新课标下基于“聚焦于形”理论高中英语语法教学模式实证的研究——以《牛津高中英语》(译林江苏版)为例 108页

东南大学硕士学位论文新课标下基于“聚焦于形”理论的高中英语语法教学模式实证研究--以《牛津高中英语》（译林江苏版）为例姓名：李燕燕申请学位级别：硕士专业：外国语言文学；外国语言学及应用语言学指导教师：侯旭20110306 中文摘要语法问题是任何从事外语教学的教师和研究人员都无法回避的话题。语法教学的作用与地位始终在外语教学界颇具争议，不同的历史时期表现出不同的主流认识，大致经历了由尊崇到摒弃再到理性认识的发展过程。在我国，尽管目前对于语法教学还有不同的认识，但是，从国际上外语教学的总体情况来看，语法教学的重要性和必要性已经得到普遍的认同。面对新一轮基础教育课程改革的大好形势，随着<牛津高中英语》新课标教材的使用和任务型语言教学法的推广，片面强调语法的作用或片面侧重交际能力培养的现象已有很大的好转，但并没彻底消失。如何克服以上两种极端，探讨适合我国国情、学情的高中英语语法教学的有效途径和方法，利用{：牛津高中英语》新教材这一桥梁以及新课标的总目标的要求，把两者有机地结合起来，提高学生准确运用语言进行交际的能力，是高中英语教师教学和科研的一个重大课题。在这种情况下探索语法教学的新思路是摆在广大英语教师面前的一个紧迫任务。鉴于此，本研究以江苏《牛津高中英语》为个案，从课堂教学因素的视角出发，在“聚焦于形"(focusOnform)理论的指导下，拟提出具有一定科学性、可行性的课堂语法教学思路或模式，以探究每个入选语法项目的生成和教学过程，不断优化课堂语法教学策略并灵活运用各种方法进行不同的语法项目教学。此模式以“聚焦于形”(focusonform)理论为理论依据，通过文献阅读法、问卷调查和访谈探讨英语教师如何立足课堂教学情境，利用现代教学媒体，结合牛津高中英语教材的灵活使用更好地优化课堂语法教学，并通过实证研究探究其有效性和可行性。笔者以连云港市东海高级中学08级两个自然班为实验对象，其中实验班58人，控制班61人。在为期四个月的语法教学实验过程中，在控制班以传统的“3P"讲练结合为主，而在实验班则以基于“聚焦于形"理论指导下的新语法教学模式进行教学。其后测结果表明实验班的语法学习效果较为明显地好于控制班，同时，后测问卷也表明，基于“聚焦于形"理论指导下的新语法教学模式为多数同学所接受。这证明了采用“聚焦于形"理论指导下的新语法教学模式能够激发学生学习语法的兴趣和积极性，对从事高中英语语法教学的一线教师具有一定的指导和借鉴意义。关键词：语法教学；“聚焦于形”；牛津高中英语Ⅱ AbstractThegrammarissueisanunavoidabletopicforresearchersandteachersengaginginforeignlanguageteaching．Theroleorpositionofgrammarteachingisalwaysofgreatcontroversyandpeopleshowdifferentattitudestowardsitindifferentperiods．Ingeneral，gralnHlarteachinghasundergonesuchaprocessfrombeingadmiredtobeingabandonedandtobeingreconsideredag血．Althoughpeopleinourcountryhavedifferentviewpointsaboutgrammarteachingatpresent,accordingtotheoverallcircumstancesofinternationalforeignlanguageteaching，thesignifleaneeandnecessityofgrammarteachinghasbeenprevailinglyrecognized．Intermsofthenew-roundcurriculumreformonbasiceducation,alongwitlltheuseofteachingmaterialsconformingtotheNewCurriculumStandards--AdvancewithEnglishandthepromotionoftask-basedlanguageteaching，thephenomenonofover-emphasizingtheroleofgrammarorone·sidedfocusonthecultivationofcommunicativeabilityhaschangedbetter,butstillexistsinthecurrentEnglishteachingsituation．Thus，whatisreallyamatterofconcernforseniorhighEnglishteachersintheirteachingorresearchingishowtoovercometheabovetwoextremesandexploretheeffectiveapproachormethodwhichcallbesuitableforEnglishgrRIDMlarteachingbasedontherealsituationandlearnersofourcountrybymakinggooduseofthisseriesofnewteachingmaterials---AdvancewithEnglishguidedbytheoverallobjectivesoftheNewCurriculumStandardstoenhancethestudents’communicativecompetenceinusingEnglish．Underthiscircumstance，itisallurgenttaskforavastmajorityofteacherstoexplorethenewperspectiveongrammarteaching．Fromtheabovementioned,undertheguidanceoftheNewCurriculumStandards，basedonthepreviousresearchonthepedagogicaltheory“focusonform”，combiningthecurrentEnglishteachingsituationinJiangsuprovinceandtheteachingsystemsofthenewteachingtextbook--AdvancewithEnglish，thisthesisaimsatseekingforalleffectiveapproachtoincorporatethelanguageformintothemeaning-orientedcommunicativeactivities．Therefore，theauthormakesanattempttoproposeatentativeEnglishgranlmarteachingmodel，carryingm outthegrammarteachinginthemeaning-orientedcommunicativeclassactivities，exploringtheoptimalteachingprocessandmethodofeverygrammariteminthetextbookandultimatelyenablingstudentstocorrectlyusethesegrammaritemsinthedesignedcommunicativetasks．Inthispresentresearch,theempiricalstudyisconductedtotesttheeffcctiVeneSSandfeasibilityofthismodel．TwonaRll"alclassesinCrradeTwofromLianyungang，Donghaiseniorhighschoolarechosenastheparticipantsofthestudy．Duringfourmonths’teaching，thetraditional‘"3P’’teachingmodelisadoptedinthecon仃olclasswhilethenewgrammarteachingmodelisadoptedintheexperimentalclass．Resultinthepost-experimenttestindicatesthatthereisasignificantdifferencebetweenthetwoclassesandtheresponsetothepost-experimentquestionnairealsoshowsthatthenewgrammarteachingmodeliswell—receivedamongthestudents，whichprovesthatthistentativegral／LrnarteachingmodeliseffectiveandpracticalinEn#ishgrRmmarteachinginChineseseniorhighschools．KeyWords：Grflnlnlarteaching；‘"Focusonform”；AdvancewithEnglishIV AcknowledgementsInthecourseofwritingthisthesis，Ihavereceivedatremendousamountofhelpandsupport,and1wouldliketotakethisopportunitytoexpressmydeepestgratitudetoallofthepeoplewhohavebeenveryhelpfulinthecompletionofthisthesis．Firstandforemost,myheartfeltgratitudegoesparticularlytomydearsupervisor,ProfessorHouXuforherselflessguidanceandassistance，invaluablesuggestionsandconstantencouragementduringtheprocessofthesiswriting．Shegavemeinitialinspirationtowritethisthesisandtookgreatpainstoproofreadmydraft．Withouther,thecompletionofthisthesiscouldbeimpossible．Secondly,specialthanksshouldgotoProfessorsZouChangzheng，ZhengYuqi，LiXiaoxiangandLiuXuming，whoseinstructivelecturesonknowledgeindifferentfieldsoflinguistics，andtherightwaytodothescientificresearch,haveinterestedmeandenabledmetoaccomplishmythesis．Ialnalsogratefultoallmembersofthedefensecommitteefortheirmodificationswhichwillcertainlyimprovethisthesisgreatly．1wouldliketogivemygratitudetothosestudentSofDonghaiseniorhi91lschoolinLianYungang，whoenthusiasticallyandcooperativelyparticipatedinmyexperiment．Withoutthem，thedatacollectionwouldnothavebeenpossible．Equallyimportanthasbeenthehelpandinfluenceofmyfellowstudentsandfriends，fromwhomIhavelearntalot．ApartiallistwouldincludeYuYin,ChenYan，QianXiaoyan,ZhangFeifeiandWangYuan．Mostimportantly,Ifeelaveryspecialobligationtomydearfamilymembers，whohavekeptprovidingme丽t11thegreatesthelp，supportandencouragementallthroughmyschoolstudies．Last,butnotinanyseIl∞theleast,thanksshouldgotomyboyfi"iendforallhisunwaveringandconstantunderstanding，loveandencouragement．Withouthisgreatcare，Icouldnothaveaccomplishedmythesissosmoothly．I ListofTablesandFiguresTable3．1TypesofForm-FocusedInstructionTable3．2PrincipalFocus-on-FormOptionsTable5．1—1DescriptiveStatisticsofGrammarPre-testScoresTable5．1-2IndependentSamplesTestofPretestTable5．1-3DescriptiveStatisticsofGrammarPost-testScoresTable5．1_4IndependentSamplesTestofPost-testTable5．1—5PairedSamplesStatisticsofClass1GrammarScoresTable5．1—6PairedSamplesCorrelationsofClass1GrammarScoresTable5．1—7PairedSamplesTestofClass1GrammarScoresTable5．1-8PairedSamplesStatisticsofClass2GrammarScoresTable5．1-9PairedSamplesCorrelationsofClass2GrammarScoresTable5．1-10PairedSamplesTestofClass2GrammarScoresFigure5．2-1ResultsofQ1．3Figure5．2-2ResultsofQ4-7Figure5．2-3ResultsofQS一12Figure5．2-4ResultsofQ13—17Figure5．2-5ResultsofQ18-22Figure5．2-6ResultsofQ1-4Figure5．2-7ResultsofQ5—7Figure5．2—8ResultsofQS-10Ⅷ ChapterIIntroduction1．1BackgroundoftheStudy1．1．1TheImportanceofGrammarTeachinginSeniorHighSchoolsThegrammarissueisallunavoidabletopicforresearchersandteachersengaginginforeignlanguageteaching．Theroleorpositionofgrammarteachingisalwaysofgreatcontroversyandpeopleshowdifferentattitudestowardsitindifferentperiods．Ingeneral，grammarteachinghasundergonesuchaprocessfrombeingadmiredtobeingabandonedandtobeingreconsideredradically．Althoughpeopleinourcountryhavedifferentviewpointsaboutgrammarteachingatpresent,accoramgtotheoverallcircumstancesofinternationalforeignlanguageteaching，thesignificanceandnecessityofgrammarteachinghavebeenprevailinglyrecognized．Nowadays，fewpeopleshowlessconsensusOilthevalueofgrammarteachingandlearning(Burgess&Etherrington,2002；GaoYuan,2007；GaoFenglan&QuZhijian，2009)，andthefocusiswhatkindofspecificteachingmethodorapproachshouldbeadopted．Currently,JiangsuprovinceisfocusingOiltheprocessofNewCurriculumReformandtheaimofthenew-roundEnglishcurriculumreforminseniorhighschoolsistoenableeveryseniorhighgraduatetopossessthebasicEnglishattainmentinthenewcentury,thatis，theyshouldowntheindispensableEnglishfoundationknowledgeandbasicskillseitherforfurthereducationorforjobhunting．Basedonthisidea,HighSchoolEnglishCurriculumStandards(experimental)(2003)clearlystatesthat‘"theoverallobjectiveofhighschoolEnglishcurriculumistoenablestudentstofurtherclarifythepurposeofEnglishleaminganddeveloptheircapabilityofautonomouslearningandcollaborativelearningonthebasisofcompulsoryeducation, 东南大学硕士学位论文formingtheeffectiveEnglishleamingstrategiesSOastocultivatestudents’comprehensivelanguageproficiencyultimately"．Besides，theNewCurriculumStandardsadvocates"languagelearningisforusingandstudentsshouldstrengthentheirgrammaticalawarenessintheexpressionswithanemphasisontheexpressivefunctionanduseoflanguageform”．’(ChenL咄WangQiang，ChengXiaotang,2004)Therefore，teachersarerequiredtofurtherunderstandtheaimofgrammarteachinginseniorhi．曲schoolandformulatethegrammarteachingobjectivesbasedonsuchguideline---cultivatingstudents’comprehensivelanguageproficiencyintheirlanguagepractice，guidingstudentstomasterthegrammaritemsbothscientificallyandsystematicallybydesigningvarietiesoflanguagepracticesandprovidingmorechancesforthemtocooperateandexchange．Andwhat’Smore，studentsalerequiredtoachievethetaskgoalssetbyteachersbywayoftheirownperception,experience，practice，participationandcooperationandthelikeandcombinethelanguageform，meaningandusetogether,learntouseitflexiblyinthewell-designedcontextandthustoenhancetheircomprehensiveabilityofusinglanguage．Undertheguidanceofcommunicativelinguistics，thecurrentteachingmaterial-AdvancewithEnglishiscompiledbycombiningtopic，structureandcommunicativefunctiontogether,amongwhichthegrammaritemsarearrangedinspiralapproach．Specificallyspeaking，theGrammarandUsageintheAdvancewithEnglishismeanttoenablestudentstograspgrammarknowledgemorecomprehensivelyandsystematicallybymeansoftheexplanationofgrammaticalrules勰well嬲thepresentationofvariousillustrationsinthispart．Thispartissuppliedwithrefiningandappropriatecaptionsandclearpicturesandtablesandthechosenillustrativesentencesalepureandauthentic．Moreover,thechosenlanguagematerialsandthedesignedexercisesarecloselyassociated、jvitlltheunittopic．Therefore，onthisbasis，thegrammarpracticesandactivitiescanbedesignedbylevelandthegrammarknowledgecanbeconsolidatedandenhancedbypracticingtheminthediscourse，thusmakingtheflexible啪oflanguageintherealsituationastheultimategoal(BaoTianren,2007)．AlthoughsometeachersrealizetheimportanceofgranRnarteachingthroughthecommunicativelanguageteachingpractice，theydonotknowhowtoteachbuttO‘weal"new2 shoestowalktheoldroad’andfallintotherigidteachingmodelagai玲唧lainingrules，萄、ringexamplesforillustrationandexercisingtoprove，whichcau∞sthegrammarteachingintotheawkwardposition(Chert"Frog，2006)．Howc趾weunderstandthepositionofgrammarintheEnglishteachingcorrectly?Howcallwemakegrammarteachingmoreeffective7Whatkindofteachingapproachshouldweadopt?Howcanwebothcultivatestudents’grammaticalabilityandcommunicativeabilityandmakegrammarteachingnotSOboringguidedbytheideaoftheNewCurriculumStandards?ThesequestionsremaintobesolvedandhavealwayspuzzledthevastmajorityofEnglishteachersinseniorhi曲schools．1．1．2InvestigationintotheCurrentSituationofGrammarTeachinginSeniorHighSchools：ACaseStudyinJiangsuProvinceConsideringtheaboveproblems，firstofall，wemaketheinvestigationbymeansofquestionnairesandinterviewsforbonlstudentsandteachersinanumberofschoolsinJiangsuprovince．Accordingtotheinvestigationresults，itcanbeseenthat舀韧nmarteachingisadifficultpointintheEnglishteachingandthefront—lineteachersandstudentsattachmuchmoreimportancetothegrammarteachingbutstilladoptthetraditionalteachingwaysonthewhole．Althoughtheteachingmaterialhaschangedagainandagain,undertheinfluenceofthetest—orientededucation,teachers’teachingideasandteachingmethodsdonotchangeradically．Themajorityoftheteacherscarlnotdesignteachingfromthestudents’perspectiveandCannotgetridoftheoutdatedteachingmodelormethods，especiallywhenteachinggra__mmarwhenmostofthetimeinclassroomisoccupiedbytheteacherfocuSmgontheexplanationofthegrammarrulesandthedrillingpracticeandthetrainingmethodsaremechanicanddullwithoutmotivmingstudents’learninginitiatives，whichignorestofosterstudents’competenceofusinglanguage．ItCanbefoundthatthetraditionalPPPmodelwhichlaysemphasisontheexplanationofgrammarrulesandstudents’exercisesisstillwidelyadoptedinthecurrentgrammarteaching．Thismodelallowstheteachertocontrolthecontentandpaceofthelesson,whichespeciallyhelpsnewteacherstocopewiththeunpredictabilityofclassroomactivities．Itprovidesaconvenienttemplateontowhichanynumberoflessons啪bemapped．Above70％oftheteachersadmitthattheyusethe3 东南大学硕士学位论文grammar-translationmethodintheirclassteaching．Theyexplainthatalthought11eyknowCLTorTBLTispopularcurrently,duetovarietiesofreasonssuchasthestudents’actuallevel，thetestpressure，thelimitedclasstimeandthestudents’sizeintheclass，etc，theystillconsiderthatthegrammar-translationmethodismorepractical．However,inthistraditionalclassteaching，agreatamountoftimeandenergyhasbeenspentontheexplanationofgrammarknowledgeandrulesandthelivelylanguagematerialshasbecomethedulllanguagepoints，whichmakesthediversifiedlanguagelearningdullandcausesthetediousatmosphereintheclass．Theresultisthattheexcessivegranlmarmonitorgreatlyoppressesthestudents’normallanguageexperience，whichisharmfultothedevelopmentofstudents’languagelearningandlanguagecompetenceandevendeprivesstudentsoftheirinterestinlearningEnglish．Inthiscase，theteachingefficiencyislow,futileorevenhasnegativeeffects．Roughlyspeaking，theteacher-centeredteachingmodelstilldominatesintheEnglishclassteachingbecauseoftheexam-orientededucation．Ontheotherhand，someteachersdonothaveacorrectunderstandingofthecommunicativelanguageteachingandsimplytakeitforgrantedthattheimplementationoftheNewCurriculumStandardsistoweakenthegrammarteaching．Therefore，someteacherstakethegrammarteachingandthecultivationofcommunicativecompetenceaStheoppositesidesandthinkthatgrammarteachingwillhinderthecultivationofcommunicativecompetence．Inthiscase，listeningandspeakingarepaidmoreattentiontoandwrittenEnglishisignored．Consequently,teachersattachmoreimportancetothecultivationofcommunicativecompetenceandignoreorevenabandonthegrammarteaching．Ontheotherhand,intermsofteachingeffect,itshowsmuchdifferenceinthattheteachingobjectiveoftheNewCurriculumStandardsismeanttocultivatestudents’comprehensivecompetenceofusmglanguage，stimulateanddevelopstudents’learninginterestinEnglish,enablethemtobuildupconfidence，developagoodlearninghabitandformtheeffectivelearningstrategiesandfinallyfostertheirautonomouslearning．Therefore，updatingteachingideasandexploringthenewgrammarteachingmodelandapproacharethebigchallengeforteachersintheseniorhighschools．Thereisnodoubtthatmanyresearchershavebeenstudyingontheeffectiveteachingideastowardsgrammarinstruction,andLong(1991)proposedtheterm“focusonform"’． ChapterI：Introduction“Focusonform”notonlyaffirmstheimportantroleofgrammarintheEnglishteaching，butalsointegratestheprincipleofcommunicative-taskteaching，layingemphasisonlinguisticstrucRlresandalsoprovidingopportunitiesforlearnerstocommunicate(Skehan,1998)．Inaddition,asubstantialamountofresearchconductedtheoreticallyandempiricallybothathomeandabroadhastestifiedthat‘‘focusonform"’canoffersomenewideasorperspectivestothegrammarteachinginEFL．However,relevantstudiesaboutthistheoryinChinaarestillinthestageofintroduction,amongwhich,thereismoreresearchintheoreticallevelandlessinempiricallevel，especiallymuchlessintheresearchOiltheteachingimplementationprocess．Furthermore，relevantresearchmainlyfocusesoncollegeEnglishteachingandthereislittleresearchaboutthefeasibilityofapplyingthe‘"focusonform’’intotheseniorhighEnglishteachingpractice．Fromtheabovementioned，undertheguidanceoftheNewCurriculumStandards，basedonthepreviousresearchonthepedagogicaltheory“focusonform"’，combiningthecurrentEnglishteachingsituationinJiangsuprovinceandtheteachingsystemsofthenewteachingtextbook--AdvancewithEnglish，thisthesisaimsatseekingforaneffectiveapproachtoincorporatethelanguageformintothemeaning—orientedcommunicativeactivities．Therefore，theauthormakesallattempttoproposeatentativeEnglishgra／nmarteachingmodel，carryingoutthegrammarteachinginthemeaning-oriemedcommunicativeclassactivities，exploringtheoptimalteachingprocessandmethodofeverygrammariteminthetextbookandultimatelyenablingstudentstocorrectlyusethese掣"Rmmaritemsinthedesignedcommunicativetasks．’●1．2GoalandSignificanceoftheStudy一乃eresearchaimsat6D硒practicalandtheoreticalaspects。刃犯formerisintendedtopresentapracticalgrammarteachingprocedurebasedon‘"focusonform)’theory．Ontheoreticalaspect,theresearchismeanttoenableEnglishteacherstorealizetheimportanceofapplyingthe“focusonform"’theoryintotheirgrammarteaching，thusprovidinganewperspectiveforgrammarteaching．Tllisresearghisexpectedto#vesomeenlightenmentsandguidancetothecurrentS 东南大学硕士学位论文Englishgrammarteachinginseniorhi【ghschools，enablingEnglishteacherstohaveaclearerorbetterunderstandingofEnglishgrammarteaching,whichmeansthatlanguageform,meaninganduseshouldbecombinedtogetherintheteachingofEnglishandthatthecommunicativechancesshouldbeprovidedforstudentsandmeanwhiletheirattentionshouldbearousedtofocusonthelanguageforminordertoimprovetheircomprehensivecompetenceofusinglanguage．Ontheonehand,thetheoreticalinvestigationintothefeasibilityandadvantagesofapplyingthe‘‘focusonform’’intothegrammarinstructionisconducivetotheintegrationoflinguistictheory、衍tlleducationalandpedagogicaltheory,thusgraduallybroadeningpeople’ShorizonstowardsEnglishgrainmarteaching．Ontheotherhand,thisresearchcontributestotherealizationoftheoverallobjectiveoftheEnglishcurriculuminthebasiceducation,thatis，itfacilitatesthecultivationofthestudents’comprehensivecompetenceofusinglanguage．Inaddition,thisresearchwillstrengthentheoperabilityoftheEnglishgrammarteachingresearchandofferthefront—lineteacherssuchexperienceforreferencetoapplythe“focusonform”intotheirteaching．InthisCase，itmayadvancetheEnglishteachingreformintheseniorhigllschoolsandchangethecurrentsituation‘time-consumingandlowefficiency’ofEnglishgrammarteaching．1．3LayoutoftheThesisThethesisconsistsofthefollowingsixchapters．Chapteronegivesusanintroductionofthestudy,involvingbackgroundofthestudy,goalandsignificanceofthestudyandlayomofthethesis．Chaptertwoismainlyconcerned、析mcurrentresearchonEnglishgrammarteachingbomathomeandabroad．Chapterthreeisthetheoreticalframeworkoftheresearch,includingtheoreticalfoundation‘"focusonform’’theory,itsapplicationintotheforeignlanguageteachinganddesignofnewgrammarteachingmodelguidedby‘"focusonform"’theory．Chapterfourisabouttheresearchmethodology．Itdescribestheresearchobjectives，thesubjects，theinstrumentsandtheresearchprocedures，cte．6 Chapterl：Introductionfivedealswiththeresultsanddiscussionsyieldedfromthestudy．Itanalyzesthedatafromtheexperimentindetailandtheresultsofpre-test,post-test,pre-experimentquestionnaire，post-experimentquestionnaireandinterviewalegiveninthispart．Andthelastchapteristheconclusionsandimplicationsofthethesis．Itstatesthemajorfindingsandlimitationsoftheresearchandalsogivessometeachingimplicationsandsuggestionsforfutureresearches．7 东南大学硕士学位论文ChapterIILiteratureReview⋯·1一o2．1CurrentResearchonEnglishGrammarTeachingatHomeandAbroad2．1．1StudiesofEnglishGrammarTeachingAbroadTheimportanceofgrammarhaslongbeenacknowledged；therefore，Englishgrammarteachinghasalwaysbeenanindispensableaspectofsecond／foreignlanguage(SL／FL)teaching．Differentlanguageteachingmethodsorapproachesinwesterncountrieshavearisenindifferentperiodsandgrammarteachinghasundergonetheupsanddownsinaccordance、柝t11thoseteachingmethodsorapproaches．Variousteachingmethodsorapproacheshavebeenintroducedandputintopractice、析Ⅱlonepredominatingforaperiodoftimeandgivingwaytoanother．Duetothedifferentoperationsonthelanguageformsadoptedindifferentteachingmethodorapproach,gra／ilnlarteachinghasshowntremendousdifferencesinitspositioninthelanguageteachingaccordingly．Inthelonghistoryoflanguageteaching，therearemanySL／FLlanguageteachingmethodsorapproachesincludinggrammar-translationmethod,thedirectmethod,audio—l酬method，cognitiveapproach，thenaturalapproach,communicativelanguageteaching，etc．，eachhavingitsownadvantagesanddisadvantages．Intermsofthedifferenceintheprocessingwayoflanguageform，theseteachingmethodsorapproachesbelongtothefollowingthreetypes：“focusonforms"’，‘"focusonmeaning’’and“focusonform"’．“FocusonfoFnl"’appearsbasedontheassimilationandimprovementofthe‘‘focusonforms’’and‘‘focusonmeaning"’．Infact,thegranlmarteachinghaspredominatedforcenturiesinlanguageclassrooms．ItWasnotuntilthelate1970sthatthesituationWaschangedwhenthecommunicativelanguageteachingwasintroducedintothelanguageteaching．Inthiscase，theplaceofgrammarinthe8 communicativeteachinghascon矗lsedlotsoflanguageteachersandhasb啪graduallyweakenedorevenabandonedbysomeextremists．Whethertoteachgralllmarornotisfiercelyarguedinthefieldofappliedlinguisticsandsecondlanguageacquisitioninthe1980s(Krashen,1982；Harley&Swain,1984etc)．Inthe1990s，however,alotofextensiveresearch(Carroll&Swain,1993；NEllis，1994；Alanen,1995；Dekeyser,1995；Skehen,1996；VanPaRch&Oikkenon,1996；deCJraa代91997；Robinson,2001；Rosa&O’Neill，1999；Schmidt,1990，2001；etc．quotedfromDaiWeidong&RenQingmei，2006)showthatwhenclassroomteachingisonlymeaning-focused,somefeaturesoflanguagecannotbefullygraspedbythelanguagelearnerseven诵t11years。ofmeaningfulinputandinteractiveactivities(DaiWeidong&RenQingmei，2006)．Besides，teachersandresearchersalsonoticedthattheaccuracyofspeakingandwritinginlanguagelearnershadbeendeterioratedbecauseofthenegligenceofgrammarteaching．JustasDavidNunan(1991)maintains，‘‘itiswrongtoimplythatteachersareconfrontedwithtwomutuallyexclusivechoiceswhenitcomestoteachinggrammar,eitheravoidingtheteachingofgrammaraltogetherorreturningtoatraditionalform-focusedapproach．”0．151)．mresearchfindingsofSpada(1997)，Doughty&William(1998)，Ellis(2002)haveshownthatthelanguageforminstruction，ifappropriatelyoperated，andthetimeproperlyarranged,willgreatlycontributetotheenhancementoflearners’languagecompetence．Therefore，themainstreamtendencyforresearchtodayaddressesthisissuefromanewperspective：howtoincorporategrammarinstructionintomeaning-orientedinstruction．Thisnewperspectiveisthestudyof“focusonform”(FonF)．AccordingtoLong,ithasbeenusedtorefertotheinstructionthatoccasionallyshii融sstudents’attentiontoformwhenincorrectutteranceOccursinclass、析tlltheprimaryfocusonmeaningorcommunication．Fromtheperspectiveofclassroomteaching，Long(2000)holdsthatthisapproachismoreeffectiveinteachinggrammarinthatitemphasizeslearner-centerednessandisconsistent、丽t11learners’internallanguagelearningprocess．Eversincethe1990s，“focusonform”，whichseekstointegratemeaningandforminclassroomteaching，hasreceivedconsiderableamountofattention(e．g．，Doughty&Varela,1998；Mackey，1999；Mackey&Philp，1998；Muranoi，2000；Philp，2003)．Theeffectof“focusonform”hasbeenstudiedbymanyresearchersinthefieldofsecondlanguageorforeignlanguageteaching，involvingdifferenttargetlanguages9 东南大学硕士学位论文andinbothdescriptiveandempiricalways．Thefollowingtablelistssomerelevantimportantresearcheson“focusonform"’abroad．1ksearcherResearchTitleResearchFindingsSandraFotos(1993)Consciousness-RaisingTheEnglishgrammartaskCanandNoticingThroughleadtothemoreprominentFocusonForm：GrammargrammaradroitnessandTaskPerformanceVersussubsequentlyenh卸嗽thenoticingFormalInstructionlevelofthetargetstructuresinthecommunicativeinput．SandraFotos(1994)IntegratingGrammarThetaskpresentationInstructionandcontributestotheacquisitionofCommunicativeLanguagethetargetstructureandremainsSOUseThroughGrammarintwoweekslater．ThetaskConsciousness—RaisingsuccessfullyimprovestheTasksparticipants’adroitnessandthenegotiationandinteractionofsecondlanguage．Inthecommunicative丘ameⅥ的fk，itiSadvisabletoincorporatethegrammarconsciousness-raisingtasksintothegrammarinstruction．SandraFotos(1998)ShiftingtheFocusfromSeveraltypesofform-focusedFormstoFormintheEFLactivitiesaredescribed，Classroomincludingtwotask-basedapproachesdesignedforlargeclasses．HosseinNassaji(2000)TowardsIntegratingnissuggestedthat‘"focusonForm—FocusedInstructionform’’shouldbeintegratedintoandCommunicativethecommunicativeactivities．OneInteractionintheSecondwaytointegrateistodesigntheLanguageClassroom：‘‘focusonform’’communicativei0 SomePedagogicalactivitiesandtheotherwaytoPossibilitiesintegrateisprocess,whichistointegratethe‘"focusOilform"’intothenaturallyoccurredcommunicativeactivities，suchasrepetition,collaborativetask,etc．HitoshiMuranoi(2000)FocusonFormThroughTheinteractionenhancementInteractionEnhancement：hasapositiveeffectontheIntegratingFormallearningofEnglisharticlesandInstructionintoatheformaltaskofinteractionCommunicativeTaskinenhancementismoleinfluentialEFLClassroomsthanthemeaningtaskofit．RodEllis，HelenPreemptiveFocusonItisfoundthatin12hoursofBasturkmen&ShawnFormintheESLmeaning·focusedinstruction,thereLoewen(2001)Classroomwereasmanypreemptivefocus-on-formepisodes(FFEs)asreactiveFFEs．nemajorityofthepreemptiveFFEswereinitiatedbystudentsratherthantheteacher．Itconcludesbyarguingthatpreemptivefocusonformdeservesmoreattentionfromclassroomresearchersthanithasreceivedtodate．RodEllis，HelenDoingFocus··on-·Form“Reactivefocus．on-forrn”andBasturkmen&Shawn‘协-emptivefocus-on-form”aleLoewen(2002)mainlydiscussedandtheadvantagesanddisadvantagesofthevariousoptionsalealsoidenti丘ed．RonSheen(2002)‘FocusonForm’andItshowsusaclear-cut‘FocusonForms’differenceaboutthesetwokey 东南大学硕士学位论文conceptsbymeansofanalysisandinterpretations．HelenBasmrkmcn,Teachers’StatedBeliefsResultsshowedsomeShawnLoewen&RodAboutIncidentalFocusoninconsistenciesintheteachers’Ellis(2004)FormandTheirClassroomstatedbeliefs，inparticularinPracticesrelationtowhenitislegitimatetotaketimeoutfromacommunicativeactivitytofocusonissuesofform，andpreferrederrorcorrectiontechniqueandindicatedasomewhattenuousrelationshipbetweentheteachers’practicesandstatedbeliefsregardingfocusonform．RodEllis，ShawnDisentanglingFocuson"Focusonforms’’isusefulforLoewen&HelenForm：AResponsetolearnerstolearnthelinguisticBasturkmen(2006)Sheenand0’Neill(2005)featureswhicharehardtoacquirenaturallywhile‘‘focusonform’’inthetask—basedlanguageteachingishelpfulforlearnerstostrengthentheirconfidenceandfluencyinthecommunication．‘‘Focusonform"’canbeappliedintoeveryaspectoflanguageteaching．JulianaShak&SheenaYoungLeanernisfeasibleandeffectivetoGardner(2008)PerspectivesonFourintegratethe‘‘focusonform"’Focus-on．FormTaskstasksintothecommunicativelanguageteaching．Thedifferentprocessingmethodsofgrammarknowledgeinthelanguageteachingabroadinrecentyearsareasfollows：processinginstruction,interactionalfeedback,textualenhancement,task—basedinsmuction,collaborativeoutputtasksanddiscourse-based12 approachesandSOforth(Hossein&Fotos2004，quotedfromHengRenquan,2007)．Fromtheabovementioned,thesignificanceandnecessityof目锄m缸teachinginforeigncountrieshavealreadybeenuniversallyacknowledgedandattachingimportancetothelanguageformintheteachinghasbeenwidelyacceptedexceptthatcontroversystillexistsintheusingofspecificteachingmethods．2．1．2StudiesofEnglishGrammarTeachinginChinaAsforeignlanguageteachingandlearningdoesnothavealonghistoryinChina,anditismuchinfluencedbythetheoriesfromthewesternworld，thereisnotmuchsystematicalandinfluentialresearchinthefieldofgrammarteaching勰whathavebeendoneinthewesterncountries．Beforethe1970s，grammar-translationmethodplayedadominantpositioninourgrammarteaching．Andinthelate1970s，communicativelanguageteachingbecamepopularandespeciallyintheearly1980s，undertheinfluenceofKrashen’SMonitortheory,grammarteachingwasgraduallyignoredandweakened．However,afteraperiodofpracticeandreflections，peoplerealizedthedrawbacksofweakeningthegrammarteachingandbegantoreconsideritspracticaleffectandsupposedroleinclassroomteaching(ShuDingfang，ZhuangZhixiang，1996，P．8)．Atpresent,researchersandpractitionersonceagainattachimportancetoEnglishgrammarteachinganddiversifiedopinionsandteachingstrategiesongrammarteachingareheatedlydiscussed．Forexample，inthesearticlesbyDaiWeidong&ChenLiping(2005)；LuoLisheng&ShiXiaojia(2004)；HaoXingyue(2004)；ZhouYao(2006)；Culgang(2007)，etc．，theymakeadeepanalysisaboutgranlmarteachingfromthefollowingaspects：itshistory,currentsituation,itsposition,teachingstrategyandteachingmethods，etc．HaoXingyue(2004)pointsoutthatcombiningtheexplicitandimplicitgrammarinstructiontogetherbecomestheinevitabletendencyinthepresentgrammarinstruction．DaiWeidongandChenLiping(2005)considerthatresearchershavestudiedaseriesofnewgrammarteachingapproaches，suchasProcessingInstruction,InteractionalFeedbackandTask-BasedInstruction,ctc．andtheteachingpracticecanbefurtherimprovedguidedbyacertaintheory．13 东南大学硕士学位论文ZhouYao(2006)thinksthatinrecentyears，thenotionofgrammarandthelearningoutlookofgrammarhavechangedalot．Moreover,undertheguidanceofnewidea,thegl"aHllBarteachingoutlookhasanewchangeandgl"aHll!11arteachingalsoshowsnewtendency,suchascombiningtheexplicitandimplicitgranalnarteachingtogether,teachinggrammarinthecontextandinthediscourseandlearninggrammarthroughstmctureandtasks，ete．WithmorepedagogicaltheoriesbeingintroducedtoChina,．someresearchersandteachersattempttoexplorethegranmmrteachingfromnewperspectives，suchaSZhaoWanchang(2001)，HuangHebin(2002)，ZhangRen(2004)，DalWeidong&RenQingmei(2006)，LiuZhencong(2006)，ere．Theyallexplorethegrammarinstructionfromthecognitiveperspective，espousingtheconnectionofexplicit谢血implicitgrammarteaching．ZhaoWanchang(2001)appliesthecognitiveapproachinthegrammarteachingandfindsthatitgainsgoodresultsamongthestudents．HuangHebin(2002)proposesthecognitiveEnglishgrammRrinstructionwhichCalTiesoutthegrammarinstructionbytakingadvantageofstudents’cognitiveabilitiesorbymeansofcognitivefactorssuchasglobalfeatures，concepts，images，chunks，meanings，interestanddeduction,etc．ZhangRen(2004)studiestheimplicationsofimplicitcognitionforgrammarteaching，emphasizinglearners’experienceandperceptionandsuggeststhecombinationofimplicitandexplicitgrammarexercises．Inspiredbytheexplicitconsciousness—raisingtaskinstructionofRodEllis(2003)，basedontheresearchconcerningtheexplicitandimplicitknowledgestudiedabroadandthepresentforeignlanguagegralnHlarteachinginChina,DaiWeidong(2006)putsforwardtheexplicitinteractivetaskmodel，bringingnewperspectivetoforeignlanguagegrallllTlarteaching．HengRenquan(2007)summarizesavarietyofrelevantstudiesconcerningtherolethegrammarteachingintheforeignlanguagelearninginthepasttwodecadesinforeigncountriesandparticularlyintroducesthecurrentpopularteachingmethodsin91ra_qlrnarteaching．ZhangZhengdong(2004)thinksthatEnglishteachersshouldconstructthemostproperteachingmethodintheirownschoolorclassguidedbynewteachingtheories．Besides，teachersshouldendeavortoimprovetheirtheoreticalaccomplishmentandascendtheformerexperience，exploringmoreandmoleeffectiveteachingapproachesforgralxlmarteachingduringtheprocessofimplementingandimprovingtheNewCurriculumStandards．14 Inrecentyears，moreandmoreresearchersinChinahaveshowngreatinterestin‘"focusonform”．YuHongliang(2003)overviewsthehistoryofFFI(form—focusedinstruction)researchandintroducesthepresentstudyof“focusonform”abroad．HebelievesthatFFI，especiallyexplicitFFIcaneffectivelyfosterforeignlanguagelearningandofferUSthefourresearchfocusinvolvingtherolethatFFIplayedinthesecondlanguagelearningandteaching．ZhangZhengdong(2004)thinksthatChineseEnglishteachersareemployingthreeapproachesofform—focusedinstructionstotheirteachingconsciouslyorunconsciously,thatis，‘‘focusonforms’’，planned‘‘focusonform"’andincidental‘"focusonform-，andhesuggeststhatmorestudyshouldbecarriedoutonhowtofocusonformincommunicativeclassroom．OaoQiangandZhaoNa(2007)giveusabriefintroductionof“focusonform”谢thanemphasisonexplainingitsapplicationvalueintheEnglishgrammarteachinginmiddleschoolofChina．PeiRentaoandNinChuanbin(2008)introducethe“focusonform"’theoryandpoilltoutforteachershowto璐ethistheoryinclassroomteaching，finallyremindingUStopayattentiontosomeproblemswhenitisusedintheteaching．HeLianzhen&WangMin(2004)，GaoQiang&LiYan(2006)，ZhangYiping(2006)andLinQiong(2008)introducethetheoreticalbackgroundandfoundationof“focusonform"’，discussandsummarizeitsinterpretations，rationales，classificationsandspecificteachingoperatious，anddevotemuchattentiontoanalyzingtherespectivemeritsanddemeritsofitsspecificoperations．TheyalsopoiIltoutitspedagogicalimplicationsandsuggestionsforfurtherresearch．ZhangXiangcun(2005)findsthatthemajorityofuniversityEnglishteachersinHangzhoutendtoappreciatethe“focusonform"’approachto铲猢arteachingbymeansofquestionnaireandinterview．SuXuemei’Sexperimentresults(2009)showthatduringtheprocessofacquiringthesubjectivemood，theacquisitioneffectofthethreedimensionalgranmlarteachingisbetterthanthatinthetraditionalgrammar-translationteachingbothintheproductivetasksoflanguageandintheperception-recognitiontasks．Here，therecentclassroomresearchesintermsof“focus011form"inChinaarelistedasfollows．ResearcherResearchTiⅡeResearchFindingsWangFang(2005)IntegratingImplementingthetask-basedForm．FocusedInstructionteachingdoesnotmeangivingup15 东南大学硕士学位论文intoTask-BasedLearningFFI；compared、Ⅳi血teachers，intheLanguagestudentsholdamorepositiveClassroomofChineseattitudetowardsFFI；whenSecondarySchoolscomparedtoothercountrieswhereEnglishistreatedasthesecondlanguage，FFIinourcountryshouldbemoreexplicit．LiMinghua(2005)IntegratingtheLanguage‘"Focusonforms’’callimproveFormwithMeaningstudents’correctuseoftargetformsandpromotetheirdevelopmentofcommunicativeabilities．LiGuosong(2005)IntegratingFormalGrammarteachingCanInstructionandaccelerateacertainvocabularyCommunicativeLanguageacquisition；onlyemphasizingTeachinginSeniorMiddlelanguageformoronlyfocusingonSchoolEnglishClassroomcommunicationisnotusefulfordevelopingstudents’comprehensivecompetenceoflanguage墩andtheteachingmodelwhichcombinesformandcommunicationismoresuitableforseniorhighschools．TangAnhua(2006)TheImpactofFocusonResultsrevealedthatfocusonFormontheAccurateformhaspositiveeffectsontheProductionofThirdPersondevelopmentofthirdpersonsingularsingular-sintheparticipants’inter-languageinthat：itheightensthelearners’awarenessofthetargetformandimprovesthequalityoflanguageinput．BiHuiying(2007)AStudyOnFocuson‘"Focusonform’’instructionCan16 ForminCollegeEnglishworkmol"eefficientlyinClassroomimprovingaccuracyoflearners’productionthan‘"focusonmeaning"’instructionandcanincreaselearners’noticingofthetargetformsandimprovethelearningoftheforms．HuangRuixian(2007)ApplyingFocuson‘‘F0cUSonform"’instructionTheorytoTEFLClassinpositivelypromotesTEFLMiddleSchoolslearners’acquisition,becauseitproducesmoredurableeffectsinEnglishteaching,incontrastto‘"focusonforms’’instructionand“focus-on-meaning"’instruction．ZhengJunxia(200S)ResearchonFocus011‘"Focusonform’’canimproveinCollegeEnglishthestudents’communicativeTeachingcompetence．Italsofindsthatinteractionplaysacrucialpartintheprocessofapplying‘‘focusonform"’whichdirectlyinfluencesthestudents’speakingandlistening．WangLiyuan(2009)‘‘FocusonForm"’orItconfirmstheexistenceof‘"FocusonForms”7．AFocus-on-forminanaverageL2StudyofEnglishclassroom，whichsuggeststhatinClassroomsPracticeofaothersimilarclassrooms，thereChineseSecondarySchoolwouldbethiskindofform-meaningnegotiationtOO．2．2SummaryFromtheabovementioned,wecanseethatfewofthemproposenewtheorieson17 一一奎堡查堂堡圭堂垡笙塞grammarteachingmethodsorapproaches．Itisclearthatsomestudiesarestillinthestageoftheintroductionorapplicationofpedagogicaltheories；somefocusontheproblemsincurrentgrammarteaching；somearejustpersonalteachingexpel"ienceorexperiments，andsomeareabouttheresearchofteachingaspecificgrammaticalfeature．Inaddition,relevantresearchinvolving‘‘focusonform’’mainlyfocuses011thecollegeEnglishteachingandthereislittleresearchaboutthefeasibilityofapplyingthe‘"focusonform"’intotheseniorhighEnglishteachingpractice．Thisthesisattemptstoapplythetheoryof“focusonform"’togrammarteachinginChina’Sseniorhighschoolsinordertoseekoutaneffectiveteachingframeworktoincorporatethelanguageformintothemeaning．orientedcommunicativeactivities18 ChapterIIITheTheoreticalFrameworkoftheResearch3．1TheoreticalFoundation：“FocusonForm"Theory3．1．1Deftnitionof“FocusonForm"3．1．1．1DeftnitionofForm’n把term“form"’isoftentakentoreferexclusivelytogrammar,butinfactitneednotand，indeed，insomeresearchers’opinionsshouldnot．Theterm‘‘form"’shouldcoverphonology,vocabulary,grammarordiscourse(Ellis，2001；Ellisetal，2001b)．Elliseta1．(2001b)alsonotethattheterm‘‘focusonform’’hasalwaysbeenusedtorefernotjusttoformbutalsotothemeaning(s)thataformrealizes，inotherwords，tOform-meaningmappings．LetuSlookatthetwoexamplescitedbyElliseta1．(200l”．Example1NS：withasmallpartofbutteronitNNS：hmhmmNS：andabovetheplate。NNS：whatisbuvdaplate?NNS：abovetheplateNS：ycahExample2what’Ssacked?(Pica,1992，P．225)19 AccordingtoLong’Sdefinition,‘‘focusonform"isonlyallincidentalattempttodrawlearners’attentiontoanylinguisticelementincontextwhilemaintainingaprimaryfocusonmeaningorcommunication-Spada(1997)used“form-focusedinstruction"’(Note：ThistermisdifferentfromEllis’termofform．focusedinstructionmentionedlaterinthissection)t0compare谢也‘"focusonform"’．Shedefined“form．focusedinstruction"’弱‘"pedagogicaleventSwhichOCCUrwithinmeaning—basedapproachestoL2instructionbutinwhichafocusonlanguageisprovidedineitherspontaneousorpredeterminedways．”(Spada,1997，p．73)Shepointsoutthatboth‘"form．focusedinstruction"’and“focusonform"’emphasizeattentiontoforminthecontextofmeaning，butform-focusedinstructioncanbeeitherplannedorincidental，whichdifferentiatesitfromtheexclusivelyincidentalnatureof“focusonform”aSdefmedbyLong．Subsequentresearchers(e．g．，Doughty&Verale，1998)haveadoptedLong’Sterminologybuthaveexpandedthedefinitiontoincludepre-planuedinterventions，therebyblurringthedistinctionbetween‘"form-focusedinstruction’’and‘‘focusonform"’．Recently,Ellisconceptualizedform-focusedinstructionaS“anyplannedorincidentalinstructionalactivitythatisintendedtoinducelanguagelearnerst0payattentiontolinguisticform．”(Ellis，2001，PP．1—2)Ellis’Sdefinitionincludesbothplannedandincidentalinterventions，whichissimilartoSpada’SandiSalsoconsistentwiththeexpandeddefinitionof“focusonform”．However,differentfromtheotherresearchers’definitions，Ellis’Sdefinitionincorporatesform-orientedinterventionsthatareassociatedwithtraditionalgrammarteachingfollowingasyntheticsyllabus，activitiesthatLong(1991，2000)de缸edas“focusonforms”．3．1．2Classificationof“Form．focusedInstruction"t0Long(1991)，twokindsofform—focusedinstructioncanbedistinguished--focus-on—formsandfocus—on-form．Theformerinvolvesthepre-selectionofspecificfeaturesbasedonalinguisticsyllabusandtheintensiveandsystematictreatmentofthosefeatures．Thus，infocus-on-formsinstructiontheprimaryfocusofattentionisontheformbeingtargeted．Agoodexampleofafocus—on-formslessonisoneconductedbymeansof‘PPP’(i．e．athroestagelessoninvolvingthepresentationofagrammaticalstructure，its21 东南大学硕士学位论文practiceincontrolledexercisesandtheprovisionofopportunitiestoproduceitfreely)．Incontrast,infocus—on—forminstructiontheprimaryfocusofattentionisonmeaning．Theattentiontoformarisesoutofmeaning-centredactivityderivedfromtheperformanceofacommunicativetask．Forexample，studentsmightbeaskedtoperformaninformation-gaptaskandinthecourseofdoingSOteachershavet11eirattentiondrawntooneormorelinguisticformswhichareneededtoperformtheactivityorarecausingthestudentsproblems．Asforthefocus-0n-forminstruction,Ellisdistinguisheditintotwotypes"plannedfocus-on—formandincidentalfocus-0n—form．Theformerinvolvestheuseoffocusedtasks，i．e．communicativetasksdesignedtoelicittheuseofaspecificlinguisticforminthecontextofmeaning-centredlanguageusewhilethelatterinvolvestheuseofunfocusedtasks，i．e．communicativetasksdesignedtoelicitgeneralsamplesofthelanguageratherthanspecificforms．ItshouldbenotedthatwhetherfocusonformisplannedorincidentalisnotSOmuchamatterofthetaskthatisusedastheteacher’Sorientationtothetask．Bothtypesoffocusonformrequiretheuseofacommunicativetask．Fromtheabovementioned,thefollowingtableshowstheclassificationofform-focusedinstructionaccordingtoEllis，intermsof(a)wheretheprimaryfocusofattentionistobeplaced(oneitherformormeaning)and(b)howattentiontoformisdistributedintheinstruction(eitherintensive，i．e．focusingonasmallnumberofformsindetail，orextensive，i．e．touchingbrieflyonseveralforms)．Infocusonforms，theprimaryfocusisonpreselectedforms，whicharctreatedintensively．Plannedfocus-on—formalsoinvolvesintensivetreatmenttopreselectedforms，butdiffersfromfocusonforms埘也respecttowheretheprimaryfocusofattentionlies(onmeaningratherthanform)．Incidentalfocus-0n—form，likeplannedfocusonform，emphasizesprimaryfocusonmeaning，butdiffersfromtheprevioustwotypesindistributingattentiontoa、JI，iderangeofformsthathavenotbeenpreseleeted．Table3．1Typesofform—focusedinstruction ChapterIH：TheTheoreticalFrameworkoftheResearchWithinthecategoryofincidentalfocusonform,Ellis(2001：22)furtherdistinguishedtwotechniques：pre-emptivefocusonformandreactivefocusonform．Inpre-emptivefocusonform，theteacheroralearnertakestimeoutfromacommunicativeactivitytoinitiateattentiontoaformthatisperceivedasproblematiceventhoughnoproductionerrorintheuseoftheformordifficultywitllmessagecomprehensionhasarisen．Inreactivefocusonform,theteacherperceivesthelearner’Sutteranceasinaccurateorinappropriateanddrawsthelearner’Sattentiontotheproblematicfeaturethroughnegativefeedback．ThisfeedbackOCCURSinalltypesoffocusonformandinvolvesthe8ainesetofoptions，althoughtheremaybedifferencesinfrequencyofchoiceofspecificopti0118accordingto“focusonform”type．Theoptionsentailvariouswaysofprovidingimplicitandexplicitnegativefeedback．Hesuggestedthedistinctionshouldbebestviewedasacontinuumwitlloptionsbemgmoreorlessimplicitorexplicit．Table3．2providesasunlmaryofthedifferentoptiOnsforaccomplishingfocus-on-form．Theseoptionsarenot‘either-ors’．Thatis，anysinglecommunicativelessonmayinvolveseveraloralloftheseoptions．Table3．2Principalfocus··on·-formoptionsOptionsDescriptionA．Reactivefocus-on-form1．Negotiationb．DidacticTheteacheroranotherstudentrespondstoanerrorthatastudentmakesinthecontextofacommunicativeactivity．TheresponsetotheeTroristriggeredbyafailuretounderstandwhat也estudentmeant．Itinvolves‘negotiationofmeaning’．Theresponseoccurseventhoughnobreakdownincommunicationhastakenplace；itconstitutesa‘time-out’fromcommunicating．Itinvolves‘negotiationof 东南大学硕士学位论文2．Feedback丸Implicitfeedbackb．ExplicitfeedbackB．Pre-emptivefocus-on—form1f1他teacheroranotherstudentrespondstoastudent’Sen"orwithoutdirectlyindicatingallerrorhasbeenmade，e．g．byme锄lsofal-eC嗣tst．Tl地teacheroranotherstudentrespondstoastudent’Serrorbydirectlyindicatingthatanen"orhasbeenmade，e．g．byformallycorrectingtheerrororbyusingmetalanguagetodrawattentiontoit．，nlcteacherorastudentmakesalinguisticformthetopicofthediscourseeventhoughnoerrorhasbeencommitted．Astudentasksaquestionaboutalinguisticform．neteachergivesadviceaboutalinguisticformhe／shethinksmightbeproblematicorasksthestudentsaquestionabouttheform．Insummary,thecurrentresearchfollowsthemodelproddedbyEllis．Thetraditionalterminology‘"focusonform"’byLongisadopted，but谢廿litsexpandeddefinitiontoincludebonlplannedandincidental’natures，andtwotermssuggestedbyEllis---incidentalfocus-·on-formandplannedfocus·-on-form--arcusedtodifferentiatethetwokindsofpedagogicalintervention．However,how“focusonform’’couldbemanipulatedintheclassteachingremainstobediscussedinthefollowingparts．3．1．3TheApplicationof“FocusonForm"TheoryintotheForeignLanguageTeachingOneimportantaspectof‘‘focusOnform’’theoryisthathowthelearner’Sattentional24 resourcesarcallocate!alaparticularmomentmaybeachievedpedagogicallybymaterialsdesignersorteachersinavarietyofways，ofwhichthefollowingisa900dillustration．Forexample，leamersmayworkinpairsonaproblem-solvingtask,thesolutionofwhichrequiresthem,forinstanc2，tosynthesizeinformationoneconomicgrowthinChinafromtwoormorewrittensourcesanduseittographtrendsinimportsandexportsoVefalO-yearperiod．Successfulcompletionofthetaskinvolvestheminreading(andrereading)briefwrittensummariesofsalestrendsfordifferentsectorsoftheChineseeconomy,eachofwhichusessuchtermsasrose,fell．grew,sank,plummeted,increased,decreased,declined,doubled,deteriorated,andexceeded．Thefrequencyoftheselexicalitemsintheinput,duetotheirrepeateduseinthedifferentpassages，and／ortheirbeingunderlinedoritalicized，makesthemmoresalient,andSOincreasesthelikelihoodoftheirbeingnoticedbystudents．Ifasubsequenttaskencouragesit,thelexicalitemsarcthereforemorelikelytobeincorporatedintheirspeechorwriting，ashasbeendemonstratedtooccur、)I，itllwritteninputforsuchtasksthatis“seeded"’诮mgrammaticalitems，晰nlclosedtasksmoreapttoproducetheuseful‘"recycling”ofthetargetitemsthanopentasks(Manheim％1993)．Asmentionedearlier,differentfocus-on-formoptionscanbeopcrationalizedduringateachingprocessandspecificfocus—on-formoptionscanbeadoptedintermsofeverylesson．Inthesectionsthatfollowwewilldescribehow‘‘focus011form”Canbeaccomplishedmethodologicallybydescribingthevariousoptionsavailabletoteachersandstudents．Reactivefocus-on—forminvolvesthetreatmentoflearnerell"Ors．Thestrategiesdescribedbelowareillustrated、析tllexamplestakenfromanumberofdifferentsourcesbutinparticularfromastudybyElliseta1．(1999)．(a)ConversationalVS．didacticfocus-on-formThelinguisticerrorsthatstudentsmakeduringacommunicativeactivitymayormaynotresultinacommunicationproblem．InExamplelthestudent’Serrorclearlydoescauseacommunicativeproblem,resultingintheteacheraddressingthisbynegotiatingmeaning．Studentl，whosenanleisBess，wantstotelltheteacherthathergrouphasgivenitselfthenaIIle‘BestGroup’．However,theteachermishearsandthinksthenameis‘Bess’Group’．Thisresultsinstudent1payingcloserattentiontoherpronunciationinordertoclarifythenRme．In25 东南大学硕士学位论文Example2，twostudentsareperformingaroleplay谢也student1actingasaguestandstudent2asahotelreceptionist．TheteacherfailstounderstandStudent"s2utteranceandconsequentlyrequestsclarification(‘What7．’)causingthestudenttoreformulateitusingacontraction(I’固inplaceoftheoriginalfullform∽奶．Itwasconversationalfocus-on-formofthekindillustratedinExamples1and2thatLong(1991)originallyhadinmind．Longarguedthattheattentiontoformthatarisesasaresultofacommunicationproblemislikelytobeparticularlysalienttolearnersbe,causeithelpsthemtomaketheirmeaningclear．Teachersoannegotiatemeaningconversationallyusingeitherrequestsforconfn"mafionorrequestsforclarification．Arequestforconfmnationtypicallyinvolvestheteacherrepeatingtheproblematicutterancewithorwithoutreformulatingitwhilearequestforclarificationistypicallyusedwhentheteacherdoesnothaveaclearideaofwhatthestudenthassaid．Thelatterisperformedformulaicallybymeansofexpressionssuchas‘Sorry?’and‘Couldyousaythatagain?’Examplel：Conversationalfocus—on-form(requestforconfirmation)S：mygrouphasanameT．whatname?S1：bestT．Bess’group?S1：bestT．oh,best,okayS2：bestT．beSt，notgroupthree，thebest，that’SalovelynameExample2：Conversationalfocus-on-form(requestforclarification)SI：I"mlookforaroom，orS2：1willtakeyou S2：I"lltakeyouOften,however,astudenterrordoesnotcauseanycommunicationproblembuttheteacherstillelectstocorrectiLInExample3，thestudentleavesoutthedefinitearticle‘the’．Theteacherhas110difficultyinunderstandinghimbutfocusesattentionontheerrorbycorrectingtheutterance．Thisepisodeconstitutesakindofpedagogic‘time-out’frommeaning—focusedcommunicationandforthisreasoncanbeconsidered‘didactic’．Itinvolvesa‘negotiationofform’ratherthana‘negotiationofmeaning’．Example3：Didacticfocus-on—formS：1wasinpub‘(2．o)S：IWasinpubT．inthepub?S：yeahand1wasdrinkingbeer(b)ImplicitVS．explicitfocusonformCorrectivefeedbackcanbeimplicitorexplicit．ThemostcommonwayofperformingimplicitfeedbackisbymeRI塔ofare喊whichconsistsofareformulationofeitherthewholeorpartofthestudent’sutteranCaecontaininganelTorinsuchawayastomaintainthestudent’Sintendedmeaning．Forexample：S：It11illl【thatthewormwillgounderthesoil．T-Ithinkthewormw／／／gounderthesoil?‘T：Ithoughtthatthewormwouldgounderthesoil．S：Ithoughtthatthewormwouldgounderthesoil．Explicitfeedbackcallbeperformedinanumberofwaysshownasfollows．Thesimplestistosimplysignalquitedirectlythatthestudenthasmadeanerror(e．g．bysaying‘No．Not．’)．However,teachersRrereluctanttoemploythisoption,presumablyduetotheriskofthreateningtothestudent’Sface．Anotheroptionistoprovideacorrectionandthenprovideopportunityforthestudenttopracticetheuseofthecorreotform．Stillanotheroptionisto27 东南大学硕士学位论文intervenewitllameta-linguisticexplanationoftheconl{ectform．Forexample：S：Therealenoenoughchalksinthebox，SOIhavetogetSOme．T．Ischalkacountablenoun7Itispossiblethatteachersvarytheirchoiceoffeedbackoptiondependingontheirassessmentofthestudent’Sabilitytoattendtotheformbeingcorrected．AsDoughty(2001)notes，‘"thefactorthatdistinguishesfocusonformfromotherpedagogicalapproachesistherequirementthatfocusonforminvolveslearners’brieflyandperhapssimultaneouslyattendingtoform，meaninganduSeduringonecognitiveevent"’0．211)．Itcanbeseenthattheresearchonthe‘‘focusonform’’notonlyprovesthesignificanceoftheforminstructiontheoretically,butalsoprovidesavarietyofapplicableoperationalmethodspractically．Insummary,theteachingoflinguisticforms，especiallygrammar,continuestooccupyamajorplaceinlanguagepedagogy．Discussionsofhowtoteachformusuallyconsistofaccountsofthevariouspedagogicaloptionsavailabletotheteacherandtherelativeadvantageofeachoption(Ellis，1997)．SomewhatlessaRentionhasbeenpaidtotheactualmethodologicalproceduresthatteachersusetofocusonforminthecourseoftheiractualteaching(Borg，1998)．Giventhegrowingimportancethatisbeingattachedtoteachingforminthecontextofcommunicativeactivity(seethearticlesinDoughtyandWilliams，1998)，theproceduresforachievingthisdeservecarefulconsideration．Inaddition,asforthepossibilityofestablishingadualfocus，ameansoffocusingonaccuracyandfluency,onformandmeaningsimultaneously,Ellis(1994)positstwopossibleapproaches：first,activitiescanbedevisedthatrequirelearnerstocommunicatewhiletheirattentionisalsofocusedonspecificformalproperties；second，teacherscanelecttoprovidefeedbackonlearners’errorsduringthecourseofcommunicationactivities0．639)． 3．2DesignofNewGrammarTeachingModelGuidedby‘‘FocusonForm’’Theory3．2．1TeachingProcedures3．2．1．1Pre-classPreparationsUndertheguidanceof‘‘focusonform’’theory,thisnewgrammarteachingmodelcanbesummarizedas‘‘5C’’whichinvolvesthephasesofcontext,comprehension,correction,consolidationandcommunication．Thedetailedprocedureisshownasfollows：Inthestageofthepre—classpreparation,teachersarerequiredtostudyon‘"theoreticalsublimation"’ofgrammaritems，thatis，basedonthegrammarresearchboⅡlathomeandabroad,teachersareexpectedtosummarizeandrefinetheessenceorspecificoperationwrittenbyfamousexpertsinthegrammarfield．Accordingtothestudents’cognitivefeaturesandtheirage，teachersneedtoscientificallydeal谢tllthemaingrammarsystemofcorrespondinggrade，enablingthegrammarlearningtoconformtotheChineselearners’cognitiveprinciple．Moreover,thecarefullycontrivedlearningexerciseforstudentstopreviewbeforeclassisa：ttachedmuchimportancetoandtheextentanddepthoflearningexercisecandirectlyinfluencestudents’initiativesinclassandtheclassteachingefficiency．3．2．1．2FiveStepsforWhile-classTeachingThefollowingisthefivestepsforwhile-classteaching：1)Inthefirstphaseofcontext,thelearnersaleprovided谢tllashortarticlewhichembodiesspecificgrammaritemsandtheyareguidedtofocusfirstonthecontentofthisarticleandthenthegrammaritems．Forexample，exposuretotherelativeclausesembeddedinthepassageisthefocusoftheinstructionalmanipulation．Acontrolgroupsimplyreadsthepassagecontainingrelativeclauses，whereasameaning-orientedgroupreceiveslexicalandsemanticrephrasingoftherelativeclausesthatarehighlightedandcapitalizedtomakeaspectsofthestructurevisuallysalient；Acontrolgroupthatreadsanunmodifiedtext,anda29 东南大学硕士学位论文3．2．1．3Post-classReflectionandAssessmentFinally,itisalsoacrucialstageofgrannnarteachingforstudentstoreflectontheirlearningprocessandstrategies．Withinthisstage，thegrammarformsandthecommunicativeitemsnoticedintheirpreviouslearningprocesstailbereviewedandstudents锄reflectontheirlearningstrategiesandcontinuouslyimprovetheirabilitiesofself-monitoring．Thisisalsothesamecaseforteacherstoreflectontheirteachingprocessandstrategies．Attheendofeachday’Slesson,theteacherjotsdownnotesaboutindividualreactionstocorrectivefeedbackaswell雒adailyanalysisofthepossibilityofutilizingsome“focusonform"’techniquesintothegrammarteaching．Whenthesenotesarereviewed,severalobservationsarerepeatedthroughoutthatmightbesignificantforfutureimplementationof“focusonform"’theoryinacommunicativeclassroom．First,theteachermustremembertopayattentiontowhatthestudentissayingaswellastotheformalrealizationofthemessage．Thisisnoteasytodo：Itindeedtakespracticefortheteachertofocusoncontent,forms，andclassroommanagementsimultaneously．Inthesamevein,teachershouldnotethattoomanycorrectionsinoneturnshouldbeavoided．Inonec鹳e，astudentwhoiswillingtoacceptthefirstandsecondcorrectionashereports，maywavehishanduponthethirdcorrection笛iftosay,‘"Allright,already’’or‘"Enoughisenough．’’Finally,theteacherrealizesthatsomeopportunitiesaremoreappropriateforrecastingthanothers．Forinstance，individualpresentationsinfrontoftheclassarenotthebestopportunitiestooffercorrection．Communicationisindeedhinderedwhencorrectionisofferedin‘"paneldiscussions，’’forexample，becausethestudentsstopspeakingfortoolonginordertorepairel"rorsandrec0V既fromwhatappeartobeslightembarrassment．Theteacherquicklydeterminesthatthebestopportunitytoofferfeedbackiswhenthestudentsareworkinginpairsorinsmallgroups．3．2．2CharacteristicsandStrengthsComparedwithTraditionalTeachingModelComparedwiththetraditional‘‘3P’’teachingmodel，itmaybeconcludedthatthe‘‘5C’’grammarteachingmodelhasthefollowingcharacteristicsandstrengths：32 ChapterllI：TheTheoreticalFrameworkof—th—eR——ese——ar——c．—h—I)Thewell．chosenorcarefully-contrivedcontextualizedarticleswhichembodythegrammaritemsaremoreintc濉sting，moreinclusiveandmo陀meaningful．2)Thewell-devisedexplorativeactivitiesortaskactivitiesdiversifyandalemorcinteractivewhichareusefulforstudentstomotivatetheirinteresttograinmarlearning．3)Theappropriatecorrectionandfcedbackhavestrongguidanceandarebeneficialforstudentstocultivatetheirabilityofactivelymonitoringtheprocessoflanguageoutputwitllexplicith10wledge．4)Itcreates趾interactiveandmeaningfulenvironmenttomotivatethelearnerstocomprehend，tomanipulateandtocommunicateinthetargetlanguage．5)Itraiseslearners’consciousnessthroughstudent-centeredformratherthanthroughmechanicreduplication．3．3SummaryTosumup，thischapterdes耐besthe‘‘focus011form"’theory,itsapplicationintotheforeignlanguageteachingandthedesignofnewgrammarteachingmodelundertheguidanceofsuchtheory．Thisnewgralllmarteachingmodelinthepresentseniorhighschoolsneedstestinginteachingpractice．Hence，inordertotestifytheeffectivenessofthismodel，theauthorconductedanempiricalstudythatwillbediscussedinthenextchapter．33 东南大学硕士学位论文ChapterIVResearchMethodologyTheempiricalstudyismainlymadeupof3parts：1)Teachinggrammarbyusingthetraditionalteachingmodelandthetentative‘‘5C’’gra／／lmarteachingmodelrespectivelyinthecontrolclassandtheexperimentalclass．2)Quantitativestudyofthepre-testandpost-testscores．3)Qualitativestudyofthepre-experimentandpost—experimentquestionnairesandinterview．Theresearchaimstostudywhetherthe‘‘5C’’gra／nlilarteachingmodelworksmoreeffectivelythanthetraditionalteachingmodel．Thischapterisabouttheresearchdesignoftheexperimentalstudy,whichincludesresearchobjectives，researchquestions，participants，materials，instruments，procedures，etc．4．1ResearchObjectivesandQuestionsTheaimofthestudyistofindoutwhethertheimplementationofnewgl-alla_marteachingmodelintheexperimentalgroupwouldbetterfacilitatestudents’graspofgrammarknowledgeandthecultivationoftheirgrammarcompetence，thusimprovingtheirlanguagecommunicativecompetence．Therefore，thisstudyfocusesonconstructingatentativeteachingmodelguidedbythe‘‘focusonform"’theorywhichisadoptedtoexploreitseffectinEnglishgrammarteachinginseniorhighschoolinthehopethatitwillbeaneffectivewayofgrammartekhing．Accordingtothepresentstudy,thegeneralresearchquestionsaddressedareasfollows：1)Willthe“5C”grammarteachingmodelraiselearners’grammaticalconsciousnessinEnglishlearning?2)Willthe“5C”grammarteachingmodelbemorehelpfultothestudents’graspoftheincreasedknowledgeofgrammaritemsandtotheimprovementoftheirEnglishgrammarlevel? 3)Willthe“5C”grammarteachingmodelbemoreconducivetothestimulationoflearners’interestingranLrnarleamingandtotheincreaseoftheirconfidenceandlearningstrategiesinlearningEnglishgrammar?4)Willthe“5C"’gralmnarteachingmodelfacilitatetheenhancementoftheaccuracyandfluencyofleamers’communicativecompetence?4．2SubjectsThecontrolgroup(CG)andtheexperimentalgroup(EG)aretwonaturalclassesinGradeTwofromLianyungang，Donghaiseniorhi【ghsch001．Theycamefromthelocalareaandhadreceivedfourandahalfyears’formalEnglishinstructionbeforetheexperiment,threeyearsintheirjuniormiddleschoolsandoneyearandahalfinthisseniorhighsch001．Theyhadthesameeducationalbackground．TheywerechosenforthereasonthattheywereconsideredtoberepresentativesoftheseniorhighschoolstudentsinJiangsuprovinceastheirschoolranksanintermediatelevelinJiangsuprovince．Besides，theirEnglishproficiencylevel，ageandgenderweretakenintoconsiderationSOthatitcouldbeguaranteedthattheexperimentalresultmightnotbeinfluencedbythesevariablesbutmainlybeduetothisteachingmodel(seetable4．1below)．Beforetheexperiment,bothclassesweregivenagrammartesttotesttheirodginalgrammarlevelandtoseewhetherthereWasasignificantdifferencebetweenthetwoclasses．Theresultdidnotindicateasignificantdifference忙1．040，sig．卸．545，P>0．05)，therefore，oneclassWasrandomlyassignedastheexperimentalgroup(Class1)andtheotherasthecontrolgroup(Class2)．Afterfourmonths’grammarlearning，apost-testWasmadetochecktheeffectivenessofthisnewgrammarteachingmodel．Somedetailedinformationaboutthesubjectsinthetwogroupsisshowninthefollowingtable：Table4．1DetailsaboutthesubjectsinthetwogroupsBackgroundEGCGTeachingmodelNewgranlmarteachingTraditional“3P”g髓mm缸model：‘‘5C”teachingmodelTotalnumberoflearners586135 东南大学硕士学位论文Gender30females3lfernales28males30mal懿Teacher111eresearcherLiJianDurationoftheresearch4monthsThesameLeamingmaterialsAdvancewithEnglish硼1esameModule7and8publishedbyYiLinPress4．3MaterialsTheteachingmaterialswerebasicallychosenfromorredesignedbasedonthestudent’StextbookAdvancewithEnglishpublishedbyYiLinPress．TheEnglishgrammaritemsinAdvancewithEnglishModule7and&--Linkingverbs，Subjunctivemood，Nonfmiteverbs，Ellipsis，InversionandEmphasis---werechosenastheteachingcontentaccordingtotheirnormallessonprocess．JustasmentionedinChapter3，thesegrammaritemsshouldbe“sublimatedtheoretically"’andwhenteacherdesignedEnglishgrammartasksforEGstudents’actualEnglishlevelandcognitivecharacteristicsshouldalsobetakenintoconsideration．TheEGclassteachingWasconductedwiththenewgrammarteachingmodelwhileasforCGthesameEnglishgranlmaritemsasthoseweretaught丽也thetraditional“3P”teachingmodel．4．4InstrumentsInordertogainbothquantitativeandqualitativedataandmaketheexperimentpersuasiveandmeaningful，thefollowinginstrumentswereadopted：pre-testandpost-testofgl"ammarknowledge，pre-experimentquestionnaireandpost-experimentquestionnaire，aswellasinterviewaddressedtothestudents．4．4．1Pre—testandPost-testThegrammartestsaimtomeasurethestudents’Englishgrammarlevelandability．Thetestsweregivenbomatthebeginningandattheendofthetermtoeachstudentinbotllthe36 experimentalandcontrolclasses．ThetestcontentsⅥ眦both∞lectedIjromNMET(NationalMatriculationEnglishTest)papersofthepasttenyearsofJiangsuProvince(seeAppendixIandAppendixⅡ)，SOvalidityandreliabilityofthetestswerew。rified．Andthetestswereevaluatedandscoredbytheresearcher．ThetwotestsⅥ憾implementedfordifferentpurposesandUSeS．Thepre-testteststhestudents’Englishgrammarlevelbeforethenewgrammaritems、)I啪taught,thecontentsofwhichincludemultiple—choicequestions，sentenceproofreadingandwriting．Pre-testisusedtoobservewhetherbothgroupshavesignificantdifferenceinEnglishlevelbeforeenteringthisexperimentSOastoguaranteethedatafromtheexperimentarereliable．Thepost-testisusedtoexaminewhethertheclasswouldoutperformthecontrolclassafterfourmonths’teachingexperimentunderthedifferentteachingmethodsandthetest吨formatofthepost-testpaperistheSalTleaSthepre-testSOaStobettercomparethedifferencebeforeandafterreceivingthisperiodofgrammarinstruction,whichmainlyinvolveslinkingverbs，subjunctivemood，nonfmiteverbs，ellipsis，inversionandemphaSis，etc．4．4．2QuestionnaireAquestionnairewasgivenatthebeginningofthestudytoallthestudentsfromtheandcontrolclasses，andtheotherwasonlygiventotheclassattheendoftheexperiment(seeAppendixIVandAppendixⅥ．Thepre—experimentquestionnaire(Questionnairen3WasdesignedbytheauthorherselfbyconsultingthequestionnairedesignedbyZhouYao(2007)；andthepost-experimentquestionnaire(QuestionnaireIII)WasalsodesignedbytheauthorbyreferencingthequestionnairedesignedbyShaoChangna(2010)．BoththequestionnaireswerepresentedinChineseinordertoavoidmisunderstandingorwrongresponses．Meanwhile，studentsa∞informedtobeanonymousinansweringthequestionnairesforfearthattheywouldbepressuredtoanswereachquestionhonestlyaccordingtotheirreallearningsituation．Besides，theauthorinformedthattherewereno‘"correctanswers’’andthatthedatacollectedwouldbehighlyconfidentialandwouldonlybeusedfortheresearch．．Thepurposeofthepre-experimentquestionnaireWastoobtaininformationabout37 奎堕奎兰堡主兰堡丝苎●_---—_—--—__●____—_—__-●———●__-_--—_-_--_-●●●_---—————●——————●————————————————————————————————————————一一。students’attitudesandopinionsabouttheircurrentgrammarlearningandgl-anllnarteachingaswellastheirexpectationsofseniorhighEnglishgrammarlearningandteachingintheclassroom．Inthepre-questionnaire，therewere25items，including22choiceitemsand3openquestions．Thepost-experimentquestionnaireWasgiventOtheexperimentalclass，thepurposeofwhichWastofindtheirresponsetotheteachingexperimentandthegainsandlossesinthenewgrammarteachingmodelandwhetherthereweresomesignificantdifferencesbeforeandaftertheexperimentintheexperimentalclass．Therewerelitems，including6choiceitems，4multiplechoiceitems(Q8，9，10)and1openquestion．Questionsonetofourweretoexamstudents’learningeffectswiththetentativeteachingmodelaftertheexperiment．Questionsfivetosevenshowedthestudents’affectivevariablesinthegrammarteachingclassandtheirattitudestowardsandopinionsaboutclassroomatmosphereandchangesinthegrammarclass．Questionseighttotenreflectedthestudents’opinionsofandattitudestowardsthecooperativelearningingrammarclassaswell觞the“5C’’granllnarteachingmodelinthecurrentsenior11igllschools．4．4．3InterviewWiththeaimofhavingbetterunderstandingofthestudents’difficultieswiththeexperiment,theirattitudestowardsandsuggestionsfortheimplementationoftheexperiment,andfiguringoutinwhichaspectthenewgrammarteachingmodelhelpedthemandwhichaspecttheythoughtshouldbeimprovedorchanged，theresearcherconducted．25interviewstothestudentsfromexperimentalclassaftertheexperiment．Theywereselectedatrandom．Inordertoavoidthetensionandfearofstudentswhocouldnotexpressthemselvesclearlyandhonestly,theinterviewswerenotface-to—face，butinwrittenforms．Theinterviewingquestionswereasfollows(seeAppendixVI)：1)WhatdoyouthinkofthiskindofgrammarteachingclaSsunderthismodel?Whathaveyougotfromi!t?2)Whichdoyoulikemore，thenewgrammarteachingorthetraditionalgrammarteaching?Why?1R 3)Whataretheadvantagesanddisadvantagesofthisnewteachingmodel?4)Whatareyourexpectationsofandsuggestionsforthefurtherapplicationofthismodelinclass?4．5ResearchProcedureⅢsresearchlastedfourmonthsfromMarchIstt0July1stin2010．Duringthis删0doftime，thecontrolgroupadoptedthetraditional“3P”teachingmodelingrammarteaching，whereaccordingtotheresearcher’Sobservationdeductiveteaching、矾坞alwaysgivenandinsuchteachingprocedure，theteachergaveagrammaticalexplanationorrulefollowedbyasetofexercisesdesignedtoclarifythegrammaticalpo硫andhelpthelearnersmasterthepoint．Theexperimentalgroupwastaughtinthetentative“5C”grammarteachingmodelwherevariousteachingstrategiesandteachingmethodswereusedtoarousestudents’interestandtodeal、Ⅳitlldifferentgrammaticalitemsteaching．Thedetailedresearchprocedureisshownasfollows：4．5．1BeforetheExperimentAtthebegh氆nmgofthestudy,allsubjectsweregivenapre-experimentquestionnaire(AppendixIV)andapre-test(AppendixI)andsomesubjectswereinterviewed．Thescoreofthesubjects’pre-testwaskeptbytheauthorforfurtherstudy．4．5．2ImplementingtheExperimentTheEnglishgrammarteachingwasimplementedforbomEGandCGsubjects．Duringtheexperiment,studentsinEGweretaughtinthetentative‘‘5C"’grammarteachingmodelwhilestudentsinCGreceivedthetraditional“3P”grammarteachingmodel．BothEGandCGsubjectsundertookthefollowingEnglishgrammaritems：linkingverbs，subjunctivemood,nonfiniteverbs，ellipsis，inversionandemphasis，ete．TheEGgroupWastaughtbytheresearcherherselfwhiletheCGgroupWastaughtbyLiJianwhoseteachingcanbeconsideredastherepresentativeamongtheteachersofgradetwobasedonmyclassobservationandinterview．AconcisedescriptionofclassroomproceduresforbothEGandCG 东南大学硕士学位论文wouldbegivenasfollows：4．5．2．1TheClassroomProceduresintheExperimentalGroupTheclassroomproceduresintheexperimentalgroupweredesignedbasedonproceduresofgrammarteachingguidedbythe“focusonform"’theory．Itcallbesummarizedas“5C”whichinvolvesthephasesofcontext,comprehension,correction,consolidationandcommunication．ThedetailedprocedurewasdiscussedintheChapter3．Besides，AppendixVIIisadetailedteachingplanwhichcanwellillustratetheprocedureintheempiricalstudyofthe“5C”grammarteachingmodel．4．5．2．2TheClassroomProceduresintheControlGroupThecontrolgroupadoptedthecommonteachingmodelsuchastraditional‘‘3P’’approachtoEnglishgrammarteaching．Atthebeginningofeachlecture，theteacherexplainedexplicitlyorimplicitlytheparticularpointofEnglishgrammarandmadesurethestudentsunderstandandinternalizetheEnglishgrammarrules，whichwasfollowedbyrequiringstudentstodomultiplechoices，makesentences，fillintheblanksordootherkindofgramrnarpractice’tohelpthemtogetmorefamiliar、历mtheEnglishgrammarrules．Atlast,theyareexpectedtoexpressthemselvesfreelyinEnglish．ThestudentsinEGacquiredtheEnglishgrammarruleswitllrelationtothereal—lifesituationswithmeaning-basedorcontext-basedmethodbutthestudentsinCGdidtheexerciseswhichweremoreform-basedwithouttakingthecontextorreal--lifesituationsintoconsideration4．5．3AftertheExperimentAttheendoftheexperiment,apost-test(seeAppendixⅡ)WasgiventobothEGandCGThecompositionofthetestwasadoptedfromtheNMETpapersofthepasttenyearswhichwereallabouttheseEnglishgrammaritemslearnedintheexperimentprocedure．Theexaminationwasintheformofmultiplechoices，sentenceproofreadingandwritingandthe paperswerescoredbytheteacherandresearcherherself．Apartfromthepost-test,aquestionnairewasgiventotheexperimentalgroupandsomeofthemweregivenaninterview,thepurposeofwhichistofindtheirresponsetotheteachingexperimentandthegainsandlossesinthenewgrammarteachingmodd．4．6DataCollectionandProcessingAsforthecollectionofpre-testquestionnaireandpost-testquestionnaire，EXCELw嬲usedtoanalyzeitsresults．Moreover,twose：tsofdatawerecollected：pre—testscoresofthetwogroupsandpost-testscoresofthetwogroups．Afterallthedatawerecollected,thefollowingstatisticalanalyseswereprocessedunderSPSS17．0tocheckiftherewassignificantdifferencebetweenEGandCGinEnglishgrammarproficiencybeforeandaftertheexperiment．Sincethesamplesweresmallandthegroupswereindependent,theappropriatetestWastheT-testforindependentsampleswhichWasperformedonthepre．testforthestudents’overallgrammarlevelscoresandthepost-testfortheirnewly—learnedgrammarlevelscorestotestwhetherthereWassignificantdifferencebetweenthetwogrammarteachingmodelsinimprovingtheirEnglishgrammarlevel．41 东南大学硕士学位论文ChapterVResultsandDiscussions5．1ResultsandDiscussionsofGrammarTests5．1．1ResultsandDiscussionsofPre-testThepre-testwasimplementedattheverybeginningofthesemesterwithoutinformingthestudentsbothinexperimentalandcontrolclasses．Thetestwas舶mNMETpapersofthepasttenyearswhichwereallabouttheEnglishgrammaritemslearntbefore(AppendixI)．Andthetestwasevaluatedandscoredbytheresearcher．WiththehelpofSPSS17．0，thedatawereanalyzed、^，i廿lthefollowingstatisticalprocedures：DescriptivestatisticsandIndependent—SamplesTest．Resultsarepresentedasfollowing：Table5．1-1DescriptiveStatisticsofGrammarPre-testScores(Class1=experimentalclassClass22controlclassN毫numberofsubjects)(Tomscoresofthegrammartestwere100)GroupStatisticsCLASSNMfanStd．DeviationStd．ErrorMcanSOOREl5875．175．545．72826l75．805．793．74242 ChapterV：ResultsandDiscussionsTable5．1-2IndependentSamplesTestofPre-testL七vanctsTestforEqualityofVariancest-testforEqllalityofMeans95％ConfidenceIntervaloftheDifferenceSig．M啪Std．ErrorFSig．tdf(2-tailed)DifferenceLowerUpperSCOREEqualvariances．071．790．。606117．545．．6311．040-2．6911．430assumedEqualvariances．．607116．9914．545．．63l1．039．2．6891．427notassumedTable5．1—1isthedescriptivestatisticsofthetwoclasses’grammarscoresbeforetheexperiment．ItshowsⅡlatthemeansofthetwogroupsaredifferent(class1mean=75．17，class2mean=75．80)．Inordertofindanysignificantdifferencesexistingbetweenthetwogroupsbeforetheexperiment,independentsamplesT-testWasconducted,whichiswidelyusedtocomparethemeansoftwoindependentlysampledgroups．SeeTable5．1-2．Fromtable5．1-2，becausethesignificancevaluefortheLevine’STestisgreaterthan0．05Q=o．790)，theresultsthatassumeequalvariancesforb0也groupsareused．Thesignificancevalueforthet-testisgreaterthanO．05@=o．545)，whichshowsthatthereisnosignificantdifferencebetweenthetwoclasses’Englishgrammarproficienciesbeforetheexperiment．Inconclusion,thetwoclasses’Englishgrammarabilitiesareatthesamelevel．5．1．2ResultsandDiscussionsofPost-testAttheendoftheexperiment,thestudentsofbothtwoclassesparticipatedinthegrammarpost-test．ThepurposeofthetestWastoseewhetherstudents’gra／nmarproficiencieshadmadeprogressornot．Thedatawereanalyzedwiththefollowingstatisticalprocedures：Descriptivestatistics，Independent—SamplesTestandPairedSamplesTest．Resultsarepresentedasfollows：Table5．1-3DescriptiveStatisticsofGrammarPost-testScores43 东南大学硕士学位论文(Class1=experimentalclassClass2=controlclassN=numberofsubjects)(Total∞o陀softhegrammartestwerel00)CLASSNMe柚Std．DeviationStd．ErrorM锄SCOREl5882．284．408．57926l78．105．281．676Table5．1-4IndependentSamplesTestofPost-testLCVCDc)STestforEqualityofVariancest-t嚣"tforEqualityofMeans95％ConfidenceIntervaloftl舱DifferenceSig,MeaalStd．ErrorFSig．tDf(2一tailcd)DifferenceLowerUpperSCOREEqualvariances．209．6494．672117．Ooo4．178．8942．4075．948assumedEqualvariances4．693115．095．O∞4．178．8902．4145．94lnotassumodTable5．1-3isthedescriptivestatisticsofthetwoclasses’scoresaftertheexperiment．ItshowsthatthemeanofthescoresofClass1ishigherthanthatofClass2，butinordertofredoutwhethertherearesignificantdifferencesofthetwoclasses’scorcsaftertheexperiment,IndependentSamplesT-testwascarriedout．Table5．1-4showsthattherearesignificantdifferencesbetweenthetwoclasses’grammarscoresaftertheexperiment．ThesignificancevaluefortheLevine’Stestisgreaterthan0．05@印．649)，SOtheresultsthatassumeequalvariancesforbomgroupsareused．ThesignificancevaluefortheT-testinthistableissmallerthan0．050=o．OOo)，whichindicatesthattherearesignificantdifferencesbetweenthescoresofthetwoclassesaftertheexperiment．Besides，theConfidenceIntervalfortheDifferencedoesnotcontainzero，whichfurtherconflnllsthesignificantdifferencebetweenthetwoclasses’gl-alnmar∞ores．Therefore，itgasbeconcludedthatthesuggestedteachingmodelplaysapositiverolein promotingstudents’gr"a／mamrproficiency．Inordertocomparethecontributionsofthesuggestedteachingmodeltostudents’grammarachievementsinClass1andClass2，andtoprovethatthereWassomesignificantimprovementingrammarproficiencyofClass1，PairedSamplesT-testWasused．Thefollowingaletheresults．Table5．1-5PairedSamplesStatisticsofClass1GrammarScoresMcanNStd．DeviationStd．ErrorMe彻PairlPRETEST75．17585．545．728POS下IEST82．28584．408．579Table5．1-6PairedSamplesCorrelationsofClass1GrammarScoresNCorrelationSig．Pajr1PRETEST&POSllEST58．534．005Table5．1-7PairedSamplesTestofClass1GrammarScoresPairedDiffcrcnces95％Confi&m∞InteTvaloftheDfferenc宅Std．Std．ErrorSig．MeanDeviationM啪LowerUppertdf(2-tailed)PairlPRETEST·．7．1037．000．919．3．944．5．263-7．72857．000POS下TESTT{lble5．1—5showsthatthemeanofClasslpost-testisgreaterthanthatofpre-test，whichindicatesthattherearesomeachievementsinthegrammarScoreSaftertheexperiment．FromtheresultsofTable5．1—6，itcanbeseenthatthevalueofcorrelationcoefficientishigh∞=o．534)andthesignificancevalueisfairlylowerQ=O．005)．Hence，thePairedSamplesT-testisfeasible．InTable5．1—7，thesignificancevaluefortheT-testisverylowQ=o．ooo)，indicatingthatthereisasignificantdifferenceingrammarproficiencybeforeandaftertheexperiment．Inaddition,theConfidenceIntervalfortheDifferencedoesnotcontainzero，whichalsocod面吣thatthedifferenceissignificant．Therefore，it’SprovedthatthesuggestedgrammarteachingmodelhasgreatimpactOntheexperimentalclassanditcanenhance45 东南大学硕士学位论文students’grammarachievements．Concerningthecontrolclasswithoutreceivingthesuggested‘‘5C"grammarteachingmodel，theauthoralsousedthePairedSampleT-testtos∞ifthereisanysignificantdifferencebeforeandaftertheexperiment．Thefollowingagetheresults：Table5．1-8PairedSamplesStatisticsofClass2GrammarScoresMcanNStd．DeviationStd．ErrorMcanPairlPI遁TEST75．806l5．793．742POSllEST78．106l5．281．676Table5．1-9PairedSamplesCorrelationsofClass2GrammarScoresNCorrelationSig．Pair1PRETEST&POSlvrEST61．395．007Table5．1—10PairedSamplesTestofClass2GrammarScoresPairedDifferences95％ConfidenceIntervaloftheDifferenceSⅢ．Std．ErrorSig．MeanDeviationMCallLOWerUppertdf(2-tailed)PairlPI也TEST．-2．2956．589．844—3．983．08-2．72l60．109POSrrESTInTable5．1-8，thecontrolclass’smeanofthegrammarscoresattheendofthestudyisabitgreaterthanthatatthebeonningofthestudy，althoughthecontrolclassdidnotreceivethesuggested“5C”grammarteachingmodel．AccordingtoTable5．1—9，valueofcorrelationcoefficientishigh(r---O．395)andthesignificancevalueislowerO=o．007)，whichindicatesthatPairedSamplesT-testCanbeused．InTable5．1-10，thesignificancevalueishighQ卸．109)，andtheConfidenceIntervaloftheDifferencecontainsZero，whichshowsthatthere玳nosignificantdifferencesofthecontrolclass’sgrammarachievementsatthebegmmgandattheendofthestudy．Toconclude，throughexaminingthedifferenceofgrammarSCOreSbetweenexperimentalclassandthecontrolclassa_RertheexperimentbyIndependentSampleT-testandPaired46 SampleT-tests，itcanbeconfirmedthatthestudentsfromexperimen_talclasshaveimprovedtheirgrammarproficiencyafterpracticingthe“5C”grammarteachingmodel．ItIresprovedtllatthisgrammarteachingmodelcanfacilitatethestudents’Englishgrammarleamingthanthetraditionalapproachintheseniorhighsch001．Thus，theauthorthinksthatit’Sveryne．I胱ssarytoapplythismodeltothegrammarteachinginseniorhighschools．5．2ResultsandDiscussionsofQuestionnairesAshasbeenmentionedinChapter2，therewerealtogether1000studentsfillingoutquestionnaireII，includingbo廿1experimentalandcontrolclass，andthen58studentsfromexperimentalclassfilledquestionnaireIII．SointhisChapter,theoutcomesofquestionnairesofbothexperimentalandcontrolclassalemainlypresentedasfollows：5．2．1ResultsandDiscussionsofPre-experimentQuestionnaireBeforetheteachingexperiment,bothclassesarerequiredtocompletequestionnaireIItoseestudents’opinions，attitudesandsomelearningexperiencesaboutEnglishgrammarlearningandteaching．QuestionnaireIIconsistsof25questions，including22choicequestionsandthree013屺nquestions．Thedataobtainedfromthepre-questionnaireareanaJyzedbymeansofExcel2003．Theresultsareillustratedfromfollowingaspects．1Questions1-3aleconcernedwi也students’attitudestowardsthepositionandroleofEnglishgrammarteaching．Figure5．2—1ResultsofQ1-347 东南大学硕士学位论文60．00％50．00％苫40．00％o=30．00％o厶20．00％10．00％123口Q1d2．02％46．22％8．40％圈Q23．36％37．81％8．40％团Q3．一46一．22％』垒至：Q呈墅：—塑¨08一％Choices43．36％00．00％50．42％1．68％0．00％(1=A2=B3=C4=D5-E；theSallleinfollowingfigures)(InQ1，A=ExtremelyimportantB—叫teimportantC=justSO-SOD=QuiteunimportantE=Extremelyunimportant；inQ2，A--unclearB=t0gainhighscoreC=haveinterestingrammarD--tolearnEnglishwell；inQ3，A=ExtremelyimportantB=QuiteimportantC=justSO—SOD=QuiteunimportantE=Extremelyunimportant)Theabovefigureshowsclearlythestudents’attitudestowardsthepositionandroleofEnglishgrammarteaching．Theanswer8toQuestion1showthat88．24％(42．02％extremelyimportantand46．22％quiteimportant)ofstudentsthinkgranlmarisveryimportantandonly．3．36％ofstudentsthinkthegrammarisnotimportant．Thisresultmanifeststhatgrammarisveryimportantinstudents’Englishlearning．TheanswerstoQuestion2showthat50．42％ofstudentsthinktheirgoaloflearninggrammaristolearnEnglishwellandonly8．40％ofstudentsthinkthegoaloftheirleaminggrammarisduetotheirinterestinEnglish．Butitstillshowsthatthereare37．81％ofstudentsthinkingthegoalofleaminggrammaristogainhi曲scoresinEnglishexamsandthatabout3．36％ofstudentsdonothaveaclearunderstandingoflearninggrammar．Itisobviouslyseenthatagreatnumberofstudentscannotmakesureabouttheaimofgrammarteachingandstillconsiderthatmeylearnitforthetestscoresorlearngrammarforthegrammarlearning．Thisopinionwillinevitablyhavebadeffectontheirgrammarlearning．TheanswerstoQuestion3showthatalmosteverystudent(98．32％)agreesthatthegraniInarknowledgehasgreateffectonthecultivationofEnglishlistening，speaVang，腿 readmgandwritingability．TheresultsofQ1-3showthatthevastmajorityofstudentsthinkgrammarteachingplaysaveryimportantroleinEnglishlearning，whichexplainsthatlearninggrammarandmasteringtheselanguageformsdopromotethestudents’languagecomprehensiveability．2．Questions4-7mainlyinvolvestudents’leaminghabitsofEnglishgrammarandtheirinterestandconfidenceinlearningEnglishgrammar．Figure5．2-2ResultsofQ4-7(InQ4，A=Extremely900dB=QuitegoodC=JustSO-SOD=QuitebadE=Extremelybad；inQ5，A=ExtremelyhighB=QuitehighC=JustSO-SOD=QuitelowE芦Extremelylow；inQ6，A=ExtremelyhighB=QuitehighC=JustSO-SOD--QuitelowE=Extremelylow；inQ7，A=AlwaysB=Otkn．C=SometimesD=SeldomE=Never)Thea1．1SWel一3toQuestion4showthatonly33．61％ofstudentsthinkthattheyhaveagoodcommandofEnglishgrammar；36．97％ofstudentsthinktheirgraspofg联dlILrrlarknowledgeisjust80一so，and21．01％ofstudentsconsidert11eircommandofEnglishgrammarasquitebad．Inaddition,itaccounts8．40％forthosewhoself-assesstheirgraspofEnglishgrammarisextremelybad．Itseemsobviousthatstudentswerenotsatisfied、航t11theircurrentEnglishgrammarlevels，butwhatcausedsucharesultsincemoleemphasishadbeenputontheimportanceofgrammar?TheanswerstoQuestion5and6canprovideasetofdata．In 东南大学硕士学位论文Question5，52．94％ofstudentsshowinterestinlearninggrammarintheclassand29．41％ofstudentsdonothaveinterestinlearninggrammar；besides，17．65％ofstudentsshowlowinterestinlearninggrammarknowledgeintheclass．InQuestion6，50．42％ofstudentshave11ighconfidenceinlearninggranllnarand49．58％ofstudentsarelackofconfidenceorhavelowconfidenceinlearninggl-anllIlatwell．Therefore，interestandconfidenceshouldbeconsidered嬲theveryimportantfactorsaffectingstudents’grammarlearning．InQuestion7，33．62％ofstudentsalwaysoroftensummarizethegFanllTlarknowledgelearntintheclassand37．82％ofstudentssometimesmakesummariesaboutthegrallllllarknowledge；moreover,thereare13．45％ofstudentswhoseldomsummarizethegrammarknowledgeandtherearestill6．72％ofstudentswhonevermakesummariesaboutthegrammarknowledgelearntintheclass．Therefore，lackingagoodlearninghabitshouldalsobeconsidered嬲akeyfactorforaffectingtheirimprovementofgrammarlearning．3．Questions8—12primarilypresentthestudents’opinionsabouttheirteachers’teachingapproacheswhentheyteachgrammarrulesandtheirownpreferencesinlearninggrammar．Figure5．2-3ResultsofQs一12(InQS，A=befondofexplaininggl"alnlnarrulesexplicitlyB=seldomexplainsgl"dnlInarrules，butencouragesUStofindouttheserulesinthelanguagematerialsbyourselves；inQ9，A=verynecessaryB=necessaryc=justSO—SOD--theeffectisnotgreat,butmainly50 dependsonthelanguagematerials；inQ10，A_pickingoutthegranmmrpointsforexplanationanddrillsseparatelyB芦ItisnotnecessaryforUStopracticegrammarrulesseparately,buttoexplainanddrillthelanguagepointswhenweencountertheminthetextlearning；inQll，A予clearlyexplainthegralnnlarrulesfirstandthengiveexamplesB=provideUSwithsomeexamplesfirstandthenletUSsummarizegrammarrules；inQ12，A寻clearlyexplainthegrammarrulesfirstandthengiveexamplesB=provideI／Swithsomeexamplesfirstandthenlet115summarizegrammarrules)WithregardtoQuestion8“fromyourlearningexperience，inmostcasesyourEnglishteacher——．"’，84．03％ofthestudentschoose‘"heorsheisf10ndofexplaininggrammarrulesexplicitly"’andonly15．97％ofthestudentschoose‘"heorsheseldomexplainsgrmnmarrules，butencouragesustofindouttheserulesinthelanguagematerialsbyourselves"．TheanswerstoQuestion9showthatonly36．13％ofstudents廿lillkitisnecessaryforteacherstogivethemclearandexplicitexplanationaboutgrammarknowledgeduringgrammarlearning；itaccounts42．02％forthosewhoconsidertheteachers’clearandexplicitexplanationaboutgrammarknowledgeasjustSO-so；besides，21．85％ofstudentsdeemthatthiskindofteachingdoesnotmakeanysensebutmainlyonthelanguagematerials．WhenansweringQuestion10‘‘duringtheprocessoflearninggrammar,whatkindofmethoddoyouthinkismorepreferable”，74．79％ofthestudentschoose“ItisnotnecessaryforUStopracticegrammarrulesseparately,buttoexplainanddrillthelanguagepointswhenweencountertheminthetextlearning"ratherthan‘"pickingoutthegrammarpointsforexplanationanddrillsseparately"．Thisshowsthatthevastmajorityofstudentsaremorewillingtolearngranlinarthroughthemeaningfulcontextinsteadoflearninggranlinaranddoingexercisesalone．WithregardtoQuestion11‘"whenyourEnglishteacherteachgrammarrules，his／hermostfavoritemethodi母_，58．82％ofthestudentschoose“clearlyexplainthegrainmarrulesfirstandthengiveexamples"’and41．18％ofthestudentschoose‘"provideUS、析血someexamplesfirstandthenletUSsummarizegr"&mmarrules"’．ItisobvioUSthatmostoftheteachersaccustomthemselvestobeanimparterofknowledgeandignoreanimportantfactor,i．e．，howtomotivatestudents’subjectiveinitiativetothefullest．Incontrasttotheabovephenomenon,asforthefollowingquestion"whenteachersteachgrammarrules，youthinkthemostusefulmethodforyouis-，，67．23％ofthestudentschoose‘"provideUS、7I，imsomeSl 东南大学硕士学位论文examplesfirstandthenletUSsummarizegrammarrules"’whileonly32．77％ofthestudentschoose“clearlyexplainthegranmlarrulesfirstandthengiveexamples"．Itisclearlyseenthatthemajorityofthestudentsa托moreinclinedto‘"thediscoverable，consultativeandactivelearningmethodbyme凋tll$ofobservation,inference，hypotheses，predictionandexchange”(Jack,1998)，butnotpassivelysatisfiedwiththeteachers’explanation．ThisalsoillustratesthatinChina,thekeyofgrammarteachingishowtosubstantiallyincorporatethecommunicativeelementsonthebasisof‘‘explicitlyexplaininggranlmarrules’’inEnglishteachingtotransformtherecognizedgrmmnarrulesoflearnersintocommunicativecompetence．4．Questions13-17aremainlyconcernedwitllthestudents’attitudetowardsgrammarrulesandtheiruSeofgrammarknowledge嬲wellastheteachers’immediatefeedback．Figure5．2-4ResultsofQ13-1780．00％23一-一16。81％25．21％33．61％15．97％■0144．20％12．61％16．81％66．39％四Q158．40％21．01％|42．02％21．01％旦鱼!鱼16．篷堕园Q17LI!垒：呈塑25．21％42．02％12．61％：46．22％25．21％10．92％Choices7．56％3．36％OnQI3，A=ExtremelyeasyB=QuiteeasyC_Justso-soD=QuitedifficultE=Extremelydifficult；inQ14，A=QuiteoftenB=SometimesC=OnceinawhileD=Almostno；inQ15，A=AlwaysB=OftenC=SometimesD=SeldomE=Never；inQ16，A=ExtremelynecessaryB2QuitenecessaryC=Justso—soI)=unnecessaryE=Completelyunnecessary；inQ17，A=AlwaysB=OflenC=SometimesD=SeldomE--Never)AsfortheresultsofQuestion13，49．58％(33．61％quitedifficultand15．97％extremely52％0O0●0O0642苫ou甚厶 difficult)ofstudentsthinkitishardtounderstandgrammarrulesandtermsand25．21％(8．40％extremelyeasyand16．81％quiteeasy)ofstudentsconsideriteasytounderstandgrammarrulesandterms；besides，25．21％ofstudents啪notascertainwhethertheyaredifficultornot．Itisevidentthatteachersaresupposednottoteachgrainmarrulesandtermswithoutconsideringthecontextasthelargequantifiesofstudentsfeelithardtounderstand．11beanswel"5toQuestion14showthat66．39％ofstudentsthinkt11eydonothaveopportunitiestocooperate谢tllpeers，becauseoflackoftaskactivitiesorcontextsetting．Itisnotsurprisedtogetthisresult,becausetraditionalgrammarclassisteacher-centered．Inordertocompletetheteachingschedules，teachersalwaysexplaingrammarrulesfirst,askstudentstodoexercisesandthencheckanswersandgivedetailedexplanationsabouttheseexercises．Teachersseldomprovidecontextandalsoseldomgiveopportunitiesforstudentstoputthesegrammarrulesintocommunicativeuse．AccordingtotheresultsofQuestion15，only8．4％ofstudentsalwayspracticetheirgranamarknowledgeconsciouslyintheirspeakingandwritingand21．01％ofstudentsoftendoSO，whichobviouslyshowsthatstudents’Icaminginitiativesarelow．AsforresultsofQuestion16，16．81％ofstudentsthinkitextremelynecessaryforteacherstocorrecttheirgrammarmistakesintimeand25．21％ofstudentsthinkitquitenecessaryforteacherstodoso；moreover,42．02％ofstudentsconsideritjustSO—sotocorrecttheirgrammarmistakesintime．Itcanbeseenthatthevastmajorityofstudentsemphasizethecorrectnessoflanguageformswhiletherearestillanumberofstudentswhoarelackofconsciousnessofcorrectinglanguageformsanddonotpayattentiontocorrectinglanguageformmistakes．FromtheresultsofQuestion17，14．29％ofstudentsalwaysknowthegrammarrulesbutcannotusethemand46．22％ofstudentsoRendoso；besides，itaccounts25．21％forthosewhosometimesputgralllmarrulesintopractice．ItcanbeseenthatstudentsarelackingconsciousnessinusinggrammarrulesandtheircapabilityofusingEnglishtocommunicateisquitebad．5．Questions18—22alemainlyaboutthestudents’grammarlearningeffectsandtheirattitudetowardstheeffectsthatthecurrentgrammarteachinghason廿1eirEnglishlearning．Figure5．2—5ResultsofQ18—22 东南大学硕士学位论文(InQ18，A=ExtremelyeasyB=QuiteeasyC=JustSO一∞D=I沁itedifficultE=Extremelydifficult；inQ19，A=overlyexplaingrammarrulesbutignoretocultivatestudents’communicativecompetenceofspeakingandwritingB2simplyattachimportancetotheactualuseofEnglishbutignoretoexplicitlyexplaingrammarrules；inQ20，A=ExtremelyimportantB=QuiteimportantC=JustSO—SOD2QuiteunimportantE=Extremelyunimportant；inQ21，A=StronglyagreeB=AgreeC=NeutralD=Disagr∞E=Stronglydisagree；inQ22，A-StronglyagreeB=AgreeC--NeutralD--DisagreeE=Stronglydisagree)‘InQuestion18，15．97％ofstudentsthinkitextremelydifficulttostudygrammarcomparedtolearningotheraspectsofEnglishand33．61％ofstudentsconsideritquitedifficulttostudygrammar；besides，25．21％ofstudentsregarditjustSO—SOforgrammarlearning．Inthisc勰e，wecanseethatgrammarlearningismoredifficultthanlearningofotheraspectsofEnglish．ConcerningQuestion19"‘1youthinkthebiggestdefectofyourreceivedgranamarteachingi$”，92．44％ofthestudentschoose‘"overlyexplaingrammarrulesbutignoretocultivatestudents’communicativecompetenceofspeakingandwritingwhile7．56％ofthestudentschoose“simplyattachimportancetotheactualu∞ofEnglishbutignoretoexplicitlyexplaingl"a／llmarrules"’．Itiss戗mthat‘‘onlyexplaingrammarrulesbutignoretocultivatestudents’eommtmieativecompetence"’or‘‘simplypayattentiontotheactualuSeofEnglishbutignoretoexplicitlyexplaingrammarrules”，isallregardedasthes4 biggestdefectofgralnnlarteachingbylearners．Inmostcases，however,“onlyexplaingrammarrulesbutignoretocultivatestudents’communicativecompetence”isthemainproblemofgrammarteaching．Thus，thecolTectwayistointegrate‘"explicitlyexplainthegrammarrules"’谢也“developstudents’communicativecompetence”，butnottoremaininthestageof‘‘explicitlyexplainthegrammarrules’’or‘"merelyemphasizethelanguageinputanddownplaygrammarrules”．Theanswel"StoQuestion20showthat50．42％ofstudentsthinkitextremelyimportanttoimprovegrammarproficiencyand37．82％ofstudentsconsideritquiteimportanttoenhancetheirgrammarlevel．ItisobviouslyseenthatalmosteverystudenthasstrongdesiretoimprovetheirEnglishgrammarlevel．InQuestion21，29．41％ofstudentsstronglyagreetoutilizethemulti—mediatoassistteachinginEnglishgrammarlessonsand42．02％ofstudentsagreetousethemulti—mediainEnglishgrammarlessons，becausetheyⅡ1illl【thegrammarclassinthemulti-mediaenvironmenthassomeadvantages．WhenitcomestothelastQuestion22，only7．56％ofstudentsstronglyagreethattheirreceivedgrammarteachingisbeneficialtotheirEnglishlearningand29．41％ofstudentsagreeandalsoholdthesameopinion；46．22％ofstudentsremainneutral；12．61％ofstudentsdisagreeand4．20％ofstudentsextremelydisagreethattheirreceivedgrammarteachingisofbenefittotheirEnglishlearning．Itisevidentthatthevastmajorityofstudentsarenotsatisfied、^，itlltheircurrentgrammarteaching．6．Asforopen—endedQuestions23，24and25，96％ofstudentsgivetheiranswersbriefly,andaftertheanalysisoftheiranswers，theiropinionsCanbesummarizedasfollows：concerningQuestion23，theobstacleforstudentstoimprovetheirgrammarlevelistheirlowinterestinlearninggrammarwhichleadtotheirlackofinitiativesforautonomouslearninggrammar,theabstractandtrivialgralnlnarrulesandtermswhicharetediousanddifficultforstudentstolearn,andthelackoflearningstrategiestoconsolidateandsummarizethegrammarknowledgewhichisalsothebigproblemforthemtograspgrammarknowledgewell；埘t11regardtoQuestion24，theunitaryteachingmethodandteacher-dominatedclass，whichmainlyreferstotheoverlyexplanationofgrammarruleswithoutsettingmanytaskactivitiesforstudentstoparticipateandthedullclassatmosphereareconsideredasthegreatestprobleminthecurrentgrammarteaching．AsforQuestion25，first,mostofthememphasizethatitisverynecessarytoarousetheirinterestingrammarandenablethemtogainSS 东南大学硕士学位论文effectivelearningtechniques．Teachersaresupposedtoutilizemolemultimediameanstoprovidevividandinterestingteachingmaterialssuchassomeshortstories，songsandsomeTVprogramswhichembodythegrammarpointsthatshouldbelearnt．Second,theyhopethatteachersshouldcreatearelaxing，interestingandharmoniouslearningenvironment,andprovidemorestudent-centeredcommunicativeactivitiesforthemtocommunicateandinteract5．2．2ResultsandDiscussionofPost-experimentQuestionnaireInthelastperiodofclass，theauthoraskedstudentsfromtheexperimentalclasstodoquestionnaireIII，including1questions，ofwhichQuestions8，9，10wgremultiplechoices．Thedataobtainedfromthepost-questionnaireareanalyzedbymeansofExcel2003．Thefollowing眦thefindingsandanalysisfromthedata．1)Questions1-4aredesignedfromdifferentperspectivestoshowstudents’learningeffectsinthegrammarclasswiththetentativeteachingmodel．Figure5．2-6ResultsofQ1-460．00％50．00％10．00％0．00％123团Q139．66％51．72％3．45％圈Q2固Q336．21％46．55％5．17％3．45％34．48％48．28％43．45％8．62％o1．72％3．45％13．79％口0437．93％46．55％3．45％12．07％Choices0．00％OnQ1toQ4，A=StronglyagreeB=AgreeC=NeutralD=DisagreeE=StronglyThea11swerstoQuestion1showthatmostofthestudents(39．66％stronglyagree&％O0O0O．O0O432—墨量 ChapterV：ResultsandDiscussions51．72％agr∞)befievetheyhaveadaptedtothisteachingmodel．Meanwhile，onlyasmallnumberofstudents(3．45％disagreeand1．72％stronglydisagree)thinkthatthey啪notgetaccustomedtothemodel．Asforthe锄塔we瑙toQuestion2，largequantifiesofstudents06．21％stronglyagree&46．55％agree)considerthatthisteachingmethodhasaneffectinimprovingtheir毋铆咂如脚proficiencyintheclassroom．Moreover,inQuestion3，thevastmajorityofstudents04．48％stronglyagree&48．28％agree)considerthatthisteachingmodel啪strengthentheirimpressionsonthegrammarpointsandffllhancA：theirconsciousnessofusing田锄珈[1laLEspecially,moststudentsthinkthatmoreattentionwillbepaidtotheapplicationofgrammarknowledgeintheirreading，writingandspeaking(37．93％stronglyagree&46．55％agree)inQuestion4．Theabovedataimplytllatmostofthestudentsintheexperimentalclassthinkthattheirgrammarproficiencyhasimprovedtosomeextentat—theendoftheexperirnenLandthatthemajorityofthestudentsaresatisfied、航廿ltheteachingeffectsofthisgrammarmodel，whichprovesthatitisessentialtoapplythismodeltogrammarteachinginclass．2)Questions5—7showthestudents’affectivevariablesinthegrm／mmclassandtheirattitudesandopinionsaboutclassroomatmosphereandchangesinthegrammarclass．Figure5．2-7ResultsofQ5-7(IllQ5，A=ImprovealotB=ImprovetosomeextentC=Nochange；inQ6，A=StronglyagreeB=AgreeC=NeutralD=DisagreeE=Extremelydisagree；inQ7，A=RelaxingandharmoniousB=SeriousandnervousC=Boring)AccordingtotheresultsofQuestion5，moststudents(43．10％improvegreatly&57 东南大学硕士学位论文53．45％improvetosomeextent)thinkthattheirinterestinparticipatingingrammarclasshasbeenimproved．AsfortheanswerstoQuestiom6&7，theyhaveshownthatthisteachingmodelhasaneffectonclassroomenvironment．Alargenumberofstudents04．83％stronglyagree&51．72％agree)deemthatthis“5C”teachingmodelfocusingonstudents-centerednessmotivatesstudents’interestinandenthusiasmforgrammarclass，and6犯atesarelaxing，interestingandharmoniousclassroomenvironment(89．66％ofstudentsagree)．1f1地abovedatashowthatintheexperimentalclassstudents’interestingrammarclasshasbeenevidentlyimproved,andthattheyallparticipateactivelyingrammaractivitiesmolefrequentlythanbefore．3)Questions8-10reflectthestudents’opinionsandattitudestowardsthecooperativelearningingrammarclassandthisgrammarteachingmodel．Figure5．2-8ResultsofQS-10(InQ8，A=Providingmoreopportunitiesforpracticinggra／nmark110、们edge，thusstrengthenthecultivationofcommunicativecompetenceB=FacilitatingthecommunicationbetweenteacherandstudentsaswellasstudentsandstudentsC=NothingD=Lowingtheiranxietyandtension；inQ9，A=beusefulforstudentstoactivelydiscoverandexploreB=IncreasingcommunicationbetweenpeersandpracticingmoreC=FaeilitatingtheteachinginterestD--Nochange；inQ10，A=Students’communicativecapabilityofusinggrammarknowledgeB=Students’activeexplorationandtheinteractionbetweenteacherandstudentsaswell如studentsandstudentsC=PresentinggrammarpointsinthecontextD=ConsolidatingpracticeconsciouslyE=Nothing) ThedataobtainedfromQuestion8showthatmostofthemthinkthecooperativelearningingrammarclasshasadvantages：81．03％ofstudentsdeemthatcooperativelearningprovidesmoreopportunitiesforthemtopracticegrammarknowledge，thusstrengtheningthecultivationoftheircommunicativecompetence；63．79％ofstudentsconsiderthatithasfacilitatedthecommunicationbetweenteacherandstudentsaswellasstudentsandstudents；and79．31％ofstudentsbelievethatcooperativelearninglowerstheiranxietyandtensioninthegrammarclass，andboostsuptheirdesiretoparticipateinclassactivities．Questions9&10锄嘭toexamthestudents’opinionsaboutthisteachingmodel．AsforQuestion9，thedatashowsthatthismodellaysemphasisonstudents’activediscoveryandexploration(86．21％ofstudents)，theincreasingcommunicationbetweenstudents(82．76％ofstudents)，andtheenhancementofteachinginterest(77．59％ofstudents)．WithregardtoQuestion10，thedatashowthatthismodelgivesprominencetothestudents’communicativecapabilityofusinggrammarknowledge(87．93％ofstudents)，students’activeexplorationandtheinteractionbetweenteacherandstudentsaswellasstudentsandstudents(84．48％ofstudents)，thepresentationofgrammarpointsinthecontext(79．31％ofstudents)，andtheconsciousconsolidationofpractices(74．14％ofstudents)．Itisobviouslyseenthatthisteachingmodelhasmanyadvantages．Nonetheless，everycoinhastwosides，SOdoesthismodel．Therefore，inQuestion11，thedisadvantagesofthismodelarerevealed：mostofthestudentsbelievethatsometimestheyhavesomedifficultyinexpressingthemselvesduringgroupactivities；besides，somestudentsalsothinktheycallslackoffwhiledoingclassroomactivities．Thus，conclusion啪besafelydrawnfromthepost—questionnaireanalysisthat‘thetentativegrammarteachingmodelhasimprovedthestudents’grammarproficiencyandgreatlyenhancedstudents’motivation,confidenceandinterestingrammarlearning．Meanwhile，itcancreateamorerelaxing，pleasantandharmoniousatmosphereinclass．Inaddition,manystudentsintheexperimentalclassthinkthatmoreauthenticgrarnmarmaterialsandmorecontent—basedcontextcanbeprovidedbythisteachingmodelandthatmeanwhilemoreopportunitiesa∞createdforthemtopracticetheirEnglishinclass．Therefore，itisimpliedthattheteachingpracticeofthisteachingmodelisquiteeffective，anditisessentialtoapplythismodelinseniorhighEnglishgrammarclass．Obviously,therea他severalproblemsabouttheimplementationofthismodel，59 东南大学硕士学位论文whichremainstobeconsideredfurther．5．3ResultsandDiscussionsofInterviewTheinterviewaimsatknowingmoreaboutstudents’difficulties、加nlgrammarlearningunderthismodel，attitudesaboutandsuggestionsforthetentativegrammarteachingmodelafterthisperiodofleaming．Theresultsofinterviewhelptheresearcherobtainmoredetailsrelatedtotheapplicationof‘‘5C”grammarteachingmodeltogrammarteachingpractice．25studentsoftheexperimentalclassareinterviewedandtheircommentsalesummarizedandlistedbelowIngeneral，thevastmajorityofthestudentssaythattheypreferthecurrentEnglishgrammarclasstotheformerteachingclass．Theyexpressthattheclassatmosphereispleasant,activeandinterestingfortheirgl"an"ffnarlearning；italsoprovidesthemmoreopporUmitiestointeract谢tllclassmatesandlearnfromeachother；meyalsohaveaccesstomoreinterestingandauthenticgrammarmaterials，whichgreatlyarousetheirinterestandenthusiasmforgrammarlearning．Moreover,somestudentsalsoexplainthattheyhavethecouragetoexpressthemselvesafterthisperiodoflearning．Thereasonisthattheyhavetoinvolvethemselvestothepeercooperationandcommunicationsharingtheirideas、析Ⅱlothers．Asaresult,theircommunicativeandinteractiveskillsareimprovedtosomeextent．Onthewhole，theirgrammarproficiencyandcommunicativecapabilityofusinggrammarknowledgehaveimprovedtosomeextent．Asforthedisadvantagesofthismodel，afewstudentspoint．thatthegrammarmaterialsthattheteacherchoosesasthelead—inpartaresometimesstilllessinterestingandmeaningful．SomestudentssaythatduetotheirlimitedoralEnglish，theycannotexpressthemselveswellduringgroupactivities．Somestudentscomplainthatthegroupsarenotwellorganizedandtheyaredisappointed、Ⅳimtheirpartners，whosometimesdonotpayattentiontothecontent．Althoughmostofthestudentsshowpositiveattitudestowardsthisteachingmodel，someaspec_tsstillremaintobemodified．Studentsinthisinterviewgivemanyproposalsandsuggestions，whicharehelpfulandusefulforimprovementofthismodel．Moststudentssuggestthatmoretimeshouldbegiventoletthemdodiscussionortaskactivities．Some加 studentshopethatteachershouldadoptmoreteachingstrategiesandskillsandteachthemmorelearningstrategiesingrammarclass．Theresultsoftheinterviewprovethatthetentative‘‘5C’’grammarteachingmodeldoeshavemoresuperiorityinstimulatingstudents’interestinleaminggrammar,inspiringtheirlearningenthusiasmandgettingbetterteachingeffects．5．4FUrtherDiscussionsoftheResultsBasedont11eresultsanddiscussionsoftheresearch,theanswerstothefourresearchquestionsarediscussedandpresentedinthispart．●ThesuggestedgrammarteachingmodelCanraiselearners’grammaticalconsciousnessinEnglishlearning．Learners’grammaticalconsciousnessCanberaisedthroughenhancedmput，substantialoutputandfeedbackwhenthisgrammarteachingmodelisadopted．Inthepre—experimentquestionnaire，severalquestionsareaskedtofindoutwhetherthesubjectsoftenusegrammarconsciously．AccordingtotheresultsofQuestion15，we啪seethatonly8．4％ofalwayspracticetheirgrammarknowledgeconsciouslyintheirspeakingandwritingand21．01％ofoftendoSO，whichobviouslyshowsthatarelackofconsciousnessofusinggrammar．FromtheresultsofQuestion17，14．29％ofalwaysknowthegrammarrulesbutcannotusethemand46．22％ofoftendoso；besides，itaccounts25．21％forthosewhosometimesputgrammarrulesintopractice．ItCanbeseenthatalelackingconsciousnessinusinggrammarrules．Sowecancometothe’conclusionthatintheprocessofgrammarteaching，itisofgreatimportancetoraisethestudents’consciousness．A_fkrfourmonths’teachingexperiment,theauthordesignedapost-experimentquestionnairetocheckwhethersomepedagogicaltechniquesappliedduringtheteachingexperimentcanactuallyraisethesubjects’grammaticalconsciousness．AccordingtotheresultsofQuestions3and4inthepost-experimentquestionnaire，weoanseethatinQuestion3，thevastmajorityofstudents(34．48％stronglyagree&48．28％agree)considerthatthisteachingmodelcanstrengthentheirimpressionsonthegrammarpointsandenhancetheirconsciousnessofusing毋卸姗aLEspecially,mostthinkthatmoreattentionwillbe61 东南大学硕士学位论文paidtotheapplicationofgrammarknowledgeintheirreading，writingandspeakmg(37．93％stronglyagree&46．55％agree)inQuestion4．Theabovedataimplythatthe‘5C’grammarteachingmodelappearstobemorefacilitativeinraisingstudents’grammaticalconsciousnessandmorehelpfultotheirgrammarlearningcomparedwimthetraditional‘PPP’teachingmodel．●Thesuggestedgrammarteachingmodelismorehelpfultothestudents’graspoftheincreasedknowledgeofgrammaritemsandtotheimprovementoftheirEnglishgrammarlevel．Accordingtotheresultsfromthegrammarproficiencypre-test,thereisnosignificantdifferenceinthesubjects’overallgrammarlevelbetweentheexperimentalgroupandthecontrolgroup．Buttheresultsofthepost-testshowthatthesignificantdifferencedoesexistinEnglish掣锄n瑚【arproficiencybetweenthetwoclassesandstudentsfromtheexperimentalclassperformbetterthanthosefromthecontrolclass．Inaddition,intermsoftheresultsofQuestion2ofthepost-experimentquestionnaire，largequantitiesofstudents(36．21％stronglyagree&46．55％agree)considerthatthisteachingmodelhasaneffectinimproving廿leirgrammarproficiencyintheclassroom．AccordingtoFillmore(1982)，languageuseinmeaningfulcontextsfacilitatescomprehensionandisessentialfortheprocessoflanguageacquisition．Duringsuchteachingprocessunder‘5C’grammarteachingmodel，thesimulatedreal-lifesituationandmeaningfulcooperativeactivitiesarecreatedforstudentstobeengagedinthecooperationandinteractionwithpeerswi廿ltheaimatproducingmoremeaningfuloutputinclass．Duringtheprocessofcooperation,studentscanobtainsomeinputandfeedback,whichCanbettermodifyandadjusttheirlanguageoutput,thuscontributingtotheirgraspofgrammaritemsandimprovetheircurrentgrammarlevel．●Thesuggestedgrammarteachingmodelismoreconducivetothestimulationoflearners’interestingrammarlearningandtotheincreaseoftheirconfidenceandlearningstrategiesinlearningEnglishgramrflar．Learninginterest,acrucialindividualfactorinlanguageacquisition,isgenerallyconsideredasanelementofmotivationbyresearchersofsecondlanguageacquisitiontheory．62 neincreaseofastudent’interestcouldleadtotheenhancementandoptimizationofhisattitudeandmotivation(Yuan,2008)．AccordingtotheresultsofFigure5．2-7，itcanbefoundthatthestudentsfromtheexperimentalclassappeartohavemuchinterestinEnglishgrammarclassandlearning．Teachersa托supposedtoprovideopportunitiesordevisingmorelanguage—relatedactivitiesforleamersto峨thelanguagetoexpresstheirownopinions,enablingthestudentstoworkinpairsandgroupswhichcanreducetheiranxiety,thusincreasingtheirlearningconfidence．Besides,cooperationandinteractionalsopromotestudents’leaminginterestingrammarclass．Thecooperativeactivitiescreatearelaxing，active，harmoniousandstudent-centeredatmosphereingrammarclassroom，inwhicheachmemberhastheresponsibilityfortheirgroupwork,soitcanfacilitatetheirsensesofresponsibility,honorandrespectforpeers．Therefore，whenstudentsdogroupactivities，theylearnbysharingideas，gettinginspirationandencouragementfromothers，whichalsomakesthemfeelmoresupportiveandconfident．Moreover,whenstudentsperformthesetasks，studentsarecultivatedabouthowtonoticethegrammarforms，summarizeandcognizethelanguagegeneratingrules，practicerulesintheexercises，therebycreativelyusegrammarrulesincommunicativeactivitiesSOthatstudents’learningstrategiescartbeimproved．Toconclude，duringtheteachingprocessofthisteachingmodel，therelaxedatmosphere，goodrelationshipwithpeersandteachersandthewholedevotiontothetasksindeedenhancestudents’interest,confidenceinEnglishgrammarleaming．●Thesuggestedgrammarteachingmodelcanfacilitatetheenhancementoftheaccuracyandfluencyoflearners’communicativecompetence．Accordingto＆Ellis(1993，1994，2004)，Englishlearnershavebeenpayingmuchattentiontotheexplicitknowledge(knowledgeofphonology,grmmnarandvocabulary)whichCanpositivelyaffectimplicitlearningprocesses．Itmightbethattheexplicitknowledgehasstrongeffectonstudents’Englishproficiency．Thus，iftheexplicitknowledgeofseniorllighschoolstudentsisdeveloped,theiraccuracyofEnglishlanguageproficiencywillbeimproved．Butthatdoesnotnecessarilymeangrarmnarstructuresshouldmerelybepracticedinthepurelyform—basedexercisesbutneedtobepracticedthroughengaginglearnersinmeaningfulandmotivatingactivities．Justasthetentativegrammarteachingmodelshowsthatarangeofcommunicativeactivitiessuchasinformationgap，pairwork,simulations，roleplay, 东南大学硕士学位论文groupdiscussion,andSOonarcusuallyemployedforstudentstocompleteandthendeveloptheirimplicitknowledgewhichunderliestheabilitytocommunicatefluentlyandconfidently．Sometimesduringacommunicativeactivitywemay*findthatourstudentsaremakingconsistentmistakesinacertainstructureanddecidetol"eturntemporarilytoanexercisethatfocusesoncorrectforms．Moreover,accordingtotheresultsofFigure5．2-8，itcanbeobviouslyseenthatinteractionbetweenteacherandstudentsaswellasstudentsandstudentsislaidemphasison．AsHatch(1975，citedinEllis2005)famouslyputforwardthat‘"onelearnshowtodoconversation,onelearnshowtointeractverbally,andoutoftheinteractionsyntacticstructuresaredeveloped”．Whenstudentshavesomedifficultiesinunderstandingeachotherincommunicativeactivities，t11eyarerequiredtocarryOutthenegotiationofmeaning，whichincludeslinguisticadjustments，clarificationormodificationoftheinteractionalstructures．TheattentiontoformoftenOCCUrsininteractionwheretheprimaryfocusisonmeaning．Meanwhile，itisalsopossiblethatthestudentsandteacherwillelecttoincidentallyattendtovariousformswhileperformingthetask．Consequently,theaccuracyandfluencyoflearners’communicativecompetencecanbeenhancedbyadoptingthistentativegrammarteachingmodel．Fromtheabovementioned,theadvantagesofthisteachingmodelhavebeendescribedandtheresearchquestionsalsohavebeenproved．Therefore，theresearcherbelievesthatitisnecessarytoapplythismodeltoEnglishgrammarteachinginseniorhighschools． ChapterVIConclusfandImplicationsonclusionsan0lmpllcauonsThepresentthesisconductsaboththeoreticalandempiricalstudyonseniorhighEnglishgranlmarteachingandthischapterpresentstheconclusionsandimplicationsofthethesis·Thischapterfirstgeneralizesthemajorfindingsofthepresentstudy,thenpresentsthepedagogicalimplicationsofthestudytoEnglishgranamarteachinginseniorhighschools，andfmallyputsforwardthelimitationsofthestudyandproposestheinstructivesuggestionsforfurtherresearch．6．1SummaryoftheMainFindingsThisthesisisacombinationofqualitativeandquantitativestudy,whichisintendedtotheoreticallygiveallinterpretationof“5C’’grammarteachingmodelguidedbythe‘"focusonform"’theory,andtoempiricallyinvestigatestudents’grammarlearningperformanceunderthemodelinseniorb_J曲schools．Bycombiningthetheoreticalandempiricalanalysis，themainfmdingsaresummarizedasfollows：Firstly,accordingtotheresultsoftests，questionnairesandinterview,theapplicationofthe“5C’’grammarteachingmodelarOUSeSstudents’moreinterestandinspiresthemmoreconfidenceinEnglishgrammarclassandgrammarlcanliJl,gthanthetraditional‘‘3P’’grammarteachingmodel．Secondly,thismodelhasmanyadvantages：itcanincreasestudents’interestandmotivationingraInlnarclassandtheirgl"dnlmarlearning；itcanprovideanenjoyable，h锄oniousandactivelearningatmosphereandmoreauthenticgrammarmaterials；itcanlow贸students’anxietyandpromotetheirconfidence；it锄raisestudents’grammaticalconsciousnessinEnglishlearning；itcanimprovestudents’communicativecompetenceandalsofacilitatetheenhancementoftheaccuracyandfluencyofstudents’communicativecompetence，becauseitprovidesmoreopportunitiesforstudentstocooperateandinteract6S 东南大学硕士学位论文withtheirclassmatesandinvolvesmoreteachers’implicitorexplicitcorrectivefeedbackonstudents’errorsofusinglanguageforms．Therefore，studentsunderthismodelal"ewillingtoactivelyparticipateintheclassactivitiesandmakemoreoralproduction．Inaddition,italsohassomedisadvantages：thecontentsofthegranllnarmaterialsthatteacherschooseasthelead-inpartalesometimeslessinterestingandmeaningful；onlysomestudentscanhavethechancetopracticeinthestudent-centeredactivitiesduetothelargesizeofclassandthelimitedteachingtime；somestudents’oralproficiencyislowSOsometimestheyhavesomedifficultyinexpressingthemselvesduringgroupactivities；besides，theteachingperiodsofgrammarclassinAdvancewithEnglisha托verylimited，sosometimesitisverytighttoimplementtaskactivitiesorcooperativeactivitiesinclass．Finally,thisteachingmodelisgenerallywell—receivedamongthestudentsingrammarclass，whichmeans，studentsattainmoreopportunitiestousethelanguageinclass．Thus，thegrammarclassunderthistentativeteachingmodelismorestudent—centered．Thismodelcanhelpimprovethecurrentgrammarteachingsituationandenhancestudents’grammarlevelandcommunicativecompetence，SOitisverynecessarytoapplythisteachingmodelinseniorllighEnglishgrammarclass．6．2PedagogicalImplicationsAlthoughduringthedevelopmentoflanguageteaching，manyapproacheshavebeenprovedtobeeffectiveinthefieldoflanguagegrammarteachingandlearning，nosuchteachingmethodcanberegardedasthebestandperfectone．Inthisthesis，theauthorhasmadeanattempttoestablishagrammarteachingmodelundertheguidanceofthe‘"focusonform"’theorybasedontheanalysisofthecurrentsituationandtheexistingproblemsofEnglishgrammarteachinginseniorhighschoolsinChina．TheoriginalintentionofthisthesisistoprovideSOmeadviceandhelptotheseniorhighEnglishteacherswithatentativegra／nnlarteachingmodel．Theauthorhopesthatthefindingsmayoffersomeusefulguidancetoseniorhi．ghEnglishteacherstoimprovetheirEnglishgrammarteachingeffectivelyandguidethegl-ainlnarteachinginasystematicway．ThepresentstudypresentsthefollowingpedagogicalimplicationsforEnglishgrammarteaching． ChapterVI：ConclusionsandImplications1)Thegrammarteachingnecessitatesthereadjustmentoftheteachers’roleingrammarteaclfing．TheNewCurriculumStandardsemphasizesthatstudentsshouldbethecentreofteachingandlearning，SOteachersshouldadopttheeffectivepedagogicalstrategiesandfocusonteachingstudentshowtolearnthanwhattolearn．Teachersa他supposedtobeanorganizer,coordinator,tutorandcommunicatorratherthanacontroller．Teachersshouldguidestudentstolearn,discover,andworkoutEnglishgrammarrules．Meanwhile，ingrammarclass，teachersshoulddevisemoreclassactivities，encouragestudentstocooperate埘t11theirpe圮rs，andmotivatestudentstoexerttheirpotentialstothefull．What’smore，teachersarerequiredtototallyunderstandthegoalsoftheNewCurriculumStandardsandtrytobetheactiveparticipantsoftheEnglishteachingreform．2)Teachersshouldpayattentiontostudents’affectsandattitudes．Largeamountofresearchhasshownthatpositiveaffectsandattitudessuchasstrongmotivation,interest,confidenceandthewillandthelike，aleofgreatbenefitforstudentstoimprovelearningeffectsandovercomedifficultiesinEnglishlearning．Onthecontrary,suchnegativeaffectsandattitudesasanxiety,fear,tension,shynessanddisliking，etemaygreatlyinfluencestudents’normallearninginEnglishlearning．Therefore，teachersalesupposedtocreatearelaxing，active，harmoniouslearningatmosphere，enablestudentstofeeltheequality,pleasantnessanddemocracyandfeeltobecaredforandtobevaluedSOastoobviatetheirpsychologicalbarriers，thusmakingstudentstopossessstrongconfidenceanddesiretoparticipateinthelanguagepracticeandlanguecommunicativeactivities．StudentsareencouragedtoactivelyparticipateintheEnglishgrammarteachingprocess，summarizeand‘putthegrammarrulesintouse，carefullydiscernthelanguageerrorsoftheirclassmatesandthemselvesandpositivelycorrectlanguageerrors．Themoreactiveandenthusiasticstudentsale，thebettertlleywilllearnaforeignlanguage．3)Teachersshouldattachimportancetothecultivationofstudents’grammarlearningstrategies．Teachersneedtocultivatestudentshowtonoticethenewgrammarforms，summarizeandcognizethelanguagegeneratingrules，practicerulesinthenewsituationbymeansofexercisestousethemflexibly,therebycreativelyusegrammarrulesincommunicativeactivities．Forexample，studentsareinspiredtoactivelythinkinexplorativewayandsummarizethegranlmarrulesonthebasisoftheaccumulatedlanguagematerials 东南大学硕士学位论文andthesentenc圮structures；studentsarcalsorequiredtoconductthemeaningfulcommunicativedrillsinthecontext,therebysummarizethecognitionandinternalizethegrammarrules；students’capabilitiesofanalyzingandsolvingproblemsaleexpectedtobeimprovedfromlotsofexperienceofcompletingtasks．Thus，thesegraiilmarlearningstrategiesCannotonlyinspirestudents’l昀咖motivation,buthelptoexertstudents’initiativesanddeveloptheirabilitiesofautonomouslearning．4)Students’learningprocessshouldbepaidmoreattentionto．Itisacomplexprocessfromtheinputoflanguageformstooutputandduringthedealingprocessoflanguageinput(suchastheincreaseofthesalienceandfrequency,etc)，enhancingstudents’consciousnessofnewlanguageitems，rulesandregularitiesishelpfulforstudentstodeepentheirunderstandingofthelanguageformsduringtheinputprocessoftargetlanguage．Substantialmputisanimportantwaytoimprovefrequency,whichmeans，providingsubstantiallanguageinputcanincreasemorechancesforlearnerstonoticetherelevantlanguageforms．Teachers啪adoptmoresimpleandstraightforwardwaytoarousestudents’noticebymeansofunderlining，capitalization,italicizationandhighlightingtomakethelanguageformssalient．Inaddition，morechancesshouldbeofferedforstudentstou∞language，suchasrole-play,conversation-designandsimulationaccordingtotheprovidedcontext,ctc，SOastoacceleratetheprocedurlizationorautomatizationoflearners’explicitknowledge．TheselanguageoutputCannotonlyhelptoenhancelearners’understandingoflanguageforms，speedthematchoflanguageformsandmeaningtoimprovetheaccuracy,butalsofacilitatelearners’controlabilityoflearningactivities．5)Interactioningrammarteachingclassshouldbefocusedonandmorefeedbackshouldbegivenduringtheteachingprocess．Implicitfeedback，explicitfeedbackandinteractivefeedbackareallveryhelpfulinraisinglearners’gramnlarconsciousness．Thepeerfeedback,thoughnotSOpopular,isalsoa900dcomplementinabigclass．6．3LimitationsofthePresentResearchAsatentativeandsmall．scaleproject,itshouldbeadmittedthattherearestillsomeinevitablelimitationsduetobothsubjectiveandobjectiveconstraintsemergingduringthe68 ChapterVI：ConclusionsandImplications1)Thenumberofsubjectsparticipatinginthissurveystudyisnotlargeenough,whomaynotrepresenttheseniorhighschoolstudentsasawhole，SOthesurveyresultsobtainedfromthestudymightnotbeguaranteedtobeveryrepresentativeandpersuasive．Moreover,theexperimentalstudyonlychoosestwonaturalclasses、Ⅳi也thetotalnumberof19studentsfromLianyungang，Donghaiseniorhighschooltocomparetheteachingeffects，SOitlackssufficientevidencetoprovethatthe“5C’’grammarteachingmodelc觚bebettersuitedinJiangsuprovinceinpracticeoreveninthewholecountry．2)Theexperimentrunsforabout4monthswhichisnotlongenoughtoverifyateachingapproach．Therefore，itisassumedthatitsfullesteffectcannotbereachedinsuchashortperiodoftime．Anewteachingmodelneedslongtimetopractice．3)TheperiodofgrammarclassforeachunitinAch,ancewithEnglishisshort．Inaddition,theteachingproceduresandclassroomactivitiesintheexperimentalclassarenotperfectlycontrivedduetolackingofexperience，whichmaylimitthefunctionofthisteachingmodel．4)Duetothelimitsoftheauthor’Srelevantknowledgeandcapacity,thedesignanddescriptionaboutthe‘‘5C’’grammarteachingmodelisnotcompleteandfarfrombeingthorough．Consideringinexperienceinconductingresearchandlimitedtimeandenergy,botllquantitativeandqualitativedatacollectionandanalysisneedtoberefined．Inaddition,thecategoriesofthequestionnairesaresomewhatlimitedandtheanalysisofthequestionnairesremainsunsatisfactory．’6．4SuggestionsforFurtherResearchAlthoughseveralmonthsoftheresearchandstudyhaveproducedpositiveresults，itstillremainstoencouragefurtherresearch．ThefollowingaresomesuggestionsforflLrtherresearch：1)Inordertofurtherascertainwhetherthefindingsobtainedinthepresentstudyarevalidornot,andtoachieveamorescientificandobjectiveconclusion,thisstudycanbe69 銮查奎堂堡主堂篁望苎carriedoutindifferentseniorhigllschoolswithmoresubjects舶mdifferentgradesinvolved．2)Severalmonthsarenotlongenoughforateachingapproachtoexertitsfulleffect,SOinthefuturethetimeoftheexperimenthadbetterbelengthened．3)Moremeaningfulclassactivitiesshouldbewelldesignedandimplementedadequately．Duetothelimitedexpe]l"ience，thegrouportaskactivitiesinthisstudyarefarfrombeingvariousandample．Duringthefurtherresearch,well—designedclassactivitiesandelaborately。contriVedteachingprocessshouldbepresentedintheactualgrammarteachingclass．Sofar,theshort-termeffectof“5C’’grammarteachingmodeltotheseniorhighschoolEnglishgral-flmarteachinghasbeenrecognizedinthestudy．However,itisjustanewapproachtoEnglishgrammarteachinginseniorhighschoolsandcannotfitallsituations．Whatkindofclassroomprocedureshouldbeadopteddependsontheactualsituationofthespecificschoolandstudents’actualEnglishproficiency．Effortsshouldbemadetoprovetheapplicationandcombinationofdifferentteachingmodels．Inconclusion,thistentativeteachingmodelisfarfrombeingperfectandmuchfurtherresearchremainstobedone．Nonetheless，theauthorhopesthatthisstudycanenablesenior11ighEnglishteacherstorealizetheimportanceofapplyingthe‘"focusonform"’theoryintotheftgrammarteaching，andinspiresomenewthoughtsontheirEnglishgrammarteachingpractice． ReferencesBasturkmen,H．，Loewen,S．，&Ellis，1L(2004)．Teachers’statedbeliefsaboutincidentalfocusonformandtheirclassroompractices．AppliedLinguistics,25(2)，243-272．Bialystok,E．(1994)．Representationandwaysofknowing：Threeissuesinsecondlanguageacquisition．InN．C．Ellis(ed．)，Implicitandexplicitlearningoflanguages(pp．549—569)．London：AcadaniePress．Borg，S．(1999)．Teachers’theoriesingrammarteaching．ELTJournal,53(3)，157—167．Chert,B．R．(2008)．OnapplicationofexplicitinteractivetaskapproachtovocationalcollegeEnglishteaching．UnpublishedMAThesis，CentralSouthUniversity．Cullen,&(2008)．Teachinggrammarasaliberatingforce．ELTJournal,62(3)，221．230．Davies，M．(2006)．Paralinguisticfocusonform．TESOLQuarterly,40(4)，841—855．DeKeyser,R．(1998)．BeyondfocusOnform：Cognitiveperspectivesonlearningandpracticingsecondlanguagegrammar．InC．Doughty&J．Williams(eds．)，Focusonform伽classroomsecondlanguageacquisition．Cambridge：CambridgeUniversityPress．Doughty,C．&Verela,J．E．(1998)．Communicativefocusonform．InC．Doughty&J．Williams(eds．)，FocusOtlform扬classroomsecondlanguageacquisitiortCambridge：CambridgeUniversityPress．Doughty,C．&Williams，J．(1998)．Pedagogicalchoicesinfocusonform．InC．Doughty&J．Williams(eds．)，FocusonForm扬classroomsecondlanguageacquisition．Cambridge：CambridgeUniversityPress．Ellis，凡(1993)．Interpretation-basedgrammarteaching．System,21，69—78．Ellis，R．(1994)．Thestudyofsecondlanguageacquisition．Oxford：OxfordUniversityPress．Ellis，R．(1994)．Task-basedlanguagelearningandteaching．Oxford：OxfordUIliversityPress．Ellis,R．(1999)．Learning口secondlanguagethroughinteractio珐Amsterdam／Philadelphia：JohnBenjaminsPublishingCompany．．Ellis，＆(2001)．Introduction：Investigatingform—focusedinstruction．Language7l 东南大学硕士学位论文Learning．Supplement1：LanguageLearning，l_46．Ellis，R．(2004)．ThedefinitionandmeasurementofL2explicitknowledge．LanguageLearning,54,227·275．Ellis，R(2005)．Measuringimplicitandexplicitknowledgeofasecondlanguage．SecondLanguageAcquisition,27,141-172．Ellis，&(2005)．Attheinterface：Dynamicinteractionsofexplicitandimplicitlanguageknowledge．StudiesinSecondLanguageAcquisition,27,305-352．Ellis，R．(2006)．Currentissuesintheteachingofgrammar：anSLAperspective．TESOLQuarterly,40(1)，83-107．Ellis，R．，Basturkmen,H．，&Loewen，S．(2001)．PreemptivefocusOllformintheESLclassroom．TESOLQuarterly,350)，407-432．Ellis，R，Basturkmen,H．，&Loewen,S．(2002)．Doingfocus-on-form．System,30,419-432．Fotos，S．(1994)．Integratinggrammarinstructionandcommunicativelanguageusethroughgrammarconsciousness-raisingtasks．TESOLQuarterly,28,323-351．Fotos，S．&Ellis，R．(1991)．Communicatingaboutgralllmat：ATask-basedApproach．TESOLQuarterly,25(4)，605-628．Fotos，S．(1998)．ShiftingthefocusfromformstoformintheEFLClassroom【J】．EFLJournal,52,301—307．Long，M．H．(1991)．Focusonform：adesignfeatureinlanguageteachingmethodology．hK．deBot,ILGiusberg&C．Kramseh(eds．)，ForeignLanguageResearch切Cross—CulturalPerspective．Amsterdam：JohnBenjamins，39—52．．Long，M．H．&Robinson,P(1998)．Focusonform：theory,researchandpractice．InC．Doughty&J．Williams(eds．)，FocusOnForminClassroomSecondLanguageAcquisitiortCarnbridge：CambridgeUniversityPress，15-41．Long，M．(2000)．Focus011formintask—basedlanguageteaching．In＆Lambert&E．Shohamy(eds．)，Languagepolicyandpedagogy．Philadelphia：JohnBenjam沁，179—192．Maekey,A．(1999)．Input，interaction,andsecondlanguagedevelopment．SSLA，21，557．587．Mackey,A．&Philp，J．(1998)．Conversationalinteractionandsecondlanguage72 development：Recasts，responses，andredherrings?MLL82，338-356．Mennim,E(2003)．RehearsedoralL2outputandreactivefocusonform．ELTJournal,57(2)，130—138．Mohamed,N．(2004)．Consciousness—raisingtasks：alearnerperspective．ELTJournal,五228-．235．．Muranoi，H．(2000)．Focusonformthroughinteractionenhancement：IntegratingformalinstructionintoacommunicativetaskinEFLclassrooms．LanguageLearning,50,617．673．Nassaji，H．&Fotos，S．(2004)．Currentdevelopmentsinresearchontheteachingofgrammar．AnnualReviewofAppliedLinguistics,24,126—146．Petrovitz,W：(1997)．Theroleofcontextinthepresentationofgrammar．ELTJournal,51(3)，201-207．Philp，J．(2003)．Constraintson‘"noticingthegap”：Nonnativespeakers’noticingofrecastsinNS-NNSinteraction．删，25,99-126．Pienemann,M．(1984)．Psychologicalconstraintsontheteachabilityoflanguages．StudiesinSecondLanguageAcquisition,反186·214．Schmidt，R．(1990)．Theroleofconsciousnessinsecondlanguagelearning．App厅edLinguistics,11(2)，129—158．Schmidt,R．(1994)．Deconstructingconsciousnessinsearchofusefuldefinitionsforappliedlinguistics．彳皿4Review,11，11-26．Schmidt,R．(1995)．Consciousnessandforeignlanguagelearning：Atutodflontheroleof-attentionandawarenessinlearning．In＆Schmidt(ed．)，AttentionandAwareness以foreignLanguageLearning．Honolulu：UniversityofHawaiiPress，1-63．Seedhouse，E(1997)．Combiningformandmeaning．ELTJournal,t336—344．Sheen,R．(2002)．‘Focusonform’and‘focusonforms’．ELTJournal,56(3)，303—305．Sheen,&(2003)．Focusonf0删．mythinthemaking?ELTJournal,57(3)，225—233．Spada,N．(1997)．Form—focusedinstructionandsecondlanguageacquisition：Areviewofclassroomandlaboratoryresearch．LanguageTeaching,73-87．Swain,M．(1985)．Communicativecompetence：somerolesofcomprehensibleinputandcomprehensibleoutputinitsdevelopment．InS．Gass&C．Madden(eds．)，／刀put／n73 东南大学硕士学位论文secondlanguageacquisitiortRowley,Mass：NewburyHouse．Thombury,S．(2003)．HowtoTeachGrammar．Beijing：WorldKnowledgePress．VanPatten,B．(2002)．Processinginstruction：Anupda：te．LanguageLearnin吕52,755．803．VanPatten,B．&Cadiemo，T．(1993)．Explicitinstructionandinputprocessing．Studies加SecondLanguageAcquisition,15,225-244．VanPatten,B．&Oikennon,S．(1996)．ExplanationVS．structuredinputinprocessinginstruction．Studies衲SecondLanguageAcquisition,18。495-510．Wu,E(2007)．TheapplicationofexplicittaskinstructiontotheteachingofEnglishgrammarinmiddleschoolUnpublishedMAThesis，JiangxiNormalUniversity．Yule，Q(2002)．ExplainingEnglishGrammar．Shanghai：ShanghaiForeignLanguageEducationPress．自治堂．2008．高中英语语法教学：从故事、规则到语感[J]．中小学外语教学，(7)：28-31．包天仁．2007．何锋老师访谈录[J]．基础教育外语教学研究(9)：6-11．陈方．2006．以形式为中心的二语教学研究述评[J]．山东外语教学(1)：47-51．陈国华．英语教学新语法／：IL京外国语大学“十一五"“211工程"标志性成果申请书[EB／OL]塾主主卫；ZZ!坚旦!：墨i旦Q主旦!!：垒垒：曼翌Z堡垒i卫Z坌!主i鱼!皇：垒墨卫2坠皇!璺一i鱼三墨垒垒，2006—09—18／2008—11—29．陈琳．2005．一条龙高中英语教材[M]．北京：外语教学与研究出版社．陈琳，王蔷，程晓堂．2004．英语课程标准(实验)解读[M]．南京：江苏教育出版社．陈婷．2006．《高中英语语法教学现状分析及反思》，硕士学位论文，华中师范大学．陈新仁．2009．英语语法实用教程[M]．苏州：苏州大学出版社．‘程晓堂．2005．基于语篇的语言教学途径[J]．国外外语教学(1)：8—16．崔刚．2007．语法教学的理论与实践[J]．基础教育外语教学研究(3)：24-29．戴炜栋，陈莉萍．2005．二语语法教学理论综述[J]．外语教学与研究(3)：92-99．戴炜栋，任庆梅．2006．语法教学的新视角：外显意识增强式任务模式[J]．外语界(1)：7—15．高凤兰，曲志坚．2009．语法教学的反思及基本理念的构建[J]．中国俄语教学(1)：73—77．74 高强，李艳．2006．国外语言形式教学新近研究进展述评[J]．外语教学(5)：52—58．高强，赵娜．2007．“focusonform乃理论与中学英语语法教学[J]．基础英语教育(4)：3-6．高远．2007．增强语法意识，加强语法教学一谈大学英语语法教学[J]．外语界(6)：15-24．韩刚，李庆．2007．外语课堂教学的内容分析[J]．外语界(5)：68-75．郝兴跃．2004．20世纪90年代以来国外语法教学的新趋势[J]．外语界(4)：48-52．何莲珍，王敏．2004．交际课堂中的形式教学[J]．外语与外语教学(1)：23-27．衡仁权．2007．国外语法教学研究的最新发展综述[J]．外语界(6)：25-34．黄和斌．2002．认知式英语语法教学[J]．外语与外语教学(2)：30-34．林琼．2008．国外聚焦形式教学(FFI)研究发展综述[J]．山东外语教学(6)：50-56．马冬梅．2004．影响互动性交际中意义磋商的主要因素[J]．外语与外语教学(7)：32-35．裴仁桃，倪传斌．2008．“focusonform’’理论在英语课堂教学中的运用[J]．基础教育外语教学研究(6)：29—31．苏雪梅．2009．形式聚焦中三维语法教学的实验研究[J]．基础英语教育(4)：10-15．唐安华．2006．‘“聚焦于形式"的语言教学对正确使用第三人称单数的影响》，硕士学位论文，国防科学技术大学．王丽萍．2004．外语教学如何进入交际互动课堂[J]．外语与外语教学(10)：22-25．王守仁，何峰．2005．牛津高中英语[M]．南京：译林出版社，北京：牛津大学出版社(中国)．夏洪章，顾月秋，何培芬．2005．．不同语法教学效果对比[J]．国外外语教学(1)：45-50．夏纪梅．2009．论教师研究范式的多样性、适当性和长效性[J]．外语界(1)：16-22．肖军．2004．新效率英语语法[M]．北京：外语教学与研究出版社．亚历山大，L．G．(1991)，《：朗文英语语法》，雷航等译．北京：外语教学与研究出版社．雍和明．1998．近50年中国英语语法研究回顾与展望[J]．外语教学与研究(3)：41-48．张人．2004．内隐认知及其对英语语法教学的启示[J]．外语界(4)：43-47．张香存．2005．中国大学英语教师对“FocusonForms"和“FocusonForm”教学方法的认知[J】．外语教学(3)：65-68．张一平．2006．“Focusonform"在第二语言教学中的理论和实践[J]．西安外国语学75 奎堕奎兰堡主竺垡丝茎院学报(4)：43-47．章振邦．2007．新编高中英语语法和词汇[M]．北京：外语教学与研究出版社．章振邦．2008．谈谈我国中学英语教学中的语法问题[J]．中小学外语教学(1)：卜3．赵万长．2001．认知法及其在英语语法教学中的应用[J]．四川外语学院学报(2)：105—107．周遥．2006．英语语法教学新动向[J]．基础教育外语教学研究(9)：26-29．中华人民共和国教育部．2003．普通高中英语课程标准(实验)EM+．北京：人民教育出版社．76 AppendixIGrammarTest(Pre-test)IChoosethebestaDswerfromeachquestion(1x45pointsllOOpoints)．I．Lookout!Don’tgettooclosetothehouseroofisunderrepair．A．whoseB．whichC．ofwhichD．that2．Itwasabout600yearsagothefirstclockwithafaceandanhourhandwasmade．A．thatB．untilC．beforeD．when3．Wbsawseveralnativesadvancingtowardsourparty,andoneofthemcameupt0us，——wegavesomebellsandglasses．A．towhichB．towhomC．withwhomD．withwhich4．111eBeatles，——manyofyouareoldenoughtoremember,camefromLiverp001．A．whatB．thatC．howD．as5．Heisonlyoneofthestudentswhoawilmerofscholarshipforthreeyears·A．isB．areC．havebeenD．hasbeen6．WhatsurprisedmemostWasnotwhathesaidbuthesaidit．A．thewayB．inthewaythatC．inthewayD．thewaywhich7．AsyouCansee，thenumberofcarsonourroads——risingthesedays．A．WaskeepingB．keepC．keepsD．werekeeping8．Themomentthe28thOlympicGamesopen,thewholeworldcheered．A．declaredB．havebeendeclaredC．havedeclaredD．weredeclared9．Myfriend,whoontheInternationalOlympicCommitteeallhislifc，isretiringnextmonth．A．servedB．isservingC．hadservedD．hasserved10．1won’ttellthestudenttheanswertothemathproblem删heonitformorethananhour．·’A．hasbeenworkingB．willhaveworkedC．willhavebeenworkingD．hadworked11．1wasgivingatalktoalargenumberofpeople，thesametalkI——tOhalfadozenothergroups．A．WasgivingB．amgivingC．hadgivenD．havegiven12．_Y0uwereoutwhenIdroppedinatyourhouse．—Qh．IforafriendfromEnglandattheairport．A．WaswaitingB．hadwaitedC．锄waitingD．havewaited13．_DidyoutellJuliaabouttheresult?—oh"no．Iforg吒Ihernow．A．willbecallingB．willcallC．callD．arntocall 东南大学硕士学位论文14．Iarrivedlate；ItheroadtobeSOicy．A．wouldn’texpectB．haven’texpectedC．hadn’texpectedD．wasll’texpected15．makesthisshopdifferentisthatitoffersmolepersonalservices．A．Ⅵ飞atB．、№0C．ⅥrhatevcrD．Whocvcr16．晰也hisworkcompleted，thebusinessiilansteppedbacktohisseat,feelingpleasedhewasamallofaction．A．whichB．thatC．whatD．whether17．Eatcakeyoulikeandleavetheothersfor———————．comesinlate．A．any：whoB．every；whoeverC．whichever；whoeverD．either；whoever18．——Couldyoudomeafavor?——ItdependsOil——————itis．A．whichB．whicheverC．whatD．whateverl9．——we’Ugocampingtomorrowdependsontheweather．A．IfB．WhetherC．111atD．Where20．AstorygoesElizabethIofEnglandlikenothingIllOl℃thanbeingsurroundedbycleverandqualifiednoblemenatcourt．A．whenB．whereC．whatD．that21．NoOllecanbesureinamillionyears．A．whatmenwilllooklikeB．Ⅵ礓戚willmanlooklikeC．manwilllooklikewhatD．whatlookwillmalllike22．Wimalotofdifficultproble娜，也enewly—electedpresidentishavingahardtime．A．settledB．settlingC．tosettleD．beingsettled23．—-1．1】ere’Saholeinyourbag．叫know,I"mgoingtohaveit．A．mendB．mendingC．mended24．Thedoctoraskedhimnottoleavehiswound————————．A．exposeB．exposedC．toexpose25．IC0uldn’tdomyhomeworkwithallthatnoi∞．D．exposing‘A．goingOnB．goesonC．wentonD．togoOn26．E-mail，笛well勰telephones，——趾iml)ortantpartindailycommunieations．A．isplayingB．haveplayedC．锄℃playingD．play27．Themanagerenteredtheofficeandwashappytolearnthatfour-fittb_softhetickets—————————．A．WillsbookedB．hadbeenbookedC．werebookedD．havebeenbooked28．NeitherhenorI一一一一五Drtlleplan．A．were29．ThepoliceB．isC．锄呤D．锄aprisoner．B．a托searchingfor AppendixIC．issearchingD．hassearchingfor30．Thenumberofthepeoplewhocarsincreasing．A．OWnS，a他B．OWlIS，isC．ow玑isD．own,arc31．T0playfootballandtogoswimming——usefulforcharactertraining．A．wasB．isC．aleD．wefe32．ThewriterandprofessortogiveUSatalkOnhowtowriteagoodcompositionnextmonth．A．isgoing；somctimeB．玳going；sometimeC．isgoing；sometimeD．1tl"egoing；sometime33．Manyastudentthatmistakebefore．A．hadmadeB．hasbeenmadeC．havemadeD．hasmade34．—-Ithink1willgiveBobaring．—-Y．0u．Youhaven’tbeenintouchwithhimforages．A．willB．mayC．havetoD．should35．—j飘，bat’Sthename?——Kblllai6．Ispellthatforyou?A．ShallB．W6uldC．CanD．Might36．Theweathertumedouttobefineyesterday．Ithetroubletocarrymyumbrellawithmc．A．shouldhavetakenB．couldhavetakenC．needn’thavetakenD．mustn’thavetaken37．Howyousaythatyoureallyunderstandthewholestoryifyouhavecoveredonlypartofthearticle?A．callB．mustC．needD．may38．mExeuseme，but1wanttouseyourcomputertotypeareport．—●佑Uhavemycomputerifyoudon"ttakecal"Cofit．A．shan"tB．mightnotC．needn"tD．shouldn"t39．Ihavebeenmorethansixyearsoldwhentheaccidenthappened．A．shouldn’tB．eouldn’tC．mustn’tD．needn’t40．—1don’tsupposethepoliceknowwhodidit．．mWell，surprisinglytlleyd0．Amal3hasbeenarrestedandnOW．A．hasbeenquestionedB．isbeingquestionedC．isquestioningD．hasquestioned41．Thefluisbelievedbyvirusesthatliketoreproduceinthecellsinsidethehuman110Seandthroat．A．causingB．beingcausedC．tobecausedD．tohavecaused42．Ifeelitisyourhusbandwhoforthespoiledchild．A．istoblameB．isgoingtoblameC．istobeblameD．shouldblame43．Inalroorrlabovethestore，whereaparty——一someworkersWCIrCbusilysettingthetable．、A．WaStobeheldB．hasbeenheldC．willbeheldD．isbeingheld44．AswejoinedthebigcrowdIgot——frommyfriends．A．separatedB．sparedC．10stD．missed 东南大学硕士学位论文45．Pauldoesn’thavetobemade——．Healwaysworkshard．A．1earnB．tolearnC．IcamcdD．IcamingHProofreadthefollowingsentencesandcorrectthem(3X10points／100points)．46．Lastmonth,partofSoutheastAsiawasstruckbyfloods，fromthoseeffectsthepeoplearestillsuffering．47．MycousinwenttoCanadatwoyearsago．Hehasworkedthereforafewmonthsandt11e11wenttoAmerica．48．Greatchangeshavetakenplaceinthatsch001．Itisnolongerthatitwas20yearsago，whichitWasSOpoorlyeqmppeA·49．Shelookedaroundandcaughtamanputhishandintothepocketofapassenger．50．TheOlympicGamesintheyear2012istobeheldinLondonofUK,whichwasknowntoUSall．51．Sheexclaimedwithdelightthatshewillsimplylovetogo．52．Hethoughtthatitisgoingtobeawonderfulpartyandaskedif1wasgoing，butItoldhimthatIhaven’tbeeninvited．53．Heaskedmetoshowhimhowtoworkanelectrictypewriter,explainingthatheisn’tusedtoelectrictypewriters．IapologizedandsaidthatIcan’thelp．54．Theremustn’tbeanydifficultyaboutpassingtheroadtestsinceyouhavepracticedalotinthedrivingsch001．55．Millionsofpounds’worthofdamagehadbeencausedbyastormwhichsweptacrossthenorthofEnglandlastnight．HIWriting(25pomts／100points)．在积极倡导低碳环保的大环境下，今天的校园内，浪费现象还很普遍，许多学生没有意识到节能的重要性。请你根据下图所展示的一些现象，以学生会的名义，就这些现象起草一份倡议书，向全校师生发出倡议，节约能源。注意：1．开头已为你写好，不计入总数。2．全文不少于120字。3．可根据需要补充与文章有关的信息。4．主要内容：描述图画，发出倡议。Dearteachersandstudents，Nowadaysit’Scx)mlllontoseestudentswastingthingsinoursch001．Manystudentshaven’trealizedtheimportanceofenergy-savingStudents，IJnion IAnswers题号考点来源答案1．6定语从句《高考一本通2008}AABDA7—14时态<高考一本通2008}CDACABC15．21名词性从句《高考一本通2008}ABCBADA22．25宾语补足语《网络课件》CBA26—33主谓一致《金榜夺魁》ABCD本题全部以语勘间接引语《章振邦封笔著作一言运用题形式一高中英语语法和词命题汇》34．39情态动词《高考一本通2008}DACAA40—45被动语态《高考一本通2008}BCAAAB11Answers题号考点来源答案46定语从句《高考一本通2008}those--*whose47时态《高考一本通2008}hasworked—worked48名词性从句《高考一本通2008}that--whatwhich--·when49宾语补足语《网络课件》put--putting50主谓一致《金榜夺魁》is—arew嬲一is5l-53直／间接引语《章振邦封笔著作一51．will---would一高中英语语法和词52．is—，w嬲汇》haven’t—-h缸ln’t53．isn’t一Ⅵ塌sn’tcan’t---couldn’t54情态动词《高考一本通2008}mustn’t--*shouldn’t55被动语态《高考一本通2008}had--+hasRIWritingDearteachersandstudents，Nowadaysit’SoomlTlOntos∞studentswastingthingsinoursch001．Manystudentshaven’trealizedtheimportanceofenergy-saving．Forexample，Sometimeswecanseethatlightsandcomputersarestillonafterclass，orsomestudentsevenleavewa衙runningafterusingit．Besides，ourpapersareprintedononlyoneside，causingmuchwaste．It’Stimethatwedidsomethingtoavoidthiskindofwaste．Firstly,makesureⅡlatallthelightsand0tllerelectricfacilitiesareswitchedoffwhenWeleavetherooms．Trytoformthehabitoftumingoffthetapimmediatelyafterusingit．What’Smore，papersshouldbeprintedonbomsidesandreusedifpossible．Inaword,ifeverybodyhastheawarenessofenergy-savingandstartwitllourselvestoreducethewaste，wecancontributetoOUrsociety．Students’Union8l 东南大学硕士学位论文AppendixIIGrammarTest(Post-test)IChoosethebestanswerfromeachquestion(1×45points／100points)．1．HchurriedtothebookingoffiCeonlythatalltlleticketshadbeensoldout．A．totellB．tobetoldC．tellingD．told2．Nomatterhowfrequently．theworksofBeethovenstilla：I渤嬲peopleallovertheworld．A．performedB．performingC．tobeperformedD．beingperformed3．Don’tsittllerenothing．Comeandhelpmewiththistable．．A．doB．todoC．doingD．anddoing4．11圮wildflowerslookedlikeasoftorangeblanketthedesert．A．coveringB．coveredC．coVerD．tocoVer5．Therehavebeenseveralneweventstotheprogramforthe2012LondonOlympicGames．A．addB．toaddC．addingD．added6．AⅡ)Sissaidthebiggesthealthchallengetobothmenandwomeninthatareaoverthepastfewyears．A．thatitisB．tobeC．thatithasbeenD．tohavebeen7．Acookwillbeimmediatelyfiredifheisfoundinthekitchen．A．smokeB．smokingC．tosmokeD．smoked8．Ican’tstandwithJaneinthesameo伍ce．Sheiustrefusestalkingwhilesheworks．‘A．working；stoppingB．towork；stoppingC．working；tostopD．towork；tostop9．Youdidn’tletmedrive．Ifweinturn,yousotired．A．drove；didn’tgetB．drove；wouldn’tgetC．weredriving；wouldn’tgetD．havedriven；wouldn’thavegot10．腻yourhealthcareandotherbenefitswillnotbeimmediatelycutoff．A．W|0uldyoubeB．ShouldyoubeC．CouldyoubeD．Mightyoube11．Iinsistedtoseeadoctor，butheinsistednothingwrongwithhim．A．onhimtogo；shouldbeB．hewent；beC．hego；wasD．heshouldgo；iS12．Elizarememberseverythingexactlyasifyesterday．A．WashappeningB．happensC．hadhappenedD．happened13．Whalakindteacher!Butforhishclp，I——mystudy．A．wouldn’tfinishB．wouldn’thavefinishedC．shouldn’thavefinishedD．mus缸l’thavefinished14．Jane’Spalefacesuggestedthatshe——illandherparentssuggestedthatsheamedicalexamination． AppendixIIA．be：shouldhaveB．was；haveC．shouldbe；hadD．was：had15．HowI诵sheveryfamily——alargehousewithabeautifulgarden!A．hasB．hadC．willhaveD．hadhad16．111eInteracthasbrought——bigchangesinthewaywework．A．aboutB．outC．backD．upl7．11托homeimprovementshavetakenwhatlittlethereismysparetime．A．fromB．inC．ofD．at18．MostAmericanswouldprefertokeeptheirproblemsthemselves．andsolvetheirproblemsthemselves．A．t0；byB．by；toC．for；toD．in；on19．州owamazingitisthatastronautsareexploringouterspace．-It’Sachallenge，Iguess，——managainstnature．A．ofB．forC．byD．about20．Childrenneedfriendstheirownagetoplaywim．A．ofB．forC．inD．at21．111efinalexaminationiscomingupsoon．It’SforUStoourstudies．A．getdowntoB．getoutC．getbackforD．getover22．ForalltheseyearsIhavebeenworkingforothers．I"mhopingI"ll——myownbUSinesssomeday．A．turnupB．fixupC．setupD．makeup23．W|e’retryingtoringyouback,Bryan，butwethinkwe——yournumberincorrectly．A．100kedupB．tookdownC．workedoutD．broughtabout24．Canyoumakeasentencetothemeaningofthephrase?A．showoffB．turnoutC．bringoutD．takein25．It’Stenyearssincethescientistsonhislife’Sworkofdiscoveringthevaluablechemical．A．madeforB．setoutC．tookoffD．turnedup26．Althoughthewindhas，therainremainssteady．Soyoustillneedaraincoat．A．turnedupB．gonebackC．dieddownD．blownout27．AsIgrewupinasmalltownatthef00tofamountain,thevisittothevillagescenesofmychildhood．A．calledupB．calledforC．calledonD．calledin28．W，l埘hesaidsounds．A．nicelyB．pleasantlyC．friendly29．-Y-oudonIt100kvery——．Areyouill?—-No，I"mjUStabittired．A．goodB．wellC．strongD．healthy30．Wedon"tcareifahuntingdogsmells——．————Jbutwereallydon"twanthimtosmell．A．well；wellB．bad；badC．well；badlyD．badly；bad31．-MjchaelwaslateforMr．Smith’Soralclassthismorning．一?AsfarasIknow,henevercamelatetoclass． 东南大学硕士学位论文A．HowcomeB．SowhatC．WhynotD．Ⅵ，hatfor32．—_1waswonderingifwecouldgoskatingontheweekend．一—————good．A．SoundB．SoundedC．SoundingD．Sounds33．——谢也thesizeofthewholeearth,thebiggestoceandoesnotseembigata11．A．CompareB．WhencomparingC．ComparedD．Whencompared34．一Susan，willyoupleasegoandeInptythatdrawer?一?A．Ⅵ飞atforB．Ⅵ飞atis破C．HowisitD．Howcome35．—_Y-0uhaven’tlosttheticket,haveyou7一．Iknowit"snoteasytogetanotheroneatthemomenLA．IhopenotB．Yes，IhaveC．IhopeSOD．Yes，I’mafraidSO36．Sodi伍cultittoworkouttheproblemthatIdecidedtoaskTomforadvice．A．IdidfredB．didIfredC．IhavefoundD．haveIfound37．—-It’Saburninghotday,isn’tit?DYes．—．———．．．．——yesterday．A．SowasitB．SoitWasC．SoitisD．Soisit38．Atthefootofthemountahl．A．avillageliesB．1iesavillageC．doesavillagelieD．1yingavillage39．Neverinmy·wildestdreams．．．．．．．．．．．．．．．．．．．．．．．．．thesepeoplearelivinginsuchpoorconditions．A．1couldimagineB．couldIimagineC．Icouldn’tima西neD．couldn’tIimagine40．，Carolinaeouldn’tgetthedooropen．A．TryasshemightB．AsshemighttryC．ShemightastryD．Mightsheastry41．ItiswhatyouratherthanwhatyousayA．thatB．whatC．whichD．this42．Itwasn’tuntilnearlyamonthlater——Ireceivedthemanager’Sreply．·A．sinceB．whenC．asD．that43．一thathemanagedtogettheinformation?—_()b．afriendofhishelpedhim．A．Whel"ewasitB．Ⅵ，llatWasitC．HowWasitD．WhyWasit44．ItWaswimgreatjoy——hereceivedthenewsthathislostdaughterhadbeenfound．A．becauseB．whichC．sinceD．that45．ItWasbackhomeaftertheexperiment．A．notuntillIlidmghtdidhegoB．untilmidnightthathedidn’tgoC．notuntilmidm#tthathewentD．untilmidnightwhenhedidn’tgoⅡProofreadthefollowingsentencesandcorrectthem(3X10points／100points)． 46．Generallyspeaking，whentakingaccordingtothedirections，thedrughasnosideeffect．47．Itishardformetoimaginewhat1willbedoingtodayif1wouldn’thavefalleninlove，attheageofseven,谢ththeMelindaCoxLibraryinmyhometown．48．Theyoungsingerisquitepopulartothepublic．She’Smadearemarkableachievementwithagirlofherage．49．Hetooktheproblemoninhismindforawholeweekbeforehedidanythingaboutit．．50．OnhearingtheHewsoftheaceidentincoalmine，sheappearedpace．51．Joewouldratherdietos∞anyharmcometoPip．一52．Exceptyoureadthenovelyourself,youwillneverknowwhathappensattheend．．53．—-Willyoubeabletofirdshyourreporttoday?一I’lldoitSO．54．—．】)idLindaseethetra伍caccident?--No，nosoonershehadgonethanithappened．55．ItwasyesterdayafternoonwhenIsawthemaninthepark．ⅢWriting(25points／100points)．如你是李华，作为一名上海的毕业生，你申请成为上海世博会志愿者，请你陈述你的自身条件以及能胜任志愿者这一工作的理由。一一I姓名：李华性别：女年龄：21岁I身高：1．67米教育：复旦大学英语系毕业生一一l申请志愿者工作的理由：待人热情，乐于助人；不仅能讲汉语而且还能讲流利的英语；有到医院帮忙的经历；并且非常了解上海。注意：1．开头已为你写好，不计入总词数。2．词数：100词左右。Onepossibleversion：DeartheOrganizingCommitteeofShanghaiExpo， 东南大学硕士学位论文IAnswers题号考点来源答案1—8非谓语<高考一本通2008》BACADBC9—15虚拟语气<高考一本通2008)DBCDB16．20介词、介词短语<金榜夺魁》、‘桂壮ACAAA红皮书20lo)21—27动词短语《高考一本通2008)ACBCBC28—30系动词<金榜夺魁》CBD本题全部以语否定陈述<章振邦封笔著作一言运用题形式一高中英语语法和词命题汇》3l一35省略《高考一本通2008)ADAA36．40倒装《高考一本通2008)BABA41-45强调《高考一本通2008)ADCDC11Answers题号考点来源答案46非谓语《高考一本通2008)taking--’taken47虚拟语气《高考一本通2008)will--wouldwouldn’thavefallen—hadnotfallen48介词、介词短语《金榜夺魁》t0一、Ⅳi廿1with—for49动词短语《高考一本通2008)tookon--·turnedover50系动词《金榜夺魁》appeared—went51—52否定陈述《牛津高中英语·学5lto—than生用书》模块八52Except---Unless53省略《高考一本通2008)I’11doitSO．一IhopeSO．54倒装《高考一本通2008)shehadgone—’hadshegone55强调．《高考一本通2008)when—that11IWritingDeartheOrganizingCommitteeofShanghaiExpo，I"mLiHua．1wouldliketobeavolunteerofExpo．Iama21一year-oldgirl，1．67metresinheight．I’menthusiasticandhelpful．AsagraduatefromEnglishdepartmentofFudanUniversity,Icanspeaknotonlyputonghua,butalsofluentEnglishSO1willmakeforei驴friendslearnmoreaboutShanghaiandShanghaiExpo2010．Besides，Igainvaluableexperienceofservingpatientsinhospitalandbuildupmyconfidencewhileservingothers．What’Smore，ShanghaiistheplacewhereI"mgrowingup．I"msageI"mfitforthejob．MytelephonenumberiS021-58831211，hopingtocontactmesoon．Yourssincerely,LiHua AppendixmIII高中英语语法教学现状调查I：教师问卷尊敬的老师：您好!这是一份关于高中英语语法教学状况的调查表，试题没有对错之分，请根据您自己的情况对照题目，选择符合您情况的答案。本调查仅作科学研究使用，与您的教学评价无关，其目的是了解高中英语语法教学中的一些情况，从中总结经验，找出问题，为改善您的教学提供依据。因此您无须有任何顾虑，请如实作答。谢谢您的合作!一、基本信息1．您所教的学校是：A．重点高中56．28％B．普通高中42．12％C．民办高中1．60％2．您所教的年级是：A．高一年级40．22％B．高二年级32．18％C．高三年级27．60％3．您的教龄是：A．5年以下5．60％B．5—10年20．48％C．11．15年50．25％D．15年以上·23．67％二、选择题1．作为外语教师，您认为开展语法课堂教学：A．非常重要42．22％B．比较重要5l-10％C．一般6．68％D．较不重要0E．非常不重要O2．作为外语教师，您认为开展语法课课堂教学：IA．容易l5．21％lI’ 东南大学硕士学位论文IB．较难30．25％lC．太难64．54％3．作为外语教师，在语法课堂教学中，您认为采用以下哪种教学方法较见效：A．演绎教学法20．25％B．归纳教学法18．20％C．交际教学法25．45％D．折中教学法36．10％4．您认为语法知识对英语听、说、读、写能力的培养的作用：A．非常大40．10％B．比较大50．23％C．一般9．67％D．比较小0E．非常小05．在课上教学语法内容时，您让学生参与讨论吗?A．总是12．25％B．经常20．35％C．有时51．75％D．很少15．65％E．从不06．您通过各种暗示方法(如粗体、斜体、下划线、大写等方式)引起学生对语法形式的注意吗?A．总是16．65％B．经常23．55％C．有时53．75％D．很少6．05％E．从不O7．作为外语教师，您认为改革当前语法课堂教学的当务之急是：(可多选)A．改革课堂语法教学方法52．35％B．改革现有教材编排体系32．25％C．激发学生语法学习兴趣45．63％D．从英语实际应用的角度去教学语法65．75％E．加强重点语法项目(如定语从旬等)研究，40．50％使之易于学生接受F．改变教学理念，改变“满堂灌”式的教学82．85％．模式8．您认为教育部<英语课程标准》的内容或理念对语法教学的重要性：lA．非常重要l42．75％I88 AppendixmB．比较重要55．25％C．一般2．0％D．较不重要OE．非常不重要09．您对自己的语法教学效果的总体评价：A．好22．30％B．较好32．45％C．一般33．75％D．较差10．05％E．差1．45％三、开放式问题1．您对现行语法教学的教学方法有哪些意见或建议?2．您对现行教材的语法板块或语法教辅等资料有哪些意见或建议?3．您通常用什么方法教学语法?学生欢迎吗?4．您对现行语法教学其他方面有哪些意见或建议? 东南大学硕士学位论文AppendixIV高中语法教学现状调查Ⅱ：学生问卷调查(I)同学您好!首先谢谢您抽出时间来填写这份问卷调查表。本问卷的目的是了解高中生英语语法教学和学习的现状，您的回答和意见将对此有重大帮助，所以请根据您的实际情况和真实感受填写。本问卷收集的所有信息将仅用于课堂教学与学术研究，您的回答无所谓“对错”或“好坏”，请放心如实填写。衷心感谢您的帮忙和合作!一、基本信息1．您所在的学校是：A．重点高中57．18％B．普通高中40．22％C．民办高中2．60％D．其他O2．您所在的年级是：A．高一年级40．22％B．高二年级32．18％C．高三年级27．60％3．您的英语成绩与班里其他同学相比：A．优8．90％B．良25．21％C．一般46．87％D．差19．02％二、单选题1．您认为高中英语学习中，语法的重要性如何?A．非常大50(42．02％)B．比较大55(46．22％)C．一般10(8．40％)D．比较小4(3．36％)E．非常小02．您认为语法学习的目的是什么?IA．不清楚4(3．36％)lB．为了考试得高分45(37．81％) AppendixIVc．对语法感兴趣10(8．40％)D．为了学好英语60(50．42％)3．您认为语法知识对英语听、说、读、写能力的培养作用：A．非常大55(46．22％)B．比较大50(42．02％)C．一般12(10．08呦D．比较小2(1．68％)E．非常小04．您觉得您对英语语法的掌握：A．非常好10(8．40％)B．比较好30(25．21％)C．一般44(36．97％)D．比较差25(21．Ol％)E．非常差1o(8．40％)5．在课上学习语法内容时，您的兴趣如何?A．非常高23(19．33％)B．比较高40(33．61％)C．一般35(29．41％)D．比较低15(12．61％)E．非常低6(5．04％)6．您对学好英语语法的信心如何?A．非常高25(21．01％)B．比较高35(29．41％)C．一般40(33．61％)D．比较低15(12．61％)E．非常低4(3．36％)7．您对所学的语法知识进行归纳、总结吗?A．总是10(8．41％)B．经常30(25．21％)C．有时45(37．82哟D．很少16(13．45％)E．从不8(6．72％)8．以您的学习经历来看，您的英语老师在多数情况下：A．喜欢对语法规则进行明确的讲解1oo(84．03％)B．很少讲解规则，鼓励你们通过接触语言素19(15．97％)材自己发现规则91 东南大学硕士学位论文9．您觉得教师对语法知识清楚、明确地讲解对您的语法学习：A．很有必要8(6．72％)B．有必要35(29．41％)C．一般50(42．02％)D．作用不大，主要靠接触语言素材26(21．85％)10．在学习语法的过程中，您觉得以下哪种教学方法最可取：A．把语法教学内容提出来，一项一项地单独30(25．21％)地进行讲解和操练B．无需单独操练语法，只需在课文学习中遇89(74．79％)到某一语言点时加以讲解和操练即可11．您的英语老师在教授语法规则时，最喜欢用的方法是：A．首先明确地阐述语法规则，然后加以举例70(58．82％)B．首先为我们提供一些例旬，然后让我们归49(41．18％)纳出语法规则12．教师在教授语法规则时。您觉得对您帮助最大的方法是：A．明确地阐述语法规则，然后加以举例39(32．77％)B．首先为我们提供一些例句，然后让我们归80(67．23％)纳出语法规则13．您觉得语法规则、术语难懂吗?A．很容易10(8．40％)B．比较容易20(16．81％)C．一般30(25．21％)D．比较难40(33．61％)E．很难19(15．97％)14．在以前的语法课上，老师会安排一些任务活动或创设情境，让你们去和同学合作完成吗?A．经常5(4．20％)B．有时15(12．61％)C．偶尔20(16．81呦D．基本不会79(66．39％)15．您在说、写中有意识地运用所学过的语法知识吗?A．总是10(8．40％)B．经常25(21．01呦C．有时50(42．02呦D．很少25(21．01％)E．从不9(7．56％) 16．您认为教师及时纠正您所犯的语法错误必要吗?A．很有必要20(16．8l％)B．较有必要30(25．21％)C．一般50(42．02％)D．没必要15(12．61％)E．完全没必要4(3．36％)17．您知道语法规则但不会运用吗?A．总是17(14．29％)B．经常55(46．22％)C．有时30(25．2l哟D．很少13(10．92％)E．从不4(3．36％)18．您认为语法学习相对于其他方面的学习难易程度如何?A．很容易1o(8．40％)B．比较容易20(16．8l％)C．一般30(25．21％)D．比较难40(33．61％)E．很难19(15．97％)19．您认为您所接受的语法教学的最大缺陷是：A．过多地讲解语法规则，忽略了培养学生的110(92．44％)说和写的交际能力B．只注重英语的实际应用，忽略了明确地讲9(7．56％)解语法规则20．您认为提高英语语法水平：A．非常重要60(50．42％)B．比较重要45(37．82％)C．一般14[11．76％)D．不太重要OE．非常不重要021．您希望英语语法谋上使用多媒体辅助教学：A．非常赞成35(29．4l％)B．赞成50(42．02％)C．不确定25(21．01％)D．不赞成9(7．56％)E．非常不赞成022．总的说来，我所接受语法教学对我的英语学习是有帮助的： 东南大学硕士学位论文B．赞成35(29．41％)C．不确定55(46．22％)D．不赞成15(12．61％)E．非常不赞成5(4．20％)三、观点表述23．您认为提高您的英语语法水平的最大障碍是什么?24．您认为目前高中英语语法教学存在的最大问题是什么?25．您对目前高中英语语法课堂教学有何希望和建议?(此调查问卷在设计时，参考了华东师范大学，周遥硕士论文(2007)“中学英语语法教学探索”的调查问卷)94 AppendixV学生问卷调查(II)同学您好!首先谢谢您抽出时间来填写这份问卷调查表。本问卷的目的是了解“5C”语法教学这一模式的作用，以便于调整这一模式，更好地用于教学，您的回答和意见将对此有重大帮助，所以请根据您的实际情况和真实感受填写。本问卷收集的所有信息将仅用于课堂教学与学术研究，您的回答无所谓“对错”或“好坏”，请放心如实填写。衷心感谢您的帮忙和合作11．通过这四个月的学习，您认为您很适应这种新的教学模式：A．非常同意23(39．66％)B．同意30(51．72哟C．不太确定2(3．45％)D．不同意2(3．45％)E．非常不同意1(1．72％)2．通过这四个月的学习，您认为老师所采用的教学方法对提高您的语法水平有效：A．非常同意21(36．21％)B．同意2706．55％)C．不太确定3(5．17％)D．不同意5(8．62％)E．非常不同意2(3．45％)3．总的来说，这种教学方式能加强您对语法知识点的印象和语法运用的意识吗?A．非常同意20(34．48％)B．同意28(48．28％)C．不太确定2(3．45％)．D．不同意8(13．79％)E．非常不同意04．这种教学方式会让你在今后的阅读、写作和英语会话的过程中更加注意语法的应用吗?A．非常同意22(37．93％)B．同意27(46．55哟C．不太确定2(3．45％)D．不同意7(12．07％)E．非常不同意O5．经过这四个月的学习，您认为自己在语法课的兴趣方面：lA．有很大提高l2503．10％)I95 东南大学硕士学位论文lB．有一定程度的提高31(53．45％)IC．没有变化2(3．45％)6．以学生为中心的“5C”语法教学模式，调动了学生上语法课的积极性和兴趣：A．非常同意26(44．83％)B．同意30(51．72％)C．不太确定1(1．72％)D．不同意1(1．72％)E．非常不同意07．您认为现在的语法课的气氛是：A．轻松融洽52(89．66％)B．严肃紧张2(3．45％)C．枯燥无味4(6．90％)8．您认为在语法课上的合作学习的好处(可多选)：A．提供了更多使用所学语法知识的练习机47(81．03％)会，加强了交际能力的培养B．加强与老师及同学的交流，共同进步37(63．79呦C．没什么感觉4(6．90％)D．降低了学生的焦虑和紧张，增强他们的参46(79．31％)与度9．您认为老师在语法课上使用的这种教学模式(可以多选)：A．有利于学生主动发现和探究50(86．21％)B．同学问互动交流增多了，活动性更强48(82．76％)C．教学的趣味性增强45(77．59％)D．没有变化3(5．17％)10．您认为该模式突出了C．-I多选)：A．学生对所学语法知识的交际运用能力51(87．93％)B．学生的主体探究性，加强了师生和生生之49(84．48％)间的互动C．情境化呈现语法知识点46(79．31％)D．巩固练习的针对性强43(74．14％)E．没什么特别的感觉3(5．17％)11．您认为这种语法教学模式有什么不足? AppendixVIQuestionsforInterview同学您好，首先感谢您抽出时间来完成我的访问。本次访问的内容和信息将仅用于课堂教学与学术研究，您的意见和合作对这项研究将起到非常大的作用，请根据您的学习经历和体会如实回答。衷心感谢您的支持和合作!1．您认为现在的英语语法课怎么样?你从中得到了什么?2．“5C”语法教学和传统语法教学你更喜欢哪一个，为什么?3．您认为老师实行的这种语法教学模式有何优点和不足?4．您对这种语法教学模式在语法课堂上的进一步应用，有何建议和希望? 东南大学硕士学位论文AppendixVIIADetailedTeachingPlanTeachingPlanforGrammarandUsageAttributiveClausesITheanalysisofthispart：Inthisperiod：ThegrainiIlaritemwillstilldealwithattributiveclauses．SsRrefirstexpectedtolearnabouttheattributiveclausesintroducedby“apreposition+which"’and‘‘apreposition+whom"’．neywillalsolearnhowtouseattributiveclausesintroducedbytherelativeadverbswhen,whereandwhyunderreal—lifecircumstances．1ITeachingaims：1．Sswillexperiencemoresituationsundertargetgrammarinthislesson．2．Sswillbeabletounderstandattributiveclausesintroducedby“apreposition+which"’and‘‘apreposition+whom"’andmakesuretheyknowinwhatcircumstancesthesetwoformsaleused．3．Sswillbeabletouseattributiveclausesintroducedbytherelativeadverbs‘"when,whereandwhy"’incertaindegreethroughthelesson．4．Sswillbeabletousethetargetgrammarindescribingthingsspecificallyandvividly．11ITeachingimportantanddifficultpoints：Importantpoints：1．HelptheSsfurtherunderstandthethreeimportantfeaturesinattributiveclauses：antecedent,relativeandtheroletherelativeplaysintheclause．2．Reinforce‘"preposition+which／whom’’iteminvariouslanguageexercisesofthislesson．Difficultpoints：1．11地decisionoftherelativepron．／adv．accordingtothesentencestructure．93 2．Theconfusionindistinguishingtheattributiveclauseandtheotherclauses，such弱adverbialclauses，appositionclauses．IVTeachingmethods：1．PresentationandGroupwork．2．InquiryandInductionMethod．3．ComparisonandPractice．VTeaelaingprocedures：Stepone．"PresentingContextInthefirstphaseofeontext,thelearners撇provided谢t11ashortarticlewhichembodiesspecificgrammaritemsandtheyareguidedtofocusfirstOnthecontentsofthisarticleandthenthegrammaritems．TheBeautyOIrthetigerII?美女还是老虎?(下)故事背景：《美女还是老虎?》是美国极受欢迎的小说家斯托克顿(1834年出生)脍炙人口的一篇小说，当年首度以在《世纪杂志》发表时，读者反应极为强烈，难以计数的询问电话拼命打进杂志社里，大家都极欲探知故事的结局⋯⋯Theprincesstrembledatherfather’swords．Thekingsawthisandaskedagain，‘"Now,mychild，tellmetheplaceinwhichyoumeet．Tellmethedayonwhichyoumeet．Andaboveall，tellmethel"eaSOllforwhichyoulovetheyoungmall．’’Theprincesstrembledatherfather’swords．Thekingthenpointedtoallofficerstandingnearby．“HeisafinemailoilwhomyouCallrely．Infact,heistheverypersonwhomIamsatisfiedwith．’’Theprincesstumedandlookedattheofficer．HeWOI"eallofficer’suniformofwhichthejacketWaScolorful．Buttheprincessonlythoughtofthehumbleclothingofherownbeloved丛thekingtalkedandtalked．ButshegotnootheralrlSWel"S．Thustheangrykingimprisonedthemalltheprincessloved．’Thedaytheyoungmallwasbroughttotrialfinallycame．Peopleliomdifferentpartsoftheworldcarlletothearelllt．Therewzlsn’t011eofthemreallyknewwhatwouldhappen．．．Atlerreading，checkyourunderstanding：1)．在什么样的语法结构下使用“介词+关系代词”来引导从句呢?2)．在什么样的语法结构下使用‘"when,whel"e，why"’等关系副词来引导从句呢?请各举一个例子． 东南大学硕士学位论文3)．在一些语境中，可以用“介词+关系代词”替代关系副词‘"when,where，why"’吗?怎样使用?请举例说明．Steptwo：ComprehensionInthisstep，studentsa陀encouragedtosolvethedifficultiesortheemergingproblemsbymeansofgroupcooperativelearning．Besides，theteachershouldguidestudentstoanalyzethematerialswhich廿leya坨reading，andenablethemtofindandgeneralizetherelativelanguagerules．1)．Askstudentstoreadtheaboveunderlinedsentencesandgivethefimctionoftheprepositionandtherelmive．Forexample，inthesentence‘"Now,mychil&tellmetheplaceinwhichyoumeet"’，“inwhichyoumeet"’is趾attributemodifying‘"theplace”，‘"which"’refersto‘"theplace’’，‘‘inwhich"’means‘‘intheplace’’．．．Dothesallletotherestsentences．2)．Askstudentstoreadpoint1-5Ollpage28toknowmoreaboutattributiveclauses．a)Askstudentstoreadpoint1onpage28toknowwhentouseapreposition+wmCH瓜哪OMtobegin姐attributiveclause，letthempo硫outtheantecedentsinthetwosentences、^，itllanattributiveclauseineachandthefunctionoftheantecedentintheattributiveclause．b)LetstudentsgoOVerPoint2andaskthemwhatthetwosentenceswouldbeinformalEnglish．c)LetstudentsgooverPoint3&4andaskthemtomakethefourexamplesentencesindifferentways．Examples：DadisapersontowhomIc纽easilytalk．DadisapersonIcaneasilytalkto．d)AskstudentstogooverPoint5toknowhowtousetheattributiveclausetomodifytheantecedentway．e)Askstudentstogothroughfourpointsonpage30andknowinwhatconditionallthreerelativeadverbs锄beusedandmakethemknowwhatotherwordscanbeusedtoreplacewhen,whereandwhy．100 AR盯discussion,studentsaleaskedtOgeneralizethegrammarrulesraisedinthe丘rStst印．Stepthree：Correction．Inthisstep，misunderstandingorincompleteunderstandingofthegrammaticalstructurebythestudentsintheexplorativelearningprocesswouldbeclarifiedandexplainedbytheteacher．StudentsarerequiredtolookatthescreenshownbyPPTandknowhowtousetheseclauses．钆介词+关系代词引导的定语从句1．关系代词在定语从句中做介词宾语时，从句常由介词+关系代词引导(1)Theschool(that／which)heoncestudiedinisveryfamous．(2)Theschoolinwhichheoncestudiedisveryfamous．(3)Tomorrow1willbringhereamagazine(that／which)youaskedfor．(4)Tomorrow1willbringhereamagazineforwhichyouasked．(5)We’llgotohearthefamoussinger(whom／that／who)wehaveoftentalkedabout．(6)We’UgotOhearthefamoussingeraboutwhomwehaveoftentalked．注意：含有介词的动词短语一般不拆开使用，如：lookfor,lookaRer,takec捆ffeof等(1)Thisisthewatchwhich／thatIamlookingfor．if)(2)ThisisthewatchforwhichIamlooking．(F)2．若介词放在关系代词前，关系代词指人时用whom，不可用who或者that；指物时用which，不能用that；关系代词是所有格时用whose(1)Theman谢tllwhomyoutalkedismyfriend．(D(2)Themanwho／thatyoutalkedwinlismyfriend．(F)(3)TheplaneinwhichweflewtoCanadaisverycomfortable．(D(4)TheplaneinthatweflewintoCanadaisverycomfortable．(F)3．“介词+关系代词”前可有some，any,none，both,all，neither,most,船ch"few等代词或者数词。(1)Helovedhisparentsdeeply,botllofwhomareverykindtohim．(2)Inthebaskettherearequitemanyapples，someofwhichhavegonebad．(3)Therearefortystudentsinourclassinall，mostofwhomarefrombigcities． 东南大学硕士学位论文关系副词引导的定语从句1．When指时问，在定语从句中做时间状语(1)IstillrememberthedaywhenIfirstcametothesch001．(2)Thetimewhenwegottogetherfinallyc溜tme．2．Where指地点，在定语从句中做地点状语(1)Shanghaiisthecitywhere1wasborn．(2)ThehousewhereIlivedtenyearsagohasbeenpu|leddown．3．Why指原因，在定语从句中做原因状语(1)Pleasetellmethereasonwhyyoumissedtheplane．(2)Idon’tknowthereasonwhyhelooksunhappytoday．注意：关系副词引导的从句可以由“介词+关系代词”引导的从句替换(1)Thereasonwhy／forwhichherefusedtheinvitationisnotclear,(2)Fromtheyearwhen／inwhichheWaSgoingtoschoolhebegantoknowwhathewantedwhenhegrewup．(3)Greatchangeshavetakenplaceinthecityinwhich．／whereIWaSbom．Stepfour：ConsofidationInthisstep，teachersarerequiredtodevisetheeffectivefeedbackexercisesandadoptavarietyofexerciseformsforstudentstoftLrtherconsolidateanddeepentheirleamingofgrammaritems．1．ShowthemindpictureoftheattributivesystemfortheSs．ThiswillpresentthemamindframeoftheattributiVeitem：102 2．ConsolidationExercises(SeeconsolidationExercisePapeOStepfive：CommunicationInthelastphaseofcommunication,studentsarerequiredtoputwhattlleyhavelearntinthelessoninto璐eSOthattlleyc纽extendthegrammarknowledgebothfromthedenotationandconnotationlevel，whichcouldacceleratethelearners’automatizationofexplicitknowledge．请从下列人物中选择你最喜欢的一位，用英语写一篇120词左右的短文并和同伴进行交流．要求根据所给信息作适当发挥，且需包括以下三部分内容，5句定语从句：政治人士：温家宝奥巴马体育人士：姚明刘翔影视明星：刘谦章子怡1．对该人物的简单介绍；2．喜欢该人物的理由；3．从该人物身上得到的启示．ConsolidationExercisesforGrammarandUsageAttributiveClausesIPutintherightrelativepronounsandadverbs，usebracketsiftheycanbeomitted．1．Thepic嘁hasdisappearedisveryvaluable．2．Thenmall—————————walletwasstolenisveryupset．3．That’Stheman——Isoldthec缸to．103 东南大学硕士学位论文4．Thebookwas1yingonthetablehasdisappeared．5．Thepoemshewrotearegoingtobepublished．6．Isthereashopnearheresellscigarettes?7．Themarlyouboughtthehousefromismyuncle．8．I’m捌dthat’SallIcantellyou．9．Themanhousewasbrokeninhasgonetothepolice．10．TheRiverThames，flowsthroughLondon,ismorethan200mileslong．ⅡStudythefollowing5sentencesandchoosetherightanswebthensaywhywritedownyourexplanationsbriefly．1．Isthisthearea——2010ShanghaiExpowillbeheld?(where／theone)2．Isthis砒髓——2010ShanghaiExpowillbeheld?(where／which)3．Thisisthemountainvillage——Ivisitedlastyear．(不填／where)4．1willneverforgetthedays——1worked、丽ththemedicalteaminSichuan．(which／when)5．1willneverforgetthedays————————IspentintheearthquakeareainSichuan．(which／when)6．Isthatthereason——themangaveforhiscarelessnessinoperation?(forwhich／which)ⅢShowsomemultiple-choicesselectedfromNEMTofyear05-08asconsofidation．1．Manypeoplewhohadseenthefilmwereafraidtogototheforestwhentheyrememberedthescenes——peoplewereeatenbythefiger．(2005广东)A．inwhichB．bywhichC．whichD．that2．Ihavemanyfriends。somearebusinessmen．(2005全国)A．ofthemB．fromwhichC．whoofD．ofwhom3．Wesawseveralnativesadvancingtowardsourparty,andoneofthemcalneuptoUS，wegavesomebellsandglasses．(06湖南)A．towhichB．towhomC．withwhomD．withwhich4．IWasgiventhreebooksoncooking，thefirst——Ireallyenjoyed．(2006浙江)A．ofthatB．ofwhichC．thatD．which5．Lastweek,onlytwopeoplecametolookatthehouse，wantedtobuyit．(2007安徽)A．noneofthemB．bothofthemC．noneofwhomD．neitherofwhom6．W|eshouldn’tspentOUrmoneytestingsomanypeople，mostofarehealthy．(2007北京)A．thatB．whichC．what104 7．Bynineo"clock,alltheOlympictorchbearershadreachedthetopofMountQomolangma,app洲rarerainbowsoon．(2008福建)A．ofwhichB．onwhichC．fromwhichD．abovewhich8．111emanpulledoutagoldwatch,——weremadeofsmalldiamonds．(2008陕西)A．thehandsofwhomB．whomthehandsofC．whichthehandsofD．thehandsofwhich105