活动教学法在高中英语语法课教学中的应用研究--以定语从句为例 75页

密级分类号编号１０７３６ＵＤＣ专业硕士学位论文活动教学法在高中英语语法课教学中的应用研究——以定语从句为例：张博文研究生姓名：蔡兰珍授校内指导教师姓名、职称＿＿教校外指导教师姓名：、职称教育硕士专业学位类另ｉｊ：专业学位领域：学科教学（英语）二０—七年五月 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClause活动教学法在高中英语语法课教学中的应用研究——以定语从句为例ZhangBowen张博文 郑重声明本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有剽窃、抄袭、造假等违反学术道德、学术规范和侵权行为，否则，本人愿意承担由此而产生的法律责任和法律后果。，特此郑重声明学位论文作者（签名０年ｆ月戊曰２／了 学位论文使用授权书、本论文作者完全了解学校关于保存使用学位论文的管理办法及规定，即学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅，接受社会监督。本人授权西北师范大学可以将本学位论文的全部或部分内容编入学校有关数据库和收录到《中国硕士学位论文全文数据库》进行信息服务，也可以采用影印、缩印或扫描等复制手段保存或汇编本学位论文。□□一本论文提交当年／年／□两年／口三年以后，同意发布。若不选填则视为一年以后同意发布。：。注保密学位论文，在解密后适用于本授权书作繼：测敎导师签名： 西北师范大学研究生学位论文作者信息论文题目活动教学法在高中英语语法课教学中的应用研究姓名张博文学号2015220878专业名称学科教学（英语）答辩日期2015年5月14日联系电话E_mail备注： ContentsAbstract..............................................................................................................................................................i摘要.................................................................................................................................................................iiListofFiguresandTables..............................................................................................................................iiiListofAbbreviation........................................................................................................................................ivChapter1Introduction....................................................................................................................................11.1BackgroundoftheStudy.....................................................................................................................11.2PurposeandSignificanceoftheStudy................................................................................................21.3StructureoftheStudy..........................................................................................................................3Chapter2LiteratureReview..........................................................................................................................52.1StudiesonGrammarTeachingatHomeandAbroad..........................................................................52.1.1StudiesonGrammarTeachingatAbroad.................................................................................52.1.2StudiesonGrammarTeachingatHome...................................................................................62.2StudiesonActivity-basedApproachatHomeandAbroad.................................................................82.2.1StudiesonActivityandActivity-basedApproachatAbroad...................................................82.2.2StudiesonActivityandActivity-basedApproachatHome.....................................................92.3StudiesonRelationshipBetweenGrammarTeachingandActivity-basedApproach......................102.4Summary............................................................................................................................................11Chapter3TheoreticalFramework..............................................................................................................123.1InputHypothesisandOutputHypothesis..........................................................................................123.2InteractionTheory..............................................................................................................................133.3SocialConstructivismTheory...........................................................................................................153.4Summary............................................................................................................................................17Chapter4ResearchDesignoftheStudy.....................................................................................................184.1ResearchQuestions............................................................................................................................184.2ResearchParticipants.........................................................................................................................184.3ResearchMaterials.............................................................................................................................194.4ResearchInstruments.........................................................................................................................194.4.1Questionnaires........................................................................................................................194.4.2Tests........................................................................................................................................204.5ResearchProcedures..........................................................................................................................21 4.5.1Thepre-experimentstage.......................................................................................................214.5.2Theexperimentstage..............................................................................................................214.5.3Thepost-experimentstage......................................................................................................224.6ExperimentalProcedures...................................................................................................................234.7DataCollectionandAnalysis............................................................................................................30Chapter5ResultsandDiscussion................................................................................................................325.1ResultsandDiscussionofPre-questionnaireandPost-questionnaire.............................................325.1.1ResultsofPre-questionnaireandPost-questionnaires..........................................................325.1.2DiscussionofPre-testandPost-testQuestionnaires..............................................................385.2ResultsandDiscussionofPre-testandPost-testofpaper................................................................405.2.1ResultsofPre-testandPost-testofpaper...............................................................................405.1.2DiscussionofPre-testandPost-testPaper.............................................................................43Chapter6ConclusionsandSuggestions......................................................................................................466.1MajorFindingsoftheResearch........................................................................................................466.2ImplicationsoftheResearchforTeaching........................................................................................476.3LimitationsoftheResearch...............................................................................................................486.4SuggestionsforFutureResearch.......................................................................................................48References.........................................................................................................................................................vAppendixIQuestionnaire............................................................................................................................viiiAppendixIIPre-testPaper............................................................................................................................ixAppendixIIIPost-testPaper.......................................................................................................................xiii AbstractGrammarteachingisanintegralpartinmodernforeignlanguageteaching.However，manystudentsarerequiredtolearntargetgrammarbymechanicallymemorizingandpracticing,whichmakesmorestudentslosetheinterestandmotivationofgrammarlearning.Therefore,itisessentialforustofindarelevantlanguageteachingmethodwhichnotonlyhelpsstudentstomasterthegrammaticalknowledgeandstructuressystematicallybutalsopromotesstudents’motivationofgrammarlearning.Activity-basedApproach,putforwardbyHammer(1986),canintegratethelanguagestructuresandlanguagemeaningstogether,whichnotonlyhelpsstudentsmastersystematicalgrammarknowledgebutalsopromotesstudents’motivationofgrammarlearningBasedontherelatedstudyonActivity-basedApproach,thisstudyhastwofundamentalpurposes:oneisintendedtoinvestigatetheeffectivenessofActivity-basedApproachontheteachingofEnglishgrammarinseniorhighschool;Theotherisintendedtomakeainvestigationofwhethertheparticipants’proficiencyofEnglishgrammarhasbeenpromotedbyusingActivity-basedApproach.Inaccordancewiththetwoexperimentalpurposes,thestudyputsforwardtotwohypothesesandattemptstoverifytheeffectivenessofthem:1)TheActivity-basedApproachcanpromotelearners’motivationofgrammarlearning;2)TheActivities-basedApproachinTeachinggrammarcanimprovelearners’acquisitionofEnglishattributiveclause.Theteachingexperimentwhichlastsabout2weeksiscarriedoutintwoparallelclassesofoneseniorhighschoolinGansuprovince.Intheprocessofexperiment,oneclassischosenasthecontrolledclassandthisclasshasbeentaughtviathetraditionalteachingmethod;theotherischosenastheexperimentalclass,whichistaughtbyActivity-basedapproach.Aftertheresearchofapplication,thedatathathavebeencollectedfromthequestionnaireandpaper-testwillbeanalyzed.Thechangeofstudents’motivationofgrammarlearninginexperimentalclassbetweenpre-experimentandpost-experimentcanbereflectedinthequestionnaire.Thechangeofstudents’proficiencyofgrammarlearninginexperimentalclassbetweenpre-experimentandpost-experimentcanbereflectedinpaper-test.Theexperimentindicatesthatcomparedwiththetraditionalteachingmethod,theActivity-basedApproachcanpromotethestudents’motivationoflearningattributiveclauseandimprovetheirproficiencyofattributiveclausebyorganizingvarietiesofcolorfulandeffectiveactivities.Tosumup,theActivity-basedApproachprovideuswiththegrammarteachingmethodfromthenewperspectiveanditismoreefficientandeffectiveintheprocessofgrammarteachinginseniorhighschool.Keywords:Activity-basedApproach；GrammarTeaching；AttributiveClause;SeniorHighSchooli 摘要语法教学是现代外语教学中不可缺失的重要组成部分。然而大部分的高中英语教师要求学生通过机械记忆和机械训练的方式进行语法学习，这就导致了学生并没有真正的体验到语法学习的乐趣，降低了他们语法学习的积极性。因此，找到一个既可以让学生掌握系统的语法知识，又能够提高学生语法学习兴趣和积极性的语法教学方法至关重要。1986年，Hammer首次提出了活动教学法，并指出了活动教学法能够实现语言结构和语言意义的统一，不仅能够让学生掌握系统的语法知识，同时也提高他们的语法学习的积极性。因此根据对活动教学法理论的相关研究，笔者尝试在高中英语定语从句的教学中运用活动教学法，旨在探索与传统教学法相比较，活动教学法是否能够提高学生学习英语语法的积极性和活动教学法是否能更好提高学生的语法学习水平。因此本研究提出两个研究假设：1）活动教学法能够提高学习者语法学习的动机；2）活动教学法能够提高学习者定语从句的学习水平。为了进一步检验活动教学法在实际的高中英语语法教学中的可行性和有效性,在甘肃省一所高级中学高一两个平行班进行了一个为期2周的教学实验。由于两个平行班的学生最初的学习成绩,学习动机没有太大的差别,因此被选取作为实验对象。在进行为期2周的实验中,一个班作为实验班接受活动教学法,另外一个班作为控制班接受传统的语法教学。实验通过问卷调查、和书面成绩测试两种形式来获取有效的数据和反馈。通过问卷调查了解实验班学生实验前后英语学习动机的变化，通过书面成绩测试是为了比较两个班实验前后的语法水平发生变化的情况。研究结果表明:与传统的语法教学方法相比较,活动教学法能够通过组织各种各样合适有效的活动,以创造性为目标的方法,切实提高学生的成绩,调动学生学习的积极性。总之,活动教学方法为英语语法教学提供了一个全新的视角，在英语语法教学中更有效。因此，在高中英语语法的教学实施中应用活动教学方法是可行的。关键词:活动教学方法;高中英语；定语从句；语法教学ii ListofFiguresandTablesTables4.1DescriptionofTheParticipants...............................................................................19Tables4.2BasicContentsofTheQuestionnaire......................................................................20Tables4.3ArrangementsofResearchProcedure......................................................................23Tables4.4RelevantActivitiesinTeachingProcess..................................................................23Tables5.1.1Students’InterestofGrammarLearning............................................................32Tables5.1.2TheResultsofStudents’AwarenessofAchievement...........................................33Tables5.1.3TheResultsofStudents’AwarenessofLookingforOpportunities......................33Tables5.1.4TheResultsofStudents’AwarenessofSelf-improvement...................................34Tables5.1.5TheResultsofStudents’AwarenessofResponsibilities....................................35Tables5.1.6TheResultsofStudents’InterestofGrammarLearning....................................36Tables5.1.7TheResultsofStudents’AwarenessofAchievement...........................................36Tables5.1.8TheResultsofStudents’AwarenessofLookingforOpportunities......................37Tables5.1.9TheResultsofStudents’AwarenessofSelf-improvemen....................................37Tables5.1.10TheResultsofStudents’AwarenessofResponsibilities..................................38Tables5.2.1DescriptiveDataofPre-testinECandCC.........................................................41Tables5.2.2IndependentSamplesTTestoftheECandCCofPre-test...................................41Tables5.2.3DescriptiveDataofpost-testinECandCC.......................................................42Tables5.2.4IndependentSamplesTTestoftheECandCCofPost-test................................42Tables5.2.5PairedSamplesStatistics....................................................................................43Tables5.2.6PairedSamplesTest............................................................................................43iii ListofAbbreviationSPSSSoftwareStatisticPackagefortheSocialScienceCCControlClassECExperimentalClassNNumberofParticipantsSDStandardDeviationSig.Significanceiv Chapter1IntroductionChapter1Introduction1.1BackgroundoftheStudyAsiswell-knownforus,theteachingofEnglishgrammarinseniorhighschoolhasbeendeeplyimpactedbytheGrammar–TranslationMethodinourcountry.Therefore,thegrammarteachingisconfrontedwiththeseriousphenomenathatthememorizingofgrammarruleshasbeenextremelyemphasizedandcommunicativeabilitiesofstudentshavebeenneglected.IntraditionalinstructionofEnglishgrammar,teachersareinclinedtoconcentrateonthecomplexrulesofgrammarandsupplystudentswithtoomuchinformationaboutgrammaticalstructure,whichgraduallycausestheseriousoutcomesthatstudentsinseniorhighschoolarejustaccustomedtotakingnotesinEnglishgrammarclassandmakinguptheirmindtomemorizethecomplexgrammarrules.Gradually,Thismechanicalmethodresultsinaserioussituationinwhichstudentscannotmakeuseofthegrammarrulesfreelyandeffectivelythattheymechanicallymemorizeinrealcontext.Theprocessoflanguageteachingwhichhasbeenintroducedintochinaformanyyearsemphasizeboththemeaningandusageoflanguageinsteadofonlylanguageforms.TherelevantmethodofgrammarteachinghasbeenwidelyacknowledgedandutilizedintheinstructiveprocessofEnglishgrammar.Additionally,inaccordancewiththeobjectiveofthegrammarteaching,theEnglishtextbooksinseniorhighschoolhavebeencomprehensivelyrevised,whichintendtomakethemmorefunction-orientedratherthanstructure–oriented.Becauseofthefar-reachingadjustmentoftextbookinseniorhighschool,manynewEnglishteachingapproacheshavebeenwidelyintroducedintothepracticalteachingprocessofEnglishgrammarandhavemademagnificentprogress.InspiteofallthatwehaveachievedintheEnglishgrammarteaching,someexistingproblemsremaintobeverycomplicatedandcomplex,makingtheteachingprocessofEnglishgrammarfarfromsatisfying.WhilesomenewEnglishgrammarteachingapproachescanfacilitatethecultivationoffunctionalskillsinlearners,theyarenotabletoensuretheaccuracyofEnglishgrammaticalproduction.WhenconfrontedwiththecomplexsituationsandproblemsintheteachingprocessofEnglishgrammar,theresearchersandscholarsinEnglishlinguisticshaveputforwardtoanidealwaytoteachEnglishgrammarthatnotonlyconcentratesonthemeaningofgrammaticalstructurebutalsomakeslearners’languageproductionmorefluent,accurateandcomplexandachievemoreachievementsinthelearningprocessofEnglishgrammaticalstructures.(Lyons.J,1968).Therefore,Inaccordwiththeaboverequirements,theActivities-basedMethodrelevantlyappeared,1 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClausewhichcankeeptherelativebalancebetweenmeaningandformintheteachingprocessofEnglishgrammar.Therearetwofundamentalwaysthatcanfosterandcultivatelearners’abilityofEnglishgrammarlearninginsecondlanguageacquisitionandlearning.Theacquisitionofsecondlanguageisconcernedwiththecomplicatedprocessinwhichlearnerscanmasterasecondlanguagethroughconstantexposureinit,whilelearningisconcernedwiththeprocesswherelearnerscanconsciouslylearnasecondlanguage.However,regardlessofwhetherconsciousorsubconsciousprocessareconcerned,bothacquisitionandlearningareoftenusedinterchangeably(Krashen,1985).Meanwhile,Itiswell-knownforusthatEnglishgrammarlearningcanbeacquiredmorequicklywhenlearnersareactivelydedicatedtothetargetgrammaticalstructure.Whenlearnersactivelyparticipateintheprocessofteachingactivities,acquisitionofgrammaticalstructurecanbemaximizedandexpanded,becausethesekindsofactivitiescanstimulatelearners’potentialcompetenceandcapacities.Therefore,thehypothesisthathasbeenpresentedisconsistentwithaclassicexperientialphilosophythatiscalled“learningbydoing”.(Long,1985).Theessenceoflanguageisatoolthatshouldbeusedindailylife,whichmeansthelearners’competenceofEnglishgrammarcompetenceshouldbeultimatelymeasurednotbyhowmanygrammaticalstructuresthattheyhavemastered,butbyhowtheycanactivelymakeuseofthemindailylife.Inotherwords,inordertomakestudentsmastermoregrammaticalstructuresinthetargetlanguageandtofacilitatetheirpracticalusageinvariouslanguagecontext,itisessentialforteacherstodesignvariousandflexibleactivities.Meanwhile,intheteachingprocessofgrammaticalstructures,activitiesthathasbeendesignedbyteachersshouldconcentrateondevelopingthelearners’awarenessofthemotivation,imagination,confidence,feelingsandvarioussenses(Ellis,R.2002.).1.2PurposeandSignificanceoftheStudyWiththegradualdevelopmentofCommunicativeTeachingApproach(CLT),activity–basedapproachhasplayedanincreasingroleinthelanguagepedagogy,whichinturnalsoencouragesmorescholarstoexplorethiscomplexfieldtheoretically.However,whentherelevantliteraturewhichisrelatedtotheactivity–basedapproachisreviewedandgathered,itisinterestingtofindthatthepracticeofclassroomactivitiesintheprocessofgrammarteachingarelessfocusedonandresearched.TheactivitiesthatareconcernedwiththeEnglishgrammarclassarethevitalvariablesandhaveanimportantandcriticalimpactonthegrammarlearningprocessoflearners,sotheteachersshouldtakeactivitiesintoconsideration,andtrytheirbesttomakeactivitiesbecomeanintegralelementinEnglishgrammarteaching(E.HinkelandS.2 Chapter1IntroductionFotos,2002).Therefore,Inordertoaccomplishthisgoal,thispaperattemptstoconcentrateontheconceptofactivities,offerssomeintensiveandmeaningfultechniquesoforganizingactivitiesintheprocessofteachinggrammar,makessomerelevantexplorationsontheproceduresofteachinggrammar,andextendstheapplicationoftheActivity-basedApproachtotheprocessofgrammarteaching,whichinturnprovidesmorebeneficialexperienceforthepedagogicactivities.Nowadays,theteachingprocessofgrammaticalstructuresinseniorhighschoolisjustservedasatoolforCollegeEntranceExamination,whichreflectsthattheusageofgrammarhasbeenignored.So,studentswhoalwayscangethighscoresinvocabulary,grammarandwritingcandonothaveabilitytousethemfluentlyandaccuratelyindailylife（ChenYoubi，1997）.Theteachingobjectiveofgrammarinseniorhighschoolistoteachstudentshowtousethemwhenitisrequired,andtofosterandcultivatestudents’comprehensivelanguageability.Therefore,thispaperwhichisintendedtodrawteachers’attentiontogrammarandtomakethemcombinethegrammaticalstructureswiththetargetlanguageusagelaysemphasisontheprocessofgrammarteachingviaActivity-basedApproach.Therefore,theteachingprocessofgrammardirectedbytheActivity-basedApproachcanintegratethreedimensionsoflanguage:formorstructures;meaning;usageorfunctions.(Larsen-Freeman,2003).Theultimateandfundamentalobjectiveintheprocessoflanguageteachingistopromotethestudents’learningmotivationandtohelplearnerstoestablishthepositiveattitude,whichinturncanmakestudentsgainmorecompetencesofgrammaticallearning.Therefore,theprocessofgrammarteachingcanbeeffectivelyperformedandenhancedviacolorfulactivities.Inotherwords,thisstudyhastwofundamentalpurposes:oneisintendedtoexploretheeffectivenessofActivity-basedApproachongrammarteaching;Theotherisintendedtomakeinvestigationonwhethertheparticipants’languageproficiencycanbeimprovedandpromotedaftertheyaretrainedandtaughtviaActivity-basedApproach.Inaccordancewiththetwoexperimentalpurposes,thestudyputsforwardtotwohypothesesandattemptstoverifytheeffectivenessofthem:1.TheActivity-basedApproachcanpromotelearners’motivationofEnglishgrammarlearning.2.TheActivities-basedApproachinTeachinggrammarcanimprovelearners’learningofEnglishattributiveclause.1.3StructureoftheStudyThethesisincludessixchapters.Chapter1,Introduction.Itprovidesbackground,purposeand3 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClausesignificance,andtheconstructionofthestudy.Chapter2,LiteratureReview,mainlypresentsdefinitionsofactivity-basedapproach,thedefinitionofgrammarteaching,thedefinitionofgrammarteachinginactivity-basedapproach,andpreviousstudiesabroadandathomeongrammarteachinginactivity-basedapproach.Chapter3,TheoreticalFramework,itdepictsthreesupportingtheories,andtheyrespectivelyare,InputHypothesis,OutputHypothesisandInteractionTheory,CognitiveTheoryandConstructivism.Chapter4,ResearchdesignofthisStudyisconcernedwithresearchquestions,researchparticipants,researchinstruments,researchproceduresandexperimentalprocedure.Chapter5,ResultsandDiscussion,itdepictsDataandAnalysis,whichincludesDataandAnalysisofQuestionnaires,DataandAnalysisofLanguageTestsandDiscussionabouttheResults.Chapter6,Conclusion,itisconcernedwithfourparts:MajorFindingsoftheResearch,ImplicationoftheResearchandSuggestions.4 Chapter2LiteratureReviewChapter2LiteratureReview2.1StudiesonGrammarTeachingatHomeandAbroadGrammarisalwaysdefinedasthespecificaspectsoflanguageandthisspecificaspectisconcernedwiththespecificformsandspecificstructuresofwords(morphology).TheWebste"sNewWorldDictionary(1968)pointsoutthatthegrammarisusuallydistinguishedfromthespecificresearchonwordmeanings(semantics,semaciology).ThedefinitionofGrammarisalsopresentedbyOxfordAdvancedLearner"sDictionary(1993),whichconcernsthatgrammaristhescienceofrulesfortheformsofwords.Inaddition,LongmanDictionaryofContemporaryEnglishpresentsthedefinitionofgrammaranditpointsthatgrammarisconcernedwithsomespecificrulesthatareconnectedwiththechangingformsofwordsandsentences(Longman,1995).2.1.1StudiesonGrammarTeachingatAbroadManycontemporarylinguisticscholarsmaketherelevantstudiesonEnglishgrammarfromdistinctiveaspects,suchas:Lyons(1968)holdthatgrammaristhespecialbranchwhichisconcernedwiththedescriptionoflanguagesanditaccountsfortheruleswherewordscanbecombinedtogethertoformsentences(Lyons,1983:131).Halliday(1985)insiststhatgrammarisconcernedwithhowformandmeaningoflanguageareintegratedtogethertoenablelearnersuselanguageeffectivelyandefficiently(GeorgeYule,2002).Brown(1994)insiststhatthegrammarshouldbereferredtothespecificsystematicalrules.Thissystematicalrulescangoverntheconventionalarrangementsofwordsandtherelationshipofwordsinthespecificsentences.Baston(1994)holdsthatgrammarisnotasimpleformalsystematicalnetworkbutcomprehensivedevices.Thelearnerscanbefunctionallymotivatedandstimulatedfromtheperspectiveofgrammaticalfunction.Afteralongstudiesongrammar,Azar(2007)pointsthatGrammarisasetofrulesthatisintendedtomakeusknowhowtoadjusttheformsofwordsinspecificcontext,howtointegratethedifferentformsofwordstogethertoformmeaningfulsentencesinspecificcontextandhowtoeffectivelyandcorrectlyusethemintheprocessofspeakingandwriting.Inaddition,Azar(2007)assertsthatitisessentialforustousethesetofrulesiflearnersintendtolistenandreadeffectively.Therefore,thegrammarlearningwillbecomemoreefficientandeffectiveintherelevantsituationofnon-targetlanguagebyusinggrammarrules.AccordingtoAzar(2007),grammarteachingplaysanimportantandcriticalrules,whichisintendedtodirectlearnerstomakeaexplorationonthenatureoflanguage.Moreover,Ellis(2002)insiststhattheteachingprocessofgrammarplaysadominantpositionintheprocessoflanguageteaching.5 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseSimultaneously,HinkelandFotos(2002)insiststhatalthoughsomelearnerstreatthegrammarteachingasthethornyproblemthatmanyteachersandeducatorsareconfrontedwith,italwaysplaysadominantandcriticalroleinEnglishteachingandlearning.Simultaneously,Haliday(Haliday,M.A.K.1964)alsopointsthatgrammarisalsoconcernedwithaspecificstandardbywhichwecanmakeacomprehensivejudgmentwhetherwespeakorwritesomethingcorrectlyornot.IntheprocessofEnglishgrammarteaching,theteachersplayavitalandimportantroleandtheyshouldberesponsiblefortheaccuracyofstudents’grammarknowledge.(Haliday,M.A.K.1970).Nunan(1989)assertsthatmasteringgrammaticalrulesmeansbeingabletocommunicatebyusingthoserules.Therefore,someneweffectivegrammarteachingapproachesshouldbeappliedtotheprocessofgrammarteaching.Inturn,Teachinggrammarforthepurposeofcommunicationcanalsoensuretheappropriateandaccurateusageofgrammar.Littlewood(1981)advocatedthatthegrammarteachingshouldintegratethestructureandfunctionoflanguageintotheprocessofgrammarsystematically.Inaddition,AustralianLanguageLevelsGuidelines(1988)comeupwiththeActivity-basedApproach,whichfirstlytriestointegratetheClassicalHumanism,ReconstructionismandProgressivismintocomprehensiveprocessofEnglishgrammarteaching.2.1.2StudiesonGrammarTeachingatHomeFormanyyears,theprocessoflanguageteachingandlearninghasbeendominatedbyvarietiesoftheoriesandpracticesandthesetheoriesandpracticesinturnputthegrammarintherelativelycriticalposition.InChina,theteachingmethodofGrammar-Translationisprevalentandpopularintheprocessofgrammarteachingintheseniorhighschool.However,AlthoughtheGrammar-TranslationApproachcanensurethelearnerstomasterthetargetedgrammaticalrulesmoresystematicallyandaccurately,itmakesmanystudentslosethecomprehensivecompetencesinEnglishstudy(Xia,2003).Itisnotuntil1990sthatPPPhasbeenintroducedintoChina.Afterthat,theteachingprocessofEnglishgrammarhasbeencarriedoutbyusingthisapproach.Intheprocessofgrammarteaching,grammarshavebeenpresentedbytheteachersandhavebeenpracticedbystudentsfromtheperspectiveofspokenandwrittenexercisesunderthedirectionofteachers.However,thisapproachisalsocriticizedbymanyscholarsbecauseitisnotrelatedtothereal-lifecontext.TheNewEnglishCurriculumStandardfortheSeniorMiddleSchool(2003)clearlyillustratesthatoneofthevitalobjectivesintheprocessofEnglishgrammarteachingistocultivateandfosterthecomprehensivelanguageabilitiesofstudents.TheNewStandardalsomakeaclearillustrationthatstudentsinseniorhighschoolshouldmasterthebasicEnglishknowledge.Thebasic6 Chapter2LiteratureReviewEnglishknowledgeshouldbecomposedoffivesignificantaspects:pronunciation,vocabulary,grammar,functionandtopic.Therefore,theNewStandardinseniorhighschooladvocatesthatintheteachingprocessofEnglishgrammar,theformsoftargetlanguage,themeaningaswellasusageofspecificlanguageshouldbeintegratedandpromotedfromtheperspectiveoflanguageapplicationandpractices.Englishteachersshoulddirectthestudentstomastertheconcretefunctionandmeaningsofgrammarfromthecontext.Moreover,TheNewStandardinseniorhighschoolalsopointsoutthatthepurposesofEnglishgrammarteachingshouldbeachievedandaccomplishedwhenvarioustaskshasbeenfinishedbystudentsviathegrammarratherthanonlyknowthegrammaticalrules.Therefore,theaimofEnglishgrammarteachinglaysemphasisontheimprovementofthestudents"comprehensivecompetencesaswellasusageofEnglishintheconcretecontextandreallife(HuZhuangling,1978).ChengandGao(2006)expoundtheconcreteandspecificrequirementofgrammarteachinginthedirectionoftheNewStandardfromtheperspectivesofteachingrequirements,teachingapproaches,teachingcontentsandrelevantpracticingmethods.InaccordancewithNewStandard,thecontentsofEnglishgrammarteachingshouldbecomposedof:forms,meaningsandusages.Formsareconcernedwiththegrammarstructuresandhowthesestructuresarecomposed.Meaningspointsoutwhatkindsofthegrammarstructurescanbeappliedandshouldbereferredto.Andtheusagesareconcernedwithwhyandhowthespecificgrammarstructuresshouldbeused.Simultaneously,ThenewStandardactivelyrecommendthattheteachingmethodshouldnotbetheteacher-centeredmethod,andorelsethestudentswillbecomepassivereceiversofknowledge.IntheprocessofEnglishgrammarteaching,theNewStandardinseniorhighschoolpointsoutthattheEnglishteachersshouldcreateandusealotofactivitiesasmuchaspossible.(LiGuanyi,1989:1-9).LiGuanyiinsiststhatEnglishteachersshouldmakeapresentationofthegrammarstructuresinthespecificandconcretecontextbyusingalotofactivities.Shealsoencouragesstudentstomakerelevantanalysesaboutthegrammaticalrules.Andafterthat,theteachersshouldmakeacomplementandsummary.AccordingtotheNewStandard,PracticingformsintheprocessofEnglishgrammarteachingshouldbevarious.Therefore,thepracticesofspecificlinguisticknowledgeshouldbecomprehensivelyinterrelatedintheprocessofgrammarteaching,whichmeansboththecultivationandpromotionoflinguisticskillsshouldbeintensivelyintegrated.NotonlyshouldEnglishteachersconcentrateonthepracticesoflanguageforms,butalsoshouldbededicatedtotheapplicationofteachingapproachesinordertomakethestudentsaccomplishrelevanttasks(MaShuhong,2001:20).Englishgrammarteachingmethodshouldintegrategrammar7 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseknowledgewithspecificlinguisticskillsandthisintegrationwillbebeneficialfortheimprovementoftheircomprehensivecompetencesofgrammar.2.2StudiesonActivity-basedApproachatHomeandAbroadManynotablelinguistsandscholarshavetriedtheirbesttomakesomestudiesonactivitiesfromdifferentperspectives.AccordingtoDictionaryofContemporaryEnglisheditedbyLongman,activityintheprocessofteachingissomethingthatiscarriedoutorisbeingcarriedoutforinterestoreducation.AustralianLanguageLevelsGuidelines(1988)makesadefinitionaboutactivity,anditpointsthatactivityshouldberegardedasanactivitywhichisconcernedwiththepurposefulandactiveusageoflanguagewhenlearnersarerequiredtointegratedtheirdifferentlanguageresourcetomeettherequirementsofagivencontextorsituation.2.2.1StudiesonActivityandActivity-basedApproachatAbroadHarmer(1983)insiststhatactivityisalooseandgeneralterm,anditisusedtogiveageneralandabstractdescriptionofwhatwilltakeplaceintheprocessofteaching.Fromthisperspective,agameissimilartoaactivity,anditisalsosimilartosimulation:theintroductionofnewclassintheprocessoflanguageteachingisanactivity,whichisparalleltothereconstructionofcontents;Listeningandspeakingisalsoregardedasanactivityandsoaresomeothertasks;socialtalkandoralcompositionisalsoanactivity.JackC.Richards(2000)makessomestudiesonactivitieswhereactivitiesareconsideredasconcretetasksthathavebeenintensivelyselectedtocompleteaparticularteachingorspecificlearninggoal.Littlewood(2001)alsoassertsthatactivitiesshouldprovidestudentswithwhole-taskpractice,improvetheirmotivationoflanguagestudy,allowstudentstolaunchnaturallearningandcreateaspecificcontextthatisbeneficialforlearning.Inaddition,AnnMalamah-Thomas(2004)assertsthatactivitiesareconcernedwithwhattheteacherdoesorwhatthestudentsdointheprocessofteachinginordertopresentorpracticethetargetlanguage.Chastain(1971,1976)putforwardaviewpointthattheGrammarteachingshouldcombineactivitieswithcognitiveapproaches.Littlewood(1981)advocatedthatthegrammarteachingshouldintegratethestructureandfunctionoflanguageintotheprocessofgrammarsystematicallybyusingvariousactivities.Inaddition,AustralianLanguageLevelsGuidelines(1988)comeupwiththeActivity-basedApproach,whichfirstlytriestointegratetheClassicalHumanism,ReconstructionismandProgressivismintocomprehensiveprocessofEnglishgrammarteaching.In1991,thecomprehensiveActivity-basedApproachoftheEnglishgrammarteachingwasalsolaidoutandissuedbySingapore8 Chapter2LiteratureReviewMinistryofEducation.Whatismore,J.Harmer(1983)givessometheoriesofactivity-basedteachingandhealsoprovidesthefundamentalprinciplesofactivity-basedapproachintheprocessofgrammarteachingfromthefollowingperspectives：LanguageStructureandLanguageFunctionofActivity-basedApproachinGrammarTeaching;LearningandAcquisitionofActivity-basedApproachinGrammarTeaching;Input,PracticeandOutputofActivity-basedApproachinGrammarTeaching;Finely-tunedInputandRoughly-tunedInputofActivity-basedApproachinGrammarTeaching.J.Harmer(1983)alsoassertsthatthestructureandfunctionoflanguageshouldbeinseparableandintegratedfromtheperspectiveofsyllabusbyusingactivity-basedapproach,whichmeansthegrammaticalstructuresoftargetlanguageshouldbecombinedwiththefunctionalsignificanceoftargetlanguagewhentheactivity-basedapproachisapplied.AccordingtotheviewpointsofHarmer(1986),theactivity-basedapproachdesignedintheprocessofEnglishgrammarteachingcanbeclassifiedintotwocategories:theactivitiesofinputandtheactivitiesofoutput.Harmer(1983)insiststhatteachingprocessdirectedbyactivity-basedapproachshouldintegratethreepartstogether.Thethreespecificpartsareconcernedwithpresentation,practiceandproduction.Theactivity-basedapproachshouldkeepspecificbalances.What’smore,Harmer(1983)assertsthatteachersshouldhelpstudentstomaintaintheirattentiontothelanguagelearningcontinuouslybyusingavarietyofactivitiesandteachersshouldhavespecificclassroommanagementabilitieswhentheycarryoutactivity-basedapproach.Whatteachersshouldfocusonisspecificflexibilityandadaptability.Teachersshouldadopttherelevantactivitiesaccordingtodifferentstudentswhohavedifferentcharacteristics.In1991,theEnglishteachingsyllabuswasputforwardbySingaporegovernmentinwhichfiverequirementsarepresentedtodesignthevariousclassroomactivities:1)Variety:studentsshouldbeprovidedwithmoreopportunitiestoexperiencevariousactivities:2)Context:contentshouldbearrangedandusedinreallife;3)Purpose:thepurposeofdesignedactivityshouldbespecific;4)Interaction:thecommunicativeopportunityshouldbeemphasizedintheprocessofteaching;5)Integration:whenexperiencingactivities,studentsshouldusetheirspecificknowledgeongrammar(ascitedinWangCairen,1996:242-244).2.2.2StudiesonActivityandActivity-basedApproachatHomeActivitiesaresurroundedbyaparticularteachingpurpose,acertainteachingcontent,aspecificteachingprocedureanddifferentparticipants,andactivitiesareintendedtorealizeaparticularandspecificteachinggoalandcanprovidestudentswithmanyopportunitiestoactivelylearnlanguageinlife-likeandrealsituations.Inaddition,activitiesareconcernedwithcompleteandcomplexteachingprocesseswhere9 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseteachers’teachingandstudents’learningcantakeplacesimultaneously,makingtheprocessoflanguagelearningmorevividandmeaningful(ShuBaimei,2009).Therefore,Anactivityisespeciallyconcernedwiththeprocessoflanguageactivityinlanguageclass,andithasbeendefinedastheintegralandessentialpartofclassroomworkwhichisaccompaniedandintegratedbysomespecificteachingobjectivesandcontentsperformedandmodifiedintheprocessoflanguageteaching.Activitiescanbeconcernedwiththeclassificationofpeople,thesequenceofteaching,theadjustmentofteachingmaterialsandcontents,andthearrangementsofteachingcontents.(HuangJingzi,2003).Athome,ZhangJianzhong(1983)activelyinsiststhatanintegratedActivity-basedmethodwhichisconcernedwithvariousactivitiesshouldbepaidcloseattentiontointheprocessofgrammarteaching.Theprogrammeoflanguageteachingbasedonactivitieswillbedesignedandcarriedoutonthefoundationofachievingabalancebetweenlanguageinput,practiceandoutput.Inotherwords,ourprogrammeoflanguageteachingbasedonactivitieswilllayemphasisontherequirementforlanguageinputandpracticewhileitalsoemphasizesthenecessityforlanguageoutput.(LiuRunqing,1999).Intheprocessofdifferenttopicteaching,prioriesshouldbegiventodifferentactivitiessuchasgrammaractivities,vocabulariesactivities,readingactivitieswritingactivitiesandsoon.Theactivitiescanbeclassifiedintothreetypes:l)integrationoflanguagecomponents2)contextualizationformeaningfocus3)interactionformorelanguageuse.ProfessorWangCairen(1996)proposedtheDualActivityMethod(DAM)andinsistedthatthesynthesisandpluralismofactivitiesshouldbecomethetendencyofEnglishgrammarteaching.ProfessorWanginsiststhatthefundamentalpurposeofforeignlanguageteachingiscommunicationandteachersandstudentsshouldbeemphasizedintheprocessoflanguageteaching.Thisnewteachingmodemakesintensiveexplanationonhowtoapplyactivity-basedapproachtothelanguageteachinginchina.2.3StudiesonRelationshipBetweenGrammarTeachingandActivity-basedApproachWangCairen(1996)triedtocombinevariousactivitieswithcognitiveapproachintheprocessofEnglishGrammarteaching.Heassertedthatactivitiesshouldbedesignedintheprocessofgrammarteachinginordertocompletethespecificteachingandlearninggoalsofgrammarteaching.Meanwhile,hefoundthatactivitiescanprovidestudentswithmorelife-likesituations,whichcanpromotestudents’motivationofcommunicatingbyusingspecificgrammar.Healsofoundthatintegratingvariousgrammaticalstructuresandfunctionintothevividactivitiescanprovidestudentswithmoreopportunitiestoparticipateintheprocessofgrammarteaching.AustralianLanguageLevelsGuidelines(1988)adopted10 Chapter2LiteratureReviewActivities-basedApproach,whichcombinesactivitieswithgrammarteachinggoalsandintegratesthemintoacomprehensiveparttomaketheprocessofgrammarteachingmorevividandcolorful.WhentheGuidelineswerewidelyadopted,educationalresearchersfoundtheteacherswhousetheactivity-basedapproachcanbecomemoreadaptableandflexibleintheprocessofgrammarteachingbecausetheteachercanadaptdifferentwaysandactivitiestodifferentstudentswhohavedifferentgrammarlevels.Inaddition,theresearchersalsofoundtheteachercanflexiblyadjusttheirteachingprocessofgrammarteachingandbecomemoresensitivetothestudents’requirementofgrammarlearning.In1991,Activity-basedApproachoftheEnglishgrammarteachingwasalsolaidoutandissuedbySingaporeMinistryofEducation.SingaporeMinistryofEducationfoundthatwhentheactivity-basedapproachisusedintheprocessofgrammarteaching,theteachercanguaranteestudentstopromotetheiracquisitionandlearningofgrammaticalstructuresbydesigningdifferentkindsofactivities.Inaddition,italsofoundthattheteachingprogrammecankeepsomebalancebetweeninputsofgrammarknowledgeandoutputofcommunication.2.4SummaryOntheonehand,previousstudiesathomeandabroadhaveprovidedspecificandconcretefoundationsforthisresearch.Ontheotherhand,therestillexistsomeproblemsthatshouldbetakenintodeepconsideration:firstofall,themajorityofthepreviousstudiesareconcernedwiththeintegrationofdifferentteachingapproachesintheprocessofgrammarteaching,buttheyarenotconcernedwiththeActivity-basedApproach;secondly,Activity-basedApproachhasbeenwidelyappliedinmanyfieldsofEnglishlanguageteaching,butitisnotfullyappliedintheprocessofgrammarteaching;thirdly,thestudiesthatarerelatedtoActivity-basedApproacharescarce.SothepresentstudyofActivity-basedApproachtoEnglishgrammarteachinginseniorhighschoolsinChinawillmakeaexplorationofgrammarteachingandcanverifyitseffectivenessinthepracticalprocessofgrammarteaching.11 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseChapter3TheoreticalFramework3.1InputHypothesisandOutputHypothesisInthe1980’s,ThefamouslinguistKrashen(1981)cameupwiththeMonitorTheory,whichismadeupoffivehypotheses:Acquisition-LearningHypothesis,NaturalOrderHypothesis,MonitorHypothesis,InputHypothesis,andAffectiveFilterHypothesis.Inallofthesehypotheses,theInputHypothesiswillbethefundamentaltheoreticalfoundation.Ontheonehand,KrasheninsiststhattheteachersshouldusetheMonitorTheorytoinvestigatethecurrentapplicationofInputHypothesistotheprocessofgrammarteaching.Ontheotherhand,Krashenalsomakeadistinctionbetweenacquisitionandlearning.AccordingtotheperspectiveofKrashen,theprocessofacquisitionisconcernedwiththeunconsciousprocess.Inaddition,theprocessofacquisitionpointsthatlearners’languageproficiencycanbepromotedbyusingnaturalisticandactiveways.Onthecontrary,theprocessoflearningisconcernedwiththeconsciousprocesswherecomplexlanguagerulescanbefosteredandcultivated(Yang,2008).Therefore,InputHypothesesisthecoreandintegralpartofMonitorTheory.InputTheoryisintendedtoexpoundtheprocessofacquisition.Itisassertedthatacquisitioncanbeeffectivewhenlanguagelearnersareexposedtotheconditionofinputi+1,whichisconcernedwithabitmoreadvancedandcomplicatedlanguageconditionsthantherealconditionsofthelearners’.Meanwhile,TheInputHypothesisisalsooneoftheimportantandintegralpartsofKrashen’ssecondlanguageacquisitiontheories.AccordingtothestatementKrashen’shypothesis,he(1985)assertsthatlearnerscanacquiretargetlanguagebyreceiving“comprehensibleinput”.Inotherwords,accordingtoKrashen,Thishypothesiscanbeformalizedandsummarizedas“i+1”,inwhich“i”isconcernedwiththelearners’currentlanguageleveland“i+1”isconcernedwiththefollowinglevelofthelanguageacquisition.“1”isconcernedwithagapbetweenthelearners’currentlanguagelevelandlearners’followinglevel,sotheinputoftargetlanguagecanprovideenoughinformationtobridgethegap.Inordertobridgethegap,theinputoftargetlanguagethatwillbeprovidedforlearnersshouldnotbeneithersocomplicatenoreasy.Becauseiftheinputoftargetlanguageistoocomplicatedandfarmorebeyondthelearners’currentcapacityandlevel,thelearnerwillnotunderstandtargetlanguage,andiftheinputoftargetistooeasyorunderneaththelearners’currentlevel,thelearnerwilllearnnothingandwillnotmakeanyprogress.Meanwhile,becausetheteachingandlearningstrategiescanmaketheinputoftargetlanguageunderstandableandcomprehensibleintheprocess12 Chapter3TheoreticalFrameworkofteaching,itisessentialandimportantforteacherstoapplythem.Krashen(1982)proposesthatintheprocessofsecondlanguagepedagogy,theteachershoulduseandteachsomestrategiestohelpstudents,andmaketheinputoftargetlanguagemorecomprehensible.WhenKrashenstatestheInputHypothesis,healsomakesanintensivedescriptionoffourcharacteristicsofoptimalinput:Firstly,Theinputoftargetlanguageshouldbecomprehensible.Inotherwords,theinputoftargetlanguageshouldbebeyondthelearners’currentlevel.Therefore,italsoindicatesthatifthelearners’currentleveloftargetlanguagerefersto“i”,theinputoftargetlanguageshouldreferto“i+1”.Therefore,thelearnerscanunderstandtheinputoflanguagewhenstudentsaregivenspecificstrategiesofacquiredknowledge.Otherwise,theinputwouldjustbecomeakindof“noise”(Krashen,1982).Secondly,Theinputoftargetlanguageshouldbeinterestingandrelevant,whichcanpromotestudents’motivationandconfidenceoftargetlanguagelearning.Thisindicatesthattheinputoftargetshouldattractthelearners’attentionandprovidelearnersmuchmotivation.Atthispoint,theteachersshouldprovidetheinterestingand/orrelevantinputandtheseinputcanpromotelearners’motivation.Thirdly,Theinputoftargetshouldpossesssufficientquantity.Iftheinputoftargetlanguageprovidedcanbeclearlyunderstood,thenecessaryandcomprehensivelanguagecompetencescanbeautomaticallyacquired.Lastly,Theinputoftargetlanguageshouldnotadoptthegrammaticalsequence.Theteachershouldavoidadoptingdeliberatewaystoteachthegrammarbecausethelearnerscanacquiretherelevantlanguagewhenplentyofsufficientcomprehensibleinputisprovided.3.2InteractionTheoryTherelativestudiesareconcernedwithsecondlanguageacquisitionandthesestudiespointoutthattheintensiveandstraightconnectionbetweentheinputoflanguageandtheintakeoflanguageexistsintheprocessoflanguageteaching.Long(1985)wasdedicatedtotheresearchandexplorehowtomaketheinputsoftargetlanguagebecomemeaningful.Therefore,heinsiststhatthetargetlanguagecanbeacquiredbyusingdifferentmodifiedinteractions.Theintensiveandstraightconnectionofmodifiedinteractionandacquisitioncanbeaccomplished:modifiedinteractionensuresthattheinputoftargetlanguagebecomemorecomprehensible,andthecomprehensibleinputoftargetlanguagewillbebeneficialfortheacquisitionoftargetlanguage.Therefore,themodifiedinteractioncangreatlymakeaimprovementandpromotionon13 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauselanguageacquisition.Whentheabovetheoriesarereferredto,whatcanbeconcludedandinferredisthatinteractiveactivitiesarenecessaryandintegralintheprocessoflanguageteaching.AndthestudentscangetinvolvedintheprocessofEnglishteachingbyfinishingtasks.Inthisway,theacquisitionoflanguagecancomeintoeffect.Interactionisconcernedwithexchanges,whichindicatethattheutterancecannotbeencompletelyunderstoodandparticipantsshouldinterrupttheprocessoftheconversationinordertomakepeopleunderstandwhattheconversationwantstoexpress.Therefore,theprocessofconversationsareinvolvedintheNNSs.LongproposethatconversationswhichareinvolvedinNNSsshouldreflectvarietiesofformsbecauseconversationswillnotreflectanysignificantmeaningsifonlyNNSsareinvolved.Forexample,confirmationchecks,comprehensionchecksandclarificationrequestsshouldbeprovidedandpresentedintheprocessoftargetlanguageteaching.AccordingtotheversionoftheInteractionHypothesis,LonginsiststhatthenegotiationformeaningcantriggerinteractionwhichcanbeadjustedbytheNNSandmorecompetentinterlocutorscanalsofacilitatetheacquisitionofinteraction.Inaddition,theNNSisconcernedwithinput,internalcapacities,andselectiveattentionindifferentproductiveways.Therefore,throughnegotiation,thelearners’attentiveresourcescanbeorientedbytwotypes:firstly,thereisparticulardiscrepancyanddifferencebetweenwhatthelearnersknowsabouttheL2andwhattheL2reallyisconcernedwith.Secondly,learnershaslittleornoinformationintheprocessoflearningwithoutnegotiation.Interactionisconsideredtobetheattention-drawingdevice,andtheintensivedeviceindicatesthatinteractioncanworkbydrawingattentiontotheunknownpartoflanguage.Thelearningprocesscanbeperformedduringtheinteraction.Duringtheprocessofinteraction,learnerscantrytheirbesttogeneratesomecomprehensibleoutputsandthesecomprehensibleoutputswillalsobecometheintegralsourcesofotherinputs.Inaddition,Becauseofdifferentfactors,suchasdifferentoccasions,phonological,syntactic,vocabulary,contextualorculturalbackground,Misunderstandingscanoccurfrequentlyintheprocessofinteraction.Therefore,inordertomakethespecificmeaningmorethoroughormakelearnersfindsomecorrectiveandspecificinterpretation,thelearnersshouldtrythembesttogatherallvarietiesoflearningstrategies.Thefeedbackwhichthelearnersgetfromteachersandpeerswillguidethemtotestrelevanthypothesesandrefineorfostertheirlanguagesystem,whichinturncanfunctionasafacilitatoroflanguagedevelopment.Inaddition,OtherSLAtheoriststreatinteractionasthefoundationofacquisition14 Chapter3TheoreticalFrameworkandtheyarebasedonthetheoriesofL.S.Vygotsky.Vygotskyarguesthatchildrencanlearnthroughvariousinterpersonalactivities,andheprovidesthetheoryofscaffolding,bywhichchildrencanformconceptsthatarebeyondthemiftheyareinteractingwithothers.Fromthisperspective,heprovidethenotionofthezonesofproximaldevelopmentandheinsiststhatteachersshouldcreatemoreinteractionwithmoreknowledge.Asaresultofinteraction,thechildcangraduallylearnshowtomasteraconceptwithouttheassistanceofinstructors.Tosumup,inputandinteractionmayfacilitateandpromotethedevelopmentofthelearningprocessofSLAandthecomprehensibleinputwhichcanbegainedbyinteractioncanfosterthelearners’morecompetences.3.3SocialConstructivismTheoryAfteritabsorbsmanydifferentlearningtheories,Constructivismdevelopsgraduallyandevenintegratepsychology,philosophyandanthropologyintoit.Itisthetheorywhichisconcernedwiththeconstructionofknowledgethatlearnerscanfinishfromtheirownuniqueexperience.Piaget(1990)firstlyproposesandcomesupwiththeclearideaofConstructivism.Heproposesthatlearningprocessiscomposedoffourmajorcomponentswhichincludesthecooperationoflearners,theconversationoflearners,thespecificsituationandthespecificconstructionofmeaning.Theteachersshoulddesigntherelevantsituationstohelpthestudentstofindknowledgethattheyshouldmaster,tostudytheknowledgeandtobuildupanewconstructionoflanguage.Thestudentsinthisprocesscanmakeanexplorationoftargetknowledgebycooperationandcommunicationwithpeers.Inaddition,thestudentsintheprocessoflearningshouldbecometheactiveconstructors.Atthesametime,BrunerandFeldman(1990)pointthatteachersshouldtransfertheirrolesandtheyshouldnotindoctrinateknowledgebutdirectandpromotestudents.Additionally,Ye(2008)insiststhatConstructivismrequiresstudentstomakeacooperationintheprocessoflanguagelearning.Everyoneshouldbeconcernedwiththelimitedaspectsofthespecificproblemandthespecificproblemscanbecompletelyandthoroughlyanalyzed.Therefore,Constructivismassertsthatstudentsshouldplaythedominantrolesintheprocessoflanguageteaching.Duringtheprocessofteaching,thestudentsshouldnotbecontrolledbyteachers.Theteachers,onthecontrary,shouldberegardedastheleadersandtheyshouldtrytheirbesttocreatesomeenvironmentwhichisintendedtosustainthepositionofstudent-center.Andtheteachershouldstimulatestudentstoparticipateintheconstructionoftheirpersonalknowledge.Inaccordancewiththeapproachesofsocialconstructivists,15 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseinstructorshavetoplaytherolesoffacilitators.Comparedwithateacherwhoalwaysgivesstudentsmoredidacticlecturescoveringthesubject,facilitatorplaysaroleinhelpingthelearnerstogettothecorrectiveunderstandingofthecontent.Intheformerscenarioofteaching,thelearnersplayapassiverole.Onthecontrary,thelearnersplayanactiveroleinthelatterprocessofteaching.Thus,Theemphasisshouldbeturnedawayfromtheinstructorandtheteachingcontentstothelearner.Thisdrasticchangesindicatethatteachersshoulddisplayatotaldifferentlanguageteachingskills.Teachersgiveanswersaccordingtocurriculumintheteachingprocess,whileafacilitatorcanprovideguidelinestostudents,createtherelevantenvironmentforthelearnersandhelpstudentstoarriveatcorrectiveconclusions.Theteachersmostlygiveamonologue,whilefacilitatorspresentscontinuousdialoguewiththelearners.Inaddition,whentheytaketheinitiativeandsteerthelearningexperiencetothenecessityofstudents,theycanadapttothewholelearningprocess.Thelearningenvironmentshouldalsobearrangedandchangedtosupportandchallengethelearner"scriticalthinking.Whileitisadvocatedtogivethelearnersopportunitiestosolvetheproblem,itisobviousthatanyactivityoranysolutionisinadequate.Thevitalandessentialgoalistohelplearnerstobecomeaneffectiveandefficientthinker.Thegoalalsocanbeachievedandaccomplishedbyplayingmultipleroles,suchasconsultantandcoach.Accordingtotheviewpointofsocialconstructivist,teachersshouldplayveryimportantrolesintheprocessoflanguageteaching,inwhichboththeinstructoroftargetlanguageandthelearnersoftargetlanguageshouldbeequallyinvolvedintheprocess.Itindicatesthatthelearningexperiencethatcanbeacquiredisbothsubjectiveandobjective.Inaddition,italsorequiresthattheinstructorsshouldhaverelevantculturalbackground,socialvaluesandknowledgebackgroundwhichareessentialandintegralpartsintheprocessofshapingthemeanings.Learnerscancomparetheirviewpointsofknowledgewiththoseoftheinstructorandtrytheirbesttogettoanewversionofknowledge.Thetaskorproblemshouldbetheinterfacebetweentheinstructorandthelearner,whichcancreateadynamicinteractionbetweentask,instructorandlearner.Therefore,theprocessofteachingshouldentailthatlearnersandinstructorsshoulddevelopancommonawarenessandshouldlookuptotheirownbeliefs,standardsandvalues.Althoughsomestudiesemphasizetheimportanceofmentoringintheprocessoflearning,thesocialconstructivistmodelonthecontrarylayemphasisontheimportanceoftherelationshipbetweenthestudentandthe16 Chapter3TheoreticalFrameworkinstructorinthelearningprocess.Inaddition,somelearningapproachescouldharbormultiplelearningapproaches,sotheyarecomposedofreciprocalteaching,peercollaboration,cognitiveapprenticeship,problem-basedinstructionandsomeotherapproaches.3.4SummaryActivity-basedisakindofteachingapproachthatlaystheimportanceoflearningfromdoing.Basically,althoughthetheoreticalbasesofactivity-basedinEnglishgrammarteachingareinputhypothesisandinteractiontheory,cognitivetheoryaswellasConstructivism,ThesetheoreticalbasesofActivity-basedinEnglishgrammarteachingarevitalandnecessary,anditisworthmakinganinvestigationontheapplicationofthesetheoriestogrammarteaching.17 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseChapter4ResearchDesignoftheStudyTheultimateandprimarygoaloflanguageteachingistopromotethestudents’motivationoflearningandcultivatetheircomprehensivecompetences.Therefore,thegrammarteachingcanbeeffectivelyperformedandimprovedbydesigningvariousactivities.Onetheonehand,theobjectiveoflanguageteachingisintendedtomakeaexplorationoftheeffectivenessofgrammarteachingunderdirectionoftheActivity-basedApproach.Ontheotherhand,itistoinvestigatewhetherthegrammarteachingunderdirectionoftheActivity-basedApproachcanimprovethelearners"languageproficiency.Inaccordancewiththeexperimentalobjective,thisstudyproposestwohypothesesandattemptstoverifytheireffectiveness:4.1ResearchQuestions1.CantheActivity-basedApproachpromotelearners’motivationofEnglishgrammarlearning?2.CantheActivity-basedApproachinteachinggrammarimprovelearners’learningofEnglishattributiveclause?4.2ResearchParticipantsTheparticipantswhoareinvolvedinthisstudyarestudentsinthesameseniorhighschoolofGanSuprovince,whicharerespectivelydividedintotwoparts:one(class11)isthecontrolgroup(CC),andtheother(class12)isexperimentalgroup(EC).Meanwhile,thestudentsbothinexperimentalgroupandincontrolgroupareconfinedtotheGradeone.Alloftheparticipantswhoareattheageof15-16havebeenlearningEnglishfor3years.Accordingtotheirmarksoftheentranceexamtoseniorhighschool,studentsinbothclassesdonothavetoomuchdistinctionintheirEnglishproficiencybetweenClass11andClass12.Inaddition,studentsincontrolgrouparemadeupof50,including30malesand20females,whilestudentsinexperimentalgroupare50,anditismadeupof27malesand23females.InordertoinvestigatewhethertheActivity-basedApproachcanpromotethestudents"motivationofgrammarlearningandimprovetheirgrammarproficiency,thesameteacherisarrangedtoteachtheirEnglishandthesameteachingmaterialsareused.However,whatisevidentlydifferentisthattheActivity-basedApproachisusedinexperimentalgroupandtheTraditionalTeachingMethodhasbeenusedincontrolgroup.Studentswerenottoldoftheprocessofexperimentinordertomaketheexperimentvalidandreliable.Theexperimentlastsabout16weeksfromOctober,2016toNovember,2016.18 Chapter4ResearchDesignoftheStudyTable4.1DescriptionofTheParticipantsclassificationControlgroup:classelevenExperimentalgroup:classtwelveThenumbersThetotalnumberis50:30boysandThetotalnumberis50:27boysand23girlofstudents20girlsTheteacherAuthorAuthorTheteachingThetraditionalteachingpatternofTheActivity-basedpatternofgrammarmethodsgrammar4.3ResearchMaterialsTheparticipantsofthisstudyarechosentoparticipatefromGradeOnestudentsinseniorhighschool.Theexperimentwascarriedoutbyusingthenormalgrammarteachingprocess.Therefore,thetargetgrammarmaterialsarechosenfromStudent"sbooklofNewSeniorEnglishforChina(NSEFC)publishedbyPeople"sEducationPress.4.4ResearchInstrumentsInordertoensurethevalidityandreliabilityofthebasicdataandmaketheexperimenteffectivelypresenttheresultsoftheresearch,theauthoradoptsthespecificresearchinstruments:questionnaireandlanguagetests(pretestandpost-test).Inthisway,theresultsthatwillbegottenformtheresearchwillbeusedtoanalyzetheprocessofstudents’grammarlearningandsomeremedialworkcanbeadoptedinordertoimprovetheeffectivenessofgrammarteaching.4.4.1QuestionnairesInordertotestwhetherActivity-basedApproachcanpromotestudents’motivationofgrammarlearning,theauthorwasintendedtouseaquestionnairebothinpre-experimentandpost-experiment.Beforetheexperiment,thequestionnairewouldbehandedoutintheexperimentalclassandcontrolledclass.Aftertheexperiment,thesamequestionnairewouldonlybehandedoutintheexperimentalclass.Inordertoinvestigatestudents’viewpointofgrammarlearning,thequestionnairewashandedoutatthefirststageoftheexperiment.Thenafterthe16-weekgrammarlearningintheexperimentalclass,thesame19 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClausequestionnairewashandedoutatthelaststageoftheexperiment.Thequestionnaireshouldbeanonymousandbecomposedoftenmultiple-choicequestions.Eachquestioninthisquestionnaireisconcernedwithstudents’intrinsicmotivationofgrammarlearning,suchasstudents’interestofgrammarlearinng,sensesofachievementingrammarlearning,responsibilitiesintheprocessofgrammarlearning,sensesofactivelylookingforopportunitiestolearngrammarandsensesofself-improvementingrammarlearning.Thestudentswererequiredtocompletethequestionnaireswithinspecificminutes.Inaddition,studentsshouldnotbeallowedtomakeadiscussionwithoneanother.ThequestionnairewasdesignedbythefamousresearcherofGaoYihongin2003andtheauthormadesomerelevantadjustments.ThequestionnairewasdesignedinChineseandisattachedasAppendixI.Table4.2BasicContentsofTheQuestionnaireTheClassificationTheVarietyofMotivationTheNumberofQuestionofMotivationStudents’InterestQ1---Q2IntrinsicAwarenessofAchievementQ3---Q4AwarenessofActivelyQ5---Q6MotivationLookingforOpportunitiesAwarenessofQ7--Q8Self-improvementAwarenessofResponsibilitiesQ9---Q104.4.2TestsAsiswell-knowntous,languagetestisaveryimportantandintegralcomponentofEnglishgrammarteaching.Itisalsothemosteffectivewaytoreflectandpresenttheresultofteacher"sgrammarteaching,meanwhileitisalsooneoftheimportantmeanstoacquirethestudents"feedbackongrammarteaching.InordertoinvestigatetheeffectivenessoftheActivity-basedApproach,onekindoflanguagetest(writtentests)hasbeenpreparedforthestudentswhoareinexperimentalclassandcontrolclass.Thiskindoflanguagetestismadeupofthepre-testsandpost-tests,whicharerespectivelyofferedtothestudentsofthetwoclassesatthebeginningandattheendoftheexperiment.Thewrittenformsinpre-testandpost-testwillbeusedandtheyarecomposedof50multiplechoicesand20grammarblankfilling.Boththepre-testpaperandpost-testpaperarechosenfromtheNMETpapers.Thetotalscoreonbothpre-testpaperandpost-testpaperis100.Inaddition,theformatofpost-testissimilartothepre-test.Inordertoensurethe20 Chapter4ResearchDesignoftheStudyvalidityandreliabilityofthisresearch,thelevelsofdifficultyinpre-testpaperwillbebasedonthelevelsofstudentsinthejuniorhighschoolandthelevelsofdifficultyinpost-testpaperwillbebasedonstudents’levelsofgradeoneintheseniorhighschool.ThedatathatwillbecollectedandanalyzedfromwrittentestsareintendedtotestifytheeffectivenessofActivity-basedApproachonandwhetheritcaneffectivelypromotelearners’levelsofattributive.Inaddition,inorderthatobjectiveandprecisecomparisoncanbemadebetweenE-CandC-C,theSPSS19.0softwarewillbeusedtoanalyzedatathatwillbecollectedfrombothexperimentalclassandcontrolclass,whichcanclearlyreflecttheobvioustransformationofstudents’proficiencyoflearningattributiveclause.Intheend,twoclasses’datathathavebeencollectedfromthetestwillbeanalyzedandmadeacomparison,whichisintendedtoevaluatewhetherActivity-basedApproachcanimprovestudents’proficiencyoflearningattributivelearning.Meanwhile,Thewrittentestpapersbothinpre-testandpost-testwillbeattachedinAppendixIIandAppendixIII.4.5ResearchProceduresTheexperimentisintendedtobeperformedduringthefirstsemesterof2016-2017.Inaccordancewiththeplan,thewholeexperimentwillbecarriedoutinthreestages:thepre-experimentstage,theexperimentstageandthepost-experimentstage.4.5.1Thepre-experimentstageThepre-experimentstagewillbecarriedoutbythefollowingorders:inthefirstweek,accordingtothestudents’marksoftheirentranceexam,twoclassesthatdonothavemuchobviousdifferenceintheirEnglishlevelhavebeenrandomlyselected.Therefore,thetwoclassesarerandomlyselected(class11andclass12)tobetheexperimentalclassandthecontrolclassrespectively.AndthetwoclasseswillbetaughtbythesameEnglishteacherintheprocessofEnglishgrammarteaching.4.5.2TheexperimentstageThewrittenpre-testpaperswillbedistributedtoallparticipantsbothinexperimentalclassandcontrolclassanditishelpfulforteachertoknowaboutthestudents"levelofgrammar.Thenthestudentswhoarechosenastheexperimentalclasswillberequiredtocompletethepre-questionnairetochecktheirmotivationofgrammar.Allthedatathatwillbegatheredfromthepre-questionnaireandthepre-testswillbeanalyzed.Aftertheauthorwillmakepreparationfortheprocessofexperimentandmakeadiscussionwiththeschoolwhereexperimentwillbecarriedout,theresearchwillbeginbuttheresearchshouldnot21 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClausedisturbtheprocessofnormalteaching.Basedonthegrammaticalknowledgethatstudentshadacquiredandmasteredinthejuniorhighschool,allparticipantsinbothclasseswillstudythetargetgrammarstructuresandknowledgewhichhavebeenpresentedinNSEFCStudent"sBookl,2.Alltheparticipantswillhavethreelessonsthathasbeendesignedforgrammarteachingeverytwoweeks,andalltheclassesofgrammarteachingarearrangedforforty-fiveminutes.However,twocompletelydifferentmethodswillalsobeadoptedinthetwoclasses:theE-CwillbetaughtbyusingActivity-basedApproach,whiletheC-CwillbetaughtbyusingtheTraditionalTeachingMethod.4.5.3Thepost-experimentstageAttheendoftheexperiment,thewrittenaswellaspost-questionnairewillbeconductedanditcanreflectsomeinformationthatcanbeusedtofindoutwhetherstudents’grammarproficiencyhassignificantvariabilityaftertheActivity-basedApproachhasbeenappliedtoEnglishgrammarteaching.ThestudywhichisconcernedwiththegrammarteachingbyusingActivity-basedApproachwilllastfor16weeks.Intheprocessofexperiment,theexperimentshouldbeensuredtobemoreeffectiveandefficient,meanwhiletheauthorshouldoftencommunicatewithexperiencedteachersabouttheplan,designandorganizationofthegrammarteachingintheexperimentalclass.Thenthedatathathavebeencollectedfromthepre-testsandpost-testswillbeanalyzedrespectivelyinaccordancewiththenumberofparticipants(N),themeanscore(M),thestandarddeviation(SD),thepairedsampletest(P),thesignificance(Sig.)andTtest.Meanwhile,theresultsthathavebeencollectedfromthepre-and-postquestionnaireswillalsobeanalyzed.ThentheauthorwillcarryouttheintensivediscussionoftheeffectivenessoftheActivity-basedApproachongrammarteachinginseniorhighschool.Therefore,Thearrangementsofresearchersareasfollows:22 Chapter4ResearchDesignoftheStudyTable4.3ArrangementsofResearchProcedureProceduresTimeTasksSelectParticipantsPre-experimentThefirstweekPre-test:collectandanalysisthedataofpre-test.Questionnaire：BothECandCCarerequiredtofinishthesamequestionnaireTheteachingofgrammarbyusingactivity-basedapproachExperimentThefirst-secondinEC;weekTheteachingofgrammarbyusinggrammar-translation-approachinCC.Post-test:collectandanalysisthedataofpost-test.Post-experimentThefirst-secondQuestionnaire:BothECandCCarerequiredtofinishtheweeksamequestionnaire4.6ExperimentalProceduresInaccordancewithHarmer’sideasofActivity-basedApproachandtheauthor"sownteachingpractice,thegrammarteachingprocesswillbecarriedoutaccordingtothefour-stepprocedureofActivity-basedApproach.Theyarethefollowingstages:I.Lead-inandPresentationII.DiscoveryandExplanationIII.PracticeActivitiesIV.CommunicativeActivities.Inaccordancewiththeproceduresoftheteaching,therelevantactivitieswillbeadopted,whichwillbepresentedinthefollowingchart:Table4.4RelevantActivitiesinTeachingProcessTeachingProcedureActivityApproachI.Lead-inandPresentationPresentEnglishSongs/RolePlayandPresentDialogueII.DiscoveryandExplanationDiscussionGroup/BrainStorming/SummarizingIII.PracticeActivitiesGapedText/DiscussionGroupIV.CommunicativeActivitiesBrainStormingandFreeSentenceComposition23 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseStep1Lead-inandPresentationActivityOne:PresentEnglishSongsActivity(EnjoysomeEnglishsongstopresenttheattributiveclause.)StudentsareaskedtolistentotheseEnglishsongswhicharegivenlyrics.Soatthebeginningofthegrammarclass,thedesigncanprovidestudentswithgoodatmosphereandarousestudents’interest.Thelyricisattachedtotheteachingplan.Afterstudentsenjoythesesongs,theteachershouldaskstudentstoexperiencetherelevantstructures.Forexample:1.ThereisabeautifulgirlwhosenameisXiaowei.2.Thatisthedaywhenyoucomeinthequietsummer.3.Loveisawonderwhichtakesmybreathaway.4.YourhandisatenderuniverseinwhichIamturningaround.5.You’dbetterlearnfromChen,whokeepsfightingnomatterhowmanytimesheloses.6.AllthatIwanttosayarewritteninmyeyes.7.Thestrongwindisblowingatthosewhofallinloveatthefirstsight.8.Thelovethatyougivememakesmerelyonyou.9.Iwillturnmytearsintoalake,bywhichyoucancampwhentired.10Thereisneverawoundthatcannotbecured.ActivityTwo:RolePlayActivityandPresentDialogueActivityTheteacherasksstudentstomakeadescriptionofanotherstudent.Meanwhile,theteacherwritesdownallthesentencesthatareusedtodescribethestudentandasksstudentstolookforthestudentinthewholeclass.Afterthat,theteacherencouragesstudentstointegrateallofthesesentencesintolongsentencesbyusingwho,that,which....Inaddition,theteachershouldhelpstudentscompletethisactivitybecausestudentshavenotmasteredthisgrammaticalstructure.Forexample:T:Heisverytall.Heissittinginthe2ndrow.Hehasshorthair.24 Chapter4ResearchDesignoftheStudyHewearsapairofglasses.Ss:Ha,wehavefoundhim.HeisTony.T:Great,HeisTony.T:Tonywhowearsapairofglassesissittinginthe2ndrow.TheboythatisverytallandhasshorthairisTony.(Teacherwritedownboththesentencesontheblackboard)ActivityThree:RolePlayActivityandPresentDialogueActivityExplanation:Theteachermakesadescriptionofanotherstudentandasksstudentstomakeaguess.Therefore,theactivityisdesignedtohelpstudenttomakeanaturaltransferencefromthe“lookingforstudents”tothe“lookingforteacher”.Whatismore,theactivitycanmakestudentsknowdeeplyaboutthestructuresofAttributiveClauses.Forexample:T：DoyouknowJoe？Ss：No,ASinger？Amoviestar？T：No,Joeisamanwholikesyoualot.Joeisamanwholovesmusic.Joeisamanwhoisstandinginfrontofyou！Ss：Ah，It’syou！YouareJoe！(Teacherwritedownthethreesentencesontheblackboard)Step2DiscoveryandExplanationThetargetgrammaritemsshouldbepresentedinspecificcontextandtheyshouldbedesignedintheprocessoflead-inandpresentation.Intheprocessofthisstage,thestudentsshouldbeguidedandassistedtoconcentrateonthestructureofgrammaritems.Thegrammarmaterialshouldbearrangedbythewayofdiscovering.Therefore,thestudentswillconcentrateonthestructureandmeaningofthetargetgrammaticalitems,andtheyshouldmakeobservationofhowthesestructureareformedandwhatthesestructuresmean.Thebasicideaofthisprocessisintendedtomakestudentsmastersomeconcreteandsufficientexamples25 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseanditcanmakestudentsfeelthetargetlanguageandfindthespecificandconcreteruleswhichwilllearnedinclass.Inaddition,theteachershouldmakestudentsmasterthegrammaticalrules,helpthemtofigureoutthefunctionandthemeaningofthegrammaticalstructuresandmakestudentsbemoreactiveinthefollowingresearching.Basedonthestudents"discoveryandexplorationofrelevantgrammaticalstructures,theteacherthenmakesasummaryofthegrammaticalitemsandmakesomespecificandconcreteexplanationstothem.Therefore,withtheguidanceoftheteacher,thestudentswillfigureoutthespecificgrammarrules.Heretheauthorgivesanexampleofhowtodiscoverandexplainthegrammaritem:theAttributiveClause.ActivityOne:ObservationActivityandDiscussionGroupActivityNow,byusingthesentencesthathavebeenpresentedontheblackboard,thestudentsarerequiredtoworkinpairsorgroupsandtrythembesttofindwhatkindsofstructuresof"thatclause,whoclauseandothers..."denote.Afterthediscussion,somestudentsarerequiredtogivetheirfindingsfromtheobservation.Wecannotsaythatwhatthestudentscanfindoutaboutthenewgrammaticalitemis"Theattributiveclause”,butwecansaythattheycanfindoutthefundamentalformsoftheseclauses.ForExample:lookatthefollowingthreegroupsofsentencesandfindoutthesimilaritiesamongthem.(Payattentiontothepartofspeechofthewordsbeforethat,which,who,whomandwhose:nouns;thedifferentusagesofthat,which,who,whomandwhose).Afterthat,tryyourbesttomakethesentenceaandbintoaattributiveclause.1.a)Thewomanisateacher.b)Thewomanlivesnextdoor.Thewomanwho/thatlivesnextdoorisateacher.Thewomanwho/thatisateacherlivesnextdoor.2.a)Thenurseiskind.b)Thenurselooksaftermysister.Thenurseiskind.Thenurselooksaftermysister.ActivityTwo:BrainStormingActivityandSummarizingActivity(Learningfromactivities)Teacherasksthequestions:whatarethemodifiersandwhatarethemodifiedword?Thenletthe26 Chapter4ResearchDesignoftheStudystudentspayattentiontothedifferentpositionsofthosetwotypesofwords.Finally,givethemaintopicofthislesson:theattributiveclause.Forexample:(1)Tonywhowearsapairofglassesissittinginthe2ndrow.TheboythatisverytallandhasshorthairisTony.(2)Joeisamanwholikesyoualot.Joeisamanwholovesmusic.Joeisamanwhoisstandinginfrontofyou.Therefore，Inordertofinishtheteachingobjectthatthestudentscanfindoutthesimilarstructuresfromtheabovesentences---‘"antecedent+relativepronouns(that/which/who/whoseassubject,object,predicativeorattribute)+aclause”,thestudentsshouldbearrangedinpairsorgroupstomakestudentscollaborativeandtrytheirbesttofindwhatthesestructuresthathavebeenmentionedmen.Afterthat,somestudentsshouldberequiredtogiverelevantfindings.Asstudentsshouldbeexpected,thestudentsaresuretofindoutthatthereisasentenceintroducedbythat,orwho,orwhich,orwhose,whichandthesewordsmodifyoridentifythenounorthepronounbeforeit.Afterthat,theteachersummarizeallofthesefindings:theintroducedsentenceiscalledtheAttributiveClause.Anattributiveclausewasmadeupofsomekeyelements,inotherwords,itmusthaveanantecedentwhichisnounorpronoun;itmustbeginwitharelativepronoun;therelativepronounisthesubjectorobjectorpredicativeorattributeoftheattributiveclause.Attributiveclauseusuallygetclosetothenounorpronounitisconcernedwith,otherwisethemeaningthatwillbepresentedmightnotbecleartounderstand.Sointheattributiveclause,who,whom,whoseandthatareusedtobeconcernedwithpeoplewewanttoexpress;which,thatrefertothingsthatwewanttoconcern.Meanwhile,inrestrictiveattributiveclause,therelativepronouncanbeleftoutwhentherelativepronounfunctionsastheobjectintheattributiveclause.However,whenitisconcernedwiththesubject,itcannotbeleftout.Step3PracticeActivitiesPracticeactivitieshereareconcernedwithaserialofcontrolledpracticeswhichpayattentiontotheformsandmeaningsofthetargetgrammaticalitems.Thestudentssometimescanpracticethetargetgrammaticalitemsmorefreelyinsomespecificcontexts.Thepracticeshouldlayemphasisontheprocess27 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClausewherestudentscanbegivenmorechancestorehearselanguagestructuresandstudentswillbedirectedtoproducetheappropriateforms.Inotherwords,theaccuracyoftargetlanguageshouldbeemphasizedandstressed.Inaddition,althoughself-correctionandpeercorrectionwillberequiredandcarriedoutduringthepractice,teachercorrectionshouldbethoughtastheimportantfactors.Whenstudentsaregivenintensivepracticeandconstantrepetition,studentswillmemorizeandinternalizeallthegrammarformsoftargetlanguage.Meanwhile,theprocessofpracticealsocanpromotestudents’motivationofgrammarlearning,cultivatestudentsconfidenceofgrammarlearningandreducestudents’anxietyintheprocessofgrammarlearning.Theprocessofgrammarpracticeshouldbemadeupofvariousactivitiesthatconsciouslyconcentrateontheformsandmeaningsnaturallyemphasizedbytheteacherwhenhe/shepresentsthetargetgrammaticalstructures.Thevalueofsuchpracticeisconcernedwithtwoaspects:ontheonehand,whenstudentsproducegrammaticalstructureinactivities,theywillbeprovidedmorecomprehensiveinputsandmoreopportunitiestonoticethegrammaticalstructure;ontheotherhand,thiskindofgrammaticalactivitycanenforcestudentstofocusonthefunctionsandmeaningsoftargetgrammaticalstructure.Tosumup,studentsshouldbestimulatedandencouragedtofocusonthespecificlinguisticformsthatwillbepracticedandmeaningsthatwillbeconveyed.Thefollowingisintendedtoexpoundhowtocarryoutthegrammaticalpracticebydifferentactivities：Inthisstep,whatshouldbeemphasizedisthatteachershouldhelpstudentstomemorizetheformwhenstudentsaregivenintensivepracticeviarepetitionanddevelopthestudents"confidenceandmotivation.LanguageaccuracyshouldbeemphasizedandstressedActivityone:GapedTextactivityAseriesofsentencesthatareconcernedwiththeattributiveclausewillbeprovidedbyteacher.Inthesesentences,therelativepronouns(that/which/who/whoseassubject,object,predicativeorattribute)hasbeengaped.Sostudentsarerequiredtofinishthesegaps.Forexample:Usethat/which/who/whom/whosetofillintheblanks.1.Thegirl________issittinginthechairisasinger.2.Noneofthepeople_____________Iknowwerekilledintheearthquake.3.Isthistheboy______nameyoutoldmejustnow?28 Chapter4ResearchDesignoftheStudy4.Whereisthedog_________bittheboy?5.Thecoat__________sheboughttwoyearsagoisold.ActivityTwo:DiscussionGroupActivityTheteacherdividesthestudentsintomanygroupsandasksthemtomakeadiscussiontoanswerthefollowingquestions.Forexample:Lookatthefollowingsentencesandjudgethetypesofthesesentences.AIthinkthatyouareagreatperson.（）BHetoldmethathewouldgotothecollegethenextyear.（）CWhileJohnwaswatchingTV,hiswifewascooking.（）DMyfriendsdislikemebecauseI’mhandsomeandsuccessful（）EWe’llstartourprojectifthepresidentagrees.（）FWearegoodstudentswholistentoourteachercarefully.（）GI"vegotanovelwhichyoumayliketoread.（）Step4CommunicativeActivitiesTheultimateandfundamentalgoalofgrammarteachingiscommunication,socommunicativepracticeshouldbethemostimportantpartsintheprocessoflanguageteaching,especiallygrammarteaching.Therefore,theteachershouldprovidestudentswithsomeappropriateactivitieswhichhavespecificteachingcontextandarecloselyrelatedtothestudents"reallife.Inthiscontext,Suchcommunicativepracticecanprovidestudentswithvarietiesofchancestousegrammarpointsanditalsocanprovidestudentswithanappropriateplatformtocommunicateinarealcontextandsituation.ActivityOne:BrainStormingandFreeSentenceCompositionGiveeachgroupapicture(oneofthetwoshownbelow)inwhichallitsmemberscanbeseen.Studentsinthespecificgrouphavefiveminutestosayasmanysentencesastheycanbyusingtheattributiveclausethathavebeenlearnedinthisclass.Attheendoftheactivity,eachgroupreporthowmanysentencestheyhave.Forexample:lookthefollowingsentenceandtryyourbesttosayasmanysentencesastheycanby29 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseusingtheattributiveclausethathavebeenlearnedinthisclass.(ThepictureischosenfromthebookpublishedinCambridgeUniversityin1996)Inthisstep,languagefluencyshouldbeemphasized.Thespecificgrammaticalrulesthathavebeenmasteredshouldnotbeexclusivelypracticed,whichmeansitshouldbeintegratedwithspecificgrammaticalrulesandspecificgrammaticalfunctionstomakestudents’proficiencyofcommunicationimprovedandpromoted.Thefocusofthisstageshouldbeconcernedwiththecomprehensiveapplicationofwhathasbeenlearned.Bothlanguagefluencyandaccuracyareimportant.Therefore,Theteachershouldnotlosestudents’accuracyinordertogetfluency.Whenthepracticehasbeencompleted,theerrorcorrectioncanbecarriedoutbyteachers.Communicativeactivitiesshouldbecarriedoutanddesignedbythespecifictopicsthatareconcernedwiththetargetedgrammaticalitemsandshouldbearrangedinmanyactivities,suchas:tellingstories,playingdifferentgamesandsoon.4.7DataCollectionandAnalysisIntheprocessofresearch,foursetsofdatawillbecollected:Thepre-testscoresintheexperimentalclassandthecontrolledclass;Thepost-testscoresintheexperimentalclassandthecontrolledclass;Thepre-questionnaireoftheexperimentalclassandthecontrolledgroup;Thepost-questionnaireoftheexperimentalclass.Beforetheexperiment,thequestionnairewillbehandedoutintheexperimentalclassandcontrolledclass.Aftertheexperiment,thequestionnaireswillonlybehandedoutintheexperimentalclass.Inordertoinvestigatestudents’viewpointoflearningattributiveclause,Thepre-questionnairewashandedoutatthefirststageoftheexperiment.Thenafterthe16-weekgrammarlearningintheexperimentalclass,relevantpostquestionnairewashandedoutatthelaststageoftheexperiment.Inaddition,allofthetwoquestionnaireshasbeengottenback.Inordertofindouttheeffectivenessof30 Chapter4ResearchDesignoftheStudyActivity-basedApproachonthestudents’proficiencyoflearningattributiveclause,twotestsexperimentofthepre-testandpost-testwillbecarriedoutonthestudentsbothinexperimentalclassandcontrolledclass.The100participants’rawscoresintwoclassesarecollectedandanalyzed.Therefore,afterallthedatahavebeencollected,statisticalanalysiswillbecarriedoutbyusingSPSS(StatisticPackageforSocialScience19.0version)31 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseChapter5ResultsandDiscussionInthefollowingpart,dataanddiscussionsin5.1,5.1.1,and5.1.2willbeemployedtoanswerthefirstresearchquestion;dataanddiscussionsin5.2,5.2.1and5.2.2willbeemployedtoanswerthesecondresearchquestion.5.1ResultsandDiscussionofPre-questionnaireandPost-questionnaire5.1.1ResultsofPre-questionnaireandPost-questionnairesThedatathathavebeencollectedbypre-questionnaireinexperimentalclassandcontrolledclassareasfollows:Table5.1.1TheResultsofStudents’InterestofGrammarLearninginControlledClassandExperimentalClassItemsclassStronglydisagreeuncertainagreeStronglydisagreementagreementQ1EC10(20%)37(74%)1(2%)2(4%)0(0%)CC7(14%)42(84%)1(2%)0(0%)0(0%)EC25(50%)12(24%)5(10%)6(12%)2(4%)Q2CC28(56%)10(20%)4(8%)3(6%)5(10%)Fromthechart5.1.1,wecanfindstudentsbothinexperimentalclassandcontrolledclassarenotinterestedinlearningEnglishgrammar.Whenthefirstquestioninthequestionnaireisanswered,thestudentswhodonotlikestudyingEnglishgrammarintheexperimentalclassandinthecontrolledclassrespectivelymakeup47(94%)and49(98%).Whentheyareaskedtoanswerthesecondquestion,37(74%)intheexperimentalclassand38(76%)inthecontrolledclassgivethesimilaranswersandtheyallinsistthattheyarenotfondoflearningEnglishgrammarbecauseEnglishgrammararemoredifficultandcomplex.Therefore,fromtheaboveTable,wecanobviouslyobservethatstudentsbothinexperimentalclassandcontrolledclassdonotlikestudyingEnglishgrammar.32 Chapter5ResultsandDiscussionsTable5.1.2TheResultsofStudents’AwarenessofAchievementinGrammarLearninginControlledClassandExperimentalClassItemsclassStronglydisagreeuncertainagreeStronglydisagreementagreementQ3EC4(8%)1(2%)6(12%)17(36%)22(42%)CC2(4%)0(0%)9(18%)15(30%)24(48%)EC3(6%)6(12%)3(6%)30(60%)8(16%)Q4CC3(6%)5(10%)5(10%)28(56%)9(18%)Fromthechart5.1.2,wecanfindstudentsbothinexperimentalclassandcontrolledclassarepronetohavehighawarenessofachievementinlearningEnglishgrammar.Whenreferringtothequestion3,wecanfindthat39(78%)studentsintheexperimentalclassand39(78%)studentsinthecontrolledclassgivetheaffirmativeanswer,whichindicatesmoststudentsarededicatedtolearningEnglishgrammarandtheyallhavemuchpositivefeelingsinlearningEnglishgrammar.Inaddition,whenstudentsareaskedtoanswerthefourthquestion,38(76%)studentsintheexperimentalclassand37(74%)studentsinthecontrolledclassgivethesimilaranswers,whichreflectmanystudentsarewillingtochallengethemselvestostudyEnglishgrammar.Therefore,fromtheaboveTable,wecanobviouslyobservethatstudentsbothinexperimentalclassandcontrolledclassarepronetohavehighawarenessofachievementinlearningEnglishgrammar.Table5.1.3TheResultsofStudents’AwarenessofActivelyLookingforOpportunitiesofGrammarlearninginControlledClassandExperimentalClassItemsclassStronglydisagreeuncertainagreeStronglydisagreementagreementQ5EC2(4%)7(14%)3(6%)26(52%)12(24%)CC8(16%)2(4%)4(8%)11(22%)25(50%)EC6(12%)2(4%)5(10%)14(28%)23(46%)Q6CC1(2%)7(14%)3(6%)23(46%)16(32%)Fromthechart5.1.3,wecanfindstudentsbothinexperimentalclassandcontrolledclassarepronetofindmoreopportunitiestolearnEnglishgrammar.Whenthefifthquestionisconcernedwith,33 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClause38(76%)studentsinexperimentalclassand36(72%)studentsincontrolledclassgivetheaffirmativeanswers,whichindicatesthatmanystudentsarelongtofindmoreopportunitiestolearnEnglishgrammar.Andinthesixthquestion,37(74%)studentsintheexperimentalclassand39(78%)studentsinthecontrolledclassarewillingtolookfortheopportunitiestolearnthegrammaticalstructuresandgetgoodgrades.Therefore,fromtheaboveTable,wecanobviouslyobservethatstudentsbothinexperimentalclassandcontrolledclassarepronetofindmoreopportunitiestolearninlearningEnglishgrammar.Table5.1.4TheResultsofStudents’AwarenessofSelf-improvementinGrammarlearninginControlledClassandExperimentalClassItemsclassStronglydisagreeuncertainagreeStronglydisagreementagreementQ7EC26(52%)14(28%)6(12%)1(2%)3(6%)CC14(28%)23(46%)5(10%)0(0%)8(16%)Q8EC34(68%)10(20%)4(8%)1(2%)1(2%)CC34(68%)10(20%)2(4%)2(4%)2(4%)Fromthechart5.1.4,wecanfindstudentsbothinexperimentalclassandcontrolledclassarenotwillingtoimprovethemselvesinlearningEnglishgrammar.Whentheseventhquestionisconcerned,40(80%)studentsinexperimentalclassand37(74%)studentsinthecontrolledclassgivethenegativeanswers,whichindicatesthatmanystudentsdonotalwayspayattentiontotheself-improvementinlearningEnglishgrammar.Withtheeighthquestionreferredto,34(68%)studentintheexperimentalclassand34(68%)studentsinthecontrolledclasspresentthesimilaranswer,whichreflectnearlyallstudentsdonotlayemphasisontheself-improvementwhentheystudyEnglishgrammar.Therefore,fromtheaboveTable,wecanobviouslyobservethatstudentsbothinexperimentalclassandcontrolledclassarenotpronetoimprovethemselvesinlearningEnglishgrammar.34 Chapter5ResultsandDiscussionsTable5.1.5TheResultsofStudents’AwarenessofResponsibilitiesforGrammarlearninginControlledClassandExperimentalClassItemsclassStronglydisagreeuncertainagreeStronglydisagreementagreement9EC23(46%)5(10%)5(10%)16(32%)1(2%)CC23(46%)5(10%)5(10%)14(28%)3(6%)10EC16(32%)11(22%)12(24%)10(20%)1(2%)CC14(28%)13(26%)13(26%)8(16%)2(4%)Fromthechart5.1.5,wecanfindstudentsbothinexperimentalclassandcontrolledclassdonothavehighawarenessofresponsibilitiesforlearningEnglishgrammar.Whentheninthquestionisconcernedwith,28(56%)studentsintheexperimentalclassand28(56%)studentsinthecontrolledclassdonothaveresponsibilitiesforthemselveswhentheystudyEnglishgrammar.Withthetenthquestion,27(54%)studentsintheexperimentalclassand27(54%)studentsinthecontrolledclassgivesimilaranswer,whichindicatesthattheyarenotresponsiblefortheirteacherandparents.Therefore,fromtheabovetable,wecanobviouslyobservethatstudentsbothinexperimentalclassandcontrolledclassarenotpronetohavestrongresponsibilitiesforlearningEnglishgrammar.Therefore,fromthepercentageofpre-questionnaireinexperimentalclassandcontrolledclass,wecanfindthereisnoobviousdifferenceinstudents’motivationoflearningEnglishgrammarbetweencontrolledclassandexperimentalclass.Afterthefirstquestionnaire,theActivity-basedApproachcanbeadoptedintheexperimentalclassandthecontrolledclassshouldbetaughtbythetraditionalapproach,whichisintendedtofindoutwhethertherearesomeobviousdifferencesinstudents’motivationoflearningEnglishgrammar.Attheendoftheexperiment,thesecondquestionnaireshouldbehandedouttothestudentswhoareintheexperimentalclass.Aftertheexperiment,thedatathathavebeencollectedfromthepre-questionnaireandpost-questionnaireintheexperimentalclasswillbeillustratedinthefollowingcharts:35 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseTable5.1.6TheResultsofStudents’InterestofGrammarLearninginExperimentalClassStronglyStronglyItemsclassdisagreementdisagreeuncertainagreeagreementPre-EC10(20%)37(78%)1(2%)2(4%)0(0%)Q1Post-EC5(10%)2(4%)2(4%)28(56%)13(26%)Pre-EC25(5%)12(24%)5(10%)6(12%)2(4%)Q2Post-EC3(6%)6(12%)11(22%)22(44%)8(16%)Fromthechart5.1.6,wecanfindthereareobviousdifferencesinstudents’interestoflearningEnglishgrammarinexperimentalclassbetweenpre-experimentandpost-experiment.Fromthefirstquestion,wecanalsoseethat41(82%)studentsthinkthattheybecomemoreinterestedinlearningEnglishgrammarthanbefore.Whenthesecondquestionisconcerned,30(60%)studentsgivetheaffirmativeanswersandtheyinsistthattheyaregraduallyinterestedintheprocessoflearningEnglishgrammar.Therefore,itreflectsthatactivity-basedapproachcanincreasestudents’interestinlearningEnglishgrammarTable5.1.7TheResultsofStudents’AwarenessofAchievementinGrammarLearninginExperimentalClassStronglyStronglyItemsClassDisagreementDisagreeUncertainAgreeAgreementQ3Pre-EC4(8%)1(2%)6(12%)17(36%)22(42%)Post-EC0(0%)1(2%)3(6%)20(40%)26(32%)Q4Pre-EC3(6%)6(12%)3(6%)30(60%)8(16%)Post-EC0(0%)2(4%)8(16%)20(40%)20(40%)Fromthechart5.1.7,wecanfindtherearenotobviousdifferencesinstudents’awarenessofachievementinlearningEnglishgrammarinexperimentalclassbetweenpre-experimentandpost-experiment.Accordingtothethirdquestion,46(92%)studentsassertthattheyaremorewillingtolearnmorecomplexrulesofEnglishgrammar.Whenstudentsarerequiredandaskedtoanswerthefourthquestion,40(80%)studentsgivetheaffirmativeanswers,whicharemuchmorethanthoseinthefirstquestionnaire.Thedatainbothquestionsindicatethatteachinggrammarbasedontheactivities-basedapproachcanevidentlyenhancestudents’awarenessoflearningEnglishgrammarandpromotetheir36 Chapter5ResultsandDiscussionslearningmotivationofEnglishgrammar.Table5.1.8TheResultsofStudents’AwarenessofActivelyLookingforOpportunitiesofGrammarLearninginExperimentalClassStronglyStronglyItemsClassDisagreementDisagreeUncertainAgreeAgreementPre-EC2(4%)7(14%)3(6%)26(52%)12(24%)5Post-EC5(10%)4(8%)2(4%)20(40%)19(38%)Pre-EC2(4%)7(14%)3(6%)26(52%)12(24%)6Post-EC4(8%)6(12%)0(0%)27(54%)13(26%)Fromthechart5.1.8,wecanfindthereareobviousdifferencesinstudents’awarenessofactivelylookingforopportunitiesoflearningEnglishgrammarinexperimentalclassbetweenpre-experimentandpost-experiment.Whenthefifthquestionisinferredto,39(78%)studentsgivetheaffirmativeanswersandthenumberismorethanthatinthefirstquestionnaire.Whenstudentsareaskedtoanswerthesixthquestion,40(80%)studentsgivetheaffirmativeanswersandthenumberarealsomorethanthatinthefirstquestionnaire.Thesetwoquestionsindicatethatstudentsaremorewillingtolookforopportunitiesofgrammarlearningandtheirmotivationhasbeenpromotedevidently.Table5.1.9TheResultsofStudents’AwarenessofSelf-improvementinGrammarlearninginExperimentalClassStronglyStronglyItemsClassDisagreementDisagreeUncertainAgreeAgreementPre-EC26(52%)14(28%)6(12%)1(2%)3(6%)7Post-EC5(10%)7(14%)6(12%)16(32%)16(32%)Pre-EC34(68%)10(20%)4(8%)1(2%)1(2%)8Post-EC4(8%)7(14%)14(28%)16(32%)9(18%)Fromthechart5.1.9,wecanfindthereareobviousdifferencesinstudents’awarenessof37 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseself-improvementinlearningEnglishgrammarinexperimentalclassbetweenpre-experimentandpost-experiment.Whenstudentsareaskedtoanswertheseventhquestion,32(64%)studentsgivetheaffirmativeanswersandthenumberismorethanthatinthefirstquestionnaire.Whenstudentsareaskedtoexplaintheeighthquestion,25(50%)studentsgivetheaffirmativeanswersandthenumberismorethanthatinthefirstquestionnaire.Thedatainbothquestionreflectthatthegrammarteachingbasedontheactivity-basedapproachcanprovidemoreopportunitiesforstudentsandimprovestudents’awarenessoflearningEnglishgrammar.Table5.1.10TheResultsofStudents’AwarenessofResponsibilitiesforGrammarLearninginExperimentalClassStronglyStronglyItemsClassDisagreementDisagreeUncertainAgreeAgreementPre-EC23(46%)5(10%)5(10%)16(32%)1(2%)Q9Post-EC5(10%)7(14%)11(22%)17(34%)10(40%)Pre-EC16(32%)11(22%)12(24%)10(20%)1(2%)Q10Post-EC4(8%)7(14%)8(16%)24(48%)7(%)Fromthechart5.1.10,wecanfindthereareobviousdifferencesinstudents’awarenessofself-improvementinlearningEnglishgrammarinexperimentalclassbetweenpre-experimentandpost-experiment.Whentheninthquestionisreferredto,27(54%)studentsgivetheaffirmativeanswersandthenumberismorethanthatinthefirstquestionnaire.Inaddition,withthetenthquestion,31(62%)studentsgivetheaffirmativeanswersandthenumberismorethanthatinthefirstquestionnaire.Thedatainbothquestionobviouslyreflectthatmorethanhalfofthestudentsareinterestedintheactivity-basedapproachandtheirawarenessofresponsibilitiesinlearningEnglishgrammarhasbeenimproved.Therefore,wecanmakeaconclusionthattheactivity-basedapproachcanpromotethestudents’motivationofEnglishgrammarlearningandthefirstresearchquestioncanbeanswered.5.1.2DiscussionofPre-testandPost-testQuestionnairesSkehan(1998)insistedthattheactivitiesthathavebeenrequiredshouldhavethefollowingfivecharacteristics:primarymeanings;theexchangeofinformation;adherencetotheformsoflanguage;tasks38 Chapter5ResultsandDiscussionsassociatedwiththereallife;theproblemsrequiredtobesolved;evaluationofthecompletionoftheactivity.Hammer(1986)insiststhatactivitiesaremadeofsixbasicelements:Goals,Input,Activities,TeacherRole,StudentRoleandSetting.Whentheseelementsareintegrated,theactivitiescancomeintosignificanteffectandhavemoreeffectiveeffectonthestudents’motivation.Thedatathathavebeenreflectedabovechartsindicatethatstudentsintheexperimentalclasswhoaretaughtinactivity-basedapproachhavegreatchangeintheirinterest,motivationandlearningmethodsinlearningEnglishgrammar.Beforetheexperiment,thedataofthefirstquestionnaireindicatethatmoststudentsintheexperimentalclassaretiredoflearningEnglishgrammar.Inaddition,theyhavelostthemotivationoflearningEnglishgrammarandtheyspendtoomuchtimerecitinggrammarrulesofEnglishgrammarmechanically.However,afterstudentsinexperimentalclasshasbeentaughtinactivity-basedapproach,theconditionhasbeenchanged.Fromthedatathatwehavecollectedandanalyzed,wecanfindthatmoreandmorestudentsbecomeinterestedintheprocessoflearningEnglishgrammarandstudents’motivationoflearningEnglishgrammarhasbeenarousedandpromoted.Whatismore,studentsinexperimentalclasschangetheirmethodsoflearningEnglishgrammarandtheeffectivemethodsoflearningEnglishgrammarhavebeencultivatedandfostered.Therefore,wecanmakeaconclusionthatteachingEnglishgrammarinactivity-basedapproachcanfacilitatestudents’motivation.Thereasonscanbeanalyzedasfollows:Firstly,fromtheperspectiveofteachingmethodsdiscussedinthispaper,theactivity-basedapproachisstudent-centered,andallactivitiescanbecarriedoutandcompletedbygroups.Chastain(1971,1976)comesupwithaviewpointthatthegrammarteachingshouldcombineactivitieswithcognitiveapproaches.Littlewood(1981)advocatedthatthegrammarteachingshouldintegratethestructureandfunctionoflanguageintotheprocessofgrammarsystematically.Bygroupwork,studentshavebeenprovidedwithdynamiclearningenvironmentandtheybecomemorecooperativeandactive.Byusingactivity-basedactivity,studentshavealsobeenprovidedwithmoreopportunitiestomakehypothesesandlearnthestructuresofEnglishgrammar.Inotherwords,studentsarenotcontrolledbytheteacher,andtheywillparticipateintheactivitiesintheprocessoflearningEnglishgrammar.Whenstudentsaregivenmoreopportunitiestocontroltheclassroom,theirsenseofresponsibilityandmotivationwillbearousedandpromotedtocarryouttheseactivitiesmorecarefullyandperfectly.Duringthisprocess,students’motivationinlearningEnglishgrammarhasalsobeenaroused,whichcausesthemtofindmoreeffective39 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClausemethodstolearnEnglishgrammar.Secondly,teachinggrammaticalstructuresbyusingactivity-basedapproachismorevivid.JackC.Richards(2000)givessomedescriptiononactivities,whereactivitiesareconsideredasconcretetasksthathavebeenintensivelyselectedtofinisthespecificteachingobjectives.Littlewood(2001)alsoassertsthattheactivitiesthathavebeendesignedintheprocessofteachingshouldprovidestudentswithenoughpracticesandimprovetheirmotivationoflanguagestudy,allowstudentstolaunchnaturallearningandcreateaspecificcontextthatisbeneficialforlearning.Accordingtootherapproaches,theessenceandfocusofteachingEnglishgrammarisconcernedwiththepresentationandmemorizationofgrammarrules,Inaddition,thepracticesofEnglishgrammararecontrolledbyteacher.Studentsgraduallypointoutthatthiskindofgrammarlearningismoreandmoreboringandineffectiveandmemorizingtoomuchgrammaticalrules,whichcancauseaheavyburdentothemandresultinstudents’rejectionorabandonmentoflearningEnglishgrammar.Onthecontrary,theactivity-basedapproachmakestheprocessofteachingEnglishgrammarmorevividandinterestingbecauseteacherscandesignvariouskindsofactivitieswhichareintensivelyrelatedtostudents’reallife.Theactivity-basedapproachcancausestudentstobededicatedtolearningEnglishgrammarandcultivatetheircomprehensiveabilities.Thus,moreandmorestudentsbecomemotivatedandactiveinlearningEnglishgrammarbyusingactivity-basedapproach.5.2ResultsandDiscussionofPre-testandPost-testofpaper5.2.1ResultsofPre-testandPost-testofpaper40 Chapter5ResultsandDiscussionsThedataandcomparisonofthepre-testandthepost-testareillustratedinthefollowingtables:Table5.2.1DescriptiveDataofPre-testinECandCCGroupNMeanStd.DeviationStd.ErrorMeanpre-testCC5070.988.4361.193EC5069.5010.5701.495Table5.2.2IndependentSamplesTTestoftheECandCCofPre-testLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.MeanStd.ErrorLowerUpperFSig.tdf(2-tailed)DifferenceDifferenceEqualvariancesScore2.794.098.77498.4411.4801.913-2.3155.275assumedEqualvariances.77493.406.4411.4801.913-2.3185.278notassumedNote:N=numberofparticipantsSD=standarddeviationSig.=significanceEC=experimentalclassCC=controlclassFromthechart5.1,wecanfindthatthemeanscoreinexperimentalclassis69.5,andthemeanscoreincontrolclassis70.98.Thestandarddeviationinthetwoclassesis8.436:10.570(Sig.(2-tailed)=0.441>0.05),whichindicatesthattheexperimentalclassandthecontrolledclassdonothaveevidentdifference.Italsoreflectthatboththeexperimentalclassandthecontrolledclassarenearlythesamelevelinlearningattributiveclause.41 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseTable5.2.3DescriptiveDataofpost-testinECandCCGroupNMeanStd.DeviationStd.ErrorMeanScoreCC5071.687.3161.035EC5075.8610.6061.500Table5.2.4IndependentSamplesTTestoftheECandCCofPost-testLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceLowerUpperEqualvariancesScore2.894.092-2.29498.024-4.1801.822-7.796-.564assumedEqualvariances-2.29487.023.024-4.1801.822-7.802-.558notassumedNote:N=numberofparticipantsSD=standarddeviationSig.=significanceEC=experimentalclassCC=controlclassFromtheabovecharts,wecanfindthatthemeanscoreofexperimentalclassis75.86,andthemeanscoreinthecontrolclassis71.68.Thestandarddeviationinthetwoclassesis10.606:7.316Sig.(2-tailed)=.024<.05,whichindicatesthattheexperimentalclassandthecontrolledclasshaveevidentdifference.ItalsoreflectthattheexperimentalclasswhoaretaughtbyActivity-basedApproachhavemuchbetterperformanceinlearningattributiveclausethanthecontrolledclass.42 Chapter5ResultsandDiscussionsTable5.2.5PairedSamplesStatisticsMeanNStd.DeviationStd.ErrorMeanPre-test69.505010.5701.495ECPost-test75.865010.6061.500Table5.2.6PairedSamplesTestPairedDifferences95%ConfidenceIntervalSig.Std.Std.ErrortdfMeanoftheDifference(2-tailed)DeviationMeanLowerUpperPre-testEC-6.3608.8641.253-8.879-3.841-5.07449.000Post-testNote:N=numberofparticipantsSD=standarddeviationSig.=significanceEC=experimentalclassCC=controlclassFromtheabovecharts,wecanfindthatthemeanscoreofexperimentalclassinpost-testis75.86,andthemeanscoreofexperimentalclassinpre-test69.50.Thestandarddeviationis8.864.Sig.(2-tailed)=.000<.05,whichindicatesthattheexperimentalclassinpre-testandexperimentalclassinpost-testhaveevidentdifference.Therefore,itindicatesthattheexperimentalclasswhoaretaughtbyActivity-basedApproachhavemuchbetterperformanceinlearningattributiveclausethanbeforeexperiment.5.2.2DiscussionofPre-testandPost-testPaperAfterweobservethedatathathavebeengatheredfrompre-testandpost-testofattributiveclause,wefindthatActivity-basedApproachismoreeffectiveintheimprovementofstudents’leveloflearningattributiveclause.Themainreasonsthatcanbeanalyzedfromthedataareasfollows:43 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseFirstly,intheprocessofteachingattributiveclausebyusingactivity-basedapproach,notonlyshouldlearnersknowthegrammaticalrules,butalsotheyshouldbetaughttousegrammaticalstructureinrealcontext.Therefore,Harmerpointsthat(1983)whentheteacherintroducesthenewgrammaticalstructureinthelifelikecontext,theteacherwillgivestudentsacleardescriptionofthetargetgrammaritems’significationandvalue.Harmer（1983）illustratedthatactivityapproachisequaltoajobthattheteacherdointheprocessoflanguageteaching.Thesejobscanensurethatavarietyofactivitieswillbeprovidedandtheycanfosterstudents’acquisition.ThepurposeofgrammarteachingistohelpstudentsinternalizethefundamentalgrammaticalrulesandpatternswhichcanbeusedinreallifeInaccordancewiththetraditional3Papproach,therulesofattributiveclauseshouldbepresenteddirectlybytheteacher.Thenstudentsshouldspendtoomuchtimetomemorizegrammaticalstructuresofattributiveclausebuttheyhavelittlechancetopracticethem.Thetraditional3Papproachlaysemphasisontheformsofgrammaticalstructureofattributiveclauseinsteadofmeaningofgrammaticalstructureofattributiveclause,whichmakestheteachingstatic.Therefore,studentscanmemorizealotofgrammaticalrulesofattributiveclause,buttheycannotaccuratelyandfluentlyusethem.Oppositetothetraditional3Papproach,teachinggrammarinactivity-basedapproachareobviouslydifferent.Theactivity-basedapproachcanprovidestudentswithopportunitiesandhelpthemtosummarizerulesofattributiveclausebyusingvividactivities.Inaddition,intheprocessofactivities,studentscanmakerelevanthypothesesandgetproofsofgrammaticalrulesofattributiveclause.Themeaningandformofgrammaticalrulesofattributiveclausehavebeenemphasized,whichcanhelpstudentstomemorizetherulesandtointernalizethem.Secondly,thejoboftheteachersshouldbeconcernedwiththestudents,whilestudents’jobshouldbeconcernedwiththelanguage.AnnMalamah-Thomas(2004)alsoinsiststhatactivitiesareconcernedwithwhattheteacherdoesorwhatthestudentdointheprocessofteachinginordertopresentorpracticethetargetlanguage.Constructivismconfirmsthatstudentsplaythedominantrolesintheprocessofteaching.Duringtheprocessofteaching,thestudentsshouldnotbecontrolledbyteachers.Theteachers,onthecontrary,shouldberegardedastheleadersaswellasfacilitators,andtheyshouldtrytheirbesttocreatesomeenvironmentwhichisintendedtosustainthepositionofstudent-center.Thatistosay,studentsarethemaincenteroflanguagelearning,andteachershouldhelpandfacilitatestudents’learning(E.HinkelandS.Fotos,2002).Inthetraditional3Papproach,teachermakessomepresentationsandsomeexplanationsabout44 Chapter5ResultsandDiscussionstheattributiveclause,andthenasksstudentstodotherelevantpractices.Theteacherbecomesthecenteroftheclass,controllingthewholeprocessoftheteachingattributiveclause.Therefore,studentslearnlanguagepassivelyandtheylosethemotivationofstudyingattributiveclause.Theactivitiesthatareconcernedwiththeteachingofattributiveclausearethevitalvariablesandhaveanimportantandcriticalimpactonlearningprocessofattributiveclause,sotheteachersshouldusedifferentactivitiesandtrytheirbesttomakeactivitiesbecomeanintegralelementintheteachingprocessofattributiveclause.Bycontrast,teachingattributiveclauseinactivity-basedapproachcancreatespecificatmosphereforstudent-centeredlearningwheretheteachercanplaytheroleasthefacilitator,designerandorganizerofgrammarteachingactivitiesratherthanthecontroller.Itcanprovidestudentswithopportunitiestoparticipateinactivitiesoflearningattributiveclause,toexplorethegrammaticallanguageofattributiveclauseandtouseknowledgeofattributiveclausetocompletetasks.45 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseChapter6ConclusionsandSuggestionsBasedontheanalysisanddiscussionofthepresentstudy,wecanmakeaconclusionthatActivity-basedApproachcanbeusedintheprocessofteachingEnglishgrammarinseniorhighschools.WhenActivity-basedApproachisusedinteachingEnglishgrammar,learnerscanmoreeffectivelypayattentiontogrammaticalforms,meaningsandfunctionsanditcanalsoachievethebalancebetweengrammarproficiencyandcomprehensivecompetence.(ZhaoHeling,2001)Therefore,activity-basedapproachshouldbeappliedtotheprocessofEnglishgrammarteaching.6.1MajorFindingsoftheResearchTheresearchthathasbeendesignedandcarriedoutisintendedtofindouttheeffectivenessoftheactivity-basedapproachonteachingEnglishgrammarinseniorhighschools.Aftertheintensiveexperiment,alltheresultsofquestionnairesandlanguagetestshasbeenanalyzedbyresearcher.Theexperimentalclasswhereactivity-basedapproachhasbeenusedhasbeenimprovedmoregreatlythanthecontrolclasswheretraditionalgrammarteachingapproach(3P)hasbeenused.Beforetheexperiment,twogroupsalmosthavethesamegrammarlevel.However,theobviouslydifferentresultscanbeobtainedbecausedifferentteachingmethodshavebeenadoptedintheexperimentalgroupandcontrolledgrouprespectively:activity-basedapproachadoptedbytheexperimentalgroupcanfacilitatethestudyofattributiveclause,whilethetraditionalmethodthathasbeenusedinthecontrolclasshassomeobviousrestrictions.Therefore,themajorresearchfindingswillbepresentedasfollows:1.Theactivity-basedgrammarteachingapproachhasasignificantlypositiveinfluenceontheimprovementofteachingEnglishgrammar,anditcanveryefficientlypromotestudents’motivationoflearningEnglishgrammar.(PanHongjian,2003)Inaddition,interestandcomprehensivecompetenceofgrammarlearningcanbefosteredandcultivatedduringtheprocessofteachingandlearningbyusingactivity-basedapproach.2.TherearesomeevidentadvantagesontheusageofActivity-basedApproach,whicharebeneficialforboththestudentsandtheteachers.Forthestudents,students’motivationoflearningEnglishgrammarhavebeenimprovedandpromoted,andtheirmotivationofgrammarlearninghavealsobeenstimulatedandenhanced.Asmoreopportunitiesaregiventoparticipateintheactivities,studentswillbecomemoreconfident.(PengXiaoming,2006)Theatmospherethatactivitiesprovideisenjoyableandrelaxing,which46 Chapter6ConclusionsandSuggestionscanmakestudentsbecomemoreandmorecollaborative.Asforteacher,theteacherwillspendmoretimecaringaboutthestudyoflowachiever,andtheteacherwillfindouttheexistingproblemsintheprocessofteachingEnglishgrammar.Furthermore,theteacherwillgetmoreopportunitiestoreflectonhisorherteachingprocessanditisgoodfortheteacher’sself-development.6.2ImplicationsoftheResearchforTeachingWhentheteachersusetheactivity-basedapproachtoteachgrammarinthegrammarteachingprocess,teachershouldpresentandgivestudentsspecificactivitiesthatareconcernedwiththetargetedgrammaritems.Theactivity-basedgrammarteachingapproachcanhaveaobviousinfluenceontheeffectivenessofgrammarteachingandcanpromotethemotivationofstudents.Therefore,theimplicationsoftheactivity-basedapproachareasfollows:Thenotableadvantagesoftheapplicationofactivity-basedapproachcanbothbenefitthestudentsandtheteacher.Foronething,theactivitiesthathavebeendesignedbyteachersshouldbeactiveandinteresting,whichcanmakestudents’participationshiftfromindividualstogroups.Therefore,students’motivationtowardgrammarlearningwillbeobviouslystimulatedandenhanced.Theteachershouldarrangefortheactivitiesofgroup,becausewiththesupportandaidofgroupmembers,studentswhoparticipateintheactivitieswillbecomemoreconfidentintheirprocessofgrammarlearning.Inaddition,whenstudentsstandfortheirgroupstopresenttheirviewsonthestage,theirself-confidencecanalsobeimproved.（DongYafen,2006）Asmoreopportunitiesareprovidedforstudentstoparticipateinvariousactivitiesandinteractwithotherstudents,theatmosphereofgrammarteachingwillbeenjoyableandrelaxing.thestudents"skillsofcooperationandcollaborationalsowillbedeveloped.Foranother,theteacherscanspendmoretimedesigningactivitiesandfacilitatetheshiftofthecenterformteachertostudents.Theteachershouldconcentrateontheprocessofactivitiesandfindouttheexistingproblems.Furthermore,theteachershouldhavemoretimetoreflectonhisorherprocessofgrammarteachingbecauseheorshecancontinuouslyexplaintheconcretedetailsofgrammaritemsandthereflectionisgoodfortheteacher"sself-development.Theteachingprocessofactivity-basedapproachshouldbelearner-centeredteaching.Theteachertriesthembesttohelpstudentswhoareinvolvedinthevariousactivitiesandhelpthemtoarousetheirenthusiasmandmotivation.Itisquiteessentialforteachersthattheyshouldchangetheirteachingconcept.47 ApplicationoftheActivity-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools——ACaseofAttributiveClauseTheteachersshouldactasthedesignerofthedifferentactivities.Inordertosatisfytherequirementsofthedifferentstudents,classroomactivitiesshouldbedesignedmoreproperlyanddiversely.Theteacheralsoshouldbecometheorganizerofthegrammarteachingactivities.involveallthestudentsintheteachingprocessthroughwell-organizedactivities.6.3LimitationsoftheResearchThepaperisconcernedwiththeapplicationofactivity-basedapproachtoteachingattributiveclauseinseniorhighschools.Althoughthefindingsthathavebeengottenfromthisexperimentliveuptotheauthor"sexpectation,thistentativestudyunavoidablycontainssomelimitationsanddeficiencieswhichcanbeconcludedasfollows:1.Thesizeofstudysamplethatisresearchedissmall,whichcannotguaranteetheresearchertogetthetypicalandpersuasiveresults.Thesampleoftheparticipantsinthispaperisonly2classeswhoaremadeupof100studentsinseniorhighschoolandwecannotensurethattheresultsthathavebeenobtainedfromthepresentstudycanbeappliedtothestudentsofdifferentlevels.Scientifically,wehopethatmoreclassesandteachersshouldbeinvolvedintheexperimentandthemorereasonableandsoundresultsshouldbefurthergotten.2.Theexperimentmerelylastsfor16weeks,whichmeansthatwecannothavesufficienttimetoperformmorepreciseexperiment.Therefore,theeffectivenessofthenewapproachcannotbeguaranteed.3.Thelackofresearchexperiencemakesthedatainsufficientandunpersuasive.Consequently,thelimitationsandrestrictionsthathavebeenmentionedshouldbeconsideredandadjustedinthefutureresearch.Becausethisstudyhasmanydeficiencies,moreresearchesshouldbeperformed.Therefore,theauthorhopesthattheselimitationsandrestrictionswilldrawmoreattentiontotheapplicationofActivity-basedApproachintheprocessofEnglishteaching.Therefore,thisresearchdoesnotmeanthecompleteendofexperiment,sofurtherresearchshouldberecommended.6.4SuggestionsforFutureResearchTheinevitablelimitationsofthisresearchhavebeenreferredto,sosomesuggestionsshouldbegivenforfutureresearch:Sampleofthesubjectsshouldbeenlargedbecauseitcanmakeresearcherfindmoreevidencesfororagainstthepresentresults;Long-timeexperimentshouldbecarriedouttoobtainmoreaccuratedata,and48 Chapter6ConclusionsandSuggestionsmoreeffortsshouldbeconsideredandtakentoensurethereliabilityandvalidityoftheexperiments.Whatismore,teachersshouldconcentrateonthefollowingaspectswhentheactivity-basedapproachisappliedintheprocessofteachinggrammar：Firstly,Activityisthekeypointintheactivity-basedapproach.Whethertheactivitiesareaccuratelydesignedwillhaveinfluenceontheeffectivenessofthegrammarteaching.Secondly,teachersshouldknowhowtoguideandorganizethegrammarteachingandhelpstudentstofinishtheactivities.Atlast,thereisnoomnipotentteachingapproach.Therefore,intheprocessofgrammarteaching,moreapproachesshouldbetakenadvantageof.49 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UniversityPress.Niman,(1989).D.DesigningTasksfogtheCommunicativeClassroomCambridge[M].CambridgeUniversityPress.Piaget.,J,(1990).TheChildren"sConceptionoftheWorld,NewYork:LittlefieldAdam.RichardsJC,(1996).ApproachesandMethodsinLanguage.ForeignLanguageAnnals[J].18,333-340.Skehan,(1998).ACognitiveApproachtoLanguageLearning.Oxford:OurWebster"sNewWorldDictionaryoftheAmericanLanguage.Widdowson,H.G.(1972).TeachingasCommunication[M].Oxford:OxfordUniversityPress,ZhangZhengdong.(1999).PrinciplesandModelsontheThreeDimensionalApproachofForeignLanguageTeaching[M].Beijing:SciencePress.陈佑澝，1997，素质教育之活动教学关探析[J]，《中国教育学刊》，21-23。程晓堂、高洪德，2006，理解与实践髙中英语新课程，[J]《基础英语教育》第12期，83-86。董亚芬，2006，大学英语系列教材第二次修订的思考与设想，[J]《外语界》，（1）：77-79。高一宏，2003，对提高学生英语语法学习动机模式的探究，[J]《外语界》，（2）：59胡壮麟,刘润清,李延福，1987，语言学教程[M]，北京:北京大学出版社。教育部,全日制义务教育普通高级中学英语课程标准(试验稿)，2003.，北京师范大学出版社。李观仪，1989，传统教学法与交际教学法相结合可行乎？一高校英语专业基础阶段英语教学法之我见(上)[J]，《外语界》:(1)B1-9。李舒琴，2005小学英语活动课课堂教学模式探索[J]，《基础教育研究》(1)23-24。刘润清，1999，外语教学研究的发展趋势[J]，《外语教学与研究》，第21期，42-46。马书红，2001，论J.Harmer的外语教学平衡观[J]，《外语界》(2):20。潘洪建，2003，活动教学基本理论探讨[J]《宁夏大学学报》，111。彭小明，活动教学法初探[J]，《当代教育论坛》，2006(13)。舒白梅，2009，.现代外语教育学[M]，上海:上海外语教育出版社。王才仁，1996.活动教学法评介[J]，《中小学外语教学》(1)B1-4。王勇，1998，外语教学法的发展和改革之我见[J]，《国外外语教学》3B:1-6。夏谷鸣，2003，教师的语言观与外语教学改革[M]，《中学文科》。肖礼全，2004，走出中国英语教学的历史误区[M]，《外语教学》。vii 叶祥桂，2008，任务型对外汉语初级口语教学研究，四川师范大学硕士学位论文。杨敏，2008，中国文化语境下英语全程优化论，[M].北京:新华出版社。章兼中，1993，外语教育学，[M]杭州:浙江教育出版社。赵鹤龄，2001，活动教学与学生创造力培养[J]，《湖南第一师范学报》，1-5。viii AppendixIQuestionnaire高中英语语法学习动机调查问卷你好!这是一份关于中学生英语语法学习动机的调查问卷。调查的目的是为了进一步了解中学生英语语法学习的情形,你的意见很宝贵。希望你认真阅读此问卷,按照你的真实情况选择。问卷仅作调查研究使用,答案没有对错之分;问卷填写釆用无记名方式;对你填写的内容我们将釆取严格的保密措施,希望你能真实填写。下面的陈述是关于语法学习的一些观点,请仔细阅读,根据你自己的实际情况,把相应的序号写在每句话之后。①根本不同意②不同意③既不同意也不反对④同意⑤完全同意第一部分：学习者对英语语法学习的兴趣(1)我对学习英语语法感兴趣。（）(2)我喜欢学习复杂的英语语法规则。（）第二部分：学习者从英语语法学习的过程中所获得的成就感(3)学习复杂的语法规则是对自己能力的一个挑战,一个更好的证明（）(4)学习复杂的语法规则让我有一种成就感,满足感（）第三部分：学习者主动寻求语法学习的机会(5)我学习英语语法规则是因为想有更多的学习英语的机会（）(6)我学好英语语法是想得到一个好的英语成绩,在班级有一个好的排名()第四部分：学习者想要提高英语语法水平的自我提高意识(7)我学习英语语法是为了完善自我,做个受良好教育的有知识的人（）(8)我学习英语语法是为了有良好的英语功底,提高自身的英语语法素质()第五部分：学习者学习英语语法的责任意识(9)我学习英语语法是因为我想要对自己负责,认真对待英语课程（）(10)我学习英语语法是为了不辜负父母的期望,老师的期望（）ix AppendixIIPre-testPaperI.Multiplechoices.(50scores)()1.YourteacherofChineseisayounglady____comesfromBeijing.A.whoB.whichC.whomD.whose()2.What’sthenameoftheprogram________.A.whicharelisteningB.youarelisteningtoC.tothatyouarelisteningD.thatyouarelistening()3.Thestudentswereallinterested____youtoldthemyesterday.A.inwhichB.inthatthisC.allthatD.ineverything()4.Hewastheonlypersoninhisoffice______wasinvited.A.whomB.whoseC.thatD.which()5.Thisisthemuseum______wevisitedlastyear.A.whereB.inwhichC.whichD.inthat()6.Charlietoldhismotherall____hadhappened.A.thatB.whatC.whichD.who()7.Doyouknowthestudent_____?A.whomIoftentalkB.withwhoIoftentalkC.IoftentalkwithD.thatIoftentalk()8.Ilikethehouse_____windowsfacesouth.A.whoseB.who’sC.it"sD.its()9.Wouldyoutellmewheretogetthedictionary_____?A.whatIneedB.IneedC.whichIneeditD.thatIneedit()10.Theyoungwoman_____Ispokejustnowisayoungdoctor.A.whoB.towhomC.whomD.That（）1.Isthisthefactory__________youvisitedtheotherday?A.thatB.whereC.inwhichD.theone（）12.Isthisfactory__________someforeignfriendsvisitedlastFriday?A.thatB.whereC.whichD.theone（）13.Isthisthefactory__________heworkedtenyearsago?A.thatB.whereC.whichD.theone（）14.Mr.Herpinisoneoftheforeignexpertswho______inChina.A.worksB.isworkingC.areworkingC.hasbeenworking（）15.Those__________notonlyfrombooksbutalsothroughpracticewillsucceed.A.learnB.whoC.thatlearnsD.wholearn（）16.We’retalkingaboutthepianoandthepianist__________wereintheconcertweattendedlastnight.A.whichB.whomC.whoD.that（）17.Hefailedintheexamination,__________madehisfatherveryangry.A.whichB.itC.thatD.What18.Don’ttalkaboutsuchthingsof_______youarenotsure.x A.whichB.whatC.asD.those19.Thewolveshidthemselvesintheplaces__________couldn’tbefound.A.thatB.whereC.inwhichD.inthat20.Thefreezingpointisthetemperature__________waterchangesintoice.A.atwhichB.onthatC.inwhichD.ofwhat21.Thisbookwillshowyou__________canbeusedinothercontexts..A.howyouhaveobservedB.whatyouhaveobservedC.thatyouhaveobservedD.howthatyouhaveobserved22.Thereasonis__________heisunabletooperatethemachine.A.becauseB.whyC.thatD.whether23.I’lltellyou__________hetoldmelastweek.A.allwhichB.thatC.allthatD.which24Thattree,__________branchesarealmostbare,isveryold.A.whoseB.ofwhichC.inwhichD.onwhich25.Ihaveboughtthesamedress__________sheiswearing.A.asB.thatC.whichD.what26.Hefailedintheexamination,__________madehisfatherveryangry.A.whichB.itC.thatD.what27.We’retalkingaboutthepianoandthepianist_______wereintheconcertweattendedlastnight.A.whichB.whomC.whoD.that28.Thegirl________anEnglishsonginthenextroomisTom’ssister.A.whoissingingB.issingingC.sangD.wassinging29.Those_______notonlyfrombooksbutalsothroughpracticewillsucceed.A.learnB.whoC.thatlearnsD.wholearn30.Anyone________thisopinionmayspeakout.A.thatagainstB.thatagainstC.whoisagainstD.whoareagainst31.Didn’tyouseetheman________?A.InoddedjustnowB.whomInoddedjustnowC.InoddedtohimjustnowD.Inoddedtojustnow32.Canyoulendmethenovel______theotherday?A.thatyoutalkedB.youtalkedaboutitC.whichyoutalkedwithD.youtalkedabout33.Isthereanything_______toyou?A.thatisbelongedB.thatbelongsC.thatbelongD.whichbelongs34.----“Howdoyoulikethebook?”----“It’squitedifferentfrom_______Ireadlastmonth.”A.thatB.whichC.theoneD.theonewhat35.Mr.Zhanggavethetextbooktoallthepupilsexcept_______whohadalreadytakenthem.A.theonesB.onesC.someD.theothers36.Thetrain_______shewastravellingwaslate.A.whichB.whereC.onwhichD.inthatxi 37.Hehaslostthekeytothedrawer_______thepapersarekept.A.whereB.inwhichC.underwhichD.which38.Antarctic_______weknowverylittleiscoveredwiththickicealltheyearround.A.whichB.whereC.thatD.aboutwhich39.It’sthethirdtime_______latethismonth.A.thatyouarrivedB.whenyouarrivedC.thatyou’vearrivedD.whenyou’vearrived40.Itwasin1969_______theAmericanastronautsucceededinlandingonthemoon.A.thatB.whichC.whenD.inwhich41.Maythefourthistheday______weChinesepeoplewillneverforget.A.whichB.whenC.onwhichD.aboutwhich42.WearegoingtospendtheSpringFestivalinGuangzhou,_______livemygrandparentsandsomerelatives.A.whichB.thatC.whoD.where43.Thehotel_______duringourholidaysstandsbytheseaside.A.westayedatB.wherewestayedatC.westayedD.inthatwestayed44.Isitinthatfactory_______“RedFlag”carsareproduced?A.inwhichB.whereC.whichD.that45.Charlietoldhismotherall____hadhappened.A.thatB.whatC.whichD.who46.Doyouknowthestudent_____?A.whomIoftentalkB.withwhoIoftentalkC.IoftentalkwithD.thatIoftentalk47.Ilikethehouse_____windowsfacesouth.A.whoseB.who’sC.it"sD.its48.Wouldyoutellmewheretogetthedictionary_____?A.whatIneedB.IneedC.whichIneeditD.thatIneedit49.Theyoungwoman_____Ispokejustnowisayoungdoctor.A.whoB.towhomC.whomD.that50.Thewolveshidthemselvesintheplaces__________couldn’tbefound.A.thatB.whereC.inwhichD.inthat2.GrammarBlankFilling(50scores)1.Thisistheman________wantstoseeyou.2.Thestudent___________answeredthequestionisZhangHua.3Theman__________youwenttoseehascome.4.Theman___________Imetyesterdaylentmesomemoney.5.Thewoman_______________yousawisourgeographyteacher.6.Therunner________________youareaskingaboutisoverthere.7.Theperson______________youshouldwritetoisMr.Ball.8.Theman___________waspassingbysawwhathappened.9.Hereisthepen_________youlostthedaybeforeyesterday.xii 10.Thesebooks_____________youlentmewereveryuseful.11.Thestorybook____________Ihavejustreadcannotbeeasilyforgotten.12.Aclockisamachine______tellspeoplethetime.13.Thisisshirt_______________Iboughtyesterday.14.Adictionaryisabook_____________givesthemeaningtotheword.15.Thebook____________isonthetableismine.16.Thefilm____________theyaretalkingaboutisveryinteresting.17.Iwillneverforgetthepeopleandtheplaces_____Ihaveevervisited.18.Isthereanyone____________familyisinBeijing?19.Showmetheboy______________motherisawell-knownsinger.20.Theboy______fatherisateacherisgoodatEnglish21Theclassroomdoor______isbrokenwillsoonberepaired.22Theclassroomthedoorof______isbrokenwillsoonberepaired.23Doyoulikethebook______colorisyellow?24.Isthisthebook______youborrowedinthelibrary?25.______thatbreakthewindowshouldbepunished．xiii AppendixIIIPost-testPaperI.Multiplechoices.(50scores)1．Thejourneyaroundtheworldtooktheoldsailorninemonths,_____thesailingtimewas226days.（全国032004.28）A.ofwhichB.duringwhichC.fromwhichD.forwhich2.GeorgeOrwell,_______wasEricArthur,wrotemanypoliticalnovelsandessays.（北京，2004.26）A.therealnameB.whathisrealnameC.hisrealnameD.whoserealname3.______isreportedinthenewspapers,talksbetweenthetwocountriesaremakingprogress.（北京2004.34）A.ItB.AsC.ThatD.What4．TherewastimeIhatedtogotoschool.（湖北2004.23）A．a;thatB．a;whenC．the;thatD．the;when5．Therearetwobuildings,_____standsnearlyahundredfeethigh.（湖北2004.25）A．thelargerB．thelargerofthemC．thelargeronethatD．thelargerofwhich6．Whatsurprisedmewasnotwhathesaidbut_____hesaidit.（湖南200429）A．thewayB．inthewaythatC．inthewayD．thewaywhich7.Playingtricksonothersis_____weshouldneverdo.(湖南200421)A.anythingB.somethingC.everythingD.nothing8.Iworkinabusiness_________almosteveryoneiswaitingforagreatchance.（湖南200423）A.howB.whichC.whereD.that9.________isoftenthecase,wehaveworkedouttheproductionplan.（江苏200433）A.WhichB.WhenC.WhatD.As10.Thefactoryproduceshalfamillionpairsofshoeseveryyear,80%______aresoldabroad.A．ofwhichB．whichofC．ofthemD．ofthat11.TheEnglishplay_______mystudentsactedattheNewYear’spartywasagreatsuccess.A.forwhichB.atwhichC.inwhichD.onwhich12.Thereweredirtymarksonhertrousers______shehadwipedherhands.A.whereB.whichC.whenD.that13.Americanwomenusuallyidentifytheirbestfriendassomeone_____theycantalkfrequently.A.whoB.asC.aboutwhichD.withwhom14．—Isthatthesmalltownyouoftenreferto?—Right,justtheoneIusedtoworkforyears.（福建200535）A．thatB．whichC．whereD．what15.Manypeoplewhohadseenthefilmwereafraidtogototheforestwhentheyxiv rememberedthescenes______peoplewereeatenbythetiger.(广东200535)A.inwhichB.bywhichC.whichD.that16．Hersisterhasbecomealawyer,shewantedtobe.(湖北200529)A．whoB．thatC．whatD．which17.Theplace_______thebridgeissupposedtobebuiltshouldbe_______thecross-rivertrafficistheheaviest.A.which;whereB.atwhich;whichC.atwhich;whereD.which;inwhich18．Theschoolsthemselvesadmitthatnotallchildrenwillbesuccessfulinthejobs______theyarebeingtrained.（江西200525）A．inthatB．forthatC．inwhichD．forwhich19．Iwalkedinourgarden,_______TomandJimweretyingabigsignontooneofthetrees.（辽宁200528）A．whichB．whenC．whereD．that20．Doyouhaveanyidea________isactuallygoingonintheclassroom?A．thatB．whatC．asD．which21.Hewaseducatedatalocalgrammarschool,______hewentontoCambridge.（山东200530）A.fromwhichB.afterthatC.afterwhichD.fromthis22.Lastmonth,partofSoutheastAsiawasstruckbyfloods,from_______effectsthepeoplearestillsuffering.（天津200513）A.thatB.whoseC.thoseD.what23.Jimpassedthedrivingtest,_________surprisedeverybodyintheoffice.(浙江20052)A．whichB．thatC．thisD．it24._________Iexplainedonthephone,yourrequestwillbeconsideredatthenextmeeting.(浙江200517)A．WhenB．AfterC．AsD．Since25.Markwasastudentatthisuniversityfrom1999to2003,____,hestudiedveryhardandwasmadeChairmanoftheStudents”Union.(重庆200532)A.duringwhichtimeB.forwhichtimeC.duringwhosetimeD.bythattime26．Ihavemanyfriends,somearebusinessmen.（全国02200524）A．ofthemB．fromwhichC．whoofD．ofwhom27.ThousandsofHaitianscheeredastheChinesemedicalteamarrived，manyofevencriedwithjoy.A．thoseB．themC．whomD．who28.Theappearanceofasuperskyscraperinthedesertisfarbeyondourimagination,______throwsgreatdoubtontheheightofthetallbuilding.A.thatB.oneC.whichD.it29.She’sinahopelesssituation,____wewillkeepaverycloseeyeon.A.whereB.whenC.whichD.that30.ThenationalEducationDepartmentsaysschoolsafetyhassetoffalarmbellswithfrequentseriousaccidents_____studentsgotinjuredorevenkilled.A.thatB.inwhichC.bywhichD．whenxv 31.---Theauthorsofcomputervirusesaregeniuses.---Iagree.Theycanapplytheirwisdomtoothernettechnologyfrom______humanbeingscanbenefit.A．thatB．whichC．whatD．where32.DuringWorldWarII,hetookmanyphotos,_____somecapturedtheemotionsofboththesoldiersandtheciviliansinwar-tornEurope.A．fromthemB．ofwhichC．bywhichD．amongthem33.Thatisthesmallhouselessthan20squaremeters,under____rooflivesalargefamilyofthreegenerations.A.whichB.whoseC.itsD.that34Tomtookthepolicetothespot____theaccidenthappened．A．whichB．thatC．whereD．when35.Since1995,_____peoplecalltheYearoftheInternet,theworldhasturnedflatthankstothenetwork.A.whichB.whenC.inwhichD.bywhichtime36.Theyhavebeattheterribledisease,____Ifindverysurprisingactually.A.thatB.whenC.whichD.what37.Thetwinshavehadthecase_____onewastakenfortheother.A.whichB.whoseC.whereD.whom38.TheBeatles,____manyofyouareoldenoughtoremember,camefromLiverpool.A.whenB.thoughC.asD.since39.Tomissuchacleverboy_____everyonelikes.A.thatB.asC.becauseD.so40.Faye’sfondestmemoryisoflastyear,____theclubgaveateapartyforherbirthday.A.thatB.whichC.whereD.when41.Bearsoftenhidethemselvesinplaces____can’tbefoundbyhunters.A.inwhichB.whereC.thatD./42.Theprettylady_________youtoldmetheotherdayturnedouttobeathief.A.whoB.whomC.aboutwhomD.withwhom43.Isthisthefactory______yourfatherusedtoworkmanyyearsago?A.theplaceB.whichC.inwhichD.theoneinwhich44.Doyouknowwholivesinthebuilding______thereisabigappletree？A.infrontofitB.infrontofwhoseC.infrontofwhereD.infrontofwhich45.Theperson____myfatherspokejustnowismyEnglishteacher.A.whoB.towhomC.towhoD.whom46.Thereason______shedidn’tcometoTom’sbirthdayisthathermotherwon’tlether.A.thatB.whichC.forwhichD.forwhat47.Chinaisabeautifulcountry,_____wearegreatlyproud.A.whichB.inwhichC.ofwhichD.where48.Iwillneverforgettheday_____Ijointhearmy.A.onwhichBinwhichC.whichDatwhichxvi 49.Lastweek,onlytwopeoplecametolookatthehouse,____wantedtobuyit.A.noneofthemB.bothofthemC.noneofwhomD.neitherofwhom50.Therearetwobuildings，______standsnearlyahundredfeethigh.A.thelargerB.thelargerofthemC.thelargeronethatD.thelargerofwhich2.GrammarBlankFilling(50scores)1.Thesungivesusheatandlight,________whichwecan’tlive.2.Thestudent________whomweweretalkingjustnowisthebeststudentinourclass.3.I’llneverforgettheday_____whichshesaidgood-byetome.4.Whocangivemethereason______whichhehasn’tturnedupyet?5.Mandelawastheblacklawyer______whomIwentforadvice.6.Hewasgenerouswithhistime,_______whichIwasgrateful.7.Thepartsoftown________whichtheyhadtoliveweredecidedbywhitepeople.8.Itwasaprison________whichnooneescaped.9.Heisamanofgreatexperience,_________whommuchcanbelearned.10.Chapin,_______whommoneywasnownoproblem,startanewfilmcompanywithhisfriends.11.Lastweek,onlytwopeoplecametolookatthehouse,___wantedtobuyit（安徽卷）12Weshouldn’tspentourmoneytestingsomanypeople,mostof_____arehealthy（北京卷）13Byservingothers,apersonfocusesonsomeoneotherthanhimselforherself,___canbeveryeye-openingandrewarding.（湖南卷）14.Hewaseducatedatthelocalhighschool,______hewentontoBeijingUniversity.（江苏卷）15.Aftergraduationshereachedapointinhercareer___sheheededtodecidewhattodo.（江西卷）16.Somepre-schoolchildrengotoadaycarecenter,___theylearnsimplegamesandsongs.（全国卷I）17.Today,we’lldiscussanumberofcases___beginnersofEnglishfailtousethelanguageproperly.（陕西卷）18.Thethoughtofgoingbackhomewas___kepthimhappywhilehewasworkingabroad．（上海春）19.Theroadconditionsthereturnedouttobeverygood,__wasmorethanwecouldexpect.(全国II)20.TomorrowisTom’sbirthday.Haveyougotanyidea___thepartyistobeheld?（陕西卷）21.Bynineo’clock,alltheOlympictorchbearershadreachedthetopofMountQomolangma,____appearedararerainbowsoon.（福建卷）22.Thegrowingspeedofaplantisinfluencedbyanumberoffactors,___arebeyondourcontrol.（湖南卷）23.TheScienceMuseum,____wevisitedduringarecenttriptoBritain,isoneofLondon’stouristattractions.（江苏卷）xvii 24.Occasionsarequiterare______Ihavethetimetospendadaywithmykids.（山东卷）25.Laterinthischaptercaseswillbeintroducedtoreaders_______consumercomplaintshaveresultedinchangesinthelaw.（江西卷）xviii AcknowledgementsFirstofall,IwouldliketogivemygratitudetoProf.CaiLanzhenwhogivesmealotofstrictinstructionsandsuggestionsduringthepreparationofthisresearchandintheprocessofwritingandrevisionofthisthesis.Withherinstructionsandguidance,thisresearchhasbeenfinishedsosmoothly.Then,Iwanttogivemygratitudeto100studentswhoarewillingtoparticipateinmyresearchandteacherswhooffersmepassionatehelpduringtheimplementofthisresearch.Inaddition,Iwouldliketogivesincerethankstoalltheotherteachersandclassmateswhohelpedmealotinmypostgraduatelife.Finally,Iamverygratefultomyparents,whoprovidedmewithconstantsupportandencouragementintheprocessofthisresearch.xix