三维语法在高中英语语法教学中应用的案例分析 69页

专业学位硕士学位论文中文题目：三维语法在高中英语语法教学中应用的案例分析英文题目八■外国语学院学院专业学位类别教育硕士学科教学（英语）专业领域学号于润箐姓名冀小婷指导教师 分类编号单位代码：密级学号：研究生学位论文论文题目：三維语法在高中英语语法教学中应用的案例分析学生姓名：于润箐申请学位级别：硕士申请专业名称：学科教学（英语研究方向：英语教学指导教师姓名：冀小縛专业技术职称：副教授提交论文日期：年月 天津师范大学硕士学位论文原创声明本人郑重声明：此处所提交的硕士学位论文《三维语法在高中英语语法教学中应用的案例分析》，是本人在导师指导下，在天津师范大学攻读硕士学位期间独立进行研宄工作所取得的成果。据本人所知，论文中除已注明部分外不包含他人已发表或撰写过的研究成果。对本文的研究工作做出重要贡献的个人和集体，均已在文中以明确方式注明。本声明的法律结果将完全由本人承担。作者签名曰期：年苁月曰天津师范大学硕士学位论文使用授权书《三维语法在高中英语语法教学中应用的案例分析》系本人在天津师范大学攻读硕士学位期间在导师指导下完成的硕士学位论文。本论文的研究成果归天津师范大学所有，本论文的研宂内容不得以其他单位的名义发表。本人完全了解天津师范大学关于保存、使用学位论文的规定，同意学校保留并向有关部门送交论文的复印件和电子版本，允许论文被查阅和借阅，同意学校将论文加入《中国优秀博硕士学位论文全文数据库》和编入《中国知识资源总库》。本人授权天津师范大学，可以采用影印、缩印或其他复制手段保存论文，可以公布论文的全部或部分内容。本学位论文属于（请在以下相应方框内打“保密□在年解密后适用本授权书不保密作者签名调菜曰期：勿年月乂曰 原创性声明本人声明所呈交的论文是我个人在导师指导下进行的研究工作及取得的研究成杲。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果也不包含为获得天津师范大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。论文作者签名：子间埃日期：如年月日 ACaseStudyoftheThreeDimensionsinEnglishGrammarTeachinginSeniorHighSchoolYuRunqingAThesisSubmittedinPartialFulfillmentoftheRequirementsoftheDegreeofMasterofEducationinEnglishEducationTianjinNormalUniversityMay2015 独创性声明本人声明所呈交的论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人己经发表或撰写过的研宂成果，也不包含为获得天津师范大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研宄所做的任何贡献均已在论文中作了明确的说明并表示了谢意。签名：日期：学位论文版权使用授权书本人完全了解天津师范大学有关保留、使用学位论文的规定，即：学校有权将学位论文的全部或部分内容编入有关数据库进行检索，并采用影印、缩印或扫描等复制手段保存、汇编以供查阅和借阅。同意学校向国家有关部门或机构送交论文的复印件和磁盘。保密的论文在解密后应遵守此规定） 独创性声明本人声明所呈交的论文是我个人在导师指导下进行的研宄工作及取得的研宄成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得天津师范大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。学位论文作者签名：幾签字日期：前关于论文使用授权的说明本人完全了解天津师范大学有关保留、使用学位论文的规定。学校有权保留学位论文并向国家主管部门或其指定机构送交论文的电子版和纸质版，允许论文被查阅和借阅，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文，可以公布论文的全部或部分内容。天津师范大学有权将本人的学位论文加入《中国优秀硕士学位论文全文数据库》、《中国博士学位论文全文数据库》和编入《中国知识资源总库》。学位论文作者签名彳’问日期“公开口保密（年—月）（保密的学位论文在解密后应遵守此协议 OriginalityResearchStatementInlightoftheprinciplesofacademicmoralsandethnics,IherebydeclarethatthisthesisrepresentstheoriginalresearcheffortthatIhavemadeontheadviceofmyacademicsupervisor.Tothebestofmyknowledge,noportionofthisthesishasbeencitedwithoutbeingproperlyreferenced,andwhoeverhascontributedtothisthesisisexplicitlyidentifiedandappreciatedintheacknowledgementssection.Iamfullyresponsibleforanybreachofthecopyrightlawthatmightarise.Signature：七同餐： AbstractGrammarisanimportantandnecessarypartofEnglishlearning.However，，，， employedinthisresearchareclassroomobservation,testandinterview.Themajorfindingscanbesummarizedasfollows:1)studentslikethethreedimensions;2)comparedwithnormalgrammarteaching,threedimensionsfocusontheuseofgrammar,andvariousactivitiesinthreedimensionscanhelpstudentsimprovetheirinterestsingrammarlearningandconsolidatetheknowledge;3)thereisasignificantdifferencebetweenthescoresofCCandEC，，， 摘要语法是英语学习中的一个重要并且必不可少的一部分。但是在高考改革的背景下，很多英语老师认为未来的高考中不会再有选择题和完型，所以他们减少了语法教学的时间，并且教授语法的过程非常枯燥。一些研究者介绍并设计了三维语法的教学过程和活动，因此作者认为三维语法的采用可能让语法教学变得有趣且有效，并且能让英语老师认识到语法教学的重要性。但是没有相关的实验研宄证明三维语法在教学中的有效性，所以作者决定研究三维语法在高中的应用情况。本文主要探讨三个问题：学生是否喜欢老师用三维语法教授英语语法知识；与平常的语法教学相比，三维语法教学有什么不同；三维语法是否有效。研宄者设计了一个实验来回答这三个问题。来自天津某中学的名高一学生参加了这次实验，这名同学来自两个普通平行班级，实验班采用三维语法教学，对照班采用普通语法教学。其中的主要研究方法有课堂观察，测验和采访。研宄结果如下：与平常的语法教学相比，学生更喜欢三维语法；跟普通语法教学相比，三维语法更注重语法的运用，能通过各种各样的课堂活动调动学生的积极性，帮助学生在使用中巩固记忆语法点；实验班的分数和对照班的分数有显著差异，并且实验班的平均分比对照班的平均分高出大约分，所以三维语法有效。研究者希望研究结果能在教学上帮助教师改善现有的语法教学，为学生提供一些新的方法和思路，让他们在轻松的学习氛围中提高成绩。关键词：三维语法；语法教学；案例研究 AcknowledgmentsFirstandforemost， TableofContentsChapter1Introduction1.1ResearchBackground1.2ObjectiveandSignificanceoftheStudy1.3OutlineoftheThesisChapter2LiteratureReview2.1GrammarandGrammarTeaching2.1.1TheDefinitionofGrammar2.1.2TheHistoricalDevelopmentofGrammarTeaching2.1.3GrammarTeachingundertheMajorMethodsandApproach.2.1.3.1GrammarTranslationMethod2.1.3.2DirectMethod2.1.3.3TheAudiolingualMethod2.1.3.4CommunicativeLanguageTeaching2.2RelatedTheories2.2.1TheConstructionistTheory2.2.2TheThreeDimensions2.3PreviousStudiesonGrammarTeachinginEFLClassroom2.3.1RelevantStudiesinChina2.3.2RelevantStudiesAbroadChapter3Methodology3.1ResearchQuestions3.2Subjects3.3TeachingMaterial3.4Instruments3.4.1ClassroomObservations3.4.2Tests3.4.3Interviews3.5DataCollectionandAnalysis 3.5.1ClassroomObservation,3.5.2Tests3.5.3Interviews3.6TheInstructionalDesignofECandCC3.6.1TheWholeTeachingProcedures3.6.2AnalysisofTwoSyntacticPatterns3.6.2.1AnalysisofPattern1"it+be+adj.+forsb.+to-infinitive"3.6.2.2AnalysisofPattern2"it+be+adj.+ofsb.+to-infinitive"..3.6.3TheExplanationofGrammarTeachinginExperimentalClass3.6.3.1Pattern1:it+be+adj.+(forsb.)+todosth3.6.3.2Pattern2:it+be+adj.+of+sb.+todosth3.6.4TheExplanationofGrammarTeachinginControlledClassChapter4ResultsandDiscussion4.1TheClassroomObservationFeedback4.2TheFindingsfromTests4.3TheFindingsfromInterviews4.4TheReflectionoftheInstructionalDesignChapter5Conclusion5.1MajorFindings5.2ImplicationsoftheStudy5.3LimitationsoftheStudy5.4SuggestionsforFutureStudyReferencesAppendixIAppendixnAppendixHIAppendixIV ListofFiguresFigure2.1PrototypicalUnitsoftheThreeDimensions(Larsen-Freeman,2003)Figure2.2ExplanationofThreeDimensions(Larsen-Freeman,1991)Figure2.3Usingthewordsintheboxtomakeasentence(HouShuchen，， Chapter1IntroductionL1ResearchBackgroundInthepastyears，——，，，，，，，，，，， unimportant，，，， Inthisstudy,thefirstobjectiveistoexploretheeffectivenessofthethreedimensionsappliedingrammarteaching.Althoughmanyresearchersintroduceanddesigntheteachingprocessandactivitiesaboutusingthreedimensionsingrammarteaching，，，，，， ChapterFourconcentratesontheresultsofthisexperimentandreflection.Theresultsofclassroomobservation,test，， Chapter2LiteratureReviewAsdemonstratedinChapterOne,theobjectiveofthisresearchistoexploretheeffectivenessofthreedimensions,andtrytofindthedifferencesbetweenthree-dimensionalgrammarteachingandnormalgrammarteaching.Thischapterisanoverviewofstudiesandtheoriesrelevanttothepresentstudy.Thedefinitionofgrammarandthedevelopmentofgrammarteachingarereviewedfirstlyinthissection,andthenrelatedtheoriesarepresented.Finally,itconcludeswithsomeimportantstudiesongrammarteaching.2.1GrammarandGrammarTeaching2.1.1TheDefinitionofGrammarAlmosteveryoneisveryacquaintedwiththetermgrammar,butlittlepeoplecangivethecorrectandcompletemeaningofthatterm.InWikipedia,grammarisdefinedasthesetofstructuralrulesthatgovernthecompositionofsentences,phrases,andwordsinanygivennaturallanguage.However，， togrammaticalform.Astimepasses，，，，， definitionsalsoindicatethatgrammaristhefoundationoflanguage，，，， fromscientificadvancesmadeinothercountries，，，，‘， memorization.4.Thebasicactivityofteachingandlanguagepracticeistranslatingsentencesintoanoutofthetargetlanguage.5.Theaccuracyoftranslationisveryimportant.6.Grammaristaughtdeductively,7.Thestudent"snativelanguageisusedasamediumofinstruction.2.1.3.2DirectMethodWithincreasedopportunitiesforcommunicationamongEuropeans,oralproficiencyinforeignlanguageswasneededinmid-nineteenthcentury.Accordingtothatphenomena,someeducatorsbegantoquestionandrejecttheGrammarTranslationMethod.Asaresult， 6.Concretevocabularywastaughtthroughdemonstration,objects，，，，，，，， characteristicfeatureofCommunicativeLanguageTeachingisthatitpayssystematicattentiontofunctionalaswellasstructuralaspectsoflanguage(Littlewood,1981).2.2RelatedTheories2.2.1TheConstructionistTheoryConstmctivistpedagogyisespeciallyinfluencedbytheideasofJohnDeweyandWilliamJames;thelaterworkofJeanPiaget;andthesociohistoricalworkofLevVygotsky,JeromeBrunerandsoon(Yilmaz,2008).Slavin(2000)statesthatVygotsky"sideashaveagreatinfluenceoncooperative.Forexample，，，， 2.2.2TheThreeDimensionsLarsen-Freeman(1991， /MMHuiag/SMmirties/?Phonemes?Words(lexemes)/?Graphemes?Derivationalmorpliemes/?Signs(signIs^usge)?Multlworel如，，，，，， /FORMMEANM3/wmmsfcfcwnmad?.iJpmmmmi/s^/Figure2.2ExplanationofThreeDimensions(Larsen-Freeman,1991)2.3PreviousStudiesonGrammarTeachinginEFLClassroom2.3.1RelevantStudiesinChinaZhangJue"en(2011)carriedoutastudytoexploretheappropriatewayofgrammarteachingbycombiningform,meaninganduseonthebasisoftheconstructivistandcognitive-communicativeapproach.TwoparallelnaturalclassesinGradeTwoinKghSchoolAttachedtoEastChinaUniversityofPoliticalSciencewereselectedtotakepartinthisexperiment.Attheendoftheexperimentlastingfortwosemesters,theresultsofthepost-testindicatedthatstudentslikedthecombinationofform,meaninganduse， wereaskedtowritefivesentencestopredictthefutureofhisorherclassmates.Affirmativemdinterrogativesentenceswereincludedinthosefivesentences.Andthenonestudentsaidtheprediction，，，，，，，，费“丨丨 Table2.1Anexampleofgivingadvice(HouShuchen，⋯⋯述，，，， 2.3.2RelevantStudiesAbroadWithregardtothestudiesonEnglishgrammarteachingabroad,"shouldgrammarbetaught"isofthemostcontentiousissuesinthefieldofsecondlanguageacquisition.Someresearchersthinkthatgrammarshouldnotbetaught,butsomeresearchersfindthatgrammarteachingisnecessary.Krashen(1981)consideredthatgrammarinstructionhadnoefectonacquisition,anditonlycontributedtolearning.Andalotofempiricalstudies(Pica,1983;Long,1983;White,Spada,Lightbown,&Ranta,1991)indicatedthattheorderofacquisitionwasthesameforinstructedandnaturalisticlearnersingeneral.White(1987)claimedthatitwasdificultforlearnerstoacquiregrammaticalfeaturesbysimplyexposingthemtocomprehensibleinput,soformalinstructionisnecessary.Ellis(2002)heldthatsecondlanguagelearners,particularlyadultlearners,oftenfailedtoachievehighlevelsofgrammaticalcompetence,whichindicatedthatlearningasecondlanguageinanaturalsettingcouldnotensuretheacquisitionofgrammaticalcompetence.Felix-Brasdefer&Cohen(2012)providedamodelofhowtoteachpragmaticsinSpanishasaforeignlanguage.Therewerefouractivitiesinthismodel,andtheywereraisingawareness,recognizingrefusalstrategies,teachinggrammarasaeommunieativeresourceandproducingrefusalsinaforeignlanguagecontext.Anditalsoshowedthatpragmaticscouldbetaughtfrombeginninglevelsoflanguageinstructionintheforeignlanguageclassroom.Roza(2014)presentedamodelofgrammarteachingthroughconsciousness-raisingactivitiesinwhichlearnersidentifiedandunderstoodthegrammaticalpointsincontext.17 Shefoundthatteachinggrammarbyconsciousness-raisingactivities,learnerscouldnoticesomethingaboutlanguagethattheymightnotnoticeontheirown.Theconsciousness-raisingactivitiescouldhelplearnersbuildtheirconsciousknowledgeandunderstandhowthelanguageworksgrammatically.Akhlaghi&Zareian(2015)conductedanexperimenttoexaminetheeffectofPowerPointpresentationsongrammarandvocabularylearningofIranianpre-universityEnglishasaforeignlanguage(EFL)learners.Fifty-fourEFLstudentsparticipatedinthatexperiment,andrandomlydividedintotwogroupsof27(acontrolgroupandanexperimentalgroup).Theywereaskedtofinishamultiple-choicetestofgrammarandvocabulary.Inaddition,participantswereinterviewedtofindtheirperspectiveontheimpactofPowerPointpresentationonlearninggrammarandvocabulary.Atlast,thefindingsoftheresearchshowedthatPowerPointpresentationswereveryeffectiveinenhancingthelearners"grammarandvocabularyknowledge,andlearnershadapositiveattitudetowardstheuseofPowerPointpresentation.Tosumup,manyresearchershavedevelopedthegrammarteachingfrommanyaspects， Chapter3MethodologyChapter3attemptstodescribethemethodologyofdatacollectionanddataanalysis.Itbeginsbyexplicatingthreeresearchquestions，，，，， TheycomefromClassAandClassBwhicharebothparallelnaturalclasses,andthereare42studentsineachclass.ClassAisselectedastheexperimentalclass(EC),receivingthethree-dimensionalgrammarteachingapproach，， ordertolettheobserversunderstandhowtofillintheClassroomObservationForm,DescriptorstoHelpELIClassroomObservers(Brown,1995;SeeAppendixHI)isgiventoeachobserversbeforetheclass.Andatelephoneisusedtorecordthewholeprocess.Table3.1ClassroomObservationFormTeacherObserverClassDateNatureofLessonCategoryPositiveAspectsNegativeAspects/SuggestionsPaceofLessonTeacherPresentationClassManagementTeachingAidsStudentProduction3.4.2TestsThetest(seeAppendixIV)wasdesignedtoinvestigatetheeffectivenessofthreedimensionsbycomparingthescoresofCCandEC,namelytofindtheanswerstoresearch21 question3.Thetestcontainsthreeparts.Thefirstpartincludestwoconversations,andstudentsarerequestedtofillintheblanksusingpattern1or2accordingtothecontext.Theobjectiveofthispartistofindthatwhetherstudentscanchoosetherightsentencepattern,writethesentencecorrectlyandusethesentencepatternmeaningfullyandappropriately.Thesecondpartasksthestudentstowriteashortessay，， Q6.Whatisthediferencebetweenthegrammarteachingduringthisperiodoftimeandpreviousgrammarteaching?Thefirstquestionaimstoknowthestudents"attitudetowardsgrammar.Question2and3aredesignedtolearnhowthestudentfeelsaboutthepreviousgrammarlessons.Question4and5areusedtogetreflectionsabouttheexperimentalgrammarteachingusingthreedimensions.Question6isdesignedtoknowthedifferencesbetweentheexperimentalandpreviousgrammarlessons.3.5DataCollectionandAnalysis3.5.1ClassroomObservationTwoobserverswereinvitedtoobservethewholeclass.OnewastheEnglishteacherofEC,andtheotherwastheresearcher"sclassmate.Whenobserving,twoobserverssatatthebackoftheclassroom,didnotcommunicatewithotherstudentsandmoveinclass.Aftertheclass， Thenumberofthesentencesusingpattern1or2whicharewrittenbystudentsinthetestistotally9.Thefullmarkofeachsentenceis3includingonepointfromform,onepointfrommeaning,onepointfromuse.Sothefullmarkofthewholetestis27.Accordingtothis，某一天，在英语课上。是老师，是一个非常内向的学生。”，“，，，”，， andeachinterviewlastedforatleast15minutes.Beforetheinterview,theinterviewerexplainedthepurposeoftheresearch,andthestudentswereaskedtomakeverbalreportinginChinesesothatthestudentscouldexpresstheirideasclearly.Eachinterviewwasrequiredtoberecordedbyatelephone，，，， wordsandsentenceslearnedinthislessonandhomeworkwasarrangedbytheteacher.Table3.2ThewholeteachingproceduresTeachingTeacher"sactivitiesStudents"activitiesTeachinggoalsstepsWarm-upPlaytheaudioaboutthewordsinFollowtheaudioReviewtheModule6.andreadthewordspronunciationofaloud.thewords.Lead-in1.Askthestudentstwo1.DiscusswithAttractthequestions:doyoulikesurfingthegroupmembers， Table3.3AtableaboutthereadingpassageWhenWhoWhathappened?19691969-1984OnlytheUSarmycouldusetheDARPANET1984Bemers-LeecameupwiththeideaoftheWWW1991Table3.4Translation中文英文目前，的中国学生认为学英语很难。在我看来，政府有必要让更多的人得到受教育的机会。截止到年，员工的数量已经从万减少到了万。”） Form:pattern1beginswithananticipatoryit,followedbythelinkverbbe,followedbyanadjective,followedbyprepositionphrase"forsomebody",followedbyto-infinitive.Andtheadjectivesinpatern1mainlyareusedtodescribeathingorsituation,suchas"difficult","hard","easy","important","necessary","andpossible".Meaning:patern1isanindicativeorexpositionwithsolemnandforaialnesswhichshowsthespeaker"sdecisiononobjectiveevents,and"forsb.+to-infinitive"representspersonalcontactwiththespecificevent(ZhangHongyan,2011).Use:pattern1iscommonlyusedinspeechandwriting,andanticipatory"it"isusuallyusedwhenthesubjectislongerthanthecomplementandisbetterplacedattheendofthesentence(Downing&Locke,2002).3.6.2.2AnalysisofPattern2"it+be+adj.+ofsb.+to-infinitive"Hereistheanalysisofpattern2"it+be+adj.+ofsb.+to-infinitive":Form:pattern2beginswithananticipatoryit,followedbythelinkverbbe,followedbyanadjective,followedbyprepositionphrase"ofsomebody",followedbyto-infinitive.Theadjectivesinpattern2arepredicativeoneswhichessentiallyindicateexclamatoryemotions.Theseadjectivesincludegood,kind,wise,clever,brave,polite,correct,wrong,bad,stupid,andselfish.Meaning;anexclamationwhichexpressesthespeaker"sexclamatoiyemotionsuchashappiness,surprise,regretandsoon(ZhangHongyan,2011).Use:pattern2isusuallyusedinspokenEnglish.Comparedwithpattern1,pattern2ismorecasualandinformal.28 3.6.3TheExplanationofGrammarTeachinginExperimentalClassThegrammarpart，“，“，，，“”，“”， thereforethissentenceisselectedforgrammarteaching.Thestudentshavelearnedthatpatternwhentheywereinjuniorhighschool,hencetheteacherinducesthestudentstoanswerthe3questionsinordertoactivatetheirexistingknowledge.Stage2:meaning&useTheteachertoldthestudentsthemeaningofpattern1andtherulesofhowtousepattern1.Afterlearningtheform,meaninganduseofpattern1,thestudentswereaskedtowriteatleast3suggestionswiththeirgroupmembersbasedonapieceofnewsabouttheenvironment.Allofthesuggestionsshouldusepattern1,andoneexamplesentencewasgivenincasethestudentscouldnotunderstandthepurposeoftheactivity(seeFigure4.1).Afterallthegroupsfinishedthewriting,twogroupswereselectedtoreadtheiranswersloudly.Andtheteacherandotherstudentsfoundthemistakes.Figure3.1Writingactivity?新华网天津月日电（记者方问禹）月日以来，天津雾霾愈演愈烈。天津市个环境空气质量监测点显示所有区域环境空气质量等级都处于“严重污染”状态。空气污染严（重影响了我们的正常生活，作为一个高中生，对于空气污染你有什么想法或者建议呢请把答案写在纸上。 3.6.3.2Pattern2:it+be+adj.+of+sb.+todosth.Stage1:formThestudentswereaskedtofillintheblankinthissentence"itisverykindyoutohelpmewiththeproblem".Andthentheteacherallowedthestudentstosummarizethesyntacticpatternofthissentence.Afterthat,theteachermentionedthedifferencesbetweenthissentencepatternandtheformersentencepattern.Adjectivesinpattern2includedgood,kind,wise,clever,brave,polite,correct,wrong,bad,stupid,andselfishandsoon.Becauseofthediferentadjectives,theprepositionofthetwosentencepatternswerediferent.Stage2:meaningPattern2indicatedspeaker"sexclamatoryemotionsaccordingtodiferentadjectives,suchashappiness,surprise,adversity,regretetc.Afterdescribingthemeaning,theteacheraskedthestudentstofinishconversation1andconversation2listedasfollows:Conversation1:A:Hey,Mary,whatareyoudoing?B:I"mcarryingthisboxupstairs,butitistooheavy.A:Letmehelpyou.B:Thankyouverymuch.Itis— (AfterJohncameintotheoffice)B.Sony,Mrs.WangIcouldnotrecitethepassage.C:ButIdidnotaskyoutoreciteit.B:What?OhMyGod!Itwasofmeto.C:Oh,dear.TodayisAprilFools"Day.Thisactivityisaimingtohelpthestudentsgetbetterunderstandingofthespeaker"sfeelingwhentheyfillintheblankswithappropriateadjectivesandcorrespondingverbs.Stage3:use:Thestudentswereaskedtoreadthefourdiferentsituationslistedasfollowsquickly.Andthentheywereallowedtodiscusswiththeirgroupmemberstomakesentencesaccordingtothosefoursituations.1.你的同桌终于在某一个晚自习算出了—道超级难的数学题，这个时候你会对他说什么？你听说你的好朋友把一份特别好的工作给辞退了（，你会对他她说什么？你办了一个舞会，本以为不会来的朋友来了，你很高兴，你会对他说什么？某天你遇到了一位同学，他夸你今天特别漂亮，为了表示感谢，你会说什么？ 3.6.4TheExplanationofGrammarTeachinginControlledClassThedesignofthegrammarteachinginCCwasbasedonhowtheotherteacherstaughtinotherclasses.AndtheteachingplanofgrammarteachingwasrevisedbytheEnglishteacherofCC.Step1:afterthestudentstranslatedthesentence"itthenbecamepossibleforuniversitiestousethesystemaswell",theteacheraskedthestudentsifanyonerecognizedthesentencepattern.Andthentheteacherlistedtherightsentencepatternontheblackboard,andtoldthestudentstheadjectivescouldbeusedinthissentencepatter.Step2:Thestudentswereaskedtofillintheblankinthissentence"itisverykindyoutohelpmewiththeproblem".Next,theteacheraskedthestudentswhatadjectivescanbeusedinthissentence.Atlast,theteachergavesomeexamplesorally.Forexample,whenyouwanttoexpressgratitude,youcansay"itiskindofyoutohelpme/sendmegifts".3.7ResearchProcedureThisexperimentwasconductedonOctober9，， Table3.5ThescheduleoftheexperimentonOctober9， Chapter4ResultsandDiscussionThepreviouschapterdescribedthemethodologyofthisstudyandthedatacollectionprocedures.Inthischapter,theresearchertriestoanswerthethreeresearchquestionsrespectivelybythedatacollectedfromclassroomobservations,testsandafter-classinterviews.4.1TheClassroomObservationFeedback4.1.1TheClassroomObservationFeedbackinECAccordingtotheClassroomObservationForm,theresearchersumupthefeedbackofwholeclassfromfiveaspects.1.Paceofclass;theteachermovedabouttheroomwell,andvariouskindsoftechniquesandexerciseswereusedduringclass.Butthebodylanguagewasnotenough,andtheteacherwasalittlebitnervousatthebeginning.Theteachercouldspendlesstimeontranslatingthepassagesothattherewouldbemoreopportunitiesforstudentstospeak.2.Teachingpresentation;thestructureofthelessonwasclearandwell-organized.Thestudentsreviewedthewordsinthismoduleandthegrammarwasintroducedinductively.Groupworkwasusedforalotoftimeswhicharousedthestudents"interestsinlearning,andthereweremanyopportunitiesforstudentstopracticelanguage.However,someinstructionsofthegrammaractivitiesweretoocomplicatedandlongsothatafewstudentsgotconfusedabouttheinstructions.If35 youwanttoemphasizethegrammar,youshouldspendlesstimeonthetranslationofreading.3.Classroommanagement:theatmospherewascomfortableandlivelywhenthestudentsweredoinggroupwork,butsomestudentsstilltalkedabouttheactivityaftertheteacherendtheactivity.4.Teachingaids:thedesignofthePowerPointwasverygoodandclear,butsomepicturesweretoointerestingwhichmadesomestudentstooexcitedtolistentotheteacher.Andtheuseofblackboardwasnotsooften.5.Studentcharacteristics:allthestudentsseemedhighlymotivatedwhentheywereaskedtomakesentencesingroupandpresentthesentencesorally.However,sometimeswhentheteachergaveeffectivecorrection,theteacher"svoicewasnotenoughloudtomakeallthestudentshear.Afterthetranscriptionoftherecording,theresearcherfoundthatstudentsinECwereveryactivewhentheydidgrammaractivities,andtheaccuracyoftheiranswerswashigh.AlthoughstudentsinEChavelearnedthepattern1injuniorhighschool,onlyafewstudentsrememberedthestructureofpattern1andwhat"it"referredto.Intheactivityaftertheresearcher"sanalysisofpattern1,allthestudentswarmlydiscussedwiththeirgroupmembers.Twostudentsrepresentingtwogroupsgavetheanswers,andotherstudentsfoundsomemistakesinthoseanswers.Becauseofthelearningexperienceonpattern1，， accordingtofourdiferentsituations.Afterdiscussing,atotalof7studentswereaskedtoanswerthequestions,buttwostudentsgavewronganswers.4.1.2TheClassroomObservationFeedbackinCC1.Paceofclass:theteachermovedabouttheroomwell,butthebodylanguagewasnotenough.Itwasunnecessarytohavestudentstranslatethereadingsentencebysentence.Teachercouldtranslatethedificultsentencesforstudents.2.Teachingpresentation:thestructureofthelessonwasclearandwell-organized,buttheobjectiveofthelessonwasnotveryclear.3.Classroommanagement:teacherdidnotactivatethestudents,andstudentsweretooquiet.4.Teachingaids:thedesignofthePowerPointwasverygoodandclear,butsomepicturesweretoointerestingwhichmadesomestudentstooexcitedtolistentotheteacher.Andtheuseofblackboardwasnotsooften.5.Studentcharacteristics:onlyafewstudentsweremotivated,butmostofthemenjoyedthegroupwork.ComparedwithEC,studentsinCCwerelessactive,andsomestudentscouldnotfollowthepaceofteacher.Thepotentialreasonsforthatweretherewerenotenoughinterestingactivitiesinclass,andlackofsleep,becauseitwasthefirsttwolessonsintheafternoon.Andinthetranslationpart,ittookmoretimeforstudentsinCCtotranslatethethreesentencesthanstudentsinECdid.37 4.2TheFindingsfromTestsInthispart,theresultsofthetestsfromECandCCwillbeanalyzedandcompared.First，，，，，， Table4.2IndependentsamplestestofscoresinCCandECLevene"sTestfort-testforEqualityofMeansEqualityofVariancesFt^(2-tailed)Equal1.688.198-3.26782.002variancesassumedEqual-3.26778.862^variancesnotassumed|||4.3TheFindingsfromInterviewsAboutquestion1， Accordingtotheanswerstothequestion4，，，，，，， However,thereareseveraldifficultiesintheapplicationofthreedimensionsinEnglishclassinChina.Itwilltaketeachersalotoftimetodesigntheactivities.Andthewholeprocessofgrammarteachingusingthreedimensionswillcostmuchmoretimethantraditionalgrammarteaching.Inaddition,itishardforteacherstocontrolthewholeclass， Chapter5ConclusionChapter5makesasummaryofthemajorfindingsinthematterof3researchquestions.Thenimplicationsandlimitationsofthestudyarepresented.Inthelastpartofthischapter，， Second,thedatafromclassroomobservationsandstudents’，， CollegeEntranceExamination,manyteacherspaylittleattentiontogrammarteachingwhichiswrong.Ifastudentdoesnotlearngrammar,heorshecannotwritebeautifulpassages,understandlonganddifficultsentences,andusewordsorsentencepatternsappropriatelyandaccurately.Soteacherscannotignoretheimportanceofgrammarteaching.Second,thecurrentgrammarteachingneedstobechanged.Therearemanyotherusefulandefectivegrammarteachingapproaches,threedimensionsisonlyoneofthem,andteacherscanusedifferentapproachestoteachgrammar.Tomakethegrammarteachingmoreefectiveandinteresting,theteachersalsoneedtoupdatetheirknowledgeinsteadofpersistingintraditionalgrammarteaching.Third,activitiesemployedinthree-dimensionalgrammarteachingshouldbeinteresting,realandappropriate.Interestingactivitiescanhelpteachersarousetheinterestsofstudentstoleamgrammar.Furthermore,activitiesshouldbedesignedonthebasisofrealsituationandbeappropriateforthelearners"cognitivelevel.Fourth,diferentactivitiesshouldbedesignedaccordingtodifferentdimensions.Forexampleroleplayshouldnotbeusedtoteachform,butitcanbeusedtoteachmeaningoruse.Fifth,teachersneedtomakeananalysisofthegrammarpointusingthreedimensionsbeforemakinganinstructionaldesign.Duringtheprocessofanalyzinggrammarpoint,teacherscanmakeadeeperunderstandingofthegrammarpoint,andsomeideasofdesigningtheactivitieswilloccur.Atlast,althoughteachinggrammarusingthreedimensionsisveryeffective,itwill44 takealotoftime.Whenateacherisgoingtousethreedimensions,heorshemustbesuretodividetimeappropriately.5.3LimitationsoftheStudyInthelightofsomesubjectiveandobjectivefactorsoccurringintheprocessoftheexperiment，，，， 5.4SuggestionsforFutureStudyInfuturestudy,alargernumberoflearnerscomingfromvariousbackgroundsshouldbeinvitedtoinvestigatetheefectivenessofthreedimensionalgrammarteaching.Allthestudents,whoparticipatedinthisexperiment,havelearnedEnglishforatleastsevenyears,sothesamplesinourstudyarenotthebeginnerinEnglishlearning.Hence,anexperimentcanbeconductedtofindwhetheritisefectivewhenthreedimensionsareappliedtoEnglishbeginners.Inaddition,researcherscancarryoutmorelongitudinalstudiestoexaminetheeffectivenessofthreedimensions.Itisexpectedthattheexperimentontheeffectivenessofthethreedimensionswillbeconductedoveratleastonesemester.Inthisway,researcherscantrackstudents"continuousperformance,andtheresultsofthestudywillbemoreconvincing.46 ReferencesAkhlaghi,M.,&Zareian,G.(2015).TheEfectofPowerPointPresentationonGrammarandVocabularyLearningofIranianPre-UniversityEFLLearners.AcademicResearchInternational，，，，，，，韩梅，三维语法的教学研究与案例分析课程教育研究，，，，，侯姝探，三维语法视角下的高中英语语法教学英语教师，， Krashen，，，，李梦，交际教学法指导下的高中英语语法教学山东师范大学，刘伟英，融形式、意义和用法一体于语法教学英语三维语法的教学模式在职中语法教学的运用海外英语，， Pica，，，，，，，，，，，，，，， ZhangJue"en，，—张恩，形式、叙、运用相结合的高中英语语法教学研究一基于建构主义和认知交际法的方法华东师范大学）十张洪岩，基于语料库的结构的评价指向分析河南师范大学 AppendixITheInternetandIntercommunicationsTheInternetisthebiggestsourceofinformationintheworld，，，，，，，”， AppendixIIObservationFormtorAdministrativeVisitstotheELI(Brownunpublishedms)EnglishLanguageInstituteDEPARTMENTOFENGLISHASASECONDLANGUAGEUNiVERSITYOFHAWAIIATMANOA1890East-WestRoad,Room570,MooreHallHonolulu,Hawaii96822USACLASSROOMOBSERVATIONTeacherObserver_______—一二—一：：、‘‘、：，；誉““一十丫？、’；广‘’：”、 AppendixIIIDescriptorstoHelpEUClassroomObservers(Brownunpublishedms)________夂、、、 AppendixIVIt作形式主语课后练习班级姓名请用作形式主语的句型补全对话，使得对话内容完整，且逻辑通顺（分）。这是一个电台热线活动，是电台主持人，是一位参加电话问答活动的女士。某一天，在英语课上。是老师，是一个非常内向的学生。在第届上海市实验性示范性高中学生会主席论坛上发布的上海高中生年度热点问题调查报告显示，测量学业负担指数分为最重时，同学们平均打分为分，属于偏重。其中，高一年级同学平均分，高二年级同学平均分呈上升趋势。在测量睡眠评价指数分为最充足时，同学们平均分数仅为分，属于不及格。由此可见学生的睡眠时间任不足。作为一名高一的同学，面对升学的压力，繁重的作业和不足的睡眠，你对政府、老师、家长和自己有些怎么样的建议和希望呢？请你就此写一篇小短文（字左右），文章中至少有句运用作形式主语或宾语的句字。和这个两个句型还可以在那些地方使用？请写出五句。例如如果别人帮助了我，我会说