农村初中英语语法教学现状的调查研究 72页

分类号：G4密级：公开学校代码：10418学号：201104118硕士学位论文（专业学位）农村初中英语语法教学现状的调查研究SurveyontheCurrentSituationsofGrammarTeachinginRuralJuniorMiddleSchools作者姓名：陈丽学院名称：外国语学院专业学位类别：教育专业领域名称：学科教学（英语）指导教师：熊美华合作导师：黄冬明二○一五年六月八日 SURVEYONCURRENTSITUATIONSOFGRAMMARTEACHINGINRURALJUNIORMIDDLESCHOOLSByChenLiAThesisSubmittedtotheGraduateSchoolandSchoolofForeignLanguagesInPartialFulfillmentofRequirementsfortheDegreeofMasterofArtsUnderInstructionofProfessorXiongMeihuaGannanNormalUniversityJune2015 独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得赣南师范学院或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名：签字日期：年月日学位论文版权使用授权书本学位论文作者完全了解赣南师范学院有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权赣南师范学院可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名：导师签名：签字日期：年月日签字日期：年月日 AcknowledgementsTimeflieslikeanarrowandthethreeyeartimespentonthepursuitofknowledgeinGanNanNormalUniversityistoslipthroughmyfingerswithoutmyrealizationofit.Lookingbackuponthosedayswhentherearebothhappinessandsorrow,Iwouldliketoconsiderthemasaninvaluableexperiencewhichisamustformygrowthandmaturation.Whenstudyinghere,Iamsofortunatetomeetsomanykind-heartedandmeritoriouspeople.Withthegraduationaroundthecorner,Iwanttoexpressmygratitudetothosewhohaveofferedmehelp.First,IwanttoconveymysinceregratitudetomysupervisorXiongMeihuaforhermeticulousguidanceandgenerousassistanceinthewholeprocessofmycreationofthisdissertation.Withoutherhelp,thecompletionofthethesiswouldneverhavebeenpossible.Sheissopatientthatgivemeusefulfeedbackandconstructivesuggestionsafterreadingeachwordofthethesis.ItisfromherIhavelearnedalotandgotimprovedintheoreticalknowledgeandresearchingcompetence.Second,IamgratefultotherespectableteacherswhosecausesIhavetaken.Throughtheircourses,Igotmyknowledgeenrichedandmyhorizonbroadened.Meanwhile,Iwanttothanktheteachersandthestudentswhohavetakepartinthisstudyfortheircooperationandsupport.Third,Iwouldliketothankmyfamilyandmyfriendsfortheirsupportandencouragement.ItistheirsupportthatIcanovercomesomuchdifficulttofinishmydissertation.Tosumup,Iamindebtedtoallthathavecontributedtheirstrengthtomakemypostgraduatelifemeaningfulandthecreationandsubmissionofmydissertationsuccessful. 中文摘要随着贯穿交际法教学思想的新教材的使用，中学英语中出现了淡化语法甚至不教语法教学的倾向。然而中学英语教学毕竟是外语学习，学生缺乏自然习得的条件而依靠课堂教学这一正规途径来学习，向学生传授包括语法知识在内的语言规则是语法教学的客观需要。在之前的语法研究中，有关农村初中英语的语法教学极少涉猎。正基于此,笔者尝试通过在自己所任教的农村中学发放问卷调查及访谈，以期了解现在农村初中英语语法教学的现状并对中学英语教学有所启示。本论文基于建构主义理论，“习得”与“学习”假说以及输入假说理论，旨在回答以下四个问题。1）农村中学英语语法教学的地位和作用；2）教师如何教语法以及学生如何学习语法，看方法是否有所改善；3）农村中学英语语法教学效果如何；4）教师如何评价学生的语法学习及自己的教学。本研究采用问卷调查和半结构访谈方法了解现在农村初中英语语法教学的现状。首先，为收集真实的信息，作者向285位学生和75位农村教师发放了调查问卷,除1份教师问卷外其他问卷全部收回。为收集定性信息，对10位老师进行了面对面访谈。问卷调查和访谈数据分别采用采用数据处理软件包（spss17.0）和内容分析法进行分析.经过对研究结果的认真分析，发下如下问题：1）教师和学生对语法教学目的不明确，学生缺乏自主学习能力；2）语法教学中讲解多，运用少，是造成学生运用能力低的主要原因；3）脱离语境的教学时造成学生学习语法困难的主要原因；4）学生的归纳与总结能力差，难以掌握系统的语法知识。第五部分，基于存在的问题，本研究为今后农村中学英语语法教学提出了一些建议：1）将显性语法教学与隐性语法教学相结合；2）在语境、语篇中教学语法；3）过程型语法教学；4）任务型语法教学；5）互动反馈语法教学。关键词：语法；中学语法教学；中学语法学习ii AbstractWiththeuseofnewteachingmaterialswhichareundertheguidanceofthecommunicativelanguageteaching,teacherstendtodesalinategrammarandevendon’tteachgrammarinmiddleschoolEnglishteaching.Afterall,EnglishinmiddleschoolsisatypeofforeignlanguagelearningforChinesestudents.Owingtothelackofconditionsofnaturalacquisition,studentsrelyonlyontheformalapproachcalledclassroomteachingtolearnthelanguage.Therefore,itisnecessarytoteachsomegrammarrulesduringthegrammarteachinginmiddleschools.Inpreviousgrammarstudies,therearelittleaboutEnglishgrammarteachinginruraljuniormiddleschools.Basedonthis,theauthortriestoinvestigatethecontemporarysituationsofgrammarteachinginruralmiddleschoolsthroughaquestionnairesurveyandinterviewsoastogetsomeenlightenmenttoEnglishgrammarteachinginmiddleschools.Thispaperbasedonthetheoryofconstructivism，"acquisition"and"learning"hypothesisandinputhypothesis,isintendedtoanswerthefourquestions.1)What’sthestatusandrolesofteachinggrammarinseniormiddleschools,especiallythoseinthecountryside?2)Howdoteachersteachgrammarandhowdothestudentslearngrammar?3)What’stheeffectivenessofstudents’grammarlearninginseniormiddleschools?4)Howdoteachersevaluategrammarteaching?Thisresearchadoptsthequestionnaireandsemi-structuredinterviewmethodstoinvestigatethestatusofEnglishgrammarteachingincountrysidejuniormiddleschools.Firstofall,inordertocollecttrulyinformation,theauthorhandedoutquestionnairesto285studentsand75teachers,andallofthequestionnairesarerecoveredexpectoneteacher’s.Secondly,soastocollectqualitativeinformation,theauthorinterviewed10teachersfacetoface.Datafromquestionnaireandinterviewwereanalyzedrespectivelywiththedataprocessingsoftwarepackage(spss17.0)andcontentanalysismethod.Afteracarefulanalysisoftheresults,thefollowingproblemsarefound:1)Thepurposeaboutgrammarteachingisnotclear,thestudentsarelackofindependentlearningability;2)Moreexplanationsandlessapplicationsisthemaincauseofstudents’poorabilityofusingaiii language;3)Teachingwithoutcontextsmadethestudentsfeelgrammardifficult;4)Thestudents"abilityofinductingandsummarizingispoor,soitisdifficultforthemtomastergrammarknowledgetotally.Basedontheproblems,somehelpfulsuggestionswereputforwardforgrammarteachinginruralmiddleschoolsinthefifthpart.Herearethesuggestions:1)Thecombinationofexplicitandimplicitgrammarteaching;2)Teachinggrammarincontextanddiscourse;3)Theprocessgrammarteaching;4)Task-basedgrammarteaching;5)Interactionfeedbackgrammarteaching.Keywords:grammar;grammarteachinginjuniormiddleschool;grammarlearninginjuniormiddleschooliv ContentsContentsAcknowledgementsAbstract(Chinese).....................................................................................................................iiAbstract(English).....................................................................................................................iiiChapterOneIntroduction........................................................................................................11.1ResearchBackground..................................................................................................11.2ResearchSignificance..................................................................................................21.3LayoutofTheThesis....................................................................................................3ChapterTwoLiteratureReview..............................................................................................42.1TheRelatedConceptsofGrammar............................................................................42.1.1Grammar............................................................................................................42.1.2GrammarTeaching...........................................................................................62.1.3EnglishGrammarTeachinginJuniorMiddleSchools...................................92.2TheTheoreticalBasisofResearch..............................................................................92.2.1ConstructivismTheory......................................................................................92.2.2"Acquisition-Learning"...................................................................................112.2.3TheInputHypothesis.......................................................................................112.3TheOverseasandDomesticResearchStatus..........................................................122.3.1TheOverseasResearchStatus........................................................................122.3.2TheDomesticResearchStatus........................................................................142.4TheAchievementsandExistingQuestions..............................................................15Chapter3ResearchMethodology.........................................................................................173.1ResearchPurposeandResearchQuestions.............................................................173.2Subjects.......................................................................................................................183.3ResearchDesignandInstrumentstobeused..........................................................183.3.1QuestionnaireSurvey.......................................................................................183.3.2Interview...........................................................................................................193.4ResearchProcedures..................................................................................................203.5DataCollectionandAnalysis....................................................................................20 ContentsChapterFourResultandDiscussion.....................................................................................214.1Questionnaire..............................................................................................................214.1.1StatusandRolesofGrammarTeaching........................................................214.1.2GrammarTeaching/LearningMethods.........................................................254.1.3GrammarTeachingEvaluation/LearningEffectiveness............................394.2Interview.....................................................................................................................44ChapterFiveConclusionsandImplications.........................................................................455.1MajorFindings...........................................................................................................455.2PedagogicalImplications...........................................................................................475.2.1ImplicationstoGrammarTeaching...............................................................475.2.2SuggestionstoGrammarTeachingMethods.................................................505.2.3SuggestionstoGrammarLearning................................................................555.3LimitationsandSuggestionsforFurtherResearch................................................59AppendixI...............................................................................................................................60AppendixII..............................................................................................................................62 ChapterOneIntroductionChapterOneIntroduction1.1ResearchBackgroundFromthedevelopmentofEnglishteachingintheChinesecontext,EnglishteachingapproachesandmethodsshiftedfromGrammar-translationMethodtoCommunicationMethod.Grammar-translationMethodisstillapplicableinChina.ForSystematicstudyofgrammaticalrulesplaysanimportantpartinfosteringstudents"abilityofreadingcomprehensionandproducinggrammaticallycorrectsentences.However,alargenumberofresearchersbothathomeandabroadrealizethatitisurgentandnecessarytofindaneffectivewaytoteachandlearngrammarforEnglishteachersandstudents.WhenCommunicativeApproachappeared,theanti-grammarmovementbegan.PerhapsitisinfluencedprimarilybyKrashen"s(1983)ideathatgrammarcanbeacquirednaturallyfrommeaningfulinputandopportunitiesofinteractingintheclassroom,thatistosay,thatgrammaticalcompetencecandevelopinafluency-orientedcircumstanceandenvironmentwithoutconsciousfocusonlanguageformsfromthelearners.ThroughexperiencingthetwistsandturnsinEnglishteachingformanyyears,expertsfindithardtogetlearnerstousethetargetlanguageappropriatelyonlybyaquantityofinput.HereisacasefromProfessorHuZhuanglin(2002).InEngland,Someeducatorsandlinguistsarguedthatlanguageisacquiredbyusing，itisnotnecessaryandessentialforlearnerstolearngrammar.Thenatextbook,LanguageUsagewascompiled.Thistestbookconsistsofmorethanonehundredunits.Afteryearsoflearningthisbook,itisclearthatthelearners"abilityhaddeclined.ThereforeintheseminarinLanchester,theseexpertshadtorevaluetheroleofgrammarteachinganinEnglishteachingprocess.Afterthat,theyallagreedthatgrammarteachingwasstillworthyanddecidedtomakeanotherinterestingandeasilyunderstoodnewgrammarbookforstudents.Meanwhile,aftermanystudies,itwasprovedthatlargequantitiesoflanguageinputbycommunicationcannotequipthelearnerswiththeabilityofacquiringthevariousformalstructuresandthattheaccuracyoftheiroutputturnsouttobeworsethanitisexpected(HeLianzhen,2004).1.2ResearchSignificanceMuchGrammarresearchoverthepastfewdecadeshasconcentratedondeterminingwhethergrammarshouldbecarriedoutornot.1 赣南师范学院学位论文EversinceEnglishwastaughtintheclassroomasaforeignlanguage,grammarteachinghadbeenthecoreoftheentireEnglishteaching.Thestatus,significanceandfunctionofgrammarwereexaggeratedbyboththelearnersandeducators.Astheflourishingofnewteachingapproachesandmethodologies,moreandmorepeoplebegantorealizethatthebasicfunctionoflanguageiscommunication.Inotherwords,thesignificanceoflearningalanguageliesinitsutilityandpracticability.Hence,therolethatgrammarplayshasbeenchallengedandqueried.Thesenewinnovativeteachingmethods,especiallytheCommunicativeApproach,havebroughtgrammarteachingintoadilemma--Englishteachingmethodologyshiftedfromgettinglearnerstoanalyzeittogetlearnerstouseit.(HuiKe,2011)Therefore,thisstudyaimstofindtheproblemsandshortcomingsofgrammarteachingandputsforwardsuggestionsongrammarteaching.Tobemorespecificthestudyisgoingtoanswerthefollowingquestions:1)What’sthestatusandrolesofteachinggrammarinseniormiddleschools,especiallythoseinthecountryside?2)Howdoteachersteachgrammarandhowdothestudentslearngrammar?3)What’stheeffectivenessofstudents’grammarlearninginjuniormiddleschools?4)Howdoteachersevaluategrammarteaching?Thisstudyisofgreatimportanceforbothlanguageteachingandlearning.Asforteachers,itcanprovidepracticeguidanceofimprovinggrammarteaching.Asforthestudents,itcangivemethodologicalguidanceforthemtoimprovetheeffectofgrammarlearning.Astotheeducationalresearch,itcanprovideatheoreticalreferenceforthem.1.3LayoutoftheThesisThisthesisconsistsoffivechapters.Chapteroneismainlyconcernedwiththeresearchbackground,purposeandsignificanceofthisstudy.Chaptertwocoverstheliteraturereviewofrelevanttheoriesofgrammarandgrammarlearning,withthefollowingpartsincludeinit,namelytherelatedconceptsofgrammar,thetheoreticalbasisofgrammarteaching,theoverseasanddomesticresearchstatusandtheachievementsandexistingquestions.Chapterthreemakescleartheresearchmethodology,includingresearchquestions,research2 ChapterOneIntroductionprocedures,subjects,instrumentsanddatacollection.Chapterfourisabouttheresultsoftheinvestigationandtheanalysisofthedatacollected.Finally,conclusionsaremadeinchapterfive.Thecontentsincludethemajorfindingsofthisresearch,pedagogicalimplicationsandthelimitationsandsuggestionsforfurtherresearch.3 赣南师范学院学位论文ChapterTwoLiteratureReview2.1TheRelatedConceptsofGrammar2.1.1GrammarFirst,conceptsofgrammar.Thepremiseofsuccessinforeignlanguageteachingistosetupacorrectviewofgrammar.Withthecontinuousdevelopmentofeducationandastheresearchesaboutlinguisticsandlanguageteachingcontinue,people"sopinionstowardsgrammarhavebeenchanging.Duetothedifferenthistoricalculturalbackgroundofdifferentscholarsandexpertsaswellastheiruniqueperspectivesofgrammar,scholarsathomeandabroadindifferentperiodshavedifferentunderstandingandinterpretationofgrammar.Herearethedefinitionsandinterpretationsaboutgrammarfromscholarsathomeandabroadindifferentperiods.(1)StaticgrammarviewLyonsisrepresentativeoftraditionalgrammarview.Fromhisunderstanding,grammarcaninterprethowtomakedifferentsentencesusingsomanyphrases.Hammerthinksthatgrammaristhechangesofthewordsthemselvesandwaysofcombiningwordsintosentences,includingmorphologicalchangesandorderchangeswhentwoclausesarecombinedintoonesentence.Widdowson(1999)believesthatgrammarreferstoasetofknowledgeabouthowtocombinethewordsintosentences.Thelinguistics,XuGuozhang(1995)arguesthatgrammaristherulesofrestrainingtherelationshipbetweeneachword.Thelanguagegrammarrepresentsthesumoftheserulesanditmakesthewordsintocommunitysentencesfollowingtheserules.Alltheaboveexpertsgivedefinitionsofgrammarfromamicroperspective.Theydiscussthenatureofgrammarfromtheperspectiveofvocabularyandsentence.Thesimilaritybetweenthesedifferentdefinitionsisthatgrammarisseenastheinternalrulesofthelanguage.Thiskindofgrammardefinitioniscalledthestaticviewofgrammar.(2)DynamicgrammarviewComparedwiththestaticviewofgrammarwhichfocusesonthemicroperspective,dynamicgrammardiscussesgrammarproblemswiththemacropointsofviewtopointoutthesignificanceofgrammarinlanguagelearning.4 ChapterTwoLiteratureReviewTheWell-knownlinguisticsprofessor,HuZhuanglin,thinksthatifthepurposeoflanguageistantamounttoteachstudentshowtouseEnglishcorrectly,meaningfullyandproperly,thenweshouldconsidergrammarasarationaldynamicsystemratherthanastaticsystemofarbitraryrules.Twofamouslinguists,GeorgeYuleandLarsen-freeman,expandtheperspectivesofgrammaronthebasisofpredecessors"study.GeorgeYule(2002)thinksthatgrammarisasetofinseparableconstructionsystemwhichismadeupbythelanguageform,meaningandusage.Thedifferentformsofgrammarcanbeexplainedbyitsmeaningoraccordingtoitscontext.Larsen-freeman(2005)considersthatgrammarincludesform,semanticsandpragmatics.Threeaspectsdependoneachotherandinfluenceoneanother.Theviewofdynamicgrammarconsidersgrammarasadynamicsystem.Itnotonlyrecognizesitsstaticlanguageform,butalsorecognizesthedynamicfunctionofgrammarasalanguage.Theviewofdynamicgrammarembodiesthedynamicfunctionofgrammarinlanguagepracticeandbringsabrand-newchangeforgrammarteaching.Intermsofdynamicfunction,grammarisasetofsystemruleswhichcanguidepeopletomakeupthemeaningfulwordsandsentences.Second,natureofgrammar.Onthebasisofdifferentinterpretationsofgrammarconcepts,itisnotdifficulttoknowthatpeople"sunderstandingoflanguagegrammarhasbeendeepeningandtendstobemoreandmorecomprehensive.Ingeneral,grammarhasthedualnature,namelythestaticlanguageformanddynamicfunction.Grammarisasetofrulesofalanguagesystemandameaningfuldynamicsystem.Grammarisanorganicwholeoflanguageform,meaning,useandfunction.Inaddition,fromtheperspectiveofconnotation,besidesthelexicalandsyntax,grammaralsoincludesdiscoursegrammar.Finally,theapplicationofgrammarrulesshouldconsiderfromtheperspectiveoflanguagesocialfunctions,pragmaticsandcognitiveperspective.Inconclusion,alotofresultsofgrammarstudiesshowthatgrammarismeaningfulanddynamicchangeableaccordingtothecontexts.Asaresult,weshouldtreatgrammarfromtheamorescientificandcomprehensiveperspectiveinEnglishgrammarteachingactivitiesinjuniormiddleschoolsandgrammarteachingcannotbesimplyregardedastheteachingoffixedsyntaxandsyntacticstructureform.Fromtheperspectiveofnature,grammaristhe5 赣南师范学院学位论文elementoflanguageformationanddevelopment.Masteringgrammaristhepreconditionofmasteringalanguage.Grammarlearningisnotjustanimportantlinkinlanguagelearningbutalsoanimportantwayofmasteringaforeignlanguage.Therefore,grammarteachingisindispensableinEnglishteachingactivitiesinjuniormiddleschools.2.1.2GrammarTeachingFirst,conceptandpurposeofgrammarteaching.LiGuanyi(1990)arguesthatgrammarteachingisabsolutelynottoteachdozensormoregrammarrules.Itisimportanttomakethestudentshaveacomprehensiveandclearconceptofgrammarsystem.Andwhat"smoreimportant,studentsmustbeabletomasterthegrammarrulesandtheirapplicationsskillfullyinpracticesothattheycaneasilycatchtheprofessionalinformationtheyneedandcanexpresstheirinformationwithspokenandwrittenEnglishindifferentdegrees.JiaGuanjie(1998)believesthatforeignlanguagegrammarteachingisnottomakestudentsmemorizegrammarrulesofforeignlanguagebuttomakethemdobetterinlistening,speaking,readingandwriting.Grammarlearningservesforcultivatingforeignlanguageusingabilityandhelpinglearnerstoimprovetheirlistening,speaking,readingandwritingabilitiesbyusingthelearnedlanguageknowledge.Grammarisonlyatoolinforeignlanguagelearning.Balcom,aforeignexpert,thinksgrammarteachinginfluencesforeignlanguagelearningmainlyinthreeaspects.Firstofall,grammarteachingmakestheinputmorecomprehensible.Thatistosay,grammarteachingcanletthelanguagebecomeasysteminorderthattheycandistinguishlanguageclassificationprocessingfromtheshallowertothedeeper.Second,grammarteachingcanhelplearnerstotransformtheirreceivedlanguagesignalsintotheunderstandablelanguageunits.Third,grammarteachingcanapproveanddenythelearners’unconsciousassumptionsaboutthetargetlanguage.ZhangBinzhong(1997)arguesthatgrammarteachingistohelpstudentstoimprovethepracticalabilityofusinglanguageratherthansimplyinstillgrammarknowledgetothem.Tosumup,grammarteachingisnottoletlearnersstudythegrammarframeworkisolated,butletlearnerspaymoreattentiontousethegrammartoolonthebasisof6 ChapterTwoLiteratureReviewunderstandingitinpractice.Grammarteachingservesfordevelopinglanguageskills.Grammarteachingeffectivenesscanmakeagreatdifferencetothewholeforeignlanguageteachingactivities.Second,characteristicsofgrammarteaching.Combinedwiththepreviousinterpretationsofgrammarconceptanditspurposeandthedifferentopinionstowardsgrammarfromvariousscholarsandspecialists,thisstudythinksgrammarteachinghavethetwocorefeatures:Grammarteachingaimsatcultivatingthestudents"comprehensivelanguageusingcompetence.Asaresult,theusageandpracticeofgrammarknowledgeshouldbepaidmoreattentionswhenteachinggrammar.Ingrammarteachingactivities,thefirstthingistoletstudentsgraspgrammarrules,thenapplythemtoguideandmonitorthelanguagepracticesuchaslistening,speaking,readingandwritingsoastopromotethelanguageknowledgeintothelanguagecompetence.Grammarteachingaimsatcultivatingstudents"grammarconsciousness.Grammarconsciousnessreferstotheabilityandsensitivityofdeterminingwhetherthelanguageformisrightorwrongintheprocessofunderstandingandusinglanguage.Third,necessityofgrammarteaching.Languageisthesymbolsystemandcomposedofaseriesofrulessystem.Accordingtothegeneralunderstandingofpeople,grammarisasetofrulesaboutthechangesofmorphemeandcombinationsystem,that"sinflectionsandphrasingrules.Grammarispartoflanguageability.Masteringgrammarknowledgecanhelpstudentstounderstandtheregularityofthelanguageitselfandlearnalanguageactively.Acertainamountoflanguageknowledgecanadvancetheprocessofstudents"understandinglanguagematerial.Italsocanmonitorandcorrectlanguageexpressions,inordertoprovideaguaranteeforaccurateexpressions.Iftherearenocertainrulestoorganizewordstogether,languagewillbecomeclutteredmeaninglesssymbols.ZhangJianzhong(1998)holdsthebeliefthatlanguageservesasacommunicativetool,peoplenotonlyuselanguageformsbasedoncertainrules,butpayattentiontosocialcommunicativesituation,languagemeaningandpragmaticfactorsinordertomakelanguageaccurateandappropriate.Therefore,grammarisanindispensablepartoflanguage7 赣南师范学院学位论文communicativeability,whichisnecessarybutnotsufficient.Languageform,meaningandpragmaticarethethreedimensionsinlanguagecommunication,whichisabsolutelynecessaryandcannotbeomittedineffectivecommunication.ThegoalofCommunicativelanguageteachingistocultivatecommunicativecompetence.Peoplemayholddifferentideasaboutthecomponentsbutapprovethatgrammarabilityplaysanimportantpartincommunicativecompetence.Thus,grammarteachingisnotcontradictorytotheaimofcommunicativelanguageteaching.GrammarteachingisamustduetoourspecificEnglishlearningenvironment.Intermsoflinguistics,Chineseservesasourmotherlanguage,alsonamedthefirstlanguage.(seenas"L1"),whileEnglishiscalledthesecondlanguage(seenas"L2").ZhangZhengDong(2001)arguesthatsecondlanguageteachingisthetargetlanguageandtheforeignlanguageteachingisfarfromthetargetlanguage.However,EnglishlearningisforeignlanguagelearninginChina.ChenChangYi(2001)alsobelievesthatalltheforeignlanguagesstudiedinChinaareforeignlanguages.Thatistosay,theEnglishlearnersinourcountryshouldnotonlyfocusonacquisitionlikethesecondlanguagelearning.ZhangZhengDong(2002)suggestedforeignlanguagelearnersmainlyrelyonlearningifforeignlanguageteachingisawayfromtargetlanguagecountries.Duetoforeignlanguagelearningenvironment,learnersimmerseinthenativelanguage,butnotintargetlanguageandstudents"thoughtanddailylifearefaraheadoflanguageteaching.Thereisnocurialrelationbetweenthedevelopmentofstudents’thoughtsandtheiraccommodationtolife.Studentshavenotenoughtimeandenergytoacquirelanguage,sotheyneedtodevelopandimprovetheirgraspoftargetlanguagebylearningbasiclanguageknowledgeandskillsinordertoputtheminpracticeduringanadvancedstage.2.1.3EnglishGrammarTeachinginJuniorMiddleSchoolsThisresearchisaboutEnglishgrammarteachinginjuniormiddleschools.Integratedallsortsofviews,thisstudythinksthatEnglishgrammarteachinginjuniormiddleschoolsismainlyreferstothefollowingaspects.First,byteachingEnglishgrammarinjuniormiddleschoolsintheclassroom,studentscanmasterthelanguagerulesanddobetterintheirpracticalactivities,suchaslistening,8 ChapterTwoLiteratureReviewspeaking,readingandwriting.Englishgrammarteachingistocultivatethestudents"abilityoflanguageusingcompetence,sothestudentsinjuniormiddleschoolsshouldlearnmoreitsuseandlearnlessitsuse.Second,thepurposeofEnglishgrammarteachingistocultivatethestudents"grammarconsciousness.Therefore,grammarteachingshouldprovidestudentsinjuniormiddleschoolswithavarietyofconditionsandenvironmentofunderstandingandapplyingEnglishtocultivatetheirabilityofjudgingwhethertheformiscorrectornotanddeveloptheirsensitivityoflanguageform.Third,ontheonehand,Englishgrammarteachinginjuniormiddleschoolsaimsatcultivatingthestudents"abilityofinducing;ontheotherhand,itaimsatimprovingtheabilityofautonomouslearningEnglishgrammar.2.2TheTheoreticalBasisofResearch2.2.1ConstructivismTheoryTheearliestproposerofConstructivismcanbetracedtoPiaget,whoisfromSwitzerland.Asthemostinfluentialpsychologistinthefieldofcognitivedevelopment,Piagetfoundedthechildren"scognitivedevelopmenttheory.Fromtheviewpointoftheinteractionbetweeninternalandexternalcauses,thetheorystudiedonchildren"scognitivedevelopment.Hethinksthatchildrengraduallyconstructtheirknowledgeabouttheoutsideworldthensettheirowncognitivestructureintheprocessofinteractionwiththesurroundingenvironment.Ontheonehand,childrenabsorbtherelatedinformationfromtheexternalenvironmentthroughassimilationandcombinewiththeirownexistingcognitivestructure,andthenintegratetheinformationprovidedbyexternalstimulitotheiroriginalcognitivestructure.Ontheotherhand,childrenchangetheiroriginalcognitivestructurethroughanadjustmentduetotheinfluenceofexternalstimulus.Therefore,thechildren"scognitivestructureisestablishedgraduallyintheprocessofassimilationandadjustment.Thenthroughthecycleof"balance-imbalance-anewbalance",theircognitivestructureisconstantlyenriched,improvedanddeveloped.ThisisthebasicideasofconstructivismfromPiaget.Scaffoldinginstructiontheoryofconstructivismisaboutteachersandstudents"roleintheprocessofteachingandlearning.Theteachersguidetheteachingandhelpstudentsmaster,9 赣南师范学院学位论文constructandinternalizetheirknowledgeskills,sothatstudentscanfinishthecognitiveactivitiesathigherlevels.Thatistosay,thelearningtasksaregraduallyshiftedfromteacherstostudentsandfinallyteachers"supportarewithdrawn.Obviously,weshouldusethescaffoldinginstructioningrammarteaching.Teachersguidestudentstolearnfirstandprovidethemwithacertainsupport.Thengraduallywithdrawthesupport.Finally,leavethestudentslearnbythemselves.TomakegrammarteachingwithScaffoldingtheoriesandinstructionclear,severalprinciplesaresummarizedaccordingtoviewsabove.Inordertoavoidsomedisadvantagesintraditionalgrammarteaching,grammarteachingwithscaffoldinginstructionshouldbestep-bystep,communicative,motivated,variousandefficient.Itisnecessarytobuildarealsituationforstudentsingrammarteachingwithscaffoldinginstruction.Inthiscase,studentscanhaveacontexttocommunicatein.Throughcommunication,theycanunderstandbetterthegrammaritems.Atthesametime,studentscanbedrivenintheprocessofsolvingrealproblems.Thegrammarteachingshouldnotbestuffy,thusactivitiesareneededwhiledifferentscaffoldsshouldbeprovidedforstudents.Teachersshouldgiveattentiontostudents"participationandtheirevaluationtothemselvestounderstandwheretheyaresoastogivemoreproperscaffolds.Constructivismlaysstressontheprocessoflearning-makingthe"zoneofproximaldevelopment"and"scaffolding",admitsthedifferencesofthelearnersandgivethemthechancetoimprovetheirlearningandconvertthelearningcenterfromtheteachertobethelearners.Theteachercaremoreandmoreaboutthelearners"problemsintheprocessoflearning.Thetimeoflearningisnolongerlimitedtothespanoflearningatschool.Theteacherispayingmoreandmoreattentiontothelearners"processoflearning.Boththeteacherandthelearnersaretryingtocomeupwithasuitablewayforteachingandlearning.2.2.2"Acquisition-Learning"ThedifferencesofHypothesis(TheAcquisition-LearningHypothesis)askrashen"sstartingpointandthecoreistodistinct"acquisition"and"learn",andtheirindividualinthesecondlanguageacquisitionprocesstheabilitytoformtheroleofcognition."Acquisition"isanunconsciousprocess.Itisthenaturalcommunicationattentionmeaningfulresults,andthe10 ChapterTwoLiteratureReviewchildren"sacquisitionofthemothertongueissuchaprocess.Acquisitionoflanguagesystemislocatedinthelefthemisphereofthebrainlanguagearea,isalsoaspontaneousandbasiclanguageuse.Theoppositeis"learn",thisisaconsciousprocess,thatis,throughtheclassroomteachers"teachingandcomplementarywithconsciouspractice,memoryandotheractivities,andtohaveanunderstandingoflanguageandtheconceptofthe"master"grammar."Learn"system,whileinthelefthemisphereofthebrain,butnotnecessarilyinthelanguagearea.Krashenthinks,only"acquisition"topromotethesecondlanguageabilityofdirectthedevelopment,whenpeopleusethelanguageofproductionmechanism;andtoknowthestructureoflanguageasa"learn"result,onlyinusinglanguageupmonitoringrole,anditcannotberegardedaspartofthelanguageitself(GuanXuefeng,2012).Itisobviousthatlanguagelearningisdifferentfromthelanguageacquisition.Inlanguagelearning,learnerswillcheckthewordsbeforeexpressingthemselvesandpayheedtotherulesofgrammar.Nonetheless,innaturalconversations,speakerspayattentiontowhattoexpressbutnothowtosay.Grammaticalaccuracyisslowlydevelopedintheearlystagesoflearningalanguagebutwillbegraduallyimprovedwithmoreandmoreopportunitiesofconnectingwitheachother.2.2.3TheInputHypothesisTheinputhypothesisisalsoKrashen"slanguageacquisitionandthecorepartofthetheory.Hehasusedabooktodiscusshishypothesis.Krashenthinksthatacquirersaccess"thecomprehensiblelanguageinput"(comprehensiveinput),thatisslightlyhigherthantheleveloflanguageskills,hehasthesecondlanguageinput,andagainhecanfocushisattentiononthesignificancetounderstandinformationbutnottoformofunderstanding,thusproducingacquisition.Thisishisfamous"I+1"formula."I"isforacquirescurrentlevels."1"isforslightlyhigherthantheacquirersexistingleveloflanguagematerials.BasedonKrashen"sview,the"I+1"inputdoesnotneedpeopledeliberatelytoprovide,aslongasacquirerscanunderstandinput,andhehasasufficientquantity,itautomaticallyprovidesthatinput(GuanXuefeng,2012).Therefore,ifwewanttoimproveourgrammarteachingandthestudents"effectivenessofgrammarlearning,weshouldprovidestudentswiththeidealinput.Thus,wehadbetterdothefollowingthings.First,grammarknowledgethatteachersteachshouldbecomprehensible.11 赣南师范学院学位论文Understandingtheinputmaterialsisthenecessaryconditionsforthelanguageacquisition.Andincomprehensibleinputforacquirersisjustakindofnoise(GuanXuefeng,2012).Secondly,theprovidedgrammarcontentshouldbeinterestingandrelevant.Themoreinteresting,themoreconnected,themoreimperceptiblethelearnerswillbeinlanguageacquisitions.Thirdly,Teachersshouldofferenoughinputstostudents.Toacquirenewlanguagestructure,onlybydoingafewexercisesisnotgoodenough.Itneedscontinuousinteresttoreadwidelyandalotofconversations(GuanXuefeng,2012).Duringgrammarteachinginjuniormiddleschools,teachersshouldtrytoreducetheanxietyofthestudents"emotion,forexample,theycanusesomevividandinterestingpicturestocreatearelaxedatmosphereandnearlyrealinputenvironmentforthestudents.Teachersshouldtrytheirbesttoconvertstudents"stressintotheirlearningmotivations.Thusstudentscanaccepttheinputlanguagematerialsmoreeasily.2.3TheOverseasandDomesticResearchStatus2.3.1TheOverseasResearchStatusTherehasbeenalongtimeforarguingaboutwhetherstudentsshouldlearnEnglishgrammarornotandwhetherteachersshouldteachEnglishgrammarornot.Prosagreetolearngrammaralot.Whiletheopponentsbelievethatlanguageshouldbeacquiredinthepragmaticcommunication.Itisnotnecessarytospendalotofenergyteachandlearnit.(1)TheimplicitgrammarteachingFromtheviewpointofAmericanlinguist,Krashen,languagelearningshouldbeanacquisitionprocesswhichoccursinthenaturalcontextratherthanaconsciouslearningprocessaboutthelanguageknowledge.Languagelearningisaconsciousprocesswhilelanguageacquisitionisanunconsciousprocess.Languageacquisitionisaprocessofimperceptiblyinwhichthelearnersparticipateactively.Krashenthinksthatconsciouslearningcanonlyplayaroleinmonitoring.Asaresult,histheoryisoftennamedasMonitorModel(YangGuangye,2011).ThismeansthatEnglishteachersshouldhavethelanguageacquisitionasanimportantmeansofEnglishteaching.Truscottalsomadeasimilarconclusion,namelytheroleofgrammarteachingisshort12 ChapterTwoLiteratureReviewandshallow.Itcan"timprovethelearner"sactuallanguageknowledge.Healsoconsiderseveniftheexplicitgrammarteachinghasitspositivefunction,andthefunctionsareobtainedthroughthelearners"metallanguageknowledge.Theexplicitgrammarteachingdoesn’tmonitorthelearners"abilityofusingthetargetlanguage(ZhengYing,2011).Schwartz(1996)pointedoutexplicitlythatonlyafterobtainingcorroboratingevidencethatpeoplecanassumecertainproductionandexistingofintermediarysyntax.Researchersbelievethatifforeignlanguagelearnersfollowtheuniversalgrammarinthelearningprocess.Foreignlanguagelearningwillbemeaningless.Nomatterwhatwayspeopleusetoteachgrammarknowledge,itwillbeunnecessarytodothat.(2)TheexplicitgrammarteachingInthe1990s,theNoticingHypothesisofSchmidtprovidedtheoreticalsupportforgrammarteaching.Hepointedoutthatconsciouslearningisanecessaryconditionforlanguagelearning.PienemannproposedTeachabilityHypothesis.Hethinksalthoughsomeordersofdevelopmentarefixedinthelanguagelearningprocess.Someofthestructurecanbeimprovedfromgrammarteaching(ZhuHuazhang,2002).Swaindidalotofresearchontheimmersionprogramandfoundthatalthoughlearnerscontactalotoflanguageinput.Itisdifficultforthemtoreachtheidealaccuracy,whichfurtherillustratesthenecessityoflearninggrammarknowledge(LuYin,2007).Grammarteachinghadbeendespisedfordecadesintheforeignlanguageteaching.Forthis,Celce-Murciacommentedthatconvincingevidenceprovedthatifthereisnogrammarteaching,whetheritisonthebasisofunderstandingorcommunication,theungrammaticallanguagewillbesurelycaused.Itisdifficultforstudentstotranscendtheprocessofgrammarlearningtomakeanyprogressinlanguagelearning(ZhangYangfen,2009).Howgreatandoriginalhisanalysisis!Now,agenerallyviewacceptedbypeopleinthefieldofforeignlanguageeducationisthatinthetheoryandpracticeofEnglishteachingweshouldpayattentiontogrammarandshouldn"tignoretheapplicationofalanguage.Inthefieldofforeignlanguageteaching,peoplehavebeengraduallyformedaconsensusthatitisnecessarytoexploretherolesofgrammarandgrammarteaching.Becauseinthepast,sometimesgrammarispaidtoomuchattentiontoandsometimesitispaidlittleattentionto.Grammaris13 赣南师范学院学位论文veryimportantintheprocessoflearningEnglish.Despitethefactthatthestudentsmasterenoughwordsandphrases,hestillcan"tusealanguagewithoutgraspingitsgrammar,becauseEnglishisakindofhypo-taxislanguage.Mostofthetime,inordertoexpressdifferentmeaningsitneedstochangesthewordformsandsentenceforms.ThisistheuniquefeatureofEnglish.Forexample,whentheauthoroncechattedwithafewfriendsandanAmericanfriend,wetalkedaboutHongKong.Atthattime,theAmericansaid"IhaveneverbeentoHongKong.ButallmyfriendswhohavebeentoHongKongtoldmethatHongKongisaverybeautifulandprosperouscityintheworld."Oneofmyfriendssaid:"Yes,exactly.Butdoyouknowaboutitshistory?Infact,thiscityhasbeenruledbyBritainformorethanonehundredyears."Afterlisteningtothis,theAmericanfriendsaid:"Really?DidnotHongKongreturntoChinain1997?"Atthatmoment,myclassmatesunderstandthatheusedthewrongtense."HongKonghasbeenadministeredbyBritainformorethanonehundredyears."Thissentenceshouldusethepasttense,becauseHongKongreturnedtoChinain1997.SotheconditionsofbeingruledbytheBritishended.Humiliationhistoryhasgone.Hereheusedthepresentperfecttense,whichmeansthat"HongKongisstillbeingruledbytheBritish".NowondertheAmericanfriendsfeelsosurprised.Tosumup,studiesonEnglishgrammarabroadmainlyconsistoftheabovetwofactions.SuchstudiesareenoughtoillustratetheimportanceofstudyingEnglishgrammar.2.3.2TheDomesticResearchStatusThefamouslinguist,XuGuoZhang(1999)arguedthatthenatureoflanguageitselfdeterminesthatthelanguageinevitablyisrestrictedbycertaingrammarrules.Languageisalinearsequence.InthelinearsequenceofEnglishsentence,thewordisthemostbasicunitoflanguage.Englishsentenceisalinearsequenceofwordsaccordingtocertainrules,ratherthanarbitrarycombinationofwords.Thecertainruleisthelanguagegrammar.Grammarplaysanimportantroleinallthelanguageactivitiesandwidelyexistsinpeople"spsychology.Inaddition,grammaticalrulesthatrestrictlanguageusageareconsiderablecomplex.ZhangZhengDong(2004)thinksthatgrammarnotonlyneedstogeneralizeandsummarytheregularityoflanguage,butalsoneedstodescribetheirregularitiesthatexist14 ChapterTwoLiteratureReviewwidelyinthelanguage.Thegrammarformseemstobeasetofrules.Itsfunctionistocombinethelanguagevocabularyintoourfamiliarwords.Therefore,inrecentyears,manylinguistsadvocaterecordingthelanguageusageinourdailylifeandmakecomprehensiveinterpretationabouttherulesofsentence.Thus,asacompleteandvaluabletool,grammarcaneffectivelyhelplearnerstostudylanguage.Therefore,intheearlyyearsofEnglishteaching,specially,linguistscompiledatextbookcalled"grammarteaching"tomeettheneedsofteaching.DaiWeiDong(2006)pointedoutthatthetermofgrammarcontainsmanycontents,whichreferstothelanguagerulesandtheanalysisknowledge,theknowledgeofusingtheselanguagerules,themagneticrulesandthesyntacticrules.ZhaoYanfang(2001)believesthattherealwaysexistsadifferenceofthegeneralizedgrammarandnarrowgrammarinthefieldofgrammarresearch.Narrowgrammarcontainslexicalandsyntax.Itisconfinedtothestudyoflanguagestructurelevel.Besidesthestudyofthelanguagestructure,generalizedgrammarcontainsthephonetic,semanticandotheraspects.Itisaboutthelanguagetheoryofthelanguagesystem.Combinedwithallthepointsofview,itisnotdifficulttosumsupthefollowingfeaturesofthegrammar:1)Grammaristhecombinationofthelanguageformandmeaning;2)Grammarnotonlycontainsthelexicalandsyntacticbutalsoincludesdiscoursegrammar;3)Grammarisastructurethatdifferentlanguageformshavedifferentmeaningandinterpretationindifferentcontexts.2.4TheAchievementsandExistingQuestionsOnthebasisoftheliteraturereviewedabove,theauthorthinksthattheachievementsongrammarandgrammarteachingmainlyincludethefollowingaspects:1)Mostresearchersthinkthatgrammarplaysanimportantroleintheprocessofmasteringaforeignlanguage,anditsroleisforapplicationincommunication;2)Grammarteachingisanenormouslycomplicatedprocess,teachersshouldfindoutsomeeffectiveteachingmethods.Yettherestillexistsomeproblemsthatarestillunsolved.Broadlyspeaking,theproblemsaremainlylistedasfollows:1)Howdoteacherschoosethemosteffectiveteachingmethodswhenteaching15 赣南师范学院学位论文grammar?Thereisveryfewresearchresultsgiveusadefiniteanswer.2)Howdoteacherspromotestudents"languageusingcompetencethroughgrammarteaching?16 ChapterThreeResearchMethodologyChapterThreeResearchMethodology3.1ResearchPurposeandResearchQuestionsEversinceEnglish,asaforeignlanguage,wastaughtintheclassroom,itsgrammarhadbeenthecentreofthewholeEnglishteaching.Itsroles,importanceandfunctionwereexaggeratedbybothlearnersandexpertsinthisfield.Withthedevelopmentofvariousstudiesongrammarteaching,moreandmorepeoplebegantorealizethatcommunicationisthebasicfunctionoflanguage.That"stosay,thepurposeoflanguageistoapplyitinvariouspracticalactivities.EnglishteachinginjuniormiddleschoolsplaysaroleofafoundationforthewholeEnglishteaching.OnlytheybuildupagoodandsolidfoundationinEnglish,cantheylearntheadvancedknowledgeeasierandfasterinthefuture.Theoretically,somescholarshavemisunderstandingsongrammarteaching.Inpractice,someteachershaveatendencytolaytoomuchemphasisongrammarorjustignoreitduetothedifferentteachingapproaches.Therefore,inthisstudy,thecurrentsituationsofgrammarteachinginjuniormiddleschoolswillbediscussed.UndertheguidanceofNewEnglishCurriculumStand(NECS),textbookssuchasPEP,ShanghaiOxfordeditiontextbooks,arefocusedonlistening,speakingandtraining.Moreattentionsarepaidtothecombinationofthemeaningandformofthelanguagewhengrammarispresented,andinpractice,theform,meaningandusageoflanguagearealsoconcerned,whichembodiesthemodernnewconceptsofgrammarteaching,focusingonthestudents"integratedcapacityofusinglanguage.Startingfromthis,fiveresearchquestionsareadvocatedforthepresentresearchasfollows:(1)What"sthestatusandrolesofteachinggrammarinseniormiddleschools,especiallythoseinthecountryside?(2)Whatmethodsdotheteachersusewhenteachinggrammar?(3)Whatmethodsdothestudentsusewhenlearninggrammar?(4)Howdoteachersevaluategrammarteaching?(5)What"stheeffectivenessofstudents’grammarlearninginseniormiddleschools?3.2SubjectsTheparticipantsofthisresearchinclude285studentparticipantsand75teacher17 赣南师范学院学位论文participants.AllthestudentparticipantsarefromtwomiddleschoolsofFengchenginJiangXiprovince,whichareBaituMiddleSchoolandQuanggangMiddleSchool.Thereasonwhythetwoschoolsareselectedcanbeexplainedthroughthefollowingpoint.ThereisjustonemiddleschoolineachtowninJiangXiprovinceandeveryschoolisascompetitiveaseachother.Sotoacertaindegree,theycanrepresentthecommonsituationsofseniormiddleschoolinJiangxi,especiallythoseinthecountryside.Thestudentsarefromtwogradesofseniormiddleschool,inwhichthereare54fromgrade3and231fromgrade2.Asfortheteacherparticipants,theyarefrommorethan20ruralmiddleschoolsofJiangXi.Becauseoftheauthor"sexperienceoftakingpartinnationaltrainingin2014,thereisanopportunitytoask75teachersfromdifferentruralmiddleschoolinJiangXiprovincetoanswerthequestionnairesforteachers.Sotheteacherparticipantscanrepresentthecommonopinionsofteachersinruralmiddleschools.Besides,10teachersarerandomlychosenfromthestudiedgroupsasface-to-faceintervieweesbythepresentwriter.3.3ResearchDesignandInstrumentstobeusedStartingfromtheresearchquestionslistedabove，thepresentstudyadoptsquestionnairesandinterviews.3.3.1QuestionnaireSurveyQuestionnairesurveyisaresearchmethodofcollectingdatabymeansofwrittenquestions.Inordertofindouttheviewsandopinionsofaphenomenonorproblem,theresearchersneedtocompiletheproblemsintoquestionform,thenasksomeonetoanswerthem.Questionnaireisacommonwaytocollectfirst-handdataorinformation,becauseit’swiderangeofapplications,convenientaccesstodataandlowerresearchcosts.AstudentquestionnaireandateacherquestionnairearedesignedrespectivelytogatherinformationfromtwomiddleschoolsinFengCheng,JiangXiprovince.Thecontentsofthequestionnairesaredesignedbasedongrammarteachingtheories.Thefirstpartofthequestionnaireintendstogatherparticipants"basicbackgroundinformation.Mainlypartofthequestionnairecontainsthreecategories:statusandrolesofgrammarteaching,grammarteaching/learningmethods,teachers"evaluationforgrammarteaching/students"grammarlearningeffectiveness.18 ChapterThreeResearchMethodologyThereasonwhytheabovethreecategoriesarechosenandarrangedasthecontentsofthequestionnaireisthatfirstlybothgrammarteachingandlearningarecomplexcognitiveprocesses,theyneedanalyzingfromvariousaspects.Secondlyitcanlearnaboutthecurrentsituationandproblemsingrammarteachingmorecomprehensively.Takingthetworeasonsintoconsideration,itisreasonabletoobtaininformationaboutthesethreecategoriesthroughquestionnaire.Twotypesofquestionsareincludedinit:LikertScaleandmultiplechoice.Alltheitemsinthispartofthequestionnairearedevelopedaccordingtoliteraturereviews.3.3.2InterviewInterviewisaresearchmethodofcollectingdatabymeansofinterviewconversations.Theobjectiveandunbiasedfactualmaterialsneedtobecollectedaccordingtotheresponsesoftheintervieweesinordertoobtaintheneededinformation.Becausetheinterviewconversationsbelongtotheresearchmaterials,theyaredifferentfromtalks.Theyareneededtobeplannedandpreparedatfirst.Meanwhile,itneedsaclearpurpose.What"smore,theinterviewcontentsshouldbecloselyaroundthethemeandhavestrongpertinence.InordertostudythepresentsituationsofEnglishgrammarteachinginjuniormiddleschools,10teachersarerandomlychosenfromthestudiedgroupsasface-to-faceinterviewees.Theinterviewoutlineisasfollows:1)What’syourfeelingwhenteachingEnglishgrammar?2)WhatarethemajordifficultiesdoyouthinkinEnglishgrammarteaching?3.4ResearchProceduresTheinvestigationisnotcarriedoutsimultaneously.Attheverybeginning,alargenumberofbooksandmagazinesconcerningcurrentlanguageteachingandgrammarteachingarecollectedandread.Then,withthehelpofmysupervisor,thequestionnaireisdesigned.Afterthat,theauthorhandsoutallthequestionnaires.Inthemeantime,studentsandteachersarerequiredtocompletethequestionnaireinclassandtreatitseriously.Afterthequestionnairesareallfinished,theyarecollectedandstatisticsareobtained.3.5DataCollectionandAnalysisAfteranalyzingtheresultofthequestionnaire,theauthorselected10teachersfromtheteacherparticipantsasinterviewees.Thepurposeandnatureoftheinterviewwereorderedto19 赣南师范学院学位论文theteachers.Anditwasemphasizedthattheresultoftheinterviewwouldhavenothingtodowiththeirgradessothattheycouldexpresstheirtrueideas.Alltheparticipantswereinterviewedrespectivelyafterclass.Inordertocommunicatefreely,theauthorcommunicateswiththeparticipantsinChinese.Basicinformationabouttheintervieweeandthecontentoftheinterviewwaslaterwrittenouttomakeaclearviewoftheinterview.Contentanalysiswasusedtoanalyzethematerialoftheinterview.Thecollecteddatawerelatersorted,classifiedandsummarized.Meanwhile,someusefulinformationcollectedinthisstepwasconvertedtoEnglishtosuittheneedofthestudy.20 ChapterFourResultandDiscussionChapterFourResultandDiscussionWhatdothefront-lineteachersthinkofthestatusandroleofgrammarteaching?Howdotheyteachgrammar?What"stheteachingefficiency?Whethertheteachingmethodsareeffectiveornot?Alltheseanswersneedtobeverifiedfromthestudents"learningeffectiveness.Therefore,inordertofindtheproblemsandputforwardssomesuggestionsongrammarteaching,thesurveyresultsfromteachersandthosefromstudentsneedtobeanalyzedcontrastively.4.1Questionnaire4.1.1StatusandRolesofGrammarTeachingPeople"sdifferentunderstandingofthingsaffectstheirattitudestowardsthings.Therefore,therewillbedifferentwaystoaccomplishthesamething.Differentteachersandstudentshavedifferentunderstandingsofthestatusandrolesofgrammarteaching.Thustheteachingandlearningattitudestowardsitwillbedifferent.Thispaperistoinvestigatethepositionandroleofgrammarteachingmainlyfromthefollowingfouraspects:theimportanceofEnglishgrammarteachinginmiddleschools,thepurposeofit,theroleoftrainingthestudents"listening,speaking,readingandwritingabilitiesandtheinfluenceonstudents"senseoflanguage.图1.1教师对语法教学地位及作用的认识21 赣南师范学院学位论文Fromthetable1.1wecangetsomethingabouttheteachers"understandingofthestatusandrolesofgrammarteaching.Aswecanseefromthetable,amongteachers,51.4%ofthemthinkthatgrammarteachingisrelativelyimportantinlanguagelearning,13.5%ofthemconsiderthatthegrammarteachingisveryimportant.16.2%ofthembelievethatgrammaticalknowledgeisquitehelpfulforimprovingstudents"skillsinlistening,speaking,readingandwriting,43.2%ofteachersthinkthatithelpsinarelativedegree.33.8%ofteachersthinkthatthehelpisinthegeneraldegree.10.8%ofteachersbelievethatthereisasignificantimpactonthestudents"senseoflanguage,25.7%ofteachersbelievethattheimpactisrelativelylarge,43.2%ofteachersthinkthattheimpactisingeneral.图1.2学生对语法教学地位及作用的认识Aswecanseeintable1.2,morethan70%ofthestudentsbelievethatgrammarteachinginmiddleschoolsisimportant.Andmorethan60%ofthembelievethatgrammarteachingisgoodtopromotethelanguageskills.Abouttwothirdsofstudentsthinkthatgrammarcanaffectthepromotionofstudents"languagesensealot.Languageisthecombinationofformandmeaning.Meaningisrepresentedbytheform.Ifonecan"tmasterthelanguageform,hewillfailtounderstandthemeaningofthelanguage.TheresultsinTable1.2showthatteachersandstudentsthinkit"sveryimportanttoteachgrammar.Thissuggeststhatasaforeignlanguageinourcountry,masteringitsformcan22 ChapterFourResultandDiscussionpromotestudents"comprehensiveabilityandimprovetheefficiencyoflearning.表2.1教师对中学英语语法教学目的的认识选2您认为语法教学的目的是什么？ValidCumulativeFrequencyPercentPercentPercentValid不清楚11.41.41.4为了完成教学任务22.72.74.1为了让学生考试得高1621.621.625.7分为了让学生全面掌握1824.324.350.0语法知识为了促进学生听说读3750.050.0100.写技能的发展Total74100.0100.0Fromtable2.1,weknowthat24.3%ofteachersthinkthatthepurposeofgrammarteachingistohelpstudentsfullygraspthegrammarknowledge.50%ofteachersthinkthatgrammarteachingaimstopromotethedevelopmentofstudents"listening,speaking,readingandwritingskills.But21.6%ofteachersthinkthatthepurposeistohelpstudentstogethighscoresintests.23 赣南师范学院学位论文表2.2学生对中学英语语法教学目的的认识选2ValidCumulativeFrequencyPercentPercentPercentValid不清楚289.89.89.8为了完成教学任务124.24.214.0为了考试得高分5519.319.333.3对语法感兴趣113.93.937.2为了促进学生听说读17962.862.8100.0写技能的发展Total285100.0100.0Fromthedataintheabovetable,whenaskedtoanswerthequestion"What"sthepurposeofEnglishgrammarlearning",19.3%ofthestudentsthinkthatgettinghighmarksintheexamistheaim.3.9%ofthemthinktheyareinterestedinlearninggrammarand62.8%ofstudentsbelievethatthepurposeistopromotetheirlanguageskills.Thissuggeststhattherearequiteanumberofteachersandstudentsconsidergrammarteachingaimsatcopingwithseniorhighschoolentranceexamination.Thusitcanbeseenthatquiteapartofteachersandstudentsarenotclearaboutthepurposeofgrammarteaching,whichhasanegativeeffectongrammarteachingandlearninginevitably.4.1.2GrammarTeaching/LearningMethodsInaccordancewiththetheoreticalstudyandpracticalexperience,wefoundthatasaforeignlanguageEnglishgrammarneedstobelearned.AccordingtotherequirementsofNECS,grammarteachingshouldchangethewayhowitisillustratedandtaught.Itaimstostimulateandcultivatethestudents"interestinEnglishlearning.Itisalsointendedtobuildstudents"confidenceanddevelopgoodstudyhabitsandformeffectivelearningstrategies.24 ChapterFourResultandDiscussionWhat"smore,itspurposeistodevelopthestudents"self-learningabilityandspiritofcooperationanddevelopthestudents"abilityofusinglanguagebygrammarstudy.Areteachersclearaboutthechangesingrammarteaching?Howdotheyteachgrammar?BasedonthetheoriesandpracticalEnglishgrammarteaching,thisstudyistoinvestigatefromthefollowingaspects:(1)Emotionalattitudes(2)Grammarteachingmodels(3)Grammarteaching/learningmethods(4)Comparisonbetweenthenewandoldgrammarteaching/learningmethods(5)Grammarconsolidation4.1.2.1EmotionalAttitudesClassroomteachingisnotsimplytheplaceoflanguagelearningofparticipants(includingstudentsandteachers),butalsotheirsocialenvironmentofinterpersonalcommunication.Inclass,thereisaverycomplicatedrelationshipbetweenlearnersandlearnersandlearnersandteachers.Today"slanguageteachingreliesheavilyontheirrelationshipsofunity,cooperationandmutualsupport.Sucharelationshipisaffectedbyeachother"semotionallthetime.Therefore,emotionalproblemsinclassarenotonlyrelatedtotheclassroomatmosphere,butalsototheclassroomactivitiesandlearningeffects.Englishcoursesinbasiceducationarenotonlytodevelopstudents"languageknowledgeandskills,butalsohavetheresponsibilityandobligationtocultivatestudents"positiveemotionalattitudeandtohelpthemtoovercomethenegativeemotionalfactorsthattheymayariseduringthestudy.Emotionalattitudesrefertotherelevantfactorsaffectingstudentlearningprocessesandlearningoutcomes,suchastheinterests,themotivation,theconfidence,thedeterminationandspiritofcooperationaccordingtothetheoryofstudents"emotionalattitudeinlearningaforeignlanguageandcombinedwiththeEnglishgrammarteachingsituation,thisthesiswillinvestigatethestudents"emotionalattitudeofEnglishgrammarlearningfromthefollowingaspects:"Whenlearninggrammarinclass,howisthestudents"interest,""students"confidenceinlearningEnglishgrammar"(Table3.1and3.2),"whenlearninggrammarinclass,thestudents"participationduringdiscussing,and"students"situationofinductingandsummarizingaboutthelearnedgrammarknowledge."25 赣南师范学院学位论文表3.1学生对语法学习的情感态度（以教师为调查对象）题项选项总计很低比较低一般比较高很高学生学习语5.4％37.8％40.5％13.5％2.7％100%法的兴趣学生学习语2.7％25.7％54.1％14.9％2.7％100%法的自信心表3.2学生学习语法的情感态度（以学生为调查对象）题项选项总计很低比较低一般比较高很高学生学习语法的7.7％19.6％44.2％24.2％4.2％100％兴趣学生学习语法的11.2％30.9％42.5％14.4％1.1％100％自信心FromTable3.1,weknowthat43.2%ofteachersthinkthatstudents"interestinlearninggrammarislow,40.5%oftheteachersthinkstudents"interestinlearninggrammarisgenerallylow.Morethan80%oftheteachersthinkthestudents"confidenceoflearningEnglishgrammarislow.FromTable3.2,weknowthatmorethan25%ofthestudentsdonotinterestedingrammarlearning.44.2%ofthestudents"interestsareinthegenerallevel.Morethan40%ofthestudentsfeelthattheirconfidenceoflearningEnglishgrammarislow,and42.5%ofthe26 ChapterFourResultandDiscussionstudentsthinktheirconfidenceisnottoolowortoohigh.Weknowthatthereisacloserelationshipbetweenlanguageandemotionalattitude.Theemotionalattitudeinfluencesthelanguagelearningeffectivenessinmanywaysdirectlyorindirectly.Positiveemotionsandoutgoingpersonalitieswillhelpstudentsbeactivelyinvolvedinlanguagelearningactivitiesandgainmorelearningopportunities.What"smore,strongmotivationandgreatinterestinthestudywillimprovethelearningeffect.Strongwillingandself-confidencewillhelpstudentsovercomethedifficultiesinforeignlanguagelearning.Incontrast,alotofnegativeemotionalattitudewillaffectlanguagelearning.Thesurveyresultsfromstudentsandteachersareconsistent.ThesurveyresultsfromstudentsandteachersshowthatthemajorityofstudentsarenotinterestedinEnglishgrammar.Thestudents"self-confidenceoflearninggrammarisnotstrong.4.1.2.2GrammarTeachingModesThecurrentdevelopmenttrendofforeignlanguageteachingistochangethemodefromteacher-centeredtostudent-centered.Itemphasizesthestudents"participationandexperience,anditalsoemphasizesusingvariouskindsofactivitiesinteaching.Abouttheteachingmethods,weshouldchangefromsimplemechanicaltrainingandgrammarexplanationstocultivatethestudents"comprehensivelanguageusingabilities.Particularly,weemphasizetheabilityofunderstandingandexpressing,theabilityofthinkingandimagingandtheskillsofanalyzingandsolvingproblems.Thisresearchinvestigatedmainlyfromthefollowingaspects:（1）students"participationindiscussionwhenlearninggrammar（2）situationofthestudents"inductionandsummarizingaboutthegrammarknowledge（3）grammarteaching/learningmethods（4）errorcorrectionsituation27 赣南师范学院学位论文4.1教师语法教学模式(以教师为调查对象)题项选项总计从不很少有时经常总是学生参与课堂语法教学1.4％31.1％48.6％14.9％4.1％100％学生归纳语法知识0.0％10.8％39.2％39.2％10.8％100％老师纠正语言形式错误0.0％0.0％21.6％58.1％20.3％100％完全由老基本由一般由基本由完全由学师讲解老师讲教师讲学生自生自学解解学英语语言教学方式2.7％44.6％51.4％1.4％0.0％100％Thedataintable4.1showsthat4.1%oftheteachersalwaysletstudentsparticipateindiscussionswhenteachinggrammarinclass.14.9%oftheteachersoftenaskstudentstotakepartindiscussions,and48.6%oftheteacherssometimesaskstudentstodoso.Aboutonetenthoftheteachersalwaysaskthestudentstosummarizethegrammarknowledge.39.2%oftheteachersoftenhavethestudentsdosoand39.2%oftheteacherssometimestodothat.Whenstudentsmakeasyntaxerrorintheirhomeworkortest,21.6%oftheteacherssometimescorrect,58.1%oftheteachersoftenrectify,and20.3%oftheteachersalwaysdoso.NECSemphasizesthattheteachingprocessistheinteractiveprocessofteachersandstudents.Weshouldtransformtheteachingmodelfromteachers-centeredtostudents-centered.Whileteaching,teachersshoulddealwellwiththerelationshipbetweenknowledgeexplanationandabilitydevelopment.Theyshouldalsopayheedtocultivatingthestudents"independenceandautonomy.Meanwhile,teachersshouldcreatetheenvironmentthatcanguidethestudentstotakeanactivepart.Moreover,teachersshouldstimulatethestudents"learningenthusiasmandcultivatethestudents"abilityofmasteringandapplyingtheknowledge.Inthisway,theycanlearnhowtolearn.28 ChapterFourResultandDiscussion表4.2学生语法学习模式（以学生为调查对象）题项选项总计从不很少有时经常总是学生参与课堂语法教16.1％39.3％36.1％8.1％0.4％100％学学生归纳语法知识13.3％43.9％33.7％6.7％2.5％100％老师纠正语言形式错15.8％29.5％32.6％16.85.3％100％误％英语语法学习方式完全由基本由一般由基本完全老师讲老师讲教师讲由学由学解解解生自生自学学19.6％46.3％29.8％3.2％1.1％100％Thedataintable4.2showsthat16.1%ofthestudentsinclassneverparticipateindiscussionswhenlearninggrammar,39.3%studentsseldomparticipateinthediscussionand36.1%ofthestudentssometimesdothat.13.3%ofstudentsneversummarizeaboutlearnedgrammarknowledge,43.9%ofthestudentsrarelydothatand33.7%ofthestudentssometimessummarizegrammarknowledgethattheyhavelearned.15.8%ofthestudentsneveranalyzegrammaticalmistakesintheexamsorhomework.29.5%ofstudentsrarelyanalyzegrammaticalmistakesand32.6%ofthestudentssometimesdothat.Morethan95%ofthestudentslearngrammarbythewayofteachers"explanation.Fromtheresults,itisknownthatwhenlearninggrammar,thestudents"involvementisnothighandthecontentismainlyexplainedbyteachers.Itisevidentthatmanystudentsarelackofinitiativeongrammarlearning.Theteachingmodeisstillthetraditionalmodeinwhichteachersexplainandstudentslistentoteachers.29 赣南师范学院学位论文5.1语法教学方法运用（以教师为调查对象）4.1.2.3ApplicationofGrammarTeaching/LearningMethodsThereareavarietyofmethodsofgrammarteaching.Forexample,thebasicmethodsofinductionanddeduction,andexplicitandimplicitgrammarteaching,centralizedanddecentralizedgrammarteachingandthecontrastmethod.Grammarteachingcannotbelimitedinaway.Thevariousteachingmethodsshouldbecomprehensiveusedbasedontheteachingcontentsandstudents"situations.Thesurveyismainlytoknowwhetherthefront-lineteachersusevariousteachingmethodscomprehensively,howtheyunderlinethevariousmethods.Intermsofteachers,theyareinvestigatedmainlyfromthefollowingseveralaspects:explicitandimplicitteaching,centralizedanddecentralizedteaching,thecontrastteaching(figure5.1),andcontextanddiscoursegrammarteaching(figure6.1).Figure5.1showsthat9.5%oftheteachersalwaysusethenumerousimplicitteachingmethods(suchasbold,italic,underline,capsandsoon)tohelpstudentstopayattentiontothegrammarform.56.8%oftheteachersoftenusethesuggestedmethodand.25.7%oftheteacherssometimesmakeuseofit.5.4%oftheteachersalwaysconcentrateuponinterpretinggrammar,50%oftheteachersoftendothatand35.1%sometimesdo.5.4%oftheteachersalwaysusecontrastmethod.20.3%oftheteachersoftenuseitand43.2%oftheteacherssometimesdothat.30 ChapterFourResultandDiscussion5.2语法学习方法运用（以学生为调查对象）Correspondingtotheteachers"teachingmethods,whetherthestudentswillusevariousstudymethodscomprehensively?Thisresearchinvestigatesmainlyfromthefollowingseveralaspects:thedegreeofattentiontonewformsofgrammar,thesituationofthestudents"summarizinggrammar,thecontrastlearning(Figure5.2),contextanddiscoursegrammarlearning(Figure6.2).FromFigure5.2,wecanseethat8.8%ofthestudentsneverpayattentiontothenewlanguageform,23.9%ofstudentspaylittleattentiontoitand41.4%ofthestudentssometimesdothat.13.3%ofthestudentsneversummarizeaboutthegrammarknowledgethattheyhavelearned.43.9%ofstudentsrarelysummarizeaboutitand33.7%ofthestudentssometimesdothat.17.9%ofstudentsneverusethecontrastmethodtostudygrammar.36.8%studentsrarelyuseitand34.4%ofthestudentssometimesuseit.9.1%ofthestudentsoftenuseitand1.8%ofthestudentsalwaysuseit.Thus,themajorityofstudentsdonotadoptseriouslyaboutthedifferentformsbetweenEnglishandChinese.Grammarlearningisacomplexcognitiveprocess.Itisaffectedbyvariousfactors,suchaslanguageenvironmentanditslearners.Thisdecidesthatteachershavetousevariousteachingmethodsflexiblyaccordingtothecharacteristicsoftheteachingcontentsandthelearners.Fromtheresultsofthesurvey,mostoftheteachersusedthesuggestiveteachingmethod31 赣南师范学院学位论文tocausethestudents"attentiontothelanguageform.However,mostofthestudentscannotnoticethenewformsoflanguage.Theyarenotsensitiveforthenewlanguageform.Thus,mostoftheteacherspayattentiontosummarizethegrammarcontentswhenteachingthem.Theycombinecentralizedteachingmethodanddistributedteachingmethod.Teacherspayattentiontothesystematizationofgrammarcontentsandhelpstudentstoformthesystemofit.Whilemostofthestudentsdon"tinducethegrammarknowledgebythemselvesbutrelyontheteacher"sexplanationpassively.InEnglishteaching,ChinesehasagreatinfluenceonEnglish.However,mostofthestudentsdon"tattachimportancetothedifferentlanguageformsofEnglishandChinese.That"sprobablywhymanystudentsmakesomuchchinglish.4.1.2.4ComparisonbetweenOldandNewGrammarTeaching/LearningMethodsWeshouldtakethetraditionalgrammarteachingobjectivelyandfosteritsstrengthsandcircumventitsweaknesses.Wehadbettercombineitwithmoderngrammarteachingmethods.Itshouldnotbenegatedoverall.Onlyinthiswaycanitbemoreconducivetogrammarteachingandpromotethestudents"abilityofusingalanguage.Thisresearchdoesthesurveyoncombiningtheoldandnewgrammarteachingmethodsmainlyfromthefollowingseveralaspects:(1)interpreting/learningtherulesandtermsofgrammar(2)interpreting/learninggrammarseparately(3)interpreting/learninggrammarindiscourse(4)interpreting/learninggrammarinthecontext(5)interpreting/learningtheusingoccasionoflanguageforms32 ChapterFourResultandDiscussion6.1新旧语法教学法对比（以教师为调查对象）AsFigure6.1shows,morethan70%oftheteachersoftenexplaingrammaticaltermsinclass.45.9%ofteacherssometimesexplaingrammarcontentsseparatelyand37.8%oftheteachersoftenexplainthemseparately.44.6%oftheteacherssometimesinterpretgrammarindiscourseand39.2%oftheteachersoftendothat.32.8%oftheteacherssometimesinterpretgrammarinthecontextand54.8%oftheteachersoftendothat.Morethanhalfofteacherssometimesinterprettheoccasionsoflanguageuse.表6.2.1学生对语法术语的理解情况选13ValidFrequencyPercentPercentCumulativePercentValid很难5117.917.917.9比较难12945.345.363.2一般8329.129.192.3比较容易227.77.7100.0Total285100.0100.033 赣南师范学院学位论文Table6.2.1showsthatonly7.7%ofthestudentsthinkthatgrammartermsareeasy.Morethan60%ofthestudentsconsidergrammartermsaredifficult.Thus,weknowalthoughteachersofteninterpretgrammarterms.Thestudentsdon"tunderstandthemactually.6.2.2新旧语法学习方法对比（以学生为调查对象）Figure6.2.2showsthat46%ofstudentsrarelystudygrammarseparately.26.7%ofthestudentssometimesstudygrammaraloneand5.6%ofthestudentsoftendothat.15%ofthestudentsneverlearngrammarincontext.40%ofstudentsrarelylearngrammarincontextandabout35%ofthestudentssometimesdothat.18.6%ofthestudentsneverpayattentiontousingoccasionsoflanguageforms.33.7%ofstudentspaylittleattentiontothatand31.9%ofthestudentssometimesdothat.Thenewviewoflanguagethinksthatgrammarisnotonlythelexicalandsyntacticbutalsoalanguageform.Itismeaningful,discourseandchangeableduetocontexts.Grammarshouldbecarriedoutincontexts,sostudentscanusethelanguageformbycommunication.Studentsshouldcombinetheformandmeaningandlearnlessusagebutmoreapplication.Becausegrammaticaltermsareabstract,intraditionalgrammarteaching,teachersoftenusethegrammaticaltermsandexplaintherulesofgrammarbysomesimpleexamples.Nonetheless,theeffectivenessofthismethodhasbeenprovedtobenotgood.Fromtheabovedata,therearestillapartoftheteacherwhostillteachesinthisway.34 ChapterFourResultandDiscussionThequestionnaireresultsfromteachersandstudentsareobviouslydifferent.Theteachersattachgreatimportancetothegrammarknowledgeandanalyzethecontentsseparately.However,thismethodmustbeassociatedwiththecontext.Grammarisdynamicandchangeablewiththechangeofthecontext.Grammarwillbeambiguousifitisawayfromthecontextanddiscourse.What"sworse,itwillincreasethedifficultyofstudents"learning.Thereforegrammarshouldbeplacedinthecontextanddiscoursetoteachandlearn.Fromtheresults,itisobviousthatalthoughsometeachersinterpretgrammarindiscourse,theyignoreteachingthismethodtotheirstudents.Fromtheabovedata,weknowalthoughsometeachersexplaingrammarincontext,manystudentsdon"tknowtolearnitinthisway.Itisclearthatmostoftheteachersandstudentsdonotpayattentiontousingoccasionsoflanguageform.Fromtheabovesurveyresults,itisvisiblethatalthoughafewteacherspayattentiontoteachinggrammarknowledgeinthecontextanddiscourse,theyignoredimpartingthislearningmethodtotheirstudents.Sothestudentscan"tutilizethismethodbythemselves.Whilesometeachersinterpretgrammarrulesandtermsseparatedfromcontext.Theirteachingmethodsaretraditionalandold.4.1.2.5ConsolidationofGrammarKnowledgeMasteringlanguageformsisarecyclingprocess.Frominputtooutput,itwillpassthroughthefollowingprocess:first,constanthypothesisandvalidation,thenpersistenterrorsoflanguageforms,afterthat,theinter-languagecomingout.Duringthisprocess,thefossilsphenomenonevenappears.Whenlearninggrammar,studentsshouldpracticeandapplythenewlanguageformsconstantlyandteachersshouldcorrecttheerrorsconstantly.Thispaperismainlyfromthefollowingthreeaspectstoinvestigate:practicingthelanguageformsrepeatedly,consolidatinggrammaticalknowledgethattheyhavelearnedthroughspeakingandwriting,correctinggrammarmistakes.35 赣南师范学院学位论文7.1语法知识巩固（以教师为调查对象）Figure7.1showsthat27%oftheteacherssometimesaskthestudentstoexercisethenewlanguageformsoverandoveragain.60.8%oftheteachersoftenaskstudentstodothatand8.10%oftheteachersalwaysaskstudentstodoso.24.3%oftheteacherssometimesaskstudentstousegrammarknowledgethattheyhavelearnedinspeaking,writing,50%oftheteachersoftenaskstudentstousethemand16.20%oftheteachersalwaysaskstudentstodothat.Whenevertherearesyntaxerrorsinstudents"homeworkortest,21.6%oftheteacherssometimescorrectthem.58.10%oftheteachersoftenrectifythemand20.3%oftheteachersalwaysdothat.7.2语法知识巩固（以学生为调查对象）36 ChapterFourResultandDiscussionFigure7.2showsthat14.40%ofthestudentsneverpracticethegrammarknowledgethattheyhavelearned.41.40%ofstudentsrarelydothatand31.20%ofthestudentsoftendothat.8.4%ofthestudentsneverapplythelearnedknowledgeinspeakingandwriting.32.3%ofthestudentsrarelydothatand38.6%ofthestudentssometimesdo.Whenevertherearesyntaxerrorsinstudents"homeworkortest,2.10%ofthestudentsnevercorrectbythemselves.4.2%ofstudentsrarelycorrectand28.10%ofthestudentssometimesdo.Masteringform-functionisacomplexandslowprocess.Simplelanguageinputisnotsufficienttograspalanguage.Butlearnersshouldhavetheopportunitytousethelanguage.Languageoutputalsohaspositiveeffectsforlanguageacquisition.Masteringanewlanguageneedsaseriesofsteps,fromfeedbacktotestthentoassume.Althoughstudentsarecalledupontopracticethegrammarrulesandarerequiredtoconsolidateourgrammarknowledgeinspeaking,andwriting,studentsarenotwillingtopractice.Thatsuggeststhatthelearninginitiativeofstudentsislow.Fromthedataofthesurveyoncorrectinglanguageforms,itcanbeobservedthatthevastmajorityofteachersandstudentsattachimportancetotheaccuracyoflanguageforms.Buttherearestillquiteanumberofstudentswhoarelackofawarenessofcorrectinglanguageforms.Fromtheabovedata,mostoftheteacherspayattentiontothelanguageusage.Buttherearequiteanumberofteachersonlypayattentiontotheinterpretationofitsrulesbutignoretoaskthemtopracticegrammarrulesthattheyhavelearned.Intermsofstudents,mostofthemdothemechanicaltrainingandneglecttousethelanguagerulesbycommunicationactivities.4.1.3GrammarTeachingEvaluation/LearningEffectivenessStudyinggrammarisnotjusttomasteritsvocabularyandrules.Itisnotintendedtostudysyntax.Grammarskillsarenotequaltothelanguageability.Grammarknowledgeisaninstrumentratherthanapurpose.Thepurposeofmiddleschoolgrammarteachingistomakestudentsmasterthelanguagerules,thustheycanbebetteratlistening,speaking,readingandwriting.Grammarteachingisservedforcultivatingthestudents"languageusingabilityandgrammarconsciousness.Thissurveyinvestigatesmainlyfromtheseaspects.37 赣南师范学院学位论文4.1.3.1Teachers’EvaluationforGrammarTeachingHowteachersthinkaboutthegrammarteachingandhowtheyevaluateitaffecttheirteachingmethods,students"learningmethodsandstudents"attitudetowardsgrammarlearning,andtheirlearningpurposeinalargeextent.Thisresearchdoesthesurveymainlyfromthefollowingseveralaspects:1.Theeffectofteachers"correctingerrors;2.Thestudents"usageofthegrammarrules;3.Thestudents"abilityofinducingandsummarizinggrammarknowledge;4.Scoresoftestsaboutgrammar;5.Thestandardofdeterminingstudents"grammarability;6.ThetimeonEnglishgrammarteaching;7.HowdifficultoreasyisEnglishgrammarteaching.8.1教师对语法教学的评价Fromthedatain8.1,weknowthatalthoughmorethan60%oftheteachersoftencorrectstudents"errorsrepeatedly,studentsarestillmakingthesamemistakesingrammar.6.8%ofteachersthinkthatstudentsalwaysknowgrammarrulesbutcan"tusethem.50%oftheteachersthinkstudentsoftenknowgrammarrulesbutcan"tusethemand39.20%teachersthinkstudentssometimesdothat.10.8%oftheteachersoftenjudgestudents’grammarability38 ChapterFourResultandDiscussionfromtheirscoresofgrammartests.51.40%oftheteacherssometimesdothatand27%oftheteachersrarelydothat.IntheEnglishexam,comparedwithothertests,2.7%ofteachersthinkthatstudentsgotaverypoorscoresingrammarquestions.17.6%ofteachersthinkstudentsgotworsescores,and41.9%oftheteachersthinkstudentsgotageneralscore.6.8%oftheteachersthinkthatstudents"abilityofinductingandsummarizingthegrammarknowledgeisverypoor,12.2%oftheteachersthinkstudents"abilityispoorand36.5%oftheteachersthinkstudents’abilityisjustso-so.Comparedwiththetimeonotheraspects,48.6%oftheteachersspendasmuchtimeasonEnglishgrammarteaching.27%oftheteachersspendmoretimeonit.Nearly40%oftheteachersthinkthatEnglishgrammarteachingiseasierthanotheraspects,andabouthalfthe39 赣南师范学院学位论文teachersEnglishgrammarteachingisasdifficultasotheraspects.4.1.3.2Students"GrammarLearningEffectivenessThepurposeoflearninggrammaristoimprovetheautonomouslearningabilityandthestudyefficiencyandpromotethedevelopmentofusinglanguageability.Thissurveyinvestigatesmainlyfromtheseaspects.(1)Thestudents"errorsingrammar;(2)Thestudents"usageofthegrammarrules;(3)Thestudents"sensitivitytothegrammar;(4)Thestudents"abilityofinductingandsummarizinggrammarknowledge;(5)Thescoresoftestsaboutgrammar;(6)ThetimeonEnglishgrammarteaching;(7)HowdifficultoreasyisEnglishgrammarteaching?表8.2学生语法学习效果FromthedatainTable8.2,wecanseethat7%ofstudentsalwaysmakethesamesyntaxerrorswhenusingEnglish.31.6%ofstudentsoftenmakethesameerrorsand44.9%ofthestudentssometimesdo.13.3%ofstudentsalwaysknowgrammarrulesbutcannotusethem.30.9%ofthestudentsoftenknowgrammarrulesbutcannotusethemand35.10%ofthestudentssometimesdo.14.7%ofstudentscanneverjudgewhetherthegrammaticalformis40 ChapterFourResultandDiscussionrightornotwhenlistening,speaking,readingandwritinginEnglish.45.3%ofthestudentscanrarelyjudgeand29.1%ofthestudentssometimesdo.14.7%ofthestudentsthinkthatcomparedwithotheraspects,theygetaverypoorscoreinthegrammarquestionswhenhavingEnglishtests.37.9%ofthestudentsthinktheydoapoorjoband32.3%ofthestudentsthinktheirgradesarenottoobadortoogood.18.2%ofthestudents"abilityofinductingandsummarizingthegrammarknowledgeisverypoor.40.70%ofthestudents"abilityisweakand36.8%ofthestudentsareingenerallevel.About60%ofstudentsspendlesstimeonEnglishgrammarlearningthanotheraspectsand28.10%ofthestudentsspendasmuchtimeasotheraspects.10.90%ofstudentsthinkthatEnglishgrammarteachingismoredifficultthanotherparts.But35.1%ofthestudentsthinkitiseasierthanotherparts.Traditionallanguageteachingbelievesifonemastersthe41 赣南师范学院学位论文grammar,he"llgraspthelanguage.Thatmeans,grammarcompetenceisequaltothelanguageability.Accordingtothenewcurriculum,grammarteachingshouldpayattentiontocultivatingstudents"autonomouslearningabilityandemphasizingstudents"languageconsciousness.Thepurposeofgrammarteachingistofacilitatetheimprovementofcomprehensivelanguagecompetencebylearninggrammar.Thissuggestsitisinevitabletomakelanguageformmistakes.Correctinglanguageformerrorsneedsalongprocess.Thisalsoconfirmstheconceptof"Fossilization"putforwardbySolinker.Fossilizationmeans,nomatterhowmanytimestheerrorsarecorrected,learnerswillrepeatanerrorunlesstheirlanguagelevelreachesaquiteextraordinarydegree.Thesedatashowthatmoststudentsarenotsensitivetothelanguageform.Theydon"treallymasterthegrammarknowledge.Thusstudentsarelackoftheusageofgrammarrules.Sotheircommunicationabilityisrelativelypoor.Thisshowsthatstudents"abilityofinductingandsummarizingispoorandtheirautonomouslearningabilityisweak.Intheinvestigationofsyntacticscores,theresultsfromteachers"questionnairecorrespondtothatfromstudents".Thus,students"scoresinsyntactictestarenotgood.IntheinvestigationoftimespentonEnglishgrammarteaching,theresultsfromteachers"questionnairecorrespondtothatfromstudents".Thedatumindicatesthatmostofthestudentsspentrelativelylittletimeingrammarlearning.Fromtheaboveresults,itcanbeseenthatgrammarteachingisadifferentpointinEnglishteaching.Studentsarelackofautonomouslearningability.Theycannotusethegrammarrulesskillfully.Fromtheaboveinvestigations,bothfront-lineteachersandstudentsattachconsiderableimportancetogrammarteaching,buttheystillusethetraditionalgrammarteachingmethods.Thustheireffectivenessisfarawayfromthatrequiredinthecurriculumstandards.Therefore,itisagreatchallengeforthefront-lineteacherstochangetheirteachingideasandexplorenewmethodsforgrammarteaching.4.2Interview(1)Inthisstudy,tenteachersarechosenrandomlyfromtheteacherparticipantsasinterviewees.Beforeinterview,eachteacherisintroducedthepurposeandnatureofthisinterviewindetails.Then,afterobtainingtheiragreements,theinterviewertellsthemthe42 ChapterFourResultandDiscussionspecificquestionsbeforehandsothattheteachershaveplentyoftimetothinkaboutthequestions.Finally,eachteacherisinvitedtohaveafacetofaceinterview.Atthesametime,theauthorrecordseachteacher"sanswer.(2)Afteranalyzingtheresultsfromtheinterviewoftenteachers,resultsareshownasfollows:What"reyourfeelingswhenteachingEnglishgrammar?Whenrespondingtothisquestion,alltheteachersusesomenegativeadjectives.Theythinkbothteachersandstudentsfeeldifficultandboringwhenhavinggrammarlessons.Besides,twoteacherssaid:ingrammarclass,althoughteachersspendmuchtimeexplaininggrammarrules,studentsfeeldifficulttoapplytheminpractice.Anotherteacheranswered:becauseofthestudents"lowinterestingrammarlearning,theeffectivenessofgrammarteachingispoor.WhatarethemajordifficultiesdoyouthinkinEnglishgrammarteaching?Theopinionsaboutthisquestionaremostlyconcentratedonthefollowingfouraspects.First,howtocultivatestudents"interestingrammarlearningandhowtomakegrammarlessonsmorevividly.Second,grammarisabstract,sohowtohelpstudentstounderstanditmorethoroughlyandgraspitmorequickly.Third,afterlearninggrammarrules,studentscan"tusethemintheirspeakingandwriting.Sohowtoimprovethestudents"languageusingcompetencebecomesagreatdifficultyforteachers.Fourth,itiseasyforstudentstomastertheregulargrammarrulesbutit"sdifficultforthemtograsptheirregularones.Thereforeimprovingtheeffectivenessofirregularrulesstudiessurelybecomesanotherdifficultyforthefrontteachers.43 赣南师范学院学位论文ChapterFiveConclusionsandImplicationsThischapteristheconclusionofthisstudy.Basedontheprevioussyntactictheoryandpracticalsurvey,theauthorwilltalkaboutthemajorfindingsandimplicationsandputforwardsomesuggestions.5.1MajorFindingsFromthetheoreticalexplorationandpracticalinvestigation,thisstudygetsthefollowingconclusionsonmiddleschoolEnglishgrammarteaching.First,forChinesestudents,EnglishgrammarteachingplaysanimportantroleinEnglishlearning.ForthestudentsinChina,becausetheyhavenoEnglishenvironmentalthoughlanguageformcannotbedirectlytransformedintolanguageskills,grammarlearningcanshortenthetimeofmasteringthelanguageformandpromotethelanguageskillsdevelopment.Therefore,itisnotdispensablebutverynecessaryforChinesestudentstolearngrammar.Second,studentsarenotclearaboutthepurposeofgrammarteachingandlackofautonomouslearningability.Thepurposeofgrammarteachingistohelpstudentsmasterthelanguagerules.Grammarteachingaimsatcultivatingthelanguageapplicationcompetence.Bygrammarteaching,students"consciousnessaboutgrammarshouldbecultivatedandtheabilityofinductingandautonomouslearningshouldbecultivatedaswell.Thesurveyfindsthatwhenteachinggrammar,quiteanumberofteachersdonotpayattentiontocultivatestudents"inductiveability.Sothestudentslearnpassively.Therefore,studentsarenotgoodatinducting,summarizing,andreflecting.Third,ingrammarteaching,moreexplanationandlessapplicationisoneofthemaincausesforstudents"poorgrammarcompetence.Studiesinrecentyearshaveshownthattheidealgrammarteachingmethodshouldprovidelearnerswithplentyofopportunitiestocontactwithvariouslanguageformsandusethem.Studentsshouldlearnlessusagebutmoreuse.Butquiteafewteacherspaymuchattentiontothetheoreticalexplanationandmechanicaltraining.Theypaynoregardtoguidethestudentstousethegrammarrulesthattheyhavelearnedinpractice.Studentsareweakinusinggrammaticalforms.Asaresult,studentsoftenknowthegrammarrulesbutcan"tusetheminpractice.Fourth,Onemainreasonwhystudentshavedifficultyinlearninggrammaristhat44 ChapterFiveConclusionsandImplicationsgrammarteachingisoutofcontext.Forstudents,itisboringtolearnanddifficulttorememberthegrammarknowledgeoutofthecontext.Fortheabstractgrammarknowledge,teachersshouldcombineavarietyofteachingmethodsandexplainitinthecontext.Onlyinthisway,thedifficultyofgrammarknowledgecanbereduced.Fifth,duetothelackofteachers"inductionandsummaryongrammarknowledge,itisdifficultforstudentstomastergrammarknowledgesystematically.Grammaristheinternallawoflanguage.Speechesareunlimitedbutlanguagerulesarelimitedandsystematic.Althoughsometeacherspayattentiontoconcludingthegrammarknowledge,theydon"tteachtheirstudentsthismethod.Thusstudentsfeelthatgrammarknowledgeiscomplexandcomplicated.Therefore,howtomakegrammarknowledgeeasierforstudentsandhowtohelpthemgraspthegrammarknowledgesystemistheproblemsthatneedtobeconcernedingrammarteaching.5.2PedagogicalImplicationsThepurposeofstudyinggrammarteachingistofindaspotoflanguageformsandclassroomintercourseactivitieswhereboththeoryandpracticecanwork.Fromtheperspectiveoflanguagetheory,differentkindsoftheoriesandideashaveemergedwiththeresearchdevelopmentofappliedlinguistics,cognitivepsychologyandsecondlanguageacquisition.Itisandwillstillbeacentralissuetostudygrammarteaching(DaiWeidong,2006).Fromtheperspectiveofpracticallanguageteaching,thereshouldbenoeasywaytosolvethecomplexproblem,whichisformedduringtheprocessoflanguageteachingintheclassroom.Thisresearchisbasedonthepreviouschapterswhichstudiedthetheoreticalaspectsandthecurrentsituationoflanguageteaching,andputforwardseveralimplicationsandsuggestionsforgrammarteaching.5.2.1ImplicationstoGrammarTeaching(1)Payingattentiontolearners"moralandemotionalattitude.Thereisacloserelationshipbetweenlanguagecompetencesandemotionalaspects,andemotionalaspectswouldaffectlanguagelearnersbothdirectlyandindirectly.Largeamountsofresearchhaveshownthatpositiveemotionalattitude,likestrongmotivation,interest,strongconfidenceanddetermination,canlargelybenefitlanguagelearningandhelpstudents45 赣南师范学院学位论文overcomethedifficulties.Onthecontrary,negativeemotionalattitudesuchasanxiety,fear,shy,nervous,disgust,etc.,affectslearners"naturalgraspoflanguage.Therefore,teachersshouldcreatearelaxedandharmoniousteachingatmosphere,whichhelpsstudentsfeelequal,democratic,andenjoyable.Onlytheyarecaredaboutandcarefullytreated,theycanbeeasiertoeliminatethepsychologicalbarrierandimprovetheirconfidenceanddesiretoparticipateinlanguagepracticeandcommunication.Itisalsobeneficialforteachersandstudentstoidentifytheirlanguageerrorsandcorrectthem.Iflearnersarenotrequiredtooutputthestructureoftargetlanguageimmediately,theiranxietiescanbeeffectivelyreduced.Toalargerextent,itpromotedtheemotionalfactorsimpactonmemoryandisconductivetospeeduptheconnectionbetweenthepreviousandnewknowledgesystem,whichisofgreatsignificanceforlanguagelearners.(2)Payingattentiontolearningstyle.Learningstylereferstofrequent,durableandgoodstudyhabitsformedthroughlearningprocess.TheNECSemphasizedtheimportanceofgoodlearninghabitsinEnglishgrammarteaching.Therefore,teachersshouldfocusmoreoncultivatingstudents"grammarlearninghabits,likethepreparationbeforeclass,positiveguessofgrammaticalform;positivethinking,participationinteachingactivities,inductivegrammarrules;summaryandapplyinggrammarknowledgetopractice.(3)Focusingongrammarlearningstrategies.Grammarlearningstrategyreferstothewaystosolvetheproblemsofthemeaningofgrammarrulesandusages.Teachersshouldpayattentiontohelpstudentscomprehendgrammarforms,concludeandinducegrammarrules,whichcanbeflexiblyacquiredbypracticingtheminnewsituations.Thus,studentscanapplythegrammarrulestoforeignlanguagecommunication.Suchstrategiesare,initiatingstudents"creativethinkingbyprobe,inducinggrammarrulesbyaccumulatinglanguagematerialsandsentencestructures,conductingmeaningfulcommunicativepracticeinsituationsandlearningfromtheexperienceoftasks.Inthisway,notonlycanstimulatethelearners"learningmotivation,buthelplearners"initiativeanddeveloptheirautonomouslearningabilities.(4)Focusingoncognitiverepresentation.Studentsarenotrequiredtooutputthestructureoftargetlanguage,buttouseacertain46 ChapterFiveConclusionsandImplicationscognitiverepresentationinthelanguagesystem.Thepurposeistoimprovestudents"senseoflanguageformsandtherelationbetweenformandmeaningandtoimprovestudents"self-controlabilityinthelanguagelearningprocess.Teachersshouldencouragestudentstocontactmorelanguageinputandlanguageformstostrengthenandconsolidatetheusageofgrammar,whichhelpslearnerssetupthelanguagestructureabouthowtousethecognitivecharacterization.(5)Focusingonlearner"internaloutline.PienemannC.(1984)putforwardtheteachingabilityhypothesis"whichreferstotheteachingactivitieswouldnotbenefitlanguageacquisitionunlesstheinter-languageisclosetolanguageacquisitionorderinteachinglanguage".Intheprocessofacquiringimplicitknowledge,explicitknowledgeisapromoter,soexternallanguageoutputshouldinaccordancetolearners"internaloutline,whichconformstothenaturalorderhypothesisadvocatedbysecondlanguageacquisitionresearchers.(6)Payingattentiontolearningprocess.Itisacomplexprocessfromlanguageinputtooutput.Intheprocessingoflanguageinput,increasingthesalienceandfrequencycannotonlyimprovelearners"awarenessoftargetlanguageandlanguagerules,butalsohelplearnersdeepentheirunderstandingoflanguageform.Largeamountsoflanguageinputarebeneficialtoimprovethefrequencybecausenumerousinputscanhelplearnersnoticelanguageforms.Simplerwayscanbeusedsuchashighlightingthelanguageforminboldoritalictype,usingdifferentcolorsandchangingfontsize.Onlycombiningtheinterestoflearningactivitiescanproducesatisfactoryeffectsandprovidemoreopportunitiestousetargetlanguage.Role-playinganddesigningdialoguebasedonthecontextaregoodwaystospeeduplearners"procedureorautomatedprocessingofexplicitknowledge.Insuchways,languageoutputisnotonlyhelpfultoimprovelearners"understandingoflanguageforms,acceleratethematchingbetweenlanguageformandmeaning,improvelanguageaccuracyandpromotelearnerstocontrolactivities.Reflectionsonthelearningprocessandlearningstrategiesalsoplayanimportantroleingrammarteaching.Atthisstage,thelearnershavecomparisonwithotherhigh-levellanguagelearners,reviewingthetargetlanguageformsandcommunicativecontentintheprocessoflearning.Thus,reflectinglearningstrategiescanimprovetheabilityofself-control.47 赣南师范学院学位论文(7)Combinationofacquisitionandlearning.Thedifferencebetweenthe"acquisition"and"learning"seemscanbejudgedintheory.Whileitisdifficulttoidentifywhetheraprocessis"learning"or"acquisition",sodoestheacquiredknowledge.Twokindsofprocessescouldnotbeseparated.EnglishlearninginChinabelongstoforeignlanguagelearning.ProfessorZhangZhengDonghaspointedoutthataforeignlanguageislearnedwhileacquisitiononlyservessupplementation.SointheprocessofgrammarteachinginChina,theacquisitioncomponentdoesexist.Grammarknowledgeshouldserveasthebasisandprinciplesofteaching.(8)Combinationofinputandoutput.Accordingtotheoreticalresearchandpracticalinvestigation,largeamountsofcomprehensibleinputarenotenough.Chinesestudentslackofforeignlanguagecontext,andopportunitiestousewhichresultinlesslanguageoutput.Ontheotherhand,toomuchsyntacticformandquitelesspracticemakestudentsgoodatgrammarrulesbutpoorincommunicativepractices.Therefore,teachersshouldcombinetheformoflanguageinputwithoutputingrammarteachingtomakesureacertainamountoftargetlanguageoutput.5.2.2SuggestionstoGrammarTeachingMethodsTheforeignlanguageclassroomteachingmodevariesfromculturetoculture.Thechoiceofteachingmethodshouldconsidertheneedsofthesocialfeaturesanduse.Languageteaching,especiallyinforeignlanguageteaching,itisaspecialproductofacountryoraregion"spolitics,economy,culture,history,whichhassignificantethnicandregionalfeaturesandsubjecttothem.Thisdeterminesthatanyonewhocopiesthepracticeofforeignlanguageteachingisdedicatedtobeimpractical.Besides,duetotheimbalanceofeconomicdevelopmentinChina,easternandwesternareasintheschoolconditions,teachersandstudentslevelhaveabigdifference.InChina,Englishlearnersareinanenvironmentwheretheydonotusethetargetlanguagetocommunicate;throughlearningtargetlanguageinclassisamajorchoiceforlearners.Andinrecentyears,studieshaveshownthattheidealgrammarteachingshouldprovidelearnersalotofopportunity,sotheycancontactwithvariousformsofgrammar,ontheonehand,theycanutilizeit.BasedonforeignresearchresultsandChina"sforeignlanguagegrammarteachingpractice,theauthorsuggestsusingthefollowingmethods48 ChapterFiveConclusionsandImplicationsforgrammarteaching.(1)Thecombinationofexplicitandimplicitgrammarteaching.Explicitgrammarteachingtendstousethedeductivemethod,first,theteacherexplainstherulesofgrammar,andthenguidesthestudenttodoexercise.Implicitgrammarteachingusesthemethodofinduction.Studentsconcludethegrammarrulesinspecificlanguagepracticeandplentyoflanguagematerials.Explicitgrammarteachingemphasizesonlanguageform,buttendstobeignorethemeaningofthelanguageanditsuse.Implicitgrammarteachingemphasizesthesignificanceoflanguageanditsusageenvironment,butignorestheaccuracyoflanguage.Theyeachhaveadvantagesanddisadvantages.Itiswisetocombinethemtogether,andaccordingtohowdifficultthegrammarisandthelearner"scharacteristicstodecidetoadopttheexplicitorimplicitgrammarteaching.Thusitcanbeviewed;theadoptionofdominantinterpretationteachingcombinedwithimplicitgrammarteachingisaninevitabletrendinthecurrentgrammarteaching.(2)Teachinggrammarincontextanddiscourse.Languageformandmeaningareanorganicunityofthewhole.Thetwoareinseparableintheprocessofinformationprocessing.Languageisthecarrierofmeaning,andlanguageformitselfisameaning.Theappropriatenessoflanguageuseisrealizedthroughcertainlanguageforms.Theuseoflanguageisconductedinspecificsituations.Languagelearnersshouldnotonlyunderstandtheknowledgeoflanguage,butalsounderstandtheculturalbackgroundknowledge,pragmaticknowledgeandcognitivestrategies.Intraditionallinguistics,syntaxisanindependentphenomenonanddealtwithoutcontext,grammarteachingonlytrainsthestudentsabstractlanguageabilityinthewordandsentencelevel.Forexample,whenteachingusually,always,etc,teacherstendtospeak:"Thesewordsareoftenusedinthesimplepresent."Therefore,whenstudentssee"HesaidthatheoftenwenttoworkatseveninthemorningwhenhewasinWuhan.",theythinkitisawrongsentence,andshouldchange"oftenwent"into"oftengoes".Soweshouldputthegrammarintocontext,andrealizethepracticalapplicationofgrammaticalrules.Discourseteachingstartsfromtheformandcontentofdiscourse,combininglanguageuseenvironmenttohelpstudentsunderstandandgraspthediscourse.Notonlypayattentiontotheformofdiscourse,paymoreattentiontothefunctionofthelanguage,sothatthe49 赣南师范学院学位论文learnerscanconnectwithformandmeaning.Contextanddiscoursehavethreeusages:oneistheindirectmethod,namelytoprovidethereallanguagematerialsforthestudentstoletthestudentstofindsomegrammarrules;thesecondapproachistoprovidesomereadingmaterialscontainingacertaingrammarpoint:thethirdistolearnbydoing,tomakeitmoreauthenticity.InourcountryEnglishteachingisforeignlanguageteaching,lackingreallanguageandcontext.Thesecondandthethirdmethodaremoresuitable.(3)Theprocessofgrammarteaching.Secondlanguagelearningisoftendividedinto"languageinput(input)--languageabsorption(Imake)--languagedevelopmentsystem(developingsystem)--languageoutput(output)"fourstages.Thesefourstagesarefromlefttoright,progressiveandnotbyleapsandboundsdevelopmentprocess.Traditionallanguageteachingignoresthecomplicatedmentalprocessinlanguageformstudy,directlyfromtheexplicitteachingtolanguageoutput,withoutthedevelopmentoflearnerslanguagesystemstage,prematurelyletlearners"languageoutput,leadtotheformtaughtcannotcauselearners"languagesystemsintheformofqualitativechange,nolastinginfluencetothelearners"languagedevelopment.RodE11isproposedonegrammarteachingprocess.First,providestudentswithsufficientcomprehensibleinput.Then,guidestudentstoobservethegrammaticalfeaturesindiscourse.Afterthat,studentsareaskedtoinduceandsummarize.Finally,studentsshouldpracticeanduse.Thisinput-orientedteachingteachesgrammarmainlybyenhancingtheconsciousnessofthestudents.Atthesametime,basedontheform,meaning,comprehensionsanduse,itincreasesthelanguageinputinformationandattachesimportancetotheprocessoflanguagelearning.Then,stepbystep,studentsareaskedtounderstandthelanguageregularityintheprocessofrepeatedlanguagecontactingandapplication.Next,thestudents"grammarknowledgeisinternalizedintotheirlanguageability.Atlast,ithelpsstudentstobuildupasuitablelanguagesense.(4)Thetask-basedgrammarteaching.Atpresent,grammarteachinghighlightsthecombinationofgrammarrulesteachingandcommunicativeactivitiestokeepthebalanceoflearninggrammarrulesandimprovingthelanguagecompetence.Grammarteachingaimedatcommunicationcanperfectlyunitetheformandthefunction.Tobeginwith,learnersaremadetogettoknowthelanguageform50 ChapterFiveConclusionsandImplicationsprocessedinanexplicitwayandgettoknowthefunction.Andthenaseriesofdesignedlanguageinputactivitiesaimtoencouragelearnerstounderstandthemratherthanapplythembuttheactivitiescontributetodevelopingtheassociationoftheformandthefunctionenablinglearnerstoobtainthefunctionsoftheforms,whichtargetstomastertherelationshipoftheformandthefunction.StructureInteractionTaskmethodflourishedinthe80sintheESLfield.Thetasksarehighlycommunicativebecauselearnershavetoparticipateincommunicationgivingprioritytomeaning.Themethodistodevelopthelearners"awarenessoflanguageform.Ellis(2003)putforwardthreetypesoftasksincludingoutput-basedtasksandunderstanding-basedtasksaswellasawareness-developingtasks.Output-basedtasksyouneedtousethetargetlanguageintheformofacompletelysolecommunicationactivity,andthematerialsofthetaskinnaturearemorethangrammaticalforms,butthelearnersmustusethetargetlanguagestructuretocompletethesetasks.Understandingtaskistomakelearnerstopayattentiontoandunderstandthegrammaticalformofcarefullydesignedinputmaterial.Usuallytheinputmaterialcontainsstimulationsignals,whichrequirethelearnerstomakeanappropriateresponse.Iftheabovetwotasksareconfinedasimplicitdemonstration,thegrammaticalformsofthetargetlanguageinthecommunicationactivities,awareness-developingtaskareconfinedasanexplicitdemonstrationofthegrammaticalformsofthetargetlanguagebymeansofthegrammaticalstructures.Atfirst,suchtasksprovideexamplesofthetargetlanguagegrammaticalstructureforlearners,andthenrequirelearnerstomasterthestructure,fromwhichcertainrulescanbededuced.（5)Interactionfeedbackgrammarteaching.Languageisacarrierandtheultimategoaloflanguageteachingistousethecarriertocommunicateinformation.Verbalcommunicativeactivitiesarethecreativeprocessoftwo-wayactivecoordination,soitisthesamewiththeverbalcommunicativecompetence.Learnersarethemasteroflearningandalsotheactivecoordinatorandcreator.Learners"cognitiveabilityandcommunicativeabilityaredevelopedintheinteractiveprocessoftheoflanguagecommunicationandintheprocessoflearnersself-improving.Theabilitiesareacquiredandimprovedgraduallybyadaptingnewly-acquiredabilities,knowledgetopriornetworksofabilitiesandknowledge.However,thetraditionalgrammarteachingfocuseson51 赣南师范学院学位论文thespoon-feedingmethodandinvolveslesslearners"participationandself-reflectionandcreation.Theteachersinclassalwaystalktostudentsratherthancommunicatewithstudentsequally.Therefore,learnerscannotevaluatewhethertheyhavecompletelyunderstoodwhathavinglearnedandinturn,teacherscannotgettheeffectivefeedback.Asreferredabove,traditionalgrammarteachingmethodshouldbetakenplace.Teachersshouldattachgreatimportancetocultivatethestudents"initiativesandknowaboutthestudent"scharacter,hobbyandhabit,accuratelypredicttheirbackgroundknowledgeandlanguagelevel.Teachersshouldalsopayattentiontotheinstantfeedbackoftheteachingfromthelearnerthustheycandofurtheradjustmentfortheirteachingandfacilitatethecommunicationbetweenteachersandlearners,betweenlearnersandlearnersandfurtherunderstandingofthetextbookandlearnersthemselves.Grammarteachingshouldbecomeanimportantlinkintrainingstudents"languageskillsandthekeypointofgrammarteachingshouldbeonthepracticaltraining.Teachersshouldtransfergrammartheoryintopracticeanddrill.Studentscanapplythelanguageinpracticebyvariousways,suchasdiscussion,analysisandgamesandsoon.Onlyinthisway,thecommunicationbetweenteachersandstudentscanbeachieved.Undertheguidanceofthenewconcept,grammarteachingpaysattentiontousetheexpressorimplicitmethodsinthespecificcontextanddiscoursetofinishthemeaningfulcommunicativetasks,soastoarousestudent"senthusiasmandinitiativeandexperiencetheprocessoflanguagelearning.Therefore,thestudents"grammarconsciousnessandinductionabilitywillbecultivated.Inthegrammarteaching,wecan"tsticktoacertaintheoryoracertainmodel,butweshouldexplorethenewwaytoteachgrammarandimprovetheeffectivenessofEnglishteachingbasedonvarioustheories,differentteachingcontents,teachingenvironmentandthecharacteristicsofstudents,Theauthorbelievesthatteachingtheoryoflanguageformswillbemoreandmorecomprehensiveandsignificant.Fromtheseemergingideasandprinciplesofgrammarteaching,teacherscanmaketheirlessonsmoreeasyandeffective.5.2.3SuggestionstoGrammarLearning5.2.3.1LearningGrammarintheContextThefamouslinguistBloompointedout:"successfulforeignlanguageteachingintheclassroomneedstocreatemoresituationsinclasssothatthestudentsaregiventhe52 ChapterFiveConclusionsandImplicationsopportunitytousetheirknowledge".Ingrammarteaching,attentionshouldbepaidtoletstudentsmasterthebasicknowledgeoflanguageinthecontextinordertoinspirestudentstosummarizerulesofthelanguage.Inthisprocess,notonlythestudents"communicativeskillscanbecultivatedbutalsothestudents’interestandinitiativeingrammarlearningcanbeinspired.Forexample,intheprocessoflearning"be/getusedto...",studentscanusethefollowingway.Firstly,creatingsituations.JaneisEnglishbutshehaslivedinChinaforthreeyears.WhenshefirstdroveacarinChina,shefounditverydifficultbecauseshehadtodriveontherightinsteadofontheleft.Drivingontherightwasstrangeanddifficultforherbecause:Shewasn"tusedtoit.Shewasn’tusedtodrivingontheright.Butafteralotofpractice,drivingontherightbecamelessstrange.So:Shegotusedtodrivingontheright.Nowafterthreeyears,it"snoproblemforJane;Sheisusedtodrivingontheright.Secondly,applyingLanguage.a.Franklivesalone.Hedoesn’tmindthisbecausehehaslivedalonefor15years.Itisnotstrangeforhim.Heisusedtoit.Heisusedtolivingalone.b.Iboughtsomenewshoes.TheyfeltabitpuzzlingatfirstbecauseIwasn’tusedtothem.c.Brenda"shusbandisoftenawayfromhome.Shedoesn’tmindthis.Sheisusedtohimbeingaway.Thirdly,comparingstructures.Payattentiontothedifferencebetween"Iamusedtodoing"and"Iusedtodo".a.I"musedtotheweatherinthiscountry.b.IamusedtodrivingontheleftbecauseI"velivedinBritainforalongtime.c.Iusedtodrivetoworkeveryday,butthesedaysIusuallygobybike.d.Weusedtoliveinasmallvillage,butnowweliveinLondon.Fourthly,inducingtherules.53 赣南师范学院学位论文I’musedtosomething.=Itisnotneworstrangetome.Iamusedtodoingsomething=Doingsomethingisn’tstrangeornewforme.Iusedtodosomething.=Ididsomethingregularlyinthepastbutnolongerdoitnow.Fifthly,communicationinreallifeS1:IusedtostudyinTaihuMiddleSchoolandIusedtoliveathome.ButnowI’mastudentinthishighschool.Atfirst,Iwasnotusedtostudyinghere.ButnowI’vegotusedtoit.…S2:…Ingrammarteaching,teachersshouldexertstudents"learninginitiativetocultivatethestudents"abilityofobservingandthinking.Also,teachersshouldcreateasmuchaspossiblesituationsthatareclosetoreallifeforstudentssothatstudentscanunderstandthelanguagemeaningandmasterthelanguageformatthesametime.Therefore,studentscanuseEnglishfluentlyandgraduallydeveloptheabilityofusingEnglishineverydayactivitiestocommunicatewithothers.5.2.3.2UseGrammarinCommunicationThepurposeofEnglishteachinginmiddleschoolsistohelpstudentstoobtainbasicknowledgeofEnglishandthepreliminaryabilityofusingEnglishincommunicationthroughtrainingoflistening,speaking,readingandwriting.Grammarteachingisnotonlythewaythat"Iteachyoulearn",butalsotheinteractionsbetweenteachersandstudentstoknowaboutEnglishandthenmasterEnglish,finallytoformthecomprehensiveabilityofusingEnglish.Grammarteachingaimsatgraspingthetooloflearninglanguage.Grammarisoneoftheimportantfoundationsofcomprehensivelanguageusingability.Solidknowledgeofgrammaristhebasisofeffectivecommunication.Whenlearninganewgrammaritem,ontheonehand,studentsarerequiredtounderstandthelanguagemeaninganditsforminordertomaketheirexpressionsaccurate.Ontheotherhand,emphasisshouldbelaidonthepracticalityandcommunicationofEnglishgrammarteachingsoastoimprovestudents"pragmaticcompetence.Forexample,whenteachingEnglishsubjunctivemood(forexample,"if"conditionaladverbialclauses),onthebasisofstudents’understandingoftheexposedmaterials,studentsareaskedtounderstandtheorganizationregulationsofgrammarstructure.Thenthestudents54 ChapterFiveConclusionsandImplicationsarerequiredtocarryonthevariousformsofrealcommunicationpractice.Herestudentsareaskedtodiscusseachquestioningroups.Forexample,ifyouwereateacherandyousawastudentsleepinginclass,whatwouldyoudo?Ifyouwon$1,000,000inacompetition,whatwouldyoudowiththemoney?WhatwouldyouhavedonethatifyouhadmissedthelastbushomelastSunday?Anotherexample,afterintroducingareportaboutateachercalledYinXuemeidiedinordertosavesixpupils,studentsareaskedtothinkaboutthisquestion"WhatwouldyouhavedonethatifyouhadbeentheretogetherwithMs.Yinatthattime?"Theanswersfromstudentsarerichandcolorfulandeventouching.Activitiesnotonlyprovidestudentswithopportunitiestopracticelanguage,butalsocultivatestudents"interest.Grammarrulesarefixedwhilelanguageisflexible,sostudentsneedtopracticeEnglishgrammarinrealsituationsasmuchaspossible.5.2.3.3DevelopGoodStudyHabitsGoodstudyhabitsarethepreconditionandthenecessaryguaranteeforstudentstomastereffectivelearningmethods.Toraisestudents"goodstudyhabits,studentscanstartfromthefollowingaspects:First,makingplans.Makingafeasibleplanforstudycanguideone"sownlearning.Planscanarrangetimeanddistributeenergyproperly.Teachersshouldguidestudentstomakealong-termgoalandletstudentsmakesmallorshort-termgoalsaccordingtothedifferentclasstypesorunits.Studentscanbemotivatedbythesmallgoalscontinuously.Thustheycanstudyactivelyandimprovetheirlearningefficiency.Secondly,studyingbyoneselfbeforeclasses.Self-studybeforeclassesisthebasistolearnnewlessonswellandgeteffectivelearningresults.Itnotonlycancultivatetheabilityofself-learningbutalsocanimprovetheinterestoflearningnewlessonsandgaintheinitiativeinlearning.What’smore,self-studybeforeclasscanfindthedifficultiesandcausethemtothinktoreducetheblindnessofhavingclassesandenhancelearningeffect.Thirdly,takingnotesasoftenaspossible.Takingnotesmustpayattentiontothekeyanddifficultpoints,thesuspectsandthenewpointsofview.Studentshadbetterusekeywordsandretrospectstatementstomakerecordsaboutthegrammarknowledge.Fourthly,reviewingintimeandpracticeallthetime.Reviewintimeafterclasscandeepenandstrengthentheunderstandingofnewknowledgeandmemory.Itcanhelpto55 赣南师范学院学位论文masterthenewknowledgesystemandachievethegoalofflexibleusinglanguage.Languagecanbeobtainednotbyteachingbutbyusing.Onlythroughtrainingandcultivationincommunication,canitbeturnedintostudents’ownknowledge.5.3LimitationsandSuggestionsforFurtherResearchAfterstudyingthetheoryandpracticeaboutEnglishgrammarteaching,theauthorknowsaboutthelatestprogressandcurrentsituationingrammarteaching.Theexistingproblemsingrammarteachingarefoundandsomesuggestionsareputforwardongrammarteachinginthisstudy.However,duetothecomplexityofgrammarlearning,thereisnodoubtthatthisstudyhasitslimitationsandlimitationswhichcanbeexplainedasfollows.First,duetothetimeandmethodsofthisresearch,manyquestionsaredeservedfurtherdiscussioningrammarteaching.Englishgrammarteachingshouldbecombinedwiththestudents"learningcharacteristics.Buttheexplorationofthecombinationisnotdeepenoughforthisstudy.Weneedtoenhancethetheoryaboutit.Second,thequestionnaireisobjective,butitalsohaslimitationsbecauseofthesmallsizeofthesubjects.Thus,thereliabilityoftheresultoftheresearchismoreorlessaffected.Third,thequestionnaireanalysisisnotdetailed.Theirvariouscorrelationsneedextrastudy.FurtherresearchshouldfindoutthespecificfactorswhichaffectChinesestudents"grammarlearningandexplorethemethodswhichcanovercometheobstaclesofgrammarteachingthroughteachingpractice.Also,furtherresearchshouldpromotethedevelopmentofstudents"linguisticproficiencyandhelpthemtobecomesuccessfullearnersofEnglish.56 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赣南师范学院学位论文AppendixI附录一中学语法教学现状调查(教师问卷)尊敬的老师:您好!这是一份关于英语语法教学状况的调查表，试题没有对错之分，请根据您自己的情况对照题目，选择符合您情况的答案。本调查仅作科学研究使用，与您的教学评价无关，其目的是了解中学英语语法教学中的一些情况，从中总结经验,找出问题，为改善您的教学提供依据。因此您无须有任何顾虑，请如实作答。谢谢您的合作!注:没有说明的题为单项选择题。一、基木信息1.您所教的学校是()1.重点初中2.普通初中2.您所教的年级是()1.初一年级2.初二年级3.初三年级3.您的教龄是()15年以下25-10年311-15年4.15年以上二、选择题1.您认为中学英语教学中，语法的重要性如何?1.比较小2.很小3.一般4.比较大5.很大2.您认为语法教学的目的是什一么?1.不清楚2.为了完成教学任务3为了让学生考试得高分4.为了让学生全面掌握语法知识5.为了促进学生听、说、读、写技能的发展3.您认为语法知识对英语听、说、读、写能力的培养的作用:1.很小2.比较小3一般4.比较大5.很大9.您认为语法对学生语感影响:1.很小2.比较小3一般4.比较大5.很大5.在课上教学语法内容时，学生的兴趣如何?1.很低2.比较低3一般4.比较高5.很高6.在课上教学语法内容时，您让学生参与讨论吗?1.从不2.很少3.有时4.经常5.总是7.您要求学生对所学的语法知识进行归纳总结吗?1.从不2.很少3.有时4.经常5.总是8.学生学习英语语法的自信心如何?1很低2比较低3一般4比较高5很高9.您主要采用哪种方式教学语法?1.完全由教师讲解2.基本由教师讲解3.一般由教师讲解4.基本由学生自学5.完全由学生自学10.每当学生作业或考试出现语法错误时，您进行纠正吗?1.从不2.很少3.有时4.经常5.总是11.您通过各种暗示方一法(如粗体、斜体、下划线、大写等方式)引起学生对语法形式的注意吗?1.从不2.很少3.有时4.经常5.总是12.在必要时，您对语法知一识进行集中讲解吗?1.从不2.很少3.有时4经常5.总是60 AppendixI13.您通过英汉对比教学语法吗?1从不2.很少3.有时4.经常5.总是14.您讲解语法规则、术语吗?1从不2很少3有时4经常5总足15.您就语法内容进行单独讲解吗?1从不2很少3有时4经常5总是16.您把语法知识放在语篇中讲解吗?1从不2很少3有时4经常5总是17.您把语法知识放在语境中讲解吗?1从不2很少3有时4经常5总是18.您讲解语言形式使用的场合(如正式场合或非正式场合、口头的或书面的)吗?I从不2很少3有时4经常5总是I9.您在教语法内容的时候是否要求学生进行反复操练?1从不2很少3有时4经常5总足20.您要求学生在说、写中巩固所学的语法知识吗?1从不2很少3有时4经常5总是21.是不是您反复纠错，学生仍然犯同样的语法错误?1.从不2.很少3.有时4.经常5.总是22.是不是有学生知道语法规则却不会运用的情况?1.从不2.很少3.有时4.经常5.总是23.学生归纳、总结语法知识的能力怎样?1.很弱2.比较弱3一般4.比较强5.很强24.在英语考试中，有关语法方面的试题与其它方面的试题相比学生的得分情况如何?1.很不好2.不太好3一般4.比较好5.很好25.您以学生在考试中语法知识得分情况来判断其语法能力吗?1从不2很少3有时4经常5总是26.您花费在英语语法上的时间与其他方面的时间相比:1.很少2.比较少3.相当4.比较多5.很多27.您认为英语语法教学相对于其他方面教学难易程度如何?1.很难2.比较难3一般4.比较易5.很易61 赣南师范学院学位论文AppendixII附录二中学语法教学现状调查(学生问卷)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，试题无对错之分，请根据自己的情况对照题目，选择符合您情况的答案。本调查仅作科学研究使用，其目的是了解中学生在英语语法学习中的些情况，与教师对您的学习和评价无关。因此您无须有任何顾虑，请如实作答。谢谢您的合作!注:没有说明的题为单项选择题。一、基木信息1.您所在的学校是:1重点初中2普通初中2.您所在的年级是:1初一年级2初二年级3初三年级3.您的英语成绩与班上其他同学相比:1差2一般3良4优二、选择题1.您认为中学英语学习中，语法的重要性如何?1.比较小2.很小3一般4.比较大5.很大2.您认为语法学习的目的是什么?1不清楚2为了完成学习任务3为了考试得高分4对语法感兴趣5为了学好英语3.您认为语法知识对英语听、说、读、写能力的培养作用:1.很小2.比较小3一般4.比较大5很大4，您认为语法对语感影响:1.很小2.比较小3一般4.比较大5.很大5.在课上学习语法内容时一，您的兴趣如何?1.很低2.比较低3一般4.比较高5.很高6.课上学习语法时，您参与讨沦吗?1从不2很少3有时4经常5总是7.您对学好英语语法的信心如何?1很低2比较低3一般4比较高5很高8.您对所学的语法知识进行归纳、总结吗?1从不2很少3有时4经常5总是9.每当作业或考试中出现语法错误时，您分析错误原因吗?1从不2很少3有时4经常5总是10.您主要采用哪种方式学习语法?1完全靠教师讲解2基本靠老师讲解3一般靠老师讲解4基本由自学5完全由自学11.在学习新课文时，您注意语法形式吗?1从不2很少3有时4经常5总是12.您通过英汉对比学习语法吗?1从不2很少3有时4经常5总是13.您觉得语法规则、术语难懂吗?1很难2比较难3一般4比较易5很易62 AppendixII14.您就语法内容进行单独学习吗?1从不2很少3有时4经常5总是15.您通过上下文学习语法知识吗?1从不2很少3有时4经常5总是16.您通过语言情景学习语法知识吗?1从不2很少3有时4经常5总是17.您注意语言形式使用的场合(如正式场合或非正式场合、口头的或书面的)吗?1从不2很少3有时4经常5总是18.您对所学的语法点进行反复练习吗?1从不2很少3有时4经常5总是19.您在说、写中有意识地运用所学过的语法知识吗?1从不2很少3有时4经常5总是20.您认为教师及时纠正您所犯的语法错误必要吗?1没必要2不太有必要3有必要4较有必要5很有必要21.您在使用英语时犯同样的语法错误吗?1从不2很少3有时4经常5总是22，您知道语法规则但不会运用吗?1从不2很少3有时4经常5总是23.在用英语进行听、说、读、写时，您能敏感地感觉到语方面的正误吗?1从不2很少3有时4经常5总是24.您归纳、总结语法知识的能力怎样?1很弱2比较弱3一般4比较强5很强25.在英语考试中，有关语法方面的试题与其它方面的试题相比您的得分情况如何?1很差2比较差3相当4比较好5很好26.您花费在语法仁的时间与其他方面的时一间相比:1很少2比较少3相当4比较多5很多27.您认为语法学习相对于其他方面的学习难易程度如何?1很难2比较难3一般4比较易5很易63