语境教学法在初中英语语法教学中的应用研究——以永昌县第三中学为例 72页

关于向《中国学位论文全文数据库》领取学位论文稿酬的通知中国科学技术信息研究所（以下简称“中信所”）是国家科技部直属的综合性科技信息研究和服务机构，是国家法定的学位论文收藏单位，肩负着为国家技术创新体系提供文献保障的任务。从六十年代开始，中信所受国家教育部、国务院学位办、国家科技部的委托，对全国博硕士学位论文、博士后研究工作报告进行全面的收藏、加工及服务，迄今收藏的国内研究生博/硕士论文已经达到100多万册。学位论文是高等院校和科研院所科研水平的体现，是研究人员辛勤劳动成果的结晶，也是社会和人类的共同知识财富。为更好的利用这一重要的信息资源，为国家的教育和科研工作服务，在国家科技部的大力支持和越来越多的专家学者提议下，中信所和北京万方数据股份有限公司承担并开发建设了《中国学位论文全文数据库》的加工和服务任务，通过对学位论文全文进行数字化加工处理，建成全国最大的学位论文全文数据库，并进行信息服务。凡本校被《中国学位论文全文数据库》收录的学位论文，由万方数据电子出版社向作者颁发学位论文收录证书及支付稿酬。学位论文被《中国学位论文全文数据库》收录后，作者保留在其他媒体发表论文的权利。敬请研究生登录《中国学位论文全文数据库》查询学位论文收录情况，学位论文被《中国学位论文全文数据库》收录后，万方数据电子出版社向被录用论文作者支付稿酬，稿酬支付标准如下：博士论文著作权人获得价值500元人民币的“万方数据资源系统授权人阅读卡”和100元人民币的稿酬；硕士论文著作权人获得价值400元人民币的“万方数据资源系统授权人阅读卡”和60元人民币的稿酬。联系电话：010-58882419010-58882702联系人：周老师通讯地址：北京市复兴路15号214室邮编：100038 ContentsAbstract.............................................................................................................................................................i摘要..............................................................................................................................................................iiiListsofFiguresandTables..............................................................................................................................vAbbreviations..................................................................................................................................................viChapter1Introduction.....................................................................................................................................11.1TheBackgroundoftheResearch.......................................................................................................11.2ThePurposeandSignificanceoftheResearch..................................................................................31.3TheStructureofthePaper.................................................................................................................4Chapter2LiteratureReview............................................................................................................................52.1GrammarandGrammarTeaching......................................................................................................52.1.1Thedefinitionofgrammar......................................................................................................52.1.2Thedefinitionofcompetenceandgrammaticalcompetence..................................................72.1.3Grammarteaching...................................................................................................................92.2ContextandContext-BasedApproach.............................................................................................142.2.1Thestudyoncontextabroad.................................................................................................142.2.2Thestudyoncontextathome...............................................................................................152.2.3Thecharacteristicsofcontext-basedapproach......................................................................162.2.4Theapplicationofcontext-basedapproachinFLT...............................................................172.2.5Theapplicationofcontext-basedapproachingrammarteaching.........................................18Chapter3TheoreticalFoundation..................................................................................................................203.1ContextTheory................................................................................................................................203.2ConstructivismTheory.....................................................................................................................21Chapter4ResearchMethodology..................................................................................................................234.1ResearchQuestions..........................................................................................................................234.2Participants.......................................................................................................................................234.3ResearchInstruments.......................................................................................................................244.3.1Questionnaire........................................................................................................................244.3.2Test........................................................................................................................................24 4.3.3Interview...............................................................................................................................254.3.4Teachingmaterial..................................................................................................................254.4ResearchProcedure..........................................................................................................................254.4.1Themainprocedureofexperiment.......................................................................................254.4.2AteachingdesignforE-C.....................................................................................................274.4.3AteachingplanforC-C........................................................................................................294.5DataCollectionandAnalysis...........................................................................................................304.5.1Analysisoftest......................................................................................................................314.5.2Analysisofquestionnaire......................................................................................................344.5.3Analysisofinterview............................................................................................................374.6ResultsandDiscussion.....................................................................................................................39Chapter5ConclusionsandSuggestions........................................................................................................405.1MajorFindings.................................................................................................................................405.2PedagogicalImplications.................................................................................................................415.3LimitationsofThisStudy................................................................................................................425.4SuggestionsforFurtherResearch....................................................................................................42References.....................................................................................................................................................viiAcknowledgment............................................................................................................................................xiAppendixI:QuestionnaireforInterestinGrammarLearning......................................................................xiiAppendixII:QuestionnairefortheTeachingEffectivenessofAdverbialClause........................................xiiiAppendixIII:ThePre-andPost-testPapers...................................................................................................xvAppendixIV:TestScoresofSixSubjects....................................................................................................xxiAppendixV:TheScoresofPre-testPaper...................................................................................................xxiiAppendixVI:TheScoresonAdverbialClausesofPost-testinTwoClasses.............................................xxivAppendixVII:ScoresofQuestionnaire.......................................................................................................xxv AbstractGrammarisanimportantpartofEnglishlearning.ItispointedoutintheNewEnglishCurriculumStandardsthatgrammar,asanindispensablepartofthelanguageknowledge,playsanimportantroleinimprovingthelearner’sabilitytouseEnglishproficiently,andsogrammarteachingbecomesanessentialpartinEnglishteaching.However,withtheimplementationoftheNewEnglishCurriculumStandards,teachersinjuniorhighschoolunderstanditdifferentlyandgrammarteachinginjuniorhighschoolgoesintotwodifferentkindsofextremes:oneisthatteacherscontinuethetraditional3Pmethodandgrammarteachingfocusesontheisolatedinterpretationofgrammaticalrules;Theotheristhatsometeacherstendtoweakenorevenignoretheteachingofgrammarsystem.Asaresultofbothcases,studentstakelittleinterestingrammarlearning.Moreover,moststudentsareincapableofusinggrammarrulesincertaincontextappropriately,accuratelyandflexibly,andtheeffectofgrammarteachingisnotideal.Grammaticalformsanditscontextarecloselyrelated.Differentgrammaticalformsexistdependingondifferentcontexts,anddifferentcontextsrelyondifferentgrammaticalformstocommunicatemeaning.Inordertoimprovetheinefficiencyofgrammarteachinginjuniorhighschool,thestudyappliescontext-basedgrammarteachingapproachinjuniorhighschool,inwhichgrammaritemsaretaughtnotinisolation,butindifferentcontextssetbytheteacherwherestudentscanperceive,explore,useandinternalizethegrammaritems.Inthisstudy,ateachingexperimentwascarriedout,inwhichcontext-basedgrammarteachingapproachwasusedtoteachadverbialclauseto79studentsinGradeeightfromtwointactclasses.Randomly,class7wastreatedasexperimentalclassandclass8ascontrolclass,andtheteachingexperimentlastedfortwomonths.Threekindsofresearchinstrumentswereusedinthisstudy:questionnaire,testandinterview.AllthedatawereprocessedandanalyzedbySPSS13.0.Theanalysisofdatashowsthatthecontext-basedgrammarteachingapproachcanhelptoincreasethejuniorhighschoolstudents’interestinlearningEnglishgrammar,improvetheirgrammaticalcompetence,andismoreeffectivethanthetraditional3Pmethod.Altogether,context-basedgrammarteachingapproachhascertainimplicationsforgrammarteachinginjuniorhighschool.Tobeginwith,Englishteachersshoulddevelopcorrectgrammarperspective.Moreover,grammarteachingcouldbedesignedbasedondifferentkindsofmeaningfulcontexts.Thesecontextsaresuitableforthetargetgrammar,interestingandclosetostudents’life,andi allowstudentstolearntheform,meaninganduseofgrammaritemsinconcretecontextstodevelopstudents’comprehensiveabilitytousethelanguageofEnglish.Keywords:juniorhighschool;grammarteaching;context-baseapproach;grammaticalcompetenceii 摘要语法是英语学习的重要组成部分。新课程标准指出,作为语言知识必不可少的一部分，语法的学习对提高英语学习者的语言综合运用能力具有重要的作用，因此语法教学是英语教学中的一个重点。然而，随着新课程标准的实施，由于初中英语教师对新课标的理解不同，初中语法教学走向了两个极端：一是继续传统的语法教学，以讲解孤立的语法规则为主；一是弱化甚至忽视系统的语法教学。在这种教学中，学生体会不到学习的乐趣，也激发不了学生学习英语语法的兴趣。除此之外，大多数学生不能在各种具体的语境中恰当、准确、灵活地运用其所学的语法规则，因此语法教学效果不理想。语法和其所在的语境密不可分。不同的语法形式因不同的语境而存在，而不同的语境靠不同的语法形式体现不同的语境意义和交际功能。为解决初中英语语法教学低效的问题，本文将语境教学法应用于初中英语语法教学，在此，语法不是作为孤立的语法规则教给学生，而是让学生在预先设置的语境中感知、探索、使用和内化语法知识。本文以状语从句为受试内容，以八年级两个自然班的79个学生为实验对象，随机抽取八年级7班为实验组，八年级8班为控制组，用基于语境的语法教学方法进行了为期两个月的教学实验。本研究采用的研究工具有：调查问卷，测试和访谈。研究过程中的所有数据通过社会科学统计软件SPSS13.0进行了分析和处理。数据分析结果表明，基于语境的语法教学有助于激发初中生学习英语语法的兴趣，提高他们的语法能力，优于传统3P语法教学。总之，本文基于语境的语法教学对解决初中英语语法教学具有一定的启示。首先，初中英语教师应树立正确的语法观。语法教学的设计可以基于趣味性强、贴近学生生活、适合目标语法的语境，让学生在具体的语境中学习语法知识的形式、意义和用法,以培养学生的综合语言运用能力。关键词：初中；语法教学；语境；语法能力iii ListsofFiguresandTablesFigures:Figure2.1Form,Meaning,andUseofEnglishExistential..........................................................................10Tables:Table4.1:Groupstatisticsofpre-testinexperimentalclassandcontrolclass..............................................31Table4.2:Independentsamplestestofpre-testinexperimentalclassandcontrolclass..............................31Table4.3:Groupstatisticsofscoresonadverbialclausesinpre-testoftwoclasses....................................32Table4.4:Independentsamplestestofscoresonadverbialclauseinpre-testoftwoclasses......................32Table4.5:Pairedsamplestestofscoresonadverbialclauseinpre-andposttestoftwoclasses.................33Table4.6:Classstatisticsofscoresonadverbialclauseinpost-testoftwoclasses.....................................34Table4.7:Independentsamplestestofscoresonadverbialclausesinpost-testoftwoclasses...................34Table4.8:Groupstatisticsofpre-questionnaireforgrammarinterestinthetwoclasses.............................35Table4.9:Independentsamplestestofpre-questionnaireforgrammarinterestinthetwoclasses..............35Table4.10:Pairedsamplestestofpre-andpost-questionnaireforgrammarinterestinthetwoclasses.......36Table4.11:Groupstatisticsofquestionnairefortheteachingeffectofadverbialclause..............................37Table4.12:IndependentSamplesTestofquestionnairefortheteachingeffectofadverbialclause.............37v AbbreviationsCLTCommunicativeLanguageTeachingFLTForeignLanguageTeachingE-CExperimentalClassC-CControlClassvi Chapter1Introduction1Chapter1Introduction1.1TheBackgroundoftheResearchItisstatedintheNewEnglishCurriculumStandardsthattheEnglishcourseatelementarystageaimsatcultivatingstudents’comprehensiveabilitytouseEnglish.Toachievethisgoal,theNewEnglishCurriculumStandardsadvocatethetask-basedteachingmodel,whichallowsstudentstolearnfromthetaskandobtainasenseofachievementthroughperception,experience,practice,participationandcooperationundertheguidanceofteacher.Andinthisprocess,studentsmakesomeadjustmentsofemotionandstrategytodevelopapositiveattitudetowardslearningEnglishandimprovetheabilitytousethelanguageofEnglish.Inviewofthese,wecanseethattheNewEnglishCurriculumStandardsarestudents-orientedandpresentusanewperspectiveoflearningwhichputsanemphasisonthestudents’initiativeofconstructingtheirownknowledgeintheirmind.TheNewEnglishCurriculumStandardsalsopointoutthatknowledgeoflanguageisanintegralpartoflanguageskillsaswellasanimportantbasisforthedevelopmentoflanguageskills.Further,theknowledgeoflanguageconsistsofpronunciation,vocabulary,grammar,functions,andtopics.SoagoodmasteryofgrammarplaysanimportantroleinimprovingtheabilitytouseEnglishproficiently,andgrammarteachingbecomesanindispensablepartinEnglishteaching.However,examiningthestatusquoofEnglishteachinginjuniorhighschoolpresently,wecanseesomedramaticdifferencesofteachingpractice,whichareattributedtoteachers’differentunderstandingsandawarenessoftheimportanceofthegrammarteachingandthenewcurriculumideas.WiththecommunicativeteachingapproachbeingputintopracticeinEnglishcurriculum,twoextremetrendsforteachinggrammaremerged.Onecaseisthatunderthegreatpressureofexamination,someteachersfailedtochangetheteachingconcepttimelyandstillclingtooutdatedteachingmethods,usingtheapproachof“injection”andalargeamountofmechanicaldrill.Andtheydominatetheclassroom,anddrawtoomuchattentiontothedetailsofgrammar,andthenassignstudentstomemorizethegrammarrulesmechanicallywithoutknowinghowtoapplythoserulesintherealcommunicativecircumstances.Asaresult,grammarteachingisoflittleeffectandstudentsbecomeboredwithgrammarlearning.Thus,studentstakelittleinterestinlearningEnglishintheend.Theoppositeisjusttheothercase.Englishclassshouldbestudent-centeredaccordingtothenewcurriculum,sosometeachers,especiallysomeyoungteachers,1 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolorganizemanyteachingactivitiesintheEnglishclass,butseldomexplainandanalyzetheknowledgeofgrammarandignoretheinductionandconsolidationofthenecessaryknowledgeofgrammar.Consequently,manystudentsdidnotreallyunderstandthestructurebehindthegrammaranditisdifficultforthemtograsptheunderlyingknowledgeofgrammar,digestthegrammarinternallyandusethemflexiblyinconcretecontext.Therefore,theirgrammarteachingisalsofruitlessinthelongrun.Besides,thereareoftensuchcasesinthelearningprocessasfollows.Teacherhasexplainedthegrammaritemquiteexplicitlyandstudentsalsorememberthegrammarrulesclearly,buttheyalwaysmakemistakesinapplyingthegrammaritemtotheconcretecontext.Thereasonforthephenomenonisthatstudentsunderstandthegrammaritemsuperficiallyratherthanatadeeplevel.Theyjustremembertherules,whicharefarfromusingtherulesflexiblyincertaincontext.Inthepartofthestudents,manyofthemhavebecomeaccustomedtosittinginaclassroompassivelytoaccepttheknowledgefromteachersratherthanpositivelyexploreandfindtheknowledgethemselvesfromcorpus.AlloftheseleadtotheinefficiencyofEnglishgrammarteachinginjuniorhighschool.InlightoftheNewEnglishCurriculumStandards,thefocusofthenewEnglishcoursereformistochangethesituationthattheEnglishcurriculumhasputtoomuchemphasisonexplainingandteachingofgrammarandvocabulary,whichignoresthedevelopmentofthestudents’actuallanguageproficiency.TheNewEnglishCurriculumStandardsstressthattheEnglishcoursedesignshouldbebasedonstudents’interest,lifeexperienceandthecognitivelevel.Italsoadvocateslearningbyexperience,practice,participation,cooperationandcommunicationtodevelopstudents’comprehensiveabilitytouseEnglish.Theteachershouldhelpstudentsdeveloptheabilityofobtaininginformationandself-learning,andcultivatetheircriticalandcreativethinking.Thedesignofclassroomactivitiesshouldcontributetodevelopstudents’creativityandimagination.Task-basedactivitiesandexploringlearningcontentalsoshouldbeincreasedinteachingtoprovidestudentstheopportunitiestoexpresstheirownviewsandopinions.SoEnglishcurriculumshouldbestudents-centeredandhelpstudentslearninarelativelyrelaxingatmosphere.UnderthebackgroundoftheNewEnglishCurriculumStandards,manyEnglishteachersinjuniorhighschoolarefacedwithsuchaproblem:howtoteachgrammareffectively?Canwefindaneffectiveapproachwhichcanintegratetheeffectivegrammarteachingwiththenewcurriculumrequirements?Anapproachthatcanbothhelptochangeteachers’teachingphilosophyinaccordancewiththenewcurriculumandincreasestudents’enthusiasmandinterestinEnglishgrammaraswellastheirabilitytousegrammar2 Chapter1Introductionappropriately,accuratelyandflexibly.That’sjustwhattheresearchexplores.1.2ThePurposeandSignificanceoftheResearchGrammarasthelawoflanguageisessentialtolanguage.Pronunciation,vocabularyandgrammararethethreemaincomponentsoflanguage.Aspartoflanguage,grammarteachingplaysanimportantroleinforeignlanguageteaching,whichwillbeillustratedgenerallyfromthreeaspects.Firstly,languageisasymbolsystemwhichiscomposedofasetofrules.Andgrammaristhescientificstudyoflanguageinflectionsandsentencestructures,revealingtheinherentrulesoflanguagethatweregotfromalongperiodofpracticallanguageexperience.Grammarispartoflanguagecompetence,andgrammarknowledgecanhelpstudentstounderstandthelawofthelanguageitselfandhelpthemtothelearnthelanguageinitiativelyandactively.Acertainamountofknowledgeofthelanguagecanspeedupstudents’understandingoflanguagematerial,andcanalsomonitorandcorrectlanguageexpressedaccurately.Secondly,fromthecommunicativeviewasatool,peopleuselanguagetocommunicatenotonlybymeansofwordformsgovernedbylanguagerules,butalsoconsideringthesocialcommunicativesituation,inwhichpeopleneedtopayattentiontothesignificanceoflanguageandpragmaticfactorstomakeverbalcommunicationbothaccurateandappropriate.Grammaticalcompetenceisanintegralpartofcommunicativecompetence.Form,meaninganduseoflanguagearethreedimensionsofverbalcommunication,whicharelinkedintrinsically.TheteachinggoalofCommunicativeApproachistodevelopcommunicativecompetence,sogrammarteachingisalsonecessaryinCommunicativeApproach.Furthermore,ourEnglishlearningenvironment,forinstance,Englishastheforeignlanguage,Englishistaughtinformofbigclassandtheteachingtimeisalsolimited,requiresustoteachgrammar.Meanwhile,howtoteachgrammareffectivelyisacontroversialissueinforeignlanguageteaching.LanguagelinguistShuDingfang(2008:100)hassaidthestatusandroleofgrammarintheforeignlanguageteachinghaven’tliedinwhethergrammarshouldbetaught,butinwhattoteachandhowtoteach.JiaGuanjiepointedoutin“PsychologyofForeignLanguage”(1996:77)thattheaimoflearningforeignlanguagegrammarisnottorememberallkindsofgrammarrulesthemselves,buttomasterandusetheknowledgeoflanguagethroughlearningtheserules.Currently,themostimportantproblemaboutgrammarteachingistoexploreaneffectivemethodwhichconformstotheultimategoalofgrammarandcanconverttheknowledgeoflanguageintothestudents’linguisticcompetence.InlightoftherequirementsbytheNewJuniorEnglishCurriculumStandards,togetherwiththecurrentgrammarteachingsituationinjuniorhigh3 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolschool,theresearchattemptstoexploretheeffectofapplyingcontext-basedgrammarteachinginjuniorhighschool.Theresearchcanhelpmorefirst-linejuniorteachersfurtherunderstandandtrythemethodintheirownteachingandmakefulluseofvariousmethodsandteachingresourcestosetcontextsforstudents.1.3TheStructureofthePaperTheresearchattemptstostudytheeffectofcontext-basedgrammarteachinginjuniorhighschoolthroughateachingexperiment.Thisthesisconsistsoffivechapters:introduction,literaturereview,theoreticalfoundation,researchmethodologyandconclusions.Chapter1introducesthebackgroundofthestudy,purposeandsignificanceofthestudy,andthestructureofthethesis.Chapter2firstreviewspreviousstudiesfromtwoaspects:studiesonthedefinitionofgrammarandgrammaticalcompetence,studiesongrammarteachingathomeandabroad.Then,itreviewsrelatedstudiesoncontextformtwoaspects:studiesoncontextabroadandstudiesoncontextathome.Atlast,itreviewsstudiesonteachinggrammarincontext.Chapter3laysthetheoreticalfoundationsforthisresearchbyexpoundingcontexttheoryandconstructivismtheory.Chapter4givesthemethodologyoftheresearch.Threeresearchhypothesesareputforwardfirstandthenitdescribesparticipantsandinstruments.Therearethreeinstrumentsinvolvedinthisresearch,questionnaire,interviewandtest.Moreover,themainprocedureoftheresearchisdesigned.Finally,dataisanalyzedanddiscussed.Chapter5givestheconclusions,pointsoutsomepedagogicalimplications,limitationsofthestudyandsuggestionsforfurtherstudy.4 Chapter2LiteratureReview2Chapter2LiteratureReview2.1GrammarandGrammarTeaching2.1.1ThedefinitionofgrammarThroughoutthecenturies,thedefinitionofgrammarhasalwaysbeenacontroversialissueforlinguists，whoholddifferentopinionsfromdifferentperspectives.Generallyspeaking,however,theirviewsofgrammarmainlyfallintotwocategories:grammarasastaticareaofknowledgeandgrammarasadynamicprocess.2.1.1.1GrammarasaStaticAreaofKnowledgeYoung(1984:13)believesthatgrammarisasystemoflanguagerules.FromHammer’s(1987:l)view,grammaristhewayofwordflectionsandcombinationsofwordsintosentences,includingchangesinwordformsandwordorderchangesoccurringwhentwosentencesarecombinedintoasentence.However，Fromkin(1998)thinksthatgrammarconsistsof“thesoundsandsoundpatterns,thebasicunitsofmeaning，suchaswords，therulestocombinethemtoformnewsentences.”AccordingtoLyons，grammaris“thatbranchofthedescriptionoflanguageswhichaccountsforthewayinwhichwordscombinetoformsentences”.PennyUr(1996)definesgrammaras“asetofrulesthatdefinehowwords(orpartsofwords)arecombinedorchangedtoformacceptableunitsofmeaningwithinalanguage”.Weber(1985)considersgrammaras“adescriptionofthestructureofalanguageandthewayinwhichlinguisticunitssuchaswords,phrasesarecombinedtoproducesentencesinalanguage(Stern,1990).Thesedefinitionsalltookaone-dimentionalviewofgrammar.InLongmanDictionaryofContemporaryEnglish(Summers,2002),grammarisdefinedas“therulesbywhichwordschangetheirformsandarecombinedintosentences,orthestudyoruseoftheserules.”Here,itisclearthatthedefinitionofgrammarhaveshiftedfromtheonlyperspectiveofformwhichtookaone-dimensionalviewofgrammartotheuseofgrammaticalruleswhichtookatwo-dimensionalview.Sumup,grammarisdefinedasasetofruleswhichtellshowwordschangetheirformsandhowwordsareputtogethertoformphrasesandsentences.Fromthedifferentdefinitionsabove,itcanbefoundthatalltheselinguistsregardgrammarasaclosedandstaticsystemofrulesatthesentencelevel.Thisviewofgrammarcanbeofgreatvaluetobothteachersandlearners.Whenwefocusonparticulargrammaticalforms,wecanhelplearnersdeveloptheirsystematicunderstandingofgrammaticalrulesandprovidethem5 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolwithopportunitiesofpayingspecialattentiontonewformsoflanguageinput.Fromtheleaner’sperspective,theabilitybothtorecognizeandtoproducewell-formedsentencescanbeimproved.However,ifgrammaristaughtsimplyasasetofstaticrules,thenweruntheriskofstudents’insufficientunderstandingofgrammar,andgrammarwillbecometheonlyknowledgeforstudentstouselanguageinflexiblecontext.2.1.1.1GrammarasaDynamicAreaofKnowledgeInthebooksecondlanguageteachingandlearning,Nunan(1999:101)describesgrammaras“thestudyofhowsyntax(form),semantics(meaning),andpragmatics(use)worktogethertoenableindividualstocommunicatethroughlanguage.”Sohere,Nunangivesgrammarathree-dimensionaldefinitionwhichcontainsform,meaninganduse.Later,Larsen-Freeman(2003:34-38)thinksthatgrammarhasthreedimensions:form,meaninganduse.Thespeaker’schoiceofakindofformandmeaningdependsonthespeaker’scommunicativeenvironmentandpurpose.GeorgeYule(citedfromFengLi,2009:7)hasasimilarinterpretationofgrammar.Heregardsgrammarasaconstructivesysteminwhichform,meaningandusearethreeinseparablepartsoflanguage.ThefamouslinguistHuZhuanglin(2001:10)inourcountrybelievesthatteacherstendtoviewgrammarasakindofstaticknowledge.Infact,grammarisalsoadynamicprocess.Fromdifferentunderstandingswhicharedescribedabove,grammarisviewedasasadynamicprocessandaninterconnectedandopensystem,whichemphasizestheuseofgrammarbylearners.Languageusersmustpayattentiontotheenvironmentconstantlyinordertodecideabouthowtorespondinmeaningful,appropriateandaccurateways.Andgrammaristhecombinationofform,meaninganduseoflanguage,anyofwhichisanindispensablepartofgrammarsystem.Thefirstdimension,theformofalanguage,dealswithhowitisformed.Theseconddimensionismeaning/semanticsinvolvingwhatitmeans.Thethirddimensionisuse/pragmaticsrelatingtowhen/whyitisused.Thethreedimensionsarecloselyrelatedtogether.Thus,beingabletousegrammarstructuresdoesnotonlymeanusingtheformsaccurately;italsomeansusingthemmeaningfully(semantics)andappropriately(pragmatics),whichrelyonstudent’sdevelopmentofgrammaticalcompetence.Inconclusion,theperspectivestakentoviewthedefinitionofgrammarhasdevelopedfromformtotheintegrationofformandusetotheintegrationofform,meaninganduse,andfromthestaticknowledgetoadynamicprocess.6 Chapter2LiteratureReview2.1.2Thedefinitionofcompetenceandgrammaticalcompetence2.1.2.1CompetenceChomskyoriginallyputforwardtheconceptoflinguisticcompetenceanddifferedbetweenthecompetenceandperformance.InChomsky’sview,competencecomposesofthementalrepresentationoflinguisticrules,whichrepresentslearner’sinternalizedgrammar.Bycomparison,theunderstandingandproductionoflanguageformperformance.Chomsky’sconceptofcompetencehavenorelationshipwithactualizationoflanguage.AccordingtoChomsky,competenceisequaltotheknowledgeofrules,parametersorprinciples.Grammaticalknowledgeisakindofmentalstatethatisdeep-rooted,however,performancefocusontheabilitytodothings.Afterlinguisticcompetence,communicativecompetencewascoinedbyDellHymesin1966,whodetecttheinadequacyofChomsky’sdistinctionbetweencompetenceandperformance.Accordingtolinguists,communicativecompetenceinvolvesthesecondlanguageabilityofalearner,notonlylearner’sabilityofapplyingandusinggrammaticalrules,butalsoofformingcorrectutterancesandknowingtheappropriateuseoftheseutterances.Later,pragmaticcompetencewasproposedandwaswidelyusedinlinguisticresearch,butlinguisticsunderstoodandexplaineditdifferently.Bachman(1990)putforwardthatpragmaticcompetenceconsistedofillocutionarycompetenceandsociolinguisticcompetence.Illocutionarycompetencereferstopragmaticknowledgeofacceptableconventions,andsociolinguisticcompetenceinvolvestheknowledgeofperformingconventionsinacertaincontext.Ellis(1999)thoughtthatpragmaticcompetencereferredtotheknowledgeusedbythespeakerorhearerwhilecommunicating.2.1.2.2GrammaticalcompetenceAsforgrammaticalcompetence,alotoflanguageresearchersexpressedtheirvariousopinions.Andithasalwaysbeenaheatofcontroversy.Here,areviewofvariousdefinitionsofgrammaticalcompetenceindifferentmodelswillbegiven.InChomsky’sopinion,learningalanguagemeansknowingitsgrammar.Chomskymixedgrammaticalcompetencewithlinguisticcompetence.Undertheconceptoflinguisticcompetence,grammaticalcompetencereferstolearner’sknowledgeofgrammarsystem,whichisunderlyingandinternalized.Chomsky’sgrammaticalcompetencereceivedmuchcriticismbecauseitonlyinvolvestheknowledgeofgrammarrules,neglectingtheappropriateuseoflanguageingivencontext.7 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolLater,D.H.Hymes(1971)putsforwardtheterm“grammaticalcompetence”basedonChomsky’sviewpoint,whichcanaccountforthetacitknowledgeoflanguageandtheabilityofusingit.Hymesthinksthatgrammaticalcompetenceisafactorinfluencingthecommunicativecompetenceandinteractingwithotherfactorsincommunicationtodecidetheacceptabilityoflanguage.Hymes’modelofcommunicativecompetenceismadeupoffourparameters:possibility,feasibility,appropriatenessandperformance.Hymes’researchcharacterizedbyashiftfrominterestinlanguagesystemonlytothestudyoflanguageinuse.Formtheperspectiveofcommunicativecompetence,grammaticalcompetenceisviewedasanindispensablecomponentof“communicativecompetence”.Andgrammaticalcompetenceprimarilyreferstothemasteryoflanguagesystem,whichisneededinexactunderstandingandaccurateexpressingofcommunicativemeaning.Bachman(1990)setsforththerelationshipbetweenlanguagecompetenceandgrammaticalcompetencethroughahierarchicaltreediagram.BasedonCanaleandSwain’smodel,thecommunicativecompetenceinBachman’smodeliscomprisedofthreeelements:languagecompetence,strategiccompetenceandphysiologicalmechanisms.Thelanguagecompetencecomposesoforganizationalcompetenceandpragmaticcompetence.Organizationalcompetenceisdividedintogrammaticalcompetenceandtextualcompetence.Consequently,grammaticalcompetenceinBachman’smodelreferstolearners’competencyinmorphology,syntax,vocabulary,andgraphology;thatistosay,grammaticalcompetenceinvolvestheaspectsofthelanguagebothinformalandstructuraldimensions.Asforgrammaticalcompetence,LarsenFreeman(1991)holdsdifferentopinions.Sheproposestheconceptofgrammaring(grammaticalcompetence),whichisthefifthskillsbeyondlistening,speaking,readingandwriting.“Ithinkthatitismorehelpfultothinkaboutgrammarasaskillratherthanasanareaofknowledge;Thisunderscorestheimportanceofstudents’developinganabilitytodosomething,notsimplystoringknowledgeaboutthelanguageoritsuse.Ihavecoinedthetermgrammaringtohighlighttheskilldimensionofgrammar.”─Larsen-Freeman(2003)Larsen-Freemanthinksthatgrammaticalcompetence(grammaring)referstotheabilitytousegrammaticalstructuresappropriately,meaningfullyandaccurately.Therearethreedimensionsinhermodelofgrammaticalcompetence—form,meaninganduse.Inherview,thethreedimensionsareparallelandmutuallyinterrelatedtoeachother;itisnotbeneficialtoregardgrammarasindependentmeaningless8 Chapter2LiteratureReviewsectionsorisolatedstructureswithoutpayingattentiontothecontext.Grammarstructuresarenotjustmorphologicalorsyntacticforms,theyareatthesametimeusedtoconveymeaningsincertaincontext.Theconceptionofgrammarconsistsofgrammarknowledge(grammarrules)andgrammaticalcompetence(theuseofgrammarrules),andthelatteristheultimategoaloflanguagelearning.LarsenFreeman’smodelofgrammaticalcompetencegetsmuchsupportfromalotofresearchers.Thoughresearchers’definitionsofgrammaticalcompetencedifferslightlyfromeachother,theirunderstandingsofthegrammaticalcompetencetendtobeconsistent.Thatis,grammaticalcompetenceconsistsofgraspoflanguageknowledgeandproficientuseoflanguageknowledge.Theconceptofgrammaticalcompetenceinthisstudyreferstotheunderlyinginternalizedgrammarknowledgeaboutthesystematicrulesoflanguageandtheabilitytousetheserulesaccurately,meaningfully,andappropriately.2.1.3Grammarteaching2.1.3.1ThedefinitionofgrammarteachingDuetothetraditionaldefinitionofgrammarasasetofrules,grammarteachingisoftenunderstoodasthepresentationandpracticeofgrammaritemsandhasdominatedtheforeignlanguageteachingforovercenturies.However,thepresentationandpracticeofgrammaritemsarejusttwokindsofgrammarteachingtechniques.Manyotherteachingtechniquescanbeusedtohelplearnerslearngrammaritems.So,Ellis’(2006:84)definitionofgrammarteachingisarelativelybroaderone:“Grammarteachinginvolvesanyinstructionaltechniquethatdrawslearners’attentiontosomespecificgrammaticalforminsuchawaythatithelpsthemeithertounderstanditmetalinguisticallyand/orprocessitincomprehensionand/orproductionsothattheycaninternalizeit.”InEllis’definition,thepurposeofconductingdifferentinstructionaltechniquesistointernalizegrammaritems.Larsen-Freemanputforwardthree-dimensionalgrammarteachingandherframeworkbelowinfigure2.1betterillustratesthisdefinition.9 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolFormHowisitformed?Meaning•ThereinsubjectpositionWhatdoesitmean?•Usuallyfollowedbybeverb•Existence•Thelogicalsubjectfollowsthe•Locationverbandgovernsitsnumber•AprepositionalphraseoftenfollowsthelogicalsubjectUseWhen/Whyisitused?•Tointroducenewinformationinend-focuspositionFigure2.1Form,Meaning,andUseofEnglishExistentialWhenteachinggrammaritem“there”,thepieislikewhatwillbetaughttostudents,whichconsistsofthreeparts:first,Form:Howisitformed?Forinstance,inthegrammarstructure“therebe”,“there”isinthesubjectposition,usuallyfollowedbyverb“be”.Thelogicalsubjectfollowstheverb“be”andgovernsitsnumber,aprepositionalphraseoftenfollowsthelogicalsubjects.Second,Meaning:Whatdoesitmean?Itmeansexistenceofsomethingin/atcertainlocation.Third,Use:Whenandwhyisitused?Itisusedtointroducenewinformation.ThisthesiswilladoptLarsen-Freeman’sthree-dimensionalgrammarteaching.2.1.3.2ApproachesongrammarteachingBeforeexaminingtheapproachesongrammarteachinginvestigatedinpreviousresearch,weneedtobrieflyreviewargumentsagainstandforgrammarteachingfirst.Muchresearchongrammaroverthepastseveralyearsfocusedonwhethergrammarshouldbetaught.Whethergrammarshouldbeaprimaryfocusinforeignlanguageteaching,shouldbeeliminatedcompletely,orshouldbesubordinatedtomeaning-focusedlanguageteaching,hasbeendiscussedformorethan2000years.Somelinguistsbelievedthatgrammardon’tneedtobetaughtconsciouslyinforeignlanguageteaching,whichismainlysupportedbytheclaimthattheprocessesofthefirstandsecondlanguagelearningaresimilar.SomeresearchersholdsthatgrammarisnecessaryinforeignlanguageteachingandreconsidertherolegrammarteachingplaysintheL2classroom.Schmidt’s(2001)noticingtheorysupportthispointofview.Moreover,muchresearchshowedthepositiveeffectsofgrammarteaching.Underthiscircumstances,anumberofapproacheson10 Chapter2LiteratureReviewgrammarteachinghavebeenexploredanddeveloped.2.1.3.2.2ApproachesongrammarteachingabroadInanearlyreview,grammaticalitemsintraditionalgrammarteachingareusuallyexplicitlypresentedbytheEnglishteacheroutofcontext.Traditionally,thiskindofgrammarteachingmethodcanhelplearnerstodevelopknowledgeneededforcommunication.However,histraditionalpresentation-practicemodelcannotinternalizetheknowledgeoflanguagesowelltobecomegenuinelanguageproficiencyofstudents.Becauseofproblemspresentedbytraditionalstructure-basedgrammarteaching,Long(1991)proposed“focusonform,”whichhasbeenwidelyadvocatedintheliterature.Longdiffereditfrom“focusonforms”.Focusonformsinvolvesdiscretegrammaticalformsselectedandpresentedinanisolatedmanner,while,focusonforminvolvestheteacher’sattemptstodrawthestudent"sattentiontogrammaticalformsinthecontext.Pedagogically,focusonformcanbeachievedinmanydifferentways.Thisapproachislearner-centeredandtunetothelearner’sinternalsyllabus,soitisrelativelyeffectiveforgrammarteaching.Anumberofresearchershavearguedthatifthegoalofsecondlanguagelearningisthedevelopmentoflearners’communicativecompetence,enablingthemtouselanguageforcommunicativepurposes,thengrammarandcommunicationmustbeintegrated.However,thechallengeistoidentifythebestwaysofdoingsoinL2classrooms(Nassaji,1999;Nassaji&Cumming,2000)andtomaximizetheopportunityforafocusongrammarwithoutsacrificingthefocusonmeaningandcommunication.Severalproposalshavebeenmadeduringthelast10yearsonwaystocombinesomeformofgrammarinstructionwiththeprovisionofopportunitiesforcommunicativeinputandoutput.Inthefollowing,theresearcherbrieflyreviewresearchonwaysoftreatinggrammarabroad,includingstudiesonprocessinginstruction,interactionalfeedback,textualenhancement,focusedgrammartasks,collaborativeoutputtasks,anddiscourse-basedgrammarteachinginL2classrooms.VanPatten(1993,1996,and2002)proposedprocessinginstructionmethodofgrammarteaching.Whenstudentsareexposedtoexplicitinstruction,theyareaskedtoengageininputprocessingactivitiestoachievethecomprehensionofthetargetlanguage(seealsoR.Ellis,1995,2003).Theaimoftheseactivitiesistohelplearnerstoformform-meaningmappings(Lee&VanPatten,1995).Becauseoftheexplicitfocusonformofgrammariteminthismethod,someresearchersthinkitissimilartoLong’sfocusonforms(e.g.,Sheen,2002).However,VanPatten(2002)contendsthatbecausethepurposeofthisapproachistohelp11 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoollearnersmakeform–meaningconnections,itismoresuitabletoregarditasakindof“focusonform”.Theeffectofthiskindofgrammarteachingapproachdependsonthetypeofgrammaritemandskillinvolved.Anotherapproachtoteachgrammarisinteractionalfeedback.Allkindsofmodificationandnegotiation,likeclarificationrequests,repetitions,confirmationchecks,belongtostrategiesofinteractionalfeedback,whichareintendedtodrawlearn’sattentiontogrammaticalformstofacilitatelearner’sunderstandingofthetargetlanguage.Thisapproachofinteractionalfeedbackbasesonthetheorythattheseinteractionalstrategieshighlightproblemsoflanguageorpragmatic,andthusfacilitatelearnerstoproducemoreaccurateandcomprehensibleutterances(seeR.Ellis,1997,2003).Negotiatedfeedbackisthoughttobemoreeffectivethanrandomandnonnegotiativefeedback.Anumberofstudieshaveresearchedtheeffectsoftextualenhancementonattractlearners’attentiontogrammaritemsthroughthemeansofitalicizing,capitalizing,boldfacing,etc.Thesegrammaritemsmaybeunnoticedunderusualcircumstances.However,thereisadrawbackforthisapproach.Itmayhelplearnerstonoticethegrammaticalforms,butmaybeinsufficienttohelpthemacquirethegrammaritem,inwhichnoticingmaybethefirstnecessaryconditionforacquisitionofgrammaritems.Communicativetaskshasbeenadvocatedwidelyinsecondlanguageteaching,whichhavebeenunderstoodasaprimaryfocusonmeaning.Nunan(1989:10)definedcommunicativetasksas“apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producing,orinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanonform”.Tasksinvolvinggrammaritemscontributetopromoteawarenessofthetargetgrammaritems.Swain(1985,2000,and2001)insistedoncollaborativeoutputtasksasforgrammarteaching.Sheencourageslearnerstoproducethetargetlanguagebeyondtheircurrentleveloflanguage.Learnerswillfindthefrom-meaninggapwhentheytrytoproducethetargetlanguage.Shealsoattachesgreatimportancetocollaboration.Learnersneedtocompletesuchtasksthroughcooperationwithothers.Thisapproachcandeveloplearners’awarenessofcollaborationandtheabilitytolearnbylearnersthemselves,while,itistimeandenergy-consuming.Amongtheapproachestoteachgrammarinthepreviousstudies,discourse-basedgrammarteachingplaysanimportantpart.Indiscourse-basedgrammarteaching,muchauthenticdiscourseincludingcorpusanalysisisprovidedtopromotelearnerstoestablishtheform-meaningmappingthroughanumberofexamplesofcontextualizedusagesofthetargetgrammaritems.Celce-MurciaandOlshtain(2000)12 Chapter2LiteratureReviewadvocatetheendofsentence-basedapproachtoteachgrammarandgrammarteachingneedsbothatop-down(adiscourse-analytic)andbottom-upapproach(asyntax-analytic)(Nassaji,2002).Grammaritemsshouldnotbelearnedoutoftheirsyntacticandpragmaticfunctions.Comparingwithotherapproachesabove,thisapproachtogrammarteachingnoticedthepragmaticfeatureofgrammarandtookthefactorofdiscourseintoaccountwhenteachinggrammar.Basedonthereviewonapproachestoteachgrammarabove,threeessentialconditionsfortheacquisitionofgrammaritemscanbesummarizedhere:(1)targetgrammaritemsneedtobenoticedbylearners.(2)learnersneedtobeexposedtoenoughinputinvolvingform-meaningmappings,and(3)learnersneedopportunitiestopracticeandoutput.2.1.3.2.3ApproachesongrammarteachingathomeBeforethe“CulturalRevolution”,thegrammartranslationmethoddominatedChina’sforeignlanguageclassroomforseveraldecades.Thecoursesbasedongrammarsyllabusbeginwithanexplicitstatementoftherule,followedbyexercisesinvolvingtranslationbetweentheforeignlanguageandthemothertongue.Theaimofthismethodistohelplearnerstoaccessandappreciategreatliteratureandtotranslateliteraryworksthroughextensiveanalysisofgrammarofthetargetlanguage.Inthismethod,grammarisviewedasanendandistaughtforitsownsake.Itoveremphasizesthestructuresofthelanguage,butneglectsthepracticeofusinglanguagemeaningfullyandcommunicativelyinarealcontext.Intheperiodofthe"CulturalRevolution",theforeignlanguageteaching,especiallytheEnglishteaching,stoppedforsometimeinChina.Butafterthe“CulturalRevolution”,theforeignlanguageteachingcametolife.Atthattime,theAudio-lingualmethodwasintroducedtoChinafromabroad.Thismethodfocusesonlisteningandspeaking,andthereislittleornogrammaticalexplanation.ThoughtheAudio-lingualmethodattractedChinesescholarsandEnglishteachers’attention,ithadlittleeffectonEnglishteachinginChina.Inthelate1970s,communicativeapproachbegantoflourishinChina.Accordingtothisapproach,communicationisthegoaloflanguageteachingandlearning,andgrammarisjustameanstowardscommunication.Thebasicprincipleofcommunicativelanguageteachingisthatlearnersshouldlearnnotonlygrammaticalknowledgeofthesystem,butalsoknowledgeoftheappropriatenessoflanguageuse.Here,theemphasisofgrammarteachinghasshiftedfromtheabstractknowledgeofthelanguagesystemtotheactualuseofgrammaritemsincommunication:thatthenatureofgrammarhaschangedfromagoalto13 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolameansoflanguagelearning.AndthatCLTstressesthatgrammarshouldbetaughtinmeaningfulcontext，inwhichtheform,meaninganduseofgrammaritemsshouldbeinterrelated.However,inCLTgrammarteachingprimarilydependsoncommunication,theoralaspectoflanguage.Actually,wecansetvarietyofcontextualizedtasksinvolvinglistening,speaking,readingandwritingforlearnerstointernalizegrammarknowledgebetter.2.2ContextandContext-BasedApproach2.2.1ThestudyoncontextabroadMalinowskiisthefirsttoproposethebasicconceptofcontextandrealizetheimportantrolecontextplaysininterpretingutterances.Malinowskisaid,“intherealityofspokenorwrittenlanguages,awordwithoutlinguisticcontextisamerefigmentandstandsfornothingbyitself.Sointherealityofaspokenlivingtongue,theutterancehasnomeaningexceptinthecontextofsituation”(Malinlowski,1923).Hemadetheassumptionthat“astatementspokeninreallife,isneverdetachedfromthesituationinwhichithasbeenuttered”;And“utteranceandsituationareboundupinextricablywitheachotherandthecontextofsituationisindispensablefortheunderstandingofthewords”(Malinlowski,1923).Hedistinguishedthreetypesofcontext:theimmediatecontextofutterance,thegeneralcontextofsituation,andthebroadercontextofculture.AccordingtoMalinowski,contextofutteranceinvolvesthewordsandsentenceswhichcomebeforeandaftertheparticularwordorsentenceunderconsideration.His“contextofsituation”refersto“thegeneralconditionsunderwhichalanguageisspoken”(Malinowski,1923:306).Hiscontextofculturerefersto“therealityoftheculture,thelifeandcustomsofapeople”inwhich“languageisessentiallyrooted”.Inshort,Malinowskifoundthatweshouldnotonlyconsidertheparticularcontextofutterancesbutalsoconsiderthecontextofsituationandthecontextofculturefortheadequateunderstandingofutterances.Malinowski’sviewofcontextformedthebasisforthelaterdevelopmentofthisconcept.Later,basedonMalinowski’stermofcontextofsituation,Firthproposedtwomainrelationsincommunication:theinteriorrelationsofthetextandthesituationalrelations.InFirth’smodel,contextofsituationcoversboththesituationalcontextandthelinguisticcontextofatext.Halliday,oneofFirth’sstudents,inheritedanddeepenedFirth’scontextofsituation.Hallidaysummarizedthistheoryintofiveperiodsinthecycleoftextandcontext:thetext,thecontextofsituation,thecontextofculture,the“intertextual”context,the“intratextual”context.Hymesalsostressedtheimportanceofcontextofsituation.14 Chapter2LiteratureReviewHymesincludesthefollowingfactorsinhisframeworkofcontext:participants,setting,Ends,ActSequence,Key,Instrumentalities,NormsofInteractionandInterpretation,Genre.TwoAmericanlinguistsSperberandWilsonapproachedcontextfromapsychologicalperspective.Theynotedthat:Acontextisapsychologicalconstruct,asubsetofthehearer"sassumptionsabouttheworld.Acontext…isnotlimitedtoinformationabouttheimmediatephysicalenvironmentortheimmediatelyprecedingutterances:expectationsaboutthefuture,scientifichypothesesorreligiousbeliefs,anecdotalmemories,generalculturalassumptions,beliefsaboutthementalstateofthespeaker,mayallplayaroleininterpretation.(SperberandWilson,1986:15-16)ForSperberandWilson,acontextisapsychologicalconstruct,asubsetofthehearer’sassumptionsabouttheworld.Itistheseassumptions,ratherthantheactualstateoftheworld,thataffecttheinterpretationofanutterance.2.2.2ThestudyoncontextathomeThestudyoncontextathomestartsalittlelaterthanabroad,butmuchprogresshasbeenmade.TheChineselinguistChenWangdaoproposesintheearly1930sthatrhetoricmustcomplywiththemeandsituation.Heresituationinvolvesthespecificenvironments,suchastheaim,participants,thesubject,thetime,theplace,andhowtoarrangethelinguisticmaterial;Infact,themeisincludedinsituation.co-textiscalled“smallcontext”bysomelinguists,andthesituationalconditions“bigcontext”.AnotherChinesescholar,ZhangZhigong(1982)claimedinModernChinesethatlanguageenvironment,inanarrowsense,…referstoco-textandactualoccasionofcommunication;Inabroadsense,itreferstothelanguageenvironment,fromthefeaturesofsomespecifictimeandsocietytothepersonalinformationofcommunicators,suchaseducationalbackground,lifeexperience,languagestyle,anddialect,etc.(WangJianping,1992).ProfessorHeZhaoxiong(1989)regardedcontextastwotypesofknowledge:inner-linguisticknowledgeandextra-linguisticknowledge.Here,inner-linguisticknowledgereferstotheknowledgeoflanguagewhichhelptodevelopthebasisoflearners’abilityofspeakingandunderstandinghislanguage.While,extra-linguisticknowledgereferstotheknowledgethatissharedbythespeakerandthehearer,andthenon-linguisticfactorsofutterances.ExceptforHeZhaoxiong,ProfessorHuZhuanglin(1988)andProfessorLiuRunqing(1988)alsotouchedontheconceptofcontext.Accordingtothem,twokindsofcontextarepointedout:thesituationalcontextandthelinguisticcontext.Thesituationalcontextinvolvesthefactorsrelatedtoaparticular15 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolspatio-temporalsituationofeveryutterance,suchasthespeakerandhearer,variousexternalobjectsandeventsandtheactionstheyareperformingatthetimeandsoon.Thelinguisticcontextisconcernedonlywithoneword’sco-occurrenceorcollocationwithanother,,whichisanimportantfactorincommunication.ProfessorHeZiran,whospecializesinpragmatics,alsotouchedoncontextwhenhetalksabouthowtounderstandthelanguageinuse.Accordingtohim,contextistheenvironmentonwhichverbalcommunicationdepends,whichincludes:(1)Linguisticcontext:words,phrases,andsentencesprecedingorfollowingacertainutterance.(2)Socialcontext:theobjectiveenvironmentinwhichtheaddresserproducesandtheaddresseeinterpretsanutterance,suchassettingsforcommunication,thestatusofandtherelationshipbetweentheaddresserandaddressee,theirsocialandculturalbackgrounds.(3)Cognitivecontext:anyexperiences,backgroundknowledgeorotherswhichcontributetocommunicationandcognition.(HeZiran,1997)Inthissection,wehaverevieweddifferentChinesescholar’sviewsabouttheconceptandclassificationofcontext.Wecanseethatthereisnototalagreementaboutthedefinition,coverageandclassificationofcontext,becausetheystudycontextfromdifferentstudyingperspectives.However,threekindsofcontextsareproposed:linguisticcontext,situationcontextandculturecontext,thoughtheircoveragemaybedifferent.2.2.3Thecharacteristicsofcontext-basedapproachContext-basedteachingmeansteachingincontext.Thecharacteristicsofcontext-basedteachingapproachcontainthreeaspects:threecontexts;threeteachingaimsandthreefeatures.Firstly,astheabovementioned,threecontextsrefertolinguisticcontext,situationcontextandculturecontext.Therelationshipofthethreecontextsisverticalwithculturecontextonthetop,linguisticcontextatthebottom,situationcontextbetweenthem.Indifferentculturalcontexts,therewillbedifferentsituationalcontexts.Andindifferentsituationcontexts,therewillbedifferentlinguisticcontexts.Secondly,theoperatingprocessofthecontext-basedapproachisusuallydividedintothreestages:thefirstisintroduction,whichintroducesnewlanguageknowledge;Thesecondispractice.Afterstudentsperceiveandunderstandthelanguageknowledge,teachersshouldorganizestudentsformeaningfuldrillstodeveloptheirlistening,speaking,readingandwritingskills.Thethirdisflexibleuse.Understandingthe16 Chapter2LiteratureReviewusageoflanguageknowledgeanddrillscandevelopstudents’listening,speaking,readingandwritingskillsratherthancommunicativecompetence.Communicativecompetencedoesn’tequatelistening,speaking,readingandwritingskills,butcontainsthesefourskills.Thefourskillscanbeconvertedintocommunicativecompetencethroughthestageofflexibleuse.Atthestage,teachersshouldcreateopportunitiesandconditionsforstudentstoexpressthemselvesfreelyusingthelanguageknowledgelearned,thusachievingthreeteachingaims:developstudents’abilityoflanguageknowledge,listening,speaking,readingandwritingskillsandcommunicativecompetence.Thirdly,context-basedapproachischaracterizedbyitsvividness,associationandconstraint.Vividnessisthesocializationofclassroomandauthenticityofcommunication.Thestudentsareplacedintherealcommunicativesettingtoparticipateinavarietyoflanguageactivities,suchasshopping,goingtoarestaurantfordinner,greeting,lookingforajobetc.withtheidentityofthemembersofsociety.Thesocalledassociationinvolvesmemoryassociation.Inthecontext-basedapproach,studentsreceiveanduselanguageknowledgeinacommunicativeenvironment,whichcanprovidesomeassociativeclues,suchasthescene,thecharacters,theplot,tohelpstudentsmemorizelanguageknowledge,therebymaintaininglong-termmemoryofthestudents.Besides,contextconstrainsthecontentoflanguageactivityandtheselectionofwordsandstructures.Forexample,whenshoppinginthestore,mostofthecontentsalespersonandthecustomeraregoingtotalkwithcanbepredicted.Thereisnothingmorethanwhattobuy,howmuchitcost,whatsizeandsoon.Thecommonlyusedwordsandsentencestructuresare:buy,size,clothes,color...,WhatcanIdoforyou?CanIhelpyou?Howmuch...?etc.2.2.4Theapplicationofcontext-basedapproachinFLTAlthoughtheimportanceofcontexthasbeenattachedtolanguageteachingbymoreandmorelinguistsandteachers,therearenotrelativelymuchresearchontheapplicationofcontextincontext-basedapproachinFLT,especiallyathome.Duringthedecades,theresearchonthisfieldhavegraduallybeguntosurface.ClaireKramschtalksabouttheimportanceofcontextandcultureinFLTinherbook“ContextandCultureinLanguageTeaching”,andstudiesontheapplicationofcontextandcultureinspeakingandreading.Sheargues“Ratherthandealingwiththeteachingofeachofthetraditional‘fourskills’andthenwiththeteachingof‘culture’,ittakesitsimpetusfromaconcreteoccurrenceofcross-culturalmiscommunicationandtakesculturalcontextasitscore”(Kramsch,1993:13).Shesuggeststhatcontexts17 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolshouldbedesignedandenactedthroughthedialogue,wherestudentscanshapetheirawarenessofcultureinclassactivitiesatthesametime.HerbookprovidesusadviceandguidanceonthepracticaluseofcontextinFLT,butitonlysuitableforsmall-sizedclassteaching.Iftherearemanystudentsinaclass,itishardtoapplythiskindofmethod.Moreover,ClaireKramschmainlyfocusesonculturecontextratherthanallthekindsofcontextsinFLT.Therefore,itdoesn’tfitfortheteachingsituationathome.XiZhenguangzheng,aJapanesescholar,holdsinhiseditedbookin1992“PapersonContextResearch”thatcontextisbasictoFLTandtheapplicationofcontexttospeaking,reading,writingandtranslationisjusttheconcernofcontextandFLT.AlthoughhegivesusacomprehensiveperspectivefortheuseofcontextinFLT,hedon’tprovideuswithadetailedmodeloftheapplicationofcontext-basedapproachintoFLTtohelpEnglishteachersathomedealwithteachingproblemsinFLT.Someotherbooksandarticlesalsohaveconcernedtheissue.Inthebook“TeachingLanguageinContext”,AliceOmaggioHadleyillustratesonhowtoteachforeignlanguageincontextsandappliescontext-basedapproachintothebasicteachingoflanguage.TherearesomescholarsathomehavealsostudiedtheapplicationofcontexttoFLT.Someofthemconsidertheproblemfromawholeandapplycontext-basedapproachintoallaspectsofFLT,whileothersjustapplycontexttoaparticularteachingofskillssuchasreading,writing,vocabularyandthelike,andmostoftheresearchesfocusprimarilyontheapplicationofcontexttovocabularyteaching.Butfewofthempaycloseattentiontogrammarteachingincontext.YetuntilrecentyearsinChina,theimportanceofcontextinEnglishgrammarteachinghasinterestedsomeresearchersandteachers.2.2.5Theapplicationofcontext-basedapproachingrammarteachingGrammarandcontextinwhichgrammarexistsareinseparable.Differentgrammaticalformsexistduetodifferentcontexts,anddifferentcontextsreflectdifferentcontextualmeaningandcommunicativefunctionsbydifferentgrammaticalforms.Intherealsocialcommunication,mostofthechoiceofgrammaticalformsdependsonthecontextandpurposeofcommunicationexceptthatafewgrammarrulesisnotrestrictedbycontext.LinguistHalliday(1985)alsothinkthatonlyifyoumasterthecloserelationshipbetweenfunctionalinterpretationofalanguageandformalappropriatenessofgrammaticalforms,youcanachieveeffectivecommunication.Therefore,thetaskofgrammarteachingisnotonlytoletstudentsmastergrammaticalstructureandrules,butmoreimportantly,trytomakethemunderstandtherelationshipamongform,meaninganduseofgrammaticalstructuresothattheycanusethesegrammatical18 Chapter2LiteratureReviewformseffectivelytocommunicatemeaning(Nunan,1998).Larsen-Freeman(2006)thinkthatgrammarteachingmustbebeyondtherulesofgrammar,understandmotivationratherthanonlytolearngrammarrules.Iflearnerscanfindgrammarpatternsandunderstandpotentialcauses,itcanpromotethegrammarlearningprocess.Thereisn’tmanyresearchregardingtocontext-basedgrammarteachingathome.ZhangZhengdong(1999)pointedoutthatgrammarteachingshouldbaseonexplaininglanguagephenomenon,notdiscussingisolatedrules.Intheprocessofgrammarteaching,ifteachersjustteachgrammarrulesstatically,andmakestudentsmemorizegrammaticalrulesthroughtheboringpractice,studentswillnotbeabletoflexiblyapplygrammaticalstructureandreallyimprovethestudents’languageability.Butiftheteachercantransformtheabstractgrammarrulesintospecificlanguagefactsindifferentcontext,studentscanperceptandfindgrammarrulesactively,realizeandunderstandthespecificusageoflanguagerules,grammarteachingwillachieveanunexpectedeffect.TangLingzhi(2004)arguethatthefinalgoaloflanguagelearningistouselanguageknowledgeinaspecificcontextappropriately,andcultivatingstudents’pragmaticcompetencestepbystepintheprocessofteachingisaneffectivewaytoimplementthispurpose.Onlythroughcultivatingstudents’abilitytorecognizeandmanagelanguageincontextandeffectiveabilitytoselecttheappropriateunitoflanguagetoexpressideasaccuratelyincontext,makingstudentsunderstandthemeaningincontext,canlanguageteachingbeascendedtoahigherlevel.OtherssuchasWangHongmin(2006),WangChuming(2007),Lipei(2010),LiaoXiangdong（2011),SuXuemei(2012),whohaverealizedthevalueandimportanceofcontextandstudiedtheapplicationofcontext-basedapproachingrammarteaching.However,thereisn’tadequateempiricalresearchinthisrespect.19 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchool3Chapter3TheoreticalFoundation3.1ContextTheoryTheconceptofcontextwasinitiallyputforwardbyMalinowski,andHallidayfullydevelopedthecontexttheory.Thedefinitionandclassificationofcontexthavebeenillustratedinprevioussection,heretheemphasiswillbeputonthefunctionofcontextonlanguageandlanguageteaching.Differentschoolsoflinguisticsallholdthatcontextrestrictsandinterpretslanguageuse,thatis,contexthasrestrictivefunctionandtheinterpretivefunctiononlanguage.Restrictivefunctioncanbebrieflydefinedastheinfluenceofcontextuponthelinguisticapplicationandrequireslanguageuserstochooseappropriateexpressionsaccordingtospecificcontextsincommunication.Concretelyspeaking,therestrictivefunctionoflinguisticcontextisbestdemonstratedthroughco-occurrencewhichisdefined“thatwordsofdifferentsetsofclausesmaypermit,orrequire,theoccurrenceofaparticularpartofasentence”(HuZhuanglin,LiuRunqing&LiYanfu,1988:116).Co-occurrencerequiresasentencenotonlytoconformtogrammaticalrulesbuttoconformtosemanticrules,whichisessentialtoparticipants’understanding.Therefore,bothsyntacticco-occurrenceandsemanticco-occurrenceareofgreatsignificanceinlanguageunderstandingandteaching.Byobeyingtheruleofco-occurrence,teachersareabletoproducesentencesaccessibletoothersandalsounderstandsentencesutteredbythem.Asfortherestrictivefunctionofnon-linguisticcontext,itcanbeunderstoodastheactuallanguageuseinaparticularcontext.Itiswellknownthatcommunicationisbecomingmoreandmoresignificantnowadays;Therefore,howtosucceedincommunicationisanimportantissuewhichnecessarilyrequiresparticipantstotakeintoaccounttheroleofsituationalcontextandculturalcontextinordertoproduceappropriateutterances.Interpretivefunctionofcontextonlanguagereferstotheroleofcontextinsupportingthehearer’sinferenceofwhatthespeakerreallymeans.Totheinterpretivefunctionoflinguisticcontext,itcanbeclearlyreflectedfromeliminatinglexicalandsyntacticambiguitiescausedbypolysemy,homonymyanddifferentsentencestructures,andclarifyingdeictics---akindofdeviceemployedinordertoavoidrepetition.Totheinterpretivefunctionofsituationalcontext,inadditiontobothoftheabove,itcanalsointerpretillocutionaryacts,whichreferstointendedmeaningexpressedbythespeaker’sutterance,suchasrequest,command,offer,promise,etc.(Austin,1962).Culturalcontextcanmakeustoconsidertheentire20 Chapter3TheoreticalFoundationculturalbackgroundagainstwhichtheword,sentenceandutterancearesetanditplaysanimportantrolenotonlyinunderstandingwordmeaning,butalsoininterpretingdiscourse.Bytakingitintoconsideration,culturalshockincross-culturalcommunicationwillbeavoided.Therefore,bothlinguisticcontextandnon-linguisticcontextareofgreatsignificanceininterpretingwords,phrases,sentencesorutterances.Asforthecognitivecontext,itcanbringustoponderthedynamicfactorsofindividualsothatitcanhelpustoapplydifferentapproachestoourdynamicteachingpractice.3.2ConstructivismTheoryConstructivismflourishedinthe1990s,whosepsychologicalrootscanbetracedbacktoPiaget"sgeneticepistemologytheoryandVygotsky’spsychologicaldevelopmenttheory.Thetwopsychologistsarethetworepresentativesofconstructivism.Piaget’sgeneticepistemologytheoryviewsthattheprocessofbiologicaladaptationtotheenvironmentandsurvivingistheprocessofinteractionbetweenanorganismandtheenvironment.Duringtheprocess,organismrespondstothechangingenvironmentalconditionsandthusbuildsaspecificbiologicalstructurefortheirsurvival.Similarly,thehumancognitivestructuredoesnotinherentlyexistinthehumanbrainorbeentrustedbytheoutsideworld,thegrowthanddevelopmentofpeople’swisdomandunderstandingrootintheinteractionbetweenhumanandtheenvironment.Piagetalsomadethreeveryimportantconcepts:assimilation,complianceandbalance.Assimilationreferstotheprocessofindividual’integratinganewstimulussituationintohisorherownexistingschemataorcognitivestructures.Whenindividualscannotusetheoriginalschematoacceptandinterpretthenewstimuluscontext,itsoriginalschemawillmodifyorrebuildtheoriginalschemainordertoadapttothesituation,whichistheso-calledcompliance.Thebalanceisadynamicprocess,whichisthetransitionfromonelevelofequilibriumtoanotherhigherstateofequilibriumthroughassimilationandcomplianceofindividual(ShiLiangfang,2008).While,Vygotskybelievesthatthesocialenvironmenthasakeyroleinthelearningandtheoccurrenceoflearningattributestotheintegrationofsocialfactorsandpersonalfactors.AcoreconceptofVygotsky’theoryisthezoneofproximaldevelopment(ZPD)thatreferstothegapbetweentheindividual’sactualdevelopmentlevelandpotentiallevelofdevelopment.Inthezoneofproximaldevelopment,theteachers’andstudents’shareofculturaltools(suchaslanguage,socialinstitutions,etc.)leadstocognitivedevelopment.Intheseinteractions,learnersestablishtheirownideasbycombiningtheirownunderstandingandpersonalexperienceinthespecificsituation(LiMang,2007).Constructivistlearningtheoryemphasizesthatlearningisnotthroughtheteachingofteachers,butis21 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolobtainedbythewayofusingthenecessarylearningmaterialsandconstructingmeaningundercertainsituationsorsocialcontextswiththehelpfromoutsidehelpsuchasteachers,companions,etc.Situation,cooperation,conversationandconstructionofmeaningarefourelementsofconstructivistlearningenvironment(LiMang,2007:75).Thelearningprocessofhumanisnotapassivereceiverofpreviousknowledgeandexperience,butiscompletedthroughlearner’sownexperienceandconstructionaccordingtohisorherexistingcognitioninacontext.Collaborationistheprocessofgettingtoknowthesameproblemthrougheachlearner’splayingadvantage,integratingstrengthandcontributingviewsfromdifferentangles.Conversationisamajorpremiseofthesuccessofcollaboration.Thecollaborationamongmemberscaneliminatetheconflictsduetodifferencesinindividualconcepts,behavior,etc.,thusreachingaconsensus.Theultimategoaloflearningistoconstructmeaning,whichreferstotheconstructionofthenature,lawsofthingsandtheintrinsiclinkbetweenthings.Constructivismpromotesthecontextuallearningandstressestheimportanceoflearningincontext.Anditproposedthatthecreationofcontextisoneofthecorecontentsofteachingdesign.Scholarswhoadvocatecontextuallearningthinkthatknowledgehasthepropertyofcontext;itisoneofthecomponentsofactivity,background,andculturalproducts.Therefore,theyadvocatethatlearningshouldbecommencedfromsolvingtheproblemsinreallifethroughcreatingcontextclosetotherealitysituation.Withmanylearningresources,teacherscanlinkthestudents’learningofknowledgewiththerealtasksituationsothatlearnerscansolvetheproblemthroughcollaboration(ShiLiangfang,2008).Therefore,inthesecondlanguageclassrooms,teachersshouldcreatecontextoftargetlanguagethatisclosetotherealityandprovidestudentswithlearningenvironmentinaccordancewiththerequirementsofteachingcontentstoarousestudents’interestinlearning,motivatestudentstolearnandimprovetheirlearningefficiency.22 Chapter4ResearchMethodology4Chapter4ResearchMethodologyAsthestudytriestoinvestigatetheeffectofcontext-basedgrammarteachinginjuniorhighschool,quantitativeresearchmethodisemployed.Andalsoitattemptstostudystudents’interestingrammarlearning,thequalitativeresearchmethodisemployed,too.Therefore,thisstudyisacompoundofanexperimentalresearchwhichcouldanswerthequantitativequestionsandacasestudywhichwouldprovidemicro-examinationofthestudents’interestinlearningEnglishgrammar.Thischapterelaboratelydocumentstheresearchmethodwithfirstlyproposingtheresearchhypothesis,thenfollowedbydescribingthesubjectsoftheresearchandtheinstruments.Therearethreeinstrumentsinvolvedintheresearch,questionnaire,testandinterview.Thequestionnaireisdesignedtosurveythestudents’interestingrammarteachingandtheeffectofadverbialclauseteaching.Thetestisdesignedtochecktheresultsoftheteaching.Theinterviewwasintendedtosupplementquestionnairedata.Besides,theproceduresofexperimentteachinganddatacollectionandanalysisarealsoaddressed.4.1ResearchQuestionsInthisstudy,twopertinentresearchquestionswereaddressed:(1)Cancontext-basedgrammarteachingapproachincreasejuniorstudents’interestinlearningEnglishgrammar?(2)Cancontext-basedgrammarteachingapproachimprovejuniorstudents’Englishgrammaticalcompetence?(3)Iscontext-basedgrammarteachingapproachmoreeffectivethanthetraditionalgrammarteachingmethod?4.2ParticipantsThesubjectsforthisstudycamefromtwointactclassesconsistingof79students(41studentsfromclass1and38studentsfromclass2)inGrade8inNo.3middleschoolinYongChang.Theyareallfromruralareasattheageoftwelvetofifteenyears.Beforetheexperiment,theypossessedthesamebackgroundoflearningEnglish,thesamebeginningtime,thesamebeginningtextbook,thesameteacher.NoneofthemhadbeeninformedthattheywouldbeinateachingexperimentandtherewerethreeEnglishlessonsperweekforthisteachingexperiment.23 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchool4.3ResearchInstrumentsThreekindsofresearchinstrumentswereadoptedinthisstudy:questionnaire,testandinterview.Therearetwoquestionnaires.Oneisintendedtoinvestigatethestudents’interestingrammarlearningandusedbeforeandaftertheteachingexperiment,andtheotherisdesignedtofurtherchecktheteachingeffectofadverbialclauseattheendoftheteachingexperiment.Besides,twotestpaperswereintendedtoteststudents’grammaticalcompetence.Inaddition,aninterviewcontainingfivequestionswasusedattheendoftheteachingexperimentasasupplementforquestionnaireandtestdata.Thethreeresearchinstrumentsareillustratedelaboratelyasfollows.4.3.1QuestionnaireTwoquestionnairesweredesignedfortheresearch.Theresponsesofthequestionnairewereof5-pointLikertScalefromtotallyagreetototallydisagree.Thequestionnaireforstudentswascomposedof9itemsaboutstudents’attitudesandinterestingrammarandgrammarlearningwithreferencetoQiaoJian’squestionnairepaper.Item1-2investigatedstudents’attitudetowardstheimportanceofgrammarinEnglishlearning.Item3-9investigatedstudents’interestingrammarlearning.TheotherquestionnairewasdesignedreferringtoWangHongming’squestionnairepaperconsistingof8itemstoinvestigatetheteachingeffectofadverbialclausesasaqualitativemethod.Item1-2investigatestudents’commentsontheteachingmethodofadverbialclause.Item3-8investigatetheteachingeffectofadverbialclause.4.3.2TestWeallknowthattestisconsideredtobeaveryeffectivewaytochecktheresultsoftheteaching,sotwotestsweregiventothestudentsinordertofindwhethercontext-basedgrammarteachingapproachcanimprovestudents’Englishgrammaticalcompetence.Forthepre-testandpost-test,thetotalscoreofeachtestwas60amongwhich35itemswithusagesofadverbialclauseswereincluded.Thepre-testandpost-testbothconsistoffivepartswithfifteenmultiplechoices,tenblanksinvolvingconjunctions,tencompletionsaccordingtoChinesesentences,clozecontainingtenchoices,andawriting.Thefirstthreepartsarealldesignedtotestninekindsofadverbialclauses.Theothertwopartsinvolvestudents’basicgrammaticalcompetence.Besides,6subjectsfromanotherclasswithdifferentEnglishacademiclevelswerefirstselectedtofinishtwotestsandthenapairedsamplest-testwasconductedtoguaranteethatthepre-testandpost-testwereatthesamelevelindifficulty,aswellasthepartoftheadverbialclauses.AppendixIVshowedthetestscoresofthe6subjectsandtheresultofthepairedsamplest-test.Theresult24 Chapter4ResearchMethodologyindicatedthatthe6subjectsdidn’tdiffersignificantlyintheirgrammaticalachievementofthepre-testandpost-test,aswellastheadverbialclausesincludedinthepre-testandpost-test.Therefore,theresearchercouldconcludethatthepre-testandpost-testpaperswereatthesamelevelindifficulty.4.3.3InterviewAftertheteachingexperiment,aninterviewcomposingoffivequestionswasdesignedtofurtherinvestigatestudents’interestingrammarlearningandtheeffectofcontext-basegrammarteachingapproachinjuniorhighschool.Thefirstquestionaimstolearnhowthestudentfeelsaboutthepreviousgrammarlessons.Question2,3and5weredesignedtogetreflectionsabouttheexperimentalgrammarlessonswithcontext-basedgrammarteachingapproach.Question4wasusedtoknowthedifferencesbetweentheexperimentalandpreviousgrammarlessons.TheinterviewwascarriedoutbetweentheresearcherandstudentswithdifferentEnglishlevelsintheclassroomforfivetimes.Duringtheinterview,thestudentswereaskedtomakeverbalreportingwhichwasrecordedbyarecorder.4.3.4TeachingmaterialStudents’textbookGoforitingradeeight(thefirstbook)wasusedbothinexperimentalclassandcontrolclass.Moreover,theteachingmaterialusedfortheexperimentalgroupwasThomsonThree-dimensionalEnglishGrammareditedbyLarsen-Freeman(2002)andpublishedbymachineryindustrypressinBeijing.Forthecontrolgroup,theteachingmaterialreferredtoLongmanEnglishGrammareditedbyL.G.Alexanger,whichreflectedatraditionalgrammarteachingnotion.Inaddition,Penny’sGrammarPracticeActivities---apracticalguideforteachersandChenBao’sACourseofEnglishGrammarinAuthenticContextwerereferredduringtheteachingexperiment.4.4ResearchProcedure4.4.1ThemainprocedureofexperimentTheresearchwascarriedoutinNo.3middleschoolinYongChangfromSeptember17th,2012toNovember21th,2012,whichmainlyconsistedofthreestages:pre-testandpre-questionnaireatthebeginningoftheexperiment;teachingactivitiesduringthewholeexperiment;post-test,thepost-questionnaireandinterviewattheendoftheexperiment.Atthebeginningoftheexperiment,apilotstudywasconductedtofindoutsomepossibledeficienciesandproblems.Aftersomemodifications,thequestionnairewasfinalizedandconductedbothintheexperimentalclassandcontrolclasstoinvestigateallparticipants’attitudeandinterestinEnglishgrammar25 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolandgrammarlearning.ThedetailedquestionnairewasinAppendixI.Then,apre-testwasgiventoall79studentstoexaminetheirEnglishgrammaticalcompetencebeforethecontext-basedapproachexperiment.Forreliability,thepre-testwasconductedinthetwoclassesatthesamehourandmonitoredrespectivelybyanEnglishteacherinNo.3middleschoolinYongChangandtheresearcher.Inthetest,studentswererequiredtofinishthepre-testpaperofgrammarconsistingof40grammaticalitemswithinonehourunderthesametestenvironmentasarealonerequires.Attheendofthetest,79pre-testpaperswerecollectedtoexaminethecomparabilityofclass1andclass2.Accordingtotheresultsinpre-testreflectedfromappendixIV,class1andclass2havetheequalityofvariances,sothereisnoneedofcorrectionandthethetwoclassesarenotsignificantlydifferentinEnglishgrammaticalcompetence,sotheycouldbecomparedeachotherandusedasabaselinewhencomparedwiththepost-testresultsaftertheexperiment.Then,class1wastreatedasexperimentalgroupandtaughtbythecontext-basedgrammarteachingmethodwhileclass2wascontrolgroupbycomparisonwithtraditional3Pgrammarteachingmethod.Theteachingprocedurefortheexperimentalclasswouldflexiblyfollowthecontext-basedgrammarteachingmodelwhichwastransformedaccordingtoFigure2.3.Thereweremainlysixstepsforanexperimentallesson,namelyleadinthegrammaritemincontext,co-constructthegrammarrulesincontext,usethegrammarrulesincontext,internalizethegrammarrulesincontext,summaryandhomework.ThedetailedteachingplanwasinAppendixVIII.Thecontrolclassreceivedtraditional3Pmethodintheteachingofadverbialclauses,namely,presentation,practiceandproduction.Forextraneousvariablecontrol,boththeexperimentalandcontrolclasswereinstructedbytheresearcher.Aftertheteachingactivities,anothergrammaticaltestwasconductedinthetwoclasses.Allthestudentswererequiredtofinishthepost-testconsistingof40grammaticalitemswithinonehourunderthesametestenvironmentaspre-test.Atlats,79post-testpaperswerecollected.Thepost-testwascarriedoutinordertochecktheeffectivenessofcontext-basedgrammarteachingcomparedwiththetraditional3psmethod.Attheendoftheexperimentaftertwomonths,thesamequestionnairewasconductedtoall79studentstoinvestigatetheirinterestinEnglishgrammarlearningaftercontext-basedgrammarteaching.Then,theinterviewwascarriedoutasasupplementtoquestionnaireforquantitativedataanalysis.Theinterviewwasintendedtocollectdatathatcouldnotbefullyrevealedthroughthequestionnaire.26 Chapter4ResearchMethodology4.4.2AteachingdesignforE-CAteachingplanofcontext-basedgrammarteachingapproachforexperimentalclasswasdesignedbasedondifferentkindsofcontext,inwhichstudentsweresupposedtopercept,explore,useandinternalizethegrammaritem“adverbialclauseoftime(when)”.Theteachingplanwaspresentedasfollows.TeachingGrammarfocus“Adverbialclausesoftime(when)”inUnit9“Whenwasheborn”,materialBookAofthetextbookGoforit.TeacherTheresearcherClassandtimeClass7(experimentalclass)inGrade8,September19th,2012TeachingGrammar:Adverbialclausesoftime(when).contentTeachingaimsTogetstudentstomastertheuseofadverbialclauseoftime(when)TeachingfocusConsistencyoftensesinadverbialclauseoftimeDifficultpointsHowtoguidestudentstousethegrammartheyaretolearntoaccomplishthetasks.TeachingActivitiesstepsTeachingStep1:Lead1.Playaguessinggame.Providesomehintsonthecomputerprocedureinthescreentoletstudentsguesswhoheis.grammar2.Showstudentssomepicturesandusesomeadverbialclausesofiteminatime(when)tointroduceLiu’smainexperiences.game3.AskstudentswhetherLiuisasuccessfulsportsmanandwhethercontexttheywouldliketoknowmoreabouthim.In2004,LiuwontheLiuXiangistallandmen"s110mhurdlesyoung.Heisalwaysfinalin12.91seconds,energetic.Herunsequalingtheworldveryfast.HelikesrecordsetandplayingcomputerbreakingtheOlympicgamesandgoingtorecord.Whenthesingkaraokewhengamewasover,heheisfree.wasveryexcited.Inthe2008OlympicIn2012,becauseofgamesinBeiJing,LiuthefailureoffullXianghurthimself,recoveryfromtheandwhenhehurtin2008,withdrewfromtheLiuXiangfelloffthecompetition,hewashurdlewhenthefrustratedandmanygamebeganjustforspectatorsteared.ashorttime.Step2:1.AskstudentstolistentoamonologueabouthowLiuXiangfeltExplorethewhengettingthegoldmedalinthe2004OlympicGamesandfillinthegrammarblanks.Beforelistening,remindstudentsoftheskilloftakingdownrulesinthenotes.Thesentencesstudentsfillinarealladverbialclausesoftime27 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchooldiscourse(when).Then,guidestudentstosumupthefunctionof“when”----tocontextjoinactionsthathappenatthesametime.Andguidestudentstofindoutthedifferencebetweenplacingadverbialclauseatthebeginningandattheendofasentence.2.Askstudentstomatchtheadverbialclausesoftimeandrewritethesentenceswith“when”clauseatthebeginningofasentenceusingacomma.ThesentencesareaboutLiu’sdailylifeandachievements.Andcommentontherewrittensentencesandleadstudentstounderstandthatweshouldpayattentiontotheconsistencyoftensesindifferenttimes.Step3:UseRole-play.AskstudentsworkinpairstomakeashortdialoguethegrammarbetweenareporterandLiuXiang.Givehintsabout“when”topracticerulesintheadverbialclauseoftime.ThedialogueshowshowLiuXiangachieveslifecontextsuccess.Thenasksomepairstopresenttheirrole-play.Guidedrole-play:Reporter:……Liu:……Reporter:Howdidyoufeelwhenyou_________?Liu:Ifelt_____whenI___________________.Reporter:Youareverysuccessful.Sometimeswhenyou____________,whatdoyoudo?Liu:SometimeswhenI____________,I______.Reporter:Great!Whenyou___________,whatwillyoudo?Liu:WhenI_________________,Iwill__________.Step4:CompetetoexpresstheirideasaboutwhattheycanlearnfromLiuInternalizeusingadverbialclausesoftime(when).Providethemwithsomethegrammarsituationssuchaswhattheywilldowhentheyareindifficulty,whenrulesinthetheyfailanexam,etc.Dividestudentsintofourgroups.Encouragethemcontesttouseadverbialclausesoftime(when)tosaymoredetails.Givethemcontextmorepointsiftheymakebeautifulsentences.Step5:Sumupwhatwelearninthislesson:①usageofadverbialclausesofSummarizetime(when)②goodqualitiesofLiuXiangandhowtogetridofourbadhabits.Then,readseveralsentencesonhowtoviewdifficultiesandsuccesstoliftuptheirspirits.Whenwefailthistime,nevergiveup,becausepracticemakesperfect;Whenwesucceedfinally,neverbeproud,becausemodestyhelpsonetogoforward;Whenweworkhard,therearealwayshopesinourhearts!Step6:1.Copythesentences.(Thewinnersneedn’tdothis.)Assign2.Searchtheinternettogetinformationaboutoneofthegreatmeninhomeworkyourmind.Writeapassagein50wordsaboutwhatyoucanlearnfromhim.Trytouseadverbialclausesoftime(when)inyourwriting.28 Chapter4ResearchMethodology4.4.3AteachingplanforC-CBycomparison,ateachingplanforcontrolclasswaspresentedherebasedonthetraditional3Pgrammarteachingmethod.TeachingGrammarfocus“Adverbialclausesoftime(when)”inUnit9“Whenwasheborn”,materialBookAofthetextbookGoforit.TeacherTheresearcherClassandtimeClass8(controlclass)inGrade8,September19th,2012TeachingGrammar:Adverbialclausesoftime(when).contentTeachingaimsTogetstudentstomastertheuseofadverbialclauseoftime(when)TeachingfocusConsistencyoftensesinadverbialclauseoftimeDifficultpointsToenablestudentstoapplygrammarrulesintodifferentcontextsappropriately,accuratelyandflexiblyTeachingActivitiesstepsTeachingStep1:Firstly,askstudentstofindoutthesentencescontaining“when”inprocedureWarmup3aofsectionAinunit9“whenwasheborn?”,whichwaslearnedinthelastclass.Andencouragethemtofindoutthesimilaritiesamongthesesentences.Thesentencesare:①TigerWoodsstartedgolfingwhenhewasonlytenmonthsold;②Mozartstartedwritingmusicwhenhewasfouryearsold;③AndRonaldo,thegreatBraziliansoccerplayer,playedforhisnationalteamwhenhewsseventeen.Step2:TheteacherpresentsthegrammarrulestostudentsthroughthePresentexplanationofsentencesfoundoutinstep1.First,thefunctionof“when”.Second,thedifferencebetweenplacingadverbialclauseatthebeginningandattheendofasentence.Third,theconsistencyoftensesindifferenttimes,especiallytheconsistencyofthesimplefuturetenseinsubordinateclausewhenthesimplepresenttenseisusedinmainclause.Eachgrammarruleisfollowedbyseveralsamplesentencesortests.29 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolStep3:ThreetypesofpracticeareusedtopracticethethreegrammarrulesPracticepresentedaboverespectively.Theteacherfirstpresentssomeadverbialclausesoftime(when)andaskstudentstorecognizethesubordinateclausesandthemainclauses,andfindouttherelationshipbetweenthem.Then,givestudentstwogroupsofsimplesentencesandaskthemtocombineintoadverbialclausesoftime(when).Afterthat,somefillingblanksinvolvingtheverbformsofsubordinateclausesandthemainclauseswillbepracticed.Step4:GuidestudentssomeChinesesentencesonadverbialclauseoftimeProduce(when)andaskthemtotranslateintoEnglishandwritedown.Studentscompletetheworkthroughdiscussioningroupsandreporttheirproductionrespectively.Then,theteachergivessomefeedback.Step5:Sumupbrieflywhatwelearninthislesson:thefunctionofSummarize“when”;Thedifferencebetweenplacingadverbialclauseatthebeginningandattheendofasentence;Theconsistencyoftensesinadverbialclauseoftime.Step6:1.ReviewthegrammarrulesAssign2.Finishatestonadverbialclauseoftime(when),whichincludeshomeworkmultiplechoice,fillingblanksandtranslation.4.5DataCollectionandAnalysisThestudyattemptedtoexploretheeffectofcontext-basedgrammarteachingapproachinjuniorhighschool,whetherthisapproachcouldimprovejuniorstudents’EnglishgrammaticalcompetenceandincreasetheirinterestinlearningEnglishgrammar.Datawillbecollectedandanalyzedtoanswertheresearchquestionsproposedinsection4.1.Theresearchercollectedthreesetsofdatainthewholeexperiment,includingthedataofquestionnaire,testandinterview.Theresponsesof9itemsofthequestionnaireforstudents’grammarinterestwerescoredas5marks(totallyagree)to1mark(totallydisagree)respectively.Theresponsesof1-5itemsofthequestionnairefortheteachingeffectofadverbialclausewerescoredas5marks(totallyagree)to130 Chapter4ResearchMethodologymark(totallydisagree)respectively,andoncontrary,item6-8werescoredas1mark(totallyagree)to5marks(totallydisagree)respectively.AnddescriptivestatisticsofthequestionnaireswascalculatedbySPSS13.0toinvestigatetheinterestchangesofstudentsinEnglishgrammarlearning,andtheteachingeffectofadverbialclauseswiththecontext-basedgrammarteachingapproach.Asforthescoresofpre-testandpost-testbothintheexperimentalclassandcontrolclass,theywerealsoanalyzedbySPSS13.0,ofwhichindependent-samplesttestandpaired-samplesttestwouldbeadoptedtoexaminewhethertheparticipantsinexperimentalclasscouldmakemoreachievementsthancontrolclass.Thedataofinterviewwasrecordedbyarecorderandtranslatedintowrittenlanguage,andwillbeanalyzedelaborately.Theanalysisofdatawillbeorganizedintothreesections.Thefirstsectionwillanalyzethedataofthepre-testandpost-test,thesecondthedataofthequestionnairesbothforstudents’interestingrammarlearningandfortheteachingeffectofadverbialclauseandthelastonethedataoftheinterview.4.5.1Analysisoftest4.5.1.1Thecomparisonontheresultsofpre-testfortwoclassesInthepre-test,thetotalscoreis60’,inwhich35itemswereonadverbialclauses,andtheother11itemsexaminingbasicgrammaticalcompetence.AppendixVpresentedthetotalscoresofpre-testpaperofgrammarinexperimentalclassandcontrolclass.Firstanindependentsamplestestatthe.05levelusingSPSS13.0wasemployedtocomparethetotalscoresofthetwoclassesinordertoseewhetherthetwoclassesweredifferentsignificantlyingrammaticalcompetence.Table4.1:Groupstatisticsofpre-testinexperimentalclassandcontrolclassgroupNMeanStd.DeviationStd.ErrorMeanE-Cpre-testscore4125.569.8541.539C-C3826.398.7531.420Table4.2:Independentsamplestestofpre-testinexperimentalclassandcontrolclassLevene"sTestfort-testforEqualityofMeansEqualityofVariancespre-testFSig.MeanStd.ErrortdfSig.scoreDifferenceDifference(2-tailed).125.724-.8342.103-.39677.69331 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolFromtable4.1,wecanseethatthemeanofexperimentalclassinpre-testis25.56,andthemeanofcontrolclassis26.39.Theirdifferenceis0.834.Asisshownintable4.2,intheTestforEqualityofVariancesF=0.125,p=0.724>0.05,itindicatesthatthetwoclassesbearequalvariancesandthereisnoneedtorectify.Withthisrequirementsatisfied,inthet-testforEqualityofMeansontherightofthetable4.2,p(2-tailed)=0.693>0.05,soitcanbeshownthatthetwoclassdon’tdiffersignificantlyandtheirdifferenceof0.71isveryslight.Therefore,theyenteredtheexperimentatthesamelevelofgrammaticalcompetenceatthebeginningoftheexperiment.Justbecausetheexperimentalgrammaritemoftheresearchwasonadverbialclause,sothesoresofthispartwillalsobecomparedtoexamineifthetwoclassesareatthesamelevelofadverbialclause.Thescoresonadverbialclauseinpre-testoftwoclassesseeAppendixV.Table4.3:Groupstatisticsofscoresonadverbialclausesinpre-testoftwoclassesgroupNMeanStd.DeviationStd.ErrorMeanadverbialclauseE-C4114.246.343.991score(pre-test)C-C3815.455.239.850Table4.4:Independentsamplestestofscoresonadverbialclauseinpre-testoftwoclassesLevene"sTestfort-testforEqualityofMeansEqualityofVariancesadverbialMeanStd.ErrortdfSig.(2-tailed)FSig.clausescoreDifferenceDifference(pre-test).838.363-1.2031.315-.91577.363Fromtable4.3,themeanofscoresonadverbialclausesinpre-testofexperimentalclassis14.24,andthemeanofscoresonadverbialclausesinpre-testofcontrolclassis15.45.Thedifferenceis1.203.Formtable4.4,intheTestforEqualityofVariances,F=0.838,p=0.363>0.05,sothetwoclassessharetheEqualityofVariances.Further,inthefollowingt-testforEqualityofMeans,p(2-tailed)=0.363>0.05,indicatingthetwoclassesarenotdifferentsignificantlyinthegrammaticalcompetenceofadverbialclauses,sothetwoclassescouldbeviewedasparallelclassesandtheteachingexperimentinthetwoclassesisplausible.4.5.1.2Thecomparisonontheresultsofpre-andpost-testrespectivelyintwoclassesBecausetheexperimentselectedadverbialclauseastheexperimentalgrammaritem,sotheanalysis32 Chapter4ResearchMethodologyontheresultsofpre-andpost-testforcontrolclassandexperimentalclassmainlyfocusonthecomparisonofscoresonadverbialclause.Thescoresonadverbialclauseinpost-testofcontrolclassarepresentedinAppendixVI.Table4.5:Pairedsamplesstatisticsofscoresonadverbialclauseinpre-andposttestoftwoclassesStd.Std.ErrorMeantdfSig.(2-tailed)NMeanDeviationMeanDifferencesadverbial-8.000-21.00040.000Pair4114.246.343.991clausescoreof1C-C(pre-test)adverbial4122.246.5871.029clausescoreofC-C(post-test)adverbial-4.053-15.68237.000Pair3815.455.239.850clausescoreof2E-C(pre-test)adverbial3819.505.218.847clausescoreofE-C(post-test)Wecanseefromtable4.5thataftertheteachingperiodofadverbialclause,themeansofscoresonadverbialclauseinpre-andposttestinbothexperimentalandcontrolclasshaveincreased.Formtable4.5,weknowthemeanimprovementrangeincontrolclassis4.053,withexperimentalclass8.000.Bycomparisonthemeanimprovementrangeinexperimentalclassis3.947higherthanthatincontrolclass.However,wecanalsonoticethatStd.Deviationrange(0.021)inexperimentalclassislessthantheone(0.244)incontrolclass,indicatingtherelativelysteadydispersionofscoresinexperimentalclass.SotheexperimentalclassbenefitedmorethanthecontrolclassfromteachingofadverbialclauseinthetermofmeanandSD.However,onlytheabovedatacan’tbeenoughtojudgewhetherthemeanimprovementsintwoclassesaresignificantstatistically.Tosolvethisproblem,thecomparisonontheresultsofpost-testintwoclassesareneeded.4.5.1.3Thecomparisonontheresultsofpost-testfortwoclassesAnindependentsamplest-testatthe0.05levelwasmadeonthescoresonadverbialclauseinpost-testofexperimentalclassandcontrolclass.33 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolTable4.6:Groupstatisticsofscoresonadverbialclauseinpost-testoftwoclassesgroupNMeanStd.DeviationadverbialclauseE-C4122.246.587score(post-test)C-C3819.505.218Table4.7:Independentsamplestestofscoresonadverbialclausesinpost-testoftwoclassesLevene"sTestfort-testforEqualityofMeansEqualityofVariancesadverbialclauseMeanStd.ErrortdfSig.(2-tailed)FSig.score(post-test)DifferenceDifference3.302.0732.7441.3442.04277.045Asshownintable4.6above,forthemeanofscoresonadverbialclausesinpost-test,experimentalclassis22.24,controlclassis19.50.Themeanoftheexperimentalclassis2.744higherthanthatofcontrolclass.Further,forthemeasureofdispersion(Std.Deviation),theexperimentalclassis1.369lowerthanthecontrolclass,showingthelessscatteredscoresinexperimentalclass.Theresultsofcomparisonofscoresonadverbialclausesinpost-testbetweentwoclassesshowsthattheexperimentalclassmadegreaterprogressthanthecontrolclass.Furthermore,inTestforEqualityofVariancesfromtable5.7,F=3.302,p=0.073>0.05,soEqualvariancesinthetwoclassesareassumed.Inthet-testforEqualityofMeans,p(2-tailed)=0.045<0.05,sothescoresonadverbialclauseinpost-testinthetwoclassesaredifferentsignificantly.Basedontheanalysisabove,wecanconcludethatthescoresonadverbialclauseinpost-testinexperimentalclassissignificantlyhigherthanthatincontrolclass.Hence,wecandrawtheconclusionfromtheexperimentthatthecontext-basedgrammarteachingapproachappliedinexperimentalclasscanfacilitatethedevelopmentofstudents’Englishgrammaticalcompetencemoregreatlyandmoreeffectivethanthetraditional3Pmethod.4.5.2Analysisofquestionnaire4.5.2.1Analysisofquestionnaireforstudents’interestingrammarlearningInthispart,thequestionnaireinto79students’changeofinterestinEnglishgrammarlearningwillbeanalyzed.Thequestionnaireintostudents’interestingrammarlearning(SeeAppendixI)wasconductedbothinexperimentalclassandcontrolclassbeforeandaftertheteachingexperiment.AppendixVIIshows34 Chapter4ResearchMethodologyall79students’rawscores.TheresearcheranalyzedthescoresbySPSS13.0tocomparestudents’interestinlearningEnglishgrammarbeforeandaftertheexperimentinthetwoclasses.Table4.8:Groupstatisticsofpre-questionnaireforgrammarinterestinthetwoclassesgroupNMeanStd.DeviationStd.ErrorMeanscoreinpre-questionnaireE-C3827.934.745.741experimentalclassC-C4128.554.985.809Table4.9:Independentsamplestestofpre-questionnaireforgrammarinterestinthetwoclassesLevene"sTestfort-testforEqualityofMeansEqualityofVariancesscoreinFSig.MeanStd.ErrortdfSig.(2-tailed)pre-quesDifferenceDifferencetionnaire.046.830-.6261.095-.57277.569StatisticsinTable4.8showsthecomparisonbetweenthetwoclassesinpre-questionnaireforgrammarinterest,themeanscoreinexperimentalclassis27.93,andthemeanscoreincontrolclassis28.55.TheStandardDeviationinthesetwoclassesis4.745:4.985.InTestforEqualityofVariancesfromtable5.9,F=0.46,P=0.83>0.05,Equalvariancesinthetwoclassesareassumed.Int-testforEqualityofMeans,P(2-tailed)=0.569>0.05,showingthatthetwoclasseshavenosignificantdifferenceforinterestinlearninggrammarbeforetheteachingexperiment.35 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchoolTable4.10:Pairedsamplestestofpre-andpost-questionnaireforgrammarinterestinthetwoclassesStd.Std.ErrorMeantdfSig.NMeanDeviationMeanDifferences(2-tailed)scoreofPair14127.934.745.741-.488-2.50440.016pre-questionnaire(E-C)scoreof4128.414.631.723post-questionnaire(E-C)scoreofPair23828.554.985.809-.263-1.30337.201pre-questionnaire(C-C)scoreof3828.824.980.808pre-questionnaire(C-C)TheabovePairedSamplesTestforthescoresofpre-andpost-questionnairerespectivelyinthetwoclassesintable4.10showsthatthemeanscoreofpre-andpost-questionnaireforstudents’interestingrammarlearninginexperimentalclasschangesfrom27.93to28.41withanincreaseof0.488aftertheteachingexperiment.Andfromtable4.10,wecanseethatinthisPairedSamplesTestp(2-tailed)=0.016<0.05,indicatingtherangeof0.488isstatisticallysignificant.Sowecanconcludethatcontext-basedgrammarteachingapproachconductedintheexperimentalclasscanmotivatestudents’interestingrammarlearning.Meanwhile,thecontrolclassalsohasaslightincreasingrangeof0.263.Seemingly,fromtable5.12p(2-tailed)=0.201>0.05,showingthechangeof0.263isnotsignificantstatisticallyandthestudents’interestingrammarlearningincontrolclassdon’tdifferobviouslybeforeandaftertheteachingexperiment.4.5.2.2AnalysisofquestionnairefortheteachingeffectofadverbialclauseTherewere8itemsinthequestionnairefortheteachingeffectofadverbialclause,anditem1to5wasscoredfrom5markto1markrespectively,whiletherestitem6toitem8wasscoredfrom1markto5markrespectively.AnIndependentSamplesforthescoresofthequestionnairefortheteachingeffectofadverbialclausewasconductedtofurtherinvestigatetheeffectofcontext-basedgrammarteachingapproach.Thedataisasfollows.36 Chapter4ResearchMethodologyTable4.11:GroupstatisticsofquestionnairefortheteachingeffectofadverbialclausegroupNMeanStd.DeviationStd.ErrorMeanScoreofquestionnaireforE-C4127.024.316.674teachingeffectC-C3824.824.969.806Table4.12:IndependentSamplesTestofquestionnairefortheteachingeffectofadverbialclauseLevene"sTestfort-testforEqualityofMeansEqualityofVariancesScoreofMeanStd.ErrortdfSig.(2-tailed)FSig.questionnaireforDifferenceDifferenceteachingeffect.296.5882.2031.0452.11377.038Ascanbeseenfromthetableabove,themeanscoreofquestionnairefortheteachingeffectofadverbialclauseintheexperimentalclassis27.02,andinthecontrolclass24.82.Theexperimentalclassis2.203higherthanthatincontrolclass.WhetherthemeandifferenceissignificantstatisticallydependsonIndependentSamplesTest.Fromtable4.12,firstlyinLevene"sTestforEqualityofVariances,F=0.296,p=0.588>0.05,showingthetwoclassesshareequalvariances.Further,int-testforEqualityofMeans,p(2-tailed)=0.038<0.05,indicatingthatthemeanscoreinexperimentalclassissignificantlyhigherthanthatincontrolclass.Therefore,wecandrawaconclusionthattheteachingeffectfoadverbialclauseinexperimentalclassisbetterthanthatincontrolclassandfurtherindicatethesuperiorityofcontext-basedgrammarteachingapproachbycomparisonwiththetraditional3Pmethodasasupplement.4.5.3AnalysisofinterviewFiveinterviewswereconductedaftertheteachingexperimentintheexperimentalclass,respectivelyfordifferentlevelsofstudents.Thefivequestionsfortheintervieware:1.DoyouliketheEnglishgrammarlessonsbeforethisperiodoftime?Why?2.Doyouthinktheeffectofclassactivitiesisobvious?Why?3.Doyoulikethegrammarlessonsduringthisperiodoftime?Pleasegivesomecomments.4.Whatdoyouthinkthegrammarlessonsduringthisperiodoftimedifferfromthepreviousonesinclassactivitiesandpractice?5.Whatdoyouthinktheroleoftheteacherisinthegrammarlessonsduringthisperiodoftime?And37 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchooldidyoutakeanactivepartintheselessons?Aboutquestion1,fouroutoffivestudentssaidtheydidn’tlikethepreviousgrammarlessons,becausethegrammarclassisusuallyboring.Theteacheralwaysspentmuchtimeontheinterpretationofthegrammaritems,andwhattheyusuallydidisjusttotakenotesofalotofgrammaritemsindetail.Then,theydidalotofgrammarexercisessuchasthecompletionofthedialogues,fillintheblanks,multiplechoice,usingthegivenwordstomakesentencesandsoon.Afterclass,theyhadtoremembermechanicallythosegrammarrules.Theotheronestudentstoldthatshelikedthepreviousgrammarlessonsbecauseshelikedtoanswertheteacher’squestionsactivelyingrammarlessonswhichshethoughtwasinteresting.Thetraditional3Pmethodofteachinggrammargavemuchburdenofmechanicalmemorizationtothestudents.Aboutquestion2,threeoutoffivestudentsexpressedthisperiodofclassactivitieshadsomegoodeffects,becausetheteacherhadtaughtthemhowtousethegrammarrulesindifferentclassactivities.Theycouldmastergrammaritemswellaslongastheyreviewedthemcarefullyafterclass.However,theothertwostudentswhowererelativelypooratEnglishsaidtheeffectofthisperiodofclassactivitieswasnotobvious,andtheyhadtomemorizeanddigestathome.Studentshaddevelopedtheirownlearninghabits,andsomeofthemhaddifficultyinadaptingtothenewcontext-basedgrammarteachingapproach.Aboutquestion3,allofthefivestudentsfeltthisperiodofgrammalessonswereveryfreshandnotthesameasusualgrammarlessons.Theteacherdidn’tpresentgrammaritemsdirectlytothem,butguidedthemtofindoutandusegrammaitemsbythemselves.Theythoughttheclassatmospherewasverygood,andeveryonecouldparticipatedinthemandgavetheirviews.Theypreferredthiskindofgrammarlessons.Aboutquestion4,thefivestudentsansweredtheteacherdidn"tletusdoalotofmechanicalpractice,andtheclassactivitiesandexerciseswerebuiltaroundathemeandcloselyrelatedtoourlife,whichdemandedthegrammaritemsjustlearnedtocomplete.Besides,theformsoftheclassactivitiesinvolvedlistening,speaking,readingandwriting.Bycomparison,thepracticeofthepreviousgrammarlessonswerelimitedtothetextbookandexercisebookhavinglittletodowithourusuallife.Aboutquestion5,asfortheroleoftheteacher,allofthemthoughtteachershouldbeafacilitatororguider,whodirectedthemtoparticipateinactivities.Amongthefivestudents,threestudentssaidtheycouldtaketheinitiativetoanswertheteacher’squestions,cooperatewithteammemberstocompletealltasksandactivities,activelyapplywhattheyhadlearnedintoconcretecontext,allofwhichbenefitedthemalot.Inaddition,theyaddedthatsomedemandingactivities,likeroleplayandcompetition,neededmore38 Chapter4ResearchMethodologytimetothinkaboutit,andthencommunicatewithclassmates.TheothertwostudentssaidtheyhadsomedifficultiesinfullyparticipatedintheclasstasksbecauseoftheirpoorEnglishandlackofself-confidence.While,theyalsosaidtheirparticipationingrammarlessonsinthisperiodoftimehadimprovedcomparedwithbefore.4.6ResultsandDiscussionFromtheanalysisofquestionnaireforstudents’interestingrammarlearning,wecanseethatbeforetheteachingexperiment,students’interestingrammarlearninginexperimentalclassandcontrolclasswerenotdifferentsignificantly.Butafterthecontext-basedgrammarteachingexperiment,studentsinexperimentalclasstakegreaterinterestingrammarlearningsignificantlythanstudentsincontrolclass.Moreover,theanalysisofinterviewshowsstudents’preferenceforcontext-basedgrammarapproach.Therefore,wecanfindthatcontext-basegrammarteachingapproachcanincreasestudents’interestingrammarlearning.Basedontheanalysisofpre-test,thetwoclassesdidn’tdiffersignificantlybothinbasicgrammaticalcompetenceandlevelofadverbialclause.Bycomparison,thescoresofpost-testinexperimentalclassshowthegreaterprogressthanthatincontrolclass.Inaddition,theanalysisofquestionnairefortheteachingeffectofadverbialclauseindicatesthatthestudentshadabettermasteryofadverbialclausethanthatincontrolclass.Soaconclusioncanbedrawnthatcontext-basedgrammarteachingapproachcanimprovejuniorstudents’Englishgrammaticalcompetence,showingthesuperioritycomparedwiththetraditional3Pmethod.39 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchool5Chapter5ConclusionsandSuggestionsGrammarteachingplaysanimportantpartinEnglishteachinginjuniorhighschool.However,thegrammarteachinginjuniorschoolistime-consumingandinefficient.Thecontexttheoryillustratesthatgrammaticalformsandcontextarerelatedclosely.Sothisthesisattemptedtochangethiskindofsituationandexploredtheeffectofapplyingcontext-basedapproachintogrammarteachinginjuniorhighschoolthroughateachingexperimentfortwomonths.Context-basedgrammarteachingapproachintegratestheform,meaninganduseofgrammaritemtogetherbysettingcontexts,wherestudentscanperceive,explore,useandinternalizethegrammarknowledgetodeveloptheirabilitytousegrammaritemindifferentcontextsappropriately,accuratelyandflexibly,whichisregardedasadynamicprocess.Questionnaire,testandinterviewwereusedasresearchinstrumentstomeasuretheeffectofcontext-basedgrammarteachingapproach.Basedonthedataanalysisandresultsinthepreviouschapter,majorfindingsofthisstudyaresummarizedandpresentedinthischapter.Meanwhile,somepedagogicalimplicationsforgrammarteachinginjuniorhighschool,limitationsofthestudyandsuggestionsforfurtherresearchareproposedhererespectively.5.1MajorFindingsThisstudyadoptedqualitativeandquantitativemethodstoinvestigatejuniorstudents’interestingrammarlearningbycontext-basedapproachandtheeffectivenessandsuperiorityofcontext-basedapproachcomparedwiththetraditional3Pmethod.Themajorfindingsarepresentedasfollows.(1)Context-basedapproachcanmotivatejuniorstudents’initiativeoflearninggrammarandincreasetheirinterestingrammarlearning.Withthetiringgrammarlessoninjectedbyfreshcontext,thestudentsparticipatedintheclassmoreactively.Especiallyformthesurveyandinterviewaftertheteachingexperiment,studentsshowgreaterinterestingrammarlearningandpreferenceforcontext-basedapproachtoteachgrammar.(2)Context-basedgrammarteachingapproachcanimprovejuniorstudents’Englishgrammarcompetence.Varioussettingandapplicationofcontextingrammarlessoncombinedthegrammarrulesandthecorrespondinglanguagefacts,whichhelpsstudentsusetheirownknowledgesystemtopercept,feel,summarizeandpracticegrammarrulesindifferentcontexts,achievingtheharmoniousunificationofform,meaninganduseofgrammar,thusfundamentallyimprovestudents’abilitytousegrammar40 Chapter5ConclusionsandSuggestionsknowledgeflexibly,namely,students’grammarcompetence.(3)Context-basedgrammarteachingapproachismoreeffectivethanthetraditionalgrammarteachingmethod.Bothcontext-basedapproachcanincreasestudents’interestingrammarlearningandcontext-basedapproachcanimprovestudents’grammarcompetencecontributetothesuperiorityofcontext-basedgrammarapproachincomparisonwiththetraditionalone,whichcanbebetterillustratedfromthedataabove.5.2PedagogicalImplicationsTheultimategoalofgrammarteachingisnotjusttomastergrammarrulesandstructures,theteachershouldteachEnglishgrammarundertherightunderstandingoftheNewEnglishCurriculumStandards.Atpresent,seniorhighschoolentranceEnglishexaminationineveryprovincehasmainlyfocusedontestingstudents’abilitytouseEnglish,andtestonpurelanguageknowledgehasbecomelessandless.Therefore,thisstudyhassomepedagogicalimplicationsforEnglishgrammarteachinginjuniorhighschool.Firstly,Englishteachersshouldsetupcorrectgrammarperspective.Itisn’tadvocatedinthenewEnglishCurriculumStandardsthatEnglishgrammarteachingshouldbeignoredinjuniorhighschool,justthatteachersshouldnotputtoomuchemphasisonthepureexplanationofgrammarrulesoutofcontext.Teachersshouldnotonlyattachimportancetogrammarknowledge,butalsovaluetheuseoflanguage.Onlyinthisway,canteachersunderstandthetextbookbetterandengageingrammarteachingpracticeundertheguidanceoftherightconcept.Secondly,meaningfulcontextsshouldbesettoteachEnglishgrammar.Ingrammarteachinginjuniorhighschool,teachersshouldpaycloseattentiontocontextinwhichlanguageisused.Grammaritselfisn’ttedious,andwhatisimportantishowtogetstudentsfeelinterestingandmeaningfulinthegrammarlearningprocessdesignedbytheteacher.Theteacherneedstodesigndifferentcontexts,whichcanmakegrammarteachingmeaningfulanddon’taskstudentstosimplymemorizegrammarrulesandstructuresanylonger.So,howtodesignandsetdifferentmeaningfulcontextssurroundingonethemeaccordingtotheaimgrammaritemisalsothegreatestchallengeEnglishteachersarefacedwith.Besides,differentcontextsdesignedaroundonegrammaritemshoulddifferinlevelofabilitytousetargetlanguageandgrammarteachingcontextsshouldgofromthesimpletothecomplicated.41 ApplicationofContext-BasedGrammarTeachingApproachinJuniorHighSchool5.3LimitationsofThisStudySincetheresearcher’sfirststudyintotheapplicationofcontextinthegrammarteachingandalackofexperience,coupledwithresearcher’slimitsonacademicliteracyandobjectiveconditions,thewidthanddepthofthestudyisnotenoughandthereareseverallimitationsanddeficiencies,whicharedisplayedinthefollowingaspects.Firstly,therearemanyshortagesinsettingcontextsandteachingmethods.Forinstance,blindchaseforclassinterestatthebeginningoftheteachingexperimentledtothefailureofhighteachingefficiency.AfewstudentswhoarebasicallypooratEnglishdidn’tliketoactivelyparticipateintheclassactivities,causingthewasteoftimeandenergy.Inaddition,somecontextssetinadvancewerefoundlackofauthenticityjustintheusingprocess,thusfailingtoachievethedesiredobjectives，andthestudents"creativethinkingdidn’tgetfullpalyasexpected.Besides,thesubjectsinthestudyweretwointactclassesandnotrandomlychosen.Thus,thisdrawbackmightaffectthegeneralizationofexperimentalresults,sotheresultsmaybelessrepresentative.Thirdly,weonlyfocusonAdverbialClauseinthisstudy.Whetherthecontext-basedgrammarteachingapproachcanfacilitatelearnersinlearningotherformsisstillunknown.Althoughthisstudyhasmanylimitations,theresearcherhopesthat,ratherthanbeingregardedsimplyasdrawbacksinthepresentstudy,theselimitationscouldcontributetoraisesomequestionsforfuturestudy.5.4SuggestionsforFurtherResearchTherearesomesuggestionsforlanguageresearchersandteacherswhoareininterestedinsuchkindofexperiments.Firstofall,thesettingofcontextwithauthenticityisanexhaustingwork,thereisnobestcontextforagrammaritem,soresearchintobetterandmoresuitablecontextswillbeworth.Besides,itishopedthatmoregrammaritemscanbeinvolvedinthefurtherstudytoverifytheeffectivenessofthecontext-basedgrammarteachingapproachsuchastheAttributiveClause,theSubjunctiveMood,Tensesandsoon.Moreover,theresearchmethodobservation,think-aloud,verbalreportordiaryexceptfortest,questionnaireandinterviewshouldalsobeemployedinthefutureresearchtogetmorereliabledata.Finally,italsoneedstoascertainwhetherthemodelofcontext-basedgrammarteachingcangainthesameeffectamongsubjectsatdifferentproficiencylevelsofEnglishasaforeignlanguage.42 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AcknowledgmentFirstly,IwouldliketogivemymostsincereanddeepestgratitudetomytutorPro.Cai,aresponsible,learnedandrespectablescholar,forherpatientandcarefulguidanceateverystageofthewritingofthethesis.Sheindeedtookeveryendeavorinprovidingmewithinvaluableguidanceandassistance.Withoutherenlighteninginstruction,thethesiscouldnotbecompleted.IshallextendmygreatthankstoprincipalPaiCaiofthethirdmiddleschoolinYongchang,whohelpedmealotinprovidingtheenvironmentsofteachingexperiment.Healsogavememuchoperationalsuggestionsofconductingtheteachingexperiment.MysincereappreciationalsogoestotheteachersandstudentsfromthethirdmiddleschoolinYongchang,whosupportedmeandparticipatedintheteachingexperimentwithgreatcooperation.Lastbutnotleast,I"dliketothankallmyfriendsandclassmates,especiallymyseniorbrotherSuLaicun,fortheirencouragementandsupport.Eachofthemdeservescreditforthecompletionofthethesis.xi AppendixI:QuestionnaireforInterestinGrammarLearning英语语法学习兴趣调查问卷亲爱的同学:你好!这份问卷的目的主要是希望了解你们的英语语法学习情况，你们的意见只用于科学研究，任何一种表述都没有对错优劣之分，请你根据自己的一反应做出选择。请根据自己实际的感觉，在相应的选项上做你喜欢的标记。1.掌握英语语法对于英语表达非常有用。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意2.语法学习是英语学习中重要的一部分。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意3.英语语法非常好学。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意4.学习英语语法很有趣。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意5.我喜欢上语法课。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意6.我总能在语法课上能认真听讲。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意7.我喜欢做语法作业。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意8.在语法课上我喜欢回答问题。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意9.在语法学习中我非常有信心。A.完全同意B.基本同意C.不确定D.基本不同意D.完全不同意请检查一下您是否完成了所有的问题。谢谢合作！xii AppendixII:QuestionnairefortheTeachingEffectivenessofAdverbialClause状语从句语法教学效果调查问卷下面的句子表述了你对你的老师在教状语从句时所使用的教学法以及所取得的教学效果的感受。任何一种表述都没有对错优劣之分，请你根据自己的第一反应做出选择。1.老师这次给我们教状语从句与从前老师讲语法的方法不一样。A完全同意B基本同意C不确定D基本不同意E完全不同意2.我喜欢现在老师讲授状语从句的方式,希望老师继续使用。A完全同意B基本同意C不确定D基本不同意E完全不同意3.学完状语从句后我完全理解了状语从句。A完全同意B基本同意C不确定D基本不同意E完全不同意4学完状语从句后我掌握了各个状语从句在不同语境中的用法。A完全同意B基本同意C不确定D基本不同意E完全不同意5.我在使用状语从句时出错不太多，我很自信。A完全同意B基本同意C不确定D基本不同意E完全不同意6.状语从句条条框框太多，我学得糊涂。A完全同意B基本同意C不确定D基本不同意E完全不同意7.我仍然无法区别各个状语从句的用法。A完全同意B基本同意C不确定D基本不同意E完全不同意8.我在使用状语从句时基本上靠猜。A完全同意B基本同意C不确定D基本不同意E完全不同意请检查一下你是否完成了所有的问题。谢谢合作！xiii 访谈：1.你平时喜欢上英语语法课吗？为什么？2.你认为这些课堂活动效果明显吗？为什么？3.你喜欢这段时间的语法课吗？请给出一些评价。4.你觉得这段时间的语法课与以往的语法课相比，在课堂活动和练习上有什么不同？5.在这段时间的语法课上，你觉得老师的作用是什么？你的参与程度高吗？xiv AppendixIII:ThePre-andPost-testPapersThePre-testPaperofGrammar一、选择题（每小题1分，共10分）1.Youhavetoleavenow________youcancatchtheearlybus.A.sothatB.assoonasC.becauseD.if2.Manystudentsdidn’trealizetheimportanceofstudy_____theyleftschool.A.whenB.untilC.asD.after3.Scientistssayitmaybeafewyears______itispossibletotestthenewmedicineonpatients.A.becauseB.afterC.beforeD.since4.Maryspendsalotofmoneyonclothes_______herfamilyisnotrich.A.becauseB.thoughC.ifD.So5.—MayIgototheconcertwithyou?—I’mafraidnot____youhaveaticket,becauseIhaveonlyone.A.sinceB.ifC.unlessD.Though6.Wehavebeengoodfriends________wejoinedthesameping-pongteam.A.afterB.beforeC.sinceD.until7.Thestudents________haveasportsmeetingthisweekendifit________.A.won’t;rainsB.will;rainsC.won’t;willrainD.aregoingto;isgoingtorain8.--What"syourplanforthesummerholidays?--I’llgotoBeijing_____theschooltermends.A.inorderthatB.sothatC.assoonasD.eventhoughC.sellingwell;sellwellD.forsale;sellwell9.________IwasinheUS,ImadealotofAmericanfriends.A.WhileB.AlthoughC.UnlessD.Until10.Ihavelearned2000Englishwordslastterm.A.nomorethanB.notmorethanC.notanymoreD.nomore11.Teresais________nervous________shecan’ttalkinfrontoftheclass.A.such,thatB.too,toC.so,thatD.not,until12.–DidyoucallSaraback?-Ididn’tneedto,______we’llhaveameetingtogethertonight.A.thoughB.unlessC.becauseD.if13.thereisawill,thereisaway.A.BecauseB.IfC.WhereD.when14.It’squitecommoninBritaintosay“Thankyou”tothedrivers__________peoplegetoffthebus.A.afterB.sinceC.untilD.when15.Newtonwasplayingunderanappletree______anapplefellontohishead.A.whenB.whileC.afterD.before二、选择合适的连接词，完成下列句子。（每题1分，共10分）xv 1.yougo,remembertowritetome.2.youdon’thurryup,youwillbelate.3.IamtiredIcan’twalkanyfarther.4.youhavegotenoughmoneywithyounow,youcancomeandbuyitnexttime.5.YoumustdotheexercisesIshowyou.6.Let’swaittherainstops.7.itwasverylate,theworkerswerestillworkinghard.8.Teacherspokealoudthestudentscouldhearhim.9.Sheisbad-temperedhermother.10.HewilldobetterinEnglishheworksharder.三、根据中文意思完成句子（每空0.5分，共15分）1.我住的地方有很多树。ThereareplentyoftreesIlive.2.除非你马上出发，否则你将会错过火车。Youstartatonce,you’llthetrain.3.他是如此诚实的一个男孩，以致于所有的老师都喜欢他。Heisboyalltheteacherslikehim.4.他就像什么事情都没发生一样。Heactednothinghadhappened.5.我学英语六年了。sixyearsIEnglish.6.如果明天不下雨，我们就去公园。Wetheparkit.7.不论你车开得多好，你都必须得小心。wellyoudrive,youmustbecareful.8.既然你不舒服，那你最好呆在家。Youarenotfeelingwell,youstayathome.9.为了后面的学生能听清楚，老师提高了嗓音。Theteacherhervoicethestudentsinthebackcouldhearherclearly.10.这个房子是我们的三倍大。Thehouseisthreetimesours.四、短文填空（每小题1分，共10分）Brianwasnotgoodatpublicspeaking.Oneday,he1(invite)tomakeaspeechatachurch.Hisyoungersister,Annknewhewasnervousandtriedtocalmhimdown."Don"tworry.Everything2(be)fine."Whenthedaycame,Brian"scarhadanaccidentonthewaytothechurch.Luckily,hewasnot3(bad)hurtandarrivedatthechurchontime.Itwas4(he)turn.Whenhestoodup,hitcoatbecametangledwithhischair.Afterafew5(minute),hefinallybeganhisspeech.Buthewassonervousthathedroppedhisbook.Manypeoplethoughthewouldrun,buthewenton.Suddenly,peoplesawsomethingunusual6(run)downfromhisnose,blood!Hestopped7(speak)whenhesawtheblood.Buthestilltriedtofinishhisspeech.ThenAnnquietlymovedtothefrontandhandedhimherhandkerchief.Thenshegavehimasmileand8(return)toherseat,Itwasa9(real)simplegesture,andmightbethe10(simple).Shejustsawsomeoneinneed,andgavehimaxvi hand.Intheend,Brianfinishedhistalk,withmoreconfidence.1.2.3.4.5.6.7.8.9.10.五、写作（共10分）根据所给图画提供的情景，写一段约70词的短文，内容要符合图意。xvii ThePost-testPaperofGrammar一、选择题（每小题1分，共15分）1.Peterlikesreadinganewspaperheishavingbreakfast.A.untilB.whileC.becauseD.Though2.IIhurried_____Iwouldn’tbelateforclass.A.sinceB.sothatC.asifD.unless3.Youshouldgooveryourtestpaper_____youhanditin.A.beforeB.thoughC.becauseD.assoonas4.Wewillhavenowatertodrink_______wedon’tprotecttheearth.A.untilB.beforeC.thoughD.if5.it"sdifficulttomakeherdreamcometrue，shenevergivesupAThoughBUnlessCBecauseD.If6.Hewillcomehererightaway________hehearsthenews.A.soB.assoonasC.becauseD.though7.ZhouLiboisShanghai’sfavoritefunnyman.Heisgoodatmakingpeoplelaugh.Hislivelyshowswere_________hotthatticketssoldoutinminutes.A.veryB.tooC.suchD.so8.Thebusdriveralwayssaystous,“Don’tgetoff________thebusstops.”A.whenB.whileC.untilD.if9.Afterthewar,anewschoolbuildingwasbuilduptherehadoncebeenatheatre.A.thatB.whereC.whichD.when10.I’msorry,I’mabitlate.However,Igotherefasthecould.A.more,asB.much,asC.as,asD.so,as11.Myunclehasbeentaughtinthisschool_______hewastwentyyearsold.A.sinceB.forC.untilD.After12.wellyoudrive,youmustdrivecarefully.A.NomatterwhereB.InorderthatC.NomatterhowD.Assoonas13.Iwillneverforgetthatterribleaccident________ithappenedsolongago.A.onlyifB.eventhoughC.onlywhenD.eversince14.______thedaywenton,theweathergotworse.A.WithB.SinceC.WhileD.As15.Thelandlordwaswatchinghimacatwatchesamouse.A.whileB.ifC.justasD.evenif二、选择合适的连接词，完成下列句子。（每题1分，共10分）1.Jimspendsalotofmoneyonbooks______heisnotrich.2.Katefellintosleep______shewaslisteningtothemusic.3.----IsDavidatschooltoday?----No.Heisathome______hehasabadcold.5.Speaktohimslowly______hemayunderstandyoubetter.6.______shedoesn"tcomeonSunday,I"llgofishingbymyself.7.Thereweresomanynewwordsinthepassage______wecouldn’tunderstandit.8.Goback______youcomefrom.9.----Doyouhaveaswimmingpool?----No,wedon"t.Atleast,not______big______yours.xviii 10.______youworkharder,you"llneverpassthefinalexam.三、根据中文意思完成句子（每空0.5分，共15分）1.不管他跟我开什么玩笑，我都不生气。Iamnotangrywithhim,____________________jokesheonme.2.布鲁斯太太对学生非常亲切，以至于学生把她当作母亲。Mrs.Brucewas_______kindtoherstudents______they______her_____theirmother.3.只要我们竭尽全力，父母就会满意我们的表现。Ourparentswillbepleasedwithourperformances________________wetryourbest.4.你一到上海就给我打个电话好吗？Willyoupleasecallme__________________yougettoShanghai.5.我喜欢吃苹果，因为这对我的健康有好处。Iliketoeatapples,itisgoodformyhealth.6.为了正午以前赶到那里，我们很早就动身了。Weearlythismorningwecouldgettherebeforenoon.7.当你读书时，在你任何有疑问的地方做个记号。youreadabook,makeamarkyouhaveanyquestions.8.直到爸爸回来他才读完这本书。Hefinishthebookhisfatherback.9.没有人比她哥哥工作更努力。Nooneworksherbrother.10.他在门口站着，似乎在等人。Heisstandingatthedoorheiswaitingforsomeone.四、短文填空（每小题1分，共10分）TheworsttravelerintheworldwasPaulofSanFrancisco.Oncehe1____(flow)fromtheU.S.tohishometowninItalytoseesomeoneathome.Theplanemadeaone-hourstoptogetoilatanairportinNewYork.PaulthoughthewasinRome.2____(certain),hegotofftheplane.Whennobodywastheretomeethim,Paulthoughtmaybetheheavytrafficmadehisfriends3(lately).Whilelookingfortheiraddress,Paulfoundthattheold“Rome”hadchangedalot.Hefoundmanyhigh4____(wonder)buildingsinsteadofoldones.HealsofoundthatmanypeoplespokeEnglishbutnotItalianandthatmanystreetsignswere5____(write)inEnglish.Paulknewvery6____(few)English.SoheaskedapolicemaninItalianthewaytothebusstation.Hehappened7____(meet)apolicemanwhowasalsoborninItalyandansweredinthesamelanguage.Aftertwelvehours’travelingroundonabus,thedriverhandedhimoverto8____(others)policeman.Butthistime,thispolicemancouldonlyspeakEnglish.SopaulaskedthepolicemanwhytheRomepoliceemployed（雇佣）somanypeoplewhospokeEnglishaspolicemen.Pauldidn’t9____(believe)hewasinNewYorkwhenhewastoldso.TogethimonaplanetoItaly,hewas10____(send)totheairportinapolicecar.1.2.3.4.5.6.7.8.9.10.五、写作（共10分）Mike是我的好朋友，他的年龄和我一样大。自从他来了我们班，我们就成了好朋友。他和我们xix 班同学相处得很好，是因为他既善良又友好。虽然他是一个外国人，但他学习非常努力。他每天一到家就写作业，直到写完他的作业他才看电视……要求：尽量用上状语从句连词：as……as,since,because,though,assoonas等，字数不少于70字。xx AppendixIV:TestScoresofSixSubjectsPre-testPost-testPre-testPost-test(Total)(Total)(Adverbial(Adverbialclauses)clauses)149513132242402626336372124428271514522241210618211011PairedSamplesStatisticsMeanNStd.DeviationStd.ErrorMeanPair1pre-test(total)32.50611.9624.884post-test(total)33.33611.3964.652Pair2A-Cscore(pre-test)19.1768.2803.380A-Cscore(post-test)19.5069.0723.704PairedSamplesTestMeanStd.Std.Sig.DeviationError(2-tailed)MeanPairpre-test(Total)--.8331.941.792.3411post-test(Total)Pairpre-test(adverbialclauses)--.3331.751.715.6612posttest(adverbialclauses)xxi AppendixV:TheScoresofPre-testPaperThescoresofpre-testinexperimentalclassandcontrolclassExperimentalclassControlclass1492221138222625023192452322340242733824284432521432253054126275362617636271663527267362821732282382829178402925934303593430141033311410313120113032181124321312313313122333221325342113283420143335221434351215263619153136131627371816323711172738121723381218213911183219254014192920264113202421182118xxii Thescoresofadverbialclauseinpre-testoftwoclassesExperimentalclassControlclass1282211122221523023102272313324241532224164262511419251852526145212610621278621271572128117192813816299824291592030892030201018311210193171118321111133261217337121233121314341113163412141935121420357151536101518368161537916193761716386171338718191811395191719144072015416201421102110xxiii AppendixVI:TheScoresonAdverbialClausesofPost-testinTwoClassesExperimentalclassControlclass136222312722192352321234231833224223262419434252042325225332619526261562927166252719728281472328158262916825292092630329263013102731151022311611233214111932131223331812203312132634201321341814273516142335131519361715243613162537191619379172638161718381218243911182119174015192120224114201621162116xxiv AppendixVII:ScoresofQuestionnaireThescoresofquestionnaireforstudents’interestingrammarlearning(Fullscore=45):E-CScoreinPre-quesScoreinpost-quC-CScoreinPre-quesScoreinpost-qutionnaireestionnairetionnaireestionnaire129331303023237224233293432729427334323252630533286293363132730357151882932825269242993033103238102123112531113131123434122827133738132924142632142123152225152831162835163130173336172426183135183235192023192125202125202022212927213434221823223332233337233330241922243031xxv 252935253233262427262828273438273435282729282729292325293334303340302726312827313738322428322223333338333028342734342731353135353637363539362424372026373435383236383133392428402630413235xxvi Thescoresofquestionnairefortheteachingeffectofadverbialclause:ExperimentalclassControlclass1262226124222522523202252317327242533424244302517421251952426285192622629273162727247252827728282782529258312933936303593230251028313110253117112432261123322912333318121833341327341913203428142535301417353115283632152236191622372716293718173038281723382318293929182519324023192820244128202721342130xxvii