任务型教学法在高中英语语法教学中的运用研究 69页

2013051031论文题目：AStudyontheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchool任务型教学法在高中英语语法教学中的运用研究作者姓名：张晶指导教师：李平副教授专业名称：学科教学·英语研究方向：英语教学学院年级：外国语学院2013级完成日期：2015年6月渤海大学研究生学院 原创性声明本人郑重承诺：所呈交的硕士学位论文是本人在导师指导下进行的研宄工作和取得的研究成果。尽我所知，除了文中已经注明引用的内容外，本论文不包含其他个人或集体己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，均己在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。论文作者签名曰期：年<月>3曰 关于论文使用授权的说明学位论文作者完全了解渤海大学有关保留、使用学位论文的规定，g卩：研究生在校攻读学位期间进行论文工作的知识产权单位属于渤海大学。渤海大学有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许学位论文被查阅和借阅。本文作者授权渤海大学可以公布学位论文的全部或部分内容，可以将学位论文的全部或部分内容编入有关数据库并进行检索，可以采用影印、缩印、扫描或其它复制手段保存、汇编学位论文(保密的学位论文在解密后遵守此规定)。保密□，在______年解密后适用本授权书。本论文属于不保密应，适用本授权书。(请在□内打“V”）曰期：0/5年/月咚曰 AStudyontheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolBYZhangJingAssociatePro.LiPing,supervisorAThesisSubmittedtoCollegeofForeignLanguagesInPartialFulfillmentoftheRequirementsfortheDegreeofM.Ed.inSubjectPedagogyAtBohaiUniversityJune,2015 AbstractWiththedeep-goingdevelopmentofthenewcurriculumreform,thenewrequirementsforthecontentsofEnglishteachingarebroughtforward.TherehasalwaysbeenacontroversialquestionastowhethergrammarshouldbetaughtinEnglishteachingatseniorhighschool.ThereisnodoubtthatEnglishgrammarteachinghasalwaysbeenanindispensableandimportantconstituentinEnglishteachingatmiddleschoolforalongtime.Themethodsofgrammarteachingdifferwiththechangesofteachers,students,pedagogyandsoon.Inthetraditionalclass,therearethreeapproachesintheEnglishclass:presentation,practiceandproduct.Wecallit3Psteachingmethod.Asitiscontrolledbytheteachers,thestudentslearnEnglishpassively.Thereislesscommunicationbetweenteachersandstudents,bothofwhomhavepressure.3Psnotonlyneglectsstudents’autonomouslearningability,butalsoreducestheirmotivationandinterestoflearning.Inthisthesis,theauthorpresentsthattask-basedlanguageteachingshouldbeappliedtogrammarteaching.TheauthoralsointendstotestifythepracticabilityandeffectivenessofTask-basedlanguageteachingbydiscussingtheprinciples,featuresandsignificanceoftask-basedlanguageteachingandgrammarteachingandbysearchingnumeroustheoreticalfoundationandpresentsituationsofresearch.Theresearchmethodsofthisthesismainlyinvolveaquestionnaire,apre-testandpost-test,aninterviewandaclassroomobservation.Inordertoimprovestudents’grammarlearningandhelpstudentsacquiregrammarlearningstrategies,theauthorconductedafourmonthresearchtomakestudentslearnwithtasks.StudentsarefromGradeOneinFakuSeniorHighSchoolinShenyang.Withtheteachingactivitiescarriedout,thewriterattemptedtofindanswerstothefollowingquestions.1.Comparingwiththe3Psteachingmethod,willtask-basedapproachhelpstudentslearngrammarknowledgemoreeffectively?2.Cantask-basedapproachstimulatestudents’motivationoflearninggrammar?3.Cantask-basedapproachhelppromotestudents’abilityofautonomousstudy?Onthebasisofexperimentaldata,theauthorfindsthattask-basedapproachcanhaveabettereffectthantraditionalteachingmethods,anditalsohelpsstudentstoimprovemotivationandautonomouslearningabilityoflearning,butatthesametimeithassomeinevitabledisadvantagesanddefects.Keywords:Task-basedlanguageteachingmethod；Grammarteaching；SeniorhighschoolEnglishlearningi 摘要新一轮课程改革的深入开展，对英语教学的内容也提出了新的要求，其中英语教学要不要教语法一直是一个值得争议的话题。毫无疑问，英语语法是中学英语教学不可或缺的重要部分，而其教学方式也因教师、教法和学生的情况等因素不尽相同。在传统课堂上，语法教学采用呈现、操练、成品三个步骤的形式，即3P教学法，但由于是以教师为中心的课堂活动，学生是被动地接受学习，师生之间缺少交流沟通，课堂气氛稍显单调、枯燥，教师和学生都有一定的压力，这不仅忽视了学生的自主学习能力，同时也降低了学生学习英语的动力和兴趣。在论文中，作者提出将任务型教学法运用到语法教学中，并通过探讨任务型教学法和语法教学的原则、特点及重大意义，通过翻阅国内外的研究现状及其理论基础，以证明语法教学中运用任务型教学法的有效性和可行性。本文采用的研究方法有问卷调查法，前后测、访谈，学生日记法及课堂观察法。为提高学习效果，帮助学生更好地学习语法知识，作者对来自法库县高级中学高一学生进行了为期四个月的语法教学研究。本文带着以下三个问题进行研究。1.与传统的3P教学法相比，任务型教学法是否更有效地帮助学生学习语法知识？2.任务型教学法能否激发学生学习语法的动机？3.任务型教学法能否帮助学生促进自主学习能力？通过大量的理论支撑和多次实验数据的统计分析，证实了任务型教学法比传统的3P教学法更能提高学生的学习成绩，也提高了学生的学习动机和自主学习能力，但同时也存在一定的弊端和缺陷。关键词：任务型教学法；语法教学；高中英语学习ii ContentsAbstract..................................................................................................................................iContents................................................................................................................................iiiChapterOneIntroduction...................................................................................................11.1Backgroundoftheresearch.......................................................................................11.2Significanceoftheresearch.......................................................................................21.3Structureoftheresearch............................................................................................2ChapterTwoLiteratureReview..........................................................................................42.1Grammarandgrammarteaching...............................................................................42.1.1Definitionofgrammar......................................................................................42.1.2Approachofgrammarteaching........................................................................52.1.3Significanceofgrammarteaching....................................................................82.2Taskandtask-basedapproach...................................................................................92.2.1Definitionoftask..............................................................................................92.2.2Featuresoftask...............................................................................................102.2.3Definitionoftask-basedapproach..................................................................122.2.4Theoreticalfoundationoftask-basedapproach..............................................122.2.5Principlesoftask-basedapproach..................................................................152.2.6Featuresoftask-basedapproachingrammarteaching...................................172.3TheapplicationofTBAingrammarteaching.........................................................192.3.1Tasksappliedinlistening................................................................................192.3.2Tasksappliedinspeaking...............................................................................192.3.3Tasksappliedinreading.................................................................................202.3.4Tasksappliedinwriting..................................................................................212.4Summary..................................................................................................................22ChapterThreeResearchMethodology.............................................................................233.1Researchquestions..................................................................................................233.2Participants..............................................................................................................233.3Instruments..............................................................................................................243.4Procedures...............................................................................................................243.4.1Questionnaire..................................................................................................243.4.2Pre-testofgrammarproficiency.....................................................................253.4.3Training...........................................................................................................253.4.4Post-testofstudents’proficiency....................................................................29iii 3.4.5Classroomobservation...................................................................................29ChapterFourDiscussionandResults..............................................................................314.1Resultsoftheresearch.............................................................................................314.1.1Resultsofthequestionnaire...........................................................................314.1.2Resultsofthepre-testandpost-testofstudents’grammarproficiency.........324.1.3Resultsofclassroomobservation...................................................................364.2Discussionoftheresearch.......................................................................................384.2.1Discussionofthequestionnaire......................................................................384.2.2Discussionofthetestsonstudents’grammarproficiency.............................384.2.3Discussionoftheclassroomobservation.......................................................404.2.4Discussionoftheinterview............................................................................41ChapterFiveConclusion...................................................................................................425.1Majorfindingsoftheresearch................................................................................425.2Limitationsoftheresearch......................................................................................435.3Implicationsoftheresearch....................................................................................43Bibliography.......................................................................................................................45Appendices..........................................................................................................................48AppendixI:Pre-testpaper................................................................................................48AppendixII:Post-testpaper1..........................................................................................51AppendixIII:Post-testpaper2.........................................................................................54AppendixIV:Questionnaire..............................................................................................57Acknowledgements.............................................................................................................59Thelistoftheresearchpaperspublishedbytheauthor.................................................60iv AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolChapterOneIntroduction1.1BackgroundoftheresearchWiththedevelopmentofglobalization,Englishhasbeenwidelyusedintheworld.InChina,Englishlearninghasbeenpaidenoughattentionto.However,EnglishandChinesebelongtodifferentlanguagesystems,sostudentswillencounterdifficultiesinpronunciation,vocabulary,grammar,syntaxandsoon.NewEnglishCurriculumStandardforSeniorHighSchool(2003)claimsthatthegeneralaimofEnglishcourseistobuilduptheabilitiesofstudents’comprehensivelanguage.However,theeffectofEnglishgrammarteachingisnotsoperfectinseniorhighschool.Atpresent,theEnglishgrammarteachingmethodisstillinthedominationofthetraditional3Ps(presentation,practice,production)teachingmethod.Itisusefultoimprovetheaccuracyofstudents’Englishexpression,butithasmanyinevitableshortcomings.Grammarisasystemofrulesgoverningtherelationshipandarrangementsofwordsinasentenceandapassage.SogrammarteachinghasalwaysbeenanimportantpartofEnglishteaching.InChina,grammaristaughtasknowledgebutnotasability,sowhatmethodshouldbeadoptedingrammarteachinghasbeenaproblem.Sinceitisteacher-centeredclassroom,studentsreceiveknowledgethattheteachersteachthempassively,andtheyhavefewornochancestospeakandpracticeEnglish.Theonlyopportunityiswhentheyareaskedquestionsbytheteacher.SotheyhavelostinterestandmotivationinlearningEnglishgradually.Inordertodevelopthethreeaspectsofthelanguage---accuracy,fluencyandcomplexity,whatkindofgrammarteachingmethodwillworkbestforimprovingstudents"grammaticalcompetenceisjustwhatthepresentresearchaimstodiscuss.Recently,thetask-basedapproachtoforeignlanguagehasbeenintroducedbyforeignandsecondlanguageacquisitionresearches.Nowadays,moreandmoreEnglishteachersinChinahavebeentrainedtouseeffectivetasksinseniorhighschoolEnglishlanguageclassrooms.Thetasksshouldbedesignedtorelatetoauthenticlifeandusedforinteractionandcommunicationwithothers.Comparedwiththetraditional3Psteachingmethod,thetask-basedapproachhasmanyadvantages.1 M.E.dThesisofBohaiUniversity1.2SignificanceoftheresearchGrammarisaveryimportantwayandresourcetouseandunderstandlanguage,andgrammarteachingistheessentialfactoroffluentcommunicationandlanguageacquisition.InhighschoolEnglishclass,grammaristaughtwithamethodcalled3Psteachingmethod.Firstly,teachersteachsomegrammarrules,andthenstudentsreciteandpracticethem.Itishelpfultosomeprimarylevelstudents,butthisactivityisdirectedbyteachers,andstudentshavenoenoughopportunitiestopracticeoruseEnglish.Thisactivitycannotstimulatestudents’interestandmotivationoflearninggrammar.Bothteachersandstudentsareunderhighpressure.Somestudents,therefore,loseinterestinlearning.Inrecentyears,task-basedapproachhasbeenwidelyusedinEnglishteachingandlearning.Itprovidesthecompetenceofbeingabletospeakandwritebyfinishingtasks.Thesetasksaredesignedinordertohelpstudentsinauthenticlanguagetoachievethepurposeofmeaningfulcommunication.TBAputstasksatthecenterofteacher"smethodologicalfocus.TBAisanintegratedapproachtolanguageteachingthatorganizesclassroomactivitiesaroundthetasksthatlanguageusersengageintherealworld.Form-basedandmeaning-basedneednotbeinoppositiontoeachother,butcanoperatesynergistically.Subsequentresearchessuggestthatfocusonformismoreeffectivewhenitisrelatedtomeaningcommunication.(Skehan,2002:223-227).Thetask-basedapproachisstudents-centeredclass,anditcanhelpstudentstoformasenseofaccomplishmentandbuildupconfidencebyfinishingtasks.ItenlargesbothinputandoutputoftheEnglishlanguagewhichsupplytheEnglishlearnerswithopportunitiestouseEnglishcomprehensively(Gone&Luo,2003).Mostimportantofall,itcreatesmorefavorableconditionsunderwhichlearnersdeveloptheirabilitybyusingthelanguage(Rubdy,1998)1.3StructureoftheresearchThisthesisconsistsofthreeparts,whicharetheintroduction,themainpartandtheconclusion.Themainpartconsistsofthreechapters.Chapter2isliteraturereview.Chapter3istheapplicationoftask-basedapproachtoEnglishgrammarteachinginseniorhighschoolandChapter4isthediscussionandanalysis.Introductionservesastheopeningpart.TheauthorpointsoutsomeproblemsthepresentgrammarteachinginChinahasandhowtoteachEnglishgrammareffectivelyinseniorhighschool.Atpresent,researchersabroad2 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolhavereachedamaturestage,whileinourcountry,thestudyofTBAisonlyattheinitialstage.SomeChineseresearchersbegantointroducetheTBApatternsfromabroad.Butinviewingthesituationasawhole,empiricalstudiesofitsapplicationarerarelyfoundinthefieldofgrammarteaching,especiallyinseniorhighschoolinChina.Inthisthesis,aresearchwasconductedinordertoprobeintothevalidityandfeasibilityoftask-basedteachingapproachingrammarteachinginseniorhighschool.InChapterTwo,theliteraturereviewconcentratesonsometheoriesandempiricalstudiesrelatedtothepresentresearch.ChapterThree,theapplicationoftask-basedapproachtoEnglishgrammarteachinginseniorhighschool.Itisthefocusofthepresentthesis.Inthelastchapterconclusion,theauthorsummarizesthestudyofTBAconductedinthepreviouschaptersandassertsthattheTBAisscientific,practicalandefficientandtheapplicationofTBAwillbeacceptedbymoreandmoreEnglishteachersinseniorhighschool.3 M.E.dThesisofBohaiUniversityChapterTwoLiteratureReviewThischapterwillreviewrelevantliteratureaboutgrammarandgrammarteaching,includingthedefinitionofgrammar,theapproachesandsignificancesofgrammarteaching.Nextarethetheoriesrelatedtotaskandtask-basedapproach,includingthedefinitionandfeaturesoftask,definitionandtheoreticalfoundationsoftask-basedapproach.Finallyistheapplicationoftask-basedapproachingrammarteaching,includingthetasksappliedinlistening,speaking,readingandwriting.2.1GrammarandgrammarteachingForalmosteverylearnerandEnglishteacher,grammarisnotasystematicterm.Linguistsandresearchersconcludedthatgrammarisasignificantandindispensablepartoflanguage.Withoutgrammarrules,languagewillbechaoticandunsystematic.Therefore,grammarteachinghasalwaysbeenacentralpartofEnglishteaching.2.1.1DefinitionofgrammarTheword"grammar"isfromtheGreekword"grammatike",soinitsmostoriginalsense,grammardenotesthemostbasicelementsoflanguage,usingasaframeofreference---theeightcategoriesofpartofspeechtakenfromworkonLatin:nouns,verbs,participates,articles,pronouns,adverbsandconjunctions.Thisdefinitionofgrammarremainedunchangeduntilsomepowerfulnewtheorieswereformedintheearly20thcentury,whichbroughtanexplosiveexpansiontotheconceptofgrammar,extendingdynamicallyinalldimensions.Amongtheearliestandmostinfluentialnew"grammar"wasthe"structuralgrammar",bestrepresentedbyLeonardBloomfieldandZelligHarris,whichsoughttoanalyzelanguagethroughthreesystems:phonology,morphologyandsyntax(Freeman&Long,1991);"functionalgrammar",developedbytheBritishlinguistHalliday,whichexamsthemeetsthespeakers"communicativeneedsfromlanguage"Chomsky"s"universalgrammar",whichviewslanguageasagenerativeprocessthatexistsinnatelyinthehumanbrainintheformofsyntax(Hinkel&Fotos,2002).Fromthesethreemajorgrammars,numerousother"grammars"werederived,addingmoredimensionstotheunderstandingofthelanguage.Inthisthesis,whattheauthortalksaboutisjustthe4 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolteachingofgrammar.Grammar,asstillasomewhatambiguoustermtoday,hasbeendefinedindifferentwaysbydifferentlinguists.AccordingtoCobbert(1819:96),"Grammarteachesushowtomakeuseofwords,thatistosay,itteachesushowtomakeuseoftheminthepropermannertobeabletochoosethewordswhichoughttobeplaced.Wemustbeacquaintedwithcertainprinciplesandrules,andtheseprinciplesandrulesconstitutewhatiscalledgrammar"(quotedbyNunan,1999:96).Crystal(1980)givesthedefinitionofgrammaras"asystematicdescriptionofalanguage;thewaywords,andtheircomponentparts,combinetoformsentences".Richards,PlattandWeber(1985:99)considersitas"asystematicdescriptionofthestructureofalanguageandthewayinwhichlinguisticunitssuchaswordsandphrasesarecombinedtoproducesentencesinthelanguage"(quotedbyNunan,1999:99)Halliday(1985)seesitas"thestudyofhowsyntax(form),semantics(meaning),andpragmatics(use)worktogethertoenableindividualstocommunicatethroughlanguage."Harmer(1991)holdsthatthegrammarofalanguageisthedescriptionofthewaysinwhichwordscanchangetheirformsandbecombinedintosentencesinthatlanguage.Freeman(1993)seesgrammarasahigh-orderconceptwithinlinguistics,arguingthatithasthreeinterrelateddimensions:form,meaninganduse.Shealsoassertsthatgrammarshouldbeseenasaskilllikereadingandwritingratherthananareaofknowledge.H.D.Brown(1994:347)pointsout"Grammarisasystemofrulesgoverningtheconventionalarrangementandrelationshipofwordsinasentence.""BillGribbinclassifiesgrammarintothreeparts:Grammarl，Grammar2andGrammar3.Grammarlreferstotheunconsciousknowledgeoflanguage.Hebelievesthatwhetheryouareeducatedyouknowthelanguage,otherwise,youcannotuseit;Grammar2referstotheconsciousknowledgeofthelanguage,involvingconcepts,terms,andtheanalyzingskillsoftalkingaboutthelanguage;Grammar3isaboutrulesandusageoflanguage.Inteachingpractice,grammarteachingshouldnotonlyfocusongrammar2.Asweknow,onthebasisofcognitivetheory,Grammar2teachingindeedfacilitatestheformingofgrammarlandgrammar3byteachinggrammarindifferentoccasionsanddifferentstagesconstantly.2.1.2ApproachofgrammarteachingthThegrammar-TranslationMethodemergedin16century,andithasbeendominatedEnglishgrammarteachingforcenturies,evennowitstillhasaverygreatinfluenceonEnglishgrammarteaching.Withitspopularityandeffectonforeignlanguageteaching,itwasalsocalled“classicalmethod”or“traditionalmethod”duetoitslonghistoryin5 M.E.dThesisofBohaiUniversitylanguageteaching(Shu,2005;101).Grammar-Translationis"awayofstudyingalanguagethatapproachesthelanguagefirstthroughdetailedanalysisofitsgrammarrules,followedbyapplicationofthisknowledgetothetaskoftranslatingsentencesandtextsintooroutofthetargetlanguage"(RichardsandRogers,2000:3).ThefinalgoaloflanguageteachingistoimprovethecompetenceofexpressingandcommunicatingEnglishfluentlyandreadingEnglishliteraryworkswithoutdifficulty.Itmainlyconcentratesonreadingandwriting,whilelittleornoattentionispaidtospeakingandlistening.Theteacheristheabsoluteauthorityoftheclassroom,andstudentsjustlistenanddowhattheteachersaysandteachesthem.Inthismethod,theexplicitknowledgeandrulesofgrammarareexplainedinthemotherlanguage,anditisashortcuttolearninggrammarknowledgeforsomepeople,especiallyforthoseprimarylevelstudents.Butthedisadvantageisobvious.Thismethodoveremphasizesgrammarrules,andtranslationisthemainmethodtouselanguage,soitlimitstheabilityofstudentstouselanguagetothcommunicateandinteractwithothers.Inthelate19century,lotsofpeopledidnotagreewiththismethod,andlookedforamoreeffectivemethodtotaketheplaceofitandthentherecametheDirectMethod.TheDirectMethod,asitsnamemeans,suggests,isspontaneousanddirectuseoftargetlanguageintheclassroom,sothemothertonguetranslationofstudentslanguageisnotencouraged.Learnerswouldthenbeabletoinducerulesofgrammar.Inthismethod,thestudents’mainjobinclassistolistentotheteachercarefully,speakasmuchaspossibleuntiltheyarefreefromthemotherlanguageinterference.Theteacher’smainjobistosendoutdirections,organizeoralcommunicationpracticeandcorrectlearners’mistakesallthetime.Thismethodprovidesstudentswiththeopportunitytofostertheircommunicativeabilityinthetargetlanguage.Thesameasthegrammartranslationmethod,itsweaknessisalsoobvious.Sinceitabandonsthefirstlanguageinthetargetlanguageteaching,itishardforteacherstoexpressmeaning,especiallywhenteachingcomplicatedandabstractconcepts,studentsmaynotunderstandwhattheteachermeans.Besides,itneglectslearners’skillsofreadingandwriting.3PsteachingmethodwasputforwardwiththedevelopmentofEnglishteachingreform.Itistheabbreviationofpresentation,practiceandproduction.ThisteachingmethodisverypopularandwidelyusedinEnglishgrammarteachingclasseventoday.Withthisteachingmethod,theteacherexplainsandpresentsthewordsandgrammarrulesandthenstudentspracticeinwrittenorspokenEnglish.Intheend,studentsusethewordsandrulestoproducesimilarsentences.Studentsmaymastertheknowledgequicklybyrotelearning,buttheclassiscontrolledandcenteredbytheteacher.Theonlywaytoseeif6 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolstudentsmasterthegrammarknowledgeornotistotestwhethertheycanimitatethelanguageatthepresentationstage.Theuseoflanguageisonlyrepetitionandimitationtosomeextent.Andthegrammarpointsareselectedsoarbitrarilythattheycannotsatisfythelearningneedsofdifferentlevelsoflearners.Therefore,itiscriticizedfortheabovereasons,andthencamethecommunicativelanguageteaching.Communicativelanguageteaching(CLT)startedfromthetheoryoflanguageisusedascommunication.Thisteachingapproachmainlystressesthatthepurposeoflanguageteachingistomakethestudentshavethesenseoflearningisnotonlytoknowtheknowledgeoflanguageitself,butalsotheknowledgeabouthowtouselanguagesuitablywhencommunicatingwithotherpeople,anditalsoadvocatesthecommunicativecompetence.Communicativecompetenceisthecentralpartofcommunicativelanguageteaching.Hymes(2000)advocatesthatthegoaloflanguageteachingistodevelopthecommunicativecompetence,theabilitynotonlytousegrammarrulesofalanguageinordertoproducegrammaticallycorrectsentences(linguisticcompetence)butalsotoknowwhenandwheretousethesesentencesandtowhomforrealcommunicationappropriately.SwainandCanal(1980,citedbyJiang,2006:49)developedcommunicativecompetenceintoabroadersense,includinggrammaticalcompetence,discoursecompetence,sociolinguisticcompetenceandstrategiccompetence.Studentsuseauthenticmaterialsthatalmosteverythingintheclasscanbediscussedasatopictocommunicatewitheachotherinclass.Thismethodfocusesonthemeaningofthesentenceratherthantheaccuracy,someteachersevenignoregrammarteachingcompletely.Task-basedlanguageteachingwasfirstcarriedoutbytheIndianlinguistPrabhuinthe1980s,whichcanbeconsideredasthefurtherdevelopmentofcommunicativelanguageteaching.ThismethodmainlyfocusesontheprocessofaccomplishingameaningfultaskdesignedbytheteacherintargetEnglishlanguage,itmeansthat“learningbydoing”(Prabhu,1987).Thisformoftaskemphasizesontheoutcomeratherthanonthelanguageformsaccuracy.Thismethodputsmoreattentiononcommunicativetasks,whichhelpsstudentstousethetargetlanguagewithclearaimforautonomousinteractionsandauthenticlifecommunicationbetweenstudentsandbetweenteacherandstudents.Thisteachingmethodisstudent-centeredanditfocusesonrealcommunication.Studentsarefreetochoosewhatvocabularyandgrammarrulestheyarewillingtousetocompletethetasksratherthanthegrammarknowledgethatarelearnedintheclass.Therearethreeproceduresintask-basedlanguageteaching,theyarepre-task,task-cycleandpost-task.Besides,thetasksshouldbedesignedfamiliarbutnottoodifficulttothestudentsindailylife,andthenstudentsarewillingtofinishthetaskswhichbringthemmoremotivationand7 M.E.dThesisofBohaiUniversityconfidenceintheirlearning.AccordingtoWillis(1996),thegrammaritemsarepresentedinthelanguagefocusstagewhichhelpsstudentstoexplorelanguage,toraisetheconsciousnessoflanguage,andtonoticenewthings.2.1.3SignificanceofgrammarteachingTheargumentontheeffectivegrammarteachingandthevalueofgrammarinforeignlanguageteachinghasbeengoingonformanyyears.Theimportanceofgrammarteachingisneverdeniedinspiteofmanydifferentviewsonthesignificanceofgrammarinlanguageteaching.Firstofall,EnglishgrammarteachingisaveryimportantpartinEnglishteaching.Grammarteachingcanhelpstudentstocultivatelinguisticcompetence.Communicationwillneverhappenifthereisnolinguisticcompetence.Whatismore,CanalandSwaindevelopedafurthermeaningforcommunicativecompetence,includinggrammaticalcompetence,discoursecompetence,sociolinguisticcompetenceandstrategiccompetence.AndtheNewEnglishCurriculumStandardfortheSeniorHighSchool(2003)claimsthatseniorhighschoolstudentsshouldlearnandmasterthebasiclanguageknowledgeincludingpronunciation,vocabulary,grammar,functionandtopic.Besides,grammarisanessentialresourceinusinglanguageincommunication,andknowledgeofEnglishgrammarhelpsstudentstoavoidgrammaticalmistakesandtoimprovetheircommunicativecompetence.What’smore,quitemanyresearchersfindthatitisdifficulttobesureofaccuracyonlythroughcommunication,soitisnecessarytohavegrammarteaching.Secondly,therearenospecialteachingmaterialsforthelearningandacquisitionofforeignlanguage,soweoughttoexaminetheaccuracyoflanguage.Thatisthestandardsandrules,inotherwords,grammar.Onlywhenthestudentsmastergrammar,willtheyknowhowthenativespeakersusewordstomakesentencesinsayingsomethingbeforetheyexpresstheirthoughtsandideas.Thirdly,welearnalanguageinordertouseit.Grammarknowledgeistheumbrellaoftheindependentandlooselanguagesystem(Swan,1985).Grammaristhefoundationofusingalanguage.Itisnotthemeaningofthecompetenceofusinglanguage,butlackofgrammarmaylimittheuseoflanguage.HinkelandFotos(2002:9)mentionedthatgrammarteaching“canenhancelearnerproficiencyandaccuracyandfacilitatetheinternalizationofitssyntacticsystem."Last,withoutgrammar,languagewillbedisordered,meaningcannotbeconveyed8 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolfluentlyandcorrectly,andlanguagecannotbewellstructured.AccordingtoWillis(1996),acertainamountofform-focusedpracticesandintegratedwithanalysisactivitiesintasksmayhelpstudentsmemorizeusefulphrasesandcommonpatterns,andalsogivethemconfidencetotryoutnewcombinationandgeneratesomeoftheirown.Thelackofgrammarknowledgewilllimitthecommunicativecompetenceandconstrainlinguisticcreativity.Inconclusion,grammarisnotthefinalpurposeofEnglishlearning,butthereisnodoubtthatitisaveryimportantpartoflanguagelearning.Asstatedabove,thesignificanceofteachinggrammarisobvious.2.2Taskandtask-basedapproach2.2.1DefinitionoftaskItisundoubtedlythattaskisthecentralconceptinTask-basedApproach.Asisknown,therearemanyresearchesanddiscussionsaboutTask-basedApproachabroadandathome,butthereisstillnotanauthoritativedefinitionoftaskuntilnowbecausedifferentresearchersandlinguistsdefinethewordtaskfromdifferentviews.Belowaresomeinfluentialdefinitionsoftask:WeberandPlatt(1985:298)pointoutthattaskisakindofactivityoractionbasedondealingwithorunderstandingofthelanguage.Activitiesandactionsstudentsdointheclassroomsuchaslisteningtoadialogue,readingapassage,writingacompositionandfillingintheblanksandsoonallcanbeconsideredastasks.Therefore,theactivitiesintheclassroomcanbecalledtasks.LongisaveryfamouslinguistthatdoesresearchonTask-basedApproachinearlyyears.He(1985,citedbyCheng,2004:27)thinkstasksarethethingswedoforourselvesorforotherpeople.Wedothesethingsfreelyortomakemoney.Inotherwords,tasksareallkindsofthingswedoindailylife,atworkplaceorduringentertainmenttime.Thesetaskscanbecompletedverballyornonverbally.Accordingtohisview,buyingabook,havinganexamination,choosingtherightanswerandsoonallcanbeconsideredastasks.Prabhu(1987:17)definestaskinhisfamousworkSecondLanguagePedagogyasfollows:Taskisakindofactivitywhichrequireslearnerstogetsomeconclusionorresultsbythinkingandemployingthegiveninformation.Wecanconcludethattaskisanactivitywithanoutcomebythinkingwhichisdifferentfromform-focusedexercise.Obviously,thinkingandoutcomearethekeysofthedefinition.9 M.E.dThesisofBohaiUniversityBreen(1987:23)describestasksintermsofclassroomteaching.InBreen’sview,taskisanorganizedlanguagelearningprocessincludingclearteachingprocess,particulargoals,propercontentandtheresultofcompetingtasks.Besides,heindicatesthattasksshouldalsobecommunicativepractice,suchaspairworkorgroupworkorthewholeclasswork.Willis(1996,23)definesthattasksaretheactivitiesinwhichlearnersusethetargetlanguagetocompletesomethingforthepurposeofcommunication.Inhisview,hefocusesonusingthetargetlanguagetocometoaconclusionandachievethegoalofcommunication.Nunan(2000,34)pointsoutthatcommunicativetasksareallkindsoflearningactivitiestakingplaceintheclassroom,whichincludelearners’comprehension,dealingwith,understanding,communicatingorproducingintargetlanguage.Whendoingtheselearningactivities,meaningshouldbepaidmoreattentiontothanforms.AccordingtoNunan,heemphasizesonprinciplemeaningexpression,butthelinguisticformisnotneglectedatall.Ellis(2003:16)givesthedefinitionoftaskas“activitiesthatallforprimarymeaning-focusedlanguageuse”.Thisdefinitiongivestaskaborderconceptwhichiseasytounderstand.Allthemeaning-focusedlanguageappliedinactivitiesisconsideredtobetasks.Fromthediscussionsabove,wecanfindthatalthoughthedefinitionsaredifferentfromeachother,theystillhavesomethingincommon.Thatis,tasksshouldbeameaning-focusedactivityinauthenticlifeinwhichlearnersparticipatetosolveproblemsbyusingtargetlanguage.2.2.2FeaturesoftaskThefeaturesoftasksaresummarizedfromdifferentdefinitionsoftasks.Thatistosay,noteverytaskhasthesefeaturesatthesametime.Candlinthinksthatawell-designedtaskshouldbeasfollows:1.Attractstudents’attentiontomeaning,purposeandtheprocessofdiscussing.2.Encouragestudentstopaymoreattentiontotherelatedcontent.3.Setlearninggoalsaccordingtothecommunicativeneedsoflearners.4.Allowflexibleandvariousapproachestotheproblems,whichmeansdifferentways,suchasmedia,participationmethods,proceduresandsoon.5.Allowlearnerstosolveproblemsindifferentwaysaccordingtotheirskillsandstrategies.10 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchool6.Encouragelearnerstoparticipateinandexpresstheirattitudesandemotions.7.Bechallengingbutwithinstudents’abilityrange,andalsoencouragelearnerstohavethespiritofadventure.8.Demandalllearnerstotakeanactivepartinanddotheirbestinknowledge,skillsandotheraspects.9.Besureofwhataretheproblemsthatstudentsneedtosolve,andalsotomakesurethattheprocessisstudent-centeredandtheteacherplaystheroleofinstructor.10.Encouragelearnerstousetargetlanguageduringtheprocessofcompletingtasks.11.Allowlearnersandteacherstoevaluatethetasksandcompletedegreesoftasks.12.Behelpfultocultivatetheabilityoflearnerstopredicttheresultorconsequenceofthetasks.13.Providetheopportunityofmeta-cognitiveandmeta-communicativeactivities.14.Providethechancetopracticelanguage.15.Encouragelearnerstoexchangeinformationandhelpeachotherintheprocessofcompletingtasks.16.Cultivatetheabilityoflearnerstorecognizeandsolveproblems.17.Beabletoprovidelearnerswithmonitorandfeedback.18.Encouragelearnerstothinkaboutthecontentandprocessoflanguagelearningfromtheaspectofanalyzingandcriticizing.19.Besureoftheeffectivenessofactivities.20.Encouragelearnerstoreviewlearningprocess,enhancetheunderstandingoflearningprocess.Itisimpossiblethateverytaskpossessesallthesefeatures.Differentresearchersdefinetaskfromdifferentviews,sothefeaturesarealsovarious.Inconclusion,tasksshouldhavethefeaturesthatmostresearchersagreewith:Taskisanobjectiveactivityinwhichlearnerswanttodosomethingtocommunicatewitheachother;taskhassomethingincommonwiththecommunicationinreallife;task-basedactivitymainlyfocusesonthemeaningoflanguage;taskmayincludelistening,speaking,readingandwriting;taskisacompetingprocessofcommunicativeactivity,andthereisoftenaresult.Inconclusion,taskisalanguagelearningmannerwhichissimilartothatinlife.Taskusuallyhasaspecificgoal.Learnerswillgetaresultorproductionwhencompletingatask.Inaddition,duringtheprocessofcompletingatask,learnersshouldpayattentiontohowtosolveproblems,butnotwhatlinguisticformtouse.Learningisafteralllearning.Taskinlanguagelearningisnotequaltotheauthenticlanguageactivities.11 M.E.dThesisofBohaiUniversity2.2.3Definitionoftask-basedapproachTask-basedteachingapproach,alsocalledtask-basedlearning,whichwasputforwardinthe1980s,derivesitsideafromtheprocesssyllabus.Itcanberegardedasoneparticularapproachtoimplementthebroader"communicativeapproach".Itisateachingmethodthatputstasksatthecenterofthemethodologicalfocus.Itconsidersthelearningprocessasasetofcommunicativetasksthataredirectlylinkedtothecurriculargoals.Itemphasizes"learningbydong".Theaimoftask-basedlearningistomakelanguageclassroomapproximatetothetargetlanguageenvironment,developstudents"abilitytocommunicate,andcommunicationtakesplacebyusingthegrammaticalsystem.Nunan(1999:24)definestask-basedlanguageteaching(TBLT)asfollows:"Task-basedlanguageteachingisanapproachtothedesignoflanguagecourseinwhichthepointofdepartureisnotanorderedlistoflinguisticitems,butacollectionoftasks".Tasksprovidethebasisforanentirelanguagecurriculum.TBLTprovideslearnerswithopportunitiestoexperimentwithandexplorebothspokenandwrittenlanguagethroughtasksdesignedtoengagelearnersinauthentic,practicalandfunctionaluseoflanguageformeaningfulpurpose.AboutthefeaturesofTBLT,Nunan(1991:279)givesasummaryasthefollowing:(1)Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage;(2)Theintroductionofauthentictextsintothelearningsituation;(3)Theprovisionofopportunitiesforlearnerstofocuson,notonlyonlanguage,butalsoonthelearningprocessitself;(4)Anenhancementofthelearners"ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.(5)Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.2.2.4Theoreticalfoundationoftask-basedapproachEachlanguageteachingapproachisbasedoncertaintheories,includingthetask-basedteachingapproach.ThediscussionthatfollowsabouttheTBAtheoreticalfoundationswillgiveustheanswerwhytasksmakeagreatcontributiontogrammarteaching.Socialconstructivelearningtheory12 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolWilliams&Burden(1997)claimthatlearnersmaketheirownpersonalsenseoflearningtasks,theirenvironment,theteacherandtheactualprocessoflearning.Thelearningoccursthroughsocialinteractionswithinasocialenvironment.Socialconstructivelearningtheoryholdstheviewthatlearnersconstructtheirownknowledgeandunderstanding.Thistheoryisformedintheprocessofinteractionandcommunicationinasocialenvironment.Therearefourimportantelementsinthiskindoflearning:teacher,students,taskandenvironment.Andthemostimportantisteacherandstudents.TBAaimstogivelearnersanaturalcontextforlanguageuse.Oncelearnerswanttocompleteatask,theyhaveenoughchancestointeractwithothers.Aslearnershavetoexpresstheirownmeaningandworktounderstandeachother,sosuchinteractionisthoughttofacilitatelanguageacquisition.Therefore,theyhavetoseekclassificationandchecktoseeiftheyhavecomprehendedcorrectly.Inordertointeractwithothers,theyusuallyhavetolistentothelanguagethatmaybebeyondtheirability,butwhichmayberelatedtotheirtargetlanguageforuselater.AsCandlingandMurphy(1987:1)note"thecentralpurposeweareconcernedwithislanguagelearning,andtaskpresentsthisintheformofaproblem-solvingnegotiationbetweenknowledgethatthelearnerholdsandnewknowledge.""Pedagogicalbasis:activity-basedapproachActivity-basedapproachisaninnovativeteachingmodeinwhichstudentsarethecenteroftheteaching.Itencouragesstudentstoexploreandparticipateintheprocessoflearning,aimingatthefulldevelopmentofstudents(Wei,2004:56).Activityisrelatedtothepositiveandgoal-centeredlanguageapplicationinwhichstudentsshouldusetheirlearnedknowledgetomeettheneedofspecificcommunicativecontext.ProfessorWang(1999),aninitiatorof"dualactivitiesapproach",holdsthatthenatureofteachingiscommunicationbetweenteacherandstudentswhoconsistofthemainbodyofteachingwiththeequalandcooperativerelationship.Intheprocessofteachingandlearning,studentsparticipateintheactivitytoreconstructtheirknowledge,andtheteacherdesignsandorganizestheactivity,makesstudentsinvolved,andfacilitatesstudents’inputandoutputofinformation.Intask-basedgrammarteaching,taskistheactivitywhichiscompletedbyusinglanguage.Inordertocompletethetask,learnersparticipateinthegoal-orientedmeaningfulactivitiesinwhichtheycanexperienceandusethetargetlanguage.Thisisthemosteffectivewayoflearningaforeignlanguage.Besides,thetasksarefromthedailylifeofthelearners,sotheyhavetheinterestandmotivationtotakepartinitKrashen"scomprehensibleinputtheory13 M.E.dThesisofBohaiUniversityKrashenexpressestheviewthatasecondlanguagelearnercouldacquirethesecondlanguageauthenticallythroughcontactingwithcomprehensibleinputalone.Similarcontroversyhasbeenclaimedthatlearners’subconscioussystemofacquiredknowledgeexcludeslearnedknowledge.AccordingtoKrashen(1985),teachersshouldtrytoprovidemassiveamountsofexposuretoauthenticlanguageintheclassroom.UndertheinfluenceofKrashen,thecommunicativeclassroomemphasizingtheprimacyofmeaninghasbeenaccusedofnegotiatinglinguisticform.Someoftheproblemsinvolvedinthecommunicative,meaning-orientatedclassroomareidentified.Learnersinimmersionclassroomsareswampedbycomprehensiveinputandyettheselearnersstillshowdeficienciesingrammaticalcompetence.Theaimoftask-basedapproachistoraiselinguisticconsciousnessduringcommunicativeclassroom,whichisbasedontheconclusionsthatlearnersmakeaboutthetargetlanguagegrammaticalstructure.Task-basedapproachoffersameansofreconcilingthecontroversyofform/meaningandaccuracy/fluencyinthemoderncommunicativeclassroom.InteractiveHypothesisInteractivehypothesiswasputforwardbylLong(1985).Accordingtothetheory,intheprocessofcompletingatask,learnersneedtocommunicatewitheachotherandexchangeinformation.Whentheysendandreceiveinformation,theyshouldpayattentiontowhatotherswanttoexpressandexpressthemselvesaccuratelyandappropriately.Inthecommunicationprocess,peoplemayinquireandqueryeachotherandexplaintheirideas,somorecomprehensibleinputandoutputaretriggered.Thisprocessisalsocalledmeaningnegotiation.Whenpeoplenegotiatemeaning,theywillnoticeboththemeaningandform.CrookesandGass(1993)thinkthatthebestwaytolearnlanguageisinteractionandcommunication.Throughmeaningnegotiation,learnersadjustandmodifytheiroutputtomakeitapproximatethecorrectlanguageform.Besides,throughinteractionandcommunication,themodifiedinputandoutputcanbeabsorbedbylearnerstodeveloptheirlanguagesystems.Intask-basedgrammarteaching,theteacherdesignsdifferenttasks.Inordertocompletethetasks,studentsmustcooperate,interactandcommunicatewitheachother,andmeaningnegotiationisunavoidablewhichhelpsstudentsusethetargetlanguageandpayattentiontothelanguageformandmeaning.RationalefromconditionsforlanguagelearningWillis(2000)discussedtheconditionsforlanguagelearningprovidedbyTBA.Learnersgetexposuretolanguagedataatthepre-taskstage,andachancetorecallthingstheyknow.Thetaskcyclegivesthemspeakingandwritingexposurewithopportunitiesfor14 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolstudentstolearnfromeachother.Motivationisprovidedwhenachievingthegoalsofthetaskandthereportonit.Thisisashort-termmotivationandsuccessindoingthiscanstimulatelong-termmotivation.Motivationtolistentofluentspeakersdoingthetaskisstrongtoo,becauseinclasspresentation,learnerswillnoticegapsintheirownlanguage,andwilllistencarefullytohearhowfluentspeakersexpressthemselves.Afocusonformisbeneficialintwophrasesintheframework.Theplanningstagebetweendoingthetaskprivatelyandthepublicreportpromotescloseattentiontolanguageform.Aslearnersstriveforaccuracy,theytrytoorganizetheirreportsclearlyandcheckwordsandpatternstheyarenotsureof.Inthefinalstage,languageanalysisactivitiesalsoprovideafocusonformthroughconsciousness-raisingprocesses.Learnersnoticeandreflectonlanguagefeatures,recyclethetasklanguage,gobackoverthetextorrecordingandinvestigatenewitems,andpracticeusingusefulphrases.2.2.5Principlesoftask-basedapproachWills(1996)putforwardfiveprinciplesoftask-basedteaching:1)Providevaluableandauthenticlanguagematerials;2)Theuseoflanguage;3)Thedesignedtasksshouldbeabletoinspirestudentstouselanguage;4)Payattentiontolanguageformprominent.5)Appropriatefocusoncertainlinguisticforms;Indesigning,writingorapplyinglearningtasks,considerationmustbegiventothefollowingquestions:Whatarethelearners"learningneedsandabilitiesandinterest?IsthereagoodcoverageandagoodbalanceoftheLearningTargetsandObjectives?Howmanypartsdoesthetaskconsistof?Isthetaskpracticableandsuitableforthelearners?Howwideistherangeofinterrelatedelementsinvolvedinthetask,e.g.linkageamongdifferentpartsandintegrationofthefourlanguageskills?Howcomplexisthelanguagerequiredforthetask?Isthetaskopen-endedorclose-ended?SeniorHighschoolEnglishgrammarteachingtasksmayfollowthesedesignprinciplesaccordingtothecharactersoftheSeniorHighstudents:Cooperationprinciple15 M.E.dThesisofBohaiUniversityCooperativelearningreferstothepromotionofstudentsstudyingatdifferentstylesanddifferentlearningextents,tomakeupgroupstosolvetheproblemsandaccomplishthestudytasks.Forexample,whenstudentsstudytheprinciplesandrulesofexclamatorysentences,theycanonlyusesimplesentencesratherthanexclamatorysentences,butthemembersinthegroupmayhelptoremindeachothertomakethesentencestheymadetosatisfytherequirementsofexclamatorysentences.Therefore,thelearnerscannotonlyreachthepurposeoflearningandpracticinggrammar,butalsoexchangeideaswitheachother,whichcanhelpbothcultivatetheabilityofcooperationandpromotethecompletionoftasks.Duringtheprocess,theycanhaveasenseofachievementwhichcanenhancetheirautonomouslearningability.LadderprincipleGrammarcannotbeacquiredandachievedonlythroughsimplepractice.Grammarisalong-termprocesswhichrequiresamulti-factsuseofgrammar.Inotherwords,grammarisanalternatingprocessoflearningandacquiring.Thus,thetasksdesignedingrammarteachingshouldbefrombeingeasytodifficult,simpletocomplex.It"salayerofdepthandtasktransitionfromjuniortoseniorandthenadvancestocovertheprimarytaskcycle,showingstep-by-stepprogressivelayers.Theteachercancontrolandmonitoraroundtheclassroom,andoffershelpwheneverstudentshaveproblemsandencouragethemnottobeafraidofmakingmistakes.Thengrouprepresentativesreportontheirtopictothewholeclass.Intheend,theteacherandstudentssummarizethegrammarrulestogether.Besides,theteacherhadbettergiveanevaluationtostudents’performance.Theteachersshouldguidethestudentswithappropriateandtimelyconsolidationofthenewgrammarandletthestudentswritetheirownsmallessays,formingabilityoftheknowledgemigration.(Song,2003)SituationalprincipleGrammarcomesfrompracticeand,inturn,guidesourpractice.Whendesigningtasks,teachersshouldtakestudents’interestandpracticalexperienceintoconsiderationasmuchaspossible,inordertobuildupanauthenticlanguagecognitiveenvironment.Taketeaching“futuretense”asanexample.Beforeclasstheteacherrequiresthestudentstoworkingroupstoselectinformationabouttheirdreams.Duringclass,therepresentativesofeachgroupreporttothewholeclassabouttheinformationtheycollected,andthentheteacherasksthestudentsaquestion“Whatdoyouwanttobeinthefuture?”Inordertomakethestudentshaveabetterunderstandingoffuturetense,theteacherinvolvesthelearnersintoanauthenticsituation,andthenstudentshavesomethingtosayaboutfuturetense.Situationtaskcanhelpstimulatestudents’interestandenthusiasmtotakeanactive16 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolpartintheclassroomactivities.Besides,itprovidesabroaderknowledgeofgrammarapplicationinreallifetoimprovegrammarlearningability.InterestprincipleLearningisanactivityinwhichoneisinterestedinstudyandseekstoexploretheworldandmakescontinuouseffortstoexplorethetruthwiththeemotionalcolor.Grammarteachingmusttrytostimulatestudents’learninginterest.Itwouldbeinefficientandtime-consumingifgrammarteachingisjustforgrammarteaching.Wemaytakethepassivevoiceasanexample.Theteachermayaskthestudentstousepassivevoicetomakesentencesoftheirfeelingafterseeingamovie.Forexample,thisfilmisdirectedbyxx.Theman’spursewasstolenbyanoldman.Thehospitalinwhichthewomanlivedwasbuiltin1970,etc.Thegroupwhomakesthemostandrightpassivevoicesentenceswillwin.Competitionhasstimulatedtheenthusiasmandmotivationofstudentstoparticipateingrammarlearning,sothattheprocesshasbecomeagrammarlearningpractice.2.2.6Featuresoftask-basedapproachingrammarteachingWillisconcludedfourbasicconditionsoflanguagelearning:1)numerousandauthenticlanguageinput;2)thechancestouselanguage;3)themotivationtouselanguage;4)theteachingconditions,inotherwords,thechancestonoticetheformoflanguage.Theaimoftask-basedteachingapproachistogetthestateofwhatlanguagethelearnersneed,thatisnumerouslanguageinputandoutput,theauthenticuseoflanguageandintrinsicmotivationoflearners.Skehanthinksthattask-basedapproachcanmakeformandmeaningcombinetogetherorganically.Itcannotonlyemphasizeonthestructureandformoflanguage,butalsoprovideopportunitiesforlearnerstocommunicateandinteractwithothers.Thefeaturesofapplyingtask-basedapproachingrammarteachingare:learnerslearngrammarrulesbyautomaticlearning;internalizegrammarknowledgewhenusingittomakeboringgrammarteachinganinterestinglearningprocess.Thecentralpartoftask-basedteachingapproachingrammarteachingisgrammar,sothedesignofataskshouldbebasedonit.Theinitiatorsoftask-basedlanguageteachingputforwardmanyspecificmodesofthisapproach,whichhavebeenwidelyimplementedinpractice.Inthispart,Willis"frameworkfortask-basedapproachwillbeintroduced.Willisproposesthreestagesoftask-basedteachingapproach:pre-task,taskcycleandlanguagefocus.Thesethreestagesprovideabundantlearningopportunitiestosatisfytheneedsofdifferenttypesoflearners.Thepre-taskphasecanalsobecalledwarming-upphaseorpresentationphase.Inthis17 M.E.dThesisofBohaiUniversityphase,theteacherfirstintroducesthetopictostudentsthroughsomeactivities.Thentheteachergivesabriefdescriptionoftaskrequirements.Atlast,theteacherprovidesstudentswithusefulwords,phrasesandgrammaritemsthatarerelatedtothetasks.Thepurposeoftheseactivitiesistocreatealearningatmosphere,consolidatestudents’learnedknowledgeandarousetheirlearninginterest.Therearethreestepsintask-cyclephase:task,planningandreport.Intaskprocess,studentsexpresstheirthoughtsinthelanguagethattheyhavelearnedandteachersprovidehelpwhenstudentshavedifficultieswithoutcorrectingmistakesoftheirlanguageform.Inplanningprocess,theteachergivesrequirementsoftheirreportsinadvance.Thenstudentsmakepreparationsforthepublicreport,eitherinwrittenorinspokenEnglish.Besides,propersupportoflanguageformcanbeprovidedbytheteachertoorganizetheirreports.Inthereportprocess,therepresentativeofeachgroupreportstothewholeclass,whileothergroupstudentscommentonthereports.Theteacheranalyzesandevaluatesthesereportsandalsopaysattentiontothelanguageaccuracyofstudents’reports.Inlanguagefocusphase,itincludestwosteps:analysisandpractice.Intheformerstep,theteachersetssomelanguage-focusedtasksbasedontextstheyhaveread,andstudentsdiscussandexaminespecificfeaturesofthetextTheaimofthisstepistocultivateanawarenessoflinguisticfeatures,toencouragestudentstoinvestigatelanguageandtotesttheirownthoughtsandguessesabouthowlanguageworks.Thepracticecanbeeitherduringorafteranalysis.Itcanincludechoralrepetition,playingchallengegames,sentencecompletingandteamworkwithnewwordsorphrasesandsoon.Task-basedteachingapproachcanprovideopportunitiesforcommunicationwhichhasbeensuggestedtopromoteacquisitionofgrammar.Intask-basedapproach,formalinstructionisintegratedwithcommunicativelanguageteachingthroughtheuseofgrammartaskdesignedtopromotecommunicationaboutgrammar.Manyresearcherssuggestthattask-basedinstructioncanexertapositiveeffectonforeignlanguagegrammarlearning.Skehanthinksthatiflanguageformisnotencouragedtofocuson,thelearnerscanonlymasterefficientstrategieswhichaimatthepurposeofcommunicationbutnotdevelopsynchronouslanguagesystem.Willisalsopointsoutthatalthoughrecentresearchessuggestthatthemotivationoflanguageacquisitionisthelanguagethatisused,whileinordertogetthebestlearningoutcome,languageformisalsotobepaidmoreattentionto.Thatistosay,fortask-basedteachingapproach,eitherobtaininglanguagemeaningormasteringlanguageformneedstobeemphasized.18 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchool2.3TheapplicationofTBAingrammarteachingActually,grammarteachinghasacloserelationshipwiththemicroskillsoflanguage,soitcannotbetaughtabsolutelyandseparately.Inordertoapplytask-basedteachingapproachingrammarteaching,wecandesignthetasksintolistening,speaking,readingandwritingactivities.Andthenwecantrytoachievethegoalofgrammarteachingthroughthetasks.2.3.1TasksappliedinlisteningListeningisanindispensablepartinEnglishlearningandteaching.Itisanactivitythatdemandsstudentsandtheteachertointeractandparticipatetogetherwiththehelpoflisteningmaterialsandotherassistantteachingtools.Teachersshouldpayattentiontothefollowingfactorswhendesigninglisteningtasks.Listeningactivitiesshouldarousethemotivationoflearners.Listeningtasksshouldbedesignedtoappealtostudents’interestandaims.Besides,teachershadbetterhaveanoverallofstudents’interests,goalsandtheabilitiestocompletethetasks.Duringthelisteningactivity,teachersshouldmakesurethatthetasksarereallifelanguageandcontexts,andonlyinthiswaycantheyhelpstudentsunderstandtheconnectionbetweenclassroomactivitiesandtheirlanguagegoals.Besides,theteachershouldcarefullyobservestudents’responsetothequestionsorspeechbecauseitcantellteachersifthestudentscomprehendthetasks.Infact,listeningisnotanindependentcomponentofEnglishlearning.Itisusuallycombinedwithspeakingorwriting.Listeningtaskscanbedesignedasatopicofdiscussionortellingastory.Studentscanlistentotheteacherorotherstudentsinclassandvideotapesorrecordedmaterialsoutofclass.2.3.2TasksappliedinspeakingSpeakingactivitiesarealsoakindoftechniquesforteachinggrammar.Itisaninteractiveskillinvolvingbothlisteningandspeaking.TheaimofteachingEnglishisnottodevelopAmericanorBritishaccentbuttohelpthemtoovercomewrongpronunciationandmothertongueinterference.Whendesigningspeakingactivities,suchprinciplesshouldbefollowed:Taskactivitiesshouldarousethemotivationoflearners.Tasksshouldbeneithertoo19 M.E.dThesisofBohaiUniversitydifficultnortooeasy,inordertoreachtheaimofarousingstudents’learninginterest,appealtotheirultimatelearninggoals,knowtheirknowledgeneeds,andjudgeiftheactivitiesbenefitthem.Thechancestopracticeoralcommunicationshouldbegiventostudents.Manyclassroomactivitiesstartwithaskingquestions,providinginformation,givingdirection,andstudentsspeakonlywhenaskedbytheteacher.Whileintask-basedteachingapproachclassroom,moreopportunitiescanbegiventopracticeoforalcommunicationorspokenEnglish.ThebesttechniqueforteachertohavemorechancestopracticeoralEnglishistoconductpairorgroupactivities.Thiscanmakestudentsmotivatedandhelpeachotherfrommakingmistakes.Whendesigningtaskactivities,theteachershouldconsidertheaimachievedbytheactivitiesfirst.Besides,theteachershouldbeverysympathetic,encouragingandpatient.He/sheshouldavoidunnecessarycorrectionsandinterruptionofthelearners’speakingwhentheymakemistakes.Themainuseofspokenlanguageistoencouragestudentstoexpresstheirthoughts,needsandfeelingstootherpeople.Grammarteachingappliedintask-basedapproachbordersthisusebythebeliefthatstudents’communicationandgrammarworkshouldbecombined.2.3.3TasksappliedinreadingReadingtaskisoneofthemostefficienttechniquestoteachgrammar.Readingskillsdependontheinteractionbetweenlinguisticknowledgeandtheknowledgeoftheworld.Generallyspeaking,readingcanbeclassifiedintoextensivereadingandintensivereading.Extensivereadingdemandsstudentstohaveageneralunderstandingofatext.Intensivereadingdemandsstudentstofocusonthelinguisticdetailsofatextandtoanalyzediscoursemakers,structuredetailsandgrammaticalformsforthepurposeofunderstandingimplication,rhetoricalrelationshipsandliteralmeaning.Readingisareceptiveskillandaprocessofsense,sightandsound.Itneedsthecooperationofbrainandeyestogethertounderstandwhatthewritermeans.Whendoingreadingcomprehension,theteachershouldaimatdevelopingstudents’readingskillsincludingwordrecognition,comprehensionofsentencesandparagraphs,theimprovementofspeed,summaryoftextandnotemaking.TherearethreestagesofreadingskillsofclassroomEnglishteaching.Theyarepre-readingstage,readingstageandpost-readingstageorfollow-upstage,sosuchprinciplesshouldbefollowedwhendesigningreadingactivities.20 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolInpre-readingstage,thetaskactivitiesshouldbemotivating.Studentsshouldbeclearaboutthepurposeofreading.Thematerialsshouldbefitfortheinterest,ageandneedsofthelearners.Inthisstage,theteachershouldmakethesubjectofatextrelatedtolearners’ownthoughts,needsandexperienceandthendiscussthetopicandaskquestionsconnectedtothethemeofthetext.Inreadingstage,theteachershouldselectashortpassage,explainandanalyzenewanddifficultwordswithexamples.Theteachershouldaskthelearnerstoreadsilentlywithinasuitablespeedrange.Besides,dictionaryandwordmeaningguessingareencouraged.Inpost-readingstage,somechallengequestionsshouldbeaskedtothelearners.Thelearnerscanbeaskedtoselecttopicsentencesofaparagraphoranswertrueorfalsequestionsoranswermultiplechoicequestionsorfillintheblankquestions.Besides,thetaskactivitiesshouldtrytousethetextswhichareinterestingandrelevanttotheirlivesandfocusonthegoalofstudentsinreadingEnglish.Thetaskactivitiesshouldusesimpletextsandauthenticlanguageinlife.Thetextsshouldbelexicallyandgrammaticallysimple.Inthisway,readingactivitiescangoonsuccessfullyandsmoothly.Andsomereadingtechniquessuchasbottom-upandtop-downshouldbetoldtostudents.2.3.4TasksappliedinwritingWritingactivityisalsooneofthemostusefultechniquestoteachgrammar.Throughtheseactivities,studentscanlearnnotonlyplentyofgrammarknowledgebutalsohowtoexpresstheirthoughtsappropriatelyandcorrectly.Writingisadifficultskillwhichneedssystematictraining.Infact,studentspaylittleattentiontogrammarinmaterialsorwhencommunicatingwithothers.Butinordertoexpressclearly,theyhavetofocusongrammaritems.Intask-basedteachingapproachclassroom,throughthewritingactivities,thestudentscangetmoreskillsfromeachother.Writingskillscanbedevelopedthroughclasswriting,groupwriting,individualwritingandcommunitywriting.Designingwritingtasksshouldinvolvethefollowingprinciples.Connectspeaking(reading)withwriting.Firstly,studentslearntowritebyreadingorobservingthewrittenwords.Andstudentscangetimportantimaginationaboutwhattheyshouldwritebyreadingrelevanttypesoftexts.Theteachersshouldteachthelearnerstohaveabriefstructureofthethemeandsubthemesofashortrequirementandtowritedowntheirthoughtsonpaper.Theteaching21 M.E.dThesisofBohaiUniversityskillsinvolvetheteachingofgrammar,sentencestructure,grammar,coherence,cohesionandtheorganizationofthecontentofapassage.Provideauthenticwritingsasmuchaspossible.Theteachercangivestudentstheopportunitytowritedownwhattheywanttoshareandexpress.Besides,thewritingactivitiesshouldbeasinteractiveaspossible.Writingisnotasolitaryactivity,andwritingskillscanbelearnedfromacommunityoflearners.Throughthiswritingactivity,thestudentscanpracticegrammaticalknowledgeveryfreely.Theteachercandesignotherwritingactivitiessuchasbrainstorming,freewritingandgroupcollaborationoraskthemtokeepanEnglishdiaryonceaweek.(Theteacherhadbettermakeanevaluationofstudents’writingaftereachactivity).2.4SummaryThischaptermainlyreviewsrelevantliteratureabouttask-basedapproach,grammarteachingandhowtoapplyTBAtogrammarteachingeffectively.Theresearchoftask-basedapproachinforeigncountriestracedbacktoaresearchconductedintheearly1980sbyPrahhu,anIndianlinguist.Later,manylinguistsdidresearchonthetask-basedapproach.Althoughtask-basedteachinghasdevelopedfortwentyyearsabroad,thetimeoftheresearchisnotverylongathome.Itbeganinthe1990sandwentthroughtheprocessofintroduction,practiceandpromotionofthetheory.Thepeoplewhowerefirstconcernedabouttask-basedteachingaresomeexpertsandscholarsinuniversitiesinChina.Theauthorfindsthattasksshouldbedesignedtobevariousandinteresting,andappealtolearners’requirements.Andgrammarcannotbetaughtabsolutelyandseparately.Thetwofindingsareveryimportantformyteachingexperiment.22 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolChapterThreeResearchMethodologyThischapterisconcernedwiththeresearchplanofthepresentstudy.Researchquestions,participantsofthestudy,instrumentsused,thespecificproceduresofdatacollectionandstatisticalprocessingarerespectivelypresentedanddiscussed.3.1ResearchquestionsTheNewEnglishCurriculumStandardfortheSeniorHighSchooladvocatestask-basedteachingapproachshouldbeappliedingrammarteaching,andthematerialsshouldbepublishedbasedonthetheoriesoftask-basedteachingapproach.InFakuSeniorHighSchool,thetraditional3psteachingapproachisstillverypopularinteachinggrammar.Thereisnodoubtthattheaccuracyofgrammaritemsisimproving,butstudentshavefewornochancestopracticeanduseEnglish,soastimepassesby,somestudentsgraduallyloseinterestandmotivationtolearnEnglish.Theauthorcarriedoutaseriesofexperimentsbasedonthetheoriesoftask-basedteachingapproachtoexploretheeffectivenessofitingrammarteachinginseniorhighschool.Theresearchattemptstoanswerthefollowingquestions:1.Comparedwiththe3Psteachingmethod,willTask-basedTeachingApproachhelpstudentslearngrammarknowledgemoreeffectively?2.CanTask-basedTeachingApproachstimulatestudents’motivationoflearninggrammar?3.CanTask-basedTeachingApproachhelppromotestudents’abilityofautonomousstudy?3.2ParticipantsThesubjectsinthisresearcharefromFakuSeniorHighSchool,LiaoningProvince.TheyareallstudentsinseniorGradeOneandtherearealtogether117studentsfromtwoclasses.Theexperimentiscarriedoutintwoclasses,ClassOneistheexperimentalclass(EC),andClassTwoisthecontrolledclass(cc).ECreceivestask-basedteachingapproachandreceives3Psteachingmethod.TheECconsistsof30boysand28girlswhiletheCCconsistsof29boysand30girls.23 M.E.dThesisofBohaiUniversityTheparticipantshavestudiedEnglishforthesameyears.Thet-testoftheirEnglishscoresintheirEnglishEntranceExaminationofSeniorHighSchoolin2013inLiaoningProvinceshowedlittledifferenceaccordingtotheirEnglishlevel(t=0.18,p=0.85>0.5).Theyallusethesametextbooksandworkbooks,andtheybothhavefiveEnglishclassesaweek.Table3-1PairedEnglishStandardontheEnglishEntranceExaminationclassnumberMeansSDEC5970.5314.33CC5870.0514.143.3InstrumentsTheinstrumentsusedinthisstudywereaquestionnaire,tests,aninterview,andaclassroomobservation.Pre-testandpost-testareincludedinthetesttocheckstudents’Englishlevelbeforeandaftertheexperiment.Aquestionnaireisgiventostudentstoanswersomequestionsaftertheteachingtreatment.Theclassroomobservationismainlyusedtoobservetheclassroomatmosphereandtheinteractionbetweenstudentsandtheteacher.Theinterviewisdonetoknowthesituationofteachers’teachinggrammarinECandCC.3.4Procedures3.4.1QuestionnaireThequestionnaireisdesignedtoknowstudents’viewoftask-basedteachingapproach.Itisusedaftertheexperimentanditconsistsof15questions.Question1istoknowwhichstudymethodstudentslikemostintheinputphaseoftask-basedteachingapproach.Question2istoknowstudents’targetgrammarsenseintheinputphase.Question3istoknowstudents’favoritetask-basedinputform.Questions4and5aretoknowwhetherstudentslikethedrillprocessofthetargetgrammar.Question6isaboutwhichlearningmethodstudentslikeindrillprocessoftask-basedteachingapproach.Question7istoknowtheapplicationdegreeoftargetgrammarindrillprocess.Question8istoknowwhichoutputformstudentslikemost.Question9istoknowtheapplicationdegreeof24 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchooltargetgrammarinoutputprocess.Question10isaboutwhichformofpracticestudentslikemostinconsolidationprocess.Question11istoknowtheapplicationdegreeoftargetgrammarinconsolidationprocess.Question12istoknowwhetherexerciseworkisimportantinconsolidationprocess.Question13istoknowwhichabilitywasimprovedbytask-basedteachingapproach.Question14istoknowifstudentsagreetolearnbytask-basedteachingapproach.Thelastquestionistoaskforsuggestionsontask-basedteachingapproach.3.4.2Pre-testofgrammarproficiencyAtthebeginningoftheexperiment,allstudentsinbothECandCCwereaskedtotakepartinthepre-testtocomparethegrammarcompetence.Theparticipantswererequiredtofinishthepaperin30minutes.Afterthetestwasfinished,relevantdatawerecollected,analyzedanddiscussed.3.4.3TrainingHonestlyspeaking,therearequitemanydifferencesbetweenthetraditional3Psteachingmethodandtask-basedteachingapproachwhenteaching.Inthisexperimentneitherofthetwoclasseshasnoconsciousnessofthepurposeoftheexperimentinadvance,especiallytheEC.Theauthorcarriedoutthestudyofpassivevoiceasanexampleintoclassactivities,sothereliabilityandthevaliditywereobtained.3.4.3.1TeachingintheexperimentalclassPassivevoiceisnotonlyanimportantbutalsoaverydifficultpartofEnglishgrammar,anditsstructuralfeaturesarequitedifferentfromthoseofChinese.Itisnoteasytolearnitwell,especiallytouseinspokenorwrittenEnglishcorrectlyandproperly.Sometimesstudentsarenotusedtousingcomplexsentenceswhenwritingacompositionorcommunicatingwithothers.Sotask-basedteachingapproachwillbeusedinthisexperimentinteachingpassivevoicetostudymoreeffectivelyandhelptopromotelearningmotivationandtheabilityofautonomouslearning.JaneWillis(1996)promotedthreestepsfortask-basedteachingapproachinaframeworkfortask-basedinstruction.1.Pre-task----teacherleadinginthetask2.Taskcycle:1)task----studentsimplementthetask;2)planning----eachgroupprepareforthereportabouthowtofinishthetask;25 M.E.dThesisofBohaiUniversity3)reporting----studentsreportthetaskfinished3.Post-task:1)analysis----studentsanalyzeothergroup"stask;2)practice----studentspracticelanguagepointsguidedbytheteacher.Thereisnodoubtthattaskdesigningistheessentialparttothesuccessoftask-basedteachingapproach.Soitisquiteanimportantanddifficultjobforseniorhighschoolteacherstodesigntasksforthecurrentmaterials.Ifthetasksaredesignedsuccessfully,itcanabsolutelymakeadifferencetotheEnglishgrammarteaching.Sotheteachershouldhaveaclearviewaboutwhatkindoftaskswillbeneededandhowdifficultthetasksshouldbeaccordingtodifferentlearnerswithdifferentlevels.Model1Thegrammarfocusishowtorecognizedifferenttensesofpassivevoice.Theteachingproceduresaredesignedasfollows:Pre-task:Studentsreadapassagequicklyandfindallthepassivevoices.Task-cycle:a)Individualactivity:dentsfindoutthedifferencesbetweendifferenttensesofpassivevoice.b)Groupactivity:Studentsshareideasanddiscovery.c)Classactivity:Teacherandstudentsreportandevaluatetheresultstogether.Post-task:a)Theteachersummarizesandintroducesmoreaboutpassivevoice.b)Studentswriteacompositionanduseatleastfivepassivevoicesinitafterclass.Model2Teachingcontentisapartofsomespecialstructureformsofpassivevoice.Pre-task:a)Thepatientsshouldbetakengoodcareofbynurses.Therulesmustbeobeyed.Hewasgivenapresentbyhisparentsforhisbirthday.Hewasmadetofeelsadbythenews.Shewasseentodoherhomeworkinherroomjustnow.TheexamistobeputofftillMonday.ItissaidthatJimhaspassedtheexam.Jimissaidtohavepassedtheexam.Influenzausuallybreaksoutinwinter.Myshoesdon’tfitme.26 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolTheyoungmanlacksexperience.b)Knowaboutourcity-ShenyangTask-cycle:a)Thegrammarfocusishowtorecognizedifferenttensesofpassivevoice.Theteachingproceduresaredesignedasfollows:Pre-task:Studentsreadapassagequicklyandfindallthepassivevoices.Task-cycle:d)Individualactivity:dentsfindoutthedifferencesbetweendifferenttensesofpassivevoice.e)Groupactivity:Studentsshareideasanddiscovery.f)Classactivity:Teacherandstudentsreportandevaluatetheresultstogether.Post-task:c)Theteachersummarizesandintroducesmoreaboutpassivevoice.d)Studentswriteacompositionanduseatleastfivepassivevoicesinitafterclass.Model3Theteachingcontentisthepassivevoiceofprepositionalphrase,especiallytheprep.+n.phrase.Pre-task:a)Prepositionalphraseiswidelyusedwhenwe’rereadingapassageorwritingacomposition.Thentheteacherintroducessomeprep.+n.phrases.1)under+n.:undercontrol,underrepair,undertreatment,underdiscussion,underconstruction.e.g.ThecarisunderrepairThecarisbeingrepaired.2)beyond+n.:beyondbelief,beyondone’scontrol/reach/hopee.g.Thesuccessisbeyondourbelief.Thesuccesscannotbebelieved.3)for+n.:forsale,forrente.g.Thehouseisforrent.Thehouseistoberented.4)in+n.:inprint/sight/fashione.g.Thehorseisinsight.Thehorsecanbeseen.5)on+n.:onshow/sale/triale.g.Muchchinaisonshowinthemuseum.27 M.E.dThesisofBohaiUniversityMuchchinaisbeingshowninthemuseum.6)outof+n.:outofcontrol/sight/fashion/one’sreache.g.Themachineisoutofcontrol.Themachinecan’tbecontrolled.b)AskstudentstomakesentencesTask-cycle:a)Individualactivity:Studentsmakeasmanysentencesaspossibleoritisbesttoprepareashortpassagewhichincludespassivevoice.b)Classactivity:Everystudentisaskedtoanswerquestions.Theteachercorrectsmistakesatanytimeandchoosesthemostfluentspeech.Post-task:a)Giveasummaryofthepassivevoiceofprepositionalphrase.Thethreemodelsaboveexpresstheview‘learningbydoingandlearningforusing’sufficiently.Allstudentsinclassareencouragedtoexpressthemselves.NoChineseisallowedduringtheclassroomactivities.Individualactivitycanhelppromoteautonomouslearningability.GroupdiscussionisthebestwaytopracticespokenEnglishandexchangeinformation.Classactivityisthewaytoexaminetheresultsofindividualactivityandgroupdiscussion.TakinganactivepartintheseclassroomactivitiesisquiteanefficientwaytopracticeEnglishin‘authentic’world.Insuchactivities,studentscanusewhattheylearnedinclassfreely.Besides,studentscanhelpeachotherduringtheprocessofcompletingtasks.Iftheactivitiesgoquicklyandsuccessfullyandtheteachercontrolstheclasswell,moreinformationcanbeexchangedandstudentswillhavemorechancestopracticeEnglishgrammar.3.4.3.2TeachinginthecontrolledclassOnthecontrary,theCCacceptedthetraditional3Psteachingmethod.Themainstepsaboutdifferenttensesofpassivevoicewereasfollows:Presentation:a)Theteacherfirstpresentstheexampleofdifferenttenses.ThissongissungbyTaylorSwift.Thewindowwasbrokenbythatboy.Thehomeworkwillbedoneimmediately.Sheaskedwhethertheirplanwouldbeconsideredcarefully.Ahospitalisbeingbuiltintheeastofthiscity.Thehousewasbeingpaintedwhenwearrivedatthatmoment.Manyforeignfilmshavebeenshownsincelastweek.28 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolShetoldmethatshehadbeenemployedbythecompany.b)Theteachergivesenoughexamplestoexplainandanalyzethegrammarrules.Example:Theclassroomiscleanedbyuseveryday.subjectpassivevoicePractice:a)Makeenoughsentencesontheblackboard.Theteachermaywriteseveralsentencesandaskstudentstomakemore.b)Theteachertranslatesthesentences,whilestudentsmayaskquestions.c)Checktheanswersandexplainthequestionsstudentshave.Production：a)Doexercisesaboutpassivevoiceintheworkbook.b)Writedownacompositionusingatleast8passivevoicesafterclass(thesameastheEC)Thiskindofteachingisteacher-centeredgrammarclass,soitiseasyforteacherstocontrolandtocarryouttheteachingplanwell.Butastheteachercontrolsallthethingsinclassandstudentshavefewornoopportunitiestospeakorexpress,theyhavetoacceptwhattheteacherteachesthempassively.Thoughthismethodhasaverylonghistory,wearestillnotsureifstudentscanmasterthegrammarrulesanduseitcorrectlyandproperlyinbothspokenandwrittenEnglish.3.4.4Post-testofstudents’proficiencyThestudentsofthetwoclassesaregivenanpost-test1ofeachgrammaritemteaching.Thepurposeofthepost-test1istoexamineiftask-basedteachingapproachmakesadifferencecomparedwiththetraditional3Psteachingmethod.Thisthesiswilltaketheresultofthepost-test1ofpassivevoiceasanexample.Attheendoftheexperiment,allthestudentsofthetwoclasseswererequiredtofinishagrammaticaltestwithin30minutesinthesameenvironment.Soexperimentdatacanbecollected.3.4.5ClassroomobservationTobeagoodEnglishteacher,especiallyintheclassoftask-basedteachingapproachappliedingrammarteaching,theteachershouldnotonlyteachgrammaranddesigneffectiveactivities,butalsoobservethewholeclassallthetime.Soduringaclass,theteacherhas4pointstonoticetoobservetheclass.29 M.E.dThesisofBohaiUniversityFirst,theteachershouldnoticedifferentneedsofdifferentstudents,sothetasksshouldbedesignedvariouslyandusefully,neithertoodifficultnortooeasy.Besides,alearninggroupshouldincludehigh-scorestudentsandlow-scorestudents,andtheteachershouldencouragethemtostudyandhelpeachother.Whenaskingquestions,theteachermayasksomequitedifficultonestothosehigh-scorestudentsandquiteeasyonestolow-scorestudents.Thenstudentscanhaveconfidence.Second,theteachershouldnoticethatifthedifficultylevelofthetasksisproper.Fortask-basedteachingapproach,thecentralpartistask.Ifthetasksaredesignedbeyondstudents’comprehension,studentsmayfeelfrustratedandtheclassroomatmospheremaybelow;ifthetasksaretooeasy,thestudentsmayloselearninginterest.Third,theteachershouldnoticewhethertheclassroomactivitygoestoofast.Foragrammarteacher,heorsheshouldnotonlyteachgrammaranddesignpropertasks,butalsocontrolactivitytimeofthewholeclass.Intask-basedapproachclassroom,studentsarethesubjectsandtheteacheristhedesignerandcontrolleroftheclass,soeachactivityofthetasksshouldbecontrolledwithinaperiodoftime.Iftheactivitygoestoofast,studentscannotmasterthegrammarwell;iftheactivitygoestooslowly,theteachingtaskscannotbecompleted.Fourth,theteachershouldmakesurethateverystudentofagrouptakespartinthediscussion.Asisknown,task-basedteachingapproachaimstomakeeverystudenthavethechancetopracticeEnglish,soduringdiscussion,theteachershouldgoaroundtheclassroom,andencouragethosewhodon’texpresstheiropinionsnottobeafraidofmakingmistakes.3.4.6InterviewInordertohaveamorespecificunderstandingoftask-basedteachingapproach,theauthormadeaninterviewofsometeacherstomakeacomparisonbetweentask-basedteachingapproachandthetraditional3Psteachingmethod.Theinterviewincludesthefollowingquestions:1)Whenyouarehavingclass,howistheclassroomatmosphere?2)What’syourroleduringclass?3)Howisthespoken-Englishabilityofyourclass?4)Howisthewritingabilityofyourclass?5)Doyourstudentsmakeprogressaftertesting?30 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolChapterFourDiscussionandResultsThischapterwillpresenttheresearchresultsintheformoftables,figuresandprovidedetailedinterpretationsanddiscussions.Acoupleoffindingscanbeobtainedinresponsetothespecificresearchquestions.4.1Resultsoftheresearch4.1.1ResultsofthequestionnaireHereistheresultofthequestionnaire.questionsABCanswers%%%12160192523723335116490825623306872207840528303238917632010702821187220129108113731512149082Afterthesequestionnaireswerehandedin,theauthormadeanalysisandconclusion.75%ofthestudentsthinkthattask-basedteachingmethodplaysavitalroleingrammarlearningandtheyagreetolearngrammarknowledgeundertask-basedteachingmethod,becausetheyjustdon’tlikerecitinggrammaritemsandrulesoronlylisteningtotheteacherspeaking.70%ofthestudentsthinkthattheymadegreatprogressingrammar31 M.E.dThesisofBohaiUniversitylearning,includingformandmeaning.90%ofthestudentsagreethatconsolidationpracticeisquiteimportantingrammarlearning.Duringtheprocess,theweakfoundationstudentsdogetmorepracticetoimproveEnglishcompetence,andthegoodfoundationstudentsdomoreconsolidationpractice.85%ofthestudentsprefermoremechanicaldrills,becausethedrillscanhelpthemfindthelanguageruleseasilyandquickly.Besides,85%ofthestudentswishedthatdialogueandlisteningcouldbeinvolvedinthematerials,thusmakingthematerialsmoreattractiveandinteresting.4.1.2Resultsofthepre-testandpost-testofstudents’grammarproficiencyInordertohaveabetterunderstandingofthedifferencesofdataproficiencyingrammarlearningandusingbetweentask-basedteachingapproachandtraditional3Psteachingmethod.SPSSisusedinstatisticalanalysistoexaminethedifferencesofscoresofthetests.T-testisemployedtodisplaytheresultsindataanalysis,andalpha0.5ischosenasthelevel,andtwo-tailedsignificanceischoseninT-test.AT-testisusedtomakeacomparisonofthemeansbetweenthetwoclasses.Itismainlyusedtoexamineifitmakesadifferencetostudents’scoresbetweenthetwoclassesunderdifferentteachingmethods.T-valueisusedtoprovidetheresultsofT-test.Itcanindicatewhetheritissignificantatthelevelof.051)ThescoreofstudentsfrombothtwoclassesofEnglishEntranceExamistakenandanalyzed.Thetotalscoreis120points.Table4-1:PairedSamplesStatisticsonthescoreoftheEntranceEnglishExamNMeanStd.DeviationStd.ErrorMeanPairCC5970.1514.151.86EC5870.6314.331.89Table4-2:PairedSamplesTestonthescoreoftheEntranceEnglishExamPaireddifferencestSig.(2-tailed）MeanStd.Std.ErrorDeviationMeanEC&CC-0.4819.532.57-0.188.85132 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolTable4-1and4-2displaythenumberofthetwoclasses,meanvalue,standarddeviationandstandarderrormeanfortheexperimentalpairsofEntranceEnglishExamscorecomparedprocedure.Nisthenumberofstudentsineachclass.Sigmeansthesignificancelevel.Asthetableshows,forCC,M=70.15,SD=14.15,andforEC,M=70.63,SD=14.33.ThestatisticscomparisonbyusingT-testshowsthatt=.188,p=0.851>0.5.Thesignificancelevel0.851>0.5suggeststhattheexperimentsubjectsareequalandhavenodifferencefromeachother.Sotheentranceexamscoreshavenodifference.ItsuggeststhatthestudentsfromthetwoclasseshadthesameEnglishlevelwhentheyenteredhighschool.2)Table4-3andTable4-4aretheresultsofthetwoclassesinthepre-test.Thetotalscoreis100points.Table4-3:PairedSamplesStatisticsinpre-testNMeanStd.DeviationStd.ErrorMeanPairCC5962.6914.111.85EC5863.2814.171.86Table4-4:PairedSamplesTestinpre-testPaireddifferencestSig.(2-tailed)MeanStd.Std.ErrorDeviationMeanCC&EC-.5919.192.52-.233.817Table4-3andTable4-4indicatethatthereisnodifferencebetweenthesetwoclassesofstudents.InTable4-3,forCC,M=62.69,SD=14.11,forEC,M=63.28,SD=14.17.InTable4-4,t=-.233,P=o.817>0.5.Theresultsindicatethatbeforemyexperimentinthishighschool,thestudents’Englishlearninglevelhadnosignificantdifference.Thatistosay,themeanscoreforCCisalmostthesameasthatforECbeforethetwoclassesenteredtheexperiment.Thatismainlybecausethesameteachingmethodwasusedinbothclassesbeforetheexperiment.33 M.E.dThesisofBohaiUniversityTable4-5:PairedSamplesStatisticsinpost-test1NMeanStd.DeviationStd.ErrorMeanPairCC5965.1514.691.93EC5871.0414.311.88Table4-6:PairedSamplesTestinpost-test1PaireddifferencetSig.(2-tailed)MeanStd.Std.ErrorDeviationMeanCC&EC-5.8919.682.58-2.282.026AsisshowninTable4-5andTable4-6,forCC,M=65.15,SD=14.69,andforEC,M=71.05,SD=14.31,andwecanseethatthereissignificantdifferenceinTable4-eonthepost-testscoresaboutpassivevoice(t=-2.282,P=0.026<0.5).Asisanalyzed,ECmadegreaterprogressthanCC.Theresultsshowthatstudentswhoreceivedtask-basedteachingapproachmadegreaterprogressthanthosewhoreceivedtraditionalgrammarteachingmethod.4)Togainmoredataoflearners’grammarindetail,anotherT-testisconductedtoseeiftherewassignificantdifferenceexists.TheresultwasshowedinTable4-gandTable4-h.Table4-7:PairedSamplesStatisticsinpost-test2NMeanStd.DeviationStd.ErrorMeanPairCC5962.8715.472.04EC5870.0615.181.9834 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolTable4-8:PairedSamplesTestinpost-test2PaireddifferencetSig.(2-tailed)MeanStd.Std.ErrorDeviationMeanCC&EC-7.1920.652.71-2.651.010InTable4-7andTable4-8,wecanseethatforCC,M=62.87,SD=15.47,andforEC,M=70.06,SD=15.18.Itisobviousthatthereissignificantdifferenceondelayedpost-test(t=2.651,P=0.01<0.05).TheresultsindicatethatthegrammarcompetenceofECisbetterandthescoreishigherthanthatofCCaftertheexperiment.Itmeansthattask-basedteachingapproachdidpromotegrammarlearningmorethantraditional3Psteachingmethod.Table4-9:ThecomparisonofthegroupsinthethreetestsTestPre-testPost-test1Post-test2MeanCC62.6965.1562.87MeanEC63.2771.0470.06(CC-EC)t-.233-2.282-2.651Std.Deviation14.0914.6915.71(CC-EC)sig..817.026.010AsisshowninTable4-9,themeanscoresindicatethatthereisnodifferencebetweenthetwosubjects.Theywereatthesamelevelatthebeginningoftheexperiment.Astheprocessofthetwoteachingmethodswenton,thedifferencesbetweenCCandECslowlyappeared.Thoughthepre-testscoreisveryclose,withCCmeanscorebeing5.9pointslowerthanthatofECinpost-test1,and7pointslowerinpost-test2,thegapisobvious.Besides,thesig.(2-tailed)scoreis0.817>0.5ofthepre-test,while0.026and0.010ofthepost-test,whichshowshighlysignificantdifferenceintheexperiment.WecanconcludethatECmadegreaterprogressthanCC.35 M.E.dThesisofBohaiUniversityFigure4-10ThelowestscoreofthreetestsinECandCC7270686664626058CCCCCCECECECPre-scorePost-score1Post-score2Pre-scorePost-score1Post-score2FromFigure4-10,wecanseethatbothECandCChavethesamestartofthisexperiment,sincethepre-scoreoftheexperimentisnearlythesame.Andafteraperiodofdifferentteachingapproaches,theobviousdifferenceappeared.InCC,thelowestscoreisnearly66,whileinEC,thelowestscoreisabout72.Itis6scoreslowerthaninCC.Inthepost-test,thelowestscoreinCCisalmostthesameasthatinthepre-test,whileinEC,thelowestscoreisthesameasinpost-test1score.Thisindicatesthattask-basedapproachpromotesgrammarlearningmorethantraditional3Psteachingmethod,anditlastslongerinimprovingstudents’scoreandattractingstudents’learninginterestandmotivation.4.1.3ResultsofclassroomobservationClassroomobservationneedsthecooperationoftheteacherandstudents.Thefinalpurposeistoimprovestudents’learningconditionsinclassroom.Therefore,theprocessofclassroomobservationistheprocessofresearching,observingandimprovingstudents’study.Inordertoseeifclassroomobservationcanstimulatestudents’motivationandinterestoflearninggrammar,sotheauthorcarriedoutthiskindofexperiment.Herearetheresultsofclassroomobservation.36 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolTable4-11:Fromthedimensionofteacherslinks1.Howmanytasksarethereintheclass?2.Howtoarrangethetasks?presentation1.Howtocarryoutthetasks?2.Howtopresenttheblackboardwriting?3.Isithelpfulforteacherstogoaroundtheclassroomandofferhelp?conversation1.Whenaskingquestions,howdoyouarrangethetime,difficultylevelandtimesofdifferentstudents?2.What’stherelationshipbetweentopicandtasks?instruction1.Howdoyouguidestudentsinautonomouslearning?2.Howdoyouguidestudentsincooperativelearning?3.Howdoyouguidestudentsinexploratorylearning?Table4-12:FromthedimensionofstudentsPreparation1.Whatdostudentspreparebeforeclass?2.Howmanystudentsprepare?Listening1.Howmanystudentslistentotheteacher?2.Howmanystudentslistentootherstudents?3.Whenlistening,howmanystudentsmakenotesandresponse?Interaction1.Thenumber,subjects,processandoutcomeofstudentswhoareasked.2.Doeseverystudenttakepartingroupactivity?3.Howisstudents’interactivehabit?Autonomous1.Howmuchtimedostudentsspendinautonomouslearning?learning2.Thewayofstudents’autonomouslearning.3.Theoutcomeofstudents’autonomouslearning.37 M.E.dThesisofBohaiUniversity4.2Discussionoftheresearch4.2.1DiscussionofthequestionnaireThefollowinganswerscanbegotaccordingtotheresults.Question1showsthatpairworkisafavorablelearningmethodintheinputphase.WithQuestion2,theauthorhasatotalviewofstudents’grammarsense.Question3showsthatspeakingisthebesttask-basedinputformforstudents.WithQuestions4and5,theauthorknowsthatmoststudentslikethedrillprocess.Question6showsthatstudentslikeaskingeachotherquestionsbetterinthedrillphase.ThroughQuestion7,theauthorknowsthatstudentssometimesoroftencombinetargetgrammaranddrillphasetogether.Question8showsthatacombinationoforalandwrittencommunicationoutputisthestudents’favoriteinlearning.ThroughQuestion9,theauthorknowsthatstudentsfrequentlyapplytargetgrammarinoutputprocess.Question10showsthatexercisesbasedonthepassagearestudents’favorites.ThroughQuestion11,theauthorknowsthatstudentsmasterwellinconsolidationperiod.Question12showsthatamajorityofstudentsthinkexercisesareimportant.ThroughQuestion13,theauthorknowsthatstudents’grammarcomprehensionandapplicationabilityimprovedaftertheexperiment.Question14showsthatmoststudentsagreetolearnundertheteachingoftask-basedteachingapproach.Thelastquestionisquiteopen,andmoststudentsgavetheirsuggestionsontask-basedteachingapproach.4.2.2Discussionofthetestsonstudents’grammarproficiencyInthispart,Ishalldiscussandexplaintheresultsofthisexperiment.Inresearches,p=0.05isoftenregardedasthestandardsignificantlevel.Whenp<0.05,itissignificant.Ifp<0.01,itishighlysignificant.Ifp<0.001,itisveryhighlysignificant.First,apairedsamplesstatisticsispresentedinTable4-a,andthepairedsamplestestispresentedinTable4-b,fromwhichwecanseethatt=.188,p=0.851>0.5.ThisindicatesthatthesubjectshadthesameEnglishlevelbeforemyexperiment.Inmiddleschool,theNationalCollegeEntranceExaminationhasalwaysbeenfocusedonforalongtime,forthepurposeofstudents’highscores.Studentsoftenlistenanddowhattheteacherteachesandtellsthem.Sincetheclassroomiscontrolledbytheteacher,studentshavefewchancestopracticeEnglish.Thenstudentsloselearningenthusiasmgradually.Thoughteacherspaymuchattentiontoreading,writingskills,and38 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolgrammarknowledge,studentsstillhavelowmotivationinlearningEnglish.InChina,Englishistaughtasknowledgeinsteadofability.TheresultisthatquiteanumberofpeoplewhohavelearnedEnglishfor10ormoreyearsstillcan’tcommunicatewithforeignersfluently.Inordertoseeifthetwoclasseshavesignificantdifferencesafteraperiodoflearningwiththetraditional3Psteachingmethod,theauthorhadapre-testbeforetheexperimentstarted.AsispresentedinTable4-3andTable4-4,themeanscoreis62.59and63.18,whichshowsnearlynodifference.Andt=.233,p=0.817>0.5,whichindicatesthatstudents’learninglevelhasnosignificantdifferenceunderthesameteachingmethod.Withmyexperimentgoingon,inordertoseeiftask-basedapproachmakesprogressinstudents’learningEnglishinseniorhighschool,theauthorhadapost-test1.AsTable4-5andTable4-6present,wecanseesignificantdifferences.ThemeanscoreinECis5.90pointshigherthaninCC,andt=-2.282,p=0.026<0.5,whichalsoindicatesthatstudentsinECmakegreaterprogressthanthestudentsinCC.Tomakesureofthevalidityandreliabilityoftheexperiment,theauthorhadapost-test2,includingallgrammarknowledgetheyhadlearnedinclass.AsTable4-7andTable4-8present,thesignificantdifferenceismoreobvious.ThemeanscoreinECis7.19pointshigherthanthatinCC,andt=2.615,p=0.01<0.5,whichshowsthatitishighlysignificant.SowecancometoaconclusionthatstudentsinECwhoreceivedtask-basedapproachmadegreaterprogressthanthestudentsinCCwhoreceivedthetraditional3Psteachingmethod.ThescoreoftheEnglishEntranceExamsshowsusthatthereexistednosignificantdifferencewhenthestudentsenteredhighschool.ThisindicatesthatthestudentsfromthetwoclasseshavethesameEnglishability.Thatistosay,theyhadanequalstartbeforemyexperimentstarted.Afteramonthoflearningunderthesameteachingapproach,therewasalmostnosignificantdifferencebetweenthetwoclassesaccordingtothepre-test.Inthepost-test,studentsinECwithtask-basedteachingapproachhadhigherscoresthanthestudentsinCCwithtraditional3Psteachingmethod.Theresultssuggestthattask-basedteachingapproachdidmakegreaterprogressthanthetraditional3Psteachingmethod.Ithinkthefollowingreasonsexplainwhytask-basedteachingapproachisbetterthanthetraditional3Psteachingmethod.Intraditional3Psteachingmethodclassroom,theteacheristhecentre,theauthorityandclassroomorganizeroftheclass,whilethestudentsonlyacceptwhattheteacherteachesthempassively.Theirmaintaskislisteningandtakingnotes.Therefore,theyhavelittleornochancetointeractwithotherstudentsortheteacher.Thisleadsthemtomaster39 M.E.dThesisofBohaiUniversitymanygrammarrulesbutnottousethemsufficiently.Intraditional3Psteachingmethodclassroom,grammaristaughtseparately,withwordsbeingwords,sentencesbeingsentences,andgrammaronlybeingtherulestobememorized,anditcannotbeconnectedwithmeaningandcommunicativeuses.Itisdifficultforstudentstounderstanddifficultgrammarsystemandtoapplythelearnedknowledgeinauthenticcommunications.Differentfromthetraditional3Psteachingmethod,task-basedteachingapproachaimstoregardthestudentsasthecentreoftheclass,andtaskisthesignificantcycleofaclass.Thetasksaredesignedaroundtheneedsofstudents,andstudentspracticeasmuchaspossibleintheirlearning.Intask-basedteachingapproachclass,studentsareactivetoparticipateinthetasksdesignedbytheteacherintheindividual,grouporthewholeclassactivity.InTBAclass,studentslearngrammarknowledgemoreeffectively,sincethetasksdesignedbytheteacherareinterestingandusefulandrelatedtoauthenticlife,whichcanstimulatetheirlearninginterestandmotivationbyaccomplishingdifferentkindsoftasks.InTBAclass,studentsarethesubjectsoftheclass,andtheteacherisjusttheinstructorandorganizer.Duringtheprocessofcompletingtasks,theabilityofstudents’autonomouslearningisimprovedtoagreatextent,becausetheyhavetothinkindependentlyofformingtheirownview.Accordingtothestatisticdataoftheexperiment,studentsinEChadhigherscoresthanthoseinCC.ThisprovesthattheapplicationofTBAingrammarteachingcanimprovestudents’scoreeffectively.ThescoreofCCindelayedpost-testismuchlowerthanthatofEC,whichshowsthatTBAcannotonlyimprovestudents’scores,butalsoimprovetheirgrammarcompetence.4.2.3DiscussionoftheclassroomobservationTheaccomplishmentofclassroomobservationneedsthecooperationoftheteacherandstudents.Fortheteacher,he/sheshouldnotonlydesignmeaningfulandeffectivetasksinadvance,butalsohaveanoverallplanofhowtolinkandarrangethetasks.Inclass,theteacherfirstdividestheclassintoseverallearninggroups,andthenintroducesthecontent.Duringtheprocessofcompletingtasks,theteachershouldpayattentiontodifferentneedsofdifferentstudents.Somestudentsmayliketheteachertogoaroundtheclassroom,becausetheycanasktheteacherforhelpwhentheyhavedifficulties;whilesomestudentsmaydislikeit,becausetheymayfeelnervous.Whenaskingquestions,makesurethateverystudentisaskedwithsuitabledifficultylevelatatimerange.Inordertoguidestudentsinautonomouslearning,theteachercandesignindividualactivitytoimprove40 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolindependentthinkingability,groupactivitiestoimprovecooperativelearning,andthewholeclassactivitytoimproveexploratorylearning.Forstudents,theylearnknowledgebyfinishingdifferentkindsoftasks.First,thestudentsshouldmakeapreparationfortheclass.Andthenduringclass,theyshouldnotonlylistentotheteacherandmakenotes,butalsolistentothestudentsandmakeresponse.Duringtheprocessoffinishingtasks,studentsshouldinteractandcommunicatewithgroupmembersactively.TheoutcomecanberecordedeitherinspokenEnglishorwrittenEnglish.Autonomouslearningabilitycanbeimprovedbyindividualactivitylikereadingsilentlyorwritingdowntheirviewsonpaper,sopropertimeshouldbegivenandstudentsmustmakefulluseofthetime.4.2.4DiscussionoftheinterviewAfterinterviewingsomeEnglishteachers,byanalyzingandcontrasting,Idrewsomeconclusions.Infact,theiranswerswerealmostthesame.Intraditional3Psteachingmethodclass,theteacheristhecentreandtheauthorityoftheclass,he/shewritesdownthegrammaritemsandrulesontheblackboardindetail,andthenmakessentences,theteacherplaystheroleofaclassroomorganizerandknowledgetransformeroftheclass,whilethestudentsreceiveknowledgeaboutwhattheteacherteachesthempassively.Theirmainjobinclassislisteningtotheteacherandtakingnotes.Theyseldomhaveorhavenochancetospeakorexpress,sotheclassroomatmosphereislowandstudentshavenoopportunitiestopracticespokenEnglish.Astheirgrammarisseparatedfrommeaningandforms,whentheywriteacomposition,thendonotknowhowtousegrammarcorrectlyandefficiently.Therefore,theyhavetousesimplesentences.Eventhoughthereisnoobviousgrammarmistakeinthecomposition,itishardtogethighscores.Astheteacherssay,studentsdon’tmakeprogressinEnglishgrammarability.Whileinmyclass,task-basedteachingapproachaimstoformalearner-centredclass,andtheteacherisjustthetaskdesignerandresourceprovider.Students’mainjobistofinishthedifferentkindsoftasksingroupsandclassactivities,sothestudentsareallveryactive.Theycanexpresstheirideasanytimeduringtheclass,sotheclassroomatmosphereisquiteactiveandstudents’spoken-Englishabilityhasimproved.Astheirgrammarisunderstoodinpractice,theydobetterinwritingcompositions.StudentsgothigherscoresandmadegreaterprogressinEnglishgrammarlearning.41 M.E.dThesisofBohaiUniversityChapterFiveConclusion5.1MajorfindingsoftheresearchThisstudyaimstoprovethatitisofgreatsignificancetoapplytask-basedteachingapproachingrammarteachinganditcanstimulatestudents’learninginterestandmotivationandfacilitatestudents’grammarlearning.Ittook4monthstocompletethewholeexperiment.Aftertheexperiment,accordingtothedataanalysisanddiscussionsinChapter4,Icansummarizethemajorfindingsofthestudyasfollows:Firstofall,comparedwiththetraditional3Psteachingmethod,task-basedteachingapproachdoeshelpstudentslearngrammarknowledgemoreeffectively.Task-basedteachingapproachprovidesstudentswithenoughopportunitiestointernalizetherulesoflinguisticsystemsandexplorethelanguageformsbythemselves.Astheexperimentaldatashows,studentswhoreceivedtask-basedapproachdidmakegreaterprogressthanthosewhoreceivedthetraditional3Psteachingmethod.InTBAclassroom,studentsbecomethesubjectsofclass.TheyhavemoreopportunitiesofusingandpracticingEnglishbyparticipatinginindividual,groupandwholeclassactivities.Secondly,task-basedteachingapproachcanstimulatestudents’motivationoflearninggrammar.Inthetask-basedteachingapproachclassroom,studentshavemorechancestoexpressthemselvesandthelearningatmosphereisquiterelaxing,soitcaneasilyarousestudents’learninginterestandstimulatelearningmotivation.Besides,thetasksarealldesignedfromauthenticlifeandstudents’practicalexperience,whichprovidesthemwithareal-lifelanguagecognitiveenvironment.Therefore,studentscannotonlylearngrammarknowledge,butalsopracticeoralEnglish.Sostudentshavegreatermotivationtolearngrammar.Thehighermotivationtheyhave,thebetterEnglishcompetenceandhigherscorestheywillget.Thirdly,task-basedteachingapproachcanpromotestudents’abilityofautonomousstudy.Inthetask-basedteachingapproachclassroom,theteacherprovidesvariouskindsofteachingtechniques,andthestudentsusedifferentlearningstrategies.Thelearnersaregivenenoughlearningtimeandspace.Duringaclass,theteacherisonlytheorganizerandinstructor.Thiscanarouselearners’enthusiasmoflearningandexploittheirlearningpotentialities.Autonomouslanguagelearnersusestrategieseffectively,thatis,theyhaveastockofactions,plansandtechniqueswhichareeffectiveforthemandfortheirparticular42 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoollearningstyle--astocktheyareabletochoosefromaccordingtotheirneeds.Basically,theyknowhowtomakethemostuseoftheircognitiveprocesses.Theycanusecognitivestrategies,thatis,thoughtprocessesuseddirectlyinlearningwhichenablelearnerstodealwiththeinformationpresentedintasksandmaterialsbyworkingonitindifferentways.5.2LimitationsoftheresearchAlthoughtheexperimenthasbeendesignedandcarriedout,becauseofsomesubjectiveandobjectivefactorsduringthewholeprocessoftheexperiment,therearestillsomeinevitablelimitations.Firstly,thesamplesofthesubjectsarenotrepresentativeenough.Thestudentsinthisexperimentareallfromthesamehighschool,soitmightnotbesuitableforotherschoolstudents.Secondly,thedurationoftheexperimentisalittleshort.Itwasonlyhalfayear.Sothetask-basedteachingapproachisnotappliedineveryclass.Thussomeoftheexperimentresultsmightbeobtainedbychance.I’mnotsureiftheresultswillchangeinalong-timestudy.Thirdly,thereisnottoomuchresearchonthetask-basedteachingapproachappliedingrammarteaching,sohowwecancarryoutthetask-basedteachingapproachappliedingrammarteachingeffectivelyisstillalittledifficult.Therefore,someeffectiveactivitiesforstudentstoadoptandenjoyareworthexploring.5.3ImplicationsoftheresearchAlthoughtherearesomelimitationsofthisstudy,theresultsoftheexperimentgiveussomeimplicationsongrammarteaching.Firstofall,teachersmustmakesurethatalltheactivitiesintheclassroomareconnectedwithlistening,speaking,readingandwritingmeaningfullyandclosely.Besides,teachersshouldpayattentiontousingdifferentkindsofactivitieswhendesigningtasksincaseofrepetitionsothatstudentswon’tloselearninginterestandmotivation.Inaddition,theteachershouldbeawarethatapplyingtask-basedteachingapproachingrammarteachingistoimprovetheefficiencyofgrammarteaching,sopropertimeshouldbegiventoexplaingrammaritems.Thatistosay,weshouldnotonlyfocusontheinterestandvarietyoftheactivities,butalsonotomittheprocessofgrammarteaching.Thenstudentscanenjoyandbenefitfromsuchactivities.43 M.E.dThesisofBohaiUniversityLastbutnotleast,thereisnodoubtthat“task”isthecentralpartofthisactivity,soasuitabletaskisthekeypointtodetermineifitissuccessfulornot.Ifthetaskistooeasy,studentsmayhavenointerest;ifthetaskistoodifficult,studentsmayhavenoconfidenceandcommentonit.Sotheteachersshouldsearchasmuchaspossibleusefulresourcestodesignsuitableandauthentictasks.Inconclusion,thefollowingmeasurescanbeadoptedwhendesigningtasksinTBA.Justasitsnameimplies,aproperdesigningtaskisthekeypoint.Whendesigningtasks,theteachersshouldmakesurethatlistening,speaking,readingandwritingareinvolvedintheactivities.Besides,theteachershouldpayattentiontowhetherthetaskscanstimulatestudents’learninginterestandmotivation.Ifthetasksaretoodifficult,studentsmayfeelfrustratedandloseconfidence;ifthetasksaretoosimple,studentsmaygettiredoflearning;ifthesameformofactivityisusedtoomanytimes,studentsmayloseinterest.Sotheteachershadbetterusedifferentandproperkindsofactivitiesandtrytoavoidrepetition.Asdiscussedbefore,studentsarethesubjectsoftheclassandmostofthetimeisspentonstudents’discussionandinteraction.Thisdemandstheteacherstoarrangethetimeandmanagetheclassroomatthesametime.Inordertomakesurethestudentscancompleteataskwithinafixedtime,theteachershavetodesigneachtaskinadvanceandcontrolthetimewell.Atlast,theteachersshouldrealizethattheapplicationofTBAingrammarteachingistoimprovegrammarteachingefficiencyandstudents’grammarcompetence,sopropertimeshouldbegiventoexplaingrammarrulesanditems.Studentswon’tbenefitfromsuchteachingmethodsiftoomuchattentionisfocusedontheinterestandvarietyoftheactivities,andtheywillignoretheteachingofgrammarknowledge.44 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AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchool268-286.Skehan,P(2003).Task-basedInstruction.LanguageTeaching,(36),1-14.Swan,M.(1985).ACriticalLookattheCommunicativeApproach,ELTJournal39(2):76-87.GrammarPracticeActivities:APracticalCruide.Cambridge:CambridgeUniversityPress.Vygotsky,L.S(1962).ThoughtandLanguage.Cambridge,Mass.:MITPress.Willis,J(1996).AFrameworkforTask-basedLearning.London:Longman.Williams,M.&Burden,R.(1997).PsychologyforLanguageTeachers:SocialConstructivistApproach.Cambridge:CambridgeUniversityPress.Yalden,J.(2001).PrinciplesofCourseDesignforLanguageTeaching.Shanghai:ShanghaiForeignLanguageEducationPress.薄冰.薄冰英语语法[M],开明出版社,1998.程晓堂.任务的定义和类型[J],中小学外语教学，2004,P2-6.国家教育部.全日制义务教育普通高级中学英语课程标准[M],北京师范大学出版社,2001.龚亚夫，罗少茜.任务型语言教学[M]，人民教育出版社,2003龚亚夫，罗少茜.课程理论、社会建构主义理论与任务型语言教学[J]，课程.教材.教法2003,P49-53.郝兴跃.20世纪90年代以来国外语法教学的新趋势[J]，外语界2004,P48-52.李观仪.具有中国特色的英语教学法[M]，上海外语教育出版社,1995.廖晓青.任务型教学的理论基础和课堂实践[J]，中小学外语教学，2001,P10-12刘道义.全日制普通高级中学教科书[M]，人民教育出版社,2003.鲁子问.任务型教学的课堂程序探讨[J]，中小学外语教学，2002,P177.秦晓晴.外语教学研究中的定量数据分析[M],华中科技大学出版社，2006.孙锋.英语语法表解[M]，华中科技大学出版社,2001.王慧.高中英语语法无敌宝典[M]，西安出版社,2003.王飞.交际法情景下英语语法教学的思考[J]，社会纵横，2005，P119-122.王牧群.交际英语课内外活动设计[M]，上海外语教育出版社,2004.王欣.21世纪的英语专业语法教学回顾与展望[J]，四川外语学院学报，2002,P74-77.夏章洪，顾月秋，何培芬.不同英语语法教学效果对比[J]，国外外语教学，2005，P45-50.闰峰.初中英语语法专练[M]，内蒙古大学出版社,2003.严治理，张伟.新编高中总复习教学参考[M]，延边教育出版社,2002.余广安.任务型教学的定位与思考[J]，中小学外语教学，2000,P113-115.张梦.二语习得研究与任务型教学[J]，河南社会科学，2005,P94-97.47 M.E.dThesisofBohaiUniversityAppendicesAppendixI:Pre-testpaperI.单项选择。从每小题所给的四个选项中，选出一个最佳答案。1.----Excuseme,couldyoutellme_?----Certainly.It"sovertherealongthestreetontheleft.A.wherethePeople"sParkisB.whereisthePeople"sParkC.thePeople"sParkiswhereD,thePeople"sParkwhereis2."TheWorldWithoutThieves"isaverymovingfilm.I_ittwicealready.A.willseeB.seeC.sawD.haveseen3.Itoldyounottobelateagain,John,_I?A.doB.didC.don"tD.didn"t4.IfMr.Smith_back,pleaseletmeknow.A.willcomeB.comesC.cameD.hadcome5.----Canyouintroducethetowntome?----OK.Thisisthetownin_Iwasborn.A.thatB.whoC.whichD.what6.Ihaven"tseenhe_sheleftLanzhou.A.whileB,whenC.sinceD.from7._whenthelightwentoutlastnight?A.WhatwereyoudoingB.WhathaveyoudoneC.WhatdidyoudoD.Howwereyoudoing8.Icantype_thanIcanwritebyhand.A.fastB.morefasterC.muchfasterD.fastest9.TheteacheraskedLucy_.A.wheredoesshecomefromB.whatdidshelikebestC.ifshecouldspeakChineseD.whenwassheborn10._luckypeopletheyare.A.WhatB.WhataC.WhatanD.How11.Don"tmakeanynoise.Yourmother_.A.issleepingB.sleepsC.sleepD.sleeping12.Doyouknow_thistimeyesterday?A.whatisshecookingB.whatisshecookingC.whatwasshecookingD.whatwasshecooking(13-20GreenPassage,2005)13.Askhimhowmuch_.A.diditcostB.costC.itcostsD.itcosted14.Heoftenthinksof_hecandomoreforthecountry.A.whatB.howC.thatD.which15.HeaskedmeifA.thetrainwillarrivelatelyB:thetrainalwaysarrivedlateC.thetrainwouldarrivelatelyD.thetrainalwaysarrivesontime16.CanyouimagineTomes_thedinner.A.cookingB.cookC.cookedD.shouldcook48 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchool17.Hurry!Thetrain_.Youknowit_at8:30am:A.leaves;leavesB.isleaving;leavesC.leaves;isleavingD.isleaving;isleaving18.一Isthisraincoatyours?一No,mine_therebehindthedoor.A.ishangingB.hashungC.hangsD.hung19.Itisobviousthathispooreducation_.A.hasbeenheldhisbackB.isholdinghimbackC.willbeheldhisbackD.wouldholdhimback20.Theteachertoldthestudentsthatsincelight_fasterthansound,lightning_togobeforethunder.A.travelled;appearedB.travels;appearsC.travels;willappearD.travelled;wouldappear21.Rose_yesterday.Otherwiseshewouldhavetelephonedme.A.mustn"thavearrivedB,mustn"tarriveC.can"thavearrivedD.can"tarrive22.Johnsaidhewouldpay_secondvisittoChina_nextmonth.A.the;/B.the;theC.a;theD.a;/23.Handinhandwithreading;hehad_thehabitofmakingnotes.A.developedB.inventedC.madeD.built24.Ifyouareinterestedin_withme,dropmealine.A,beingfriendB.makingfriendsC.beingafriendD.makingafriend25.Aftergraduationfromcollege,hebegantowanderfromcitytocity,_suitablejob.A.huntingforB.takingonC.lookingafterD.bringingup26.Canyoutellme_tothestation?A.howcanIgoB.howdidIgoC.howIcangoD.howIwent27.Whenyouleavehome,yourmothersays,"Haveaniceday."Youmayreply_.A.Thankyou.Youtoo.B.Yes,allrightC.Ican"t.It"sgoingtorainD.I"mtoobusy.28._manypeopleintheworldwanttolearnChinesenow.A.GoodB.AgoodC.GreatD.Thegreat29.Thisisthemostdifficultbook_.A.thatI"vereaditB.whichIhavereaditC.IhavereadD.Ihavereadit30.Thisstory_inasmalltown.A.wastakenplaceB:tookplaceC.hadbeentakenplaceD.hasbeentakenplaceII.根据所给词的正确形式填空。1.Englishis_usedintheworld.(wide)2.Springisthetimetoplanttrees.(good)3.Therewere_ofpeoplewatchingthefootballmatchatthattimeyesterday.(million)4.Weoftengo_inwinter.(skate)5.Hedidtheworkvery_(care).Everybodysaidhehaddoneagoodjob.6.Wehopeitwillbe_tomorrowforourpicnic.(sun)7.Jimlooksthe_ofallinhisclass.(thin)8.Thegirloftenspendstwohours_everyday.(dance)49 M.E.dThesisofBohaiUniversity9.Theboylosthispen.Hefelt_.(happy)10.Wehopethatthepeopleintheworldshouldbe_toeachother.(end)11.Heisinhis_yearatQingHuaUniversity.(three)12.Ican"teatany_(much)becauseI"mtoofull:13.1sawmystudents_(play)ontheplayground.Iwashappy.14.We"reallveryinterestedinthe_(nine)lessonofnewBook3.15.Look!Mumisbusy_Englishfoodforus.(cook)III.请根据第一句话完成第二句话，使句意不变。1.JohnsaidtoTom,"Cometomyhousetomorrow."JohnaskedTomto_____to____-_housethenextday.2."Wearehavingameetingnow."theteachersaidtoherstudents.Theteacher______herstudentsthat_____werehavingameeting________.3."Areyousureyoudidn"tdoanythingtothis."HesaidtoKate.HeaskedKate_____shewassureshe__________anythingtothat.4.SheaskedXiaoHuatogetupearlyinthemorningsothathecouldcatchtheearlybus.SheaskedXiaoHuatogetupearlyinthemorning____________catchtheearlybus.5.HetoldmethathehadbrokenmyCDplayer.Hesaidtome,"I_____________CDplayer."50 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolAppendixII:Post-testpaper1I.单项选择。从每小题所给的四个选项中，选出一个最佳答案。(1-20题选自黄岗高考专项训练P156-157)1.ThePeople’srepublicofChina_onOctober1,1949.A.foundB.wasfoundedC.isfoundedD.wasfound2.English_inCanada.A.speaksB.arespokenC.isspeakingD.isspoken3.ThisEnglishsong_bythegirlsafterclass.A.oftensingsB.oftensangC.isoftensangD.isoftensung4.Thiskindofcar_inJapan.A.makesB.madeC.ismakingD.ismade5.Newcomputers_allovertheworld.A.isusedB.areusingC.areusedD.haveused6.Ourroommust_clean.A.keepB.bekeptC.tobekeptD.tokeep7.I’dliketobuythatcoat.I’msorry_.A.itsoldB.it’ssellingC.it’sbeensoldD.ithadbeensold8.Anewhouse_atthecorneroftheroadA.isbuildingB.isbeingbuiltC.beenbuiltD.bebuilding9.Thekeyonthetable_whenIleave.A.wasleftB.willbeleftC.isleftD.hasbeenleft10.Doctors_ineverypartoftheworldA.needB.areneedingC.areneededD.Willneed11.Japanese_ineverycountry.A.isnotspokenB.arespokenC.isspeakingD.isnotspeaking12Thepapers_yet.A.havenotwrittenB.havenotbeenwrittenC.hasnotwrittenD.hasnotbeenwritten13.Thesportsmeeting_behelduntilnextweek.A.didn’tB.won’tC.isn’tD.doesn’t14.Hisnewbook_nextmonth.A.willbepublishedB.ispublishingC.isbeingpublishedD.hasbeenpublished15._thewatchbeenrepairedyet?Ibadlyneedit.A.DoesB.HasC.IsD.Are16._thesedesksbeneeded?A.WillB.AreC.HasD.Do17.Why_totalkaboutityesterday?A.didn’tameetingholdB.wasn’tameetingheldC.wasn’theldameetingD.ameetingwasn’theld18.Whowasthebook_?A.writeB.wroteC.writtenD.writtenby19.Where_theseboxesmade?51 M.E.dThesisofBohaiUniversityA.wasB.wereC.isD.are20.Theflowers_often.A.mustbewaterB.mustbewateredC.mustwateredD.mustwater21-30高中英语语法无敌宝典P293-294)21.Thebooksmay_fortwoweeks.A.bekeptB.beborrowedC.keepD.borrow22.Thebrokenbikes_herebytheman.A.canmendB.canmendedC.canbemendedD.canbemend23.Theoldbridgeinmyhometown_nextmonth.A.isdoingtoberebuiltB.willrebuiltC.aregoingtoberebuiltD.aregongtorebuilt24.Theplay_atthetheatrenextSunday.A.isgoingtobeshownB.willshownC.willshowD.isshown25.Thepot_for_hotwater.A.used;keepingB.wasused;keepingC.isused;tokeepD.areused;keep26.Tea_inthesouthofChina.A.growsB.isgrownC.aregrownD.willgrow27.Theriversmellsterrible.Peoplemust_dirtythingsintoit.A.bestoppedtothrowB.bestoppedfromthrowingC.stoptothrowD.stopfromthrowing28.Oldpeoplemustbelookedafterwelland_politely.A.speaktoB.spokenC.speakD.spokento29.Theywere_atthesuddennotice.A.frighteningB:frightenedC.frightenD.frightens30.Greatchanges_inourcountryduringthepast20years.A.havehappenedB.happenedC.havebeenhappenedD.werehappenedII.用括号内所给动词的正确形式填空。1.Itissaidthatthelongbridge_(build)intwomonths.2.Wheretohavethemeeting_(discuss)now.3.Whichlanguage_themostwidely_(speak)intheworld?4.Thelostboy_(notfind)sofar?5.Lastyearalargenumbersoftrees_(cut)down.6.Thestudents_often_(tell)totakecareoftheirdesksandchairs.7.Theoldmanisill.Hemust_(send)tohospital.8.Vegetables,eggsandfruits_(sell)intheshop.9.Canthemagazine_(take)outofthelibrary?10.Thiskindofshoes_(sell)wellII.按要求改写下列句子，一空一词。1.IsteagrowninSouthChina?(改为主动语态)_people_teainsouthChina?2.Iamgivenabirthdaypresentbymyparentseveryyear.(同义句转换)Abirthdaypresent---bymyparentseveryyear3.ThechildrenwillsinganEnglishsong.(改为被动语句)AnEnglishsong___bythechildren.52 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchool4.Didtheybuildabridgehereayearago?(改为被动语态)_abridge_herebythemayearago?5.Shedidherhomeworkinthisroom.一ThisistheroomIV.请把下列句子合并成一句。1.Shewastalkingwithalady.Hersonwasill.~2.Yousentmysisterapresent.Thankyouverymuchforit.~3.Sheisaperson.Everyonelikestomakefriendswithher.~4.Doyourememberthevillage?Youwerebroughtupthere.~5.Thereasonisstillunknown.Therestaurantcaughtfire.~53 M.E.dThesisofBohaiUniversityAppendixIII:Post-testpaper2一.语法单项选择(20个，每个1分，共20分）;1.Goandjoinintheparty._ittometodothewashingupA.GetB.RemainC.LeaveD.Send2.一leaveattheendofthismonth..一Idonotthinkyoushoulddothatuntil_anotherjob.A.I"mgoingto;you"dfoundC.I"ll;you"llfindB.I"mgoingto;you"vefoundD.I"ll;you"dfind3.You_buyagift,butyoucanifyouwantto.A.mustB.mustn"tC.havetoD.donothaveto4.Withallthework—theoldmanfelthappyandrelaxed.A.tofinishB.tobefinishedC.finishingD.finished5—whatefforthemade,hecouldn"tcatchupwiththemA.HoweverB.NomatterC.InspiteD.With6一Yourjob-openforyourreturn.__Thanks.A.willbekeptB.willkeepC.hadkeptD.hadbeenkept7.Ihavetoldyouthetruth._Ikeeprepeatingit?A.MustB.CanC.MayD.Will8.Timisingoodshapephysically_hedoesnotgetmuchexercise.A.ifB.eventhoughC.unlessD.aslongas9.---We"vespenttoomuchmoneyrecently.---well,itisn"tsurprising.Ourfriendandrelatives—aroundallthetimeA.arecomingB.hadcomeC.werecomingD.havebeencoming10.I—throughthatbitterperiodwithoutyourgeneroushelp.A.couldn"thavegoneB.didnotgoC.wouldn"tgoD.hadn"tgone11._youmayhave,youshouldgatheryourcouragetofacethechallenge.A.HoweveraseriousproblemB.WhataseriousproblemC.HoweverseriousaproblemD.Whatseriousaproblem12.--Ihaven"tgotthereferencebookyet,butI"llhaveatestonthesubjectnextmonth.--Donotworry.You—haveitbyFriday.A.CouldB.ShallC.mustD.may13.Theoldmanstoodthere,_sonsanddaughters,lookingveryhappy.A.surroundingB.wassurroundedC.issurroundingD.surrounded14.Johnthinksitwillnotbelong_heisreadyforhisnewjob.A.whenB.afterC.beforeD.since54 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchool15.I"mafraidMr.Harding—seeyounow.He"sbusy.A.cannotB.mustn"tC.shouldnotD.needn"t16.Ihavealotofreadings_beforetheendofthisterm.A.completingB.tocompleteC.completedD.beingcompleted17.---Donotforgettocometomybirthdaypartytomorrow.A.Yes,IwillnotB.No,IwillnotC.No,IwillD.Yes,Iwill18.---Excuseme，canyoutellmehowIcangettoBostonbefore10o"clock?—一youcatchthefirsttrainat8o"clock.A.IfB.AsC.AfterD.When19.Thedishoneststudentreferredtohisnotesduringtheexamination;hedidnotescapeA.topunishB.tobepunishedC.PunishingD.beingpunished20.Jackdescribedhisfather,who_abraveboywilledmanmanyyearsago,asastrongwilledmanA.wouldbeB.wouldhavebeenC.mustbeD.musthavebeen二.完成句子:(共35小题，每题2分，共70分)1._(how)lateyouarrive,I"llcomeandmeetyou.2.KeepQuiet!Animportantmeeting_(hold)inthenextroom.3.Itisnearlyseveno"clock..Jack_behereatanymoment.4.一Guesswhat,we"vegotourvisasforashort-termvisittoHKthissummer.一Hownice!You_(experience)adifferentculturethen.5.Heisn"there.He_(miss)thetrain.6.IcannotfindDr.Smithanywhereintheofficebuilding.Where_hehavegone?7.—(what)youdo,I"llnotforgiveyou.8.Youmadethesamemistakeagain,Ihadremindedyouofitadozentimes.9.Maryrealizedshe—(makefunof）.10.Nowondertheboywasdisappointedwithyou.You_havehelpedhim.11.Hecannotchoosebut_(follow)theteacher.12.Peter_comewithustonight,butheisn"tverysureyet.13.You_C(read)aboutitinthenewspaper.14._faritis,Iintendtodrivetheretoday.15.Goodnews!Ourexperiment_(do)successfully!16._youmindturningoffthelight?17.-----Didyouwatchthebasketballmatchyesterday?-----Yes,Idid.Youknow,mybrother_inthematch.18.Themistakesintheexerciseswill_(cross)theteacher.19.Alltheneighborsadmirethisfamily,_theparentsaretreatingtheirchildlikeafriend.20.Donotbeworried.Thenews_notbetrue.21._(walk)inthefieldsonaMarchafternoon,hecouldfeelthewarmthofspring.22.Child—hewas，hebegantoteachhimselfEnglish.23.Sofarthisyearwe_afallinhousepricesbybetween5and10percent.24.Allthehomework—(finish)beforethekidswenttobed.25.Thelawyerseldomwearsanythingotherthanasuit—theseason.26.He_(catch)the9:20trainbecausehedidnotleavehometill9:25.27.ItisusuallywarminmyhometowninMarch,butit_berathercoldsometimes.28.She"slate.Something_(happen)toher.29.Thewetweatherwillcontinuetomorrowwhenacoldfront_(expect)toarrive.30.TraditionalfolkartsofTianjinlikepapercutting一(exhibit)atthecultureshowofthe2010ShanghaiWorldExpo.55 M.E.dThesisofBohaiUniversity31.Thankyouforallyourhardworklastweek.Idonotthinkwe_(manage)itwithoutyou.32.Bynineo"clock,alltheOlympictorchbearershadreachedthetopofMountQomolangma,_appearedararerainbowsoon.33.Icannotfindtherecorderintheroom.It_(take)awaybysomebody.34.Hehurriedtohomebut_(find)nobodyathome.35.Try_hemight,hecouldn"tsolvetheproblem.三、作文（10分）Writeacompositionaboutthedisadvantagesofshoppingonline.56 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolAppendixIV:Questionnaire高中英语任务型语法教学问卷调查表说明:本问卷旨在了解学生对任务型语法教学的看法，以便教师及时改进教学方法，提高教学质量。(问卷采取不记名方式，为不定项选择)1.在任务型语法教学的引入阶段，你喜欢哪种形式的引入方式?A.听力材料B.对话材料C.阅读材料2.在任务型语法教学的引入阶段，你喜欢哪种形式的学习方式?A.个人领会B.结队讨论C.小组活动3.在任务型语法教学的引入阶段，你对目标语法项目的感知程度如何?A.初步B.大概明白C.深入了解4.在任务型语法教学的操练阶段，你喜欢机械操练这一阶段吗?A.喜欢B.一般C.非常喜欢5.在任务型语法教学的操练阶段，你喜欢意义操练这一阶段吗?A.喜欢B.一般C.非常喜欢6.在任务型语法教学的操练阶段，你喜欢哪种学习方式?A.个人思考B.相互提问C.小组讨论7.在任务型语法教学的操练阶段，你认为自己对目标语法项目的运用程度如何?A.没有运用B.偶尔运用C.自觉运用8.在任务型语法教学的输出阶段，你喜欢哪种输出方式?A.口头表达和交流B.书面表达和交流C.口头表达和书面表达相结合9.在任务型语法教学的输出阶段，你认为自己对目标语法项目的运用程度如何?A.没有运用B.偶尔运用57 M.E.dThesisofBohaiUniversityC.自觉运用10.在任务型语法教学的巩固阶段，你喜欢哪种形式的练习?_A.句子练习(句型转换、句子填空等)B.语篇练习(选词填空、用词的正确形式填空、书面表达等)C.均不喜欢11.在任务型语法教学的巩固阶段，你认为自己对目标语法项目的掌握程度如何?A.不好B.好C.很好12.在任务型语法教学的巩固阶段，你认为练习作业重要吗?_A.不重要B.重要C.很重要13.你认为任务型语法教学对你的哪项英语能力最有帮助?A.语法理解和运用能力B.口语表达能力C.笔头练习和书面表达能力14.你赞同教师常常使用任务型语法教学吗?A.赞同B.有时赞同C.不赞同15.你认为任务型语法教学需要改进的地方有:58 AStudyoftheApplicationofTask-basedTeachingApproachinGrammarTeachinginSeniorHighSchoolAcknowledgementsAthesiscan’tbefinishedwithouttheassistanceofmanypeople.I’dliketoacknowledgeallthehelpIreceivedfrommyteachers,friendsandfamily.Myspecialgratitudefirstandforemostgoestomysupervisor,ProfessorLiPing,whohasofferedvaluableadviceandveryinsightfulcomments.Withouthercarefulexaminationandrevision,thispapercouldnothavereachedthepresentform.MysincerethankstoProfessorYanPing,ProfessorZhangXinyu,ProfessorLuLiandalltheotherteacherswhohaveofferedmeveryenlighteningcoursesinmygraduatestudyandfromwhoselecturesIhavebenefitalotinmyresearch.Thanksshouldgotomyfriendswhohelpedmecollectthedataandgivemealotofadviceonthesiswriting.Iwouldexpressthankstomyclassmateswhogavemewarmthandhelpduringthegraduatestudy.AndI’malsogratefultothestudentsfortheircooperationinthestudytorespondtothequestionnaire.Thanksalsomustbegiventomydearfamily.Myparentshavealwaysbeengivingmetheselflesslove,generousencouragementsandsuggestionsinmystudyandlife.59 M.E.dThesisofBohaiUniversityThelistoftheresearchpaperspublishedbytheauthor攻读研究生期间发表的学术论文目录张晶，《委婉语在中学英语教学中的运用与研究》[J].《课程教育研究》新教师教学，2014,15,1460