高中英语语法教学论文 28页

2012-2013学年第二学期研究生课程考核（读书报告、研究报告）考核科目：语言测试学生所在院（系）：外国语学院学生所在学科：语言教学流派姓名：何立伟学号：S25 Task-BasedLanguageTeachingApproachinEnglishGrammarofshangloumiddleschoolContent摘要AbstractChapterⅠIntroduction…………………..……………………………………41.1Task-BasedLanguageTeaching…………………………………………..…….41.1.1Origin&DevelopmentofTBLT……………………………………………...41.1.2CharactersandAdvantagesofTBLT………………………………………….4ChapterⅡLiteratureReviewTBLTApproachinEnglishGrammarTeaching…………………………………………………………………………..….62.1PrinciplesAdheredtobyTBLT…………………………………………………62.1.1PrincipleofInteraction…………………………………………………..………62.1.2PrincipleofAuthenticTexts…………………………………...………………..72.1.3PrincipleofProcess…………………………………………………………...…72.2AdvantagesofTBLT……………………………………………………………..72.2.1ClassroomDesignofTBLT……………………………………..………………82.2.2TeachingModeofTBLT…………………………………………….………….92.3EnglishGrammarTeaching…………………………………………………....112.3.1DefinitionofGrammar…………………………………………………………122.3.2DefinitionofGrammarTeaching………………………………………...…….122.3.3DevelopmentofGrammarTeaching……………………………………...……13ChapterⅢEGTofMiddleSchoolsinCountiesofShangluoAreas25 3.1EGTinHighSchoolsofCountiesofShangluoArea………………………….143.1.1GrammarTeachingNotionofTeachers……………………………………..…153.1.2TeachingModeinHighSchoolsofCountiesofShangluoArea…………...….153.1.3GrammarSequencingoftheTeachingTextbook………………………..……..153.2EGTinHighSchoolsofCountiesofShangluoArea………………………….163.2.1GrammarTeachingNotionofTeachers……………………………………..…163.2.2TeachingModeinHighSchoolsofCountiesofShangluoArea……...……….183.2.3GrammarSequencingoftheTeachingTextbook………………………………18ChapterⅣEmpiricalStudy………………………………...………………194.1ExperimentalOutline…………………………………………………...………194.1.1Purposes……………………………………………………..…………………194.1.2Participants……………………………………………………………………..194.1.3TimeConstraint……………………………………...…………………………204.2ExperimentalProcess………………………………………...…………………204.2.1SummativeAssessment…………………………………………...……………204.2.2ImplementationProcessofTask-BasedGrammarTeaching…………………..204.2.3FormativeAssessment………………………………………………………….214.3TeachingCaseofTask-BasedGrammarTeaching…………………………..224.4DataCollection&Analysis…………………………………………………….22ChapterⅤConclusion&Suggestions…………………………………….235.1Limitations&Suggestions……………………………..………………………235.1.1Limitations……………………………………………………………………..235.1.2Suggestions…………………………………………………………………….2325 摘要中国学生一天中绝大部分时间都处于中文背景下，所以对于他们而言，英语语法的学习之于英语学习至关重要。在本文中作者试图初步探索任务型教学法在商洛地区县城高中英语语法教学中的应用。作者希望调查商洛地区县城高中英语语法教学现状，验证任务型语言教学方法在语法中的教学效果，以为商洛地区高中英语语法教学提供相关建议及参考。本文由五章组成。在引言部分作者阐明了此研究的重要性。在第一章作者对任务型教学法做了简单地介绍。在第二章作者进行了文献回顾，介绍任务型教学法及英语语法教学的国内外研究现状。第三章作者对商洛地区县城高中的英语语法教学现状进行了分析，阐述了商洛地区英语语法教学模式及英语语法教学中存在的问题等。第四章将具体介绍在商洛地区县城中学进行的英语语法教学实验。在进行实验之前，在实验班和控制班让学生先进行一个英语语法的测试，即前测。测验证明两班学生语法水平没有显著差异之后，在两个班进行语法教学实验。在实验班应用任务型方法进行语法教学，而在控制班应用传统的3p教学方法。实验结束后，对两班学生进行后测，并应用SPSS软件对得到的实验数据进行分析，以期得到符合作者研究假设的研究结论。也就是说，实验试图验证应用任务型教学法进行语法教学对于学生语法及整体语言水平的提高更加有效，而且任务型语法教学有助于激发学生学习英语语法的兴趣，这样的话他们在英语语法课堂会更加活跃，英语学习兴趣也会更加浓厚。第四章将阐明研究结论、研究上的不足，并为进一步的研究提供些许建议。通过问卷调查商洛地区县城中学英语语法教学中存在的问题，并进行教学实验，作者试图为该地区县城中学英语语法教学提供些许建议和参考。尽管这样，英语语法教学中仍然有很多问题亟待解决。所以作者希望和有意向进行相关研究的人员进行交流。关键词：任务型教学，高中英语语法教学，商洛地区县城高中25 AbstractAsfortheChinesestudentswhoareunderChinesebackgroundatmosttimeoftheirdailylife,EnglishgrammarlearningattachesgreatimportancetotheirleaningofEnglish.Inthisthesistheauthortriestohaveapreliminaryresearchontheapplicationoftask-basedlanguageapproachinEnglishgrammarteachinginHighSchoolsofcountiesofShangluoarea.Itistheauthor’swishtostudythecurrentconditionsofEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareandtotestifytheeffectsoftask-basedlanguageapproachintoEnglishgrammarteachingsothatsuggestionsandreferencescanbeprovidedforEnglishgrammarteachinginHighSchoolsofcountiesofShangluoarea.Thisthesisisconstitutedbyfourchapterstogetherwithanintroduction.Intheintroductionparttheauthorshowsthesignificanceofthisresearch.Inchapteronetheauthorwillhavealiteraturereviewandwillintroducesomerelatedinformationoftask-basedlanguageteachingapproachandEnglishgrammarteaching.InchaptertwothecurrentsituationofEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareaistobeanalyzed,inwhichteachingmodeaswellasproblemsandissuesarepresented.Inchapterthreetheteachingexperimentoftask-basedlanguageteachingapproachinEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareaistobeintroducedindetails.Thestudentsinboththeexperimentalandthecontrolclassaregivenapre-testconcerningEnglishgrammarbeforetheexperiment.Afterthattheauthorwillmakeanexperimentinthetwoclasses,inwhichthestudentsarealmostatthesamelevelintheirEnglishproficiency,withtask-basedlanguageteachingapproachandtraditional3psapproachrespectivelytoteachgrammar.Thentheauthorwillgiveapost-testtostudentsinbothclasses.AftermakingstatisticsanalysiswithSPSSsoftwaretheauthortriestogetexperimentresultswhichgowithherresearchhypotheses.Thatistosay,theexperimenttriestotestifythattask-basedgrammarteachingapproachismoreeffectivetohelpthestudentstoimprovetheirgrammarandoveralllanguageproficiencyandithelpstoactivatetheenthusiasmofstudentsinEnglishgrammarlearningsothattheybecomemoreactiveintheEnglishgrammarclassandtheirinterestinlearningEnglishwillalsobeenhanced.Inchapterfourtheauthorwillpresenttheresearchconclusions,researchlimitationsandwillprovidesomesuggestionsforfurtherresearch.25 TheauthorprovidessuggestionsandreferencesfortheEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareaaftermakingquestionnaireinvestigationsandteachingexperimentandpresentingproblemsexistingintheEnglishgrammarteachinginHighSchoolsofthisarea.Itistheauthor’scontribution.Althoughtheauthorhasdonethis,therearestillsomeproblemsexistingintheEnglishgrammarteachinginthisareatobesolved.Itistheauthor’swishtoexchangewithothersandmakefurtherresearch.Keywords:task-basedapproach;EnglishgrammarteachinginHighSchools;HighSchoolsofcountiesofShangluoarea25 ChapterⅠIntroduction1.1Task-BasedLanguageTeaching1.1.1Origin&DevelopmentofTBLTTeachingProjectproposedbyN.S.PrabhuinIndia.Inhisteachingexperiment,N.S.Prabhuputforwardmanytypesoftasksanddesignedlearningcontenttobeaserialofcommunicativetaskssothatthestudentsfulfillthelearningbyfulfillingthesetasks.TheBangaloreCommunicationalTeachingProjectdrewtheattentionoflanguageteachingfield.Andinthelateof1980s,moreandmorelanguageteachingexpertsandscholarsmadeprofoundresearchonit,andthenTBLTapproachcameintobeinggraduallyandbecamemoreandmorepopularinthefieldofsecondandforeignlanguageteaching.TBLTapproachrequiredthatthestudentsshouldfulfillspecificlearningtasksbyusingthetargetlanguage.Itemphasizedtheactiveparticipationofthestudentsandtheprocessofcommunicationaswellasthefunctionsofthelanguage.Alsoitattachedgreatimportancetothedevelopmentoflearningstrategiesofstudentssothatinthecourseoflearningstudents’creativespiritandlanguageapplicationabilitywillbeenhanced.1.1.2CharactersandAdvantagesofTBLT1.1.2.1DefinitionandCharactersof“Task”Theterm“task”hasbeengivenvariouskindsofdefinitionbyexpertsandscholarsallaroundtheworld.Butasfor“task”inthelanguageteaching,itusuallyreferstotheactivitieswhichderivefromtheactivitiesintherealworldandhavethegistofforminglanguagevalue.Thereareseveraldefinitionsgivenbyworld-famouslinguisticsandeducators.(a)Anactivitywhichrequiredlearnerstoarriveatanoutcomeformgiveninformationthroughsomeprocessofthoughtandwhichallowedteacherstocontrolandregulatethatprocesswasregardedasa“task”.(Prabhu,1987.)(b)Ingeneral,Itoowillconsiderthecommunicativetaskasapieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorintegratinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.Thetaskshouldalsohaveasenseofcompleteness,25 beingabletostandaloneasacommunicativeactinitsownright.(DavidNunan,1989.)(a)Tasksarealwaysactivitieswheretargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome.(JaneWillis,1996.)(b)….anystructurallanguagelearningendeavorwhichhasaparticularobjective,appropriatecontent,aspecifiedworkingprocedure,andarangeofoutcomesforthosewhoundertakethetask.(Breen,1987.)Theso-called“task”,simplyspeaking,refersto“doingsomething”.Intheprocessof“doingsomething”,thelearnersareactiveandfullofenthusiasm.Inordertoaccomplishtasks,thelearnersshouldmakeuseoflanguageandnon-languagesourcetobuildsomethingmeaningful.Theprocessofaccomplishingtasksenablesthelearnerstousethetargetlanguagefreelyandnaturallysinceasupportiveenvironmentwhichisbeneficialforlanguagelearningandinternalizationhasbeensetup.Althoughdefinitionsgivenbylinguisticsandeducatorsarenotthesameaseachother,thetasks,asactivitiesinlanguageteachingclassatleastshouldthefollowingcharacters:(a)thetasksshouldcenteronmeaningandshouldavoidpracticesofsomemeaninglesslanguageforms;(b)thetasksshouldfocusonsolvingacommunicativeproblemandthiscommunicativeproblemshouldbecloselyrelatedtotherealworldanditshouldbespecific,beinclosetouchwithlife,learningexperience,socialrealitysothatthelearners’interestandresonancewillbearousedandtheirlongingandwillingnessforparticipationwillbeactivated;(c)thedesignandimplementationofthetasksshouldfirsttakethesolvingofcommunicativeproblemsintoconsideration,andtheresultsoffulfillingthetaskssignifiestheaccomplishmentofthelearners.1.1.1.1CharactersofTBLTTask-basedlanguageteachingreferstoanapproachthroughwhichlanguageteachingisplanedandorganizedbysettingtaskasthekeyunit.Itsadvocators(suchasWillis,1996.)holdthatTBLTisthelogicaldevelopmentofthecommunicativelanguageteachingbecauseTBLTsharesmanyprincipleswithcommunicativelanguageteaching.Forexample,authenticcommunicativeactivitiesarecrucialfortheenhancementoflanguagelearning;language,ifitisusedtofulfillorimplement25 meaningfultasks,itwillpromotethelearningofthelearners;discoursewhichismeaningfulforthestudentswillhelptosupporttheprocessofimplementingthetasks.AccordingtoNunan,thecharactersoftask-basedlanguageteachinginclude:(a)anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage;(b)theintroductionofauthentictextsintothelearningsituation;(c)theprovisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself;(d)anenhancementofthelearner’sownpersonexperiencesasimportantcontributingelementstoclassroomlearning;(e)anattempttolinkclassroomlanguagelearningwithactivationoutsidetheclassroom.Throughanalyzingthecharactersoftask-basedlanguageteachinggivenbyNunan,wecangeneralizetheprinciplesthattask-basedlanguageteachingshouldadhereto,namelytheprincipleofinteraction,theprincipleofauthentictexts,theprincipleofprocess,theprincipleofusingthelearner’sownpersonalexperiencestopromoteclassroomlearning,theprincipleoflinkingclassroomlanguagelearningwithactivationoutsidetheclassroom.ChapterⅡLiteratureReviewTBLTApproachinEnglishGrammarTeaching2.1PrinciplesAdheredtobyTBLT2.1.1PrincipleofInteractionTheultimategoaloflearningalanguageistolearntocommunicatewiththeverylanguage.Andinteractionisthecoreofcommunication.AccordingtoBrown,interactionmeanseverythingtocommunication.Afterstudyinglanguageteachingforseveraldecades,hefoundthatinteractionitselfisthemosteffectivewaytolearntocommunicate.Interactionherereferstotheexchangeofthinking,emotionandthoughtsbetweenoramonglearnersanditwillbringbenefitstobothorallofthem.Inordertoreachthegoalofcommunication,learnerswouldfocusontheexpressionofmeaningandontheunderstandingofinformationratherthanlanguagegrammarorotherlanguageforms.Theinteractionprocessoflanguagewouldcreatemanychancesforlearnerstohaveinformationinputandlanguageinput.Sinceunderstandingandexpressionsupplementandcomplementeachother,interactionpayscloseattentiontoboththeinputandoutput.25 2.1.2PrincipleofAuthenticTextsLanguagesarethecarriersofculture.Tosomeextent,learningalanguageistolearnthecultureofit.Therefore,intheprocessofteachingaforeignlanguage,thecultivationofculturalawarenessisparticularlyemphasized.Andtoimportauthentictextsintolanguageteachingcannotonlygetlearnerstocontactthecultureofthetargetlanguagebutalsohelpthemtousethenewlylearntlanguageandtoparticipateintothemeaningfulcommunicationratherthanonlyshowofftheirgrammarorvocabulary.Sogenerallyspeaking,ontheonehandthetextsandmaterialshavetobeauthentic,andontheotherhandthedesignersofthetaskshavetoprovidelearnersclearandauthenticlanguageinformationsothattheycanfeelandcomprehendthelanguagewhentheyareunderthenatural,authenticorsimulativecontext.Thedesignofthetaskshastointegratetheactualcommunityandsociallifeofthelearners.2.1.3PrincipleofProcessTBLTderivedfromthetask-basedsyllabusesputforwardbyforeignlanguageeducationcommunities,whichproposedthat“Whatistobelearnt”shouldbechangedinto“Howisittobelearnt”.SotoexperiencethelearningprocessisoneofthepurposesofTBLT.Insomecases,learningprocessratherthanlearningcontentcomesfirst.Inaddition,communicationitselfisaprocess.Andtheobtainingofcommunicativecompetenceisalsoaprocess,whichisbasedonthepremisethatthelearnershavehadknowledgeandskillsofeveryaspect.However,whethertheknowledgeandskillscanbedevelopedandtransferredintocommunicativecompetencelargelydependsontheprocessingcompetenceofthelearners.AnemphasishasbeenlaidondrawingtheattentionofthelearnersfromthecontenttothelearningprocessbyTBLT,whichisbeneficialforthecultivationofprocessingcompetence.Intheprocessoffulfillingtasks,learnersareabletoexploreandgeneralize,findandmakeuseofrules.Andtheycanalsofeel,internalizethetargetlanguageandcanlearntocommunicatewithothersintheprocessofexchangingandconsultingwithothersandofsolvingproblemsbyusingthetargetlanguage.Meanwhile,theprocessoflearningalanguagecanalsopromotethelearnerstolearntoknow,learntodoandlearntocooperate.2.2AdvantagesofTBLT25 Comparedwithtraditionallanguageteachingapproaches,TBLTapproachnotonlytakesinsomestrongpointsofotherapproaches,butalsoshowssomeadvantages.Firstofall,TBLTreflectsthelearningnotionsadvocatedbythelearningtheoriesofhumanismandconstructivism,emphasizingtheconceptsofbeinghuman-orientedandlearner-centered,respectingthesubjectconsciousnessofthelearners,providingtheopportunitiesfortheactiveparticipationandinternalizationofthelearnerssothattheycanexperiencethedelightofachievementandrealizetheself-worthtothelargestlimit.Inaddition,itcoordinatesandbalancestheconflictsbetweenformandmeaning,betweendevelopinglanguagesystemanddevelopinglanguagecommunicationcompetence,betweenclassroomteachingandnaturalacquisitionofthelanguage,andbetweenimprovingthelanguagefluencytogetherwithaccuracyandthecomplexityofthetasksexistinginthetraditionallanguageteachingprocess.InTBLT,theconflictsstatedabovewouldbecoordinatedandbalancedthroughteacher’sreasonabledesignoftasksandstudents’successfulfulfillmentoftasks.WhentakingtheteachinggoalsandteachingmodeofTBLTintoconsideration,wecanseethatTBLTsynthesizestheadvantagesoftraditionallanguageteachingandcommunicativelanguageteaching.Sotheoreticallyspeaking,TBLTisveryattractive.2.2.1ClassroomDesignofTBLTTask-basedlanguageteachingreferstoanapproachthroughwhichlanguageteachingisplanedandorganizedbysettingtaskasthekeyunit.Theteacheristhedesignerandorganizerwhilethelearnersaretheexecutorsandcommunicators.2.2.1.1CategoriesofTBLT(a)Real-worldtasks&PedagogictasksNunandividedtasksintoreal-worldtasksandpedagogictasks.Real-worldtasksrefertotaskswhicharesimilartoorapproachingthethingspeopledoinreallife.Andpedagogictasksrefertothingsthatmaynothappenoutsidetheclassroom.Nearlyallofthetasksofactualclassroomteachingbearthecharactersofbothreal-worldtasksandpedagogictasks.Thatistosay,mostofthetasksarethecontinuumofpedagogictasksandreal-worldtasks.Asforsometasks,the25 authenticitycharacteristicsaremoreprominent.Asforsomeothers,thepedagogycharacteristicsaremoreoutstanding.(b)Simpletasks&ComplextasksSimpletasksusuallyonlybearonetotwosteps.Intheprocessoffulfillingsimpletasks,thelearnerswouldacquirecomparativemonotonousinformationandlanguageknowledgeaswellaslanguageskillsandwhattheyhavetodoaresimpleandconcretesothattheycanaccomplishtasksinashorttime.Complextasksbearmanystepsandineachstepthelearnershavetodosomething.Tofulfillcomplextasks,usuallythelearnershavetoworkingroupsandsometimestheyhavetosharetheworkandhelponeanother.Whentheyfulfillcomplextasks,thelearnershavetoanalyzeandhandleallkindsofinformation.Inthisprocess,avarietyoflanguageknowledgeandlanguageskillswillbeinvolved.Thenitwilltakethemalongtimetofulfillthetasks.(a)OthercategoriesoftasksofTBLTPica,KanagyandFalodundividedtasksintofivecategories,namely,jigsawtasks,information-gaptasks,problem-solvingtasks,decision-makingtasksandopinionexchangetasks.2.2.1TeachingModeofTBLTAccordingtoWeiYonghong,theresearchontheteachingmodeofTBLTmadebyWillisisverytypicalofitstype,whichfullymanifestedthenotionofTBLT.(WeiYonghong,2004:129)TheteachingmodeproposedbyWilliswasbasedonpracticesothatitismanipulable.Shehadmadeagreatefforttoexplorehowtodealwiththerelationshipbetweenaccuracyandfluency,whichisanunavoidableproblemoflanguageteaching.AsforthekeyproblemsofTBLT,Willishaddeliveredherownopinions:(a)Input;inputlaysthefoundationforlanguageteaching.Intheprocessoflanguageteaching,theteachershouldprovideenriched,authenticlanguagematerialssothatthelearnerscanbeexposedtomaterialswhichareintegrated,dynamicunderacertaincontextandcomefromthereal-worldlife,andtheywouldgettruefeelingsaboutthetargetlanguage.(b)Output;throughlanguageoutput,opportunitiesfortherealapplicationoflanguageshouldbeprovidedtothelearners.Whentheyareunderdifferentcircumstancesoftasks,learnersshouldtrytheirbesttoexpressthemselves,whichisalsoaprocessforthemtotry,totestifyhypotheses,torevisehypothesesand25 topromotethedevelopmentofinterlanguage.Inthisprocess,theconsultationandpositivecooperationbetweengroupmembersandbetweentheteacherandlearnerswouldhelplearnerstoenhancetheirconfidenceaboutthemselves.(c)Tasks;inputandoutputarecenteredontaskssincetasksthemselveswouldcreateanaturalenvironmentforlanguageexposureandlanguageapplication.Tasks,whichbecomethebondbetweeneverytwoteachinglinksandbetweentheteacherandlearners,penetratetheentireprocessoftheteaching.Theactivitiesoflistening,speaking,readingandwritingdrivenbythefulfillmentoftasksaremeaningfulandpurposeful.(d)Accuracyandfluency;thetwoaspectsoflanguageapplication----accuracyandfluencyareinseparable.Therefore,theyshouldbebalanced.TBLTemphasizestheconcernofmeaningandthefulfillmentoftasks.However,ifthelearnersonlyconcernaboutmeaningandgivetopprioritytothefulfillmentoftasks,thereisadangerofemphasizingfluencyandneglectingaccuracy.Inordertoavoidthiskindofsituation,theteachershouldparticularlystresstheaccuracyoflanguageincertainproceduresofteachinganddrawtheattentionofthelearnerstothelanguageforms.Sincetheconcerntowardslanguageformsisforthepurposeofcommunicationandself-expression,itisstillpurposefulandmeaningful.(e)Learners;accordingtotheinterlanguagetheory,thesecondlanguagelearningoflearnersinvolvesaprocessinwhichthelearnersformhypothesesbybeingexposedtothetargetlanguagecontexts,andthenwithfurtherexposuretheytestify,modifythehypothesesandformnewonessothattheinterlanguagesystemcanbereorganizedandbecomemoresystematicandcomplex,finallythesehypotheseswouldbetransitedintotargetlanguagegradually.Accordingtothestudyofsecondlanguageacquisition,thelanguagedevelopmentoflearnersbearsacertainsequenceanditseemsthatitwon’tbeinfluencedorchangedbyteaching.Theresearchesstatedaboveshowedthatthecreativethoughtsandactiverecognitionparticipationoflearnersarethemostactiveandeffectivefactorsintheprocessoflanguagelearning.Therefore,itisinvaintostipulatethroughteachingwhatthelearnershavelearnt.Thepurposeofteachingshouldbetocreatebeneficialandfavorableconditionsandsituationsforthelearners.Meanwhile,theteachershouldhelptoimprovethelanguageconsciousnessoflearnerssothattheycanobserve,analyzeandreflectthelanguage,whichwouldhelpthemtoattainthesystematizationoflanguageandtoenhancetheirabilityofobservingandanalyzingproblems.Thentheyhavelearntnotonlythelanguage,butalsothewaytolearn.(f)Teacher;theteachershouldnotplaytheroletostipulatewhatthelearnershavelearnt25 ortoexplainthelanguage.He/sheshouldbetheorganizeroftheclassroomteaching,theprovideroftasks,thefacilitatorofstudyandthecreatoroflearningenvironment.Willisalsoproposedanimplementingoutline(Willis1996:52-53).Asforher,thisoutlineaimedatcreatingasubstantialenvironmentforlanguagelearningwiththegoalstoimprovethelanguageconsciousnessoflearnersandtorealizethefluencyandaccuracyoflanguageapplication.Accordingtothisoutline,theteachingproceduresincludedthreephases,namelypre-task,thetaskcycleandlanguagefocus.Andlanguagefocuswasatthelastphaseoftheoutlineandthecommunicationtaskswereatthecentreofit.Inthephaseofpre-task,topicandtaskshadtobeintroduced.Inthisphase,beneficialinputincludinginformationconcerningthetopic,newwordsandphrasescouldbeintroducedtothelearnersbytheteacher.Throughintroducingthetopicandtasks,thetopicwouldbehighlighted,relevantbackgroundknowledgewouldbeactivatedandthecognitiveprocessingloadoflearnerswouldbereduced.Thephaseofthetaskcyclewasconstitutedbytask,planningandreport.Task,whichemphasizedthefluencyoflanguage,couldprovidelearnerssufficientopportunitiestohavelanguageexpressions.Sincetheestablishmentofconfidencewasanemphasisofthetask,thelanguageapplicationintheprocessofcommunicationhappenednaturally.Thefulfillmentoftaskcouldhelptoactivatethemotivationofthelearners.Planningmadepreparationsfortheapproachingreport.Intheprocessoffulfillingthetask,whichtheauthormentionedabove,thelearnerswouldemphasizethefluencyandneglecttheaccuracyofthelanguage,whileintheprocessofplanning,thelearnersinclinedtofocusontheaccuracyofthelanguagesincetheyweregoingtomakereportorpresentationinfrontoftheteacherandalltheirclassmates.Thetransitionfromfocusingonfluencytoaccuracywasmeaningfulbecauseitwasoutofthenecessityofexpressionandcommunication.Reportorpresentationaimedatpromotingthelearnerstoapplyformalandaccuratelanguage,whichalsoexposedthemtomoreoralandwrittenlanguage.Thephaseoflanguagefocuswascomposedofanalysisandpractice.Analysisaimedathelpingthelearnerstoexplorethelanguage,tocultivatetheirawarenessofsentencesstructures,phrasecollocationsandvocabularyandtosystematizethelanguagecharacterstheyhadobserved.Acertainamountofpracticecontrolledbytheteacherwasessentialsincethepracticeenabledtheteachingproceduresmoreacceptableforthelearnersanditcouldhelptosummarizetheclass.2.2EnglishGrammarTeaching25 2.2.1DefinitionofGrammarGrammarhasbeendefinedbyscholarsandexpertsallaroundtheworldindifferentways.AsforNunan,“grammarteachesushowtomakeuseofwords;thatistosay,itteachesushowtomakeuseoftheminthepropermanner…tobeabletochoosethewordswhichoughttobeplaced,wemustbeacquaintedwithcertainprinciplesandrules;andtheseprinciplesandrulesconstitutewhatiscalledGrammar”.(Nunan,1819.)Collinsdefinedgrammaras“theabstractsystemofrulesintermsofwhichaperson"smasteryofhisnativelanguagecanbeexplained”inWorldEnglishDictionary.(http://dictionary.reference.com/browse/grammar)Stern(1983)referredtogrammaras“thatbranchofdescriptionoflanguageswhichaccountsforthewayinwhichwordscombineintosentences”.AndLongmanDictionaryofContemporaryEnglish(Summers,D.etal,2004)definedgrammaras“therulesbywhichwordschangetheirformsandarecombinedintosentences”.SuDingfangandZhuangZhixiangconsideredgrammaras“thegeneraldescriptionofalanguage,mainlythetheoreticaldescriptionofconstructionrules,includingphonology,syntax,lexicologyandsemantics.Inaword,grammaristhelanguagedescriptionwhichexplainshowwordsareorganizedtobesentences.”(SuDingfangandZhuangZhixiang,1996.)2.2.2DefinitionofGrammarTeachingAsforLiGuanyi(1990),grammarteachingwasbynomeansreferringtoteachdozensoformoregrammarrulesbutmakinglearnerstohaveacomprehensiveandexplicitconceptofthegrammarsystem.Moreimportantly,throughpracticelearnershadtomakethemselvesmasterofgrammarrulesandtheapplicationoftheserulessothattheycouldeasilycomprehendtheprofessionalinformationtheyneededandtosomedegreetheycouldconveyinformationinspokenorwrittenEnglish.AccordingtoHuangZhenyuan(2003),grammarteachingwastonurturetheinnerEnglishstructureoflearnersonthebasisofteachingthegrammarandwasthefoundationofthelanguageapplicationactivitiesofthelearnersincludinglistening,speaking,readingandwriting.Therefore,grammarteachingwasaninevitablepartofEnglishteaching.Therefore,thegrammarteachinginmiddleschoolsshouldbelikethis:theteacherteachesthegrammarwithpurpose,consciousnessandsystematizationinlinewiththegrammarteachingobjectivesandthedevelopmentoflearnersbothphysicallyand25 mentally;andthroughgrammarteachinglearnersareabletocomprehendthegrammarrulessothattheycanmakebetterlistening,speaking,readingandwritingpractices.Inaword,thegrammarteachingshouldreachthegoalofnurturingthelanguageapplicationcompetence,thesensitivitytowardsthetargetlanguageofthelearners,andtrainingtheirabilitytogeneralizegrammarandmakeself-learning.2.2.1DevelopmentofGrammarTeachingInthehistoryoflanguageteaching,manylinguisticsandlanguageteachingexpertshaddeliveredtheiropinionsconcerningthestatusandfunctionofgrammarteaching.Forexample,Prabhu,advocatorofcommunicativeteachingapproach,heldthatthegrammarwassocomplicatedthatitcouldn’tbetaughtandaslongasthelearnershadopportunitiestomakemeaningcommunicationatclass,theycouldacquiregrammarontheirownaccord.Hallidayadvocatedlearninglanguageinuse.Andin1971heandhiscolleaguesdesignedasetoflanguagecoursenamedLanguageinUse,inwhichgrammarwasnottaught.Alsoin1970sthecontroltheoryofKrashenprevailed,whichconsideredgrammarteachingascarryingcoalstoNewcastlesogrammarteachingnearlydisappearedfromtheEnglishclass.However,withthedevelopmentofworldeconomyandglobalization,theutilizationofEnglishwasdemandeddaybydayandthecommunicativefunctionofEnglishwaspaidmoreandmoreattention,whichalsobroughttheconfirmationandemphasisofthefunctionandvalueofgrammarbysomelinguists.P.Balcompinpointedtheeffectsbroughtbygrammarteachingtolanguagelearning:(a)grammarteachingenabledthelearnerstofeeltheratingscaleofthelanguageandfacilitatedthesystematizationoflanguageinputandtheunderstandingofthelanguage;(b)thelearnerswereeasiertotransformthelanguagemessagestheyreceivedintocomprehensiblelanguagesystem;(c)thelearners’unconscioushypothesesonthetargetlanguagewouldbeconfirmedordenied.MarianeCelceMurica(1991)arguedthathehadconvincingevidencetoprovethatwithoutgrammarteachingtheEnglishthelearnershadlearntcouldonlybepoorandshoddyanditwasverydifficultforthelearnerstoexceedthisphaseandmakeagreatprogress.(CitedfromWuYimin,1997)LouisAlexandepointedoutthatcommunicativelanguageapproachwastoaskthelearnerstodosomethingwiththelanguageandtoaccomplishthisgrammarstructurewasessential.Grammarcouldbynomeansbeavoidedandithadtobetaught.Althoughtheimportantteachingpointshouldstillbeputoncommunication,informationongrammarhadtobeprovidedallthetimebecausetheaccuracyofthelanguagecamefromgrammar.25 ChapterⅢEGTofMiddleSchoolsinCountiesofShangluoAreas3.1EGTinHighSchoolsofCountiesofShangluoAreaFromwhathasbeenstatedabove,wecanseethesignificanceofgrammarteachingandweshouldattachgreatimportancetoit.Thenwhat’sthecurrentconditionofgrammarteachinginmiddleschoolsofcountiesofShangluoarea?Theauthormadeaquestionnaire(seeappendix1)abouttheEnglishgrammarteachinginHighSchoolsinCountiesofShangluoAreaandtherewereabout105MiddleSchoolstudentsinthisareaansweredthequestionnairesandtherewereabout101effectivequestionnaires.Fromtheanswersgivenbythestudentsinthequestionnaireaswellastheobservationofher,theauthoranalyzedtheteachingconditioninHighSchoolsofcountiesofShangluoareafromseveralaspects,namelythegrammarteachingnotionofteachers,grammarsequencingofthetextbookandtheteachingmodeinHighSchoolsofcountiesofShangluoarea.3.1.1GrammarTeachingNotionofTeachersThroughanalyzingtheeffectivequestionnaires,theauthorfoundthatsometeachersinmiddleschoolsincountiesofShangluoareasstilltooktheteachingnotionofteacher-orientedintheirgrammarteaching.TheyarguedthatthegrammarwassoimportantforthestudentssothattheyhadtospendsomuchtimetoteachitandgrammarplayedasoimportantroleintheCollegeEntranceExaminationthatthestudentsshouldmakepracticesonitasfrequentaspossibleuntiltheyhadcompletelycomprehendedit.Therefore,theylaidtoomuchemphasisontheteachingofgrammarinEnglishclass.However,itseemedthattheywerelimitedtotherulesofgrammar.AlthoughthestudentscouldgethighscoresintheexaminationstheycouldnotopentheirmouthtospeakEnglishandtheirlisteningcomprehensionwasnotverygoodtoo.Alsotherewereafewteacherswhowerepassionateaboutthenewcurriculumreformandheldthatitwasnecessarytoadoptthetask-basedlanguageapproachinEnglishgrammarteachingsothatthestudentscouldbeattractedtotasksrelevanttothereal-worldlifeandmasterthegrammarpointsintheprocessoffulfillingaserialoftasks.What’smore,boththeaccuracyandformsofthelanguagecouldbetrainedwhentheyfulfillthetasks.AnditseemedthatthestudentsoftheseteacherscouldgethighgradesintheEnglishexaminationsandtheydaredtoopentheirmouthtomakecommunicationswithothers.Buttheproportionoftheseteacherswasactuallyquiet25 small.AlsotherewereafewteacherswhothoughtthatEnglishgrammarwasnotthatimportantwhenitwascomparedwithlistening,speaking,readingandwriting.Andtheythoughtthestudentscouldnaturallymastergrammarintheprocessofenhancingthecomprehensionoflistening,speaking,readingandwriting.Therefore,theydidn’tpaymuchattentiontothegrammarteachinginEnglishclassandwhichresultedinthatthestudentsdidn’tgiveemphasisonthegrammartoo.Duetothelackofemphasisongrammar,itwasdifficultforthemtoimprovethelistening,speaking,readingandwritingofthestudents.AndthemarksgotbythestudentsintheEnglishexaminationswerealsobeengreatlyinfluencedandlimited.3.1.2GrammarSequencingoftheTeachingTextbookThetextbook,whosemainfunctionistopresentknowledgeandtoimpartskills,wasthemaintooltofacilitatetheteachingoftheteachersandthelearningofthestudents.AndthestudentsinmiddleschoolsofShangluoareasadoptedtheNewSeniorEnglishforChinaStudentspublishedbyPeople’sEducationPress.Justasthesayinggoes,everycoinhastwosides.Obviouslythetextbookalsohaditsadvantagesanddisadvantages.Ontheonehand,itcontainedalltheknowledgeaboutgrammarthestudentsshouldmasterinseniorhighschoolandineachbookrevisionmoduleofknowledgeaboutgrammarwasbeensetintheendofeachunit,whichwasbeneficialforthestudentstoconsolidatetheknowledgetheyhadlearntpreviously.Ontheotherhand,itneglectedthecoherenceamonggrammarpoints.Acompletegrammarpointwasseparatedintoseveralunits,whichmightresultedinthatwhatthestudentslearntwasscatteredandwerelackofsystematization.TakingtheknowledgeaboutAttributiveClausesasanexample,itwasseparatedintoseveralunits,amongwhichthelastunitwastheonefortheoverallrevision.Therefore,iftheteacherjusttaughtandtrainthestudentstheknowledgeaboutgrammarinaccordancewiththesequencingofthetextbookratherthanputallthegrammarrulestogetherandguidethestudentstoobserveandsummarizethegrammarrules,theywouldbeconfusedwiththegrammarstructurestheyhadlearntandtheaccuracyoftheirlanguageapplicationwouldalsobereduced.3.1.3TeachingModeinHighSchoolsofCountiesofShangluoAreaAccordingtoherinvestigationandobservation,theauthorfoundthatmanyteachersinHighSchoolsofcountiesofShangluoareaadoptedthetraditional3psapproachinEnglishgrammarteaching.Here3psreferredto25 “presentation-practice-production”,anapproachcameintobeingbroughtbyCommunicativeApproach.Whenadoptedthisapproach,theteacherwouldorganizetheclassandputthestudentsinthestudysoastoaccomplishtheteachingtasksbyfollowingthethreestages.Inthestageofpresentation,theteacherwouldimpartthenewknowledgeaboutgrammartothestudentsandfindoutifthestudentshadcomprehendeditbyaskingsomerelevantquestions.Inthestageofpractice,theteacherwouldprovidethestudentssomeopportunitiesandencouragethemtopracticerepeatedlywhattheyhadjustlearnt.Andtheteacherwouldcorrectthemifthestudentsmadesomemistakes.Inthestageofproduction,theteacherwouldencouragethestudentstoapplytheknowledgetheyhadjustlearntfreelyandtheteacherwouldtestthemthroughcertainwayssothattheimprovementoftheintegratedlanguageapplicationcompetenceofthestudentswouldbeguaranteed.3.2ProblemsExistinginEGTinHighSchoolsofCountiesofShangluoAreaThroughcollectingandanalyzingtheinformationintheeffectivequestionnaires,theauthorfoundthatthereweresomeproblemsexistinginEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareas.Forexample,thegrammarteachingwaslackofinterest,thestudentswerelackofEnglishlearningstrategies,thegrammarteachingwasCEE-oriented(CollegeEntranceExamination)andtheteachingformwasunitary,somestudentslaidaweakfoundationinEnglishandtheycouldn’tcatchupwiththeteachingoftheteacher,andtheteacherdidn’tcareenoughaboutthestudents,etc.Mainly,therewerethreeproblems,includingtheteaching’slackofinterest,lackofpracticeandtheteachingform’sunitary.Next,theauthorwouldpresenttheseproblemsandanalyzethereasonsfortheseproblemsspecifically.3.2.1LackofInterestAccordingtothequestionnaireandanalysismadebytheauthor,mostofthestudentsthoughtthatthegrammarwastoodifficultforthemtolearnoritwasdifficultforthemsometimesandmanyofthemarguedthattheyhadlaidaweakfoundationonEnglishsothatsometimestheycouldn’tcatchupwiththeteacherandmanyofthemthoughttheirteacher’sgrammarteachingwaslackofinterest.SomeofthemheldthattheirteacherstaughtgrammaronthepurposeofpreparingfortheCollegeEntranceExaminationandmadealotofexampleswhichwerenotcloselyrelatedwiththereal-worldlifesothattheEnglishgrammarclasscouldbynomeansstimulatetheir25 interestingrammarlearning.Meanwhile,someteachersstilladheredtotheverytraditionalgrammarteachingmethod,namelyimpartingmanygrammarrulesatclassandaskingstudentstomakealotofpracticeafterclass.AndwhenansweringthequestionofdescribingthegrammarteachingmethodsandprovidingsuggestionsfortheirEnglishteacher,moststudentsputforwardsomeadvice,amongwhomsomewishedthattheteachercouldbringmoreinteresttotheEnglishgrammarteachingclassandmakeitmoreinteresting,somehopedthattheteachercouldadoptmorefrequentlythemulti-mediafacilitysothattheycouldbeexposedtointerestinglanguagelearningatmosphereandtheywouldbemotivatedtolearn.Sincetherewere50ormorestudentsineachclassinHighSchoolsofShangluoareaandtheydidn’thadthesamecommandofEnglishsothatitwasratherdifficultfortheteachertoteachthestudentsinaccordanceoftheaptitudeofeverysinglestudent.Iftheteachingcontentwastoosimple,thestudentswithagoodcommandofEnglishwouldeasilygetwhathadbeentaught,andtheywouldloseinteresttolearnitbecauseofthelackofchallenge.However,iftheteachingcontentwastoodifficult,thosewithabadcommandofEnglishcouldn’tgetitandtheywouldfeeltoofrustratedtohavefurtherlearning.AccordingtotheNCS,intheEnglishclasstheteachershouldtaketheprincipalstatusandthestudentsshouldplayaleadingrole.Onlythroughthiswaycouldtheteachinglevelandqualitybeguaranteed.Obviously,thiscouldbynomeansbeachievedifthestudentscouldn’tparticipateintotheclassactivitiesactivelyandcreativelyortheycouldn’tplaytheleadingroleintheclass.However,manyteachersinHighSchoolsofcountiesofShangluoareastilladoptedtheverytraditionalgrammarteachingmethodandtheyspentalotoftimeimpartingthegrammarrulestothestudentssothatthestudentshadlittletimetojoinintheclassactivitiesandtheycouldn’tcomprehendthegrammarrulesaccurately,letaloneapplythelanguagewithflexibility.Inaddition,althoughsometeachersadoptedtheTBLTtoteachgrammar,theystillhaddifficultytocarryoutclassroomactivitiesbecauseoftheimbalancedcomprehensiveEnglishproficiencyofthestudentsaswellasthebigsizeoftheclass.25 3.2.2LackofPracticeEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareaaimsathelpingthestudentstolearnthebasicrulesofEnglishandinstructingthemtohavecommunicativepractices.Therefore,theEGTinHighSchoolsinthisareashouldbepractice-centeredandskill-coredandtheteachershouldconsciouslymonitortheutilityofgrammarlearning,namelytheteachershouldleadthestudentstocommunicatewithothersbyapplyingthegrammarrulestheyhadlearnt.TheeffectivequestionnairesmadebytheauthorshowedthatmostoftheteachersinHighSchoolofcountiesofShangluoareastilllaidgreatemphasisonthesystematicimpartingofgrammarrules,thefunctionofmemoryaswellasthemechanicalpracticeoflanguageandlackedthenurturingofthestudents’languageapplicationcompetence.SomestudentspointedoutthattheirteacherstaughtstrictlyfromthebookandsomeotherspinpointedthattheirteacherstaughtgrammarwhollyonthepurposeofpreparingtheCEE.AlsothereweresomestudentswhosaidthattheirEnglishteachersusuallytaughtgrammarrulesatclassandaskedthemtodoalotofgrammarexercisesafterclass.Accordingtowhatthestudentshadpointedout,wecouldsafelyseethatEGTinHighSchoolsofcountiesofShangluoareastressedgrammarrulesratherthanlanguagepractice.BecauseoftheguidanceroleplayedbyCEE,grammarteachinginHighSchoolsshouldnurturestudents’abilitytocomprehendsentences,passagesaswellastheabilitytoexpresstheirownopinions.Theultimategoalofgrammarteachingwastohelpstudentstoapplythelanguagetodosomethingbymakinguseofgrammarrulesratherthanonlytohelpthemtograsptheserules.However,manyteachersinHighSchoolsofcountiesofShangluoareaneglectedtheultimategoalofEGT,whichresultedintheemphasisofgrammarrulesinsteadoflanguagepractice.Therefore,thestudentshadlittleopportunitytomakenaturallanguageoutputintheclass,andtheycouldn’tapplythegrammarrulesintoreal-lifepractice,letalonemakerealcommunicationwiththeserules.3.2.3UnitaryoftheTeachingFormAccordingtoherobservationandinvestigation,theauthoralsofoundthattheteachingformofsometeachersinHighSchoolsofcountiesofShangluoareawasunitarywhentheywereteachingEnglishgrammaritems.Theyadoptedthesameteachingformwhentheywereimpartingtotallydifferentgrammaritems.Alsovariousteachersadoptedsimilarteachingformtoteachagrammaritem.After25 listeningtothelessonsgivenbyateacherinaHighSchoolofZhashuicountyofShangluoarea,theauthorfoundthatshehadsimilarteachingformwhenshetaughtthreegrammaritems.Andshespentalotoftimeimpartinggrammarrulessothattherewereneithermanyclassroomactivitiesnorinteractionswithstudents.Theatmosphereintheclasswastedioussothatsomeofthestudentscouldn’talwaysfocusthemselvesontheteachingoftheirteacher.ChapterⅣEmpiricalStudy4.1ExperimentalOutlineThisexperimentadheredtotheprinciplesofbeingscientific,communicative,andconstructive,andemphasizedthedevelopmentofthelearners’grammarandtheintegralcompetenceonEnglishintheprocessofdesigningandimplementingtheexperiment.Itaimedatenhancingthelanguageskills,languageknowledge,attitudestolearning,learningstrategiesandculturalawarenessofthelearners,nurturingtheircomprehensivelanguageapplicationabilityandself-confidenceandactivatingtheirlearninginterestandenthusiasm.Italsotriestotestifyifthetask-basedlanguageapproachispracticableandfeasibleinEnglishgrammarteachinginmiddleschoolsofcountiesofShangluoareasandfindoutthedisadvantagesexistinginthisteachingexperimentsothatfurtherresearchandimprovementwouldbemadeinthefutureEnglishgrammarteaching.4.1.1PurposesIttriestoexploreapracticableandfeasiblegrammarteachingmodeinmiddleschoolsofcountiesofShangluoareasandtotestifythatthetask-basedgrammarteachingapproachismoreeffectivethantoimprovethelearners’knowledgeaboutgrammarandtheircomprehensivelanguageapplicationabilityaswellastheirinterestingrammarlearningthetraditionalgrammarteachingapproach.4.1.2ParticipantsTheparticipantsoftheexperimentarethe101studentsfromtwoclassesofamiddleschoolofthecountyofShangluoareas.Classoneistheexperimentalclassandthereare50studentsinitwhileClasstwoisthecontrolclassandthereare50studentsinit.Beforestartingtheexperiment,theauthormadeapre-testinClassoneandClasstwoandfoundthatthetestingresultsdidn’tdiffersignificantly.Therefore,theauthorsupposedthatthetwoclasseswereatthesamestartingpoint.Theauthor25 madetheexperimentbyteachinggrammarinthetwoclasseswiththesameteachingmaterialandteachingcontentbutwithdifferentteachingapproaches,namelywithtask-basedgrammarteachingapproachinClassoneandwithtraditionalgrammarteachingapproachinClasstwo.4.1.3TimeConstraintThisexperimentstartedfromthemiddleofOctoberandendedinthemiddleofDecember.Anditiscenteredatimprovingthelearners’knowledgeaboutgrammartogetherwiththeintegrallanguageapplicationability.4.2ExperimentalProcessTherearemainlythreepartsinthisexperiment,includingthepre-test,theimplementationoftask-basedgrammarteachingandthepost-test.Beforethestartingoftheexperiment,theauthormadeapre-testinboththeexperimentalandcontrolclassestotestifyifthestudentsinthetwoclasseswereatthesamebeginning.Andthentask-basedgrammarteachingactivitieswasimplementedintheexperimentalclassandthetraditionalgrammarteachingactivitieswasimplementedinthecontrolclass.Thetraditionalgrammarteachingadoptedthetraditional3psapproach.4.2.1FormativeAssessmentBeforethestartingoftheexperiment,theauthorcollectedthedataconcerninggrammarfromthepapersofCollegeEntranceExaminationalloverthecountryinthepastyearsandallthestudentsfromboththeexperimentalclassandthecontrolclassparticipatedintothepre-test.Therewerethreetypesofquestionsinthepre-test,includingmultiplechoicesandmistakescorrection.Allthestudentsinbothclassestookthetestatthesametimeunderthemonitoringofresponsibleteachers.Afterthestudentsfinishedthetest,teachersinbothclassescollectedthepaperssoonafterthetimewasup.Andthentheauthorevaluatedallthepapersandcollectedandanalyzedthedata.Thepurposeofhavingtheformativeassessmentwastotestifyifthestudentsfromtheexperimentalclassdidn’tdiffersignificantlythosefromthosewhowerefromthecontrolclass.4.2.2ImplementationProcessofTask-BasedGrammarTeachingDuringthewholeexperimentalprocess,theteacherappliedtheNewSeniorEnglishforChinaStudentspublishedbyPeople’sEducationPressandtaughtthegrammarpointsintheexperimentalandcontrolclasseswithtask-basedlanguage25 teachingapproachandtraditional3ps(present-practice-production)approachrespectively.Intheexperimentalclass,theteacheradoptedtheTBLToutlineproposedbyWillis,whichincludesthreephases----thepre-taskphase,thetaskcyclephaseandthelanguagefocusphase.Inthephaseofpre-task,theteacherwouldintroducetothestudentsthetopicoftheclassaswellasthetasks.Throughthisphase,thestudentswouldbefamiliarwithsomeinformationconcerningthetopic,somenewwordsandphrasesandtheirstoredbackgroundinformationwouldbeactivated.Thephaseoflanguagefocuswascomposedofanalysisandpractice.Analysisaimedathelpingthestudentstoexplorethelanguage,tocultivatetheirawarenessofsentencesstructures,phrasecollocationsandvocabularyandtosystematizethelanguagecharacterstheyhadobserved.Practiceenabledtheteachingproceduresmoreacceptableforthelearnersanditcouldhelptosummarizetheclass.Therefore,acertainamountofpracticecontrolledbytheteacherwasessentialinthisphase.Fromwhathadbeenstatedabove,wecouldsafelycometotheconclusionthatthetask-basedlanguageteachingapproachmainlydifferedfromthetraditional3psintwoaspects.Ontheonehand,intheexperimentalclasstheteacherwouldonlymakeexplanationswhenthestudentshadtroubledoingsomethingandwhenitwasreallyessentialwhileinthecontrolclasstheteacherwouldbeginwithexplainingtherulesofaparticulargrammarpointwithouttakingthetruesituationandneedsofthestudentsintowellconsideration.Ontheotherhand,intheexperimentalclasstheteacherwouldmakethestudentsbefamiliarwiththegrammarpointbyaskingthemtofulfillaserialofsettaskswhichhasgreatconnectionswiththereal-worldlifeandinthecontrolclasstheteacherwouldachieveitbyaskingthemtomakesentencesortranslationsandmakesomepracticeswhichwerenotcloselyrelatedwithreal-worldlife.Therefore,thefulfillmentoftasksintheexperimentalclasswasmoreeffectivebecausehelpcouldbeofferedbytheteacheratanytimeandthestudentswereprobablymoreinterestedintasksrelevantwithreallife.4.2.3SummativeAssessmentAttheendoftheexperiment,theauthoralsocollecteddataconcerninggrammarfromthepapersofCollegeEntranceExaminationsallaroundthecountrytomakethesummativeassessment.Theauthoraskedallofthestudentsfromboththe25 experimentalclassandthecontrolclasstotakepartintothesummativeassessment.Thesummativeassessment,namelythepost-testcontainedthesametypesofandthesameamountofquestionsasthoseofthepre-test.Thestudentsfrombothclasseshadthepost-testunderthesameconditionsasthoseofthepre-test.Andtheauthorevaluatedthepaperswiththesameevaluationstandardsasthepre-test.Thedatawascollectedandanalyzedinthesamewayasthepre-testbytheauthor.Thepurposeofthesummativeassessmentwastotestifyifthestudentsfromtheexperimentalclassdifferedgreatlyinimprovementfromthosewhowerefromthecontrolclassaftertheexperiment.4.3TeachingCaseofTask-BasedGrammarTeachingIntheexperimentalclass,theteachermadethelessonplansandcarriedoutthegrammarteachingbyadoptingtheTBLToutlineproposedbyWillis,whichincludesthreephases----thepre-taskphase,thetaskcyclephaseandthelanguagefocusphase.AndheretheauthorwouldliketopresentateachingcaseofAttributiveClausesteachingbyadoptingTBLT.Theteachingmaterialcamefromunit4ofbook1ofNewSeniorEnglishforChinaStudentspublishedbyPeople’sEducationPress.Thenitwasthephaseoflanguagefocus,whichwascomposedofanalysisandpractice.Atfirst,theteacherleadedthestudentstosummarizethecharactersoftheattributiveclausesofeachgroupstatedabove.Thentheteacherleadedthemtodosomepractices.Firstly,thestudentsshouldmakeupastoryaboutearthquakeingroupsbyusingatleastfiveattributiveclauses.Theteachercoulddividethestudentsintosmallgroups,say,fourorfivestudentsinagroup.Thenthreeorfourgrouprepresentativesshouldmakeareportinfrontoftheteacherandotherstudents.Secondly,thestudentsshouldfinishthefollowingtasks:a.Pleasefillinthefollowingblankswiththerelativewords“who”,“that”,“which”,“whose”and“when”.1.Hestillrememberedtheday___________theearthquakestrokeTangshan.2.Hestillrememberedtheday___________hespentinTangshan.3.She,________wasnotinagoodstate,stillinsistedonrescuingthewoundedintheearthquake.4.Theman_________armbrokeintheearthquakesucceedtenyearslater.5.Irefusetoaccepttheblameforsomething__________wassomeoneelse’sfault.25 a.Pleasecombinetwosentencesintoonesentencewith“which”,“when”and“who”.1.Thechurchwasruinedintheearthquake.Ithasbeenrebuiltnow.2.Childrenwillgainweightquickly.Theyarenotactiveandtheirdietishighinfat.3.Thedaysaregone.Duringthesedaysyouhadtomakealivingwithphysicalstrength.4.4DataCollection&AnalysisTheauthorcollectedtheinformationfromthepre-testandpost-testandadoptedtheSPSS16.0softwaretoanalyzetheinformation.SincetheauthortriedtotestifythattheTBLTapproachwasmoreeffectivethanthetraditional3pswhentheywereadoptedtoteachEnglishgrammar,thequestionfortheresearchwasasfollows:ChapterⅤConclusion&Suggestions5.1Limitations&Suggestions5.1.1LimitationsThereweresomelimitationsinthestudy,includingthesmallsizeofthesamplesandthelimitationoftheexperimentconstraint,etc.Specificallyspeaking,inthefirstplacethesizeofthesampleswassmall.Becauseofthelimitationoftime,theauthoronlymadetheexperimentintwoclassesinaHighSchoolofacountyofShangluoarea,inwhichtherewere100students.Andmorethanhalfofthequestionnaireswereansweredbythestudentsinthatcounty.Thesefactorswouldinevitablyaffecttheresultsofthestudy.Therefore,inordertogetmorescientificandrepresentativeresearchresultfurtherstudywasverynecessary.Inthesecondplace,theauthorcouldn’ttestifyeverygrammaritembecauseofthelimitationoftime,whichwouldresultinerrorsinthestudy.Therefore,thisalsodemandsfurtherresearch.5.1.2SuggestionsAsfortheshortcomingsstatedabove,theauthoralsoputforwardsomesolutionsinthehopethatreferenceswouldbeprovidedforfurtherresearchofTBLTapproach.Tobeginwith,ateachershoulddedicatehim/herselftothedesignoftasks.Whentheteacherisdesigningtasks,he/sheshouldbearthedesigningprinciplesintomind,25 namelytheprincipleofhierarchy,theprincipleofmotivationandtheprincipleofcoherence,etc.SincethestudentsinaclassmaybeatdifferentlevelsintheirEnglishproficiency,theteachershoulddesigntasksinaccordancewiththeprincipleofhierarchysothatthetaskscouldsatisfythelearningneedofstudentsatdifferentlanguageproficiencylevels.Andtheteachershoulddesigntasksinconsistentwiththeprincipleofmotivationsothatthestudentsatdifferentproficiencylevelswouldhaveasenseofachievementafterfulfillingthetasks.What’smore,theteachershouldnotneglecttheprincipleofcoherencewhenhe/sheisdesigningtasksbecauseonlythroughthiswaycouldthestudentscomprehendtherequirementsofthetasksclearlyandcouldtheyfulfillthetaskseffectively.Andthentheteachershouldplayagoodroleasa“monitor”intheclassbecauseonlythroughthiswaycouldtheteacherproperlycontrolthefulfillmentprocessoftasksandmakesurethattheteachingcouldbespreadingoutinorder.Inaddition,theteachershouldmodifythewell-designedtasksproperlyandflexiblyintheprocessofgrammarteaching.Anyway,theflexibilityofateacherplaysaveryimportantroleintheeffectofaclassbecausenoteverycycleofaclasswouldgoexactlyastheteacherhaddesignedbeforetheclass.Theteachershouldbeopentomakeadjustmentsatanytimeoftheclasssothattheteachingeffectcouldbeguaranteed.TheapplicationofTBLTapproachintoEnglishandgrammarteachinginHighSchoolofcountiesofShangluoareawouldbecomeoptimizedandmoreeffectiveinthefuture.Owningtothelimitedtimeandresearchmethodologiestogetherwiththelimitedabilityoftheauthor,therearestillmanyproblemsconcerningtask-basedgrammarteachingopentobeexploredandstudied.Therefore,itistheauthor’shopethatthissubjectcouldbeadvancedtheoreticallyandexperimentandresearchcouldbemadeinawiderareasothatmorescientificandaccuratereferenceswouldbeprovidedforEnglishgrammarteaching.Bibliography[1]HouJie,ABriefIntroductionofTaskBasedLanguageTeaching[J].语文学刊-外语教育教学,2010.6.25 [2]WillisJ．AFrameworkofTask-basedLearning[M]．London：Longman，1996．[3]林立，王之江．任务型学习在英语教学中的应用[M]．北京：首都师范大学出版社，2005．[4]ZhaoMing,TianXiaoyan.OnApplicationofTask-basedTeachingMethodinVocationalCollegeEnglishTeaching[J].科教导刊,2012.7.[5]ZhiqinZhang,TheApplicationofTask-BasedInstructioninChineseEFLClassroom[D].TaiyuanNormalUniversity,2011.1.[6]余泽标．任务型教学研究现状[J]．重庆师专学报，2001.2．[7]DangPeipei,TheProblemsExistinTask-basedTeaching[J].科教导刊,2012.6.[8]LiGuangcai,ApplicationResearchofTask-basedMethodinEnglishClass[J].教学导刊,2011.9.[9]王汉明．对任务型教学的认识与反思[J]．基础教育外语教学研究,2004.7.25