交际语境下大学英语语法教学模式探析 70页

AnExplorativeStudyofGrammarTeachingforNon．．EnglishMajorsinCommunicativeComeXtAthesispresentedtoTheCollegeofForeignLanguagesZhejiangNormalUniversityInpartialfulfillmentoftherequirementFortheDegreeofMasterofEducationInCurriculumandPedagogy(EnglishEducation)ByZhouWeiUnderthesupervisionofProfessorWangWeixinZhejiangNodalUniversityDecember2010 r‘● ——————～———————————————————————————————————————————————————————————————————————————一ACKNOWLEDGEMENTS．Withthecompletionofthethesis，1wouldliketogivemythankstoafewpeoplewhooffermetheirhelp谢mmyresearch，myworkandmylife．First0fall，1wanttoacknowledgemysupervisorsincerely,professorWangWeixin,whotooktimetoprovidemewithhisinsightfulguidance，valuablesuggestionduringthewritingofthethesis,withoutwhichthethesisdoesn’tCOlTleoutsmoothly．Iamgratefultomyleader,ZengHong，forhergreatconsiderationandcareduringtheperiodofwritingmythesis，whograntsmesomebooksconcerningthetopicofmythesisforreading．Someextrathanksaretobegiventomystudentswhoactivelyattendedmynewly．—o】删zedclassandcollaboratedwithmecloselyinordertohelpmegainsomedatafromtheexplorativewayofteaching．Finally,1wouldliketothankmybelovedhusbandforhissupportandlovethroughouttheprocessofmystudyandthewritingofthethesis．㈣∞删7脚7啪4舢8¨"i¨●I删Y -__-_--．．．．．——————— e●ANEXPLORATIVESTUDYOFGRAMMARTEACHINGFORNON．ENGLISHMAJORSINCOMMUNICATIVECONTEXTABSTRACTEnglishgrammarteachinghasgraduallybeenperipheralsincesomeEnglishteachersonlyfocusoninstructingconversationalEnglishbutpaylittleattentionto酉ammarteaching．Atthesametime，traditionalgrammarteachingmethoddoesnothavedefinitecommllIlicationinclination，whichwouldresultinthecircumstancesthatstudents戤awareofgrammarrulesbutdon’tknowhowtousethelanguagem11te·Tllistllesisaimstostudygrammarteachingincommunicativecontext,attemptingtos01vetheproblemofconversation---centeredinstructionwhichignores伊觚ⅡnarteacmngiIlco眦眦icativecontextandof莎珈【m孙叫me—．focusedteachingwhichneglectscommunicationinEnglish．Theadoptionofthenewapproachistotrytoleadstudel他tolanguageacquisitionthroughinducingandconsolidatinggrammarmleswhichhelppromoteaccuratecommunicationwithothersinEnglish·TllisstIldvwasconductedinthenewly--：-organizedclasswiththecapacityof30students、)l，homajorinElectronicDataProcessingAccountingandL091stlcsMamgement．TheresearchmethodsadoptedinthestudywerequeStloIlIlalre，interview’anddialogHe．Datacollectedfromaperiodofabout4monthsincludedquestionnaire，interview,andclassrecords·Thethesiswillstartwiththeineffectivenessofgrammarteachingatpresenttoleadtotllediscussionoftwogrammaticalteachingmethods：deductiveandinductive，行omwhichcanbeinferredthemisunderstandingofgrammarteachingincommunicativecontext．BasedmainlyonthetheoreticalframeworksofKrashen’s．II- InputHypothesisandSwain’sOutputHypothesisaswellassupplementedMich∞lLong。ModifiedInteractionHypothesis，thestudyattemptstoproveifitise岱ectiVe0rnottoteachgrammarincommunicativecontextbytherecordofcl懿sroomeve矗ts．Somepiecesofconversationsbetweenteacherandstudentsarepresentedtoshowteacher’Sperspectivestoteachgrammarincommunicativecontext，someofwhich钿．e(1)question---directedwaytomakeadialogue，(2)inductivemetllodforinstmctingtense8mcommunicativecontext，(3)ablendofmechanicalandmeaningfulpraCticemt删inconversations．ThestudentsshowgreatenthusiasminEnglishstudvinthenewly---organizedclass，whichCanbeillustratedbytheinl咖tionbe骶en咖d眦andteacherorbetweenstudentsandstudents，includingEnglishconversatlo鹅andgame--play．PersonalinterestandmotivationisthedrivetokeepthestudentslearningEnglish．Atlast，theanalysisofthequestiomlaire，iIlten，iewandEnglishfinalexamalsowitnessthestudents’positivemotivationand枷tllde。andtheincreaseofEnglishfinalexammarks．Andthepaperconcludesthat掣ammarteacllingincommunicativecontextleadsthestudentstoexperiencetherealuseof毋嗡nmlarrules．TheexplorationOilgrammarteachingincommunicativecontextistotrytobal黜eb鲍ve朗oral_speaking。stressedandgrammar．rule．centeredmethodinEnglishclassroom，whichaimstowardprovidinganewvisionforEnglishteacher．KEYWORDS：deductivemethod，inductivemethod，communicativeconte赋，grammarteaching．111． 交际语境下大学英语语法教学模式探析摘要交际语境中许多教师仅关注口语的教学，对语法教学的重视性有所忽视，英语语法教学逐渐被边缘化，而传统的语法教学又缺乏明确的交际指向，其结果会造成学生只知道语法规则，而不懂得如何交际运用。本论文旨在研究交际语境下的语法教学，试图解决交际语境中关注口语而忽视语法教学和传统教学中关注语法教学而忽视交际的问题，目的是使学生在交际中领会并巩固语法知识，在学习语法中促进交际顺利，无误地进行，以达到语言的习得。本研究在一个新组成的班级里进行，该班共有30名学生，所学专业分别是电算会计和物流管理。论文中采用的研究方法为问卷调查，访问，对话。为期4个月的教学时长中，所收集的资料包括调查，访问和班级录音材料。如．本文通过目前语法教学的失效性引申出对语法教学法中的演绎法和归纳法的讨论，从而推论人们对交际语境下语法教学的误解。本文以克拉申的语言输_．入假设理论、斯万的语言输出假设理论为主要理论基础，辅以迈克尔．朗的简易式交互假设理论作为交际语境下语法教学的理论依据，并结合课堂教学案例来探索在交际语境下的语法教学的成效。教师和学生之间的对话记录在论文中，用以．祜展示教师在交际语境下语法教学的一些视角，其中包括(1)以问题为导向构建对话，(2)以归纳的方法教授时态知识，(3)机械式的和意义构建的练习融合于对话中。学生在新班级课堂活动中积极参与的学习热情表现在学生与老师之间以及学生与学生之间的交互活动(包括英语对话和游戏)中，个人的学习动机和学习兴趣是他们学习的内驱力。最后，本文对问卷，访问，以及学期末英语考试结po果的分析也显示了学生的积极学习动机和学习态度，期末成绩总体有所提高。总之，交际语境下语法教学让学生体验了语法规则的真实运用。本文所进行的交际语境下语法教学的探索试图权衡英语课堂教学中偏重交际或偏重语法的问题，给教师课堂教学提供一种新的思路。关键词：演绎教学法；归纳教学法；交际语境；语法教学 CoNTENTSACKNo、^几EDGEMENTS⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．IABSTRACT⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．1l摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．IVCoNTENTS⋯⋯⋯．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．VChapterOneIntroduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．11．1Researchbackground⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．2Thestructureofthethesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．2ChapterTwoLiteratureReview．．．⋯⋯．⋯⋯⋯．．⋯．．⋯⋯．．⋯⋯．．．⋯⋯．⋯．⋯．⋯．．．⋯．．．⋯⋯．⋯．．⋯42．1’nlemisunderstandingofgrammarteachingincommunicativecontext．．⋯⋯⋯．．．⋯42．1．1Deductivemethod．⋯⋯⋯．⋯⋯⋯⋯．⋯⋯⋯⋯．⋯．⋯⋯⋯⋯⋯⋯．⋯⋯．⋯⋯⋯．⋯．⋯⋯．⋯．．．⋯42．1．2Inductivemethod⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．62．2TIleclassroom-basedcommunicativecontext⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯82．311leInputandOutputHypothesisandInteractionHypothesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯112．4Motivation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．13ChapterThreeResearchDesign⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．163．1Generalintroductionoftheresearchdesign⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．163．2Casestudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．163．2．1Differentresultsbetweenunstressedandstressedgrammar--teaching⋯⋯⋯⋯．163．2．2Therealpracticeofgrammarteachingincommunicativecontext⋯⋯⋯⋯⋯⋯⋯183．2．2．1Thequestion--directedspeechpromptingstudentstogiveanswers⋯⋯⋯⋯一183．2．2．2Inductivemethodforinstructingtensesincommunicativecontext⋯⋯⋯⋯⋯．253．2．2．3Ablendofmechanicalandmeaningfulgrammarpractice⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯313．2．3Aquestionnairetowardtheapproachofgrammarteachingincommunicativecontext⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．373．2．4Interviewsof10studentsindifferentEnglishlevels⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯38ChapterFourResultsandDiscussion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．394．1Dataanalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．39．V． 4．1．1Theanalysisofthequestionnaireandtheinterviews⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯394．1．1．1Questionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯394．1．1．2Imerviews⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．414．1．2Theanalysisofthestudents’performanceinclass⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯434．1．3Theanalysisofthemarksinfinalexam⋯⋯⋯．．⋯．．．．⋯⋯．⋯．．．⋯⋯⋯．．⋯⋯⋯⋯⋯．⋯444．2Themotivationand‘beliefofthestudents⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．454．3Effectiveness⋯⋯⋯⋯⋯⋯⋯⋯．．●⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．．47ChapterFiveConclusion⋯⋯⋯．⋯⋯．⋯．⋯．．⋯⋯．⋯⋯．⋯．⋯．．．⋯⋯．⋯．．．⋯⋯⋯．⋯⋯⋯⋯⋯⋯．．√18Reference．．⋯．⋯．．⋯⋯．⋯⋯．⋯⋯．⋯．⋯．⋯⋯⋯⋯．．⋯⋯．⋯⋯⋯．．⋯．⋯．⋯．．．．⋯．⋯⋯．⋯⋯⋯⋯⋯．．．．50AppendixI问卷调查(Questionnaire)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．53AppendixII访问(Interview)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．54攻读学位期间发表的论文⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．56浙江师范大学学位论文诚信承诺书⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．57学位论文独创性声明⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯_⋯．．58．VI． ChapterOneIntroduction1．1ResearchbackgroundSomcEn西ishteachershavethemisconceptionthatthedevelopmentof咖de鹏’li咖血g锄dspeakingskillsisthekeypointsinoralmethod，whichdoesnotco叫酉籼盯capacityin．Theybelievethatcommunicationbasedoncenaln姗c骶sb‘；tweens_tudentsistheirteachingobjective．ThelanguageaccuracywhicnISconce曲ggrammarrulesisnottakenintoaccount．Atthes锄etimesoreeteache璐overcmphaSi鹞thestudyofgrammarruleswhichiscalledtraditionalg瑚[1IIl盯teachin＆focusingonthegrammaranalysisandexplanation·Ittakesstudentsmuchtimet0remenlbertherulesinanisolatedwayandstudentsdon’tknowhowtousethemlesinreallifecommⅢcation．ThetwomistakenconceptsneglecttheCOrequalityoflallguage，whichdoesnothelppromotestudents’overalldevelopmentofl觚guageabilities．Infact，grammarrulesconsideredasakindoftooltomakemeanlngacrossare血enecessarypartinmakingeffectivecommunication·Andlearninggrammarmlesdoesn，tignorecommunication，whichistherealUSeoflanguage·Duetothedisadv锄tagesofthepresentteachingmethods，amethod，trying·tobalancetheoralmemodandtraditiomlgrammar-teachingmethod，arisesasmyresearchtoplc，wmcnis酉猢arteachingincommunicativecontext．Besides，therealityforteachingEnglishinmyworkplaceisanotherfactorformychoiceofthistopic·Thereal耐forteachingEnglishatpresentinHainanCollegeofVocation舭d1’echlliqueisthatithastakenthestudentsover10yearstohavelearntEnglish·Butthe10ngertimetheyhavespentinlearningEnglishdoesn’tmeanthemoretheYnaVeachieved．NowtheyarecollegestudentswhoalemajoringinElectronicD撒ProcessingAcco眦ingandLogisticsManagement．Englishisacommonrequiredcourseforthem，whichisn’tgiventheperiodsofclassasmanyasthoseofthelr 毋．specializedcourses·Becausetheyarenon—Englishmajorstudents，theydon"tc躺muchaboutEnglishwhichtheyfeelexhaustedatlearning．Mostofstudentsc锄，texpresswhattheylearn；neithercantheywriteanEnglishnotice．111ustlleVlackofconfidenceinEnglishstudy．MotivationandinterestinthissubjectarenotinVolvedwhenstudentsattendEnglishclasses．Whileasmallnumberofstudemsc觚mal(eIlls／hermeaningacrosswhencommunicatingwithteacherorotherstudents．HoweveLwhenitcomestowritinganarticle，thereoftenappeartwopredicatesiIlasentencestmcture·ThesenseofEnglishtenseisnotbuiltupSOthatthesentencelil【et-Heperfo珊wellinthepianoconcert”wouldbewrittendownincomposition．WhvhavetheyspentSOmuchtimeinlearningEnglishbutCan’ttheygettheirmeaIlingacross?WhyCan．someofthemexpresswhattheyintendtomeanbutcan，tthey嘶teco玳ctEnglishsentences?Whydotheythinkitiseasyforthemtoforget粤卸：ll】marrules?Theonlyanswertothesequestionsmentionedaboveisthattheystilldon，tknowhowt0applygrammarrulesintotherealuseinlifeeveniftheyhavelearnedthislanguageformanyyears．BasedonthetwotrendsofEnglishteachinginclassroomandmvstudents，realityoflearningEnglish，thisthesisaimstostudy掣觚吼arteachingin。communicativecontext，attemptingtosolvetheproblemofconversation．吒emeredinstructionwhichignoresgrammarteachingincommuIlicativecontext批ldof铲砌n扑—rule—lfocuSedteachingwhichneglectscommunicationinEnglish．Mvresearch1SconductedaccordingtothetheoryoftwogrammarteachingmethodsandtheInputandOutputHypothesisandtheModifiedInteractionHypothesis．1．2ThestructureofthethesisThispapergenerallyconsistsoffivechapters．InChapter0ne，abriefintroductionisgiventothestudy．ChapterTwowillgotoliteraturereviewmainlyconcerningmethodsforteachinggrammarandtheoriesforcommunica-tiveinteraction．Specialattentionwillbegiventogrammarteachingmethods．—deductiveandinductivelearning，Krashen。InputHypothesis，Swain’sOutputHypothesisand-2． MichaelLong’SModifiedInteraction．ResearchdesignwillbepresentedinChapterThreeasthemainpartofthestudy,inwhichclassroomevents，suchasconversationsbetweenteacherandstudentswillberecordedtoelaboratethemethodofgrammarteachingincommunicativecontext．ChapterFourwillanalyzethecollecteddatafromquestionnaireandinterviewtosupporttheresultsanddiscussionoftheresearchandstudents’motivationandbeliefalealsooneparttobediscussedinthischapter．Whetheritiseffectiveornotbyadoptingthismethodwillbeprovedintheend．Finally,aconclusionwillbemadeinChapterFive．：．3．≯。；，∥ 2．1TheChapterTwoLiteratureReviewmisunderstandingcommunicativecontextofgrammarteachinginGrammarruleshavebeentaughtexhaustivelyinEnglishclassroomform哪years·Obviously,itisineffectivetoinstructrulesinEnglishclassroomwitIlaceumulatedyears’grammar-teachingevaluation．Thepresentsinlationresults丘Dmthemisunderstandingofthegrammarteaching．IntheEnglishclassroom，therearetwomethodsfrequentlyusedforteaclling鲫衄甄thatis，inductiveme．thodanddeductivemethod．“Theexpressionstmeallingtoform’and‘formtomeaning’havebeenusedtoreplaceinductiveanddeductive．thefirstimplyingthatthemeaningunderlyingaparticularstructureoritemofvocabularvisclarifiedtolearnerfirstbeforetheformofthestructureoritemofvocabul砌visgiven；whilethesecondimpliesthattheformisprovidedandthemeaIlingisarrivedatsomehoworother"’(TimBowen&JonathanMarks，1993：23)．SomeonewouldsayeachofthetwomethodsCanbeconnectedwithgrammarteachingincommunicativecontextiftheytakeplaceinconversationalcontext．Butweshouldha．ve矗understandingofthetwofrequently--usedgrammarteachingmethodsbeforewemakeaiudge．2．1．1DeductivemethodDeductivelearningisanapproachtolanguageteachinginwhichle锄ersaretaughtrulesandgivenspecificinformationaboutalanguage(Richards，Platt，W|eber’1992)．Thedeductivemethoddependsoncontinuousexplanation，analysisa11dcomparison·First，anexampleispresentedontheblackboardt0drawstudents，·4． attemion．Tll饥tcacherexplainstheunderlyingrulesabouttheformsandpositionsofoenains仃ucturalwords．Theexplanationsaxeoftenmadeinthestudent’snatlVel肌guage觚dgrammaticaltermsarefrequentlymentionedinclass·Sometimes恤natiVelanguageandthetargetlanguagearecomparedtoshowthedifference0fmetw0languages．Finally,thestudentspracticeapplyingtherulestoproducesentcnceswhichhavethes锄estructurewiththegivenexample．ItseemsthatthedeductiVeme也odofEnglishgrammarteachingmakegreatemphasisonlearningg眦IlII嫩knowledgeinisolationratherthanstudyinggrammarrulesincommunicativecontext·MostofEnglishteachersusedtotakethisdeductivemethodforteachinggrammaLmsmetllodc孤ber姗ed稻‘Granunar--translation’whichemphasizesleamin·gand删釉耐zinggrammarrulesandconsolidatesgraRlmarknowledgebyd01ng衄my酗舢aticalandtranslationexercises(束定芳，庄智象，1996：101)·StIldemsarcusllallygiven瑚蛐erollsEnglishgrammarexercisesandagreatmanyEnglishtests·砌mtkeepsthemgoing011studyingEnglishistheexaminationwhosescoresprovestudentsacademicperformanceandensurethemtochooseabetterschoolto咖dy．Theydon，tspeakEnglishandthustheydon’tknowhowtotalkinEnglish·Theyc龇getamarvelousscoreingrammarpracticeandreadingcomprehension，buttheYcaIl’t、^，riteapaSsageaswellasotherpartsofEnglishpaper．TheyhaveclearaimsmstudyingEnglishinhighsch001．Theyareconfusedwiththelanguagewhentheyareinc011ege．Someofthegranlnlarrulestheylearnedinhighschoolseemtofadeaway舶mmemory．TheynolongerfocustheirattentiononEnglishlearningfor恤yare舶e舶mthepressureoftheentranceofexaminationtocollege·Theydon’tmakesilentmechanicalpracticeofgrammarrulesasoftenasbeforebecausetheyfindnointekstindoingso．‘‘Mechanicalpracticeinvolvesactivitiesthatareaimedattfomaccuracy．Bydoingmechanicalpractice，thestudentspayrepeatedattentlontoakeYelementinastmc眦”(WangQiang，ChengXiaotang，2001：64-65)·“Allinformatlonaboutsentencep撇msispresentedinformof‘rules’whichthestudentsappIYmaseriesofdisconnectedsentencesbyfillinginblankspaces，orbygivingtheco仃ectfomofwordsinbracket’’(L．GAlexander,HeQixin，1997)·Inthisway,thestudentsinevitablybecomeincapableofgoingon：theyhavetogoback．AsJeremyHarmer．5·～ (2000)says，itteachespeopleaboutthelanguageanddoesn，treallyhelpthemtole锄thelanguageitself．Itisprovedunsuccessfulwhenonlyfocusingonf．0m卜-teacllingm1nstructinggrammar，listeningorspeaking(吴宗杰，黄爱凤等，2005：42)．Ce蹦nly．forthebeginners，itiseffectivewhenateachershowsthemhowthenewlaIlguageisconstructed·ButitisineffectiveevenawasteoftimedoingSOforthetollegestudemshavealreadyhadageneralunderstandingof蠢aerulesofthegrammar．‘"Itencou】ra星restheteachertotalkaboutthelanguage，insteadoftraininghisstudentst0useit．TheemphasisISonwrittenexercise．ThegreatestweaknessinthisapproachistIlatthestudentsCannottransferwhathehaslearntfromabstractexercisesoftIlisl【indt0otherlanguageskillslikeundeistanding，speakingandcreativewriting，，(Seaton1982：53)·However,deductivemethodhassomemerits．First，itdoesworkwhenmotivatedstudentsusethismethod．Second，itsavestimewhenstudentsareinstmcted砌thsenesofgrammarrules(Steinber,1985)．Therefore，deductivemethodinEnglish鲫啪盯tcacllingplaysapartinEnglishlearning，butnotapartfrombeginningtoend‘2．1．2InductivemethodInductivelearningisanapproachtolanguageteachinginwhichle锄ers锄．enottaughtgrammarorotherrulesdirectlybutarelefttodiscoverorinduce11lles舶mtheirexperienceofusingthelanguage(Richards，Platt，Weber,1992：23)．Inthis脒油od，EnglishisoftenusedbyteacherintheprocessofdescribingthelaIlguage．Itreqmresstudentstoconcentrateoqtheteacher’sforeignlanguagedescriptioninordertounderstandwhattheteacherIp．eanstodo．ThestudentsaregiventhehintthatthevareintheplacewhereforeignlanguageisthemediaforcommuIlication．Moreover．1nputlsconstantlygiventostudents，includingoralexpressionandreadingmate曲1．AndwhatteachersaysinEnglishconveysmuchEnglishconsciousnessintostudeIlts，mind，whichCanhelptobuildupEnglish--speakingatmosphere．Ofcourse．inductivemethodmayexertitsbestwhenitisconductedincommunicativecontext．Forexample，whenstudentslearnastructureas“Didn’tyoudosth⋯。”．ateacherhad．6． bctterputitinaconversationalcontextSOthatstudentscaninduceinwl哦circumstancetheyshouldusethepaaem．studentA：Didn，tyougofishingwithMikeyesterday?‘s硼entB：No，t11atw弱thedaybeforeyesterday．Didn’tyougotothemovielastnight．"?StudentA：That’Sdght．(LeoJones，1992：3)Ob、，iously,studentscalllearnthepotentialrulesofthesyntaxfromtheconv删on．Themainstructureofthenewpattern‘‘Didn’tyoudosomething⋯⋯"isusedtomal∞sureofsomethingthathappened．Thenmeaningexchangeactivitiesmav0ccuraccordingtothepresentedconversation．Inthisprocess，inputisgiventost呱lenl[Stoindllce丘rstaIldoutputisproducedlater．Meaninggoestoeachotherwhen岫uIlde璐taIldtheparenaandmakeuseofit．Inthisway,theyaredoingmeaningful删ice．AsWangQiangandChengXiaotangsay,meaningfulpracticefocuses0nthc伽oducti呱comprehensionorexchangeofmeaningthoughthestudentskc印孤eye0nthewaynewlylearnedstructuresareusedintheprocess．Theyalsoremark慨t11ereisn0clearcutdistinctionbetweenmechanicalandmeaningfulpractice，veryofien吼activitycanhaveelementsofboth．MartinPaRrott(1993)refers“inductive’’to··guiding，and“deductive，，to‘‘giving"’．Thetermscouldserveasausefulbasisforcl弱sroom锄alysis，withteachersanalyzingtheirownteachingstyleandobservingtiIneswhen也ey·guide’andtimeswhenthey‘give’．ThemostimportantpointisthatEnglishteachershouldaimatactivatingstudentstouseEnglishinthecontextdespiteofwhatmethodhe／sheintendstouse．Asthemeoriesconcerningtwomethodsforgrammarteachingarepresented，deductivemethodisallapproachfrom“formtomeaning’’(TimBowen&JonathanMarks．1993)whichisusedtoteachgrammarrulesinanisolatedway．WhileitwasgenerallyusedinEnglishclassroomanduntilnowstillplaysanimport锄panmEnglishgrammarinstruction．Thismethodtakesmuchtimeto‘‘offer"’toomany孕alniTlar·tforms，’tostudentsandhasstudentspracticethesetformswithoutgivingtheIlintsthatwhenandhowtousetheforms．Sometimesthismethodalsoinvolvesconversationpracticebutitisnotinclinedtobringthestudentsintomeaning．7- interactionwiththeemphasisofmechanicalpracticeofcertainrules．Itturnsoutthatstudentsdon’tknowhowtoUSethelanguageinreallifeeventhoughtheyknowsomegrammarrules·WithoutaccomplishmentsinlearningEnglish,studentswouldn，texerttheirmotivationandinterestinthelanguage．Inthisway,deductivewayisakilldofgrammarteachingmethodbutnotamethodforgrammarteachingincorIununicativecontext·Surel)；,grammarteachingincommunicativecontextdoesnotignorethe‘involvementofdeductiveintheprocessofgrammarteaching．AndinductivemetllodISfrom‘"meaningtoform”(TimBowen&JonathanMarks，1993)，whichteIldst0createEnglis岫cakingatmosphere．ButsometeachershavemisconceptionthatifstudentsimprovetheiroralEnglish，theywillnaturallyknow掣-ammarrules．Accordingtowhathasbeenmentiorredabove，theteachershaveIIlisullderStoodt11einductiveapproachbecausetheybasetheirteachingontheoral．speech-cemeredmethodwhileignoringtheimportanceofgrammarinstructin97HoldingthecorreCtconceptofinductivemethodinmind，itiseasyforteachertoleadinaconunullicatiVecontextarmingatacertaingrammarrule．Thus，inductivewayCanbeconsideredasaneffectiveapproachforteachinggrammarincommunicativecontext．Certainly，this印proachCan’tbecompleteorexertitsbestwithouttheinvolvementofthetheoryof_InputHypothesis，OutputHypothesisandModifiedInteractionHypothesis．2．2Theclassroom-basedcommunicativecontextCommunicationisthetransmissionofmessagefromonesidetotheotherside．ThemessageormeaningCanbeavailableforbothsidesandmoresideswhenthecommunicationoccursinacontext．Context，herereferringtolinguisticcc!11teXtinclassroomcommunication，“isconcernedwiththeprobabilityofa、Ⅳord，sco__occu玎enceorcollocationwithanotherword，whichformpartofthemeaningofthewordandalsowiththepartoftextthatprecedesaIldfollo、Ⅶaparticularutterance”(DaiWeidong，HeZhaoxiong，2002：70)．Herearetwoconversationswhichareindifferentcommunicativecontext．Conversation1-8． ⋯．WhattimeiSi口．．．．⋯It’Sten0’clock⋯⋯．Oh,ok，thanks一⋯WhattimeiSi竹⋯一It’StenO’clock⋯⋯．RJght!Verygood，it"stenO’clock．(KarenE．Johnson，2000：4)Illconversationl，thefirstspeakerisinquiringinformationaboutthetime，andthesecondspeakergivestheanswerthatthefirstoneiseagertoknow．Whileinconversation2，thefirstspeakerdoesn’treallywanttoknowthespecifictime，butonlymakesureifthesecondspeakercani蕾o．5werthequestionornotbyusing‘‘itis"’toa：bouttime．t"Themeaningscommunicatedbetweenthespe幽crsineachconversationaredetermined,inlargepart，bythecontext晰thmwhichtheyoccurred”(Bruner1983：74)．．Communicationtakesplaceinmanydifferentsituationsinwhichthecommullicativecontextsdifferfromeachother．Classroom，consimingofteacherandstudents．isaspecialcommunicativecontext．Bothteacherandstudentsbringwhat恤vhaveexperiencedintotheclassroomandconstructtheirshared--meaning0fmewoddaromldthem．“WhatteacherbringstotheclassroomhasmanyeffectsonthelearIlingproceSSofthestudentswhopayattentiontotheirteacher’suSeofl觚guage，intonation，gesture，mannerandbehavior．Alloftheseteacher’sfeaturesinclassroomareintegratedintothelearningfactorsofthestudents”(Mangano&Allen，1986：132)·Thecl嬲sroom．basedEnglishcommunicationisundertheinstructionofteacherwhoplaystheroleofthegeneraldesignerofaperiodofEnglishclass·He／Sheplansandorg撕zesthecommunicativeactivitiesaccordingtothepedagogicalpurposeofthelesson．Thecommunicationprocesshe／sheleadssometimescanbeti出ly川ontrolledandsometimesmoreflexible，dependingontheteachlnggoalhe／sheaimsat．c-Thecommunicationcontextcanalsodeterminetherulesthatgovemhowspeakerscommunicate，orthestructureofcommunication"’(Widdowson，1978：35)．Itistheteachersandthestudentswhobuildupthecommunicationcontextm．O．。 Englishclassroomthroughthe‘"meaningnegotiation”．Differencesinthemeaningand咖uctureofcommunicationarealsodeterminedbythewaysinwhichparticipantspercewethemselvesinaparticular．comeXt(Barker,1982：142)．Andwhat此ypercelvethemselvesincludesanaccumulationoflifelongexperiencesthroughwhich‘pe叩leinterpretandconveytheirownrepresentationsoftheworld(Bri怕n，1970：28-30)·Inclassroom，‘"howteachersperceivetheirstudents锄：ldhowstudentspereelvetheirteachersCallshapeboththemeaningandstructureofcla：ssroomcommunication"’(Chaudron，1988：125)．Thus，learningisoccurredwhile--studentstrytoexpand，changeandinterprettheirnewexperiencesorrepresenttheirnotiononcertainthingsinthecommunicationwiththeteacher"，(Kaur,1990：26)．．Englishisviewedasatoolinclassroomformeaningconveyingbytheinteractionofteacherandstudentsandthatofstudentsandstudents．B劬teacher觚dstudentstakeadesiretocometotheclassroomwithahopetoachievegoalsintheirminds·Teachertendstodirectthestudentstotalkaboutthesubjeetmanerhe／Shefeels’appropriatetoreachtheteachinggoalandstudentshopetoacquirethel觚guage、析tlltheirsustainableeffortsinimitationandpractice．Classroomlearninggoeson舶m“whatisassumedtobe‘simple’tothatwhichis‘complex⋯(PastyM．Li出boWn&NinaSpada,2002)．Barnes(1976)believesthatclassroomlearningisanegotiationbetweenteacher。meaningsandstudentsunderstandings---asortofgive一孤d．-takebe铆eenteachersandstudentsastheyconstructsharedunderstandingsthrou曲‰e__t(峨ecommunication．Barnesarguesthatclassroomlearningishasedprimarilyontherelationshipbetweenwhatstudentsknow锄dwhatteachero虢rstheminclassrooms·‘‘Arealteacherislikealightwhichissilentbutbright．guidingstudentsIntoanunknownterritory”(ZongiieWu．2004)．AsVygotsky’theoryofZonesofProximalDevelopmentmentions，teachershouldhaveacompleteunderstandingofwhatstudentshaveknownandwhatstudentsdon，tknow"whichhe／sheobserveswhencarryingonclasses(杉ll海民，于伟，2002：90)．Onlvinthiswaywouldclassroom--basedcommunicationbetweenteacherandstudentsgoonsmoothlyinacertaincommunicativecontext-lO． 2．3’ThelnputandOutputHyp。thesisandInt：eracti。nHypothesis一一CommIlIlicativeinteractionisthatpeopleuselanguagetotransmitmessagetoone觚矾lerandthereforetrytosetupcommonsensestowardscertainpointsofV1ew。AsLeech(1975)said，languageactsasakindofrhetoricusedbyhumanfor．communication．AndcommunicativeinteractionisabouttheUSeoflanguagethroughwhichmeyexpresstheirrespectiveexperiencetoeachother．Ittakesplaceinallfieldsofh哪趾activities．WhenitcomestotheEnglishclassroom，theteacherswhoarellsedtospeakingChinesemaywonderiftheyCanmakeitworkinthel姐嘴cl嬲sroomWherethelanguagehasbeenlearnedinisolatedwayforalongtime·AndiIlwhatsitIlationdoescommunicativeinteractionoccurinEnglishclassroom?TeaCher’suSeoflanguagecountsalotabouthowthelessongoeson·Firstly,teacher’s哪eofl觚g吼geintheEnglishclassroomhascertaininclinationsthatintendthe姗entst0d0w11athe／sheexpects．AsFillmore(1982)sayslanguage-useinsecondl锄guageclassroomshasmainlytwofunctions．Thefirstistoconveytheconteutof讪latistobele锄led，suchasconceptsorfactualinformationrelatedtoaspecltlccontentareaorasinmostsecondlanguageclassrooms，informationaboutthelanguageitselfand／orfunctionalaspectsofhowtousethelanguageinaVane够。士conteXts．Thesecondistoprovideopportunitiesforsecondlanguagestudentstorcceivelinguisticinputandtogeneratelinguisticoutputinordertoacqutreasecondlanguage．Shefurthersuggeststhatlanguageinputshapessecondlanguageacqulsmon011lvwhenitisplacedwithinconcrete，meaningfulcontextsinwhichleamerscanunderstaIldthemessageeveniftheydonotunderstandallofthelanguage·Secondly,theuseoflanguageshouldbesimplifiedormodifiedtohelpstudentsunderstandwhatishappeningintheclassroom．SimplifiedlanguageusedbyteacherinmeaningtulcomextistheprerequisiteforthecommunicativeinteractionbetweenteacheraIldstudentsinthatcomprehensioniscontinuousconversationinteractioneasytotakeplacewithsimplifiedinput·Thehelpsaccesstothelanguageacquisition．Hatch．1l-咚： (1978)hasarguedthatmuchsecondlanguageacquisitiohtakesplacethrou吐conversationalinteraction．AndMichaelLong(1983)thinksthatCOmprehensibleinputisnecessaryforlanguageacquisition．HeregardsmodifiedinteractionaSthenecessarymechanismforcomprehensibleinputtooccur．Thus，Longconcludest11atmodifieQinteractionisnecessaryforlanguageacquisition．ThisrelationshiphaSbeensummarizedasfollows：(1)Conversationalmodificationmakesinputcomprehensible．(2)ComprehensibleinputhelpspromoteacquisitionSo(3)Conversationalmodificationpromotesacquisition．Researchershaveproposedvarioushypothesesthatacknowledgetheroleofbothle锄erinputandoutputtoshapethestudents’learningexperiencestolanguageacquisition·TheInputHypothesis，putforthbyKrashen(1985)holdsthatifinputismadecomprehensibletothelearner,eitherthroughthecontext、VitlliIlwhichitisused．0r勰a托sultofsimplifiedinput,acquisitionwillfollow．Thus，acquisitionoccu瑙whenlearnersunderstandtheinputandmakeproductiveoutputasaresponse．And岫InteractionHypothesisproposedbyLong(1983)，emphasizestheimportanceofcomprehensibleinputintheformofconversationaladjustments．Thatis，memoreadjustmentsspeakersmakeinthei‘attemptstocommunicate，th"egreatertheopportunitiesforsecondlanguageacquisition．Suchadjustments，1ikethosefIouIldinforeignertalk,indicateaspeaker’sattemptsattryingtobeuIlderstood．orⅡlenegotiationofmeaning．Allwright(1984)alsosuggeststhattheprocessesofclassroominteractiondeterminewhatlanguagelearningopportunitiesbecomeavailabletobelearned．Therefore，whenleamersgetandtakepartinmuchconversationaladjustments，theymaximizetheiropportunitiesforsecondlallguageacquisition．Ellis(1984)concludesthatcomprehensibleinputmayfacilitatemorethandeterminesecondlanguageacquisition．Sohethinksthatcommunicationoccurringinsecondlanguageclassroomsfostersmeaning--orientedinteractionbet、veenteachersandstudents，thenthenatureofthatinteraction，attheveryle艰，isprovidingasourceofcomprehensibleinputthatCan，intum，facilitatesecondlanguageacquisition．．I’． Whcncomprehensibleinputisemphasizedinlanguageacquisition，it塔砒s0neccsSanrforthelateroutputoflanguagewhichfinallyleadstolanguageacquisition·IIltiffsway,languageoutputisasimportantascomprehensibleinput·Thisisat、M睁—-wavroadintheprocessofcommunication．TheOutputHypothesis(Swainl985)statesthatbesidesthenecessarycomprehensiblei．nput，learnersmusthaveopportIlIlitiestoproducethelanguageiftheyaretobecomefluent,nativelikespeakers．Swaindescribeslearnersasbeing‘pushed’intodevelopingtheirlin舢sticabilitieswhentheyparticipateinmeaningfulinteraction．Moreover,forlearnersto∞砌lyproducethelanguage，theymustknowwhattheywanttosayandhow恤ysayit．SwainthinksthatthisforceslearnerstogofromsemantictoSyntactlcproeessing．VanLier(1991)simplyconcludedtherelationshipofInputHypo也esisandoutputHypothesis，emphasizingtheimportanceofmovingstudents如mnoticingthelanguage，tounderstandingit，andthentousingitappropriately．HowcVer，l觚guageproductionmustOCCUEwithinthecontextofsocialinteraction,bec叭se，uIllikel趾母lageproductioninisolation，thisprovideslearnersopportunitiestoapplYtheirknowledgeofthelanguagetotherealuseinlife·Theat’ove_—memionI甜viewsofferedbysomeprominenteducatorssuggestthatmodifiedinputinmeaningfulcontextandtheopportunitiesforstudentsoutputfunctionasthefactorstodirecttothe2．4Motivationlanguageacquisitionofstudents．Motivation，definedasthelearner’sattitudesandaffectivestateorlearningdrive，l娜ast]rongimpactOllhiseffortsinlearningasecondlanguage(DaiWeidong，HeZhaoxiong，2002：169)．RobertGardnerandWallaceLambert(1972)dividedmotivationintotwotypes⋯integrativemotivationandinstrumentalmotlVatlon，mwhichtheyreferimegrativemotivationtolanguagelearningforpersonalgrowthandculturalenrichment，锄dinstrumentalmotivationforlanguagelearningformoreimmediateorpracticalgoals．Researchsuggeststhatthesemotivationspromoteleamingactivity,butGardnerandLambertsaidthatstudentswhofeltmostwarmlY．13-躺 ／aboutalanguageandwhowantedtointegrateintothecultureofitsspeakersweremo豫11iflaymotivated(andlearntmoresuccessful)thanthosewhowereoIdylearninglanguage嬲ameanstoallend(gettingabetterjob)(Gardner&L锄ben，1972)．Thatistosay,in。tegrativeff。lOtw、ati。nw嬲m。repowe疏lth锄instnJcti。Ilalmotivation．Everybodyhasaninstinctneedtocommunicatewithothers，eveninasituation．offorelgnlanguage·Knowingthis，teachersshouldbuilduparelaxingspeal【ingenvHonmentinwhichstudentsreallywanttoexpresstheirideatomakecommunicationOCCULMoreover"teachersshouldshow咖demstlle1carried_language----eulture嬲muchaspossiblebecauselanguageisinterrelatedwithculture·SoteachersplayimportantrolestomotivateStudentstole锄secondlanguage·“Ifwecanmakeourclassroomsplaceswherestudentsenjoycomingwherethelearninggoalsarechallengingyetmanageableandclear，andwheretheatmosphereISsupportiveandnon--threatening，wecanmakeapositivecontributiontostudents’motivationtolearn”(Lightbown，1983)．Thus，“oneofthem咖tasksfor’teachersistoprovokeinterestandinvolvementinthesubjectevenwhenstudentsa∞notinitiallyinterestedinit．Itisbytheirchoiceoftopic，activityandlinguisticcontentthattheymaybeabletoturnaclassaround．Itisbytheirattitudetoclassparticipation，theirconscientiousness，theirhumorandtheirseriousnessthattheymayinfluencetheirstudents”(JeremyHarmer,2000：96)．Students’motivationinitiallycomes丘．omteachersinsecondlanguageclassroominmostofthetime，whoenlightenstudentsonthenewlanguagetheyintendtolearn．Therefore，inalargedegree，whetherstudentsaresuccessfulinlanguagelearningornotdependsonwhatextentteachersmotivatestudentstolearnlanguageinclassroom．Buthowdoteachersmotivatestudentsinpedagogicalpractice?GrahamGrookesandRichardSchmidt(1991)concludeseveralpointsthatCanincreaselevelsofmotivationforstudents．HereliststhepointsaboutthatMotivatingstudentsintothelessonSomeresearchessuggestthatteacher’sintroductionabouttheforthcoming∞‘iVitiesatthebeginningoftheclasscanengagestudents’interestintheirstudy．-14． 曼垒璺里塑!-w2生!堡翌!竺堡!堕!!!--_____-_I_-_-_l__----__^_-_●_●_--_--__-_●-___--_--_—●-___●___I___-—-___●_______———-_—————__——————————————————一一一(2)M啦theteachingmaterialsandactivitiesvariedClassroomteaching，consistingofthesamepatternsandprocedure，canleadtoborethestudentsbecausetheyknowwhattheirteachergoesontheclass．Withnocuriosityabouttheclass，theywouldtaketheirattentionawayfromclass．Inshort，varyingthematerialsandactivitiesCanhelpincreasestudent’Sinterestlevels．C3)AdoptingcooperativeratherthancompetitivewayCooperativelearningactivitiesalefoundtobesuccessfulthancompetitiveonesbecauseitincreasestheself--confidenceofstudents，includingtheweakerones．Allthestudentsintheworkteamworktogethertomaketheproblemssolved．Inthiswayeveryonefulfillsthemselvesinachievingtheirstudygoals，andmostimportantly,theyformaspintofteamwork．Theresearchersofourcountry．alsoputforthsomeviewstomotivatestudentstolearnEnglish：first，settingappropriategoalsforlearningEnglish；second，instructingstud朗盈t0mal(ecoⅡcctattribution；third，developingstudents’internalmotive(杨连瑞，张德禄等，2007：174-175)．，．15．*谳誊． ChapterThreeResearchDesign··3．1GeneralintroductionoftheresearchdesignⅢsresearchwillfirstdiscussthedifferentresultsofstressed-grammar-ruleandunstressed—gramm．ar-rule．Andthentheinadequacyofgramm弘teachinginEnglishclassroomwillresultintheintroductionofgrammarteachingincommunicativecontext，whichCallsupplementtheshortcomingsofgrammarteachinginEn#ishclassroom．11lerealpracticeofgrammarteachingincommunicativecontextwillcomenext,inwhichtheinteractionbetweenteacherandstudents，studentsandstudentsarepresentedinthisresearch．11leprocessofgrammarinstructionincommunicativecontextwill6erecordedinordertochecktheeffectivenessofthisteachingmethod．nleparticipantsinvolvedinthisresearcharethestudentsmajoringinElectronicDataProcessingAccountingandLogisticsManagementinHainanCollegeofVocation&Techniqueenrolledin2008．Questionnairesandinterviewsofthestudents’ideaandfeedbackaboutthegrammarteachingincommunicativecontextwillbeanalyzed．Andtheresults，includingstudents’finalexam，theirmotivation，andeffectivenessoftheresearchwillbcdiscussedintheend．3．2Casestudy3．2．1DiflferentresultsbetweenunstressedandstressedgrammarmteachingWhatistheroleofgrammarinEnglishlearning?Theanswerfor‘important’or‘unimportant’thatoneholdsreflectswhatextentheorshecountsongrammar．DuetothefailureofgrammarinstructinginEnglishclassroom，somepeoplewouldhave-16． 廿leir舭uSonotherlanguageskills，suchasspeaking，listening，andwriting·Thepo硫mattheyneglectisthatgrammarknowledgeisthemostbasicpartforfhrmer砌lling洲[1erI锄guageskills．IfgrammarisnotstressedinEnglishlearning，thestudentsa化notboundtomakeothersbelievehis／herwell--trainedlanguagecompetencethoughhe／shecanmakehis／hergeneralmeaningaCrossmcommunication．Moreover,theydonotwriteanarticleasgrammaticallyCOlTect鹤Ⅱ10sewhohavewell--trainedingrammarknowledge．Asoneofteachersmentionthesignificanceof鲫咖哦‘‘Grammarplaysasiguificantroleinlanguage吼nceeve巧sin西echailgeinanygrammaticalstructurecausesachangeinmeaning·Soifmereweren0cle盯grammaticalrules，thelanguagewouldn’tplayitsroleasfar硒communicatingideasisconcerned"’(TimBowen&JonathanMarks，1993：87)·Ontheo妞llj加ld"thes骶ssedgrammar--teachingmayresultintheaveragedevelopmentoflanguagecompetence，whichcertainlyshouldbeconductedinanappropriateande彘ctiveway．Inotherwords，ifgrammarteachingisconductedappropriateIy，卿咖n觚knowledgewillaffectthegraspofsuchlanguageskillsaslistening锄dreadingcomprehe邶ioIl，speaking，writingandtranslation．Thesoleuseofthedeductivemc也odforteachinggrammarisprovedtobeineffectivegenerallybecauseitdirccts掣．黜盯teachinginisolatedway．Andtheinductivemethodhelpsto．buildupanEnglishspeakingatmosphere．WhenateachertendstoconveytheconCe珊nggramm龇mletosnJdents，thelearntruleshouldbeaimedforstudentsfirst,allowingstudentst0knowwhattheyaregoingtolearn(deductivemethod)·ThenacommuIlicatiVccontextisconstructedtoengagethestudentsinconversationswhlcnc强leadthemtoinducetherealuseofthegrammarrule(communicativecontext+inductivemethod)．Therefore，thetruecaseofgrammarteachingincommunicatlVecontextcombinesdeductiveandinductivemethods，moreimportantly,withconCemingcoI砌姗icativecontext．Nextisthepresentationofgrammarteachingincommunicativecontext．．17·．雾 3．2．2Therealpracticeofgrammarteachingincommunicativecontext3．2．2．1Thequestion--directedspeechpromptingstudentstogiveanswers-Hereisaperiodofclassaboutthesimplepasttensethatstudentsareveryfamiliarwith．Themaingoalishowtoconsolidatethetensesbyusingtheminthecommunicativecontext．Theproceduresoftheclassarepresentedbelow：·SteplWaRming--upactivityAtfirst，onegroupofstudentsstandingontheplatformisofferedseveralpiecesofpaperonwhichiswrittenaword．TheyareaskedtonegotiatewitheachotherSOastomakerightwordordertoformacorrectEnglishsentence．Eachstudentstandingalineandholdingonewordisfacedwiththestudentsseatedwhoreadoutthesentence．1writedownthesentencethatthestudentsreadandjudgeifitisagrammaticalsentenceornot．Itiseasyforthemtoarrangethewords’orderintosimplesentences．Buttheyfeelconfusedwiththecomplicatedones．Theymakethewrongorderofthesentenceatthebeginning．Forinstance，theyusethewords(suchas‘myoldfriend，had，inHaikou，formanyyears，lived，returnedto，before，he，Sanya’)tomakeasentencelike‘‘MyoldfriendreturnedtoSanyabeforehehadlivedinHaikouformanyyears”．Whenthesentencetheymakeiswrittenontheblackboard，theyrealizethatitisungrammatical．ThenthemembersofthegroupcommunicatewitheachotherhalfinEnglishandhalfinChinese．Atlast，acorrectEnglishsentencecomesoIrt-j‘MyoldfriendhadlivedinsanyaformanyyearsbeforeheretumedtoHaikou"’．Theinitialactivityistoremindthestudentsofthegrammarrulesthattheyhavestudiedbefore．Unfortunately,theyhaveforgottensomeofthemfortheyseldommakeuseofwhattheyhavelearned．Step2Interactionbetweenteacherandstudents砀esubjectsoftheteacherandstudentsarecontractedasTandSinthefollowingdialogue．Conversationl：．18． ChapterThreeResearchDesignLinelT：ZhaoShah(agidstudent)，doyouoftenbuyclothes?Line2S：Yes．(Smiling)Line3T：Yes，youdo．。·Line4S：Yes，Ido．Line5T．Howoftendoyoubuyclothes?Line6S：Ibuyclothes—intwo—weeks．Line7T．Oh!Youbuyclothes—on—ceintwoweeks．LinesS：Yes，onceintwoweeks．·Line9T．Doyoulikefashion?Linel0S：Fashion?LinelT：Fashionissomethingadmiredandimitatedbypeopleinaperiodoftimelikeclothes，hairstyle．(Makinggesturebyreferringtoclothesandhair)Linel2S：Yes，Ilike—fash—ionclothes．Linel3T：Isee，youlike．—f—a——s—h．．i．o—．n．—a——b——l—e—．clothes．Linel4S：．F．．．as．．．．．h．．．i．．o．．．．n．．．a．．．b．．．1．e．．．clothes．Itisturntoaboystudent，namedFeiTao．Linel5T：FeiTao，doyouoftenbuyclothes?Linel6S：No．Idon’t．Linel7T：Good．(Complimenthimforgivingacompletesentence)Howoftendoyoubuyclothes?Linel8S：Ibuyclothesonceinayear．Linel9T：Boysarequitedifferentfromgirlsinbuyingclothes．(Commentonstudent’Sidea)Line20T：Doyoulikefashion?Line21S：Yes，ofcourse，Ilikebeautifulthings．Line22T：Good．Thankyouboth!Thequestion---directedspeechpromptsstudentstogiveanswers，thatis，thequestionsteacherasksinspirethestudentstoexpresstheirideastomakeaconversationbetweenteacherandstudents．Withshortsentencestructurefromtheteacher,thestudentscanunderstandthequestionsquitewell．Theygiveactive．19．颤≯ responsetotheteacher．Inlinel，I(astheteacher)ask毒girlstudent，calledZhaoShangwhoissurelyinterestedinthiskindoftopic，“Doyouoftenbuyclothes?，，，nlegirlstudentanswers“Yes”withasmile．Herresponse，ofcourSe，c锄maketlleconversationgoon，but1wanthertoknowthecompleteofyes／noquestion．Soinline3，Iconfirmtheanswer“Yes，youdo”．ItsuddenlyOCCurStothegirlstudentthatsheshouldrespondtotheteacher’squestioninacompletefoml．Shethenchangesthepersonalpronounto“Yes，Ido”inline4．Theinteractionbet、veenmeandthegirlstudentcontinues．Iask，‘‘Howoftendoyoubuyclothes?，，Itisa岫ucstionaboutthefrequencyofacertainaction．The咖dent锄s、ⅣerS，tcIbuvclothesintwoweeks”inline6．IrepeatheranSWerinline7byaddingonewordtoproduceacorrectgrammaticalsentence，“Oh!Youbuyclothesg堕曼曼iIlt、vo、Meeks．，，“Yes，onceintwoweeks．’’Sherealizesthemissingword“once，’inher觚sⅥre￡Sosheaddsitinherrepetition．ThenIaskanotherquestion，‘‘Doyoulikefashion?，，Shesaystheword“fashion"’inrisingintonation,whichmeansshefeelsdoubtf．uloftlleword．Shelearnedthiswordbefore，butshedoesn’timmediatelyfigureoutthemeaIlingofthewordforsheseldomusesit．Iexplainitas‘‘somethingadmiredandimitatedbypeopleinaperiodoftime，likeclothes，hairstyle”inline11．Theelaborationtlleteachcrofferssoonshedsanewlightontheword‘‘fashion”．Shethengivesquickresponse“Oh，yes，Ilikefashionclothes”inline12．“Isee，youlikefashionableclothes·”Insteadofcorrectingherresponse，Itransform“fashion"，into“f瓠llionable，，tomodifythenoun“clothes”．Shemakessenseoftheuseoftheadjectiveword．觚dthensays，“Yes，Ilikefashionableclothes”inline14．Cazden(1986)describesclassroomlessonsasclassroomspeechevents．witllspecializedrulesandexpectationsconcerningtheappropriatenessofteacher，sandstudents’communicativebehaviors．Theunderlyingstructureofclassroom1essonsgenerallyconsistsofasequenceofacts，namely,aninitiationact．aactandanevaluationact(IRE)(Mehan，1979：87)．Intheconversation．Ifoilowthet-IRE，，sequencetogoontheclass．Ibeginwithaquestion，andastudentrespondstoit．thenIofferanevaluation．“Theteacher’Sevaluations，whichseemmorelikerepllrasesand／orparaphrasesofstudents’response，actasameansofsustainingandexpanding．．’n． students!re驴嘁S’"(Littlewood，1981：156)．Idirectthestudentstothetoplcwhich1sdiscussed赫lyintheirlife．Theyareactiveenoughtogivetheiropinionsto，．．the幻plcteachcrprop0∞s．Withthesamequestion,aboystudent,namedt7eF"fao，doesbettertll锄the西dstudent，ZhaoShah,becausetheboystudentispayingattentiontotheconversationbet、ⅣeenZhaoShanandme．Hehasalreadyknownhowtomakeaco玎ectrespoIlsewhileansweringteacher’squestion．Intheconversation,Iattachimport强cetolanguagemeaningaswellaslanguageform·MeaningCallleadtheconversationt0ke印goingandcommunicativecontextisthusestablishedandthenpushtheconversationaheadfurther．Whileformisgiventoprovidestudents埘nl恤generalrulesofl锄刖培etohelptoincreasetheproficiencyoflanguagefromwhichs砌eIItsbenefitalotinotherskillssuchasspeaking，listeningandwriting·Ellis(1994)believes∞condlanguageclassroomsshouldcreateopportunitiesforstudents幻participateinbothmeaning一-锄Id_-form--focusedinstruction，sincebotharebelievedtocontribu_tetosecondlanguageacquisition．Insecondlanguageclassroom，meaIling_-f＆usedinstructionwillgivemoreopportunitiestostudentstolearnforuseofthel趾guageandmakepracticethefunctionsofit·Whilefonn-怕叩ediIlstnlctionwillcreatemoreopportunitiesforstudentstothinkaboutthestructureandorganizationofthelanguage·‘·．Fromtheaboveconversation，conclusionCanbemadethatI(asateacher)，ereateampleopportunityforstudentstohavetheneedanddesiretocommunicate弱thetopicIproposeisabouttheirlifeandtheyfeelpleasedmjoininthetalkingactivities·Once殉Jden_tsaregivenmuchopportunitytousethelanguageforbothmealling_f-ocusedcommunicationandform--focusedinstruction，theywouldbehappyt0attendlanguageclassbecausetheyareenjoyingthefeelingofSUCCessforusinglanguage．MeaIlin即nd__fom．—fbcusedinstructionareintegratedintotheclass．inwhichform--focusedteachingrepresentsgrammarteaching，andmeaning_-focusedreferstocommunicativecontext．Formwillbemadesensewlthacertain眦ountofmeaIling—_negotiation．Thiscanbeexpressedas“meaningtoform"’"whichistheinductivewayofgrammarteaching．StudentsmayreinforcetheaIreadv—一le锄ed——_nllesbycommunicationwiththeirteacherwithinthemeaningful．"1．糍1*蝾’ contextintheinductivemethod．Forexample，theywouldneverforgethowtoans、verthewh---question“Howoftendoyou⋯”，whentheyrealizetheyhavemissedtIlefrequencywordlike‘once，twice，threetimes’intheconverSation．Andthev、Ⅳouldknowhowtoansweryes／noquestionas‘",Yes，Ido’’or‘"No，Idon，t，，insteadwimonlv“Yes’’or‘"No”informalsituation．Thereisn’tanyexplicitexplallationfortllegrammarrulesofhowsentencesareconstructedinclass．Theyareinduced、砘thmeaningnegotimionbetweenteacherandstudentsinthecoI啪uIlicativecoll．tex|t．Theclassgoeson．Thepracticeofpasttensecontinuesinconversation2．．Conversation2：LinelT．HuShah，doyourememberwhenyouboughttheclothesyouarewearing?Line2S：Bought?(ShehesitatestoanswerthequestionforsheCan，tfigureoutmemeaningofthewordwhenitisusedinpasttense．)Line3T：Ioftenbuyclothes．Iboughttheclotheslastweek．Line4S：Iunderstand．Iboughttheclothesonemonthago．Line5T=Doyoulikethem?Line6S：No．Idon’t．Line7T：Why?Line8S：Mybodyisfat．Ilooklikefatterwhen1weartheclothes．Line9T：Oh，youarenotfat．Theclotheslookniceonyou．Line10S：No，no，no．(ShefeelsshywhenIcomplimentherandgivesanegativeresponsewithoutasecondthought．)LinetlT：‘Thankyou’isbetterthan‘No’inresponse．Doyouknowwhy?Line12S：Yes．Inforeigncountry,Ishouldsay‘thankyou，．Line13T．Good．’．Line14T：Pleaseturnaround．(Shethenturnsaround．1Line15T：DoyouthinkHuShan’sclothesarebeautifulonher?(Iasktherestofthestudents．)I，ine16Ss：Y．esfLine17S：Thankyou!(Shesmilesandobviouslysheishappytohearherclassmate’s，remarks．)-22． 1writedowntheusefulexpressionontheblackboard‘"Theclothesarebeautifulonher"’．Ithenexplainitinordertoreinforcethestructureforthestudents．Line8T．‘‘硼1eclothesarebeautifulonher"’，inotherwords，sheisbeautifulwhen--’～·．^kshewearstheclothes．Ih5p舌youoift’-enusetheoralsentencewhenyoucomplimentothers’dress．Iturntoanotherstudent，namedChenYi．Line9T．ChenYi，whendidyoubuytheclothesyouarewearing?Line20S：Iboughttheclotheslastweek．Line21T．Oh，youboughtthemlastweek．Doyoulikethem?Line22S：Yes,Ido．Line23T．Whydoyoulikethem?Line24S：Thestyleisfitformeandthecolorismyfavorite．Line25T：Ithinktheclothesarebeautifulonyou．Line26S：Thankyou．Line27。I’：YoUarewelcome．Atthebeginningoftheconversation2，IaskaquestiontoHuShahtostarttheconversation．‘‘Doyourememberwhenyouboughttheclothesyouarewearing?”Shekeepssilentforafewsecondsandrepeatstheword“bought"’inintonation．Obviously,shecan’tinterpretthemeaningofthewordandfeelsverydoubtfulofitbecausesheseldommakesuseofEnglishinoralwork．Sheactuallyneedsmoreinformationaboutthewordfromteacher．Ithengivehintsinline3that“Ioftenbuyclothes．Iboughttheclotheslastweek．’’Shesuddenlyrealizesthepasttenseuseof‘buy’fromthecommunicativecontextandrespondscorrectlyinline4．“Oh，Iunderstand．Iboughttheclothesonemonthago．”ThenextfollowingconversationismoreanimatingandrealinlifebecausethiskindofconversationreallyOccursindailylife．Inline5，teacher’Squestion‘‘Doyoulikethem’’iseasyenoughforstudentstoexpresshis／herlikesordislikes．He／Shemayfeelcomfortableaboutgivingopinionsaboutthings。aroundthemforthatiSthereal—-、Ⅳoridcommunicationinlife．Thestudent，HuShahsays‘"No，Idon’t．”inline6togivenegativeresponsetothequestioninacompleteform．Itseemsthatshehasgottenusedtosaying‘Idon’t’following‘No’．The．23． ———————————』垫塑l堕!．墅!!竺垒里!兰!壁一．conversationgoeson．Inline7，Iask“why”SOastodirectthestudenttoexpandherexpresslonandthusmakemorepracticeinspeakingtoconsolidategrammarrules．Inling，thestudentappearstobeverylovelywhensheoffersreasonwhyshedislikestheclothessheiswearing．Whatshesays‘"Mybodyisfat’’isa髓ctedbyhermotllertongue，Chinese．ButIdon’tpointtohermistakewhenitdoesn，tmakemeaningconfused·Instead，Isay“Youarenotfat．Theclotheslookniceonyou．，，Thecon．ectsentenceisusedintheinteractiontoindicatethatstudents’USeofsemenceisincorrect．Ifsheisn’tawareoftheerrorthistime，shewouldonedayrealizetocorrectitbvherselfwithmorepracticeoforalwork．InlinelO，thestudent，HuShansays“n0，n0．no”tomeanthattheclothesarenotniceonherbecauseofherfigure锄dwhatshe．托spondsmeansnothingbutshowmodestywhenreceivingotherpeople’scomplime鸥whichistheuniquecharacterofChinese．Inlinell，IsuggestHuShahspeaking‘"thankyou"’insteadof‘"no’’whenrespondingtoother’scompliment．She㈣∞wellthatshesays“Inforeignculture，Ishouldsay‘thankyou，”．Ⅵ，llatshekno、vsdoesn’trelatetowhatshespeaksbecausesheseldomm砒【esuseofthealready--known---knowledgeinoralexpression．ThenIaskHuShantotlJma自DundandrequireotherstudentStogivecommentonherclothes．“Doyout11iIll(HuShaIl’sclothesarebeautifulonher?“‘Yes．”Theotherstudentssayina伊eement．HuSh锄ispleasedtohearherclassmates’remarks．Theinteractionoccursherenotonlvinthe．·formofspeakingbutalsoinaction，whicharecombinedtoconstmctreal——：、^的rldcommunicationandthereforeleadtotheconsolidationofthegrammarrules．、^mat，smore，theinteractionoccursherenotonlybetweenteacherandonestuda毗，butalsobetweenteacherandotherstudents，betweenonestudentandotherstudems．TheinteractionbetweenteacherandonestudenteventuallyinvolvesotherstIldentswiththeinteraction．Thepositiveatmosphereforteachinginclassisestablished．ForHuShan，whatshebenefitsfromtheconversationistherealpracticeofEnglishincommunicationandtheawarenessofthealready-—-k110wngrammarrulesandtherealpracticeofthegrammarrules．Inaword，languageislearnedthroughrealpracticeofcommunication／ormeaningfulpractice．Inaddition，shegainsconfidence舶mherclassmates’positivecommentintheinteractionandIbelieveshewillofienwearthe．’4． ●clothesaso也erstIldentssayinunanimousthattheylookniceonher．AftertheconVersationw池HuShah,Iconcludetheusefulexpression“Theclotheslookniceonyou’，and而tcitdownontheblackboard，wherethestudentsreinforceitinvisi∞eventhoughtheyhavecomprehendedexplanationisthendoneonthesentenceitsmeaningintheconversation．Furtherinordertoconsolidatethecomprehensiblemeaningoftheexpression·There甜practiceofpasttenseintheconversationwithanotherstudentcalledChenYiismore锄。砒lyandsuccessful硒ChenYihaSlearnedalotfromthepreviousconversationsbetweenteacherandotherstudents．Atthebeginning，Ichangethewaytoproposeawh----questioninpaSttensetotestifChenYiCangiveac0玎ect肌swer0rnot．Thequestionis“ChenYi，whendidyoubuytheclothesYouarewe袖g?"，Sheoffersarightone‘‘Iboughttheclotheslastweek"’·Sheknowstoch觚ge廿1eve’rb-"buy’’to“bought’’inpaSttenseandaddthepaSttimeatendofthe弘∞ntence．W．1lenI弱k··Whydoyoulikeit?”，shemakesacreativesentence“Thestyleisfitfor雠andthecolorismyfavorite．’’SheintegrateswhatsheknowsIntotiffs，；expressionbecauseshefeelsneedtodothat，baSedonthecommunicativecontext·3．2．2．2InducfivemethodforinstructingtensesincommunicativecontextThesmden_tsfeelveryconfusedwiththepasttense，presentperfecttenseandpaStpe疵Ct钯n∞趾dtheydon’tknowhowtoUsetheabove-mentionedtensescorrectlvincommul】ication．Theninductivemethodistakenforinstructingthetensesthalconmsethestudents．Asmentionedabove，inductivemethodis“anapproachtolanguageteachinginwhichlearnersarenottaughtgrammarorotherrulesdirectlybutareleRt0discoverorinducerulesfromtheirexperienceofusingthelanguage”(Rechards，Platte，andWeber，1992)．Belowistheteacher’sinstruction111wmcnteachercommunicateswiththegirlstudent，ZhenJie，whoisinterestedinEnglishverymuch．Line1T：ZhengJie，whendidyoustartlearningEnglish?Line2S：IstartedlearningEnglishinmiddlesch001．．25． Line3T：Good．AndhowlonghaveyoulearntEnglish?4S：(Shethinksforawhile)7years．5T：Oh．for7years?DidyoulearnEnglishlastnight?6S：Yes，Idid．7T．WhathadyoudonebeforeyoulearntEnglishlastnight?8S：Pardon?9T．Ⅵ，llathadyoudonebeforeyoulearntEnglishlastnight?10S：el"⋯．(Shefeelsconfusedwiththesentence．)1writethesentencedownontheblackboard．Sherealizesthatitisapastperfecttense．Thensheanswers．lS：IhadwashedmyclothesbeforeIlearnedEn百ishlastnight．12T：Oh，good!Andwhathadyoudonebeforeyouwashedclothes?13S：I，Ihaveabath,⋯⋯Ihadabathbefore1washedclothes．14T．ve巧good．‰hadyoudonebeforeyouhadabath?15S：IhaddinnerbeforeIhadabath．16T：Good．Fromthisconversation，Wecan’tdenythatZhengJiehasgoodknowledgeofthepasttense，presentperfecttenseandpastperfecttensethoughsheCall’tfigureoutthemeaningofthepastperfecttensesentencewhencommunicatingwithherteacher．Sheknowseverytensementioned，butthep0硫is“Weneedtodistinguishbetweenknowingvariousgrammaticalrulesandbeingabletousetheruleseffectivelyandappropriatelywhencommunication"’(DavidNunan，1989：78)．Inordertomaketheconversationke印on，1writedownthesentenceontheblackboardtosupplyaidforZhengJietounderstandthepastperfecttenseinuse。Sheoffersaniceanswerbasedonherexperienceinlife．“lhadwashedclothesbeforellearntEnglishlastnight"’．Knowingthatsheinducestherulesofpastperfecttense，Icontinueaskingthequestionofthiskindinrelationtoherformeranswer,“Andwhathadyoudonebeforeyouwashedclothes?”Shethinksforasecondandsays，“I，Ihaveabath，en⋯．．Ihadabathbefore1washedclothes．”Thereisalittlehesitationinanswerbecausetheinfinitiveverbform‘"have"’isanirregularverbwhentransformedtopastparticiple．26．1【IlllllllllIlIlIIIlIlllllllllllllIllIIIlflllllll『IIl—J ‘"had”．Sheeventuallysucceedsinmakingthepastperfecttensesentence．1wanttofurtherconsolidatethepaaemofthesentence，thenIask“‰hadyoudonebeforeyouhadabanl?，"Sherespondsquickly,“IhaddinnerbeforeIhadabath．”SheisreallyconsciousoftheUSeofthepastperfecttensewhenusingitincommunication．ForanotherstudenLnamedYangYuanyuan,shehasmuchdifficultyinexpressingherselfinEnglish．Eventhoughshecan’tgothroughtheconversationaswellasherclassmates，Istillcreateopportunityforhertoattendtheclassactivity,谢tllthehopethatshecallbenefitmuchfromopportunitiestolistenatlengthtotheteacher’Svoice，anddevoteherselftotheEnglishspeakingasmuchassheCallInherEnglishspeakingtime，shefindsdifficultyinmakingtheconversationthroughandaskshelpfromherclassmatenowandthen．Belowistheconversation．LinelT．YangYuanyuan,whatdidyoudolastnight?Line2S：I⋯．．饥⋯l(Shehesitatesforafewseconds)(AnotherstudentsittingbesideherremindsherofhavingwatchedTvlastnight．)Line3T：watch,watchTV(1writedowntwosentencesontheblackboardtomakesurethetensesheUSeS，“1watch1V1watchedTV”．)Line4T：Ⅵ憾chsentencedoyouusehere?(Myfingerpointingtothetwosentencesontheblackboard)Line5T：En⋯⋯．Thesecondone．Line6T：Good．Andwhathadyoudonebeforeyouwenttobed?Lille7S：I⋯⋯．I⋯⋯．Sorry．Line8T：“Wenttobed”means“wenttosleep"’．YouwatchedTVlastnight．Beforethat．whathadyoudone?Andthequestionis“‰hadyoudonebeforeyouwenttobed?”．Canyouunderstandthesentence7Line9S：No．(1writethesentenceontheblackboardanditseemsthatsheknowsit．ThenIgivefurtherinstruction．)Linel0T：YouwatchedTVlastnight．Andthenyouwenttobedlater,right?LinellS：Yes．．27．．矿1，j；?抟 ChapterTheeResearchDesign(Ithenexplainthatthefirstaction‘watchedTV’isusedinmainclause‘haddone’structure，thelateraction‘wenttobed’iSputin‘before’structure．Ofcourse，IexplainitinChineseinordertoma，keherunderstandtherules鹤quickly嬲shecallforsheneedshernativelanguageaSallaidtohelpherunderstandthecomplicatedrules．Isuggesthertryingagainbyherself．)Linel2S：IhadwatchedTVbefore1wenttobed．Linel3T：Good．Verygood．Let’Shavemorepracticeaboutthestructure．YangYuanyuan，whathadyoudonebeforeyouwenttoschoolthismorning?Linel4S：I．．．．Ihadeatbreakfastbefore1wenttoschoolthismorning．Linel5T：Youshouldpayattentiontothepastparticiple“done”．Andwedon’tspeak‘eatbreakfast’but‘havebreakfast"．(IrepeattheinstructioninChineseSOastomakeherunderstandtherules勰quicklyaspossible．)Linel6S：I⋯．Ihadhavebreakfastbefore1wentschoolthismorning．(I，嬲theteacher,writethesentencedownandofferthecorrectone”hadhadbreakfastbefore1wenttosch001．")Linel7T：Ⅵ，llichsentencedoyoutllir止isthecorrectone?Linel8S：SecondLinel9T：Good．Fromthisinstructiveconversation，IknowthatYangYuanyuanisusedtotheChineseinstructiveenvironmentbecausesheusedtoreceiveinstructionfromherEnglishteacherwhospokeChinesetOinstructEnglishrules．ShedependsSOmuchonthenativelanguage，ChinesethatshedoesnotprepareherselftotheEnglishenvironmentatthefirstperiodofEnglishclass．Sheisconfusedwiththepastperfecttensewhenteacherexpressesitorallyinsteadofwritingontheblackboardforvision。Shecan’tcatchthemeaningafterlisteningtotheteacher’SquestionforsheisunpreparedfortheoralEnglish．ThereisnodoubtthatsheCancomprehendtheteacher’Squestionthatiswrittendownforvision．TheteachertriestoinvolveYangYuanyuanintheEnglishconversation，whichconcernsaboutherlisteningandspeakingability．Withtheteacher’Sinstruction．shefinallyanswerstheteacher’Squestionbasedonherownlifeexperience，“Whathadyoudonebeforeyouwenttoo．28． bed?”Forthenextquestion，“Whathadyoudonebeforeyouwenttoschoolthismorning?”，shetransfershernativeChinese“吃”intoEnglish‘"eating”whensheexpressesthesentencelikethisinlinel4，“I—had—eatbreakfastbefore1wenttoschoolthismorning．’’Itisgrammaticallywrongbecausepeopleusuallysay‘havebreakfast’insteadof‘eatbreakfast’，moreover,sheforgetsthepastparticipleformoftheverb‘do’．Aftertheteacher’Sinstruction,shesays，“Ihadhavebreakfastbefore1wenttoschoolthismorning"’inline16．ThentheteacherwritesthecorrectsentenceontheblackboardforhervisionSOthatshecanrealizethemistakeshemakeswhenspeaking．AsYangYuanyuanisusedtolearningEnglishbydoingdrillsonpaper,shehasdifficultytocopewiththerealilseofEnglishinlife．Morepracticemakesperfect．ShewillsurelymakeimprovementaslongasshetrieshardtopracticeusingEnglishiIllifc．ThenIaskmlthestudentstodothepairworkbypracticingthepasttense，thepastperfecttenseandthepresentperfecttense．Therequirementisthatonestudentspeaksoutapositiveandanegativepresentperfecttense．Theotherstudentproposesapasttensewh—1uestionaccordingtothecontentoftheformerstudent’spositivepresentperfecttense．Andaw岫uestionofpastperfecttenseisfollowedwiththeanswerofpasttense．Thestudentsarerequiredtotaketheirlifeexperience、撕Ⅱ1thereferenceoftheexample．StudentA：Ihavealreadyhadbreakfast，butIhaven’thadlunchyet．StudentB：Whattimedidyouhavebreakfast?StudentA：Ihadbreakfastathalfpastseven．StudentB：Andwhathadyoudonebeforeyouhadbreakfast?StudentA：IhadreadallEnglisharticlebeforeIhadbreakfast．(章振邦，1992)WiththepracticeoftheEnglishpatterns，thestudentsinducethatthesignalword‘‘already"’ofpresentperfecttenseisusuallyplacedbetweenpresentperfectverbforms‘"have’’or‘"has"’andpastparticiple‘‘done’’．While‘yet’’isputattheendofthepresentperfectnegativesentence．NextliststheconversationsbetweenWangXieqingandTianXiaoliwithmyelectronicrecordpen．。Wang：Ihavealreadywashedmyclothes，butIhaven’twashedmyshoesyet．．29．凑：’：’妒 Tian：Whattimedidyouwashedyourclothes?Wang：About12o’clockatnoon．hadyoudonebefore"youwashedyourclothes．Wang：Ihadlunchbefore1washedmyclothes．TaketurnstoexchangetherolestopracticethepatternsTian：Ihavealreadyhadlunch，butIhaven’thaddinneryet．Wang：Whattimedidyouhavelunch?Tian：Athalfpasteleven．Wang：Whathadyoudonebeforeyouhadlunch?Tian：IhadreadabookinthelibrarybeforeIhadlunch．WangXieqingandTianXiaoliareexcellentindoingtheoralpractice．Theirconversationis“spontaneous，adaptive，meaningandform--focused”(Karen．E．Johnson，2000)．Itseemsthattheyaremakingmechanidal(form～focused)practice，buttheyalsointegratetheirlifeexperience(meaning一-focused)intothepaaempractice．Onestudentshouldfocusonwhattheotherstudentissayingandthushe／sheshouldbeabletoaskaquestionbasedonthecontenttheotherstudenthasmentioned．Judgingbythefluencyoftheiroralwork，theyhavealreadyhadacleardistinctionbetweenpasttense，pastperfectandpresentperfecttense．WhileYangYuanyuanstillhasmuchdifficultyindoingtheoralpractice．Fortunately,sheiswillingtoattendtheoralactivitywiththehelpofherpartner,ZhaoFei，averygoodstudent．YangYuanyuannegotiatesthemeaningwimZhaoFeibyhalfChineseandhalfEnglish．Inordertofinishtheoralwork，shetriesherbesttoexpressherselfinthepracticeoftheEnglishpattem．Aftertheclassforpracticingthepasttense，pastperfectandpresentperfecttense，moststudentshavetheideathattheyhaveabetterunderstandingofgrammarrulesbytherealuseofEnglishandhavemoreinterestinlearningtherulesthanbefore．Itseemsthatwhatthestudentslearnisveryeasy．Butconsideringstudents’lackofEnglishproficiency,Istart、析ththeinstructionofthebasislevelofEnglish．EventhebetterstudentsfindthattheyoftenmakemistakeswhiletheyarespeakingEnglish．Sothestudentsshouldlearnthe“essentialgrammar,tensesandstructuresneededforabasisleveloflanguageproficiency"’(JackC．Rechards，Tay．30． 一————————————■■——————————————————————————————————————————————一Lesley,2001)．3．2．2．3AblendofmechanicalandmeaningfulgrammarpracticeMostofstudentsfeelconfused、析tlIsubjunctivemood．Andaperiodofclassistakentopracticetheconditionalssubjunctivemoodthatisoppositetothefactathand．Theexamplesofthiskindofsubjunctivemoodsentencearepres6ntedontheblackboardlike“IfIhadacar,1woulddriveittoSanya"’．ThenastudentiSaskedtoinducethestructureofthesubjunctivemoodsentences．Atlastheconcludesthatthepredicateoftheprincipleclauseis‘would’plusverbform．Threestudentsarerequiredtomakethemeaningoftheprincipleclausetobecomeachain,inotherwords，the。meaningoftheconditionalsclauseexpressedbythesecond．studentisbasedonthatofthemainclausebythefirststudent．Sentencesconnectedlikeachainseemtosuggestasequenceofactionswhicharenottruthsbutimagination．Thethreestudentsstarttheirsupposingactionsbyconnectingthesentenceproposedontheblackboard，“IfIdrovemycartoSanya,1wouldgotoswiminsea．”Thefirststudentcontinues，“If1wenttoswiminthesea,1wouldcatchalotoffish．”Thesecondstudentthensays，“IfIcaughtalotoffish,1wouldroastthemtoeat．’’Itseemstobecomefunniertogoonthesubjunctivemoodsentencebecausethereis110limitforthestudenttousetheirrichimagination．Thenthethirdstudentgoeson，“IfIroastedthemtoeat，1wouldbefull．”Thenanotherturnsbegin．Thefirststudentsays，“IfIWasfull，1wouldhavearest．’’Thesecondstudentreactsquid@,“IfIhadarest，1wouldhaveenoughenergytovisitmanyscenicspots．”Themirdstudentthinksforawhileandcontinues，“IfIvisitedmanyscenicspots，1woul．dwriteabookaboutmytravelexperience．’’Ofcourse，whentheydothismeaningfulpractice，theyoftenmakemistakesbythechangeofverbformin‘if"clause，whichisthekeypointtobepracticed．Inadditiontothepasttepsebeingconfused，theydon’tknowsuchEnglishwordsas“roast"’，‘‘scenicspots’’becausetheyhaveformedthenotionofChineseandcall’tfindEnglishequivalentstotranslatethewords．Atthistime，teacher’SsustainablehelpisSOnecessarythatcanmakethepracticebeonandon．-3l·蛰，+√k’麓+■：张 Whataretheadvantagesofthissubjunctivemoodpractice?First，examplesaregwentoallowstudentstoinducethemainstructureofthesubjunctivemood．Second．withthisinducementinmind，studentsareofferedopportunitiestomakeuseofthestructurewhichtheyintegratetheirideaandimaginationwiththepracticeofthestructure·Studentsenjoythe啪eofthelanguagebecausetheyfeelquiteananimatedlanguagewhentheygettheirmeaningacrossotherstudentsthroughthemediaofit．Third，thestructureismechanicalsothatstudentsdon，tfeelambiguousaboutwrhattheyaregoingtosayandhowtheyextendthetopic．Theyfeelsafetopracticethestructure·Inaword，thisisablendbetweenmechanicalandmeaningfulpracticesupportedbydeductiveandinductivemethodsforgrammarteachingmentionedabove．Anothercaseofgrammarpracticeblendingmechanicalandmeaningfulaspectsistheuseofcomparativeandsuperlative．Thestudentsarerequiredt0uset量leadjectivesbythecomparativeandsuperlativestructurestodescribetheanimalsinthetable．Theprocedureoftheperiodofclassislikethis：first，thestudentsareaskedtoconstructthecomparativeandsuperlativeformoftheadjectives．Theyfinditeasytotransformtheadjectivewordstothecomparativeformasfaster／slower,bigger／smaller,gentler∥fiercerandthesuperlativeformasthefastest“theslowest,theb{g霉eS∥thesmallest,thegentlest／thefiercest．Second，thestudentsneedtomakeaconversationbyusingthecomparativeandsuperlativeformoftheadjectives．Thequestionsofferedcanbethehintthattheycanreferto：1)Doyouthinkwhichanimal-32．● ChapterThreeResearchDesignillitsgroupm鹏faster?Andwhichanimalrunsslower?2)Whichanimalinitsgroupisbigger?Andwhichissmaller?3)Whichanimalinitsgroupisgentler?Andwhichanimalisfiercer?4)Comparingtheanimalsofthethreegroups，whichanimalrunsthefastest?Andwhichrunstheslowest?Whichisthebiggest?Andwhichisthesmallest?Whichanimalisthegentlest?Andw．hichisthefiercest?Theresultofthediscussionshouldbefilledinthechartliketiger(faster)，wolf(slower)．Third，modelconversationsarcprovidedforthestudentstoimitate．Thestudentsshouldmakechangetoaskeachotherquestion．Tomakeaconversationbytheuseofcomparativeform：A：Doyouthinkwhichanimalrunsfaster,tigerorwolf7．B：Ithinktigerrunsfasterthanwolf,inotherwords，wolfrunsslowerU撇tiger．A：Yes，Ithinkso／Iagreewithyou．Tomakeaconversationbytheuseofsuperlativeform：’A：Doyouhaveanyideaofwhichanimalrunsthefastestamongtheanimalsandwhichrunstheslowest?B：IthinktigerFunsthefastestandrabbitmIlstheslowestamongtheanimals．A：Yes．Ithinkso／Iagreewithyou．黝thesequestionsandthemodeloftheconversation,ZhangGangandZhangHuilumakeoralworkasfollows：ZhangHuilu：Doyouthinkwhichanimalisbigger,tigerorwolf7．ZhangGang：，Ithinktigerisbiggerthanwolf,inotherwords，wolfissmallerthantiger．ZhangHuilu：Yes，It11i11l(SO．·●NextisZhangGang’SturntoaskquestionZhangGang：DoyoutIliIll(whichanimalisgentler,tigerorwolf7．ZhangHuilu：Ithinkwolfisgentlerthantiger,inotherwords，tigerisfiercerthanwol￡ZhangGang：Iagreewithyou．ThenZhangHuilucontinuesaskingthequestionwiththeuseofthesuperlativeform．．．33．；舞‘，臻●’f·t ZhangHuilu：Doyouhaveanyideaofwhichanimalisthebiggest锄ongtlleaIlimaJsandwhichiSthesmallest?Gang：Ithinkbearisthebiggestandrabbitisthesmallest锄ongtheanimals．Huilu：I“11l(SO．Gang：DoyouhaveanyideaofwhichanimalisthegentlestamongtheanimalsandwhichiSthefiercest?Huilu：Ithinkrabbitisthegentlestandtigeristhefiercest锄ongthe枷mals．Gang：Iagreewithyou．ThenextgroupisQiandZhouQiwhomakepracticeofthecomp甜纰iveformwiththesecondgroupofanimalsasmonkeyandrabbit．Qi：Doyouthinkwhich+animalrllllfaster,mom，eyorrabbit?ZhouQi：Ithinkmonkeyirllnfasterthanrabbit，inotherwords，rabbitrunslowerthanmonkey．Qi：Iagree、杌tllyou．ThenZhouQibeginswiththequestion：’ZhouQi：Doyouthinkwhichanimalisbigger,monkeyorrabbit?Qi：Ithinkmonkeyisbiggerthanrabbit，inotherwords，胁bitisSmallerth觚monkey．ZhouQi：Yes，IthillkSO．ItisQi’Sturntoaskquestion．Qi：Doyouthinkwhichanimalisgentler,monkeyorrabbit?ZhouQi：Ithinkrabbitisgentlerthanmonkey,inotherwoMs，monkeyisfiercerthanrabbit．Qi：Yes，IthinkSO．Thesuperlativeformispracticedinthefollowingconversation．ZhouQibeginsaSthis：．ZhouQi：Doyouhaveanyideaofwhichanimalrunsthefastestamongtheanimalsandwhichrunstheslowest?Qi：Ithinktigerrunsthefastestandrabbitrunstheslowestamongtheanimals．ZhouQi：Ithir出SO．-34． ’ChapterThreeResearchDesignZhangQi：Doyouhaveanyideaofwhichanimalisthebiggestamongtheanimalsandwhichisthesmallest?ZhouQi：Ithinktigeristhebiggestandrabbitisthesmallestamongtheanimals·．ZhangQi：ButIdon’tthinkSO，Ithinkbearisthebiggestamongtheanimals．ZhouQi：Doyouhaveanyideaofwhichanimalisthegentlestamongtheanimalsandwhichisthefiercest?ZhangQi：Itllinkrabbitisthegentlestamongtheanimalsandtigeristhefiercest．ZhouQi：Iagreewitllyou．Inthethirdgroup，HeFangandDongJiayueaccordtheconversationtomakemeaningfulcommunicationbytheuseofcomparativeandsuperlativeform．HeFang：DoyouⅡ1i11l(whichanimalrunsfaster,dogorbear?DongJiayue：Ithinkdogrunfasterthanbear,inotherwords，bearrimslowerthandog．HeFang：Idon’t“nkSO．Inmyopinion,bearrunsfasterthandog．DongJiayue：DoyoutllillI【whichanimalisbigger,dogorbear?HeFang：I廿linkbearisbiggerthandog，inotherwords，dogissmallerthanbear．DongJiayue：IthiIlkS0．HeFang：Doyouthinkwhichanimalisgentler,dogorbear?DungJiayue：Iminkdogisgentlerthanbear,inotherwords,bearisfiercerthandog．HeFang：Iagree、析myou．Nextpartisthepracticeofthesuperlativeforminthecommunication．DongJiayue：Doyouhaveanyideaofwhichanimalrunsthefastestamongtheanimals觚dwhichlUllStheslowest?HeFang：IthinktigerrHasthefastestandrabbitrunstheslowestamongtheanimals．DongJiayue：IthinkSO．HeFang：Doyouhaveanyideaofwhichanimalisthebiggestamongtheanimalsandwhichisthesmallest?DongJiayue：Ithinkbearisthebiggestandrabbitisthesmallestamongtheanimals．HeFang：Iagreewithyou．DongJiayue：Doyouhaveanyideaofwhichanimalisthegentlestamongtheanimals．35． ———————————处型望!坐!垦壁坐垒望!兰!鲤．ia。n．。dwhichisthefiercest?HeFang：IthinkrabbitisthegentlestamongtheanimalsandtigeristhefiereeSt．DongJiayue：Iagreewithyou．Inthepracticeofthecomparativeandsuperlativegrammar,thestudentshavcbeengiventheframeoftheconversationwithwhichtheymustaccord．Inthis嘲theywouldfeelsafetospeakEnglishfortheydonotbeanxiousofhowaconversationgoeson．Inthegivenexample，theyCallpracticenotonlythepattems，butalsotheuseofthecomparativeandsuperlativeformintheconversation．Thevshouldalsothinkabouttheanimalsfeatureswhiletheyaremakingtheconversationbecausetheyshouldhavetheconversationsoundreasonable．Asttlevhavebrainstormedtheconstructionofthecomparativeandsuperlativef0吼oftheadjectivewords，theyhavewellrememberedthewords．ThenextsteptheyshoulddoistheUseofthecomparativeandsuperlativewordsintheconversation嬲doneiIlt11eexample·Itseemsthattheyaredoingthemechanicalpracticeinthegivenex锄ple．SurelyitisbecausethestudentsareatthebeginningphaseofspeakingEnglishthoughtheyhavelearntEnglishforseveralyears．TheyjuststartlearningEnglishinadifferentway．MechanicalpracticeoffersasafewayforthestudentstolearntospeakEnglishmeaningfullyfortheyarethebeginnerstospeakEnglish嬲cllildrendoattheageofbeginningtolearntospeak．Duringthepractice，theyoftenmakemistakes．suchverbformas‘"runs”intheboldfacetype，whichadds‘‘S’’whenthesubjectiveissmgularinthepresenttense．TheywillnotcometorealizethisgrammarrulesifthevdonothavemuchpracticeintheEnglishcommunication．Inthisrespect，theyshouldpracticespeakingEnglishinthegivenexample，orinthemechanicalway,othenvise．theydon’tknowhowtogoonaconversationwithlimitedVOcabulary．Hereliststhreegroupsofstudentswhomakeconversationaccordingt0t量leexamplegiven·Eachstudentinthethreegroupshasbeenofferedtheopportunitytopracticethepatternaswellasthecomparativeandsuperlativefo册ofthewordsmentionedinthetable．Ononehand，theyaredoingmechanicalpractice；ontheotherhand，theyarealsodoingthemeaningfulpractice．Intheboldfacetypeoftheconversation，ZhangQiask，“Doyouhaveanyideaofwhichanimalisthebiggest．1‘．o， 锄ongⅡ玲缸训s越dwllichisthesmallest?”ZhouQianswers，“Ithinktigeristhebiggest锄drabbitisthesmallestamongtheanimals．”ButthenZhangQisays，“ButIdon"tthinkso，Ithinkbearisthebiggestamongtheanimals·竹Thesentencezh觚gQisaysisnotgivenintheexample，butitisthetruethinkingintherealWorldcon吼llIlication．Thoughthenegativesentenceissimple．itismoreorlessakindofcreationiIlthecommunication．Inthisrespect,theconversationtheymakeISmeaningfulcommunicationastheydonotcomplywiththegivenexamplecompletely．Thevaddtheirunderstandinginthecommunicationwhennecessary．Sothepmctlcetllevma|【eismeaningfulgrammarpractice．ThesetwocasesintheEnglishclassroombespeal【thatgrammarteachingcanblendmechanicalandmeaningfulpractice，砌chleadtoongoingoflanguageclass．3．2．3AquestionnairetowardtheapproachofgrammarteachingincommunicativecontextIteachthreeclasses、^7_hosenumberofstudentsis194inall，withanaverageof65曲u‘lcntsinaclass．Theteachingperiodsatermforeachclassare68·WithSOlarge删妇of咖dents锄dsolimitedtimeofteachingperiods，itisimpossibleformetOcam，叫tthecommunicativecontextapproachintermsofgrammarteaching·AsaresuIt．1workovenimetoteachanotherclasswhoconsistsof30studentsfromthethreeclasses，majoringinElectronicDataProcessingAccountingandL091stlcsM绷gerfient．Thestudentswhowillinglyjoinintheclasshavesome舢雒knowledge，someofwhomcalluselimitedEnglishtoexpressthemselves，butsomecaIl，tata11．ThepurposeofgrammarteachingincommunicativecontextISto踟usethe州ents，interestinlearningEnglishwiththeenjoymeutandachieVementof口spe撕ngthelanguage．Thequestionnaireisintendedtofindoutwhatthes眦ntsarereallyminkingaboutgrammarteachingincommunicativecontext·Thereare30studentsinvolvedinthequestionnairewhoareinstructedgrammarrulesbYthecommunicativecontextapproachinextratimeaswellasbytraditionalwayofteachinginroutineteachingtime．The30studentsarethemixtureoftwomajors，who．37． comel"romtheclassofElectronicDataProcessingAccountingandLogisticManagementClasslandClass2．Thequestionnaireaccountsforthestudents’interestSandmotivation，theirpurposeoflearningEnglish，theirlevelofEnglishandtheirrcSponsetoteacher’Sinstruction．ThemixedclassisengagedinthequestioIlllaireiIlacCordancewiththeabove--mentionedpoints．Everyquestioncontainingthesepointslsshownmapieceofquestionnairepaperandthechoicetoeveryquestionismeasuredbypercentage．3．2·4InterviewsoflOstudentsindifferentEnglishlevels，nlerearelOstudentswhoareinterviewedabouttheirideaongrammarteachingincommunicativecontext．Theyaregenerallydividedintotwolevels，thatis。intermediateandlowerintermediate．1want’t0findoutthedi伍：rentvoiceofthedifferentEnglishlevelsgroupswhichrepresenttherestof20students．Thei‘lea锄dpointsofviewwillberecordedintheresearchpaperandtheanalysisoftheirresponsewillbefollowednext．’一38． ChapterFourResultsandDiscussionFourResultsandDiscussion4．1Dataanalysis4．1．1Theanalysisofthequestionnaireandtheinterviews4．1．1．1QuestionnaireForthepurposeoflearningEnglishpresentedatfirstinthequestionnaire，51％ofstudentschoosetheonethat廿1eylearnEnglishforabetterjobinthefuture，12％ofstudentsforexamination,and37％ofstudentslearnEnglishinordertohaveabetterunderstandingofwesternculture．Moststudents(63％ina11)learnEnglish“formoreimmediateorpracticalgoals”．Inotherwords，theyareexertingtheirinstrumentalmotivationwhenlearningthelanguage，whichCan’tsustainthemtohavelifelonglearningbelief．IftheyhavegottheconcernedEnglishcertificates，orstopdoingthejobrelatedtOEnglish，theywouldnotcontinuelearningorusingEnglishanymorefortheydon’tliveintheEnglishenvironment．ButIshouldmentionthatthestudentslearningEnglishforagoodjobinthefuturearemuchmolemotivatedthanthoseforpassingexamination．While37％studentslearnEnglishwith“integrativemotivation”，thatistosay,theyleamEnglish“forpersonalgrowthandculturalenrichment"’．Thesestudentsremaincuriousaboutthewesterncultureandeagertoknowthedifferencebetweeneasternandwesternculture．Theymaykeeponlearningandusingthelanguagealltheirlife．Butitisquitereasonabletohavesuchfiguresthattheyaccountforwhatthesocietyexpectsthestudentstodoandwhatthestudentsexpectthemtohave．ThatwouldleadthemtohavepositiveornegativeattitudetowardEnglishstudy．MostofthemlearnEnglishforhuntingagoodjobinthefuture，whichmeetsthesocietyandtheirpersonalexpectation．．39． ●SeveralstudentswhodonotknowwhytheylearnEnglishfinallyhaveaclearamlaboutlearningEnglishaftertheyattendtheclassforteaching掣ammarilltllecommunicativecontext．AsforthelikesanddislikesoflearningEnglish，thestudentswhoareinterestedinEnglishoccupy72％ofthetotalnumberandthestudentswhofeel,just_so——soareabout22％．While6％studentsareuninterestedinEnglishatall，whostillforCethemselvestolearnEnglishinordertopasstheEnglishfinalexam．ThesefiguresarequitesatisfactorybecausethenumberofthestudentsinterestedinEnglishisrising．SomestudentswhowereinactiveinEnglishclassbeforebecomehighlyinvolvedinEnglishinthenewlyorganizedclass．AsIhavementionedbefore，thestudentsfbmthreedifferentclassesalsoattendtheregulardaytimeEnglishclass．The咖dents，performanceinthenewlyorganizedclassisgraduallytransferredin幻tlleregulardaytimeEnglishclass·ThepositiveattitudetowardEnglishistriggering．Mlenitcomestobeingself--responsibleforstudy,thereare36％studentswhocant吞keself--responsibilityfortheirstudy,but64％studentsrelyontlleirteacher，sinstruction·Itisnotsurprisingformetogetthefiguresasmoststudents，EnglishlevellsnotV唧highwhentheywereenrolledinthiscollege．Mostofthemdependonteacher’Sinstructioninclass，withoutwhichtheywouldtakemuchmoretirneinlearningthegrammarrules．Thesestudentsdependingonteacher’Shelpneedencouragementandinspirationfromtheirteacher，fromwhomstudemscaIlexperiencethefeelingofsuccessintheprocessofcl嬲sroomleanling．Whenbeingaskedthegrammarrulestheyhaveinthequestiomlaire．‘studemsmakethechoiceofhaving“some’’insteadof‘"many’’or‘‘none”．Mostoftheml(110wsomerulesofgrammar．WithmorethansevenyearsofEnglishlearning．theydon，tstillgraspituptillnow．Thereasoniscleartoeveryonethatstudentsspenda10toftlme111grammarpracticeinpaper，butnotinspeakingorcommunication．SothevlearnsilentEnglishandCan’tfeelfulfilledandaccomplishedeveniftheyhaVegainedahighscoreinpapenWhentheyareeagertocommunicatewithaforeignfriendbutCan’texpressthemselveswell，failureandfrustrationwouldoccurinmind．WithsomanytimesandSOmanyyearsofdoingthesamething，thestudents’enthusiasmand．40． ChapterFourResultsandDiscussioninterestinlearningthegrammarruleswouldfadeaway．Sowhentheyarcaskedwhethertheylikegranllnarornot,afewstudents(about4％)choose‘"veryinterested”，43％studentschoose‘‘juSt．一so～so"’and53％‘"uninterested"’．Butalmosteveryoneagreesthatitiseasyforthemtoforgetgrammarrulesandtheystillneedtolearngrammarincollege．Whatist．heeffectivewaytoconsolidatethegranlrnarknowledge?91％studentsthinkthattheyshouldlearngrammarincommunicativecontext．WhileafewconsiderthatmuchpracticeofwritingcRnreinforcegrammar．ItisobviousthatmoststudentswouldliketolearngrammarrulesintherealUseofEnglishbycommunication,becausemostofthemagreethattheywouldfeelaccomplished勰tlleycancommunicate、杭n1f6reigners．Forthelastquestion,mostofthemarcsatisfiedwiththisapproachforteachinggrammarincommunicativecontext．4．1．1．2InterviewsHerelists10studentsdividedinto．twogroups．Onegroupisintermediate、students，andtheotherislowerintermediatestudents．Eachgroupcomprises5‘students．Theyareaskedtooffertheirideasabouttheapproachofgrammarteachingincommunicativecontext．矾rhattheysayiswritteninthefollowingparagraphs．HuShah,TianXiaoli，ZhaoShah，ZhaoFeiandWangXieqingrepresenttheintermediategroup．Nextaretheirviewsonthisapproach．HuShan：IanlsointerestedinEnglishthatIlearnEnglisheveryday．Ispendalotoftimereadingandrecitingarticles．IfindIhavemadeagreatimprovementinEnglish．ButwhenIattendthisclass，IstillfindthatIcall’tmakeconversationwithothersaswellasIhaveexpected．IrealizethatIneedallEnglishspeakingenvironmenttopracticemyoralEnglishandtomakeUSCofthelanguageI仃yt0rememberfromthearticlesrecited．Iusedtothinkthatgrammarisnotimportant．WhenIintendtoexpresssomething，IfindwhatIsayisnotcompletelyrightingrammar．Grammarstillmattersalot．Theadvantageoftheapproachisthatitcombinesgrammarlearningwithcommunicativecontext．ItgivesUSagoodchancetoinducegrammarrulesincommunicativecontext．．41． TianXiaoli：IenjoylearningEnglishinthiswaybecauseICallcommuIlicatewimmyclassmatesinaccordancewiththesetpatterns．Ifteacherdoesn"to艉racertains咖cture，Idon’tknowwhatIamgoingtosay．Intheprocessoflearning，myvisionisbroadenedandIbegintohaveinterestinknowingforeigncountries，culture．ZhaoShan：IlikeEnglishverymuch，butIdon’tfindmuchchartcetoUSeEnglishinmylife·MyclassmatesspeakChineseallthetimeexceptinthenewly—巾rganizedclaSsthatyourequireeverybodyattendingtheclassshouldspeakEnglish．Idesiretoexpressmyselfinthatspeakingatmosphere．Asforgrammarrules，ItllinkIle锄themwhileIalnspeaking．ZhaoFei：Iminkinteractionbetweenteacherandmeorclassmatesandmeh嬲enhancedourtmprovementonlistening，speakingandquickresponseinans、№ringourclaSsmatesorteacher’squestionsaswell．Ifindmyvocabularyenlargedandwell--rememberedwhenspeaking．AndgrammarrulesaregraduallyCOILSolidatedwithoutmyconscience．WangXieqing：Thecontentwehaveinclassisnotdifficult，butthecourseofourthinkinghaschanged．SpeakingoutEnglishmakesmefeelsuccessfm．ThenextgroupisYangYuanyuan，ZhangJia,WangJia,HuangChao觚dMengYutingwhorepresentthelowerintermediatestudents．YangYuanyuan：MyEnglishisnotgood，especiallytheoralwork．IspendalotoftimeinlearningEnglish，butIeasilyforgetthemseveraldayslateLAttendingthisclass，IfindanapproachtolearningEnglish,thatis，speakingc觚reinf．0rce、VhatIIearn·Ialn·eagertocommunicatewithothersevenifIspeakpoorEnglish．IalIlpreparingforCET4and1wouldliketotalktomypartnerwiththetopicIreadinCET4modeltestpaper．1wanttolearnEnglishwellSOthatIcangoabroadaIldexperiencethedifferentcultureofwesterncountries．ZhangJia：IlackconfidenceinEnglishbecauseIdon，tle锄well．Inthenewly---organizedclass，myclassmatesareperformingbetterthanme．MyoralEnglishisSOpoorthatIfeelembarrassedtoopenmymouth．Buttheactivities硼．efunformethatwearerequiredtoworktogethertorearrangethe、VordsintoacorI℃ct．4，． sentence．IneedtoworkhardinEnglishtocatchupwithmyclassmates·N‰gJia：IthiIlkthewaywetakeclassisfunny,becauseplayinggamesandle觚linggrammarsa托combinedSOwellthateverybodyishighlyinvolvedintothecl雒sactivities．Ididn，tlikeEnglishbefore，butnowI锄stillengagedin．theactivities．Myconccptischanging．AndIbegintobecuriousaboutothercountries’customandculture．HllangCt啪：I锄notgoodatEnglish．IliketospeakEnglishbutIjustspeaksomesimplesentences．Idon’tknowhowtoexpresscomplicatedconceptinEnglish,especiallywhenusingtenses．TeachergivesUSthelessoninwhichtenSesarecOIlSolidatedthroughrealuseoflanguage．Ithinkthismethodissuitableforme·．MengYuting：IcanjudgewhatkindofgrmmnarICanuseinEnglishexam·When“comestospeakingEnglish，IfeelincapableofspeakingitforIfllTlafraidthatICan’tma：kecItllersunderstandwhatIsay．WhenIjoininthisclass，teacherwhogivesusiIlst删onpatientlymakemeknowthatIshouldintegrategrammarIknowintoreall志eill：life．4．1．2Theanalysisofthestudents’performanceinclass·Thestude鹏whotakepartintheclassofgrammarteachingincommunicatlVecontexthaVegoodperformanceinthenewly—勺rganizedclassaswellasintheregularclass．Whattheybehaveinthenewly---classisgraduallytransferredtothatlntheregularclass．Oncethelanguageassignmentismade，theyactivelyengagethemselvesintoit．Itistheirmotivationthatmakestheirbehavioractiveandattitudepositive．WhatmakesthemhavehighermotivationtowardsEnglishthanbeforeis”meirinterestintheactivities．TheyliketodosuchgrammarrulesactivitlesascountingEnglishnumbers(thepracticeofcardinalandordinalnumbers)，rean孤gmgphrasesintoagranamaticalsentence(thepracticeofsyntax)，playingonwords(thepracticeoflexicon)．Theyalerequestedtocooperatewiththeirpartnerstofinishthetask．Sotheyhavetouseeverysensetoengageintheactivitiesforfearingthattheyarcbeinglaughedbytheirpartners．Thestudentsalecuriousaboutwhatisgoingon．43． nextbecausetheactivitiesaredifferentfromeachotherineveryperiodofclass．Eventhelow--intermediatestudentsfinditinterestingtoattendtheactivitiesinwhichtheyhavefunbyinvolvingthemselves．Asforthetense--learninginthecommunicativecontext,theintennediatestudentshavebetterperformancethanthelow--intermediatefortheintennediatestudentsaremoresensitivetoEnglishinlisteningcomprehensionandspeaking．Eventhoughthelow--intermediatestudentsdon’tgosmoothlyinoralwork，theystillachievealotfromtheclassadoptingtheapproachofgrammarteachingincommunicativecontext．First，theyhaveaclearideaabouthowtolearnEnglisheffectively,thatis，learninglanguageisreinforcedbytheUSeofit．Second，thevrealizethattheylearnEnglishnotjustforpassingexam，butforknowingothercountry’Sculture．4．1．3TheanalysisofthemarksinfinalexamAfter4monthsofgrammarteachingincommunicativecontext，therecomestheEnglishexam．Ingeneral，intermediateandlower--intermediatestudentshavebetterscorescomparedwiththoseoflastsemester．Theresultsofthecomparisonaretakenasthistable：Thereare16intermediatestudentsintotalinthenewlyorganizedclass，8ofwhomhaveallincreaseof5marksupincomparisonwithlastterm，6ofwhomincreasethemarksrangingfrom1to5marks，and2remainunchangedinmarks．And-44． ChapterFourResultsandDis—c—u。．s——s———i—o———n—thereare14lower--intermediatestudentsinallinthenewly---organizedclass：3in14studentsincreasebyover5marks，and7studentshaveanincreasescalingfrom1to5marks．4stayunchangedinmarks．Asthetableisshownabove，thereare6studentsamongintermediateandlower--intermediatestudentswhodonothaveanincreaseinmarks．Totally,thereare24students(30studentsintotalminus6ones)whohavehighermarksthistermthanthoseoflastsemester．Inthisrespect,theclassforteachinggrammarincommunicativecontexthasaneffectonmostofthestudents．Butitdoesn’tmeanthatthe6studentswhohavenoincrcascinmarksinthefinalexamgetnothingbutfailureafterAttendingthenewly—吣rganizedclass．TheresultofonceEnglishexamdoesn’tmeaneverything．WhatcountsformuchiswhethertheyholdallideaaboutwhatEnglishmeansforthem——alife，aearoerornothing．TheideatlleyhaveaboutEnglishwilldeterminetheirpersistenceinlearningorgivingupEnglishandthusinvolvetheirattitudeandmotivationintothestudy．ThestudentslikeTianXiaoli，ZhengJie，YangYuanyuanwhohavenoincreaseinscor．esinthefinalexamshowtheirenthusiasminEnglishintheabove---mentionddinterview．Whattheysayintheinterviewrevealstheirtruethoughtabouttheexperiencesoflearning’‘’Englishinthenewlyorganizedclass，thatis，theyfmdquiteadifferentwaytolearnEnglishandmoleoftenthannot,theyfeeltheyhavegainedsomethingfromthisway’ofinstruction．TeacherdirectsthemwheretogointheEnglishstudy．4．2ThemotivationandbeliefofthestudentsMostofthestudentsattendingthenewly--organizedclassaremorehighlymotivatedthaneverbefore，whoalsotransferthehighmotivationtotheirroutineEnglishclass．Asisdoneinthequestionnaire，somefigurescomingoutofaquestionforlearningpurposeshowthestudents’attitudeaboutEnglish一·51％studentslearningEnglishforabetterjob，37％forknowingothercountries’culture，and12％forexamination．ItiSquitereasonablethatthereare51％studentswholearnEnglishforabetterjob．Withthewidespreadofcommunicationwithforeigncountriesand(cheglobalizationoftheeconomy,Chinahasagreatdemandoflanguagetalentswhoplay．．45． keyrolesinmanyfields．Asanindividual，apersonwhomastersaforeignl锄guage(Englishalike)hasmuchmoreopportunitytofindagoodjobthantheonewhodoesnot·Anditiseasierforhimtofulfillhisvalueinlifethantheonewhodoesnotknowforeignlanguage．Soitiscompletelyfitforthesociety’Sdemandthatt11ereare51％studentslearningEnglishforabetterjobinthequestionnaire．Thesestudentshave。highermotivatipninlearninglanguagethanthose(12％)onlyforpassingexamination．And37％studentsstudyEnglishforunderstandingothercountries，culture．whoseinternalmotivationwouldtakethemtogofarther．Schumann(‘1979)oncesaid，“DoingthingsthatarebeyondorbeloWthestudems，copingabilitywilldiminishtheirmotivation"’．Fortunately,thelower_一intennediatestudentsdon’tfeelitdifficulttolearnthegrammarincommunicativecomext．Rather-theythinkthatthisapproachshedslightonthemhowtolearnlanguageeffectivelyandefficiently．Andtheintermediatestudentsarestillawareofthe“informationgap，，whenusinglanguage．Intheprocessofgrammarlearningincommunicativecome)(t．thestudentsaregiveninstructionandofferedactivitieswithintheirdealingability．TheyalecontinuouslyencouragedbythelanguageknowledgetheygetandbytheconversationstheymakeinEnglish．Inthisway,learningmotivationkeepsimpelledallthetimeintheCOurseofstudy．Andachievinggoalsingraspingalanguagemaynotcomedifficultlyyetifthestudentsstaymotivatedandinterestedinleanlingthelanguage．Theimpellingmotivationinthemindofthestudentsisrelatedwiththeirbeliefinlearningalanguage．Asweknowfromtheinterview,thestudentsareinfavorofthegrammarlearningincommunicativecontext．OnlywhentheyuseEnglish，dotheyreallyfeelitsignificanttolearnit．Sotheyhaveastrongconscienceoftheirfavofitelearningstyleandaremuchawareofthebestwaytodeliverinsnl】ction．tothem．“Secondlanguagelearnersarenotalwaysconsciousoftheirindividuallearningstyles，butvirtuallyalllearners，particularolderlearners，havestrongbeliefsandopinionsabouthowtheirinstructionshouldbedelivered”(Gardner,1985：140)．Aimosta11studentshavespentsevenyearsinlearningEnglish．grammar,buttheydon，tfeelaccomplished．atlearningfortheystilldon’tknowhowtospeakthelanguage．English．46．o theyhavetakenyea攀toindulgethemselvesdiligentlytolearningisbutsilentlanguageforthem．Theyaredissatisfiedwiththepreviouslearningexperienceandhavestrongbeliefinwhatissuitableforthem．“LearnersbeliefsCallbestrongmediatingfactorsintheirexperienceintheclassroom"’(Ur,1996)．Oncefmdthatteacher’Sparticularwayforinstructioniswhatfavor,theywouldcommitthemselvestolearningEnglishasmuchascan．4．3EffectivenessTheexternalincreaseoffinalexammarksandtheinternalchangeofmotivation，attitudeandconceptwitnesstheeffectivenessofgrammarteachingincommunicativecontext．Aswehavesgenfromthepreviousanalysis，mostofthestudentsattendingthenewly---organizedclasshaveanincreaseofmarksintheEnglishfinalexaln．This’istheexternaloutcomeofgrammarteachingincommunicativecontext．Whatcounts。¨’alotisinternalchangeofmotivation,attitudeandconcept．ThestudentshavequitedifferentattitudetowardlearningEnglishintheprocessofbeinginstructedincommunicativecontext．SomestudentslikeZhaoShahandWangXieqingsaythatspeakingEnglishmakesthemfeelsuccessfulandotherslikeYangYuanyuanandWangJiaholdtheideathatlearnEnglishforbetterunderstandingthewesternculture，butnotforexaminationanylonger．Ianlhappytoseemystudents’improvementinEnglishscoresandtheirchangeofconceptsinmindsaswell．-47． oChapterFiveConclusionThisthesisattemptstoexplorewhetheritiseffectiveornottoteachgrammarincommunicativecontextwiththecircumstancethatthestudentshavebeenusedtotlleinstructionofgrammartranslationapproach．TheyhavelearnedallthegrammarmlesbeforetheyWel"eenrolledinthecollege．Butitiseasyforthemtoforgetthegrammarknowledge．Therearenoproblemsforthemtodothemultiplechoiceexercise觚dreadsomesimplearticles，butactuallytherearesomeproblemsforthemtospeakEnglishandwriteaparagraph．Whenstudentsonlydosomereadingandfill“exercise，butCan’tunderstandwhatpeoplearesayinginEnglishandCan’texpresstheideaoftheirownorevenwritesomethingsimple，theydon’tgraspthebasicskillsoflistening,speaking，reading，writing，nottomentionthehighlevelphaseoft1．anslation．Basedonthissituation，thebasislevelofEnglishshouldbeemphasizedinanewapproach．Soth．eapproachofgrammarteachingincommunicativecontextisintroducedtothenewly---organizedEnglishclassroomwhichcontains30studentswhoattendtheclasswillingly．Becauseoftherealityofteachingsituation,thegrammarteachingincommunicativecontextisunlikelytobeintroducedinaclasswithmorethan60students．Itconsumesmuchtimeatthef"n-stphasewhenthestudentssearchwhattheyknowingrammarrulesandwordstoexpresstheiridea．TheystopeverySOoftentothinkabouthowtoconstructasentencebythewordstheyknow．IttakesmuchtimeforeveryonetomakepracticeofspeakingEnglish，soitisnecessarytotakeaclasswithasmallnumberofstudentsinordertoensurethestudents’ampleopportunities．Inthenewly---organizedclasswherestudentsareinstructedwithgrammarrulesincommunicativecontext，theyconcludethatEnglishshouldbelearnedbytheuseofitinreallifespeaking．Onlyinthisway,Cantheygraspthelanguage．AndthatisthepurposeoflearningEnglish．Withthischangeofconcept，thestudentswilladoptthemethodconcemingEnglish--useindailylifewhentheycontinuelearningEnglishwithouttheirteacher’Sinstruction．Andpositivechangeofthoughtisrelatedtomotivationandattitudewhichimpelstudentsto．48． positivelydevotethemtolearningEnglish．Thisistheprofoundaspectoferi．ectivenessoftheapproachforteachinggrammarincommunicativecontextwhichissupportedbytheresearchesofmanylinguists，suchastheinputHypothesis，putforthbyKrashen(1982，1985)，theOutputHypothesisbySwain(1985)．ThegeneralincreaseofmarksintheEnglishfinalexamisanotheraspectofeffectivenessoftheapproach．TIlisisthevisibleresultafterfourmonths’grammarteachingincommunicativecontext．Andthevisibleresultisconnectedcloselywitllthepositiveattitudeandmotivationwhichistheinvisiblepartintheeffectivenessoftheadoptionoftheapproach．’Grammarteachingincommunicativecontextisconsideredasthemethodcombininginductivewayofgrammarteachingandconversationalcontext．Theapproachtriestobalancetheproblemofconversation--centeredinstructionwhichignoresgrammarteachingandofgrammar—rulc---focusedteachingwhichneglectscommunicationinEnglish．Andthepaperconcludesthatgrammarteachingincommunicativecontextleadsthestudentstoexperiencetherealuseofgrammarrules，intheprocessofwhichexertsstudents’positiveattitudeandmotivationinlearningEnglish．’‘However,thisexplorationongrammarteachingincommunicativecontexthassomelimitations．First．thetimeforteachinggrammarinthenewmethodisveryshort,lastingonlyfourmonths．Second，duetothelimited--timeteaching，thelowermintermediatestudentswho．relyonteacher’Sinstructionwouldgiveuplearninggrammarrulesbythewayofinteractionorcommunicationwitllothers．Third．thereisnoguaranteethattheeffectivenessofthegrammarteachingapproachwilllastlongthoughthisapproachhassomeeffectsonthematpresent．Thisistheteachingexplorationthroughmypersonalteachingexperience．Objectivethingsintheclassroomandsubjectiveviewsfromthemarecombinedtogetherinthisstudy．49．． 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杨连瑞，张德禄等，2007，育出版社，174．175。吴宗杰，黄爱风等，2005，教育出版社，42。《二语习得研究与中国外语教学》【M】，上海外语教《外语课程与教师发展》【M】，安徽教育出版社&人民章振邦，1992，《新编英语语法教程》【Z】，上海外语教育出版社，709__711。 AppendixI问卷调查(Questionnaire)大学非英语专业英语语法教学问卷调查同学们：你们好!．本问卷旨在调查语法教学在大学非英语专业英语课堂中语法的教授情况。请同学们如实填写，无须填写姓名。请根据情况选择最近的一项，并在相应的问题后选出答案。谢谢大家的支持与合作!1．你认为你学习英语的目的是——A．为了考试B．为了将来就业C．为了更好地了解西方文化2．你认为大学英语学习中，有无必要再学习语法?A．有必要B．没必要·3．你是否觉得学习英语语法是有趣的——A非常有趣B一般C．无趣4．你在课堂上的一般做法是——A只听老师讲，不参加任何课堂活动B以听为主，偶尔也参与课堂活动C与老师进行互动，积极参与课堂活动5．在许多年的英语学习中，A很多B一些你所获得的语法知识一C一无所知6．你认为在语法课上，老师通常以何种方式授课A满堂灌地呈现语法知识，不做任何语法练习B．呈现语法知识后，做笔头的语法练习C呈现语法知识后，做笔头和口头练习7．英语语法学习中的困难是——A老师授课听不明白B学完语法后容易忘记8．语法的巩固，你认为何种方法奏效A不断地反复做语法练习B在一定语境下进行口语训练得以巩固C通过写作练习得以巩固、9在英语语法学习中，你有无采取一定的学习技巧A有B无10在英语语法学习冲，你认为自己是A能够自主学习的人B总是依赖老师指导的人11在目前的英语语法课上，你给自己的表现打的分是A50分B60分C80分D90分12在学英语过程中，觉得有成就感是在A考试得高分的时候B能够和外国人交流的时候C能够写出一篇英文文章的时候13对目前老师的授课方式满意吗?——A满意B没想法C不满意．53- AppendixII访问(Interview)(1)五位中等英语水平学生的访谈内容：胡珊：我对英语非常感兴趣，每天花大量时间读书和背诵课文。我觉得英语有了很大提高。可参加了这个班后，我和同学一起用英语交流对话时，不如我想象中的好。我意识到我也需要一个英语环境训练口语，并用上我背诵的文章内容。我以前不重视语法，可当我表达时，我发现我所说的话语法不完全对。语法还是很重要的。这个方法的好处是把语法学习和语境交际结合到了一起。我们可以在语境交际中归纳语法规则。田小丽：我喜欢这种英语学习方式，因为我可以按照固定的句型与同学们进行交流。如果老师不提供固定句型，就不知道我要说些什么好。在学习过程中，我开阔了视野，我开始对外国的文化感兴趣。赵珊：我很喜欢英语，但生活中没太多机会用上英语。除了参加这个班您要求大家都必须说英语，其他时间我的同学都说汉语，我渴望在英语的氛围中表达自己的想法。语法嘛，·我觉得我是在说的过程中学至l}的j一一一一：⋯．r⋯⋯．-一赵飞：我认为老师和老师以及我和其他同学之间的对话提高了我的听力和会话的能力，以及回答老师问题时的快速反应能力。我在说的过程中扩充了词汇量，增强了记忆。在不知不觉中，语法知识得到了巩固。王雪请：我们在课堂中所学的内容并不难，但我的想法改变了。能说出英语让我有成就感。(2)另外五位中下英语水平的学生访谈内容：杨园园：我的英语不好，特别是口语讲不好，我花了很多时间学英语，可没几天就忘了。上了这个班，我找到了学习英语的方法，说英语能巩固我所学习的内容。即便我口语不行，可我还是很希望和别人交谈的。我正准备考英语四级，我想和同伴用英语聊聊我在英语四级模拟试题中读到的一些话题。我想把英语学好，这样我就可以出国体验西方国家的不同文化了。张佳：我英语学得不好，没什么信心。在这个新班级里，我的同学表现要比我好，我的口语很差，不好意思开口说英语。但课堂上的活动还是很有趣的，老师您要求我们一起合作，把词语组成一个正确的句子。我必须多下功夫。才能赶上我的同学。王佳：我觉得我们上课的方式挺有趣的。游戏和语法学习很好地结合起来，这样每个人都积极参与。我以前不喜欢学英语，但现在我也参加活动，我想法改变了。我开始对其他国家的文化习俗感兴趣。．54． 黄超：我的英语不好，我喜欢说英语，但仅限于一些简单的句子·我不知道怎样用英语表达出复杂的思想，特别是时态的运用方面。老师您通过让大家应用英语来加强时态的学习·我认为这个方法对我还是适合的’蒙玉婷：在英语考试时，我能判断该用什么语法做题，但要说英语，我就不能说了，我怕别人听不明白我说什么。我参加这个班后，老师耐心地指导我并让我知道要把已知的语法用在真实交际中。．55． 攻读学位期间发表的论文周玮，2008，英语课堂任务型教学法的应用，《考试周刊》，国际刊号：ISSNl673_8918，国内刊号：CN22一138／G4第十六期，Ii0一III周玮，2008，英语阅读教学误区与对策分析，《考试周刊》，国际刊号：ISSNl673--8918，国内刊号：CN22—138／G4第十八期，125，236—56- ●，浙江师范大学学位论文诚信承诺书我承诺自觉遵守《浙江师范大学研究生学术道德规范管理条例》。我的学位论文中凡引用他人已经发表或未发表的成果、数据、观点等，均已明确注明并详细列出有关文献的名称、作者、年份、刊物名称和出版文献的出版机构、出版地和版次等内容。论文中未注明的内容为本人的研究成果。如有违反，本人接受处罚并承担一切责任。承诺人(研究生)：／司指导教师：而7荦飘． 学位论文独创性声明本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。论文中除了特别加以标注和致谢的地方外，不包含其他人●或其他机构已经发表或撰写过的研究成果。其他同志对本研究的启发和所做的贡献均已在论文中作了明确的声明并表示了谢意。研究生签名：间碎学位论文使用授权声明日期：研口争，声碍埴日本人完全了解浙江师范大学有关保留、使用学位论文的规定，即：学校有权保留送交论文的复印件和电子文档，允许论文被查阅和借阅，可以采用影印、缩印或扫描等手段保存、汇编学位论文。同意浙江师范大学可以用不同方式在不同媒体上发表、传播论文的全部或部分内容。保密的学位论文在解密后遵守此协议。研究生签名：同彩串导师签名：锄2杈日期．姚罕隍目玎臼