任务型语言教学在高中英语语法教学中的应用——基于通许县第一高级中学的研究 105页

单位代巧１０４７５学号１０４７５４１３０４１５分类号Ｇ６５２皆淹乂聲硕±学位论文（专业学位）ｔｏｎｏｆａｓｋ－ｕａｉｎＩｎＨｉｈＡｐｐｌｉｃａｉＴｂａｓｅｄＬａｎｇｇｅ恥ａｃｈｇｇＳｃｈｏｏｌＥｎｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎ：ＡＣａｓｅＳｔｕｄｙｏｆｇｇＴｏｎｇｘｕＮＯ．ｌＳｅｎｉｏｒＭｉｄｄｌｅＳｃｈｏｏｌ任务型语言教学在髙中英语语法教学中的应用：基于通许县第一窩级中学的研究（专业学位领域：学科教学英语）专业学位类别；教育硕±申请人：周孟指导教师；徐有志教授职业导师：何雅玲高级教师二〇—五年五月 关于学位论文独创声明和学术诚信承谱本人向河南大学提出硕去学位申请。本人郑重声明：所呈交的学位论文是本人在导、师的指导下独立完成的，对所研究的课題有新的见解。据我所知，晚文中特别加Ｗ说明标注和致谢的地方外，论文中不纪括其他人田经发表或撰写过的研究成果，也不包括其证书而徒用过的材料一他人为获得任何教育、科研机构的学位或。与我同王作的同事对本研究所做的任何贵献均已在论韦中作了明确的说明并表示了谢意。在此本人郑重承诺：所呈交的学位讫文不冉在舞弊作伪行为，文责自负。学位申请人（学位论文作者）签違：—＿去－国？．０１年月日長良年关于学位论文著作权使用授权书河本人经河南大学审板批准授予硕去学位，作为学位论文的作者，本人完全了解并同意南大学有关保留、使用学位论文的要求，即河南大学有权向国家图书馆、科研信息机构（紙质文本和电子文本）ｂ乂供公众检、数据收集机构和本报图书馆等提供学位论文、阔。本人授权河南大学出于宣扬、展览学校学术发展和进行术交流等目的，可索查学＂采取、缩、担描和拷贝等复制手段保冉、汇編学位论文（纸质文本和电子文本）。影及印保印（涉密内容的学位路文在解密后适用本授权书）学位获得者（学位论文作者）签遂：．蓋－巧２０１年月日〇貧女／位论文指导教师签若－学寺勺２０１牛目月作夕广 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool任务型语言教学在高中英语语法教学中的应用：基于通许县第一高级中学的研究ADissertationSubmittedtotheGraduateSchoolofHenanUniversityinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducationByZhouMengSupervisor:Prof.XuYouzhiSeniorteacherHeYalingMay,20152 AcknowledgementsFirst,IwouldliketoexpressmysinceregratitudetomysupervisorprofessorXuYouzhi.Heissokindandcarefulthathetaughtmelotsofknowledgeandinstructedmypaper.AndduringIfinishmythesis;hegavemeinstructiveadviceandusefulsuggestions.Second,IamalsodeeplyindebtedtoalltheteachersthatImetwhogavemetheirdirectandindirecthelp.TeachersinHenanUniversityhelpedmealotduringmytwo-yearstudy.Last,Iwouldliketoexpressmyclassmatesfortheirsupportandencouragement. AbstractThisisanempiricalstudyontheapplicationofTask-basedlanguageteachinginhighschoolgrammarteaching.Withtheintegrationofglobaleconomy,exchangesandcooperationofpolitics,economyandculturesbetweencountriesareconstantlyenhancing.Asthegloballanguage,Englishhasbecomemoreandmoreimportant.EnglishteachinghasexistedformorethanahundredyearsinChina,whichhascultivatedagroupofEnglishtalents.ButthereexistmanyproblemsincurrentEnglishteaching:costingmuchtimebutwithlittleefficiency,payingmoreattentiontoreadingandwritingbutnotmuchtolisteningandspeaking,muchattentiontomemorizingbutlittletopracticaluse,whichcannotmeetthenewneedsofthetime.Asanentirelynewlanguageteachingmethodologywhichroseattheendofthe1970s,Task-basedLanguageTeachinghasdrawnscholars’intensiveattentionbothathomeandabroad,asitoffersanewsolutiontolanguageteaching.Intheearly1990s,Chinesescholarstentativelyappliedtask-basedlanguageteachingtothepracticeofEnglishteaching.In2011,thenationaleducationdepartmentestablishedtheNewEnglishCurriculumStandards,inwhichtheTask-basedlanguageteachingisadvocated,sothattheconceptsof“student-centeredteaching”“elicitationteaching”and“experientialteaching”inthenewstandardcanbeactuallyimplementedtoenhancestudents’comprehensivelanguageabilityandcultivatetheircommunicativetalents.Asthedevelopmentofnewcurriculumreform,task-basedlanguageteachinghasbeenpopularizedtosomeextentinEnglishclassessuchasvocabularyteachingandwritingclassandachievedgoodeffect.Duetotheregionaldivergenceofeducationinourcountry,teachersI incitieshaveusedtask-basedlanguageteachingwidely,whilemostteachersincountiesstillusethetraditionalteachingmethod.Consideringthatgrammarteachingisbothanimportantpointanddifficultpointandtherehasn’tbeenaconsistentandeffectiveideaabouthowtoteachgrammarinthefieldofEnglisheducation,thisthesisattemptstoapplythetask-basedlanguageteachingtotheteachingofEnglishgrammarinthecountyseniormiddleschool,aimingtofindanewwayforgrammarteachingincountyschools.Inthisresearch,theauthorattemptstostudytheeffectofTBLTinthegrammarteachingincountymiddleschoolsbyansweringthefollowingtwoquestions.1.Ingrammarteaching,isTBLTmoreeffectivethanthetraditional3Pmodel?2.Comparedwiththetraditional3Pmodel,isTBLTmoreadvantageousinstimulatingtheinterestofstudentsinthecountyinlearninggrammar?TheauthorconductedtheresearchinTongxuNO.1seniormiddleschoolwheretheauthoractedasanEnglishteacher.Therewere100studentswhoparticipatedintheresearch.Theauthordividedthemintotwoclasses:ECandCC.Eachclasshad50students.Intheresearch,theauthoranalyzedstudents’interestsingrammarlearningbothintheECandintheCCthroughaquestionnaire.Atthesametime,theauthordesignedtwotests:pre-testandpost-test.Inordertomakesuretheaccuracyofdata,theauthorusedSPSSsoftware.Theexperimentwentthroughsixsteps:1.pre-test,2.teachingdesign,3.classroomobservation,4.interview,5.post-test,6.questionnaire.Thepurposeofpre-testwastolearnstudents’grammarlevel,whichwastoseewhetherECandCCareatthesamelevel.TheauthordesigneddifferentteachingplansforECandCCaccordingtodifferentteachingmethods.InEC,theauthoradoptedTBLTinteachinggrammar,whiletheauthoradoptedthetraditionalmethodinCC.Inthethirdstep,theauthoradoptedclassroomobservationandrecordedstudents’behavior.TheauthorgradedstudentsaccordingtotheirbehaviorinordertoII learnstudents’attitudestowardsdifferentteachingmethods.Inthefourthstep,theauthorinterviewedteacherswhohaddifferentteachingexperimentsandaskedthemtogivetheirownviews.Afterfinishingtheaboveexperimentprocedures,theauthorgavethepost-testandcomparedtheresultofpost-testwiththeresultsofpre-test.Inthelaststep,theauthorconductedaquestionnaireamongstudentsinCCandECandcollecteddata,whichwastoanalyzestudents’interestsingrammarlearning.Afterprocessingthedata,theauthorfoundthatthemeanofpost-testinECwashigherby6.4thanthemeanofpre-testinEC.Thesig.(2-tailed)is.000whichislessthan0.05.Itindicatesthatthedifferencebetweenthepre-testandthepost-testofECissignificant.Whilethemeanofpost-testinCCwashigherby0.98thanthemeanofpre-testinCC.What’smore,thesig.(2-tailed)is.013thatislessthan0.05,whichalsomeansthatthedifferencebetweenpre-testandpost-testofCCissignificant.AccordingtotheIndependentSamplesTestinthepost-test,thePis.003anditislessthan.05.Thus,theirmeanscoresaresignificantlydifferentatthe5percentlevel.Asfor95%ConfidenceIntervaloftheDifference,thereisno“0”valuebetweentheLowervalueandtheUppervaluethatare1.91962and9.04038respectively.Fromstatistics,wecanknowthatthereisobviousdifferencebetweenECandCC.StudentsofEChavemademuchprogressingrammarlearning.ThedataresultsprovethatTBLTismoreeffectivethanthetraditional3Pmodelingrammarteachingofcounties.Thus,ingrammarteachingofthecounty,TBLTismoreeffectivethanthetraditional3Pmodel.Fromthedataofquestionnaire,theauthorfoundthat80%ofthestudentsofEChadinterestsingrammarlearning.Whileonly40%ofthestudentsofCChadinterestsinlearninggrammar.Thus,wecandrawtheconclusionthatTBLTismoreadvantageousinstimulatingtheinterestofstudentsinthecountyinlearninggrammar,comparedwiththetraditional3Pmodel.ComparedwithstudentsinCC,studentsinECaremoreactiveinspeakingEnglishIII andcommunicatingwithothers.Fromaboveanalysis,TBLTcanimprovestudents’comprehensiveabilityinthecounty,comparedwiththetraditional3Pmodel.Keywords:Englishgrammarteaching;TBLT;countyseniorhighschoolIV 摘要本文是一篇关于任务型教学在高中语法教学中的应用的实证研究。随着世界经济的一体化，各国之间的政治，经济，文化交流与合作不断增强，英语作为世界语言显得愈发重要。英语教学虽然在我国已经有一百多年的历史，并且已经培养出了一大批英语人才，但是现有的英语教育仍存在一定问题，如费时低效，重视读写忽视听说，重视识记忽视实际运用等，不能满足现代社会对英语人才的新需求。兴起于20世纪七十年代末的任务型教学法作为一种全新的语言教学理论，为语言教学找到了新出路，受到中外学者的广泛关注。20世纪90年代初，中国学者尝试把任务型教学法理论应用于英语教学实践中。2011年，国家教育部颁布的新《英语课程标准》倡导任务型教学途径，以求真正落实新课标“以学生为主体”，“启发式教学”和“体验式教学”的教学理念，提高学生的语言综合运用能力，培养交际型人才。随着新课改的深入，任务型教学法已经在英语课堂，尤其是英语词汇教学，写作课堂中得到一定推广并取得较好成效。但由于我国教育的地域差异，任务型教学法多被城市中的英语教师使用，县级学校的英语教师基本上仍在使用传统教学法。同时鉴于语法教学一直是英语教学中的一大重点和难点，教育领域在语法教学上也一直没有达成有效而统一的意见。笔者试图将任务型教学法应用于县级高中语法教学中，以期为县级高中语法教学提供一种新方法。在本研究中，作者通过研究以下两个问题来研究任务型教学在高中语法教学中的效果。1.在语法教学中，任务型教学比传统3P模式更有效?2.与传统3P模式相比，任务型教学更有利于激发县级学生学习语法的兴趣?作者作为一名英语老师，在通许县第一高级中学开展了本研究，共有100名学生参加了本研究。作者将他们分为两个班级，实验班和控制班，每个班级有50名学生。在本研究中，作者通过问卷调查来分析实验班和对照班的学生对英语语法学习的兴趣。同时作者设计了两套试卷，一套作为前测，一套作为后测。为了保证数据分析的科学性，作者通过SPSS软件分析问卷调查和测试的数据。V 本研究开展了六个步骤：1.前测，2.教学设计，3.课堂观察，4.访谈，5.后测，6.问卷调查。前测的目的是为了掌握实验班和对照班学生的英语程度，了解实验班和控制班是否处于同一水平。而教学设计是作者根据不同的教学法对于实验班和对照班实施的不同教学计划。在实验班，作者将任务型教学法用于语法教学，而在控制班使用传统教学法。在第三步，作者采用课堂观察，并记录学生的表现，对实验班和控制班的学生进行综合的记录。对学生在课堂的表现打分，以了解他们对不同教学法的态度。在第四步，作者采用访谈法，让拥有不同教龄的老师听课，来访谈他们对任务型教学的看法。完成了以上教学计划，作者通过后测，来获得实验班和控制班学生的成绩，与前测的成绩进行对比。在最后一步，作者通过对实验班和控制班展开问卷调查，搜集数据，以便分析实验班和控制班学生学习语法的兴趣。作者通过分析数据，发现实验班的后测成绩平均分比前测平均分提高6.4，P值是.000，小于0.05，这表明实验班的前测和后测的差别是显著的。然后控制班的仅提高0.98，P值是.013，小于0.05，这也预示着控制班的前测和后测的差别是显著的。根据后测的独立样本，P值是.003小于.05。因此，他们的平均成绩在5％也是显著的。至于95％的置信区间差异，在较低值1.91962和较高值9.04038之间没有0值。从统计学上看，我们知道实验班和控制班有明显的差异。在语法学习方面，实验班的学生取得了更大的进步两个班的学生都有进步，数据结果证明TBLT在县级语法教学方面比传统的3P模式更有效。因此，在县级语法教学上，TBLT比传统的3P模式更有效。通过分析问卷调查的数据，作者发现实验班80%的学生对语法学习有兴趣，然而控制班中只有40%的学生对语法学习感兴趣，因此，我们可以得出结论，与传统3P教学相比，任务型教学更能激发县级学生学习英语语法的兴趣。与控制班的学生相比，实验班的学生更积极的说英语并积极与其他学生交流。从以上的分析，与传统3P教学相比，任务型教学能提高县级学生的综合能力。关键词：英语语法教学；任务型教学法；县级高中VI ContentsAcknowledgementsAbstract......................................................................................................................................I摘要.......................................................................................................................................VChapterOneIntroduction....................................................................................................11.1BackgroundoftheResearch.........................................................................................11.2SignificanceoftheResearch.........................................................................................21.3OrganizationoftheResearch........................................................................................3ChapterTwoLiteratureReview..........................................................................................52.1TheContentsofGrammar.............................................................................................52.1.1TheDefinitionofGrammar.................................................................................52.1.2TheRoleofGrammarinNECS..........................................................................72.2TheCurrentSituationofGrammarTeaching................................................................82.2.1GrammarTeachingatHome...............................................................................82.2.2GrammarTeachingAbroad...............................................................................102.3IntroductiontoTask-basedLanguageTeaching(TBLT).............................................132.3.1TheDefinitionofTask.......................................................................................132.3.2TheTypesofTask..............................................................................................142.3.3ThePrinciplesofTBLT.....................................................................................152.3.4Willis’ModelofTBLT......................................................................................172.4TheCurrentSituationofTBLT...................................................................................182.4.1TBLTAbroad.....................................................................................................182.4.2TBLTatHome...................................................................................................20VII 2.5TBLTandGrammarTeaching.....................................................................................22ChapterThreeTheoreticalBasesofTBLT.......................................................................253.1TheSecondLanguageAcquisitionTheory.................................................................253.2Constructivism............................................................................................................27ChapterFourResearchDesign..........................................................................................294.1TheSubjects................................................................................................................294.2ResearchQuestions.....................................................................................................304.3ResearchInstruments..................................................................................................304.3.1Questionnaire....................................................................................................314.3.2Testing...............................................................................................................324.3.3TheSPSSSoftware...........................................................................................324.4TheExperimentProcedures........................................................................................334.4.1Pre-test...............................................................................................................334.4.2TeachingDesign................................................................................................334.4.3ClassroomObservation.....................................................................................414.4.4Interview............................................................................................................444.4.5Post-test.............................................................................................................444.4.6Questionnaire....................................................................................................45ChapterFiveAnalysisofResultsandDiscussion.............................................................475.1TestingAnalysis..........................................................................................................475.1.1DiscussionofthePre-test..................................................................................475.1.2DiscussionofthePost-test................................................................................495.1.3ComparativeAnalysisofECinthePre-testandPost-test................................505.1.4ComparativeAnalysisofCCinthePre-testandPost-test................................525.2ClassroomObservationAnalysis................................................................................53VIII 5.3InterviewAnalysis.......................................................................................................565.4QuestionnaireAnalysis................................................................................................57ChapterSixConclusion......................................................................................................676.1MainFindings.............................................................................................................676.2PedagogicalImplications............................................................................................696.3LimitationsoftheStudy..............................................................................................706.4SuggestionsfortheFurtherStudy...............................................................................716.5Conclusion...................................................................................................................71Bibliography...........................................................................................................................73Appendix1..............................................................................................................................77Appendix2..............................................................................................................................82Appendix3..............................................................................................................................87Appendix4..............................................................................................................................88Appendix5..............................................................................................................................90IX ChapterOneIntroductionChapterOneIntroduction1.1BackgroundoftheResearchWiththedevelopmentofsociety,themostwidelyusedlanguageEnglishismoreandmoreimportantforindividualperson.OurcountryhasestablishedtheEnglishcurriculumstandardtomeetthenewneedsforthesituation.NewEnglishCurriculumStandard(2003)pointsoutthattheoverallobjectiveofthecurriculumistotrainstudents’comprehensivelanguageapplicationability.Asanimportantbaseforcomprehensivelanguageapplicationability,grammarteachingisoneofmajorcontentsinEnglishteaching.AccordingtotheNECS,grammarteachingshouldbepaidmoreattention,butitisnotthefinalgoalingrammargoals.Anditisregardedasaprocessoflearninglanguageknowledgeandimprovinglanguageabilities.ThestandardadvocatedthatseniorhighschoolEnglishgrammarshouldbetaughtfromtheperspectiveofapplication,anditstressesthatgrammarteachingisnotrestrictedtothegrammaticalcategory,butrelatedtologicalthinking,culturalawareness,contextofdiscourse,theme,genreandvocabularysoastodevelopstudents’grammarconsciousnessandensureaccuracyofusinglanguage.SoitisobviousthatgrammarshouldbetaughtasamethodtorealizetheoverallobjectiveinsteadoffinalgoalinhighschoolEnglishclass.Actually,accordingtotheauthor’sobservationandcommunication,manyteachershavemisunderstoodtheroleofEnglishgrammarteaching.Influencedbythenewcurriculumreform,someteachersjuststressstudents’abilityoflanguageapplication,ignoringgrammar.Buttheydidnottakeeffectivemethodstoimprovestudents’applicationability.Asaresult,studentsarepooratbasiclanguageknowledge,letalonecommunicationinEnglishproperly.1 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolMostteachers,especiallyteachersincountiesattachtoomuchimportanceongrammarteachingwithoutpayingattentiontoimprovingstudents’ability.SomestudentsincountyseniorschoolseventhinkthatEnglishclassisjustgrammarclass.InEnglishgrammarclass,traditionalEnglishgrammarteaching(3Pmodel)ismostwidelyusedinseniormiddleschool.3PModelstressesthememorizingofgrammarrulesandpatterndrills.Grammarrulesaremoreclearandsystematicwith3Pmodeland3PModelclassiseasiertocontrolforteachers.Thefacthasshownthat3PModelhasresultedinmanyproblems.Oneoftheproblemsisthatseniormiddleschoolstudentshavedifficultyinapplyingthoserulesflexibly,soseniormiddleschoolstudentsareusuallypooratEnglishspeakingandlistening,whichhasviolatedtheoverallgoalsoftheNECS.Anotherproblemisthatthe3PModelclassisboringandinefficient,sostudentshavenointerestingrammarlearning.SomestudentsevenfeeldisgustedwithEnglish.Inalongrun,seniormiddleschoolstudentsarejustgoodatchoosingrightanswersinexaminationssincetheycanrecitemanygrammarrules,buttheyfeelitisdifficulttospeakEnglishinrealcommunications.Thoseshortcomingswillbegreatobstaclesinstudents’development.ConsideringthecurrentnewcurriculumreformandexistingproblemsinEnglishgrammarclass,itistimetofindandtestanewsolution.Task-basedLanguageTeachinghasbeenadvocatedintheNECSsince2001,butitisnotpopularizedingrammarteaching.SincegrammarissoimportantinEnglishteaching,theauthorattemptstoapplyTBLTinthecountyseniormiddleschoolwheretheauthorteachesEnglish.AteachingexperimentwillbedesignedandcarriedoutinthecountyseniormiddleschooltotestwhethertheTBLTwillmaketheEnglishgrammarteachingmoreeffectiveandmotivatestudents’grammarinterest.1.2SignificanceoftheResearchUptillnow,thereisn’tacommonviewonhowtoteachgrammareffectively.Themost2 ChapterOneIntroductioninfluential3PModelhasbeeninadilemma.SotheresearchaboutthecombinationofgrammarandTBLTisopportuneandmeaningful.TBLTadvocatesthatstudentsshouldlearnfromtheprocessofcompletingtasks.Itstimulatesstudents’applicationoflanguageintheprocessoflearning.BecauseTBLTemphasizesboththeformsandfunctionsoflanguages(Skehan),grammarteachinginTBLTmodelcan’tonlyhelpstudentsachieveaccuracyoflanguageforms,butalsoimprovetheirlanguageability.ThatTBLTstresseslanguageacquisitionandlanguageapplication(theactualizationofclass)ratherthanlanguageformreflectschangesofthegoalandthefunctionoflanguageteachinginNECS.TheapplicationsoftheTBLTinvocabularyteachingandwritingteachinghaveachievedsuccess,buttheapplicationofTBLTingrammarteachingisrare.TheauthorexpectstotestthefeasibilityandeffectofTBLTingrammarteachingbyacasestudy,andifso,thedifficultyingrammarteachingcanbealleviatedtosomeextent.TheauthordiscoveriesthatteachersinthecityhavelearnedTBLTandsomeofthemhaveapplieditsometimes.Nearlyalltheteachersincountiesuse3PmodelandtheyknowlittleaboutTBLT.TheexperimentismadeinTongxuCountyNo.1SeniormiddleSchool,acountyschool.TheresearchattemptstosurveythepossibilityoftheTBLTincountyhighschools,whichisalsoanextensionoftheapplicationofTBLT.Theresearchishelpfultoapplyeducationaltheorytothecountyseniormiddleschool.Basedontheexperiment,theauthoranalyzesandfindsfactorsthathindertheimplementationofTBLT.Reasonablesuggestionsareputforwardsothattheresearchcanoffersomeusefulguidanceforteachersincounties.Atthesametime,theexperimentitselfcanbeagoodpropagandaforTBLT,sotheresearchhassignificantpracticalmeaningaswell.1.3OrganizationoftheResearchThethesisconsistsofsixparts.Chapteroneisabriefintroductionoftheresearch3 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolbackground,theresearchsignificanceandtheorganizationoftheresearch.Chaptertwoistheliteraturereviewofrelatedtheoriesaboutgrammarandgrammarteaching.Chaptertwoalsoinvolvescurrentgrammarteachingsituations,thedefinitionsoftask,taskteachinganditsprinciples.ChapterthreeexpoundsthetheoreticalbasesofTBLT:SecondLanguageAcquisitiontheoryandConstructivism.Chapterfourisexperimentdesignfortheresearch.Chapterfiveisanalysisanddiscussionoftheresearch.Thelastchapterisconclusion.4 ChapterTwoLiteratureReviewChapterTwoLiteratureReview2.1TheContentsofGrammarThispartmainlytalksaboutsomedefinitionsofgrammarandnewrequirementsforgrammarintheNECS.Fromthedefinitionswecanknowwhatshouldbetaughtingrammarclass.FromnewrequirementsofNECS,wecanseethattherearemoregoalsingrammarteaching.2.1.1TheDefinitionofGrammarTheterm“grammar”originsfromtheGreek“Grammatike”,whichatfirstjustreferredtotheeightcategoriesofpartofspeechfromGreekwords.That’stosay,beforethe20thcentury,grammarwasstrictlydefinedasbasicelementsforsentencesincludingnouns,verbs,participates,articles,pronouns,adverbsandconjunctions(Dykema,1961).Withthedevelopmentoflinguistic,thenotionandconceptsofgrammarhavechanged.Intheearly20thcentury,“structuralgrammar”whichwasproposedbyBloomfieldadvocatedthatgrammarshouldbeanalyzedfromphonology,morphologyandsyntax(LarsenFreeman&Long,1991).Inthemiddleof20thcentury,the“functionalgrammar”whichemphasizesthefunctionsoflanguageflourished.Grammaratthattimereferredtothelanguage’sfunctiontomeetspeakers’communicativeneeds.Inthe1970s,TGgrammarwaspowerful.Chomskyregardedgrammaraslimitedruleswithwhichpeoplecangenerateinfinitesentences.Thedevelopmentoflinguisticshasenrichedtheconceptofgrammar.Variouslinguistshavegivendifferentdefinitionsofgrammarbasedondifferentconcepts.Theauthorjustpicksupseveralrepresentativedefinitionsfromthevariousdefinitionsofgrammartoseetheconnotationofgrammar.5 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolDefinition1:Grammarteachesushowtomakeuseofwords,thatistosay,itteachesushowtomakeuseoftheminthepropermanner…tobeabletochoosethewordswhichoughttobeplaced.Wemustbeacquaintedwithcertainprinciplesandrules,andtheseprinciplesandrulesconstitutewhatwecalledgrammar.(Cobbert1819:96)(QuotedbyNunan,1999:96)Definition2:Grammaris“asystematicdescriptionofalanguage;thewaywords,andtheircomponentpartscombinetoformsentences.”(DavidCrystal,1980)Definition3:Grammaris“asystematicdescriptionofthestructureofalanguageandthewayinwhichlinguisticunitssuchaswordsandphrasesarecombinedtoproducesentences”(Richards,Plattand,Weber,1985:99)(quotedbyNunan,1999:99).Definition4:“Thestudyofhowsyntax(form),semantics(meaning),andpragmatics(use)worktogethertoenableindividualstocommunicatethroughlanguage.”(Halliday,1985)Definition5:LarsenFreeman(1995)thoughtthatgrammarincludedthreedimensionalities:syntax(form),semantics(meaning)andpragmatics(use),whichisahigh-orderconceptwithinlinguistic.Definition6:BillGribbinclassifiedgrammarintothreecategories:Grammar1,Grammar2andGrammar3.HedefinedGrammar1asunconsciousknowledgeoflanguage;Grammar2wasconsciousknowledgeoflanguageinvolvingconcepts,terms,andtheanalyzingskillsoftalkingaboutthelanguage;Grammar3wasaboutrulesandusageoflanguage.Fromtheabovedefinitionsofgrammar,wecanseethatthefirstthreedefinitionsgenerallyregardgrammarastheruletoformsentence.That’stosay,grammarcanteachpeoplehowtoconstructwell-formedsentences,whichisthemostimportantfunctionofgrammar.Thatisalsothemosttraditionalconceptofgrammar,whichhasdeeplyinfluencedtheEnglishgrammarteachinginourcountryforalongtime.Therefore,Englishgrammarclasstendstofocusontheformoflanguage.Fromthelastthreedefinitions,thecontentsof6 ChapterTwoLiteratureReviewgrammarhaveenrichedforthelastseveraldecades.Grammarnotonlyinvolvestheformoflanguage,butalsoinvolvesthemeaningandusage.Grammarhaschangedfromthestructureleveltovariousleveloflanguage.Grammarstressesbothformandfunctionoflanguage,soboththeformoflanguageandtheabilitytoapplyitproperlyshouldbefocusedoninEnglishgrammarclass.Fromthispoint,thetraditionalgrammarclasswhichpaysallattentiontotheformoflanguagecan’tteachgrammarcomprehensively.2.1.2TheRoleofGrammarinNECSFromtheNECS,wecanlearnthatbasiclanguageknowledgethatshouldbemasteredbyseniorhighschoolstudentsincludespronunciation,vocabulary,grammar,functionandtopic.Sincelanguageknowledgeisanorganiccomponentoflanguageabilitywhichisanimportantbasefordevelopinglanguageskillsincludinglistening,speaking,readingandwriting,itisalsoanimportantpreconditionoflanguageapplicationability.Listeningandreadingneedtheabilitytounderstand.Speakingandwritingneedtheabilitytoexpress.Thesefourskillsmutuallysupplementandpromoteeachother.However,wehavebeenawarethatgrammarisnecessaryinthedevelopmentoflanguageskills.Therearecloserelationshipbetweenlanguageskillsandlanguageknowledge,especiallygrammar.Atleast,grammarcanpromisewhatyousayandwhatyouwriteiscorrect.Certainly,formcorrectionisnotthegoalforgrammar.Accordingtoseniormiddleschoolstudents’communicativedemandandcognitivedevelopmentlevel,seniorEnglishteachingshouldfocusontrainingstudents’severalabilities:abilitytoproperlyuseEnglish;abilitytoacquireandprocessinformation;abilitytouseEnglishtoanalyzeandsolveproblemsandcriticalthinkingskill.Thatistosay,grammarteachingshouldnotonlyteachhowtosay,butalsohowtoapplythelanguageproperly,howtostudyandhowtothinkinthelanguageofEnglish.Accordingtothestandard,besidestheknowledgegoalandskillgoal,thereareothergoalsincludingaffectiveattitude,learning7 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolstrategyandcultureawareness.Therefore,asacomponentofoneofthegoals,grammarteachingshouldgiveconsiderationstoothergoals.ThestandardsuggestedthatinordertolayasolidfoundationforthecommongroundoftheEnglishcourse,teachersshouldtrainstudents’comprehensivelanguageskillsoflistening,speaking,readingandwritingbyencouragingstudentstoexperience,practice,discuss,especiallystressstudents’languageuseincommunication.Studentsshouldtakepartinlotsofspecialprojectsandcomprehensivelanguageactivitiestoformcomprehensivelanguageapplicationabilityandlayfoundationforverbalcommunication.Listening,speaking,readingandwritingarenotonlycontentsoflearning,butalsoameanstostudy,sodoestheprocessofgrammarteaching.Consideringtheroleandrequirementsofgrammar,itisclearthatdemandsforgrammarteachingaremorecritical.Howtoteachsuccessfullyisreallyanurgentresearchtopic.Next,theauthorgivesareviewonwhatscholarshadresearchedinthisfield.2.2TheCurrentSituationofGrammarTeaching2.2.1GrammarTeachingatHomeTheresearchforgrammarteachinginourcountrybeganfromthe20thcenturyandroseinthe1970s.Thoughinfluencedbythewesternteachingmethodology,scholarsinourcountryhavetheirowngloriousresearchachievementsandprofoundviewsaboutgrammarteaching.Firstofall,scholarsinourcountryhaverealizedthegoalofgrammarteachingisnotpurelythelanguagestructureorsyntax.WangMingyuandJiaLiangyusupportedthattheaimofgrammarteachingwastoenablestudentstomastertargetlanguageandletthemhavetheabilitytoexpressthemselvesandunderstandothersincommunicationwithoutdependingonsyntaxrules.Theybelievedthatthegoalforlearninggrammarwastocommunicatefreely.HuZhuanglin(2000)pointedoutthatthegoaloflanguageeducationwastoteachstudentshow8 ChapterTwoLiteratureReviewtouseEnglishcorrectlyandproperly,soweshouldregardgrammarasarationalanddynamicsystemratherthananarbitrarilystaticsystem.JiaGuanjie(2003)proposedthatgrammarservedasaserviceforlanguageapplication.Grammarisusedtoimprovestudents’skillsoflistening,speaking,readingandwritingsothatstudentscouldhaveasolidfoundationforlanguageability.Fromthispoint,grammarisatoolinlanguagelearningandabilityimprovement.Introductionsofwesternteachingtheoriesofgrammarteachingareeffectiveforthedomesticscholars’research.HuangHebin(1999)hadreviewedthegeneralsituationsoftraditionalgrammarteachingfromthe16thcenturytothe20thcentury.Hefocusedontheanalysisofbothadvantagesanddisadvantagesofcontentsandmethodologyofgrammarteachinginthe19thcenturyandtheirinfluenceongrammarteachinginChinaaswell.PengKunxiangsuggestedthatgrammarteachinginourcountryshouldnotpaytoomuchattentiontoacertainteachingmethod.Duringthetrialofonenewmethod,we’dbetternottakeanabsolutenegativeattitudetotheformerteachingmethod.Hethoughtthatthereweremanyadvantagesineachmethodwhichshouldbeinherited.Somenewandcreativetheoriesalsodevelopedinthefieldofgrammarteaching.WuJun(2009)analyzedtheshortcomingsofgrammarteachinginourcountry.Heintroducedtheapplicationofcorpusingrammarteachingandpointedoutthesignificanceofapplyingcorpusingrammarteaching.ZhangRen(2004),DaiWeidongandRenQingmei(2006),DaiWeidongandChenLiping(2005)explainedtheenlightenmentsoftheimplicitcognitivestudytotheEnglishgrammarteachingandproposedexplicitinteractiontaskapproach.Inthefloodofthenewcurriculumreform,manyEnglishteachersandscholarshaveconductedextensiveresearchesonbothpracticalteachingandexam-orientedteachingaimingatjuniorandseniorgrammarteaching.Intheaspectofpracticalteaching,ZhuJianwei(2005)pointedoutthatteachersshouldchangetheirconceptsandhaveacorrectunderstandingofthe9 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolrelationshipbetweengrammarteachingandEnglishteaching.What’smore,teachersshouldconductgrammarteachingbasedonstudents’demandandclass’scharacteristics.MaFukangwasthefirsttoexplainhowtoutilizesituationstoleadtogrammarpointswithlivingexamplesinclassteaching.Heusedtheprocedureteachingincludingdiscussion,summaryandpracticedrill,whichwasameaningfultrialingrammarteaching.XuLong（2006）mentionedthatthereweregenerallytwogrammarteachingmethodswhichwereinductivemethodanddeductivemethod.Theprocedureofinductivemethodis:observation---analysis---practicewhichisacognitiveprocessfrompracticetotheoryandthenbacktopractice.Theprocedureofdeductivemethodis:presentationofgrammarrules---givingexamples---elaborationofgrammarrules---practice,whichisacognitiveprocessfromtheorytopractice.Thosetwomethodshaveadvantagesanddisadvantages,sointheteaching,whichmethodtochoosedependedonstudents’age,Englishlevelandthefeaturesofeachgrammaritem.Healsoadvocatedthatteachersshoulduseoralcommunicationmethodandtraditionalmethodsimultaneouslyandhighlightthegrammarteachingusingexploratoryapproach.Inabriefsummary,thetraditionalgrammarteachingtheoryismoredominantinourgrammarclass.Teachersconstantlyanalyzegrammarruleswithsomeunrealexamplesandmechanicaldrillstomakestudentsunderstandgrammarrules.However,inthisway,studentscan’tinternalizegrammarrulesandimprovetheirlanguageapplicationability.Influencedbythenewconceptsofcurriculumreform,grammarteachinghasbecomemorediversified.Comprehensiveskillsandlanguageapplicationabilitiesaretakenintoconsideration.2.2.2GrammarTeachingAbroadInthehistoryofgrammarteaching,grammar-translationmethod,audio-lingualmethodandcommunicativeapproachhavebecomeflourishedforalongtimefromonetoanother.Theyallgotcriticizedfortheirowndisadvantagesanddeclinedatlast.Asthefacthasshown,10 ChapterTwoLiteratureReviewthenewtendencyofteachingmethodologyisTBLT.Next,theauthorwillgiveareviewofgrammarteachingresearch.TheGrammar-translationmethodprevailedintheendofthe18thcentury,whichhadbeenthemostancientandinfluentialteachingmethodology.Thismethodpaidthemostattentiontogrammar.Asitiscalled,grammarrulesarepresentedandanalyzedinmothertongueatfirst,andthenmanytranslationsfromnativelanguagetotargetlanguagearepracticed.Translatingisbasicmeanstotrainstudents’grammaraccuracyinlanguageteaching.Thoughgrammar-translationmethodhasbeeninfashionforhundredsofyearsasanimportantmethodofgrammarteaching,itiscriticizedforthefollowingreasons:First,itignoreslanguagespeaking,sostudents’languageapplicationabilitycan’tbedeveloped.Second,grammartranslationclassdependsmuchonmothertonguesothatstudentscan’tusetargetlanguageflexibly.Third,thismethodisteacher-centeredteachingmodelsostudentsdon’thavemuchinterestinlanguageclass.Intheearlytwentiethcentury,theAudio-lingualmethodreplacedtheGrammar-translationmethod.Audio-lingualmethodisbasedonstructuralismandbehaviorism,whosepropositionisstimulus-response-reinforcementtheory.Thatistosay,arightresponseshouldgetrewardedandwrongresponsesshouldbepunishedsothattherightresponsecanbereinforced.Inforeignlanguageteaching,therepeatedpracticeistakentohelpstudentsacquiregrammarknowledgeasaresultoftheformationofahabit.Inthismethodology,bothgrammaraccuracyandpronunciationarestressedbecauseitisdependentonmimicry,memorizationofsetphrases,andoverlearning.However,thismethodleadstoineffectivenessinlanguageteachingforitsmechanicalpatterndrillsanddeparturefromsocialcommunicativesituations.Inthe1970s,communicativeapproachbecamepopularinthewesterncountries;asaresult,theimportanceofgrammarteachingwasgreatlyreduced.Intheearly1980s,Krashen11 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolandTerenproposedtheNaturalapproach,whichadvocatednaturalacquisitionoflanguageinsteadofgrammarteaching.InfluencedbyKrashen’stheory,grammardisappearedforaperiodoftimeinlanguageclass.Theresultwasthatthestudents’skillsofreadingandwritingdecreased,what’smore,students’accuracyoflisteningandoralexpressionwasbadlyaffected,whichrestrictedstudents’communicativeability.(WuYimin,1997)Spada(1997)foundthatintheprocessofcommunicativelanguagelearning,thecognitionformedinthetouchingofgrammarcouldlastlonginthememoryandtheaccuracyofoutputtinglanguagecouldbeincreased.Afterreviewingtheeffectofgrammarteaching,N.Ellis(2002)putforwardthatwiderangeandlongperiodofgrammarteachingdidgoodforthedevelopmentofexplicitlanguageknowledge.Atthesametime,grammarteachingcouldguaranteeandenhancetheaccuracyoflanguageform.Ellis(2001,2002,2003)firmlysupportedthatgrammarshouldbetaughtconsciouslyincommunicativelanguagelearning.Besides,healsoproposedthatgrammarteachingshouldcombinetheteachingofformwithmeaningfullanguagecommunications,whichmeantpropergrammarinstructioncouldbeinsertedinthetask-basedcommunicativeteaching.(HengRenquan,2007)Fromthereview,wecanseethereareconstantchangesingrammarteachinginwesterncountries.First,thecontentofgrammarteachinghasbroadened.Grammarteachinginwesterncountriesispayingmoreattentiontogrammarphenomenonindiscourselevelratherthanjustsyntaxlevel.Second,Modernforeignlanguageteachingstressesgrammarpracticesincommunications.Inordertotrainstudents’grammarcompetence,grammarteachingemphasizescreatingsituationssothatstudentscanacquirelargeamountsofaccessiblegrammarinputinrealsituations.(HaoXingyue,2004:50-54)Sinceourforeignlanguageteachinghasbeeninfluencedbywesternteachingmethods,thereviewofrelatedresearchcangiveusmoremeaningfulreference.TBLTisafurtherdevelopmentofcommunicativeapproach.Nexttheauthorwilltalk12 ChapterTwoLiteratureReviewaboutTBLTindetail.2.3IntroductiontoTask-basedLanguageTeaching(TBLT)2.3.1TheDefinitionofTaskSincetaskisthecoreoftheTBLT,itisnecessarytounderstandwhattaskmeansinthismethodology.Manyscholarshavegivendefinitionsandtheirunderstandingsoftask.Amongthevariousdefinitions,mostofthemareabouttaskincommunications.“Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward…Inotherwords,by‘task’itmeansthehundredandonethingspeopledoineverydaylife,atwork,atplay,andinbetween”(Long1985:89).Thisisabroadsenseofdefinitionfortask.AccordingtoLong,tasksrefertovariousactivitiesinreallifeincludingborrowingbooksinthelab,hotelreservation,paintingafence,dressingababy,buyingthingsatashopandsoon.AnotherdefinitionisfromLongmanDictionaryofAppliedLinguistics(Richards,PlattandWeber,1985).Inthisbook,taskisdefinedas“anactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage.Forexample,drawingamapwhilelisteningtoatape,listeningtoaninstructionandperformingacommandmaybereferredtoastasks.Ataskusuallyrequirestheteachertospecifywhatwillberegardedasasuccessfulcompletionofthetask.Theuseofavarietyofdifferentkindsoftasksinlanguageteachingissaidtomakelanguageteachingmorecommunicative”.Thisdefinitionfocusesonwhatlanguagelearnersdoinclassroombecauseitgivesclearcluestoguideteachers’taskteachinginEnglishclass.Taskinthisdefinitioninvolvesbothlistening,speakingandwritingskills.Breen(1987)definedtaskas“anystructuredlanguagelearningendeavorwhichhasaparticularobjective,appropriatecontent,aspecifiedworkingprocedure,andarangeofoutcomesforthosewhoundertakethetask”(Breen1987:23).13 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolSkehan(1998)putforwardfivecharacteristicsoftask-basedlearningaccordingtoothers’researches:meaningistheprimarytaskwhichneedstobefocusedoninthefirstplace;inthetasktherearesomecommunicationproblemstobesolved;taskissimilartocommunicationactivitiesinrealworld;Completingtasksistheultimateaim;Assessmentismadeaccordingtotaskresults.Nunandefinedtaskas“apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform”(Nunan2000:10).NECS(2011)explainedtaskasanyactivitypracticethatcouldhelpstudentsdothingswithEnglish.Thestandardsuggestedthatteachers’classroomdesignshouldincludetaskbasedonstudents’interestandlifeexperienceaimingatteachingobjectivessothattaskcanhelpstudentslearnEnglishknowledge,developlanguageskillsandenhancelanguageapplicationability.Tosumup,wecanseefromabovedefinitionsthattaskinvolvescommunicativetaskwhichstressesthemeaninganduseoflanguageratherthantheformoflanguage.Taskcanbeconcludedasakindofpedagogicalpracticesthattrainstudentstodothingswithtargetlanguageingivensituationsthroughcomprehendingandprocessinginformation.Taskdesignshouldbemeaningfulandrealbasedonstudents’interestandsocialdemands.Intheprocessoftaskcompletion,teachersshouldoffersomeguidanceandhelpbutnotinterferetoomuch.Theprocessofcompletingtaskisaprocessofapplyingtargetlanguagetoorganizeinformationandinternalizegrammars.Taskcompletionnotonlyhelpsstudentspracticelanguageskillsbutalsoimprovetheirlanguagecomprehensiveapplicationability.2.3.2TheTypesofTaskWillis(1996)dividedtasksintosixtypes:(1)Listing;(2)Orderingandsorting;(3)14 ChapterTwoLiteratureReviewComparing;(4)Problem-solving;(5)Sharingpersonalexperiences;(6)Creativetasks.Listingtaskreferstothetaskgivenbyteachersbasedonlifeexperience.Forexample,teacherscanleadstudentstolistreasonsofairpollutionandencouragethemtolistmeanstodealwithairpollution.Inthisway,studentscanopentheirmindandhavemoreideasthroughcommunicationswithotherssotheycanhavedeepunderstandingofthetopic.Orderingandsortingtaskmeansteachersgiveadisorderedpicturesorparagraphs,andstudentsmakethepictureorparagraphordered.Thistypeoftasktrainsstudents’logicreasoningability.Comparingtaskmeansthatstudentsshouldobserveandfindsomedifferenceandsimilaritiesbetweentwothings,personsoritems.Forexample,studentscangetatasktocomparetwopicturesofthesamepersonindifferentages.Problem-solvingtaskismorecomplexwhichinvolvesknowledgestorageandreasoning.Forexample,studentsarerequiredtoactasadoctortotreatapatientinthehospital.Thistaskcanenhancestudents’responseandproblem-solvingability.Sharingpersonalexperiencestaskmeansstudentsshareviewsandopinionsabouttheirownexperiencesandthoughtinclass.Theycanexpresstheirmindorshowotherstheirinterestorhobbiesfreely.Forexample,studentscanbeaskedtotalkaboutonethingthatismostimpressiveonthem.Creativetasksrequiremorecomprehensiveabilities,whichismoreopenedandexplorative.Thistypeoftasksneedsthecommoneffortofthewholegroupmembersinvolvingvariousabilitiesincludingcooperation,creativityandproblemanalysisability.Theabovesixtypesoftaskshaveofferedteachersgreathelpwiththeirtaskdesign.Thesetaskshavebeenwidelyacceptedamongteachersbecausetheycanimprovestudents’languageapplicationability,teamworkspiritandreasoningability.2.3.3ThePrinciplesofTBLT15 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolVariousscholarshaveproposeddifferentprinciplesofTBLT;theauthoradoptsthefiveprinciplesbyNunan(2000)becauseitiswidelyacceptedamongteachersintheirteachingpractice.First,theauthenticityprinciple:Theprincipleconsistsoftwoaspects:Thefirstisthatlanguagematerialsusedbyteachersinclassshouldbeauthentic;thesecondisthatthetaskshouldbecoherentwiththelanguageenvironmentandrealsituationssothatstudentscanmasterandexperiencelanguagepatternssuccessfullyandnaturally.Thisprinciplestressesthattheinformationmaterialsshouldbecloselyrelatedtosociallifeandstudents’experience.Inthisway,studentscaneasilyengageinthecommunicativesituationbothinandoutofclass.Second,theform-functionprinciple:Thisprinciplemainlysuggeststhatbothformandfunctionaretotallyofequalimportance.Thatistosay,fluentmeaningexpressionandaccuratelinguisticformarebothessentialinTBLT.Teacherscanprovidestudentswithmanysimilarlanguageexpressionsinacertainsituationsothatstudentscangetanoverallimpressionofitsfunctiononsuchtypeofstructures.Inthisway,whatthenewknowledgeisandhowtouseitarebothlearnt.ItwillreducetheobstacleswhenstudentsneedtoapplywhattheyhavelearntinEnglishclass.Third,thetaskdependencyandthetaskchainprinciple:Thisprinciplemeansthatthetaskshouldbedesignedfromeasieronestothemoredifficultones.What’smore,differenttaskswithdifficultydegreesshouldbedesignedtomeetstudents’needsinvariouslevelssothatstudentscanallgetsomeachievementsintaskcompletion.Stepbystep,studentsareabletofinishmorecomplextaskandgainmorelanguagecompetence.Inthisway,taskislikeachainfromsimpletasktocomplextask.Fourth,learningbydoingprinciple:Thisprinciplesuggeststeacherstoleadstudentstocompletespecifictasks,whichisa16 ChapterTwoLiteratureReviewprocessforstudentstointernalizelanguageknowledgeandgainthesenseofachievementsandlearninginterest.Intheprocessofdoing,knowledgeisinternalizedandacquired.Thisprincipleenhancesstudents’enthusiasmforlanguagelearning.Fifth,scaffoldingprinciple:Thisprinciplesuggeststhatteachersshouldactasscaffoldinginbuildingconstruction,whichmeansthatteachers’helpisnecessary.Intheprocessoflearning,teachersshouldgivepropersituationsforstudentstocompleteatask.Whilestudentsaretryingtocompletetasks,teacherscanobservetheirprocessandconditions.Whatteachersshoulddoistoprovidestudentswithimmediatehelpwhenheisneeded.However,toomuchinterfereisnotadvocated.Certainly,thefiveprinciplesarenotindependentofeachother.Intheprocessofteaching,teachersshouldpayattentiontotheirrelationsandchooseproperprinciplesbasedonconcretesituations.2.3.4Willis’ModelofTBLTBothWillis’andSkehan’smodelsarerepresentativeintask-basedapproach.TheauthorchoosesWillis’modeltoguidethestudybecausetheauthorbelievesthatthismodelismoresuitableforgrammarteachinginourcountry.AccordingtoWillis,TBLTincludesthreeprocedures:Step1.Pre-taskstage:Inthisstage,teachersneeddosomethingtoleadstudentsintothelanguageenvironment.Showingpictures,tellingastoryorfreetalkandreviewingrelativeoldknowledgeareoftenusedatthebeginningoftheclass.Then,teachersareresponsibleforrepresentingnewlanguageknowledgeinclasssostudentsarereadyforthetask.Step2.Task-cyclestage:inthisstage,studentsapplynewknowledgetocompleterelatedtaskbypairworkorgroupwork.Teachersshouldencourageallstudentstoinvolveinthe17 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolcommunicationtocompletethetaskwithoutpayingtoomuchattentiontotheirmistakes.Thisprocedureincludesthreeparts:task,planningandreport.Taskphaseaimsattrainingstudents’fluencyoflanguage.LearnerstalkandexchangeopinionsusingthenewknowledgeinEnglish.Planningphasemeansthatlearnersshouldmakeaplantoreporttheirprocessoftaskcompletionintheformofgroup.TheycanreportinspokenEnglishorwrittenEnglish,sotheyneedmorepracticeinspeakingorwritinginordertosuccessfullyrepresenttheirtaskresults.Reportingphasemeansthateachgroupshowstheirresultonebyonetothewholeclass.Theteachershouldgiveanassessmenttoeachgroup’sperformance.Step3.Post-taskstage(languagefocus):Thepreviousstagefocusesonthemeaningexpressionoflanguage.Inthisstage,teacherstransferthefocustotheformoflanguage.First,teacherscanleadstudentstodosomelanguageanalysisactivities.Basedonwhatstudentshavedoneandspoken,teacherspickuptheirmistakesandheightensomeimportantlanguagepointsandstructures.Second,teacherscanprovidestudentsmorepracticeactivitiesincludingpatterndrills,gapfilling,andstructurepracticesaccordingtotheirweaknessintheperformance.Inthisstep,theaccuracyofgrammaristrainedandachieved.2.4TheCurrentSituationofTBLT2.4.1TBLTAbroadTBLTwasfirstproposedbytheIndialinguistN.S.Prabhu,whocarriedouttheBangloreProject,anEnglishteachingexperimentinthesouthofIndiainthe1970s,andthenresearchesonTBLTbecamepopular.Inthisexperiment,Prabhudividedteachingcontentsintovarioustasksandencouragedstudentstonaturallyacquirelearningcontentintheprocessoftaskimplementing.PrabhufoundthatTBLTcouldimprovestudents’comprehensivelanguage18 ChapterTwoLiteratureReviewapplicationabilitythroughthefamousexperiment.Inthelaterhalfof1990s,manyfamousscholarsincludingBreen,Nunan,SkehanandWiilisallpublishedtheirowncompositionsonTBLT.TBLThasbeenwidelyappliedinthesecondandforeignlanguageteaching.Itsresearchareaextendedfromthebeginninglanguagecommunicationteachingtosociolinguistics,psychologicallinguistics,secondlanguageacquisitiontheory,andeducationalpsychology,theoryofcurriculumandtestandevaluationoflanguageteaching.Now,manycountriesandareasincludingAmerica,Singapore,AustraliaandHongKongofChinahavepromotedTBLTvigorouslyandeffectively.InthebookSecondLanguagePedagogy(1987),Prabhudefinedtaskas“anactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatethatprocess.”TherearethreetypesoftasksaccordingtoPrabhu:a)Information-gapactivitiesmeanstudentstransferinformationwitheachotherintargetlanguage;b)Reasoning-gapactivities,whichinvolvederivingsomenewinformationfromgiveninformationthroughprocessesofinferenceanddeduction;c)Opinion-gapactivitiesengagelearnersinidentifyingandarticulatingapersonalpreference,feeling,orattitudeinresponsetoagivensituation.Besides,Prabhuthoughhighlyofmeaning-centeredactivitiesandhethoughtthatteachersneednotteachstudentsgrammarrulesclearlyandcorrecttheirgrammarmistakestoomuchbecausestudentscouldinternalizethegrammarsystemintheprocessofpayingattentiontothemeaningoflanguage.AstheoriginatorofTBLT,someimperfectionsexistinPrabhu’stheory,forexample,Prabhudidn’texactlyproposehowtodesignatetaskbasedonstudents’factorsandhowtoassesstask.Eventhough,whatPrabhuresearchedandfoundhaslaidasolidfoundationforthefollowingscholars’research.Candlin(1987)andBreen(1987)furtherdevelopedPrabhu’stheory.Candlinsupportedthattasksshouldbedesignedwithdistinctiondegreesbecausestudentsresearchedquestions19 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolthroughcommunicativeactivitiesandcognitionprocessbasedontheirexistingknowledge.CandlinandBreenbelievedtaskwasthemainbodyofcurriculumdesign.Asforgradeestimation,Candlinputforwardthe“dimensionsoftask”.In1989,NunanputforwardthedesignmodelofcommunicationtasksinhisbookDesigningTasksfortheCommunicativeClassroom.Inhisview,theframeworkofanalyzingcommunicativetasksincluded:goals,input,activities,teacher’srole,learner’sroleandsituationalcontent.MichaelLong(1985:89)definedtaskas“apieceofworkundertakenforoneselforforothers,freelyorforsomereward”.JaneWillis(1996)putforwardfiveprinciplestobefollowedduringthetaskimplementing,andthefiveprinciplesare:tocontactmeaningfulandpracticallanguage,tousethelanguagetasktoencouragestudentstousethelanguage.Inonepointofthetaskround,attentiontothelanguageitselfshouldbepaidandcertainlanguageshouldbeprotrudedindifferentdegreesatdifferenttime.Shealsostrictlydividedthetask-basedteachingprocessintopre-task,task-cycleandthelanguagefocus.In1996,inthebookAFrameworkforTask-BasedLearningWillisproposedthreesegmentsinorganizingthetask-basedteaching:pre-task,taskcycle,andlanguagefocus.SkehanaffirmedWillis’sframework,andatthesametimeheproposedthedeficienciesofherlearningframework.ThenSkehanputforwardfivecharacteristicsoftask-basedlearningaccordingtoothers’researches:meaningistheprimarytaskwhichneedstobefocusedoninthefirstplace;inthetasktheremusthavesomecommunicationproblemstobesolved;taskissimilartocommunicationactivitiesinrealworld;Completingtasksistheultimateaim;Assessmentismadeaccordingtotaskresults.2.4.2TBLTatHomeInthemiddleandendofthe1990s,agroupofChinesescholarsincludingWuXudongandXiaJimeiwerefirsttointroduceandresearchTBLTsystematically.Sincethen,TBLThas20 ChapterTwoLiteratureReviewgivenrisetoscholars’intensiveattentioninourcountry.WuXudong(1997)putforwardtheprinciplesintheimplementationoftaskteaching.Thenhesystematicallystudiedthedegreeofdifficultyandconditionsoftaskimplementation.KongXianhuiandXiaJimei(1998)supportedthattheessenceofTBLTwas“actualizethelanguageteaching,socializetheclasssituations”.Intheteaching,teachersshouldnotonlyfocusonlanguageknowledgeitself,butalsostressapproachtolearnlanguage.Thefinalgoaloflanguageteachingisn’ttheacquisitionoflanguageknowledgebuttheabilitytosolveactualproblemswiththeforeignlanguageasatool.Studentsimprovetheirlanguagecomprehensiveapplicationabilitybyexperiencinglinguisticformandlanguageusageintheprocessofperformingthetask.In2000,ChengKelaandLiuJinkaihadmadeadeepanalysisaboutthedevelopmenttendencyofTBLTinourcountry.Theyconceivedtheplantoformulatetask-basedsyllabus.In2001,MinistryofEducationissuedEnglishcurriculumstandard(experimentdraft).Thestandardexplicitlyadvocatedtask-basedapproachtrainingstudents’languageapplicationability.Thereweregreatreformsineducationalconcepts,curriculumgoals,curriculumcontents,andcurriculumtaskandcurriculumassessment.Aftertheestablishmentofthestandard,researchesonTBLTunprecedentedlycametoalive.LuZiwen(2002)raisedtheteachingprogramofTBLT.Hecarriedoutclassroomteachingexperimentsfrom1998to2001byapplyingtask-basedapproachinto400middleandprimaryschools.DingWen(2002)proceededTBLTexperimentinmiddleschoolteachingandofferedmanyteachinginstancesbasedonhisexperiment.ThenDingWenclassifiedtaskintoseventypes:puzzletask,informationgaptask,comparisontask,view-exchangetask,problem-solvingtask,decisiontaskandcreativetask.InthebookTask-basedLanguageTeachingcompiledbyGongYafuandLuoShaoxi(2003),theauthorsintroducedtheoreticalbasisofTBLT.Thebookinvolvedtheoretical21 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolfoundationsofcurriculumreform,rulesoflanguageacquisition,psychology,socialismconstructivismtheoryandcognitionandemotionfactorsrelatedtoeducation.ThisbookpreliminarilyshowedteachersthetheoreticalframeworkofTBLT.InChengXiaotang’sbookTask-basedLanguageTeaching(2004),heelaboratedthedefinition,featuresandtypesoftask.Thetheoreticalbasis,mainfeaturesofTBLTandhowtocarryoutitwerealsodiscussedindetail.Besides,thebookgavesomeexamplesaimingattrainingthebasiclanguageskills,whichhelpedalotinguidingteachers’applicationoftask-basedapproach.Fromabove,wecanseethatthoughthehistoryofTBLTinourcountryisnomorethantwentyyears,thenewapproachhasshownitspowerfulstrengthinourcountry’seducationfield.ScholarshavebeguntotrytoapplytheTBLTinourEnglishclassandmakeitsuitthesituationoflanguageclassinourcountry.2.5TBLTandGrammarTeachingFromaboveliteraturereviews,theauthorthinksthatTBLTisbeneficialtoEnglishgrammarteachinginourcountry.Firstly,TBLTfocusesonbothformandmeaningoflanguageingrammarteaching,whichismoreadvancedthanthepopular3Pmodel.Weknowthatfluencyandaccuracyarebothimportant,but3Pmodelseriouslyignoreslanguagefluency.Secondly,taskinTBLTprovidesstudentsmorechancestopracticewritingskills,listeningskillsandspeakingskills.Atthesametime,studentshavegotagoodmasteryofgrammarknowledgeintheprocessoftaskcompletionbecausegrammarhasbeeninternalizedintheprocess.TBLTbalanceswellbetweenabilitydevelopmentandknowledgemastery.Thirdly,TBLTstressesstudent-centeredrole,sotask-basedgrammarteachingismorelivelyandflexiblethantraditionalmodel.Itmaychangethesituationofdullgrammarclassincurrentmiddleschool.Inabriefsummary,thetaskandgrammarteachingareincloserelation.22 ChapterTwoLiteratureReviewGrammarknowledgelaysasolidfoundationfortaskcompletion.Atthesametime,taskcompletionalsoprovidesachanceforstudentstomastergrammarinuse.Grammarlearningandtaskarecomplementaryandhelpfultoeachother.TheauthorexpectstoapplyTBLTintogrammarteachinginthecountyhighschooltotestitsefficiency.23 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool24 ChapterThreeTheoreticalBasesofTBLTChapterThreeTheoreticalBasesofTBLTEachteachingtheoryhasitsowntheoreticalbasis,whichcanexplaintherationaleofthemethodology.Inthischapter,theauthorwillelaboratethetwotheoreticalbasesofTBLTsothatwecanknowwhyTBLTisbeneficialforlanguagelearning.3.1TheSecondLanguageAcquisitionTheoryKrashen’sacquisitionhypothesis(Ellis,1985)putforwardacquisitionandlearning,whichweretwodifferentwaysinsecondlanguagelearning.Acquisitionreferstotheunconsciousprocessthatinvolvesthenaturalisticdevelopmentoflanguageproficiencybymeansofunderstandingandusinglanguageformeaningfulcommunication.Learningreferstotheconsciousprocessinwhichlanguagerulesaredeveloped.Krashen’sinputhypothesis(Ellis,1985)supportedthatcomprehensibleinputwasperquisiteofinternalization.Thistheorybelievesthatacquisitionequalsi+I,whichmeansthatwhenthelearnerisimposedonthelanguagewhichisalittlebeyondhiscurrentlevelofcompetence,thelinguisticformcanbeunderstoodandtheninternalized,sothelanguageacquisitioncanbeachieved.Thistheoryhasclearlypointedoutthatinputdoesn’tmeanacquisition.Inputmustconsiderlearners’currentlevel,backgroundandaffectionsothatinputcanbeacquired.Influencedbythistheory,whattoteachandhowtoteachhasbeenembodiedinTBLT.Inthetaskdesign,taskswhicharecloselyrelatedtostudents’sociallifeandexperiencearechosen.What’smore,tasksaredesignedfromsimpleonestocomplexones,whichismorecomprehensibleforlearners.Krashen’saffectivefilterhypothesis(Ellis,1985)analyzedtherelationbetweenaffectivefactorsandSLA.Thefiltercontrolshowmuchinputthelearnercomesintocontractwith,and25 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolhowmuchinputisconvertedintointake.Thefactorsthatdeterminetheirstrengthhavetodowiththelearners’motivation,self-confidenceoranxietystate.InTBLT,authenticinputmaterialsgreatlyintereststudents’learningmotivation.Teachers’helpandcooperationwithclassmatescanreducelearners’anxietyinEnglishclass.Thesuccessfulcompletionoftaskcanraisestudents’confidenceduringlanguagelearning,solearnersmaybemoremotivatedduringlanguagelearning.InteractiontheorywasproposedbyLong.Intheearlystage,theinteractionhypothesisthinksthatintheprocessofinteractions,participantsmayencountercommunicativedifficultiesandobstacles.Inordertoovercomethecommunicativedifficulties,participantsneedmeaningnegotiations.Interactiontheorysupportsthatmeaningnegotiationisgoodforlanguagelearningbecauselearnerscanacquirelargeamountsofcomprehensiveinput.Interactiontheoryinthelatestagesupportsthatintheprocessofmeaningnegotiation,languageoutputwillgetafeedbackfromothers,whichisoneofthefactorstopromotelanguagelearning.Sincelearnerscanknowwhethertheiroutputiscorrectthroughfeedbacks,theycanconsistentlyrevisetheirknowledgesystem.Inrecentyears,interactiontheoryhasputforwardtheideathatthoughstudentspaymoreattentiontomeaningratherthanforminmeaningnegotiation,theyalsopayattentiontootherstudents’linguisticforms,whichishelpfulfortheirlinguisticformlearning.TBLThascombinedtheteachingtheorywiththeinteractiontheory.Taskisthecoreoftheteachingmethodology.Intaskcompletion,studentsencounteraseriesofdifficultiesandproblems,andthenstudentswillhavemeaningnegotiationswithteammembers.Intheprocessofmeaningnegotiations,learnerscorrecttheirlanguageformsandlanguagemeaning.Theprocessoftaskcompletionistheprocessoflanguagelearningandabilitypromotion.Swainputforwardoutputhypothesis,whichemphasized“comprehensiveoutput”inordertotrainstudents’fluencyandaccuracyofforeignlanguage.Comprehensiveoutputcan26 ChapterThreeTheoreticalBasesofTBLTevokelearnerstopayattentiontotheirownlinguisticexpressions.TBLTusestheoutputhypothesisasreference.TBLTorganizesteachingbasedontasks,inwhichmeaningisinthefirstplaceandlinguisticformisnotdirectlyexplained.Learnersareencouragedtoinduceandsummarizegrammarrulesintheprocessoftaskcompletionwiththetargetlanguage.Studentscantestandadjustlinguisticformstheyhavemasteredthroughtheircomprehensiveoutput.Intheprocessofcomprehensiveoutput,learners’languagecompetencecanbeformedandappliedtopractice.3.2ConstructivismConstructivismtheorydevelopedbasedonpsychology,philosophyandanthropology,whichhasalsoabsorbedvariouslearningtheories.Constructivismsupportsthatpeoplegetknowledgefromtheirexperiencesratherthanteacher’stutor.Ingivensituations,learnerscanconstructknowledgeframeworkbystudyinglearningmaterialsandcommunicatingwithothers.Constructivismbelievesthatsituation,cooperation,conversationandmeaningconstructionarefourelementsinstudents’learning.Teachersshoulddesignrealsituations,leadstudentstoexploreandstudynewknowledgeuntilhelpthemconstructnewknowledgesystem.Inthisprocess,studentsshouldacceptteachers’guideandconstructnewframeworkbycooperatingwithclassmatesandassociatethenewexplorationwitholdknowledgeinwhichstudentshavebecomeactiveconstructorsandteachersareconductors.Constructivismsuggeststeacherstosetrealandmeaningfulsituationssothatstudentscanexperiencethepracticabilityofknowledge.Cooperativelearningisadvocatedbyconstructivism.Itisimpossibleforapersontoviewamatterroundlyintheprocessofknowledgeconstruction,solearnersareencouragedtoworktogethertoanalyzeproblemsmoregenerally.TBLTaimstoprovidestudentsrealsituationsforthemtocompletetaskthroughinteractionswithclassmates.Theprocessoftaskcompletionisactuallycooperationwith27 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoollanguagecommunications,whichfacilitateslanguageacquisitionsincestudentshavetotrytounderstandothersandexpresstheirownviews.Inordertocompletethetasksuccessfully,studentswillactivatetheirexistingknowledgeandalsoabsorbnewexpressionsorideasfromothermembersintheteam.Atthesametime,theywillcheckandcorrecttheirknowledgeintheprocessofcommunication.Oncemistakesarefound,theycancorrectthemintime.Wecanseethatfromtaskcompletion,newandcorrectknowledgeoftargetlanguageisassimilatedintolearners’grammarsystem.AsCandlingandMurphy(1987:1)note“thecentralpurposeweareconcernedwithislanguagelearning,andtaskpresentsthisintheformofaproblem-solvingnegotiationbetweenknowledgethatthelearnerholdsandnewknowledge.”28 ChapterFourResearchDesignChapterFourResearchDesign4.1TheSubjectsTherewereonehundredstudentswhoparticipatedintheexperiment.TheywereallfreshmenofTongxuNO.1seniormiddleschoolwhichislocatedatTongxucountyofKaifengcity.Beforeenrolledbytheseniormiddleschool,thestudentshadstudiedEnglishforthreeorfouryears,thustheyhadagoodunderstandingofEnglish.Inordertoachieveexperimentalgoal,theauthoractedasateacheranddividedstudentsintotwoclasses:ExperimentalClass(EC)andControlledClass(CC).Beforedividingstudentsintotwoclasses,theauthordesignedapre-testtoknowthestudents’scores,whichwashelpfulfortheauthortodivideclassesandwhichwasamust.Alsotheauthorconsideredmanyfactorsthatcouldmakestudentsdifferent.Thesefactorsincludetheattitudetowardsgrammarlearningandmotivationoflearninggrammar.IntheEC,therewerethirtyboysandtwentygirlswholearntEnglishgrammarthroughTask-basedLanguageTeaching.WhileintheCC,thereweretwentynineboysandtwentyonegirlswholearntEnglishgrammarthroughtraditionalapproach.Inaddition,theauthorwastheEnglishteacherofbothtwoclassesandusedthesameteachingmaterialandtime.Duringtheexperiment,noneofthestudentswasabsent.Aboveall,allthefactorsthatcouldinfluencethestudents’finalscorearethesameexcepttheteachingapproach.Timeoftheexperimentlastedtwelveweeks,fromSeptembertoNovember.Table4.1someinformationofsubjectsintheexperimentClassECCCNumber5050MethodTBLT3PmodelGender30boys29boys29 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool20girls21girlsTeacherTheresearcherTheresearcherTime12weeks12weeks4.2ResearchQuestionsNow,NewCurriculumReformhaslastedforovertenyearsanditrequiresteachersadoptnewapproachestoexploreEnglishteaching.Bywayofconsultingrelevantinformation,theauthorfoundthatduetotheregionaldifferenceinourcountry,teachersofcitiesusedmanynewapproachesandobtainedbettereffect.While,inthecounty,teachersstillteachstudentsEnglishwiththetraditional3Pmodel.Besides,TBLTisadvocatedbyNewCurriculumReform.Also,duringtheseniormiddleschool,grammarbecomesmoreandmoredifficultandboring.So,thetraditional3Pmodelcouldnotsatisfystudents’needsandisnothelpfulforseniorstudentstolearnEnglish.Mostresearchersperformexperimentsonvocabulary,listeningandwritinginthecitieswithTBLT,whiletherearefewexperimentsexploringgrammarteaching,letalonegrammarteachingincounties.Thus,grammarteachingwithTBLTisalmostblank.ThethesistriestoapplyTBLTtogrammarteachinginthecountyaimingatexploringtheeffectivenessandfeasibility.Theauthorputsthefollowingtwoquestionsasresearchquestions:1.Ingrammarteaching,isTBLTmoreeffectivethanthetraditional3Pmodel?2.Comparedwiththetraditional3Pmodel,isTBLTmoreadvantageousinstimulatingtheinterestofstudentsinthecountyinlearninggrammar?4.3ResearchInstrumentsInthisthesis,aquestionnaireandtwotests(pre-test,post-test)wereadoptedbytheauthor.Thequestionnairewastolearnstudents’attitudestowardsgrammarlearning.Thepre-testwastoreflectstudents’grammarlevelbeforeparticipatingintheexperimentandthepost-test30 ChapterFourResearchDesignintendedtofindwhetherstudentsmadeprogressingrammarlearning.TheSPSSsoftwaretheauthorusedwastoanalyzedatascientifically.4.3.1QuestionnaireIntheNewCurriculumStandard,emotionalattitudesreferstosomerelativefactorsthatcouldinfluencestudents’learningprocessandresult,whichincludesinterests,motivation,confidence,cooperationandsoon.Thus,students’emotionalattitudestowardsgrammarlearningareveryimportantinlearningEnglish.Withtheviewofstudents’learningattitudes,theauthordesignedaquestionnairethatincludedtenquestions.Therearelotsofquestionnairesabouttheattitudetowardsgrammarlearning.Basedontheexistingquestionnaires,theauthormadesomechangeshopingtogetmoreaccuratedata.Afterexperiment,theauthorgavethequestionnairetostudents.Beforefillingoutthequestionnaire,theauthorwouldtellstudentsthatthequestionnairewasjustforstudyanddidnotinfluencetheirscoresandaskthemtoanswerquestionshonestlyinordertoassurereliabilityandvalidity.Inaddition,whenstudentsdidthequestionnaire,theauthoralsoexplainedthequestiontostudentsinordertoletstudentsunderstandeveryquestionandgotexactdata.Thereweretenquestionsonthequestionnaire(Appendix3).Theanswerofeachquestionincludedfouranswers:totallyagree,agree,disagreeandtotallydisagree.Question1wasabouttheimportanceofgrammar,whichcouldreflectstudents’attitudestowardsgrammar.Question2wasaboutstudents’intereststogrammarlearning.Question3couldreflectthatstudents’feelingaboutgrammarclassesmightbedifferentbecausetwodifferentteachingmethodswereusedindifferentclassesrespectively.Questions4to8wereusedtoreflectstudents’attitudestowardsgrammarlearningprocessandgrammarlearningapproaches.Question9wastoteststudents’grammarlevelaftertwelve-weekstudysubjectively.Question10wasaboutwhetherstudentshadenoughconfidencetolearnEnglishgrammarwell.Thus,31 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolafterfinishingtheexperiment,thequestionnairewasusedtomaketheauthorlearnthedifferencesbetweentwomethods.4.3.2TestingInthisthesis,testingincludedtwotests(pre-testandpost-test).TheteachingmaterialwasNewSeniorEnglishforChinaStudent’sBook1.Beforelearningthetextbook,studentsmustparticipateinthepre-testfirstthatcouldreflectwhetherstudents’grammarlevelandproficiencywerethesame.Thepre-testincludedfiftymultiplechoicesandfills-upaboutgrammarwhichwerecomposedofgrammaritemsthathadbeenlearntduringmiddleschool.Inaddition,inordertogetridofinterferenceofotherfactors,thepre-testwasheldatthesametimebetweenECandCC.Afterpre-test,theauthorusedSPSSsoftwaretoanalyzeresults.Thepurposeofpre-testwastomakesurethatstudentsofECandCCdidn’thaveobviousdifferenceingrammar.Aftertheexperiment,allthestudentsparticipatedinthepost-test.Also,thepost-testbetweenECandCCmustbeheldatthesametimeincasethatthepost-testpapershouldbeleaked.Afterpost-test,theauthoranalyzedresultswithSPSSsoftware.SomeoftheexaminationitemswerefromSeniorHighSchoolEntranceExaminationspaperandCollegeEntranceExaminationpaper.Thus,ifstudentsofECgothigherscore,itprovedthatTBLTwasmoreeffectivethantraditional3Pmodel.4.3.3TheSPSSSoftwareSPSSistheabbreviationofStatisticalPackagefortheSocialScience.Itisakindofinstrumentswhichcanbeusedtoanalyzedata.Intheresearch,theauthorcollecteddataoftestsandquestionnaire.Inordertomakethedatamoreconvincing,theauthorusedSPSS21.0toanalyzeallthecollecteddata.Also,theauthormadecomparisonbetweenECandCCoftestsandquestionnaire.32 ChapterFourResearchDesign4.4TheExperimentProceduresTheexperimentlastedtwelveweeks,fromSeptembertoNovember.TheNewSeniorEnglishforChinaStudent’sBook1wastheteachingmaterial.Itwascomposedoffiveunits.AccordingtothearrangementofTongxuNO.1seniormiddleschool,studentsmusthavelearntthistextbookattheendofDecember.Theschool’sarrangementwasconsistentwiththeauthor’sinternship.Atthesametime,theauthorconsultedmanyexperimentsinordertoguaranteetheexperiment’sreliability.Inthisexperiment,thereweresixsteps.Theywerepre-test,teachingdesign,classroomobservationandinterview,post-testandquestionnaire.4.4.1Pre-testBeforetheexperiment,theauthordesignedapre-testwhichreferredtootherrelevantbooksandwhichincludedfiftymultichoicesandtwentyfivefills-up.Thefullmarkofthispre-testis100.Alltheexaminationquestionswerebasedonthegrammaritemsthatstudentshadlearntduringmiddleschool.Thepurposeofpre-testwastocheckstudents’grammarlevelofECandCCrespectively.Thepre-testwasheldonSeptemberfifth.4.4.2TeachingDesignIntheexperiment,theauthorusedthesameteachingmaterial,NewSeniorEnglishForChinaStudents’Book1,intheECandCC.However,theteachingmethodsthattheauthorusedweredifferentintheECandCC.IntheEC,theauthortaughtstudentswithTBLT,whileintheCC;theauthortaughtwithtraditional3Pmodel.Inthisexperiment,theauthortaughtgrammaritemsoftextbookandregardedthegrammaritemsastheexperimentcontents.Thesegrammaritemsoftextbook1includedattributiveclause,directspeechandindirectspeech.SotheauthordesigneddifferentteachingformsbasedonthosegrammaritemsforECandCCrespectively.33 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolTeachingDesignofCCIntheCC,theauthortaughtstudentsgrammarwithtraditional3Pmodelwhichdividedteachingintothreeparts:presentation,practiceandproduction.Thatmeanstheauthorpresentedgrammarrulesthatcouldmakesentencesandmakestudentsrememberthoserulesandinternalizethem,andthentheauthorgavestudentsalotofquestionsandaskedthemtoanswerit.Thefinalresultsweretheproduction.Thus,studentsusedthelearnedgrammartopracticeindifferentsituations.Totraditional3Pmodel,bothstudentsandteacherswerefamiliarwithitbecausethe3Pmodelwaseasyforteacherstomaster,soteacherscouldeasilydrivetheclasses.However,ifso,studentswerepassivereceiversandteacherswereinthecenteredrole.Inthisexperiment,theauthorchosedirectspeech,indirectspeechandattributiveclauseassamples.Case1:DirectspeechandindirectspeechStep1.Lead-in:Theauthorexplainswhat“directspeech”isandwhat“indirectspeech”istostudents.Step2.Presentation:(1)Hesaid,“IhavebeentoSummerPalace.”→HesaidtousthathehadbeentoSummerPalace.(2)Hesaid,“Ilikeplayingbasketball.”→Hesaidthathelikedplayingbasketball.(3)Hesaidtome,“I’veleftmyschoolbaginyourclassroom.”→Hetoldmethathehadlefthisschoolbaginmyclassroom.Summary:Whenadirectspeechthatisadeclarativesentencechangesintoindirectspeech.First,weshoulduseconjunction“that”toguidesubordinateclause.Secondly,theperson,tense,demonstrativepronoun,thetimeadverbialandplaceadverbialmustbechangedaccordingly.Thirdly,thechangeofpersonisbasedonthemainmeaningofthesentence.34 ChapterFourResearchDesignChangeoftense:DirectspeechIndirectspeechThepresenttenseThepasttenseThepresentcontinuoustenseThepastcontinuoustenseThepresentperfecttenseThepastperfecttenseThepasttenseThepastperfecttenseThefuturetenseThepastfuturetenseStep3:PracticeTheauthormakesstudentsremembergrammarrulesagain,writedownexercisesontheblackboardandaskstudentstoanswerthem.eg1.Jimsaid,“Ilikeswimmingandiwanttogoswimming.”Jimsaid_________________________________.eg2.Theboysaid,“Iamdoingmyhomeworknow.”Theboysaid____________________________.eg3.Bobsaid,“Mysisterwasherethreedaysago.”Bobtoldme_____________________________.eg4.Jacksaid,Step3:Practice“MyfatherhasgonetoBeijing.”Jacksaid________________________________.Afterstudentsanswerthosequestions,theauthorwillcorrecttheirmistakesandhelpthemremembergrammarrules.Step4:Production(1)Makestudentsfinishexercises.(2)Writeacomposition“Aninterestingstory”anduseatleastsixindirectspeeches.Case2:Reviewtheattributiveclause(relativepronouns)35 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolStep1.Lead-in:Theauthorexplainshowtoformattributiveclausetostudentsandtherulesthatformsentences.Inaddition,theauthorexplainsthattheattributiveclauseislikeadjectiveingrammar,butitisalsoasentence.Step2.Presentation:A.person(thing)+thatattributiveclauseeg1.Aplaneisamachinethatcanfly.Here,theantecedentismachine,while“that”isarelativepronounthatfunctionsasasubjectintheattributiveclause.Thissentencemeans“飞机是一种会飞的机器”..eg2.Ilikethebookthatyoulentmeyesterday.Here,theantecedentisbook,while“that”isarelativepronounthatfunctionsasanobjectintheattributiveclause.Iftherelativepronounfunctionsasanobject,itcanbemissed.Thissentencemeans“我喜欢你昨天借给我的那本书。”.eg3.Doyouknowthescientistthatgaveusthetalkthisafternoon?Inthissentence,theantecedentisthescientist.Themainclauseis“Doyouknowthescientist?”,whilethesubordinateclauseis“whogaveusthetalkthisafternoon.”Fromthissentence,studentswillknow“that”canalsorefertotheantecedent.B.thing+whichattributiveclauseForexample:ThebookwhichIreadlastnightwaswonderful.Thatwastheroomwhichwehadlivedinfortenyears.Thepicturethatshewaslookingatwasbeautiful.C.person+whoattributiveclauseForexample:ThemanwhovisitedourschoolyesterdayisanAmericanfriend.ThemanwhoItalkedtoyesterdaywasverykind.ImustthankthepeoplewhoIgotapresentfrom.Thentheteacherwilllistnumbersofattributiveclausesinordertoanalyzeandexplain36 ChapterFourResearchDesigngrammarrulestostudents.D.whosereferstopersonorthing,anditfunctionsasattributeintheattributiveclause.Forexample:Heisthestudentwhosefathergotabigfish.WealllikethebookwhoseauthorisZhengyuanjie.Helivesinaroomwhosewindowfacesnorth.Step3.Practice:Theteacherwritesdownsomeattributiveclauseswithoutrelativepronounsandasksstudentstoanswer.Whenstudentsfinishanswering,theteachercontinuestoaskwhy.Idon’tlikepeoplewho/thatgetangryeasily.Hereistheman(whom/who/that)youwanttosee.Thepersonwhosenttheletterhadtopaythepostage.Don’tbuytomatoesthat/whicharegreen.Thebookwhosecoverismissingismine.Thisisthewomanwhosenameisknownallovertheworld.Step4.Production:Studentsdomoreexercisesandwrite“MyNewFriend”withatleastsixattributiveclauses.Fromcase1andcase2,teachinggrammarwith3Pmodeliseasyforteacherstocontrolclassesandstudentsarepassivereceivers.Thus,grammarteachingisaclasswheretheteacherisinthecenteredrole,whilestudentslistentotheteachersandtakenotesmechanically.Finally,studentsmayremembergrammarrulesanddopapers,buttheycanseldomcommunicatewithothersandspeakthelanguageintherealsituations.Inaddition,thismodeldoesn’trespectstudents’mainroleinclasses,sothereislittlecommunicationbetweenteachersandstudents,whichisnothelpfultostrengthenstudents’comprehensiveability.TeachingDesignofEC37 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolIntheEC,theauthoradoptedTBLTtoteachstudentsgrammar.TBLTrequiresteachersfollowsomerules:meaningisprimaryandlearningbydoing.StudentscanhavemoretimetospeaklanguageintheEC,becauseTBLTstressestasksaredonebypairworkorgroupwork.Sotheauthordividedstudentsintotengroups.Tomakesurethateverygroupwasatthesamegrammarlevel,theauthorregards“thesamegroupindifferentgrammarlevelsanddifferentgroupsatthesamelevel”astheprinciple.TheteacherdesignedteachingtasksaccordingtoJaneWillis’taskmodelwhichdividedteachingprocedureintopre-task,task-circleandlanguagefocus.Duringpre-task,theteacherintroducedthetopicandtask.Therewerethreeparts:task,planningandreportinthetask-circle.ThelastpartofTBLTwaslanguagefocuswhichincludedgrammaranalyzingandgrammarpracticing.Case1:DirectspeechandindirectspeechStep1.Lead-inandpre-task:(1).Introducethetopicandtask:Firstly,theteachertellsstudentswhatisdirectspeechandwhatisindirectspeech.Thentheteacherplaysavideowhichisfromtheunit1ofFriendshipandtheteacherretellsthestory.Finally,studentsknowthedifferencesbetweendirectspeechandindirectspeech.Step2.Task-circle:(1).Task:Theteachergetstudentsworkingroupsandfinishtheirtasks.Task1istofindwhatAnnesaidinthereading.Task2istoretellwhatAnnesaid.Thisdesigncanencouragestudentstoparticipateintasksandmotivatetheirlearninginterests.Task3ismoredifficultbecauseitisagamerelatedtotherealworld.ThegameisAasksBaquestionandthenCretellwhatBsaid.Whenallisover,onestudentretellsoneofthoseanswersandthenasksonestudentto38 ChapterFourResearchDesignanswerwho.(2).Planning:Afterfinishingtasks,studentsprepareareport(writtenororally)abouttheiractivities.Duringthis,theteachercanhelpstudentsmakecorrectspeechbecausenextstateisreporting.(3).Reporting:Studentsreporttheirresultsintheclasseitherbyactivitiesorbywrittenreports.Step3.Languagefocus:(1).Analyzing:Theteachermakesaconclusionaccordingtothetasksthatstudentshaddoneandthenanalyzesthegrammarinthetasks.Fromtasks,studentscanhaveabetterunderstandingofchangesoftenseinindirectspeechandsumuptherulesasfollows:Changeoftense:DirectspeechIndirectspeechThepresenttenseThepasttenseThepresentcontinuoustenseThepastcontinuoustenseThepresentperfecttenseThepastperfecttenseThepasttenseThepastperfecttenseThefuturetenseThepastfuturetense(2).Practice:Theteacherhadstudentswriteacompositionabouttoday’sevents.Case2:Reviewtheattributiveclause(relativepronouns)Step1.Lead-inandpre-task:Inthisclass,theteacherchoosesUnit4toteachstudentsattributiveclauseandthetopicwasearthquake.So,atthebeginningoftheclass,theteachershowedsomepicturesaboutearthquakeanddescribedthispicture.Forexample,theteachershowedapicturewheresoldiersweremovingstones.Atthesametime,theteachershowedsomerelativeclauses:39 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool1.Themenaresoldiers.2.Thesoldiersaremovingstones.Studentshadlearntattributiveclauseduringmiddleschool,sosomestudentscanputthosetwosentencesintoonesentence.Step2.Task-circle:(1).Task:Theteacherdividedstudentsintotengroupsandgavethemsomepicturesofthingsintheclassroomandstudentsthemselves.Thentheteacheraskedstudentstodescribethepictureandguesswhatitisorwhoheis,whichcanattractstudents’attentionandmotivatestudents’interests.(2).Planning:Afterstudentsintroducethepicturestotheirgroupnumberusingasmanyattributiveclauses,theteacherhelpedthemtochooseoneofthebestinonegrouptopresentinthewholeclass.Duringthis,theteachercorrectedtheirmistakes.(3).Reporting:StudentAdescribesthingsandBanswers.Forexample:Itisatoolthatcanmakeusknowthetime.ThebookwhichIamreadingiswrittenbyLouisAlexander.Therewasanearthquakewhichhappenedin1976.StudentAdescribesthingsandBanswers.StudentAdescribespeopleandBanswers.Forexample:Heisthestudentwhorunsfastestinourclass.Sheisabeautifulgirlthathasthebestvoiceinourclass.Step3.Languagefocus:(1).Analyzing:Fromstudents’presentation,studentsfoundoutthegrammarrulesofattributiveclausethroughobservingandinduction.Thentheteacherhelpedthemtoknowcorrectgrammar40 ChapterFourResearchDesignrulesandanalyzesomespeciallanguagerules.Thus,theyfinallysummarizedgrammarrulesofattributiveclauseasfollows:A:thing+whichattributiveclauseB:person+whoattributiveclauseC:person(thing)+thatattributiveclause(2).Practice:1.Theteacherdesignedsomerealsituationsinreallife,suchaspickingupsomeoneattheairportandbuyingthingsatshop.Thenstudentsworkedingroupstofinishthetasksusingasmanyattributiveclauses.2.Writeadialogueaboutpickingupsomeoneatairportorbuyingthingsatshop.FromtheCase1andCase2,wecanseethatECisadaptedtotheideaofTBLT-learningbydoing.Inthegrammarteachingclasses,studentsaremoreactiveandarewillingtoparticipateintotasksandcommunicatewithotherstudentsbravely,whichishelpfulforstudents’comprehensiveability.Inaddition,throughgroupwork,students’cooperationawarenesshasbeenenhanced.Comparedwithtraditional3Pmodel,TBLTismoredifficultforteacherstocontrolclassesingrammarteaching,butstudentscangetmoreknowledgeifteacherscanmastertheclass.4.4.3ClassroomObservationClassroomObservationisascientificresearchmethodandresearchersdirectlyorindirectlycollectinformationfromclasseswithaclearpurpose.Theultimategoalofobservationwastofindoutthequestionthataffectedstudents’learningefficiency.Duringtheimplementingoftheresearch,theauthormainlyobservedstudents’reactionstodifferentteachingmethodsingrammarlearning,whichwashelpfulfortheauthortoknowwhichteachingmethodwasbetter.Inthenextclassroomobservations,theauthormainlypaidmore41 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolattentiontohowstudentsactandhowtheteacherteachesintheclass.Theauthorobservedstudents’learningbehaviorintheECandCCfourtimes.Classroomobservationcase1:ECObserver:theauthorTime:2014.09.15Focusstudents’behaviorClassrecordGenerallyspeaking,allthestudentsparticipateintothetasksactively.AnalysisStudentstalkwitheachotherfreelyineachgroup.Duringtheprocess,theteacherdoesnotguidethestudents.ProblemTherewerefivestudentsinonegroup,buttherewasonestudentwhodidnotparticipateintasksactivelyineachgroup.Theauthorfoundthatthosewhodidnotparticipateintasksactivelyineachgroup.TheauthorfoundthatthosewhodidnottakepartintaskswereeitherreservedorpooratEnglish.SuggestionsTheteachershouldprovideimmediatehelptothosewhoarepooratEnglishandencouragestudentstohelpeachother.Classroomobservationcase2:ECTheratingscaleofstudents’activityTimePlaceTopic2014.10.10TongxuseniormiddleUnit4EarthquakeschoolTheperformanceofstudentsGrade1.Whetherstudents’learninginterestishigh2.Whetherstudentsareactiveinclass.3.WhetherstudentscanexpresstheirownideasandaregoodatObservingthematerialthattheteacherrecommends.record4.Whetherstudentscanexplorenewquestions.5.Whetherstudentscancooperatewithothersinlearning.6.Whetherstudentscanputforwarddifferentviewsthataredifferentfromtheteacher’sviews.7.Whetherstudentscansolvenewproblemswithmasteredknowledgeandskill.8.Whetherstudentsaregoodatthinking.42 ChapterFourResearchDesignClassroomobservationcase1:CCObserver:theauthorTime:2014.09.15Focusstudents’behaviorClassrecordOnethirdofstudentstookpartinclassroomdiscussion,andthemoststudentsweretakingnotes.TheteacherwasconsistentlyimposingknowledgetostudentsandthestudentsweretiredoflisteningtotheEnglishteacher.AnalysisAtthebeginningofclass,thestudentspaidtheirattentiontotheteacher.Afterawhile,studentslosttheirinterestgradually.ProblemThestudentscouldnotkeeptheirattentiontotheclass.SuggestionsTheteachershoulddesignmanyactivitiestomakestudentspayattentiontotheclassallthetime,whichishelpfulforstudentstostudyEnglishfurthest.Classroomobservationcase2:ECTheratingscaleofstudents’activityTimePlaceTopic2014.10.10TongxuseniormiddleschoolUnit4EarthquakeTheperformanceofstudentsGrade1.Whetherstudents’learninginterestishigh.2.Whetherstudentsareactiveinclass.Observing3.Whetherstudentscanexpresstheirownideasandaregoodatthematerialthattheteacherrecommends.record4.Whetherstudentscanexplorenewquestions.5.Whetherstudentscancooperatewithothersinlearning.6.Whetherstudentscanputforwarddifferentviewsthataredifferentfromtheteacher’sviews.7.Whetherstudentscansolvenewproblemswithmasteredknowledgeandskill.8.Whetherstudentsaregoodatthinking.43 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool4.4.4InterviewAfterpre-testandclassroomobservation,theauthoralsodeignedaninterviewexpectingtogetmoreinformationabouttheexperiment.Thelastexperimentprocedurewastheclassroomobservationwhichwasintendedtoreflectstudents’behaviorinclasses.Incontrast,theinterviewwastocollectdifferentviewsaboutTBLTandtraditional3Pmodelfromteachers.Therewerefiveteachersparticipatingintheinterview.Therewasonenewteacherwhoseteachingagewaslessthanoneyear,threeteachersbetweenfivetotenyearsandoneteachermorethantenyears.Duringteachinggrammar,theauthorinvitedthemtolistentolessonsbothatECandCCinordertomakethemexperiencedifferentteachingmethodsandexpresstheirviewsaccurately.Althoughtheirviewscouldnotreflectallteachers’views,theirviewswererepresentative.Question1:DoyouthinkgrammarisimportantforstudentstolearnEnglish?Question2:Whichteachingmethoddoyouuseingrammarteaching?Question3:AfterlisteningtolessonsbothatECandCC,whatisyouropinion?4.4.5Post-testAftertwelve-weekgrammarteaching,allthestudentsfromECandCCparticipatedintopost-testandfinishedthesameexaminationpaperattheendoftheexperiment.Inthepost-test,thereweretwoparts.Thefirstpartwascomposedofmultiplechoicesaboutattributiveclauses,andthesecondpartwascomposedofmultiplechoicesandpatternstransformationaboutindirectanddirectspeech.Thetestitemswerefromotherexaminationpapersandotherexercises.Thefullmarkofpost-testwas100,andstudents’scoresweremarkedbytheauthor.Thepurposeofpost-testwastoexaminewhetherstudents’grammarlevellearntduringtheexperimentimproves.44 ChapterFourResearchDesign4.4.6QuestionnaireAftertheexperiment,studentsoftwoclasseswereaskedtodoaquestionnairewhichwasdesignedinChinese.Beforedoingthequestionnaire,theauthortoldstudentsthatthequestionnairewasforresearchanddidnotinfluencestudents’scores.Duringdoingthequestionnaire,theauthoralsoexplainedeverytestiteminordertomakestudentsunderstandthesetestitemsclearlyandgetexactdata.Thepurposeofquestionnairewastoreflectstudents’attitudestowardsgrammarandgrammarlearningafterreceivingtwodifferentteachingmethods.Theauthorgave100copiesoutandgot100copies,thus,allthedatawaseffective.45 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool46 ChapterFiveAnalysisofResultsandDiscussionChapterFiveAnalysisofResultsandDiscussionAftercollectingallthedata,theauthorusesSPSSsoftwaretoanalyzethesedatainordertomakeitclearthatwhetherthetwodifferentteachingmethodshavedifferentinfluenceonstudents’grammarlevel.Throughanalyzingresultsofpre-testandpost-test,theauthorfindsthatTBLTismoreeffectivethanthetraditional3Pmodelingrammarteachingofthecounty.Throughanalyzingthequestionnaire,theauthorfindsthatTBLTismoreadvantageoustostimulatetheinterestofstudentsinthecountyinlearninggrammar.Throughanalyzingtheclassroomobservationandinterview,theauthorfindsthatTBLTcanimprovestudents’comprehensiveabilityinthecounty.5.1TestingAnalysisTheauthorintendstoknowwhetherTBLTismoreeffectivethantraditional3Pmodelingrammarteachinginthecounty.Thestudents’examinationscoresofpre-testandpost-testareanalyzedwithSPSS21.0inthefollowingways:IndependentSamplesT-testofECandCCinthepre-test,IndependentSamplesT-testofECandCCinthepost-test,pairedsamplesT-testoftheresultsofpre-testandpost-testfromEC,pairedsamplesT-testoftheresultsofpre-testandpost-testfromCC.5.1.1DiscussionofthePre-testInthepre-test,therearefiftymultiplechoicesandtwentyfivefills-upwhichareaboutgrammarthatthestudentshavelearntduringmiddleschool.Thefullmarkis100.Throughanalyzingthedataofpre-test,theauthorintendstoknowwhetherstudents’grammarlevelofECandCCareatthesamebeforeexperiment.Thedataofpre-testbetweenECandCCare47 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolanalyzedbySPSS21.0.Table5.1GroupStatisticsinthepre-testGroupStatisticsClassNMeanStd.DeviationStd.ErrorMeanEC5073.569.8901.399Pre-testCC5073.589.9261.404Asisshownintable5.1,themeanofECis73.56,whilethemeanofCCis73.58.ThemeandifferenceofECandCCisonly0.02.AlthoughwehaveknownthemeansofECandCC,wecan’tconcludethatthedifferencebetweenthetwoclassesisnotsignificant.WehavetofurtherexplorethemeansofIndependentSamplesT-testofECandCCinthepre-test.TheresultsofIndependentSamplesT-testofECandCCinthepre-testareshownbelow:Table5.2IndependentSamplesTestinthepre-testIndependentSamplesTestLevine’sTestforEqualityt-testforEqualityofMeansofVariances95%ConfidenceIntervalSig.(2-MeanStd.ErrorFSig.tdfoftheDifferencetailed)DifferenceDifferenceLowerUpperPre-testEqualvariance.013.974-.01098.992-.0201.991-3.9703.930assumedEqualvariance-.01097.997.992-.0201.991-3.9703.930notassumedFromtable5.2,thesignificancevalueinLevine’sTestforEqualityofVariancesis.974anditislargerthan0.05,whichmeansthevarianceofECandCCisequal.Also,fromt-testforEqualityofMeans,wecanfindthatPis.992thatislargerthan0.05.ItmeansthatthereisnotsignificantdifferencebetweenECandCCinthepre-test.Moreover,from95%ConfidenceIntervaloftheDifference,thereis“0”valuebetweentheLowervalueandtheUppervaluethatare–3.970and3.930respectively.ItalsomeansthatthereisnotsignificantdifferencebetweenECandCCinthepre-test.Thus,wecandrawtheconclusionthatstudents’grammarabilityofECandCCareatthe48 ChapterFiveAnalysisofResultsandDiscussionsamelevelbeforetheexperiment.Thedataresultsshowthattheexperimentcanbeconducted.5.1.2DiscussionofthePost-testAftercollectingthedataofpost-test,theauthorusesSPSSsoftwaretoanalyzetheIndependentSamplesTestinthepost-test,whichintendstocheckTBLTismoreeffectivethanthetraditional3Pmodelingrammarteachingofthecounty.Theresultsareshowninthefollowingtables:Table5.3GroupStatisticsinthepost-testGroupStatisticsClassNMeanStd.DeviationStd.ErrorMeanEC5080.04007.790521.10175Post-testCC5074.560010.012561.41599Asisshowninthetable5.3,themeanofECis80.04,whilethemeanofCCis74.56,andthemeandifferenceofECandCCis5.48.ThemeanofECishigherthanthatofCCinthepost-test,butwecan’tconcludethatthedifferencebetweenthetwoclassesissignificantinthepost-test.WeneedfurtherexplorethemeansofIndependentSamplesT-testofECandCCinthepost-test.TheresultsofIndependentSamplesT-testofECandCCinthepost-testareshownbelow:Table5.4IndependentSamplesTestinthepost-testIndependentSamplesLevine’sTestfort-testforEqualityofMeansEqualityofVariancesFSig.tdfSig.(2-MeanStd.Error95%ConfidenceIntervaltailed)DifferenceDifferenceoftheDifferenceLowerUpperPost-testEqualvariance1.854.1763.05498.0035.480001.794121.919629.04038assumedEqualvariance3.05492.417.0035.480001.794121.916939.04307notassumed49 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolAsisshowninthetable5.4,wecanlearnthatthecalculatedvalueoft-resultinthepost-testscoresis3.054anditexceedsthecriticalvalue,2.00.What’smore,thePis.003anditislessthan.05.Thus,theirmeanscoresaresignificantlydifferentatthe5percentlevel.Asfor95%ConfidenceIntervaloftheDifference,thereisno“0”valuebetweentheLowervalueandtheUppervaluethatare1.91962and9.04038respectively.Fromstatistics,wecanknowthatthereisobviousdifferencebetweenECandCC.StudentsofEChavemademuchprogressingrammarlearning.ThedataresultsprovethatTBLTismoreeffectivethanthetraditional3Pmodelingrammarteachingofcounties.Therefore,wecanconcludethatstudents’grammarlevelbetweenECandCChasnodifferencebeforetheexperiment.However,students’grammarlevelbetweenECandCChasobviousdifferenceaftertheexperiment.5.1.3ComparativeAnalysisofECinthePre-testandPost-testAfteranalyzingtheIndependentSamplesTestinthepre-testandIndependentSamplesTestinthepost-test,theauthoruseSPSS21.0tofurtherexploretheresultsofpre-testandpost-testofEC.Theresultsareshowninthefollowingtables:Table5.5PairedSamplesStatisticsofthePre-testandPost-testofECPairedSamplesStatisticsMeanNStd.DeviationStd.ErrorMeanPre-test73.64509.9181.403Pair1Post-test80.04507.7911.102Fromtable5.5,wecanfindthatthemeansofpre-testandpost-testofECare73.64and80.04respectively.Althoughthemeanofpre-testislessby6.4thanthatofthepost-test,wecouldnotthinkthatthereissignificantdifferencebetweenthescoresofthetwotests.50 ChapterFiveAnalysisofResultsandDiscussionTable5.6PairedSamplesCorrelationsofthePre-testandPost-testofECPairedSamplesCorrelationsNCorrelationSig.50.942.000Pair1Pre-test&Post-testPairedSamplesCorrelationsaretotestthecorrelationbetweentwovariables.Fromthetable5.6,wecanlearnthatthecorrelationvalueofthetwotestsis.942thatislargerthan0.05.Moreover,thesignificancevalueis.000.Thus,wecanconcludethatthereisastrongcorrelationbetweenpre-testandpost-testofEC.Table5.7PairedSamplesTestofthePre-testandPost-testofECPairedSamplesTestPairedDifferenceMeanStd.Std.Deviation95%DeviationMeanConfidenceIntervaloftheDifferenceLowerUpperPre-test–-6.4003.681.521-7.446-5.354-12.294Pair1Post-testPairedSamplesTestdfSig.(2-tailed)Pair1Pre-test-Post-test49.000Intable5.7,themeanbetweenpre-testandpost-testis-6.400andtheStandardDeviationis3.681.Asfor95%ConfidenceIntervaloftheDifference,thereisnot“0”valuebetweenthelowervalueandtheuppervaluethatare-7.446and-5.354respectively.Moreover,thesig.(2-tailed)is.000whichislessthan0.05.Itindicatesthatthedifferencebetweenthepre-testandthepost-testofECissignificant.Thus,fromtheresultsofpre-testandpost-testandanalysisofPairedSamplesCorrelationsofthePre-testandPost-testofEC,PairedSamplesTestofthePre-testandPost-testofECandPairedSamplesTestofthePre-testandPost-testofEC,wecanconcludethatTBLTiseffectiveingrammarteachinginthecounty.51 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool5.1.4ComparativeAnalysisofCCinthePre-testandPost-testThroughanalyzingthePairedSamplesStatisticsofthePre-testandPost-testofCC,PairedSamplesCorrelationsofthePre-testandPost-testofCCandPairedSamplesTestofthePre-testandPost-testofCC,theauthorintendstomakeitclearthatwhetherthetraditionalmethodiseffectiveingrammarteachinginthecounty.Theresultsareshowninthefollowingtables:Table5.8PairedSamplesStatisticsofthePre-testandPost-testofCCPairedSamplesStatisticsMeanNStd.Std.ErrorDeviationMeanPre-test73.58509.9261.404Pair1Post-test74.565010.0131.416Inthetable5.8,themeansofpre-testandpost-testofCCare73.58and74.56respectively.Themeanofpre-testislessby0.98thanthatofpost-test.Butwestillcouldnotjudgewhetherthedifferencebetweenpre-testandpost-testofCCissignificant.Weneedtogoonfurtherstudy.Nexttwotableswillhelpalottoseethedifferencebetweenpre-testandpost-testofCC.Table5.9PairedSamplesCorrelationsofthePre-testandPost-testofCCPairedSamplesCorrelationsNCorrelationSig.Pair1Pre-test&Post-test50.963.000Asshowninthetable5.9,thecorrelationvalueis.963thatislargerthan0.05.Thesignificancevalueis.000.Fromaboveanalysis,wecanlearnthatthecorrelationofpre-testandpost-testofCCisverystrong.52 ChapterFiveAnalysisofResultsandDiscussionTable5.10PairedSamplesTestofthePre-testandPost-testofCCPairedSamplesTestPairedDifferencetMeanStd.Std.Deviation95%ConfidenceDeviationMeanIntervaloftheDifferenceLowerUpperPair1Pre-test-Post-test-.9802.699.382-1.747-.213-2.567PairedSamplesTestdfSig.(2-tailed)Pair1Pre-test-Post-test49.013Fromtable5.10,themeanbetweenpre-testandpost-testis-.980andtheStandardDeviationis2.699.Asfor95%ConfidenceIntervaloftheDifference,thereisnot“0”valuebetweenthelowervalue(-1.747)andtheuppervalue(-.213),whichimpliesthatthedifferencebetweenpre-testandpost-testofCCissignificant.What’smore,thesig.(2-tailed)is.013thatislessthan0.05,whichalsomeansthatthedifferencebetweenpre-testandpost-testofCCissignificant.Fromaboveresultsandanalysis,wecanconcludethatthetraditional3Pmodelisalsoeffectiveingrammarteachinginthecounty.BothTBLTandtraditional3Pmodelareeffectiveingrammarteachinginthecounty.However,themeandifferencebetweenpre-testandpost-testofECis6.4,whilethemeandifferencebetweenpre-testandpost-testofCCis0.98,themeanofECisobviouslyhigherthanthatofCC.Thus,wecanconcludethatTBLTismoreeffectivethanthetraditional3Pmodelingrammarteachingofthecounty.5.2ClassroomObservationAnalysisThroughobservingstudents’behaviorofECandCCtwicerespectively,theauthorfinds53 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolthatstudentsintheECaremoreactivethanstudentsintheCC.IntheEC,allthestudentsparticipateinthetasksanddiscussions,whileintheCC,onlyonethirdofstudentsparticipateintheclassroomdiscussionsandthemostofstudentsaretakingnotes.Theauthordesignstwoobservingrecordsineachclass.Inthefirstobservation,theauthorpaysmoreattentiontostudents’behavioranddescribesit.Inthesecondobservation,theauthordesignsoneratingscaleofstudents’activity.Intheratingprocess,theauthorstrictlycomplieswithstandardforevaluation.Inthecase1ofEC,theauthorfindsthatstudentsintheECparticipateinthetasksactively,butthereisonestudentineachgroupwhodoesnottakepartintasksactively.IntheEC,theteacherdoesnothelpstudentsimmediately,whichleadstostudentswhoarepooratEnglisharenotactive.Thus,theteachershoulddesignmoretaskstoensureeverystudentcantakepartintasksactively.Inthecase1ofCC,theauthorfindsthatstudentsarecarefulatthebeginningofclass.Afterawhile,onlytenstudentsarestillcarefulandthestudentsaretakingnotesandrarelyinteractwiththeteacher.Thus,theteachershouldchangehisteachingmethodordesignasmanyactivitiesaspossibletoattractstudents’attention.Inthecase2ofECandCC,theauthordesignsthesameratingscaleofstudents’activitywhichcanreflectstudents’behaviorwithgrades.Thefollowingtablesareresults:Table5.11theresultsofclassroomobservationcase2ofECTimePlaceTopic2014.10.10TongxuseniormiddleUnit4EarthquakeschoolTheperformanceofstudentsGrade1.Whetherstudents’learninginterestishigh892.Whetherstudentsareactiveinclass.87Observing3.Whetherstudentscanexpresstheirownideasandaregoodat86recordthematerialthattheteacherrecommends.4.Whetherstudentscanexplorenewquestions.875.Whetherstudentscancooperatewithothersinlearning.9054 ChapterFiveAnalysisofResultsandDiscussion6.Whetherstudentscanputforwarddifferentviewsthatare89differentfromtheteacher’sviews.7.Whetherstudentscansolvenewproblemswithmastered88knowledgeandskill.8.Whetherstudentsaregoodatthinking.91Table5.12theresultsofclassroomobservationcase2ofCCTimePlaceTopic2014.10.10TongxuseniormiddleUnit4EarthquakeschoolTheperformanceofstudentsGrade1.Whetherstudents’learninginterestishigh702.Whetherstudentsareactiveinclass.753.Whetherstudentscanexpresstheirownideasandaregoodat77Observingthematerialthattheteacherrecommends.record4.Whetherstudentscanexplorenewquestions.735.Whetherstudentscancooperatewithothersinlearning.686.Whetherstudentscanputforwarddifferentviewsthatare70differentfromtheteacher’sviews.7.Whetherstudentscansolvenewproblemswithmastered80knowledgeandskill.8.Whetherstudentsaregoodatthinking.82IntheEC,thegradesofeightquestionsare89,87,86,87,90,89,88and91respectively.IntheCC,thegradesofeightquestionsare70,75,77,73,68,70,80and82respectively.Thus,fromtheresults,theauthorfindsthatstudentsintheEChavemoreabilitytocooperatewithotherthanstudentsinCC.Also,studentsinECaremoreactiveandhavestrongerleaningmotivation.Thus,fromtheresultsofclassroomobservation,wecanlearnTBLTismoreeffectiveinimprovingstudents’learninginterest.55 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool5.3InterviewAnalysisTheauthorinterviewsfiveteacherswhoseteachingagesrangfromonetomorethantenyears.Theauthormainlyexploresthreequestions.Thefirstquestionis“DoyouthinkgrammarisimportantforstudentstolearnEnglish?”Thesecondquestionis“Whichteachingmethoddoyouuseingrammarteaching?”Thethirdquestionis“AfterlisteningtolessonsbothatECandCC,whatisyouropinion?”Question1:DoyouthinkgrammarisimportantforstudentstolearnEnglish?Ateachersays,“Certainly,itisveryimportant.Intest,manyimportantgrammarpointsareexamined.Ifstudentslearngrammarwell,theycangethighscoresinexaminations.Aslongastheymastergrammaritems,theycanspeakEnglish.Grammarisalsoimportantforstudents’writingskillandreadingability,whichcanimprovetheircomprehensiveability.”Theotherteachersays,“GrammarisveryimportantinlearningEnglishanditisthebaseforlearningEnglishwell.”Question2:Whichteachingmethoddoyouuseingrammarteaching?Asforthesecondquestion,differentteachersadoptdifferentteachingmethodsbecauseoftheirownteachingageandexperience.Theteacherwhoseteachingageisoneyearsays,“Iadoptmanydifferentteachingmethodsincludingsituationalteachingmethod,student-centeredteachingmethodandothernewmethodbecauseIcanacceptnewteachingideasandamwillingtotryit.”Whilethethreeteacherswhoseteachingagesarefromfivetotenyearssay,“Wemainlyadopttraditionalmethodcombinedwithothermethods.”Also,theysay,“TeachersshoulddesignasmanyactivitiesaspossibleandpaymoreattentiontostudentsinteachingEnglish,especiallyinteachinggrammar.Butitisdifficultforustodesignactivitieseachclassanditrequireshighstandardsforteachers.”Theteacherwhoseteachingageismorethantenyearshasmuchmoreexperiencethanothers,butshesays,“Iadopt56 ChapterFiveAnalysisofResultsandDiscussiontraditionalmethodbecauseIamusedtoadopttraditionalmethodanditiseasyformetocontroltheclass.”Question3:AfterlisteningtolessonsbothatECandCC,whatisyouropinion?Asforthethirdquestion,theiranswersarenearlythesame.Theysay,“Thetraditionalmethodiseasyforteacherstomastertheclass,butitpayslessattentiontostudentsandignoresstudent-centeredrole.”Theyalsosay,“TBLTisuptoNewCurriculumStandardandcanarousestudents’learninginterestandarousetheenthusiasmofstudents.Butitishardforteacherstodesignteachingplans.”Fromtheinterview,theauthorfindsthatteachersallaffirmtheimportanceofgrammar.Mostteachersstilladopttraditionalmethod.TheysaythatTBLTisappliedtoEnglishreading,Englishwriting,Englishlisteningandsoon,butisrarelyappliedtoEnglishgrammarteaching.TheythinkTBLTisanewmethodingrammarteaching.What’smore,TBLTcanarousestudents’interestingrammarlearning.Buttheyarenotconfidentinapplyingthismewmethodtogrammarteachingbecauseitisdifficultforthemtocontrolclasses.5.4QuestionnaireAnalysisAftertwelve-weekexperiment,theauthorgivesout100questionnairesandcollects100questionnaires.IntheEC,thereare50students.IntheCC,thereare50students.Allthecollectedquestionnairesareeffective.Inthequestionnaire,therearefouranswers:totallyagree,somewhatagree,somewhatdisagreeandtotallydisagree.Thefollowingdiagramsarethestatisticalresultsthattheauthorcollects.Introduction:A=totallyagreeB=somewhatagreeC=somewhatdisagreeD=totallydisagree57 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolQuestion1:IthinkgrammarisveryimportantinlearningEnglish.ECCC0%0%24%0%20%0%AABBCCDD76%80%Diagram5.1Students’attitudetowardsgrammarFromdiagram5.1,wecanknowthat76%ofstudentsintheECtotallyagreegrammarisveryimportantinlearningEnglishand24%ofstudentsintheECsomewhatagreegrammarisveryimportantinlearningEnglish.While80%ofstudentsintheCCtotallyagreegrammarisveryimportantinlearningEnglishand20%ofstudentsintheECsomewhatagreegrammarisveryimportantinlearningEnglish.Thus,wecanconcludethatallthestudentsinthebothECandCCthinkgrammarisveryimportantinlearningEnglish.Question2:IaminterestedinEnglishgrammar.ECCC10%20%20%10%40%AABBCCDD20%40%40%Diagram5.2Students’interesttowardsgrammarFromdiagram5.2,aftertheexperiment,thereare20studentswhototallyagreetheyareinterestedingrammarlearninginEC.Thereare20studentswhosomewhatagreetheyare58 ChapterFiveAnalysisofResultsandDiscussioninterestedingrammarlearninginEC.Andthereare10studentswhosomewhatdisagreeortotallydisagreethattheyhaveinterestingrammarlearninginEC.Whilethereare10studentswhototallyagreetheyhaveinterestingrammarlearninginCCandthereare10studentswhosomewhatagreetheyhaveinterestingrammarlearninginCC.30studentssomewhatdisagreeortotallydisagreethattheyhaveinterestingrammarlearning.Aboveall,wecanlearnthat80%ofthestudentsofEChaveinterestingrammarlearning.Whileonly40%ofthestudentsofCChaveinterestingrammarlearning.Thus,wecanconcludethataftertheexperimentstudentsofEChavemoreinterestingrammarlearningthanstudentsofCC,whichmeansthatTBLTcanarousestudents’interestingrammarlearning.Question3:Ithinkgrammarlessonsareveryboring.ECCC0%6%0%20%36%40%AABBCCDD60%38%Diagram5.3Students’attitudetowardsgrammarlessonsTheDiagram5.3showsthatnostudentsofECthinkgrammarlessonsareboring,whichaccountfor0%ofEC.While18studentsofCCtotallyagreegrammarlessonsareboring,whichaccountfor36%ofCC.19studentsofCCsomewhatagreegrammarlessonsareboring,whichaccountfor38%ofCC.Only13studentssomewhatdisagreeortotallydisagreethatgrammarlessonsareboringintheCC,whichaccountfor26%ofCC.WhileallthestudentsofECsomewhatdisagreeortotallydisagreegrammarlessonsareboring,whichaccountfor59 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool100%ofEC.Thus,wecanconcludethatallthestudentsofECthinkgrammarlessonsarenotboring,while74%ofstudentsofCCthinkgrammarlessonsareboring.TBLTcancreateinterestinggrammarlessons.AlsoTBLTcanmakestudentshavemoreactiveattitudetowardsgrammarlessonsthanthetraditional3Pmodel.Question4:Ioftentakepartindiscussionsinlearninggrammar.ECCC10%10%10%28%14%AABBCCDD20%60%48%Diagram5.4Students’activitiesinlearninggrammarFromDiagram5.4,wecanlearnthataftertheexperiment60%ofstudentstotallyagreethattheyoftentakepartindiscussionsintheEC,sothereare30studentswhototallyagreetotheidea.Thereare10studentswhosomewhatagreetotheideaintheEC,whichaccountfor20%.While10studentssomewhatortotallydisagreetotheideaintheEC,whichaccountfor20%ofEC.IntheCC,only5studentstotallyagreetotheidea,whichaccountfor10%ofCC.7studentssomewhatagreetotheidea,whichaccountfor14%ofCC.While38studentssomewhatdisagreeortotallydisagreetotheidea,whichaccountfor76%.Thus,studentsintheECtakepartinmorediscussionsthanstudentsintheCC.StudentsintheEClearngrammaritemsthroughparticipatingintodiscussion,whilestudentsintheCCarenotactiveintakingpartintodiscussions.WecanconcludethatTBLTisateachingmethod60 ChapterFiveAnalysisofResultsandDiscussionwhichputsstudentsintocenteredrole.Question5:Itiseasyformetoaccepttheteachingmethodthattheteacheradoptsingrammarteaching.ECCC6%0%8%16%40%36%AABBCCDD58%36%Diagram5.5Students’attitudetowardstheteachingmethodTheDiagram5.5showsthat29studentstotallyagreethatitiseasyforthemtoaccepttheteachingmethodthattheteacheradoptsintheEC,whichaccountfor58%ofEC.18studentssomewhatagreetotheidea,whichaccountfor36%ofEC.Only3studentsdisagreetotheidea,whichaccountfor6%ofEC.NoneofstudentsofECtotallydisagreetotheidea.WhileintheCC,only4studentsofCCtotallyagreetotheidea,whichaccountfor8%ofCC.Only8studentsofCCsomewhatagreetotheidea,whichaccountfor16%ofCC.However,18studentsofCCdisagreetotheidea,whichaccountfor36%ofCCand20studentsofCCtotallydisagreetotheidea,whichaccountfor40%ofCC.Fromaboveanalysis,wecanknowthatmoststudentsofECaccepttheteachingmethodthattheteacheradoptsingrammarteaching,while12studentsofCCagreetotheidea.Thus,TBLTismorepopulartostudentsthanthetraditional3Pmodel.Question6:Ilearngrammarthroughrememberinggrammarrules.61 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolECCC8%10%12%10%32%40%AABBCCDD40%48%Diagram5.6Students’learningmethodtowardsgrammarrulesTheDiagram5.6showsthatonly4studentsofECtotallyagreethattheylearnEnglishgrammarbyrememberinggrammarrules,whichaccountfor8%ofEC.6studentsofECsomewhatagreetotheidea,whichaccountfor12%ofEC.While24studentsofECsomewhatdisagreetotheidea,whichaccountfor48%ofEC.16studentsofECtotallydisagreetotheidea,whichaccountfor32%ofEC.However,intheCC,20studentsofCCtotallyagreethattheylearnEnglishbyrememberinggrammarrules,whichaccountfor40%ofCC.Besides,20studentsofCCsomewhatagreetotheidea,whichaccountfor40%ofCC.Only5studentsofCCsomewhatdisagreetotheidea,whichaccountfor10%ofCC.5studentstotallydisagreetolearngrammarbyrememberinggrammarrules,whichaccount10%ofCC.Fromaboveanalysis,wecanknowthatonly10studentsofEClearnEnglishgrammarbyrememberinggrammarrules.Thisisbecausethe10studentsarepooratEnglishandtheycan’tadapttoTBLT.However,40studentsofCClearnEnglishgrammarbyrememberingrules.Thus,studentsintheECdonotmechanicallyremembergrammarrulesinlearninggrammar.Moreover,studentsintheECdonotpassivelyacceptgrammarandwecanknowwhichmethodthestudentsadoptinlearninggrammarfromthefollowingquestion.62 ChapterFiveAnalysisofResultsandDiscussionQuestion7:Ioftensummarizegrammarrulesbyobservingformsofsentences.ECCC6%12%10%26%14%44%AABBCCDD40%48%Diagram5.7Students’learningmethodtowardsgrammarrulesFromDiagram5.7,theauthorfindsthatmostofthestudentsofECsummarizegrammarrulesbyobservingformsofsentences.22studentsintheECtotallyagreethattheysummarizegrammarrulesbyobservingformsofsentences,whichaccountfor44%ofEC.20studentssomewhatagreetotheidea,whichaccountfor40%ofEC.Only5studentsofECsomewhatdisagreetotheidea,whichaccountfor10%ofEC.3studentsofECtotallydisagreetotheidea,whichaccountfor6%ofEC.However,only6studentsofCCtotallyagreetotheidea,whichaccountfor12%ofCC.7studentsofCCsomewhatagreetotheidea,whichaccountfor14%ofCC.24studentsofCCsomewhatdisagreetotheidea,whichaccountfor48%ofCC.Besides,13studentsofCCtotallydisagreetotheidea,whichaccountfor26%ofCC.Thus,fromaboveanalysis,wecanlearnthatstudentsintheECsummarizegrammarrulesbyobservingformsofsentences.Moreover,studentsintheCCrarelysummarizegrammarrulesbyobservingformsofsentences.Thus,TBLTisaneffectiveteachingmethodthatstudentsareeasytoacceptaccordingtoquestion5andquestion6.TheresultsofCCaboutquestion7areinaccordwiththeresultsofquestion6.Question8:Ilikemasteringgrammarinthesituationsthattheteachercreates.63 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolECCC0%8%0%30%12%A48%ABBCCDD70%32%Diagram5.8Students’learningmethodtowardsgrammarrulesFromDiagram5.8,wecanlearnthatallthestudentsofEClikemasteringEnglishgrammarinthesituationsthattheteachercreates.35studentsofECtotallyagreethattheylikemasteringEnglishgrammarinthesituationsthattheteachercreates,whichaccountfor70%ofEC.15studentsofECsomewhatagreetheidea,whichaccountfor30%ofEC.TBLTisateachingmethodthattheteacherdesignsmanytasksandputstudentsintotherealsituations.SoTBLTisinaccordwiththeresultsofECaboutquestion8.IntheCC,24studentstotallyagreetotheidea,whichaccountfor48%ofCC.What’smore,16studentsofCCsomewhatagreetotheidea,whichaccountfor32%ofCC.However,6studentsofCCsomewhatdisagreetotheidea,whichaccountfor12%ofCC.4studentsofCCtotallydisagreetotheidea,whichaccountfor8%ofCC.TheresultsofCCaboutquestion8showthatstudentsaretiedofthetraditional3Pmodel.Thus,wecanconcludethatstudentsofECaresatisfiedwithTBLT,whilestudentsofCCaretiedofthetraditional3Pmodelandwanttohaveachange.Question9:IhavemadeprogressinEnglishgrammar.64 ChapterFiveAnalysisofResultsandDiscussionECCC6%0%6%8%34%32%AABBCCDD62%52%Diagram5.9Students’attitudetowardsgrammarlearningAftertwelve-weekexperiment,theDiagram5.9showsthat31studentsofECtotallyagreethattheyhavemademuchprogressinEnglishgrammar,whichaccountfor62%ofEC.16studentsofECsomewhatagreetotheidea,whichaccountfor32%ofEC.Only3studentsofECsomewhatdisagreetotheidea,whichaccountfor6%ofEC.NoneofstudentsofECtotallydisagreetotheidea,soTBLTisaneffectiveteachingmethodtostudentssubjectively.IntheCC,only3studentstotallyagreethattheyhavemademuchprogressinEnglishgrammar,whichaccountfor6%ofCC.Thereare4studentswhosomewhatagreetotheidea,whichaccountfor8%ofCC.However,26studentssomewhatdisagreetotheidea,whichaccountfor52%ofCC.17studentstotallydisagreetotheidea,whichaccountfor34%ofCC.Thus,fromaboveanalysis,wecanconcludethatmostofstudentsintheECthinktheyhavemademuchprogressingrammarlearningandafewstudentsofCCthinkso.Comparedwiththetraditional3Pmodel,TBLTisaneffectivemethodtoimprovestudents’grammarlevelsubjectively.Question10:IhavemoreconfidencetolearnEnglishgrammarwell.65 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolECCC0%0%12%24%32%14%AABBCCDD68%50%Diagram5.10Students’confidencetowardsgrammarlearningTheDiagram5.10showsthat34studentsofECtotallyagreethattheyhavemoreconfidencetolearnEnglishgrammarwell,whichaccountfor68%ofEC.What’smore,16studentsofECsomewhatagreetotheidea,whichaccountfor32%ofEC.NoneofstudentsofECthinkthattheydonothavemoreconfidencetolearngrammarwell.IntheCC,only6studentstotallyagreethattheyhavemoreconfidencetolearngrammarwell.7studentssomewhatagreetotheidea,whichaccountfor14%ofCC.However,25studentssomewhatdisagreetotheidea,whichaccountfor50%ofCC.12studentsofCCtotallydisagreetotheidea,whichaccountfor24%ofCC.Thus,fromaboveanalysis,wecanconcludethatTBLTisaneffectiveteachingmethodtostrengthenstudents’confidenceinlearninggrammarwell.66 ChapterSixConclusionChapterSixConclusionGrammarteachingisanimportantpartinEnglishteaching.TheauthorexploreswhetherTBLTisfeasibleforgrammarteachinginEnglishteaching.Sotheauthoranalyzestheoreticalbasesanddesignsanexperiment.Afteranalyzingtheresultsoftests,questionnaire,classroomobservationandinterview,theauthordrawsaconclusionincludingmainfindings,pedagogicalimplications,limitationsofthestudyandsuggestionsforfurtherstudy.6.1MainFindingsThroughanalyzingtheresultsofpre-testandpost-test,TBLTismoreeffectivethanthetraditional3Pmodel.Inthepre-test,studentsbothatECandatCCareatthesamelevel.Whileinthepost-test,studentshavemademuchmoreprogressthanstudentsintheCC.Thus,TBLTismoreeffectivecomparedwithtraditional3PmodelintheEnglishgrammarteachingofthecounty,whichprovidesaneffectivewayinEnglishgrammarteaching.Duetomanyreasons,teachersinthecountycan’texploreaneffectivewayinteachingEnglish,soTBLTisanewwayinteachingEnglishandismuchbettertoseniormiddleschoolstudentslearningEnglishgrammar,especiallytostudentsinthecounty.ButbecauseofNationalCollegeEntranceExamination,studentshavetospendmuchtimeonlotsofpractice.ThoughTBLTisabetterwayinlearningEnglishgrammar,itisdifficultforteacherstodesignperfecttasksandteachersareverytired.However,studentscaninternalizegrammarrulesbyfinishingtasksandremembergrammarrulesmoreexactly,whichalsodoesgoodtoNationalCollegeEntranceExamination.Also,fromtheresultsofpre-testandpost-test,theauthorfindsthatTBLTismuchmorebeneficialtoaveragestudents.Studentsreceivedtraditional3Pmodelatmiddleschool,sotheyaretiredoflearningEnglish.Whentheyreceiveanewmethod,their67 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolpotentialisaroused.Atlast,theymakemuchmoreprogressthanothers.Thus,TBLTismoresuitableforaveragestudents.Fromtheresultsofquestionnaire,theauthorfindsthatmoststudentsthinkgrammarisveryimportantinlearningEnglish.StudentsofECthinkgrammarlearningisnotboring,whilestudentsofCCthinkgrammarlearningisboring.ItmanifeststhatTBLTismoreadvantageoustostimulatetheinterestofstudentsinthecountyinlearninggrammarcomparedwithtraditional3Pmodel.TBLTpaysmoreattentiontostudent-centeredrole,whiletraditional3Pmodelignoresstudent-centeredrole.SointheCC,studentsaretiredoflearningEnglishgrammarandtheypassivelyreceiveEnglishgrammarbymechanicalremembering.SowhenteachersteachEnglishgrammar,theyshouldconsiderstudents’psychologyanddesignasmanyactivitiescombinedwiththereallifetoarousestudents’interest.Alsoingrammarteaching,teachersshouldtakeotherfactorsthateffectstudents’motivationintoconsiderationduringimplementingTBLT.Asweallknow,learninggrammarisboringtoseniormiddleschoolstudentsbecauseoftheincreaseofgrammaritems.Soteachersshouldthinkupwaystoinspirestudents’interestandstrengthentheirlearningmotivation.Thus,teachersshoulddesignmanyactivitiescombinedwithreallifeinordertomakestudentsinternalizeEnglishgrammarandstrengthentheircommunicativeability,whichcanimprovestudents’comprehensiveability.Also,teacherscreatemanysituationswherestudentscanspeakEnglishwithlearntgrammaritems.Studentsinthecountyreceivetraditional3Pmodelandrarelycomeintocontactwithnewwaysduringgrammarlearning.SotheyneedcomeintonewmethodsduringgrammarlearningandTBLTisabettermethodduringgrammarteachingaftertheexperiment.Fromtheresultofquestionnaire,theauthoralsofindsthatstudentsintheECaremoreconfidentingrammarlearning.Aboveall,itismoreeffectivetoapplyTBLTingrammarlearningandgrammarteachinginseniormiddleschool.Itcan’tonlyimprovestudents’grammarlevelbutalsoimprovestudents’comprehensiveabilityinthecounty.Also68 ChapterSixConclusionTBLTismoreadvantageoustostimulatetheinterestofstudentsinthecountyinlearninggrammar.6.2PedagogicalImplicationsThroughtheinterview,theauthorfindsthatteachersinthecountyseniorschooldon’tknowmuchaboutTBLT.Teachersshouldmakeaneworientationoftheirroleintheclassandchangetheirroleofaleader.Theprincipleoflearningindoingshouldbefocused.ItisnecessaryforteacherstopromotetheirownqualityandacceptnewideasofTBLTtomeetthechallenge.Asforhowtohelpteachersrealizeapromotionintheirteaching,theschoolisresponsible.Chancesoffurtherstudyofteachingareeffective.Theschoolcanregularlyorganizeteacherstoviewandemulatedemonstrationlessons,whichisagoodwaytoimproveteaching.Atleast,theschoolshouldtakeactionstoencourageteacherstouseTBLT.TBLTclassnotonlyrequiresmoreforteachers,butalsohashigherstandardforstudents.Pureknowledgeofgrammarisnotenoughforstudentstocompletetask.Morebackgroundknowledgeofcultureshouldbeimposedonstudents.Studentsneedtomasterknowledgeflexibly,soteachersmustcarefullydesigntheclassandconsiderwhattoteachforstudentstoimprovecomprehensiveability.Besidesthecooperationofteachersandstudents,supportsfromeducationdepartmentsarealsoimportantinordertopopularizetheTBLTinthecountyseniormiddleschool.First,relatededucationdepartmentsshouldfundamentallyreformtheexaminationsystemandassessmentsystem.ManyteachersfeelnotconfidentinapplyingTBLTsincetheythinkTBLTcan’tincreasestudents’scoresinashortperiodoftimewhilescoresarethemostimportantineducationassessment.Therefore,examinationsystemandassessmentsystemarenecessarytobereformedtoactivateteachers’motivationtouseTBLT.Second,teachingconditionsandresourcesshouldbeimproved.SmallclassismoreeffectiveforTBLT,soitisbettertocontrol69 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolthenumberofstudentsinaclassiftheteachingresourcesallow.MoreadvancedteachingequipmentsshouldbeprovidedbecauseTBLTfocusesonstudents’personalexperienceandembodiment.Multimediaequipments,networkresourcesandrichmagazinesonEnglishcultureareallhelpfultoactivateTBLTEnglishclass.6.3LimitationsoftheStudyAlthoughtheresearchhasachievedsignificanteffectthroughempiricalstudy,asatentativestudy,manylimitationsandshortcomingsexistintheresearchduetotheauthor’slimitedability.Moreresearchesareneededinthefurtherstudy.(1)Thesampleissmall:thereare100freshstudentsofseniormiddleschooltakingpartintheresearch,sotheconclusionoftheresearchisunsuitedtostudentsofdifferentlevels.Theconclusionneedsfurtherstudy.Alsotheauthorcan’tpredictstudents’learningatmosphereandclassatmosphere.Andstudents’attitudestowardsEnglishlearningwillchangeduringdifferenttimes,whichcan’tbepredicted.Thus,thereisadoubtintheuniversalityandscientificoftheresearchresultsduetothesmallsample.(2)Thetimeoftheresearchisshort:theresearchlaststwelveweeksandtheauthormaynotdesigntheteachingtasksofeverygrammaritem.Thus,thereareerrorsinexperimentaleffects.Moreover,studentsbetweenECandCCmakedifferenteffortsinlearningEnglishafterclass.Whetherconductingalong-timeexperimentisbetterisadoubt.Causedbythetime,theerrorisinevitable.(3)Testsareunscientific:itemsofgrammartestscan’tindeeddecidestudents’grammarlevel.Thedifferentdegreesofdifficultyanddifferenttimeoftestsmayhaveaninfluenceonexperimentalresults.(4)Itisnoteasyforteacherstocontrolclasses:somestudentsaretooactive,whichmayresultinchaoticclasses.Studentscan’tfinishtasksontime,whichmayaffecttheexperimental70 ChapterSixConclusionresults.WhilesomestudentsarepooratEnglish,sotheycan’ttakepartintasksactively.IfTBLTisimplementedimproperly,itwillnotimprovestudents’Englishlevel.Tasksshouldbedesignedcarefullyinordertomeetstudents’levelandencouragestudentstotakepartintasksactively.(5)Theteachingresourcesarelimited:intheexperiment,thereare50studentsinthebothclasses,whichisnotbeneficialtocarryoutTBLT.Theauthorcan’teffectivelycreaterealsituationsbecausethecountyschooldoesnothavemulti-medias.BecausetheschooldoesnotofferstudentsmagazineandreadingsaboutEnglishculture,studentsfeeldifficultincompletingtasks.6.4SuggestionsfortheFurtherStudyFirst,theauthorsuggeststhefurtherstudycarryoutexperimentsinamorewiderangeofstudentssothattheresultswillbemorescientificandreliable.Second,ifconvenient,thefurtherstudyisbettertocontinuealongerperiodoftime.Third,theauthorpersonallythinksthatthefollowingresearchersshouldtakesomeactionstoequipstudentswiththebasiclanguageknowledgebeforetaskssothateverystudenthastheknowledgestoragetocompletetasks.AsforthosewhoarepooratEnglish,theresearchershouldpaymoreattentiontoengagingtheminactivities.6.5ConclusionThroughanalyzingtherelatedtheoriesaboutTBLTandconductingtheexperiment,theauthordrawsaconclusionaboutTBLT.(1)TBLTfullyreflectsthepracticalityofEnglish.Studentsactivelyparticipateintotasksandcorporatewithotherstudents,whichresultinfindingthegrammarrulesbythemselves.TBLTchangespassivelearningintoactivelearning.Attheend,studentspresenttheirlearning71 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolachievementbyoralorwrittenexpression.(2)TBLTprovidesstudentswithalargenumberofcomprehensibleinputsandgivesstudentsachancetoapplyEnglish.What’smore,itisbeneficialforstudentstolearnEnglishnaturally.(3)Students’grammarlevelofEChasimprovedgreatlythanthatofstudents’ofCCaftertwelve-weekexperiment,whichfurtherprovesTBLTismoreeffectivethanthetraditional3Pmodel.(4)TeachersinthecountyknowalittleaboutTBLT,buttheythinkTBLTisanewmethodinEnglishteaching,especiallyingrammarteachingafterlisteningtolessons.ThethesisprovidesanewteachingmethodinEnglishgrammarteachingincounties.(5)Throughanalyzingtheresultsofquestionnaire,TBLTcanenhancestudents’interestandconfidenceingrammarlearning.Atthesametime,TBLTprovidesstudentswithachanceofcooperatingwithotherstudents,whichishelpfultocultivatestudents’spiritofcooperation.IntheTBLT,teachersareguiders,whilestudentsareinthecenteredrole.Duringtheprocessofgrammarlearning,studentsfindgrammarrulesbythemselvesandteacherscorrecttheirmistakes.TBLTstimulatesstudents’interestinlearninggrammarandenhancestheirconfidenceoflearninggrammartothelargestextent.Anditstrengthensstudents’abilityoffindingoutandsolvingproblems.72 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AppendixesAppendix1Pre-testGrammarTestA．MultipleChoices1._____girlridingabikeis_____universitystudents.A.A;anB.The;anC.A;theD.The;a2.I’dlikea_____fordessert.Fruit,youknow,isgoodforhealth.A.potatoB.bananaC.candyD.pie3.Ihavegreat_____inlearningmathandIamsoworried.A.troubleB.interestC.funD.pleasure4.Ithink_____couldmakeAnnchangehermind.Sheissuchapersonwhonevergivesupeasily.A.someoneB.anythingC.nothingD.everyone5.Don’tworryaboutme.I’moldenoughtothinkfor_____.A.himselfB.herselfC.yourselfD.myself6._____hisgrandfather_____hisgrandmothertakegoodcareofhim.Helovesthemverymuch.A.Either;orB.Both;andC.Neither;norD.None;of7.—_____canhegettheT-shirtifheordersittoday?—Inamonth.A.HowsoonB.HowlongC.HowmuchD.Howmany8.—Hereisaschoolbag.Whoseisit?—Oh,it’s_____.Thankyou.A.mineB.hisC.hersD.yours9.—I’mgoingtovisittheGreatWall._____isit?—It’swonderful.Ithinkeveryonecanenjoywonderfulviewsthere.A.HowB.WhyC.WheneverD.Where10.TheclubofWanKeisbuilding_____cheapandgoodhousesforthepeople.A.thousandB.thousandsC.thousandofD.thousandsof11.MyuncleboughtmeaniPhoneformy_____birthday.A.twelveB.twelfthC.thetwelveD.thetwelfth12.—_____doesyourmotherwatchtheTalkShow?—Onceaweek.A.HowsoonB.HowlongC.HowmuchD.Howmany13.IplaybasketballeverydaybecauseIwanttoplayas_____asYaoMing.A.wellB.goodC.betterD.best14.ShehasalreadyreadlotsofbooksonGeography,soitis_____forhertoanswersuchquestions.77 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolA.difficultB.impossibleC.easyD.sad15.Whensheheardacryforhelpsheranoutas_____asshecould.A.happilyB.quicklyC.wellD.slowly16.Heis_____boyinhisclass.A.tallB.tallerC.tallestD.thetallest17.—Whichdoeshelike_____,appleororange?—He’dpreferorange.A.goodB.betterC.badD.well18.CouldIgetup_____sixo’clocktomorrow?A.onB.toC.atD.in19.—Yoursweaterlooksverynice.What’sitmade_____?—Wool,andit’smade_____Guiyang.A.from;onB.of;inC.of;onD.from;in20.Theycouldn’tdoourhouseworkwell_____yourhelp.A.withoutB.withC.inD.by21.—Isthefilminteresting?—Ithoughtitwouldbe.But_____,it’sveryboring.A.inallB.infactC.inadditionD.infuture22.Thatman_____bemyEnglishteacher.HehasgonetoCanada.A.needn’tB.mustn’tC.can’tD.must23.—Themathexamiscoming.Iamverynervous.—Just_____.I’msureyou’lldowellinit.A.makeprogressB.payattentionC.takeiteasyD.lookout24.He_____hishometownfortwentyyears.Hereallymissesit!A.hasbeenawayfromB.leftC.hasleftD.isawayfrom25.—HaveyoueverbeentoShanghai?—Yes,I____therewithmyfatherlastyear.A.wentB.havebeenC.havegoneD.havegoneto26.Listen!Someone____anEnglishsongnow.A.singsB.sangC.issingingD.aresinging27.Theteachersaidlight____fasterthansound.A.travelledB.travelsC.hastravelledD.istravelling28.AfootballmatchbetweenClassTwoandClassThree____tomorrowafternoon.A.isheldB.washeldC.mustbeheldD.willbeheld29.Drivingafterdrinkingwine____inChina.A.allowsB.doesn’tallowC.isallowedD.isn’tallowed30.—CanyousingthisEnglishsong?—Ofcourse,Ican.It____manytimesontheradio.78 AppendixesA.taughtB.hastaughtC.istaughtD.hasbeentaught31.Theradiosaysawildanimalzooisgoingto____inourcity.A.bebuiltB.builtC.buildD.bebuilding32.Maryusedto____towork,butsheisusedto____toworknow.A.ridingabike,takingabusB.ridingabike,takeabusC.rideabike,takingabusD.rideabike,takeabus33.—Whereisyourbrothernow,Bob?—Isawhim____inthestreetamomentagoandItoldhim____.A.playing;don’tdosoB.playing;nottodoC.play;todosoD.play;nottodo34.—Whynot____Johnotoycarforhisbirthday?—Goodidea!Heiscrazyaboutcars.A.buyB.buyingC.tobuyD.buys35.Wedidn’tstartourdiscussion____everybodyarrived.A.sinceB.ifC.whileD.until36.StephenHawkingcan’twalkorevenspeak,____hehasbecomeverysuccessful.A.butB.andC.orD.then37.Iwon’tpasstheexam____Iworkhard.A.wheneverB.becauseC.ifD.unless38.Icouldn’tunderstandwhatyousay,____youspeaktooquickly.A.ifB.thoughC.becauseD.before39.Weshouldgivetheboyanotherchance____hehasmadesomemistakes.A.thoughB.whenC.unlessD.because40.____niceweatheritis!Let’splayfootball.A.WhatB.HowC.WhataD.Howa41.Thedrinkis____delicious____everyoneintheroomenjoysit.A.such…thatB.too…toC.so…thatD.as…as42.____exerciseyoutake,____youwillbe.A.Thefewer,thefatterB.Theless,thefatterC.Theless,themorefatterD.Thefewer,themorefatter43.Peopleoftenlikeclothes____canmakethemlookyoung.A.whenB.whoC.thatD.whose44.—Doyouknowthelady____istalkingwithMr.Smith?—Yes,sheisournewchemistryteacher,MissBrown.A.whoB.whichC.whomD.whose45.—WhataboutgoingtotheSouthLakeforapicnicnextweekend?—OK.ButI’msure____itwillrain.A.whyB.whereC.whenD.whether79 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchool46.Theseanimalsareindanger.Weshouldthink____toprotectthem.A.whatcanwedoB.whatwecandoC.howcanwedoD.howwecando47.Wedon’tknow____itnext.Let’sgoandaskMr.Li.A.whattodoB.todowhatC.whethertodoD.todowhether48.—Pleasetelltheboys____anynoise.Mybabyissleeping.—OK.Iwilldoitatonce.A.notmakeB.tomakeC.nottomakeD.notmaking49.Icanneverforgetthestories____mygrandmatoldme.A.whatB.whoC.themD.that50.Hewastheman____youwerelookingfor.A.whomB.whenC.whereD.whoseB．Fillingtheblankswithproperformsofwords.1.Howmucharethese______?(tomato)2.Wefinishedthe______lessonlastweek.(nine)3.Heis______inEnglish.(interest)4.Todayitisa______day.(sun)5.5.Heis______enoughtobelievethatman.(fool)6.Theycarriedthewoundedsoldierto______.(safe)7.Wewerevery______tohimforhishelp.(thank)8.Youmustdrive______whenit"ssnowingheavily.(care)9.Shenoticedawallet______ontheground.(lie)10.Idon"tknow______bookthisis.(who)11.Theyoftengotothe______parkonSunday.(child)12.TheEnglish______often______intheconcerts.(sing)13.The______girlwasnotbornin______.(German)14.We______arecorderinourEnglishclass.It"svery______.(use)15.Itseemsthatourteamwill______.(win)16.Willyougo______withmetomorrow?(fish)17.“Whyareyoulateforschoolagain?”saidhisteacher______.(angry)18.The______isstudyingRussian.(science)19.Wearebusy______fortheexaminschool.(prepare)20.Itiseven______today.(bad)21.Howmany______arethereinthepark?(child)22.Heaskedme______,“Wouldyoulikeacupoftea?”(polite)80 Appendixes23.Wehaveneverheardsucha______pieceofmusic.(wonder)24.—Hecan"tlookafter______.Heistooyoung.(he)25.—Ourclassroomisbiggerthan______.(you)81 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolAppendix2Post-testA．MultipleChoices1.Afootballfan（球迷）is_____hasastronginterestinfootball.A.athingthatB.somethingthatC.apersonwhoD.what2.Thehouse，_____wasdestroyedintheterriblefire，hasbeenrepaired.A.theroofofwhichB.whichroofC.itsroofD.theroof3.Canyoulendmethenovel_____theotherday？A.thatyoutalkedB.youtalkedaboutitC.whichyoutalkedwithD.youtalkedabout4.Thematter_____youwerearguingaboutlastnighthasbeensettled.A.thatB.whatC.whyD.forwhich5.Theytalkedforaboutanhourofthingsandpersons_____theyrememberedintheschool.A.whichB.thatC.whoD.whom6.Who_____hascommonsense（常识）willdosuchathing？A.whichB.whoC.whomD.that7.Alltheapples_____felldownwereeatenbythepigs.A.thatB.thoseC.whichD.what8.Theyaskedhimtotellthemeverything_____hesawatthefront.A.whatB.thatC.whichD.where9.I’lltellyou_____hetoldmelastnight.A.allwhichB.allwhatC.thatallD.all10.Achild_____parentsaredeadiscalledanorphan.A.whoB.who’sC.whoseD.which11.Isthisthemuseum_____youvisitedtheotherday？A.thatB.whereC.inwhichD.theone12.Isthismuseum_____someGermanfriendsvisitedlastWednesday？A.thatB.whereC.inwhichD.theone13.-Howdoyoulikethebook？-It’squitedifferentfrom_____Ireadlastmonth.A.thatB.whichC.theoneD.theonewhat14.Whichsentenceiswrong？A.ThefingerIdippedintothecupwasnottheoneIputitintomymouth.B.Doyouknowtheboywhojumpedontotheplatform？82 AppendixesC.Scienceandnewtechnologyhavemadeitpossibleforfarmerstoproducemorefoodonthesameamountofland.D.Peopleinancienttimestookitforgrantedthatthesunmovedroundtheearth.15.Thetrain_____shewastravelingwaslate.A.whichB.whereC.onwhichD.inthat16.Hehaslostthekeytothedrawer_____thepapersarekept.A.whereB.onwhichC.underwhichD.which17.Antarctic_____weknowverylittleiscoveredwiththickicealltheyearround.A.whichB.whereC.thatD.aboutwhich18.It’sthethirdtime_____latethismonth.A.thatyouarrivedB.whenyouarrivedC.thatyou’vearrivedD.whenyou’vearrived19.Heoftenhelpsthestudents_____hethinksarenotquickattheirstudies.A.whomB.whoC.whenD.because20.TheSecondWorldWar_____millionsofpeoplewerekilledendedin1945.A.whenB.duringthatC.inwhichD.which21.Hewasbornintheyear_____theAnti-JapaneseWarbrokeout.A.whichB.whenC.onwhichD.duringwhich22.Mr.Crossettwillneverforgettheday_____hespentwithhisvariousstudents.A.whenB.whichC.duringwhichD.onwhich23.Thisisjusttheplace_____Iamlongingtovisittheseyears.A.thatB.whereC.inwhichD.towhere24.WearegoingtospendtheSpringfestivalinGuangzhou，_____livemygrandparentsandsomerelatives.A.whichB.thatC.whoD.where25.Thehotel_____duringourholidaysstandsbytheseaside.A.westayedatB.wherewestayedatC.westayedD.inthatwestayed26.Ihaveboughtthesamedress_____sheiswearing.A.asB.thatC.whichD.than27.Heisnot_____afool_____.A.such/asheislookedB.such/ashelooksC.as/asheislookedD.so/ashelooks28.Isthatthereason_____youareinfavoroftheproposal？A.whichB.whatC.whyD.forthat29.Someoftheroadswereflooded，_____madeourjourneymoredifficult.83 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolA.whichB.itC.whatD.that30.HemustbefromAfrica，_____canbeseenfromhisskin.A.thatB.asC.whoD.what31.Hehastwosons，_____workaschemists.A.twoofwhomB.bothofwhomC.bothofwhichD.allofwhom32.Thebuses，_____werealreadyfull，weresurroundedbyanangrycrowd.A.mostofthatB.whichmostC.mostofwhichD.thatmost33.Myglasses，_____Iwaslikeablindman，felltothegroundandbroke.A.whichB.withwhichC.withoutwhichD.that34.Mr.Wu，_____everybodylikes，isgoingtogiveusatalkonchemistry.A.whomB.thatC.whichD./35.ThisisMr.Smith，_____Ithinkhassomethinginterestingtotellus.A.whoB.whomC.thatD./36._____，thecompasswasfirstmadeinChina.A.ItisknowtoallB.ItisknownthatC.WeallknowD.Asisknowntoall37.I，_____yourgoodfriend，willtrymybesttohelpyouout.A.whoisB.whoamC.thatisD.whatis38.Heisamanofgreatexperience，_____muchcanbelearned.A.whoB.thatC.fromwhichD.fromwhom39.Itwassuchaseriousmistake，_____causedbycarelessness.A.whichIthinkwasB.whichIthinkitwasC.IthinkwhichwasD.Ithinkwhichitwas40.HelivedinLondonfor3months，during_____hepickedupsomeEnglish.A.thisB.whichC.thatD.when41.Thegeneralatlastgotachancetovisitthevillage_____heusedtofight，_____hehadbeendreamingofforyears.A.that/whichB.where/thatC.inwhich/whatD.where/which42.Iwillhiretheman_____theysayisagoodEnglishspeaker.A.whoB.thatC.whichD.whom43.HehastoworkonSundays，_____hedoesnotlike.A.andwhichB.which84 AppendixesC.andwhenD.when44.Igavehimawarning，_____heturnedadeafear.A.ofwhichB.forwhichC.tothatD.towhich45.Myfatherhasmademe_____Iam.A.whoB.whichC.whatD.that46.Sheisoneofthefewgirlswho_____passedtheexamination.A.wasB.wereC.hasD.have47.Heismyson，_____abettersondoesnotexist.A.butB.thanwhoC.againstwhomD.thanwhom48.Asmanymembers_____werepresentagreedtotheplan.A.whoB.thatC.whichD.as49.Youmaycallonmefromonetofiveo’clock，during_____Iamalwaysathome.A.thetimeB.whattimeC.thattimeD.whichtime50.Chinaisthebirthplaceofkites，_____kiteflying（放风筝）spreadtoJapan，Korea，ThailandandIndia.A.fromthereB.whereC.fromwhereD.thereB．DirectandindirectspeechI.MultipleChoices1.Heaskedme________IwouldgotoBeijingbyairthenextday.A.thatifB.ifC.thatwhetherD.how2.—Joyce,pleasedon’topenthewindow.—Pardon?—I______openthewindow.A.tellyoudon’tB.tellyounottoC.toldyoudidn’tD.toldyounotto3.He_____theydidn’tstartearlytheywouldn’tcatchthefirstbus.A.saidthatifB.askedifC.askedwhetherD.saidthatwhether4.Heasked_______fortheviolin.A.didIpayhowmuchB.IpaidhowmuchC.howmuchIpaid85 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolD.howmuchdidIpay5.Theteacheraskedus______somuchnoise.(北京2003)A.don’tmakeB.notmakeC.notmakingD.nottomake6.Thedoctoraskedmewhat_______withme.A.iswrongB.wrongisC.waswrongD.wrongwas7.Heaskedtheboywhere_______.A.hismotherwasB.washismotherC.hismotherisD.ishismother8.Theysaidatlastthatthey_______betterstartoutatonce.A.hadhadB.hadC.hadbeenD.was9.Theteachersaidthatdoubt_______thekeyofknowledge.A.wereB.areC.wasD.is10.Theactorsaidhe_______bornin1984.A.wasB.isC.beD.hadbeenII.Changedirectspeechintoindirectspeechorchangeindirectspeechintodirectspeech.1.Mr.Stonesaid,“MayIhaveacupoftea?”Mr.Stone______________________.2.Thenursesaid,“Letthechildrenwashtheirhandsthemselves.”Thenurse______________________.3.Myunclesaid,“Donotopenthewindow.”Myuncle_______________________.4.JohnaskedMary,“Whatdoyouknowaboutthesea?”JohnaskedMary________________.5.Theteachersaid,“Thesunrisesintheeastandsetsinthewest.”Theteachersaidthat_____________.6.TheteachertoldTomtobecarefulwithhispronunciation._______________________________.7.Sheaskedmetoopenthedoor._______________________________.8.Mymotheradvisedmetohaveagoodrest._______________________________.9.PeteraskedmewhenIwouldleaveAthens._______________________________.10.HeaskedmehowIwasgettingalongwithmystudiesthen.______________________________.86 AppendixesAppendix3Questionnaire关于高中英语语法学习现状的问卷调查亲爱的同学：您好！这是一份关于您英语语法学习状况的调查表，请根据自己的情况对照题目，选择符合您的答案。这份问卷调查是为了更好的完成我的硕士毕业论文而设计的，其目的是了解高中学生在英语语法学习中的一些情况，调查结果与教师对您的学习和评价无关。因此，请同学客观填写。根据下面的问题，从A、B、C和D中选择合适的答案，谢谢您的合作！1.我认为在学习英语的过程中，语法是非常重要的。A非常同意B同意C不同意D非常不同意2.我对英语语法的学习非常感兴趣。A非常同意B同意C不同意D非常不同意3.我认为英语语法课堂非常枯燥无味。A非常同意B同意C不同意D非常不同意4.我在学习英语语法时，经常参与讨论。A非常同意B同意C不同意D非常不同意5.教师在你班上采用的英语语法教学模式很容易接受。A非常同意B同意C不同意D非常不同意6.我通常通过记语法规则学习英语语法。A非常同意B同意C不同意D非常不同意7.我经常通过观察句子的形式发现并归纳语法规则。A非常同意B同意C不同意D非常不同意8.喜欢教师创设情境，在情境中掌握语法。A非常同意B同意C不同意D非常不同意9.现在我的英语语法进步很大。A非常同意B同意C不同意D非常不同意10.现在我更有信心学好英语语法。A非常同意B同意C不同意D非常不同意87 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolAppendix4ScoresofECinthepre-test:NumberScoreNumberScoreNumberScoreNumberScoreNumberScore1921185218331604168279128022773276426538413882373337243734861482246234644474573157825663570456069416902671366046647801772278237614756868187528883862485897419652972396349651091207930814071507088 AppendixesScoresofECinthepost-test:NumberScoreNumberScoreNumberScoreNumberScoreNumberScore1931186219031764171288128522853284427338613882380337743814891483247234704480578158525703578456769416922678366946737851776279037724765878188428913868486997919822980397549701093208230874080507589 ApplicationofTask-basedLanguageTeachingInHighSchoolEnglishGrammarTeaching:ACaseStudyofTongxuNO.1SeniorMiddleSchoolAppendix5ScoresofCCinthepre-test:NumberScoreNumberScoreNumberScoreNumberScoreNumberScore1941180217331714160280129322843265427138613762370337043604771488246234634464585159025723566456369016752665367946727781777277337654763881189128713866486196819752974397249681085208630614063505790 AppendixesScoresofCCinthepost-test:NumberScoreNumberScoreNumberScoreNumberScoreNumberScore1931181217631704158281129422853268427538513782375337143554791485246434654466580159225743568457169116772667367346737801780277437674769882189328743869485697019762976397249701085208830624060505591 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