteffectofgrammarteachingdoesn’tseemquitegood.Inclass,theteacherseemstomakeeverygrammarruleclear;thestudentsseemtohavemasteredthegrammartaughtinclass,andthenalsodidmanyrelevantexercises,however,theycan’tavoidmakingmistakesinspeakingandwritingarticlesafterclass.Thephenomenonthatthestudentslearnedinclassbuthardlyuseinpracticeiscalled―inertknowledge‖bythephilosopherWhitehead.Theotherproblemofgrammarteachingisthatbothgrammarandgrammarteachingareboringanddullformostofstudents.Atpresent,thereexistsomekindsofphenomenainEnglishgrammarteachingofjuniorhighschoolinourcountry.Oneistheteacherstressesonthegrammarteachingtoomuchbutignoresthecultivationoflanguageability.Atthesametime,explaininggrammarrulesandpracticingmechanicalsentencepatternsarethemajorwaystoteachEnglishgrammar.ThestudentswholearnEnglishgrammararejustforsittinganexamination,buttheycan’tapplygrammarknowledgetoactuallanguagecommunication.Undertheinfluenceofthecommunicativeteachingmethod,anotherphenomenonoccursingrammarteaching,namely,manyEnglishteacherspartiallythinkthatcommunicativeteachingmethodisjusttofosterEnglishlistening,speaking,readingandwritingskillsandweakenevenabandongrammarteaching.Theauthorthinksthattheappearanceofthesetwokindsofphenomenacausedbythattheteachersdon’tunderstandormisunderstandtherealpurposeofgrammarteachingandteachingtaskverywell.JiaGuanjie(1996:77)pointsthatthepurposeoflearningforeigngrammarisn’ttomemorizeallkindsofgrammarrules,buturgesthelearners1 聊城大学专业硕士学位论文tomasterlanguageknowledgebetterandfurtherimprovetheirlanguagecapabilitybylearningaboutthesegrammarrules.Sothefinaldestinationofgrammarteachingistomakethelearnersexpresstheirownideasandcatchothers’meaningwhentheycommunicatewithothers.Thetaskofgrammarteachingwhichisdeterminedbythepurposeofthegrammaristomakethestudentsmasterthebasicrulesoftheforeignlanguagesentences.Peoplearedominatedbygrammarrulesinthelanguageacquisitionallthetime.Soitisunimaginabletobeignorantofgrammarrulesifthelearnerswanttoknowanduselanguagecorrectly.Theothertaskofgrammarteachingistoimprovestudents’verbalcomprehensionandexpressionskills,whichisalsodeterminedbythefinalpurposeofgrammarteaching.Grammarteachingisnotonlytoenablethestudentstomastertherules,butalsomakestudentsexpresstheirownthoughtsundertheguidanceofgrammarknowledge.Itcanbeseenthatgrammarteachingismustbeonthebasisofgrammarknowledgeinordertocultivatethestudents’languagecommunicativeabilityandtheformofstudents’languagecommunicativeability.Bothofthemaffecteachotherandtheyaretwoessentialfactorsofmasteringandapplyinglanguage.Inrecentyears,grammar,asthekeychangeofteachingmaterialsintheEnglishnewcurriculumreform,isrelativelydisperseandgrammarexplanationsandexercisesarelessandsimpler.Manyteachersgiveupteachinggrammar,becausetheyfeelthatpayingattentiontotheformintheforeignlanguageclassbetterservestoimpedethantoadvancetheprocessoflanguageacquisition,andtheymisapprehendcommunicativelanguageteachingandtheyalsobelievefluencymaybemoreimportantthanaccuracy(Brown,1987).However,grammarastheinternaldisciplineof"languageisplayingacrucialroleinlanguagelearning.Howtoteachgrammarisalwayspuzzlingtheteachers.Consideringtheexistingproblemsofgrammarteachingintheseniorhighschool,weaimtoexploreamethodtoteachEnglishgrammarintheseniorhighschoolappropriately.Withthepromotionofcommunicativelanguageteaching,thereareindeedsometeacherswhohavechangedthetraditionalteachingmethodwhichgivesprioritytoteachinglanguageknowledge.Theteachersbegintopaymoreattentiontocultivatingstudents’languagecompetenceanddesignsome2 聊城大学专业硕士学位论文activitiesinclass.Forexample,theyteachgrammarbythepictures,simplifieddrawings,playingvideosanddesigningthegameorroleplay,whichcanimprovethestudents’integratedlanguagecapability.However,infactmanyteachersstilladopttraditionalteachingapproachesandstressoninterpretationofdetailedlanguageingeneral,thatistosay,theteacherteacheslanguagepointandthere’snointeractionbetweentheteachersandstudentsinclass.Practiceinclassismechanicalsuchaspatternpracticebetweentwostudentswhichoneasksandtheotheranswers.Homeworkassignmentsusuallyincluderecitingword,sentencepatternsandthetextandthetestalsolacksofflexibleandactuallanguageperformance.Studentsarejustaudiencewhocanlistenandwritebutcan’tspeakintraditionalEnglishteachingclass.Theyhaveseldomopportunitiestoparticipateintheactuallanguageactivities.Hence,thelearnersarenotinterestedinEnglishbecauseofteacher’sboringlectureandrecitingwords,sentencesandthetextmechanically.Evenifsomestudentscanobtainhighmarksinthetest,buttheycan’tuseitinreallife,whichiswhatweoftensay―dumbEnglish‖.NewCurriculumStandard(2003:14)makesalistofrequirementsforhighschoolstudents’grammarlearningondifferentlevels,suchasLevelseven,Leveleight,Levelnine,andpointsoutthatthe―highschoolstudentsshouldlearnandmasterEnglishlanguageknowledge,includingfiveaspects,thatis,pronunciation,vocabulary,grammar,functionsandtopics.Knowledge,anintegralpartoflanguageability,istheimportantbasisforthedevelopmentoflanguageskills‖.Sowedon’tregardgrammaticalrulesastheteachinggoalbutmakestudentsmasterthegrammarrulesintheprocessofgrammarteaching.Wecanintegrategrammarteachingintolistening,speaking,writingpractice,payattentiontostudents’emotionalattitudeandlearningstyle,andlaystressongrammarlearningstrategies’training.HighSchoolEnglishCurriculumStandard(experiment)(2003:65)makestherequirementsofgrammarteachingmorespecificandsetsforththefollowingpassage-―thegrammarteachingofhighschoolshouldcombinethelanguageofform,meaningandusagefromtheperspectiveoflanguageuse.Weshouldguidestudentstounderstandandmastertheideographicfunctionofgrammarinthecontext.‖3 聊城大学专业硕士学位论文1.1PurposeandSignificanceoftheResearch2.1PurposeoftheResearchTheEnglishNewCurriculumStandardrequirestheteachertobuildrelaxed,democraticandharmoniousteachingatmosphereandsetthestageforwhatthestudentsareinterestedinEnglishlearning.Thustheteachercanleadandhelpthestudentslearnthelanguageknowledgewhichtheystudyinreallifeaspossiblyaswecan.Weshouldputtheteachingprocessintoalanguagecommunicativeprocess,andmakethestudentsusethelanguageineverypropersituation,andevokethestudents’stronginterestinlanguagelearning.ThenewseniorEnglishCurriculumStandardnotonlyfocusesongrammarteachingbutalsofocusesonintegratedlanguagecapability.ThefinialgoalofEnglishgrammarteachingistodevelopthestudents’Englishcommunicativeabilityandintegratedlanguagecapability.Throughstudyingsituation-basedteachingapproach,theauthoraimsatcombiningteachingpracticewithitandstudyinghowtocombinethesituation-basedteachingapproachwithEnglishgrammarteachinginseniorhighschool.Grammarteachinginsituationcanimprovethestudents’communicativeabilityandstiruptheirinterestsinlearningEnglishandeventuallyadvancestudents’integratedlanguagecapability2.2SignificanceoftheResearchSituationteachinghasbeenwidelyusedinsomeprofessionalEnglishteaching,suchaslaw,care,tourismandotherfields,whichisalsousedinspokenlanguage,vocabularyandreadingsomearticles,etc.inthemiddleandprimaryschoolEnglishteaching.However,thatgrammaristaughtinthecontextisinitsinfancy.PracticeofsituationteachingintheseniormiddleschoolEnglishgrammarteaching,anditsvalueisnotonlyaformofinstruction,teachingmethodsandteachingprinciples,butalsocontributestotheholisticdevelopmentofstudentsteachingideas,embodiesanewkindofeducationalvalues.GrammarteachinginallkindsofthesituationandthecombinationofEnglishlearningandthestudents’practicallifecultivatethehabitofstudents’thinkinginEnglish.Astudent-centeredteachingmethodfocusesonstudents’initiativetoexplore,findandconstructknowledge,sothat―situations‖,4 聊城大学专业硕士学位论文―collaboration‖and―session‖areunitedasawhole.Duringthecreationofcontext,wecombineaudio-lingualmethod,communicativeapproachandinspiration-experiencetypeteaching,grammarteachingwithlistening,speaking,readingandwritingskillsandseekfortheorganiccombinationofformandmeaningandfunctionoflanguagetoexplorenewwayofthegrammarteachingondemand,finallysupplyingbetterservicetotheEnglishclassandimprovingtheteachingqualityofeducation.ThethesisaimstopracticesituationalgrammarteachingforfreshmeninSeniorHighschool.Thereasonsarethefollowing:Firstly,freshmeninseniorHighschoolhavehighenthusiasmandstrongparticipationawareness,whichprovidesthissituationalteachingofgrammarteachingwithgoodobjectiveconditions.Secondly,theattributiveclauseinhighschoolEnglishbelongstokeycontentofgrammarteaching.Whetherstudentscanmastertheattributiveclauseornotdependsonthecultivationofstudents’oralandwrittenskills.Thirdly,mostoftheteachersareyoung,whichprovideaconvenientconditionforthesmoothadvanceofgrammarteachingexperiment.Lastly,grammarprojectsforfreshmencovermostofgrammarteachinginhighschool.ExploringgrammarSituationalteachingintheprocessofhighschoolEnglishgrammarteachingcanincreasestudentinterestandconfidenceinlearningEnglish,andcaneffectivelyguidethestudentstounderstandandmasterthegrammarinthecontextofideographicfunction.Eventuallyfromtheperspectiveoflanguageuse,thegrammarteachinginseniorhighschoolcombinesofform,meaninganduseofthelanguage.1.1ResearchContentsandMethods2.1ResearchContentsIntheinterpretationoftheNewCurriculumStandardandrelatedliterature,WecouldcometothismessagethatwecouldaccuratelyandfluentlycommunicatewithpeopleinEnglishinordertobettertrainstudentstounderstandandusethelanguageusegrammarbyutilizingtherulesofgrammarrulescorrectly.InChina,theparticular5 聊城大学专业硕士学位论文languageenvironment,weshouldnotfadegrammarteaching,butactivelyexplorethebestmethodandwayofgrammarteaching―optimization‖accordingtothestudents’characteristicsandrequirementsofNewCurriculumStandard,TheobjectiveofthisresearchistoexplorehighschoolEnglishgrammarteachingbasedonthetheoryofsituationalawarenessandeffectivenessofoperability.Thefollowingareresearchcontentsandkeyissues:(1)Theresearchwillprovidetheoreticalsupportforgrammarteachingpracticebyreferringtothetheoryofsituatedcognitionresearchathomeandabroad,andunderstandingtheroleofsituationalteachingcharacteristics,andimplementingstrategiesofcreatingsituations.(2)Theresearchwillhelpusdesignclosetothestudents’practicalcommunicativesituations,andbreaktheoriginalmodeofthegrammarteaching-themodeofblackboard-chalk.Andtherefore,itcanhelptointegrategrammarteachingintolistening,speaking,readingandwritingskillswiththeoriginaluseofdiscourse,multimediateachingmeansandrealscenecreatethesituationofgrammarteaching.(3)Theresearchistoconductanempiricalresearchintotheeffectofattributiveclausebasedonthetheoryofthesituatedcognitionteaching.Basedonexperimentaldataanalysisandsummary,theresearchfinallyputsforwardrelevantteachingsuggestionsandprovidesareferenceforallkindsofgrammarteachingpracticeinthefuture.1.1ResearchMethodsSituatedcognitiontheoryandsituationalteachingmethodbelongtothecategoryoftheoreticalissuesandconcepts,whilesituationalteachingisamatterofpractice.Therefore,thisthesismeanstoexploreboththeoreticalresearchandpracticalexploration,throughliterature,questionnaires,interviews,observationandexperimentalresearchonthesubjectofastudy.(1)LiteratureIntheprocessofcurrenteducationteachingreform,teachersmustlearntocollect,access,andorganizerelevantdocumentswiththenewcurriculumideasand6 聊城大学专业硕士学位论文teachingmethodsfillingtheirminds,andformedthescientificunderstandingofthefactsthroughthestudyofliterature.Thispaperattemptstounderstandthecontextofdomesticandinternationalresearchonteachingbyanalyzingtheliterature,situationalapproach,thecreationoftheprinciplecharacteristicsandteachingsituation,whichfurnishcurrentinvestigation,inductivestrategyofcreatingsituationandempiricalstudieswiththeoreticalsupport.Theresearchreviewsthetheoryofsituationalawareness,summarizingthestrategyandimplementationofempiricalresearch.Finally,thisthesissummarizessituationalteachingmethodanditstheoreticalbasis.(2)QuestionnaireThequestionnairesurveyisakindofresearchmethodinwrittenformofaquestiontocollectdata.Afterthedirectionofresearchispreliminarilyconformed,aquestionnairesurveywasconductedamong70EnglishteachersfromNO.1MiddleSchoolofShenCounty.ThepurposeofquestionnaireistounderstandthestatusquoofEnglishgrammarteachingandhighschoolEnglishteachers’understandingofgrammarteachingthroughthediscoveryoftheuniversalexistencequestion.Byidentifyingcommonexistingproblems,theresearchproposedtopracticethelanguageteachingmethodbasedonthesituatedcognitiontheory.Participants(thatis,Englishteachers)inthesurveyarefromShenCountyinShandongProvince,whoseschoolageisbetween5yearsand20years,have70persons,workingonteachingfreshmen,sophomore,andsenior.Sotheresearchresultshavecertainrepresentativeness.Duringtheexperimentalstudyofattributiveclausesbasedonthecognitivetheoryofthesituation,Thethesisaimstofindoutthestudents’interestinEnglishgrammarteachingbasedonsituatedcognitiontheoryandacceptancethroughthecomparisonof2classesofstudentsbeforeandafterclasstwosetsofquestionnaires.(3)ObservationMethodandExperimentalApproachOnthebasisoffullinvestigationonthesubject,theauthoritselftakesSenior1fortheobjectoftheexperimentalstudy.Duetotheintroductionoflarge-classEnglishteachingthisschool,studentsinseniorhighschoolentranceexaminationinEnglishisrandomlydividedinto65personsperclass.TheaveragemarkofClassoneis91.89whilethatofClass2is92.06respectivelyinachievementtest.Theresultsoftwo7 聊城大学专业硕士学位论文classesarenearlythedegreeofproximityinEnglishachievementtest.Thecollecteddataareanalyzedthroughobservation,participatingactivity,timesoforalandwrittenexpressionfreelyinclassandaseriesofstudyandpracticeactivities.1.1StructuresoftheThesisThethesisisdividedintofivechapters.Chapteroneisintroduction.Itintroducesthebackgroundofthestudy,thepurposeandsignificanceoftheresearch,theresearchmethodsandstructuresofthethesis.Chaptertwoisliteraturereview.Theauthorfirstintroducestheintroductiontosituationalteachingmethod,theresearchtheresearchathomeandabroad.Chapterthreeexpandsonsituatedcognitiontheoryandgrammarteachingbasedonsituatedcognitiontheory.Theauthorfirstlyintroducessituatedcognitiontheoryfromtwoaspects:itsoriginanddevelopmentofthesituatedcognitiontheory,connotationandcharacteristicsofthesituatedcognitiontheory.Andthentheauthorintroducessituatedcognitionteachingmodel.Lastly,thethesisexpandsongrammarteachingbasedonthesituationalrecognitiontheoryandprinciplesofsituation-basedgrammarteaching.Chapterfourintroducesresearchmethodology.TheauthordoesanempiricalresearchintoattributiveclauseteachingbasedontheSCTbyquestionnaire.TheauthorexploresimplementationoftheEnglishgrammarteachingbasedontheSCT,includingthechoiceofgrammarteachingthemes,implementationstrategies,specificoperationsofgrammarteaching.Andwhat’smore,theauthoranalyzestheresultsofthequestionnaire,writtenexpressionandclassroomobservation.Thelastchapterisaconclusion.Itintroducesmajorfindingsoftheresearch,limitationoftheempiricalresearch,revelationoftheresearchandsuggestionsforthefurtherresearch.8 聊城大学专业硕士学位论文ChapterTwoLiteratureReviewTheteachingcontentiscloselyconnectedwithreallife,whichisconvenientforteacherstocreatesituationsinclass,soresearchesintosituationalteachingathomehavebecomeahottopicinrecentyears.Iclassifythesearticlesandliteratureafterreferringtosomerelatedforeignliteratureandarticlesformrecentdomesticcorejournals.1.1IntroductiontoSituationalTeachingMethodSituationalTeachingmethod(alsocalledasSituationalLanguageTeaching)wasoriginallycalledOralEnglishmethod.AccordingtoPittman,Situationrefersto―Weexplaintheroleofthenewlanguageprojectsthroughtheexample,demonstration,physicalobjects,signlanguage,imagesandotherteachingaids,followedbyrepeatedpracticeandreplacement‖(qtd.inRichards&Rodgers,2000:38).Inthe1950s,Hornbyputforwardthe―SituationalApproach‖,followedbythestructureoftheStructural-SituationalApproachandSituationalApproach.Intheearly1980s,J.C.RichardsandTS.Rodgers(2000)summarizedthecharacteristicsofthesituationalteachingmethodforthefirsttime.Inordertoavoidconfusion,theyadopttheSituationalLanguageTeaching(SLT),andSLTbecamesynonymouswiththesituationteachingmethod.SituationalteachingmethodoriginatedfromEnglishteaching,andthescholarsinChinaarenotalsoidenticaltoitsdefinition.LiJilin(1999:4)arguesthatthesituationalteachingmethodis―akindofteachingmodethatmakesfulluseoftheimage,createclassiccontext,stirupstudents’learningmood,combinesthecognitiveactivitiesandemotionalactivities‖.MiJunkui(1990:24)pointsoutthe―situationalteachingmethodisthatteacherspurposefullyintroduceorcreateacertainemotionalcolor,withimageasthemainbodyofthevividspecificsceneintheteachingprocess,9 聊城大学专业硕士学位论文andattractthestudents’attitudeofcertainexperience,whichhelpstudentsunderstandtheteachingmaterial,anddevelopthestudents’psychologicalfunction.Thecoresituationalteachingmethodistostimulatestudents’emotion.ZengFuchu(2005:115)putsforward―situationteachingintroduceandcreatelearningcontentsuitabletospecificsituationsoratmosphereonthebasisofthestudents’learningneedsinordertoachievetheestablishedteachingpurpose,whichiscausedbystudents’emotionalexperience.Thepurposeofsituationteachingistohelpstudentsquicklyandaccuratelyunderstandthelearningcontent,toimprovethepsychologicalfunctionoflearningefficiency‖.MoQiong(2009:101)pointsout―Situationalteachingisinarealsituation,whereteacherscancooperateandinteractwithlearnerstoconstructknowledgeinpractice‖.Fromtheaboveviewpoints,wecanconcludethatlearnedknowledge,thinkingandsituationareinseparableinthelearningprocess;andknowingandfinishingtasksareinteractiveincontextandbecomeperfectedintheprocessoflearners’learninganddevelopment.Althoughthescholars’viewpointsonthedefinitionofsituationteachingarenotidentical,wecanconcludethefactthatthepracticeofsituationalteachingmethoddependsonseveralimportantfactors:theteachingcontent,situationcreationandemotionalexperienceofstudents.Inthepast30years,theconnotationofsituationalteachingisalsograduallyenlarged,whichlikelyestablishesgrammarteachingsituationinclasstofacilitateteachers’teaching.1.1ResearchAbroadSincethe1930s,theBritishlinguistshavelaunchedastudyontheuseofdiscoursestructureandsituationalcontextoflanguage.J.R.Firththinksthatlanguageisasocialprocessandameansofsocialliferatherthansimplyasetofagreed-uponregulationsandsignals.Heagreesthatlanguageinpracticaluseshouldbetheobjectoflinguisticstudy.Heholdstheviewthatahierarchyofcontextsshouldbeusedtostudythemeaningofthelanguageandthatcontextcontainsnotonlylinguisticcontextbutalsocontextofsituation.Forhim,thecontextofsituationas10 聊城大学专业硕士学位论文wellasallkindsoflinguisticdescriptions,thephonologyandthegrammarisstatementsofmeaning.Thenalinguistcanhandlealanguagebymeansof"describingmeaningsintermsofcontextofsituations.Hallidayinsiststhatifwords,utterancesandevenwholechunksofdiscoursearestudiedalone,itisinadequatefortheunderstandingofthem.Onlyincontextcantheybefullyunderstood.Thecontextincludesthephysicalsetting,participants,othersemioticformssuchasgestures,gaze,andsoon.Forhim,thecontextofsituationcanbebestunderstoodintermsofthreefeatures:thefieldofdiscourse,thetenorofdiscourseandthemodeofdiscourse.Theyarethegeneralconceptsnecessaryfordescribingallthatisofgreatlinguisticsignificanceinthecontextofsituation.LarsonFreemandividesgrammarclassteachingintothreestages:Demonstration-exercise-socialintercourse.Insocialintercoursestageteaching,thestudentsaremadetoapplythegrammarform,semanticsandpragmaticknowledgelearnedorpracticedbeforetomorenaturalandcoherentsocialintercoursesituations.BritishfamouslinguistDickAllrightputsforwardtheideathatthelanguageteachercanorganizeafewactivitiestocallthestudents’attentiontomeanings,usingwhatislearnedinaforeignlanguagetosolveaproblemwithcommunication.Sincethesituationalteachingmethodcameintoexistence,ithasbeenwidelyused.Inthe1990s,theadvocatesof"STAnotonlystudiedthetheoryandpublishedsometextbooksbutalsodidsomepracticeinteaching.HornbyoncetaughtwithSTAinIndiaandPittmanalsocarriedoutSTAinAustralia,whichhadaprofoundandlastinginfluenceonlanguageteaching.WecanseetheuseofsituationalteachingprinciplesinalotofEnglishteachingmaterials,suchastheNewConceptEnglisheditedbyL.G.Alexanderistheoutlineofatypicalstructure,situationandpatternsoftrainingisoneofmainactivities.Later,AlexanderpaidavisittoChinaseveraltimes.HisNewConceptEnglishbecameverypopularamongtheteachersandstudents.TherearemanyresearchesabouttheuseofSTAindifferentfields,suchasvocabulary,reading,writingandgrammar.ButastohowtoteachEnglishgrammarwithSTAtoChinesestudentsinseniorhighschools,therearefewresearches.11 聊城大学专业硕士学位论文1.1ResearchatHomeComparedwiththescholarsabroad,theChinesescholarsstartedthestudiesofEnglishteaching-SituationalTeachingApproachabitlittlelater,includingEnglishwriting,Englishreading,audio-visualclass,buttheyhavemademuchprogressinthisfield.InthefieldoflinguisticsinChina,ChenWangdaoputsforwardintheearly1930sthatrhetoricmustconformtosituationandtheme.Heresituationreferstothespecificenvironmentinwhichtextresides,includingtheaim,thesubject,participants,theplace,thetimeandhowtoarrangethelinguisticmaterials.Astotheme,itisinfactincludedinsituation.Somelinguistscallco-text―smallcontext‖,andthesituationalconditions―bigcontext‖.AnotherChinesescholar,ZhangZhigongpointsoutinModernChinesethatlanguageenvironmentreferstoco-textandactualoccasionofcommunicationinanarrowsense;inabroadsense,itreferstothelanguageenvironment,fromthefeaturesofsomespecifictimeandsocietytothepersonalinformationofcommunicators,suchaseducationalbackground,lifeexperience,languagestyle,anddialect,etc.Inthelate1980s,afamousChineseteacher,LiJilin,alsodidsomeresearchaboutSTA.Heputsforwardaspecialsituationalteachingpatternbasedonhisownteachingpractice.Besides,manyacademicarticlesonSTAwerepublished.Theirstudymainlycoversfouraspects:thewaysofapplyingSTAandthebasis,applyingprinciples,influencingfactorsandtheoreticalbasis.Currently―situationteaching‖studiesinhighschoolEnglishclassesaredividedintothreecategories.Thefirstcategorymainlyputforwardthestrategiesoftheteachingsituation,principlesandmethods.WangLu(2004)putsforwardthebasicstrategiesforimplementationofEnglishsituationalteaching.Atthesametime,shealsoproposedthecreationofproblemsituationswithexamplesandencouragedstudentstodiscussandexplorewaystosolveproblemsthattheyareinterestedinthroughpractice,experience,cooperation.Thesecondcategoryismainlyconcernedaboutaseriesofresearchesintosituationalteachingmethodfromthetheoreticalbasis.suchasMiJunkui(1990:27)historicallypresentsresearchanddevelopmentofthe12 聊城大学专业硕士学位论文situationalteachingtheoryfromabroadtodomestic,andpointedoutthatthe―situationalteachingmethodrevealspeople’spsychologicalactivityprinciplesasthefoundation,whichnotonlyprovidedagreatlyimprovementoftheteachingquality,butalsothenecessaryroadtomakedevelopmentofpersonalitybecomeharmonious.‖ThethirdkindmainlyexploreshowtousesituationalteachinginEnglishclass.LuZizhongandHeJiao(2006:58)advocateteachersshouldcombinegrammarknowledgewiththeactualsituation,putforwardcreatingsituation,problemsituationandcontradictorysituation,intuitivesituationandactivitysituation,forexample,wetakeadvantageofmultimediatosetupintuitivesituation,guidestudentstosurmiserelatedmeaningbythesentencepatternof―asif‖.AlthoughtherearemanyarticlesaboutexploringthesituationteachinginhighschoolEnglishteaching,thedepthresearchintothesituationalteachinggrammarstudyisnotmuch.LiJianxiang(2007:1)verifiesthetworesearchhypothesesof―itssituationalgrammarteachingtoarousestudents’interestinlearningEnglish‖and―situationalteachingaremorelikelytoachievegoodteachingeffect‖bycomparingthetwotestsbeforeandaftertheexperimentandquestionnaire.LaiPing(2010:23)analyzespossiblereasonsforsomeproblemsinthesituatedteachingonthebasisofinvestigationanddatacollectionofthesituationEnglishteachingfromaseniorhighschoolinHeilongjiangProvince,andsummarizedthecharacteristicsofsituationalteachinginseniorhighschoolEnglishclassbyinterviewswithteachersandstudents.Butthesestudiesdispersetoomuchandtheycoverdifferentfieldsofvocabularyandgrammar.However,thereareveryfewsyntheticallydetailedmonographswhichcombineSTAwithconcretegrammarteaching,especiallyjuniormiddleschoolgrammarteaching.MostscholarsonlymentiontheapplicationofSTAasamethodwhilestudyinggrammarteaching,oronlydealwiththefieldofgrammarteachingwhilestudyingSTA.Judgingfromresearchmethods,inthespecialstudyongrammarandSTA,mostessaysfocusontheoryexplorationbutlackactualinvestigationandstudy.13 聊城大学专业硕士学位论文ChapterThreeGrammarTeachingBasedonSituatedCognitionTheory1.1SituatedCognitionTheory2.1OriginandDevelopmentResearchonthetheoryofSituatedCognitionTheorycanbetracedbacktoDewey’spragmatism,Vygotsky’sSocio-culturalTheoryandActivityTheoryofA.N.Leontiev.(WuYunxueandChengLihui2007:89).Thesescholarsemphasizethatknowledgeaccruesthroughthelivedpracticesofthepeopleinasocietyandinteractionwithothers,substanceandenvironment.Earlystudieslasteduntilthemid-1980sandthesystemoflearningtheorieswasinitiallyformed.SituatedCognitiontheorycameintoexistenceinthe1980s.ItsrepresentativesBrowns,Collins,andDuguidarguedthatknowledgeissituational,knowledgeispartoftheactivities,thebackgroundandtheculturalproducts,knowledgeisconstantlyapplyinginactivities,richsituationandtheculture.Thedevelopmentofsituatedcognitiontheoryaccompaniedwiththreestagesdevelopmentofthelearningtheory.Thefirststageis―stimulus–response‖learningtheorybasedonbehaviorism,whicharguesthatpeople’sthinkingissimple―stimulus–response‖connections,ignoringpeople’sconsciousness.Itiscriticizedbythecognitivetheoryschoolandpromptedthedevelopmentofcognitivetheory.Thesecondstageisthatlearningbasedoncognitivelearningtheoryisnotpassivelyformed―stimulus–response‖connectionsunderthedominationoftheexternalenvironment,butactivelyconstructscognitivestructurewithinthemindandgaininsightandunderstanding.Learningdependsonthethemeoftheoriginalcognitivestructureandthecurrentsituation,whichisguidedbythemainbody.Thethirdstageisconstructivismlearningtheory,whichemphasizesstudent-centeredlearning,notonlyrequeststhestudentstobecomethemainbodyofinformationprocessingandactiveconstructorofknowledgeandbutalsostudentstobecomeactiveconstructormeaningfromknowledgeinitiatorandindoctrinationwith14 聊城大学专业硕士学位论文teachersbeinghelper,facilitatorandguide(HeKehang2002:155).Underthebackgroundofconstructivism,itgraduallyformsthesituatedcognitionlearning,socialculturalcognitionandecologicalcognitiontheories.Theformationofthesetheoriesmarksthegreattransformationoflearningtheory.Situationprinciplemakesthestudentstolearntoparticipateintheexplorationandformationofthesignificance,andcanprovideaneffectiveframeworkofevaluationbehaviorismandcontributionofcognitivepracticeinalargecontext.1.1CharactersoftheSituatedCognitionTheoryBrentG.WilsonandKarenMadsenMyersinCognitiveandSituatedLearningPerspectivesinTheoryandPracticearguethatsituatedcognitionisanotherlearningtheorydifferentfromtheinformationprocessingtheory.Itistryingtocorrectthemistakesofcognitivesymboliccomputationmethods,especiallyforcognitionentirelyrelyingonthedescriptionofrulesandinformation,cognitiononlyconcernedwithconsciousreasoningandthinking,whileignoringtheculturalandphysicalenvironmentscognition.Constructivismholdsthatcognitivesituationreferstothesituation,thebackgroundandtheenvironmentwhichentirelyinvolvedintheevent.Broadlyspeaking,cognitivesituationconsistsofstimulus,whichaffectsindividualbehavior,includingobjectivesituationandpsychologicalsituation.ResearchesonSituatedCognitionTheorysuggestthatlearninginadailylifesituationismoreefficient,whilelearnersdonotknowhowtoapplycertainknowledgetoinaspecificsituation.Thereasonisthattheknowledgeisnotisolated,theyarealwayspresentincertainsituations,butgrammaticalknowledgeinclassisabstract,de-contextualized.Keyfeaturesofsituatedcognitionisthatinternalpsychologyischaracterizedbytheinteractionofpersonal,knowledgeandsituation,ratherthanbyknowledge.Basedonunderstandingofsituatedcognitiontheory,webelievethatthefollowingarethemaincharactersofsituatedcognition:(1)VividMissionSituationsSituatedcognitiontheoryarguesthatknowledgeacquisitionisaprocessof15 聊城大学专业硕士学位论文makinglearnersbetterunderstandtheobjectiveworldandpurposefullychangetheworld,butthepracticehasprovedthattheknowledgeandskillsacquiredintheclassisdifficulttounderstandandchangetheworld.SituatedCognitiontheoryfocusesonusinggeneralskillsinavarietyofcontexts,andemphasizesteachingknowledgeandskillsinpracticeandstatestheapplicationsituationcanbeatrueandsimulatedworkingenvironment.(2)CommunitiesofPracticeCommunityofpracticeemphasizesthatlearningisbuiltbyintentionalimitation.Inthelearningprocess,learnersparticipateincommunitysituationsandsotheirpracticalcapacityisdeveloping.Studentsasaninitialoranovicegraduallymovefromtheedgeoflearningtothecenterofthecommunitysituations,andtheywillbecomemorepositivetocontactwithcommunityculturalandbegintoplaytheroleofanexpertorproficient(GaoWen1997:6)(3)ReasonableParticipationinOngoingSocialPracticeReasonableparticipationinongoingsocialpracticereferstotheprocessofparticipationthatlearnerschangefromanoviceofcommunity,whichisjusttheparticipantinongoingcommunity,toactivelyparticipateinthecommunityculture,andbegintoplaytheroleofanexpertorproficient.1.1GrammarTeachingBasedontheSCTAccordingtothesummaryofRichards&Rodgers(2000:34),situatedcognitionteaching,basedon―stimulus-response‖learningtheoryofbehaviorism,includesthefollowingfeatures:(1)Studentsobtainthefourskillslistening,speaking,readingandwritingthroughthelanguagestructure,andthestructureoflanguagemustbeobtainedthroughoraltraining.Onthebasisoflisteningandspeaking,theteacherwillarrangewrittenexercisestoconsolidatelanguagestructurewhichhavelearned.(2)TeachersshouldexplainknowledgepointsandhomeworkinEnglishclasstointheprocessofsituatedcognitionteaching.Ifitisdifficulttoexplainthelanguage16 聊城大学专业硕士学位论文projectclearly,teacherscanusemotheroccasionally.(3)Scholars,whoadvocatesituatedcognitionteaching,believethatlanguagecanbeunderstoodonlyinrealpractice.Practicingthesentencepatternclosedtothesituationismorehelpfulthanthosewhichhavenothingtodowithitwhenstudentswillusetheminthefuture.(4)Thechoiceofteachingvocabularyshouldbeincludedthemostcommonlyused2000corevocabulary.(5)Inthesituatedcognitionteachinginclassthesyntaxcontentshouldbearrangedaroundthesentencepattern.Sentences’replacementisacommonlyusedteachingactivity,whichemphasizestheaccuracyofthepronunciationandgrammar.Theteachershouldpointoutstudents’learningmistakesandcorrectonesintime,helpstudentstodevelopgoodhabitsinlanguageusing.Butnotallsituationsbelongtostructuralism.Formationanddevelopmentofcognitivetheoryandconstructivismtheoryendowedthesituationalteachingwithnewconnotation,namelythesituatedcognitiontheory.Sothesituationteachingisbasedonsituatedcognitiontheory,emphasizestheself-cognitionofstudentsinlearninggrammar,whichdiffersfromtraditionalgrammarteaching.Asyoucanseefromtheabovepoints1and3,althoughthepurposeofsituationteachingistodevelopfourbasicskillslisting,speaking,readingandwriting,thefactthatorallanguageisbasedonwrittenlanguageshouldbeemphasizedinteaching.ItobviouslydivergesfromtheideaofdevelopingEnglishcomprehensivecompetence.Meanwhile,points3and5emphasizethepracticeofnewpointsandsentencepatternsinthesituation,butitdoesn’tmakeanyclearexplanationaboutthetime,degreeandeffectivenessofthepractice.Althoughhighschoolstudentshavegainedcertaincognitiveabilities,teachersmakeitimpossibleforstudentstospendalotoftimerepeatedlypracticingintherealteachingactivities.Therefore,thispaperputsforwardthattheEnglishgrammarteachinginthehighschoolbasedonsituatedcognitiontheory(hereinafterreferredtoas―SituationalGrammarTeaching‖)shouldhavethefollowingfeatures:(1)InEnglishteachingteachersreversethetargetgrammarrulestoaspecific17 聊城大学专业硕士学位论文imageoracertainsituationwhichcanproducetherules,sothatitcanstimulatestudents’emotionalexperienceandthedesireofautonomouslearning.(2)Throughmeaningfulpracticeinthesituation,teachersencouragestudentstotryandfindoutgrammaticalfeatures.So-calledmeaningfulpracticereferstotherealsituationthattheteacherssetaccordingtotheteachingcontentsandstudents’reallife.(3)Teachersshouldcombinetheaudio-visualmethodwithcommunicativeteachingmethodinthesituationsofpracticeandapplication.1.1PrinciplesofCreatingEnglishTeachingSituationBasedontheSCTTodevelopcomprehensiveEnglishproficiency,thelargestproblemislackofcertainsituationsforChinesestudentswhoregardEnglishlearningasforeignlanguagelearning,soteachingsituationbasedontheSCTisoneofeffectivemeanstosolvethisproblem.Goodteachingsituationcanmotivatestudentstostudywhattheylearninastrongcuriosityofexploration,soduringthedesignofEnglishteachingsituation,itshouldfollowtheprinciplesofvisualimage,effectiveness,inspiringandofdiversity.2.1PrincipleofAudio-visualImageJ.A.Comeniushaspointedoutthebasicrulesintheteachingprocess.Teachersmusttakefulladvantageofstudents’sensesandexistingexperiencetohelpperceptualknowledgeintomaterializationbyenrichingstudents’directexperienceandperceptions.Englishteachingsituationmainlyreferstoaspecificoccasion,sceneorsituation.Peopleeasilyacceptedrepresentativesignals,sostudentsunderstandandapplytheknowledgetoachievearationalinsightfromabstractvisualimageperception.2.2PrincipleofEffectivenessThedevelopmentoftheknowledgeandabilityoccurredontheactivitiesintherichandtherealsituation;Learningshouldsetoutfromthesolutionsofactualproblemsinthespecific,realisticsituation,withthehelpofabundantlearningresources.Therefore,teachingsituationmustberealandeffectivetomobilize18 聊城大学专业硕士学位论文students’learningenthusiasmandinitiative.Realeffectiveteachingsituationshouldbecloselyrelatedwiththereallifeofstudents,sostudents’dailylifeenvironmentisthebiggestresourceinthecreationofteachingsituation.Wecanmaketheteachingeffectbetterthanthemechanicalmemorizationorbluntfalsecommunicationbycombiningstudents’familiarcartooncharactersorstar,presentingtheexpressionorsentencepatternsinpractice.Forthesituationthatcannotbeactualizedinvirtualsituation,teachersshouldalsostrivetodesigncertainsituationsclosetostudents’realpsychologyandlifetostimulatetheformationofstudents’learningmotivation,andtoimprovetheirEnglishlearningefficiency.1.1HeuristicPrincipleBecauseofindividualdifference,thecreationoftheEnglishteachingsituationisverydifficulttocomplywithallofthestudents’cognitivelevelandability.Whenthestudentcan’tcompletethetask,theteachermusttimelyguideandhelpstudents,instudents’learning.Therefore,teachershouldfurtheranalyzestudents’knowledgebaseandgraspthestudents’learningcharacteristicstosetarichinspirationalteachingsituation,fullymobilizingstudents’learningenthusiasmandactivatingstudents’thinkingandcreativity.1.2PrincipleofDiversitySituationisdiversified,includingphysicalscene,asocialandpsychologicalsituation.Thinkingaboutstudents’learningneedandwayofthinkingandlearningstyles,teachersshoulddesignrichandcolorfulteachingactivitiestoletstudentschoosesituationssuitablefortheirownlearningstyle.Therefore,tomeetthediversityoftheteachingsituationsandpromotestudents’abilitydevelopment,designofteachingsituationalsoshouldconsidertherequirementsofthediversified.Bystudents’eagerlyparticipatingingrammarteaching,beingopentovariousatmospherestudentseventuallyenjoysuccessinlearningprocess.EfficacyintheTwo-wayteachingactivities,suchasgroupdiscussion,roleplaying,orgroupcompetition,isfargreaterthanmechanicallysimpleimitation,makingittailoringteachingandpromotingstudents’sustainabledevelopment.19 聊城大学专业硕士学位论文ChapterFourResearchMethodologyTheempiricalresearchintoattributiveclauseteachingbasedonSCTcanbedividedintothefollowingthreesteps:theauthorfirstlywilldesignquestionnairesusedempiricalpre-studyandpost-studyaccordingtoresearchaims;andwhat’smore,theauthorelaboratesthespecificstepsofimplementationanddetailsofempiricalresearchintoattributiveclauseteachingbasedonSCT;lastly,theauthoranalyzesanddiscussesthepracticaleffectofempiricalresearchintoattributiveclauseteachingbasedonSCTaccordingtothequestionnairesanddataoriginatedfromclass.1.11ResearchDesignThenewEnglishcurriculumstandardrequiresteacherstoconductpragmaticandmeaningfulandhigh-levelgrammarteachingwiththepurposeofinternalizingtheknowledgeofgrammarandachievingtheaimoftrainingstudents’comprehensivelanguagecompetence.ThisresearchaimsatanalyzinganddiscussingtheeffectofspecificgrammarteachingbasedontheSCTbytheempiricalresearchintoattributiveclauseteachingwithquestionnairespre-and-postexperimentanddatacollectedinclass,tryingtodesignrealandvirtualcontextsbyattributiveclauseteachingandhopingtoprovideinformationandreferenceforhighschoolEnglishteachersandresearchers.2.1ResearchQuestionsToachieveresearchpurposesabove,thisresearchquestionsarethefollowing:(1)Canteachingbasedonsituatedcognitivetheoryimprovestudents’interestinlearninggrammar?(2)Howtodesignsituationsappropriateforthetargetgrammarandguidestudentstoexploregrammaticalrules?(3)Howtodesignsituationswhichcannaturallyintegratethetargetgrammarteachingtogetherwithstudents’skillsoflistening,speaking,readingandwriting?Thesubjectofthisempiricalstudyis130studentsofsenioronefromNo.120 聊城大学专业硕士学位论文MiddleSchoolofShenxianinShandongProvince.Onthepremiseofretainingtheoriginalclassmemberstothegreatestextent,studentsaredividedintotwoclassesaccordingtothemarksofexaminationentrancetoseniorhighschool.Inthisschool,grammarteachingbasedontheSituatedRecognitionTheoryisconductedintwoclassesofseniorone.Inordertomakeresearchresultsmorescientific,thesamplesizeis65studentseachclass.Sotheauthorchosetwoclassesasresearchobject.ThisstudyrespectivelymarkedtwoclassesasClassAandClassB,andthebasicsituationofthestudentsareasfollowsinTable4.1:Table4.1EnglishScoresfromExaminationEntrancetoSeniorHighSchoolClassGenderEnrollmentAverageThehighestThelowestStandardnumberscorescorescoredeviationClassAmale3093112625.05female35ClassBmale2892.0311764.53.81female37Scoresintable4.1wereEnglishscoresfromExaminationEntrancetoSeniorHighSchool,whichishighlyobjectiveandimpartial.TherearenoprominentdifferencesofEnglishaveragescoresbetweenthetwoclasses.Inaddition,theauthormakesexperimentgroupbyadoptingcooperationteachingmodeinseniorone.StudentsinclassAandclassBweredividedintofivegroupsaccordingtotheircharacteristics,sexratioandEnglishscores.Eachgrouphastheirowngroupname,goalandleader.Thefrontblackboardandthebackonewerealsodividedintodisplayareasoflearningactivity.Allgrammarteachingactivitieswerecompletedthroughteamworkwithroundtablepattern,includingassignmentmarks,classroomspeeches,testresults.1.1ResearchInstruments21 聊城大学专业硕士学位论文Measuringinstrumentsusedinthisstudywas―EnglishgrammarLearningSurveyFormforStudentsinSeniorOne‖(SeeAppendix2),and―QuestionnaireofFeedbackonAttributiveClauseBasedonSituationalTeaching‖(SeeAppendix3),(hereinafterreferredtoasthequestionnaireinTables2and3).Basicinformationabouttheobjectofstudyisthefirstpartofthetwoquestionnaires,includinggender,grade,marks.ThesecondpartofQuestionnaire2contains15items.Thefirstfourteenitemsbelongtomultiple-choiceitem,whichismainlyrelatedtoinformationonstudents’learninggrammarandteacher’sevaluationofgrammarteaching.Andamongthefirstfourteenitems,thepurposeandimportanceofstudents’learninggrammarcontains2items(thefirstandthesecondquestions);Interestingrammarlearningisoneitem(thesixthquestion);Thegreatestdifficultyoflearninggrammarisoneitem(thefifthone);Theapplicationofgrammarknowledgeinlistening,speaking,readingandwritingincludesfiveitems(suchasNo.3,No.4,No.7,No.11,No.12),grammarteachingsituationcontainsfiveitems(suchasNo.8,No.9,No.10,No.13,No.14).Thefifteenthitembelongstoanopeningquestion:doyouwantyourEnglishteacherhowtoteachgrammar?InlinewithQuestionnaire2,Questionnaire3isaboutspecificeffectofattributiveclauseteachingbasedonthesituatedcognitiontheory.Thethirdquestionnaireconsistsof17multiple-choiceitems,amongwhichtherearefiveitemsabouttheevaluationoftheoverallteachingbasedonsituatedcognitiontheory(suchasNo.1,No.13,No.14,No.15,No.16),twoitemsaboutthedesignofsituation(suchasNo.2,No.3),sixitemsaboutapplicationoflistening,speaking,readingandwritinginaspecificsituation(suchasNo.4,No.6,No.7,No.10,No.11,No.12),threeitemsaboutsummaryofthesyntaxrules(suchasNo.5,No.8,No.9).Theseventeenthquestionbelongstoanopeningquestion:doyouhaveanysuggestionsonEnglishgrammarteachingbasedonthesituatedcognitiontheory?Multiple-choiceitemofthesecondquestionnairehas3optionswhilemostitemsofthethirdquestionnairehavefouralternatives.Toinvestigatethestudents’recognition,Imakesa―completely,comparatively,generally,no‖word.Two22 聊城大学专业硕士学位论文questionnairesareanonymous,anddon’tinvolvethestudents’evaluationoftheindividualprivacy.TheanswerisnorightorwrongandjustneedsthestudentstofillintheblanksorselectA,B,CorDaccordingtotheirownactualsituation.1.1DataCollectionandAnalysisTheresearchcollectsdataintheprocessofthisresearchbyquestionnaires,classroomobservations,andstudents’writing.(1)TheQuestionnaireToenablethestudenttohaveenoughtimetocompletetwoquestionnaires,theauthorrespectivelyconductstwosurveyquestionnairesduringtheself-studyclassonNovember28,2013andDecember5,2013inClassAandClassB.ThenumberofQuestionnaire2issuedbytheauthoris130.130copiesofvalidquestionnairesarerecoveredwithrecoveryratereaching100%.ThenumberofQuestionnaire3distributedbytheauthoris130,andfinally125copiesofquestionnairesisvalidexcept5copiesofinvalidquestionnaireswithrecoveryratereaching95%.(2)ClassroomObservationClassroomobservationdataarefromthreeaspects:firstly,theleaderofgrouprecordsthenumberandaccuracyofeachmemberjoiningintheteamactivity.Secondly,theotherEnglishteachersofthesameofficerecordtimesofthestudents’answeringtogether,individuallyansweringandaccuracyoftherecordswhentheEnglishteacherlecturestostudents.Thirdly,throughtheanalysisofthesedata,theauthorobtainsuchinformationonstudents’participation,timesoforalexpressionandaccuracyintheattributiveclauseteachingbasedontheSCT.(3)TheStudent’sWrittenExpressionAftereachclass,theauthordirectlycollectsstudents’relatedsentencesinthespecificsituationwrittenexpressionusingattributiveclausefromClassOneandClassTwo.Theauthorrequiresstudentstoapplytheattributiveclauseintherelevantwrittenassignment.Aftermarkingwrittenassignmentonebyone,theauthorcollectsstudents’finesentences.Duringthefourperiods,eachstudentinaparticularsituationmakessentenceswiththeattributiveclausewithanaverageof13sentences,and23 聊城大学专业硕士学位论文completestranslationexercisewitheightsentences,handsinfouressaysinandafterclass.Thestudentssummarize20attributiveclauserulesunderteacher’sguidance.(4)DataAnalysisTheauthoranalyzesthesedatabythecombinationofquantitativeanalysisandqualitativeanalysis.DataofClosedquestionsinquestionnaireswascollectedbyExcel2003forquantitativeanalysisofthesurvey,whichwasanalyzedbystatisticsusedinTables2and3;theresearchmakesanqualitativeanalysisofclassroomobservation,writtenexpressionandmaterialinanopeningquestionoftwoquestionnaires.1.1ResearchProcessResearchprocessismainlydividedintotheexperimentalpreparation,includinginvestigationintostudents’grammarlearningsituation,collectionofphysicalitemsforestablishingtheteachingsituation(students’activityphotos,videos,music),thedesignoftheexperimentalcontentandspecificimplementationsteps,andfeedbackonthesituation-basedgrammarteaching,classroomobservationandstudents’writtenexpression.Theabovethreeaspectsofdataarecollectedandanalyzed.2.1TheExperimentalPreparationTeachingsituationclosetothestudentlifecanreducethedistanceofstudentsandthetargetgrammar,andmakethemeagertojoinintheactivitiesoflanguageuse.Inpreparationfortheexperiment,theauthorcollectshundredsofphotosandseveralpieceofvideoonstudents’militarytraining,thenationaldefenseeducation,schoolsports,andfestivalactivitiesinthefirstsemesterthroughtheteacher,thedirector,campustelevisionstation,whichprovideawealthofteachingmaterialsforthedesignofexperimentalsteps.Withthehelpofvisualimagesuchaspictures,slides,audioandvideo,theauthorfullymobilizesstudents’senses,andnaturallygoesonwiththestudyofattributiveclause.2.2ExperimentalTeachingProceduresandArrangements24 聊城大学专业硕士学位论文AccordingtothelayoutofcurrentEnglishteachingmaterial,thedistributionofattributiveclauseisModule5andModule6inStudent’sbook3,Module6ofStudent’sbook5.Ifeverymoduleiscompletedwithinsevenclasses,theintervalofthisgrammaritemwillbetoolong.TheauthorrequiresstudentswhoparticipateinQuestionnaire2againtocompletethefeedbackonsituation-basedgrammarteaching.Statisticsoforalexpressionanddetectionofaccuracyarecompletedthroughclassroomrecordingsanddigitalrecorder.Becausewrittenexpressionmostlycentersonthecontextofstudentlifeorrealpsychology,studentscaneasilywriteit.Toensurethevalidityoftheexperimentalresults,theauthorsadaptthesameapproachintwoclasseswithrelevantteachingcontentinthesameday.theexperimentalprocessisshowninTable4.2:Table4.2AttributiveClauseTeachingBasedontheSCTWeekElevenBasedonstudents’characteristicsandEnglishlanguageproficiency,theauthorrearrangetheteammemberstobalancetheGroup’sstrengthandmaximizethecooperationlearningeffect.WeekTwelveInvestigationintogrammarlearningsituationandanalysisoftheexperimentresultsWeeksfromThirteentoSixteenImplementationofattributiveteachingexperimentbasedoncognitivetheoryandclassroomobservations,collectionandcollationofinformationonstudents’writingwithaproperevaluation.WeeksfromSeventeentoEighteenResearchintofeedbackonsituation-basedattributiveclauseteaching;statistics’collectionandanalysis25 聊城大学专业硕士学位论文ThearrangementsofexperimentalteachingareshowninTable4.3below:Table4.3ExperimentalTeachingArrangementsLectureTimesSpecificOperationPeriodOneCreatingthelivelyandinterestingclosetostudents’real-lifesituationsexposesstudentstoapreliminaryunderstandingofthedefinitionandfunctionofattributive.PeriodTwoTheauthorencouragesstudentstotryandfindattributiveclausegrammaticalfeatures,andthenguidethemtosummarizetherulesofgrammarinmeaningfulpractice.PeriodThreeCreatingquestion,teamcooperationandotherissues,furtherexploringtheprincipleofspecialusageofattributiveclauseandreturningtothesceneoftheinternalizationknowledge.PeriodFourCombiningwiththeaudio-visualmethod,teachingmethod,communicativeapproach,etc.willintegratetheattributiveclauseteachingbasedoncognitivetheoryintolistening,speaking,readingandwritingskills.1.1ImplementationoftheEnglishGrammarTeachingBasedontheSCT2.1DesignoftheEnglishGrammarTeachingBasedonSCT’sThemeEnglishasaverypracticallanguage,hasunlimitedthemesthatcanbeappliedtoteachingsituations.Teachingsituationsshouldbeclosetothestudent’slifeandpull26 聊城大学专业硕士学位论文intothedistancebetweenstudentsandteachingcontent,allowingthemtoenthusiasticallyjoinintheactivitiesoflanguageapplicationandinternalizetheknowledgeofsolvingpracticalproblems.Societyistheenvironment,amongwhichenvironmentalprotection,population,anddevelopmentofthestudentexperienceandpracticeinEnglishcanbegoodtopicsofteachers’designingteachingsituations.Moreover,students’socialresponsibilityisalsooneofemotionalgoalsrequiredbytheNewCurriculumStandard.Emotionisexternalpositiveornegativepsychologicalreactionsheldbystudents,whosethemecanbeintegratedintothedesignofEnglishteachingsituation.Whilewetrainstudentstodeveloptheirlanguageskills,weshouldcultivatetheirmorepositiveoutlooksonlife.BecausestudentsinSeniorHighschoolarefilledwithimagination,situationsfullofquaintfantasycaninspirethemtojoinintheunlimitedcreativities.ApplicationofappropriatesituationsmakestheintenseEnglishclassfulloflaughter,sohumorousatmospherecanbetterpromotestudents’languageuse.Thestudentswillbeabletocatalyzemeaningfullanguageuseinthesituation-based,thuspromotinginternalizationoflanguageacquisition.1.1StrategiesforImplementingSituation-basedGrammarTeachingBroadlyspeaking,theteachingsituationisobjectiveenvironmentwhereitleadtostudents’producingacertainemotionalreactions;Fromthenarrowsense,itreferstotheenvironmentthatcanarousestudents’activelearningduringtheteachingprocess.Languageteachingisthecenteroftheinput-outputactivities,sothecontentsshouldbedeterminedbytheinputobject.intheory,goodteachingsituationwillsubtlycombinestudents’cognitiveactivitywithemotionalactivities,whichnotonlycanhelpstudentslearnEnglishgrammaritemsinarelaxedstate,buthelpstudentsformcertainlinguisticskills.Itisessentialthathowtocreatetheproper,colorfulandvariousteachingsituationsbasedontheintuitive,effectiveandilluminatingprinciples.2.1IntuitiveSituationWhetherteachersinclasscantriggerthestudents’interestandherebymobilize27 聊城大学专业硕士学位论文students’learningenthusiasmornotwilldirectlyaffectthelearningeffect.Intuitiveteachingsituationcanmakeproducestronginterestinlearning,causingstudents’emotionalresonance.Naturally,theoriginalknowledgeandexperienceinthestudents’memoryisawakenedinthesituatedteaching,whichhelpsthemtoanalyzenewknowledge,turnthepassiveknowledgeintoactiveknowledge.Teacherscangivestudentsperceptual,image,andspecificknowledgebyvisualmeans,suchasmaterialobject,modelforteaching.Teachingresources,suchaswallcharts,specimen,modelareusedtocreatevisualteachingsituationinthetraditionalteachingmode.Thewideapplicationofmultimediainteaching,suchasslide,projectorcanprovideintuitiveorsimulatedsituationsforEnglishteaching.Thestaticandabstractknowledgevisuallypresentwithmultimediainfrontofstudents,andherebycreatingalivelyandfunteachingatmosphere,whichtoacertainextentcanrelievestudents’stressandfatigueinEnglishclass.Inaddition,avarietyofpracticeisthebestwaytocreateintuitivesituation,suchasrace,role-playinggames,stories,etc.,whichcannotonlyprovidestudentswiththerealenvironmentforlanguagetrainingandhelpstudentsdeveloplanguagesense,butalsoletthestudentsintuitivelyfeeltheessenceoftheEnglishlearningprocess.1.1CooperationSituationCooperativelearningcancultivatethestudents’teamspiritandlearntheartsofgettingalongwithothers.CooperativelearninginEnglishclassteachingfullymanifeststheteachingprincipleoftakingthestudentasthemainbody.Creationofcooperativesituationistoestablishademocratic,equalandharmoniousplatformbetweenstudentsandteachers,onwhichstudentsexpresstheirviewsandformthemultilateralexchangesofEnglishgrammarteaching.Throughthecooperationandcommunication,studentscandeepenunderstandingofthelearningcontentandapplyknowledgetosolvepracticalproblems,makingtheknowledgestructureperfect.Teachersshall,therefore,leavesufficientindependentlearningtimeforstudentsbeforejoiningthecooperativelearning.Ifteachersskiptheindividualindependentstudyanddirectlygooncooperationandintercourseactivities,itwillmakesomestudentsrelytoomuchonothers,resultinginthatmutualexchangecanbelackof28 聊城大学专业硕士学位论文depth.Thecreationofcooperationlearningwillbecomeamereformalityofthesituation.1.1ProblemSituationLearningisessentiallyaninteractiveprocessthatstudentscananalyzethetypicalproblemfromcertainproblems,andsolvetheproblem.Thisrequiresteacherstobegoodatcreatingproblemsituationsandintroducestudentstosituationsrelatedtoissues,arousingstudents’curiosity(HeKekang1997:74).InthesettingofEnglishteachingsituations,teachersshouldpayattentiontothelinkofoldandnewknowledge.AndaccordingtoS.D.Krashen’sinputhypothesistheoryandthestudents’cognitivecharacteristics,teachersputforwardsomeproblemssituationswhicharehigherthanthestudents’currentlevelofknowledgebutcanhelpsolvetheproblemthroughtheefforts,withtheaimofguidingstudentstoactivelyacquirenewknowledge.Inaddition,thecreationofproblemsituationsshouldbecoordinated.Intheleading-instage,wecancreatesomeofthesituationofthe―yesorno‖problem,withthefurtherexcavationofknowledgepoints,wh-questionssituationscanpromotestudents’deeperlogic.Thestudents’thinkingskillsandlanguageproficiencyhavebeenculturedthroughsuchin-depthpractice.1.2Inquiry-learningSceneThecultivationofinnovationabilityisinseparablefromthespiritofinquiry,whichisthereasonwhytheNewCurriculumStandardstrengthensthedevelopmentandexpansionofresearch-basedcurriculum.WhileEnglishisaflexible,changeablelanguage,wecanstillfindtheprincipleoflanguagevariationsinitssymmetrical,simple,coordinatedform.InEnglishgrammarteaching,therefore,students’creativepotentialcanbestimulatedbyteachingsituation,whichhelpsstudentstryandexperienceautonomousexplorationprocess.Thechoicesofexplorationsituationshouldbeinaccordwiththestudents’existingcognitivelevel,andhelpstudentstodevelopindependentlearningandself-explorationprogram.Intheinquiryprocess,teachersshouldgivestudentsenoughtimetothinkandexperiencelearningprojects,whichinspiresandguidesstudentstoanswerquestionssoastodeepenstudents’understandingoftheknowledgeandimprovetheEnglishcompetence.29 聊城大学专业硕士学位论文1.1OperationsofGrammarTeachingBasedontheSCTTheauthor,whotaughtEnglishatgradeoneofSeniorHighSchools,choosetheattributiveclauseastheresearchobjectofgrammarteachingbasedontheSCT.ThisgrammarprojectisfromStudents’EnglishBookTwoandThreepublishedbyForeignLanguageTeachingandResearchPress.Thereasonsarethefollowing:(1)InaccordancewiththecontentsoftheEnglishgrammarteachingsettings,attributiveclauseisthefirstnewgrammaritemstolearnforstudentsofgradeoneinseniorhighschools,soitisessentialthathowtostimulatestudents’interestingrammarlearning.(2)IntheEnglishtextbooks,almosttextwillcontainsentenceswiththestructureoftheattributiveclauseineachmodule.Therefore,whetherstudentsmasterattributiveclauseornotdirectlyaffectstheunderstandingofthewholetext.(3)Theattributiveclauseisoneofthemostimportantgrammaticalitemsinseniorhighschoolgrammarsystem,andalsoahighererrorrateofhighschoolstudentsinvariouskindsofexams.SoitisadifficultyforseniorhighschoolstudentstorecognizeandemploytheattributiveclauseinEnglishlearning.(4)Attributiveclauseismorecomplexgrammaticalstructuresforthemajorityofstudentsinseniorhighschools.Soithascertainchallengesformetoconducttheempiricalresearch.2.1BasicUsageofAttributiveClauseinPeriodOneTheFirstStepLookingontheclosingceremonyofschoolfestivalgalaasthesituationofthisclass,theteacherdoaplaythatrequiresstudentstoseephotosandfiguresitsnamesbythisissue“WhoisthatLady?‖.Tocarryoutthegameofguessingnameaccordingtothephotos,studentsarerequiredtodescribethecharactersinthepicturebybrainstorming.Teachersintentionallyguidestudentstodiscovervariousformsofattributiveonthebasisofabriefdescriptionofthestudentthroughaseriesofquestioninginreply,inordertotheintroductionoftheconceptofattributiveclause,30 聊城大学专业硕士学位论文andthedesignofarelaxedlearningatmosphere.Questionsandstudents’answerspresentatthePPTareasthefollowing.Ifthestudentshavedifferentexpressions,theauthorputthemdownontheblackboardbywritingforms:Table4.4Teacher’sDetailedInquiryandStudents’AnswersTeacher’sDetailedInquiryStudents’AnswerssetbyTeachersWhatisthatladycarryingandwhatcanyouseeTheladywithabigsmileiscarryingafan.fromherface?Whatisthatladydressedin?TheladyisdressedinaredChi-pao.HowdoyouthinkofherChi-pao?TheChi-paomakesherlookfine/elegant…Whatkindofteacherisshe?Theladyisanexperienced/fashionable…Englishteacher.WhatistheladycapableofandwhatdoessheTheladywhoiscapableofsolvingcertainoftendoforyou?problemsandoftenencouragesus.TheSecondStepTeacherschoosetwosentencesassociatedwithimagecharactersandpresentsstudentsintheformofattributiveclause,thenstudentsarerequiredtouseotherexpressionstoreplacethecontentsoftheunderlinedpart.TheladyisMsJin.Theladyistheirfan.TheladyisdressedinablackChi-pao.TheChi-paotopservicelookselegant.Afterpractice,teachersguidesstudentstoexplorethestructureandfunctionofattributiveclausewiththequestion―Canyoufindthesimilaritiesbetweenthesesentences?‖.TheThirdStepWiththehelpofthemultimedia,teachersintroducestudentstoanalyzethestructureoftheattributiveclausethroughdeductionandinterpretationofquestionsandanswers.31 聊城大学专业硕士学位论文TheladywhoiscarryingafanisMsLi.TheladyisdressedinablackChi-paowhich/thatmakesherlookelegant.Fromtheaboveexample,wecanleadtoitsfunction,―therelativepronoun‖,―antecedent‖andotherconcepts.Afterthepresentationiscompleted,accordingtotheconceptofcontext,theauthordesignssomequestionstodetectwhetherstudentsgraspthesituationornot.TheFourthStepTheauthorencouragesstudentstodescribeandevaluatethevideoofChi-paoShowperformancesontheclosingceremonyofschoolfestivalgalabyappreciatingpartofvideo.Theteacherguidesstudentstofocusthesuperlativeofadjective,ordinalnumbers,theonly,theveryandindefinitepronounbyquestionsinpresentationandtimelydisplayedstudents’expressionintheformofsimplesentencesthroughthePTT.StudentschoseanytwosentencesonPPT,addingtherelativepronountonewattributiveclause.TheFifthStepTeacherspickoutattributiveclausethatcontainsmorespecificmodifiersandcomplementsthespecialquestionsthatbeginwithWhoandremindstudentsoftheusageofrelativepronoun-thatintheattributiveclause(e.g.therelativepronounthatservedasobjectiveintheclausecanbeomitted)inordertoraisequestionsforthestudents.Attributiveclausescontainspecialmodifiersareasfollows:Allthat/Xtheshowbroughttomewasexcitementandsurprise.TheChi-paoshowwasthemostpopularonethat/XIhadeverwatchedattheartfestival.Theshowwasthelastperformancethatwasputonatthefestival.Thisistheonly/theveryperformancethatwasputonbyteachers.Iwillneverforgetthewonderfulshowandactressesthatwerespokenhighlyof.Whothathaseverwatchedtheshowwillforgetit?Studentsdiscussthecharacteristicoftheattributiveclauseingroup,andthendisplaytheresultsofdiscussioninthefixedarea.Afterthat,theteacherthensimplifyandcomplementstudents’summary.32 聊城大学专业硕士学位论文TheSixthStepStudentschooseapictureoffamilyorfriends,clothing,appearance,personalityandcareer,etc.andmakeanintroductionofthephotographcharacterswith5or6attributiveclauses,includingatleastonesentencewithrelativepronounsthatfunctionspecialusage).StudentscanrefertoexamplesfromStep1,preparingforthefollowingperiod’sactivities.1.1BeautyofEnglishLyricswithinPeriodTwoTheFirstStepEachgroupchooseabestessayandcompetewithothersonbehalfoftheirgroup.Theclassvotedthebestintheclassandgivegroupawardaccordingtothreecriteria(thenumberof,properuseandthedegreeofinnovation).Intheprocessoflistening,speakingandthinking,theactivitycanhelpstudentstoreviewknowledgeoflastlesson.TheSecondStepTocreatesituations,theauthorselectsseveralstudents’photosanddesignsthreequestions,suchas―Whenandwherewerethesephotostaken?Whatdoyouthinkofthatday/theplace?‖.Accordingtothestudent’sanswers,theauthormakesthefollowingattributiveclauses―Thedaywhen/onwhichthephotowastakenwas...‖,―Iwillneverforgetthehappyhoursin...wherethephotowastaken.‖,whichleadstotheusageofrelativeadverbs-―preposition+relativepronoun‖andguidesstudentstosummarizethetwostructuralfeaturesthroughproperidentificationandanalysisofexamples.TheThirdStepAppreciateCanadafolksongsofTheRedRiverValley,andfillintheblankswiththecorrespondingrelativeadverbs.Idon’tknowthereasonwhyyouareleaving.Idon’tknowthetimewhenyouarehere.Idon’tforgettheriverwhereyouoftenswimandthevalleywhereyouoftenwalk.33 聊城大学专业硕士学位论文Ican’tforgetthehouseinwhichyouliveandtheoneforwhomIamwaiting.Insingingalongwiththemusic,studentsfurtherrealizethe―preposition+relativepronoun‖andtheusageoftherelativeadverbs.Thestudentsthinkoverwhethertherelativesinthelyricscouldbereplacedbyotherrelatives.Finally,thelearnerstrytotranslatethelyricsintoChineseparagraphinteamwork.TheFourthStepTheauthorselectedsevendifferentChineselyrics.Whilestudentslistenedtomusic,studentsshouldcompletethedefaulttranslationofthesentenceusingtheattributiveclause.Thereisahandsomeboy有个帅气的男孩，她的名字叫张恒远。Thatisadayinthequietsummer.那是个夏天，你来到上海的那一天。Loveisawonder.爱是个奇迹，会让人突然不能呼吸。Alliswritteninmyeyes.我想要说的全部写在眼里。Thelovemakesmerelyonyou.你给我的爱让我养成了依赖。Thereisneverawound.从来没有治不好的伤。TheFifthStepAfter-classHomeworkTheauthordesignstudents’lifeplanning:MyLifeinTheNextTenYears.Studentscanrefertosentencepatternsprovidedbyteachers.Ofcourse,theteachershouldencouragestudentstoaddotheraspectstotheshortpassage.Iwanttobeaperson…Iwanttoenteracollege…Iwanttoemployajob…Iwanttorent/buyahouse…Iwanttotravelaplace…ThewayIbroughtupmychildrenwill…AllthatIneedtodonowisto…1.1TheImprovementontheAttributiveClauseLearninginPeriodThirdTheFirstStep34 聊城大学专业硕士学位论文Theteacherdisplaysbeautifulsentencesselectedfromstudents’writingtaskswiththePPT.Thestudentwritingfinesentencesleadsotherclassmatestoreadit.TheSecondStepThroughcreatingthesituationofteamcompetition,teacherguidesstudentstoapplyattributiveclauseforpragmaticexpressionbythegameofguessingword.Everygroupisassignedtothethreepictures,whichrespectivelybelongstowell-knownfigures,cartoonimage,festival,gamesandplace.Group1：MichaelJacksonHide-and-seekLondonGroup2：YaoMingAprilFool’sDayTheSummerPalaceGroup3：StevenJobsMid-autumnFestivalNewYorkGroup4：HaiBaoThanksgivingDayTudou.comGroup5：ZhaoBenshanTomb-sweepingDayMountTaiStudentsfirstlymakesentencesindependently,whennecessary,theycanrefertosimpletipsonthecard.Studentsarewellencouragedtoorganizepragmaticexpressionaccordingtotheirownunderstanding.Afteragroupdiscussion,theteachersshouldaskstudentstochoosethebestexpressionwithattributiveclauseandassignthepresentationtoeachstudent.Finally,eachgroupalsonominatesamemberofthegrouptoparticipateinthequiz.TheThirdStepTheteacherspresent―smilence‖reflectedtheChinesecharacteristicsnetworknewwordsthroughasimplevideoandpictures,andexplainthemwithnon-restrictiveattributiveclausesandthenletthestudentsguesstheChinesemeaningofthenetworkofnewwords.smilence=smile+silencethefacialexpressionwithsmilewhilekeepingone’smouthshutSmilenceisthecombinationofsmileandsilence,whichreferstothefacialexpressionwithsmilewhilekeepingone’smouthshut.笑而不语Comparedtothepreviousrestrictiveclause,studentsexplorethedifferencebetweenthetwokindsofattributiveclause,whichteacherdeducingthisconceptof―nonrestrictiveattributiveclause‖.35 聊城大学专业硕士学位论文TheFourthStepEachgroupshareanetworknewwordsandinterpretationsofthewordandthesentence.Withreferencetosentencepatternstheteacherprovided,thestudentsarerequiredtoexplainthemthroughteamcooperation.IftheotherteamcanguessitsmeaninginChinese,teacherswillgivethisgroupincentive.emotionormal=emotion+normal情绪稳定beingcalmandreasonable,usuallywiththesmilenceexpressionantizen=ant+citizen蚁族peoplewhoearnalowsalaryandliveinsmallrentedapartmentsdepartment=departy+government有关部门ThemostmysteriousdepartmentinChinaItisinchargeofalmosteverythingandyoucanneverfinditwhenneeded.TheFifthStepAfter-classHomeworkWiththecorrespondingpictures,studentscreatetwowordsofadvertisementlinesbyapplyingrestrictiveandnon-restrictiveanddisplaythemonthePPT.And,thegroupleaderwillcollectandsentthemtotheteacher.1.1ProductionoftheAttributiveClauseLearninginPeriodFourthTheFirstStepStudentscommunicateadvertisement’slineswithinthisgroup,anddisplayexcellentadvertisement’slines,finallyvoteforthebestintheclass.TheSecondStepSettingaproblemsituation-―DowhattoknowtheresultoftheEnglishSingingContestwhichwasbyourschoollastFriday?‖,teacherguidesstudentstoguesswhoiswinnerofthecampusEnglishsingingcontest.Later,theteachergraduallyrevealssomecharacteristicsofthewinner,suchas―Thegroup,whichwasmadeupoftwoboyswinthefirstprize‖,―Thesongwhichwassungbythewinninggroupgreatlyimpressesus‖,―Thesong,thenameofwhichwasNothing’sgonnachangemyloveforyou,gotthehighestscore.‖and―ThesongwhosenamewasNothing’sgonnachangemyloveforyoucameoutNo.1‖.Withtwodifferentexpressions,teachersguidesstudenttolisteningcomprehensionbyutilizingrelevantknowledgeofthe36 聊城大学专业硕士学位论文attributiveclause.TheThirdStepTheteachershowsphotosofstudentsparticipatinginschoolEnglishsingingcontestandpre-installs7smallproblemsaboutphotos,andthenlistsstudents’answersintheformofthephrasesontheblackboard.WhenandwherewastheEnglishsingingcontesthold?Howcouldallthestudentswatchthecontestatthesametime?Whatdoyouthinkofthecontest?WhydidtheEnglishsingingcontestattractsomanystudents?Whatdidthestudentsingersshowonthestage?Whoorwhichgroupwonthefirstprize?Whatwasthenameofsong?Yoursuggestionsforthecontest!Onthebasisofinformationontheblackboard,StudentswriteanEnglishnewsletterin5or6sentencesfortheschoolsingingcontest,whichmustcontainthegametime,place,participantsandevaluativedescriptionofthegame.Inordertomakethestructureofthepresscohesive,pleasetrytousecomplexsentences,suchastheattributiveclause.TheFourthStepUndertheguidanceofgroup’sleader,eachmemberexchangesnewsletterswithingroupandworkstogethertocorrectgrammaticalerrorsinthearticles,fromwhichstudentsselectthebestexpressionandreassembledanewone.Bydisplayingthenewnewslettertotheclass,teachersandstudentsvoteforthebestoneoftheclasswithextrapointsasanaward.TheFifthStepAfter-classHomeworkStudentsappreciatepoetryWhatIsAFriend?-ByKitMcCallum,andtrytotranslateitintoChinese,experiencingthebeautyofstructureexpressedbylanguagestructure.Poetryexcerptisthefollowing:Afriendissomeoneyouholddear:Someonewhoisalwaysthere,throughthickandthin;Someonewhoisonlyaphonecallaway.37 聊城大学专业硕士学位论文Afriendissomeoneyoucanalwaysrelyon:Someonewhoistheretoshareyourthoughtswith;Someonetolisten,nomatterthesubject.……TheSixthStepTheLayoutofHomework(1)ImitatingthegrammaticalstructureofpoetryfromWhatIsAFriend?,studentsdescribethemother’sloveforchildrenbycreatingoneortwosentences,andrecommendthemasthegiftofMother’sDayforhismother.(2)Readingthearticle:AreToday’sParentsChildren’sSlaves?,studentsshouldanswerquestionsaccordingtoitsinstructions.1.1AnalysisoftheStudyResults2.1AnalysisofStudentQuestionnairebeforeandaftertheExperimentTable4.5QuestionnairebeforeanEmpiricalResearch(130students)ThepurposeoflearningToolofEnglishHighMarksinExamRegulationgrammarLearning(85Ps)ofteaching(45Ps)content(0)TheimportanceofImportantSo-soUnimportantgrammarteaching(78Ps)(52Ps)(0)InterestingrammarVeryinterestedSo-soUninterestedlesson(37Ps)(64Ps)(9Ps)ImprovementinVeryhelpfulSo-soNohelpfullistening,speaking,(60Ps)(70Ps)(0)reading,writingThegreatdifficultyofAbstractRulesNotemployingToomanygrammarlearning(36Ps)(54Ps)rules38 聊城大学专业硕士学位论文(40Ps)Note:P=person;Ps=personsAscanbeseenfromTable4.5,althoughnearly78%ofthestudentsrecognizedtheimportanceoflearninggrammar,theirgrammarteachingcarriedinjuniormiddleschoolwasrelativelyboringandsingleformofexercise,resultinginthat79%ofthestudentsarenotinterestedinlearninggrammar,andevendonotactivelytaketheinitiativetoapplythelearnedknowledgegrammar.75%ofstudentsbelievethatthepurposeoflearninggrammarisfortakinganexam,whichcanleadtostudents’grammaronlystayingintherecognitionlevelandcannotbereproducedintheformofmultiple-choiceitems.Teachersdonotfocusonguidingstudentstoapplytargetgrammarinoralandwrittenexpression,resultinginstudents’grammaticalmistakesintwokindsofoutput.Sonearly60%ofstudentsbelievethatlearninggrammardoesn’timprovetheirreadingandwritingskillseffectively,causingthegreatestdifficultyofgrammarlearningwithoutproperapplicationthat55%ofstudentsconsiderinevitable.Fromtheanswerstotheopeningquestion,expectationsofgrammarteachingmodearemainlyclassifiedintothefollowingcategories:(1)Theyhopetheteacherprovideformoreexamples,interactionbetweenteachersandstudentstoletthestudentmastergrammarthroughexperience.(2)Theteacherinclasshavetaughtgrammaticalrulesflexiblyandgivenstudentsmorespeakingpractice,itisbesttohavetheactualsituationtousegrammar.(3)Theteachersshouldinnovateteachingmodeandaddmoreactivitiestoinducegrammaticalrulesingroupdiscussion.Obviously,callingforchanginggrammarlearningmode,theyhopethatstudentsexperienceandapplytheattributiveclausethroughlearningsituationsinordertoalleviatetheburdenoftheirmemoriesoflearninginarelaxedatmosphere,whichcanachievethesameorbetterresults.39 聊城大学专业硕士学位论文Table4.6QuestionnaireafteranEmpiricalResearch(120students)ParticipatinginAmostwillingMorewillingSo-sounwillingteachingactivity42Ps51Ps27Ps0EnlightenmentofMuchSomeenlightenedSeldomNoenlightenedlearningintheenlightenedenlightenedsituation45Ps75Ps00TensionofgrammarDecreasealotDecreasealittleNochangeMuchintenselearning32Ps46Ps23Ps19PsInterest’sIncreasealotIncreasealittleNochangeDecreaseinterestImprovementaboutlearninggrammarin37Ps58Ps25Ps0contextPopularityofMuchPopularitySo-soNopopularitygrammarteachingpopularitybasedonsituated53Ps42Ps25Ps0 recognitionEnjoymentofAmosthighMorehighSo-soNoenjoymentlearninggrammarin44Ps47Ps29Ps0 contextNote:P=person;Ps=personsInthistable,exceptforoneperson,nearly60percentofthestudentsarequitewelcomeand37%ofstudentsaremorewelcomethewayteachersadaptmoresituationalgrammarteachinginthefuture.Thisnewmodeofgrammarteachingcanturntheboringgrammarteachingintoavarietyofsituationscreatedbytheteachers,wherethereareinterestingthingsandtopicsthatthestudentslike.Therelaxedandpleasantatmospheremadenearly86%ofthestudentsreducetheanxietyinlearninggrammar.Drivenbyavarietyofinterestingteachingsituationsandactivities,92%ofstudentsarewillingtoexperienceandparticipateinpuzzles,contestsandotheractivitiesbyapplyingandconsolidatingthetargetgrammar，fromwhichstudentsgain40 聊城大学专业硕士学位论文encouragementandaffirmationwithapointtoaddfortheteam.Evenifencounteringtasksofanalyzinggrammaticalrules,80percentofstudentswereinspiredtousethetargetgrammarincontext,bythecircleof―persons’independentstudy→discussioningroupwork→teacherssimplifyingandcomplementingit‖toincreasetheirself-learningandcooperativelearning’senthusiasm.1.1ClassroomObservationandDataCollection2.1EnglishGrammarTeachingObservation(1)TeachingObservationinPeriodOneItiseasytoputthestudentsintoapleasantsituationbythegameofspeakinganameofpersonaccordingtophotos,whichwellstimulatesthedesireoftheirexpression.Manystudentsraisedhishandandansweredquestion,andtheirdescriptionsofimagesalmostcoverallsituationsinwhichattributivemodifiesnoun,whichishelpfulforteacherstogoonwiththeattributiveclauseteaching.Afterteacherprovidesbasicsentencepatterns,thestudentsareactivelyapplyingotherdescriptionstoreplacetheunderlinedsentence,andexploringthestructureandfunctionofattributiveclausewithmanytypicalexamples.Studentssummarizegrammarrulesandcharacteristicsofattributiveclauseby―try-find‖mode,whichhelpthemtobetterrememberandunderstandtheserules.Theauthorguidesstudentstodiscusssocialusageoftherelativepronounonabasisofteacher’sperformancevideo,whichisanothersmallclimaxinclass.Insuchsituations,students’enthusiasmforparticipationandcombinationofdifferentviewspreliminarybuilttheknowledgenetworkofrelativepronouns’specialusage.Assignmentandwrittenexpressionreflectthestudents’understandingofthegrammaticalrulesandcharacteristics.Somestudentsaptlyapplyphrasesandexpressionsrelatedtotexttotheattributiveclause.Forexample,withthefatherintroduction,―Heisasurgeonwhotakescareofthepatients’treatmentuntiltheygetwell,whoseskillssometimesmeanthedifferencesbetweenlifeanddeath.‖(2)TeachingObservationinPeriodTwoTeachersunderlinesomeerrorsconcerningtheattributiveclauseanddon’thelp41 聊城大学专业硕士学位论文studentscorrectonesinthestudents’writtentask,hopingtoinspirestudentstodiscoverandcorrecterrorsbyteamwork,whichisalsotogetthestudents’recognition.Whenstudentscorrecttheirownmistakesorcompanions’ones,theywilldeepenamorecomprehensiveunderstandingoftheattributiveclause.Afterstudentsexploreattributiveclausegrammaticalrules,theauthortemporarilykeepsthestudent’sbodyandmindrelaxedwiththebeautifulmelody.Meanwhile,theauthorhelpsstudentsfurtherreviewandunderstandtheusageoftheattributiveclause,consolidatingtheclassteachingeffectbylisteningandChinese-Englishtranslation.Inthearrangementofthehomework,theteachersetsthethemeofstudents’lifeplanningintenyears,withapurposeofcheckingtheeffectoftheattributiveclauselearninginpractice.Theauthorcanskillfullypenetratelifeeducationtostudentsandencouragestudentstobetteractivelyjoininthefuturelearning.(3)TeachingObservationinPeriodThreeTomotivatestudents’learningenthusiasm,theauthorletstudentsexperiencethejoyofsuccessbyreadingtheirownQuotes.Thedesignoffourlearningsituationsisconsistentwithteachingcontentbyguessingwords,activitycharacters,cartoonimage,festivalandplace.ThefourlearningsituationsarerelatedtoGreatestScientists(fromModule4,inStudents’BOOK2,abbr.SB2),EuropeandFestivals(fromModule1abbr.SB3),OldandNew(fromModule6,abbr.SB3)andUnexplainedMysteriesoftheNaturalWorld(fromModule6,abbr.SB3)intextbook.Sopartofthestudentscannaturallyproperlycitedtherelevantcontentsofthetextwiththeattributiveclauseinpractice.AsinthedescriptionofStevenJobs,thestudentsusedthe―Heisawell-knownfigurewhocanimprovethedesignofmobilephonebuildingsandbringconveniencetothewholesociety‖.WhenstudentsdescribethestateofNewYork,theycombinetheinformationfromthepassage,―ItisacitywhichisfamousforitsskyscrapersandwheretheWorldTradeCenterwasoncelocated‖.Theauthorguidesstudentstoexplaintheconceptofnon-restrictiveclausesbyusingthenetworknewwords,whichletsthestudentappreciateitsgrammaticalfunctionsandfeaturesinthevideo,images,creatingsituations.Student’senthusiasmandhighaccuracyaren’thigherthanpreviousactivitiessincethislinkishardtocodewith.Withthe42 聊城大学专业硕士学位论文cooperationandhelpofteachers,theactivityiscompleted.Linesofadvertisementwritingrequirethestudentstodosomedrillsintheactualsituations,whichenhancetheabilitytoproperlyuselanguage.(4)TeachingObservationinPeriodFourAfterthefirstthreeclasses’study,studentshavecertainunderstandingoftherelatedconceptsandbasicfunctionoftheattributiveclause.Thislessonfocusesonstrengtheningstudents’abilitytoapplyattributiveclauseinpracticebysettingthesituation.Goodadvertisementlines,exhibitionactivitiesandspecificapplicationoftheattributiveclausehaveplayedanimportantroleinmotivatingstudents.Withtheaidofproblemsituation,theauthornaturallyintroducesstudentstotheschoolEnglishsingingcontestinarealsituation,whichprovidedforthenewsletterwriting.Teacherstoldhisstudentstowiththestatementof―ThesongwhosenamewasNothing’sgonnachangemyloveforyoucameoutNo.1‖,whichmakestheirenthusiasmandpassion.higherthanbefore.Fromanewsletterindependentwritingtomutualcorrectiontocompletionofthefinaldraft,studentsmakefulluseoftheircreativityandteamworkspiritwiththestimulusofextra-pointawardandalsoaddthedetailsthatmanyteachersdon’tpayattentiontoandwhichmakethecontentofthearticlemorericher.Inthelinkofpoetryappreciation,thestudentsfelttheattributiveclauseaddedthebeautyofwordstotheexcellentliteraryworks,arousingthestudents’enthusiasmofimitationandcreation.Laterinthehomework,studentswrotemanymother’sstatementbyimitatinggrammarstructureofappreciatingpoetrywriting,andsomestudentsalsotooktheinitiativetoaskteachersforfurthermodifyingtheirhomework,andthenwroteitontheself-madesmallcardtosentitonMother’Day.Somestudents’statementsarethefollowing:Mymotheristhepersonwhogivesmethedeepestloveintheworld.MymotheristhemostbeautifulwomanIhaveeverseen.MymotheristhepersonwhosearmsarealwaysopenwhenIneedahug.IamsoluckythatIhaveamotherwhoisjustlikeaclosefriendofmine1.1AnalysisofDataCollectionInfourlecturesofattributiveclauseteachingbasedonsituationalcognitive43 聊城大学专业硕士学位论文theory,teachershavefocusedonselectingsituationclosetostudentlife,realorvirtualpsychologicalsituation,suchasfestivals,athleticmeets,Englishsingingcompetitionandfutureprospects,stars,cartooncharactersetc.,whichfullymobilizethestudents’enthusiasm.Inthesubsequentcreationofanewsentencebyimitatingattributiveclause,thestudentsactivelyraisedtheirhandstoanswerquestions.Accordingtotheprevioussentenceandtips,grammaticalrulesaresummarizedintheprocessofself-learningincollaborationwithotherstudents.Studentscompletethefollowingactivities,suchasDescriptionofstudents’dailylifewithattributiveclause,guessingthewordinteamcompetitionandcreationofMyLifeinNextTenYearsinarelaxedandharmoniouslearningatmosphere,wherestudentsaretestedattributiveclauseinpractice,andgenerateknowledgeandskills.Butteachersalsotakethisopportunitytosubtlyinfiltratetheemotionalvalueseducationtostudents.Intermsofclassobservation,quantificationassessmentoftheeffectivenessofclauseattributiveteachingbasedonsituatedcognitivetheoryoftheclassroom,thedataismainlyfromtheoralexpressionrecords.Table4.7Students’OralExpressioninClassLectureClassTimesandAccuracyRateOralExpressionTimesAccuracyofofSingleingroupWorkStudents’SingleAnswerAnswerPeriod1ClassA45→2562%0ClassB38→2767%0Period2ClassA39→2973%4.5times/personClassB35→2262%4.4times/personPeriod3ClassA43→3070%4times/personClassB46→3678%4times/person44 聊城大学专业硕士学位论文Period4ClassA43→3479%6.4times/personClassB47→3677%6.5times/personNote:Highschoolstudents’answerandoralexpression(seeTable4.7)onlymeanstudentscanapplyattributiveclauseinthegroupactivities,notincludingthegeneralizationsaboutgrammaticalrules.Withthehelpofteamleader,Englishteachersofthesameofficeandthedigitalrecorder,theauthorcompletesthecollectionofclassobservationdatainempiricalresearch.Inadditiontothestudentactivitiesandlifeofphotosandexcellentexamples,teacherscarryonthesameattributiveclauseteachingbasedonthesituatedcognitiontheoryinClassAandClassB.Exceptthatstudentscanactivelyanswerquestions,teacherslaymostofquestionsmainlyonstudentswithgradesbelowtheaveragelevel;Thescheduleofeachlinkslightlydiffersaccordingtothestudent’sanswerandon-the-spotreaction,butteacherscanfinishteachingcontentofeachclassin40minutes.AscanbeseenfromTable4.6,thetimesofstudentsansweringquestionsintheuseofattributiveclauseinClassBareslightlymorethanonesinClassA.Thephenomenonresultsfromthefollowingreasons.First,boysinClassBaremorewillingtohavethecouragetotryaliveperformance,whilegirlswhoareinthemajorityofClassAaremoreintrovertedandtimid;Second,judgingfrommid-termexamscores,theaveragemarksofClassAisbetterthanthatofclassBwhiletheaccuracyofansweringtheprobleminClassBishigherthanthatinclassA.ThetwoclassesdifferinthenumberandtheaccuracyofansweringthequestionsinTable4.4.Butinthethirdorfourthperiod,thenumberofstudentsansweringquestionsandaccuracyinClassBareproportionalandhigherthanClassA.Itcanalsobeexplainedthatapplyingthetargetgrammariseffectiveinalltypesofsituations,whichisofgreathelptoimprovestudents’abilitytousethetargetgrammar.Bycontrast,classobservationcanbefoundinthegrammarclassbasedontheSCT,suchaswhetherparticipationinclass,accuracyofansweringquestionsorautonomyonthecompletionofhomework.Mostofthestudentscandiligentlythink,45 聊城大学专业硕士学位论文adaptandputthetargetgrammarintotheEnglishlearningatmosphere.1.1AnalysisofWrittenExpressionResultTable4.8Students’WrittenExpressionWittenExpressionContentClassQuantityofAccuracyattributiveclauseDescriptionofphoto(5–6Ss)ClassA202Ss→90Ss45%ClassB185Ss→85Ss46%TranslationofChineselyricsClassA192Ss→122Ss64%(8Ss)ClassB200Ss→120Ss60%LifeLayout:MyLifeinNextTenClassA205Ss→144Ss70%Years(5Ss)ClassB255Ss→173Ss68%GuessingWordsClassA220Ss→140Ss64%(Step2&3inPeriod3)ClassB225Ss→140Ss62%CreationofadvertisementClassA148Ss→82Ss55%(2Ss)ClassB150Ss→121Ss81%NewsletterforEnglishSingingClassA230Ss→159Ss69%Contest(5-6Ss)ClassB236Ss→158Ss67%CreationofpoetryClassA234Ss→157Ss67%ClassB236Ss→151Ss64%ReadingComprehensionsClassA196Ss→131Ss67%ClassB200Ss→126Ss63%Note:S=Sentence;Ss=SentencesInordertopracticetheteachinggoal,theteachersintegratethegrammarteachingintothelistening,speaking,readingandwritingskillstocombinetheform,meaningandfunctionoflanguage.Theauthorsetsupmanysituationsbasedonthetheoryofthesituatedcognitionintheattributiveclauseteaching,makingstudentsmasterandapplytothetargetgrammarindifferentlearningtasks.Table5.7shows46 聊城大学专业硕士学位论文students’writtenexpressiondatafromthestudents’ExerciseBookandafter-classhomework.Photodescription,lifeplanning,guessingtheword,newsletterwritingandthecreationofpoetryprovidesstudentswithfiveexamplesoratemplateforstudentstoimitate.TranslationofChineselyricsflexiblyexaminesstudentshowtoconvertattributiveclauselearningintounderstandingdifferencesinEnglishandChinese.Thecreationofadvertisementlinesistocheckwhetherstudentscanproperlyapplytheattributiveclauseandpossesscreativethinking;ReadingcomprehensionisderivedfromthetypesofreadingcomprehensionintheCollegeEntranceExaminationinShandongprovince.Theauthorsetsupfourproblems,amongwhichthereare2questionsaboutansweringthequestion,2questionsfillingintheblanks.Questions1,2and4arerequiredtodirectanswerinattributiveclause,thethirdquestionistoinvestigatestudentscanunderstandthekeywords(attributiveclause),andtransformtheanswerintotheformofattributiveclause.FromthepointofthechangingdatainTable4.7,accuracyofapplyingattributiveclausetowrittenexpressionisalsograduallyincreasingalongwiththeincreasingthenumberofwritingpractice.SomedifferencesbetweenClassAandClassBisalsodecidedbytheiroriginalEnglishfoundation,relativelycarefulgirlsinwrittencommunicationwillbemorethoughtfulandcomprehensive,whiletheboysinclasscancreatethelinesofadvertisementwiththetargetgrammar.Ingeneral,studentsintwoclassesexperienced8timesofwrittentrainingduringthefourlectures.Withasampleversionormodelessayreference,allthestudentscansuccessfullycompletetheirtasks,especiallyinthedetailsofwrittenexpression.Althoughtheapplicationofpersonandtenseremaintobestrengthened,thebasicstructureoftheattributiveclauseandthechoiceoftherelativepronounsareideal.47 聊城大学专业硕士学位论文ChapterFiveConclusionOnthebasisofEnglishgrammarteachingingradeoneofseniorhighschool,explorationofsituatedcognitiontheory,questionnairesurveyandanempiricalresearch,thechapterconcludestheresearchconclusionandenlightenmentfromthepreviouschapters.ThischaptermainlyputsforwardsuggestionsontheseniorhighschoolEnglishgrammarteachingbasedonsituatedcognitiontheoryandprovidesthereferenceforresearchersandscholars.1.1MajorFindingsoftheResearchExploringthesituatedcognitiontheoryandimplementinganempiricalresearch,collectingandanalyzingquestionnairesurveydata,theauthorputsforwardthefollowingthreeconclusionsinthispaper,whichhelpstoconstructthehighschoolEnglishgrammarbasedonsituatedcognitiontheory.Tostartwith,teachingbasedontheSCTcanimprovestudents’interestsinlearninggrammar.Whendesigningteachingsituation,theynotonlytransformthetargetgrammarrulesintothespecificimageorsituationsthatmaketheinputoftargetgrammarinterestingandpractical,butalsodesignaharmoniousgrammarteachingatmospherethatcanreduceoreveneliminatetheiranxietyforstudents,inspiringstudentstoactivelyparticipateintheprocessoflearninggrammar.Inaddition,teachersshouldalsoprovideplentyofopportunities,wherestudentsconsciouslyapplythetargetgrammarknowledgetotheactuallanguagecommunicationandtherebygrammarlearningbecomesmeaningful.Secondly,giventhatthestudents’grammaticalknowledgeisfragmentaryingradeoneofseniorhighschool,theteachersneedstocombinethefragmentedgrammarsystematically.Itisimportantforteacherstodesignpropersituationandguidestudentstoexploregrammaticalrules.Creatingmeaningfulsituationbasedonthecharactersofthestudentsdoesnotmeanthatgrammarteachingonlyrequiresstudentstomechanicallyimitatepractice.Conversely,itwantsstudentstoobserveand48 聊城大学专业硕士学位论文summarizegrammaticalrulesundertheguidanceofteachers.Itisdifficultforthiskindofuselesslysituationalteachingtoachievehighqualitylanguageoutput.Teachersshouldreversetargetgrammarrulesinallkindsofsituationascompleteaspossible,whichstudentsfindincommonthroughtheobservation,andsummarizethegrammaticalrulesbyreferringtoteachers’appropriatecomplementary.Toachievetheultimategoalofcommunicatingwithpeopleinaccurate,fluentandappropriateEnglish,wecanensurethatgrammarteachingbasedonsituatedcognitiontheoryismoreeffectiveandpracticalandbettercultivatesstudents’abilitytoapplythetargetgrammarforwordsandsentences.Thirdly,thereisatrendfromtheUniversityEntranceExaminationinShandongProvincethattestersexaminestudents’learnedgrammarandvocabularyandintegratedEnglishskillsinacertainlanguageenvironment.Howtodesignpropersituationaffectstheactualteachingeffect.Theteachersnaturallyintegrategrammarteachingintothelistening,speaking,readingandwritingskillsbycreatingallkindsofsituation,whichnotonlyfurtherunderstandsandconsolidatesgrammarknowledgeinpractice,butalsocultivatesthestudents’fourbasicskills.Andthegrammarteachingactivitiesbasedonthesituatedcognitiontheorycanexcitethestudents’participationconsciousness,cooperationconsciousness,competitionconsciousness,duringwhichthevaluesonlifeareintangiblycultivated.1.1LimitationsoftheResearchEnglishgrammarteachingisacomplicatedprocess,affectedbymanyfactors.ThisresearchintroducessituatedcognitiontheorytotheEnglishgrammarteachinginseniorhighschool.Theteachingexperimentisonthebasisofsituatedcognitiontheory,andyetthisisjustatry,thatis,intheexploratorystage,whichstillneedsfurtherperfectingexperimentintheoryandpractice.Duetotherestrictionsofobjectiveconditions,thestudents’questionnaireofthisstudyandteachingexperimentsamplingscopeislimitedtotwoclassesintheNo.1MiddleSchoolofShenxian.Althoughquestionnairesurveyandtheteachingexperimentarecertainobjectiveand49 聊城大学专业硕士学位论文operable,thesamplesizeisrelativelysmall,whichinfluencestherepresentationoftheresearchresults.TheaccuracyofclassobservationdataforstudentsinteachingexperimentisnotrigorousenoughwiththecombinationofsimplemanualrecordingandMP3recordings,whichunavoidablyexistshumanormechanicalerrorcausedbywrongoperation.Intheteachingexperiment,therearemanyproblemsinthegrammarteachingisworthfurtherexplorationduetothetightscheduleofthestudy,theauthor’slackofexperienceandcollectionoflimiteddata.Thestudents’writtenexpressiondatafromtheapplicationarebasedonaclearrequirementofstudents’employingtheattributiveclause.Becausethefirstsemesterinseniorhighschooldoesnotrequirewritingtrainingandtestingintheteachingexperimentaccordingtotheteachingmaterialarrangement,theresearchinto―theeffectivenessofcultivatingstudents’consciousnesstolearngrammarknowledgeusedinwrittenexpression‖cannotbeastrongargument.1.1RevelationoftheResearch2.1ControloftheTeachingProcessGrammarteachingbasedonsituatedcognitiontheorymainlyfocusedonstudents,wheretheallocationofteachingtimeisnoteasytocontrolintheteachingprocess.What’smore,theclassroomefficiencylargelydependsonthestudents’enthusiasm.Tosolvethisproblem,theteachersneedtogetfullyreadyfortheEnglishteaching,especiallytoremindandhelpthestudentstodopreviewandreviewtasks,consciouslycultivatingthestudents’thinkingabilityandinductionability,andotherwiseanymorelivelyclassroomatmosphereisinefficient.Inaddition,studentsundermoderate,observationofthesituation-basedgrammarteachingandinductioncanberarelyreachedbyindividualindependentlearning,whostillneedtorelyonthepowerofcollaborationtoimprovethesituations.Butsometimesinordertohastilyfinishtheteachingtaskofthislesson,theteacherreducesoreliminatesindependentlearningtime.Ignoringthestudents’independentlearningandgoingontogroupdiscussionandcooperativelearning,teacherscanmakestudentsformthehabitof50 聊城大学专业硕士学位论文relyingonothers,resultinginmutualexchangethatcanbelackingofdepth,thecreationofcooperationwillbecomeamereformality.Sointheteachingprocess,theteachermustleavestudentsenoughself-learningtime.Itissubstantialforteachingeffecttoreduceindividualactivitiesintheprocessofmakingpreparationsfornewlearningitems.1.1PrincipleofDesigningSituationDesigningteachingsituation,teachersshouldconsiderthelevelofstudents’existingknowledge,thecognitiveability,andpersonalitycharacteristicsandotherfactors.Weshouldcultivatestudentsaccordingtotheiraptitude.Nomatterwhatkindsofsituationsteachersadoptforteachinggrammar,theyshouldfullyunderstandstudentsunderthepremiseofstudentsasawhole,notfarfromthestudent’sactuallearningsituation.Seeingthatthebaseofhighschoolstudents’EnglishknowledgeisnotsolidandpartofstudentshavenointerestinlearningEnglish,teachersdesignsituationssuitableforstudents’cognitionlevelandlearninginterestandfocusontheactualeffectofteachingwithinthecontext.Inthethirdperiod,theauthorguidesstudentstoimitatetherestrictiveattributiveclausepracticebyword-guessinggameabout―thenetworknewwordswithChinesecharacteristics‖.Theauthorreviewedattributiveclauselastsemesterinseniorthreebyadoptingthisactivity,whenthestudentsgotwarmresponsetoword-guessinggame.However,student’senthusiasmandaccuracyinsenioronewerenotmuchhigherthanintheword-guessinggame.Andstudentscompletedtheactivitywiththecooperationworkandthehelpoftheteachers.Onreflection,theauthorperceivesifthesameactivityisusedintotallydifferentcognitivelevelofstudents,itwillproducedifferenteffects.Students’thinkinginseniorthreeismatureandtheattentionofnewthingstosocietyisalsointhehigh-scaledevelopment,sothenetworknewwordscanarousetheirparticipationenthusiasm.Becausestudents’thinkinginsenioronearestillveryimmature,theirinterestsandconcernsstilltendtobemoregames,cartoonsorstar,theactivitysituationsetisnotsuitablefortheircurrentpsychologicalcharacteristicsandinterests.51 聊城大学专业硕士学位论文Tooptimizetheeffectofsituationalteaching,teachersunderstandstudents’interestandadjusttheteachingmethodsbyafter-classcommunicatingwithstudentsordoingasmallrangeofinvestigation.Whencombiningallaspectsofthesituationintoteaching,teachersmustpayattentiontostudents’currentlevelofknowledge,abilitiesandpersonalitytraits.Teachingsituationshaveahierarchy,whichhelpstudentsunderstandthegrammarknowledgeunderthepremiseoftheintegrateduse,thusimprovingtheirlanguageskills.Ifweintegrategrammarteachingintothelistening,speaking,readingandwritingskills,studentswillfurtherunderstandandconsolidatelearnedgrammarknowledgeinpracticeandcultivatethestudents’fourbasicskills.Andinthegrammarteachingactivitiesbasedonthesituatedcognitiontheory,thestudents’senseofparticipation,cooperation,andconsciousnessofcompetitionhavebeeninspired;thevaluesonlifeareunconsciouslyeducatedintheprocessofactivity.1.1AssignmentsandDiversityofTargetedTestingEnglishteachingisthecombinationofteachingandlearning,inadditiontothegrammarteaching,teachersshouldconsolidatefurtherinspectionanddeepenthestudents’abilityoflanguageapplicationbyadoptingmulti-angleandmulti-levelactivitiesinsideandoutsidetheclass.Whendesigningtheteachingactivities,teachersshouldcreatetheappropriatesituation.Particularlywhileassigningstudentspractice,teachersarealsooughttogivestudentssomespecialorientedinformation(suchasacommonlifescenes,aspecifictask),sostudentscanemployandmastergrammarinreal-lifesituations.Homeworklayoutforfourteachingexperimentsistofollowthisprinciple.Whetherdescriptionoflivingphotosandlifeplanningorlinesofadvertisementorpoetryorreadingcomprehensionarecommittedtoenhancingstudents’integratedknowledgeoflearninggrammarskills.Whendesigningtestitems,teachersalsoshouldutilizethecharacteristicsofthesituationteaching,makingeveryefforttokeepthetestformandallkindsofsituationflexible.Thetestingcontentshouldbeconsistentwiththeclassroomteachingactivityformasfaraspossible.Don’treturntotheoldstrategyof―test‖,oritwillaffectthe52 聊城大学专业硕士学位论文students’enthusiasmaboutgrammar.Intheusualteachingactivity,teacherscandesignsomeactivitiestoverifythedevelopmentofthestudents’cognitiveability.Infourclassteachingexperiments,forexample,theauthorintroducescompetitiontotheChinesesongstranslationandEnglishpressnewsletterswritinginteamwork,whichrespectivelyteststudents’abilityinlistening,writingonthespot.1.1EstablishmentofaRepositoryGrammarteachingbasedonsituatedcognitiontheory,putsforwardhigherrequirementsonEnglishteachers.Teachersfirstlyneedtodesigncertainadministrativelevelsofsituationwiththevividandinterestingtargetgrammar;Intheprocessofsituationteaching,theteachermustconsciouslystimulatestudents’interestandenthusiasmandguidestudentstocompletethetargettaskbasedonthespecificsituations;Inthefinalstageofdisplay,teachersshouldgiveobjectivefeedbackandevaluationtodifferentstudents’performance.Beforeandafterthewholeactivityteachersaregoodatplayingdifferentroles.Comparedwiththeconventionalteachingmethod,theroleoftransformationcanbringchallengestoEnglishteachers.Teachersspendahugetimeandenergyincreatingthemostsuitableteachingsituationforstudentsbeforeclass,inclassandafterclass.Ifateacherteachestwoclasses,teacherswilladjustsomestudentslearningsituation,whichincreasestheamountofteachers’workingburden.Thedesignoftheteachingactivitiesbasedonthesituatedcognitiontheoryshouldabutthestudents’lifeandgivefullconsiderationtotheirpersonality.Studentsborninthe1990shaveastrongcuriosity,thesoundabilitytoacceptnewthings,adependenceonthenetwork,whichalsorequiresEnglishteacherstokeeppacewiththetimesandtounderstandtheattentionofthestudentsandtheirinterest.Onlyinthisway,didteachersbegintoperfectthechoiceofsituationmorerelyingonthepowerofthegroup.Ifyoucanbuildacommunicationplatformorrepositoryonsituationalteaching,Englishteacherscancommunicatesomeideasofsituationdesigningcreation,methods,andtheconfusionintheEnglishgrammarteachingwithothercolleaguesandscholars,whichwillreducetheworkingburden,andmaketheoptimizedteaching53 聊城大学专业硕士学位论文situationofgrammar.Englishteachingbasedonsituatedcognitiontheoryregardspeople’spsychologicalactivityasthefoundation,whichvaluesstudent’semotion,andabsorbstheadvantagesoftraditionalteachingmethod.Theteachingmethod,whichcombinesintuitivevivid,effectiveness,illuminatinganddiversityintoanorganicwhole,representsthedirectionofthemodernEnglishteaching.Inthegrammarteachingbasedonthesituatedcognitiontheory,wehaveagoodcommandoftherelevantprinciples,timelysummarizevariousissuesthatarisefromtheprocessofteaching,andimproveteachingmethodssothattheyhavecontinuedtodevelop.OnlyinthiswaycanwereallytransformboringandformalEnglishgrammarteachingintomoredynamic,effectiveone,whichhelpsstudentstointernalizelanguageknowledgeandenhancetheirEnglishcomprehensivecompetence.54 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聊城大学专业硕士学位论文AppendixOne高中英语语法教学调查问卷老师，您好！目前本人正在撰写有关高中英语语法教学的论文，需要了解目前高中阶段语法教学的现状及教师对语法教学的认识。本问卷仅供本人研究使用，不做其他用途。请您在百忙之中完成这份问卷，把您的观点坦诚地与我分享。十分感谢谢您的帮助！基本情况：您的教龄_________。A.5年以内B．6-10年C．11-20年D.20年以上您的专业技术职称___________。A.中学二级B.中学一级C.中学高级D.其他您所在的学校属于___________。A.省级实验性示范性高中B.市级实验性示范性高中C.普通高中D.其他您现在任教的年级是_____________。A.高一B.高二C.高三D.年级（请具体注明年级________）主题问题：1．您认为，您目前的英语教学主要是为了___________。（单选）A．帮助学生在高考中取得好成绩B．满足学生在实际生活中的需求（如：工作、阅读等）C．帮助学生了解国外的文化、历史等，使学生成为一个具有国际视野的人2．您认为，学生要在英语考试中取得高分，关键要__________好。（单选）A.听力B.语法C.阅读（包括词汇、完型）D.写作（包括翻译）3．就您目前任教的年级，以下教学内容在您的日常教学中所占时间从多到少排列的顺序是______________________________。A．听力B．语法C．阅读（包括课文分析）D．口语E．翻译与写作57 聊城大学专业硕士学位论文AppendixTwo高一学生英语语法学习情况调查问卷同学，你好！这是一份有关你英语语法学习情况的调查表。此表只是用于调研、为改进英语语法教学之用。不记名，不涉及对个人的评价，答案无对错之分，请根据你的第一反应放心填写。谢谢你的合作！第一部分基本情况（请在横线上填写相关信息，并在对应分数段打“√”）性别_________班级__________中考英语成绩：A．80分以下B．80～90分C.90～100分D.100～110分E.110分以上高一上期中考试英语成绩：A．65分以下B．65～75分C．75～85分D．85～95分E．95～105分F.105～115分G.115分以上第二部分语法学习情况（请根据自己实际的情况，选择对应的项目，第1至14题为单项选择，15题为问答题）1.1你觉得学习英语语法的目的是什么？()A．作为学习英语的工具B．帮助考试取得高分C．教材规定要学1.2你觉得英语语法的学习重要吗？()A．重要B．一般C．不重要1.3在交际中，你会时时注意语法的正确性和准确性吗？（）A.很注意B.注意C.完全不注意1.4你认为语法知识的学习对听说读写能力的提高有帮助吗？（）A．帮助很大B.有帮助C.没有任何帮助1.5英语语法学习中对你来说最大的困难是什么？（）A.语法规则太抽象B.碰到实际问题不会用C.语法规则太多记不住58 聊城大学专业硕士学位论文1.1你对英语语法课感兴趣吗？（）A.很感兴趣B.感兴趣C.毫无兴趣7．你在上英语语法课被要求单独回答问题或进行口头操练会紧张吗？()A．不紧张B．紧张C．非常紧张8．你在40分钟的语法课堂上，你记笔记的时间大约是多少？()A.20-30分钟B.10-20分钟C.0-10分钟2.140分钟的语法课堂上，你开口使用并操练自己所学的语法的时间大约是多少？()A．多于5分钟B．3-5分钟C．少于3分钟2.2老师经常会给你布置什么类型的语法作业？()A．写作、翻译、造句B．改错题、改写句子C．单项选择、填空题2.3你在听说和读写中有意识地运用所学过的英语语法知识吗？()A．一直有B．经常有C．很少有2.4你在听说和读写中运用所学过的英语语法知识时的感受是什么？()A．运用自如B.不知道该用在哪里C．想不起来也不会用2.5你的英语老师在教授语法时经常采用以下哪种方法？()A．直接讲解语法规则，学生抄笔记B．举例让学生归纳总结语法规律C．创设情境引导学生发现一归纳一操练2.6你的英语老师在语法教学时用到中文的频率是多少？()A．经常B．偶尔C．极少2.7你希望你的英语老师如何来教授语法课？_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________再次感谢你所提供的信息！59 聊城大学专业硕士学位论文AppendixThree定语从句情境教学调查问卷同学，你好！通过这份问卷，希望能得到你对英语老师使用具体形象或创设一定的情境来教授定语从句的这种情境教学方法的反馈。本问卷采取不记名方式，答案无对错之分，请根据你的实际情况填写。谢谢你的合作！第一部分基本情况（请在横线上填写相关信息，在对应分数段上打―√‖）性别____年级_______中考英语成绩：A.80分以下B.80～90分C.90～100分D.100～110分E.110～120分高一上期中考试英语成绩：A．70分以下B．75～85分C．85～95分D．95～105分E．105分～115分F.115以上第二部分定语从句情境教学反馈情况（请根据自己实际的情况，选择对应的项目，第1至16题为单项选择，第17题为问答题）1．你是否愿意参加老师组织的有关定语从句的情境教学活动？()A．非常愿意B．比较愿意C．一般D．不愿意2．你认为英语老师创设的教学情境是否贴近你的真实生活和真实心理？()A．完全贴近B．比较贴近C．不太贴近D．完全是虚假的1.1你觉得英语老师创设的情境能否启发你对定语从句的运用？A．启发很大B．有一定的启发C．很少有启发D．没有任何启发4．在情境中单独回答问题或口头操练定语从句，你的紧张程度较以往有变化吗？()A．大幅降低B．小幅降低C．没有改变D．更加紧张5．你记录定语从句的语法规则及例句的时间平均每节课是多少？()A．5分钟以内B．5-10分钟C．10-15分钟D．15分钟以上60 聊城大学专业硕士学位论文6．你在情境中口头使用并操练定语从句的时间平均每节课是多少？()A．多于8分钟B．8-5分钟C．5-3分钟D．少于3分钟7．在情境教教学的课堂中，你书面表达中运用定语从句的时间平均每节课是多少？()注：此处―书面表达‖指在造句、翻译、写作使用定语从句A．多于8分钟B．8-5分钟C．5-3分钟D．少于3分钟8．通过在情境中使用及操练，你能否自己发现并归纳定语从句的语法规则、特征？()A．完全可以自己归纳总结B．可以尝试自己归纳，但不够全面C．无法独立进行归纳总结9．在情境中使用并操练定语从句后，是否还有必要让老师引导你对其语法规则、特征进行归纳总结？()A．非常有必要B．有必要C．不太必要D．没有任何必要1.1在情境中教定语从句时，英语老师用到中文的频率是多少？()A．极少B．偶尔C．经常11．你认为以下哪种类型的作业能更好地检测你对定语从句的掌握？()A．在一定的情境中进行写作、翻译、造句B.无关联的改错题、改写句子C．大量的单项选择、填空题12．你会在一定情境的头口、书面表达中准确恰当地运用定语从句吗？()A．会有意识地运用B．给予提示后会使用C．不会用13．与其它方法相比，情境教学方式能否提高你对英语语法的学习兴趣？()A．大幅提高B.小幅提高C．没有任何提高D．只会降低兴趣14．你认为通过具体形象或创设的情境来学习定语从句，趣味性如何？()A．很高B．较高C．一般D．毫无趣味2.1你认为在英语语法课堂中，老师是否有必要采用情境教学？()A．非常有必要B．有必要C．不太必要D．没有任何必要61 聊城大学专业硕士学位论文1.1你是否欢迎英语老师在今后的语法教学中使用的情境教学方法？A．非常欢迎B．较欢迎C．无所谓D．不欢迎1.2你对英语老师采用情境方式来教授语法有何建议？____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________再次感谢你所提供的信息！62 聊城大学专业硕士学位论文AppendixFourExerciseforperiod4.Readthearticleandanswerthefollowingquestions.AreToday’sParentsChildren’sSlaves?InChina,parentswhoareputtingtheirchildrenfirstineverythingarecalled―children’sslaves‖-actingasbanker,driver,andgeneralassistanttomakesuretheirkidsalwaysgetwhattheywant,whenandwheretheywantit.IntheUK,thesemumsanddadsarecalled―helicopterparents‖becausetheyarealwayscirclingaroundtheirchildren.Dodevotedparentsmakethehappiestchildren?Somethinkso;otherschallengetheidea.Children’sexpertDavidCodehaswrittenabestsellingbook,inwhichhesaysthatparents’over-focusmakestheirchildrentoodemandingandselfish.But,anyway,noonecoulddenythatparentsaredevotedonlybecausetheylovetheirchildren.Doyoutakeyourparentsforgranted?IthinkIdid.Domykidstakemeforgranted?Yes,theyprobablydo.It’spartofgrowingup,butalwaysremember,onedayyouyourselfmaybetheparentwithnomoney,nosociallife,andanover-demandingchild.Paybacktime!Wordsbank:slaven.奴隶;devotedadj.虔诚的：挚爱的take…forgranted认为…理所当然circlev．盘旋，环形bestsellingadj.畅销的1.1Whatisthedefinitionof―helicopterparents‖accordingtothepassage?__________________________________________________________________________________________________________________________________________1.2Children’sslavesareparents___________________________________________1.3AccordingtoDavidCode,hebelieves___________________________________1.4Paybacktimereferstotheday_________________________________________.63 聊城大学专业硕士学位论文AcknowledgmentsIwouldtakethisopportunitytoexpressmysincerethankstoallthosewhohelpandsupportmedirectlyandindirectlytomythesis.Forastart,Iwouldliketoexpressmyfaithfulgratitudetomysupervisor,ProfessorChenWanhui,forhisconstantencouragementandfruitfulhelpofferedtomeduringmythesiswriting.Itishewhoguidesmeintotheresearchfieldoflanguagetesting.Hisrespectablestrictattitudetowardsstudyandprofoundknowledgeimpressmedeeplyandwillcontinuetoexertagreatinfluenceonmyfuturestudy.Besides,myspecialthanksshouldgotoProfessorZhangJinghua,ProfessorZhuYingyu,ProfessorXinHongfortheirpatienceandkindnessincheckingmythesisagainandagainandhelpedmegetaccesstomanyofthevaluablereferences,whichresultedcrucialimprovementinthequalityofthethesis.Histhoughtfulideasreallyenlightenedmealot.Inaddition,IamverygratefultomydearfriendsandclassmatesChenZhibo,LiuYunxia,XuRuixia,LiuChenandZhaoYanrongwhoencouragedmeandhelpedmegetaccesstomanyofthevaluablereferences.Finally,I’dliketothankmyfamilymembers,whohavegivenmeaconstantsourceofencouragementandsupportwheneverIfeeltroubledorfrustrated.IwanttoletthemknowthatIlovethemforever.64 聊城大学专业硕士学位论文攻读学位期间发表的学术论文[1]张朝峰.现代基础英语教学的现状和发展趋势[J].成功（教育）,2013(3):145.[2]张朝峰，陈万会.浅析汉语在二语习得中的正迁移现现象[J].卷宗,2013(6):68.[3]李海龙,张朝峰.新课程标准下英语语法教学新尝试[J].卷宗,2012(11):8.[4]李海龙，张朝峰.直接法、听说法、认知法流派的异同[J].产业与科技论坛,2012(11):173-174.65