中国初中生英语语法学习成效调查分析——以山东省三所初中为例 118页

单位代码10445学号2011020553分类号H319研究生类别全日制硕士学位论文（学术学位）论文题目：AStudyonEnglishGrammarLearningEfficacyofJuniorHighSchoolStudentsinChina—ACaseStudyofThreeJuniorHighSchoolsinShandong中国初中生英语语法学习成效调查分析-以山东省三所初中为例学科专业名称英语语言文学申请人姓名杨童瑶指导教师杨敏教授论文提交时间2014年6月4日万方数据 AStudyonEnglishGrammarLearningEfficacyofJuniorHighSchoolStudentsinChina—ACaseStudyofThreeJuniorHighSchoolsinShandong中国初中生英语语法学习成效调查分析-以山东省三所初中为例ByYangTongyaoSupervisor:ProfessorYangMinAThesisSubmittedtotheEnglishDepartmentoftheForeignLanguageSchoolinCandidacyfortheMaster’sDegreeofArtsShandongNormalUniversityJinan,Shandong,ChinaJune,2014万方数据 独创声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得（注：如没有其他需要特别声明的，本栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名：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，有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权学校可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名：导师签字：签字日期：20年月日签字日期：20年月日万方数据 山东师范大学硕士学位论文ContentsAbstract.......................................................................................................................................i摘要.......................................................................................................................................ivFiguresandTables....................................................................................................................viiChapterOneIntroduction...........................................................................................................11.1ResearchBackground....................................................................................................11.2PurposeandSignificanceoftheStudy..........................................................................31.3LayoutoftheThesis......................................................................................................4ChapterTwoOverviewofResearchonEnglishGrammarLearninginChinaoverthePastThreeDecades....................................................................................................................62.1SearchScopeandClassificationCriteria......................................................................62.2ContentAnalysisofEnglishGrammarLearningStudies.............................................72.3CurrentSituationandProblemsofEnglishGrammarLearningStudiesinChina......112.3.1NarrowScopeofResearchContents.................................................................112.3.2RelativelyLowPercentageofEmpiricalStudies..............................................132.3.3ImbalanceinResearchSubjects........................................................................14ChapterThreeTheoreticalFramework....................................................................................163.1LearningEfficacy........................................................................................................173.1.1AcademicAchievement.....................................................................................173.1.2AffectiveState...................................................................................................183.1.3LearningOutcomes...........................................................................................213.2AcquisitionOrderTheory............................................................................................233.2.1TheOrderofAcquisitionandtheSequenceofAcquisition..............................233.2.2AcquisitionOrderandAccuracyOrder.............................................................25ChapterFourResearchDesignandMethods...........................................................................274.1ResearchQuestions.....................................................................................................284.2ResearchSubjects........................................................................................................284.3ResearchInstruments..................................................................................................294.3.1Questionnaire....................................................................................................304.3.2GrammarTest....................................................................................................304.3.3Interview............................................................................................................32万方数据 山东师范大学硕士学位论文4.4DataCollectionandArrangement...............................................................................33ChapterFiveResultsandDiscussion.......................................................................................355.1AnalysisandDiscussionoftheResultsfromQuestionnaires.....................................355.1.1CurrentSituationofStudents‘UnderstandingofthePositionofGrammar......365.1.2CurrentSituationofStudents‘MotivationtowardsGrammarLearning...........375.1.3CurrentSituationofStudents‘AttitudetowardsGrammarLearning................435.1.4CurrentSituationofStudents‘AnxietytowardsGrammarLearning................455.2AnalysisandDiscussionoftheResultsfromGrammarTests.....................................485.2.1ProfileofJuniorHighSchoolStudents‘GrammaticalCompetence.................485.2.2CorrelationAnalysisbetweenGrammaticalCompetenceandtheOverallLinguisticCompetence.......................................................................................535.2.3AcquisitionOrderofGrammaticalItemsattheStageofJuniorHighSchool..595.2.2.1AcquisitionOrderofPartsofSpeech......................................................595.2.2.2AcquisitionOrderofSentenceTypes.....................................................625.2.2.3AcquisitionOrderofClauses..................................................................635.2.2.4AcquisitionOrderofTenses,VoicesandNon-finiteVerbs...................645.2.2.5SummaryandReasonAnalysisoftheAcquisitionOrder.......................665.3AnalysisandDiscussionoftheResultsfromInterviews............................................70ChapterSixConclusion............................................................................................................746.1MajorFindings............................................................................................................746.2ImplicationsforEnglishGrammarTeachingandLearninginJuniorHighSchool....766.3LimitationsofthePresentStudy.................................................................................796.4SuggestionsforFutureResearch.................................................................................79Bibliography.............................................................................................................................81AppendixI................................................................................................................................86AppendixII..............................................................................................................................87AppendixIII.............................................................................................................................92AppendixIV.............................................................................................................................93AppendixV..............................................................................................................................99Acknowledgements................................................................................................................101PublishedPapers....................................................................................................................102万方数据 山东师范大学硕士学位论文AbstractGrammarhasbeenoccupyingavitalpositioninthehistoryofforeignlanguageteaching.However,therehasstillexistedconsiderablecontroversyoverthefunctionandroleofgrammaramongresearchers,teachersandstudentsuptillnow.Someofthemadvocategrammarteachingandlearningwhileothersholdnegativeattitudes.Meanwhile,theoverallstatusofgrammarhasexperienceddynamicchangeswiththepredominantpedagogiesoveraspecificperiodoftimefromtheoverwhelmingdominanceandabsoluteauthoritytoafirmoppositionandstrongcriticismofgrammarandfinallytoaresurgenceofattentionandinterestsinrecentyears.Besides,thepromulgationandimplementationofthenewNationalEnglishCurriculumStandardsforFull-timeCompulsoryEducationhavebroughtsignificantreformandunprecedentedchallengestoEnglishgrammarteachingandlearninginjuniorhighschools.Againstthebackground,itbecomesparticularlyessentialandimportanttomakeafullinvestigationandanelaborateanalysisofthecurrentsituationofthedomesticEnglishgrammarteachingandlearning.AlongwiththeshiftoftheresearchfocusinEnglishLanguageTeachingfrom―howtoteach‖to―howtolearn‖,thisthesisinitiatestheresearchfromtheperspectiveofgrammarlearning.Itrandomlyselects168studentsfromthreejuniorhighschoolsinShandongastheresearchsubjectsandmakesanempiricalinvestigationonEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChinabyadoptingtheresearchmethodsofliteratureanalysis,questionnaires,grammartestsandinterviewsincombinationwithananalysisofthecurrentlyusedEnglishteachingmaterialsinordertorevealthecurrentsituationandexistingproblemsinEnglishgrammarlearningatthejunior-high-schoollevelinthehopeofprovidingsomevaluablereferencesforforeignlanguageteachinginChina.Learningefficacywhichisdefinedinthethesiscombinesthesubjectiveconceptof―affectivestate‖withtheobjectivenotionof―academicachievement‖and―learningoutcomes‖.Underthetheoreticalframeworkoflearningefficacyandacquisitionorder,concreteresearchcontentsofthethesisareidentified,including:(1)thestatusquoofjuniorhighschoolstudents‘affectivestateintheEnglishgrammarlearningprocess;(2)theprofileofstudents‘grammaticalcompetenceatthestageofjuniorhighschoolandwhethertheirgeneralgrammaticalcompetencelivesuptoi万方数据 山东师范大学硕士学位论文thecriteriaprescribedintheNewEnglishCurriculumStandards;(3)thecorrelationbetweengrammaticalcompetenceandtheoveralllinguisticcompetence;(4)theacquisitionorderofvariousgrammaticalitemsthatjuniorhighschoolstudentsarerequiredtomaster.BytheaidofthestatisticalsoftwareSPSSversion20.0,thethesisconductsadeepanalysisanddiscussionoftheresultsobtainedinthepresentstudyandgeneratesthefollowingmainfindings:(1)boththeteachersandstudentshavedevelopedacorrectunderstandingorattitudetowardstheimportantrolethatgrammarplaysinthecontextofEnglishLanguageTeachinginChina;(2)morethanhalfofthejuniorhighschoolstudentsstudygrammarwithdefiniteandobviousmotivation.Students‘extrinsicmotivationisobviouslysuperiortotheirintrinsicmotivation;(3)thevastmajorityofjuniorhighschoolstudentshavepositiveattitudesinEnglishgrammarlearning;(4)acertaindegreeofanxietytowardsEnglishgrammarlearningindeedexistsinthegroupofjuniorhighschoolstudents,onlyaffectingasmallfractionofthem;(5)whetherinmotivation,attitudeoranxiety,therearealwaysacertainnumberofstudentswithavaguecognitionabouttheiraffectivestateingrammarlearning;(6)generallyspeaking,juniorhighschoolstudents‘grammaticalcompetencestaysatanintermediatelevelandbarelylivesuptothecriteriaprescribedintheNewEnglishCurriculumStandardsforjuniorhighschools.However,specificconditionsofstudents‘grammaticalcompetencevaryconsiderablyamongdifferentjuniorhighschools;(7)theredefinitelyexistsasignificantpositivecorrelationbetweengrammaticalcompetenceandtheoveralllinguisticcompetenceinthemiddle-schoolstudentcommunity.Grammarservesasaneffectivetooltopredictstudents‘Englishlearningperformanceandimprovetheirlanguageskills;(8)theconcreteacquisitionorderofavarietyofgrammaticalitemsthatjuniorhighschoolstudentsarerequiredtolearnandmasterispresentedfromfouraspects—partsofspeech,sentencetypes,clausesandoneaspectoftenses,voicesandnon-finiteverbs.Theacquisitionorderofpartsofspeechisarticles﹥adverbs﹥numerals﹥adjectives﹥prepositions﹥pronouns﹥conjunctions﹥verbs﹥nouns;theoverallacquisitionorderofEnglishsentencetypesisimperatives﹥affirmativeandnegativestatements﹥interrogativequestions﹥Therebestructure;fortheacquisitionconditionofclauses,theorderobtainedhereissecondconditionals﹥relativeclauseswiththat,whichandwho﹥firstii万方数据 山东师范大学硕士学位论文conditionalsif+will﹥adverbialclauseswithwhen,while﹥objectclauses;inthematterofeighttypesofgrammaticaltenses,thespecificacquisitionorderispresentprogressive=simplepast﹥presenttense﹥futuretense﹥pastprogressivetense﹥presentperfecttense﹥presentperfectprogressive﹥pastperfect.Besides,theacquisitionofnon-finiteverbsprecedesthepassivevoicesofverbs;(9)onthewhole,sentencetypesaretheeasiestforjuniorhighschoolstudentstoacquire;thenextarepartsofspeech;Englishclausesrankthethirdandtensesseemtobecomethemostdifficultandperplexinggrammarpointstomaster;(10)theacquisitionorderofgrammaticaltenses,voicesandnon-finiteverbsbasicallyconformstotherulesofEnglishgrammarteachingandlearning.However,theacquisitionorderofpartsofspeech,sentencetypesandclausestoacertainextentdiffersfromtheorderinwhichtherelatedgrammaticalitemsfirstappearintheEnglishteachingmaterialsandseemstocontradictthelawsofEnglishgrammarlearning.Fivereasonsmayaccountforthisphenomenon,whicharerespectivelythetheoreticalreason,designfactorsofgrammartests,thesamplesizeofthepresentstudyandsubjectandobjectfactorsinEnglishgrammarteachingandlearningaswellasthegrammaticalsettinginEnglishteachingmaterialsandthecharacteristicsofgrammaticalitems.StartingfromthepremiseofpromotingEnglishLanguageTeachinginChinaandradicallyimprovingjuniorhighschoolstudents‘grammarlearningefficacy,thethesishasgreatpracticalsignificancetothecurrentEnglishgrammarteachingandlearninginjuniorhighschools,whichcanprovidecertainvaluablereferencesforthetheoreticaldevelopmentandempiricalresearchofEnglishgrammarteachingandlearningandacquisitionorderinsecondlanguageacquisition(SLA),theinnovationofresearchperspectivesandtheconstructionofEnglishteachingmaterials,etc.Keywords:Juniorhighschoolstudents;Englishgrammarlearning;Learningefficacyiii万方数据 山东师范大学硕士学位论文摘要语法在外语教学的历史上一直占据着重要地位，但迄今为止，国内外研究者、教师和学生对语法的功能和作用仍有相当大的争议。其中有些主张教语法、学语法，但也有人对此持否定态度。与此同时，语法的总体地位也因特定时期主要教学法的不同而不断发生动态变化——从早期绝对权威的地位到后来遭到坚决反对和强烈批判再到近年来重新引起人们的关注和兴趣。此外，《全日制义务教育国家英语新课程标准》的颁布和实施也给初中英语语法教学带来了重大的改革和前所未有的挑战。在此背景下，对我国英语语法教学现状进行全面调查和深入分析便显得尤为必要且重要。随着英语教学的研究重心从“怎样教”到“怎样学”进行转变，本文即从语法学习的角度展开探讨，随机选取了来自山东省三所初中的168名学生作为研究对象，采用文献分析、问卷调查、语法测试和访谈等研究方法，并结合现行初中英语教材分析，对中国初中生的英语语法学习成效进行实证调查，揭示当前初中阶段英语语法学习的现状及存在问题，以期为我国外语教学提供有价值的参考。本论文中“学习成效”这一概念的界定将主观的“情感状态”与客观的“学业成绩”和“学习效果”进行了结合。在学习成效和习得顺序理论框架下，本文具体的研究内容涉及以下四方面：（1）初中生在英语语法学习过程中的情感现状；（2）学生在初中阶段语法能力的概况以及学生的总体语法水平是否达到了《英语新课程标准》的要求；（3）语法能力和整体语言能力之间的相关关系；（4）初中生所必须掌握的语法项目的习得顺序。本文借助于社会科学统计软件SPSS20.0，对所获得的调查结果进行深入分析和探讨并得出以下发现：（1）无论是教师还是学生都对语法在我国英语教学中所起到的重要作用形成了正确的认识；（2）超过一半的初中生学习语法时具有明确的动机，且其外在动机明显强于内在动机；（3）绝大多数学生对语法学习持有积极主动的态度；（4）初中生群体中的确存在着一定程度的语法学习焦虑现象，但只影响到其中一小部分；（5）在动机、态度和焦虑等任一方面，总有一定数量的学生对自身英语语法学习的情感状态认识模糊；（6）总体来说，初中生的语法能力处于中等水平，刚刚达到初中《英语新课程标准》设定的要求。然而，对于不同的学校，其学生语法能力的具体情况差别很大；（7）初中生的语法能力和整体语言能力之间的确存有极显著的正相关关系。语法可用来预测学生的英语学习表现，且是提高语言技能的一个有效工具；（8）初中生所需掌握的语法iv万方数据 山东师范大学硕士学位论文项目的具体习得顺序从四个方面进行呈现，分别是词性、句型、从句及时态、语态和非谓语动词组成的一大类。词性的习得顺序为：冠词>副词>数词>形容词>介词>代词>连词>动词>名词；英语句型的总体习得顺序为：祈使句>肯定和否定陈述句>疑问句>Therebe结构；从句的习得顺序为：非真实条件句>that,which和who引导的关系从句>if+will引导的条件状语从句>when,while引导的时间状语从句>宾语从句；八种时态的具体习得顺序为：现在进行式=一般过去时>一般现在时>将来时>过去进行时>现在完成式>现在完成进行时>过去完成时。此外，非谓语动词的习得要先于被动语态；（9）总体上看，英语句型对初中学生来说最容易掌握，其次是词性；从句的习得难度排在第三位，而动词时态成为最令学生费解且最难掌握的语法知识；（10）动词时态、语态和非谓语动词的习得顺序基本符合英语语法教学规则。然而，在一定程度上，词性、句型和从句的习得顺序与相关语法项目在初中英语教材中首次出现的顺序不完全一致，且似乎违背了英语语法学习规律。五个原因或许可以解释这一现象，分别是理论因素、语法测试的设计因素、研究课题的样本量、英语语法教学的主客体因素以及英语教材中的语法设置和语法项目本身因素。本文以促进我国英语教学发展并从根本上提高初中生的语法学习成效为出发点，对当前初中阶段英语语法教学具有重要的现实意义，对英语语法教学和第二语言习得中习得顺序的理论发展和实证研究、研究视角的创新、英语教材建设等都可以起到一定的借鉴和参考作用。关键词：初中生；英语语法学习；学习成效1该选题来自国家社科基金重点项目“我国英语全程教育现状调查研究”（项目编号：11AYY001）v万方数据 山东师范大学硕士学位论文FiguresandTablesFigure5-1FrequencyDistributionofGrammarTestScoresfromShandongQiluSchool..............49Figure5-2FrequencyDistributionofGrammarTestScoresfromJinanNo.13MiddleSchool.......50Figure5-3FrequencyDistributionofGrammarTestScoresfromJinanMiddleSchool.........51Figure5-4TheOverallFrequencyDistributionofGrammarTestScores................................52Figure5-5TheAcquisitionOrderofPartsofSpeech...............................................................61Figure5-6TheAcquisitionOrderofWh-questions..................................................................62Figure5-7TheAcquisitionOrderofClauses...........................................................................64Figure5-8TheAcquisitionOrderofTenses.............................................................................65Table2-1ResearchContentsofEnglishGrammarLearningfrom1982to2012......................11Table2-2ConcreteAnalysisofFactorsAffectingGrammarLearningOutcomes...................12Table2-3MethodologyAdoptedinEnglishGrammarLearningResearch..............................13Table2-4ResearchSubjectsinEnglishGrammarLearningResearch.....................................14Table5-1CaseProcessingSummary........................................................................................35Table5-2ReliabilityStatistics..................................................................................................35Table5-3KMOandBartlett‘sTest...........................................................................................36Table5-4DescriptiveStatisticsofQ1.......................................................................................37Table5-5DescriptiveStatisticsofQ2.......................................................................................38Table5-6DescriptiveStatisticsofQ3.......................................................................................39Table5-7DescriptiveStatisticsofQ4.......................................................................................40Table5-8DescriptiveStatisticsofQ5.......................................................................................40Table5-9DescriptiveStatisticsofQ6.......................................................................................41Table5-10DescriptiveStatisticsofQ7.....................................................................................43Table5-11DescriptiveStatisticsofQ8.....................................................................................44Table5-12DescriptiveStatisticsofQ9.....................................................................................46Table5-13DescriptiveStatisticsofQ10...................................................................................47Table5-14DataCorrelationsofShandongQiluSchool...........................................................55Table5-15DataCorrelationsofJinanNo.13MiddleSchool...................................................56Table5-16DataCorrelationsofJinanMiddleSchool..............................................................57vii万方数据 山东师范大学硕士学位论文ChapterOneIntroduction1.1ResearchBackgroundGrammarhasbeenoccupyingavitalpositioninthehistoryofforeignlanguageteaching.However,therehasstillexistedconsiderablecontroversyoverthefunctionandroleofgrammaramongresearchers,languageteachersandstudentsuptillnow.SomeofthemadvocategrammarteachingandlearningandmakeapositiveresponsetotheimportanceofgrammarinEnglishLanguageTeaching(ELT);whileothersholdnegativeattitudesinrespectofthematter.Inthemeantime,theoverallstatusofgrammarhasundergonedynamicandconstantchangeswiththepredominantpedagogiesoveraspecificperiodoftime.IntheinitialperiodofELT,thetraditionalGrammar-TranslationMethodhasratherprevailedforalongtime,whichregardsgrammarteachingasthecentralteachingtask,translationasthemainteachingmeansandsystematicexplanationandmechanicaldrillsofgrammaticalrulesasthetypicalclassroomactivities.AlthoughlearnersspendyearsoftimestudyinggrammarunderthedirectionofGrammar-TranslationMethod,manyofthemstillcan‘ttransformgrammaticalknowledgeintogrammaticalcompetencequitewellforaccurateandappropriatecommunicationinEnglish,whichmirrorsonemajordrawbackofthispedagogy.Thenbythe1970s,theoverwhelmingdominanceandabsoluteauthorityofgrammarhavebeengreatlychallengedwiththeintroductionanddevelopmentofCommunicativeLanguageTeaching(CLT).Itpaysgreatattentiontothecultivationoflearners‘communicativecompetencebutcompletelyneglectsthestatusandroleofgrammarteachingandlearning,whichassertsasignificantinfluenceonEnglishLanguageTeachinginChina.Thefirmoppositionandstrongcriticismofgrammarinthe1980sand1990smaybemainlyaffectedbytheargumentofKrashen(1982)thatgrammarcanbeacquirednaturallyfrommeaningfulinputandopportunitiestointeractintheclassroom.However,manylaterstudiesshowthattheinteractiveandcommunicativeactivitiesadoptedinclassroomteachinghavenotensuredhighlevelsofEnglishcommunicativecompetenceamonglearners,whichreflectsthedeficiencyofCLT.Inrecentyears,withthefurtherdevelopmentofforeignlanguageteachingresearch1万方数据 山东师范大学硕士学位论文andthestrongpromotionofTask-basedLanguageTeaching(TBLT),peoplearegraduallydevelopingamoreprofoundunderstandingandrecognitionoftheintimateandinteractiverelationshipbetweengrammaticalcompetenceandcommunicativecompetence:grammaticalcompetenceservesasanintegralpartofcommunicativecompetenceandplaysasignificantroleinEnglishLanguageTeaching.Therefore,theissueofgrammarhasrecentlyattractedrenewedattentionandinterestsamongresearchersandlanguageteachers.Moreover,withthecontinuousadvancementofbasiceducationalreformofourcountry,expertsandscholarsintheeducationfieldhavelaunchedacomprehensivestudyontheadvantagesanddeficienciesoftheChinesebasiceducationandbeguntoimplementanew-turncourseinnovationonthebasisofanalyzingtheexperienceandlessonsofthedomesticandinternationaleducationalreform.In2001,theMinistryofEducationissuedtheEnglishCurriculumStandardswhichhaveerectedaprofoundinfluenceonthedevelopmentofteachersandstudents,Englishlanguageteachingandlearningandclassroomassessment,etc.Thenattheendof2011,theMinistryofEducationrevisedthepreviouscurriculumstandardsandofficiallypromulgatedthenewNationalEnglishCurriculumStandards(NECS)forFull-timeCompulsoryEducation(2011edition).ItpointsoutemphaticallythattheoverallobjectiveofEnglishcourseincompulsoryeducationistocultivatestudents‘comprehensivelanguageapplicationabilitythroughEnglishlearning,whichisestablishedonthebasisoftheintegraldevelopmentofsuchfiveaspectsaslanguageknowledge,languageskills,affectandattitude,learningstrategiesandculturalawareness.Inthegradingstandards,grammarisclassifiedasanimportantpartoflanguageknowledgeandthecurriculumstandardsbringforwarddefiniteanddetailedgoalsandrequirementsthatjuniorhighschoolstudentsoughttoachieveingrammaticalitemsupongraduation.Inaword,thepromulgationandimplementationofthenewNationalEnglishCurriculumStandardsforFull-timeCompulsoryEducationhavebroughtaboutsignificantreformandunprecedentedchallengestoEnglishgrammarteachingandlearninginjuniorhighschools.Againstthebackground,whatistheprofileofjuniorhighschoolstudents‘Englishgrammarlearning?HavetheymadegreatprogressingrammarlearningunderthecircumstancesofeducationalmodernizationandtheChinesebasiccurriculumreform?Infact,morestudiesinthefieldofforeignlanguageteachingfocuson―howtoteach‖insteadof2万方数据 山东师范大学硕士学位论文―howtolearn‖,therefore,thisthesisstartsfromtheperspectiveoflanguagelearnersandmakesanempiricalstudyonEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChinainordertorevealthepresentsituationandexistingproblemsofEnglishgrammarlearninginjuniorhighschoolsandfurtherprovidesomevaluablepedagogicalsuggestions,therebycomprehensivelyimprovinglanguagelearners‘Englishlearningeffectiveness.1.2PurposeandSignificanceoftheStudyByadoptingtheresearchmethodsofliteratureanalysis,questionnaires,grammartestsandinterviewsincombinationwithananalysisofthecurrentlyusedEnglishteachingmaterials,thisthesisaimstomakeanempiricalinvestigationonEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChinainordertorevealthecurrentsituationandexistingproblemsinEnglishgrammarlearningatthejunior-high-schoollevelinthehopeofprovidingsomevaluablereferencesforforeignlanguageteachinginChina.Learningefficacywhichisdefinedinthethesiscombinesthesubjectiveconceptof―affectivestate‖withtheobjectivenotionof―academicachievement‖and―learningoutcomes‖.Basedonthenewdefinitionoflearningefficacyandacquisitionorder,concreteresearchcontentsofthethesisareidentified,including:(1)juniorhighschoolstudents‘motivation,attitudeandanxietyintheEnglishgrammarlearningprocessandinwhatwaytheaffectivefactorsinfluencestudents‘grammarlearning;(2)students‘overallEnglishacademicachievementandgrammarlearningoutcomesatthestageofjuniorhighschool;(3)students‘masterydegreeofallthegrammarpointsprescribedintheNewEnglishCurriculumStandardsforjuniorhighschools.Thethesis,basedonthetheoreticalanalysisandempiricalinvestigation,intendstoachievethefollowingobjectives:(1)toexplorethestatusquoofjuniorhighschoolstudents‘affectivestateinEnglishgrammarlearning;(2)tomeasureandassessstudents‘grammaticalcompetenceandverifywhethertheirgeneralgrammaticalcompetencelivesuptothecriteriaestablishedintheNewEnglishCurriculumStandards;(3)tocapturethecorrelationbetweengrammaticalcompetenceandtheoveralllinguisticcompetence;(4)todiscovertheacquisitionorderofvariousgrammaticalitemsamongjuniorhighschoolstudents.Inthelight3万方数据 山东师范大学硕士学位论文ofthepresentsituationandexistingproblemsinEnglishgrammarlearningreflectedbytheresearchresults,somefeasibleproposalsmightbeprovidedtofostertheinnovationanddevelopmentofEnglishgrammarteachinginChinaandradicallyenhancejuniorhighschoolstudents‘grammarlearningefficacy.Thesignificanceofthepresentstudyiselucidatedfromthefollowingaspects.First,acompletelynewconceptoflearningefficacyisputforwardinthethesis,whichmainlyincludesthreecomponents:academicachievement,affectivestateandlearningoutcomes.ThecreativepresentationoflearningefficacyenrichesthetheoreticalresourcesofEnglishgrammarteachingandlearningresearchandhascertainacademicandpracticalsignificance.Second,theacquisitionorderofEnglishgrammaticalitemsconcludedinthepresentstudytrulyrepresentsthegeneralorderinwhichdifferentgrammaticalrulesareacquiredbyjuniorhighschoolstudents,whichcouldnotonlyaddanotherinspiringandempiricalexampletothetheoreticalstudiesofacquisitionorderinthefieldofsecondlanguageacquisition(SLA),butalsoprovidevaluablereferencestotheconstructionofEnglishteachingmaterialsforjuniorhighschool.Third,thepresentstudyfocusesonthespecialcommunityofjuniorhighschoolstudentswhoareexperiencinggreatphysicalandpsychologicalchangesandcanbeeasilyinfluencedbyexternalandinternalfactorsinthegrammarlearningprocess.Besides,thejuniorhighschoolstageactsasacrucialconnectinglinkbetweentheprecedingelementaryschoolandthefollowingseniorhighschool.Therefore,thestudyonEnglishgrammarlearningofjuniorhighschoolstudentsisofgreatresearchsignificanceandvalue.Fourth,withtime-efficientandpracticalsignificance,thepresentstudyonEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChinaprovidesanewresearchangleforforeignlanguageeducation,foritrevealsthecurrentsituationandexistingproblemsinEnglishgrammarlearningatthejunior-high-schoollevelfromtheangleofgrammarlearninginsteadofgrammarteaching.ThemainfindingsandimplicationsofthethesiscanhelptoperfectEnglishgrammarteachinginChinaandradicallyimprovejuniorhighschoolstudents‘grammarlearningefficacy.1.3LayoutoftheThesis4万方数据 山东师范大学硕士学位论文Thethesisisdividedintosixchaptersaltogether.ChapterOneservesastheintroductionpart,whichmainlydescribestheresearchbackground,purposeandsignificanceofthisstudyaswellasthelayoutofthethesis.ChapterTwomakesanoverviewoftherelatedresearchonEnglishgrammarlearninginChinaoverthelast30yearsbyperformingarelevantretrievalwiththekeywordsof―Englishgrammarlearning‖onChinaNationalKnowledgeInternet(CNKI),revealsthecurrentsituationandexistingproblemsofthepreviousdomesticstudiesinthefieldandelaboratesthenecessityandthematicsignificanceofthethesis.ChapterThreegivesadetailedintroductiontothetheoreticalframeworkofacquisitionordertheoryandlearningefficacy,anewconceptproposedinthepresentpapersoastoenlargeandenrichtheEnglishgrammarteachingandlearningresearch,whichconsistsofthreemaindimensions:academicachievement,affectivestateandlearningoutcomes.Academicachievementplacesgreatemphasisontheeffectivesummativeassessmentofstudents‘EnglishLearningAchievement(ELA)andcontributestomeasuringandassessingstudents‘generallinguisticcompetence.Affectivestatemainlystandsforlearners‘emotionalstatusandchangesintheprocessofforeignlanguagelearning.Learningoutcomesherereferinparticulartoasetofknowledge,skills,techniquesorabilitiesthatlearnershaveachievedafterasuccessfulcompletionofEnglishgrammarlearningforatime.ChapterFourandChapterFive,asthecorecontents,haveoccupiedmostofthethesislength.ChapterFourmainlydescribesresearchdesignandmethodsofthepaper,includingresearchquestions,subjects,researchinstruments,researchprocedureanddatacollectionandarrangement.ChapterFivedeliversanobjectivepresentationoftheresultsfromthequestionnaires,grammartestsandinterviewsaswellasadeepanddetailedanalysisanddiscussion.ChapterSixservesastheconclusionofthethesiswhichsummarizesthemajorfindingsofthepresentstudyandimplicationsforEnglishgrammarteachinginjuniorhighschoolandalsoprovidesaconclusiveremarkaboutthelimitationsandtentativesuggestionsforfuturestudy.5万方数据 山东师范大学硕士学位论文ChapterTwoOverviewofResearchonEnglishGrammarLearninginChinaoverthePastThreeDecadesTheissuerelatedtotheroleofgrammarinforeignlanguageteachinghaslongbeenofinteresttoresearchersandlanguageteachers.Moststudiesfocusongrammar―teaching‖,whiletherehasbeenlessdiscussionaboutgrammar―learning‖,sotheresearchonlanguagelearnersneedstobefurtherdeepenedanddeveloped.Byperformingarelevantretrievalwiththekeywordsof―Englishgrammarlearning‖onChinaNationalKnowledgeInternet(CNKI),thisoverviewsummarizesandevaluatestherelatedstudiesonEnglishgrammarlearningathomeoverthelast30yearsinordertorevealthepresentsituationandexistingproblemsofthepreviousdomesticresearchinthefieldandelaboratethenecessityandthematicsignificanceofthethesis.2.1SearchScopeandClassificationCriteriaThereviewcollects56articlesonthesubjectofEnglishgrammarlearningpublishedfrom1982to2012onCNKIandcarriesouttheclassification,statisticsandanalysisoftheworksaccordingtothefollowingcriteria:(1)TheclassificationandanalysisinthelightofthedistributionofpublishingyearsandmaincontentsofthearticlesinordertorevealtheoveralltrendandfocusesofthedomesticresearchonEnglishgrammarlearning.(2)Thecategorizationbasedontheresearchmethodsemployedintheselectedarticlestoconfirmthemethodologycommonlyadoptedinthedomesticresearch.Inspiteofmanyclassificationsaboutresearchmethodsinforeignlanguageteaching,thepapermainlyusestheclassificationcriteriaputforwardbyGaoYihongEtAl.(1999)forreferenceandsimplifiestheresearchmethodsintotwocategories:empiricalresearchandnon-empiricalresearch.Empiricalresearchisawayofgatheringdataandknowledgebymeansofquestionnaire,fieldwork,experiment,observationandinterview,etc.Empiricaldatacanbe6万方数据 山东师范大学硕士学位论文analyzedqualitativelyorquantitatively.Manyscholarscombinequalitativeandquantitativemethodstobetteranswerquestionsandobtainmoreaccurateresults.Non-empiricalresearchreferstothestudyofdatacollectedfromexistinginformation,suchaspersonalexperience,documentation,theoryandliterature,etc.(3)Theclassificationandreviewofthepertinentliteratureinaccordancewithdifferentresearchsubjectssuchasjuniorhighschoolstudents,seniorhighschoolstudents,collegestudents,postgraduates,secondaryvocationalschoolstudentsorhighervocationalschoolstudents,etc.,withthepurposeoffindingouttheextensivenessandorientationofsubjectsinthedomesticresearch.Asforthosearticlesthatdonotpointouttheirresearchsubjects,theresearcheridentifiesthemas―themixtureofstudents‖.2.2ContentAnalysisofEnglishGrammarLearningStudiesOnthebasisofdifferentfocusesinresearchcontents,thesearticlesaboutEnglishgrammarlearningcouldbedividedintothefollowingfourgroups,namely,theunderstandingofEnglishgrammarlearning,thepresentsituationandactualproblemsinthisfield,grammarteachingmethodologyandaconcreteanalysisoffactorsthatinfluencegrammarlearningoutcomes.Moreover,thecriticalfactorsinfluencingtheresultsofEnglishgrammarlearningincludemothertongue,learningenvironment,learningprocess,learnersandotherfactors.Eachcategoryofthesearticleswillbeanalyzedandsummarizedindetailtohighlighttheirmainideas,characteristicsandsignificance.Grammarhasbeenplayingavitalroleinthehistoryofforeignlanguageteaching.However,therehasstillexistedconsiderablecontroversyovertheissueofgrammaramongresearchersandteachersuptillnow.SomelinguistsandteachersadvocateEnglishgrammarteachingandlearninginclasswhileotherstakeanoppositeattitude.Inthemeantime,theattitudestowardsgrammarchangewiththepredominantpedagogiesoveraspecificperiodoftime.Undersuchcircumstances,manyresearcherslikeHeLan(2002),YongJiye(2005),ZhouXiaoyan(2006)andHuJing(2011),consideritanimportantsubjecttomakeanexplorationoftheattitudesandperceptionsofteachersandstudentstowardsgrammar.Therefore,theyhaveconductedrelevantsurveyssoastofindoutwhetherteachersand7万方数据 山东师范大学硕士学位论文learnersrealizethesignificanceofgrammarteachingandlearninginthecourseofforeignlanguageteaching.TheirsurveyresultssuggestmostteachersandstudentsagreethatgrammaroccupiesanimportantplaceintheEnglishlearningprocessandthatbothaccuracyandfluencyarepivotal.Moreover,thereliesacloseconnectionbetweenthepreferenceofgrammarandforeignlanguageproficiency.Onlywithaspecialandsufficientemphasisontheroleofgrammarcanweobtainpositiveeffectsinforeignlanguagelearning.Basedonthesesurveyresults,theresearchersfurthercomeupwithsomesuggestionsaboutEnglishgrammarlearningstrategiesandmethodswiththecombinationoftheirownteachingpracticeinorderthatEnglishlearnerscanbetterunderstandandmastergrammaticalknowledge.EnglishgrammarteachingandlearninginChineseeducationsystemisfarfromsuccessfulthoughthesignificanceofgrammarhasbeenbroadlyrecognizedamongteachersandstudents.ResearchexpertsandEnglishteachershavespentagreatamountoftimeinstudyingandteachinggrammarrules;however,itappearstoproducelittleeffect.Englishlearnersstillcan‘ttransformgrammaticalknowledgeintogrammaticalcompetencequitewellforbettercommunication.Therefore,inadditiontothelackofrecognitionoftheimportanceofgrammar,someresearcherspointoutthattheremustbesomeotheraspectsthathaveacertaineffectontheresultsofEnglishgrammarlearning.Inlightofthis,scholarslikeLiJinfang(2012)havemadefurtherinvestigationanddeeperanalysisoftheexistingproblemsinEnglishgrammarlearning.Theresultsdiscoverthatsuchproblemsasoutmodededucationideas,traditionalteachingmethods,poorlearningenvironment,shortsupplyofhardwarefacilityanddeficiencyinteachingmaterialconstruction,allperformaprofoundeffectonthegrammarlearningoutcomes.WhethertheseproblemscanbesettledproperlybearsadirectrelationtothesuccessorfailureofEnglishgrammarlearninginChina.Inresponsetothepracticalproblemsingrammarteachingmethods,agreatmanyacademicscarryoutexperimentalstudiesandcomeupwithsomeefficientmodesofEnglishgrammarteachingsuchasimplicitinstructionbasedonoutputactivities,framestructureteaching,andcommunicativeapproach,etc.,soastofacilitatestudents‘Englishgrammarlearning.Astheexperimentalresultssuggest,implicitinstructiononthebasisofoutputactivitiesworksmoreeffectivelythanthetraditional3Ps(Presentation,PracticeandProduction)grammarteachingmethod,anditisabetterwaytolearnandusecertain8万方数据 山东师范大学硕士学位论文grammarpoints(Hao,2012).UndertheguidanceofthetheoryofEducationalPsychology,framestructureteachingcanhelptocultivatestudents‘interestsandlearninghabitsandtoimprovetheirlearningmethodsaswellastheoverallacademicperformance.TherearesomeotherresearcherswhohaveexplorednewinterpretationsofEnglishgrammarlearningprocessfromthecognitiveandpragmaticperspectivesandrevealtheirfavorableeffectsongrammarlearning.Inaword,theseteachingmodesdotakeanactiveroleindevelopinglearninginterestsandenhancinglearningcapacity.Inordertostrengthentheeffectivenessofgrammarteachingandenhancestudents‘independentcapabilityofgrammarlearning,ananalysisofthefactorsthatinfluencetheresultsofEnglishgrammarlearning,inadditiontotheexplorationofpropergrammarteachingmethods,isofgreatsignificanceaswell.AlargenumberoffactorsexertadirectorindirectimpactonEnglishgrammarlearning;however,thedomesticstudiesaremainlyconfinedtothreeaspects:mothertongue,learningenvironmentandtheindividualfactorsoflearners.ThenegativetransferofmothertonguealsocalledmothertongueinterferenceintheprocessofEnglishgrammarlearningisamajorobstacle.ZhanGuangmeiandDingYuchun(2011)conductastudyonhowthenegativetransferofnativelanguageproducesaneffectontheEnglishlearningofvocationalhighschoolstudentsfromthelinguisticangle.ThroughthecomparativestudyofEnglishandChineselanguage,theyhavefoundouttheprofoundcauseswhichinevitablyinfluencestudents‘Englishgrammarlearning,thusbringingforwardthecorrespondingcountermeasuresbasedontheanalysis.WangWenxiao(2011)laysemphasisonsomespecificaspectsofChinesenegativetransferingrammarteachingandlearningprocess.Heemploysquantitativeandqualitativemethodstodescribeandanalyzestudents‘syntacticalerrorsandproblemsinsentencesandessaytranslationandthensummarizesthegrammaticalphenomenaaffectedbyChinesenegativetransfer.Factorssuchasclassroomlearningandteacherscanbegroupedintothecategoryoflearningenvironment.IntheprocessofEnglishgrammarteachingandlearning,manyresearchersholdthatclassroomlearningbasedontheinterfacehypothesiscanbeusedintheChinesecontexttoimproveEnglishacquisitionefficiency.Teacherfactorsconsistofteachers‘languageofinstruction,educationbackground,teachingexperienceandsoforth.9万方数据 山东师范大学硕士学位论文Teachertalkisnotonlyatoolwhichisusedbytheteacherstocarryouttheirteaching,butoneofthemajorresourcesoflanguageinputinclassroomteachingaswell.Therefore,teachers‘languagechoiceinforeignlanguageteachingwillgreatlyinfluencestudents‘learningoutcomes.Theindividualfactorsoflearnerscoveralotofground,includingage,personality,languageaptitude,cognitivestyle,learningstrategiesandaffectiveattitude,etc.Foralongtime,morethanonescholarhasattachedhighlyimportancetoEnglishgrammarlearningstrategiesandmadefruitfulachievementsinthisfield.Someresearchersadoptquantitativeandqualitativemethodstoinvestigatetheactualgrammarlearningstrategiesofjuniorandseniorhighschoolstudents,highervocationalcollegestudentsandEnglishmajors.Thefinalresultsoftheseempiricalstudiesindicate:(1)thefrequencyoftheoverallgrammarlearningstrategyuseemployedbythesestudentsfallsatthemediumlevel;(2)grammarlearningstrategiesdisplayasignificantandsubstantialcorrelationwithEnglishgrammarlearningoutcomes;(3)thehigh-proficiencystudentsadopttheoverallgrammarlearningstrategiesmorefrequentlythanthelow-proficiencystudentsandasizabledifferenceexists.Therefore,theseresearchfindingssuggestaneffectiveuseofgrammarlearningstrategiesshouldplayapositiveroleinEnglishgrammarlearningandthatmorestrategy-basedgrammarinstructionshouldbeprovidedinEnglishteachinginordertohelpstudentsusegrammarlearningstrategiesmoreeffectivelyandproficiently.Besides,otheracademicsareequallycommittedtoinvestigatingtheeffectsofcertainspecificlearningmethodsandstrategiesonEnglishgrammarlearningsuchasComputer-MediatedCommunication(CMC),flexibleusageofpartsofspeech,Internetchatting,errorcorrectionandwriting,etc.,inthehopeofexploringmoreefficientwaystopromotestudents‘grammarlearning.AlthoughplentyofscholarshaveputforwardmanypertinentsuggestionsabouthowtolearnEnglishgrammareffectively,yettherearenofixedandstereotypedmodelsforgrammarlearningstrategies.Students,onthebasisoflearningfromothers‘goodways,oughttoseekforlearningmethodswhichbestmeettheirownrequirementsoflearningobjectivesandhabits.Inadditiontothefactorsmentionedabove,learners‘affectivefactorssuchasmotivation,attitude,anxiety,self-esteemandinhibition,arealsoincludedasakeyelementwhichwillaffectlanguagelearningoutcomes.10万方数据 山东师范大学硕士学位论文2.3CurrentSituationandProblemsofEnglishGrammarLearningStudiesinChinaInaccordancewiththeabove-mentionedclassificationcriteria,theanalyticresultsoftherelevantarticlespublishedonCNKIaredisplayedintabularformsforcomparison,asshownbelow,torevealthecurrentsituationandexistingproblemsofEnglishgrammarlearningstudiesinChina.2.3.1NarrowScopeofResearchContentsTable2-1andTable2-2describethedistributionofpublishingyearsandmaincontentsoftheselectedarticles,revealingtheoveralltrendandfocusesofthedomesticresearchonEnglishgrammarlearningoverthelast30years.Table2-1ResearchContentsofEnglishGrammarLearningfrom1982to2012PublishingYear989900010203040506070809101112SumResearchContentUnderstandingofEnglish11111117grammarlearningPresentsituationand121127existingproblemsTeachingmethodology111115Influencingfactors1112363312537Sum111210014674515856Thestatisticalresultsshowthatinthepastthreedecades,therewasablankingperiodofapproximatelyfifteenyearsfrom1982to1997duringwhichthedomesticstudyofEnglishgrammarlearninghaslongbeenoverlooked.In1998,somescholarsbegantostudyEnglishgrammarlearninginChina;however,therelatedresearchonceremainedacomparativelylessexploredareaandhasnotreceivedenoughattentioninforeignlanguageteachinginChinauntil2005.Since2006,thedomesticresearchonthissubjecthasbeenpresentingaslowlyrisingtrend.Theyearof2011usheredinthefirstpeakonthedomesticstudyofEnglish11万方数据 山东师范大学硕士学位论文grammarlearning.Uptothispoint,itistemptingtodrawaconclusionthatalthoughtheoverallproportionofacademicstudiesisstillinadequateandinsufficient,scholarshavepaidmoreattentiontoEnglishgrammarresearchfromthelanguagelearningperspective.Besidesthegeneraltrend,thetwotablesreflectthemainfocusesofthedomesticresearchonEnglishgrammarlearningaswell.BasedonthedatainTable2-1,thedomesticstudiesonEnglishgrammarlearningmainlycentralizeonthefactorsthatinfluencetheresultsofEnglishgrammarlearningwhilelittleresearchhasbeenconductedinotherfieldssuchastheunderstandingofgrammarlearning,thespecificteachingmethodsingrammarlearningandthepresentsituationandexistingproblemsofthepreviousresearch,etc.Furthermore,amongthethirty-sevenarticlesrelatedtotheinfluencingfactors,therearetwenty-ninespecificallyinvolvedinEnglishgrammarlearningstrategiesandapproaches,makingup78%ofthetotal(seeTable2-2),yettheproportionofthestudyonotherfactorsisrelativelysmall.Therefore,theresearchcontentsofEnglishgrammarlearninginChinadisplaythecharacteristicsofsimplificationandrepetition.Table2-2ConcreteAnalysisofFactorsAffectingGrammarLearningOutcomesPublishingYear989900010203040506070809101112SumInfluencingFactorsMothertongue123Learningenvironment11Learningattitude123Grammarlearningstrategies11226337429Sum110100002363312437Althoughtheselected56articlesonCNKIaboutEnglishgrammarlearningaredividedintofourcategories,mostscholarsstillplacemuchmoreemphasisonasinglefacet—theeffectfactorsofgrammarlearningoutcomes,especiallygrammarlearningstrategiesandapproaches,andtheattentiontotheotheraspectsisgravelyinsufficient,whichshowsthattheoverlappingphenomenonseriouslyexistsinthecurrentEnglishgrammarlearningresearchwithsimilarpointsofviewandidenticalresearchcontents;thedepthandwidthofitsacademicresearcharestillfarfromenough.Forinstance,teacherfactorswhichaffectEnglish12万方数据 山东师范大学硕士学位论文grammarlearningrangefromteachinglanguageofinstructiontoteachingexperienceandeducationbackground;however,thereseemstobenocorrelationalresearchandanalysisfromtheperspectivesofteachers‘educationbackgroundandexperience.Teachingmaterialsalsohaveaneffectongrammarlearning,andhowtopromotegrammarteachingandlearningwiththereformandinnovationofteachingmaterialscanbeaserioussubjectwhichneedstobecomprehensivelyinvestigated.Thepracticaleffectsofgrammarlearningandtheacquisitionorderofgrammaticalitemsequallyremainunexplored.Generallyspeaking,infuturestudies,scholarsaresupposedtofurtherbroadentheresearchscopeandstrengthenitsdepthandwidthaccordingtotheactualsituationofdomesticresearchonEnglishgrammarlearning,tryingtomakemoreeffortsinthestudiesfromthelearners‘perspective.2.3.2RelativelyLowPercentageofEmpiricalStudiesTable2-3classifiesandanalyzestheresearchmethodsemployedintheselectedarticlestoconfirmthemethodologycommonlyadoptedinthedomesticresearchonEnglishgrammarlearning.Table2-3MethodologyAdoptedinEnglishGrammarLearningResearchPublishingYear989900010203040506070809101112SumProportionResearchMethodsEmpiricalresearch11421821934%Non-empiricalresearch1121132544763766%Sum111210014674515856100%Thecollectionandanalysisofthepertinentliteraturedemonstratethatonlynineteen(merely34%inthetotalstudies)ofthelistedfifty-sixEnglish-grammar-learningpublicationsadoptempiricalstudies,takingnoremarkablesuperiority,whiletherestabout66%arerestrictedtothetheoreticaldiscussion,personalexperienceandliteratureanalysis.Therefore,itcanbeobservedthatthemethodologycommonlyadoptedinthedomesticresearchonEnglishgrammarlearningseemstogiveprioritytonon-empiricalstudiesandbesupplementedbyempiricalstudies.What‘smore,therelativelyfewerempiricalstudiescoveranarrowresearchscope,whichisconfinedtosomespecificgrammarteachingmodesalong13万方数据 山东师范大学硕士学位论文withcertaingrammarlearningstrategiesforthegroupsofhighschoolstudents,non-EnglishmajorsandEnglishmajors.Andlessempiricalresearchaimsatthedifferentgroupsofelementarystudents,juniorhighschoolstudentsandpostgraduates.GaoYihongEtAl.(1999)makesitclearthattheappliedlinguisticsresearchabroadgivesprioritytotheempiricalstudies(57%)supplementedbynon-empiricalstudies(43%),which,however,seemscompletelyoppositetothedomesticstatusquoofresearchmethods.TheChinesescholarswhoaredevotedtotheEnglishgrammarlearningresearchfocusmoreontheoreticaldiscussionandpersonalexperiencethanempiricalinvestigations,thustheirresearchresultsarelackofenoughreliabilityandpersuasion.ThefutureexplorationinthefieldofEnglishgrammarlearningresearchshouldadoptmoreempiricalresearchorthecombinationofempiricalresearchandnon-empiricalresearchinordertomaketheconclusionmoreconvincingandcompelling.2.3.3ImbalanceinResearchSubjectsTable2-4ResearchSubjectsinEnglishGrammarLearningResearchPublishingYear989900010203040506070809101112SumProportionResearchSubjectsThemixtureofstudents112111211331730%Non-Englishmajors1112211411425%Highervocational1111121814%collegestudentsSeniorhighschool11212713%studentsEnglishmajors112159%Juniorhighschool2135%studentsSecondaryvocational1124%schoolstudentsSum111210014674515856100%AccordingtothestatisticsinTable2-4,itcanberecognizedthattherelevantstudiesonEnglishgrammarlearninginChinacoverabroadrangeofresearchsubjectsandalmost14万方数据 山东师范大学硕士学位论文involvealltheEnglishlearningcommunities,suchasEnglishmajors,non-Englishmajors,seniorhighschoolstudents,juniorhighschoolstudents,highervocationalcollegestudentsandsecondaryvocationalschoolstudentsaswellasthemixtureofstudents,accountingfor9%,25%,13%,5%,14%,4%and30%respectivelyinthetotalstudies.Thishighlightsanobviouscharacteristicofextensivenessofparticipantsindomesticresearch.Inthemeantime,theresearchdataalsoreflectanimbalanceintheresearchsubjects.Forthepast30years,thedomesticresearchmainlydirectsatthemixtureofstudentsorcollegestudents,followedbyseniorhighschoolandhighervocationalcollegestudents,whilethestudiesonthecolonyofelementaryschoolstudents,juniorhighschoolstudents,secondaryvocationalschoolstudentsandpostgraduatesarerarelyconducted.ThemainreasonsfortheimbalanceinresearchsubjectsmaybethatmostoftheChineseresearchersareuniversityprofessorsandtheyaremorefamiliarwiththesituationofthecollegestudentsgroup;besides,collegestudentsorseniorhighschoolstudentshaveacquiredacomprehensivesystemofEnglishgrammaticalknowledge;therefore,itisbeneficialfortheresearcherstomaketherelatedinvestigationanddrawanaccurateconclusion.Asiswidelyknown,however,grammaractsassuchanimportantpartofEnglishlanguageknowledgethatalllevelsoflearnersshouldbeproficientinit.Hence,itisverynecessarythatfuturestudiesonEnglishgrammarlearningshouldcoveranextensiveandbroadrangeofresearchsubjectsandstrengthentherelatedresearchtowardselementaryschoolstudents,juniorhighschoolstudentsandpostgraduates.Giventhementioned-abovecurrentsituationandexistingproblemsofEnglishgrammarlearningstudiesinChina,thepresentthesismainlyadoptstheresearchmethodsofliteratureanalysis,questionnaires,grammartestsandinterviewstomakeanempiricalinvestigationonEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChina,whichisindeedhelpfultotheexpansionofresearchscope,theconstantenrichmentofresearchcontentsandthebalanceinresearchsubjectsaswellasthegreatimprovementofresearchmethodsinthedomesticEnglishgrammarlearningresearch.Hereelaboratethegroundsforthetopicselectionofthepaperanditsthematicsignificance.15万方数据 山东师范大学硕士学位论文ChapterThreeTheoreticalFrameworkThethesisaimstostudytheEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChinawithinthetheoreticalframeworkoflearningefficacyandacquisitionorder.Inthepresentpaper,theauthorattemptstoadvanceanewdefinitionoflearningefficacyinthefieldofEnglishLanguageTeachingresearch,whichconsistsofthreemaindimensions:academicachievement,affectivestateandlearningoutcomes.Academicachievementplacesgreatemphasisontheeffectivesummativeassessmentofstudents‘EnglishlearningachievementattheendofEnglishcourseoveracertainperiod,anditcontributestomeasuringandassessingstudents‘generallinguisticcompetencewiththeaidofvariousformssuchasexaminationsortests,quizzes,presentations,recitals,reports,writtenassignments(essaysanddissertations),orotherevaluationmethods.Affectivestatemainlyreferstolearners‘emotionalstatusandchangesintheprocessofforeignlanguagelearninganditbelongstotheaffectivedomain,oneofthethreeaspectsdepictedinmodernpsychology—cognitivedomain,conativedomainandaffectivedomain.Besides,aninvestigationconductedonsuchaffectivefactorsasmotivation,attitudeandanxiety,etc.,cantrulyrevealthecurrentsituationoflearners‘affectivestateinlanguagelearning.Learningoutcomesstandforasetofknowledge,skills,techniques,orabilitiesthatlearnershaveachievedandareabletopresentafterasuccessfulcompletionofspecificandsupportedlearningprocessforatime.Accordingtothisdefinition,Englishgrammarlearningoutcomescanbeusedastheassessmentcriteriatomeasurelearners‘grammaticalcompetence.Withintheframeworkofacquisitionordertheory,unlikeacquisitionsequencewhichaimsatonesingleandspecificstructure,acquisitionorderreferstotheorderinwhichdifferentfeaturesandrulesofagivenlanguageareacquiredandlearnedwhileaccuracyorderimpliesthelanguageknowledgethatlearnershaveattainedissortedbythemasterydegreeofeachknowledgepoint.Morethanonestudyhasprovedthataccuracyorderisroughlyconsistentwithacquisitionorder.Thusinthepaper,accuracyorderisemployedtoreflecttheacquisitionorderofEnglishgrammaticalknowledge.Thetwotheoriesoflearningefficacyandacquisitionorderwillbeinterpretedindetailin16万方数据 山东师范大学硕士学位论文thesectionbelow.3.1LearningEfficacyThedefinitionoflearningefficacyproposedinthepaperisdirectedagainstEnglishgrammarlearning.Toputitsimply,itcombinesthesubjectiveconceptof―affectivestate‖withtheobjectivenotionsof―academicachievement‖and―learningoutcomes‖.3.1.1AcademicAchievementInabroadsense,academicachievement(alsocalledacademicperformance)referstotheeducationaloutcomesandresults—thedegreetowhichstudents,teachers,institutionsororganizationshavealreadyrealizedtheireducationalobjectives,yettheobjectivesanddegreemaydifferfromanindividual,teacherorinstitutiontoanother.Inanarrowsense,thedefinitionofacademicachievementisconfinedtostudentgroupswhichcanbeinterpretedasthelevelofeducationandschoolingstudentshavesuccessfullycompletedandthecapacitytoachievesuccessintheirstudies.Academicperformanceisusuallyexaminedandestimatedthroughtestsattheendofacourseofstudyorcontinuousassessmentthroughoutthelearningprocess.Althoughthepublichavenotreachedanygeneralagreementonhowtobestexaminetheacademicperformanceorwhichaspects—theproceduralknowledgelikeskillsorthedeclarativeknowledgelikefacts—areofevenmoresignificance,yetanachievementtestinthecurrenteducationalandteachingactivitiesisaccountedasafairlyeffectiveandstandardizedmeansofmeasuringstudents‘performanceandprogressintheirstudies.Inconcreteterms,achievementtestsarecommonlyusedtofirstcheckthedegreetowhichstudentshavereachedtherequirementsofteachinggoalsandteachingcontentssetinthesyllabusornewcurriculumstandardsandthenofferthemacorrespondingachievementevaluation.Moreover,academicachievementtestsfurtherdecidewhetherthestudentsucceedsorfailsintheacquisitionofaparticularsubject.Avarietyofacademicachievementtestsaredesignedindifferentformsandappliedatdifferentstagesandlevelsofeducation,suchasclassroomtests,quizzes,moduletests,mid-termtests,finaltests,achievementproficiencytests,NMETand17万方数据 山东师范大学硕士学位论文soforth.Summativeassessmentbelongstothefieldofachievementtestsaswell,whichnotonlypresentsinthebasiccheck-upformsoftermexams,end-of-yearexamsandgraduationexaminationbutalsoinsomeotherdistinctevaluationmethodslikepresentations,recitals,reports,writtenassignments(essaysanddissertations).Summativeassessmentaimstomeasurethelevelofattainmentthatstudentshavereachedagainstthepre-establishedspecificationorstandardsofteachingobjectives.Therefore,itshouldbesystematicallydesignedandqualityguaranteedwiththecombinationoftheessentialfunctionofjudgingthelearningandteachingbehaviorandtheadditionalfunctionofdiscriminationandselection.Asanimportantelementinlearningefficacy,academicachievementherelaysgreatemphasisontheeffectivesummativeassessmentofstudents‘EnglishlearningachievementattheendofEnglishcourseoveracertainperiodoftime,anditcontributestojudgingandevaluatingstudents‘linguisticcompetencewiththeaidofvariousassessmentmethods.Inthepresentstudy,theauthorusesthestudents‘scoresinthefinalexaminationsofEnglishastheiracademicperformancetoreflectstudents‘overalllinguisticcompetence.3.1.2AffectiveStateAffectivestatemainlyreferstoone‘semotionalstatusandchangestowardacertainthinganditbelongstotheaffectivedomain,oneofthethreeaspectsthatareportrayedinmodernpsychology—cognitivedomain,conativedomainandaffectivedomain.Intheprocessofforeignlanguageteachingandlearning,affectivestateisreflectedinacomplexcombinationofpsychologicalvariableswhichcommonlycontainmotivation,attitude,inhibition,self-esteem,self-confidence,anxiety,extroversionandintroversion,empathyaswellastolerance,etc.anditcancreateapositiveornegativeinfluenceonlearningoutcomes.Researchersandeducatorshavedefinedaffectfromdifferentanglesaccordingtodifferentcriteria.AccordingtotheviewofArnold(1999),affectismainlyrecognizedasseveralaspectsofemotion,mood,feelingorattitudethatgovernlearningbehavior.ThenasBrown(1994)states,affectivedomainsymbolizestheemotionalsideofhumanbehavior,beingjuxtaposedwiththecognitivesidewhichconverselyreferstothementalsideofhumanbehavior.Itcanbeseenthatthedefinitionsofaffectarediversifiedandflexible.Inlightoftherequirementsofthepresentstudy,threemainaffectivevariables,namelymotivation,18万方数据 山东师范大学硕士学位论文attitudeandanxiety,willbeemphaticallyexplainedbelow.Motivationisoneofthemostsignificantaffectivefactorsdeterminingthelanguagelearningperformance.Althoughteachersandlinguistsfrequentlyemploytheterm―motivation‖inforeignlanguageteachingandlearningresearch,yetthereislittleagreementreachedontheprecisemeaningofthisnotion.Gardner(1985)claimsthatalearner‘smotivationforsecondlanguagelearningconsistsofthreecharacteristics:1)apositiveattitudetowardsthelanguage-learningsituationandlanguage-learningactivities(affect);2)astrongdesireandinspirationoflanguagestudy(want)—whateverthereasonforlearning;3)motivationalintensity(effort)inachievingthelanguagelearninggoal.TheGardneriantheoryofmotivationforsecondlanguageacquisitionisonthebasisofthedefinitionofmotivationwhichisinterpretedas―theextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity‖(Gardner,1985).Krashen(1982)everexpressesthatiflearnershavestrongmotivationandgreatself-confidence,theycanbemoreexcellentinsecondlanguageacquisition.AsBrown(1994)notes,motivationisgenerallyconsideredasaninnerdrive,impulse,power,emotionoraspirationwhichimpelsonetoaspecificbehavior.Motivationisgenerallycategorizedintotwotypes:intrinsicmotivationversusextrinsicmotivation.Intrinsicmotivationoccurswhentheperformanceofanactivityisstimulatedorpropelledbyawillingnessoraninterestinthetaskitselfderivingfromtheindividual‘sinnerselfinsteadoftheexternalneedsorpurposessuchasthreat,pressuresofpunishmentoracravingforrewards,whileextrinsicmotivationmainlyreferstothemotivationofobtaininganoutcomeanditcommonlystemsfromtheoutsideoftheindividual.DeciandRyan(1985)arguethatthestudentswillbemorelikelytobecomeoutstandinglearnerswithhigh-efficiencyiftheyexpressgreatinterestinlearningtasksandresultsfortheirownsakeandtheirownvalue(intrinsicmotivation)ratherthanforprizesandrewards(extrinsicmotivation).Attitudeisanimportantandindispensableaffectivefactoraswellforitexertsagreatimpactonstudents‘academicachievementinlanguagelearning.Itisvariableandmeasurable,conditioningone‘semotionalandbehavioralchanges.Attitudecouldbeexplainedasapositiveornegative,favorableorunfavorableappraisalofcertainindividuals,events,objects,views,orjustofanythingexistinginthesurroundings;however,thereisanintensedebate19万方数据 山东师范大学硕士学位论文aboutitsprecisedefinition.AsAllport(1935)putsit,attitudereferstoamentalandneuralstatusofreadinesswhichisprovidedthroughreferenceexperiencesandwillproduceaconductiveordynamicaleffectonaperson‘sresponsetoallsortsofobjectsandcircumstanceswithwhichitdisplaysrelevance.ThenGardnermakesfurthereffortstoexpandthedefinitionbyemphasizingtheconnectionbetweenattitude,beliefandopinion.Gardner(1985)definesattitudeasanevaluativeresponseandactiontoacertainreferentorattitudeobjectdeducedfromone‘sbeliefsoropinionsofthereferent.Inaddition,Baker(1992)pointsoutthosesuccessfullearnersareinclinedtoobtainpositiveandoptimisticattitudestowardthetargetlanguage.Althoughsometimespeoplehabituallydefineattitudeasaffecttowardacertainobjectorevent,yetattitudeiscommonlyconsideredtobedifferentfromaffectasameasureoflikeabilityandfavorability.Itisgenerallyacknowledgedthatanxietyworksasamajornegativeaffectivefactorwhichimpedestheprocessofsuccessfulforeignlanguagelearning.Justlikemotivationandattitude,researchershaveachievednospecificanduniversaldefinitiononwhatcountsasanxiety,butmostofthemagreewiththestatementofanxietythatwhenlearnersareconfrontedwithahighlydemandingtask,theyarelikelytoproduceanxiety,avagueunpleasantemotionsimilartosuchfeelingsasfear,worry,nervousness,self-doubtorconcern;therefore,anxietycanbedescribedasastateofrestlessnessandapprehensionexperiencinginvariouskindsofmentaldisordersandarisenfromtheexpectationofthreats,misfortuneorchallenges.Onefrequently-citeddefinitionofanxietyasapsychologicalconstructis―astateofapprehension,avaguefearthatisonlyindirectlyassociatedwithanobject‖(Scovel,1978:134),whileHorwitz(1986)looksonanxietyasasubjectivesensationofstrain,nervousness,worryandfeartightlyconnectedwithanarousalandexcitementoftheautonomicnervoussystem.Anxietyisdividedintothreeclasses:traitanxiety,stateanxietyandsituation-specificanxiety.UndertheviewsofHorwitz,HorwitzandCope(1986),foreignlanguageanxietypertainstosituation-specificanxiety.Fromtheperspectiveofsecondlanguagelearning,GardnerandMacIntyre(1993)accountlanguageanxietyastheapprehensionorfearproducedwhenlearnersarerequiredtousethetargetlanguageincertainsituationofwhichtheydonotshowcompletemastery.Basedontheclassificationbyfunction,languageanxietymaybedividedintotwotypes:facilitationanxietyversusdebilitation20万方数据 山东师范大学硕士学位论文anxiety.3.1.3LearningOutcomesAstolearningoutcomes,manyscholarshavemadevariouskindsofinterpretations,butacoredefinitionillustrateslearningoutcomesasthespecificationofknowledge,skills,techniques,orabilitiesthatlearnersoughttoachieveandbeabletopresentasaresultofasuccessfulcompletionofspecificandsupportivelearningforatime.Adam(2004)holdsthatlearningoutcomesareinvolvedwiththeachievementsofstudentsinsteadoftheobjectivesandpurposesofteachersexpressedinthemoduleorcoursegoals;andtheinspectionoflearningoutcomescanadoptvariousforms.Althoughlearningoutcomesand―aimsandobjectives‖arecommonlyusedsynonymously,yettheyarenotthesameinnature.InthestudyonEnglishgrammarlearningefficacy,Englishgrammarlearningoutcomesareusedastheassessmentcriteriatomeasurestudents‘grammaticalcompetence,which,simplyspeaking,referstotheabilitytoidentifyandgeneratethedistinctiveandvariousgrammaticalstructuresofacertainlanguageandtousethemefficientlyincommunication.Theeffectiveapplicationofgrammarrulescanbeconcretelyembodiedinthefollowingaspects:anaccurateandeffectivegraspofkeyinformationhiddeninthewrittensentencesandpassages,anexactsentenceconstructionwithaconsciousorsubconsciousutilizationofgrammarrulesinwriting,andapreciseexpressionofformsandmeaninginoralproduction.Althoughweallhaveareasonableunderstandingofitsnature,thesystematicdefinitionofgrammaticalcompetencehaseverbeendisputedinEFL(EnglishasaForeignLanguage)circleandlanguagetestingfieldforthepastseveraldecades.Grammaticalcompetence,alsoknownaslinguisticcompetenceinthemodelofChomskyisconfinedtotheinternalizedsyntaxrulesandextractionsfromthesocialrulesoflanguageuse(Stern,1999).Inotherwords,grammaticalcompetencereferstothecapacityofgeneratinggrammaticallycorrectexpressionsonthebasisofgrammarknowledgeanddifferentiatingbetweenthesyntacticallycorrectsentencesandthesyntacticallyincorrectones.However,Stern(1983)holdsthattheacquisitionofagivenlanguageimpliestwoaspects:themasteryoftherulesgoverningthislanguageandthecapacity-buildingofapplyingthelinguisticruleswithouttakingnotice.TaroneandYule(1989)inherittheviews21万方数据 山东师范大学硕士学位论文ofSternsandlisttwoareasintheircharacterizationofgrammaticalcompetencewhichoughttoinvolvetheknowledgeofthephonologicalandgrammaticalstructuresandrules,orformsandmeaningsofthetargetlanguage,andthecapabilityofcomprehendingandcreatingtheknowledgeinspeechandwriting.Cook(1991)regardsgrammaticalcompetenceinasimpleanddirectwayas―thenativespeaker‘sknowledgeoflanguage‖.Fromtheperspectiveofpedagogy,Larsen-Freeman(1991)designsaframeworkofgrammaticalcompetencewhichconsistsofthreedimensions:form(structure),meaning(semantics)aswellasfunction(use).Healsostatesthatgrammaticalcompetencerefersnotonlytothecommandoflanguagestructuresandforms,butalsotheproperapplicationofthelanguageundertheparticularcontext,whichhasgainedalotofapplausesfromtheotherresearchers.Díaz-RicoandWeed(2010)deemcommunicativecompetenceasacharacteristicoflearners‘languageknowledgewhichguaranteesthatthelearnersknowwhen,where,andhowtouselanguageproperly.Fourcomponents,namelygrammaticalcompetence,sociolinguisticcompetence,discoursecompetenceaswellasstrategiccompetence,areincludedinthecommunicativecompetencetofunctionandworktogetherinlanguagegeneration,thusgrammaticalcompetenceisjustoneoffourcomponentsincommunicativecompetencetheoryraisedbyCanaleandSwain.AsGao(2001)putsit,grammaticalcompetencecentersaroundthemasteryofvariouslanguagecodes,consistingofthestructureandrulesofwordformationandsentenceconstruction,pronunciation,spellingandmeanings.ThenaccordingtotheviewsofbothDíaz-RicoandWeed(2010)andGao(2001),grammaticalcompetencefunctionstoraiseaccuracyandfluencyincomprehensionandproductioninsecondlanguageacquisition.Theultimateaimistogainallsourcesofknowledgeandvariousformsofexpressionswhicharegrammaticallyandsyntacticallyaccurateandcorrectandtoacquirethecapabilityofapplyingthemefficientlyincommunication.Inaword,scholarsholdtwodifferentperspectivesinthedefinitionofgrammaticalcompetence.Onerefersonlytothelanguageknowledgewhiletheotherincludesboththelanguageknowledgeandtheapplyingability.Theauthoracceptsgrammaticalcompetenceasboththebasicgrammarknowledgeandthelearners‘abilitytouseitcorrectlyandeffectively.22万方数据 山东师范大学硕士学位论文3.2AcquisitionOrderTheoryNormally,acquisitioncanbeanalyzedfromtwoperspectives:acquisitionorderandacquisitionsequence.Theformerdealswithagreatvarietyoflanguagestructureswhilethelattermerelyaimsatasingleandspecificstructure.Besides,somestudiesindicatethataccuracyorderisconsistentwithacquisitionorder,thusinforeignlanguageteaching,accuracyordermaybeemployedtoreflecttheacquisitionorder.3.2.1TheOrderofAcquisitionandtheSequenceofAcquisitionEllis(1994)everclaimedthatitwaslikelyandreasonabletoanalyzeacquisitionbymeansofboththeorderinwhichavarietyoffeaturesareacquiredandthesequenceofstagesobviouslydisplayedintheacquisitionofasingleandspecificfeature.Hereliethedistinctfocusesofacquisitionorderandacquisitionsequence:acquisitionorderisspecificallyaboutwhethertheacquisitionofsomestructuresinthetargetlanguageprecedesthatofotherstructures,whileacquisitionsequencetriestoanswerthequestionhowlearnersgraduallyacquireoneparticularstructureofthetargetlanguage.Theconcretetheoreticalresearchbackgroundwillbediscussedindetailinthefollowingpart.Since1970stillnow,therehasbeenasignificantamountofresearchabouttheorderinwhichlearnersacquirevariouskindsofgrammaticalstructuresandrules.Thecorrelationalstudiesonacquisitionordercanbedividedintotwocategories:L1acquisitionorderandL2acquisitionorder.Theordersinthefirstlanguageacquisitionmainlyconsistofmorphemeorderstudiesandtheacquisitionordersofinterrogativesentencesandnegativesentences;andtheordersinsecondlanguageacquisitionalsoincludetheacquisitionordersofEnglishrelativeclausesandtensesinadditiontotheabove-mentionedthreetypes.However,muchresearchhasfocusedonmorphemeorderstudies.AfamousresearcherofHarvardUniversityRogerBrown(1973)evertooktheleadinmakingafive-yearlongitudinalinvestigationontheacquisitionconditionoffourteengrammaticalmorphemesbythreeAmericanchildrenwholearntEnglishastheirfirstlanguageandtheresultsrevealedthateventhoughthethreechildrenweremostlystrangerstoeachotherandacquiredtheseEnglishgrammaticalstructuresatdifferentspeeds,yetthereexistedasurprisinglyconsistentorderintheir23万方数据 山东师范大学硕士学位论文acquisitionoffourteenmorphemes.Thisfindingofagreatlyconsistentorderinthechildren‘acquisitionoffirstlanguagestructuressoondrewagreatdealofinterestfromscholarsinbothforeignlanguageacquisitionandsecondlanguageacquisition.ThegroundbreakingstudyconductedbyDulayandBurtin1973shouldbefirstmentioned.TheyraisedthequestionwhethertherewouldbecertaincommonacquisitionorderoflanguagestructuresinSLA.Thentheymadeacross-sectionalstudyamong151SpanishchildrenfromtheagesoffivetoeightwholearntEnglishinthreedifferentplaceswithanaturalEnglishspeakingenvironmentandeventuallydiscoveredthatthesechildrendemonstratedrelevantorderswithstatisticalsignificanceinspeechdataanalyzedwiththecorpuscollectiontool—BilingualSyntaxMeasure(BSM).Basedonthephenomenon,DulayandBurt(1973)drewacorrespondingconclusionthattherewasseeminglyacommonandnaturalorderofacquisitionforcertaingrammaticalmorphemesinSLA,whichlatergainedafurtherverificationfromthecross-sectionalsurveymadebyBailey,MaddenandKrashenin1974amongseventy-threeSpanishandnon-Spanishadultsagingfromseventeentofifty-fivewhostudiedEnglishinanaturalEnglishspeakingenvironmentaswell.ThesurveyresultsfinallyindicatedthattheordersofEnglishknowledgeacquiredbyadultsfromdifferentlanguagebackgroundswereroughlythesame;moreover,duringthecourseofsecondlanguagelearning,thetwocommunitiesadultsandchildrenexperiencedroughlythesamecognitiveprocessandsimilaracquisitionorderswhichwereyetinconsistentwiththefirstlanguageacquisitionorderofEnglishnativespeakers.Larsen-Freeman(1976)alsoselectedsomeparticipantswithfourdifferentnativelanguagesandconductedaseriesoftestsonEnglishmorphemes,onlytofindthatnativelanguagehadlittleeffectontheaccuracyorderofmorphemesandtoagreatextent,theacquisitionorderofthesenon-nativeEnglishspeakersdependedonthefrequencyofmorphemesusedbynativeEnglishspeakers.BasedonthemorphemeorderstudiesconductedbyDulayandBurtwhichprovedthatsomemorphemeswerepredictablyacquiredpriortoothersintheprocessofsecondlanguageacquisition,Krashenproposedhisnaturalorderhypothesisin1982,claimingthatalmostallthelearnersmayfollowroughlythesamefixedorderintheacquisitionofagivenlanguage.Themoreorlessimmutableorderdidnotrelyontheeasewithwhichcertainspecificlanguagestructurecouldbetaught.Somestructuresmaybeeasytoimpartinaclassroomsetting,whileothers24万方数据 山东师范大学硕士学位论文maynotbeacquireduntilthesubsequentstagesinlanguageacquisition.Inbrief,theseresearchresultsfullyprovethattheacquisitionorderofgrammaticalfeaturesandrulesofagivenlanguageremainsalmostunchangedamonglearnerswithdifferentnativelanguagesordifferentagestages—adultsandchildren,whichfurtherprovidesanintensifyingevidenceoftheconceptionofinterlanguageinvolvedinsecondlanguageacquisitionprocess.Thelearners‘interlanguageintheprocessgoesthroughdifferentdevelopmentalstages:whenstudyingacertaingrammaticalitem,thelearneriscommonlyabletograspitsusageaccuratelyattheearlierstage,butlaterhemakesmistakesagain;thenatthefinalstage,thelearnerregainsthecorrectusageofthegrammaticalitem.Thissequenceofdevelopmentinlanguageacquisitionisactuallyquitecommonandfixed,buttheoverallacquisitionorderisrelativelylessstable.3.2.2AcquisitionOrderandAccuracyOrderAccuracymainlyrefertothelanguagelearners‘masteryconditionoflinguisticknowledgeandthedegreetowhichtheycanusewhattheyhavelearntinanexactway,thusaccuracyorderimpliesthelanguageknowledgethatlearnershaveattainedwillberankedaccordingtothemasterydegreeofeachknowledgepointwhileacquisitionorderreferstotheorderinwhichdifferentfeaturesandrulesofagivenlanguageareacquiredandlearned.Inthefirstlanguageacquisitionresearch,followinginBrown‘sfootsteps,deVilliers,J.anddeVilliers,P.(1973)tookacross-sectionalanalysisoffourteenmorphemesacquiredbytwenty-oneEnglish-speakingchildrenandthenrankedtheorderofthesemorphemesaccordingtotheaccuracyofdifferentmorphemeusage.TheresultsshowedthattheaccuracyorderofmorphemeswassimilartotheacquisitionorderofmorphemesdisplayedinBrown‘sstudies.What‘smore,thisexperimentfurtherconfirmedthefindingofBrownthatchildrenlearnedcertainEnglishmorphemesinaspecifiedorder.InadditiontodeVilliers,J.anddeVilliers,P.,morethanonescholarhasprovedaccuracyorderisconsistentwithacquisitionorderinthesecondlanguageacquisitionresearchaswell,thatis,thebetterlearnershavegraspedcertainlinguisticknowledge,theearliertheacquisitionoftheseknowledgepointsbegins,thoughtherestillseemtobesignificantlydifferentviews.Onthebasisoftheaboveconclusionthataccuracyorderisequivalenttoacquisition25万方数据 山东师范大学硕士学位论文orderinSLA,languageteachersandeducatorsaresupposedtomakeanempiricalinvestigationontheaccuracyorderofgrammaticalitemsinthepracticalEnglishteachingandlearningprocess.Becauseinsecondlanguageacquisition,theacquisitionorderalwaysfollowsthegradualprogressfromtheeasytothedifficultandfromtheelementarytotheprofound,thedifficultylevelatwhichgrammaticalitemscouldbeacquiredpresentedintheaccuracyordercouldrelativelyrepresenttheacquisitionorderofEnglishgrammar,accordinglyprovidingreferencesformoreefficientteachingmethodsandproceduresinEnglishLanguageTeaching.26万方数据 山东师范大学硕士学位论文ChapterFourResearchDesignandMethodsInordertothoroughlyandempiricallyinvestigatetheEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChina,theauthorheadedforthreerepresentativejuniorhighschoolsinShandongProvinceinOctober,2013andcarriedonaseriesofresearchactivities,includingissuingquestionnaires,conductingEnglishgrammartestsandinterviewsaswellasanalyzingtheEnglishteachingmaterialscurrentlyinuse,etc.Questionnairesarepreparedandadministeredtoinvestigatetheaffectivefactorsthatinfluencestudents‘grammarlearningresultsinjuniorhighschoolsandthenreflectthepresentsituationofjuniorschoolstudents‘affectivestatetowardsEnglishgrammarlearning.AnEnglishgrammartestisdesignedtoservetwopurposes:firstlytomeasurestudents‘acquisitionandmasteryconditionofgrammaticalitemsagainstthesystemofEnglishgrammaticalknowledgeprescribedintheexistingNewEnglishCurriculumStandardsandEnglishteachingmaterialsforjuniorhighschools;andsecondlytoconcludejuniorhighschoolstudents‘acquisitionorderofavarietyofgrammaticalitemsaccordingtotheaccuracyrateofeachgrammaticalpointusage.Therefore,thescoresoftheEnglishgrammartestscanembodystudents‘grammarlearningoutcomesandacquisitionorderaswellasrelativelytypifytheirgrammaticalcompetence.StructuralinterviewsarecarriedoutamongtheEnglishteachersintheformofresearch-basedconversations,whichareaimedatfindingouttheobjectivematerialsaboutthecurrentsituationofEnglishgrammarlearninginjuniorhighschoolsandguaranteeingthevalidityandreliabilityofthecollectedinformationanddatafromboththequestionnairesandgrammartests.TheanalysisofEnglishteachingmaterialsmainlymeanstoprobeintotheselectionandarrangementofgrammaticalitemspresentedintheEnglishtextbookscurrentlyinuse.Bycomparingtheacquisitionorderofgrammaticalitemswiththisgrammarpresentationintheteachingmaterials,theauthormayputforwardsomepertinentsuggestionsforthecompilationofEnglishtextbookstofacilitateEnglishgrammarteachingandlearning.WiththeapplicationofthestatisticalsoftwareSPSSversion20.0todealwiththecollecteddata,thethesismakesaqualitativeandquantitativeanalysisofEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChinawithinthebasictheoretical27万方数据 山东师范大学硕士学位论文frameworkoflearningefficacyandacquisitionorder.4.1ResearchQuestionsAsismentionedearlier,thepresentstudyaimstomakeanempiricalinvestigationontheEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChina.Basedontheresearchpurposeandsignificancediscusseduptothispoint,thepaperintendstofindouttheanswerstothefollowingquestions:(1)Whatisthestatusquoofjuniorhighschoolstudents‘affectivestateinEnglishgrammarlearning?Howwouldtheaffectivefactorsinfluencestudents‘Englishgrammarlearninginthephaseofjuniorhighschool?(2)Whatistheprofileofjuniorhighschoolstudents‘grammaticalcompetence?DoestheirgrammaticalcompetenceliveuptothecriteriaprescribedintheNewEnglishCurriculumStandardsforjuniorhighschools?(3)What‘stheextenttowhichgrammaticalcompetenceiscorrelatedwiththeoveralllinguisticcompetence?(4)Towhatdegreehavethejuniorhighschoolstudentsmasteredeachgrammaticalstructure?IsthereanyacquisitionorderofvariousgrammaticalitemsamongjuniorhighschoolstudentsinChina?Ifthereis,whatisit?4.2ResearchSubjectsTheparticipantsofthepresentstudyarealltheninth-gradestudentswiththetotalnumberof168whoarestudyingatthreejuniorhighschoolsinShandongProvince,whicharerespectivelyJinanNo.13MiddleSchool,ShandongQiluSchoolandJinanMiddleSchool.Oneninth-gradeclassineachschoolisrandomlyselectedandassignedastheresearchsample,whichcouldmakethestudyobjectiveandscientificandenhanceitsreliabilityandvaliditytoacertaindegree.Thefollowingreasonsandconsiderationsmayaccountforwhytheninth-gradestudentsfromthesethreejuniorhighschoolsarechosenastheresearchsubjects.28万方数据 山东师范大学硕士学位论文First,thesamplingofregionsandschoolsisconductedbeforethesubstantialinvestigation.JinanisfirstselectedatrandomfromallthecitiesinShandongProvince.ThenthreejuniorhighschoolsofJinanNo.13MiddleSchool,ShandongQiluSchoolandJinanMiddleSchoolarechosenastherandomsampleofcases.Throughfieldsurveyandconsultation,theauthorfindsoutthatthesethreemiddleschoolshavemadeoutstandingachievementsinEnglishteachingandenjoyedgreatsocialreputationowingtotheirhigh-levelteachergroups,advancedteachingequipments,scientificandperfectteachingsystemsandgracefulcampusenvironment.Besides,theyorganizecolorfulteachingactivitiesandlayemphasisonthereformandinnovationinbasiceducationsoastoimprovethecomprehensivequalityandperformanceofallthestudentsandpromotetheiroveralldevelopment.Therefore,thedatacollectedfromthethreemiddleschoolsistypicalandrepresentativeoftherealconditionsofjuniormiddleschoolstudents‘EnglishgrammarlearninginChina.Second,studentsinGradeNinehavealmosthadthreeyearsofEnglishlearningexperienceatthestageofjuniorhighschoolandacquiredanecessaryandcompletesystemofgrammaticalitemsprescribedintheNewEnglishCurriculumStandardsforFull-timeCompulsoryEducation.Therefore,theinvestigationcarriedoutamongtheninth-gradestudentscanteststudents‘generalcommandofgrammaticalknowledgeandtrulyreflectthecurrentsituationofEnglishgrammarlearningefficacyatthejunior-high-schoollevel.What‘smore,Englishlanguagelearning,especiallygrammarlearninginjuniorhighschoolsstillservesasafundamentalstage,sothestudyonEnglishgrammarlearningefficacyofjuniorhighschoolstudentsseemsmoreimportant.Takingtheaboveaspectsintoconsideration,ithasimportanttheoreticalandpracticalvaluetochoosethestudentsinGradeNinefromJinanNo.13MiddleSchool,ShandongQiluSchoolandJinanMiddleSchoolastheresearchsubjects.4.3ResearchInstrumentsThispapermainlyadoptsquantitativeandqualitativeresearchmethodstogatherdata,includingquestionnaire,grammartestsandinterviews.Alltheinstrumentsareattachedtothe29万方数据 山东师范大学硕士学位论文paperfortheobjectivityandintegrityoftheexposition.4.3.1QuestionnaireThequestionnaireonjuniorhighschoolstudents‘affectivestatetowardsEnglishgrammarlearning(seeAppendixI)withatotaloftenitemsisusedtoinvestigatetheaffectivefactorswhichinfluencestudents‘grammarlearninginmiddleschoolsandthenmirrorthecurrentsituationoftheiraffectivestateinthisregard.BasedonthequestionnairesdesignedbyformerpostgraduatesofHenanNormalUniversityandShandongNormalUniversity,theauthordeletesandrevisessomeitemsaccordingtoactualcircumstancesandsurveyobjectives.Thetenitemstouchupontheaffectivefactorsofmotivation,attitudeandanxietyputforwardbythedistinguishedforeignlanguageresearchersArnoldandBrown.Item1toItem5concernaboutstudents‘motivationonEnglishgrammarlearning;Item6toItem8involvestudents‘attitudestowardsgrammarstudy;andthelasttwoones,Item9andItem10aimatstudents‘grammarlearninganxiety.Inordertoaccuratelymanifeststudents‘levelofagreementwitheachitemandassessstudents‘affectivestate,thesetenitemsarepresentedwithresponseoptionsratedona5-pointLikertscalerangingfrom―stronglydisagree‖to―stronglyagree‖.Thedetailedpointsonthescaleare:1=Istronglydisagree;2=Idisagree;3=Ihavenoclearanswers;4=Iagree;5=Istronglyagree.AllthedetailsofthequestionnairearewritteninChinesesoastosavethestudents‘time,facilitatetheirunderstandingaswellashelpthemmaketheaccuratejudgments.Beforetheformalstudy,thesesurveyquestionshavebeentestedontwentystudentsinapilotstudy.Aftertheircompletionofquestionnaires,theauthorconductedinterviewswiththemandaskedforadvice.Thentheauthorconsultedseveralresearcherstomakethequestionnairemoreimproved.Thefindingsofthepilotstudyindicatethatthisquestionnaireinthestudyconformstotheresearchpurpose.4.3.2GrammarTestAnEnglishgrammartestiswelldesignedinthestudybytheauthorundertheguidanceofhersupervisor.Bymeansofcheckingonlearners‘acquisitionandmasteryconditionofspecificgrammarknowledgeandmeasuringtheirlearningoutcomes,thetestaimsto30万方数据 山东师范大学硕士学位论文summarizejuniorhighschoolstudents‘acquisitionorderofavarietyofgrammaticalitemsandmeanwhile,assesstheirgrammaticalcompetencechieflyfromtheperspectivesofgrammaticalknowledgeandthecapabilitytoapplytheknowledgepractically.Itiswellknownthatvalidityreferstotheextenttowhichatestmeasureswhatitintendstomeasureandoneofthekeyfactorsthataffectthevalidityofatestpaperisthecontentoftheselectedmaterial,socontentvalidityismoreofanecessitytobediscussed.AstoJuniorEnglishGrammarTest(seeAppendixII)designedandemployedinthepresentstudy,itismainlyconstructedbasedonacarefulandoverallanalysisofthecurrentEnglishtextbooksandcoursedesigninassociationwiththespecificrequirementsoftheNewEnglishCurriculumStandardsthatsevenththroughninthgradersshallmeetinthegrammarsection.Thegrammartestappliestoninthgradestudentswhohavealmostcompletedathree-yearEnglishlearningprogramatthestageofjuniormiddleschoolanditcontainsacollectionof50multiple-choicequestionssetat2pointsforeach,sothefullscoreforJuniorEnglishGrammarTestis100.TotesttheEnglishgrammarmastery,multiple-choiceitemsmustbeemployedowingtotheirmeritofguaranteeingthefulfillmentofthecontentvalidityofthetest.Besides,allthequestionsinthetestpaperareselectedfromexercisesofworkbooksandreferencebookswhichareinpacewiththepresentEnglishteachingmaterials.Accordingly,thedifficultylevelofthetestmatchesthecriteriaofgrammaticalcompetencerequiredintheNewEnglishCurriculumStandardforjuniormiddleschools.JuniorEnglishGrammarTestdesignedinthepapercoversnearlyallthecommonlyusedgrammaticalrulesthatjuniorhighschoolstudentsoughttomaster,suchasarticles,pronouns,nouns,prepositions,numerals,conjunctions,adverbs,adjectives,modalverbs,tensesandvoices,adverbialclauses,objectclauses,relativeclauses,firstconditionalandsecondconditional,etc.,andtheyaregenerallyarrangedaccordingtothepriorityoftheirfirstappearanceinthetextbooks,whichreviewsandreflectsthegrammaticalselectionandsettinginEnglishteachingmaterials(seeAppendixIV)aswell.What‘smore,JuniorEnglishGrammarTesthasbeenproofreadandrevisedbyseveralexperiencedEnglishteachers.Basedontheirsuggestions,theauthorreplacedafewinappropriateitemsandmadesomemodifications.Asaresult,thetestadministeredinOctober2013istailoredforresearchsubjects‘proficiencylevelwhilemaintainingtheauthenticity,completenessandreliabilityofthecontentandtask31万方数据 山东师范大学硕士学位论文requirements.ThedatacollectedfromthetestwillbestatisticallyanalyzedwiththesoftwareSPSS.Inaword,JuniorEnglishGrammarTestdesignedinthepaperhashighcontentvalidity.TheconcretegrammarpointofeachquestionreviewedinJuniorEnglishGrammarTestislistedonAppendixV.4.3.3InterviewInordertoobtainaclearerandmoreaccuraterecognitionofjuniorhighschoolstudents‘EnglishgrammarlearningefficacyandtocheckwhethertheresearchresultsobtainedfromquestionnairesandgrammartestsareinaccordancewiththeactualsituationofEnglishgrammarlearningatthephaseofjuniorhighschool,structuredinterviewsintheformofresearch-basedconversationsareconductedbytheauthorwiththreeEnglishteachersMs.Zhang,Mr.XinandMs.CuirespectivelyfromJinanNo.13MiddleSchool,ShandongQiluSchoolandJinanMiddleSchool.Atotaloffivequestionsarecoveredintheface-to-faceinterviews(seeAppendixIII),whichdirectlymaponetoonewiththemainresearchcontentsofquestionnairesandgrammartestsinthepresentstudy.Theconcreteoutlineofinterviewsisdesignedasfollows.Q1:WhatkindofattitudesdoyouthinkthejuniorhighschoolstudentsholdtowardsEnglishgrammarlearning?Dotheythinkgrammarlearningisveryimportant?Q2:Dothestudentshavedefiniteandspecificmotivationinthegrammarlearningprocess?Whatfactorsdoyouthinkmakethestudentshaveastrongorweakmotivationorevennomotivation?Q3:DothejuniorhighschoolstudentsoftenfeeltoomuchanxietyinEnglishgrammarlearning?Whatreasonsdoyouthinkleadtotheiranxietyphenomenon?Q4:Accordingtoyourteachingpractice,whatistheprofileofstudents‘overallgrammaticalcompetenceinjuniorhighschools?HowwouldyouperceivetherelationshipbetweengrammaticalcompetenceandtheEnglishlinguisticcompetence?Q5:Amongallthegrammaticalstructuresthatjuniorhighschoolstudentsoughttomaster,whatstructuresdoyouthinkarerelativelyeasyforthemtoacquireanduseandwhatelsearerelativelydifficult?32万方数据 山东师范大学硕士学位论文4.4DataCollectionandArrangementThedatawerecollectedthroughquestionnaires,grammartestsandinterviews.TheseresearchactivitieswerecarriedoutinJinanNo.13MiddleSchool,ShandongQiluSchoolandthstrdJinanMiddleSchoolwiththesameresearchprocedurerespectivelyon17,21,and23October,2013.Thedetailedresearchprocedureisasfollows:Alltheresearchactivitieswereperformedinself-studyclasses.Grammartestswerefirstconducted.Twoinvigilatorteachers—theEnglishteacherofthechosenclassandtheauthor—werearrangedineachclassroom.Duringtheexamperiod,thegrammartestpapersweredirectlyhandedouttotheparticipantsandtheywerenotallowedtotakeanyrelatedmaterialsalong.Accordingtothenumberandtypeofexaminationquestions,thetimeallottedforthistestwas30minutes,whichwassufficientfortheparticipantstogetthroughtheexam.Aftercontrollingfortheinfluencesofnon-realfactors,thescorescollectedinthesurveyensuretheauthenticityandobjectivityoftheresearch.Successively,thequestionnairesonjuniorhighschoolstudents‘affectivestatetowardsEnglishgrammarlearningweredispatchedbytheinvigilatorteachers.Theywererequiredtoexplainthepurposesandinstructionsofthequestionnairetothestudentsandpointoutemphaticallythattherewasnorightorwronganswerandtheinformationprovidedwouldbeonlyforacademicuseandstrictlyconfidential;therespondents,therefore,justneedtoanswereachquestionhonestlyandfranklyaccordingtotheirownsituation,indicatingthedegreetowhichtheyagreeordisagreewiththeitemsofthequestionnaire.Thetotaltimeofthequestionnaireadministrationlastedabouttenminutes.Finally,inordertoensureareasonableandvalidanalysisoftheinvestigation,theresearcherfurtherconductedface-to-faceinterviewsinteachers‘officewiththreeEnglishteachersrespectivelyfromthreemiddleschools.Beforetheinterview,thepreparedoutlineofinterviewswasgiventotheseteacherstomakethemhaveplentyoftimetoconsiderandbuildamorecomprehensiveunderstandingofthespecificissues.Theresearcheraskedquestionsitembyitemintheinterviewsandmadedataarrangementandorganizationafterwards.Besides,synchronousrecordingwaskeptintactinthewholeprocessofinterviewswithataperecorderforfurtherresearch.Inthisinvestigation,atotalof168questionnairesand168grammartestpaperswere33万方数据 山东师范大学硕士学位论文distributed.And168validquestionnaireswereobtained,soboththereturnrateandtheratioofvalidquestionnairesare100%;whileintheprocessofdatacollectionandanalysis,twogrammartestpaperswereeliminatedbecausethesetwoparticipantsdidnotparticipateinthefinalEnglishexamandtheirscoresofgrammartestsdidnotcorrespondtotheacademicachievement,therefore,only166completegrammartestswerereturnedwithanefficientrateof98.8%.FortheconvenienceofusingthestatisticalsoftwareSPSStoanalyzethebasiccharacteristicsofvalidsamples,eachquestionnaireandgrammartestwereencodedandsortedinascendingorder.Accordingtotherequirementofscoring,Item6,Item8andItem10ofthequestionnaireneedtobescoredreversely.Besides,valuesareassignedtothevariablesinthegrammartest.Foreverysinglemultiple-choiceitem,therightanswer=1,whilethewronganswer=0.Astotherecordingsobtainedfrominterviews,atotalofthreecopiesweretranscribedverbatimintotapescriptswhichwererepeatedlyreadandarrangedforcontentanalysis.Thestatisticaldataobtainedandpresentedinthiswayworkasanoptimalpreparationforfurtherresearch.Afterthedatacollectionandarrangement,theauthorwillemploythestatisticalsoftwareSPSSversion20.0tomakeaprofoundanalysisanddiscussion,includingCronbach‘sAlphaCoefficient,KMOandBartlett‘sTest,descriptivestatisticsandPearsoncorrelationcoefficient,etc.34万方数据 山东师范大学硕士学位论文ChapterFiveResultsandDiscussionAfterthecollectionandthepre-handleofdatausedinthestudy,thefollowingpartwilldeliveranobjectivepresentationoftheresultsfromthequestionnaires,grammartestsandinterviewsaswellasadeepanalysisanddiscussion.5.1AnalysisandDiscussionoftheResultsfromQuestionnairesSincethestatisticalsoftwareSPSSisusedtoanalyzethedataobtainedfromthequestionnaireonjuniorhighschoolstudents‘affectivestatetowardsEnglishgrammarlearningdesignedinthepaper,accordingtothestatisticaltheory,atestofreliabilityandvalidityshouldbefirstmadeonthequestionnairesurveybeforethefurtherfactoranalysis.Table5-1CaseProcessingSummaryN%Valid168100.0CasesExcludeda0.0Total168100.0a.Listwisedeletionbasedonallvariablesintheprocedure.Table5-2ReliabilityStatisticsCronbach‘sAlphaCronbach‘sAlphaBasedonNofItemsStandardizedItems.825.82910Reliabilitystressesthatanysignificantresultmustbemorethanaone-offfindingandofinherentrepeatability,whichreflectsthestabilityandreliabilityofresearchinstruments.Cronbach‘sAlphaCoefficientisthemostcommonlyusedtestingmethod.AsisshowninTable5-1andTable5-2,bymeansofthesoftwareSPSSversion20.0toanalyzethereliabilityofoverallitems,theCronbach‘sAlphavalueis0.825andtheacceptablevalueof35万方数据 山东师范大学硕士学位论文Cronbach‘sAlphabasedonstandardizeditemsis0.829,sothereliabilitycoefficientofthewholescaleisgreaterthan0.8,whichmakesitclearthatthequestionnaireitemsareofacceptableconsistencyandreliability.Validityreferstotheeffectivenessofresearchinstruments,thatis,theextenttowhichtheresultsobtainedfrominstrumentscanreflectthekeyconceptsandcontentswhichshallbeexamined.KMOandBartlett‘sTestisfrequentlyusedtotestatool‘svalidity.TheKMOvaluevariesbetween0and1.Kaisersuggeststhatanacceptablevalueofaninstrumentshouldbeabove0.5.Besides,thecloserthisvalueisto1,themorerelativelycompactthosepatternsofcorrelationsareandthenthehigherthevalidityofthequestionnaireis.AsthevalueofthestatisticaldatalistedinTable5-3is0.84whichfallsintotherangeofbeinggreat(>0.8),thequestionnaireisoftrustablevalidity.Bartlett‘sTestofSphericityexaminesthenullhypothesiswhichmeanstheoriginalcorrelationmatrixworksasanidentitymatrixandasignificantvalue(Sig.<0.05)informsthatthereexistscertainrelationshipbetweenthevariablesinvolvedintheanalysis.Forthesedatalistedbelow,Bartlett‘stestishighlysignificant(p<0.001),thusthedatausedhereisappropriateforfactoranalysis.Table5-3KMOandBartlett"sTestKaiser-Meyer-OlkinMeasureofSamplingAdequacy..840Approx.Chi-Square664.223Bartlett‘sTestofSphericitydf45Sig..000Inaword,thequestionnaireadoptedinthestudyhasagoodreliabilityandvalidityanditisentirelyappropriateforresearchtargets.5.1.1CurrentSituationofStudents’UnderstandingofthePositionofGrammarThepresentsituationofstudents‘understandingofthepositionofgrammarcanbeshowninthefrequencytableofQuestion1(Q1).Morethan86percentoftheinvestigatedstudentsholdthatgrammarplaysacrucialroleintheEnglishlearningprocess;whilelessthan14percentofthesejuniorschoolstudentseitherhavenoclearanswersaboutthestatus36万方数据 山东师范大学硕士学位论文ofgrammarordenyitasanimportantpartinEnglishlearning.Table5-4DescriptiveStatisticsofQ1FrequencyPercentValidCumulativePercentPercentIstronglydisagree.74.24.24.2Idisagree.21.21.25.4Ihavenoclearanswers.148.38.313.7ValidIagree.5532.732.746.4Istronglyagree.9053.653.6100.0Total168100.0100.0TherecognitionofthepositionofgrammarinthefieldofforeignlanguageteachingandlearningresearchinChinahasexperiencedalonganddeviouscourse.Theunderstandingaboutgrammarhasdevelopedfromtheabsolutelyessentialroleattheverybeginning,tothecondemnationandblameofgrammarasunnecessaryanduseless,andthentoamoredialecticalandimpartialclaimofthenecessityandimportanceofgrammarlearningintheend.ThestatisticalresultpresentedindicatesthattheoverwhelmingmajorityofjuniorhighschoolstudentshaveformedacorrectunderstandingorattitudetowardthepositionofgrammarintheEnglishlearningprocess,whichcanlayasolidfoundationforthegradualimprovementofgrammaticalcompetence,thusradicallycontributingtotheoverallenhancementofjuniorhighschoolstudents‘linguisticcompetence.Onthecontrary,anambiguousorimproperviewofgrammar‘spositionandfunctionwillsurelyproduceanegativeeffectonEnglishlearning.5.1.2CurrentSituationofStudents’MotivationtowardsGrammarLearningThequestionsfromItem2toItem6dealwithstudents‘motivationtowardsEnglishgrammarlearning.Item2andItem3focusonintrinsicmotivationwhileItem4andItem5directatextrinsicmotivation.Juniorhighschoolstudents‘responsestointrinsicmotivationofEnglishgrammar37万方数据 山东师范大学硕士学位论文learningaredemonstratedinTable5-5andTable5-6.FromthedescriptivestatisticsofQ2―IamveryinterestedinEnglishgrammarlearning.‖,itisrathershockingtofindoutonly50percentofthesubjectslearngrammaroutofinterest,andthatnearly30percentofthemarelackofinterestingrammarlearningandthatthereareevenonefifthstudentswhohavenoideawhetherornottheyshowinterestingrammarlearning,whichisaquiteunsatisfactoryresult.Afterall,thejuniorhighschoolstageactsasacrucialconnectinglinkbetweentheprecedingelementaryschoolandthefollowingseniorhighschool.Thesituationwheregrammaritself,ingeneral,hasnotraisedsufficientinterestamongjuniorhighschoolstudentsintheEnglishlearningprocesswoulddirectlyinfluencestudents‘motivationandoutcomesofEnglishgrammarlearningatseniorhighschoollevel.Table5-5DescriptiveStatisticsofQ2FrequencyPercentValidCumulativePercentPercentIstronglydisagree.1810.710.710.7Idisagree.3118.518.529.2Ihavenoclearanswers.3520.820.850.0ValidIagree.5130.430.480.4Istronglyagree.3319.619.6100.0Total168100.0100.0FromtheFrequencyTable5-6,itiseasytodiscoverthedistributionofviewsonItem3―Grammarlearningisapleasantexperienceforme.‖showsslightvariationinquantitativetermsandthatthereisnoparticularlyfocusonanyperspective.Approximately50percentoftheparticipantsagreewiththestatementatdifferentlevelsthattheyhaveanenjoyableexperienceingrammarlearningprocess,whilenearly20percentneverrealizeduerecognitionoftheirsubjectiveperceptionofgrammarlearning.Besides,nearlyonethirdstudentsconsiderthattheyhavenotobtainedawonderfulgrammarlearningexperienceyet.Hereageneralconclusioncanbereachedthatgrammarlearningitselfasanenjoyablestudyingexperiencehasmerelybeenexperiencedbyhalfofallthejuniorhighschoolstudents,whichisfarfromoptimistic.Thenaccordingtothecomprehensiveanalysisand38万方数据 山东师范大学硕士学位论文judgmentofthestatisticaldataofItem2andItem3,thereindeedexistsaconsiderableportionofjuniorhighschoolstudentswhodonotseemtohavedevelopedthesenseofintrinsicmotivationtowardsEnglishgrammarlearning.Table5-6DescriptiveStatisticsofQ3ValidCumulativeFrequencyPercentPercentPercentIstronglydisagree.2414.314.314.3Idisagree.2816.716.731.0Ihavenoclearanswers.3319.619.650.6ValidIagree.4828.628.679.2Istronglyagree.3520.820.8100.0Total168100.0100.0Juniorhighschoolstudents‘responsestoextrinsicmotivationofEnglishgrammarlearningaredemonstratedinTable5-7andTable5-8.AsforthewholeanswerstoQ4―IlearnEnglishgrammarinordertopasstheSeniorHighSchoolEntranceExamofEnglish.‖,thestatisticalinformationindicatesthatnearly65percentoftheparticipantsregardasuccessinpassingtheSeniorHighSchoolEntranceExamofEnglishasamajorpurposeandimpetusofgrammarlearningandthatthosewhoeitherjustformsavaguesenseofextrinsicmotivationonthisregardortodifferentdegreesdenyobtaininggrammarlearningmotivationfromtheSeniorHighSchoolEntranceExamofEnglishmakeupasmallproportionoftherespondents—amere35percentofthetotal.Tosumup,studentslearngrammarmainlyfromafunctionalorrealisticperspectivebecausetheyrealizetheSeniorHighSchoolEntranceExamofEnglishissuchasignificanttaskthatitcouldproducetremendousinfluenceontheirfuturestudying,livinganddevelopment.FromtheFrequencyTable5-8,itisobvioustodiscovertheanswerstoQ5―Learninggrammarwellmakesmehaveasuccessfulexperienceandthesenseofsuperiority.‖aremoreinclinedtoapositiveresponse.Approximately56percentofalltheparticipantshaveexpressedtheiraffirmativeviewsontheexperienceofsuccessandthesuperioritycomplexderivedfromgrammarlearningprocesswhilelessthan20percentoftheinvestigation39万方数据 山东师范大学硕士学位论文subjectshaveneverfoundanysenseofsatisfactionorfulfillmentintheirrolesofEnglishgrammarlearners.Besides,therearealsoonefourthparticipantswhohavenotyetdevelopedadistinctandclearunderstandingofsubjectiveexperienceandemotionalreflectioningrammarlearning,whichindeeddisappointstheresearcher.Inaword,agreatmanystudentsaremotivatedbytheexperienceofsuccessandsuperiorityproducedingrammarstudywhichoughttoberegardedasarewardfortheactivityofgrammarlearningthatstudentshaveengagedin.ThenbasedonanoverallconsiderationofthedescriptivestatisticsofItem4andItem5,themajorityofthejuniorhighschoolstudentshavedevelopedtheapparentextrinsicmotivationofEnglishgrammarlearningincludingthepressureofpassingtheSeniorHighSchoolEntranceExamofEnglishsuccessfullyandthedrivingforceofobtainingasuperiorsenseofsuccessandachievement.Table5-7DescriptiveStatisticsofQ4FrequencyPercentValidCumulativePercentPercentIstronglydisagree.137.77.77.7Idisagree.1710.110.117.9Ihavenoclearanswers.2917.317.335.1ValidIagree.4828.628.663.7Istronglyagree.6136.336.3100.0Total168100.0100.0Table5-8DescriptiveStatisticsofQ5FrequencyPercentValidCumulativePercentPercentIstronglydisagree.137.77.77.7Idisagree.1810.710.718.4Ihavenoclearanswers.4325.625.644.0ValidIagree.4325.625.669.6Istronglyagree.5130.430.4100.0Total168100.0100.040万方数据 山东师范大学硕士学位论文Accordingtothedataanalysisoftheparticipants‘responsestointrinsicandextrinsicmotivation,whatisnicelysummarizedhereisthatingeneral,mostofthejuniorhighschoolstudentsstudyEnglishgrammarwiththedefiniteintrinsicorextrinsicmotivation,bothofwhichhaveatremendousimpactontheirgrammarlearningoutcomesandcanhelpthemmakeanoutstandingperformanceinlanguagelearning;moreover,extrinsicmotivationistypicallysuperiortointrinsicmotivationingrammarlearningamongthegroupofjuniorhighschoolstudents;however,itisratherupsettingthatmorethanafewstudentscannotorientexplicitgrammarlearningtargetsandmotivation,whichdirectlyaffectsindividuals‘grammarlearningefficacyandhinderstheimprovementoftheirowngrammaticalcompetence.Table5-9DescriptiveStatisticsofQ6FrequencyPercentValidCumulativePercentPercentIstronglydisagree.3822.622.622.6Idisagree.5633.333.355.9Ihavenoclearanswers.3219.119.175.0ValidIagree.2414.314.389.3Istronglyagree.1810.710.7100.0Total168100.0100.0ThesummarymentionedabovecanbefurtherverifiedbythestatisticaloutcomeofItem6―IhavenoclearmotivationinEnglishgrammarlearning.‖,whichdisplaysthatmorethanhalfoftheparticipantsarguedirectlyagainstthatstatementofQ6andclaimtohaveastrongawarenessoftheirmotivationingrammarlearning,whileapproximatelyonequarterofthesesurveyedstudentsmakedefinitiveexpressionofnoobviousmotivationingrammarlearning.However,therestillexistssuchacategoryofstudentswithavaguecognitionaboutgrammarlearningmotivation,accountingforarelativelymodestportionofthetotal.AsisdiscussedinChapterThree,motivationaccountsforthereasonwhypeopleintendtoparticipateinanactivity,thelengthoftimeduringwhichtheyarereadytokeepatitaswellastheeffortstheyareabletoexpendintheprocess.Withintrinsicmotivation,people41万方数据 山东师范大学硕士学位论文canobtaininternalimpetusandpersistintheactivityvoluntarily;withextrinsicmotivation,peoplecanobtainoutermotiveforceandencouragethemselvestoachievegoalsandovercomedifficultiescontinually.Therefore,motivationisofcrucialimportancetostudents‘activeinvolvementandteachers‘teachingqualityinEnglishgrammarlearningandteachingatthephaseofjuniorhighschool.Asufficientandeffectivemotivationcanexertsignificantincentiveeffecttostudents‘behaviorandefforts,helpingthemconstantlyrealizehigherandlargergoalsandeventuallyachievegreatsuccessinEnglish.Asufficientandeffectivemotivationcanensureasmoothandsuccessfulprogressofcompleteteachingprocesseswherelecturingandlearningorganicallycombineandinteractwitheachother.Inviewofthecurrentsituationofjuniorhighschoolstudents‘motivationtowardsgrammarlearning,itisfairlynecessaryandsignificanttofurtherexploreandsustainstudents‘intrinsicandextrinsicmotivationinthepresentEnglishgrammarteachingwork.Owingtoarelativelylowintrinsicmotivationcomparedwithextrinsicmotivation,asisreflectedbythesurveydata,Englishteachersandeducatorsoughttostepuptheireffortsinthestimulation,developmentandmaintenanceofstudents‘innermotive.Inconcreteterms,forthosestudentswithnolearningmotivationorlowacademicmotivationorevenavagueideaofmotivationitself,EnglishteachersandeducatorsfirstneedtohaveconfidenceinthestudentsofthesortandfirmlybelievetheypossessstrongplasticityandgreatpotentialandthattheycouldmakegreatimprovementinEnglishperformanceandcompetence.Andthenteachersandeducatorsshouldobservethosestudents‘behaviorwithconsiderableattentionandpatienceandtrytofindouttheirpointofinterestsandpsychologicalchangesingrammarstudy.Finally,theycantakemorespecificandtargetedmeasurestochangetheabovesituation,suchasprovidingmoreinterestingandwell-preparedlearningmaterials,organizingmorecolorfullearningactivities,applyingsomenewteachingmethods,helpingstudentsfindhighefficientlearningstrategies,orofferingmoreopportunitiesforstudentstocommunicatewithforeigners,etc.Inthisway,teachersandeducatorscankeepthegrammarteachingandlearningprocessmoreexcitingandrefreshingandthensparkstudents‘learninginterestsandinnermotive.Meanwhile,onthebasisofreinforcingintrinsicmotivation,teachersandeducatorscouldalsoapplyacertainamountofexternalpressureandstimuliasextrinsicmotivationlikebettereducation,abrighterfuture,theopportunitytotraveloverseasorwinningthescholarshipand42万方数据 山东师范大学硕士学位论文prize,etc.tosupplementstudents‘intrinsicmotivationingrammarlearning.Efficientstudyisinseparablefromintensityoflearningmotivation.Astudentwithastrongsenseofmotivationisinsatiableinlearning,therefore,forthosestudentswithstronggrammarlearningmotivation,Englishteachersandeducatorsaresupposedtosethighergoalsforthemtoconsolidatetheirintrinsicandextrinsicmotivation,henceleadingthemtoachievegreatersuccessinthisfieldandmore.Bydintofnurturingandreinforcingstudents‘learningmotivation,theprocessofEnglishgrammarteachingandlearninginjuniorhighschoolswillheadintogreaterharmonyandunification,henceachievingthebestteachingandlearningefficacy.5.1.3CurrentSituationofStudents’AttitudetowardsGrammarLearningItem7andItem8inthequestionnairesurveyrelatetojuniorhighschoolstudents‘attitudetowardsEnglishgrammarlearning.TheiractualresponsestothetwoquestionsaredisplayedinTable5-10andTable5-11.Table5-10DescriptiveStatisticsofQ7FrequencyPercentValidCumulativePercentPercentIstronglydisagree.127.17.17.1Idisagree.116.56.513.7Ihavenoclearanswers.2514.914.928.6ValidIagree.5633.333.361.9Istronglyagree.6438.138.1100.0Total168100.0100.0FromthedescriptivestatisticsofQ7―Icanactivelylearngrammarandfinishthegrammarhomeworkassignedbymyteacher.‖,itisquiteobvioustoseethatthevastmajorityoftheparticipants—morethan71percentofthetotal—havegottheirpointsacrossthattheylearnEnglishgrammaroutofanactiveattitudeandcouldtaketheinitiativetocompletetheassignmentsastheirteachershaverequired.Inaddition,only13percentofthestudents43万方数据 山东师范大学硕士学位论文disagreewiththestatementofItem7andtheyclaimnottohavestudiedgrammarandfinishedthegrammarhomeworkassignedbytheirteachersactivelyandtimely.However,therearestillapproximately15percentofthesesurveyedstudentswhodonotmakecleartheirstanceontheattitudetowardsgrammarlearning,whichmustarousetheresearcher‘sattention,fortheproportionofsuchstudentsisevengreaterthanthatofthestudentsarguingagainstthestatement.Inaword,thestatisticalresultsofQ7illustratethatmostofjuniorhighschoolstudentsareverylikelytograsptheoverallgrammaticalknowledgebasedonpositiveattitudesandproactivebehaviors,whichaddsmorehopeandencouragementinEnglishteachersandeducators‘grammarteachingworkaswell.Table5-11DescriptiveStatisticsofQ8FrequencyPercentValidCumulativePercentPercentIstronglydisagree.5130.430.430.4Idisagree.5029.829.860.2Ihavenoclearanswers.3923.223.283.4ValidIagree.158.98.992.3Istronglyagree.137.77.7100.0Total168100.0100.0Astotheparticipants‘responsestoItem8―Whenlearninggrammar,Iremainpassiveandhaveastrongsenseofrejectionandboredom.‖,theFrequencyTable5-11makesanobjectiveandfaithfulpresentation:justabout16percentoftheparticipantshavevaryingdegreesofagreementtotheirpassiveattitudesandnegativeimpressionsofgrammarlearningandevensomeofthemareafraidofstudyinggrammaticalknowledge,whichmayresultinpoorperformanceorfailureinEnglishlearning;whilemorethan60percentoftherespondentsholdacompletelyoppositeview,arguingthattheycanlearngrammarontheirowninitiativewithoutanysenseofhostilityoracademicweariness,whichguaranteesthesmoothprogressoftheirlearningactivity.Atthispoint,thefindingsobtainedfromthedataanalysisofItem8areroughlyconsistentwiththosereflectedinthediscussionofItem7.Besides,aseverephenomenonappearswheretheportionofsuchstudentsashavenoclear44万方数据 山东师范大学硕士学位论文acknowledgementoftheirattitudestowardsEnglishgrammarlearningshouldaccountfornearlyonefourthofthetotal,evengreaterthanthestudentswithpassiveandnegativeattitudesconcerningthisaspect.Englishteachersandeducatorsaresupposedtopaysufficientattentiontothecrowdofstudents.AcomprehensiveanalysisanddiscussionoftheabovetwoquestionsleadtotheconclusionthatmostofthejuniorhighschoolstudentshaveactiveattitudesinEnglishgrammarlearningandonlyasmallnumberofstudentseitherholdpassiveandexclusiveattitudesorevennoattitude.AttitudeisofcriticalimportanceinEnglishgrammarlearning.Onceattitudeisdevelopedandfixed,itcandirectlyaffectlearners‘behaviorandefforts,sodifferentacademicattitudesbringaboutcompletelydifferentlearningoutcomes.Moreover,thejuniorhighschoolstageactsasthemostcrucialmomenttoestablish,developandstrengthenstudents‘mentalliabilityandlearningattitude.Therefore,Englishteachersandeducatorsthemselvesmustfirstgainasufficientawarenessofthesignificanceofattitudetostudents‘grammarlearning.Thentheyareduty-boundtoinstillinthestudentstheimportanceoffavorablestudyattitude.Finally,theyoughttobecompetentandpatientenoughtoidentifystudents‘attitudesandhelpthemgetridofthepreviousincorrectmannersaswellasbuilduppositiveandrightattitudestowardsgrammarlearning,thuspromotingtheeffectivenessofstudents‘foreignlanguagelearning.5.1.4CurrentSituationofStudents’AnxietytowardsGrammarLearningItem9andItem10inthequestionnairesurveytouchuponjuniorhighschoolstudents‘anxietytowardsEnglishgrammarlearning.Thestatisticalanalysisoftheanswerstothesetwoquestionsrevealsstudents‘anxietystateinthecourseofgrammarlearning.AsisshownintheFrequencyTable5-12,thereisarelativelyobvioustendencyoftheanalyticaldataresultsofQ9―IfeelrelaxedandconfidentaboutEnglishgrammarlearningandIcanactivelyovercomevariousdifficulties.‖Morethanhalfoftheparticipantsprovidepositiveanswerstothisquestion,statingclearlythattheyhaveconfidenceintheirgrammarlearningandcanhandletherelatedproblemsandachieveperfectionnomatterwhatkindofdifficultytheymayencounterinlearningprocess.Students‘self-confidencederivesfromtheirsolvingavarietyofacademicproblemssuccessfully;inturn,morelearningdifficulties45万方数据 山东师范大学硕士学位论文willbeconqueredwiththefacilitationofself-confidence,whichfinallycreatesavirtuouscycle.Besides,approximately25percentofthesurveyedstudentsexpressdoubtsabouttheircapabilityofstudyinggrammaticalknowledgewellandsolvinggrammardifficultiessmoothly.Suchunpleasantfeelingsasself-doubtandfearcanberecognizedassymptomsofanxiety.Therestonefifthofallthestudentsfailtoachieveaclearcognitionoftheirmentalstateingrammarlearning,havingnoideawhethertheyhaveeverexperiencedanysymptomofanxiety.Table5-12DescriptiveStatisticsofQ9FrequencyPercentValidCumulativePercentPercentIstronglydisagree.1911.311.311.3Idisagree.2313.713.725.0Ihavenoclearanswers.3420.220.245.2ValidIagree.4828.628.673.8Istronglyagree.4426.226.2100.0Total168100.0100.0AsaninversepropositionofItem9,Item10―Whenmyteacherasksquestionsorassignshomeworkaboutgrammar,Ifeelrathernervousbecausetheyaretoodifficultforme.‖examinesanddemonstratesjuniorhighschoolstudents‘anxietystateingrammarlearningfromtheoppositeside.FromtheFrequencyTable5-13,itisquiteevidentthatmorethan55percentoftherespondentsdenythesenseofnervousnessorrestlessnesswhenconfrontedwithacademicquestionsandassignmentsconcerninggrammar,asitisnotdifficultforthemtodealwiththesemattersatall;whileapproximatelyonefourthstudentsprovideaffirmativeresponsestothisquestion,makingitclearthattheyhavebeenexperiencingadegreeofanxietyingrammarlearningwhichischaracterizedbyintenseapprehensionandavoidanceofgrammarlearningsituations.Furthermore,19percentofthesurveyedstudentsstillhaveavagueknowledgeabouttheiranxietystateinstudyinggrammar.Sofar,theresultsobtainedfromthefiguresofQ10areremarkablyinlinewiththosefromthedataanalysisofQ9,soaconclusioncanbereachedherethatacertaindegreeofanxietytowardsgrammarlearning46万方数据 山东师范大学硕士学位论文indeedexistsinthegroupofjuniorhighschoolstudents,butonlyasmallfractionofthemareafraidofbeingquestionedordoinghomeworkaboutgrammaticalknowledge.Table5-13DescriptiveStatisticsofQ10FrequencyPercentValidCumulativePercentPercentIstronglydisagree.4728.028.028.0Idisagree.4627.427.455.4Ihavenoclearanswers.3219.019.074.4ValidIagree.2414.314.388.7Istronglyagree.1911.311.3100.0Total168100.0100.0Amodestleveloflearninganxietyisanimpetus,buttoomuchwillcausegreatimpactonstudents‘grammarlearning.Sincesevereanxietyhindersstudents‘progressingrammarlearning,Englishteachersandeducatorsoughttodiscussthesubjectactivelyandtakeappropriatecountermeasuresonreleasinganxietyaccordingtotheconcretecharacteristicsofthesestudents.Forexample,teachersandeducatorsshouldfocusmoreattentiononthosewithahigheranxietylevelandascertaintheextenttowhichthestudentsexperienceanxietyingrammarlearning;theycanassisteachstudenttosenseandexperiencethesuccessoflearninggrammaratthecompletionofatasktobuilduptheirconfidenceanddecreaseanxietyandfear;meanwhile,groupcooperativelearningcanbeadoptedinclassroomteachingtocreatearelaxingandpositiveclassatmosphere,aidingstudentstoexpressthemselvesfreelyandfearlesslyandgraduallyovercometheiranxiety.Withtheabovemeasures,thesituationofjuniorhighschoolstudents‘anxietystatetowardsgrammarlearningwillbecertainlyimproved.Questionnairesareadoptedinthestudytoinvestigatestudents‘affectivestatetowardsgrammarlearningaspartofEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChina,andthefindingsare:(1)theoverwhelmingmajorityofjuniorhighschoolstudentshaveacorrectunderstandingoftheimportantplacethatgrammaroccupiesinEnglishteachingandlearning;(2)morethanhalfofthejuniorhighschoolstudentsstudygrammar47万方数据 山东师范大学硕士学位论文withthedefinitemotivationandthelevelofintrinsicmotivationisrelativelylowerthanthatofextrinsicmotivation.Yetthereindeedexistmorethanafewstudentswhocannotorientanexplicitgrammarlearningmotivation;(3)thegreatmajorityofjuniorhighschoolstudentshaveactiveattitudesinEnglishgrammarlearningandtaketheinitiativetocompleteanygrammartask,whileonlyasmallnumberofstudentsholdpassiveandexclusiveattitudesintheprocess;(4)acertaindegreeofanxietytowardsgrammarlearningindeedexistsinthegroupofjuniorhighschoolstudents,onlyaffectingasmallfractionofthem;(5)whetherinmotivation,attitudeoranxiety,therearealwaysacertainnumberofstudentswithavaguecognitionabouttheiraffectivestateingrammarlearning,accountingforaboutonefifthofthetotal.5.2AnalysisandDiscussionoftheResultsfromGrammarTestsWiththeadoptionofSPSSsoftware,thestatisticaldataofgrammartestscollectedfromthethreemiddleschoolsareanalyzedanddiscussedindetailinthissectionwithanattempttoprovideanswerstothefollowingthreemainresearchquestionsinthestudy:theprofileofjuniorhighschoolstudents‘grammaticalcompetenceinChinachieflyfromtheperspectivesofgrammaticalknowledgeandtheabilitytoapplytheknowledge,thedegreeofcorrelationbetweenEnglishgrammaticalcompetenceandtheoveralllinguisticcompetenceaswellasstudents‘generalacquisitionorderofEnglishgrammaticalitemsatthestageofjuniorhighschool.5.2.1ProfileofJuniorHighSchoolStudents’GrammaticalCompetenceStudents‘performancesintheEnglishgrammartestsareanalyzedonthebasisofeachmiddleschoolinordertoaccuratelysummarizeandevaluatejuniorhighschoolstudents‘generalEnglishgrammaticalcompetence.Foranintuitivepresentationandaclearcomparison,allthegrammartestscoresareclassifiedintothreescoreranges:onescalelessthan60points,onefrom60to80pointsandonefrom80to100points.48万方数据 山东师范大学硕士学位论文Figure5-1FrequencyDistributionofGrammarTestScoresfromShandongQiluSchool252015Frequency1050<6060-8080-100ThestudentsfromShandongQiluSchoolhaveachievedthemostprominentperformanceonthegrammartestbecausetheaveragescoreofthe63participantsinvolvedinthisinvestigationis69.27(outofatotalof100),significantlyhigherthanthatoftheothertwojuniorhighschools,sosimplyjudgingfromthepresentstudy,theiroverallgrammaticalcompetenceranksthefirstoutofthethreeschools.ThenFigure5-1showsthatbothendsarelowandthemiddleishighinthefrequencyhistogramwhichisbasicallyintheshapeofanormalcurve,thusthegrammartestscoresofthesurveyedstudentsinShandongQiluSchoolaretypicalofnormaldistribution,mostofwhichareobviouslyconcentratedintheareaof60to80pointsandarelativelysmallnumberofwhichareeitherlowerthan60pointsorhigherthan80points.AlltheinformationdisplaysanormalstateoftheoverallperformanceofparticipantsfromShandongQiluSchool.Furthermore,theresultofstatisticaldatarevealsthatapproximately70percentofthewholeparticipantshavepassedthegrammartest,nearlyonehalfofwhomhaveachievedsufficientlygoodperformance.Therefore,aconclusioncanbeeasilyreachedherethatthestudentsfromShandongQiluSchoolonthewholepossessastronggrammaticalcompetence.Besides,thesestudents‘academicachievement(ascoreof76.25)inthefinalEnglishexaminationstaysatarelativelyhighlevelaswell,whichalsoindicatesthestudentsfromShandongQiluSchoolhavedevelopedastrongEnglishlinguisticcompetence.49万方数据 山东师范大学硕士学位论文Figure5-2FrequencyDistributionofGrammarTestScoresfromJinanNo.13MiddleSchool252015Frequency1050<6060-8080-100ThegeneralperformanceofthestudentsfromJinanNo.13MiddleSchoolonthegrammartestisatthemediumlevelwithanaveragescoreof61.00outofatotalof100andtheiracademicachievementinthefinalEnglishexaminationis75.73onaverage,bothofwhichcouldbeconsideredasarelativelysatisfactoryperformance.AsisshowninFigure5-2,theshapeofthefrequencydistributionofgrammartestscoresdrawninthiscasestudyisroughlyinanormaldistributionwithacertainbias.Inspecificterms,themostfrequentlyoccurringfiguresinasetofscoresfallintotherangefrom60to80points,accountingfor50percentofthetotalandthereisalowratioofmarkdistributiononthescalebelow60pointsorhigherthan80pointsexactlyasbothendsofthefrequencyhistogram.Accordingly,theaboveinformationindicatesacomparativelynormalstateofthegeneralperformanceoftherespondentsfromJinanNo.13MiddleSchool.Asfortheconcretemanifestationofthesejuniorhighschoolstudents‘grammaticalcompetence,only18participantswhohavescoredbelowthepassmarkof60failinthegrammartestwhileapproximately60percentofthetotalstudentshavesucceededinpassingthegrammartest.However,whatisworthmentioninghereisthattheparticipantswhohavereceivedanoutstandingacademicresultinthegrammartestoccupyatoolowproportionofmerely9percent.Tosumup,thegrammaticalcompetenceofthemajorityofthejuniorhighschoolstudentsfromJinanNo.13MiddleSchoolranksabovethemiddlelevelandaverysmallnumberofthemhavedemonstratedanextraordinarygrammaticalcompetence.50万方数据 山东师范大学硕士学位论文Figure5-3FrequencyDistributionofGrammarTestScoresfromJinanMiddleSchool35302520Frequency151050<6060-8080-100ThedataofFigure5-3displaysthatthenumbersofthesurveyedstudentsinJinanMiddleSchoolateachscoreleveldemonstratethesuccessivelydecreasingtrend,whichdoesnotstrictlyconformtothenormaldistributionoftestscores.Basedonthestatisticallaw,students‘intelligencelevelincludinglearningcapacityandpracticalperformingabilityisofnormaldistribution.Accordingly,anaturaldistributionoftestscoresshouldbasicallyobeynormaldistribution.However,asignificantdatavalueskewexistingintheabovehistogramimpliesanon-normalstatethattheoverallperformanceofalltheparticipantsinJinanMiddleSchoolisatarelativelylowlevel.Thereareeven32studentsoutof59whofailedinthegrammartest;lessthan36percentofalltheparticipantsmakegoodgrades;tomakemattersworse,only6studentsoutof59reachtheoutstandinglevel,accountingformerely10percent.DespiteahighestEnglishacademicachievementwithanaveragescoreof77.51,thegeneralgrammarlearningoutcomesofthestudentsfromJinanMiddleSchoolareratherunsatisfactorywiththelowestaveragescoreof54.64,evenbelowthepassmarkof60outof100.AllthedatademonstratethatalthoughthestudentsinJinanMiddleSchoolhaverelativelyexcellentoveralllinguisticcompetence,yettheirgeneralgrammaticalcompetencebelongstothelowermiddlelevel.51万方数据 山东师范大学硕士学位论文Figure5-4TheOverallFrequencyDistributionofGrammarTestScores70605040Frequency3020100<6060-8080-100Accordingtoacomprehensiveandbroadanalysisoftheabovethreemiddleschools,itisapparenttofindoutthatthereexistsanunevendistributionofstudents‘overallgrammaticalcompetenceamongdifferentjuniorhighschools.Forsomeofthem,theirstudents‘generalgrammaticalcompetencehasbeenupgradedtotheupperlevel.Inotherwords,moststudentsfromtheseschoolsdemonstratefairlygoodorevenoutstandinggrammaticalcompetence;whileforsomeothers,theoverallpresentationoftheirstudents‘grammaticalcompetencerestsonarelativelylowlevel.Thesestudents‘averagescoreingrammartestsmayfailtoachievetheminimumpassingscore.AsignificantreasonmaybethatdifferentschoolshavelaidemphasisofvaryingdegreesonEnglishgrammarteachingandlearning.Inaspecificsense,thestatisticaldataofFigure5-4revealsthatthenumberdistributionofallthesurveyedstudentsfromthreemiddleschoolsineachscorerangeshowsagraduallydecreasingtrend,whichdoesnotstrictlyaccordwiththenormaldistributionoftestscores.Thepercentageofstudentswhohavepassedthegrammarexamsmoothlyjustattainsto58percent;only18percentofthesesurveyedstudentsreachanexcellentlevelingrammarlearning,whileabout42percentofthemfailtoachievethepassmarkof60,whichisnotaverysatisfactoryresult.InspiteofahigherEnglishacademicachievementwithanaveragescoreof76.56onthewhole,theactualgrammarlearningoutcomesofalltheparticipantsfromthesethreemiddleschoolsgainanaveragescoreof61.88,justslightlyabovethepassmarkof60outof100.Therefore,allthedataindicatejuniorhighschoolstudents‘Englishgrammaticalcompetence52万方数据 山东师范大学硕士学位论文inChinafallsatanintermediatelevelandbarelylivesuptothecriteriaprescribedintheNewEnglishCurriculumStandardsforjuniorhighschools.TheNewEnglishCurriculumStandardsformiddleschoolsprescribescomprehensivelanguageapplicationabilitiesastheoverallobjectiveofEnglishcourse,whichincludeslanguageknowledge,languageskills,affectandattitude,learningstrategiesandculturalawareness.UndertheNewCurriculumStandards,grammarteachingandlearningstilloccupyacrucialpositioninEnglishteaching,forgrammarservesasthebasisofcultivatinglanguageapplicationabilitiesandthelackofgrammaticalknowledgeandgrammaticalcompetencedirectlyrestrictsstudents‘capacitytouseEnglishaccurately.HenceEnglishteachersandeducatorsoughttoadoptavarietyofeffectivepedagogiesandstrategiestoenhancejuniorhighschoolstudents‘overallgrammaticalcompetenceinordertohighlyimprovetheircomprehensiveabilityinusingEnglishlanguageassoonaspossible.5.2.2CorrelationAnalysisbetweenGrammaticalCompetenceandtheOverallLinguisticCompetenceThissectionaimstoexploretheextenttowhichjuniorhighschoolstudents‘grammaticalcompetenceiscorrelatedwiththeiroveralllinguisticcompetencewiththestatisticalsoftwareSPSS.Therearetwodifferentfactorsinvolvedhere:grammaticalcompetenceandtheoveralllinguisticcompetence.CorrelationbetweenthesetwovariablesisameasurementofhowwelltheyarerelatedwitheachotherandthemostcommonlyusedmeasuringtoolinstatisticsisthePearsonCorrelationCoefficient,whichdisplaysthelinearrelationshipbetweentwoobjectvariables.Theletter―r‖isadoptedtorepresentthesignificancedegreeofPearsoncorrelationanditspossiblevaluevariesbetween-1and1.Inconcreteterms,aquantitativevalueof-1referstoaperfectnegativecorrelationexistinginthetwovariables;whilearesultof1impliesthatthereliesaperfectpositivecorrelationbetweenthetwovalues.Iftheresultof―r‖obtainedthroughdataanalysisis0,itmeansthatthereisnolinearrelationshipbutapossiblecorrelationofanyotherformbetweenthesetwoobjectvariables.Theclosertheabsolutevalueof―r‖getsto1,themorestronglythetwovariablesarecorrelatedwitheachother,andthenthemoreintimateandcloserthe53万方数据 山东师范大学硕士学位论文relationshipbetweenthetwovariablesis.InthepresentstudyonEnglishgrammarlearningefficacy,theparticipants‘scoresofJuniorEnglishGrammarTestcaneffectivelyreflectthesejuniorhighschoolstudents‘grammarlearningoutcomes,forJuniorEnglishGrammarTestdesignedinthepapercoversnearlyallthecommonlyusedgrammaticalrulesprescribedintheNewEnglishCurriculumStandardsforjuniormiddleschoolsandithasbeentailoredaccordingtothejuniorhighschoolstudents‘proficiencylevelwhilemaintainingtheauthenticity,completenessandreliabilityofthecontentandtaskrequirements.Therefore,afteradjustedforawholehostofunreliablefactors,juniorhighschoolstudents‘grammarlearningoutcomesaretrulyembodiedintheirgrammartestscores.Moreover,thesesurveyedstudents‘grammarlearningoutcomesarefurtherregardedastheassessmentcriteriaoftheirgrammaticalcompetenceattheEnglishlearningphaseofnearlythreeyears.Inotherwords,betterperformanceandhigherscoresinthegrammartestrepresentmoreidealgrammarlearningoutcomesandaccordinglyahigherlevelofgrammaticalcompetence.Students‘Englishlinguisticcompetencecanfindexpressionintheiracademicachievement,forlinguisticcompetenceofEnglishreferstothesystemoflinguisticknowledgepossessedbylearnersofthelanguageandmoreover,academicachievementasanimportantconceptinlearningefficacyexactlyaimstoexaminelearners‘systematiclanguageknowledgeandlaysgreatemphasisontheeffectivesummativeassessmentofstudents‘EnglishlearningachievementattheendofEnglishcourseoveracertainperiodoftime.Atthispoint,itisobvioustofindoutwhatastudent‘sEnglishacademicachievementreflectsjustcoincideswithhisorheroveralllinguisticcompetence.Henceacademicachievementcancontributetojudgingandevaluatingstudents‘generallinguisticcompetencewiththeaidofvariousassessmentmethods.Inthepresentstudy,students‘scoresinthefinalEnglishexaminationattheendofeighthgradeareusedasameasureoftheiracademicperformancetoreflectstudents‘overalllinguisticcompetence,forthefinalEnglishexaminationwasscheduledandorganizedbyJinanEducationBureauanditachievedfinecontrolovertheeffectsofsuchnon-realfactorsasvalidityandreliabilityofthetestquestionsandproposition,invigilationandscoringprocedures,etc.,sostudents‘scoresinthefinalexaminationofEnglishareofhighauthority,authenticityandaccuracy.54万方数据 山东师范大学硕士学位论文Inordertoprovideamorecompleteandaccuratepresentationoftherelationshipbetweenjuniorhighschoolstudents‘grammaticalcompetenceandtheiroveralllinguisticcompetence,thefollowingcorrelationanalysiswillberespectivelycarriedoutinthepartialgroupfromeachjuniormiddleschoolinthatthereareremarkabledifferencesinthelevelofEnglishteachingamongthesethreeinstitutions.Table5-14DataCorrelationsofShandongQiluSchoolGrammarAcademicLearningAchievementOutcomes**PearsonCorrelation1.815GrammarLearningOutcomesSig.(2-tailed).000N6363**PearsonCorrelation.8151AcademicAchievementSig.(2-tailed).000N6363**.Correlationissignificantatthe0.01level(2-tailed).ThecorrelationanalysisbetweengrammaticalcompetenceandtheoveralllinguisticcompetenceisfirstconductedamongthestudentsfromShandongQiluSchoolowingtotheirhighestaveragescoreandrelativelyoutstandinglearningoutcomesinthisgrammartest.TheabovestatisticaltabledisplaysthatthecorrelationcoefficientofShandongQiluSchoolbetweengrammaticalcompetenceandthecomprehensivelinguisticcompetenceis0.815,ahighcorrelationRvalue.Thesamplesize(N=63)referstothevalidnumberoftheresearchsubjects.Thesignificancelevel—Sig.(2-tailed)=.000means**.Correlationissignificantatthe0.01level(2-tailed),whichindicatesthereliabilitydegreeofthecorrelationcoefficientbetweengrammarlearningoutcomesandacademicachievementattainsto99percent.Therefore,allthedata(R=0.815,P<0.01)stronglyhintatthepresenceofasignificantlypositivecorrelationbetweengrammaticalcompetenceandlinguisticcompetenceinthemiddle-schoolstudentcommunity.55万方数据 山东师范大学硕士学位论文Table5-15DataCorrelationsofJinanNo.13MiddleSchoolGrammarAcademicLearningAchievementOutcomes**PearsonCorrelation1.896GrammarLearningOutcomesSig.(2-tailed).000N4444**PearsonCorrelation.8961AcademicAchievementSig.(2-tailed).000N4444**.Correlationissignificantatthe0.01level(2-tailed).Thentheextenttowhichjuniorhighschoolstudents‘grammaticalcompetenceiscorrelatedwiththeiroveralllinguisticcompetenceisrevealedintheacademicperformanceofthestudentsfromJinanNo.13MiddleSchool,fortheseparticipantsgetamoderateaveragescoreinthegrammartestandtheiroverallgrammarlearningoutcomesfallintothegoodrange,whichhasalreadybeenoutlinedinthesectionabove.AsisshowninTable5-15,despitethefactthatthissamplehasarelativelysmallsizeanditsvalidnumberof(N)isonly44,thecorrelationcoefficientofJinanNo.13MiddleSchoolbetweengrammaticalcompetenceandtheoveralllinguisticcompetencereachesthehighestlevelamongthethreecases(R=0.896).Theclosertheabsolutevalueof―R‖getsto1,themorestronglythetwovariablesarerelatedwitheachother.Thesignificancelevel—Sig.(2-tailed)=.000alsosignifiesthat**.Correlationissignificantatthe0.01level(2-tailed),sothereliabilitydegreeofthecorrelationcoefficientbetweengrammarlearningoutcomesandacademicachievementachievesjustover99percent.Asaresult,thecorrelationcoefficient(R=0.896,P<0.01)presentedhereconfirmsthatthereisanobviouslinearpositivecorrelationbetweenjuniorhighschoolstudents‘grammaticalcompetenceandtheircomprehensivelinguisticcompetence.56万方数据 山东师范大学硕士学位论文Table5-16DataCorrelationsofJinanMiddleSchoolGrammarAcademicLearningAchievementOutcomes**PearsonCorrelation1.862GrammarLearningOutcomesSig.(2-tailed).000N5959**PearsonCorrelation.8621AcademicAchievementSig.(2-tailed).000N5959**.Correlationissignificantatthe0.01level(2-tailed).Comparedwiththestudents‘grammarlearningoutcomesofthetwomiddleschoolsmentionedabove,theparticipants‘averagescoreofJuniorEnglishGrammarTestobtainedfromJinanMiddleSchoolisatarelativelylowlevel,therefore,thelinearrelationshipbetweenjuniorhighschoolstudents‘grammaticalcompetenceandtheiroveralllinguisticcompetenceisfinallyexposedandindicatedinthesmall-scalestudyoftherespondentsfromJinanMiddleSchool.ItisquiteeasytoobservefromTable5-16thatthePearsoncorrelationcoefficientofJinanMiddleSchoolbetweenstudents‘grammarlearningoutcomesandacademicachievementis0.862—ahighcorrelationvalueverycloseto1,whichimpliesastrongrelationshipbetweenthetwovariables.ThelettersNmeansthecasehasarelativelylargersamplesizewithavalidnumberof59.Besides,thetabulardatathatthesignificancelevel—Sig.(2-tailed)is0.000and**.Correlationissignificantatthe0.01level(2-tailed)illustratethereliabilitydegreeofthecorrelationcoefficientbetweengrammarlearningoutcomesandacademicachievementexceeds99percent.Asaconsequence,thecorrelationcoefficient(R=0.862,P<0.01)generatedinthecasestudyofJinanMiddleSchoolleadstothesameconclusionasbeforethatasignificantpositivecorrelationexistsbetweenjuniorhighschoolstudents‘grammaticalcompetenceandtheircomprehensivelinguisticcompetence.Throughthecomprehensiveanalysisoftheabovethreesetsofdata,thecurrentstudywiththesolidresearchmethodsandarespectablesamplesizehascapturedasignificant57万方数据 山东师范大学硕士学位论文positivecorrelationbetweenEnglishgrammaticalcompetenceandtheoveralllinguisticcompetenceinthemiddle-schoolstudentcommunity,inotherwords,anextremelyintimateandcloserelationshipbetweenthetwo.Theconclusioncangainsupportfromtheargumentoftherelationshipamonggrammaticalknowledge,grammaticalcompetenceandlinguisticcompetence.Intermsofgrammaticalknowledgeandgrammaticalcompetence,grammaticalcompetencereferstoacapabilityofcomprehendingandproducingsentencesaswellasmonitoringtheiraccuracywiththeapplicationofgrammarrules.Itemphasizesanappropriateuseofgrammaticalknowledgetoguidepeople‘slanguageactivitiesorcommunication.Therefore,grammaticalknowledgeessentiallyservesasthebasisforgrammaticalcompetence.Undoubtedly,thereiscertaindistancefromgrammaticalknowledgetogrammaticalcompetencebecauserepresentationsofgrammaticalknowledgeinmemoryarerespectivelydeclarativeknowledgeandproceduralknowledgeandneitherofthemcanberecognizedasanautomatedcapability.However,theultimategoalofEnglishgrammarlearningisexactlyanautomatedgrammaticalcompetence.Thenasfarasgrammaticalknowledgeandlinguisticcompetenceareconcerned,grammaticalknowledgehasacloserelationshipwiththedevelopmentofsuchlanguageskillsaslistening,speaking,readingandwritinginEnglishbasedonthelinguisticfunctions;fromtheperspectiveoflanguagelearning,grammarisnotonlyanimportantcontentoflanguageknowledgebutalsoatoolofmasteringlanguage.Systematizationandpowerfulproductivityofgrammaritselfareofgreathelptoforeignlanguagelearners‘effectiveinputandoutput.Oncemasteringonegrammaticalrule,theycangeneratecountlesssentences.Therefore,agoodknowledgeofgrammaticalknowledgeisanimportantchannelforimprovingEnglishlinguisticcompetence.Asaresult,EnglishgrammaticalcompetencederivedfromgrammaticalknowledgesimilarlyservesasoneofthemostimportantcomponentofEnglishlinguisticcompetenceandisboundtoplayacrucialroleintheenhancementoftheoveralllinguisticcompetence.FortheChinesestudents,grammarlearningisanessentialconditionandapproachtopossessinghighlydevelopedEnglishlinguisticcompetence.Owingtothelackoflanguageacquisitionenvironment,learnersoughttostrivetobridgethegapbetweengrammaticalknowledgeandgrammaticalcompetenceandsuccessfullyconvertgrammaticalknowledgeintogrammaticalcompetence,thusachievinganall-roundandrapiddevelopmentintheirlinguisticcompetence.58万方数据 山东师范大学硕士学位论文5.2.3AcquisitionOrderofGrammaticalItemsattheStageofJuniorHighSchoolAcquisitionorderreferstotheorderinwhichdifferentfeaturesandrulesofagivenlanguageareacquiredwhileaccuracyordermeansthelinguisticknowledgewhichlearnershaveattainedarerankedandorderedaccordingtothemasteryandaccuracydegreesofeachknowledgepoint.Morethanonestudyhasprovedthataccuracyorderisconsistentwithacquisitionorderbothinthefirstandsecondlanguageacquisitionresearch.Therefore,inthepresentstudyofjuniorhighschoolstudents‘Englishgrammarlearningefficacy,accuracyorderisemployedtoreflecttheacquisitionorderofEnglishgrammaticalitemsatthejuniorhighschoolstagewiththepurposeofprovidingreferencesforthereasonablearrangementofteachingmaterialsandmoreefficientteachingmethodsinEnglishLanguageTeaching.Besides,theaccuracyrateofaparticulargrammarpointhereiscalculatedbydividingthenumberofstudentswhohaveobtainedthecorrectanswertothecorrespondingquestionbythetotalnumberoftheparticipantsfromthethreemiddleschools.Foranalysisanddiscussionpurposes,alltheexamquestionsinJuniorEnglishGrammarTestareroughlyclarifiedintofourgroups:partsofspeech,sentencetypes,clauses,andonegroupoftenses,voicesandnon-finiteverbs,accordingtothedifferentgrammarpointsmainlyexaminedineachquestion.TheconcreteclassificationofallthegrammaticalitemsinvolvedinJuniorEnglishGrammarTestcanbefoundinAppendixV.5.2.2.1AcquisitionOrderofPartsofSpeechTheacquisitionorderofdifferentpartsofspeechinEnglishisfirstinvestigatedhere.ThegrammartestdesignedinthepapercoversalmostallthepartsofspeechinEnglishwhichstudentsarerequiredtolearnandmasterprescribedintheNewEnglishCurriculumStandardsforjuniorhighschools,includingarticles,nouns,pronouns,verbs,adjectives,adverbs,prepositions,numeralsandconjunctions.FourmultiplechoicequestionsconcerntheusageofpronounsandQuestion2,5,9and27respectivelyexaminethejuniorschoolstudents‘masteryofdemonstrativepronouns,possessivepronouns,personalpronounsaswellasindefinitepronouns.Itisworthmentioningthattheinterrogativepronounswillbeindependentlystudiedinsentencetypes.Thecalculatingresultoftheaccuracyrateshows59万方数据 山东师范大学硕士学位论文that82.5percentofthesubjectsgraspthecorrectusageofsuchdemonstrativepronounsasthis,these,that,those,75.3percentofpossessivepronounsincludingadjectivalandnominalpossessivepronouns,43.4percentofsubjectandobjectpersonalpronounsandthesamepercentageofindefinitepronounswithpersonalpronounssuchassomethingandanything,etc.Therefore,theacquisitionorderofpronounscanbeobtained:demonstrativepronouns﹥possessivepronouns﹥personalpronouns＝indefinitepronouns.TheacquisitionorderisquiteconsistentwiththeorderinwhichthesefourtypesofpronounsfirstappearintheEnglishtextbooks,whichimpliesthereasonableselectionandarrangementofpronounsinEnglishteachingmaterials.Thenfromtheintegralperspective,theaverageaccuracyrateofpronounsis0.611,arelativelylowrankingintheacquisitionorderofallthegrammaticalitems.NextQuestion13and16relatetotwokeyknowledgepointsofnouns—countable/uncountablenounsandthepossessivecaseofnouns’sandthecalculatedaccuracyratesarerespectively0.536and0.452,inotherwords,53.6percentoftheparticipantshavelearnthowtousecountable/uncountablenounsproperlyand45.2percentmastertheusageofthepossessivecase’s,therefore,theaverageaccuracyrateofnounsis0.494andtheacquisitionofcountable/uncountablenounsprecedesthepossessivecaseofnouns’s,whichisjustoppositetotheorderinwhichtheyarefirstlistedintheStructurespartofthecontentsinstudents‘Englishbooks.ThecomparativeandsuperlativeformsofadjectivessuccessivelyariseintheEnglishtextbookGoforit!ofGradeEightVolumeOneandQuestion32and33inthegrammartestaimatexploringstudents‘masteryofthetwogrammarpoints.Throughcalculationandcomparison,theoverallaccuracyrateofadjectivesonaverageis0.675.About76.5percentoftheresearchsubjectsmakeathoroughgraspofthecomparativeformsofadjectiveswhile58.4percentofthesuperlativeforms.Onthewhole,thelearnersdomuchbetterintheforms,functionsandusesofthecomparativeadjectivesthanthesuperlativesones,suggestingthatthecomparativesareeasiertobeacquiredthansuperlatives.Thennextstudents‘masteryandusageofEnglishverbclassesaremainlyexaminedhere,modalverbstakenastherepresentativesample.However,itisimportanttopointoutthatsuchsignificantusesofverbsastenses,voicesandnon-finiteverbswillbeindependentlydiscussedandexplainedintheensuingparagraphs.FiveitemsofQuestion19,25,26,38and48respectivelyhighlighttheextenttowhichthesubjectsgraspthespecificusesofmodalverbs60万方数据 山东师范大学硕士学位论文includingcanforability,canforpermission,havetoandmust,shouldforsuggestionandmust,might,couldandcan’tformakinginferences.ThesecalculationsdemonstratethatQuestion38gainsthehighestaccuracyrateandabout79.5percentofthesurveyedstudentshavethecomprehensivecommandofshouldforsuggestion,then75.9percentofcanforability,66.9percentofmust,might,couldandcan’tformakinginferencesand44.0percentofcanforpermission;whilethenumberofthestudentswhoarecapableofdifferentiatinghavetoandmustinmeaningandusageisthelowest,whichisfarbeyondtheresearcher‘spreviousexpectation.Atthispoint,anacquisitionorderofmodalverbsisavailable:shouldforsuggestion﹥canforability﹥must,might,couldandcan’tformakinginferences﹥havetoandmust﹥canforpermission,whichdoesnotfollowthearrangementorderofthesemodalverbsintheEnglishtextbooks.Besides,theaverageaccuracyrateofmodalverbsis0.601.ThelaststatementmadeclearhereisthatadverbsoffrequencyasanimportantEnglishgrammarpointinjuniorhighschoolserveastherepresentativesampleofadverbs.Figure5-5TheAcquisitionOrderofPartsofSpeech1.0000.8000.600AccuracyRate0.4000.2000.000verbsnounsarticlesadverbsnumeralsadjectivespronounsprepositionsconjunctionsBasedontheaboveanalysisoftheconcretegrammaticalpointsofseveralpartsofspeech,anoverallacquisitionorderofninetypesofpartsofspeechinvolvedinthephaseofjuniorhighschoolisinvestigatedfromtheintegralperspectiveandtheresultispresentedinFigure5-5.Thebargraphdisplaysthat86.1percentoftheparticipantshavecompletelymasteredtheuseofarticles,then75.9percentofadverbs,68.7percentofnumerals,67.5percentofadjectives,66.9percentofprepositions,61.1percentofpronouns,60.2percentofconjunctions,60.1percentofverbsandonly49.4percentofnouns.Fromthestatisticaldata,theaccuracyratesofthesepartsofspeechsuccessivelydeclineandaccordingly,their61万方数据 山东师范大学硕士学位论文difficultydegreesgraduallyincrease;amongthepartsofspeech,articlesbecometheeasiestgrammarpointforthejuniorhighschoolstudentstolearnwhilenounsseemtobethemostdifficult.Consequently,theacquisitionorderofpartsofspeechcanbedrawnhere:articles﹥adverbs﹥numerals﹥adjectives﹥prepositions﹥pronouns﹥conjunctions﹥verbs﹥nouns,whichtoacertainextentdiffersfromtheorderinwhichtheseninetypesofpartsofspeechfirstappearintheEnglishtextbooks.5.2.2.2AcquisitionOrderofSentenceTypesSentences,basedondifferentstandards,canbedividedintodifferentcategories.Inlightoflanguagefunctionanduse,simplesentencesareclassifiedintofourtypes:declarativesentence,interrogativesentence,imperativesentenceandexclamatorysentence.Andinterrogativesentenceincludesyes/noquestion,wh-questionandtagquestions,etc.Inthepresentstudy,Question12checkstheusageofaffirmativeandnegativestatements.Question11testsyes/noquestionsandshortanswers;tenquestionsaresetheretoexaminetheusesofwh-questionsledwithavarietyofinterrogativepronouns.Inspecificterms,Question4touchesupontheknowledgepointofWhatquestions,Question8ofWherequestions,Question14ofHowmuch/howmanyquestions,Question15ofWhenquestions,Question17ofWhyquestions,Question18ofWhoquestions,Question21ofHowquestions,Question22ofHowfarquestions,Question23ofHowlongquestionsandQuestion31ofHowoftenquestions.Question45makesastudyoftagquestionsandQuestion24aimsatthespecificusageofimperatives.Itshouldbenotedespeciallythatfordiscussionpurposes,Therebestructureasaspecialinvertedsentencepatternisalsoincludedinthissection.Figure5-6TheAcquisitionOrderofWh-questions1.0000.8000.600AccuracyRate0.4000.2000.000WhoHowWhyWhenWhatWhereHowfarHowlongHowoftenHowmuch/howmany62万方数据 山东师范大学硕士学位论文Theacquisitionorderofallthewh-questionscoveredinEnglishgrammarteachingforjuniorhighschoolsisfirstanalyzedanddisplayedinFigure5-6.ThebargraphshowsthattheaccuracyrateofHowlongquestionsranksatthetopoftheorderlistandapproximately89.2percentofthesurveyedstudentshavegiventhecorrectresponsestoitsusage.Thenexttwoare84.9percentofHowoftenquestionsand83.7percentofHowfarquestions.ThequestionsledwiththeinterrogativepronounWherealsoobtainarelativelyhighrightratioof80.1percent.Thenabout77.1percentofstudentshavegraspedtheproperusageofWhoquestions,73.5percentofHowquestions,63.9percentofWhyquestions,58.4percentofWhenquestionsand49.4percentofHowmuch/howmanyquestions.ButtheresearcherissurprisedtofindWhatquestionsrankthelastandthatonly38.0percentofstudentsproducecorrectanswerstoQuestion4.Basedontheabovedata,theacquisitionorderofwh-questionsledwithvariouskindsofinterrogativepronounscanbeconcludedhere:Howlong﹥Howoften﹥Howfar﹥Where﹥Who﹥How﹥Why﹥When﹥Howmuch/howmany﹥What.Thegeneralcalculationnotestheaverageaccuracyrateofwh-questionsis0.698,whichliesinthemiddlebetweenyes/noquestions(0.843)andtagquestions(0.247),indicatingthatamongtheinterrogativequestions,yes/noquestionsaretheeasiestforthejuniorhighschoolstudentstoacquire;thenextiswh-questionsandtagquestionsseemtobethemostdifficulttomaster.Therefore,theacquisitionorderofinterrogativequestionsis:yes/noquestions﹥wh-questions﹥tagquestions,whichisconsistentwiththearrangementofthesegrammarpointsintheEnglishtextbooks.Besides,thegeneralaccuracyrateofinterrogativequestionsis0.596.Question12,24and29arerespectivelyselectedtoexaminetheusageofaffirmativeandnegativestatements,imperativesandTherebestructure.Thecalculateddatadisplaythat78.9percentofsubjectshaveanintimateknowledgeofimperatives,73.5percentofaffirmativeandnegativestatementsandonly55.4percentofTherebestructure.Thusincombinationwiththegeneralaccuracyrateofinterrogativequestions,theoverallacquisitionorderofEnglishsentencetypesisreached:imperatives﹥affirmativeandnegativestatements﹥interrogativequestions﹥Therebestructure.Imperativesaretheeasiestsentencetypeforjuniorhighschoolstudentstograsp.5.2.2.3AcquisitionOrderofClausesSentences,accordingtothestructure,canbedividedintosuchthreecategoriesassimple63万方数据 山东师范大学硕士学位论文sentences,compoundsentencesandcomplexsentencesaswell.ComplexsentencesinEnglishgrammarlearningareoneofthemostdifficultitemsforlearnerstomaster.Englishgrammarknowledgeatthejuniorhighschoolstagealtogetherinvolvesfivetypesofcomplexsentences:Firstconditionalif+will,adverbialclauseswithwhen,while,objectclauses,secondconditionalsandrelativeclauseswiththat,whichandwho.Therefore,inthegrammartest,fivequestionsofItem37,Item39,Item41,Item46andItem49aresetcorrespondingly.AccordingtothecalculateddatainFigure5-7,74.1percentofparticipantshavethecomprehensivecommandofsecondconditionals,66.3percentofrelativeclauseswiththat,whichandwho,64.5percentoffirstconditionalsif+will,50.6percentofadverbialclauseswithwhen,whileandonly39.2percentofobjectclauses,whichindicatestheacquisitionorderofclauseshere:secondconditionals﹥relativeclauseswiththat,whichandwho﹥firstconditionalsif+will﹥adverbialclauseswithwhen,while﹥objectclauses.Objectclauseshavebeenthemostdifficultforjuniorhighschoolstudentstograsp.Figure5-7TheAcquisitionOrderofClauses0.8000.6000.400AccuracyRate0.2000.000secondrelativefirstadverbialobjectconditionalsclauseswithconditionalifclauseswithclausesthat,which+willwhen,whileandwho5.2.2.4AcquisitionOrderofTenses,VoicesandNon-finiteVerbsTotallyninequestionsinthegrammartestaregearedtowardsobtainingthemasterylevelofeighttypesofgrammaticaltenseslabeledintheEnglishteachingmaterialsofjuniormiddleschools.Theyarerespectivelypresenttense,presentprogressivetense,simplepasttense,futurewithbegoingto,futurewithwill,pastprogressivetense,presentperfectprogressive,presentperfecttenseandpastperfect,allofwhicharearrangedaccordingtotheordertheyfirstappearintheEnglishtextbooks.Theinvestigationofsimplefuturetensesin64万方数据 山东师范大学硕士学位论文thestudycoversthefuturetenseswithbegoingtoandwill.Accordingtostatisticanalysis,theaverageaccuracyrateofsimplefuturetenseis0.401.About44.0percentofthesubjectshavegiventhecorrectanswertoQuestion36whilejust36.1percentofQuestion35,whichindicatesjuniorhighschoolstudentshaveaclearerknowledgeoffuturetenseswithwillthanwithbegoingto,sothegrammarteachingconcerningthefuturetenseswithwillshouldstartearlierthanwithbegoingto.Sofar,allthetensescouldbesortedandprocessedaccordingtotheirprecisioninthegrammartestandtheresultsaredemonstratedinFigure5-8.Figure5-8TheAcquisitionOrderofTenses1.0000.8000.600AccuracyRate0.4000.2000.000simplepastpresenttensefuturetensepresentperfectprogressiveTheabovebargraphdemonstratesthatthesamepercentageof78.3percentoftheentiresubjectshavewelllearnttheusageofsimplepastandpresentprogressivetense.Presenttenserelativelygainsquiteafewofcorrectresponsesaswelland68.1percentofthesestudentsknowhowtousethepresenttenseproperly,then62.0percentofpastprogressivetense,40.1percentofsimplefuturetense,39.2percentofpresentperfecttense,33.1percentofpresentperfectprogressiveand30.7percentofpastperfect.Basedonthestatisticaldata,theacquisitionorderoftensesisproposedhere:presentprogressive=simplepast﹥presenttense﹥futuretense﹥pastprogressivetense﹥presentperfecttense﹥presentperfectprogressive﹥pastperfect.Althoughtheaccuracyrateofpresenttenseisslightlylowerthansimplepasttenseandpresentprogressivetense,yetpresenttensestillservesasthefoundationoflearningalltheotherverbtenses.Thenitisobvioustoseethattheacquisitionofperfecttensesranksatthebottomoftheoverallorderlist.ThismaybebecauseperfecttensesasoneofthemostcriticalandconfusinggrammaticaltensesinjuniorhighschoolEnglishbringaboutmore65万方数据 山东师范大学硕士学位论文difficultyandperplexitytostudentsthanthesimpleandprogressivetenses.Besides,themasterydegreeofpresentperfecttenseishigherthanofpresentperfectprogressive,sothepresentationandinstructionofpresentperfecttenseoughttobearrangedaheadofpresentperfectprogressiveinEnglishteachingmaterials.Non-finiteverbsinEnglishconsistofinfinitives,gerundsandparticiplesinall.Theinstructionandacquisitionofnon-finiteverbsinEnglishgrammarteachingatthestageofjuniorhighschoolstayatarelativelyelementarylevel,sotheusageofinfinitivesandgerundsusedasobjectismainlyinvestigatedinQuestion34and42toconfirmtheacquisitionlevelofnon-finiteverbs.Thestatisticaldatareportthat74.7percentofstudentshavelearnthowtomakeacorrectuseofinfinitivesasobject:todoand67.5percentofgerunds:doing,bothofwhichattainhighmasterydegreeamongthejuniorhighschoolstudents,suggestingthatthetwogrammarpointsofnon-finiteverbsarenotdifficultforthemandinfinitivesaremucheasiertolearnthangerunds.Inaddition,thegeneralaccuracyrateofnon-finiteverbsonaverageis0.711,arelativelyhighrankingintheacquisitionorderofallthegrammaticalitems.Thenasforthepassivevoices,Question47exactlyexaminesthespecificusageofverbs.Thecalculateddatasuggestthatonly35.5percentofthesurveyedstudentshaveanintimateknowledgeofthecharacteristicsandusesofthepassivevoices,theaccuracyraterankingthefifthfromthebottominthesortingofallthegrammaticalitems.Fromacomprehensiveperspectiveofthesetwoimportantgrammaticalpointsofverbs,juniorhighschoolstudentspossessahighermasterydegreeofnon-finiteverbsthanthepassivevoices,sotheacquisitionofnon-finiteverbsprecedesthepassivevoicesofverbs.Basedontheabovedataanalysis,theoverallacquisitionsituationofpartsofspeech,sentencetypes,clausesandtensescanbepresentedaccordingly.Fromabroadperspective,theoverallaccuracyrateofsentencetypesis0.669,sosentencetypesaretheeasiestforjuniorhighschoolstudentstolearn;thenextarepartsofspeechwithanaverageaccuracyrateof0.662;thenEnglishclausesrankthethirdwithanaverageaccuracyrateof0.589.However,tensesseemtobecomethemostdifficultandperplexinggrammarpointstomaster,fortheaccuracyrateoftensesis0.522onaverage.5.2.2.5SummaryandReasonAnalysisoftheAcquisitionOrderAsisdemonstratedinFigure5-5,Figure5-6,Figure5-7andFigure5-8,thereindeed66万方数据 山东师范大学硕士学位论文existsageneralacquisitionorderofvariousgrammaticalitemsamongjuniorhighschoolstudents.Theacquisitionorderofeighttypesofgrammaticaltensesis:presentprogressive=simplepast﹥presenttense﹥futuretense﹥pastprogressivetense﹥presentperfecttense﹥presentperfectprogressive﹥pastperfect,andtheacquisitionofnon-finiteverbsprecedesthepassivevoicesofverbs,bothofwhichbasicallyconformtotherulesofEnglishgrammarteachingandlearning.However,theacquisitionorderofpartsofspeechisdrawn:articles﹥adverbs﹥numerals﹥adjectives﹥prepositions﹥pronouns﹥conjunctions﹥verbs﹥nouns;theoverallacquisitionorderofEnglishsentencetypesisreached:imperatives﹥affirmativeandnegativestatements﹥interrogativequestions﹥Therebestructure;asfortheacquisitionconditionofclauses,theorderobtainedhereis:secondconditionals﹥relativeclauseswiththat,whichandwho﹥firstconditionalsif+will﹥adverbialclauseswithwhen,while﹥objectclauses.Theacquisitionorderofpartsofspeech,sentencetypesandclausestoacertainextentdiffersfromtheorderinwhichtherelatedgrammaticalitemsfirstappearintheEnglishtextbooksandseemstocontradictthelawsofEnglishgrammarlearning,whicharebeyondtheresearcher‘sexpectation.Severalfactorsmayaccountfortheresultsoftheacquisitionorderobtainedinthepresentstudy.Thefirstisthetheoreticalreason.Althoughquiteafewoffirstandsecondlanguageacquisitiontheoriesindicatethattheacquisitionofgrammaticalstructuresisfrequentlybasedonanaturalorderofdifficulty,yettherearestillsomeresearcherswhoclaimitisnotabsolutelyandessentiallytruethatgrammaticalruleswhichareeasytolearnanduseareacquiredfirstandviceversa.Taketheimperativesforexample.Accordingtothestatisticaldatamentionedabove,theaccuracyrateofimperativesinthegrammartestishigherthanthatofaffirmativeandnegativestatements,suggestingthatimperativeswithrelativelysimplestructuresandfunctionsareeasierforjuniorhighschoolstudentstomasterthandeclaratives.However,tolearnimperativesmustbebasedonasolidknowledgeofthedeclarativesentences,whichservesasthefoundationforthelearningofallthetypesandpatternsofEnglishsentences.Therefore,althoughitismucheasierforstudentstograsptheusageofimperatives,yettheinstructionandacquisitionofdeclarativesentencesmustbeimplementedfirst.Anotherexampleisthepossessivecaseofnouns’sinEnglish.DuringtheEnglishgrammarteachingprocessinChina,theteachingandlearningofthepossessive67万方数据 山东师范大学硕士学位论文case’sarearrangedratherearly,forthisgrammarpointfirstshowsupintheUnitEightofEnglishtextbooksGoforit!ofGradeSevenVolumeOne.However,thepreviouscalculateddatademonstratesthatonly45.2percentofthesubjectsmastertheusageofthepossessivecase’s,oneofthelowestratingsintheacquisitionorderofallthegrammaticalitems.Thephenomenonofthepossessivecase’sindicatesjusttheearlylearningdoesnotguaranteetheearlyacquisitionandsomelinguisticallysimplegrammaticalitemsmaybeamongthelastlisttobeacquired.Therefore,thetheoreticalperspectivethattheacquisitionorderofgrammaticalitemscannotbesimplybasedonthedifficultyordermayexplaintheacquisitionorderofgrammaticalitemsobtainedinthepresentstudy.Thesecondreasonpointstothedesignofthegrammartest.Duetoalimitedquantityofquestionscoveredinthegrammartest,manygrammaticalitemscanonlybemeasuredandexploredthoughonesinglequestion,whichisprobablynotoptimaltoexaminethestudents‘comprehensivemasteryofaspecificgrammaticalitem,especiallyacomplexgrammaticalstructure.Therefore,theaccuracyorderobtainedinthepresentstudyjustrepresentsthedifficultylevelandacquisitionorderofalltheEnglishgrammarpointsatthejuniorhighschoolstagetoacertaindegree.Thethirdreasonmaybethatthenumberofsamplesinthepresentstudymaynotbelargeenoughtoproducetheresearchresultswiththefairlyhighaccuracyandreliability,fortheyarelimitedtothestudentsfromthreejuniorhighschools.Thelargerthesamplesizeis,themoreaccuratetheacquisitionorderofallthegrammaticalitemsmeasuredinthetestwillbe.Therefore,thesamplesizemightalsoproducecertaineffectsonthestudyresultsoftheacquisitionorder.ThefourthreasonliesinthesubjectandobjectfactorsinEnglishgrammarteaching.DifferentteachersmaylaydifferentemphasisoneachEnglishgrammaticalitemandthenimplementdifferentteachingmethodsandstrategies,whichisverylikelytomakestudentsshowdifferentcompetenceandperformanceinunderstandingandmemorizinggrammaticalitems,thusstudents‘masteryandaccuracydegreesofeachknowledgepointdonotdirectlydeterminetheorderofpriorityinwhichvariouskindsofgrammaticalrulesareacquired.Themethodsandmeansofteachers‘lecturingandstudents‘learningintheEnglishgrammarteachingprocessexertgreatinfluenceoverthegrammaracquisition.ThefifthreasoninvolvesthegrammaticalsettinginEnglishteachingmaterialsandthecharacteristicsofgrammaticalitemsthemselves.TheEnglishtextbooksofjuniorhighschoolsGoforit!aredividedinto68万方数据 山东师范大学硕士学位论文fivevolumeswhereallthegrammaticalcontentsarearrangedinaprogressiveandcirculatingstructureinordertoprovidejuniorhighschoolstudentswithacomprehensiveandsystematicgrammarknowledgeframework.Thearrangementofgrammaticalitemscaneffectivelyhelpstudentsstrengthenthesenseimpressionandlearningoutcomestothetargetgrammaticalknowledgewithrepeatedexposuretospecificgrammarpoints.However,aproblemalsoexistsintheprogressiveandcirculatinggrammaticalsetting,thatis,thegrammaticalknowledgewithanunevendistributionisshortofcertainconsistencyamongtheunits.Thecirculationandrecurrenceofsomegrammarpointsstretchacrossseveralunitsevenvolumesofbooks,whichbreakstheinternalconnectionofvariouscontenttypesrelatedtoaspecificgrammaticalitemandweakenstheregularrelationofgrammaticalknowledgebetweentheadjacentunitsaswell.Therefore,thescatteredandunevenarrangementmaymakeitdifficultforstudentstodevelopanoverallconceptionofwhattheyhaveacquiredandindirectlyaffectstudents‘understandingandacquisitionofdifferentEnglishgrammaticalstructures.Besides,eachgrammaticalitempossessesdifferentcharacteristicsandcontainsthedifferentcontentswithdifferentdegreesofcomplexityandfrequencyofoccurrence.Thenthosefrequently-usedgrammaticalitemswithsimplestructuresmaybewellacquiredbutnottheearliest,fortheycanonlybeproducedbasedonothergrammaticalitems.Inshort,theacquisitionorderofgrammaticalknowledgeobtainedinthestudynotonlyreflectsjuniormiddleschoolstudents‘masterylevelofeachgrammaticalitemprescribedintheNewEnglishCurriculumStandards,butalsorepresentsthegeneralsequenceinwhichdifferentEnglishgrammaticalrulesareacquired.Theresearchresultcanplayanimportantroleingreatlyimprovingjuniorhighschoolstudents‘grammarlearningefficacy.Ontheonehand,withtheaidoftheacquisitionorder,EnglishteachersandeducatorscouldmakecertainreasonablechangesandadjustmentofthecurrentlyusedEnglishteachingmaterialsinboththearrangementformsandcontentsinordertobetterimplementtheEnglishgrammarteaching.Besides,theycanfindoutthedegreetowhichthestudentshavegraspedthesegrammarpoints.Forthosegrammaticalitemswithalowaccuracyrate,EnglishteacherscanadoptmoreefficientteachingmethodsandstrategiestoimproveEnglishgrammarteachingefficiency.Ontheotherhand,studentsareabletorecognizewhattheirweakpointsareingrammarlearningandthenstudyevenhardertochangetheunsatisfactorysituation.69万方数据 山东师范大学硕士学位论文5.3AnalysisandDiscussionoftheResultsfromInterviewsThroughinformationcollection,sortingandcategorization,theresultsofinterviewsconductedwiththreeEnglishteachersrespectivelyfromJinanNo.13MiddleSchool,ShandongQiluSchoolandJinanMiddleSchoolwillbecomprehensivelypresentedandanalyzedinthesectionwiththepurposeofverifyingtheeffectivenessandaccuracyoftheresultsfromthequestionnairesandgrammartestsaswellasfurtherexploringtheEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChina.Atotaloffivequestionsarecoveredintheface-to-faceinterviewswhoseresultsaretobediscusseditembyitem.Q1:WhatkindofattitudesdoyouthinkthejuniorhighschoolstudentsholdtowardsEnglishgrammarlearning?Dotheythinkgrammarlearningisveryimportant?AllofthethreeEnglishteachersexpressthatthejuniorhighschoolstudentsonthewholeholdpositiveattitudestowardsEnglishgrammarlearning,whilegreatindividualdifferencesexistamongthegroup,forfemalestudentsdemonstratesignificantlybettergrammarlearningattitudesthanmalestudents.What‘smore,teachersandjuniorhighschoolstudentsbothattachgreatimportancetoEnglishgrammarlearningmainlyoutoftworeasons.ThefirstisthattheteachingfacultyandstudentshaveformedacorrectunderstandingofthepositionofgrammarinEnglishlearningprocess,nearlyallofwhomagreethattheeffectivegrammarlearningindeedplaysacrucialroleinimprovingtheEnglishlanguageperformance.Thesecondreasonstemsfromtheexaminationpressure.Afterall,grammarservesasanessentialandimportantiteminvariousEnglishexaminationsandexercises.Forinstance,themultiplechoicequestionssetintheSeniorHighSchoolEntranceExamofEnglishprimarilyreviewthemasterydegreeofgrammaticalknowledgebesidescontextanalysisandphoneticsymbols.Therefore,underexaminationpressure,teachersandstudentshavetocentertheirlearningonthekeypointsthatmaybetested.Inaddition,bothMr.XinandMs.CuipointoutthatthebasicEnglisheducationalreformhastendedtoreduceemphasisonEnglishgrammarteachinginrecentyears,thustheEnglishgrammarteachingandlearninghavebeengivenlessattentionthanbefore.Q2:Dothestudentshavedefiniteandspecificmotivationinthegrammarlearningprocess?Whatfactorsdoyouthinkmakethestudentshaveastrongorweakmotivationor70万方数据 山东师范大学硕士学位论文evennomotivation?AcomparativelycommonviewpointcanbedrawnfromthestatementofthreeEnglishteachersaboutthequestionthatthemajorityofthejuniorhighschoolstudentsstudyEnglishgrammarwiththedefinitemotivation,whileextrinsicmotivationissignificantlystrongerthanintrinsicmotivation;andthosestudentswithoutanymotivationinthegrammarlearningprocessaccountforarathersmallproportionofthetotal.Mr.XinfromShandongQiluSchoolholdsthatthephenomenonofnomotivationismainlycausedbylackofinterestandconfidenceinEnglishgrammarlearningresultedfromstudents‘pooracademicperformance.AndbothMs.CuiandMs.Zhangstressjuniorhighschoolstudents‘extrinsicmotivationstemsprimarilyfromtheenormouspressureofexaminations,parentsandpeersandthatthereisarelativelysmallnumberofstudentswhocanorientanexplicitintrinsicmotivationoutofinterestintheEnglishgrammarlearningprocess.Q3:DothejuniorhighschoolstudentsoftenfeeltoomuchanxietyinEnglishgrammarlearning?Whatreasonsdoyouthinkleadtotheiranxietyphenomenon?Onthisquestion,threeEnglishteachershavemadethesamepointthatthereisnoevidenceoftoomuchanxietyexistingamongthegroupofjuniorhighschoolstudents,butjustalowdegreeofanxietytowardsgrammarlearningaffectsasmallfractionofthem.Threeteacherssupporttheargumentoutofdifferentreasons.Ms.Zhangexplainsitfromtheangleofcharacters.Shesays,―Anxietyphenomenonvariesineachindividual.However,today‘sstudentsgenerallyhaveastrongabilitytowithstandpressureanddonotexperiencetoomuchworryandanxiety,becauseatanearlyage,theystarttostudyawiderangeofknowledgeandskillsandparticipateinvariouscompetitions,whichmightbecomeusefulfortheirfuturelife;thejuniorhighschoolstudentshavealreadybeentrainedtobeveryself-confidentandbold.ThestudentswithintrovertedpersonalitymayfeelanxiousintheirEnglishgrammarlearningprocess.‖Ms.Cuiillustratesheropinionfromtheperspectiveofknowledgestructure.Shestressesthatthecurrentgrammaticalknowledgeatthejunior-high-schoollevelisrelativelysimple,whichisnottoodifficultforthestudentstolearnandmaster.Therefore,juniorhighschoolstudentsmayfeelalittleworriedabouttheirweakpointsinthegrammarlearningprocess,butabsolutelynottoomuchanxiety.ThenMr.Xinpointsoutthatthestudentswhomakegoodperformanceongrammarlearningmayfeelacertaindegreeofanxiety,forthey71万方数据 山东师范大学硕士学位论文areoftenafraidofnothavingformedacomprehensiveandsystematicgrammarknowledgeframework.Q4:Accordingtoyourteachingpractice,whatistheprofileofstudents‘overallgrammaticalcompetenceinjuniorhighschools?HowwouldyouperceivetherelationshipbetweengrammaticalcompetenceandtheEnglishlinguisticcompetence?AccordingtothreeEnglishteachers‘mainpointsonthematter,asummaryofjuniorhighschoolstudents‘overallgrammaticalcompetenceisdrawnup:inrecentyears,allthemiddleschoolsarecarryingoutqualityeducationandEnglishgrammarteachingatthestageofjuniorhighschoolshasbeenplacedintoaweakeningposition,whichmayleadtoaslightdegradationofstudents‘generalgrammaticalcompetence.Therefore,generallyspeaking,juniorhighschoolstudents‘EnglishgrammaticalcompetenceinChinafallstoanintermediatelevel.Certainly,thespecificconditionsofstudents‘grammaticalcompetencevaryamongdifferentschoolsthatmayhavelaiddifferentdegreesofemphasisonEnglishgrammarteachingandlearning.Insomejuniorhighschools,thenumberofstudentswhoareabletoreachandevenexceedthelevelofexcellenceingrammarlearningaccountsforatleast70percentofthetotal,whileintheothers,theremaybeonlyonefifthofthetotalstudentswhohavewelllearntgrammarattheexcellentlevel.Astotherelationshipbetweenstudents‘grammaticalcompetenceandtheiroverallEnglishlinguisticcompetence,allthethreeteachersemphasizegrammarservesasanextremelyhelpfultooltoimprovestudents‘languageskillsandthattheredefinitelyexistsasignificantpositivecorrelationbetweengrammaticalcompetenceandtheoveralllinguisticcompetenceinthemiddle-schoolstudentcommunity.Q5:Amongallthegrammaticalstructuresthatjuniorhighschoolstudentsoughttomaster,whatstructuresdoyouthinkarerelativelyeasyforthemtoacquireanduseandwhatelsearerelativelydifficult?EachEnglishteacherhasexpressedhisorherrespectiveviewsonthedifficultylevelofallthegrammaticalitemscoveredinEnglishgrammarteachingatthestageofjuniormiddleschools.Mr.Xin,accordingtotheconcreteconditionsofthestudentswhomheteachesatpresent,concludesthatthejuniorhighschoolstudentsgenerallyhaveagoodcommandofpresentprogressivetense,whiletomoststudents,passivevoicesofverbs,presentperfect72万方数据 山东师范大学硕士学位论文tenseandpastperfecttensearelistedamongthemostdifficultgrammaticalitemstograsp.Ms.Cuifirstpointsoutthatitisjusthardforthejuniorhighschoolstudentstokeeptrackofpassivevoicesofverbsatfirst;however,oncetheyfullyunderstanditsusage,theapplicationofpassivevoicesbecomesfairlyeasyforthem.ThensheaddedthatEnglishexaminationsmainlytesttheusageofverbtenses.Generallyspeaking,moststudentshavemoredifficultyinlearningpresentperfectprogressive,pastperfecttenseandpresentperfecttensethantheothertensessuchaspresenttense,simplepast,presentprogressive,pastprogressivetenseandfuturetense.Besides,Englishgrammarteachingatthestageofjuniormiddleschoolsonlytouchesupontheverybasiccontentsandusageofclauses,therefore,studentsarecapableofperformingwellintheexercises,discussionsandtestsofEnglishclauses.Ms.ZhangholdsthatinthepresentcircumstancesofEnglishgrammarteaching,teachersfocusmoreonexplainingandinstructingtensesandsentencetypesinclass.Manystructuresofsentencetypesareacquiredbasedonthelexicalphrasessuchashowlong,howoftenandlet’s,etc.,sosentencetypesbecomemucheasierforjuniorhighschoolstudentstolearn.Thedifficultylevelofverbtensesissignificantlyhigherthanthatofsentencetypesandpartsofspeech.AmongtheEnglishclauses,attributiveclausesarerelativelymoredifficultforjuniorhighschoolstudentstolearnthanobjectclausesandadverbialclauses,forattributiveclauseswithmanyformsandvariantsisaphenomenonofsyntaxwhichisdifficultandcomplextograsp.ItisobvioustoobservethatthreeEnglishteachers‘statementssharethesimilarcontentsthatpassivevoices,clausesandcertaintenses,especiallyperfecttenses,seemtobethemostdifficultandperplexinggrammarpointsforjuniorhighschoolstudentstomaster.BasedonthecomprehensiveorganizationandanalysisofthreeEnglishteachers‘viewpoints,theinterviewssuccessfullyachievethepurposeoffindingouttheobjectivematerialsaboutthecurrentsituationofEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChina,whichmainlyconcernsthreeaspects—affectivestatetowardsEnglishgrammarlearning,grammarlearningoutcomesandtheacquisitionorderofgrammaticalitems;andtheresultsobtainedhereareroughlyconsistentwiththosefromquestionnairesandgrammartests,furtherconfirmingthevalidityandreliabilityofthecollectedinformationanddatafromboththequestionnairesandgrammartests.73万方数据 山东师范大学硕士学位论文ChapterSixConclusionGrammarhasbeenoccupyingavitalpositioninthehistoryofforeignlanguageteaching.However,therehasstillexistedconsiderablecontroversyovertheroleofgrammarinEnglishLanguageTeachingamongresearchers,languageteachersandstudentsuptillnow.Moreover,thepromulgationandimplementationofthenewNationalEnglishCurriculumStandardsforFull-timeCompulsoryEducationhavealsobroughtaboutsignificantreformandunprecedentedchallengestogrammarteachingandlearninginjuniorhighschools.Againstthebackground,itbecomesparticularlyimportantandessentialtomakeafullinvestigationandanelaborateanalysisofthecurrentsituationofjuniorhighschoolstudents‘Englishgrammarlearning.Therefore,thisthesismakesanempiricalstudyonEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChinainordertorevealthepresentsituationandexistingproblemsofEnglishgrammarlearninginthephaseofjuniorhighschoolandfurtherprovidesomevaluablepedagogicalsuggestions,therebycomprehensivelyimprovingjuniorhighschoolstudents‘Englishlearningeffectiveness.Themajorfindings,implicationsandlimitationsofthepresentresearchaswellasthesuggestionsforfuturestudiesaresummarizedasfollows.6.1MajorFindingsBymeansoftheoreticalexplorationandempiricalinvestigationofEnglishgrammarlearningatthestageofjuniorhighschool,themajorfindingsofthethesishavecometolight.Questionnairesandinterviewsareadoptedtoinvestigatejuniorhighschoolstudents‘affectivestatetowardsgrammarlearningaspartofEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChina.Thepresentstudydiscoversthat:(1)boththeteachersandstudentshavedevelopedacorrectunderstandingorattitudetowardstheimportantrolegrammarplaysinthecontextofEnglishlanguageteachingandlearninginChina;(2)generally,morethanhalfofthejuniorhighschoolstudentsstudygrammarwithdefiniteandobviousmotivation.Intrinsicmotivationmainlystemsfromlearners‘subjectiveperceptioninthelearningprocess,suchasinterests,preferencesandenjoyment,etc.;whileextrinsic74万方数据 山东师范大学硕士学位论文motivationcentersontheouterpressureofsuccessfullypassingtheSeniorHighSchoolEntranceExamofEnglishorthedrivingforceofobtainingasuperiorsenseofsuccessandachievement.Students‘extrinsicmotivationisobviouslysuperiortotheirintrinsicmotivation.Besides,thereindeedexistafewstudentswhocannotorientanexplicitgrammarlearningmotivation;(3)thevastmajorityofjuniorhighschoolstudentshavepositiveattitudesinEnglishgrammarlearning.Theycantaketheinitiativetocompleteanygrammartasktimely.However,onlyasmallnumberofstudentsholdpassiveandexclusiveattitudesintheprocess;(4)acertaindegreeofanxietytowardsEnglishgrammarlearningindeedexistsinthegroupofjuniorhighschoolstudents,onlyaffectingasmallfractionofthem.Moststudentshaveconfidenceintheirgrammarlearningandcanhandletherelatedproblemsandachieveperfection;(5)whetherinmotivation,attitudeoranxiety,therearealwaysacertainnumberofstudentswithavaguecognitionabouttheiraffectivestateingrammarlearning,accountingforaboutonefifthofthetotal.Englishgrammartestsandinterviewsaredesignedandappliedtoinvestigatetheactualsituationofjuniorhighschoolstudents‘grammarlearningperformance,whichservesasthecorecontentandthemostdistinctivefeatureofthepresentstudyonEnglishgrammarlearningefficacyofjuniorhighschoolstudentsinChina.Thecomprehensiveanalysisofresultsconcludesthat:(1)generallyspeaking,juniorhighschoolstudents‘grammaticalknowledgeandgrammaticalcompetencestayatanintermediatelevelandbarelyliveuptothecriteriaoflinguisticknowledgeprescribedintheNewEnglishCurriculumStandardsforjuniorhighschools.However,specificconditionsofstudents‘grammaticalcompetencevaryconsiderablyamongdifferentjuniorhighschools.Forsomeschools,theirstudents‘generalgrammaticalcompetencehasbeenupgradedtotheupperlevel,whilefortheothers,theoverallpresentationofstudents‘grammaticalcompetencerestsonalowlevelandtheaveragescoresofgrammartestsevenfailtoachievetheminimumpassingscore.AsignificantreasonmaybethatdifferentschoolshavelaiddifferentdegreesofemphasisonEnglishgrammarteachingandlearning;(2)theredefinitelyexistsasignificantpositivecorrelationbetweengrammaticalcompetenceandtheoveralllinguisticcompetenceinthemiddle-schoolstudentcommunity.Grammarservesasanextremelyhelpfultooltopredictstudents‘Englishlearningperformanceandimprovetheirlanguageskills;(3)theconcreteacquisitionorderof75万方数据 山东师范大学硕士学位论文avarietyofgrammaticalitemsthatjuniorhighschoolstudentsarerequiredtomasterispresentedfromfouraspects—partsofspeech,sentencetypes,clausesandoneaspectoftenses,voicesandnon-finiteverbs.Theacquisitionorderofpartsofspeechisarticles﹥adverbs﹥numerals﹥adjectives﹥prepositions﹥pronouns﹥conjunctions﹥verbs﹥nouns;theoverallacquisitionorderofEnglishsentencetypesisimperatives﹥affirmativeandnegativestatements﹥interrogativequestions﹥Therebestructure;fortheacquisitionconditionofclauses,theorderobtainedhereissecondconditionals﹥relativeclauseswiththat,whichandwho﹥firstconditionalsif+will﹥adverbialclauseswithwhen,while﹥objectclauses;onthematterofeighttypesofgrammaticaltenses,thespecificacquisitionorderispresentprogressive=simplepast﹥presenttense﹥futuretense﹥pastprogressivetense﹥presentperfecttense﹥presentperfectprogressive﹥pastperfect.Besides,theacquisitionofnon-finiteverbsprecedesthepassivevoicesofverbs;(4)onthewhole,sentencetypesaretheeasiestforjuniorhighschoolstudentstoacquire;thenextarepartsofspeech;Englishclausesrankthethirdandtensesseemtobecomethemostdifficultandperplexinggrammarpointstomaster;(5)theacquisitionorderofgrammaticaltenses,voicesandnon-finiteverbsbasicallyconformstotherulesofEnglishgrammarteachingandlearning.However,theacquisitionorderofpartsofspeech,sentencetypesandclausestoacertainextentdiffersfromtheorderinwhichtherelatedgrammaticalitemsfirstappearintheEnglishtextbooksandseemstocontradictthelawsofEnglishgrammarlearning.Fivereasonsmayaccountforthisphenomenon,whicharerespectivelythetheoreticalreason,designfactorsofgrammartests,thesamplesizeofthepresentstudyandsubjectandobjectfactorsinEnglishgrammarteachingandlearningaswellasthegrammaticalsettinginEnglishteachingmaterialsandthecharacteristicsofgrammaticalitems.6.2ImplicationsforEnglishGrammarTeachingandLearninginJuniorHighSchoolBasedonthemajorfindingsofthisresearch,someimplicationsandfeasiblesuggestionsonthecurrentmiddle-schoolEnglishgrammarteachingandlearningareputforwardinordertoradicallyenhancejuniorhighschoolstudents‘grammarlearningefficacy.76万方数据 山东师范大学硕士学位论文Affectivefactorshavebeenproducinggreatinfluenceonstudents‘Englishgrammarlearningefficacy.AndaffectalsoservesasanintegralpartofthetotalobjectivesofEnglishcurriculum,whichisexplicitlystipulatedinthenewNationalEnglishCurriculumStandardsforFull-timeCompulsoryEducationpromulgatedbytheMinistryofEducation.Inthissense,it‘srathernecessaryandsignificanttopaycloseattentiontoaffectivefactorsinthegrammarteachingandlearningprocess.Asisshownfromtheresearchresults,thestatusquoofjuniorhighschoolstudents‘affectivestatetowardsgrammarlearningisgenerallysatisfactory;however,affectiveproblemsremainaswell.Teachersandeducatorsoughttodiscussactivelyandtakeappropriatecountermeasuresoneffectivelydealingwiththeseproblems.First,teachersshouldhelpallthestudentstofullyrealizetheimportanceandnecessityofgrammarandgrammarlearninginEnglishlanguagelearningandsolidifytheirposition.Second,teachersandeducatorsoughttostepuptheireffortsinthestimulation,developmentandmaintenanceofstudents‘interestsingrammarlearningandguidethemtograduallytransformtheinterestsintosteadyintrinsicmotivation,therebybuildingupstudents‘self-confidenceandsteelingtheirwilltoovercomevariousdifficulties.SuchspecificandtargetedmeasurescanbeadoptedbytheEnglishteachersasprovidingmoreinterestingandwell-preparedlearningmaterials,organizingmorecolorfullearningactivitiesandtasks,applyingsomenewteachingmethods,helpingstudentsfindefficientlearningstrategiesandofferingmoreopportunitiesforstudentstocommunicatewithforeigners,etc.Third,sincesevereanxietyhindersstudents‘progressingrammarlearning,teachersandeducatorsshouldexplorevariouswaystohelpstudentsrelievetheanxietyofgrammarlearning.Forexample,pairworkorgroupcooperativelearningcanbeadoptedinEnglishgrammarteachingtocreatearelaxingandpositiveclassatmosphere,aidingstudentstoexpressthemselvesfreelyandfearlesslyinthediscussionandcommunicationandthengraduallyovercometheiranxiety.Meanwhile,teachersneedtoencourageandappreciatestudentsfrequentlyevenwhentheymakemistakes.Atthecompletionofagrammartask,teachersshouldassisteachstudenttoexperiencethesenseofachievementorsuccessingrammarlearninginordertobuilduptheirconfidenceanddecreaseanxietyandfear.Sincegrammaticalcompetenceissignificantlycorrelatedwiththeoveralllinguisticcompetence,thelevelofstudents‘grammaticalcompetencedirectlydeterminestheirsuccess77万方数据 山东师范大学硕士学位论文orfailureinEnglishstudies.Besides,asthepreviousmajorfindingsreveal,juniorhighschoolstudents‘grammaticalknowledgeandgrammaticalcompetenceonthewholestaysatanintermediatelevelandbarelylivesuptothecriteriaoflinguisticknowledgeprescribedintheNewEnglishCurriculumStandards,therefore,itisofgreaturgencytoenhancestudents‘grammaticalcompetence.FortheChinesestudents,grammarlearningservesasanessentialconditionandapproachtopossessinghighlydevelopedEnglishlinguisticcompetence.Englishteachersandeducatorscouldadoptavarietyofeffectivepedagogiesandstrategiestohelpstudentsgraspandinternalizegrammaticalknowledge,bridgethegapbetweengrammaticalknowledgeandgrammaticalcompetenceandsuccessfullyconvertgrammaticalknowledgeintogrammaticalcompetence,thusachievinganall-roundandrapiddevelopmentintheirlinguisticcompetence.TheacquisitionorderofgrammaticalitemsobtainedinthepresentstudycouldprovidevaluablereferencestotheconstructionofEnglishteachingmaterials,forittrulyreflectsjuniormiddleschoolstudents‘acquisitionandmasterylevelofeachgrammaticalitemprescribedintheNewEnglishCurriculumStandards.Totakeoneexample,basedonthestatisticalresultsofgrammartests,presentperfecttenseisacquiredbyjuniorhighschoolstudentsbeforepresentperfectprogressive;however,thefirstpresentationofpresentperfectprogressiveprecedesthatofpresentperfecttenseinthestructurecompilationofEnglishtextbooks,whichcausesstudents‘difficultiesincomprehensionandacquisitionandcouldnothelpstudentslearngrammaticalknowledgefromeasytodifficult.Therefore,curriculumdeveloperscouldadjustthesequenceoftwotensesproperlyinthearrangementofnewteachingmaterials.Fromthispoint,withtheaidoftheacquisitionorder,educatorscouldmakereasonablechangesandadjustmentofthecurrentlyusedEnglishteachingmaterialsinboththearrangementformsandcontentsinordertobetterimplementEnglishgrammarteachingandlearning.Besides,teacherscanfindoutthedegreetowhichthestudentshavegraspedthesegrammarpoints.Forthosegrammaticalitemswithlowaccuracyrates,bothEnglishteachersandstudentscanadoptmoreefficientteachingmethodsandlearningstrategiestojointlyimprovestudents‘Englishgrammarlearningefficacy.Forinstance,teacherscouldcreativelyexploitandusethecurrentlyusedEnglishteachingmaterials,makegeneralizationandsummarytoallthegrammaticalitemsandhelpstudentsformaclearand78万方数据 山东师范大学硕士学位论文systematicknowledgeframework,whichcontributestostudents‘grammaracquisitionandimprovestheteachingeffectiveness.6.3LimitationsofthePresentStudyThroughoutthewholeresearchprocess,thisthesisisfarfrombeingperfect.Deficienciesstillexistinthepresentstudy,whichneedfurtherimprovement.Severallimitingfactorsarelistedasfollows.First,duetotimeconstraints,alltheresearchactivitiesincludingissuingquestionnairesandconductinggrammartestsandinterviewshavetobecarriedoutduringthefirstsemesterofninthgradewhenthestudentshavenotformedarelativelystablesystemofgrammaticalknowledge.Therefore,thedatacollectedherehavecertainlimitations.Second,thesamplesizeofthepresentstudymaynotbelargeenoughtogeneratetheresearchresultswiththefairlyhighaccuracyandreliabilityandtorepresentthecurrentsituationofallthejuniorhighschoolsinChina,fortheyarejustlimitedtothestudentsfromthreejuniorhighschools.Third,owingtoalimitedquantityofmultiple-choicequestionscoveredinthegrammartest,manygrammaticalitemsarejustmeasuredthroughonesinglequestion,whichisprobablynotoptimaltoexaminestudents‘comprehensivemasteryofaspecificgrammarpoint,especiallyacomplexgrammaticalstructure.Therefore,theaccuracyorderobtainedinthepresentstudycouldrepresenttheacquisitionorderofalltheEnglishgrammarpointsatthejuniorhighschoolstagetoacertaindegree.Fourth,becauseofthelimitationandinadequacyoftheresearcher‘stheoreticalknowledgeandpracticalexperienceinEnglishgrammarteaching,theanalysisanddiscussionmadeinthethesisarenotperfectintheirdepthandcompleteness,sotheresearchinthefieldneedsfurtherexplorationinfuture.6.4SuggestionsforFutureResearchBasedonthelimitationsofthepresentstudy,thefutureresearchonthetopiccouldbe79万方数据 山东师范大学硕士学位论文furtherimprovedfromthefollowingthreeaspects.First,itwouldbebettertocarryoutalltheresearchactivities,especiallygrammartestsinthesecondsemesteroftheninthgradewhentheresearchsubjectshavealmosthadthreeyearsofEnglishlearningexperiencesinjuniorhighschoolsandformedacompleteandstablesystemofgrammaticalknowledge.Second,thelargerthesamplesizeis,themoreaccuratetheresearchresultsobtainedwillbe.Therefore,thefuturestudycouldincreasethesamplesizeaswellasthenumberofquestionscoveredinthegrammartest.Third,thetheoryoflearningefficacycouldbefurtherdiscussedinthefieldofEnglishLanguageTeachingtobuildacompleteandsystematictheoreticalframework.80万方数据 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山东师范大学硕士学位论文周怡冰.浅谈英语学习策略在语法学习中的应用[J].才智,2008,(22).宗凤昌.框架式结构教学法在高中英语语法学习中的运用[J].疯狂英语(教师版),2010,(4).祖农·纳司尔丁.教师授课语言对学生英语语法学习的影响[J].和田师范专科学校学报,2011,(2).左静妮.论英语语法学习方法——语法学习中注重系统性与逻辑性[J].广西教育学院学报,2011,(1).85万方数据 山东师范大学硕士学位论文AppendixI关于初中生英语语法学习情感现状的调查问卷AQuestionnaireonJuniorHighSchoolStudents’AffectiveStatetowardsEnglishGrammarLearning亲爱的同学：您好！这是一份有关影响初中生英语语法学习成效情感因素的调查问卷，旨在深入了解目前初中生英语语法学习过程中的情感现状，以期为英语教学研究提供参考。该问卷采取匿名方式填写，绝不涉及个人隐私，作答内容也会严格保密。答案无对错之分，但其真实性与否会直接影响到调查结果的可靠性。希望您能按照自身情况如实填写。感谢您的合作！请同学们认真阅读每一道题目，根据数字所代表的涵义，选择最符合您自身情况的一项。（在所选项画○）1=非常不符合；2=基本不符合；3=无法确定；4=基本符合；5=非常符合1.我认为语法在英语学习中发挥着重要的作用。123452.我对英语语法学习很感兴趣。123453.语法学习对我来说是一段愉快的经历。123454.我学习语法是为了高中入学英语考试过关。123455.学好语法使我拥有成功的体验和优越感。123456.我没有明确的语法学习动机。123457.我能积极主动地学习语法，并完成老师布置的语法作业。123458.学习语法时，我很消极被动，有强烈的排斥和厌烦心理。123459.我对英语语法学习感到轻松自信，能积极克服各种困难。1234510.老师提问语法问题或布置语法作业时，我颇为紧张，觉得太难。12345亲爱的同学，本次调查问卷已完成。我们为耽误了您宝贵的时间深表歉意，并再次感谢您对我们工作的协助与支持。86万方数据 山东师范大学硕士学位论文AppendixIIJuniorEnglishGrammarTestPart1PersonalInformationClass______Grade______Name:__________Score:_________Part2MultipleChoices(100points)Directions:Inthissection,youshouldchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet.1.Mikelikesplaying____guitar,butTonylikesplaying____chessafterschool.A.the,theB.the,/C./,theD./,/2.--Is_____yourguitaroverthere?--Yes,________.A.this;itisn‘tB.that;itisC.these;itisn‘tD.those;itis3.--Hecameearlythismorning,didn‘the?--Yes,hedid.Heoften_____toschoolearly.A.comeB.comesC.cameD.hascome4.--_____isTony‘sopinionaboutEnglishfood?--Delicious.A.HowB.WhyC.WhereD.What5.Itisnot____book.It‘s____book.____isinthebag.A.my,her,MineB.my,her,MyC.her,her,MineD.his,her,Her6.Hegotmanygifts_____hisbirthday_____hisfriends.A.on,fromB.in,ofC.at,toD.from,for7.Mother‘sDayisonthe_____SundayinMayeveryyear.A.twoB.secondC.fourD.fourth8.--Excuseme,______isthenearestbookshop?--Godownthestreetandturnleftatthesecondcorner.A.howB.whatC.whereD.who9.Itistoohottoday.Pleasegive______abottleoforange.87万方数据 山东师范大学硕士学位论文A.mineB.heC.herD.our10.--Youwatchedthefashionshowlastnight,didn‘tyou?--Yes,______Imissedthebeginning.A.orB.andC.butD.so11.--DoesMarylikedocumentaries?--_______________.A.Yes,shedoesn‘t.B.No,shedoes.C.Yes,shedoes.D.Yes,shelikes.12.Mybrotherusually________dumplingswithbeefverymuch,butIdon‘t.A.likeB.don‘tlikeC.doesn‘tlikeD.likes13.--Mum,Iamhungry.MayIhavesome______?--Ofcourse.Butdon‘teattoomuch.A.breadB.noodleC.dumplingD.hamburger14.--_______aretheseshoes?--______twentydollars.A.Howmany;AreB.Howmuch;There‘reC.Howmuch;They‘reD.Howmany;Their15.--______shallwemeetinthepark?--Whatabouthalfpasteight?A.WhatB.WhenC.WhereD.Which16.Myfatherwillhavea______holidaynextmonth.He‘lltakemetoQingdao.A.tendaysB.tendays‘C.ten-daysD.tenday‘s17.--_____didyoucometoschoollatethismorning?--________.A.Why;BecausethebadtrafficB.How;BecausethetrafficwasbadC.How;BecauseofthebadtrafficD.Why;Becausethetrafficwasbad18.--_____isthatprettygirl?--Sheismysister.A.WhoB.WhatC.WhomD.Which19.--CanLucy________?--No,she________.A.swim;can‘tB.swims;can‘tC.swims;cann‘tD.swim;cann‘t20.Lisalovesreading.She__________inherfreetime.A.alwayssleepsB.oftenreadsnovelsC.sometimessleepsD.seldomreadsnovels21.--_______doyoulikemusic?88万方数据 山东师范大学硕士学位论文--Verymuch.A.HowB.WhyC.WhenD.What22.--______isitfromyourhometothebusstation?--It‘sabout5kilometers.YoushouldtaketheNo.3bus.A.HowoftenB.HowlongC.HowfarD.How23.--YouspeakEnglishsowell._____haveyoulearnedEnglish?--For5years.A.HowmanyB.HowlongC.HowoftenD.Howfar24._____inthestreet.It‘sdangerous.A.NotplayB.NottoplayC.Don‘tplayD.Don‘ttoplay25.--CouldIlookatyourpictures?--Yes,ofcourseyou________.A.couldB.canC.willD.might26.--MayIgonow?--No,you______.You________stayhere.A.needn‘t;havetoB.needn‘t;mustC.mustn‘t;havetoD.mustn‘t;hasto27.--Haveyoubought____________forLinda‘sbirthday?--Notexactly.Justsomeflowers.A.somethingunusualB.anythingunusualC.unusualsomethingD.unusualanything28.Look!Thechildren______kitesoverthere.A.flewB.flyC.areflyingD.wereflying29.There____pencil-box,twobooksandsomeflowersonthedesk.A.isaB.aresomeC.hasaD.havesome30.--_____yougotothemuseumwithyourfatheryesterday?--Yes.We_____thereintheafternoon.A.Did;goB.Do;goC.Did;wentD.Do;went31.--__________doyouexercise?--Iexercisethreetimesaweek.A.HowoftenB.HowmanydaysC.HowusuallyD.Howmuch32.Myfriendhas____________hairthanme,andhe‘s____________thanme.A.long;outgoingB.longer;moreoutgoing89万方数据 山东师范大学硕士学位论文C.morelonger;moreoutgoingD.longer;outgoing33.TheChangjiangRiverisoneof____________intheworld.A.thelongestriverB.thelongestriversC.thelongerriversD.longestriver34.--Wouldyoulike_______amoviewithustonight?--Sorry,Ihavetohelpmymotherdosomechores.A.seeB.toseeC.seeingD.seen35._____you______ateacherwhenyougrowup?A.Will;beB.Are;goingtobeC.Are;/D.Will;goingtobe36.--I‘msorry,Iforgottopastthecardforyou.--Nevermind.I___postittomorrow.A.amgoingB.amgoingtoC.willD.go37.You______lateforschoolagainifyou_____early.A.shallbe;won‘tgetupB.are;won‘tgetupC.willbe;don‘tgetupD.havebeen;notget38.--Ihaveaverybadcold.--You_______liedownandhavearest.A.shouldB.mustC.mayD.can39.--WhathappenedtoTom?--Hewascrossingthestreet____amotorbikehithimfrombehind.A.whileB.whenC.untilD.because40.--Icalledyouyesterdayevening,buttherewasnoanswer.--Oh,IamsorryI_____dinneratmyfriend‘shouse.A.haveB.hadC.washavingD.havehad41.Couldyoutellme_________thetoasterwithoutanyhelp?A.howdidherepairB.whatdidherepairC.howherepairedD.whatherepaired42.Iusedtospendmuchtime_________TVathome.A.watchB.watchingC.towatchD.watches43.Nowthatsheisoutofajob,Lucy_____goingbacktoschool,butshehasn‘tdecidedyet.90万方数据 山东师范大学硕士学位论文A.hadconsideredB.hasbeenconsideringC.consideredD.isgoingtoconsider44.Myfatherisn‘therenow.He________Shanghai.He______theretwice.A.hasgone;hasbeenB.hasgoneto;hasbeentoC.hasbeento;hasgoneD.hasgoneto;hasbeen45.Idon‘tbelieveyouareright,_____?A.areyouB.doIC.willyouD.aren‘tyou46.IfI____you,I_____thearmy.A.am;wouldjoinB.were;wouldjoinC.am;willjoinD.were;willjoin47.Allthebookswill_______tothechildrenwholiveinthesmallvillage.A.besentB.sentC.besendD.send48.--Whoseexampaperisit?--It____beJenny‘s.Shealwaysforgetstowritehernameonit.A.can‘tB.mustC.shouldn‘tD.can49.Theonlything____weshoulddoistogotobedearlier.A.whichB.thatC.whatD.it50.Hedidn‘tknowwherehisparents________whenhegotupthatday.A.wentB.havegoneC.wasgoingD.hadgoneAnswerSheetPart1PersonalInformationClass______Grade______Name:__________Score:__________Part2MultipleChoices(100points)1-5______________________6-10_______________________11-15______________________16-20______________________21-25______________________26-30______________________31-35______________________36-40______________________41-45______________________46-50______________________91万方数据 山东师范大学硕士学位论文AppendixIII教师访谈1.您认为学生总体对英语语法学习的态度如何？是否认为语法学习十分重要？2.学生在语法学习的过程中是否有明确的学习动机？您认为是什么因素使得学生没有动机、动机强烈或动机不强？3.在英语语法学习中学生常常会过度焦虑吗？您认为是什么原因造成了学生的这种焦虑现象？4.根据您的教学实际情况，您觉得初中生的总体语法能力如何？您如何看待学生的语法能力和英语语言能力之间的关系？5.初中阶段所需掌握的全部语法结构中，您觉得学生在哪些语法知识点的学习及运用方面掌握起来相对容易，哪些知识点的学习及运用相对困难？92万方数据 山东师范大学硕士学位论文AppendixIVGrammarDistributionofEachUnitinEnglishTextbooksGoforit!GradeSevenVolumeOneUnitTitleGrammaticalStructuresPresenttensetobe1Myname‘sGina.WhatquestionsPossessivepronounsmy,your,his,herDemonstrativesthis,thatWhatquestions2Isthisyourpencil?Yes/NoquestionsandshortanswersHowdoyouspellit?(formulaic)Demonstrativesthis,these,that,thoseSubjectpronounsI,he,she3Thisismysister.Yes/NoquestionsandshortanswersPluralnounsWherequestionsYes/Noquestionsandshortanswers4Whereismybackpack?Prepositionson,in，underSubjectpronounstheyPresenttensetohave5Doyouhaveasoccerball?Yes/Noquestionsandshortanswerslet’s...AdjectivesofqualityPresenttensetolike6Doyoulikebananas?Yes/NoquestionsandshortanswersAffirmativeandnegativestatementsHowmuchquestions7Howmucharethesepants?Demonstrativesthis,that,these,thoseWhenquestions8Whenisyourbirthday?Possessive‘sHowoldareyou?(formulaic)93万方数据 山东师范大学硕士学位论文PresenttensetowantYes/Noquestionsandshortanswers9Doyouwanttogotoamovie?and/butWhatkindofmoviesdoyoulike?(formulaic)ModalverbcanYes/Noquestionsandshortanswers10Canyouplaytheguitar?AffirmativeandnegativestatementsWhatquestionsWhenquestionsWhattimedoyougoto11Whattimeisit?(formulaic)school?AdverbsoffrequencyWhatquestionsWhyquestions12Myfavoritesubjectisscience.WhoquestionsAdjectivesofqualityGradeSevenVolumeTwoUnitTitleGrammaticalStructuresWherequestionswithfrom1Whereisyourpenpalfrom?WherequestionswithliveWhatquestionsTherebestructureWherequestions2Whereisthepostoffice?AffirmativestatementsPrepositionsofplaceWhy,What,Wherequestions3Whydoyoulikekoalas?Because…AdjectivesofqualityWhat,Wherequestions4Iwanttobeanactor.Presenttensetowant,toworkAffirmativeandnegativestatementsPresentprogressivetense5I‘mwatchingTV.Yes/Noquestionsandshortanswers94万方数据 山东师范大学硕士学位论文Presentprogressivetense6It‘sraining!HowquestionsYes/NoquestionsandshortanswersYes/Noquestionsandshortanswers7Whatdoeshelooklike?PresenttensetowearAdjectivesofgeneraldescriptionWhatquestions8I‘dlikesomenoodles.ModalverbwouldSimplepastofregularandirregularverbs9Howwasyourweekend?WhatquestionsHowwasyourweekend?(formulaic)PasttenseofregularandirregularverbsWheredidyougoon10Was/werevacation?HowquestionsWh-questionsWhatdoyouthinkofgame11Whatdoyouthinkof…?(formulaic)shows?Ido,too./Idon’teither.Imperatives12Don‘teatinclass.CanforpermissionModalhavetoGradeEightVolumeOneUnitTitleGrammaticalStructuresWh-questionsWhatdo…?1Howoftendoyouexercise?Howoften…?AdverbsoffrequencyAll/most/some/noneHavefortalkingabout2What‘sthematter?HealthproblemsModalshould/shouldn’tWhatareyoudoingforPresentprogressiveasfuture3vacation?Where,when,howlongquestions95万方数据 山东师范大学硕士学位论文Howquestions4Howdoyougettoschool?AffirmativeandnegativestatementsCanforinvitationsModalhaveto5Canyoucometomyparty?PresentprogressiveasfutureforplannedactionsI‘mmoreoutgoingthanmyComparativeswith–er,-ier6sister.moreandbothImperativesHowdoyoumakeabanana7Countable/Uncountablenounsmilkshake?Howmuch/howmanyquestionsSimplepastofregularandirregularverbsDidyou,weretherequestions8Howwasyourschooltrip?AffirmativeandnegativestatementsinthepasttensePassivevoices9Whenwasheborn?AdverbialclauseswithwhenWhen/HowlongquestionsFuturewithgoingtoI‘mgoingtobeabasketball10Wanttobeplayer.What,Where,When,HowquestionsCouldforpoliterequestCouldyoupleasecleanyour11Couldforpermissionroom?MakeversusdoSuperlativeswith–(i)est,themostirregular12What‘sthebestradiostation?comparisongood,better,thebest,bad,worse,theworstGradeEightVolumeTwoUnitTitleGrammaticalStructuresFuturewithwill1Willpeoplehaverobots?Yes/noquestionswithshortanswersQuantitieswithmore,less,fewer96万方数据 山东师范大学硕士学位论文Modalscould,should2WhatshouldIdo?Whydon’tyou…?(formulaic)Adverbialclauseswithwhen,whileWhatwereyoudoingwhenQuestionsandstatementswithpast3theUFOarrived?progressivePasttenseReportedspeech4HesaidIwashard-working.SimplepasttenseCanforabilityFirstconditionalif+willIfyougototheparty,you‘ll5Presentprogressiveasfuturehaveagreattime!ModalshouldPresentperfectprogressiveHowlonghaveyoubeen6Simplepasttensecollectingtheshells?PresentprogressivetenseWouldyoumindgerund(formulaic)Wouldyoumindturningdown7Willforintentionsthemusic?CouldforpoliterequestsModalshould8Whydon‘tyougetherascarf?Howabout(formulaic)PresentperfecttensePresentperfecttenseHaveyoueverbeentoan9Simplepasttenseamusementpark?Presentprogressiveasfuture10It‘saniceday,isn‘tit?TagquestionsGradeNineUnitTitleGrammaticalStructures1Howdoyoustudyforatest?Verb+bywithgerund2Iusedtobeafraidofthedark.usedtoTeenagersshouldbeallowed3Shouldbeallowedtotochoosetheirownclothes.97万方数据 山东师范大学硕士学位论文Secondconditional4Whatwouldyoudo?shouldforadviceMust,might,couldandcan’tformaking5ItmustbelongtoCarla.inferencesIlikemusicthatIcandance6Relativeclauseswiththatandwhoto.7Wherewouldyouliketovisit?WouldandhopetoforexpressingdesiresI‘llhelpcleanupthecity8Phrasesverbsparks.9Whenwasitinvented?Passivevoices(questionsandstatements)BythetimeIgotoutside,the10Pastperfectbushadalreadyleft.Couldyoupleasetellme11Indirectquestionswheretherestroomsare?Youaresupposedtoshake12supposedto+infinitivehands.make+sb.+infinitive13Rainydaysmakemesad.make+sb.+adjective14Haveyoupackedyet?PresentperfectwithalreadyandyetWearetryingtosavethe15Reviewofstructuresmanatees!98万方数据 山东师范大学硕士学位论文AppendixVListofGrammarPointsinJuniorEnglishGrammarTestExaminationQuestionsGrammarPoints1Articles(definiteandindefinitearticles)2Demonstratives3Presenttense4Whatquestions5Possessivepronouns6Prepositions7Numerals8Wherequestions9Personalpronouns10Conjunctions11Yes/Noquestionsandshortanswers12Affirmativeandnegativestatements13Countable/Uncountablenouns14Howmuch/howmanyquestions15Whenquestions16Possessive‘s17Whyquestions18Whoquestions19Modalverbcanforability20Adverbsoffrequency21Howquestions22Howfarquestions23Howlongquestions24Imperatives99万方数据 山东师范大学硕士学位论文25Canforpermission26Modalverbshaveto,must27Indefinitepronouns28Presentprogressivetense29Therebestructure30Simplepasttense31Howoftenquestions32Comparativeswith–(i)erandmore33Superlativeswith–(i)estandthemost34Infinitivesusedasobject:todo35Futurewithbegoingto36Futurewithwill37Firstconditionalif+will38Modalverbshouldforsuggestion39Adverbialclauseswithwhen,while40Pastprogressivetense41Objectclauses42Gerund:doing43Presentperfectprogressive44Presentperfecttense45Tagquestions46Secondconditional47Passivevoices48Must,might,couldandcan’tformakinginferences49Relativeclauseswiththat,whichandwho50Pastperfecttense100万方数据 山东师范大学硕士学位论文AcknowledgementsTimeflies!Withthecompletionofthethesis,threeyearsofpostgraduatestudyandlifewillcometoanend.NowIameagertoexpressmyheartfeltthanksanddeepappreciationtoallthosewhohaveofferedtheirgeneroussupportandhelptomeduringthewritingofmythesis.Firstandforemost,IamdeeplyindebtedtomysupervisorProfessorYangMinwhohasattainedmanygreatachievementsintheacademicfieldsofEnglisheducation,interculturalcommunicationstudiesandlinguistics.Inthepastthreeyears,ProfessorYanghasnotonlytaughtmeprofessionalknowledgeandresearchmethodsinlearning,butalsoprovidedmoresupportandassistanceinmylife.Herprofoundknowledge,notableethicsandcharmingpersonalityhaveagreatinfluenceonme.Fromthetopicselectiontothecompletionofthethesis,ProfessorYanghasdevotedalargeamountofenergyandofferedpositiveencouragementandvaluablesuggestions.Hereby,Iwouldliketotakethisopportunitytoexpressmysincerethanksandhighestrespecttomysupervisor.Thenmyspecialthankswouldalsogotoallthedistinguishedteachersduringmygraduatestudy,especiallytoProfessorWangQingxin,ProfessorXiaoLongfu,ProfessorCaoChunchun,ProfessorHuiMin,ProfessorLiMin,ProfessorCenWei,AssociateProfessorCaoJun,AssociateProfessorYangBin,AssociateProfessorSunJu,AssociateProfessorLiuZailiang,AssociateProfessorPanXiangyangandAssociateProfessorLiuZhen,whohavetaughtmelotsofvaluableknowledgeandputforwardmanypertinentsuggestionsandguidanceformythesisproposalandwriting.Next,IamverygratefultothreeEnglishteachersMs.Zhang,Mr.XinandMs.CuiandallthesurveyedstudentsrespectivelyfromJinanNo.13MiddleSchool,ShandongQiluSchoolandJinanMiddleSchoolfortheiractivecooperationandsupportduringthewholeinvestigationprocess.Lastbutnotleast,Iwouldliketoexpressmydeepgratitudetomybelovedparents,closefriends,sweetroommatesandlovelyclassmatesthatIhavebeenblessedwith.Theyhavealwaysbeensupportingmeandbelievinginme.Withouttheircareandencouragement,thethesiscouldnothavebeencompletedsosmoothly.101万方数据 山东师范大学硕士学位论文PublishedPapers英语中“花园小径”现象解读，《中国科教创新导刊》，2013年第29期，第77、79页，独立完成。从英语谚语探究性别歧视现象，《中国校外教育》，2013年9月下旬刊，第130-131页，独立完成。近三十年国内英语语法学习研究综述，《科教文汇》，2013年11月上旬刊，第108-109、113页，第一作者。AStudyofAdvertisingLanguagefromaMemeticPerspective，《课程教育研究》，2013年第18期，第11页，独立完成。AnAppealforHumanityRegression—TheIdeologicalQuestofVivianinWit，《艺术科技》，2013年第7期，第144页，独立完成。102万方数据