交际教学法在高中英语语法教学中的实证研究 71页

●Jft，fI■I ～●ClassificdIndex：H3l9．1U．D．C．：400一，-●●●‘．；+：’{．。≯DissertationfortheMasterDegreei—inArtst‘’ANEMPIIUCALRESEARCHoNAPPLICATIoNoFCLTTOENGLISHGRAMMARTEACHINGINSENIORMIDDLESCHooL．Candidate：Supervisor：AcademicDegreeAppliedfor：Speciality：DateofSubmission：DateofOralExamination：University：ZhangCaihongProf．ManYongzhen一MasterofArtsEnglishLanguageandLiteratureOctober，2009January，2010HebeiUniversityofScienceandTechnology，：?建孽一竹．产—⋯一．～一∥一．⋯～——一一——————舟吉帮}r—r_P————_———’-—畸_——；!=皇——蜢囊_岸瞄-b_画霉鼎_-●_-_●‘_-蓝瓷_-士盔‘翔盔-描蔷㈣5⋯6Ⅲ5肼4mⅢj●IⅢ7⋯⋯1洲Y I●，．河北科技大学学位论文原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的作品或成果。本人完全意识到本声明的法律结果由本人承担。o·：．．{··‘学位论文作者繇祝镅涉听年||宣勺吉‘j每毒教师签名：(卿||。脚t旯曲河北科技大学学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权河北科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。口保密，在一年解密后适用本授权书。本学位论文属于口不保密。(请在以上方框内打“√")学位论文作者虢狠烈?砂矿年／f月似日指卿虢’’?稍哼◇?年}|羁b日。1 ● AbstractDuringth．ecourseofEnglishteachinginmiddleschools，grammarteachingisalwaysafocusarguedaboutbyEnglishresearchersandEnglishteachers⋯Isitnecessarytoteachgrammar?Whichapproachormethod．togrammarteachingmayhelpthestudentsimprovetheeffectsoflearningaforeignlanguageandenhancet11eirabilitytousetheforeignlanguage?Especiallysincethe：StandardsofNewNationalEnglishCurriculumhasbeenadopted，thisproblemisbecomingmoreobvious．TheStandardsofNewNationalEnglishCurriculumputsstressesoncultivatingstudents’integratingskills，suchaslistening，speaking，readingandwritingabilities．Itseemsthatgrammarteachingisofnouse．Inaddition，theadoptionoftheApproachofCLThasalso锄effectongrammarteachingtoacertaindegree．SotheargumentaboBtgrammarteachingintheframeworkofCLTisbecomingmoreheated．TheempiricalresearchiscarriedoutjustconcernedabouttheissuewhethergrammarteachingisnecessaryandwhethergrammarteachingintheframeworkofCLT．contributestostudents’masteringthegrammarknowledgemoreeffectivelythanintraditionalmethod．Inordertolearnaboutthis，theauthorinvestigatesthreerepresentativeschools(anordinaryseniormiddleschool，a‘～vocationalmiddleschool，andakeymiddlesch001)throughquestionnairesandface—to—faceinterviews．Theinvestigatingresultindicatesthatmanyteachersthinkthetraditionalmethodsarenotsatisfactoryforstudentstomastergrammarknowledge，buttheapplicationoftheApproachofCLTcanhelpstudentsmastergrammarknowledgemoreeffectivelyandimprovetheirabilitytouseitatthesametime．However,because◆theyknowlittleaboutCLT,theyseldomapply．ittoEnglishteaching，andeven■sometimesuseit，theresultisnotsatisfactory．Invie．wofthiscircumstance，theauthordoesanexperimentonteachinggrammarintheframeworkofCLTtoprovewhetherCLT●●●isreallymoreeffectiveforstudentstomastergrammar：knowledgethantraditional：‘methodandwhetherCLTcanimprovethestudents"ability．toexpressthemselvesfreely,。．：．··．properlyandfluently．．-：。．Intheexperiment，thesubjectsare40studentschosenfromGradeOneinan1．一一一．⋯：-．．’二—一．．一一 l：t：河北科技大学硕士学位论文ordinarysch001．Theyaredividedintotwoclasses．Oneistheexperimentalclass；theotheristhecontrolclass．TheexperimentalteachingcontentistheAttributiveClause．Duringthesix-weekexperiment，traditionalmethodsareusedinthecontrolclasswhiletheapproachofCLTisadoptedintheexperimentalclass．TheexperimentalresultindicatesthattheapproachofCLTcallnotonlycontributetothemasteryofgrammarknowledgemoreeffectivelybutalsoenhancestudents’interestinlearninggrammarandimprovetheircommunicativeability．However，theexperimentinthethesisisonlyatentativeteaching，inwhichthesubjectsareonly40studentswithhigllEnglishlevel．Soproblemslike：IstheApproachofCLTsuitabletostudentswithEnglish0level?IstheApproachofCLTworkabletogrammarteachinginlargeclass?IstheapproachofCLTpropertothepresentmodelofNationalUniversityEntranceExaminationetcarenottakenintoconsideration．IhopefurtherresearchesarecarriedoutinthefuturebyresearchersandEnglishteacherswhoareinterestedintheissue．．Thedifferencefromotherresearchesisthattheinvestigatedscopeiswider，threekindsofschools⋯anordinaryseniormiddleschool，avocationalmiddleschool，andakeymiddlesehoolareinvestigated．TheresultofinvestigationshowsthattheissuewhethergrarflmarteachingisnecessaryandwhethergrammarteachingintheframeworkofCLTcontributestomasteringthegrammar．knowledgemoreeffectivethanin●●traditionalmethodnotonlyexistinordinaryseniormiddleschoolandvocationalmiddleschool，butalsoexistinkeysch001．Theissueisreallyworthdoingresearchandtheexperimentalresultcanbeappliedinallkindsofseniormiddleschools．Keywordsgrammarteaching；theApproachofCommunicativeLanguageTeaching；communicativegrammarteachingIl一．．-．_J：=二-．-～JJ⋯～—～Ⅱ，‘h一● ■～摘要摘要在英语的教学过程中，语法教学一直是英语研究者们和教师们争论的一个焦点。语法有没有必要教，怎样教才能更有效得提高学生学习语言的效果及运用语言的能力。尤其是目前英语新课程标准被采用以来，这个问题更为突出。新课标强调培养学生的听说读写的综合能力，这似乎意味着语法教学已经没有意义。另外，交际教学法的使用也对语法教学产生了一定的影响。关于交际教学法理论指导下的语法教学的争论日益激烈。本文正是针对语法教学的必要性和交际教学法理论指导下的语法教学是否更有助于学生对语法的掌握这一问题而进行研究的。为了了解这一情况，作者对定州市三所代表性的学校(普通高中，职业高中，重点高中)进行了走访和问卷调查。调查结果表明很多英语教9币也认为传统的教学方法对于英语语法的掌握效果一般，希望能够采用交际教学法在让学生更有效掌握语法的同时，提高他们语●法运用的能力。但是由于很多英语教师对交际教学法了解甚微，很少使用，即使使用，实施效果不尽人意。据此，作者根据自己对交际教学法的学习研究，进行了一项实验，即用交际法教语法，来检验交际教学法是否能够提高语法教学的效率，是否能够培养学生在交际中准确，流利，恰当的表达思想的能力。’本实验所选取的对象是一所普通高中一年级的前40名学生，并把他们分成一个实验班和一个控制班。所选的教学内容为定语从句。．在为期六周的教学实验中，对控制班用传统的语法教学法进行教学，而实验班采用交际教学法进行教学，实验结果表明，交际教学法不仅比传统的语法教学更有助于提高中学生的英语语法的习得效果，而且更有利于提高学生的语法学习兴趣和交际能力。因为本实验是对英语基础比较好的学生进行的尝试性教学，而且参与的学生人数较少，所以对于没有英语基础的学生使用交际教学法进行英语教学的效果如何和交际教学法是否适合于大班教学以及交际教学法是否适合于目前的高考考试体制等诸如此类的问题没有涉及到。希望那些对用交际教学法进行英语语法教学感兴趣的研究人员和老师们在今后的有关于这方面的研究中对这些问题做进一步探讨。一本文的独特之处在于问卷调查的范围拓宽到三类不同的学校⋯普通高中，职业高中和重点高中。调查结果表明语法教学的必要性问题和交际教学法理论指导下的III 河北科技大学硕士学位论文语法教学是否更有助于学生对语法的掌握这一问题不但在普通高中和职业高中存在，在重点高中也存在。所以，对于这一问题进行研究是必要的。而且，对于研究一的结果可以在各类高中中学中推广使用。‘，“j关键词语法教学；交际教学法；交际语法教学～．·●一_ Bj：·：．4jContents：Contents：Abstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯：⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯I摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯：⋯⋯‘⋯⋯⋯．：j⋯⋯⋯⋯⋯⋯．IIIContents⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯：⋯．：⋯⋯⋯⋯⋯⋯：⋯⋯⋯．．j⋯⋯⋯⋯⋯⋯⋯⋯．10rChapterOneIntroduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯⋯⋯⋯．11．1ResearchBackground⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．2PurposeandSignificanceoftheResearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．．21．3OrganizationofthePaper⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．2ChapterTwoLiteratureReview．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯．⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯42．1GrammarTeachingandItsRelatedIssues⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．，⋯⋯．42．1．1ReviewofGrammarTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。：⋯⋯⋯⋯⋯⋯．．42．1．2DifferentAttitudestowardsGrammarTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。9’2．1．3CurrentSituationofGrammarTeachinginChina⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯122．2CommunicativeLanguageTeachingandItsRelatedIssues⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．132．2．1111eTheoreticalBasisofCLT⋯⋯⋯⋯：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．j⋯⋯⋯⋯⋯⋯⋯⋯．．13．2．2．2nleDefinitionofCLT⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．⋯⋯⋯．172．2．3ObjectivesofCLT⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．：⋯⋯⋯⋯。．：⋯⋯．：⋯⋯．：⋯⋯⋯⋯⋯⋯．．．．172．2．4CharacteristicsoftheApproachofCLT⋯．．．．．．．⋯．．．⋯⋯⋯⋯⋯⋯⋯：⋯⋯⋯182．2．5PrinciplesoftheApproachofCLT⋯．．：：⋯⋯．：⋯⋯⋯⋯．：．．：⋯⋯⋯．：⋯⋯⋯⋯⋯⋯．192．2．6TwoVersionsofCLT⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．202．3GrammarTeachingandCLT⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．202．3．1BUlTIe’SModel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．222．：；．2Brumfit’SModel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．222．3．3Harmer’sModel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．232．3．4D．WillisandJ．Willis’SModel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．232．3．5Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯二⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．23ChapterThreeMethodology⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．25：；．1Introduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：⋯．．：．．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：!!；3．2PurposesandHypothesisoftheExperiment．．．．⋯．．．．⋯．．⋯⋯．⋯．．：．．．⋯．⋯⋯⋯⋯．⋯．⋯．．253．3Subjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．j⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：⋯⋯⋯⋯⋯⋯⋯⋯21；3．4Instruments⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．26V 河北科技火学硕士学位论文3．3Subjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．253．4Instruments⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．：⋯．．。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．263．5Data-CollectionandData．Analysis⋯⋯⋯⋯⋯⋯⋯：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯26—3．5．1DataAnalysisfromtheQuestionnaires⋯⋯．⋯．，⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．263．5．2DataAnalysisfromthePost—Test⋯⋯⋯⋯⋯．j⋯．．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．30●-ChapterFourResultsandDiscussion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯j⋯⋯⋯⋯⋯⋯．．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯324．1TheResultsandDiscussionsoftheQuestionnairesandtheExperimentalTest⋯．324．2TheResultsandDiscussionsoftheExperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．324．3TheComparisonbetweentheTeachingMethodsoftheTwoClasses．．⋯⋯⋯．⋯⋯364．3．1DifferentTeachingMethodsUsedin’theTwoClasses⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．364．3．2TheDifferentRolesofTeachers⋯．■：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．384．3．3TheDifferentRolesofStudents⋯⋯，⋯⋯⋯⋯i⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．394．4RelationshipsInvolvedinGrammarTeachingintheFrameworkoftheApproachofCLT⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．j⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯394．4．1ForrffandMeaning⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯：．．j⋯⋯．．：⋯⋯⋯⋯．．。⋯⋯⋯⋯⋯⋯⋯⋯⋯394．4．2RelationbetweenCorrectnessandFluency⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯．．．404．4．3RelationbetweenAuthenticandNon．authenticText⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．414．5InspirationfromEnglishGrammarTeachingintheFrameworkoftheApproachofCLT⋯⋯⋯⋯。：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：⋯⋯⋯⋯⋯⋯⋯．424．6LimitationsoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．：⋯．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．．⋯⋯⋯⋯．z134．7RecommendafionsforFurtherResearches⋯．．：⋯一：⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．434．8ImplicationsoftheResearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．444．9Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．4zIConclusion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．。⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯．46AppendixA⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．：．!⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯49AppendixB⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．j⋯⋯⋯⋯．i⋯．．-⋯⋯⋯：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．51AppendixC⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．52AppendixD⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。--⋯⋯⋯⋯⋯⋯：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯53AppendixE．⋯⋯．．．．．．⋯．⋯⋯．⋯．⋯．⋯．⋯．．⋯．⋯⋯⋯．⋯．⋯⋯．．．．．⋯．．⋯．⋯⋯．⋯．．⋯．⋯⋯⋯．．⋯．．．．⋯⋯．．．55AppendixF⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．。⋯⋯⋯⋯⋯．．⋯⋯⋯：．j⋯．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．56References⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯：：i⋯⋯⋯⋯：：⋯⋯⋯⋯⋯⋯⋯58Acknowledgements⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．：⋯：．jooo；o．",oo：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯60●a- ChapterOneIntroduction1·．1ResearchBackgroundWiththedevelopmentofsociety，advancedscienceandtechnologyisintroducedintoChina．So，thereisatremendousamountoftechnicalmaterialswaitingtobedecodedandputintoimmediateuse．Inaddition,theworldisgettingsmallerandsmaller,thecommunicationamongpeopleisbecomingmoreandmorefrequent．English嬲aninternationallanguageturnsintoanimportantvehicleforcommunication，moreandmorepeoplewithgoodcommandofEnglisharegreatlyneeded．Inordertomeetthedemandofthemodemsociety，Englishteachingissupposedtopaymoreattentiontoourstudents’developmentintheircommunicativecompetence．However，nowadays，itisobviousthatthetraditionalmethodsoftheEnglishlanguageteachingcannotmeettheneedswhiletheystilldominateo．urclassroom，althoughmanyteachershopetodevelopstudents’communicativeability．Formanyyears，foreignlanguageteachinginChinahasbeendominatedbytheGrammar-TranslationMethodandmostoftheattentionispaidtolanguageaccuracy．Teachersspendalotoftimeinteachingstructuralitems，grammaticalitemsandlanguagepoints．Theresultofthiskindofteachingisthataftermanyyearsoflanguagelearning，thestudents’abilitytoreadandwriteisimprovedbuttheyarestillquiteweakincommunicatingwithotherpeopleorally．’一：SincetheintroductionoftheApproachofComm．unicativeLanguageTeachingintoChina,Englishteachinghaschangedalot．However，theauthor’SteachingexperienceinaseniormiddleschoolmakesherfeelthatthewayofEnglishteachinginseniormiddleschoolremainsnearlythesame，students’communicativeabilityseemstohavebeenimprovedlittle．ManyteachersstillemploythetraditionalmethodandtakegrammarteachingasthecenterofEnglishteaching．StudentsarepaSsivereceivers．Whattheyneedtodoistowritedownwhattheteachersaysanddoalotofwrittenexercises．Theyalmosthavenochancetocommunicatewithothersbyusingwhattheyhavelearned．Asaresult，althoughthestudentshavemuchgrammarknowledge，theycannot．useitcorrectlyintheiroralEnglish．Theauthoralwayswonderswhythingsarelik．ethatandwhethertheApproachofCommunicativeLanguageTeachingismoreeffective．Moreimportantisthatwhetherindifferentschools，thingsaredifferent．Forexample，inordinaryschools，vocationalschools，andkeyschools，istheresultofEnglishteachingthesameordifferent? t-·+”．．—二一。。。一。。——————堡墅塑姿兰堡垡墼丝墨—————————————；；一目____目；目==目_目___口_-__--__-t|==；口l目；；；=；；{=#==；___j_i_---————————————一一Luckily，Ihavethechancetodoanexperimentonthisissue’toproveit·1．2PurposeandSignificanceoftheResearch．一●Researchesdoneongrammarteachinginthe行ameworkofCLThavearousedmany’。linguists，andEnglishteachers’interestandgainedgreatachievements．Inrecentyears,manvtheoreticalandempiricalresearchersabroadandathomehavefocusedtheirattentiononissuestoabroadandgenerallevel，suchashowgrammarteachingISperfo彻edi11seniormiddleschool?Whyisitlikethat?AndwhatmethodsorapproachesdotheteachersandstudentsexpectinEnglishgrammarteachingandlearning?Englishteac}linginseIliormiddleschooliscriticalforimprovingstudents’languageability,SOfindingarelativelygood，suitablemethodforthestudents；andenhancingthestudents’competenceofusinglanguageseemsmoreessentialthanothertasks．Theexperimentinthisresearchhastwopurposes．Oneistoinvestigatehowgrammarteaching．mseniormiddleschoolisconductedandhowwelltheteachersandstudentsknowabouttheapproachofCLTandwhatkindofteachingmethodsarewelcomedbytheteachersandstudents．Thesecondpurposeistoexaminethe，effectsofCLTonEnglishgrammarlearningandteaching．Theempiricalresearchprovesthatteachinggrammar：intheframeworkofCLTismoreeffectivethanteachinggrammarin‘traditionalways．After．theexperiment，teachersknowmoreabouttheApproachofCLTandapplyittoEnglishgrammarteachingeasily·StudentscometorealizetheinterestingrammarlearningandtheyCancommunicatewitheaclhotllercorrectly，andmorefreely．Comparedwithgrammarteachingintraditionalways，EnglishgrammarteachingintheframeworkofCLTCannotonlyhelpstudentsmastergrammarknowledgeverywellbutalso．Canimprovestudents’abilitytouselanguagecorrectly．Englishreallybecomesacommunicativetool，not‘dumb’Englishlikebefore．Besides，EnglishteachinginChinaistransformingthecenterfrommakingstudentsmasterlanguageknowledgetomakingstudentsuselanguageproperlyandCorrectlv．TheresearchalsoshowsthattheadoptionofCLT-contributestothereformofEnglishteachinginChinaandisworthyofbeingspreadwidely·●●1．3OrganizationofthePaper-：’．’●-●Thispaperconsistsoffourchapters．Chapteriistheintroduction,introducingtheresearchbackground，thesignificanceandpurposeofthepresentstudyaswell嬲theorganizationofthethesis．Chapter2isliteraturer,,view，whichismadeupofthreeparts·2一一一一一一』一 ChapterOneIntroduction，Part1mainlydeals、Ⅳimtheoriesaboutgrammarteachinganditsrelatedissues，includingdifferentattitudestowardsgrammarteaching,areviewofgrammarteachingmethod，andcurrentsituationofgrammarteachinginChina．Part2copeswiththeoriesabouttheapproachofCommunicativeLanguageTeachingand‘itsrelatedissues．ThetheoreticalbasisofCLTe．g．Chomsky’Snotiononlinguistic"competence，Hymes’ideaoncommunicativecompetence，CanaleandSwain’SviewOncommunicativecompetence，Bachman’SOpinionsoncommunicativecompetence，Hedge’Sstandpointoncommunicativecompetenceareintroduced．Inaddition，thecharacteristics，theprinciples，andmodelsofcommunicativelanguageteachingingrammarclass(Byme’SModel，Brumfit’SModel，Harmer’SModel，D．WillisandJ!Willis’SModel)arepresented．Chapter3isaboutthemethodologyoftheempiricalresearch．Experimentalsubjects，instrument，datacollectionanddata·analysisoftheexperimentinadditiontoquestionnairesandinterviewareintroducedrespectively．Chapter4providestheresultsoftheexperimentanddiscussesthelimitationsofthe‘experimentandmakessuggestionsforfurther‘researchontheApproachofCLTinEnglishgrammarteaching．Finally，conclusionisreachedaboutthepresentstudyand．otherproblemsconcernedabouttheapplicationofCLTareputforward．．．‘T’3 河北科技大学硕士学位论文ChapterTwoLiteratureReview2．1GrammarTeachingandItsRelatedIssues，2．1．1ReviewofGrammarTeaching’一。InthehistoryofEnglishteaching,thereOccurmanyteachingmethodsorapproaches，suchasGrammar-TranslationMethod，Audio-LingualMethod，CognitiveCodeApproachandApproachofCommunicativeLanguageTeachingandSOon．TheyallplayallimportantpartinEnglishteachingindifferentperiodsofhistory．Ingeneral，thepositionofgrammarteachinginEnglishteachingchangesfromdominationtoauxiliary．Amongthoseteachingmethods，thefirstthreemethodshavebeenappliedwidelyinChinaeventoday，whichareoftencalledTraditionalMethods．．2．1．1．1Grammar．TranslationMethod‘ofa11thelanguageteachingapproaches，Grammar-TranslationMethodhasthelongesthistoryinChina’SEnglishteaching．Ithadbecomethestandardwayofteachingforeignlanguageinschoolsbythenineteenthcentury．IthasdominatedtheEnglishclassroomformanyyearsandremarkably．withstoodattemptsto‘reform’languageteachingmethodologyattheturnofthetwentiethcentury．Grammar-TranslationMethod．：isawayofteachingaforeignlanguagethroughdetailedanalysisofitsgrammarrules，andthenfollowedbyanapplicationoftherulestoataskOftranslatingsentencesandtextsintoandoutofthetargetlanguage．111egrammarrulesareexplainedandillustratedwimperfectexamples．Alistofvocabularyispresentedwiththeirtranslationequivalents，andtranslationexercisesaleprescribed．Thereisanattempttoteachgrammarinanorganizedandsystematicway．ThecharacteristicsofGrammar-TranslationMethodinTEFLasfollows：’』·aInstructionisgiveninthenativelanguageofthestudents．●bThereistittleuseofthetargetlanguage．CFocusisongrammaticalparsing，i．e，theformandinflectionofwords．-dThereisearlyreadingofdifficultclassicaltexts．．，eAtypicalexerciseistotranslatesentencesfrom．thetargetlanguageintothemothertongue．一．一．I．．．：’fTheresultofthismethodisusuallyaninabili哆onthepartofthestudentstolIsethelanguageforcommunication．gTheteacherdoesnothavetobeabletospeakthetargetlanguage．4一一．一·。．．．} t．tChapterTwoLiteratureReview(Howatt，1984)Franklyspeaking，。Grammar-TranslationMethodhasitsbothadvantagesanditsdisadvantages．Fromthepeople’Scognitivepoint，grammartranslationtextbooksaregraded，thoughnotasexactasthoseusedatpresent．Newgrammarrulesarebroughtoutoneafteranotherinanorganizedsequence．Eachgrammarruleisexpoundedwithappropriateexamplesandespeciallydevisedsentencesareeasierforstudentstounderstand．(Howatt，1999)．Thisagreeswiththepeople’Scognitiveprocess，fromjuniortosenior，fromeasytodifficult，fromconcretetoabstract．However,thedrawbackofitisalsoobvious：itover-stressestheaccuracyandcompletenessoflanguage．Itneglectsspokenlanguageandlisteningpractice，andevenworse，italmostcompletelyignoresthepracticaluseindifferentsituations，whichfailstocultivatethestudents’creativeabilityoflanguage．Thisisagainstthefinalaimoflearningaforeignlanguagei．e．tocommunicatewithothers．“Itisremarkable，inonesense，thatthismethodhasbe邑nSOdeep—rootedamongmanycompetingmodels．Itdoesvirtuallynothingtoenhanceastudent’Scommunicativeability．Itisrememberedwithdistastebythousandsofschoollearners，forwhomforeignlanguagelearningmeantatediousexperienceofmemorizingendlesslistsofunusablegrammarrulesandvocabularyandattemptingtoproduceperfecttranslationofstiltedorliteraryprose．”(Richardsand’Rodgers，1986：4)RichardsandRodgerspointout：Ithasnoadvocates．ItisamethodforwhichthereiSnotheory．Thereisnoliteraturethatoffersarationalorjustificationforitorthatattemptstorelateittoissuesinlinguistics，psychology，oreducationaltheory．(RichardsandRodgers，1986：5)Inaddition，themonotonousteachingstyletendstomakestudentsloseinterestinfo崩印languagelearning．AccordingtothecharacteristicsofGrammar-TranslationMethod，grammarteachingisthefocusofteachingandgrammarrulesareexplainedsystematicallyandclearly．However，realsituationsofusinggrammarknowledgearenotoffered．Therefore，althoughstudentsunderstandtherulesveryclearly,meycannotapplythemtocommunicativepracticecorrectlyeitherinspokenformorwrittenform．．Evenifstudentsusethegrammarrules，itisunavoidableforthemtomakegrammaticalmistakes．Forexample，evenifthey"knowthethirdpersonsingularformofaverbperfectly，+stillstudentsproducesentenceslikeShegotoschoolatseveneveryday．MyfatherⅥ’orkinafactory．inreal5一～一．一·．．一二-一——。一一· ：■：、·’0河北科技大学硕士学位论文communication．Allthelearnedgrammarrulesaretonlyengagedinidletheorizing．Theyarenotputintopracticeproperlyandcorrectly．ThismaybethebiggestdrawbackofGrammar-TranslationMethod．Afterall，theGrammar-TranslationMethodcannotmeetthepresentneedoflearningaforeignlanguageistdcommunicatewithotherpeoplefreely，properlyandcorrectly．，’2．1．1．2DirectMethod，j“．。’一●DirectMethod，whichemergedfromBerlitz’Smethodinthemiddletolate-nineteenthcenturyandwellintothetwentieth，isareactiontothegrammar-translationmethodanditsfailuretofosterlearnerstouse‘theforeignlanguagetheyhavebeenstudying．Tllismethodiscriticizedforitsweaktheoreticalfoundations，althoughiteverenjoysconsiderablepopularity．“ThebasicpremiseoftheDirectMethodisthatsecondlanguagelearningshouldbe‘morelikefirstlanguagelearning：lotsofactiveoralinteraction，spontaneoususeofthelanguage，notranslationbetweenfirstandsecondlanguages，andlittleornoanalysisofgrammaticalrules．”(H．D．Brown：PrinciplesofLanguageLearningandTeaching．2007)ThecharacteristicsoftheDirectMethodarelistedasfollows：：：‘一+aNouseofthemothertongueispermitted亿e．teacherdoesnotneedtoknowthestudents’nativelanguage)．··‘hLessonsbeginwithdialoguesandanecdotesinmodemconversationalstyle．cActionsandpicturesareusedtomakemeaningsclear．‘7dGrammarislearnedinductively．。‘eLiterarytextsarereadforpleasureandarerl’tanalyzedgrammatically．fTargetculturesalsotaughtinductively．t．．。．gTheteachermustbeanativespeakerorhavenativelikeproficiencyinthetargetlanguage．．‘’··，(Howatt，1984)DirectMethodstressesthedirectlearningandteachingofaforeignlanguageandaimsatafreeuseofitasameansofcommunication：Itlaysemphasisonteachingspokenlanguageandpronunciation。Itstartsteachingwithlisteningandspeakingandthenproceedstoreadandwrite．Thisisthenaturalordertolearnalanguage．Itemphasizespracticeandlanguagehabitformation．Language，a．s，a’tool，ismainlythroughpractice．ItisSOstrongforthelearner’Srequirementsandobjectivesthatitismostwidelyacceptedinprivatelanguageschooiswherestudentsarehi曲lymotivatedandwherenative-speaking6， ’●teacherscanbeemployed．111emethodologyisnotSOmuchtobecreditedforitsSUCCESSasthegeneralskillandpersonalityoftheteacher．(H．D．Brown：PrinciplesofLanguageLearningandTeaching，2007)“TheDirectMethoddoesnotspreadwidelybecauseofconstraintsinvolvingbudget．classroomsize，andtimeandteacherbackground．Anditiscriticizedforitslackoftheoreticalfoundations．However,thismethodisverydifferentfromGrammar-TranslationMethod，whichfocusesongrammaticalrulesandissentenced-oriented．(H．D．Brown：PrinciplesofLanguageLearningandTeaching，2007)Underthedirectionofthismethod,grammarknowledgeistaughtinductively,butitcannotbeusedinrealcommunication，either．Languagelearningandlanguageusingaretwoentirelydifferentthings．Whenwecommunicatewithothers，weshouldexpressourselvesnotonlyfreelyandfluentlybutalsoproperlyandcorrectly．Onlyinthisway,isitpossibletoattainthegoalofcommunicating．Inaword，DirectMethodasalanguageteachingandlearningmethodisnotdesirabletoacertaindegree．：2．1．1．3AudiolingualismAudiolingualism，whichcanbetracedbacktothe‘ArmyMethod’，ismainlycharacterizedasareactiontothereadingmethodanditislackofemphasison0ral-auralskill．firmlygroundedinlinguisticandpsychologicaltheory．T【lismethodcameintobeing．duringtheWo订dWarII，whentheUnitedStateswasthrustintoaworldwideconflict，theneedforAmericanstobecomeorallyfluentinthelanguageofbothmeiralliesandtheirenemies．TheU．S．providedtheimpetuswithfundingforspecial．intensivelanguagecoursesthatfocusedontheauralororalskills．Thesecoursesarecharacterizedasagreatdealoforalactivity--·--·pronunciationandpatterndrillsandconversationpractice-·withnoneofthegrammarandtranslation．ThismethodbecamedominantintheUnitedStatesduringthe1940s，1950s，1960s．IttakesmuchfromtheDirectMethodbut．addsfeaturesfromstructurallinguisticsandbehavioralpsychology．Inallitsvariationsandadaptations，the‘ArmyMethod’becameknownasthe‘Audio-lingualMethod’inthe1950s．ThecharacteristiesofAudio—lingualismareasfollows：‘aLessonsbegin谢lhdialogues．．·．．．。．bMimicryandmemorizationarcused．basedontheassumptionthatlanguageishabitformation．eGrammaticalstructuresaresequencedandrulesaretaughtinductively一一一T__一一，，；；；—，7 ●dSkillsaresequenced；Listening，speaking-reading，andwritingpostponed-ePronunciationisstressedfromthebeginning·二fVocabularyisseverelylimitedininitialstagesgAgreateffoftismadetopreventlearners’豇"t"or8，hLanguageisoftenmanipulatedwithoutregardtomeaningorcontextiTheteachermustbeproficientonlyinthestructures，vocabulary,etc．(Howatt，1984)Asaresultoftheconcentrationonlinguistic惫orms，agoodcommandofthegrammarorstructureofthelanguageonthepartofthe‘"§tudentsisthustrained．Materialsandstructuralpatternsaremorescientificallyselectedandsystematicallyarranged．Thetechniqueofmemorizingdialoguesandperformingpatterndrillsgivesstudentsmore‘thoroughpracticeinusinggrammarpatterns．However,asaconsequenceoftheneglectoflanguagecontextorpurpose，theignoranceoflanguagefunction，studentstendtolackflexibilityandbeunabletouselearnedmaterialwhentheyarefacedwithacontextwhichtheyhavenotencounteredinclass．Anotherfactofthismethod，thoughlessobvious，isthatitmakestheprocessofasecondlanguagelearningdullandpainful，becausestudentsarerequiredtomemorizealotofdrillsandpattemsmechanically．Afterall，languageisnotreallyacquiredthroughaprocessofhabitformationa．ndOV醯-learning．Errorsarenotnecessarilytobeavoidedatallcosts，andstructurallinguisticsdoesn’ttellUSeverythingaboutthelanguagethatwelearn．2．1．1．4SummaryBvoverviewingthethreemethods，wecanfindthattheGrammar-TranslationMethodputsmuchemphasisonthegrammarteachingin、orderthatthestudentsmaygrasptheformofalanguagebydoingexerciseswhichusuallyoccurintheformofsentencesoutofreallife．Harmerpointsoutthattheremightbetwoproblemsinthisteachingandlearningmethod：firstly，manystudentsmayfindgrammaticalconceptsdifficulttoremember．Secondly,itwillonlybepossibleinamonolingualgroupatlowerlevelsiftheteacherconductstheexplanationinthestudents’mothertongue(Harmer．J，1987)．T．Hedgealsobelievesthattherearesomedrawbacksinthetraditionalmethod．Hesays，formalgrammarteachingbasedontraditionalgrammar．textsisfoundnottobeabletohelpaveragestudentstoimprovetheirability．∞readorwritegrammaticallyorcomprehendbetterorthinkmorelogically．ThoughSometraditionalmethodsdonotclaimthattheyteachgrammar，actually，theydonotignoregrammarteachingfromwhattheyr．昌t．曩 haveactuallydone．TheDirectmethodinsistsontheuseoftargetlanguageinexplaininggrammarrulesbyreasoning，andittendstomovefromexamplestogeneralizationratherthanfromthememorizationofprinciplestotheapplication．TheAudioLingualMethodinvolvedsomeformsofovertgrammarteaching．Tosumup，theteachingmethodsabovealltheiradvantagesanddrawbacks，especiallyingrammarteaching．●2．1．2DifferentAttitudestowardsGrammarTeachingMethodsofteachinggrammararealwaysthe．heateddebatesinaforeign’languageteaching．Somepeopleclaimthatgrammarisaboutlanguagerules．Teachinggrammarmeansteachingtherulesofwordformation，sentencestructuresaswellastherulesoftextorganization．Somepeoplebelievethatgrammaticalcompetenceisapartoflinguisticcompetence．Teachinggrammarreferstonotonlyteachinggrammarknowledgebutalsocultivatinglearner’Slinguisticcompetence．However,otherpeopleassertthatgrammarreferstothemeaningofthelanguageusedinacertainsituation．Forcenturies，secondorforeignlanguageeducatorsallovertheworldalternatedbetweenfavoringteachingapproaCheswhichfocusonhavingstudentsanalyzethelanguageinordertoleamitandapproacheswhichencouragestudents’usinglanguageinordertoacquireit．Concretelyspeaking，heateddebatingissuefortheteachersiswhethertoteachgrammarornot．Indifferentteachingmethod，grammarteachingshowsdifferent’degreesofimportance．InGrammar-TranslationMethod，grammarteachingisthe，center．WhileinDirectMethodandAudio—lingualMethod，grammarteaching§ceresOf‘nosignificance．InChina，grammarhastraditionallyhadacentralroleinEnglishteachingnomatterwhatapproachWasorisdominantinclass．However，atpresent，undertheinfluenceofcommunicativeapproaches，teachersalreadybeguntopondertowhatdegreeandinwhatwaygrammarshouldbetaughtSOthatstudents’abilityofusingEnglishCanbefostered．Whethershouldgrammarbetaughtonearth?Belowaretwodifferentviewsonthisquestion．。2．1．2．1ViewsagainstGrammarTeachingSomelinguistsmaintainthatitisunn邮essarytoteachgrammar,thattheabilitytouseasecondlanguage(knowing‘how”)willdevelopautomaticallyiflearnersarerequiredtofocusonmeaningintheprocessofusingthelanguagetocommunicate．Asearlyas1622,JosephWebbe，schoolmasterandtextbookwriter‘everwrote“NomancanrBnspeedilytothemarkoflanguagethatisshackled⋯withgrammarprecepts’j(qtdin．Scott．9一一一 ·?一●qj。Ihomb峨l999)·Hecontendsthatgrammar．callbepickedthroughsimplvconHnumcatlng：“BYexerciseofreading，writing,andspeaking⋯allthingsbelongin2t0野a蛐瓯wlllwithout1aborandwhetherwewillornot,thrustthemupontlS"(qtdinScott‘I110mbury，1999)·“Grammarisnotthebasisoflanguageaequisitio如锄【dt11ebalallceof，11ngulsticrese砌cleallyinvalidatesanyviewtothecontrary．’(qtdinYanZhuallgandHeZiran,1985)·Leibnizargues：‘‘Alanguage⋯isacquiredthrou曲practice，．觚aitis。m删yp曲c伽throughgrammar．’’(qtdinScottTho肋bury,1999)．StephenK础ensald1nl982：“Theeffectsofgrammarteaching⋯appeartobep嘶pheraJaIldfragile．"(StephcllKrashen，1982)·Krashenbelievesthattheroleofteachingist0a舶rdopportumnesforcommunication，ratherthandrawattentiont0nleL2Code．RodEllis母Ves廿les锄eideainhisSecondLanguageAcquisition．Hemaintainsthatlanguageacquisition1sacreatiVeprocess·Childrenarenotgivenexplicitinformationabouttherules,byeitherinstructionorcorrection．Theymustsomehowex仃actthenllesofnle伊ammar舶mthe1anguagetheyheararoundthem。Allthevi鲫saboves晚ssⅡlat一日alIlmar1sno‘necess哪tobetaught．ItCallbeacquiredunconsciousIyintlle南urseof1anguagelearning,SOgrammarteachingisawasteoftime．2·1·2·2ViewsforGrammarTeaching．，111SplteofsomanYnegativeopinionsOngrammarteaching，t11erearean啪berofposl‘1ve1deasthatgrammarteachingisverynecessaryinlanguagetcaclling．Histo矗callv．teaching乒黝arhasbeencentraltaskinaforeignlanguageteachingclass．Itiso最eflsynonymouswi也teachingaforeignlanguageforthepast2500years(Ru廿1erford．1987)．AccordingtogrammaticalcompetencewhichisproposedbyChomskyinhiswritingSintllel950s觚d1960s,knowingalanguageisequatedwithknowingthe伊ammaroft11atl姐guage-Gr锄姐aticaJcompetenceistheknowledgeunderlyingourabilityt0producea11du11ders2a11dsen‘encesinalanguage(Richards，1985)．ThatiswhygrammarisacentralpartofIanguageleamingandteachingatthattime．：‘somepsycholo百callinguiststhinkthatgrammaristhecoreoflanguage．Ifthereis_nogral啪ar，lallguagedoesn’texist．Manylinguistsalsomakestatementsontiffsquestionn．omdi疗嘞taspects·Stemadmits“Grammarteaching，positivelylookedat,hel口s，JeamerSt0becomeskilledinrecognizing，analyzingande~r锄tuallymaLsteringtheSeeluSlVes劬咖训featureswhichaleessentialaspectsofproficiency．，，(Stem1992：144)BrownmaIntainsthatnoonedoubtstheprominence．of舯瑚marasaIlorgaIlizationaltrameworkwithinwhichcommunicationoperates．"(Brown1994：348)E11issuggeStsthat ’●．j：：．ChapterTwoLiteratuieReviewthemainmechanismbywhichformalinstructionisdevelopingexplicitknowledgeofgrammaticalfeatures，which，subsequently,helpslearnerstoacquireimplicitknowledge．Hallidyviewsthatwithoutgrammarinthesystem，itwouldbeimpossibletomeanmorethanonethingatonce．Wilkinssays：“Thegrammm-isthemeansthroughwhichlinguisticcreativityisultimatelyachievedandaninadequateknowledgeofthegrammarwouldleadtoseriouslimitationsonthecapacityforcommunication．"(Witkins，1972：66)Wilkinsalsobelievesthatacquiringthegrammaticalsystemisofcentralimportance，becauseaninadequateknowledgeofgrammarwouldseverely‘constrainlinguisticcreativityandlimitthecapacityforcommunication．Littlewoodalso"pointsoutthatthefirstfunctionofeducationistoteachexistingknowledge．Vqhenappliedtoforeignlanguageteaching，theteachersshouldteachthestudentsgrammarSOthatstudentsCansavemuchtimeinactualreadingcomprehension．’一．·WeCanlookatthestatusofgrammarinlanguagelearningfromanotherperspective-languageproficiency．Thistermreferstothedegreeofskillwithwhichasecondor’foreignlanguageisusedincarryingoutdifferentcommunicativetasksinthetargetlanguage．Itisfundamentalinlanguageprogrammedesign，languageteaching，andlanguagetesting(Richards，1985)．Richardshasprovidedacaseoflanguage-proficiencytestingtodemonstratehowgrammaticalknowledgecontributestolanguageproficiency．IntheForeignServiceInstitute(FSI)oralproficien@scale，whichhasbeeninwidespreaduseinAmericangovernmentagenciesasaninstrumentf"orassessingtheoralproficiencyofgovernmentemployees，threecomponentskillsareassessedindeterminingaperson’Sleveloflanguageproficiency．Thesearereferredtoasfunctions(functionalability)jcontent(topicsexpressedandunderstoodaswellasvocabularyknowledge)，andaccuracy(grammarandpronunciation)．Basedonlanguagetestingresearch，Richardshasarrivedattheconclusionthatgrammarisseennotasthecentralorganizingprincipleofcommunication,butratherasanimportantcomponentofcommunication．Inaword，grammarcanaffectforeignlanguagelearninggreatlywhetherintheoryorinpractice．2．1．2．3SummaryDavidNunanargues：‘‘itiswrongtoimplythatteachersareconfrontedwithtwomutuallyexclusivechoiceswhenitcomestoteachinggrammar,eitheravoidingtheteachingofgrammaraltogetherorreturningtoatraditionalformgrammar-focusedapproach．’’(1991：151)Grammarteachingdoesn’taimatgrammarresearch，butthroughgrammar,studentscanmasterlanguagerulesandbettertheirlistening，speaking，reading 河北科技大学硕士学位论文andwritingabilities．ThegoalofteachingEnglishgrammarshouldmainlybetoimprovethestudents’abilitytousethelanguage(qtdinYanZhuangandHeZiran,1985)．Grammarteachingisonlyallapproachtolearningforeignlanguagenotthetargetoflearning．However，grammarteachingisanintegralpartoflanguageteaching．2．1．3CurrentSituationofGrammarTeachinginChinaHuJianmingpointsoutthatmanymiddleschoolteachersespeciallythoseinthewesternareasofChinainsistontakinggrammarknowledgeasthekeylinkinteaching．(2002)WenWeijuanrevealsthatmostoftheEnglishteachersinChinaemployatraditionalmethodinmeirforeignlanguageteaching(2001)．StatisticsshowthatmanymiddleschoolstudentsespeciallythoseinthecountrysidearetaughtbytheGrammar-TranslationMethodandcrammedwitllknowledgeabouttheEnglishbuthavefewchancestopracticelisteningandspeaking(qtdinChangFengyan，1996)．InEnglishclassinchina,morethan80％ofthetimeisspentonteachers’．explanation．LiRletimeistakentopracticeEnglishbystudents(ZhangJianzhong，ForeignLanguagePsychology)．ItisinvestigatedbyFuZhonghanthatstudentsinEnglishdepartmentspendlessthan50hoursreallyspeakingEnglishonaveragefrommiddleschooltocollegewhilespendingmorethan500h，oursongrammar．However，EnglishteachinginChinahasfocusedontheacademicstudyofgrammarandsentencestructure．s，asw。ellas．alljn-depthanalysis，makingstudentsunabletousealleffectivecommunicativetool，reluctanttoengageincriticalandindependentthinking，buthappytobepassivereceiversofknowledge．Franklyspeaking，studentsbecomealmost“structurallycompetentbutcommunicativelyincompetent．”(Johnson＆Morrow1981p．1)nemainreasonforthisisthatthetimeismainlyspentonteacher’Sinstructingorexplainingwhilelittletimeisgiventostudentstopracticewhattheyhavelearned．However，theStandardsofNewNationalEnglishcurriculumestablishedbytheStateEducationMinistryin2006stipulatesthattheobjectivesofEnglishteachingduringtheelementaryeducationstagearebasedondevelopingstudents’languageskills，languagecompetence，emotionalattitude，learningstrategyandculturalconsciousnessandaretotraint11eirabilitiesofall·roundapplicationofthelanguage．”T【lisisaprofoundreformforEnglishteaching,achangeofteachingmodelfromformtomeaning,achangeofteachingmethodsfromtraditiontomodem．耽eApproachofCLTcanconnectteaching；learningandpracticetogether，achievethegoalofputtingthelearnedknowledgeintopractice，andCanmeettherequirementsadvancedinStandardsofNewNationalEnglishcurriculu：’oublishedbytheStateEducationMinistry．12’一一一 ’‘So，theApproachofCLTiscoincidentwiththeneedofEnglishteachinginChinaandshouldbewidelyadopted．，2．2CommunicativeLanguageTeachingandItsRelatedIssues，2．2．1TheTheoreticalBasisofCLTTheurgentneedofhighproficiencyinEnglishleadstothebirthofanewteachingmethod⋯theApproachofCLT，whichturnsteachinglanguagecompetencetodevelopingstudents’communicativecompetence．Thisteachingapproachhasitsrichtheoreticalbasis．一～一。。2．2．1．1Hymes’NotionIn1971，Hymesproposed‘‘communicativecompetence’’whichhasfourcomponents：possibility,feasibility,appropriateness，performance．Possibilityreferstotheabilitytoproducegrammaticalsentences．Feasibilitymeansthe’abilitytoproducesentenceswhichcanbedecodedbythehumanbrain．AppropriatenessCanbeconsideredastheabilitytousecorrectformsoflanguageinaspecificsocio—culturalcontext．Thelastoneisperformancethatmeansthefactthattheutteranceiscompleted(HuZhuanglin，2001)．ThisnotionhasagreateffectonEnglishteachingandlearning．TheemphasisofEnglishteachingandlearningischangedfromtheorytopractice，fromlanguageknowledgetolanguageuse．●■●f．‘．‘2．2．1．2CanaleandSwain’SViewonCommunicativeCompetence。·’CanaleandSwainarguethatusinglanguage如r?communicativepurposesmeansmorethanjustusinglanguageformscorrectly(1980)．Tocommunicateadequatelyandeffectively,alanguageuserwillhavetoapplybothlinguisticandcommunicativecompetences．Andtheytakecommunicativecompetencetoincludefourdimensions：grammaticalcompetence，sociolinguisticcompetence，discoursecompetenceandstrategiccompetence．GrammaticalCompetencereferstoWhatChomskycallslinguisticcompetence．Itisthedomainofgrammaticalandlexicalcapacity．Sociolinguisticcompetencereferstoanunderstandingofthesocialcontextinwhichcommunicationtakesplace，includingrolerelationships，thesharedinformationoftheparticipants，andthecommunicativepurposefortheirinteraction．Discoursecompetencereferstotheinterpretationofindividualmessageelementsinterm．softheirinterconnectednessandofhowmeaningisrepresentedinrelationshiptoentirediscourse．Strategiccompetence(thisissomethingrlewtoHymes’theoryofcommunicatifecompetence)referstothecoping●13 河北科技大学硕士学位论文methodsthatcommunicatorsemployininitiating,ferminating，maintaining，repairing，andredirectingcommunication．Fromthefourdimensionsofcommunicativecompetence，wecailconcludethatcommunicativecompetence．isanintegratedlanguageability．whichenablesthelearnersto7十uselanguageappropriatelyindifferentkindsoftiisksanduselanguageforsocialactionwithotherpeople．2．2．1．3Bachman’StheoryBachmanadvanceshisowntheoryonthe"basisofotherresearcher争’theories．Heclaimsthatcommunicativelinguisticcompetenceconsistsofthreeparts：linguisticcompetence，strategycompetenceandmechanism‘ofpsychologicalandphysiological．ThethreepartsCanbeshowninbelowFigure2-1：Figure2-1Componentsofcommunicativelanguageabilityin‘communicativelanguageUSe(Bachman，1990：85)Fromthediagram，weknowthatthelinguisticcompetenceconsistsofconcretelinguisticknowledge；Strategycompetencerefersti+ther)sychologicalcompetencewhen ’"usingallsortsoflinguisticknowledgeinspecificlanguagecommunication．Sostrategycompetenceisthebridgefromlinguisticcompetencetotherealworld，anditisthemethodwhichisusedincommunicationthroughlanguageknowledge．Mechanismofpsychologicalandphysiologicalreferstotheprocesswhichisinvolvedinthenervesandpsychologywhenusedasasubstancephenomenon(suchassoundandlightetc)inlanguagecommunication．Bachmanthinksthatlinguisticcompetenceconsistsoflanguageorganizingcompetenceandlanguageusingcompetence．Languageorganizingcompetenceinvolvesintheabilityofgencratingoridentifyingthecorrectsentence，comprehendingthetopicandforminganarticle．Andlanguageusingcompetenceconsistsoflanguageexpressionabilityinconcretecontextandexplainifigtheillocutionaryactsindiscourse．Bachman’Stheoryoncommunicativecompetencedoesnotonlyenrichtheresearchachievementsofthe．formerscholarsonlinguisticcompetence，butalsohedealswiththestrategycompetenceasanindependentpartoflanguagecompetence，andmakeitsystematical．Therefore，Bachman’Sstrategycompetenceisnotthecomplementoflanguagecompetence，itisindependent，itcanrunbyitself．Anditcoordinates瓢vhenitappearsinthebackgroundknowledge，context，linguisticcompetenceetc．Furthermore，therelationshipsbetweenthecomponentsofBachman’Stheoryareveryclear．BachmanandPalmerhavetheresearchthroughfactoranalysisanddiscoverthattherelationshipbetweensociallinguisticcompetenceandtheformertwoisloose．Atlast，BachmanputsMechanismofpsychologyandphysiologyintocommunicativelanguagecompetence，andshowsthefactorsofimplementingarerelativelyimportant，，andatthesametime，itinvolvesfourkindsoflanguageskills(1istening，speaking，reading，andwriting)whichcanbedividedinpracticalapplication．AccordingtoBactunan’Stheory,grammarteachingcannotbeseparatedfromlanguagecommunication．Theyhavethesametarget．Languagelearningisforcommunication，grammarteachingisforcorrectandfluentcommunication．So，inordertOcombinethemeffectively，weshouldchangethetraditionalmethod(teachinglanguagemeansteachinggrammar)intoamoreeffectiveway-···-providingthestudentswithrealsituationstodoalotofcommunicativeactivitieswithwhattheyhavelearned．Inthisway．theaimoflanguagelearningCanreallybeachieved．Bachman’StheoryalsopavesawayforappearanceoftheApproachofCLT．‘’一，一。i；‘——．——=——一⋯一～．～～一一 河北科技大学硕士学位论文2．2．1．4Hedge’StheoryIndiscussingcommunicativeability，Hedgehasgivenadetaileddescriptionoflinguisticcompetence．Linguisticcompetenceisco．ncernedwithknowledgeitself,itsformandmeaning．Itinvolvesknowledgeofspelling，pronunci／ition，vocabulary,wordformation，grammaticalstructure，sentenceconstruction，andlinguisticsemantics．Ifalanguagelearnerdoesnothavesuchknowledge，．heWillnotgrasptheintegralpartofcommunicativecompetence．Basedonthediscussionofmanyauthors，Hedgehas1istedthecompetencesofcommunicativelanguageabilityasfollows(2002)：(1)linguisticcompetence。‘，‘一’(2)pragmaticcompetence’+：·一(3)discoursecompetence(4)strategiccompetenceand(5)fluency‘．·．：一Hedge’Stheoryaboutthecompetencesofcommunicativelanguageabilityindicatesthatlinguisticcompetenceisapartofcommunicativecompetence．However，linguisticcompetenceincludesgrammarknowledge．Thisagainprovesgrammarteachingcannotbeseparatedfromcommunicativecompetence．Grammarteachingshouldbecarriedoutinrealcommunicativesituations．Thetraditionalmethodshouldbeimprovedandanewteachingmethod，whichputsgrammarknowledgeandcommunicationtogether，shouldbeintroduced．ThisisalsoatheoreticalfoundationoftheApproachofCLT．，·"2．2．1．5Summaryj一．AlthoughthelinguistsImentionabovemightholddifferentperspectivesintheirdescriptionsoflanguage，theyseemtohavereachedasimilarconclusion：learningalanguagemeansmorethanlearningtherulesofitsgrammar．Successfulcommunicationinvolvesnotonlythespeaker-一listener’Slinguisticcompetence，butalsotheircommunicativecompetence⋯thecorrectuseofgrammar，inc!udingitscorrectformandtheuseinitscorrectsituation．However，nomatterwhatelementsareincludedincommunicativelanguageabilitybyspecificauthors，thefirstoneisalwaysgrammaticalorlinguisticcompetence．AlthoughcommunicativecompetenceisproposedbyHymesincontrast、玑tllChomsky’SlinguisticcompetencewhichreferstothegrammaticalknowledgeoftheideallanguageUSerSandhas．nothing．todowiththeactualuseoflanguageinspccificsituations，thelatterhasneverlostJtspositioninthelanguagecourse．16 ’I2．2．2TheDe丘nitionofCLTTheApproachofCLTCallberegardedasaproductofmultidisciplinaryresearcheson．1inguistics，psychology，philosophy,sociology，andeducation．Thefocushasbeentheelaborationandimplementationofprogramsandmethodologiesthatpromotethedevelopmentoffunctionallanguageabilitythroughlearnerparticipationincommunicativeevents(Savignon，1991)．Asfaraslanguageteachingisconcerned，BernsexplainsthatinCLT，“Languageteachingisbasedonaviewoflanguageascommunication，thatis，languageisseenasasocialtoolwhichspeakersusetomakemeaning；speakerscommunicateaboutsomethingtosomeoneforsomepurpose，eitherorallyorinwrittenform．"(Berns1990：104)Tobemoreexact，theCLTisanapproachtoforeignlanguageorsecondlanguageteachingandlearning，whichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence．ItisalsocalledCommunicativeApproach(CA)．TheCLTemergedasanewteachingmethodinthelate1960sasareplacementoftheearlierstructuralmethod，calledsituationallanguageteachingmethod．2．2．3ObjectivesofCLTTheobjectivesoftheCLTaretodevelopcommunicativecompetence．PiephodiscussesthefollowinglevelsofobjectivesinCLT：1)anintegrativeandcontentlevel(1anguageasameansofexpression)；2)alinguistic‘andinstrumentallevel(1anguageasasemioticsystemandallobjectoflearning)；3)．allaffectivelevelofinterpei"sonalrelationshipsandconduct(1anguageasameansof．expressingvaluesandjudgmentsaboutoneselfandother)；4)alevelofindividuallearningneeds(remediallearningbasedonerroranalysis)；5)ageneraleducationallevelofextra-linguisticgoals(1anguagelearningwithintheschoolcurriculum)(Piepho1981：8)．InHymes’view，apersonwhoacquiresCommunicativeCompetenceacquiresbothknowledgeandabilityforlanguageusewithrespectto：whether(andtowhatdegree)somethingisformallypossible；whether(andtowhatdegree)somethingisfeasibleinvirtueofmeansofimplementationavailable；whether(andtowhatdegree)somethingisappropriate(adequate，happy，successful)inrelationtoacontextinwhichitisusedandevaluated；whether(andtowhatdegree)somethingisinfactdone，actuallyperformedandwhatitsdoingentails∥‘．TheaimofCLT，simplyspeaking，istomakelanguagelearnerscommunicate、Vimothersfreely，properly，andcorrectly．Thisisquitedifferentfromtheteachingtargetinthe17 河北科技大学硕士学位论文frameworkoftraditionalmethods．2．2．4CharacteristicsoftheApproachofCLTAfterCLTcameilatobeing；manylinguistsputforwardmanytheoriesonit，evengivemoredetailstodescribethecharacteristicsofit．Littlewood(1981：1)statesthatoneofthemostCharacteristicfeaturesofCommunicativeLanguageTeachingisthatitplayssystematicattentiontofunctionalaswellasstructuralaspectsoflanguage．’’FinocchiaroandBrumfitcontrastthemajordistinctivefeaturesoftheAudio—lingualMethodwiththeApproachofCommunicativeLanguageTeachi善lg．(Richards，J．C．＆T．S．Rodgers，2000：67—68)Accordingtotheirinterpretation，CommunicativeLanguageTeachinghasthefollowingcharacteristics：．：(1)Meaningisparamount．：(2)Dialogues，if．used，centeroncommunicativefunctionsandarenotnormallymemorized．(3)Contextualizationisabasicpremise’(4)Languagelearningislearningtocommunicate．(5)Effectivecommunicationissought．(6)Drillingmayoccur，butperipherally．(7)Comprehensiblepronunciationissought．，：．：i．。，。～(8)Anydevicewhichhelpsthelearnersisaccepted-varyingaccordingtotheirage，interest，etc．．+’’。’-●(9)Attemptstocommunicatemaybeencouragedfromtheverybeginning．(10)Judicioususeofnativelanguageisacceptedwherefeasible．(11)Translationmaybeusedwherestudentsneedorbenefitfromit．(12)ReadingandwritingCanstartfromthefirstday，ifdesired．(131ThetargetlinguisticsystemwillbeteamedbestthroughtheprocessofstrugglingtO一communicate．(14)Communicativecompetenceisthedesiredgoal(i．e．theabilitytousethelinguisticsystemeffectivelyandappropriately)．．(15)Linguisticvariationisacentralconceptinmaterialsandmethodology．Sequencingisdeterminedbyanyconsiderationofcontent；function，ormeaningthatmaintainsinterest．÷．。一：’、．．．。．j‘：·(16)Teachershelpleamersinanywaythatmotivatesthemtoworkwiththeknowledge．(17)LanguageiscreatedbytheindividualoftenthroughtrialandJ’叼r‘一一．一．～’一，⋯‘一18 (18)Fluencyandacceptablelanguageistheprimarygoal：accuracyisjudgednotintheabstractbutincontext．9)Studentsaleexpectedtointeractwithotherpeople，eitherintheflesh,through，pairandgroupwork，orintheirwritings．(20)Theteachercammtknowexactlywhatlanguagethestudentswilluse．(21)Intrinsicmotivationwillspringfromaninterestinwhatisbeingcommunicatedbythelanguage．ThecharacteristicsofCLTgivethefactthatEnglishteachingnotonlymeansteachingEnglishlanguageknowledgebutalsomeanscultivatingstudents’abilitytouselanguagecorrectly，suchasspeaking，readingandwritingabilities．ThisshowsthatintheapproachofCLT，languageisreallyregardedasacommunicativetooltobetaughtandlearned．‘Dumb’Englishwilldisappearinthefuture；agoodcommandofEnglishwithfourbasicskillsbecomesamust，whichconformstotherequirementsintheStandardsofNewNationalEnglishCurriculum．ThereisnodoubtthattheadoptionofCLTcontributestothereformofEnglishteachinginChina．2．2．5PrinciplesoftheApproachofCLThasnofixedteachingmodels，intherealteaching，variatio，nispossible．Nevertheless，thisdoesnotmeantheteachercandowhateverheorshewantsto．CLTstillhasasetofguidingteachingprinciples．VariouspedagogicalprinciplesofCLTtolanguageteachingcanbeexpressedinmoreorlessdetail．What’Smore，fromdifferentaspects，differentprinciplesshouldbeobeyed．SeveralpopularprinciplesadoptedinteachingCanbegeneralizedasfollows：AThecommunicativeprinciple．Activitiesthatinvolverealcommunicationpromotelearning．BThetaskprinciple．Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning．CThemeaningfulprinciple．Languagethatismeaningfultotheleamersupportsthelearningprocess．NextaretheprinciplesfollowedinviewoftheconcreteoperationoftheapproachofCLT．(1)Presentationofthetopic。I’j．(2)Motivationofthestudentstoparticipateinclassroomactivities；．．：(3)Discussionofsituationsandfunctions⋯⋯一．．(4)Study，analysisandapplicationoftypicalstructures．19一．～一～』一一’二一．．一一一·．⋯⋯．一～．．__⋯一一一 河北科技大学硕士学位论文(5)Activitiesrelatedtoboththetopicandstudents’experiences(6)Evaluation二Eitherfromthelearningaspectorfromteachingangles，principlesmustbefollowedstrictly．Onlyinthisway，Cantheteachingaimbeachievedsuccessfully．2．2．6TwoVersionsofCLTSincetheCLTcameintoexistenceasalanguageteachingmethod，manylinguistsandlanguageresearchershavecarriedoutalotofdeeperresearches．Theyputforwardalotoftheirownopinions．HowattstatesthattherearetwoversionsoftheCommunicativeApproachinitsglobalpracticeproposed．“Iftheweakversioncouldbedescribedas‘learningtouseEnglish’，thestrongversionentailsusing‘Englishtoleamit’．’’Theweak．versionoftheCommunicativeApproachregardsknowledgeofgrammaraSanintegralpartofthecommunicativecompetence．Whenastudentlearnsafor萌朗language，heorshemustlearnitsgrammarrulesSOastofacilitatecorrectuseofthetargetlanguageincommunication．Thestrongversion，ontheotherhand，insistsonacquiringcommunicativecompetencethroughcommunicativeactivities，totallyneglectinganyintentionallearningofgrammar．Theweakversion，whichhasbecomemoreorlessstandardpracticeinnearlythelasttenyears，isespeciallysuitableforChineseEFLleamerswhohavesuchasolidgrammaticalstructurefoundation．AsWiddowsonpointsout，“Theproblemisthatlearners，especiallythoseindevelopingcountrieswhohavelearnedEnglishformallyforseveralyears，arestilllackingabilitytousethelanguagepracticallyandareunabletounderstanditsuseinrealcommunication，eitherinspokenorwrittenwork"’(Widdowson，1972)．ThisisjustthecaseinChinawherethestructure．approachhasbeendominatingforSOmanyyears．Consequently,designingmorecommunicativeactivitiesandtransferringtheknowledgeintocommunicativecompetenceisanurgenttaskthatCanbesolvedthroughtheweakversionoftheCommunicativeApproach．Inlightofthecharacteristics，principlesofCLT，andresearchesonit，fourfamousteachingmodelshaveemerged，whichwillbepresentedinthefollowingsections．．2．3GrammarTeachingandCLTGrammarteachinghasbeenthecenterofEnglishteachingforalongtime．However，thepresentpopularCLTputsemphasisnotongrammarbut011communicativecompel_．ence．Aretheyparadox?DoesusingCLTmeanabandomnggrammarteaching?20 ≈?!ChapterTwoLiteratureRenewCangrammarbetaughtintheframeworkofCLT?Manylinguistswhetherathomeorabroadhavedifferentopinions．ZhuangZhixiangandShuDingfanginChinasaythatCLTstressesthefunctionsandmeaningsoflanguageaswell硒thelanguagefunctionwhichexpressesmeanings．Itregardstheexpressiono，fmeaningasthemaintargetofforei班languageteaching，denyingthestatusofgrammarteachinginforeignlanguageteaching，ignoringthesystematicfeatureoflanguageknowledgeandthelanguagefunctionasawhole．Onthecontrary,LiuXiaohongmakesatablecomparinggrammarteachingintheframeworkofCLTandthetraditionalmethods．(2003：13)Figure2-2LiuXiaohong，2002：13：GTMCLTGoalofLearningLinguisticcompetenceCommunicativecompetenceGrammarRulesCentralfeatureExplainedwhennecessaryEmphasizedareasofGrammar,vocabularyandFunctions(notforms)languagestructureMeaningfulNotimportantKeyfeature：CommunicationUseofTranslationKeyfeatureUsedwhennecessaryFacilitatorofthelearners’learning；managerofTeacher’sroleTeacher-centeredclassroomactivities；adviSOtandcommunicatorduringclassroomactivities；。Learners’RbleTeachers’passivefollowersLearner-centered●AttitudestowardsErrorSAccuracyemphasizedErrorispartoflearningprocess‘BalanceofLanguageReading&WritingAllfiveskillsare．skillsemphasizedimportant，RegardingtargetlanguageasatoolforRoleofnativelanguageBeingusedmostlyinclasscommunication，notjustanobjecttobestudiedThetableshowsthatgrammarteachingintheframeworkofCLTismoreeffectivethaninGrammar-Translationmethod．Besides，experimentsinSwedenandAmericademonstratethatthegrammartranslationmethodismoreeffectiveforadults(GuiShichun，1979)．Inforeigncountries，manyargumentsalsoexist．Celce-Muricamakesacomparisontableonthisquestion．(1985)Figure2-3MoreeffectiveandlesseffectivewaysofgrammarteachingMoreeffectiveLesseffectiveCommunicativeactivitiesManipulativedrillsContext·embeddedpracticeContext-freepracticeText—basedexercisesSentence．basedexercises 河北科技大学硕士学位论文‘CognitivelydemandingactivitiesCognitiveflyunderstandingactivities一AuthenticmaterialsContrivedmaterialsInterestingandmotivatingcontentDullorneutraIcontentTheconclusionisthesameasLiuXiaohong’sinChina·Ofcourse，neutralideacameintobeing，too．Itisprovedthatlanguageknowledgelearningandcommunicativecompetenceacquiringarenotaparadox．Carterpointsoutwhenweemphasizecommunication，weshouldalsostressthelearningoflanguagestructure；whenweemphasizemeaning,weshouldpayattentiontothelearningoflanguageform，too．Wemustcombine‘learningthroughlanguage’witll‘learningaboutlanguage’verywell．Languageinuse-APre—intermediatecoursewrittenbyAdrainDoffandChristopherJonesandCambridgeAdvancedEnglishwrittenbyLeoJonesbothexplainsomeimportantlanguageitemspublicly,contrarytotheCLT,whichavoidsgrammarexplanationasmuchaspossible．Inaddition，severalmodelsofgrammarteachingintheframeworkofCLThavebeenformedandpopularized．：2．3．1Burne’sModelThegrammarteachingmodelsproposedbyBumearepresent·-Practice·-ProduceorProduce—Present—Practice．HethinksthatPresent，PracticeandProducearenecessaryinEnglishgrammarteaching，and‘thatteachersshouldadoptasuitablemodelinteaching，accordingtotheirstudents’levelandteachingcontents．ThemodelPresent—Practice—Produceiscalled“weak”versionofCLT．Themodelisfitforbeginnersoflanguage．The“strong”versionofit(Produce—Present—Practice)issuitableforthosewhohavealreadymasteredbasicgrammar．Inthismodel，communicativeactivitiesareputinthefirstplace，followedbysummarizingandpresentingacertaingrammaticalpoints．Thismodelstressesthecombinationofgrammarteachingandcommunicativecompetencedeveloping．2．3．2Brumfit’SModelBrumfit’Smodelis“communicate—PresentLanguage·DrillPractice·Communicate’’(WenHouyi，1997：91)．Itistherevisedversionofhisearlytraditionalmodel“Present-Practice·PracticeinContext"’．ItisbasedOntheideathatthegrammaticalpointshouldnotbeseparatedfromthecontextofthelanguageatthebeginningofthelearning，instead，thestudentsshouldengageinthecommunicativeactivitiesaimingatpracticeonthebasisoftheirperformance．Afterthestudentshavegraspedthelanguagepoint，thel●’·、-一一t一一一，22 ————————————————————～：ach：一ng：t11啪衲olVediIlⅡlenewc。mmunicative’aCti、，itieS，州chisthe竺竺嘶ngofmefo啪eroneS．TheSeactivitieswillhelptoa出evetlle如t11at孟studelltsc勰causethenewlanguagep。intst。conunullicateflueIltlyaIldaccuratelv．．2．3．3HarmcrksModel‘，～．竺e鼍：salso．a鲫啪ar2eachingmodelprop0琵dbyHarmer,alladvocateofcLT．It?bo击esHa肋Fsl锄gllageConc印tt11attlleteachingprocess。flaIlguageshouldmovef。ro州m．thenon-co，m，municativelallguages饥lcture’to、communicativeuse。f1姐guage．Asa：Il蝴offact,Harmer’steachingmodeliSbased。nme‰vati。n。fB忑磊s．二三1=：!po?ance，oftheformerliesint11etllirdst印，whichrequirestlleteachertoeIlcourageaIldi!蛐u1，：nle●tudentS幻姆conHnunicationint11elangu-agve．Grammaristaug二and1eanled‘hrou曲co姗unicati。n·FluencycaIlbeacllieVedinm9processofattempt三g．2．3．4D．WillisandJ．Willis，sModellD·wlms‘andJ·Willis"s：Modelis‘‘P幽彻ance---Rehe删⋯Report"(HuGu‰et“20．01：56)·111ismodeJisputforwardbased。nAm嘶call1inguistLab。、；，sthe：二：：pe羔1e?edi矗brentlallguagequalitiesondifferentcommunicative。ccaSi。ns；111fo二a1。r：ok?1anguagewinbeeI】叩loyed0n也en。n_public。ccaSi。n；whilehi曲．quality：}篡agewillbeadoptedont11es喇ousorpubIic。cc矧。n．‘tllismodel,thefi乏e1：矗：?ec：攀u血c撕Vea鲥V1tie．s。f1。w—quality1矗函age；。矗emirdelementisⅡlat。fnlgh—quall‘ylanguage；‘he。nebet、)l，eenthemiSthei√ndispensabletrainingt。廿1estudentss．ofasto。i．mpro．v。etheirl。w。qualitylanguagetothehigh-quaIity1anguage：nerequir锄eIlt!applylngt11ismodel趣thatt11eteachershouldbego。datcreatingapositi二e“ve】y==assro翼．ann。Sphere，andstimulatingthestudents，impetus。fconun嘶catingandth：2．3．5Summary，1lnlssectl。nhaSdiscussedfourm。stin丑uentialCLTmodeIsin孕ammarteaching三二as．s,．throughwhichwecaIlseethatcLTdoesn"trejecl卿arteacMI坞，bmadv。：：：me1me，tionandmakinguseo“twithinmeCLTframework．IIlSpiteofmediffer铋ceS=。ngm：?dels，nleya11emphasizeb。mt11estructure．andthe锄c；；ti。n0fthetarget：anguage·．1。鼢ch邯灿出础eacombinationoftheformlmeaningand硒‰n。fie1an芝ag“ogether’whichenablesthestudentst。踟spthel．anguj晶andt。kn。whowt。use‘helmaguage．ThesecLTm。deIsingral姗arc19s；矗aveeXertedprofoundinfluence23 河北科技大学硕士学位论文ontheteachingofgrammar,thoughtheyallhaveadvantagesanddisadvantages．Somealeextremelyeffectiveforteachingsimplelanguage’atlowerlevels；somearemainlyfitforteachingcertaingrammaticalitems．Soweshouldnotcopythemmechanically，butto"applythemflexiblyinregardtospecificconditions．MalayprofessorsandteachersinChinaarethinkingaboutwhethergrammarteachingintheframeworkofCLTissuitabletocurrentChineseEnglishteaching．EvenmanyscholarshavedonealotofresearchesofC1lina．Onthebasisoftheirresearch，IhavedoneanexperimenttoillustratewhethertheApproachofCLTiseffectiveornotinlessdevelopedareasofChina．一 3．1IntroductionInthischapter，anempiricalstudyismadeingrammarclassinseniormiddleschools．Although．alotofresearcheshavebeendoneonCLTathomeandabroad，yethowtheissuesofCLTispracticedandwhatareresultsofapplyingitinseniormiddleschoolsareworthinvestigating．Especiallytofi．n．dthecausesofthemanystudents’failureincommunicationafterleamingEnglishformanyyearsandtobetterthepresentteachingapproach，thisresearch．isverynecessary．Basedonthepreviousresearch，thisstudyemployscommunicativeteachingmethod，creatingopportunitiesforstudentstousethetargetlanguagebyprovidingthemwithagroupofdesignedcommunicativegrammartasksandvariouskindsofcontextsinvolvingusing．Ofcourse，theoperationfollowstheprinciplesandobjectivesofCLTclosely．Franklyspeaking，itisaninvestigationoftheeffectofCLTinEnglishgrammarclass．．Task-basedinstructionandcontext—basedteaching‘areespeciallyadoptedtoexaminetherelatipnshipbetweentheteachingmethodandtheteachingandlearningresults．3．2PurposesandHypothesisoftheExperimentThisexperimenthastwopurposes．OneistoinvestigatehowthegrammarteachinginseniormiddleschoolisconductedandhowwelltheteachersandstudentsemployCLTintheirteachingandlearningandwhatkindofteachingmethodtheyarefavorof．ThesecondpurposeistoexaminetheeffectsoftheapproachofCLTonEnglishgrammarteachingandlearning．TheexperimentaimsattestingtheeffectofteachinggrammarintheframeworkofCLTismoreeffectivethanthatoftraditionalmethods．3．3SubjectsInanattempttofindoutwhatarethemostappropriateteachingmethodsforChinesestudentsinsecondaryschools，Imakeaninvestigationonthesituationof 河北科技火学硕士学位EnglishteachingandlearninginthreekindsofseniormiddleschoolsinDingZhou⋯DingZhouNo2VocationalMiddleSchool，DingZhouNo2MiddleSchool(akeysch001)andYanYangChuMiddleSchool(anordinaryseniormiddlesch001)．98teachers(15fromcommonschool，14from．Vocationalschool，and69fromkeysch001)and401students(86fromordinaryschool，130fromkeyschooland185fromvocationalsch001)participateinthese．researchquestionnaires．Theexperimentalsubjectsare40studentsfromanordinaryschoolchosenaccordingtotheirEnglishscoresintheentranceexam．Theyaredividedintotwoclasses．Oneis．acon呻1class；theotherisanexoenmentaJClass．J．●3．4InstrumentsIntheexperiment，twokindsofquestionnairesaredesigned，oneisforstudentstoanswer，andtheotherisforteachers．Thestudentquestionnaireconsistsof13statements，eachfollowedbyfourdifferentchoicesexceptoneitem，whichisanopenquestion，aimingatfindingtheteachingmethodthestudentsprefer．TlleyaredesignedintermsofaLikertscaleformat(AlreckandSettle，1985：133-5)．Eachofthe13itemsinstudent●?●questionnairehasfourscales：A=stronglyagree，B2agree，C=disagree，D2stronglydisagree．Inordertoavoidambiguityininterpretationcausedbytllepossibilitythattherespondentsarenotcertainaboutthescaleorneutral‘forallthestatementsinthequestionnaires，fourscalesareadoptedforratingeachstatementwithouttheneutralscale．Theteachers’questionnaireismadeupoffivequestions，whichaimatgettingtoknowwhatmethodtheyuse，andtowhatdegreetheyknowaboutCLTandtheirdesireforgrammarteachingmethod．Besides，anexaminationpaperisdesignedtotesttheparticipants’masteryofgrammar(AppendixF)andface·to—faceinterviewsarealsoconductedtogetamorecomprehensiveanalysis．3．5Data—CollectionandData-Analysis3．5．1DataAnalysisfromtheQuestionnairesjjj。|?i．：jThequestionnairesare峦。entothestudentsinthreekindsofschoolinDingZhou．26——～一一⋯_，．，-．。．—，，，‘o·，_，t．，，，．P，．--±女。；!—．_i_，-___目目F；；*!!￡!，!tjj，≤，===三==========：：==：=二；==二 ：：’‘：-．．ChapterThreeMethodologyTheyareallordinar3,seniorschool，akeyschool，avocationalsch001．ⅢsisforgettingallanswertothequestionwhetherdifferentschoolshavethesameprobleminEnglish’：grammarteaching．neresultsofinvestigationareasfollows：Table3--1SmdentQuestionnaireQuestionsIquiteagree：Iagree1don’tagreelhavenOideaGrammarlearningis．ordschool30．2％’‘’’60．5％5．8％3．5％importantkeyschool40．8％．52．3％一5．4％1．5％●VOCschool52．4％46．5％1．1％OGrammariStoodifficultordschooI26．7％48．8％23．3％1．2％keyschool33．8％40％23．1％3．1％VOCschool25．9％40％10．8％O．5％It’Sinterestingtolearnordschool6．98％41．9％40．7％10．5％grammarkeyschool6．9％3．1％46．1％12．3％VOCschool5．9％55．1％35．7％3．2％Grarnmarclassaredullordschool10．5％41．9％’12．8％2．33％key；chool16．9％36．9％41．5％4．6％VOCschool7％57．3％34．6％1．1％Iliketoanswa"questionsordschool1．2％一．52’33％34．9％11．6％ingrammarclasskeyschool7．7％29．2％50．8％12．3％VOCschool3．2％31．9％56．8％8．1％Ilister．carefullyinordschool8．1％72．1％14％5．8％grammarclasskeyschool17．7％60．8％18．5％3．1％VOCschool20％69．7％lO．3％0．5％Ihaveconfidenceinmyordschool2．33％56．98％33．7％6．98％grammarlearningkeyschool13．1％43．8％40．8％2．3％roesch00l12．97％54％32．4％O．5％Iliketohavegrammarordschool6．98％．61．6％：20．9％10．5％classkeyschool11．5％39．2％36．2％13．1％27 河北科技大学硕士学位VOCschool7．6％48．1％38．4％59．5％Teachersexplaintheordschool8．1％33．7％51．2％6．98％grammarruleskeyschool25．4％28：5％．．34．6％11．5％mechanicallyandpracticeVOCschoollO．8％43．8％40％5．4％■alittleLearninggrammarbyordscho．ol8．1％52．33％24．4％15．1％communicatingwithkeyschool21．5％42．3％28．5％。7．7％classmatesVOCsch00114．6％56．8％23．8％4．9％Teachersmainlydependsordschool4．7％?24．4％59．3％“．6％onthetextbook，notusekeyschool11．5％。26．9％44．6％16．9％othel"materialsVOCsch0012．2％25．9％63．8％8．1％1learngrammarmainlyordschool11．6％65．1％16．3％6．98％bylisteningtOthekeyschool25．4％36．9％33．1％4．6％teacher’sexplainingtheVOCsch0018．6％65．9％．．，23、8％1．6％．rules二Note：Inthetable，ordschool=ordinaryseniorschool，VOCschool=vocationalschoolAccordingtotheabovetable，whetherinordinaryseniormiddleschool，vocationalschoolorkeyschool，thesameprobleminEnglishgrammarteachingexists．MoststudentsagreethatgrammarisveryimportantintheirEnglishlearningandtheyhaveconfidenceinlearninggrammar；althoughitislikethis．manystudentsstillⅡlinkthatthegrammarclassisdull．Thethainmethodofteachinggrammaremployedinclassisthatstudentslistentotheteachersexplainthegrammaticalrules．Astothestatement“Teachersexplainthegrammarrulesmechanicallyandpracticealittle．’’instudents’questionnaire，manystudents’answerisnegative．Intheinterview，studentssaythattheteacherssometimesteachgrammarbytellingstories，games，andsomeotheractivities．ThisdisplaysCLTisnotabsolutelyrejectedinmanyschools，butnotfrequentlyinuse．Thisinvestigatingresultalsocertifiestheimportanceandnecessityofgrammarteachingdiscussedbefore．Grammarisanindispensibleparttolanguageteaching．Furthermore，28 ChapterThreeMethodologythedataintable4．1showthatstudentsfirenotverysatisfiedwitllthepresentgrammarteachingmethod．Thefollowingistheresultoftheinstigatingteachers．Table3-2TeacherQuestionnaireInvestigatedABCD一●schOOlQuestion1ordschool6．7％93．3％OVOCsch0017．14％92．8％Okeyschool2．9％94．2％2．9％OQuestion2ordschoolO100％0VOCschool28．6％14．2％42．9％7．14％keyschool4-3％55％18．8％21．7％Question3ordschoolO53．3％’46．7％OVOCschool7．14％21．4％71．4％Okeyschool1．4％2．9％95．7％0Question4ordsch001O6．7％93．3％0●VOCschool028．6％71．4％Okeyschool2．9％56．5％42％0Question5ordsch00113．3％66．7％20％OVOeschool14．28％85．7％0keyschool2．9％76．8％20．3％0Note：Inthetable，ordschool=ordinaryseniorschool，VOCschool--vocationalschoolTheabovetableindicatesthatwhetherinordinaryseniormiddleschool，vocationalschoolorkeyschool，mostteachersⅡliIlkthattheyknowCLTonlyaliRle．Intheordinar)’highschoolwehaveinvestigated．93．3％oftheteachersknowonlysomeaboutit．Inthevocationalschoolandthekeyschoolweinvestigate，thepercentageofteacherswhoknowslittleaboutCLTreaches92．8％and942％．Onthequestionwhethergrammarteachingshouldbecarriedoutinthewholeteachingprocedure，46．6％oftheteachersintheordinaryseniorhil曲schoolarefavorof29— 河北科技大学硕士学位it．Whileinthevocationalschoolandthekeyschool，thepercentagesoftheteacherswhoarefavorofitare71％and95．65％separately．Ontheotherhand，manyteachersthillkthattraditionalteaching-method(Grammar-TranslationMethod)isnotagoodone．Intheordinaryseniorhighschool，66．67％oftheteachersalsothinkSO，whileinthevocationalschoolandthekeyschool，thepercentagesoftheteacherswhohavetheideathattraditionalteachingmethod(Grammar-TranslationMethod)isonlyageneralwayamountto85．71％and76．8respectively．However，tothelastquestioninteachers’questionnaire，differentanSWerSappear．Intheinvestigatedordinaryschoolandvocationalschool；manyteachersmakeuseofCLTtoteach黟ammarexceptthekeyschool，whichmainlyusetraditionalmethod，doingalotofgrammarpracticeinclass．Inaddition，wegettoknow’abouttheuseofCLTinordinaryschoolthroughface-·to--facetalkwiththeteachersinYanYangChumiddleSch001．Theyreallyputemphasisoncommunicativeactivitiestosorhedegreeintheclassroom，butowingtothelimitedknowledgeofCLT，they，too，feelthedifficultiesingrammarteachingorthecompletingoftheteachingtaskintheteachingprocess．Theyareevenpuzzltdsometimesabouttheseproblems．Therefore．Isuggestthat-weworktogethertodoanexperimentonthiswhichismentionedabove．ThetwoinvestigationstellUSthatgrammarteachingproblemandtheuseofCLTaretheircommonproblems，althoughmostofthemprefergrammarteachingintheframeworkofCLT．Inviewoftheinvestigatingresults，wemakeanexperimentandproveitwithexamination．3．5．2DataAnalysisfromthePost—TestAftersixweeksexperiment，wehaveatestabouttheresultofstudents’grammarlearning．ThetestscoresareinAppendixE，andthefollowingtableprovidesthemean,thestandarddeviationandZ—valueofthetestsintheexperimentalclassandthecontrolclass．● ChapterThreeMethodology，Table3·3：thepost·testscoresofthetwoclassesclassNXS．DZExperimentalclass2078．312．62．11Controlclass2071．219．95Note：numberofsubjects(N)，mean(x)，standarddeviation(s．D)andZ-value(Z)ofthesubjectsfortwoclassesinthepost-test．Beforetheexperiment,thesubjectsarechosenaccordingtotlleirEnglishscoresintheirentranceexam，themarksscopeofthecontrolclassandexperimentalclassareaboutthesame．Themeanscoresofthetwoclassesarecloser．Aftertheexperiment，thetableaboveshowsthatthemeanscoreoftheexperimentalclassis7．1higherthanthatofthecontrolclass．AndZ．valueindicatesthetwoclasseshavesignificantvariability(1ZI=2．11>1．96，P