外显意识增强式任务模式在山区高中英语语法教学中的应用 7页

　　外显意识增强式任务模式在山区高中英语语法教学中的应用----高中英语教学论文-->1.Introduction1.1TheBackgroundoftheStudyThegrammarrulescouldnotonlyfocusonthearrangementoftheselves.Soallthelearnersshouldrememberthattheponentsofmar.And,marofgrammarongsentences,ething,especiallytolearnalanguage,becauseitisacquiredbyanalyzing,deducting,andrule-learning.Learningissystematic,anditisinvolvingsomecognitivetechniques.AccordingtothetheoriesofForeignLanguageTeaching(FLT),therearetunicateandinteractunicativesituation,itaimstoletthestudentspayattentiontothesignificanceofthesituation.ostofthepeoplemarlearningisveryimportantinthesecondlanguagelearning.Asapartoflinguistics,Grammarishandlingtheinterrelationbetorphologyinonesentence.The grammarresearchingreflectshoportantaspect(HuangLianjun，2010).………..1.2TheCurrentSituationofEnglishGrammarTeachinginthemountainousAreaHighSchoolsofChinaTheauthorisastudentorethantenyears,ShilouseniorhighschoolisamountainousareaseniorhighschoolinShanxiProvince.Noyteaching,sotheauthorhaddeeperfeelingsoftheteachingsituationabouttheEnglishGrammarTeachinginthemountainousareahighschool:underthemountainousbacky,there"snogoodlanguagelearningenvironment.OneofthemonproblemsofthehighschoolstudentsisthattheirEnglishfoundationispoor,itisdifficultforthemtolearnEnglishmar.Noainroleofnouns,adjectivesandadverbsandothermonpartsofspeechinthesentencecannotunderstandonlyusedtenses,butwhenaskeditsposition,therearequi -->teafemar,leadingtheirlomarknos.Asforreading,manystudentsstillcan"tinferthingshappeninthepast,noeaning.……….2LiteratureRevieplicitknoationthatcanbeexpressedoranstomunicate.Butinsecondlanguageacquisition(SLA)researches,thelinguisticshasalsodefineditindifferentofsomeunderlyinggeneralizationofactuallinguisticbehaviorandexplanatoryinthatthelogicbasisoftheknooresimply,explicitknotheabove,ationofexplicitknomarandvocabulary.ThelearnerscanverbalizesuchkindofknoplicitKnoplicitknoplicitknopossibletoconvertexplicitknoplicitknowledge.thenon-interfacepositionposit-->ionisindicatedthroughresearch,plicitandexplicitmemoryneuralseparatesupport(Paradis,1994).TheNon-interfacepositioniscloselyrelatedtoKrashen,itisalsorelatedtohistheoryofsecondlanguageacquisition(SLA).Krashenput forplicitknoeputitanothersoflanguagecanbeinternalizedintents........243.4ResearchProcedures.........263.5DataCollectionandAnalysis..........334ResultsandDiscussion.....354.1ResultsandAnalysisofPre-test......354.2ResultsandAnalysisofPost-test....354.3ResultsandAnalysisofQuestionnaires........364.4ImplicationsforPedagogy.......435Conclusion....455.1MajorFindingsoftheResearch......455.2LimitationsandProspectsofThisResearch........475.3SuggestionsforFutureResearch.....474ResultsandDiscussion4.1ResultsandAnalysisofPre-testThepre-testent,stoensurethestudentsoftheExperimentalGroupandtheControlGrouphavenosignificantdifferenceoriginallyintermsofEnglishgrammarlevel.Generallyspeaking,the resultsofpre-testshomarproficiencyofbothgroupsbeforetheexperiment.Fromthedateoftable4-1,theT-test(T=0.153,P=0.768>0.05)indicatesthattheExperimentalGroupandtheControlGroupdonothavesignificantvariability.MeaneansthatscoresofthetpliesthetilarEnglishgrammarlevelbeforetheexperiment.Thepost-testent,itmarleveloftheExperimentalGroupodelhasmoresignificantimprovementthanthatoftheControlGroupodel.Generallyspeaking,theresultsofpost-testshoodelondevelopinglearners"Englishgrammarlevel.………ConclusionThestudyisdesignedtoinvestigatetheeffectsoftheexplicitconsciousness-raisingtaskmodelonthegrammarteachinginmountainousareaseniorhighschools.Aftertheexperimentaltreatment,theoutes oftwogroupssh-->oentalGrouphasbeenimprovedgreatlyselvesslightlyintermsofthemeanscoreofeachgroup.Asthetostthesamethroughthepre-testbeforetheexperimentaltreatment,thedifferentresultscanbeonlyduetothedifferentteachingmethodofeachgroupadoptedintheexperimentaltreatment:theexplicitconsciousness-raisingtaskmodelreceivedbytheExperimentalGroupacceleratedtheirachievements,odelacceptedbytheControlGroupfailedinpromotingtheirachievementsobviously.Tosumup,themajorfindingsoftheresearchlieinthefolloodelhasasignificantlybettereffectinfacilitatinglearners"EnglishgrammaracquisitionthanthetraditionalThreeP"smodel.2).Theexplicitconsciousness-raisingtaskmodelhasanessentiallypositiveinfluenceonpromotionofthelearners"motivation,attitudeandinterestduringtheprocessofforeignlanguageacquisition.............References(omitted)