自我参照效应在高中英语语法教学中的实证研究 71页

中图分类号：G4密级：公开UDC：800学校代码：10094硕士学位论文（教育硕士）AnEmpiricalStudyofGrammarTeachingBasedonSelf-referenceEffectinSeniorHighSchools自我参照效应在高中英语语法教学中的实证研究作者姓名：朱桦指导教师：梁文霞教授学科专业名称：英语学科教学研究方向：英语教育论文开题日期：2014年5月12日二〇一五年五月三十日 中图分类号：G4密级：公开UDC：800学校代码：10094硕士学位论文（教育硕士）AnEmpiricalStudyofGrammarTeachingBasedonSelf-referenceEffectinSeniorHighSchools自我参照效应在高中英语语法教学中的实证研究作者姓名：朱桦指导教师：梁文霞教授学科专业名称：英语学科教学研究方向：英语教育论文开题日期：2014年5月12日 学位论文原创性声明本人所提交的学位论文《自我参照效应在高中英语语法教学中的实证研究》，是在导师的指导下，独立进行研究工作所取得的原创性成果。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中标明。本声明的法律后果由本人承担。论文作者（签名味辑指导教师确认（签名圳广年/月2•日年<月1日学位论文版权使用授权书本学位论文作者完全了解河北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和磁盘，允许论文被查阅和借阅。本人授权河北师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以釆用影印、缩印或其它复制手段保存、汇编学位论文。(保密的学位论文在年解密后适用本授权书）论文作者（签名）：未Pf指导教师（签名）：3-o/jr年/月2-日2^ofjr年/月工日 AnEmpiricalStudyofGrammarTeachingBasedonSelf-referenceEffectinSeniorHighSchoolsByZhuHuaSupervisor:LiangWenxiaSpecialty:EnglishTeachingResearchDirection:EnglishEducationSubmittedtoCollegeofForeignLanguagesInPartialFulfillmentoftheRequirementsFortheDegreeofMasterofEducationAtHebeiNormalUniversity2015 AbstractEnglishisconsideredasabasiccourseindifferentkindsofschoolsinChina.TherearemanyattemptsonEnglishteaching,butseldomonEnglishgrammarteaching.AndPPP(presentation,practice,production)teachingmethodstilldominatestheEnglishgrammarteachinginmanydistrictsofChina,whichisexam-oriented.Thefunctionofgrammarcannotberealizedandstudentscannotusetheknowledgeofgrammartodiscussthethingsintheirreallife.Thethesisfocusesonthegrammarteachingbasedonself-referenceeffect,whichmakesuseofthepeopleandthingsinthereallifetogivegrammarexamplesandcarryoutgrammaractivities.Anditgivesstudentsachancetousetheknowledgeofgrammartodiscussthethingsintheirreallifeandtrytoexplorethepreferenceofthetypeofself-referencebyseniorhighschoolstudents，andfindwhetherthegrammarteachingbasedonself-referenceeffectcanimprovestudents’comprehensionandproductionofgrammarandtrytoimprovestudents’attitude,interestandbehaviorofEnglishgrammar.Thisstudywascarriedoutinaseniorhighschooland82seniorhighschoolstudentsfromtwoclassesingrade2werechosenasparticipants.Oneclassischosenastheexperimentalclassandtheotherclassisthecontrolclass.Thepre-testofgrammarwascarriedoutinthetwoclassestoensurethelevelofgrammarofthetwoclassesissimilar.Meanwhile,thequestionnairesweresenttothetwoclassestoexploretheattitude,interest,behaviorandspecifictypeofself-reference.Duringtheexperiment,grammarteachingbasedonself-referenceeffectwascarriedoutintheexperimentalclassandthetraditionalPPPteachingmethodwasforthecontrolclass.Aftertheexperiment,thepost-questionnaireandpost-testofgrammarwascarriedoutinthetwoclasses.AllthedataoftheexperimentwasputintoSPSStogettheresult.Themajorfindingsofthestudyare:1)SeniorhighschoolstudentspreferIV teacherstomakeuseofthespecifictypeofself-referencetogivegrammarexamplesandcarryoutgrammaractivities.Thespecificaspectsmayincludeteachersthemselves,theclassmates,andfavoriteidolsofthestudents.However,moststudentsdonotliketeacherstomakeuseoftheirrelativestogivegrammarexamplesandcarryoutgrammaractivities.2)Thegrammarteachingbasedontheself-referenceeffectcanimprovestudents’comprehensionofgrammar.3)Thegrammarteachingbasedontheself-referenceeffectcanimprovestudents’productionofgrammar.Comparedtostudents’comprehensionofgrammar,theleveloftheirproductionofgrammarisunsatisfactory.4)Thegrammarteachingbasedontheself-referenceeffectcanimprovestudents’attitude,interestandbehaviorofEnglishgrammarlearning.Accordingtotheresultsoftheexperiment,thegrammarteachingbasedontheself-referenceeffectismoreeffectivethanthetraditionalPPPteachingapproachindifferentaspects.Teachersinseniorhighschoolsaresuggestedtousethepeopleandthingsinreallifetogivegrammarexamplesandcarryoutgrammaractivitiesintheprocessofgrammarteachingtopromotethegrammarlearningofthestudents.Keywords:Englishgrammarteachingself-referenceeffectcomprehensionandproductionattitudeV 摘要在中国,英语被认为是各类学校的基础课程。国内外关于英语教学有很多尝试,而关于英语语法教学的研究却较少。以考试为导向的PPP传统教学法在中国许多地区的英语语法教学中占有重要地位。传统的PPP教学重视语法规则,它要求学生做许多机械的语法训练,而这种方法产出的语言是无意义的。因此,语法的功能不能被实现,学生不会使用所学的语法知识来讨论真实生活发生的事情。本文关注的是基于自我参照效应的语法教学。教师尝试利用真实生活中的人和事来进行语法举例,开展语法活动,为学生提供使用所学的语法知识来讨论真实生活的机会。该研究主要探讨高中生所偏向的自我参照类型,基于自我参照效应的语法教学能否提高学生对语法的认知能力和产出能力及基于自我参照效应的语法教学能否提升学生学习语法的态度,兴趣和行为。该研究在一所高中学校展开。来自高二年级两个班的82名学生被选择为实验的参与者。一个班是实验班，另一个班为控制班。在实验前,为了确保两个班学生的语法水平相似,对两个班进行了语法前测。同时,问卷被发送给两个班的学生来探求高中生具体自我参照的类型以及实验前学生学习语法的态度,兴趣,行为。在实验过程中,实验班运用基于自我参照效应的语法教学进行语法教学，而控制班利用传统的PPP教学法进行语法教学。实验后,两个班进行了问卷后测,来检测学生学习语法的态度,兴趣,行为有无改变。同时,实验后两个班进行了语法后测,来检测基于自我参照效应的语法教学能否提高学生对语法的认知和产出水平。该研究的主要发现有:1)高中生偏向于教师利用自我参照效应的具体类型来进行语法举例和开展语法活动。具体的类型包括教师自己,同学和学生喜爱的偶像。然而,大多数学生不喜欢教师利用他们的亲人来进行语法举例和开展语法活动。2)基于自我参照效应的语法教学能够提高学生对语法的认知水平。3)基于自我参照效应的语法教学能够提高学生对语法的产出水平。相对于对语法的认知水平，学生对语法的产出水平相对较低。4)基于自我参照效应的语法教学能够提升学生学习语法的态度,兴趣和行为。VI 实验结果显示基于自我参照效应的高中英语语法教学比传统的PPP语法教学更有效。高中英语教师建议使用生活中真实的人和物来进行语法举例和语法活动来促进学生英语语法学习。关键词:英语语法教学自我参照效应认知和产出态度VII ListofTablesTable4-1Scoresofthetypeofstudents’preferenceonself-reference……………...30Table4-2ComparisonofthetotalscoresofCCandECinthepre-testofgrammar..33Table4-3ComparisonofthetotalscoresofCCandECinthepost-testofgrammar.33Table4-4ComparisonofscoresofCCandECinthecomprehensionofgrammarinpre-test……………………………………………………………………..34Table4-5ComparisonofscoresofCCandECinthecomprehensionofgrammarinpost-test……………………………………………………………………34Table4-6ComparisonofthescoresofCCandECintheproductionofgrammarinpre-test……………………………………………………………………..35Table4-7ComparisonofthescoresofCCandECintheproductionofgrammarinpost-test……………………………………………………………………36Table4-8Dataofattitudeinthepre-questionnaire…………………………………38Table4-9Dataofattitudeinthepost-questionnaire…………………………………38Table4-10Dataofinterestinthepre-questionnaire…………………………………39Table4-11Dataofinterestinthepost-questionnaire………………………………...40Table4-12Dataofbehaviorinthepre-questionnaire………………………………..41Table4-13Dataofbehaviorinthepost-questionnaire………………………………41VIII ContentsAbstract........................................................................................................................IV摘要..............................................................................................................................VIListofTables.............................................................................................................VIIIChapterOneIntroduction...........................................................................................11.1Backgroundofthestudy...................................................................................11.2Significanceofthestudy...................................................................................31.3Outlineofthethesis...........................................................................................5ChapterTwoLiteratureReview..................................................................................62.1Grammarteaching.............................................................................................62.1.1Methodsofgrammarteaching....................................................................62.1.2RelevantstudiesonEnglishgrammarteaching..........................................92.2Self-referenceeffect........................................................................................132.2.1Definitionofself-referenceeffect............................................................132.2.2Relevantstudiesonself-referenceeffect..................................................14ChapterThreeResearchDesign................................................................................203.1Researchquestions..........................................................................................203.2Subjects...........................................................................................................203.3Instruments......................................................................................................213.3.1Questionnaire............................................................................................213.3.2Test...........................................................................................................223.4Procedure.........................................................................................................233.4.1Pre-questionnaire......................................................................................233.4.2Pre-testofgrammar..................................................................................233.4.3Post-testofgrammar.................................................................................233.4.4Post-questionnaire....................................................................................233.5Experiment......................................................................................................23IX 3.5.1ApplicationofthePPPmethodtothecontrolclass.................................243.5.2Applicationofthegrammarteachingbasedonself-referenceeffecttotheexperimentalclass...............................................................................263.6Dataanalysis...................................................................................................28ChapterFourResultsandDiscussion.......................................................................304.1Thetypesofstudents’preferenceonself-reference........................................304.1.1Resultsofthetypesofstudents’preferenceonself-reference.................304.1.2Detaileddiscussiononthetypesofstudents’preferenceonself-reference...................................................................................................314.2Theeffectofthegrammarteachingbasedonself-referenceeffectonthestudents’comprehensionofEnglishgrammar...............................................324.3Theeffectofthegrammarteachingbasedonself-referenceeffectonthestudents’productionofEnglishgrammar......................................................354.4Theeffectofthegrammarteachingbasedonself-referenceeffectonthestudents’attitude,interestandbehaviorofEnglishgrammarlearning..........374.4.1Attitude.....................................................................................................374.4.2Interest......................................................................................................394.4.3Behavior....................................................................................................41ChapterFiveConclusion..............................................................................................445.1Majorfindingsoftheresearch........................................................................445.2Implicationsoftheresearch............................................................................455.3Limitationsofthestudyandsuggestionsforthefuturestudy........................46Bibliography................................................................................................................48AppendixⅠQuestionnaire......................................................................................54AppendixⅡPre-testofgrammar.............................................................................56AppendixⅢPost-testofgrammar..........................................................................58Acknowledgements......................................................................................................60X ChapterOneIntroductionThischapterfirstputsforwardthebackgroundofthestudyanddiscussestheproblemsofEnglishgrammarteachinginseniorhighschools.Thenthesignificanceofthestudyisexplained.Finally,theoutlineofthethesisispresented.1.1BackgroundofthestudyTheroleofgrammarteachingwasconsideredlessimportantinsecondlanguageteachingwiththeriseofcommunicativemethodologyin1970sanditwasnotpaidmuchattention.However,recentstudiesshowthattheformalgrammarinstructioncanhelplearnersattainahighlevelofaccuracyofthelanguagetheylearnt.Meanwhile,extensivestudiesshowthatgrammarisanimportantcomponentinEnglishteachingandlearningandmanyresearchersareagainstthattheEnglishgrammaristaughtinamechanicalway.Now,thequestionisnotwhethertoteachgrammar,buthowtoteachgrammareffectively,soresearchers,linguistsandteachersaretryingtofindbetterandmoreeffectivewaystohelpthestudentslearnEnglishgrammarwell.TherearemanyattemptsandchangesaboutEnglishteaching,butseldomonEnglishgrammarteaching.AndPPP(presentation-practice-production)teachingmethodstilldominatestheEnglishgrammarteachinginmanydistrictsofChina,whichisexam-oriented.ThetraditionalPPPteachingapproachpaysattentiontotheteachers’explanationofthegrammarrulesanditrequiresstudentstodoalotofmechanicalgrammarexercisesandproducethemeaninglesslanguage.Thenmanyproblemsofthegrammarteachingappear.Forexample,whenteachinggrammar,teachersmainlyfocusontheformsandtheygiveexampleswhicharecomplexanddifficulttounderstandforthestudents.Thestudentsnotonlyhavetotrytounderstandthemeaningofthesentences,butalsohavetodigestthegrammar,whichisachallengeforthestudentstolearngrammarwell.Meanwhile,theauthorfindsmanystudentshaveanegativeattitudeongrammar.Grammarbecomesasymbolofboredom.Comparedwiththeotherrespectsoflanguagelearning,forexample,the1 learningofvocabularyandpronunciation,thegrammarlearningmaybethemostboringone.Thus,teachershavetorethinkthegrammarteachingwaystoletstudentsgetinterestedingrammar.Iftheexamplesofgrammarcontainsomeinformationofthethingsandpeoplearoundthestudents,theinterestofstudentscanbehighlyincreased.What’smore,inthepracticalprocessofgrammarteaching,studentsmemorizethegrammarbyamechanicalwayandmanyofthemdonotunderstandthepragmaticfunctionofthegrammar,sonottomentiontheyusethegrammartoorganizetheirideasandcreatesomethingnew.Thethingstheyoftendoaretomemorizethegrammarbyrepeatingthegrammarmanytimesanddoingalotofmultiplechoiceitems.Thefinalpurposeistogethighscoresintheexam.Thentheproblemsappear,andthestudentsjustknowhowtodothegrammarexcisesinthebookorpaper,buttheydonotknowhowtousethegrammartodescribeanddiscussthethingsintheirreallife.Theabilityofusingthegrammarislow.Itwillbeagreatpityifstudentscannotusethegrammartodiscussthepeopleandthingsaroundthemaftersomanyyearsofgrammarlearning.Soitisnecessaryforteacherstochangeawayofgrammarteachingandusethepeopleandthingsaroundthestudentstogiveexamplesandcarryoutactivitiesaboutgrammarlearning.BasedontheunsatisfactoryphenomenaofEnglishgrammarteachingdiscussedabove,thequestionofhowtomakethegrammarclassmoreinterestingandpracticalneedtobereconsidered.Learninggrammarisnotaneasytaskformanystudents.Thegrammarofmoststudentsispoorandtheydonothavetheabilitytospeakandwritethesentencescorrectly.Whenstudentslearnanewlanguage,thefinalgoalisnottomasterthegrammar.However,ifthegrammarofstudentsispoor,theycannotlearnthelanguagewellunderthenon-nativeenvironment.Onlywhenstudentshaveagoodcommandofgrammarcantheyimprovethefourlanguageskillsandoveralllanguageability.Facedwithdifferentproblemsabove,waysofEnglishgrammarteachingneedtobechanged.Andthisstudyaimstoexploreanewperspectiveofgrammarteachinginseniorhighschool,whichiscalledthegrammarteachingbasedonself-referenceeffect.ItmayeasethecurrentsituationofEnglishgrammarteaching2 andprovidesanewperspectiveofEnglishgrammarteaching.Thegrammarteachingbasedonself-referenceeffectisbasedonapsychologicaltheorywhichiscalledtheself-referenceeffect.Theself-referenceeffectwasputforwardbyRogersinhisresearchandhefoundthattheinformationencodedwiththeself-referencecanberecalledbetterthantheinformationencodedwithreferencetootherentities.Itmeansthatwhenthelearningmaterialisrelatedtothepeoplethemselves,theknowledgecanbeunderstoodandmemorizedclearlyandquickly.Peoplecanusetheknowledgetodescribetheirreallifebecausetheknowledgeisgivenbyusingthepeopleandthingsaroundthemtohelppeopleunderstandandusetheknowledgebetter.ThispsychologicaltheoryoftenusedintheEnglishvocabularylearningandisneverusedintheEnglishgrammarlearning.Sincethegrammarexamplesandactivitiescanchoosefromthereallife,thememorizationanduseofgrammarwillnotbemechanical.ItmaybeusedintheEnglishgrammarteachingandteacherscanusethepeopleandthingsaroundthemtogiveexamplesandcarryoutsomeactivitiesongrammar.Thegrammarteachingbasedonself-referenceeffectisanewwayofgrammarteachingandtheauthortriestousethisgrammarteachingmethodtoimprovethestudents’comprehensionandproductionongrammarandincreasetheinterestofstudentsingrammarlearning.1.2SignificanceofthestudyWiththenewEnglishCurriculumStandardofseniorhighschoolapplied,Englishgrammarteachingmeetsnewchallenges.TheSeniorEnglishCurriculumStandardrequiresteacherstochangethetraditionalgrammarteachingstyles,optimizestudents’grammarlearning.ThenewEnglishCurriculumStandardofseniorhighschoolpointsouttheseniorhighschoolstudentsshouldlearnandmastertheEnglishbasicknowledge,includingpronunciation,vocabulary,grammar,functionandtopicetc.Theknowledgeofgrammarandtheabilitytousegrammartoorganizethecorrectsentencesandtextsaretheimportantpartsofstudents’languageabilityandthevitalbasisfordevelopingthelanguageskillsofthestudents.AccordingtotheanalysisofthenewEnglishCurriculumStandard,theresearcher3 findsthatitemphasizesthatthegrammarlearningneedtoconnectwiththecultureandcontextandtheteachersneedtoguidethestudentstousethegrammartoachievethefunctionoflanguage.Andthelanguageskillsandtheactualabilityofusingthelanguageofthestudentswillbedevelopediftheteacherscantaketherealexperiencesofstudentsintoconsiderationtoarousetheinterestsofstudentsinlearninggrammar.Thegrammarteachingbasedonself-referenceeffectprovidessuchawayofusingthepeopleandthingsinthereallifetohelptheteachersgiveexamplesandcarryoutgrammaractivitiesintheprocessofgrammarteaching.Thenthestudentscanunderstandthefunctionofthegrammarbetterandtrytousethegrammartheylearnttoorganizethesentencestodescribethethingsintheirreallife.Sothegrammarteachingbasedonself-referenceeffectcanmeettheneedsofnewEnglishcurriculumstandardandprovideanewperspectiveofthegrammarteachingintheseniorhighschools.Meanwhile,withthereformoftheEnglishpaperinthecollegeentranceexamination,themultiplechoicesofgrammarhavebeenchangedintotheblankfillingbyusingthegrammar.Itisasignificantchange.Thegrammarisnottestedinonesentence,butincontext.Thus,whenteachersteachgrammar,theyneedtoconsiderthefunctionofgrammarandputthegrammarinthewholecontexttohelpthestudentsunderstandandusethegrammar.IntheprocessofrealEnglishgrammarteaching,theteacherscanmakeuseofthepeopleandthingsaroundthestudentstocreatetherealcontextandletthestudentsfeelthattheycanusethegrammartheylearnttodiscusstheirreallife.Thenthefunctionofgrammarcanbeunderstoodbetteranditwillbehelpfulforthestudentstodotheblankfillinginthecollegeentranceexamination.Inaddition,accordingtothepublicationofthepapersandjournalsinthepastyears,mostofthestudiesoftheself-referenceeffectwerelimitedtothefieldofpsychology.Therewerefewstudiesabouttheapplicationoftheself-referenceeffectinthefieldofEnglishgrammarteaching.Empiricalresearchinthisrespectinseniorhighschoolisparticularlyless.Soitisnecessarytocarryoutanempiricalresearchinseniorhighschooltotesttheeffectivenessofthegrammarteachingbasedon4 self-referenceeffect.ThisstudyaimstohelptheteacherstofindanewwaytoteachEnglishgrammaranditwillalsoguidethestudentstolearnEnglishgrammarmeaningfully.Thegrammarteachingbasedonself-referenceeffectcanlettheteachersandstudentsbecomeawareofanewwayoflearninggrammarwhichpaysattentiontothefunctionandtherealcontextofgrammar.Inaddition,thestudywillenrichthetheoryandprovideatheoreticalandpracticalguidanceforEnglishgrammarteaching.1.3OutlineofthethesisTherearefivechaptersinthispaper.Chapteronepresentsthebackgroundofthestudy,includingthecurrentsituationsandexistingproblemsofEnglishgrammarteachinginseniorhighschools.ThentheauthorelicitsanewgrammarteachingapproachanddiscussesthesignificanceoftheresearchinEnglishgrammarteaching.Chaptertwopresentstheliteraturereviewfromtwoperspectives.ThefirstoneisEnglishgrammarteaching.Andtheresearcherreviewsseveralmethodsofgrammarteachinganddiscussesrelevantstudiesongrammarteaching.Thesecondpartistheself-referenceeffect.Theresearcherreviewsthedefinitionoftheself-referenceeffectandtherelevantstudiesonself-referenceeffectarediscussed.Chapterthreediscussestheresearchdesign,includingtheresearchquestions,researchsubjectsandinstruments,researchprocedure,theexperimentanddataanalysis.Alloftherespectsareexplainedindetail.Chapterfourpresentstheresultsanddiscussesthedataofthequestionnairesandthetests.Itaimstofindoutwhethertheself-referenceeffectbasedgrammarteachingapproachismoreeffectivethanthetraditionalgrammarteachingapproach.Chapterfivestatesthemajorfindingsofthestudy,summarizesanddiscussestheimplication,pointsoutthelimitationsandproposessomesuggestionsforfurtherstudies.5 ChapterTwoLiteratureReviewThechaptermainlyintroducestherelevantresearchonEnglishgrammarteachingandself-referenceeffect.AndtheresearcherreviewsseveralimportantEnglishgrammarteachingmethodsanddiscussesrelevantstudiesongrammarteaching.Andthenthedefinitionoftheself-referenceeffectandtherelevantstudiesonself-referenceeffectwillbediscussed.2.1GrammarteachingThegoalofEnglishgrammarteachingistohelplearnersmastertheknowledgeofgrammarandtrytousethegrammartodescribetheirreallife.Althoughthegrammarstructuresarethebasisofusinggrammar,thegrammarcanneverbetaughtinamechanicalwayandoveremphasizethelearningofgrammarrules.Teachersareexpectedtocombinetheformandfunctionofgrammartogethertohelpstudentsachievetheabilityofcommunication.Andmanyresearchersandteachersaretryingtofindabetterwaytoteachgrammar.However,itisnecessarytoreviewthepreviousmethodsofEnglishgrammarteachingandtherelevantresearchbeforethebirthofanewgrammarteachingway.2.1.1MethodsofgrammarteachingThedevelopmentofgrammarteachinghasgonethroughseveralstagesandsomegrammarteachingmethodshaveasignificanteffectontheforeignlanguageteachingandeachofthemethodshasitsownfeatures.Andmainapproacheswillbereviewedinbrief.ththDatingbacktothelate19andearly20centuries,theGrammar-translationMethodisoneofthetraditionalmethodsinEnglishgrammarteaching.TheGrammar-translationMethodhasalonghistoryanditdevelopedforuseinsecondaryschools.Itrequiresthelearnerstomemorizealotofgrammaticalrulesandvocabulariesinordertousetheknowledgetoanalyzeandtranslatetheliterarymasterpieces.Themethodpaysattentiontosecondlanguagegrammarteachingandthemainpracticeofthismethodistranslationfromorintotargetlanguage.Thegoal6 offoreignlanguagelearningistolearnalanguagetoreadliterature.Andthemethodisaprocessofmemorizingthegrammarrules,analyzingthesentencestructuresandtranslating.Meanwhile,readingandwritingarethemainfocusoftheGrammar-translationMethod,butthemethodpayslittleattentiontolisteningandspeaking.Andlearnersareexpectedtoachievehighstandardofaccuracyintheprocessoftranslation,sotheaccuracyisemphasized.Duringtheprocessofteaching,theteacherworksasagoodtranslatorandeachvocabularymustbegivenitstranslationequivalent.Inaddition,thetextbooksoftheGrammar-translationpresentthegrammarinanorganizedwayandtheknowledgeofgrammaristaughtbyteacherdeductively.Andthelanguageoftenusedinclassisthelearner’snativelanguageanditisoftenusedtoexplainnewvocabulariesandthetexts.TheGrammar-translationMethodstillenjoysitspopulationinEnglishgrammarteaching.Althoughthismethodmeetsalotofchallengesandhasbeendoubtedbymanypeople,itspositioninEnglishgrammarteachingcannotbeeasilyshaken.TheDirectMethodisamethodofforeignlanguageteaching,whichinsiststhatonlythetargetlanguageshouldbeusedinclassandmeaningsshouldbecommunicated“directly”byassociatingspeechformswithactions,mime,gestures,andsituations.Itencouragesthespontaneoususeoftargetlanguageanddoesnotallowthetranslationfromstudents’nativelanguage.Studentsareexpectedtocommunicateintargetlanguageinsituationswiththeteachingaidsbyteacher-directedinteractionsanditisfreefromtheinterferenceofmothertongue.AndtheDirectMethodpaysmuchattentiontospeaking,soeverydaycommunicationisimportant.Itbelievesinthenaturalprocessoflanguagelearning.Butitisdifficultforteacherstousethemethodfortheconstraintsoftheclassroomsize,timeandthebackgroundoftheteachers.Inaddition,themethodiscriticizedforitsweaktheoreticalfoundations.TheAudio-lingualApproachoriginatedinAmericaduringtheSecondWorldWar.AnditisinfluencedbythetheoriesofBehaviorismandStructuralism.Someresearchersinthisaspectconsideredthatlanguagewasaformofbehaviorandlearningalanguagewasaprocessofformationofhabit.Themethodbelievesthat7 teacherletsthestudentsimitate,reciteandpracticethevocabulariesandsentencepatternsrepeatedlyandthenthestudentscanproducecorrectsentences.Meanwhile,listeningandspeakingarethemainpartsinclass.Teachersspendlittletimeontheexplanationofgrammarandthegrammarrulesareexpectedtobeworkedoutbystudentsthroughdifferentmechanicalpractices.Thismethodhasitsownadvantages.Forexample,itcanhelpthestudentsgetfluencyinspeakinglanguageandstudentscanuselanguagelabstogetclosetothelanguageofnativespeakers.However,theAudio-lingualMethodislimitedtothememorizationoflanguageanditcannotdevelopthecommunicativecompetenceofstudentseffectively.WiththereformoftheEnglishteaching,thePPP(presentation,practice,production)TeachingApproachwasputforward.TheproceduresofPPPmodelarethatteacherpresentsandexplainstheknowledgeofgrammarindetailandthenletthestudentspracticethegrammartheylearned.Finally,studentsusethegrammartoproducethesimilarlanguageinsomelesscontrolledactivities.Throughthismethod,teacherspresenttheknowledgeofgrammarclearly,butstudentsdonothavemeaningfulproductionbecausetheclassisteacher-centered.PPPTeachingApproachispopularandstillwidelyusedinmanyEnglishteachingclasses.However,thisteachingmodelisonlyfocusedonrepetitionandthereisnorealuseofthegrammartheyhavelearned.SoPPPteachingmodelisdoubtedandcriticizedbymanypeoplefortheabovereasons,andthentheCommunicativeLanguageTeachingcameintobeing.CommunicativeLanguageTeachingApproachcameintobeingduringthe1970sanditisanimportantstimulusforchangingthewayoflanguageteaching.Thisapproachpaysattentiontothecommunicativeabilityofstudentsandistohelplearnersknowtheknowledgeoflanguageandhowtousethelanguagetheylearnedincommunication.Studentsarenotonlyexpectedtomasterthegrammarrules,butalsotoknowwhenandwheretousethegrammartoorganizecorrectsentencesinrealcommunication.Duringtheprocessofcommunicativelanguageteaching,authenticlearningmaterialsareusedbystudentstocommunicatewitheachotherandalsoeverythingintheclasscanbetalkedabout.AndtheCommunicative8 LanguageTeachingApproachisfocusedonmeaningandignorestheaccuracyoflanguageandsometeachersevengiveuplanguagegrammarteaching.Task-basedLanguageTeachingisbasedonCommunicativeLanguageTeachingandwasfirstputforwardbyPrabhuinthe1980s.Task-basedLanguageTeachingfocusesontheuseofauthenticlanguageandstudentsareaskedtodomeaningfultasksbyusingtargetlanguage.AndtheimportantanddifficultrespectofTask-basedLanguageTeachingistodesigndifferentkindsofeffectivetasks.Manyresearchershavegiventhedefinitionsoftask,butthereisnoonewidelyaccepteddefinition.Andmostresearchersmayagreethattasksareactivitieswithaclearoutcomeduringtheteachingprocess.Studentscanmasterandusethetargetlanguagefortheinteractionsinreallifewithcleartasksandpurposesbydoingdifferentcommunicativetasks.Theapproachfocusesontherealcommunicationandisstudent-centered.Inordertofinishthetask,thestudentshavetheirfreedomtochoosethevocabulariesandtheknowledgeofgrammar.Meanwhile,thetasksarechosenindailylifeandclosetostudents,somotivationofstudentscanbehighlyincreased.TherearedifferentmethodsofEnglishgrammarteachinganddifferentmethodshavedifferentfeatures.Researchersaresuggestedtoexploremoregrammarteachingapproachestoenrichthetheoryandpractice.2.1.2RelevantstudiesonEnglishgrammarteachingManylanguageresearchersbelievethatthegrammaticalcompetenceisessentialforthelanguagecommunication.Andmostresearchshowsthattheinstructionofgrammarlearningplaysanimportantandpositiveroleinlanguagelearning.HinkelandFotos(2002)pointedoutthatthegrammarteachingcanimprovetheaccuracyandproficiencyoflearners.Otherresearchshowsthatinstructedlearnersperformbetterthantheuninstructedlearnersintheirrateoflearningandlevelofachievement.(Long,1988).Andinmostcases,grammarisstillbeingtaughtbyteachers,especiallyintheformallanguageteachingclass.Soitisnotdifficulttoseetheforeignlanguageteachingisalwaysfocusedonwhetherthegrammarshouldbetaughtornot.Butnowexploringnewgrammarteaching9 methodshasbeenthehottopicinEnglishgrammarteaching.ManyforeigncountriesvaluegreatlyontheEnglishgrammarteachingandsomeexpertsconsiderthatrichgrammarknowledgeisthebasisoflanguagelearning.ThepsychologistJeanPiaget(1970)raisedthetheoryofconstructurismandbelievedthatthelearnersmustbeputintothesimilarorrealsituationtothelearningmaterials.Accordingtohisteachingmodel,teachersshouldtrytheirbesttocreatethesituationforthelanguageuseandhelpstudentslearnandusethegrammarknowledgeflexibly.ConstructurismplaysanimportantroleinthewholeEnglishteachingandespeciallyintheboringEnglishgrammarteaching.Theforeigngrammarlearningmaterialsaremainlyarrangedandtaughtaroundthemaincore——thefunctionofgrammar.Intheforeigntextbook,thegrammarteachingiscloselyrelatedtothereallifeofstudents.Therulesofgrammararefollowedbyalotofexamplesfromthereallife,whichareeasyforstudentstounderstandthefunctionofgrammar.Thenmorerealpracticesaboutthegrammarwillbedonebystudentswhichcanhelpstudentsusethegrammarflexibly.Meanwhile,foreignresearchonEnglishgrammarisondifferentaspects.Long(1991)firstputforwardtheideaoffocusonformandadvocatedtoputitintothecommunicativelanguageclass.Inaddition,Larsen-Freeman(2001)raisedthethreedimensionalEnglishgrammarteachingandthisteachingideagreatlychallengesthetraditionalgrammarteachingphilosophy.InherthreedimensionalEnglishgrammarteaching,Larsen-Freemanraised“grammaring”andpointedthatgrammaristhemeasureoftheabilitywhichcanusethegrammarstructurescorrectly.Meanwhile,italsoneedsthetechniquesandskillsofstudentsratherthanthegrammarrulesandforms.Grammarisnotdeadrulesbutfunctionalandmotionalknowledgesystem.AndshepointedthatEnglishgrammarteachingneedstoincludelanguageform,languagemeaningandlanguageuse,sotheknowledgeofgrammarneedstobetaughtinmeaningfulways.Inaddition,Brown(2000)voicedthatinthesuccessfulgrammarteaching,thegrammarknowledgeneedstobeputintomeaningfulcontextandfinalpurposeistousetheknowledgeofgrammartocommunicatewithothers.Thevividgrammaractivitiescaneffectivelystimulateinternalmotivationofstudentsonthegrammarlearning.10 BasedonthetheoryofconstructurismofJeanPiagetdiscussedabove,MaFukang(1998)inChinacombinedtherealexampleswiththegrammarteachinganddiscussedthewaystomakeuseoftherealsituationtoelicittheknowledgeofgrammarandthenthegrammarruleswillbediscussed.Finally,inordertostrengthentheuseofgrammarrules,theactivitieswhichareprovidedbytherealsituationswillbecarriedout.Inthelaterempiricalstudies,WenWeijuan(2001)comparedthetraditionalgrammartranslationteachingwiththetask-basedlanguageteachingingrammarandfoundthatthetask-basedlanguageteachingissuperiortothetraditionalgrammartranslationteachingandtheknowledgeofgrammarfortheexperimentistheSubjunctiveMood.Andthetask-basedlanguageteachingisflexiblewayoflanguageteachingandlearningandallowsteacherstofocusonmeaningaswellasform.GaoXiaofang(1998)appliedtheEnglishgrammarteachingbasedonthegrammardictationtotheexperimentandfoundthatthegrammarteachingcanhelpthestudentsusetheknowledgeofgrammarintherealsituation.What’smore,theSeniorEnglishCurriculumStandardpointsouttheseniorhighschoolstudentsshouldlearnandmastertheEnglishbasicknowledge,includingpronunciation,vocabulary,grammar,functionandtopicetc.Teachersneedtocreaterealcontextoflanguagelearningandprovidestudentswithalotofopportunitiestoletstudentsunderstandthegrammarrules.Thegrammarlearningneedstoconnectwithrealcontextandtheteachersneedtoguidethestudentstousethegrammartoachievethefunctionoflanguage.Aboveall,thefunctionofgrammarisimportantandmeaningful.Theresearcheristryingtofindawaytomakeuseofpeopleandthingsinthereallifetohelptheteachersgiveexamplesandcarryoutgrammaractivitiesintheprocessofgrammarteaching.Thenthestudentscanunderstandthefunctionofthegrammarbetterandtrytousethegrammartheylearnttoorganizethesentencestodescribethethingsintheirreallife.Throughouttheresearchofgrammarteaching,therearemanyreformsofthemethodsofEnglishgrammarteaching.Asthemethodsarediscussedinthebeginningofthischapter,therearetheGrammar-translationMethod,theDirectMethod,theAudio-lingualApproach,PPPteachingmodel,theCommunicative11 ApproachandtheTask-basedLanguageteachingandsoon.AndintheperiodoftheimplementationoftheCommunicativeApproach,theEnglishgrammarteachingisconsideredasanoutdatedteachingmodelbecauseofthemisunderstandingofsomeconceptsoftheCommunicativeApproach,sotheresearchonEnglishgrammarteachingisrelativelyless.WiththerecognitionoftheimportanceofEnglishgrammar,theresearchonEnglishgrammarteachinggraduallyincreased.However,mostofthepapersareresearchedfromtheperspectiveoftheorytodiscussthepresentproblemsandtherelevantstrategiesinEnglishgrammarteachingandtheempiricalstudyisfew.Meanwhile,inLiZhongzhengandLiXi’s(2010)research,theyfoundthereareonlyfourempiricalpapersonEnglishgrammarlearningonnon-Englishmajorstudentsfromtheyear1996to2007.Thepapersofnon-empiricalresearcharefourtimesthanthethoseofempiricalresearch.AccordingtotheanalysisofthepapersofChineseSocialSciencesCitationIndex,theresearcherfindsthemainresearchsubjectsofEnglishgrammarinstructionarenon-Englishmajorcollegestudents,accountingfor44%and19%ofthestudiesareabouttheEnglishgrammarteachingonEnglishmajorcollegestudents.Andonly6%ofthestudiesofEnglishgrammarteachingareonthemiddleschoolstudents.SomostofthedomesticstudiesonEnglishgrammarareconfinedtocollegestudentsandthereisfewEnglishgrammarresearchonseniorhighschoolstudents.Themainreasonforthisphenomenonisthatmostresearchersarecollegeteachersanditisconvenientforthemtocarryouttherelatedresearch.However,EnglishgrammarisanimportantpartofEnglishlearning.Notonlythecollegestudentsbutalsootherlevelsofstudentsneedtomastergrammaranduseitflexibly.Therefore,itisquitenecessarytostrengthenthegrammarresearchonseniorhighschoolstudentsandotherlevelsofstudents.Inaddition,althoughthegrammarteachingandlearninghavebeenresearchedfromdifferentlevelsandperspectives,somerespectsofEnglishgrammarresearchhavenotbeentoucheddeeply.Forexample,theeffectivenessofappliedlinguistics,sociolinguistics,functionallinguistics,corpuslinguistics,pragmatics,semanticsandsyntaxonEnglishgrammarteachinghavenotbeenresearcheddeeply.Meanwhile,manyresearchersnowadaystrytoconducttheresearchoflanguage12 fromtheperspectiveofpsychology.Forexample,DaiWeidong(2005)carriedouttheirresearchintherespectofpsychologicallinguisticsandcognitivelinguistics.However,therearefewpapersaboutEnglishgrammarwhichareresearchedfrompsychologicallinguistics.Throughthepreviousrelatedstudies,theresearcherfindsempiricalstudiesarelessthannon-empiricalstudiesonEnglishgrammarinrecentyears.AndmostofempiricalstudiesareconfinedtocollegestudentsandthestudyofotherlevelsofstudentsonEnglishgrammarisparticularlyless.Meanwhile,thefunctionandtheuseofgrammarshouldbetakenintoconsiderationeffectively.Thegrammarlearningshouldnotbelimitedintothelearningofgrammarrulesandthespecificknowledgeofgrammar.Thefunctionofgrammarneedstobeconsidered.Thefinalpurposeisnottomemorizeallthegrammarrulesbuttousethegrammartodiscussthethingsinthereallife.Sotheresearchersneedtoexploresomenewwaystoimprovetheunderstandingonthefunctionanduseofgrammar.Thispaperaimstodoanempiricalstudyandtriestoputoneofthepsychologicaltheories—self-referenceeffectintotheEnglishgrammarteachingandmakesanewattemptintheEnglishgrammarteachinginseniorhighschools.2.2Self-referenceeffect2.2.1Definitionofself-referenceeffectTheself-referenceeffectwasputforwardbyRogersinhisresearchin1977anditbelongstothefieldofpsychology.Rogersetal.(1977)foundthattheinformationencodedwiththeself-referencecanberecalledhigherthantheinformationencodedwithreferencetootherentities.Intheexperiment,participantswereprovidedwithalistofwordswithencodingquestionsthatparticipantshadtoanswer.Fourdifferenttypesofencodingquestionswerepresented:structural(“Isthewordinbigletters?”);phonemic(“DoesthewordrhymewithXXXX?”);semantic(“DoesthewordmeanthesameasXXXX?”);andself-reference(“Doestheworddescribeyou?”).Afterthepresentationofthesedifferenttypesofquestions,participantswereaskedtohaveatestoffreerecall.Andtheeffectwasbestforthewordswithencodingquestionsof13 theself-reference.Thisfindingisreferredtotheself-referenceeffect(SRE)andisnowwellsupportedbymanystudies(Symons&Johnson,1997).2.2.2Relevantstudiesonself-referenceeffect2.2.2.1Thehypothesisfortheself-referenceeffectTheeffectivenessofself-referenceeffectisaccountedforintermsofseveralhypotheses.Thefirsthypothesisbelievesthatelaborationcanexplaintheenhancedretentionundertheencodingofself-reference.Itisarguedthatbecauseselfisarichschema,encodinginthiscontextcanleadtogreatertransformationoftheitems,leadingtobetterretention.Andthesecondhypothesisconsiderstheorganizationasamechanismoftheself-referenceeffect.Itmeansthelinkageandassociationoftheinter-items.Itbelievesthattheoperationoftheprocessesoforganizationcanleadtobetterretention.Thethirdhypothesisinvolvesfamiliarityorpersonalrelevance.Itbelievesthattheretentionwillbegreateriftherelevanceofthecontextofencodingishigher.Inadditiontotheseveralhypothesestheresearcherdiscussedabove,thereasonwhytheself-referenceeffectoccursmayconnectwiththetheoryofmeaningfullearning.Theresearchercomparedrotelearningwithmeaningfullearningandbelievedrotelearningisaprocessofacquiringknowledgeasdiscreteandisolatedentitiesanddonotestablishrelationshipsbetweentheitemsoftheknowledgethestudentshavelearned.Andtherotelearninginvolvesthementalstorageofitemshavinglittleandevennoassociationwithexistingstructureofcognition.However,meaningfullearningrelatesnewlearningmaterialstotherelevantestablishedknowledgeinthecognitivestructure.Whenthelearningmaterialisrelatedtotheindividualsorthesignificantothersandgroups,thestudentsmayrelatethenewknowledgetothemselvesandestablishschemainthemindofstudents.Andthusmeaningfullearningformsthroughthefamiliarthingsofindividuals,leadingtotheself-referenceeffect.2.2.2.2Theotherrelevantstudiesonself-referenceeffectResearchhasshownthatmemorywasevenbetterintheconditionofself-referencethanthesemanticconditionintheresearch,Rogersetal.(1977)14 consideredthattheactsofindividualsasa“superordinateschema”tofacilitatetheencodingandretrievalofthematerialsandinformation.Meanwhile,researchhasshownthattheself-referenceeffectenhancesmemorynotonlymorethansemanticprocessingdoes,butalsomorethantheprocessingwiththereferencetootherindividuals.KeenanandBaillet(1980)foundthemorefamiliartheperson,thebetterthememoryfortheinformationlinkedtothatperson.Wordslinkedtoboththeselfandthemostfamiliarpersonwererecalledbest.KuiperandRogers(1979)reportedthattheinformationprocessedrelevanttotheselfwasrememberedbetterthantheinformationprocessedtounfamiliarpeople.Otherstudieshavealsocomparedthememoryofself-referencedinformationwithmemoryoftheinformationencodedtoanotherperson.Asignificantactivityintheresearchwasfortheparticipantstoevaluatewhetherthetraitadjectives,suchas“loyal,”describedthemselvesoranotherperson.Andthefindingisthatthemorefamiliarthepersonoftheindividuals,themorelikelyitisthatonewillremembertheinformationwiththatperson.One’sownself,whoisthebestknownoneforaperson,yieldsthehighestmemorycapabilities.Becausepeoplehavemoreknowledgeandinformationaboutthemselvesthantheyhavetheknowledgeandinformationaboutothers,informationencodedtotheselfcanbemademoreelaboratethantheinformationencodedaboutotherschemata.Exceptfortheresearchabroad,theresearchonself-referenceeffectinChinahasbegun.Amongthedifferentresearches,theresearchofZhuYingandZhangLi(2001)mayhavegreatinfluenceontheself-referenceeffectresearchinChina.Theresearchisfocusedontherelationshipbetweenselfandmemory.Theybelievethattheself-referenceatencodingcanincreasetheprobabilityofrecollectiveexperienceinthememoryofrecognition.Meanwhile,theycarriedouttheirexperimentfromseverallevelswhichareself,mother,thefamouspeopleandfoundthattheinformationprocessedrelevanttomotherhastheequaleffectwiththeinformationprocessedtothepersonalselfbutbetterthanthefamouspeople.Inthelaterstudies,someresearchersbroadenedpeople’sviewoftheselfandtookcollectiveaswellasindividualelementsintoconsideration(Brewer,1991;15 Turner,Oakes,Haslam,&McGarty,1994).Accordingtothecategorizationaboutself,peoplemaycategorizetheconceptofselfatdifferentlevelsandthelevelsrangesfromthemorepersonaltothemoresocialandthentothemostinclusivesuperordinatecategories,forexample,thehuman.(Turner,1987).Inthisrespect,theselfincludessomeindependentcognitiverepresentations.Trafimow,Triandis,andGoto(1991)gottheevidencethattheprivateandcollectiverespectsoftheselfaredistinctandstoredindifferentlocationsinmemory.Thus,theresearchersconsideredpersonalandsocialidentitiesaredifferententities.BrewerandGardner(1996)alsopointedouttheimportanceofconsideringdistinctpersonalandsocialexplanationoftheself.Theydistinguishedthepersonalself(basedonindividualcharacteristics),therelationalself(basedontherelationshipswithsignificantpeople),andthecollectiveself(basedonidentityofgrouplevel).Theworkoftheresearcherssuggeststhatdifferentlevelsofrepresentationsofselfcanleadtoalotofdifferentcognitive,motivational,andaffectiveconsequences.Accordingtothediscussionofthecategoriesaboutself,thequestionofwhetherinformationstoredinreferencetoasocialgroupidentityhasthesamememoryconsequencesasinformationstoredinreferencetotheindividualhasbeenraised.Theself-referencequestionoftypicalparadigmoftheself-referenceeffectaskswhetheraword“describesyou”,whichmaytriggeronlythepersonalself.Thequestionofgroupreferencemayaskwhetherthewordisfitfordescribingyourgroupandwouldtriggerthecollectiveself.Doesthewell-establishedself-referenceeffectextendtoanotherplacewheretheselfismoresocialandproduceagroup-referenceeffect(GRE)?Andtherelevantresearchsuggestsitcan.Johnsonetal.(2002)suggestedthatsimilaradvantageofmemorycanappearintheconditionsofgroup-reference.AndAron,Aron,Tudor,andNelson’s(1991)self-expansionmodelandself-categorizationtheory(Turneretal.,1994)showedhowsignificantothersandthein-groupareincorporatedintotheself-concept.Intheempiricalwork,Johnsonetal.confirmedthishypothesis.Intheexperiment,participantsencodedtheadjectiveswithreferencetotheself,anin-group,orphonemic,semantic,andstructuralpropertiesofthoseadjectivesinthecontrolconditions.Afterthat,the16 participantswererequiredtorecallasmanyofthewordsastheycould.Anduniversityorfamilyofparticipantsservedasthein-groupintwoexperiments.Asaresult,strongevidencewasfoundforagroup-referenceeffect:thelevelofrecallofadjectiveswasashighintheconditionofgroupasintheconditionofselfandbothconditionsrecallfortheinformationwasgreaterthaninthecontrolconditions.Asisdiscussedabove,theinformationprocessedrelevanttothepersonalself,therelationalselfandthecollectiveselfwasrememberedbetterthantheinformationprocessedtounfamiliarpeople.ThispaperwillfocusontheexperimentabouttheEnglishgrammarteachingbasedonself-referenceeffectandtakethethreelevelsintoconsideration,whicharethepersonalself(basedonindividualcharacteristics),therelationalself(basedontherelationshipswithsignificantpeople),andthecollectiveself(basedonidentityofgrouplevel).Thegrammarexamplesandactivitieswillorganizedfromthethreelevelsintheprocessofgrammarteaching.2.2.2.3Applicationofself-referenceeffectSelf-referenceeffectistopointtothatthememoryeffectoftheinformationconnectedselfisbetterthantheothercodingconditions.Theapplicationoftheself-referenceeffectismainlyinthefieldofvocabularylearning.WangYanli(2012)discussestheeffectofthelanguagecategoryandpartsofspeechontheself-referenceeffectintwoexperiments.Theresultsoftheresearchshowthattheself-referenceeffectissamebetweenChinesematerialandEnglishmaterials;theeffectofmemoryonEnglishmaterialisbetterthanChinesematerials;thenounsandadjectivesproducedthesameself-referenceeffect;theeffectofmemoryonnounsisbetterthanadjectivesonthespeechcodingtask.Manyteachersusetheeffecttoassociatethenewvocabularieswiththereallifeofstudentsandstudentsarefoundtomasterthevocabulariesbetter.ChenDafen(2011)carriedoutanempiricalexperimentandfoundthattheself-referenceeffectisalsofitforlearningthevocabulariesofforeignlanguage.Meanwhile,theresearchshowedthattheself-referenceeffectcanincreaseboththememorizationandproductionofvocabularies.ChenFenlan(2012)exploredtheapplicationofself-referenceeffectinEnglishteachingofvocationalcollegesbyexperiments.In17 ordertoimprovetheEnglishlearningqualityofvocationalstudents,therelevanttechniquesandsuggestionshavebeengivenbasedontheself-referenceeffect.Self-referenceeffectisatermofpsychology,butitisusefulandithassignificanteffectoncollegeEnglishclass.LiuYing(2010)pointedouttheself-referenceeffectcanhelpteachersknowthecharacteristicsofthememorizationofthecollegestudents.Inordertoachievegoodteachingeffect,teacheshadbetterpresentthelearningmaterialswith“self”.Inaddition,itcanhelpstudentsunderstandthewesterncultureandknowtheculturaldifferencesbetweentheeastandthewest,whichcanpromotethelanguagelearningofcollegestudents.Furthermore,XuXimeiandXuLaiyong(2009)carriedouttheresearchfromthespecifictypeofself-referenceeffect.Theytooktheelementsofself,others,famouspeopleandculturalbackgroundintoconsideration.Theyholdthattheseveraltypesofself-referenceeffectcanhelpstudentsmemorizeEnglishvocabulariesandexpectedthemethodcanhaveimplicationsonthememorizationofwordsforEnglishlearners,especiallyforthecollegestudents.Theaboveinformationshowsthattheapplicationofself-referenceeffectinEnglishteachingismainlyintherespectofvocabularies.ResearcherstrytousethepeopleandthingsinreallifetohelpstudentslearnandmemorizetheEnglishwords.Sincetheself-referenceeffectisbasedonthethingsinreallife,thesituationofteachingandlearningmustbereal.Sothatisnotthemechanicalmemorizationbutmeaningfullearningwhichcanhelpstudentsunderstandthefunctionofwordsandimprovetheabilityoftheuseofwords.Theresearchofvocabularybasedonself-referenceeffecthasbegun.However,theresearchofgrammarteachingbasedontheself-referenceeffecthasneverbeenraised.Informationprocessedrelevanttotheselforgroupwasrememberedbetterthantheinformationprocessedrelevanttounfamiliarpeople.Asisknowntoall,EnglishgrammarisasymbolofboredominEnglishteachingandlearningandtheresearcheriseagertofindawaytoarousetheinterestofstudentsingrammarlearningandhelplearnersmasterthegrammarandunderstandthefunctionofgrammar,thentheycanusethegrammartoexpressthemselvesinreallife.Andtheself-referenceeffectprovidesagoodwaytohelp18 studentslearnandusegrammar.Sincetheself-referenceeffecthasnotbeeninvestigatedinseniorhighschoolstudents,thepresentstudyistoestablishitspresenceinthispopulation.Sotheresearchertriestoputtheself-referenceeffectintotheseniorhighschoolEnglishgrammarteachinganddoanempiricalresearch.Thestudythusseekstoaddresstheimportanceoftheself-referenceeffectinEnglishgrammarteachinginseniorhighschools.19 ChapterThreeResearchDesignThischapterwillmainlystatethedesignoftheempiricalstudy,includingtheresearchquestions,researchsubjectsandinstruments,researchprocedure,theexperimentanddataanalysis.Alloftherespectswillbeexplainedindetail.3.1ResearchquestionsThepresentstudyaimstoexaminewhetherthegrammarteachingbasedonself-referenceeffectcancontributetoEnglishgrammarteachinginseniorhighschools.Thefollowingfourresearchquestionsareaddressed:(1)Whichtypeofself-referenceispreferredbyseniorhighschoolstudents?(2)Canthegrammarteachingbasedonself-referenceeffectimprovethestudents’comprehensionofEnglishgrammar?(3)Canthegrammarteachingbasedonself-referenceeffectimprovethestudents’productionofEnglishgrammar?(4)Canthegrammarteachingbasedonself-referenceeffectimprovethestudents’attitude,interestandbehaviorofEnglishgrammarlearning?3.2SubjectsTheparticipantsofthisstudyare82studentsfromtwoclassesofseniortwoinaseniorhighschoolinXingtai,HebeiProvince.ThetwoclassesaretaughtbythesameEnglishteacher.Thereare41studentsinClass1and41studentsinClass2.43participantsarefemaleand39aremale.Theageofstudentsisbetween16and18andmostoftheparticipantshavelearnedEnglishforfiveyears.Accordingtotheanalysisofthepre-testofgrammar,thetwoclasseshaveasimilarEnglishgrammarlevelandnosignificantdifference（seetable4-2）.Theresearcherrandomlyselectsoneclassastheexperimentalclassinwhichgrammarteachingistaughtbasedonself-referenceeffectandtheotheroneisthecontrolclasswhichistaughtbythePPP(Presentation,PracticeandProduction)traditionalteachingapproach.Ateachinglessonforthetwoclasseslasts40minutesandtheweeklynumberofclasshourissameforboththecontrolclassandexperimentalclass.Thetextbook20 usedintheexperimentisNewSeniorEnglishforChinaStudent’sBookSixpublishedbyPeople"sEducationPress.Thetextbookincludesfiveunitsandineachchaptertherearethetopics,functionalitems,structures,vocabulariesandmainphrases.Andtherelatedgrammarlearningpointsineachchapteraregivenbythetextbookandthepart“workbook”providessomegrammarexercises.Inaddition,somemaingrammarlearningpointshavebeengivenindetailintheappendicesofthetextbook.3.3InstrumentsThedatacomefromseveralsources:(1)questionnairesabouttheattitude,interest,behaviorofstudentsonEnglishgrammarlearningandpreferenceofthetypesofstudentsonself-reference(2)grammarscoresfromthepre-testandpost-test.Thespecificinstrumentswillbediscussedindetailasfollows.3.3.1QuestionnaireThequestionnaireforthisstudyelicitsparticipantsoverallinformationongrammarlearning,whichincludesattitude,interest,behaviorofstudentsonEnglishgrammarlearningandpreferenceofstudentsonself-referenceaspects.Item1,2,3and4concerntheattitudeofstudentsonEnglishgrammarlearning;Item5,6and7areabouttheinterestofstudentsonEnglishgrammarlearning;theperformanceofstudentsonEnglishgrammarlearningcanbereflectedfromitem8toitem11;Inaddition,itcanbeseenthepreferenceofstudentsonself-referenceaspectsfromitem12toitem16.Sincethereisnoquestionnairemadebyothersontheseaspects,thequestionnairewasdesignedbytheresearcherherself.Inordertoensuretheconsistencyofthequestionnaire,theexpert,tutorandsomeexperiencedteachershelpedtoreviseit.Andthequestionnairehasaninternalconsistencyof0.87.Andtheresearcherusesthesamequestionnairetwiceinordertofindoutwhetherthegrammarteachingbasedonself-referenceeffectcanchangestudents’attitude,interestandbehaviorongrammarlearning.Anditem12toitem16neednottobedoneinthepost-questionnairebecausetheresearchisonlypaidattentiontothepreferenceofthespecifictypeofself-referenceratherthanthechangesofthe21 specifictypeofself-reference.Meanwhile,eachitemisdesignedcarefullyandclearlyinordertoensurethequestionnaireiswellorganized.ThequestionnaireiswritteninChineseandtheparticipantscanunderstandeachitem.Thequestionnaireiscomposedof16items,eachofwhichisansweredaccordingtoa5-pointLikertscale,rangingfrom“stronglydisagree”to“stronglyagree”.(1representsstronglydisagree,and5representsstronglyagree).Theparticipantsweretoldtochooseonefromthefivechoices.3.3.2TestTherearetwopapertestsinthisresearch,pre-testofgrammarandpost-testofgrammar.Mostoftheitemsofthepre-testandpost-testarechosenandadaptedfromtheprevioustestsofcollegeentranceexaminationbecauseofthehighreliability.Andthetwopapertestsofgrammarwillbeintroducedbriefly.Thepre-testwasofferedtotheparticipantsofboththeexperimentalclassandthecontrolclasstoexaminewhetherthetwoclasseshadasimilarEnglishgrammarlevelbeforetheexperiment.Thepaperincludesfourparts:multiplechoices,sentencecorrection,gapfillingofgrammarandfreewritingbyusingthegrammartheylearnt.Thetwopartsofmultiplechoicesandsentencecorrectionaredesignedtoseewhetherthestudents’levelofcomprehensionofEnglishgrammarofthetwoclassesissimilar.Andthetwopartsofgapfillingofgrammarandfreewritingbyusingthegrammararemainlytoexaminewhetherthelevelofstudents’productionofEnglishgrammarofthetwoclassesissimilar.Aftertheexperiment,thepost-testwascarriedoutinboththeexperimentalclassandthecontrolclasstoexaminewhethertherewasasignificantdifferenceinthescoresofgrammartestsofthetwoclassesafterthetwogrammarteachingapproaches.Thetypesofquestionsinthepost-testaresamewiththoseinthepre-test.Afterthepost-test,theresearcheranalyzedthemultiplechoicesandsentencecorrectiontoseewhetherthestudents’comprehensionofEnglishgrammarofthetwoclasseshadsignificantdifference.Andthescoresofpartgapfillingofgrammarandfreewritingbyusingthegrammarwereanalyzedtoseewhetherstudents’productionofEnglishgrammarofthetwoclasseshadanydifferences.22 Inaddition,thetotalscoreofthepre-testandpost-testis50andthedurationoftheeachtestis45minutes.3.4ProcedureTheresearchlastedthreemonths,whichstartedfromtheSeptember,2014andendedinNovember,2014.Allthedataintheresearcharefromthepre-questionnaire,post-questionnaire,pre-testofgrammarandpost-testofgrammar.3.4.1Pre-questionnaire82copiesofthepre-questionnaireweregiventothestudentsoftheexperimentalclassandcontrolclassandthengotbackintheearlySeptemberbeforetheexperiment.Studentsansweredthequestionsin15minutes.82questionnaireswerecollectedand82werevalid.3.4.2Pre-testofgrammarAfewdaysafterthepre-questionnaireswerecollected,thestudentswereaskedtocompletethepre-testofgrammar.Thedisciplineofexamofthetwoclasseswasstrictandthestudentswereaskedtofinishthepaperwithin45minutes.Afterthetest,thepaperswerecollectedimmediatelyandthenscoredbytheresearcher.Andthescoreswereusedtoseewhethertherewasadifferencebetweenthetwoclasses.3.4.3Post-testofgrammarThepost-testofgrammarwasdoneaftertheexperimentinlateOctober.Thestudentsinthetwoclasseswereaskedtodothesamepaperatthesametime.Thepapersweregradedandthescoreswererecordedbytheresearcher.3.4.4Post-questionnaireAfterthepost-test,thesamequestionnairewasdistributedtothestudentsinexperimentalclassandcontrolclassinearlyNovember.Andthequestionnaireswereaskedtofinishin15minutes.Theresearchergradedthequestionnairesandcollectedthedatainperson.3.5ExperimentTheexperimentwascarriedoutbytheteacherinaseniorhighschool.Whenstudentslearnthegrammarofunit1,book6,theywererequiredtomasterthe23 grammarofthesubjunctivemood.Andstudentsbothinthecontrolclassandexperimentalclassbegantolearnthenewgrammarknowledge.However,studentsfromcontrolclassandexperimentalclassweretaughtthegrammarbydifferentways.ThecontrolclasswastaughtbyPPPmethodandthegrammarteachingoftheexperimentalclasswastaughtbasedonself-referenceeffect.Thetimetothelessoninthetwoclassesis40minutes.Theteachingproceduresandsamplelessonsofthecontrolclassandexperimentalclasswillbeillustrated.3.5.1ApplicationofthePPPmethodtothecontrolclassTheteacherusedtraditionalPPPmethodtoteachgrammarinthecontrolclass.Intheteachingprocess,thefirststepisthepresentation,whichmeansthatatthebeginningofthenewgrammarlesson,thenewgrammaticalrulesaregivenwithexamplesandexplanation.Thesecondstepisthepracticeanditmeansthatstudentsusewhattheyhavelearnttodosomeexercisesofthetargetformofgrammarandtheyareencouragedtodotherepeatedgrammarexercisestomasterthegrammarrules.Thethirdstepistheproduction.Itmeansthatstudentsareaskedtousethenewgrammarknowledgetheylearntandpracticetoproducesomething.SamplelessonofPPPteachingTeachingobjective:Studentsareabletounderstandandmastertheuseofthesubjunctivemoodtoexpresssomethinguntrueatpresent.Teachingcontent:thesubjunctivemoodtoexpresssomethinguntrueatpresentDurationoftheclass:40minutesTeachingaids:blackboard,chalk,multimediacomputerTeachingapproach:PPPteachingapproachTeachingprocedures:(1)Presentation(10minutes)Step1LeadinFirstly,teacherguidesthestudentstoreadseveralsentencesofthesubjunctivemoodandletsthemhaveageneralideaofthegrammarofthesubjunctivemood.24 Theteachercomparesthesentencesofthesubjunctivemoodwithothermoodandtellsthedifference,andthentheteacherelicitsthesubjunctivemoodofconditionalclausestartingwith“if”.Thesentencesare:IfIwereabird,IwouldflytoBeijing.IfIhadmillionsofdollars,IwouldbuywhatIwant.Step2ExplanationTheteacherexplainsthestructures:subordinateclause:if+subject+were/didmainclause:subject+should/would/might/coulddoExample:IfIwereanartist,Icouldpaintapictureofyou.Step3Letthestudentsfindoutthesentencesofthesubjunctivemoodinthetextbookandchecktheanswer.(2)Practice(15minutes)Step1Givestudentsafewminutestorecitethestructures.Step2Studentsdotherelatedexercisesofthepart“Discoveringstructures”onpage5ofBook6.Thefirstexercise:Readthesentencescarefully.WriteFifthesentencereferstoafactualsituationandwriteWifitreferstoawish.Thesecondexercise:Changethestatementsintowishes.Thethirdexercise:Completethesentenceswiththecorrectformoftheverbsinbrackets.(3)Production(10minutes)Studentsdotherelatedexercisesofthepart“Listingstructures”onpage43ofBook6.Exercise:Writedownwhatyouthinkyouwouldbe/dointhefollowingsituations.Thinkofafifthsituationonyourown.IfIranintoadinosaurintheforest,Iwould.IfImetYangLiweiintheflesh,Iwould.IfIweregoodatdelicatepaper-cutting,Iwould.25 IfIwerenotallergictomilk,Iwould.IfI,Iwould.Homework(Differenthomeworkispreparedfordifferentlevelsofstudents)(3minutes)(1).Low-levelstudents:recitethestructuresandthesentences.(2).Middle-levelstudent:makesentencesbyusingthegrammarpoints.(3).High-levelstudents:makeastorybyusingthegrammarpoints.3.5.2Applicationofthegrammarteachingbasedonself-referenceeffecttotheexperimentalclassThegrammarteachingbasedonself-referenceeffectwascarriedoutintheexperimentalclass.Theteachingproceduresareasfollows:Step1:LeadinTeacheruseshis/herownexperienceofregrettoleadinandletsthestudentshaveageneralideaofthesubjunctivemood.Therealcontextofteacher’sownexperiencesofregretaimstostimulatetheinterestofstudentsandstudentscanknowthefunctionofthesubjunctivemoodbetter.Step2:GrammarshowingandexplanationTeacherpresentsthegrammarandexplainsthespecificuseofthegrammarwithsomeexamples.However,theexamplesarefromthepeopleandthingsaroundthem,whichcancreaterealcontexts.Teacher’spresentationandspecificexplanationwithrealandmeaningfulexamplesareexpectedtopromotestudents’understandingofthesubjunctivemood.Step3:GrammaractivitiesTeachersprovidearealcontextforstudentstopracticethegrammartheyhavejustlearnt.Andthestudentsareencouragedtocarryoutsomeactivitiestoconsolidateandproducesomethingmeaningful.SamplelessonofexperimentalclassTeachingobjective:Studentsareabletounderstandandmastertheuseofthesubjunctivemoodtoexpresssomethinguntrueatpresent.26 Teachingcontent:thesubjunctivemoodtoexpresssomethinguntrueatpresentDurationoftheclass:40minutesTeachingaids:blackboard,chalk,multimediacomputerTeachingapproach:thegrammarteachingbasedonself-referenceeffectTeachingprocedures:Step1:Leadin(5minutes)Teacheruseshis/herownexperienceofregrettoleadinandelicittheuseofthesubjunctivemood.Example:WhenIwasaseniorhighschoolstudent,Iwenttoabirthdaypartyofmyclassmateandgothomelate.IknewifIhadgonehomeearly,myfriendwouldhavebeenangrywithme.AfterIgothome,mymumcriticizedmeformybeinghomelateandIfeltmymumdidnotunderstandmeandquarreledwithher.IfIhadcommunicatedwithherpatiently,wewouldhaveunderstoodeachotherandIknewmymumlovedmeandcaredaboutme.Soifyoudidsomethingyourparentscouldnotunderstand,youwouldchatwithyourparentspatientlyandtheymightunderstandyou.Step2:Grammarshowingandexplanation(10minutes)Theteacherlistsandanalyzesthestructures,andthenalotofexamplescanbegiven.However,theexamplesarerelatedtothereallifeofteachersandstudents.Thestructures:subordinateclause:if+subject+were/didmainclause:subject+should/would/might/coulddoExample:IfIweregoodatsinging,IwouldgototakepartintheVoiceofChinatoshowmyself.IfIweretheheadmasterofourschool,Iwouldletthestudentsdesigntheirschooluniformsbythemselves.…Step3:Grammaractivities(20minutes)27 Thestudentsarerequiredtointerviewatleastthreeclassmates.Thecontentsoftheintervieware“Ifyouwereateacher,whatwouldyoudotosolvetheproblemsofstudentssleepingintheclass.Andpleasegivethespecificmethodsandreasons.”Thenletthestudentsreporttheresultsoftheinterview.Finally,teachercanchoosesomegoodsuggestionstosolvetheproblemofstudentssleepingduringthelesson.Studentscanusethefollowingsentences:Student1:Howwouldyousolvetheproblemofstudentssleepinginclassifyouwereateacher?Student2:IfIwereateacher,Iwould…,because….MeasuresReasonsStudent1Student2Student3Demonstration:Student:Howwouldyousolvetheproblemofstudentssleepinginclassifyouwereateacher?Teacher:IfIwereateacher,thesleepystudentscouldstandforawhile.Ifthestudentsweretoosleepyintheclass,theycouldsleepforafewminutes.Homework:writing(3minutes)Writeapassageentitled“HowtosolvetheproblemofstudentssleepingintheclassifIwereateacher?”about100wordsbasedontheinterview.Pleaseusethesubjunctivemoodasmuchaspossible.3.6DataanalysisThedataweresubjectedtoaseriesofanalysesusingSPSS13.0forWindowsafterallthequestionnaireswerecollectedandthetestswerefinished.Inordertofindoutsomethingabouttheattitude,interest,behaviorofstudentsonEnglishgrammarlearningandstudents’preferenceofspecifictypeofself-reference,descriptivestatisticswascalculated.AndthentheIndependent-SamplesTTestwasperformedtocomparethescoresoftheattitude,interest,behaviorofstudentsonEnglishgrammar28 learningandgrammartestsofthetwoclassestoseewhethertherewasasignificantdifferenceofthembeforeandaftertheexperiment.29 ChapterFourResultsandDiscussionAftertheexperiment,allthedataaboutthequestionnairesandtestsarecollectedandthedatawillbeanalyzedanddiscussed.Inthischapter,theresultsofthequestionnairesandtestswillbepresentedandthedetaileddiscussionaboutthedatawillbemade.Theresultscantellwhetherthereissignificantdifferenceofstudents’grammarlearningbyapplyingthegrammarteachingbasedonself-referenceeffect.Andtheconclusionwillbemadefinally.4.1Thetypesofstudents’preferenceonself-referenceThetypeofstudents’preferenceonself-referenceisthefinalpartofthequestionnaire.Thefinalpartwillbeintroducedfirstbecauseitisanewandcorepartofthethesis.Meanwhile,otherrespectsofgrammarresearcharebasedontheself-referenceeffect,anditisthemostimportantpartoftheresearch.4.1.1Resultsofthetypesofstudents’preferenceonself-referenceThesignificantpeopleandthingsinthispaperincludetheclassmatesofthestudents,theexperienceofteachers,thefavoriteidolsandtherelativesofthestudents.Thetypeofstudents’preferenceonself-referencewillbepresentedanddiscussed.Thedataofthetypeofstudents’preferenceonself-referenceisasfollows:Table4-1Scoresofthetypeofstudents’preferenceonself-referenceitemn.ofstudentsmean12823.7613823.6314823.9115823.7716822.57Note:n.ofstudents:numberofstudents30 4.1.2Detaileddiscussiononthetypesofstudents’preferenceonself-referenceQuestion12(Ifteacherscanmakeuseofthefamiliarthingstogiveexamplesintheprocessofgrammarteaching,Iwillbemoreinterestedinthegrammarlearning.),13(Ifteacherscanmakeuseofmyclassmatestogiveexamplesintheprocessofgrammarteaching,Iwillbemoreinterestedinthegrammarlearning.),14(Ifteacherscanmakeuseoftheirownexperiencestogiveexamplesintheprocessofgrammarteaching,Iwillbemoreinterestedinthegrammarlearning.),15(Ifteacherscanmakeuseofmyfavoriteidolstogiveexamplesintheprocessofgrammarteaching,Iwillbemoreinterestedinthegrammarlearning.),16(Ifteacherscanmakeuseofmyrelativestogiveexamplesintheprocessofgrammarteaching,Iwillbemoreinterestedinthegrammarlearning.)aredesignedtoexplorethetypesofstudents’preferenceonself-reference.Table4-1showsthatthemeanscoresfromitem12toitem15arehighofthetwoclasses.Andthemeanscoreofitem12ofis3.76.Itmeansthatthestudentspreferthatteachersmakeuseofthefamiliarpeopleandthingstogiveexamplesintheprocessofgrammarteachingandtheymaythinktherealexamplesandactivitiesareinterestinganddifferentfromthecommongrammarclass.However,thefamiliarpeopleandthingsarebroadandtheyincludemanyelements.Familiarpeoplemayincludetheclassmates,theteachers,theidolsandtherelativesofthestudents,buttheymaydonotlikesomeoftheirfamiliarpeople.Themeanscoreofitem14is3.91anditisthehighestamongthefiveitems.Itmeansstudentswouldliketheteachersmakeuseoftheirownexperiencestogivegrammarexamplesandorganizegrammaractivities.Manyteachersinreallifedonotliketocommunicatewiththestudentsorthecommunicationisonlylimitedtothestudy.Teachersareexperiencedthanstudentsandteachersarealwaysmysteriesforthestudents.Studentsmaywanttoknowmoreabouttheteachersbecausetheteachersaretheimportantrolesintheschoollifeofthestudents.Andtheywanttogetmoreusefulinformationfromtheirteachers.Therearemanywaysforteacherstosharetheirexperienceswiththeirstudents.However,teachersneedtoconsiderthetimeofsharing.Asisknowntoall,31 grammaristhemostboringaspectinEnglishteachingandlearning.Ifteacherscanmakefulluseoftheirownexperiencestoorganizetheirgrammarteaching,thestudents’interestmaybehighlyincreased.However,thepercentageofagreementofitem16isthelowest.Themeanscoreofitem16is2.57.Itshowsthatstudentsdonotliketeacherstomakeuseoftheirrelativestogiveexamplesintheprocessofgrammarteaching.Thestudentsmayliketeacherstousetheirownexperience,theirclassmatesandtheiridolstogiveexamplesofgrammarandcarryoutgrammaractivities,butsomeofthemcannotacceptteacherstomakeuseoftheirrelativestogiveexamplesofgrammarandcarryoutgrammaractivities.Studentsmayconsiderthatthethingsoftheirrelativesarethesecretsoftheirfamiliesandtheydonotwantotherstodiscusstheirprivatethings.Meanwhile,somestudentsmayberaisedbyasingleparentormayberaisedbytheirgrandparentsforsomereasons,sotheydonotwanttodiscusstheseunhappythings.Thetypeofstudents’preferenceofself-referenceisobviousaccordingtotheabovedataanddiscussion.Themainpurposeofthepartistoknowthepreferenceofstudents,andthenthegrammarteachingwillbeplannedbasedonthechoiceofthestudents.Sothepost-questionnairedonotincludethispart.Inordertoimprovestudents’grammarlearning,teachersneedtocommunicatewithstudentsandmakeuseofthefamiliarthingsandpeopleofthestudentsexceptfortherelativesofthestudentstocarryoutgrammarteaching.4.2Theeffectofthegrammarteachingbasedonself-referenceeffectonthestudents’comprehensionofEnglishgrammarThetotalscoresofthegrammartestcanbemeasuredfromtwodimensions,includingthestudents’comprehensionofEnglishgrammarandthestudents’productionofEnglishgrammar.Beforetheexperiment,thepre-testiscarriedoutintheexperimentalclassandcontrolclassandthedataofthepre-testisasfollows:32 Table4-2ComparisonofthetotalscoresofCCandECinthepre-testofgrammarclassn.ofstudentsmeanTsigCC4121.54-.707.482EC4122.15Note:CC:thecontrolclassEC:experimentalclassThetotalscoresofthepre-testare40.Theabovedatashowsthatthemeanscoreofthecontrolclassis21.54andthemeanscoreoftheexperimentalclassis22.15.TheTvalueis-.707andthesignificantlevelis.482>.05.Itmeansthereisnosignificantdifferenceofthescoresofgrammarbetweenthetwoclassesbeforetheexperimentandtheexperimentcanbecarriedoutinthetwoclassesbecausethegrammarlevelofthetwoclassesissimilar.Aftertheexperiment,thepost-testofgrammarwasgiventothestudentsbothinthecontrolclassandexperimentalclass.Andthedataisasfollows:Table4-3ComparisonofthetotalscoresofCCandECinthepost-testofgrammarclassn.ofstudentsmeanTsigCC4128.66-16.219.000EC4136.56Thetotalscoresofthepost-testare40.Andthemeanscoreofgrammarofthecontrolclassis28.66whilethemeanscoreofgrammaroftheexperimentalclassis36.56.Thescoreofthegrammaroftheexperimentalclassishigherthanthatofthecontrolclass.TheTvalueis-16.219andsignificantlevelis.000<.05,whichmeansthereissignificantdifferenceofthegrammarscoreofthetwoclasses.Thedatashowsthatthegrammarteachingbasedontheself-referenceeffectismoreeffectivethanthePPPteachingmethodinbothstudents’comprehensionandproductionofEnglishgrammar.Meanwhile,students’comprehensionandproductionofEnglishgrammarwillbediscussedrespectively.First,thedataofstudents’comprehensionofEnglishgrammarwillbepresentedanddiscussed.Thedataisasfollows:33 Table4-4ComparisonofscoresofCCandECinthecomprehensionofgrammarinpre-testclassn.ofstudentsmeanTsigCC4111.85-1.169.246EC4112.44Thefullscoreofthefirstpartis20andthetypesoftheitemaremultiplechoicesandsentencecorrection.Themainpurposeoftheitemsistoteststudents’comprehensionofgrammar.Thepre-testismainlytoseewhetherthegrammarlevelofcomprehensionofthestudentsinthetwoclassesissimilar.Themeanscoreofstudents’comprehensionofgrammarinthecontrolclassis11.85whileexperimentalclassis12.44.TheTvalueis-1.169andthesignificantlevelis.246>.05,showingthatthereisnosignificantdifferenceofthescoresofstudents’comprehensionofgrammarofthetwoclasses.Aftertheexperiment,thepost-testwascarriedoutinthetwoclassestoseewhetherthereissignificantdifferenceofthegrammarscoresofthestudentsinthetwoclasses.Table4-5ComparisonofscoresofCCandECinthecomprehensionofgrammarinpost-testclassn.ofstudentsmeanTsigCC4115.78-15.191.000EC4119.44Thefullscoreofthefirstpartis20andthetypesoftheitemaremultiplechoicesandsentencecorrection.Themeanscoreofstudents’comprehensionofgrammarinthecontrolclassis15.78whileexperimentalclassis19.44.TheTvalueis-15.191andthesignificantlevelis.000<.05,showingthatthereissignificantdifferenceofthescoresofstudents’comprehensionofgrammarofthetwoclasses.Inaddition,theoverallabilityofstudents’comprehensionofgrammarishigh.Andthemostofthestudentsintwoclassesdowellinthemultiplechoicesandthesentencecorrection.Asisknowntoall,inthepracticalEnglishclass,mostteachers34 focusmuchonthegrammarinputtothelearners.Inordertoimprovethegrammarscoresofstudents,teacherswillchoosedifferentkindsofitemsforgrammarexercisesfromthelearningmaterialsandtheinternet.Studentsaregiventhegrammarexcisesanddothempassively.Althoughthegrammarexcisesmaynotattractstudentinterestandstudentscanhaveapositiveattitudeonthegrammarstudy,theycanfindsomegrammarrulesbythemselvesorwiththeguidanceoftheteacher.Sowhentheymeetthesimilargrammarexercises,theymaychoosethecorrectanswerandfillintheformproperlyaccordingtotheirownexperienceforexercises.Theymaygethighscoresintheexamination,buttheymaydonotknowtherealfunctionofgrammarandtheflexibleuseofgrammarcannotbeachieved.Meanwhile,theattitudeongrammarlearningmaybepassiveanditwilldoharmtothelanguagestudyofstudentsinlongterm.4.3Theeffectofthegrammarteachingbasedonself-referenceeffectonthestudents’productionofEnglishgrammarTheexperimentshowsthatthegrammarteachingbasedontheself-referenceeffectcanimprovestudents’comprehensionofgrammar.Whetheritcanimprovestudents’productionofgrammarneedstobeproved.Inordertoknowwhetherthegrammarlevelofproductionissimilarbeforetheexperiment,thescoresofthepre-testoftheproductionarecompared.Table4-6ComparisonofthescoresofCCandECintheproductionofgrammarinpre-testclassn.ofstudentsmeanTsigCC419.71-1.012.315EC4110.10Thefullscoreofthesecondpartis20andthetypesoftheitemsaregrammarfillingandthefreewritingbyusingthegrammar.Themainpurposeoftheitemsistoteststudents’productionofgrammar.Themeanscoreofstudents’productionofgrammarofthecontrolclassis9.71whilethestudents’productionofgrammarintheexperimentalclassis10.10.TheTvalueis-1.012andthesignificantlevelis.315,35 morethan.05,showingthatthereisnosignificantdifferenceofthescoresofstudents’productionofgrammarofthetwoclasses.Aftertheexperiment,thepost-testwascarriedoutinthetwoclassestoseewhetherthereissignificantdifferenceofthegrammarscoresofthestudentsinthetwoclassesaftertheexperiment.Table4-7ComparisonofthescoresofCCandECintheproductionofgrammarinpost-testclassn.ofstudentsmeanTsigCC4112.88-12.736.000EC4117.10Thefullscoreofthesecondpartis20andthetypesoftheitemsaregrammarfillingandthefreewritingbyusingthegrammar.Themeanscoreofstudents’productionofgrammarofthecontrolclassis12.88whilethestudents’productionofgrammarintheexperimentalclassis17.10.TheTvalueis-12.736andthesignificantlevelis.000,lessthan.05,showingthatthereissignificantdifferenceofthescoresofstudents’productionofgrammarofthetwoclasses.However,thescoresofstudents’productionofgrammararelowerthanthecomprehensionofgrammar.Maybemostoftheseniorhighschoolstudentsaregoodatdoingmultiplechoicesandcanrecognizeandcorrectthewrongpointsofthesentences,buttheycannotfillintheblanksbyusingtherightformofgrammarandcannotusethegrammartoorganizethesentencestoexpressthemselves.Mostoftheteacherstrainstudentsandaskthemtodoalotofmechanicalexercisestomastertherulesandfindthebestwaytochoosetherightanswer.However,manystudentscanonlyknowhowtodothemechanicalexercisesandareweakinusingthegrammartheylearnedtodiscussthethingsintheirreallife.Meanwhile,themeanscoreofthestudents’productionofgrammarofthecontrolclassis12.88andthemeanscoreofthestudents’productionofgrammaroftheexperimentalclassis17.10.Themeanscoreofthecontrolclasshas4.22pointslowerthanthemeanscoreoftheexperimentalclass.AndtheEnglishgrammarteachingbasedontheself-referenceeffectcanmake36 useofthepeopleandthingsinreallifetoorganizethegrammaractivitiesandletstudentstousethegrammartodiscussthethingsintheirreallife.Thestudentsintheexperimentalclassperformbetterinexpressingthemselvesbyusingthegrammarandtheabilityofproductionongrammarishigherthanthatofthestudentsinthecontrolclass.Thus,teachersaresuggestedpayingattentiontotheuseofgrammarofthestudentsandguidingstudentstohaveabetterunderstandingonthefunctionofgrammar.ThetraditionalEnglishgrammarteachingpaysmuchattentiontostudents’comprehensionofgrammar,sotheteacherinthecontrolclassissuggestedcreatingsomerealsituationstohelpstudentsproducesomethingbyusingtheknowledgeofgrammartheylearned.4.4Theeffectofthegrammarteachingbasedonself-referenceeffectonthestudents’attitude,interestandbehaviorofEnglishgrammarlearningThequestionnaireincudesstudents’attitude,interest,behaviorofEnglishgrammarlearningandthetypeofstudents’preferenceonself-reference.Thetypeofstudents’preferenceonself-referenceistalkedaboutinthebeginningofthischapterandthepreviousthreeaspectshavenotbeentouched.Thetypeofstudents’preferenceonself-referenceisdiscussedfirstbecauseitisthefoundationoftheresearch.Itisanimportantpartanditisthemainfocusofthestudy.Whetherthegrammarteachingbasedontheself-referenceeffectcanimprovestudents’attitude,interest,andbehaviorofEnglishgrammarlearningwillbeshownfromthefollowingdataanddiscussion.4.4.1Attitude4.4.1.1GeneralinformationofattitudeAndinthispart,theattitudeofstudentsonEnglishgrammarlearningwillbepresentedanddiscussed.ThedataoftheattitudeofstudentsonEnglishgrammarlearningisasfollows:37 Table4-8Dataofattitudeinthepre-questionnaireclassn.ofstudentsmeanTsigCC413.57-.688.493EC413.66Thetotalscoreofattitudeinthepre-questionnaireis5.Themeanscoreoftheattitudeofthecontrolclassis3.57andthemeanscoreoftheexperimentalclassis3.66.TheindependentsampleT-testiscarriedoutandtheTvalueis-.688andthesignificantlevelis.493,morethan.05.Theresultprovesthatthereisnosignificantdifferenceinthestudents’attitudeongrammarlearninginthetwoclassesbeforetheexperiment.Aftertheexperiment,thesamequestionnairewassenttotheexperimentalclassandcontrolclass.Andstudents’attitudeongrammarlearninginthetwoclasseswillbecompared.Table4-9Dataofattitudeinthepost-questionnaireclassn.ofstudentsmeanTsigCC413.54-2.417.018EC413.81Thetotalscoreofattitudeinthepost-questionnaireis5.ThedataofthequestionnairesisputintoSPSSandtheindependentsampleT-testshowsthatthemeanscoreofthecontrolclassis3.54,whilethemeanscoreoftheexperimentalclassis3.81.AndtheTvalueis-2.417andthesignificantlevelis.018,lessthan.05.Thedatashowsthatthereissignificantdifferenceofthestudents’attitudeongrammarofstudentsofthetwoclasses.4.4.1.2DetaileddiscussiononattitudeInthefollowing,thedetaileddiscussionwillbemadeaboutthecontrolclassandexperimentalclassinthepost-questionnaire.Alltherelateditemsofstudents’attitudeongrammarlearningwillbeanalyzed.Question1(EnglishgrammarlearningisveryimportantformeinEnglishlearning.),2(ItisdifficultformetolearnEnglishgrammar.),3(Ihaveconfidencein38 learninggrammar.)4(ItisusefulformetolearnEnglishgrammar.)aredesignedtoexplorestudents’attitudeongrammarlearning.Thefouritemsaredesignedtoexplorethestudents’attitudeonEnglishgrammarlearning.Thedatashowsthatstudents’attitudeonEnglishgrammarlearningofthetwoclassesisdifferentafterthreemonthsofexperiment.StudentsinbothcontrolclassandexperimentalclassbelievethatEnglishgrammarlearningisveryimportantfortheminEnglishlearning.Amongthefouritems,students’confidenceingrammarlearningofthetwoclasseshasasignificantdifference.Andthemeanscoreoftheexperimentalclassreaches3.83,butthemeanscoreofthecontrolclassisonly2.88.ThestudentsofthecontrolclasswhichisgivenbythePPPteachingmethodmayfeelthegrammarteachingisboringandcomplexandtheyhavelittleandevennoconfidenceingrammarlearning.However,theexperimentalclasswhichthegrammarteachingisbasedontheself-referenceeffectcanmakestudentsinterestedingrammarandstudentsmayfeelthegrammarlearningiseasy,interestinganduseful,sothenewgrammarteachingimprovetheconfidenceofstudentsingrammarlearning.4.4.2Interest4.4.2.1GeneralinformationofinterestAndinthispart,theinterestofstudentsonEnglishgrammarlearningwillbepresentedanddiscussed.ThedataoftheinterestofstudentsonEnglishgrammarlearningbeforetheexperimentisasfollows:Table4-10Dataofinterestinthepre-questionnaireclassn.ofstudentsmeanTsigCC412.80-.171.864EC412.84Thetotalscoreofinterestinthepre-questionnaireis5.Themeanscoreoftheinterestofthecontrolledclassis2.80andthemeanscoreoftheexperimentalclassis2.84.TheindependentsampleT-testiscarriedoutandt=-.171andthesignificantlevelis.864,morethan.05.Theresultprovesthatthereisnosignificantdifference39 inthestudents’interestongrammarlearninginthetwoclassesbeforetheexperiment.Aftertheexperiment,thesamequestionnairewassenttotheexperimentalclassandcontrolledclass.Andstudents’interestongrammarlearninginthetwoclasseswillbecompared.Table4-11Dataofinterestinthepost-questionnaireclassn.ofstudentsmeanTsigCC412.80-3.848.000EC413.36Thetotalscoreofinterestinthepost-questionnaireis5.ThedataofthequestionnairesisputintoSPSSandtheindependentsampleT-testshowsthatthemeanscoreofthecontrolclassis2.80,whilethemeanscoreoftheexperimentalclassis3.36.TheTvalueis-3.848andthesignificantlevelis.000,lessthan.05.Anditmeansthereissignificantdifferenceofthestudents’interestongrammarlearningofstudentsofthetwoclasses.4.4.2.2DetaileddiscussiononinterestItem5(Itisinterestingformetolearngrammar.),item6(Thecontentsofgrammarmakesmeinterested.),anditem7(Thewayoflearninggrammarmakesmeinterested)ofthequestionnairecanshowstudents’interestongrammar.Grammarisasymbolofboredomandmanystudentsthinkthereisnointerestinlearninggrammar.Themeanscoreoftheitem5ofthecontrolclassis2.95whiletheexperimentalclassis3.32.Afterthegrammarteachingbasedontheself-referenceeffect,thestudents’interestongrammarlearningoftheexperimentalclassishighlyincreased.Meanwhile,themeanofitem7oftheexperimentalclassis3.34,whilethecontrolclassisonly2.68.Itmeansthestudentsofthecontrolclassconsiderthegrammarteachingwayisthemostboringaspectingrammarteaching.TeacherinthecontrolclassusedPPPteachingmethodandthetraditionalteachingmethodpaysmuchattentiontomechanicalpracticesandhaslittlemeaningfulproduction.Waysofgrammarteachingareexpectedtobechanged.Andstudents’40 interestongrammarlearningneedstobeincreased.Grammarteachingbasedonself-referenceeffectcanincreasestudent’sinterestingrammarlearning,includingthecontentsofgrammarandwaysofgrammarteaching.4.4.3Behavior4.4.3.1ThegeneralinformationofbehaviorAndinthispart,theperformanceofstudentsonEnglishgrammarlearningwillbepresentedanddiscussed.ThedataoftheperformanceofstudentsonEnglishgrammarlearningisasfollows:Table4-12Dataofbehaviorinthepre-questionnaireclassn.ofstudentsmeanTsigCC412.92-.069.946EC412.93Thetotalscoreofthebehaviorinthepre-questionnaireis5.Themeanscoreoftheperformanceofthecontrolclassis2.92andthemeanscoreoftheexperimentalclassis2.93.TheindependentsampleT-testiscarriedout.TheTvalueis-.069andthesignificantlevelis.946,morethan.05.Theresultprovesthatthereisnosignificantdifferenceinthestudents’performanceongrammarlearninginthetwoclassesbeforetheexperiment.Aftertheexperiment,thesamequestionnairewassenttotheexperimentalclassandcontrolclass.Andstudents’performanceongrammarlearninginthetwoclasseswillbecompared.Table4-13Dataofbehaviorinthepost-questionnaireclassn.ofstudentsmeanTsigCC412.73-4.821.000EC413.35Thetotalscoreofthebehaviorinthepost-questionnaireis5.Themeanscoreofthecontrolclassis2.73,whilethemeanscoreoftheexperimentalclassis3.35.TheTvalueis-4.821andthesignificantlevelis.000,lessthan.05.Thedatareflectsthereissignificantdifferenceofthestudents’performanceongrammarlearningof41 studentsofthetwoclasses.4.4.3.2DetaileddiscussiononbehaviorItem8(Icanthinkactivelyduringtheprocessofgrammarteaching.),item9(Icantakeanactivepartintheprocessofteacher’sgrammarexplanationandgrammaractivities.),item10(IcanmemorizethegrammarIlearnedintheclass.)anditem11(IcanusetheknowledgeofgrammarintotheEnglishconversation.)ofthequestionnairecanshowstudents’performanceongrammarlearning.Themeanscoreofitem8ofthecontrolclassis2.8whiletheexperimentalclassis3.59.Thestudentsofthecontrolclassmayalwaysfollowtheteacherandthinkpassivelyandtheteacherdoesnotgivestudentsthespaceofthinkingintheprocessofgrammarteaching.Thestudentsonlyreceivetheknowledgeofgrammaranddonotthinkabouttheknowledgeofgrammaractively.However,thegrammarteachingbasedonself-referenceeffecthassomemeaningfulexamplesandactivitiesofgrammarandstudentsareexpectedtothinkmore.Themeanscoreofitem9ofthecontrolclassis2.8,whiletheexperimentalclassis3.44.Thedatashowsthatthegrammarteachingbasedontheself-referenceeffectintheexperimentalclasscanmakethestudentstakepartinthegrammaractivitiesactively.Thegrammarteachingbasedontheself-referenceeffectmakesuseofthepeopleandthingsinthereallifeofstudentstogiveexamplesandorganizetheactivitiesofgrammartomotivatethestudentsandtriestoletthestudentstakeanactivepartinthegrammaractivitiesandgrammarlearning.However,thestudentsinthecontrolclassdonothavesuchachance.Meanwhile,althoughtheteachers’explanation,practiceandproductionmaybespecificandeasytounderstand,manystudentscannotacceptalltheknowledgeofgrammarintheclassandcannotmemorizethegrammarafterclass.However,thegrammarteachingbasedonself-referenceeffectmakesuseofthepeopleandthingsinthereallifeofstudentstogivegrammarlessons,makingstudentseasytounderstandandcanrecallthegrammarlessoneasilybythinkingoftheexamplesandactivitiesintheclass.Thereasondiscussedaboveleadstothedifferencesofthedataaboutthememorizationongrammarofthecontrolclassandtheexperimentalclass.Andthemeanscoreis2.83,whiletheexperimentalclassis3.44.Thelastitemof42 students’performanceistoexplorewhetherstudentscanusethegrammarintheirreallife.Andthemeanscoreofthecontrolclassis2.49whichisthelowestdataamongthefouritemswhilemeanscoreoftheexperimentalclassisimprovedto3.12.Althoughthepercentageofagreementandthemeanscorearehighcomparedwiththecontrolclass,thedataisstillthelowestcomparedtothedataofotherthreeitemsoftheexperimentalclass.Thedataindicatesthatstudentsofboththecontrolclassandexperimentalclassareweakintheuseofgrammar.Theymaymastertheknowledgeofgrammareasilybuttheycannotusethegrammartheylearnedintotherealcommunicationandcannotusethegrammartodiscussthethingsintheirreallife.Thegrammarteachingbasedonself-referenceeffecthasimprovedthepoorsituation.However,itdoesnotchangethepoorsituationsoeffectively.Tworeasonsmayexplainthisphenomenon.Thefirstoneisthetimeoftheexperimentistooshort.ThesecondreasonisthatthedeepeffectoftraditionalEnglishgrammarteachingmethod.Studentsareaskedtodoalotofmechanicalexercisesandmanyofthestudentscanonlydothemultiplechoicesofgrammarandcannotusetheknowledgeofgrammartodiscussthethingsintheirreallife.Asisshownintheabovedata,itisclearthatthestudentsincontrolclassandexperimentalclasshavethesimilargrammarlevelbeforetheexperiment.Butafterthethreemonthsofexperimentbyusinggrammarteachingbasedonself-referenceeffectforexperimentalclass,studentsinexperimentalclasshavemadeasignificantprogressingrammarlearning,whichcanbeseenfromthepre-testandthepost-test.Meanwhile,students’attitude,interestandbehavioronEnglishgrammarlearningalsohavechangedinexperimentalclass.Moststudentsthinkthegrammarlearningisimportant,easyandusefulandtheyhaveconfidenceinlearningthegrammarwell.Inaddition,theirinterestinthecontentsofgrammarandthewaysofgrammarteachingishighlyincreased.Andtheycantakeanactivepartinthegrammaractivitiesandrecallthegrammarclearly.Themostimportantaspectisthattheycantrytousethegrammartodiscusstheirreallife.Sothegrammarteachingbasedontheself-referenceismoreeffectivethanthePPPtraditionalteachingapproach.43 ChapterFiveConclusionThispartofthesispresentsthemajorfindingsoftheresearch,discussestheimplicationsandexplainsthelimitations.Suggestionsforfurtherstudiesaregivenfinally.5.1MajorfindingsoftheresearchInordertoimprovethegrammarteachinginseniorhighschools,thecurrentresearchaimstoexplorewhetherthegrammarteachingbasedontheself-referenceeffectismoreeffectivethantraditionalPPPteachingmethod.Themajorfindingsareasfollows:1)Seniorhighschoolstudentspreferteacherstomakeuseofthespecifictypeofself-referencetogivegrammarexamplesandcarryoutgrammaractivities.Thespecificaspectsmayincludeteachersthemselves,theclassmates,andfavoriteidolsofthestudents.Andstudentspreferthattheteachersmakeuseoftheirownexperiencestogiveexamplesintheprocessofgrammarteaching.However,moststudentsdonotliketeacherstomakeuseoftheirrelativestogivegrammarexamplesandcarryoutgrammaractivities.2)Thegrammarteachingbasedontheself-referenceeffectcanimprovestudents’comprehensionofgrammar.Studentsshowgoodperformanceindoingtheitemsformeasuringstudents’comprehensionofgrammar.Thegrammarteachingbasedontheself-referenceeffectcanintriguestudents’interestinlearninggrammarandthewayofinputongrammarhaschanged.Studentsmayhaveapositiveattitudeandareattractedbythegrammarexamplesandactivities.Andtheymayhaveanewanddeepunderstandingontheknowledgeofgrammar.Thegrammarteachingbasedonthethingsinreallifeletsstudentsfeeltherealmeaningofthegrammaranditisamoreusefulwaytohelpstudentslearnandmastergrammarwell.3)Thegrammarteachingbasedontheself-referenceeffectcanimprovestudents’productionofgrammar.Comparedtostudents’comprehensionofgrammar,44 theleveloftheirproductionofgrammarisnotsatisfactory.StudentsarenotgoodatdoingtheitemsformeasuringtheirproductionofEnglishgrammar.AlthoughtheproductionofEnglishgrammarislessthanthecomprehensionofEnglishgrammar,thelevelofproductionofEnglishgrammarhasalsoimprovedafterthegrammarteachingbasedontheself-referenceeffect.Whenthegrammarexamplesandactivitiescomefromthereallife,studentsmayhavealotofideatosharebecausethetopicsarefamiliarforthem.Thegrammarteachingbasedontheself-referenceeffectprovidesstudentswithrealchancesandtriestohelpstudentsdiscussthethingsindailylifeandrealizethefunctionofgrammar,sothelevelofproductionimproves.4)Thegrammarteachingbasedontheself-referenceeffectcanimprovestudents’attitude,interestandbehaviorofEnglishgrammar.Themethodsandcontentsofgrammarteachingbasedonself-referenceeffectmakestudentsfindanewwayoflearninggrammarandtheymayhaveapositiveattitudeongrammarlearningbecausetheycanusegrammartodiscusstheirreallife.Meanwhile,thewaysofgrammarteachingandthecontentsofgrammarknowledgehavechangedandcreateanewandinterestingatmosphereforgrammarlearning,sotheinterestofstudentsinlearninggrammarhasimproved.Thenstudentswouldliketotakepartinthegrammaractivitiesactively.5.2ImplicationsoftheresearchThegrammarteachingbasedontheself-referenceeffectgivesstudentsopportunitiestomakeuseofthethingsintheirreallifetounderstandandproduceEnglishgrammar.Andteachersaresuggestedtoexploremoregrammarteachingwaystoimprovestudents’bothcomprehensionandproductionofgrammar.Inordertoimprovethelevelofstudents’comprehension,teachersaresuggestedtoconsiderthepeopleandthingsinreallifeandrelatetopractice.Studentsprefertheteachersmakeuseoftheexperienceofthemselvestogivegrammarexamplesandcarryoutgrammaractivities,sotheteachersneedtodigdeeperforthemselvesandlettheirexperiencehaveafullplayduringtheprocessof45 grammarteaching.Iftherealsituationiscreated,studentscanunderstandthegrammarwellandthusthecomprehensionofgrammarcanbeimproved.Meanwhile,whentheteachersusetheirownexperiencestoleadinorgivegrammarexamples,studentscanknowmoreabouttheteacherandthenunderstandingbetweenteachersandstudentswillbestrengthened.Itcanhelpteachersandstudentsbuildaharmoniousatmosphere.Inaddition,inordertoimprovethelevelofstudent’productionofgrammar,teachersneedtodesignthetopiccarefullyandchoosethetopicinreallifetoarouseinterestofstudents.Thenstudentsmayhavealotoftheirownideastosharebecausethetopicischosenfromthereallife.Meanwhile,thetopicsshouldbecurrent,healthandopen.Studentscanunderstandthetopiceasilyanddigthecontentsofthetopicsmeaningfully.Inaddition,teachersneedtoknowdifferenttypesofself-referenceandthestudents’attitudeoneachtype.Thenteacherscanmakeuseofthetypethatthestudentsliketocreatepositiveatmospherewhentheygivegrammarexamplesandcarryoutgrammaractivities.Meanwhile,teachersshouldavoidthetypeofself-referencethestudentsdislikeandtrytotaketheemotionofthestudentsintoconsideration.Thegrammarteachingbasedontheself-referenceeffectcanimprovestudents’attitude,arousethestudents’interestandimprovestudents’behaviorsinEnglishgrammarlearning.Itisalsofoundthatthegrammarexamplesandactivitiesdesignedaccordingtothecharacteristicsoftheself-referenceeffectwereverypopularwithstudents.Mostoftheparticipantswereinterestedinthegrammarlessonandreadytotakepartinthegrammaractivities.Theimprovementofstudentsongrammarlearningdependsonthecarefullessonplans,andtheteachersneedtoconsiderthechoiceofthecontentsofthegrammarlesson.5.3LimitationsofthestudyandsuggestionsforthefuturestudyTherearemanyresearchesonEnglishgrammarteachinginseniorhighschools.Thecurrentresearchputsoneofthepsychologicaltheories—selfreferenceeffectintotheEnglishgrammarteachingandmakesanewattemptintheEnglishgrammar46 teachinginseniorhighschools.Althoughtheresearchwascarefullydesigned,therearestillsomelimitationsunavoidable.Firstly,thesampleofthesubjectsoftheexperimentissmall.Thesubjectsarelimitedtojusttwoclassesinoneseniorhighschool.Sosuggestiontothefutureresearchisthatsubjectsshouldinvolvemorestudentsandshouldcoverdifferentkindsofschools.Secondly,thequestionnaireincludestheattitude,interestandbehaviorandself-referenceeffect.Andthepapermeasurestheoverallsituationonthesefouraspects.However,itisnotcomprehensiveandsomevariablesmaynotbetakenintothequestionnaire.Researcherscantakeotherelementsintoconsiderationandbroadenthevariablesoftheirresearch.Thirdly,thestepsoftheexperimentcoverdifferentrespects,andeverystepneedstobearrangedasthestrictexperimentrequires,sotheexperimentshouldbecarriedoutcarefullyandtheresearcherneedtocommunicatewithdifferentsideswell.Tosumup,thegrammarteachingbasedontheself-referenceeffectisaneffectiveapproachwhichisworthexploringinrealgrammarteachingclassinseniorhighschools.Itcanimprovestudents’comprehensionandproductionofgrammar.Meanwhile,thestudents’attitude,interestandthebehaviorongrammarcanbeimproved.Althoughtherearesomelimitationsoftheexperiment,teachersandstudentscanalsobenefitalotfromtheresearch.ThevaluableresultofthestudycanbehelpfulinEnglishgrammarteachinginseniorhighschools.Becausethisisthefirstattemptthattheself-referenceeffectputsintotheEnglishgrammarteaching,morestudiestoverifytheresultsoftheresearcharewelcomed.Throughtheeffortsofdifferentresearchers,theEnglishteachingwillbehighlyimprovedinthefuture.47 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AppendixⅠQuestionnaire高中生英语语法学习情况调查问卷亲爱的同学你好：为了了解高中生英语语法学习情况，特展开此次问卷调查。问卷中除个人信息中第3题为填空外，其他全部为单选题。答案无对错之分，请在你选择的选项下画勾。希望各位同学认真阅读，按实际情况独立完成此问卷。本问卷采用无记名方式，不会对个人和学校产生任何影响，请你放心。谢谢你的参与和配合！1.你的年龄是：A.14-15B.16-18C.19-20D.21-222.你的性别是：A.男B.女3.你所在的班级：___________1.在英语学习中，我认为语法学习很重要。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意2.我认为学习语法很难。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意3.我对于学好语法有信心。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意4.我认为学习语法很有用。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意5.我觉得学习语法非常有趣。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意6.我对课上所学的语法内容很感兴趣。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意7.我对课上学习语法的方式很感兴趣。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意54 8.在教师讲解语法时，我能积极思考。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意9.在进行语法讲解和语法活动时，我能积极参与。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意10.我能记住在课上所讲的语法知识。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意11.我可以把所学的语法知识运用到英语对话中。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意12.教师在讲解语法时，如果用我熟悉的事物来举例，我会更感兴趣。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意13.教师在讲解语法时，如果用我的同学来举例，我会更感兴趣。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意14.教师在讲解语法时，如果结合他自身的经历来举例，我会更感兴趣。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意15.教师在讲解语法时，如果用我熟悉的明星来举例，我会更感兴趣。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意16.教师在讲解语法时，如果用我的亲人来举例，我会更感兴趣。A.非常不同意B.不同意C.不同意也不反对D.同意E.非常同意55 AppendixⅡPre-testofgrammar与现在事实相反的虚拟语气一.单项选择题1.IfI______tenyearsyounger,I_________outtotrymyluck.A.am,wouldgoB.was,willgoC.were,wouldgoD.were,wouldhavegone2.Mybrotherisnothere.Ifhe______here,he________youwithyourlessons.A.is,willhelpB.be,wouldhelpC.were,wouldhelpD.was,hadhelped3.IfI_______himnow,I________veryhappy.A.saw,wouldbeB.haveseen;wouldbeC.hadseen,wasD.saw,was4.IfI__________histelephonenumber,I_______you.A.knew,wouldtellB.know,wouldtellC.haveknown,toldB.hadknown,told5.Ifyou______yourstudy,Ibelieveyou_________greatprogress.A.focusedmoreon,couldmakeB.focusmoreon,couldmakeC.focusedmoreon,canmakeD.willfocusmoreon,couldmake二．辨析错误并改正1.IfIwereyou,Iwillgowithhim.AB2.Iftheweatherwasfine,Iwillgothere.AB3.IfIwasyou,Iwillreaditagain.AB4.Iftimepermits,Iwouldwriteitagain.AB5.Ifitweren’tsnowing,wewon’tstayinthehouse.AB56 三．语法填空题1.We_________(go)withyouifwe____________(have)time.2.What_________(will)IdoifI_____________(be)inyourplace?3.Ifhe__________(hurry),he____________(catch)thefirstbus.4.Ifit_________(be)notforyourhelp,we_________(get)intotrouble.5.Ifwe_________(have)themanpower,we__________(openup)evenmoreland.四．写作Whatthetrafficwouldbecomeiftherewerenotrafficlightsinourcountry?Pleasewriteapassageentitled“IfThereWereNoTrafficLights”about100words.57 AppendixⅢPost-testofgrammar与现在事实相反的虚拟语气一．单项选择题1.Ifwehadtakensucheffectivemeasuresmuchearlier,theriver______soseriouslynow.A.isnotpollutedB.wouldnotbepollutedC.hadnotbeenpollutedD.wouldnothavebeenpolluted2.Sorry,Iamtoobusynow.IfI______time,I’dcertainlygoforanoutingwithyou.A.havehadB.hadhadC.haveD.had3.IfI_______plantodoanythingIwantto,I’dliketogotoTibetandtravelthroughasmuchofitaspossible.A.wouldB.couldC.hadtoD.oughtto4.IfI____you,I_____moreattentiontoEnglishidiomsandphrases.A.was,shallpayB.am,willpayC.wouldbe,wouldpayD.were,wouldpay5.IfI________enoughmoney,I_________thatbeautifulsculpture.A.had,wouldbuyB.had,willbuyC.have,boughtD.have,wouldbuy二．辨析错误并改正1.IfIhavetime,IwouldstudyFrench.AB2.IfsheknowsEnglish,shewouldnotaskmeforhelp.AB3.Iftheywerehere,hewillbespeakingtothemnow.AB4.IfIwereyou,Iwilltakeanumbrella.AB5.Iftherewasnoairorwater,therewillbenolivingthingsontheearth.AB58 三．语法填空题1.Ifthey________(be)herenow,we________(ask)themforhelp.2.Ifhe________(be)alivetoday,he________beforty.3.Ifhe________(have)enoughmoneynow,he________(lend)yousome.4.Ifit_________(be)notraining,we__________(go)sightseeing.5.IfI__________(know)herwell,I_________(tell)youabouther.四．写作Ifyouweretheheadmasterofourschool,whatwouldyoudotoimprovetheschool?Pleasewriteapassageentitled“IfIWeretheHeadmaster”about100words.59 AcknowledgementsFirstly,Iwouldliketoexpressmysinceregratitudetomyrespectedtutor,ProfessorLiangWenxia.Withouthervaluablesuggestionsandpatience,Icouldnotbeabletofinishmyresearchwork.Meanwhile,herenthusiasmaboutresearchworkencouragesmealot.Secondly,IwouldliketothanktheteachersintheForeignLanguageCollegeofHebeiNormalUniversity.Ibenefitalotfromtheirteachingcoursesandtheirvaluableadviceonmythesis.Thirdly,theEnglishgroupinNanheNumberOneMiddleSchoolhelpedmedotheexperiment,especiallytheexcellentEnglishteacherLiJunfangwhohelpedmerevisetheteachingplansandarrangetheprocessoftheexperiment.Finally,IwouldliketothankHebeiNormalUniversitytoprovidemewithdifferentkindsoflearningresources,whichbroadenmyknowledgeandhelpmefindmanyusefularticlesrelatedwithmyresearch.60