演绎法与归纳法在小学英语语法教学中的对比分析 70页

万方数据华北电力大学硕士学位论文目录Abstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．I摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．III表格目录⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯VIII缩略语表⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯X第1章引言⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．1研究背景⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．1．1小学语法教学现状⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．1．2小学语法研究现状⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．21．2研究意义⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．31．3论文结构⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。4第2章文献综述⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．52．1语法教学回顾⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．52．1．1语法的定义⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．52．1．2国外语法教学的发展⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．62．1．3国内语法教学的发展⋯．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．2演绎法与归纳法介绍⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．82．2．1演绎与归纳的定义⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一82．2．2演绎法与归纳法的对比⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一92．2．3演绎法与归纳法的争议⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯112．3演绎法与归纳法的早期研究⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯12第3章理论基础⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯153．1形式聚焦理论⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯153．1．1语言形式为纲⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯153．1．2语意与形式兼顾⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯163．2习得与学习理论⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯l6第四章研究设计⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．184．1研究假设⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯l84．2研究目的⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯184．3研究对象⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯204．4研究材料⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯2l4．5研究工具⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯214．5．1前测⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．214．5．2及时测验⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯224．5．3延时测验⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯224．6研究过程⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯224．6．1前试验阶段⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯224．6．2试验阶段⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯234．6．3后试验阶段⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯26第5章数据分析与讨论⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯285．1数据分析⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯285．1．1一年级分析⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯285．1．2二年级分析⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯32Vl 万方数据华北电力大学硕士学位论文5．1．3三年级分析⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯365．1．4四年级分析⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯395．1．5五年级分析⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯425．2讨论⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯45第6章结论⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯506．1主要发现⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯506．2对英语语法教学的启示⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯5l6．3本研究的局限性⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯526．4对后续研究的建议⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52参考文献⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．53附录l一年级测试⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．57附录||二年级测试⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯60附录IlI三年级测试⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．63附录lV四年级测试⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯66附录V五年级测试⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．69攻读硕士学位期间发表的论文⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．72致{射⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯73VII 万方数据华北电力大学硕士学位论文ListofTablesTable5．1GroupstatisticofthepretestofClass(1)andClass(2)Gradel⋯⋯⋯⋯281’曲le5．2IndependentSampleT-testofthepretestofClass(1)andClass(2)Gradel．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．28Table5．3GroupstatisticoftheimmediatetestofClass(1)andClass(2)Gradel⋯29Table5．4IndependentSampleT-testoftheimmediatetestofClass(1)andClass(2)Gradel．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．：．．．．．．．．．．．．．．．．．．。．．．．．．．．．．．．．．．．．．29Table5．5GroupstatisticofthedelayedtestofClass(1)andClass(2)Grade1⋯⋯29Table5．6IndependentSampleT-testofthedelayedtestofClass(1)andClass(2)Gradel．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．：j19Table5．7GroupStatisticofthepreandimmediatetestofClass(1)Grade1⋯⋯⋯．．30Table5．8PairedSampleT-testofthepreandimmediatetestofClass(1)Gradel⋯．30Table5．9GroupstatisticofthepreanddelayedtestofClass(1)Gradel⋯⋯⋯⋯⋯⋯31Table5．10PairedSampleT-testofthepreanddelayedtestofClass(1)Gradel⋯⋯31Table5．1lGroupstatisticofthepreandimmediatetestofClass(2)Gradel⋯⋯⋯⋯31Table5．12PairedSampleT-testofthepreandimmediatetestofClass(2)Gradel．．31Table5．13GroupStatisticofthepreanddelayedtestofClass(21Gradel⋯⋯⋯⋯．．31Table5．14PairedSampleT-testofthepreanddelayedtestofClass(21Gradel⋯．．32Table5．15GroupStatisticsofthePre，immediateanddelayedtestofClass(1)andClass(2)Grade2⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．32Table5．16IndependentSampleT-testofthePre，immediateanddelayedtestofClass(1)andClass(2)Grade2⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．33Table5．17GroupstatisticofthepreandimmediatetestofClass(r)Grade2⋯⋯⋯．34Table5．18PairedSampleT-testofthepreandimmediatetestofClass(1)Grade2．．34Table5．19GroupStatisticofthepreanddelayedtestofClass(11Grade2⋯⋯⋯⋯．．34Table5’20PairedSampleT-testofthepreanddelayedtestofClass(11Grade2⋯一34Table5．21GroupstatisticofthepreandimmediatetestofClass(21Grade2⋯⋯⋯．35Table5．22PairedSampleT-testofthepreandimmediatetestofClass(2)Grade2．．35Table5．23GroupStatisticofthepreanddelayedtestofClass(21Grade2⋯⋯⋯⋯．．35Table5．24PairedSampleT-testofthepreanddelayedtestofClass(2)Grade2⋯⋯35Table5．25GroupStatisticsofthePre，immediateanddelayedtestofClass(1)andClass(2)Grade3⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯36Table5．26IndependentSampleT-testofthePre，immediateanddelayedtestofClass(1)andClass(2)Gcade3⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯36VIJI 万方数据华北电力大学硕士学位论文Table5．27GroupstatisticofthepreandimmediatetestofClass(I)Grade3⋯⋯⋯．37删e5．28PairedSampleT-testofthepreandimmediatetestofClass(1)Grade3．．37Table5．29GroupStatisticofthepreanddelayedtestofClass(1)Grade3⋯⋯⋯⋯．．37Table5．30PairedSampleT-testofthepreanddelayedtestofClass(11Grade3⋯．．37T{lble5．31GroupstatisticofthepreandimmediatetestofClass(2)Grade3⋯⋯⋯．38mlble5．32PairedSampleT-testofthepreandimmediatetestofClass(2)Grade3．．38Table5．33GroupStatisticofthepreanddelayedtestofClass(2)Grade3⋯⋯⋯⋯．．38R心le5．34PairedSampleT-testofthepreanddelayedtestofClass(2)Grade3⋯．．38T￡出le5．35GroupStatisticsofthePre．immediateanddelayedtestofClass(1)andTable5．36Rlble5．37nble5．38Table5．39T￡lble5．40强ble5．41Table5．42T．able5．43韵lble5．44Ttable5．45Table5．46Rlble5．47Table5．48Table5．49Table5．50Table5．5lTable5．52Table5．53Table5．54Class(2)Grade4⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．39IndependentSampleT-testofthePre，immediateanddelayedtestofClass(1)andClass(2)Grade4⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．39GroupstatisticofthepreandimmediatetestofClass(1)Grade4⋯⋯⋯．40PairedSampleT-testofthepreandimmediatetestofClass(1)Grade4．．40GroupStatisticofthepreanddelayedtestofClass(11Grade4⋯⋯⋯⋯．．40PairedSampleT-testofthepreanddelayedtestofClass(1)Grade4⋯．41GroupstatisticofthepreandimmediatetestofClass(2)Grade4⋯⋯一41PairedSampleT-testofthepreandimmediatetestofClass(2)Grade4．．41GroupStatisticofthepreanddelayedtestofClass(21Grade4⋯⋯⋯⋯．．41PairedSampleT-testofthepreanddelayedtestofClass(2)Grade4⋯．41GroupStatisticsofthePre，immediateanddelayedtestofClass(1)andClass(2)Grade5⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．42IndependentSampleT-testofthePre，immediateanddelayedtestofClass(1)andClass(2)Grade5⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯42GroupstatisticofthepreandimmediatetestofClass(11Grade5⋯⋯⋯．43PairedSampleT-testofthepreandimmediatetestofClass(1)Grade5．．43GroupStatisticofthepreanddelayedtestofClass(1)Grade5．．．．．．．．．．．．．．．44PairedSampleT-testofthepreanddelayedtestofClass(1)Grade5．．．．．．44GroupstatisticofthepreandimmediatetestofClass(2)Grade5．．．．．．．．．．．．44PairedSampleT-testofthepreandimmediatetestofClass(2)Grade5．．44GroupStatisticofthepreanddelayedtestofClass(2)Grade5．．．．．．．．．．．．．．．45PairedSmnpleT-testofthepreanddelayedtestofClass(2)Grade5．．．．．．45IX 万方数据NMSDSE华北电力大学硕士学位论文ListofAbbreviationsNumberMeanStandardDeviationStandardErrorFonFSFocusonFormsFonFPEPFocusonFormPeople’SEducationPressX 万方数据华北电力大学硕士学位论文ChapterOneIntroduction1．1ResearchBackgroundEverystudyownsaresearchbackground，andthebackgroundofthisstudyincludesthepresentsituationofgrammarteachinginprimaryschoolsandthecurrentsituationofgrammarresearchesattheprimarylevel．1．1．1CurrentSituationofGrammarTeachinginPrimarySchoolsEnglishisnodoubtthemostwidelyandcommonlyusedlanguageintheworld．ThewidespreadofEnglishstimulatedEnglishteachingandlearninginChina．Intheyearof2001，apolicyentitled“TheMinistryofEducationGuidelinesforVigorouslyPromotingtheTeachingofEnglishinPrimarySchools”wasissued，whichsetanew、standardoflearningEnglishfromthethirdgradeofprimaryschoolratherthanthef"n"styearofjuniorhighschoolforstudentsofChina(Hu，2008)．AndinsomedevelopedareasofChina，suchasBeijingandShanghai，studentsevenstarttolearnEnglishfromthefirstgradeofprimarysch001．Sincetheimplementionofthepolicy，English，likeChineseandMath，becameacompulsoryprimaryschoolcourseinmostareasofChina．HoweveLasarelativenewlyopenedcourse，Englishteachinginprimaryschoolsisfarfrommature．ManyproblemsexistinprimaryschoolsinthefieldofEnglishteaching．Forexample，“limitedavailabilityofqualifiedEnglishteachers”(Shueta1．，2003；Dong，2003；Gao，2007；Du，2010)，“lackofappropriateEnglishteachingmaterials”(Shueta1．，2003；Du，2010；Zhao&Song，2012)，and“lackofeffectiveEnglishteachingmethods”(Fan，2007)etc．Amongthoseproblems，thedoubtofteachingEnglishgrammarornotinprimaryschoolsbecamethemostconcernedone．Actually，grammarhasalwaysbeenamostcontroversialissueintheforeignlanguagelearningandteachingfield．Withthedoubt，aweirdphenomenaofpurposelyweakeningandevenavoidingteachingEnglishgrammaremergedandbecamenormalinprimaryschools(Peng，2010，Wang，2010)．Whatisthecauseofsuchstrangephenomenon?TheBasicRequirementsforPrimarySchoolEnglishthatdesignedandissuedatthesanqeyearof2001maybetheanswertothequestion．AccordingtotheBasicRequirements，themainaimsofteachingEnglishinprimaryschoolinclude：(1)Todeveloppupils’interests，selfconfidenceandpositiveaditudetowards 万方数据华北电力大学硕士学位论文learningEnglish；(2)Tocultivatethepupils’languagesenseandenablegoodpronunciationandintonation；(3)Todevelopthepupils’preliminaryabilitytouseEnglishindailyexchangesandlayagoodbasisforfurtherEnglishstudy．FromtherequirementslistedabovewecanseethattheEnglishteachingwhichunderthenewpolicyistryingtotransferfromthepreviousexamination-orientedclassinwhichgrammarWastheteachingfocustotheinterest-orientedclass．Forsuchreason，manyprimaryschoolEnglishteachersmisunderstoodtherequirementsandmistakenlychosetoignoretheteachingofgrammartostudentsbutchosetoputmoreemphasisontheteachingofwordsandsentencesthroughgamesandchants．Undersuchcircumstances，grammarteachingisgreatlyweakenedevenavoidedinprimaryschools．Astosuchphenomenon，Peng(2010)arguedthenecessityofteachingEnglishgrammarinprimaryschoolbyquotingLiuDaoYi’SopinionwhoholdsthepointsofviewthatEnglishteachingwillcertainlycomeacrosswithdifficultywithoutteachinggrammar．Besides，Wang(2011)pointedoutthatEnglishteachersofprimaryschoolsshouldcorrectlyrecognizetheroleofgrammarteachingintheprimaryEnglishteaching．Asaresult，grammarteachinginprimaryschoolsshouldnotbeomittedoravoided．Viceversa,grammarteachingisveryhelpfultostudents’Englishleaning．Andthepresentconcernofgrammarteachinginprimaryschoolisnot‘"whethergrammarshouldbetaughtinprimaryschools"’anymorebut“inwhatwayshouldthegrammarbetaughttoprimaryschoolstudents”(Wang，2011)．1．1．2CurrentSituationofGrammarResearchesatthePrimaryLevelSincetheopeningofEnglishcourseinprimaryschools，researcheson“Englishteachinginprimaryschools’’havealwaysbeendoingandtheresearchcontentsarevariedfromhowtoteachvocabulary，listeningandspeakingtohowtousegamesintheteachingofEnglishtoprimaryschoolstudents．Nevertheless，amongthoseresearchesthathavebeendone，mostaretheoreticalonesratherthanexperimentalones．What’Smore，onlyafewstudiesareabouttheteachingofEnglishgrammarinprimarysch001．Astothispoint，wecanfindproofinLiuZhong—zhengandLiXif2010)’SpaperReviewandProspectofEnglishGrammarTeachingStudies觑ChinaOvertheLast12Years，whichpublishedinthejoumalofForeignLanguageandLiterature．Intheirpaper,theycollectedI6papersaboutgrammarteachingthatpublishedoncorejoumalsfromtheyear1996totheyear2007．Throughanalyzing" 万方数据华北电力大学硕士学位论文thepaperstheyhavecollected，theyfoundoutthefollowingtwofacts：Firstly，amongthegrammarteachingresearchesathome，mostarenon-empiricaloneswhichapproximatelyaccountsfor75％，andtheremainingempiricalonesaremainlyaboutgrammarteachingtononEnglishmajorcollegestudents．Secondly,theresearchonteachinggrammartoprimaryschoolstudentsandtheresearchonteachinggrammartopostgraduatestudentsareneglected．FromthetwofactsthatLiuZhong-zhengandLiXifoundout，itCanbeinferredthatthereisalackofresearchesongrammarteachingattheprimarylevelinChina，especiallytheempiricalones．Moreover，almostnoempiricalstudieshaveconductedSOfaroncomparingtheeffectivenessofinductiveanddeductiveapproachestoPrimaryEnglishgrammarteaching．1．2SignificanceoftheResearchAccordingtotheproblemstatedabove，onesignificanceofthisstudyisthatthisthesistriestomakeupforthevacancyofthelackofempiricalgrammarresearchesattheprimarylevel．Andasarguedabove，theneedofteachingEnglishgrammarinprimaryschoolsisoutofquestion，butitistruethattherewillbeanimmediateimpressionofboringanddullwhentalkingaboutgrammar．So，grammarCanalwaysbethemainfactorwhichfrustratesstudents’Englishlearninginterest．IfprimaryschoolstudentsloseinterestsinlearningEnglishintheirinitialstageofEnglishleaning，itwillbeverybadfortheirfurtherEnglishlearningsinceinterestiswidelyrecognizedasacriticalmotivationalvariablethatinfluenceslearningandachievementineducationpsychology(DelFaveroeta1．，2007)．Asaresult，anothersignificanceofthisresearchistheeffortoffindingoutaproperandaneffectivewayofgrammarteaching．Besides，thisresearchattemptstofigureouttheapproachthatcanmakethegrammarlearningprocesslessboring，dullanddifficultbycomparingthedeductiveapproachandinductiveapproachintheEnglishgrammarteachingprocess．Atthesametime，bycomparingthetwoapproacheswhenusingthemintheEnglishgrammarteachingprocess，thisresearchtriestofindouttheanswerstothefollowingquestions：First，whateffectsonearthdothetwoapproacheshaveintheteachingofgrammartoprimaryschoolstudents?Second，whatisstudents’reactiontothetwoapproaches?,Third，whichapproachistheonethatstudentsacceptmoreeasily?Fourth，whatarethegoodaspectsandbadaspectsofthetwoapproaches? 万方数据华北电力大学硕士学位论文墨Ir／iii,ill,i皇!詈皇墨詈暑皇皇詈Throughtheseekingoftheanswerstotheabovequestions，thisstudytendstoputforwardsolnepracticalandusefulsuggestionsforprimaryschoolEnglishteachersinthehopeofhelpingthemintheirteachingofEnglishgrammartoprimaryschoolstudents．1．3StructureoftheThesisThisthesiscontainsthefollowingsixchapters：Asintroduction，ChapterOnepresentstheresearchbackground，researchsignificanceandthelayoutofthisthesis．ChapterTworeviewsthegrammarteachinghistoryathomeandabroad，introducesthedeductiveapproachandinductiveapproachincludingtheirdefinitions，comparisonandcontroversy．Then，somepreviousstudiesondeductiveapproachandinductiveapproacharereviewedandtheauthormadeshortcommentsonthosestudies．ChapterThreeprovidestheoreticalsupportforthisthesis．Asaresult，theform·-focusedtheorywhichincludesthefocus—·on·-formsandfocus··on·-formandtheacquisition-learningtheoryarebrieflyillustratedinthischapter．ChapterFourexplainstheresearchdesignwhichdemonstratestheresearchhypothesis，researchobjectives，researchsubjects，researchmaterials，researchinstrumentsandtheresearchprocedure．ChapterFiveisdataanalysisanddiscussion．Inthischapter，thedataofgradeonetogradefiveareanalyzedonebyonethroughtheprofessionalstatisticalsoftware，SPSS．Afterthedataanalysis．theresultsthatgetfromtheexperimentwerediscussedfromthefollowingthreeaspects：(1)whichisthemoreeffectiveapproachbetweentheinductiveapproachandthedeductiveapproach(2)whatarethepositiveandnegativeeffectsoftheinductiveanddeductiveapproachesintheteachingofEnglishgrammartoprimaryschoolstudents(3)whichapproachhasthelongerretentionofthegrammarknowledgebetweenthedeductiveapproachandtheinductiveapproach．ChapterSixistheconclusionchapterwhichsummarizesthemajorfindings，putsforwardimplicationsfortheteachingofEnglishgrammar，statesthelimitationsofthisresearchandprovidessuggestionsforfurtherresearches．4 万方数据ChapterTwoLiteratureReviewInthisChapter，theauthorwillprovideanoverviewofthegrammarteachingatfirst．Then，thedeductiveapproachandinductiveapproachwillbeintroduced，includingtheirdefinitions，thecomparisonbetweenthetwoandtheircontroversy·Afterwards，thesomepreviousstudiesondeductiveapproachandinductiveapproachwillbepresented．2．1GrammarTeachingOverviewTheoverviewofgrammarteachingwillhelpUStofigureoutthedevelopmentofgrammarteachingintheEnglishteachinghistory．Firstly，thedefinitionsofgrammarwillbepresented．2．1．1DefinitionsofGrammarisanunavoidablepartinlanguagelearningandteaching．Whatisgrammar?Howdopeopledefineit?Manypeoplemayhaveanimmediateimpressionofforms，rulesorusageswhenbeingaskedSO．Butactually，itishardtogivegrammaraspecificdefinitionwithareasonthatitownsdifferentmeaningswhenviewedfromdifferentperspectives．Herearesomedefinitionsofgrammargivenbydifferentscholars：Harmer(1987)keepstheviewpointthatGrammaristhewayinwhichwordschangethemselvesandgrouptogethertomakesentences．Thegrammarofalanguageiswhathappenstowordswhentheybecomepluralornegative，orwhatorderisusedwhenwemakequestionsorjointwoclausestomakeonesentence·Ur(1988)holdstheopinionthatgrammarmayberoughlydefinedasthewaythatlanguagemanipulatesandcombineswords(orbitsofwords)inordertoformlongerunitsofmeaning．Richards，PlattandWeber(2003)assertthatGrammarisadescriptionofthestructureofalanguageandthewayinwhichunitssuchaswordsandphrasesarecombinedtoproducesentencesinthelanguage．Theabovearedifferentdefinitionsofgrammarindifferentscholars’eyes．Infact，indiffe：rentdictionaries，thedefmitionsofgrammararealsomoreorlessdifferent．AccordingtoLongmanConciseEnglishDictionary，grammarcamesthefollowingmeanings：(1)thestudyoftheclassesofwords，theirinfections，andtheir气 万方数据华北电力大学硕士学位论文functionsandrelationsinthesentence；(2)thecharacteristicsystemofinfectionsandsyntaxofalanguage；(3)theprinciplesorrulesofanart，science，ortechnique·AndintheConciseOxfordEnglish-ChineseDictionary，thedefinitionofgrammaris“thestudyofrulesofalanguage’Sinflectionsorothermeansofshowingtherelationbetweenwords，includingitsphoneticsystem"．IntheNewTimeEnglish．EnglishEnglish-ChineseDictionary，thedefinitionofgrammaris“thesciencethattreatsoftheprinciplesthatgovernthewordsofalanguageintheirrelationtoeachother”．WhileinMerriam．Webster’SAdvancedLearner’SEnglishDictionary，grammarisdefinedas“thesetofrulesthatexplainhowwordsareusedinalanguage”．Therearestillmanyotherdefinitionsofgrammar,butallinall，grammarisasetofrulesforformingwordsandmakingsentences．AsLarsen-Freeman(2001a，p．34)writes，“⋯minimally[grammarseeks]toexplainthesamephenomena：howwordsareformed(morphology)andhowwordsarecombined(syntax)”．2．1．2DevelopmentofGrammarTeachingAbroadAstogrammarteaching，Ellis(2006)oncedefineditasfollows：“GramlTlarteachinginvolvesanyinstructionaltechniquethatdrawslearners’attentiontosomespecificgrammaticalforminsuchawaythatithelpsthemeithertounderstanditmetalinguisticallyand／orprocessitincomprehensionand／orproductionSOthattheyCaninternalizeit．’’Sincetheargumentabout‘‘shouldgrammarbetaughtornot?"hasneverstoppedinwesLgrammarteachingswingsinandoutoffavoratdifferenttimes．ThebriefhistoryintroducedbelowcangiveUSaclearoverviewofgrammarteachingabroad．Traditionally,grammarisseenasthepresentationandpracticeofdiscretegrammaticalstructures．However，grammarwasfirsttaughtintheSOcalled“grammarschool’’whichtaughtLatingrammartofutureRomancitizens，oratorsandlaterCatholicpriests．ItwasnevertheEnglishgrammarthatweknowtoday．Inthe18thcentury，prescriptivegrammarteachingwasdevelopedtotrytoanalyzeEnglishGrammar．However，grammarteachinginschoolatthattimeWasstillmainlyaboutLatinandavoidmakingerrorsinEnglish．Inthe19thcentury，animportantresearchsubjectcalledhistoricallinguisticswasdevelopedinuniversitieswithheavyemphasisonhowlanguagesarerelatedbutwithlittleimpactonschoolgrammarteaching．，Whenitcametotheearly20thcentury，thereWasasteadydeclineingrammar6 华北电力大学硕士学位论文teachingandanincreasingcallsforitsabandonmentforthecompletelackofuniversity-levelresearchonEnglishgrammar．Fromabout1960，grammarwere，again，graduallypaidattentionto．Butthereweretwocompetingtrendsthen，onewasthatmostschoolstotallystoppedtheEnglishgrammarteaching，theotherwasthatEnglishgrammarbecameanimportantresearchsubjectwhichwaspartlydrivenbytheoverseaspublishingmarketinEnglishasaforeignlanguageandpartlybytheintellectualimpetusofthetheoreticallinguists．Bytheendofthe20thcentury(fromabout1990)，theanti—grammartrendsinschoolreversedthroughaseriousofmajorreportsontheperceivedshortcomingsofEnglishteaching．Somelanguageteachersbelievedthatchildrencouldacquiretheirfirstlanguagewithoutgrammarinstruction．Asaresult，theytendednottoteachchildrengrammaratschoolatallfortheyassumedthatchildrencouldabsorbgrammarrulesaslongastheyread，heard，anduseditincommunication．GrammarteachingWasthoughttobeoutdatedandtraditional．Nevertheless，suchwayoflearningmayresultinthelackofunderstandingofwhatgrammarWasandhowitworkedinthelanguagetheyknew．Thus，grammarteachingcouldnotberejectedfromtheclassroomwithareasonthat‘youcannotusewordsunlessyouknowhowtheyshouldbeputtogether”(Ur，1988)．zkq20160118Now,thelanguageusersagreethatgrammaristoogoodtobeabandoned，aswithoutagoodcommandofgrammar，languagedevelopmentwillbeconstrained．Thedebateontheissueofteachinggrammarornothasshiftedtohowshouldgrammarbetaught?Shoulditbetaughtinductivelyorinductively?Andwhichgrammarshouldbetaught?2．1．3DevelopmentofGrammarTeachingAtHomeThehistoryofEnglishteachingismuchshorterinChinathaninthewest．ItwasduringthelateQingDynastythatEnglishwasintroducedtoChinaanditwassinceChinareopenedtotheworldinthelate1970sthatEnglishlanguageeducationhasbeenforitscriticalroleinChina’Smodernizationandincreasinglygivenemphasisindividuallearners’accesstonewsocioeconomicopportunities(Wang&Xue，2008)．EnglishteachinginChinaisinfactahistoryofimitatingandabsorbingtheforeignEnglishteachingexperiences．Before1950s，themainteachingmethodof孕猢arteachingwasGrammar-translationMethodandgrammarteachingalmostequalstoEnglishteaching．inthe1960sto1970s，grammarteachingwasstillthecoreofmainEnglishteachin垂andtheteachingmethodwasstilltheGrammar-translation7万方数据 华北电力大学坝±学位论文Method，butattentionbegantobepaidtostudents’abilityofusingthelanguageandrelativelisteningandspeakingpracticesbegantobeusedinEnglishteaching．Asaresult，thetimebetween1960sto1970swasatransfertimewhichpeoplebegantohavesomenewideasontheteachingofEnglish．From1980stotheearlyyearsof21stcentury．thecommunicativemethodWasintroducedtoChinaandbecamepopularinEnglishteaching．强ecommunicativemethodputemphasisoncommunicatingabilityinsteadofgrammar,asaresult,grammarteachingbegantobeneglectedandevenabandonedinEnglishteaching．Butinrecentdays，peoplere—realizedtheofgrammarteachinginEnglishteaching．importance2．2IntroductionofDeductiveApproachandInductiveApproachWidodo(2006)pointedoutthattheinductiveapproachandthedeductiveapproacharetwocoreapproachesingrammarpresentation．Inthispart，thedeductiveandinductiveapproachwillbeintroduced，includingthedefinitionsofapproachdeductionandinduction，thecomparisonofdeductiveapproachandtheinductiveandthecontroversyofdeductiveapproachandtheinductiveapproach．approachzkq201601182．2．1DefinitionsofDeductionandInductionTogetaclearerunderstandingofdeductiveapproachandinductiveapproach，thedefinitionsofdeductionandinductiongivenbydifferentscholarswillbeillustratedat1‘first．AccordingtoRichards(1992)，inductiveapproachis“anapproachinwhichgrammaticalstructuresorothertypesofrulesarenottaughttolemaxxsdirectlybutalelefttodiscoveror．inducethroughtheirexperienceofusingthelanguage”．Richardsalsodefinesdeductiveapproachas“anapproachtolanguageteachinginwhichrulesaretaughtandspecificinformationisgivenaboutalanguage．Learnersthenapplytheseruleswhentheyusethelanguage”．Brown(1994)sharedhisideasaboutinductivereasoningas：‘onestoresanumberofspecificinstancesandinducesagenerallaworruleorconclusionthatgovernsorsubsumesthespecificinstances”．Asfordeductivereasoningheheldthat“deductivereasoningisamovementfromageneralizationtospecificinstances：specificsubsumedfactsareinferredordeducedfromageneralprinciple”．Felder(1995)proposedthatinductionwasareasoningprogressionwhichproceededfromparticular(observations，measurements，anddata)togeneralitiesR万方数据 华北电力大学硕士学位论文outthat“deductivelearning(rules，laws，andtheories)．DavidNunan(2001)，pointedisaprocessofaddingtoourknowledgebyworkingfromprinciplestoexamples”．Thombury(1999)alsoholdstheideathatadeductiveapproachstartswitharulepresentationandisfollowedbyexamplesinwhichtheruleisapplied．WllileinductiveapproachstartswithsomeexamplesfromwhicharuleiSinferred．Allinall，asintroducedinthebookPracticalEnglishLanguageTeaching：Grammar，inaninductiveapproach，theteacherpresentssamplesoflanguage，andtheinadeductivestudentshavetocometoanintuitiveunderstandingoftherule，whileteacherpresentsthegrammarruleandthengivestudentsexercisesinapproach，thewhichtheyapplytherule．2．2．2ComparisonofDeductiveandInductiveApproachesAstwobasicapproachestoteachinggrammar，thedistinctionofthedeductiveapproachand·theinductiveapproachCanbefiguredoutbycomparingtheiradvantagesanddisadvantagesingrammarteaching．Thombury(2000)madeadetailedsummaryofadvantagesanddisadvantagesofdeductiveandinductiveinhisbookHowtoTeachGrammar．approachesAccordingtoThornbury(2000)，thezkq20160118advantagesofdeductiveapproachare：(1)ittothepointandCanthereforebetime—saving．Manyrulescanbemoregetsstraightquicklyexplainedthanelicited，therebyallowingmoretimeforpracticeandtheintelligenceandmaturityofmanystudentsandapplication；(2)itrespectsacknowledgestheroleofcognitiveprocessesinlanguageacquisition；(3)itconfirmsaboutclassroomleaming，particularlyforthosewithanmanystudents’expectationsanalyrticallearningstyle；(4)itallowsforteacherstodealwithlanguagepointsastheycomeup，ratherthanhavingtoanticipatethemandpreparefortheminadvance．Whiletheadvantagesofinductiveapproachare：(1)ruleslearnersdiscoverforthemselvesaremorelikelytofittheirexistingmentalstructures，makingthemmoremeaningful，memorableandserviceable；(2)thementaleffortinvolvedensuresgreatercognitivedepth，againensuringgreatermemorability；(3)studentsaremoreactivelyinvolvedintheleamingprocessandarethereforelikelytobemoreattentiveandmotivated；(4)itfavorspattem-recognitionandproblem-solvingandisthereforeparticularlysuitedtolearnerswhoIikethiskindofchallenge；(5)iftheproblemsolvingiscollaborafivelyinthetargetlanguage，leamersgetextralanguagepractice；(6)workingthingsoutforthemselvespreparesstudentsforgreaterself-relianceandautonomy．0万方数据 华北电力大学硕士学位论文Andthedisadvantagesofdeductiveapproachare：(1)startingthelessonswithagrammal"explanationmaybefrustratingforsomestudents，especiallyyoungerones．Theymaynothavesufficientmetalanguageormaynotbeabletounderstandtheconceptsinvolved；(2)grammarexplanationencouragesateacher-frontedclassroom；(3)explanationisseldomasmemorableasotherformsofpresentation．suchasandemonstration；(4)suchapproachencouragesthebeliefthatlearningalanguageissimplyinacaseofknowingtherules．Whilethedisadvantagesofinductiveapproachesare：(1)timeandenergyspentworkingoutrulesmaymisleadstudentsintobelievingthatrulesaretheobjectiveoflanguagelearning；(2)thetimespentinworkingoutarulemaybeattheexpenseoftimespentputtingtheruleintoproductivepractice；(3)studentsmayhypothesizethewrongrule，ortheirversionoftherulemaybeeithertoobroadortoonarrow；f4)itcanplaceheavydemandsonteachersinplanningalesson；(5)howevercarefullyorganizedthedatais，manylanguageareasresisteasyruleformation；(6)aninductiveapproachfrustratesstudents，who，becauseofpersonallearningstyleorpastlearningexperience，wouldprefersimplytobetoldtherule．BesidesThornbury’S(2000)summaryontheadvantagesanddisadvantagesofdeductiveapproachandinductivezkqapproach，Widodo(2006)also20160118madeasurnmary．Accordingtohissummary,theadvantagesofdeductiveapproachare"(1)thedeductiveapproach，goesstraightforwardlytothepointandcan，therefore，betime-saving；(2)anumberofruleaspects(forexample，form)CanbemoresimplyandClearlyexplained；(3)anumberofdirectpractice／applicationexamplesareimmediatelygiven；(4)thedeductiveapproachsuitstheintelligenceandmaturityofmanyadultlearnersinparticularandacknowledgestheroleofcognitiveprocessesinlanguageacquisition；(5)itconfirmsmanylearners’expectationsaboutclassroomlearningparticularlyforthosewhohaveananalyticalstyle．Andtheadvantagesoftheinductiveapproachare：(1)learnersaretrainedtobefamiliarwiththerulediscovery；thiscouldenhancelearningautonomyandself-reliance；(2)learners’greaterdegreeofcognitivedepthis“exploited”；(3)thelearnersaremoreactiveinthelearningprocess，ratherthanbeingsimplypassiverecipients．Inthisactivity，theywillbemotivated；(4)theapproachinvolveslearners’pattern—recognitionandproblemsolving．abilitiesinwhichparticularlearnersareinterestedinthischallenge；(5)iftheproblem-solvingactivityisdonecollaboratively，learnersgetanopportunityforextralanguagepractice．Whilethedisadvantagesofdeductiveapproachare-(1)beginningtheless6nwith万方数据 华北电力大学硕士学位论文agrammarpresentationmaybeoff-puttingforsomelearners，especiallyyoungerones；(2)youngerlearnersmaynotabletounderstandtheconceptsorencountergrammarterminologygiven；(3)grammarexplanationencouragesateacher-fronted．transmission-styleclassroom，SOitwillhinderIearnerinvolvementandinteractionimmediately；(4)theexplanationisseldomasmemorableasotherformsofpresentation(forexample，demonstration)．Andthedisadvantagesofinductiveapproachare：(1)theapproachistimeandenergy。consummg，asitleadslearnerstohavetheappropriateconceptoftherule；(2)theconceptsgivenimplicitlymayleadthelearnerstohavethewrongconceptsoftheruletaught；(3)theapproachcanplaceemphasisonteachersinplanningalesson：(4)Itencouragesteachertodesigndataormaterialstaughtcarefullyandsystematically；(5)theapproachmayfrustratethelearnerswiththeirpersonalstyle，ortheirpastlearningexperience(orboth)wouldprefersimplytobetoldtherules．Accordingtotheabovetwosummariesmadebytwodifferentscholarsaboutadvantagesanddisadvantagesofdeductiveandinductiveapproachestoteachinggrammar,themaindistinctionbetweenthedeductiveapproachandtheinductiveapproachCallbegeneralizedasfollows：thedeductiveapproachismoreexplicitandtime。savingbutmorepassiveandboring，whiletheinductivezkq20160118approachismoremeaningful，memorable，activeandinterestingbutmoretime．taking．2．2·3TheControversyofDeductiveandInductiveApproachesTheargumentofusingdeductionorinductionintheteachingofgrammaticalstructuresisoneofthemostinterestingcontroversiesintheteachingofsecondlanguage．Itisinterestingbecauseitishighlyrelevanttoteachingandbecause．1ikemostotheraspectsofsecondlanguageteaching，ithasbeensubjectmoretofashionthantologic，moretofadsthantofacts．Thetraditionalgrammar-translationmethodhashadthedominantpositioninsecondlanguageteachingforcenturieswhichisamethodthattotallyrelvondeductionwhenteachingthegrammaticalstructures，thatis，ontheleamingofrulesfollowedbystudents’applicationinwrittenexercises．Whilethedirectmethodandtheaudio—visualmethodarethemethodsthathavetotalrelianceoninductionwhichtotallyavoidofthenativelanguage．Underthedirectmethodortheaudio-lingualmethod，thestudentsacquiresubconsciouscontrolovergrammaticalstructureswithoutconsciousanalysiswhichissimilartothewaythatachildleamshisorherfirstlanguageonlybysheerexp07suretothelanguage．1I万方数据 华北电力大学硕士学位论文量墨墨墨葛墨霉詈皇=詈皇墨!詈暑!詈詈皇皇暑=暑!!詈詈詈!詈皇曼詈皇詈詈詈IIII．一一一一-一-——————I=詈皇暑置TheGrammar-translationMethodandthedirectmethodoraudio—lingualmethodaretwoextremepositionswitheverythingthroughdeductionoreverythingthroughinduction．Intheyearsofthedeductionandinductioncontroversy，onelanguageteachingleaderRivers(1972)oncepointedoutthatcognitionisinvolvedinagreatnumberofactivities，includingevenimitation．Shealsonotedthatthedistinctionbetweensubconsciousrulesandlinguistichabitsismoreterminologicalthanreal，aviewthathasalsobeenexpressedbYCarroll(1971)．Butfollowingwhateverthefashionmaybeignoresoneimportantfact：thatcertainstructuresaremostamenabletoadeductiveapproachwhileothers-manyothers—canbelearnedverywellbyaninductiveapproach．Asaresult，intheisamiddlegroundwhichdoesnotcontroversyofthedeductionandinduction，thereholdanextremeopinionondeductionorinduction．2．3PreviousStudiesonDeductiveandInductiveApproachesTheoppositionofInductiveApproachandDeductiveApproachhasalreadybeenacontroversialissueamonglinguistsforquietalongtime．Andlotsofresearcheshavebeendoneonthetwoapproaches．TheearlieststudyonInductiveApproachzkq20160118teachingtoGrammarTeachingcouldbefoundSOfarwasdonebyWinthropH．Rice《1945)whogavereadersadetaileddescriptionofInductiveApproachtogrammarofInductiveApproach，applicationofInductiveteachingincludingtheintroductionApproachtogrammarteachingandSOon．However,hisstudyWasatheoreticaloneinwhichnoteachingexperimentwasdoneonexaminingtheeffectivenessofInductiveApproachtogrammarteaching．Seliger(1975)conductedastudyin1975．Thepurposeofthestudywastoifthereweredifferenteffectswhenusingdeductiveapproachandinvestigateinductiveapproachinpro．nounmodifiersorder．Theresearchsubjectsweresix略一fiveadultstudentswhoweredividedintothreegroups，includingonecontrolgroupandtwoexperimentalgroups，Amongthethreegroups，thecontrolgroupdidn’treceiveanygrammarinstruction．Andbetweenthetwoexperimentalgroups，onewastaught砸ththedeductiveapproachandtheotherwastaughtwiththeinductiveapproach．Thereweretwolessonsandtwotestsaltogetherintheexperiment．Andthetwotestswereanimmediatetestandadelayedtestrespectively．Theresultsoftheimmediatetestshowthatnosignificantdifferenceexistedbetweenthetwoexperimentalclassesbutthecontzolclasswasworsethanthetwoexperimentalclass．Whilethedelayedtestdoneaboutthreeweekslaterrevealedthattheclasstaughtwiththeinductive12万方数据 万方数据华北电力大学硕士学位论文approachwasbetterthanthelefttwogroupswhichmeansthattheknowledgeremainedlongerinlearner’Smindwiththeinductiveapproach．StephenD．Krashen(1975)wroteashortpaperasaresponsetoHammerly’S‘"twoimportantcommentsonthedeductive／inductiveissueinsecondandforeignlanguageacquisition’’to‘‘brieflydescribesomeveryrecentresearchthataddsstillotherdimensionstothedeductive／inductiveissue，dimensionsthatwillhopefullvassistUSinmakingsomerealprogressinsettlingthiscontroversy”．AlthoughKrashen’Spapermainlyfocusedonthecontroversybetweeninductiveanddeductiveapproachestogrammarteaching，thestatementmadeinthelastparagraphwhichsaid“empiricalstudiesmayeventuallyhelpUSmakesomeprogress⋯⋯’’impliedthereliabilityandimportanceofempiricalstudies．Abraham(1985)didanempiricalstudytotestwhetherthefield—independentEnglishlearnersasforeignlanguagesadultscouldbenefitmorefromtherule．orientedapproach．Intheexperiment，thereweretwoclasses．OneclassWastaughtwiththetraditionaldeductiveapproachandtheotherclasswastaughtwiththeinductiveclass．Twotests，thepre—testandthepost-test，wereusedintheexperimenttocomparetheeffectsofthetwoapproaches．Theresultshowedthatthefield．independentwaslessbeneficialintheexample—orientedlessonbutdidbeaerinthedeductivelessonandmostofthe1earnerscoulddobeRerinthedeductiveone．CarolHerronandTomasello(1996)madeanempiricalstudyonGuidedInductionwhoseintroductionwasmadeasthefollowing：“TheteacherbeginswiththecontextualizedoraldrillSOthatthestudentsCaninduceforthemselvestheunderlyinggrammaticalpattem．Theteacherthenfocusthestudents’attentionontheprincipalfeaturesofthepaRembyaskingthemtocompleteamodelsentenceontheboardwithastructureanalogoustotheonespracticedorally．T11iscompletionactivityactsasfeedbacktothestudentsontheaccuracyoftheirlinguistichypothesis”．However，thestudywasabouttheuseofGuidedInductioninacquiringFrenchgrammarrulesbutnotinacquiringEnglishgrammarrules．WangandLi(2006)didastudyonUsingAnInductiveApproachtoTeachGrammartoChineseAdultLearnsinwhich4benefitsofInductiveApproachwereconcluded：(1)theinductiveapproachsuitstheprocessoflanguageacquisition；(2)theinductiveapproachpromotesmotivation；(3)theinductiveapproachfocusesonform／meaningrelationship；(4)theinductiveapproachbenefitsteachingyounglearners．ThefocusoftheirstudywasteachinggrammartoChineseadultlearners，but 万方数据华北电力大学硕士学位论文itindeedproposedthattheinductiveapproachbenefitsyounglearners”．InaresearchthatwasdonebyZhou(2008)，largeteachingexamplesweregiventoshowaninductiveapproachtogrammarteaching．砀Psignificanceofhisstudy‘‘liesinthefactthatitactivelyinvolvesstudentsintheirEnglishgrammarleaningprocess’’and“itwillreformthetraditionalwayofteachingEnglishGrammarbybringingafreshperspectiveintothisfieldtodevelopandenhancestudents’Englishcompetenceandskills”．Nevertheless，hisresearchonlyfocusedonshowingthewaysofapplyingtheInductiveApproachtogrammarteachingwithoutshowingreadersthetargetstudents．14 万方数据华北电力大学硕士学位论文ChapterThreeTheoreticalFoundation3．1Form-FocusedTheoryGenerally，theForm—Focusedtheoryreferstotwoconcepts：FocusonForm(FonF)andFocusonForms(FonFs)．ItwasLong(1988，1991)whocameupwiththetwoconcepts．Inthediscussionandresearchofthesecondlanguageteachingfield，acoreissueishowtoeffectivelyteachgrammarthemost(Ellis，2006)．Attheverybeginning，Grammar．Translmionmethodwastheprevalentoneingrammarteachingfield．Nevertheless，theshortcomingsofthegrammar-translationmethodweregraduallyperceivedwithtimepassinganditwascriticizedseverelyforseparatingthelanguagefromthepracticalcommunicatingusewithatotalfocusonthelanguagestructuresbutnotmeaning．Duringthe1970’Sand1980’S，KashenandTerrel(1983)proposedtheNaturalApproachwhichrefuseanyinstructionsofgrammaticalstructureswhenteachingwithabeliefthatthesecondlanguagecanbeacquiredthroughhighlyandenoughexposuretothelanguageor“comprehensibleinput”(Krashen，1982；Krashen&Terrell，1983)．However，studiesofferedconsiderableproofwhichprovedthatonlyexposingstudentstoafloodoflanguagebymeaning—focusedtasksandintroducinggrammarnaturallyandimplicitlywithoutanyattentionresultedinpoorsecondlanguageperformancebominoralandwrittenproductionfHiggsandClifford，1982；Swain，1985；Skehan，1996；DoughtyandWilliams，1998；)．Undersuchcircumstances，linguisticscholarsstartedtoseektheinterfacebetweentheforms-focusedinstructionandmeaning—focusedinstruction．BasedonSchimidt’S(1990)noticingtheoryandSwain’S(1985)outputhypothesis，Long(1988，1991)cameupwiththeconceptofFocusonFormalongwithFocusonForms．AndthetwotheoriesthatproposedbyhimtogetherarecalledForm—FocusedTheory．EventhoughthecallingsofFocusonFormsandFocusonFormareSOmuchalike，theyconveydifferentmeanings．3．1．1FocusonFormsFocusonFormsmeansthetraditionalviewoflanguageteachingwhichisevidentinGrammar-TranslationandCognitiveApproaches(Hinkel&Fotos，2002)．AccordingtoLong(2000)，“thelanguage,isdividedintoisolatedunitsandtaught 一I———型丝垒塑些掣丝圣詈暑詈烹皇詈鲁詈詈一,1万方数据ii墨暑詈皇皇毫暑皇詈——鼍詈皇詈皇詈鼍!詈詈鼍===暑====；2=；——一inasequentialmallllerfromeasytodifficultthroughexplicitillustrationofgrammarnllesandtheerrorsarecorrectedimmediately’’undertheinstructionofFocusonFoms．Andthetypicalteachingstepsofsuchclassesare3Ps，includingpresentationofthegrammaticalstructure，practiceincontrolledexercisesandproducethegrammar(Ellis，Bstukerrnan&Loewen，2002)．Thefoms．focusedinstructionthatLongdescribedisinsomeextentthesameasmededuCtivewayofgrammarinstructioninwhichthegrammarrulesareprese蹴dbvtheteacherandstudents却plytherulebydoinglargeamountsofexerclsewlthe玎orsavoidingasmuchaspossible．Therefore，thedeductiveapproachcantlnditstheoreticalsupportfromtheFocusonFormstheory．3．1．2FocusOnFormFocusonFo咖srepresentsthetraditionalmethodsofgrammarteaching，whiJeFoeusonFonnreconcilestheForm—centeredteachingandthemeaning。centeredteacKngwhichnotonlyfocusesonmeaningbutalsofocusesonthegrammatlcalform．Long(1991)definedFocusonFormasfollows：“FoeusonFoml⋯overtlydrawsstudent’sattentiontolinguisticelementsastheyariseincidentallyinlessonswhoseoverridingfocusismeaningorcommunicatlon’FromthedefinitionitCanbeseenthatFocusonFormencouragesstudentstopayattentiontocertaingrammaticalstructureconsciously．Intheinductivewayofgr舢marteaching，studentswillalsobeguidedtonoticethegrammaticalstructurewK出sharesthes锄efeaturewithFocusonForm．Asaresult，FocusonFormtheory毹fers也eoreticalfoundationfortheinductivewayofgrammarteachingapproacn·Fromtheabovedescription，itcanbeseenthattheForm—Focusedtheoryprovidesthisthesiswithreliabletheoreticalsupport·3．2Acquisition—LearningTheoryInthefieldofsecondlanguageacquisition，StephenKrashen’sfivehypothesesmaVbethemostwell．knowtheorieswhichincludeacquisition-learninghypothesls，tllemonitorhypothesis，theinputhypothesis，thenaturalorderhypothesisandtheaffectivefilterhypothesis．Andamongthefivehypotheses，theacquisition-le甜ningdistinctionisacoreofmodemacquisitiontheoryand“isperhapsthemostfundamental”one(Krashen，1982)．／Accordingtohisacquisition．1earningtheory，acquisitionandlearningaretwo 万方数据华北电力大学硕士学位论文independentwaysinwhichoursecondlanguagecompetencesaredeveloped．AndKrashen(1982)describedacquisitionastheprocesswhich“issimilartothewaychildrendeveloptheirfirstlanguage”．Learnersaregenerallynotconsciouslyawareoftherulesofthelanguagethathaveacquired．Acquisitionis“picking—up’’alanguageinnon-technicallanguage．Therefore，thelanguageacquisitionisanaturalandsubconsciousprocesswhichtheindividualiSunawareof．AndalsoheholdstheopinionthatbothadultsandchildrenCanacquirealanguagesubconsciously．Asaresult，meaningfulinteractionandhighlyexposuretothetargetlanguageisveryimportantduringtheprocessofacquiringasecondlanguage．Allinall，theacquisitionfalanguageisasubconsciousprocess．Nevertheless，thelearningofalanguageisaconsciousprocessontheotherhandasKrashen(1982)pointedout．Accordingtohisdescription，theterm“learning”referstoconsciousknowledgeofasecondlanguage，knowingtherules，．beingawareofthem，andbeingabletotalkaboutthem．Asaresult，thelanguageformsandnewknowledgeareconsciouslyrepresentedinstudents’mindduringtheprocessof‘"learning”alanguage．Theprocessof“learning’’alanguagethatinvolvesformalinstructionismuchalikeourschooleducation．AndinKrashen’Spointofview,theprocessofacquisitionismoreeffectivethantheprocessofleaming．Accordingtotheabovedescription，acquisitionandlearningcanbecomparedasfollows：(1)acquisitionisakindofimplicitandsubconsciousprocesswhilelearningisexplicitandconscious；(2)acquisitionhappensininformalsituationwhilelearninghappensinformalsituation；(3)intheacquisitionprocess，students“feel”thegrammaticalstructureswhileinthelearningprocess，students“use’’thegrammaticalstructure．Butallinall，themostsignificantdistinctionbetweenacquisitionandlearningisthatoneisasubconsciousprocessbuttheotherisaconsciousprocess．TheintroductionofdeductiveapproachandtheinductiveapproachinChapterTwoshowthatthedeductivewayofteachingis，apparentlyaconsciousprocessinwhichtheteacherexplainsthegrammarrulesclearly．Andtheinductivewayofteachingisapartialsubconsciousprocesswithareasonthatteachergiveexamplesfirstwithouttellingstudentsthegrammarbutletstudentsgeneralizetherulefromthegivenexamplesattheverybeginning．Widodo(2006)alsorelatedthedeductiveapproachandinductiveapproachtoconsciousandsubconsciouslearningrespectively．Hence，StephenKrashen’Sacquisition-learninghypothesisalsoprovidestheoreticalsupportforthisthesis． 万方数据华北电力大学硕士学位论文ChapterFourResearchDesignInthischapter,theresearchhypothesis，researchobjectives，researchsubjects，researchmaterials，researchinstrumentsandtheresearchprocedurewillbeillustratedonebyone．4．1HypothesesAccordingtothecomparisonsofdeductiveandinductiveapproachesandthepreviousstudiesmentionedinChapterTwo，therearetwoimplicationsCanbeconcluded．Oneisthatthedeductiveapproachperformbetterintheteachingofgrammartoadultlearners．Theotheroneisthattheinductiveapproachsuitstheprocessoflanguageacquisitionanditisamoresuitablewaytoteachyounglearners．Onthebasisofthetwoimplications,thisthesisputsforwardthefollowingthreehypothesesaccordingly：(1)Thetwoapproaches，deductiveapproachandinductiveapproach，havenosignificantdifferenceinimprovinglowergrades(gradeoneandgradetwo)student’Simmediategrammartestscores．(2)Inductiveapproachismoreacceptableandstudentsgetmoreinvolvedwhenlearninggrammarwithallinductiveapproachinlowergrades．(3)Teachinggrammarwiththedeductiveapproachtohighergrades(gradethreetogradefive)studentsiSclearerandmolleffective．Students’grammartestscoreswillbehigherunderthedeductivewayofgranmaarteaching．Asaresult，studentsofhighergradeswillbenei}itmollfromthedeductiveapproachratherthantheinductiveapproachintheirlearningofgrammar．4．2ObjectivesAsmentionedinChapterone，grammarteachingandlearningisquietnecessaryinprimaryschools，buttwoproblemsexistintheteachingofEnglish．Oneis“howtoproperlyteachgrammartoprimaryschoolstudents’’andtheotherisalackofgrammarteachingresearchesattheprimarylevel，especiallytheempiricalones．Asaresult．thisstuaytendstofindoutsomesolutionstothequestionof“hoWtoteachgrammarproperlytoprimaryschoolstudents’’andaddempiricalreferenceforthegrammarteachingattheprimarylevel．AccordingtoNunan(2013)，intheteachingofgrammar，“therearetwobasic 万方数据华北电力大学坝士学位论文waystointroduceanewgrammaritem，deductivelyandinductively”(P．15)．Generallyspeaking，theapproachthatmostChineseteachersuseintheteachingofgrammaristhedeductiveapproach．Throughthedeductiveapproach，teacherspresentthegrammarruletostudentsfirst，theteachersthengivesomeexamplesonboardtoletthestudentsapplytherulebydoingexercisesmechanically．Suchkindofapproachisclearandtime-saving．However,thiskindofteachingisteacher-centeredbutnotstudent-centered．Undersuchkindofteaching，studentsbecomepassivereceiversratherthanactivelearnerswhichwilleasilyleadtoaboringanddullclassasthestudentsarepassivelyreceivinginsteadofactivelyleamingintheirgrammarlearningprocess．Asaresult，thepassivereceivingmodelofgrammarlearningandteachingmayleadtoaboringanddullimpressionongrammar．Moreover，studentsalwaysfeelEnglishgrammardifficultforthereasonthattheyaretoldtomemorizethegrammarrulesbutnotcomprehendthem．While，theinductiveapproachtoteachinggrammarisatotallyoppositewayofteaching．Throughtheinductiveapproach，studentsneedtousetheirheadandworkthegrammarruleoutwiththeirowneffortundertheguidanceoftheteacher．Therefore，theinductiveapproachis，inotherwords，arule-discoverypath．Andundersuchkindofwayofteaching，studentsareactivelyinvolvedintheirprocessofgrammarlearningwhichontheotherhandhelpthembettercomprehendandremembertherule．Hence，inductiveapproachcreatesautonomousandmeaningfullearningwhichisdifferfromthedeductiveapproachforitCallinvolvestudentsintothinkingandletthemleamactivelyintheirgrammarlearningprocess．Asforchildren，especiallyyoungchildren，curiosityistheirnature．So，childrenliketofindoutsomethingnewbythemselves．What’Smore，childrenliketobeinvolvedratherthansitonthechairsilently．Insuchcase，betweenthetwobasicapproaches，theinductiveapproachseemstobeabetterwaythatcanbeusedintheteachingofgrammarbecausetheapproachletstudentsthinkandleadthemtofindouttherule．However，theinductiveapproachwillsometimesfrustratestudent’Sconfidenceinlearninggrammariftheyarenotabletoworktheruleoutbythemselves．Onthebasisoftheabovedescriptionofdeductiveapproachandinductiveapproach，themainpurposeofthisstudyistocomparethetwoapproachesbyapplyingtheminthegrammarteachingprocesstoexaminetheireffectsSOastofindoutaproperwayofgrammarteachingtoprimaryschoolstudents．BesidesthepurposeoffindingoutthemoreacceptablewaytoteachEnglishgrammartoprimary 万方数据华北电力大学硕士学位论文墨詈皇墨皇喜詈墨暑皇皇篁詈詈暑皇詈詈皇詈=皇暑!暑詈詈皇!詈皇詈詈詈詈皇詈皇墨皇鼍皇IlllI暑墨sch()olstudents，anotherpurposeofthisstudyistomakesomecontributionsinordertorichthestudyofgrammarteachingto#maryschoolstudentsfortheproblemthattllereisalackofstudyingintheteachingofEnglishgrammartoprimaryschoolstudents．Tomentionagain，grammarteachingtoprimaryschoolstudentsshouldtrytobeproperandeffectiveintheinitialstageofEnglishlearning．Asaresult，attentionshouldbepaidaSmuchaspossibleOilnottodisturbstudent’sinterestinlearningEnglishbecauseoflearninggrammar．Ifstudent’sinterestinlearningEnglishloseintheirinitiallearningstagebecauseofdullanddifficultgrammarlearning，therewillbeavcrybadinfluenceontheirfurtherstudyofEnglish．Allinall，thegeneralresearchobiectiveistofindoutaproperandeffectivewaybetweenthetwobasicgrammarteachingapproachestomakegrammarteachingandlearningtopnmaryschoolSt=Ildentslessdifficultanddull．Andthepurposeofdoingtheteachingexperiment自Dmgradeonetogradefiveistofindoutexactlywhichapproachismoreaccep．tableandmoreeffectivetostudentsofdifferentgrades．Throughtheexperiment，thisstudyalsotriestofigureouthelpfulsuggestionsofteachinggrammarproperlyandeffectivelytoprimaryschoolstudents．4．3SubjectsAsthisisaresearchongrammarteachingattheprimarylevel，thesubjectsofthjsresearchwereprimarystudentsofaBeijing’sPrimarySchoolfromgradeoneto擎adefNe．Studentsofgradesixwereexcludedfromtheexperimentastheywerebusywithpreparingtheentranceexaminationofjuniorhighschool·Ineachgrade，mereweretwoparallelclasseswithoneclasstaughtwithdeductiveapproachwhiletheothertaughtwithinductiveapproach．Thenumberofstudentswerevariedfromgradetograde．Tomaketheexperimentgosmoothly，theteacherschosentodotheexperimentarea11experiencedteacherswithatleastoneyear’softeaching．Amongtheteachers，twoaretheEnglishteachersoftheprimaryschoolwhohelpedtoobservestudent’sclassperfonnance，includingtheirclassinvolvementandtheirreactionunderdifferentgrammarteachingapproach．TheteacherwhoconductsthegrammarteachingISthepresentauthorwhoisalsoaveryexperiencedteacherwithmorethanthreeyearsofkidsteachingexperience．，20 万方数据——华北电力大学硕士学位论文4．4MaterialsThematerialsthatusedintheresearchweregrammarpointschosencare如llvfromtheEnglishtextbooksthatstudentsareusing．AndtheEnglishtextbooksarePrimaryEnglishStudents’BookpublishedbyPeople’sEducationPress(PEP)．Foreachgrade，thegrammarpointtobetestedwasthetypicalgrammarphenomenathatimplicitlyappearsinstudents’textbookyettheteachershaven’ttaught．Thereasonofsuchchoiceistoletthestudentsofthetwoparallelclassesofeachgradewereatthesameproficiencylevelofthegrammarpoint．Ingradeone，thegrammarpointchosenisthephenomenaofadding“s，，withthepluralformofthenounsingeneral．Sincethelimitationoftime，theaimisonlvtoralsestudents’awarenessofadding“S”afterpluralformsofthenounsafterthe掣锄姗甜teachingproceduredonewithdeductiveapproachandinductiveapproachseparatelyinthetwoparallelclasses．Ingradetwo，thegrammarpointistheuseof⋯a’and“an”．However．the斟锄m甜pointcannotbeexplainedindetailssincestudentsarelackofphoneticknowledge·Duringtheteaching，thefocusisonmakingstudentsnoticethephenomenathattheword“an”isusedinfrontofthenounswhosestartletterare“a，，．‘‘e，，，⋯i，‘‘o’’or“u’’tomeadoneor‘‘a，，isusedtorepresentthenumber‘‘one”．Forgradethree，一thegrammarpointisaboutdistinguishingtheuseofmeverb“be”afterdifferentpersonpronouns．Ingradefour，the舒姗1marpointisthecomparativeformofregularaajectivesandthegrammarpointtobeusedingradefiveiSthepresentcontinuoustense．4．5InstrumentsTheresearchinstrumentsusedfortheexperimentarethreetypesoftestswhicharethepre-test，immediatetest，andthedelayedtest．4．5．1Pre．TestEventhoughthegrammarpointchosentobetestedforeachgradeisimplicitwhichtheteacherhasnottaughttostudents，thepre．testneedtobedonetomakesurestudentsofthetwoparallelclassesineachgradeareinthesameproficiencylevelofthetargetgrammarpoint．Ifthepre—testresultsshowbigdi虢remebe撕eenthe撕oparallelclasses，thechosengrammarpointcannotbetakenasthetestone．Asaresult．21 万方数据华北电力大学硕士学位论文thepre-testforeachgradewillbedonebeforetheconductingoftheteachingofthegrammardeductivelyandinductivelyinthetwoparallelclassesofeachgradetotestifstudentsofthetwoparallelclassesareinthesameproficiencylevelofthetargetgrammarpoint．4．5．2ImmediateTestTheimmediatetestiStobedonerightawaytostudentsofthetwoparallelclassesofeachgradeafterthegrammarteachingfinished．Bydoingtheimmediatetest，theeffectthatthedeductiveapproachandtheinductiveapproachhaveonscoreCanbefiguredoutbycomparingtheresultsoftheimmediatetestofthetwoparallelclasses．Moreover，theimmediatetestresultsCanshowUSifstudentsofbothclassescanmakeprogressafterreceivingthegrammarteaching．4．5．3DelayedTestSincetheinductiveapproachisclaimedtobearulediscoverypathwhichCanmakestudentsbettermemorizetherule，thedelayedtestforeachgradewillbedoneaweeklaterthegrammarteachingtofindoutifitistruethatstudentsofinductiveclassmemorizethetargetgrammarpointbetterthanstudentsofdeductiveclassbycomparingthedelayedtestresultsofthetwoclasses．4．6Procedure4．6．1Pre-ExperimentActually，thepre—experimentisapreparingstage．Beforethecarryingoutoftheteachingexperiment，lotsofpreparationsneedtobedone．Firstandforemost，aconsiderableamountofpreviousreferentialempiricalresearchesonapplyingdeductiveapproachandinductiveapproachintheteachingofgrammarshouldbecarefullystudiedtogettoknowhowCanthisteachingexperimentbeconducted．Afterreadingenoughpreviousreferentialresearches，itistimetoplantheteachingexperimentforthisthesis，includingchoosingthetargetgrammarpointedtobetestedforeachgrade，designingthethreetests，planningtheteachingstepsandSOon．Butthemostimportantpreparationistodesigntheteachingstepscarefully，fortheteachingstepsdirectlyinfluencetheresultsoftheteachingexperiment．Iftheteachingstepsareright，thentheteachingexperimentwillbecarriedoutsuccessfully．Vice22 万方数据华北电力大学硕士学位论文versa，iftheteachingstepsarewrong，theteachingexperimentwillgowrongwhichwillleadtoafailure．Thenextpreparationthataftertheplanningoftheteachingexperimentistolookforaprimaryschoolwheretheteachingexperimentcanbecarriedout．InBeijing，itisnoteasytofindaprimaryschooltocarryouttheteachingplan，butIamluckyenoughbecauseIfoundonewhereIcoulddomyteachingexperiment．However，theteachingexperimentcannotbecarriedoutimmediatelyeventheplacefordoingtheexperimenthasbeenfound．Thereasonisthattherearesomeotherpreparationsthatneedtobedone．First，IneedtoobservehowtheEnglishteachersoftheprimaryschoolteach．Second，Ineedtogetacquaintedwiththestudents．Third，theteachingtestsandtheteachingstepsneedtoberevisedbeforetheimplementionoftheexperiment．Therefore，lotsofpreparationshavebeendonebeforethecarryingoutoftheteachingexperiment．Ittookaboutonemonth’Stimetolookuprelevantreferentialresearchesandtodesignthetests，theteachingstepsandSOon．Anotheronemonths’timewastakentoobservetheEnglishteachersoftheprimaryschoolteachingEnglishandtogetacquaintedwiththestudents．What’Smore，beforeteaching，apre—testforstudentsindifferentgradeneedstobedonetoteststudent’SEnglishabilityAlthoughthepre-experimentstagetakesalongtime，itisworthdoingallthepreparations．Withoutagoodpreparation，theteachingexperimentcannotbedonesmoothlyandsuccessfully．Justasthesayinggoes“Wellbegunishalfdone”，agoodpreparationhelpsalot．4．6．2ExperimentAfterallthepreparationsthathavebeendone，itistimetoimplementtheexperiment．Andtheproceduresofthewholeexperimentincludefoursteps．Thefirststepistodothepre—test．Theaimofdoingthepre-testtothetwoparallelclassesofeachgradeistoteststudent’Sunderstandingofthetargetgrammarpointthatisgoingtobetaughtinadeductiveandaninductivewayrespectivelylatertomakesurethatstudentsareinthesamelevelofthetargetgrammar．Afterthepre．test，thesecondstepistoconductthegrammarteachingtoteachstudentsofeachgradewiththedeductiveapproachandtheinductiveapproachaccordingly．Thenthethirdstepistodoanimmediatetestassoonastheteacherfinishedtheteachingofthegrammarpoint．Takegradeoneasanexample．Aftertheteachingofthepluralformofthecountablenounswiththedeductiveapproachortheinductiveapproach，atestthatwithadifferentcontentfromthepre-testwillbedonetostudentsimmediately．gydoingthe2" 万方数据华北电力大学硕士学位论文immediatetest，theimmediatetestscoresconbecomparedwiththepre-testscorestofigureoutifthescoresincreasedafterreceivingtheteachingofthegrammar．Inaddition，theaimofdoingtheimmediatetestistofindouttheifbigdifferenceexistsbetweenthedeductiveandinductiveclassesbyanalyzetheimmediatetestscoreofthet-woparallelclasseswithSPSSSOastofigureoutifthedeductiveclasshasbetterimmediateeffectonscoreortheinductiveclasshasbeRerimmediateeffect．Aftertheformerthreesteps，thelaststepistodoadelayedtest．AndthedelayedtestistobedonetostudentsofeachgradeinthetwoparallelclassesaweeklaterafterthegrammarteachingaccordingtotheforgettingcurveproposedbythefamousGermanpsychologistHermannEbbinghaus．AndthedelayedtestresultsofthetwoparallelclasseswillbecomparedtoseeifstudentsofthedeductiveclassorthestudentsoftheinductiveclassmemorizethegrammarbetteraweeklaterwhenthereiSnoattempttoretainthegrammarknowledge．’n坨stepsofthewholeexperimentarenowclearthroughtheabovedescription．ThenthefollowingcontentiSaboutthedetailsoftheexperiment．Theconcreteconductingdetailsofeachstepwillbeexplmnedcarefully．Duringthepre。test，thetestpaperwiththecontentofthetargetgrammarpointwillbehandedouttostudentsfirstto1etthemdowithouttheteacher’Shelp．7rhenstudentsareaskedtofinishthepaperwithintenorfifteenminutesfor．Afterallthestudentshavefinished，thestudentsareaskedtohandintheirpaperwiththeirnamesonthepaper．Thestepthatfightafterthepre-testistoteachthetargetgrammarpointthatiscarefullychosenforeachgradewiththedeductiveapproachandtheinductiveapproachinthetwoparallelclassesrespectively．Asaresult，ineachgrade，theteacherteachesthesan"legrammarpointinthetwoclasses．Thedifferenceisthatthegrammarpointistaughtwiththedeductiveapproachinoneclasswhileintheotherclass，thegrammarpointistaughtwiththeinductiveapproach．Besides，teachingproceduresinthetwoparallelclassesofeachgradearethesame．Inthedeductivewayofgrammarteaching，thebasicteachingproceduresareasfollows：Thefirststep，thestudentsdo“warmup”．Thesecondstep，theteacherintroduceandpresentthegrammarruletostudentsfirst．Thethirdstep，theteacheremphasizesthegrammarruleandassignsstudents、航mrelatedexercisestoletthemapplyandpractice．Thefourthstep．theteacherre—emphasizetheruletoreview．While，intheinductivewayofgrammarteaching,,thebasicteachingprocedures24 万方数据华北电力大学硕士学位论文are：Thefirststep，thestudentsdo“warmup”．Thesecondstep．theteacherleadsintheteachingcontentandpresentsa10tofsamplewordsorsentencesonboard．Thethirdstep，theteacherleadsstudentstoobservethesamplewordsorthesentencescarefullytoleadthemfindendgeneralizetheruleexistedinthewordsorsentenceswiththeirowneffort．Thefourthstep，theteachergivesstudentssomenewwordsorsentencestoletthemapplytheruleandtoletstudentspracticetohaveadeeperunderstandingoftheruleandmemorizetherulebetter．Five，theteacherleadsstudentsreviewtherule．Togetaclearerandmoredetailedteachingprocedure，thedetailedteachingprocedureoftheinductiveclassanddeductiveclassofGradeOnewillbepresentedbelow．Asdescribed，thegrammarpointinGradeOneisaboutthepluralformofcountablenouns．Intheclassthatthegrammarpointwastaughtwiththeinductiveapproach，theteachingproceduresare：Stepone，warmup：theteacherletsstudentsstandupandsitdownquicklytoletstudentsgetreadyforclass．Steptwo，leadin：theteacherleadsintheteachingcontentbyshowingstudentsthepictureswiththeteachingcontenton。Thepicturesareapictureofapig．apictureofsomepigs，apictureofapencil，apictureofsomepencils，apictureofabook，apictureofsomebooks，apictureofabananaandapictureofsomebananas．(beforethisclass，thestudentshavelearnedthefourwordspig，pencil，bookandbanana)Stepthree，presentation：1，theteacherpresentsthepictureofapigtostudentsandaskthem“What’Sthis?”．thestudentsknowandanswer‘‘pig”．Teacherthenaskstudents“Howmany?”．Studentsobserveandanswer“one”．Thenteacherwritesonboardlikethis：apig．2，Theteacherthenpresentsthepicturewithsomepigsandaskstudents“Howmany?”．Studentsobserveandtellteachertherightnumber．Thentheteacherrepeats‘。pigs”andwritesonboard“pigs’’withtheletter“S”markedred．3．teacherpresenttwomoresetsofpicturesinthesameway．4，whenshowingthelastsetofthepictures，theteacherletstudentstellthecontentofthepicturesthemselvesaccordingtotheformerthreesetsofsamples．Stepfour,theteacherletstudentsobservethephenomenacarefullyandcomprehendsuchphenomena．Then，theteacherguidesstudentstogeneralizetheruleout25 万方数据华北电力大学硕士学位论文[1fmIIImIIll_1Stepfive，practice：teacherspresentsstudentsmoresetsofpicturestoletthempracticetoapplytheruleandmemorizesuchkindofgrammarphenomena．Stepsix，closure：re—comprehendthegrammarphenomenabyreviewingtheteachingcontentlistedonboard．Andintheclassthatthegrammarpointwastaughtwiththedeductiveapproach，theteachingproceduresare：Stepone，warmup：theteacherletsstudentsstandupandsitdownquicklytoletstudentsgetreadyforclass．Steptwo，leadin：theteacherleadsintheteachingcontentbyshowingstudentsonesetofpictures．Stepthree，presentation：1，teacherpresentsapictureofapigandaskstudents“What’Sthis?”．Studentsanswer“pig”．Teacherthenasksstudents“Howmany?”．Studentsanswer“one’’．7reacherthentellsstudentsthatonepigiscalled‘‘apig’’andwrites“apig”onboard．2，teachershowsstudentsthepictureofsomepigsandask“Howmany?”．Studentstellteacherthenumber．Teacherthentellstudentsifthenumberismorethanone，a“s”shouldbeaddedaftertheword．Thenteacherwritesdown“pigs’’andmarkstheletter“S”red．3．teacherpresentstheotherthreesetsofpicturesinthesameway．Stepfour，practice：teachergivesstudentssomemoresetsofpicturestoletstudentspracticetoapPlYtheruleandmemorizetherule．Stepfive，closure：teacherleadsstudentsreviewtherule．Comparingtheteachingproceduresitiseasytofindthatthedifferenceliesinthepresentationpart．Intheinductivewayofteaching，theteacherwilllistoutthedifferencesandguidestudentstofindoutthedifferenceandgettoknowwhy．Nevertheless，theteacherwilltellstudentsthedifferencesbeforehandandthengivestudentsmoresamplestopracticeinthedeductivewayofteaching．4．6．3PostExperimentTheworkthatneedtobedoneaftertheexperimentistocollectthedataoffivegradesandanalyzethedataActually，partofthedatahavebeencollectedduringtheexperimentstage．Thedataofthepre-testandimmediatetestofeachgradehavebeencollectedrightaftertheteachingofgrammar．Inaddition，student’Sclassperformanceisalsoobservedandrecordedduringtheteachingofgrammar．Onlythedataofthedelayedtestofeachgradecollectedaweek’Slateraftertheteachingofgrammar．26 万方数据华北电力大学硕士学位论文Generallyspeaking，thecollectionofthedataisnotcomplex．Therealcomplexpartofthepostexperimentstageistosortthedataandanalyzethedata．Becausethesortingofthedatatookalongtime，whiletheanalyzingofthedatarequiredtheuseofSPSS，Whichmadethedataanalysismorecomplex．Itisquitenecessarytomentionhereagainthatithasbeenveryclearthatineachgradetherearethreetypesoftestsneedtobedoneinthetwoparallelclassesofeachgrade．Thepre—test，theimmediatetestandthedelayedtest，Theaimofdoingthepre—testistotestthestudent’Sknowledgeaboutthetargetgrammarpointtofigureouthowmuchthestudentsknowaboutthegrammarpoint，andtherefore，thepre-testcantellwhetherthetwoparallelclassesofeachgradeareinthesamelevel．WhiletheanalyzingoftheresultsoftheimmediatetestCanletUSfindoutwhichapproachisthemoreeffectiveoneonimprovingtheimmediatetestscore．AndthedelayedtestsCantellUSthatifstudentsunderthedeductivewayofteachingorthestudentsundertheinductivewayofteachingCanmemorizethegrammarrulebetter．Andthedataanalysisofeachgradewillfollowtheordersbelow．Firstly，threesetsofcomparisonsthatbetweenthetwoparallelclassesofeachgradewillbeanalyzed，includingthecomparisonofthepre—testofthetwoparallelclasses，thecomparisonoftheimmediatetestofthetwoparallelclassesandthecomparisonofthedelayedtestofthetwoparallelclasses．Secondly，twosetsofcomparisonsthatwithinthedeductiveclassandinductiveclassrespectivelywillbeanalyzed，includingcomparisonofthepre—testandtheimmediatetestandthecomparisonofthepre—testandthedelayedtest．Thedataofeachgradethathavecollectedwillbeanalyzedbyaprofessionalsotiware，SPSS(StatisticalPackageofSocialSciences)，whichisusedforstatisticalanalysis．ThroughthedatathatproducedbySPSS，wewillfindoutsomeresultsandgettheanswerstothefourquestionsthatproposedinChapterOne．Atlast，sincetherearetwoparallelclassesineachgradewithoneclasstaughtunderthedeductiveapproachandtheothertaughtunderinductiveapproach，herebyClass(1)willrefertotheinductiveclassofeachgradeandClass(2)willrefertothedeductiveclassofeachgrade．27 万方数据华北电力大学硕士学位论文IIChapterFiveDataAnalysisandDiscussion5．1DataAnalysis5．1．1AnalysisofGradeOnemtablesbelow(seeTable5．1，Table5．2，Table5．3，Table5．4，Table5．5，andTable5．6)willshowUSthecompareddataofthepre·test，immediatetestanddelayedtestoftheinductiveclassandthedeductiveclassofGradeOne．Table5．1GroupStatisticsofthepre—testofClass(I)andClass(2)Grade1ClassNMSDSEScoreClass(1)2l5．76191．54612．33739Class(2)3l6．09682．16572．38897(Note：N=Number，Std．=Standard)Table5．2IndependentSampleT-testofthepre-testofClass(1)andClass(2)Grade1FSig．tSigf2一tailed)．Equalvariancesassumed3．166．081-．610．544Equalvariancesnotassumed一．650．518(Note：the2-tailedsig(P)belowtheO．05levelmanifestssignificance)FromTable5．1weCallseethatthenumberofthesampWsistwentyoneand倔啊onerespectively，whichisnotev明．Andthemeal"lscoreofclassone(5．7619)islowerthanthemeanscoreofclasstwo(6．0968)．．Andthestandarddeviationofthetwoclassesisdifferent，whichrevealsthatthereisaslightdifferencebetweenstudent’Sproficiencylevelofthetargetgrammar．Table5．2istheindependentsampleT-test：FromtheindependentsampleT—testwecanseethatP=0．544(0．05)andt=O．389(>0．05)whichmeansthatnosignificantdifferenceexistsbetweenthetwoparallelclasses．Suchresultrevealsthatneitherthedeductiveapproachnortheinductiveapproachhasabetterimmediateeffectonscore．Nowthetablesbelow(Table5．5andTable5．6)willshowUSthecompareddataofthedelayedtest．Table5．5GroupStatisticsofthedelayedtestofClass(1)andClass(2)Grade1ClassNMeanSDSEScoreClass(1)218．28572．57183．56122Class(2)3l9．35481．81748．32643Table5．6IndependentSampleT—testofthedelayedtestofClass(1)andClass(2)Grade1FSig．tSig(2-tailed)．Equalvariancesassumed2．998．090．1．758．085Equalvariancesnotassumed．1．674．109Table5．5isthegroupstatisticsofthedelayedtestofthetwoparallelclasses，inek迸ingthenumberofstudents，meanscore，standarddeviationandStandardErrorMean．AndTable5．6istheindependentsampleT-testofthedelayedtest．Fromthe29 万方数据华北电力大学硕士学位论文firsttablewecanseethatthedelayedtestmeanscoreofthetwoclasses(class1=8．2857，class2=9．3548)isalittlebitlowerthantheimmediatetest’Smeanscore(seeTable5．3)butmuchhigherthanthepre-testmeanscore(seeTable5．1)，whichmeansthatthetargetgrammarknowledgeremainedsomeinstudents’mindaweek’Slaterbutthescorewasnotasgoodastheirimmediatetestscore．InTable5．6，theP=0．085(>0．05)andt=1．758(>0．05)whichshowsthatthereisnosignificantdifferencebetweenthetwoparallelclasses．SuchresultindicatesthatneitherthedeductiveapproachnortheinductiveapproachhasbeRereffectontheretentionofthetargetgrammarknowledge．Theabovearethethreesetsofthecompareddataofgradeone’Stwoparallelclasses．Thenextsetofdatashowsthecomparisonofthepre-testandtheimmediatetestoftheinductiveclasswhichtellUSifstudentsoftheinductiveclasshavemadeprogressafterreceivingtheinductivewayofgrammarteaching．Table5．7GroupStatisticsofthepreandimmediatetestofClass(I)Grade1TestMeanNSDSEPretest5．7619211．54612．33739Immediatetest9．52382l．98077。21402Table5．8PairedSampleT-testofthepreandimmediatetestofClass(1)Grade1PairMeanStd．DeviationtdfSig．(2一tailed)differenceDifferencePre—test&Immediatetest·3．761901．72930．9．96920．000FromTable5．7，wecanseethatthemeanscoreofimmediatetest(9．5238)ismuchhigherthanthepre—test(5．7619)．AndinTable5．8，itiseasytofindoutthattheP=-O．000(>O．05)andthet=9．969，whichtellsthatthereisabsolutelysignificantdifferencebetweenthetwotests，thepre-testandtheimmediatetest．AndthedatashowninTable5．7fullymeansthattheimmediatetestscoreismuchhigherthanthepre-testscore．Asaresult，studentsofinductiveclassmadegreatprogressafterreceivingtheteachingoftargetgrammarwithinductiveapproach。Nexttwotables(Table5．9andtable5．10)arethecomparisonofthepreanddelayedtestoftheinductiveclasswhichtellUSifstudents’targetgrammarknowledgehasfallentothepre—teachlevelaweeklateraftertheteachingoftargetgrammarwithoutreviewing．30 万方数据华北电力大学硕士学位论文Table5．9GroupStatisticsofthepreanddelayedtestofClass(I)Grade1TestMeanNSDSEPretest5．76192l1．54612．33739Delayedtest8．2857212．57183．56122Table5．10PairedSampleT—testofthepreanddelayedtestofClass(1)Grade1PairMeanStd．DeviationtdfSig．r2一tailed)differenceDifferencePre—test&Delayedtest．2．523812．80391．4．12520．001InTable5．10，theP=O．001(<0．05)t=--4．125whichshowsthatthereissignificantdifferencebetweenthepre-testandthedelayedtest．Asaresult，wecanstatethatstudents’knowledgeofthetargetgrammarhasn’tfallentothepre—teachlevelaweek’Stimelater．AndthemeanscoreshowninTable5．9revealsthatalottargetgrammarknowledgestillremainsinstudents’mindforthemeanscoreofthedelayedtestf8．2857)ismuchhigherthanthepre-testandonlyalittlebitlowerthanthemeanscoreoftheimmediatetest(meanscoreoftheimmediatetest=9．5238，seeTable5．7)．Nevertheless，thestandarddeviationofthedelayedtest(2．57183)isalittlebithigherthanthestandarddeviationofthepre-test(1．54612)whichisasignthatthememoryofthegrammarknowledgeisalittlebitdifferentamongthestudents．Theabovearetwosetsofcompareddataoftheinductiveclass．Now，let’Shavealookatthefollowingtwosetsofcomparisonsofthedeductiveclass．Table5,11GroupStatisticsofthepreandimmediatetestofClass(2)Grade1TestMeanNSDSEPretest6．0968312．16572．38897Immediatetest9．3548311．81748．32643Table5．12PairedSampleT—testofthepreandimmediatetestofClass(2、Grade1PairMeanStd．DeviationtdfSig．(2一tailed)differencePre．test&Immediatetest一3．258062．44905．7．40730．000Table5．13GroupStatisticsofthepreanddelayedtestofClass(2)Grade1TestMeanNSDSEPretest6．09683l2．16572．38897Delayedtest9．1613311．15749．20789 万方数据华北电力大学硕士学位论文Table5．14PairedSampleT-testofthepreanddelayedtestofClass(2)Grade1PairMeanStd．DeviationtdfSig．(2-tailed)differenceDifferencePre—test&Delayedtest一3．064522．40743．7．08730．000Table5．11andTable5．12showthatthereissignificantdifferencebetweenthepre-testandtheimmediatetestofthedeductiveclassasthePandtare0．000f<0．05)and·7．407respectively．Moreover，themeanofthetwoteststellsthattheimmediatetestismuchbetterthanthepre-testforthescoresare9．3548and6．0968respectivelywhichrevealsthatstudentshavemadeprogressafterreceivingthegrammarteachingwiththedeductiveapproach．Significantdifferencealsoexistsbetweenthepre—testandthedelayedtestastheP=0．000f0．05)andthet=1．593．Thedataanalysisresultprovesthatnosignificantdifferenceexistsbetweenclass(1)andclass(2)whichmeansthattheproficiencylevelofthetargetgrammarofthetwoclassesisatthesamelevel，andthetargetgrammarCanbechosentodotest．Then，let’Sanalyzethecompareddataoftheimmediatetestofthetwoclasses．毗datashowninTable5．15tellsUSthatthemeanscoreofclass(1)iS7．3939whichishigherthanthemeanscoreofclass(1)whichis5．8412．Intable4．16，theP=O．004(<0．05)andthet=3．005whichmeansthatthereissignificantdifferencebetweenthetwoclasses．CombiningthecomparisonresultfromTable5．15and5．16．aconclusionCanbedrawnthattheimmediatetestscoreofclassf1)iSbetterthantheimmediatetestscoreofclass(2)whichmeansthattheinductiveapproachhasbetterimmediateeffectonimprovingstudents’score．Now，lets’analyzethecomparisondataofthedelayedtestofthetwoclasses．InTable5．I5，themeanscoreofthedelayedtestofclass(1)is5．3636whichishigherthanclass(2)(class2=4．1579)．AndinTable5．16，theP=O．13(>O．05)andthet=2．558whichshowsthatnosignificantdifferenceexistsbetweenclass(1)andclass(2)．Suchresultsstatethatneitherthedeductiveapproachnortheinductiveapproach31 万方数据华北电力大学硕士学位论文III-=iihasbettereffectontheretentionofthegrammarknowledge．Theabovearethecomparisonsthathappenbetweenthetwoclasses．Now．thecomparisonwillbeshownbelowhappenswithineachclass．Thefollowingtables(seeTable5．17andTable5．181iSthesetofcomparisonofpre．testandimmediatetestoftheinductiveclassGradetwo．Table5．17GroupStatisticsofthepreandimmediatetestofClass(1)Grade2Test。MeanNSDSEPretest4．9697331．26206．21970Immediatetest7．3939332．17858．37924Table5．18PairedSampleT-testofthepreandimmediatetestofClass(11Grade2PairMeanStd．DeviationtdfSig．f2一tailed)differeneeDifferencePre—test&Immediatetest．2．424242．52525-5．51532．000InTable5．18，theP=0．000(O．05)andthet=1．150whichdemonstratesthatnosignificantdifferenceexistsbetweenthepre—testandthedelayedtest．Suchresultsprovethatstudents’knowledgeofthetargetgrammarhasfallentothepre．teachlevelafteraweek’Stime34 万方数据华北电力大学硕士学位论文withoutanyreviewing．Theabovefirethetwosetsofcomparisonsoftheinductiveclass．Thenexttwosetsarecomparisonofthedeductiveclass，includingthecomparisonofthepreandimmediatetestandthecomparisonofthepreanddelayedtest．Table5．21GroupStatisticsofthepreandimmediatetestofClass(2)Grade2TestMeanNSDSEPretest4．4474381．55437．25215Immediatetest5．8421382．16266．35083Table5．22PairedSampleT-testofthepreandimmediatetestofClass(2)Grade2PairMeanStd．DeviationtdfSig．r2一tailed)differenceDifferencePre．test&Immediatetest—1．394742．53131．3．39737．002TheP(P=0．002<0．05)andt(t=3．397)scoreinTable5．22tellUSthatthereissignificantdifferenceexistsbetweenthepre—testandtheimmediatetest．AndthemeanscoreshowninTable5．21showsthatthemeanscoreoftheimmediatetest(5．8412)ishigherthanthemeanscoreofthepre—test(4．4474)whichmeansthatthestudentsmadeprogress。Table5．23GroupStatisticsofthepreanddelayedtestofClass(2)Grade2TestMeanNSDSEPretest4．4474381．55437．25215Delayedtest4．1579382．09924．344)54Table5．24PairedSampleT—testofthepreanddelayedtestofClass(2)Grade2PairMeanStd．DeviationtdfSig．(2一tailed)differenceDifferencePre—test&Delayedtest．289472．70043．66137．513InTable5．24，theP=0．513(．0．05)andthet=0．661reveaIsthatnosignificantdifferenceexistsbetweenthepre—testandthedelayedtest．FromTable5．23wecanalsoseethatthemeanscoreofthepre．testandtheimmediatetestonlyhasadifferenceof0．2895(themeanscoreofthepre．test=4．4474andthemeanscoreoftheimmediatetest=4．1579)．Hence，theresultdemonstratesthatstudents’knowledgeofthetargetgrammarhasalsofallentothepre-teachlevelaweek’Stimelater．35 万方数据华北电力大学硕士学位论文5．13AnalysisofGradeThreeForgradethree，thethreesetsofcomparisonsbetweentheinductiveclassandthedeductiveclasswillbepresentedfirst．Table5．25GroupStatisticsofthepre，immediateanddelayedtestofClass(1)andClass(2)Grade3TestclassNMeanSDSEPretest(1)323．87501．12880．19955(2)363．94442．12394。35399Immediate(1)328．62501．89652．33526test(2)366．19442．69199．44867Delayedtest(1)326．56252．98315．52735(2)366．08332．85232．47539Table5．26IndependentSampleT—testofthepre，immediateanddelayedtestofClass(I)andClass(2)Grade3Pre．testFSig．tSig(2-tailed)．Equalvariancesassumed6．448．013．．165．869Equalvariancesnotassumed-．171．865ImmediatetestFSig．tSig(2-,tailed)．Equalvariancesassumed7．842．0074．253．000Equalvariancesnotassumed4．340．000DelayedtestFSig．tSig(2-tailed)．Equalvariancesassumed．000．989．．677．501Equalvariancesnotassumed．．675．502Amongthethreesetsofcomparisons，thecomparisonofthepre-testofthetwoparallelclasseswillbeanalyzedfirst．Thegroupstatisticsofthepre—testinTable5．25showUSt．hemeanscoreoftheinductiveclassiS3．875andthemeanscoreofthedeductiveclassiS3．9444．TheindependentsampleT—testofthepre—testinTable5．26tellsUSthatthereisnosignificantdifferenceexistbetweentheinductiveanddeductiveclassesfortheP=0．869(<0．05)andthet=一0．165whichmeansthatthetargetgrammarpointCanbechosenasthetestone．Fortheimmediatetest、themeanoftheinductiveclassiS8．6250whichishigher36 万方数据华北电力大学硕士学位论文thanthemeanofthedeductiveclassr6．1944)aswecanseefromTable5．25．AndthedatainTable5．26revealsthattheP=0．000(<0．05)andthe产4．340whichmeansextremelysignificantdifferencebetweenthetwoclasses．Asaresult，theresultsofdataprovethattheinductiveapproachhasbeRerimmediateeffectonscorethanthedeductiveapproach．ThecomparisonofdelayedtestdemonstratedinTable5．26showthattheP5O．501f>0．05)andthet=一0．677whichmeansthatnosignificantdifferenceexistsbetweenthetwoparallelclasseswhichmeansthatneitherthedeductiveapproachnortheinductiveapproachhasbeRereffectonkeepingthegrammarknowledgelongerinstudents’mind．Thenextfourtablestobepresented(seeTable5．27，Table5．28，Table5．29andTable5．301arethecomparisonofthepre—testandtheimmediatetestoftheinductiveclassandthecomparisonofthepre—testandthedelayedtestoftheinductiveclass．Table5．27GroupStatisticsofthepreandimmediatetestofClass(I)Grade3TestMeanNSDSEPretest3．8750321．12880．19955Immediatetest8．6250321．89652．33526Table5．28PairedSampleT-testofthepreandimmediatetestofClass(1、Grade3PairMeanStd．DeviationtdfSig．f2-tailed)differenceDifferencePre-test&Immediatetest-4．750002．14024．12．55531．000FromTable5．27andTable5．28、ⅣeCanfindthatsignificantdifferenceexistsbetweenthepre-testandtheimmediatetestfortheP=0．000(<0．05)andthet=一12．555．Besides，themeanoftheimmediatetestismuchhigherthanthepre—testwhichshowthatstudentshavemadebigprogressafterreceivingthegrarmnarteaching．Table5．29GroupStatisticsofthepreanddelayedtestofClass(1)Grade3TestMeanNSDSEPretest3．8750321．12880．19955Delayedtest6．5625322．98315．52735Table5．30PairedSampleT—testofthepreanddelayedtestofClass(1)Grade3PairMeanStd．DeviationtdfSig．r2-tailed)differenceDifferencePre-test&Delayedtest一2．687503．49四7—4．34931．00037 万方数据华北电力大学硕士学位论文Table5．29andTable5．30tellUSthatsignificantdifferenceexistsbetweenthepre—testandthedelayedtestfortheP=0．000f<0．05)andthe仁．4．349andthemeanofthedelayedtestishigherthanthepre．testwhichmeansthatstudents’knowledgeofthetargetgrammarpointremainsevenithasbeenaweek’Stimeafterthereceivingoftheinductivewayofteaching．Butthemeanofthedelayedtestislowerthantheimmediatetest(seeTable5．27)whichmeansthatstudents’memoryofthetargetgrammarhaslostsomewithoutreviewing．Anotherfourtablesarethecomparisonofthepre-testandtheimmediatetestofthedeductiveclasSandthecomparisonofthepre—testandthedelayedtestofthedeductiveclass．Table5．31GroupStatisticsofthepreandimmediatetestofClass(2)Grade3TestMeanNSDSEPretest3．9444362．12394．35399Immediatetest6．1944362．69199．44867Table5．32PairedSampleT-testofthepreandimmediatetestofClass(2)Grade3PairMeanStd．DeviationtdfSig．r2-tailed)differenceDifferencePre-test&Immediatetest．2．250002．73992—4．92735．000Table5．31andTable5．32showsignificantdifferenceexistsbetweenthepre-testandtheimmediatetestofthedeductiveclassfortheP=O．000fO．05)andthet=--0．204，whichtellsUSthatthereisnosignificantdifferencebetweenclassoneandclasstwo．Hence，themasteryofthetargetgrammarofthetwoclassesisatthesamelevelwhichmeansthatthegrammarcanbechosentobetested．Nextsetofcomparisontobeanalyzedisthecomparisonoftheimmediatetestofthetwoparallelclasses．InTable5．35，wecanseethatthemeanscoreofclassone39 万方数据华北电力大学硕士学位论文whichiS8．5000ismuchhigherthanthemeanscoreofclasstwowhichiS6．0625．AndfromTable5．36，wecaneasilyfindoutthattheP=0．007f<0．05)andthet=-2．923whichshowsthatthereiSsignificantdifferencebetweentheclassoneandclasstwo．Hence，theresultsindicatethattheteachingapproachusedinclassonehasbetterimmediateeffectthantheteachingapproachusedinclasstWO．ThelastsetofthecomparisonresultshowninTable5．35andTable5．36iSthecomparisonofthedelayedtestofthetwoparallelclasses．ThemearlscoreshowninTable5,35tellsthatthemeanscoreofclassoneiS6．5625andthemeanscoreofclasstwoiS6．1875．ThePfP=0．724>0．05)andt(t=-o．356)showninTable5．36revealsthatthedelayedtestresultofthetwoclassesdoesn’thavesignificantdifferencewhichmeansthatneitherthedeductiveapproachnortheinductiveapproachhasbettereffectontheretentionofthetargetgrammarknowledge．Table5．37andTable5．38belowwillshowUSthecomparisonofthepre—testandtheimmediatetestoftheinductiveclassofgradefour．Table5．37GroupStatisticsofthepreandimmediatetestofClass(I)Grade4TestMeanNSDSEPretest3．8750161．14746．28687Immediatetest8．5000161．96638．49160Table5．38PairedSampleT—testofthepreandimmediatetestofClass(11Grade4PairMeanStd．Deviationt．dfSig(2一tailed)．differenceDifferencePre—test&Immediatetest．1．394742．53131．8．57915．OooInTable5．37．thepretestmeanscoreofclass呲is3．8750andtheimmediatetestmeanscoreofclassoneis8．5000whichismuchhigherthanthemeanscoreofthepretest．AndinTable4．38，theP=0．000(0．05)andthet=一．417whichisasignofnosignificantdifferencethatexistsbetweenthetwoclasses．Asaresult，fromtheresultsofthedataweknowthatneithertheinductiveapproachnorthedeductiveapproachhasbeRerimmediateeffectonscore．FromthecomparisonresultsofdelayedtestshowninTable5．45andTable5．46weseethatthemeanscoreofclassone’Sdelayedtestis6．5000andthemeanscoreofclasstwo’sdelayedtestis6．5556．ThePandtinTable5．46are0．961and一0．049respectively．ThePandttellsUSthatnosignificantdifferenceexistsbetweenthetwoclasses．Therefore，neithertheinductiveapproachnorthedeductiveapproachhasbetterimmediateeffectontheretentionofthetargetgrammarknowledge．Now，let’Scompareclassone’Sthreetestsandclasstwo’Sthreetestsseparately．First，let’Scompareclassone’spre-testandimmediatetest．Thetables(Table5．47andTable5．48)belowshowUSthecomparisonresult。Table5．47GroupStatisticsofthepreandimmediatetestofClass(1、Grade5TestMNSDSEPretest．888918．96338．22707Immediatetest6．6111183．61596．85229Table5．48PairedSampleT-testofthepreandimmediatetestofClass(11Grade5TestMeanStd．Deviationt．dfSig(2-tailed)．differenceDifferencePre．test&Immediatetest一5．722223．17723．7．64117．000Table5．47showsUSthatthemeanscoreofthepre·testis0．8889andthemeanscoreoftheimmediatetestis6。611whichisfarhigher．AndinTable5．48．theP=0．000(