任务型教学法在高中英语语法教学中的应用研究 65页

分类号密级ＵＤＣ编号１０７３６巧卸茄聲硕女学位论文屯３，Ｖ任务型教学法在高中英语语法教学巾自镇用研究．．．巧研究生姓名ｉ王鹏辉指导教师姓名职称：薛小梅副教授＃教育硕±专业名称；．研究方‘向；学科教学（英语）／．、／議：Ａ｜昏遽一—－Ｕ六／、年■五五月５〇＇｜／ｆ／靡 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools任务型教学法在高中英语语法教学中的应用研究WangPenghui王鹏辉 郑重声明本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有飄窃，否则，本人愿意、抄袭、造假等违反学术道德、学术规范和侵权行为。承担由此而产生的法律责任和法律后果，特此郑重声明学位论文作者（签名）；玉＾輔蛛年丈月是３曰 学位论文使用授权书本论文作者完全了解学校关于保存、使用学位论文的管理办法及规定，即学校有权保留并向国家有关部口或机构送交论文的复印件和电子版，允许论文被查阅和借阅，接受社会监督。本人授权西北师范大学可将本学位论文的全部或部分内容编入学校有关数据库和收录到《中国硕±学位论文全文数据库》进行信息服务，也可Ｗ采用影印、缩印或扫描等复制手段保存或汇编本学位论文。本论文提交□当年一／□年／□两年／ＤＨ年Ｗ后，同意发布。若不选填则视为一年Ｗ后同意发布。注：保密学位论文，在解密后适用于本授权书。作者签名：心导师签名；一么娘年＞＾曰＾／｛ 西北师范大学研究生学位论文作者信息论文题目任务型教学法在高中英语语法教学中的应用研究姓名王鹏辉学号201422100846专业名称学科教学（英语）答辩日期2016年5月14联系电话E_mail通信地址(邮编)：备注： ContentsAbstract..............................................................................................................................................................ii摘要...................................................................................................................................................................iiiListofTables.....................................................................................................................................................ivAbbreviations.....................................................................................................................................................vChapter1Introduction.......................................................................................................................................11.1TheBackgroundoftheResearch.........................................................................................................11.2TheSignificanceoftheResearch........................................................................................................21.3TheOrganizationoftheThesis............................................................................................................2Chapter2LiteratureReview..............................................................................................................................42.1GrammarandGrammarTeaching.......................................................................................................42.1.1TheDefinitionofGrammar......................................................................................................42.1.2TheDefinitionofGrammarTeaching......................................................................................62.1.3TheDevelopmentofGrammarTeaching.................................................................................62.1.4TheSignificanceofGrammarTeaching...................................................................................82.2ReviewonTask....................................................................................................................................92.2.1TheDefinitionofTask..............................................................................................................92.2.2TheComponentsofATask.....................................................................................................112.2.3TheTypesofTask...................................................................................................................112.3ReviewonTask-basedApproach.......................................................................................................122.3.1TheDefinitionofTask-basedApproach..................................................................................122.3.2ThePrinciplesofTask-basedTeachingDesign......................................................................132.3.3TheFrameworkofTask-basedApproach...............................................................................142.4ResearchesonTask-basedApproachtoEnglishGrammarTeachingAbroadandatHome.............152.4.1ResearchesonTask-basedApproachtoEnglishGrammarTeachingAbroad.......................152.4.2ResearchesonTask-basedApproachtoEnglishGrammarTeachingatHome.....................16Chapter3TheoreticalFramework...................................................................................................................183.1TheoryofConstructivism..................................................................................................................183.2Krashen’sInputHypothesis...............................................................................................................19 3.3TheoryofLarsen-Freeman’sThreeDimensionalGrammar.............................................................21Chapter4ResearchDesign..............................................................................................................................234.1ResearchQuestions............................................................................................................................234.2ResearchSubjects..............................................................................................................................234.3ResearchInstruments.........................................................................................................................234.3.1TestPapers..............................................................................................................................234.3.2Questionnaire..........................................................................................................................244.3.3TeachingMaterial...................................................................................................................244.4ResearchProcedures..........................................................................................................................244.4.1Pre-test....................................................................................................................................244.4.2TeachingProcedures...............................................................................................................244.4.3Post-test...................................................................................................................................304.5DataCollectionandAnalysis.............................................................................................................30Chapter5ResultsandDiscussion....................................................................................................................325.1DataAnalysisandDiscussionoftheResultsofPre-testandPost-testintheTwoClasses..............325.1.1DataAnalysisoftheResultsofPre-testandPost-testintheTwoClasses............................325.1.2DiscussionoftheResultsofPre-testandPost-testintheTwoClasses.................................345.2DataAnalysisandDiscussionoftheResultsofQuestionnaire........................................................355.2.1DataAnalysisoftheResultsofQuestionnaire.......................................................................355.2.2DiscussionoftheResultsofQuestionnaire............................................................................37Chapter6Conclusion.......................................................................................................................................396.1MajorFindings...................................................................................................................................396.2PedagogicalImplications...................................................................................................................396.3LimitationsoftheResearch...............................................................................................................416.4Suggestions........................................................................................................................................41References.........................................................................................................................................................viAppendixIThePre-testPaperofGrammar.....................................................................................................ixAppendixIIThePost-testPaperofGrammar.................................................................................................xiiAppendixIII:QuestionnaireaboutStudents’EnglishGrammarLearning.....................................................xv Acknowledgements...........................................................................................................................................xvi AbstractGrammarisnotonlyoneofthethreeelementsoflanguage,butalsoanindispensablepartoflanguagelearning.However,thestatusofgrammarlearninginseniorhighschoolsisbeyondoptimism,andhowtoeffectivelyteachgrammarhasbeenaquestionworthbeingdiscussedandstudied.Sincethelastcentury,thetheoriesandmethodsaboutgrammarteachinghaveemergedinanendlessstream.ThetraditionalPPP(Presentation,Practice,andProduction)teachingmethodhasbeenpopularinEnglishgrammarteachinginChina,butthismethodexcessivelydependsontheteachers’explanationsandanalyses,whilethestudents’taskistomemorizegrammaticalrules,andthendoalotofrelatedgrammarexercises.Althoughthiswayofgrammarteachingcanlargelyensurethatstudentsmastercorrectgrammaticalforms,itignoresthedevelopmentofstudents’abilitytouselanguage.Insuchagrammarteachingenvironment,grammarlearningbecomesboring,andifitgoesonlikethis,itwillaffectstudents’learninginterestandtheirlearningefficiency.Howtoensurethatstudentscanimprovetheirabilitytoapplythelanguageknowledgeatthetimeofmasteringthegrammarformshasbecomeaproblempaidattentiontobyteachersandstudents.Inthe1980s,theIndialinguistPrabhufirstproposedthedefinitionoftask-basedlanguageteaching.Task-basedapproachregardstaskasthecenter,whichpaysmoreattentiontostudents’usingthelearnedlanguageknowledgetoexpressthemselvesmeaningfullyandtheirimprovementofabilitytouselanguage.Thiskindofteachingmethodwellsolvestheshortcomingcausedbythetraditionalteachingmethod’soveremphasisonlinguisticformsneglectingtheapplicationoflanguageknowledge,therefore,itisconsideredasaneffectivemethodinlanguageteaching,anditisalsoadvocatedbyNewCurriculumStandardofChina.Thisresearchistoverifytheeffectoftask-basedapproach,whichlastedfortwomonths,anditaimstoanswerthefollowingtwoquestions:(1)Cantheapplicationoftask-basedapproachtoEnglishgrammarteachingbemoreeffectiveinimprovingstudents’grammaticalachievementthanthetraditionalPPPteachingmethod?(2)Canthetask-basedapproachbemoreeffectiveinchangingstudents’attitudetowardsEnglishgrammarlearningandincreasingtheirinterestandconfidenceinlearningEnglishgrammar?Thesubjectsoftheexperimentwere124SeniorGradeOnestudentsfromtwoparallelclasses:Class17andClass18inShangCaiMiddleSchool,HenanProvince.TheauthorchoseClass18including61studentsastheexperimentalclassandClass17including63studentsasthecontrolclass.Class18carriedii outtask-basedapproach,whileClass17adoptedthetraditionalPPPapproach.Theinstrumentsinvolvedinthestudywere:twotestsofgrammarknowledgeandthequestionnaireaftertheexperimenttofindwhetherstudentshavemadeprogressingrammarknowledgeandincreasedtheirlearninginterestandconfidenceingrammarlearning.Theanalysesoftheresultsoftheexperimentprovedthatthetask-basedgrammarteachingwasmoreeffectivethantraditionalPPPapproachingrammarteaching,anditcouldpromotestudents’grammaticalachievement,andenhancetheirinterestandconfidenceingrammarlearning.Keywords:task-basedapproach;Englishgrammarteaching;seniorhighschooliii 摘要语法作为语言的三要素之一，也是语言学习中不可缺少的一部分。然而，高中英语语法学习的现状却不容乐观，关于如何才能更有效地教语法，则是一直以来备受争议和值得探究的问题。自上世纪以来，关于语法教学的理论和方法就已经层出不穷。传统的PPP(呈现、操练、运用）教学法在我国的英语语法教学中一直以来都备受欢迎，但是这种语法教学方式过分依赖教师对语法规则的讲解和分析，而学生的任务就是记忆语法规则，然后做大量相关的语法练习。这种语法教学方式虽然能很大程度上保证学生掌握正确的语法形式，但是却忽视了学生语言运用能力的发展，而且在这样的语法教学环境下，语法学习就变得枯燥乏味，长此以往，这就会影响学生学习语言的兴趣，而且学习效率也会受到影响。如何才能保证学生在掌握语法形式的同时，又能提高学生运用语言知识的能力，这已经成为广大师生共同关注的问题。20世纪80年代，印度人Prabhu首次提出任务型语言教学的概念。任务型教学法是一种以任务为中心的教学法，它更加重视学生运用所学的语言知识进行有意义的表达，提高自身实际运用语言的能力。这种教学法很好地解决了传统教学法过分注重语言形式而忽视语言知识运用的弊端，被看作是语言教学中一种有效的教学法，同时这也是我国新课程标准所积极倡导的一种教学方式。本研究历时两个月，旨在回答以下两个问题：（1）与传统的PPP(呈现、操练、运用)教学法相比，任务型语法教学是否能更有效地提高学生的语法成绩？（2）任务型教学法是否能更有效地改变学生学习语法的态度，提高他们学习语法的兴趣和信心？本次实验的对象是河南省驻马店市上蔡中学的124名高一学生，高一18班被定为实验班，共61名学生接受任务型语法教学，高一17班为控制班，共有63名学生继续接受传统的PPP（呈现，操练，运用）教学法学习语法。本研究运用了以下研究工具：实验前后的语法测试、实验后的调查问卷。语法测试和调查问卷旨在了解学生在语法知识方面和语法学习兴趣和信心方面是否有所提高。通过对实验后所得数据的分析，可以证实以下结论：与传统的教学法相比，任务型教学法更能有效地提高学生的语法成绩，提高学生学习语法的兴趣和信心。关键词：任务型教学法；英语语法教学；高中iii ListofTablesTable5.1Groupstatisticsofscoresofpre-testinCCandEC........................................................................32Table5.2IndependentSamplesTestofscoresofpre-testinCCandEC.......................................................32Table5.3Pairedsamplestatisticsofsoresofpte-testandpost-testinCCandEC........................................33Table5.4Groupstatisticsofscoresofpost-testinECandCC.......................................................................34Table5.5IndependentSamplesTestofscoresofpost-testinECandCC......................................................34Table5.6ResultsoftheQuestionnaireinCC..................................................................................................36Table5.7ResultsoftheQuestionnaireinEC..................................................................................................37iv AbbreviationsTBA:Task-basedApproachCC:ControlClassEC:ExperimentalClassSPSS:StatisticalProgramforSocialScienceSLA:SecondLanguageAcquisitionPPP:PresentationPracticeProductionv Chapter1IntroductionChapter1Introduction1.1TheBackgroundoftheResearchThepurposeoflearningEnglishistotrainstudents’abilitytomakeuseofthelanguagetocommunicatewithothersinthefuture.Therefore,itisnecessarytoimprovestudents’abilitytouseEnglishratherthanmakethemonlypayattentiontogettinghighscoresintheexamination.Inourdailylife,weknowhowtotakeadvantageofmothertonguetoorganizeourwordsandandbrieflyexpressourselves.AndinEnglish,thefunctionofgrammaristomakesureoftheaccuracyoftheuseofEnglish.ThegrammarteachinginhighschoolistoenablestudentstohaveamorecomprehensiveandprofoundunderstandingofEnglish,andmakegrammarblendintolistening,speaking,reading,andwritingtomakeEnglishlearningbecomeeasy,whichcannotonlyincreasestudents’scores,butalsomakestudentsspeakoutmoreauthenticEnglish.TolearnEnglishwell,studentsmustlearngrammar,whichisacommonsenseobtainedfrommanyyears’languageteachingpractice.Grammarisawalkingsticktocultivatestudents’practicalabilityofusinglanguage.Andwhat’smore,intheprocessofstudents’examinationsandapplicationsofEnglish,theycannotbeseparatedfromthegrammarknowledge.AccordingtoSummer(2011),asfarasmanypeopleconcerned,learninggrammarisequaltolearningitsforms,whichisoftencorrelatedwithrules,mechanicaldrills,andboredom.However,theNewCurriculumStandardrequirestochangethemethodofEnglishgrammarteaching,avoidingstudents’learningbyrote,butitdoesnotmeanthatteachershavetogiveupteachinggrammar,fromwhichwecantheimportantrolegrammarplaysinEnglishlearning.AccordingtotherequirementsoftheEnglishCurriculumStandardfortheFull-timeandGeneralSeniorHighSchool,theEnglishcurriculuminthestageofseniorhighschoolshouldbebeneficialtothedevelopmentofstudents’personalityandpotentialability,therefore,thecurriculuminseniorhighschoolmustbeselective,andthediversificationofthecurriculumisthebasisofthechoiceofthecurriculum.TheEnglishcurriculuminseniorhighschoolnotonlypaysattentiontosocialneeds,butalsosatisfiesdifferentstudents’needstodevelopthemselves.Underthepremiseofcompletingthecommonbasis,theEnglishcurriculuminseniorhighschooltriestodiversifytoprovidetheopportunityofautonomousselectionandself-developmentforeverystudent,makinghimorherimprovehisorherabilitytoplanlifeanddevelopindependentlyandenablehimorhertomakesureofthedirectionoffuturedevelopment(TheMinistryofEducation,2001).ThedesignandimplementationofEnglishcurriculuminseniorhighschoolhastobe1 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsconducivetoimprovestudents’waysofEnglishlearning,makethemfullybringtheirownlearningpotentialintoplay,formeffectivelearningstrategies,andincreasetheirabilityofautonomouslearning(TheMinistryofEducation,2001).ItcanbeseenthattheCurriculumStandardrecommendstheinnovationofEnglishteaching,anditrequiresteacherstoimpartknowledgetostudentsinamorereasonableway,whilegrammarisanextremelyimportantpartofEnglish,therefore,itisimperativetocarryouttheinnovationofgrammarteachinginseniorhighschool.1.2TheSignificanceoftheResearchAlthoughtask-basedapproachhasbeenadvocatedtobeusedinEnglishteaching,thetraditionalteachingmethodsarestillverypopularinChineseclassroomteaching.Thepapermeanstofindwhethertheapplicationoftask-basedapproachtoEnglishgrammarteachingismoreeffectivethanthetraditionalPPPteachingmethod.Thesignificanceofthestudyisthatitverifiesthattheapplicationoftask-basedapproachtoEnglishgrammarteachinginseniorhighschoolisfeasible.Itcanbeactedasareferenceforotherteachersanditmaybeconducivetotheirfutureteachinganddosomerelatedstudies.Thefindingsandtheresultsobtainedinthisstudycanhelpteachershaveabetterunderstandingoftask-basedapproachingrammarteaching,whichcaninspirethemtotrytomakeuseofitintheirfollowinggrammarteaching.1.3TheOrganizationoftheThesisTheresearchaimstostudyandverifytheapplicationoftask-basedapproachtoEnglishgrammarteachingismoreeffectivethanthetraditionalPPPteachingmethod.Thisthesisincludessixchapters.Chapteronemainlypresentsthebackgroundoftheresearch,thesignificanceofthestudyandtheorganizationofthepaper.Chaptertwoistheliteraturereview,whichincludestherelatedstudiesonEnglishgrammarteaching,andthedefinition,components,andtypesoftask,andpreviousstudiesontheapplicationoftask-basedapproachtoEnglishgrammarteachingathomeandabroad.Chapter3isthetheoreticalframeworkofthisstudy,whichcontainsthreetheories,thatis,constructivismtheory,Krashen’sinputhypothesistheory,andtheoryofLarsen-Freeman’sthreedimensionalgrammar.Chapter4mainlytalksaboutthetheresearchdesign,inwhichanexperimentisconductedtotestifywhethertheapplicationoftask-basedapproachtoEnglishgrammarteachingismoreeffectivethanthetraditionalPPPteachingmethod.Andthereisaquestionnairedesignedtoseetheeffectsoftheapplicationoftask-basedapproachtoEnglishgrammarteaching.Thischaptermainlyincludestheresearchquestions,theresearchsubjects,2 Chapter1Introductiontheresearchinstrumentsincludingtestpapersandthequestionnaire.Chapter5primarilyanalyzesthedatacollectedintheChapter4anddiscussestheresults.Chapter6,thelastchapter,presentstheresearcher’sconclusionmadeupofthemajorfindings,pedagogicalimplications,limitationsofthestudyalongwiththesuggestionsforthefurtherresearch.3 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsChapter2LiteratureReview2.1GrammarandGrammarTeachingGrammarisanindispensablepartofEnglishlearning,therefore,grammarteachingmustbeanimportantpartofEnglishteaching.TheGrammarteachingistomakesurethatitcanhelpstudentswhencommunicatingwithothers.Grammarknowledgeisthebasisofmakinguseoflanguage.However,itdoesnotmeanthatgrammarteachingonlylaysemphasisonthelanguageforms,instead,itaimstointegratetheformsandmeaningwithcommunicativefunctiontogetherorganically.Intheprocessofmakinguseoflanguage,studentsinternalizethelanguagerulesandthenmakethecommunicationbecomemoreeffective.AccordingtoShenYing(2004),thepurposeofgrammarteachingistohighlighttheessenceofgrammarthroughflexibleteachingdesign,andmakegrammarteachingvivid,whichcanhelpstudentschangetheisolatedandfragmentedlinguisticknowledgeintotheabilityofusinglanguageflexibly.2.1.1TheDefinitionofGrammarWhatisgrammar?Differentlinguisticschoolsandlinguistsindifferenttimeshavetheirownexplanationsanddefinitions.InthefieldofEnglishteachingandlearning,differentgrammarteachingandlearningmethodsmaycomeintobeingbecauseofdifferentgrammarinterpretations.Ontheotherhand,variouslearningandteachingapproachesalsoexactlyreflectthelinguists’differentunderstandingsofthedefinitionofgrammar.Lyonsthinksthatgrammaristodescribehowwordsareorganizedtomakeacorrectsentence.Hisdefinitionaboutthegrammarstandsforthetraditionalgrammaticalconcept(SternH.,1983).AsforthedefinitionofLyons,grammarisjustastaticform,therefore,itmeansteachersonlyneedtopayattentiontothelanguageformsintheprocessofgrammarteaching.Andthepurposeoflanguageteachingisalsojustlimitedtomakestudentsunderstandthegrammaticalknowledgeimpartedbyteachers,andapplywhattheyhavelearnedtomakerightsentences.Nunandefinesgrammarlikethis:Grammartellsushowtousewords,inotherwords,itteachesushowtousetheminaproperway....tobeabletoselectthewordswhichshouldbeplaced,wemustbefamiliarwithcertainprinciplesandrules,andtheseprinciplesandrulesmakeupwhatiscalledGrammar.(quotedfromChenMin,2010:13).Nunan’sdefinitionemphasizestherulesabouthowtousewords,andsetaruleconcerninghowpeoplemakeuseofwordsandphrasestomakesentences.4 Chapter2LiteratureReviewLarsen-Freeman(1995)definesgrammarasfollows:Grammar:thestudyofhowsyntax(form),semantics(meaning),andpragmatics(use)worktogethertoenableindividualstocommunicatethroughlanguage.(quotedfromChenMin,2010:13).JackC.Richards,etcdefinegrammarinLongmanDictionaryofAppliedLinguisticslikethis:Grammar:adescriptionofthestructureofalanguageandthewayinwhichlinguisticunitssuchaswordsandphrasesareconnectedtobringaboutsentencesinthelanguage.Itusuallyconsidersthemeaningsandfunctionsthatthesesentenceshaveinthewholesystemofthelanguage.Itmayormaynotcontainthedescriptionofthesoundsofalanguage.(RichardsJ,PlattT&WebberH.,1985:125).Thisdefinitionmakesacomprehensivedescriptionoftheform,meaning,andfunctionofgrammar.Itnotonlylaysemphasisonthatgrammaristheruleofusingwordstomakesentences,butalsostressesthefunctionandmeaningofthesentenceinthetext.GeorgeYule(2002)thinksthatgrammarisasetofconstructionsystems,whichcanexplainthedifferencesofgrammaticalformsbasedonthedifferencesinthemeaningorco-text.Grammaristhecombinationofform,meaninganduse.Whenlearnersgraspasystemofgrammaticalconstruction,themeaning,form,andusewillbecomethreeindivisiblepartsofthissystem.Larsen-Freeman’sdefinitionofgrammarinvolvesthreeaspectsincludingform,meaninganduse,andshethinksthatlearninggrammaristouseittocommunicatewithothers.Thiskindofdefinitionreflectstheessenceofgrammarteaching,whichbelongstothecategoryofFunctionalGrammar(D.2005:Larsen-Freeman13,34-35).Undersuchthisdefinition,linguiststhinkthatgrammarisnolongerthestaticrules,anditalsohasdynamicfunctions.Languageisnotjustakindofknowledgesystemorrule,andwhatismoreimportantisthatitexistsasameansofcommunication.Undertheguidanceofsuchthisidea,languageteachingdemandsstudentsnotonlytograsplanguageforms,butalsotonoticethefunctionandmeaningoflanguage.InEnglishclassroom,itcannotjustincludestheteachers’grammaticalexplanations,itshouldalsohavesomepracticalactivitiesinwhichstudentsmakeuseoflanguagetocommunicatewithothers,andonlythroughthiscanreflectthegrammar’sdynamicfunctionandrealizethefinalgoaloflanguagelearning.Thedevelopingprocessofthedefinitionofgrammarcanreflectpeople’scognitivedevelopmentaboutthenatureoflanguage.Asatoolofcommunicationindailylifeandthecarrierofspreadingsocial5 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsinformationandculture,languageisnotonlyakindofsocialphenomenon,anditisespeciallyakindofsocialbehavior.Therefore,grammarmusthavebothstaticformsanddynamicfunctions.Grammaristhecombinationofform,meaning,anduse.WhenteachingEnglishgrammar,teachersnotonlyneedtoplaceemphasisontheformofgrammar,butalsoneedtoemphasizethefunctionoflanguage.2.1.2TheDefinitionofGrammarTeachingCele-Murcia(1992)definesgrammarteachinglikethis:whateverkindoflearningactivityitis,ifitsfocusliesinthelanguageforms,thenitisgrammarteaching.Themaincontentsofgrammarteachingincludetwoaspects,thatis,andsyntacticstructure.Grammarteachingistohelpstudentsapplyproperlygrammaticalrulestotheverbalandcommunicativeactivitiesonthebasisoftheirgraspofgrammaticalrules.Specificallyspeaking,grammarteachinghastwomaintasks:1)helpingstudentsconstructmodernEnglishgrammaticalsystemintheirbrain;2)makingstudentscorrectlyuselanguagetocommunicatewithothers.2.1.3TheDevelopmentofGrammarTeachingTheGrammar-TranslationMethodcameintobeinginthe16thcentury,andsincethenEnglishgrammarteachinghasbeenunderthecontrolofthismethodforseveralcenturies.Andevennow,theGrammar-TranslationMethodisstillbeingusedinclassroomgrammarteaching,whichhasanothernamecalledthe“traditionalmethod”or“classicalmethod”justbecauseithasalonghistoryinlanguageteaching(ShuBaimei,2005:101).Grammar-TranslationMethodis“awayoflearningalanguage,whichusuallybeginswithanalyzingthegrammaticalrulesofthelanguage,andthentranslatesthesentencesandtextsintothetargetlanguagebytakingadvantageofthegrammaticalknowledge”(RichardsandRogers,2000:3).Whenusingthismethod,teachersaretheauthorities,andwhatstudentsmainlydoistocarefullylistentowhatteachershavesaidandwritedownsomeimportantgrammaticalpoints.Duringthisteachingprocess,teachersusuallyexplainthegrammarbyusingthenativelanguage,whichcanbeveryeasyforstudentstounderstand.Andatthesametime,theaccuracyoflanguageisemphasized.However,thismethodhasitsobviousweakness,thatis,itinevitablylimitsstudents’abilitytomakeuseoflanguagetocommunicatebecauseofitsoveremphasizingthegrammaticalforms.Therefore,inthelate19thcentury,manypeoplebegantoargueagainstthismethod,thenanothermethodcameintobeing,thatis,theDirectMethod.TheDirectMethodadvocatesthedirectuseofthetargetlanguageintheclassroom,notallowing6 Chapter2LiteratureReviewstudentstotranslatebyusingtheirnativelanguage.Learnersthencanbeabletoinducethegrammaticalrules(RichardsandRogers,2000).Itiscertainthatthroughthismethodstudents’communicativeabilitycanbeimprovedtosomedegree.However,completelyneglectingthefunctionofthenativelanguagemaymakeitdifficultforteacherstoexplainsomecomplicatedknowledgepointsclearlytostudents,whichmayinfluencestudents’learning.IntheperiodoftheSecondWorldWarinAmerica,Audio-lingualMethodappearedbecauseofthetheoriesofStructuralismandBehaviorism.Skinner(1968),abehavioristpsychologist,appliesthestimulus-responsetolanguageteachingandbelievesthatlanguageisaformofbehavior,andtheprocessoflearningalanguagecanbecanberegardedasamechanisticprocessofhabitformation.Inthismethod,studentsaredemandedtoimitate,memorizeandmechanicallyrepeatthesentencepatterns,vocabularyandpronunciation,andthentheycanproducesentenceswithouterrors.Intheclassroom,listeningandspeakingarethemaincontents.Therefore,nearlynotimeisusedtoexplainthegrammaticalrulesandtheAudio-LingualMethodbelievesthatstudentscangetthemfromwell-structureddrills.Althoughthemethodcanbeconducivetostudents’gainingfluencyinproducinglanguageandtheirgettingmorechancestobeexposedtothetargetlanguagebyusinglanguagelabs,itcannotimproveeffectivelystudents’communicativeabilitybecauseintheprocessofthismethodstudentsjustmemorizeandrepeatsomelanguagechunkswithoutcultivatingtheircreativethinking.BecauseofthedevelopmentofEnglishteachingreform,anothermethodcameintobeing,whichiscalledthePPPapproach.PPPstandsforpresentation,practiceandproduction.InEnglishgrammarteaching,thisapproachisverypopular.Intheprocessofteaching,teachersfirstpresentgrammaticalrulesandexplainthemclearlytostudents,thenaskstudentstopracticeinaspokenorwrittenform,andfinallystudentstrytoproducesimilarlanguageinthelesscontrolledactivities.Althoughthegrammaticalrulesareexplainedclearly,theclassroomteachingisstillteacher-centeredandstudentsarestillactuallyimitatingandrepeatingwhatteachershavetaughttothem,therefore,tosomedegree,studentscannotusereallanguage.Consequently,thePPPapproachiscriticizedandthenthecommunicativelanguageteachingappears.Communicativelanguageteachingoriginatedfromthetheoryoflanguageas“communication”,whichadvocatesthecommunicativecompetence,andemphasizesthatlanguageteachingnotonlyaimstohelpstudentshaveagoodunderstandingoftheknowledge,butalsoaimstohelpstudentsknowhowtousethe7 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolslanguageappropriatelyincommunication.Communicativeabilityisthefocusofthismethod.DellHymes(2000)saysthatlanguageteachingaimstodevelopthecommunicativecompetence,whichnotonlyreferstotheabilitytomakeuseofgrammaticalrulestoproducecorrectsentencesmeetingthegrammaticalrules,butalsoreferstotheabilitytoknowwhentousethesesentencesisappropriate.CanalandSwain(1980,quotedbyJiangJingyang,2006:49)furtherdevelopedthecommunicativecompetencefromabroadersense,whichincludesgrammaticalcompetence,socio-linguisticcompetence,discoursecompetencealongwithstrategiccompetence.Incommunicativelanguageteaching,studentsmakeuseofauthenticmaterialstocommunicatewitheachother,andnearlyeverythingintheclasstouchesuponacommunicativeintention,andinthisprocess,teachersarethefacilitatorsofstudents’learning.Thismethodlaysemphasisonthemeaningneglectingtheaccuracyofthesentences,andinsomeclassroomsgrammarteachingiscompletelygivenup.Inthe1980s,Prabhu,anIndianlinguist,firstputforwardtask-basedlanguageteaching,whichcanberegardedasthefurtherdevelopmentofcommunicativelanguageteaching.Itpaysattentiontotheprocessoffinishingameaningfultaskbyusingtargetlanguage,anditalsocanbesaidlikethis:learningbydoing(Prabhu,1987).Theassessmentoftaskisbasedonthefinaloutcomeachievedinsteadoftheaccuracyoflanguageforms.Task-basedlanguageteachingisveryhelpfultostudentsbecauseitisstudent-centeredandstudentscanselectwordsandgrammaritemstheywanttousetocompletethetask.Besides,thetasksdesignedbyteachersarethosethatstudentsarefamiliarwith,therefore,studentsareinclinedtofinishthetaskswhichcangivethemmoreconfidenceandmotivation.2.1.4TheSignificanceofGrammarTeachingTherehasbeendebatesabouttherolegrammarplaysinforeignlanguageteachingandwhichwayofgrammarteachingiseffectivefordecades.Inspiteofmanydifferentopinionsaboutthegrammar’ssignificanceinlanguageteaching,theimportanceofgrammarteachingcanneverbedenied.Grammarteachingisconducivetocultivatestudents’linguisticcompetencethatcanenhancethedevelopmentofstudents’comprehensiveability.Yalden(2001)saysthatlinguisticcompetencereferstotheabilitytomakeuseofgrammaticalstructures.Communicationcannothappenwithoutlinguisticcompetence.Furthermore,CanalandSwaindevelopedcommunicativecompetencefromabroadersense,whichhasbeenmentionedabove.Grammarisanindispensableresourceinusinglanguagetocommunicate,andhavingagoodcommandofEnglishgrammarcanhelpstudentstoavoidmaking8 Chapter2LiteratureReviewgrammaticalmistakesandenhancetheircommunicativeability.Fromthisperspective,itcanbeseenthatgrammarteachingcannotbeignored.Inconclusion,althoughgrammarisnottheaimofEnglishlearning,itisanextremelyimportantpartinlanguagelearning.2.2ReviewonTask2.2.1TheDefinitionofTaskThroughareviewoftherelatedliterature,itcanbeseenthattherehasbeenargumentsaboutthedefinitionoftask.Thedetailedinformationisdemonstratedinachronologicalorder,suchas:Long(1985)believesthat‘task’meansaactivitydoneforoneselforothersfreelyorforoneaward.‘Tasks’canincludefillinginaform,buyingapairofshoes,takingpartinthepilottest,etc.Herethe‘tasks’justrefertopeople’sdailylife,work,andstudy.Thedefinitionoftaskisdifferentfromthelinguists’ideas,anditmeansthethingspeopletellotherstheyhavedone.Richards,Platt,andWeber(1985)mentiontaskisoneactivityoractionusedtoperformaprocessorunderstandonelanguage,anditisalsoareaction.Forinstance,whenhearingtheinstructioninthetapetorequirestudentstodrawahousewithasmallwindow,studentsneedtheteachers’carefulguidancetocompletethetasksuccessfully.Infact,intheprocessoflanguageteaching,makinguseofvarioustaskscanmaketheteachingcontenteasiertounderstand,anditalsocanprovideanobjectivefortheclassroomactivitiesbeyondthelanguagepracticeitself.Theymentionthatthedefinitionoftaskshouldnotbelimitedintheprocessofunderstandingandusingtargetlanguage,butalsoneedstofocusontheresultofperformingtask.Crookes(1986)mentionsthetaskhavingeducationalmeaningandproposesthat‘task’referstoonejoboractivityusuallyhavingadefinitepurposeandtakingupapartofeducationalcourse,anditcanbeusedtodrawthedatapreparedfortheresearch.Prabhu(1987)pointsoutthecognitiveprocessandtheroleoflanguageteachersinhisdefinitionoftaskandbelievesthattaskisanactivitythatneedslearnerstothinkforawhileandgetaresultthroughtheinformationgivenbyteachersorotherteachingmaterials,andduringthecourse,teacherscancontrolandadjusttheprocess.Breen(1989)regardstaskasateachingplanincludingexerciseandactivitiesandpointsthattaskisoneshortexerciseoraworkplanthatismorecomplexandneedstodobyoneself.9 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsNunan(1989)pointsoutthetaskneedsexchangeofideas,andmentionsthattaskreferstoancommunicativeactivitycarriedoutintheclassroomincludinglearners’understanding,control,andinteraction,andatthistimelearnersfocusonthemeaningoflanguageratherthantheform.Thiskindoftaskshouldhaveacompletesensoryinvolvement,andstudentscanproceedcommunicationaccordingtotheirownideas.AccordingtoWillis(1996),taskreferstotheprocessofthecommunicativeactivitieshavingobjectivesortheprocessofstudentscarryingoncommunicatinginordertoachieveonespecificpurpose.Skehan(1996)pointsthattaskisanactivity,andthemeaningisthemainthingtobedone.Besides,taskisplannedbeforeanditisevaluatedbytheachievedresultofthetask.Skehandefinestaskbydiscussingaboutitscharacteristics.Lee(2000)giveshisopinionaboutthedefinitionoftask,whichlookslikethesummaryofotherscholars’ideasandsaysthatthedefinitionincludestwoparts:oneisclassroomactivitiesorpracticescontainingthreesides,thatis,achievingpurposebyparticipatingininteraction,akindofskillorprocessbuildingupinteractioninaorder,andfocusingonexchangeofinformation;theotheristhattaskissortoflinguisticeffortthatrequireslearnerstounderstand,manipulate,andproducethetargetlanguageactedasameanstoimplementaplan.Bygate,Skehan&Swain(2001)mentionsthattaskisanactivitythatneedslearnerstomakeuseoflanguagetoachievethepurposebasedontheemphasisonthemeaningoflanguage.Ellis(2003,pp.9-10)emphasizesthatataskhassixelements,forinstance,itprimarilyfocusesonmeaning,anditincludesrealworldlanguageuse,etc.SamudaandBygate(2008)believestaskmeansanintegralactivitywhichinvolveslanguageusesoastogetsomenon-linguisticresultswhenencounteringalinguisticchallenge,withtheentireobjectiveofimprovinglanguagelearning,throughprocessorproductorboth.Inthisdefinition,theuseofword‘activity’maymakesometeachersfeelconfusedbecausetheyassumethattasksaredifferentfromtheactivitiesnormallyseenintextbooks.Allofthesescholarshavegiventheirdifferentdefinitionsabouttask.However,intheprocessoflanguageteaching,moreattentionshouldbepaidtotheauthenticityofthetask,andalltasksmayexistinthereallife.Allinall,thereexistmanydifferentinterpretationsof‘task’intheliterature,andteacherswillalso10 Chapter2LiteratureReviewhavetheirownunderstandingsoftherealmeaningoftheterm.Andthecurriculumdoesnotseemtoprovideaconcretedefinitionaboutwhatataskis.Brieflyspeaking,ataskisaworkplanthatasksstudentstoprocesslanguagepragmaticallysoastoachieveanoutcomethatcanbemeasuredbywhateverrightorpropercontenthasbeenexpressed.Inordertoachievethispurpose,learnershavetofocusmainlyonthemeaningandmakefulloftheirownlinguisticresources.Anyhow,theobjectiveoftaskistobuildarealpurposeforlanguageuseandofferanaturalcontextinsupportoflanguagestudy.2.2.2TheComponentsofATaskInEnglishteaching,ithasbeenrecognizedbythemajorityofteachersthatNunan’sdivisionofthetaskisrelativelycomplete.Hebelievesthatthetaskcanbedividedintofiveparts,thatis,thegoals,inputmaterials,activities,theroleofteachersandstudents,andthesettingofthetask.1.Goals:theteachingtaskshouldfirsthaveapurpose,whichmeansthatataskhastohaveacleardirectionalaim.Theaimofataskreferstothepurposethatstudentsexpecttoachievewhenfinishingatask.2.Inputmaterials:theystandfortheauxiliarymaterialsusedintheprocessofcompletingthetask.Theinputmaterialscanbewrittenmaterials,suchasnewreports,touristhandbooks,etc,andtheycanbealsonon-writtenmaterials,includingastackofphotos,tables,comics,etc.3.Activities:theycanbereferredtoastasks,whichareequaltoaseriesofrelatedactivitiesoractionsparticipantsareprocessing.4.Roleofteachersandstudents:teachersarethedesigners,organizers,monitors,andfacilitatorsoftheactivities;studentsarethecommunicatorswhosemaintaskistoexchangeinformation,andtheyareautonomousinlearningusuallydoingpairorgroupactivities.5.Settings:theso-calledsettingreferstotheclassroomteachingenvironmentortheenvironmentincludedinthelearningtaskitself,anditincludesthelearningstyleandlearningenvironment.Theformermeansthewayofcompletingthetask(individual,pairorgroupcooperation),andthelatterreferstotheactivitiesinandoutsidetheclassroomteaching.2.2.3TheTypesofTaskCandlin(1987)thoughtthatinputreferstothedatapresentedforlearnerstoworkon.Rolesspecifytherelationshipbetweenparticipantsinatask.Settingreferstotheclassroomandout-ofclassroom11 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsarrangementsentailedinthetask.Actionsaretheproceduresandsub-taskstobeperformedbythelearners.Monitoringreferstothesupervisionofthetaskinprogress.Outcomesarethegoalsofthetaskandfeedbackreferstothecultivationofthetask.Basedoncomponentsofataskmentionedabove,taskscanbeclassifiedindifferentways.Nunan(1989)describestasksintermsof“real-world”and“pedagogic”.Hethoughtthattaskswithareal-worldrationaleneedlearners’experienceintheworldoutsidetheclassroom.Taskswithapedagogicalrationalerequireslearnerstofinishtasksthattheyareunlikelytodooutsidetheclassroom.Willis(1996)proposessixtasktypesbuiltonmoreorlesstraditionalknowledgehierarchies.Shelabelshertaskexamplesasfollows:listing,orderingandsorting,comparing,problemsolving,sharingpersonalexperiencesandcreativetasks.Prabhu(1987)classifythelearningtasksintothreeprincipaltypes:information-gap,reasoning-gapandopinion-gap.Later,thesimilarideaisexploredandexemplifiedbyPica,KanagyandFalodun(1993),tasksareclassifiedaccordingtothetypesofinteractionthatoccursintaskaccomplishmentandwasgiventhefollowingclassification:jigsaw,information-gap,problem-solving,decision-makingandopinionexchange.Besides,thecharacteristicsoftaskshavealsobeendescribedasone-wayortwo-way,convergent,collaborativeorcompetitive,singleormultipleoutcomes,concreteorabstractlanguage,simpleorcomplexprocessing,reality-basedornotnotreality-based,simpleorcomplexlanguage.Thetypesofthelearningtasksarevarious;everytaskhasitsownadvantagesandissuitablefordifferentsituations,theteachershouldchoosetheappropriatetaskbasedontheneedsofthestudents.Besides,theteachercanalsocreatesometaskstomeetthespecialneedsoftheclass.Accordingtothefeatureofreadingteaching,suchtasksareaboutthebackgroundofthereadingmaterialaredesigned.Inaddition,theassignedtasksshouldbeconnectedwiththestudents’reallifetomakelearningmeaningful;itcanimproveanopportunitytopracticewhatthestudentshavelearnedintheclassroomandmakethemhaveasenseofachievement,whichwillconsequentlypromotetheirlearning.2.3ReviewonTask-basedApproach2.3.1TheDefinitionofTask-basedApproachTask-basedApproach,alsoknownasTask-basedLanguageTeachingmethod,isasignificantorinfluentiallanguageteachingtheoryputforwardbyresearchersin1980sengagedinSLAstudies,basedon12 Chapter2LiteratureReviewabundantrelevantstudiesandteachingpractice.AsanewformofCommunicativeApproach,itisfirstlyproposedbyPrabhu.Numerousresearchersabroadhaveconductedresearchesconcernedwithtask-basedlanguageteachingmethod,suchasLong,Ellis,Breen,Nunan,Krashen,etc.Task-basedapproachwasprimarilyintroducedintoChinain1980s,anddevelopedrapidlyinforeignlanguageteaching.Therefore,manyeducators,experts,andteachersareworkingonthenewteachingmethodinsuccession.HeAnping,FengYufang,etcbelievethatthetask-basedteachingmethodisthegrowingtrendofthecurrentforeignlanguageteachinginChina.Asfortask-basedapproach,theconsensusamongthedomesticandforeignresearchersis:totreatthespecifictasksasthecarrier,toregardcompletingthetaskasthedrivingforce,andtointegrateknowledgeandskills.Thatis,studentsdevelopandimprovetheirlanguageproficiencyintheprocessofdoingthingswithlanguagevialistening,speaking,readingandwriting.Brieflyspeaking,thecoreofthetheoryis“learnforuse,learninuse,andlearntouse.”Inconclusion,task-basedteachingmethodisanapproachwhichaimstomakestudentsworksomewhataccordingtotheirownpaceandwithintheirownlanguagelevelandareaofinteresttoprocessandrestructuretheirinter-language.Itisnotbasedontheprescribeddevelopmentalorder,butpaysattentiontodrawlearnerfreedomandautonomyintothelearningprocess.Andtheteacher’sroleisalsochangedintothatofhelper.2.3.2ThePrinciplesofTask-basedTeachingDesignThetaskdesignisthemostimportantpartofthetask-basedteaching,andgenerallyspeaking,thetaskdesignshouldcomplywiththefollowingsixprinciples:1.TheAuthenticityPrinciple:inthetaskdesign,theinputmaterialsusedintheactivitiescomefromthereallife,therefore,thesituationinwhichthetaskiscompletedandtheconcreteactivitiesshouldbeasclosetothereallifeaspossible.Inclass,teachersshouldtrytomakestudentsbeexposedtoandmakeuseofreallanguageinformation,sothattheycaneffectivelytakeadvantageofthelanguageandskillshavinglearnedinclassinthesameway.2.TheTaskDependencyPrinciple:thisprinciplereferstotherelationshipbetweenthetaskandothertasksinclassroomactivities,thatis,theorderofcompletingthetask,whichmeansintheprocessofcarryingoutactivities,thedesignoftaskshouldbeinlinewiththefluencyandconsistencyinteaching.Inthetask-basedteaching,alessonismadeofseveralinterrelatedtasks,whichhavethesameteaching13 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsobjective,andareconsistentinthecontent.Thedesignshouldbestepbystep,fromsimpletocomplex,andbeinterlinkedwitheachother,Theformertaskactsasthebasisofthenextone,formingateachingstairfromtheprimarytasktotheadvancedtaskincludingtheprimaryone,andmanytasksintheclassroomconstitutethetaskchain.3.TheFunctionPrinciple:thisprincipleisbasedontheauthenticityprinciple,andmakestherelationshipbetweenthelanguageformandfunctionclear,whichmakeslearnerscomprehendtherelationshipbetweenformandfunctionoflanguage,therelationshipbetweenlanguageandcontextintheprocessofcompletingthetask.Theprinciplesolvestheproblemhavingexistedinthetraditionallanguageteachinginwhichstudentsmayunderstandtheformoflanguagebutcannotexpressproperlythemeaningandfunctionoflanguage,therefore,whendesigningthetasksteachersshouldpayattentiontoboththeformandfunction,whichcanmakelearnersnotonlymastertheformbutalsocultivatetheirabilitytouselanguage.4.TheOperationalPrinciple:thetaskdesignshouldbeoperationalinclassroomenvironment,andbeinlinewiththeenvironment.Thetasksshouldnotbetoomanyortoocomplex.Inthedesignoftask,itshouldtakeintoaccounttheoperationalside,tryingtoavoidthesetoocomplicatedtasks.Ifnecessary,teachersshouldprovidethemodeofoperationofthetask.5.ThePrincipleofInterest:oneofthebiggestadvantageoftask-basedteachingmethodistheuseofinterestingclassroomcommunicativeactivitiestostimulatethelearners’learningmotivationandlearninginterest,sothatlearnerswillactivelyparticipateinthelearningactivities.Intheprocessofdesigningthetask,theformoftaskshouldnotbetoomechanicalorrepetitive.6.ThePracticalPrinciple:thedesignoftaskshouldnotonlyfocusonform,butalsopayattentiontoitseffect.Theclassroomtasksshouldsupportforteaching.Whendesigningthetask,teachersshouldnotsinglyaimatdesigningthetaskfortask,butshouldtrytocreateconditionsforstudentstointeractandcommunicatewitheachothertoagreatextentinordertoachievetheestablishedteachingobjective.2.3.3TheFrameworkofTask-basedApproachWillis(1996:38)dividesthetask-basedteachingprocessintothreestages.Theyarepre-task,taskcycleandlanguagefocusstage.Thefirststageisanintroductiontotopicandtask.Tobespecific,teachersintroducethetopictostudentsandhelpthemunderstandthethemeandobjectivesofthetask.Itmayactivatestudents’14 Chapter2LiteratureReviewbackgroundknowledgeandarousetheirinterest.Thesecondstageisthecoreoftheframeworkandconsistsofthreeparts:task,planningandreport.Inthetaskstep,studentscancompleteaseriesoftasksinpairsorgroups;teachersperformasmonitors,encouragingstudentstocommunicateandcooperatewitheachother;successinachievingthegoalsofthetaskshelpsincreasestudents’learningmotivation.Intheplanningstep,studentsgetachancetoprepareforthenextstagewherestudentsareaskedtoreportbrieflytothewholeclasshowtheydidthetaskandwhattheoutcomeswere;byplanning,studentsmaygetanintegrationofformandmeaning.Inthereportstage,studentsreporttheresultofplanningbrieflytothewholeclass;teachersshouldencouragestudentsinsteadofcriticizingthem.Thethirdstageislanguagefocuswhichismadeoftwosteps:analysisandpractice.Studentspaytheirattentiontothemeaningofthegrammaticalitemsinthepre-taskstageandthetaskcyclestage,whileinthelanguagefocusstagethestudentsmayputtheiremphasisontheformofthegrammarpoints.Inthelanguageanalysisstage,teachersmaydesignaseriesoftasksforthestudentstoidentifythelanguagefeaturesofthegrammaticalitemsbothinmeaningandform.Inthelanguagepracticestage,teachersmayplanvariousexercisesforstudentstodo.Theseexercisesarebasedonthelanguageanalysis.Thestudentsmaymemorizeandlearntousethegrammarrulessoastoconsolidatethelanguagemeaningandformofthegrammaticalitems.2.4ResearchesonTask-basedApproachtoEnglishGrammarTeachingAbroadandatHome2.4.1ResearchesonTask-basedApproachtoEnglishGrammarTeachingAbroadAnumberofexpertsandscholarsabroadhaveadoptedmanydifferentpatternsoftask-basedteachingapproachinresearches,whichisbasedonvariousperspectivesandtheories.Task-basedteachingmethodtookitsfirststepinthe1980s.Prabhu,aBritishlinguist,launchedafive-yearexperimentforteachingapproachinBangaloreofSouthernIndia.Heintendedtotransformthestructureofthetraditionalteachingreformwhichisgenerallylanguage-based.AftersubmittingareporttotheBritishcouncilwhichstatedtheresultsofhisexperimentin1982,Prabhuproposedtask-basedapproachofficiallyin1983.Willis,however,classifiedthetask-basedapproachinhis“task-basedinstruction”intothreestages:pre-task,taskcycle,andlanguagefocus,layingarootforteachersorresearcherstousetask-basedapproachcorrectly.H.G.Widdowson,oneofthefoundersofcommunicativelanguageteaching,wastryingtousethe‘potential’oflanguagesoastoreachthepurposeoftheindependentcommunicationin1990s.He15 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolssuggestedthatwhatmattersintheprocessofaccomplishingthetaskisthelanguagetool,ratherthanthelanguageproblem.Andtheaimoflearners’usinglanguageistousethe“potentialofthelanguage”tocommunicateindependently,notforlanguageitself.Nunansetupthemodelinthetaskofcommunicativeclassroomsin1989.Hedeemeditshouldbeconstructed:goals,activities,input,learners’role,teachers’roleandcontexttoanalysisofcommunicativetaskmodel.Inreality,theinputsourceofcommunicativetaskscoverawidescope,includingletters,newspapers,thepicture,story,andsometimesashoppinglist.Communicativetasksdemandlearnerstoproceedpracticalcommunicationaccordingtotheinput,inordertoachievethepurposeofcompletingthetask.Whatismentionedaboveisrelevanttotheliteraturereviewoftask-basedteachingmethodabroad,providingussomeinformationofgreatvalueintheresearchoftask-basedteachingmethodathome.2.4.2ResearchesonTask-basedApproachtoEnglishGrammarTeachingatHomeInChina,thestudyoftask-basedapproachisstillinitsinitialstage.Itwasn’tuntilin2001thatEnglishcurriculumstandardmentionedtheimportanceoftask-basedteachingmodel.Priortothis,in1997,ProfessorWuXudonghavealreadyintroducedtheprinciplesofdifficultytaskstoforeignlanguagelearning.Later,in1998heconductedathoroughstudyontheconditions,requirementsanddifficultyofthetask.Additionally,otherscholars,likeXiaJimei(1998)andKongXianhui,introducedandanalyzedthetask-basedteachingconceptindetailin1998.In2000,Chengkelaanalyzedthegrowingtrendoftask-basedteachingmethod,theprocessofconstructionaswellasthetask-basedsyllabus,andsuggestedthatweshouldpopularizethetask-basedlanguageteachingapproachinforeignlanguageeducationathome.Afterwards,LiaoXiaoqing,inhisarticleTheTheoreticalBasisofTask-basedTeachingandClassroomPractice,discussedthetheoreticalfoundation,construction,definition,andteachingproceduresoftask-basedteachingmethod.AndLuoShaoqian(2003)pointedoutthatstudents’masteryofcontentandabilitycanbeembeddedintaskprocess,therefore,heproposedsuchtermsasthetarget,taskcontentofteachingandlearningskills.ThenDingWendividedtasksofclassroomteachinginmiddleschoolsintoseventypes:jigsawtasks,comparisontasks,informationgaptasks,problemsolvingtasks,opinionexchangetasks,decisiontasksandcreativetasks.Ingeneral,thestudyoftask-basedteachingmethod,thoughbeingameaningexploration,isstillinthephaseofimitationinourcountry.Althoughtask-basedapproachcanfillthegapofthetraditionalteaching16 Chapter2LiteratureReviewmethod,butresearchontask-basedteachingmethodinEnglishreadingteachingremainsextraordinarilylimited.Thisthesisaimstostudythemethodandintegrateitwithourteachingpracticeinthisarea,whichprobablycanimprovethegrammaticalabilityofseniorhighschoolstudents.17 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsChapter3TheoreticalFramework3.1TheoryofConstructivismConstructivismisatheoryoflearningapproach,whichseeslearningasanactivelearningprocess,wherelearnersconstructtheirownunderstandingandknowledgeoftheworldthroughreflectiononourownexperiences(Williams&Burden,1997).Piaget(1990)developedconstructivismgreatlyinhistimes.Hementionsthatlearningprocessincludefourmainparts,thatis,situation,conversation,cooperationandmeaningconstruction.Individualsgeneratetheirown“rules”and“mentalmodels”,whichtheyusetounderstandtheirexperiences.Asaresult,learningisaprocessofwherelearnersadjusttheirmentalmodelstoadapttonewexperiences.Thetheoryofconstructivismisanmoreimportantonesupportingtask-basedapproachanditisthefurtherdevelopmentafterbehaviorismandcognitivism.Constructivismbelievesthatlearningisaprocessofinteractionbetweenindividual’spreviousexperienceandsocialenvironment.Inpedagogicalpsychology,constructingmeansaprocessinwhichlearnersconstruct,assimilate,andadapttotheoldandnewknowledgetomaketheminteractwitheachother,andfinallylearnersorganizeandformtheirownstructureofexperienceaccordingtotheachievedknowledge.Constructivismholdsthatknowledgeneedstobecreatedagaininaspecificcontext,andlearnersalsoneedtoconstructknowledgeaccordingtohisorherownbackgroundknowledgewhenunderstandingonesentence.Intheprocessoflearning,learnersnotonlyhavetounderstandthenewknowledge,butalsohavetofurtheranalyzeit,andthenexamineandconfirmittodevelopcritically,therefore,thelearners’applicationofnewknowledgecanreachanewlevelanddevelopdeeplyconsistently.Constructivismalsoputsforwardthefollowingtwopoints:onepointisthatlearnersshouldlearninarealcontextsimilartotheactualsituation,becauseitclaimsthatlearningshouldpayattentiontodealwiththepracticalproblems,thereforewhatteachersshoulddoistoteachstudentshowtosolveproblemswhenlearninginacontext,whichisnotonlyhelpfultostimulatestudents’learninginterestandexploratoryspirit,butalsoconducivetothecultivationofstudents’abilitytoresolveproblems;theotherpointisthatconstructivismlaysemphasisonthesocialinteractionbetweenteachersandstudentsintheteachingprocess.Differentpeoplehavedifferentunderstandingsaboutthesamethingbecauseeveryoneconstructstheirowncomprehensionaboutthethingbasedontheirownexperience.Task-basedteachingadvocatesgroupactivitiesandcooperativelearning,whichjustreflectstheneed18 Chapter3TheoreticalFrameworktocarryoutthesocialinteractionbetweenstudents.Whensolvingaproblem,eachperson’sabilityislimited.Onlybypoolingthewisdomofeveryonecanstudentscompletelyanalyzeandsolvetheproblem.Andintheprocessofcooperativelearning,learnerscanformamorecomprehensiveandrichunderstandingwhenmeetingdifferentideasandseeinganothersideofthething,andthenorganizeandconstructtheirpreviousknowledgeagaintomakeknowledgeadapttothedevelopment.Therefore,constructivismactsasastrongtheoreticalbasissupportingtheapplicationandimplementationofthetask-basedapproach.3.2Krashen’sInputHypothesisInthisthesis,languageinputisincludedasthetheoreticalbasissupportingthetask-basedapproach.Krashen’ssecondlanguageacquisitiontheoryisconstitutedbyfivehypotheses,amongwhichinputhypothesisisthecore.Thetheoryofinputhypothesisemphasizesthatlanguageabilityisaprocessofacquisition,especiallygrammarshouldbeacquiredinanaturalenvironment.Theconditionthatcanmakeacquisitionhappenisthatlearnersoughttobeexposedtoagreatdealofcomprehensiblelanguageinput,thatis,i+1,whichisslightlyhigherthantheircurrentlanguagelevel.Comprehensiblelanguageinputisthecoreofthistheory,anditreferstothelinguisticknowledgethatcanbegraspedbylearners,thatis,thecontentofi.Inordertoacquireknowledge,thedifficultyleveloflanguagecorporalearnersareexposedtohastobehigherthanthatofcomprehensiblecorpora.Thedifficultylevelshouldbethegapbetweenthecurrentlanguageknowledgeandthenextlanguage,whichmeansthatthelanguagelearnersareexposedtohasthestructureofi+1.Whenmeetingtheconditionsoflanguagelearningmentionedabove,learnerswillunderstandthecorporaunderthehelpofrelevantcontextincludedinthecorporabasedontheircurrentlevel,therefore,theoccurrenceofcomprehensibleinputcanmakelearnersgetridoftheiremotionalanxietymakingtheiremotionalbarriersdecreasetoaminimum,whichisconducivetoinspirelearners’interestinlanguageacquisitionandgreatlyincreasetheeffectoflanguageacquisition.TheapplicationoflanguageinputtheorytoEnglishgrammarteachingmaketeachers’focusshiftfromonteachinggrammarknowledgetoonstudents’performances.Whatteachersshoulddowhenteachinggrammaris:(1)teachersshouldpayattentiontothelawofstudy,recordingeverystudent’sacquisitionlevel;(2)teachersshouldtrytheirbesttoteachinginEnglish,andtheteachingcontentshouldbeenough;(3)teachersshouldsimplifythecomplexgrammarteachingcontent,dividingitintotwopartsincludingiand1;teachersshouldknowthecontentofihavingbeenmasteredbystudentscurrently,anddesignthe19 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolscontentofthenextstagegraduallyincreasingthedifficultylevel,andmakestudentsunderstandandmastergrammarknowledgesystematically;(4)teachersshouldunderstandandrespecteverystudent,buildaharmoniousrelationshipbetweenteachersandstudents,knowstudents’interest,andstimulatetheirpotentiallanguageability.Whencarryingoutteachingdesign,teachershavetodesigndifferenttaskswithdifferentdifficultylevel.Atthesametime,teachersalsohavetoconsiderthetypesoftask,cateringtostudents’differentinterestsandgraduallyleadingstudentstobecomeinterestedinEnglishgrammar.Theestablishmentofiand1improvethesimplificationofthecontentofgrammar,andmaketasksbecomemoreorderedandstaged.Theestablishmentofnewrelationshipbetweenteachersandstudentsmaketeachersbecomestudents’partner,inadditiontotheguider,helper,andobserveroftask’scomplement.AccordingtoKrashen’stheoryoflanguageinputhypothesis,languageinputisthefundamentalwayoflanguagelearning.However,throughactualstudylife,itcanbeseenthateveryone’slearningtimeislimited,andlearninginterestalsohasagreateffectonthelengthoflearningtime.Ontheonehand,Chinesestudents’timeoflearninggrammarisnotenough,whoselearningtimeisusuallyfourtosixclasshour.Ontheotherhand,thistheorylaystooemphasisontheeffectofoutsideinputonsecondlanguageacquisitionneglectingstudents’dominantrole(SongXiuping,2007).TheproblemKrashen’slanguageinputtheoryhastofaceishowtoeffectivelyinputlearningcorpora,andmakelanguagelearnersbecomeinterestedingrammar.Task-basedapproachprovidesanewandfreshteachingmode,andsuppliesguidanceandthinkingtothetraditionalgrammarteachingreform.Task-basedteachingmodenotonlydetailstheproceduresofgrammarteaching,butalsoarousesstudents’interestinlearninggrammartoamaximumdegree,andgraduallycultivatestudents’goodlearningability.Throughtask-basedteachingmodeconnectingwithlanguageinputtheory,andteachers’designingtasksaboutteachingcontent,theinputcorporaofgrammarwillbeoptimallyplanned.Inthisway,learnerscanbeexposedtorichercorporainthelimitedtime.Onthebasisofwhathasbeenmentionedabove,itcanbeseenthatwhenthetheoryoflanguageacquisitionisappliedtotask-basedteaching,thestudent-centeredtaskswillbecomemoreandmoreandstudents’humansubjectivitywillbecomestrongerintheteachingactivities.Duringtheprocessoflearning,itisusefultoletstudentsinvolveinactivitiesandmakethemputthelanguageknowledgetheyhavemasteredintopracticaluse.20 Chapter3TheoreticalFramework3.3TheoryofLarsen-Freeman’sThreeDimensionalGrammarLarsen-Freeman’sthreedimensionalgrammarteachingderivedfromherthreedimensionalviewoflanguage.Itisbasedontheprofoundunderstandingoflinguisticcomplexityanddynamics,alongwithunderstandingofEnglishgrammaracquisitionresearchandthehistoryofgrammarteachingthatLarsen-Freemanconstantlyenrichesandperfects,andfinallyformstheteachingstatementaboutEnglishgrammaranditsuse,andEnglishgrammarincludesthreedimensions,threequestions,threestandards,andthreelevels.Larsen-Freeman(1989,1991,1997,2003)abandonsthetraditionalnarrowunderstandingofgrammar’ssingledimension,andproposes“AThreeDimensionalGrammarFramework”or“ATripartiteSchemeofGrammar).Inthisframework,sheregardsgrammarasawholemadeupofform,meaning,anduse.Formreferstomorphologyandsyntax(phonemes,words,symbols,grammaticalmorphemesincludinginflectionalchangesandfunctionwords,patternsoflexis,syntacticpattern);meaningincludeslexicalmeaning,grammaticalmeaningandideas(heremeaningislimitedtothemeaningoflanguagedecoding,thatis,thereferentialmeaningorfundamentalmeaninginthenon-contextualization,andusuallyitisthepotentialmeaning.);usetakesintoaccountcontext(socialanddiscoursecontext,alongwiththepresetofcontext)andfunction(thesocialfunctionofspeechact,inadditiontohecohesiveandcoherenttextpattern),whichaimstoexpresspeople’sintentionsachievedbyusinglanguageinaspecificcontext).Accordingtothetheoryofthreedimensionsofgrammar,grammarisnotjustacollectionoflinguisticforms,andanylanguageconstructionhasthreedimensions,andachangeofonesidewillleadtoachainreactioninothersides.However,linguisticformisthebasis,becauselinguisticform(morphological-phonologicalandsyntacticsubsystem)isakindofresourcebasedonthecontextualandsensitivemannertoproducemeaning(Larsen-Freeman,2003),therefore,itcanbeseenthatthethreedimensionsofgrammararehighlyandinternallycorrelated.Althoughform,meaninganduseareinterdependent,eachofthemprovidesauniqueviewofgrammar,whichaimstoanswerthreedifferentquestionssothatitcanreflectthethreemeasurestandardsoflanguagecommunication:dimensionofformcorrespondsto“howistheunitofalanguageformed?”;dimensionofformcorrespondsto“whatisliteralmeaningofthelanguageunit?”；useofdimensioncorrespondsto“whenandhowdoyouusethelanguageunit?”Basedonthefundamentalideaofthreedimensionalgrammarmentionedabove,Larsen-Freeman(1989,1995,&2001)interpretsthetargetofgrammarteaching.Shebelievesthatgrammarteachingor21 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsacquisitionisnotjusttheproblemofstructureorformitself,whichmeansthatalthoughlearnershavelearnedhowtoconstructforms,theywillstillmakemistakes,becausethelearningchallengetheyfacenotonlytouchesupontheaccuracyoflinguisticform,butalsoonmeaningandappropriateuseoflanguage.Therefore,thegrammarteachingconfinedtoasingleformispoor,whichcannothelplearnersmakeuseoflanguagesuccessfully.Therefore,grammarteachingshouldhelplearnersconstructtheconsciousnessofthreedimensionalgrammarfromthebeginning,andthiskindofconsciousnessisextremelyimportantfromtheperspectiveofteaching.Larsen-Freeman(1997)believesthatgrammarisnotsomuchstaticknowledgeasadynamicprocess,whichmeansthetargetofgrammarteachingistomakelearnersbeabletousegrammaraccurately,meaningfully,andappropriatelytoachievethepurposeofcommunication.Therefore,intheprocessofgrammarteaching,teachersshouldnotonlyaskstudentstonoticeorunderstandgrammaticalstructure,butalsotrainthemtomakeuseofgrammarinameaningfulandappropriateway(Larsen-Freeman,2009).Larsen-Freeman(2001,2003)usestheterm“grammaring”tostandforthegoalofgrammarteaching,toreflectthedynamicprocessofgrammaticaluse,toemphasizethatgrammaringiskindofskillparalleltolistening,speaking,reading,andwriting,anditisthefifthskillthatteachersshouldteachtostudents.22 Chapter4ResearchDesignChapter4ResearchDesignInordertoexaminewhetherthetask-basedapproachismoreeffectiveinimprovingthecurrentsituationofEnglishgrammarteaching,andenhancestudents’grammaticalability,arelevantresearchwasconducted.4.1ResearchQuestionsAccordingtotheNewEnglishCurriculumStandardforSeniorHighSchool(2001),task-basedapproachisadvocatedandthetextbookisalsocompiledonthebasisoftask-basedteachingapproach.However,inShangCaiMiddleSchool,traditionalPPPapproachisstillwidelyusedinEnglishgrammarteaching.Asacadetteacherinthisschool,theauthorcarriedoutaresearchtoprobeintotheeffectoftheapplicationoftask-basedapproachtoEnglishgrammarteaching.Theresearchisaimedtoanswerthefollowingtwoquestions:(1)Cantheapplicationoftask-basedapproachtoEnglishgrammarteachingbemoreeffectiveinimprovingstudents’grammaticalachievementthanthetraditionalPPPteachingmethod?(2)Canthetask-basedapproachbemoreeffectiveinchangingstudents’attitudetowardsEnglishgrammarlearning,andincreasingtheirinterestandconfidenceinlearningEnglishgrammar?4.2ResearchSubjectsThesubjectscamefromtwoclasses,class17andclass18,amongwhichclass17wasthecontrolclasshaving63studentsincluding35girlsand28boys,whileclass18wastheexperimentalclasshaving61studentsincluding32girlsand29boys.ThestudentsjustenteredtheseniorhighschoolandthetwoclassesbelongtoSeniorone.Theiraverageageis15or16yeasold.Thetwoclassesweretaughtbythesameteacher.4.3ResearchInstrumentsInthisexperiment,thereweretworesearchinstrumentsthatwereused,includingtestpapersandaquestionnairedesignedforthecontrolclassandtheexperimentalclass,andthetestpapersincludedpre-testandpost-testpaper.4.3.1TestPapersThereweretwoteststhatweredesignedtoconductinthisresearch.Thepre-testpaperwasdesignedbasedonthegrammarpointsstudentshavelearnedinjuniormiddle,whichaimedtotestifywhetherthestudents’currentlevelinEnglishgrammaristhesamebeforethetest.Thepost-testpaperaimstosee23 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolswhetherthereareanydifferencesbetweenpre-testandpost-testbycomparingstudents’scoresintwoclasses.Thequestionsofpre-testpapercamefromSeniorHighSchoolEntranceExamination,whilethequestionsofpost-testwerechosenfromtheNMETpapersinthepastfiveyears.Thetotalscoreofeachtestis100.4.3.2QuestionnaireOnequestionnairewasusedinthisexperiment.ItwasdesignedbasedonthequestionnaireofLiuYun(LiuYun,2011).Thequestionnairetotallyincludes8questions,andthesequestionsareconcernedaboutstudents’attitudetowardsEnglishgrammarlearning,theirattitudetowardsthecurrentEnglishgrammarteachingmethod,andtheirconfidenceinEnglishgrammarlearning.Thisquestionnairewasdonebythestudentsofthecontrolclassandtheexperimentalclassaftertheexperiment,whichaimedtoseewhethertheapplicationoftask-basedapproachtoEnglishgrammarlearningcouldbemoreeffectiveinincreasingthestudents’interestandconfidenceinEnglishgrammarlearningcomparedwiththePPPapproach.Theanswerofeachquestionincludefiveoptions:stronglyagree,agree,uncertain,disagreeandstronglydisagree.4.3.3TeachingMaterialThetwoclassesmadeuseofthesameEnglishtextbook,NEWSENIORENGLISHFORCHINASTUDENT’SBOOK1publishedbyPeopleEducationPress.Thegrammaritemstaughtwerefromthisbook.4.4ResearchProcedures4.4.1Pre-testBeforetheexperiment,apre-test,whichwasaboutgrammaritemslearnedinjuniormiddleschool,wastakenbystudentsintheexperimentalclassandthecontrolclassonOctober9thtogetageneralideaoftheirgrammarlevel,andtofindoutwhethertherewasgreatdifferenceintheiroverallgrammarlevelbetweenthetwoclassesbeforetheexperiment.4.4.2TeachingProceduresThethesisdecidestodividethegrammaticalteachingintofourstagesbasedonWillis’smodelhavingbeenmentionedinchapter2,includingthelead-in,practice,output,andconsolidation.Theactivitiesinthepre-taskstage(thelead-inofgrammaticalitems)cantakeadvantageofreading,listening,anddialoguematerials,etctopresentgrammaritems,whoseaimisnottoteachstudentstomasteronegrammatical24 Chapter4ResearchDesignstructure,buttomakestudentshaveawarming-upbeforecarryingouttasks,andthenarrangetasks;Inthestageoftask-cycle(thepracticeandoutputofgrammaritems),studentscanmakeuseofgrammaticalformstocompletetasksaccordingtoteachers’arrangements;Inthestageoflanguagefocus(theconsolidationofgrammaritems),teachersdosomeappropriatelanguageanalyses,andarrangesomeexerciseactivitiesaccordingtogrammaticalproblemshappenedintheprocessofcompletingthetasks,andmakestudentsshifttheirfocusfromonthemeaningoflanguagetoonlinguisticformsthrougharrangingsomerelatedpracticeabouttheformofgrammarinordertohelpthemhaveadeeperunderstandingofthemeaningoflanguageandmemorizelinguisticformdeeply.ThisthesistakestheAttributiveClausesasanexampletotestifywhichmethodisbetterinthegrammarteachingeffectbetweentwodifferentteachingmethodsusedintwodifferentclassrooms,thatis,task-basedapproachintheexperimentalclass,andPPPteachingmethodinthecontrolclass.ThisgrammarpointcomesfromUnit4EarthquakesinNEWSENIORENGLISHFORCHINASTUDENT’SBOOK1.Asfarasstudentsinaseniorhighschoolconcerned,itisdifficultandimportantforthemtohaveagoodcommandoftheattributiveclauses,whosedifficultandimportantpointliesinthemasterofrelativepronounsandadverbs.Inthisunit,studentsonlyneedtograsptheuseofrelativepronounsinrestrictiveattributiveclauses,includingthat,which,who,andwhose.Thedetailsareshownasfollows:Teachingobjectives:(1)knowledgeandskills:a.tomakestudentscanunderstandtheconceptandbasicusageoftheattributiveclauses,andcanappropriatelymakeuseofitinthecommunication.b.tomakestudentscanquicklyfindtheattributiveclausesinthereadingtext,andcancorrectlyunderstandthemeaningofthecompoundsentencescontainingtheattributiveclauses.(2)processandmethods:a.tomakestudentsunderstandandmastertheformoftherelativeclauses.b.toachievethepurposeofusingtheattributiveclausesthroughpracticeandactualapplication.(3)emotionandattitude:a.tomakestudentsrealizetheinterestingsidesandpracticalityofEnglishthroughappropriatetaskstoarousetheirinterestinlearning.b.teachersshouldcorrectlyusetheevaluationmeanstoenablestudentstoactivelytakepartin25 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsactivities,experiencesuccess,improveself-confidence,andinfiltrateemotionaleducationintotheteaching.ImportantandDifficultPoints:a.importantpoints:toimprovestudents’enthusiasmandinterestingrammarlearning,tomakestudentshaveagoodcommandofchoiceoftherelativepronounsandthencorrectlyunderstandtherelativeclauses.b.difficultpoints:todiscriminateandcorrectlyusetherelativepronounsincludingwho,which,andthat,andunderstandthepositionalrelationshipbetweentherelativepronounsandantecedents.4.4.2.1ALessonPlanoftheExperimentalClassConsideringthatstudentswerenotfamiliarwiththetopicofunit4Earthquakes,whichmighthaveanegativeeffectonstudents’verbalexpressionanditmightaffectstudents’grammarlearning.Therefore,atthebeginningofthelesson,theteacherregarded“Who’sYourFavoriteFamousPerson”asthetopicbecauseasfarasstudentsinaseniorhighschoolconcerned,theyallhadoneorsomeidolsintheirheart,andtheyoftenpaidattentiontotheiridols,therefore,thistopiccouldarousestudents’interestinlearning.Afterthis,theteacherguidedstudentstogobacktothereadingtext.Thedetailsweredisplayedasfollows:Stage1:Lead-in(Pre-task)(10minutes)Step1:TheteacherfirstaskedstudentsaquestionWho’syourfavoritefamousperson?andtoldthemthefamouspersonwasnotlimitedtoanentertainmentstar,andheorshecouldbeaninventor,ascientist,etc.Thentheteachergavestudentsseveralminutestoprepare,andstudentswerepermittedtodiscuss.(Inthisstep,theteachercouldactasahelperandasupervisor,suchastheteachercouldtellthemsomewordsthestudentshadnotmasteredandtheymightuseintheprocessofpreparation,whileatthesametimetheteachershouldwalkbackandforthtomakesurethateveryonecanactivelytakepartinthisactivity)Step2:Theteacheraskedstudentstospeakouttheiranswersorstudentsansweredthisquestioninavoluntaryway.(Inthisstep,theteachershouldencourageeverystudenttoactivelytellthewholeclasstheiranswerswithoutworryingaboutwhethertheiranswerwasrightorwrong,andafteronestudentshowedhisorheranswer,theteachershouldgivepositivefeedback.)Afterstudents’answer,theteacherwrotedownsomesentencessaidbystudentsontheblackboard.Somesentencesareshownasfollows:MyfavoritefamouspersonisJayChou.Hesingswell.Healsoworksasagoodactor.MyfavoritefamouspersonisRonaldo.Heisasmartplayerandheisveryskillful.26 Chapter4ResearchDesignStep3:Theteacherrequiredstudentstonoticethesentencesintheblackboardandenlightenedthemtochangetheshortsentencesshowninthestep2intolongersentences.Thensomestudentsshowedtheiranswersasfollows:MyfavoritefamouspersonisJackChou.Hesingswellandalsoworksasagoodactor.MyfavoritefamouspersonisRonaldo.Heisasmartandveryskillfulplayer.Atthismoment,studentsthoughttheanswerswerealreadyverygood,anddidnotknowhowtomakethesentencesbecomelonger.Step4:Theteachersetanexampletostudentshowtouserelativepronounsincluding“who”and“that”tocombinethesentencesshowninthestep3intoalongersentence.Theteacherwipedouttheword“He”andthefullstopinthefirstsentence,andreplaceditwithword“who”or“that”.Andthesecondsentencewasalsochangedinthesameway.Therefore,thesetwosentencesfinallybecamethefollowingtwosentences:MyfavoritefamouspersonisJackChouwho/thatsingswellandalsoworksasagoodactor.MyfavoritefamouspersonisRonaldowho/thatisasmartandveryskillfulplayer.Inthisstep,teacherscouldguidestudentstofindthat“who/that”clausecouldbeusedtodescribeaman(thatisthemeaningoftheattributiveclauses).Stage2:PracticeandOutputofGrammarItems(TaskCycle)(20minutes)Step1:GuessingGames:Theteachershowedstudentssomeriddlesmadeupofattributiveclausestoguessinordertomakestudentsrealizethedifferentusebetweenwhichandwho,suchas:T:Whatisthecountrywhich/thathasthelargestpopulation?Ss:It’ssoeasy.China.T:Ok,verygood.Nextriddle.Whatistheanimalwhich/thathasblackandwhitestrips?Ss:Zebra.T:You’resosmart.Now,thereisadifficultriddle.Whatisthekindofdogthat/whichdoesnotbiteorbark?Ss:Deaddog.T:No,infact,itisnotatruedog.Itisakindoffood.Ss:Oh,Iknow.Theanswerishotdog.Aftersomeexercises,theteacherthenaskedstudentstotellwhy“which”or“that”wasusedinthesesentencesshownaboveinsteadof“who”or“that”.(Throughcontrastwiththesentencesmentionedinthe27 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsstage1,studentscouldfind,inthestage1,theobjectsofdescriptionwerebothaman,butnowtheyhavebecomethecountry,theanimal,andakindoffood.Therefore,studentscouldrealizethedifferencebetweentheuseofwhichandwho.)Step2:Theteacheraskedstudentstoskipthereadingtextandfindtheattributiveclauses,andrequiredthemtopayattentiontowhichrelativepronounsareusedinthesesentencesandnoticetheirdifferences.Afterseveralminutes,theteacherwoulddemandsomestudentstoconcludetheuseofdifferentrelativepronouns,andinthisstepstudentscoulddiscussingroups.(Thisstepcanmakestudentsdeepentheirunderstandingoftherelativeclauses,butitcannotbeignoredthatstudentswillmeetsomedifficultieswhenfindingtheattributiveclauses,becauseinthisreadingtext,theyencounteredsomeattributiveclausesguidedbyrelativeadverbsandsomenon-restrictiveattributiveclauses,whichmayhadanegativeeffectonstudents’understandingsoftheattributiveclauses.Theteacherwouldexplaintoaproperdegree,afterall,inthisclass,restrictiveattributiveclauseswasthekey.)Step3:Theteacheraskedsomestudentstotellthewholeclasstheirfindings.Forexample,somestudentsfoundthatintherestrictiveattributiveclauses,relativepronounsincluded“that”,“who”,“which”,and“whose”.Whentheantecedentswasathing,oramatter,“which”or“that”couldbeused.Iftheantecedentswasapersonormanypeople,“who”or“that”wouldbeused.Afterlisteningtostudents’answer,theteachershouldfirstgivestudentspositivefeedback,andtoldthemtheyhaddoneagoodjob.Stage3:ConsolidationofGrammarItems(Post-task)(15minutes)Step1:Inthisstage,theteachershouldmadesomecomplementsforthestep3inthestage2,suchastheteachershouldtellstudentsthesubordinateclausescouldnotbeomittedintherestrictiveattributiveclauses,becauseifyoudidlikethis,themeaningofthesentencewouldnotbecomplete.Besides,therestrictiveattributiveclausescouldnotbeseparatedfromotherpartsofthesentencebyacomma.Thesecouldmakestudentslearnmoreabouttherestrictiveattributiveclauses.Step2:Theteacherguidedstudentstodosomeexercises.First,thestudentsweredividedintoseveralgroups,andeachgrouphadfourstudents,andthenaskedeachgrouptowritedownashortstoryusingtherestrictiveattributiveclauses,andthetopicwasnotlimited.Theycouldchoosewhattheywerefamiliarwith.Aftersomeminutes,theteacherchosetwoorthreerepresentativestospeakoutwhattheyhavewrittendown.(Inthisstep,theteachercouldaskotherstudentstogivefeedback,whichcouldalsoarousestudents’attention.Ofcourse,theteacheralsoshouldgiveproperfeedbackifnecessary,forexample,there28 Chapter4ResearchDesignwereseriousmistakesintheirexpression.)Second,theteachershowedstudentssomeexercisesandaskedthemtofillthegaps.Ofcourse,theseexerciseswereconcernedabouttherestrictiveattributiveclauses.Afterthisstep,studentscouldhaveagoodcommandoftherestrictiveattributiveclauses.4.4.2.2ALessonPlanoftheControlClassThetraditionalPPPteachingapproachwasusedinthisclass,whichincludedpresentation,practice,andproduction.Inthestageofpresentation,theteacherintroducedthenewgrammaritemthroughacontextorgivingsomeexamplesentences.Inthestageofpractice,thestudentsweregivensomeexercisesincludingtranslationandothersimilarexercises,whichaimedtomakestudentsimitatetousethegrammarrulesagainandagain.Inthestageofproduction,theteacheraskedstudentstomakeuseofthegrammarrulestheyhadlearnedtoexpressthemselves,forexample,theycouldmakeadialogue,butinthisprocess,realcommunicationcouldnothappen,becausewhatstudentshadtodointhisstagetoimitatetowritedownsomesimilarsentences.Thedetailsweregivenasfollows：Stage1:Lead-in(5minutes)Atthebeginningofthelesson,theteacheraskedstudentswho’syourfavoritefamousperson,andwritedownsomesentencestodescribehimorherinordertointroducethenewgrammaritem.Stage2:Presentation(10minutes)Afterstudentsansweredthisquestion,theteachergaveashortfeedbackanddirectlywrotedownsomesentencesontheblackboard.Somesentenceswereshownasfollows:MyfavoritefamouspersonisJackChouwho/thatsingswellandalsoworksasagoodactor.MyfavoritefamouspersonisRonaldowho/thatisasmartandveryskillfulplayer.Thentheteachertoldstudentsinthisclasswhathadtolearnwastherestrictiveattributiveclauses,andexplainedsomerules:Intherestrictiveattributiveclauses,relativepronounsincluded“that”,“who”,“which”,and“whose”.Whentheantecedentswasathing,oramatter,“which”or“that”couldbeused.Iftheantecedentswasapersonormanypeople,“who”or“that”wouldbeused.thesubordinateclausescouldnotbeomittedintherestrictiveattributiveclauses,becauseifyoudidlikethis,themeaningofthesentencewouldnotbecomplete.Besides,therestrictiveattributiveclausescouldnotbeseparatedfromotherpartsofthesentencebyacomma.29 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsStage3:Practice(15minutes)TheteacherwrotedownsomeChinesesentencesontheblackboardandthenaskedstudentstotranslatethemintoEnglishbyusingtherestrictiveattributiveclauses.Suchas:中国是世界第一人口大国。袁隆平是一个了不起的科学家。Inthisstage,theteachercouldchosesomestudentstowritedowntheiranswersontheblackboard.Afterstudentsgavetheiranswers,theteacherandothersstudentstogethersawwhetherthesentenceswererightorwrong.Theteachercouldselectedoneortwostudentsrandomlytogivetheiropinions.Afterthat,theteacheremphasizedthecorrectuseoftherestrictiveattributiveclausesagain.Stage4:Production(10minutes)Theteacheraskedstudentstomakeupadialogueusingatleastfourrestrictiveattributiveclauses,andstudentscouldchooseatopictheyliked.Inthisstage,theteacherstilllaidemphasisontheformofgrammaritem.Stage5:SummaryandHomework(5minutes)Theteachermadeasummaryoftherestrictiveattributiveclausesagainandifsomestudentshadnotfinishedtheexerciseinthestage4,andaskedthemtofinishitafterclass.Thiskindofteachingisbasicallyteacher-centered,therefore,theteachercouldfinditeasytoimplementtheirteachingplan,butthiscouldmakestudentshavefewopportunitiestohavearealcommunicationwithotherstudentsorexpressthemselves.4.4.3Post-testAttheendoftheexperiment,apost-test,whichwasaboutthegrammaritemshavinglearned,wasconductedonNovember26th.Thecomponentsofthepost-testwasthesameasthepre-test,includingfourparts:vocabularyconversion,multiplechoices,completingthesentencesandgrammarblankfilling,inwhichthequestionswerealsochosenfromtheNMETpapersinthepastfiveyears.Thepost-testwasintendedtofindoutwhethertherewasgreatdifferenceofstudents’grammarlevelbyadoptingdifferentteachingapproaches.4.5DataCollectionandAnalysisAtthebeginningoftheexperiment,apre-testwasconductedintheexperimentalclassandthecontrolclassandthetimeforexaminationwas90minutes.Whenthetimewasup,theteachergatheredallthepre-testpapersandgradedthestudents’testpapers,thentheteachercollectedstudents’scoresanddidan30 Chapter4ResearchDesignanalysistoseewhethertherewasanobviousdifferencebetweenthestudents’grammaticallevelinthetwoclasses.Attheendoftheexperiment,apost-testwasdoneandtheteachercollectedthedatasimilartothewayinthepre-test.Aftertherelateddataaboutthetwotestswerecollected,SPSS16.0wasusedtoanalyzethem.Andthentheteachersent124questionnairestostudentsofthetwoclasses,andtheywereaskedtofillinthequestionnaireinananonymousway.Andafterstudents’finishingtheiranswers,therecoveryratewas100%.TheteacherthenanalyzedtheconcreteresultsofthequestionnaireofthetwoclassestoseewhethertheinterestandconfidenceinEnglishgrammarlearningofthestudentsintheexperimentalclasswiththehelpofthetask-basedapproachhadbeenimprovedbettercomparedwiththatofthestudentsinthecontrolclass.31 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsChapter5ResultsandDiscussionThethesisaimstotestifywhethertheapplicationoftask-basedapproachcanimprovestudents’grammaticalperformanceinseniorhighschool,andincreasestudents’learninginterestingrammar.Theresearchercollecteddataofthepre-testandpost-testoftheexperimentalclassandthecontrolclass,alongwiththedataofthequestionnaire.ThedatawasanalyzedbySPSS16.0.Asfarasthesoresofpre-testandpost-test,theresearcherusedpairedsampletesttocheckwhetherthestudentsintheexperimentalclasscouldperformbetterthanstudentsincontrolclass.Detailedanalysesareshownasfollows.5.1DataAnalysisandDiscussionoftheResultsofPre-testandPost-testintheTwoClasses5.1.1DataAnalysisoftheResultsofPre-testandPost-testintheTwoClasses5.1.1.1TheComparisonoftheResultsofPre-testintheTwoClassesPre-testpaperwasdesignedaccordingtothegrammarpointsstudentshavelearnedinjuniormiddleschool.Thetotalscoreofthepre-testis100points.Inthisprocessofdataanalysis,pairedsampletestwasusedtoseewhetherthetwoclassesaredifferentinthegrammaticalcompetence.Table5.1Groupstatisticsofscoresofpre-testinCCandECPairNMeanStd.DeviationStd.ErrorMeanCC6358.0313.1251.654EC6158.3314.2911.830Table5.2IndependentSamplesTestofscoresofpre-testinCCandECLevene’sTestforEqualityofVariancest-testforEqualityofMeansSig.FSig.tdf(2-tailed)MeanDifferenceStd.ErrorDifferenceEqualvariances1.582.221-.120122.904-.296122.46291assumedEqualvariancesnotassumed-.120120.346.905-.296122.46631Asisshownintable5.1,thecontrolclass’smeanscoreinthepre-testis58.03,andtheexperimental32 Chapter5ResultsandDiscussionclass’is58.33.Ascanbeseenfromthetable5.2,intheLevene’sTestforEqualityofVariances,F=1.582,p=0.221,whichmeansthetwoclassesnearlyhaveequalvariances,therefore,wehavetoseethedatainthecolumnofEqualvariancesassumed,thatis,t=-.120,df=122,p=0.904>0.05,whichmeansthatthetwoclassesdonothaveacleardifferenceingrammarlevelbeforethisstudy.Anditalsotestifiesthatthetwoclasseschosentobeparallelclassesisfeasible.Therefore,thestudycantrulybeginwiththestudentsintheclassesbeingsubjects.5.1.1.2TheComparisonoftheResultsofPre-testandPost-testoftheECandCCTable5.3Pairedsamplestatisticsofsoresofpte-testandpost-testinCCandECNMeanStd.Std.MeantdfSig.DeviationErrorDifference(2-tailed)MeanCC(pre-test)6358.0313.1261.654PairCC(post-test)6362.1112.9381.630-4.079-4.53862.0001EC(pre-test)6158.3314.2911.830PairEC(post-test)6169.9212.3481.581-11.590-16.78760.0002Asisshowninthetable5.3,themeanscoresofthetwoclasseshavebothincreased,buttheirmeandifferenceisnotdifferent.Themeanimprovementrangeincontrolclassis4.538,whiletheexperimentalclass’is16.787.Fromthisdata,itcanbeseenthattheexperimentalclass’improvementrangeis12.249higherthanthatincontrolclass.ItcanbealsoseenfromthedataofStd.DeviationoftheECandCCthattheirownStd.Deviationhasbothdecreased,whichmeansthescore’sgapbetweenthestudentshasnarrowedalittle.ButfromtheirownrangeofvariationoftheStd.Deviation,theEC’sishigherthanCC,whichmeansthestudentsinECachievemorethanthecontrolclassasforthesamegrammaticalpoints.However,basedonthedatapresentabove,itcannotmakesurewhetherthetwoclasseshaveanobviousdifferenceingrammaticalperformanceafterthepost-test.Therefore,thethesisneedstocomparetheresultsofpost-testintwoclasses.5.1.1.3ThecomparisonoftheResultsofPost-testinTwoclasses33 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsTable5.4Groupstatisticsofscoresofpost-testinECandCCPairNMeanStd.DeviationStd.ErrorMeanCC6362.1113.9381.630EC6169.9212.3481.581Table5.5IndependentSamplesTestofscoresofpost-testinECandCCLevene’sTestforEqualityofVariancest-testforEqualityofMeansSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceEqualvariances.061.006-3.435122.001-7.806922.27254assumedEqualvariances-3.438121.976.001-7.806922.27082notassumedThedatapresentedaboveinthetable5.4showsthatthemeanscoreofthecontrolclassinthepost-testis62.11,whiletheexperimentalclass’is69.92,whichmeansthatcomparedwithpre-testscoresrespectively,theEChasmadegreaterprogressthatCC.Besides,fromthetable5.5,itcanbeseenintheLevene’sTestforEqualityofVariancesthatF=0.061,p=0.006<0.05,whichindicatesthatthetwoclassesdonothaveequalvariances,therefore,weshouldseethedatainthecolumnoftheEqualvariancesnotassumed,whichshowst=-3.438,df=121.976,p=0.001<0.05,soitcouldbesaidthatthescoresofpost-testinthetwoclassesaresignificantlydifferent.Therefore,oneconclusioncanbedrawnthattheapplicationoftask-basedapproachintheECcanbemoreconducivetostudents’grammaticalachievementthanthetraditionalEnglishteachingmethod.5.1.2DiscussionoftheResultsofPre-testandPost-testintheTwoClassesThroughthedataoftheresultsofpre-testandpost-testshownabove,itcanbeseenthattheapplicationoftask-basedapproachtoEnglishgrammarteachingismoreeffectivethanthatofthetraditionalPPPteachingmethod.Thiscanbeanalyzedthroughthefollowingtworeasons.Ontheonehand,learnersshouldnotonlypayattentiontomasteringgrammaticalrules,butalsolay34 Chapter5ResultsandDiscussionemphasisonacquiringtheabilitytomakeuseofgrammar,thatis,grammaring,whichwasproposedbyLarsen-Freeman(2007).ThegoalofEnglishgrammarteachingistomakestudentsinternalizegrammaticalrules,andmakeuseofthemtocommunicate.However,intheprocessofEnglishgrammarteachingwiththetraditionalPPPmethod,teachersusuallypresentgrammaticalrulestostudentsdirectlyandwhatstudentsusuallydoistowritethemdownintheirnotebooksandthenmemorizethem,therefore,studentscanseldommakeuseofgrammaticalrulestocarryonrealcommunication.Onthecontrary,task-basedgrammarteachingaimstoaskstudentstodiscoverandsummarizegrammaticalrulesbythemselves,andthenappropriatelyusethemintheprocessofcompletingtasks.Thisapproachlaysmoreemphasisonmeaningratherthanform,butitdoesnotmeanthattask-basedgrammarteachingneglectstheformthatishelpfulwhenexplainingsomemeaningfulcommunicativetasks.Studentsarenotaskedtomastergrammaticalrulesbyrote,instead,theyareaskedtomasterthemintheprocessofuse.Ontheotherhand,theroleteachersandstudentsplayaredifferentbecauseofmakinguseoftwodifferentmethodsinEnglishgrammarteaching.WhenteachingEnglishgrammarwiththetraditionalPPPmethod,teachersplaythedominantrolewhentheclassisteacher-centered;teacherspresentsgrammaticalrulestostudentsandthenaskthemtomemorizeandpractice,duringwhichstudentsarealwayspassive,whichisnotconducivetotheirdevelopmentofcommunicativeability.However,task-basedEnglishgrammarteachingregardsstudentsasthecenteroftheclassandteachersjustplayaroleasthefacilitator,designerandorganizeroftheclassroomactivities.Inthisprocess,teachersgivestudentsmanyopportunitiestocompletetasksbymakinguseoflanguage.Obviously,atthismomentstudentsplayadominantroleintheclass.5.2DataAnalysisandDiscussionoftheResultsofQuestionnaire5.2.1DataAnalysisoftheResultsofQuestionnaireAfternearlytwomonths’experiment,aquestionnairesurveywasconductedonNovember27thinboththecontrolclassandtheexperimentalclass.Thereweretotally124questionnairesthatwereissuedtostudentsofthetwoclasses,andtheywereaskedtofillinthequestionnaireinananonymousway.Andafterstudents’finishingtheiranswers,therecoveryratewas100%.Theconcreteresultsofthequestionnaireofthetwoclasseswereshownasfollows:35 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsTable5.6ResultsoftheQuestionnaireinCCQuestionsStronglyagreeAgreeUncertainDisagreeStronglydisagreeNPNPNPNPNP13149294635000023514223526411727344701016352346423372337232313205101691416251016182969141219162511181524723914122438274385810163530471524Pleasenote:N=thenumberofstudents,P=PercentageItcanbeseenfromtheTable5.6that95%ofthestudentsinCCadmittedtheimportantrolegrammarplaysinEnglishlearning.Asforquestion2,only27%ofstudentsinCCthoughtEnglishgrammarlearningwasveryinteresting.Asregardsquestion3,86%ofstudentsinCClikedlearninggrammarthroughrecitinggrammaticalrules.Withregardtoquestion4,74%ofstudentspreferredtolettheteacherconcludethegrammaticalrules.Concerningquestion5,only30%ofthestudentswouldliketocompletethetasksarrangedbytheteacherwiththeirownthoughtsandefforts.Only33%ofthestudentsinCCthoughtcompletingvarioustaskswaseasiertolearngrammarthanmemorizingthegrammaticalrulesinthebookregardingquestion6.Fromthedataaboutquestion7,itcanbeseenthatonly17%ofthestudentslikedtheEnglishgrammarteachingmodebytheteacher,thatis,thePPPteachingapproach.Thedataofthelastquestionindicatedthatonly24%ofthestudentshadmoreconfidenceinEnglishgrammarlearningaftertheexperiment.36 Chapter5ResultsandDiscussionTable5.7ResultsoftheQuestionnaireinECQuestionsStronglyagreeAgreeUncertainDisagreeStronglydisagreeNPNPNPNPNP148791016350000240661423122346347352325412744412353523383150534562032122347629472846231212737602033122312836592033232312Pleasenote:N=thenumberofstudents,P=PercentageFromthetable5.7,itcanbeseenthat95%ofthestudentsinECthoughtgrammarplayedanimportantroleinEnglishlearning,whichwassimilartotheopinionsofthestudentsinCC.ComparedwiththeCC,moststudentsofECthoughtEnglishgrammarlearningwasveryinteresting.Andonly12%ofthestudentsinECwerefondofmemorizinggrammaticalrulestolearngrammar.Besides,only7%ofthestudentslikedlettingtheteachertosummarizethegrammaticalrules.Asforquestion5,88%ofstudentsinECwerefondoffinishingthetasksgivenbytheteacherbythemselves.Asregardsquestion6,itcouldbeseenthat93%ofstudentsinECthoughtitwaseasiertolearngrammarthroughcompletingkindsoftaskscomparedwithrecitinggrammaticalrules.Thedataofquestion7indicatedthatmoststudentsacceptedtheteacher’swayofEnglishgrammarlearning.Andthedataofthelastquestiondemonstratedthat92%ofthestudentsweremoreconfidentinlearningEnglishgrammar.5.2.2DiscussionoftheResultsofQuestionnaireAfterthedataanalysesoftheresultsofquestionnaire,therestillexistsomeproblemsthatneedtobediscussed.ThedetailedcontentsareshownasfollowsbasedontheanalysesofthedataoftheCCandEC:Accordingtothedataofthequestion1and2,itcanbeseenthatmoststudentsofCCandECall37 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsadmittedtheimportanceofEnglishgrammar.However,comparedwiththecontrolclass,studentsintheexperimentalclassshowedmoreinterestinEnglishgrammarlearning,whichmeantthatstudentsoftheexperimentalclassdidnotthinkthatgrammarlearningwasverydifficulttolearnandtheywerewillingtolearn.Basedonthedataofquestion3to6,itshowsthatstudentsofthecontrolclasswouldratherlearngrammarbyrecitinggrammaticalrulesandthesegrammaticalruleswereusuallyconcludedbytheteacher.Instead,studentsoftheexperimentalclasspreferredtolearngrammarbycompletingvarioustasksandtheyusuallydependedonthemselvestolearngrammarratherthantheteacher.Inadditiontothedataofquestion7,itcanbeknownthatmoststudentsofthecontrolclassdidnotliketheircurrentEnglishgrammarteachingapproach,thatis,thePPPteachingapproach,butamajorityofstudentsoftheexperimentalclasswerefondoftheirpresentteachingmethod,thatis,thetask-basedapproach.Theseshowedthatthetask-basedapproachweremorepopularamongstudentswhentheylearnedEnglishgrammar.Asforthelastquestion,bycomparingthedataofcontrolclassandtheexperimentalclass,itshowedthatthetask-basedapproachcouldenhancestudents’confidencebetterthanthePPPapproach.38 Chapter6ConclusionChapter6Conclusion6.1MajorFindingsThisresearch,throughtheanalysesofgrammarteachingandrelatedtheoriesabouttask-basedapproach,usedtheteachingexperimentresearchandquestionnairetoverifytheeffectivenessoftask-basedapproachinEnglishgrammarteaching.Basedonthedataofthetestsandquestionnaire,themajorfindingscouldbesummarizedasfollows:First,comparedwiththetraditional3papproach,thetask-basedapproachwasmoreeffectiveinimprovingstudents’grammaticallevel,whichcouldbeseenfromtheresultsbeforeandafterthetest.Theaveragescoreoftheexperimentclasswasbetterthatthatofthecontrolclass.Second,itcouldbeseenfromtheresultsofthequestionnairethatstudentslikedtolearngrammarinawayofgroupactivities,andtask-basedapproachjustprovidedsuchopportunitiesforthem,therefore,students’enthusiasmoftakingpartintheclassroomactivitiesincreased.Intheprocessoftask-basedgrammarteaching,studentscoulddiscusswitheachotherandgetthetimelyhelpfromothergroupmembersandthenexpressedthemselves.Third,task-basedapproachprovidedanewwayofteachinggrammar,andinthisprocessstudentscouldconcludethegrammaticalrulesthroughtheirobservation,andthiscouldmakestudentshaveadeepimpressiononthenewgrammaritem.Inconclusion,thefindingsshowedthattask-basedgrammarteachingwasmoreeffectivecomparedwiththetraditionalPPPapproach.Thetask-basedapproachcouldmakestudentsincreasetheirinterestandmotivationingrammarteaching.6.2PedagogicalImplicationsIntheforeignlanguageclassroomfullof“changinginteraction”,studentshavebeeninthepositive,active,andvariableactivitiesfromtheacceptanceofthetask,thepreparationofthetask,theimplementationofthetask,thereportofthetasktotheanalysisofthetask.Withmoreactivities,studentscangetmorecomprehensibleinputandthentheywillacquiremore.Aroundacertaintopic,studentsconstantlyaskquestions,analyzeproblems,andsolveproblems,nottoseekfortheprescribedandtheonlyrightoneanswerbutlayemphasisonthethinkingstrategiesandavarietyofpossibleexplanationsinvolvedintheprocessofsolvingtheproblems.Conclusionisopenanddevelopingratherthanstaticandclosed.Achallengingandarguablequestionoftencanstimulatestudents’creativeandunusualthinking39 AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolssparksandinspirethemtofinishcreativedesignandactivities.Inconstantchallenge,stimulusandmotivation,students’creativethinkingandconsciousnesshasbeengraduallydevelopedandimproved,andtheyhavedevelopedintoagoodhabit.However,teachersshouldpayattentiontothefollowingseveralproblemsintheprocessofpractice:(a)therelationshipbetweendoingandlearningLearningbydoingorusinglanguagetodothingsisthecoreofthetask-basedteaching,whichincludestwoaspects,thatis,doingandlearning.Learningisthepremiseanddoingisthegoal,andlearningistodothings,therefore,itcanbesaidthattheyareindispensablewitheachother.Onlypayingattentiontolearningneglectingdoingresultsinlearningforlearning,whichstillbelongstothetraditionalteachingmode;merelylayingemphasisondoingignoringlearningleadstodoingfordoing,whichneglectstheteachingdemands.Therefore,whendesigningtheteachingtasks,teachersshouldpayattentiontohowtocorrectlyhandletherelationshipbetweenthetwo.(b)therelationshipbetweenwhatstudentswouldliketodoandwhattheyshoulddoAnalyzingthestudents’needsisthepremiseandfoundationofthetaskdesign,butstudents’needsdoesnotonlyincludetheirownneeds,butalsothesociety’srequirementsforthem.Theformermainlyreferstothestudents’personalityneeds,suchastheirinterestsandhobbies;thelatterindicatesstudents’commonneeds,suchasteachingobjectivesandrequirements.Whendesigningtasks,teachersmustconsiderthetwokindsofneeds,fullyunderstandwhatstudentswanttodo,whattheycando,andwhattheyshoulddo,orourclassroomteachingwillgototwoextremes:oneextremeisthatifteachersalwaysmeetthestudents’personalityneeds,theclassroomteachingwillbecomelooseandinefficientwithouthavingaims;anotheristhatifteachersonlypayattentiontostudents’commonneeds,theclassroomteachingwillreturntothetraditionalmodeagainusingoneteachingaimtorequireallstudents.(3)thegraspofdifficultylevelofthetaskTeachersshouldtakethedifficultylevelofthetaskintoaccountwhendesigningthetask.Teachersshouldcarefullydesignthelengthoftheinputmaterial,thedensityandredundancyoftheinformation,thenumberofthelowfrequencywords,thestructureofinformationarrangements,thelayoutofthearticle,alongwiththearticle’sgenre,etc.Andatthesametime,teachersalsohavetoconsidertowhatdegreestudentsunderstandthebackgroundknowledge,thestudents’confidence,learningmotivationandtheirformerlearningexperience,etc.Itisdifficulttograspthedifficultylevelofthetaskdesign,anddifficultto40 Chapter6Conclusioncontrolthesystemandcontinuityofthetask.Whatmentionedaboveneedsteacherstoconstantlyoptimizeandperfectintheprocessofteaching.(d)thechangeofteachingconceptCompletingalargelearningtaskrequiresalotofclassroomtime,butinthesameandlimitedtime,studentscanmakemoreprogressifgivenanotherteachingmethod,whichmayinfluencesometeachers’attitudesaboutthetask-basedteachingmethod.Therefore,howteachersupdatetheirteachingconcept,properlyarrangetheteachingprogress,andexactlydealwiththerelationshipbetweenabilitycultivationandtestscoresareallproblemsworthyofbeingdiscussed.6.3LimitationsoftheResearchItisthefirsttimefortheresearchertodothiskindofresearchnearlyhavingnorelatedexperience.Althoughbeforedoingthisresearchtheresearcherhasdonesomereadingaboutrelatedliterature,thereisnodenythattherestillexistssomelimitations.Thelimitationsofthisresearchareshownasfollows.First,theexperimentalsampleistoosmall.ThisresearchjustchosetwoparallelclassesofSenior1,andthetotalnumberwas124,andwhat’smore,theresearcherdidnotcarryoutlongitudinalresearchontask-basedgrammarteaching.Second,becauseoftime’slimit,theresearchercouldnothavealotofclasshourstodesigneverygrammaritemandthencarriedoutanexperiment.Asfarastheeffectofexperimentconcerned,therearestillsomeshortcomings.Therefore,itisstillnecessarytofurtherfindouthowtomakeupfortheshortcomingscausedbytimeandtheselectionofgrammaritems.Third,therearesomefactorsdifficulttomasteratthetimeofthedesignoftasks,suchasthelevelofdifficultyoftasks,thecohesionandcontinuityoftasks,etc.Theseallneedtofurtherdiscussedlater.6.4SuggestionsThereexistsomesuggestionsforresearchersandteacherswhofeelinterestedintask-basedEnglishgrammarteaching.First,theexperimentalsampleshouldbeenlarged,andstudentsfromothertypesofschoolcanalsoactasresearchsubjects.Second,thelongitudinalresearchontask-basedteachingdesignshouldbecarriedout.Finally,furtherresearchonconcreteoperationstrategiesofeachstageoftask-basedgrammarteachingdesignmodeshouldbedone.41 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AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsWillis,J.(1996).AFrameworkforTask-basedLearning[M].London:Longman.Yalden,J.(2001).PrinciplesofCourseDesignforLanguageTeaching[M].Shanghai:ShanghaiForeignLanguageEducationPress.YuleG.(2002).ExplainingEnglishGrammar[M].Shanghai:ShanghaiForeignLanguageEducationPress,2-20.陈敏，2010，任务型教学在高职英语专业语法教学中的应用[MA]，华中师范大学。程可拉，2006，任务型外语学习研究[M]，广州：广东高等教育出版社。程晓堂，2004，任务型语言教学[M]，北京：高等教育出版社。杜爱玲，2011，英语教学实施任务型教学要注意的几个问题[J]，教育探索，（3）：65-66。龚亚夫、罗少茜，2003，任务型语言教学[M]，北京：人民教育出版社。蒋景阳，2006，外语课堂交际活动研究[M]，杭州：浙江大学出版社。李箭，2011，中小学英语课堂“伪任务型教学”的形式化问题[J]，教学与管理，（18）：97-98。温伟娟，2001，语法教学中运用任务教学法的实验报告[J]，国外外语教学，（4）。刘瑞琴，2011，任务型语言教学的目标和评价[J]，教学与管理，（6）：115-116.刘芸，2011，高中英语课堂实施任务型语法教学研究[MA]，上海师范大学。卢莉，2002，初中英语任务型教学实验研究[J]，中小学外语教学，（3）：6-11。鲁子问，2003，中小学英语真实任务教法实践论[M]，北京：外语教学与研究出版社。吕京，2010，英语任务型教学法的有效实施[J]，中国教育学刊，（6)：53-55。宋秀平，2007，第二语言习得输入处理语法教学理论[J]，中州大学学报，（24）：4。沈瑛，2004，新课程中语法教学的定位和策略[J]，中小学外语教学，（8）：1-4。吴艳，2005，任务型教学在中学英语课堂教学中的应用[J]，基础英语教育，7（4）：58-60。夏纪梅，1998，“难题教学法”与“任务教学法”的理论依据及其模式比较[J]，外语界，34（4）：34-40。尹丽娟，2004，个案分析：任务型语言学习模式[J]，山东师范大学外国语学院学报（基础英语教育），6（4）：31-33。魏永红，2004，任务型外语教学研究：认知心理学视角[M]，上海：华东师范大学出版社。吴旭东，1997，外语学习任务难易度确定原则[J]，现代外语，（3）：34-43。周亚君，2008，中学英语任务型教学实施现状调查与分析[MA]，华东师范大学。中华人民共和国教育部，2001，普通高中英语课程标准（实验稿），北京：北京师范大学出版社。viii AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsAppendixIThePre-testPaperofGrammar一、词型检测(根据括号内提示完成句子)(每题2分,共30分)1.Withthe(develop)ofthescience,thecomputerhasbeenmorewidelyusedindifferentfields.2.(globe)warmingistheincreaseintheaveragetemperatureoftheEarth"snear-surfaceairandoceans.3.Look!TheGreens(play)gamestogetherinthepark.Whatahappyfamily!4.Whynotconsider(do)itinanotherway?Maybeyou’llsucceed.5.Drivingafterdrinkingwine(notallow)inChina.6.WiththeapproachoftheSpringFestival,allshopsinthecitybecome(crowd).7.Yesterdaywewrotethemanageraletter(concern)thebusinessarrangement.8.Iamafraidyouhavenotunderstandthe(urge)ofthematter.9.Politically,thetwonationsbothbelievein(equal)beforethelaw.10.Millielivesonahealthydiet.She(很少)hassweetsnacks.11.Stephenwas(忙碌的)withthereportongiantpandaslastweek.12.Madeefeltproudwhenshe(升起)thenationalflagintheplaygroundthisMonday.13.Theyoungman"sdreamofbecomingapilotfinally(实现).14.Itseemsthatnobodyknowshowthebuilding(着火).15.Thepeopleneverknewthat(砍伐)thetreeswouldcauseaseriousproblem.二、语法单项选择(每题2分，共30分)1.TompromisedtobuyMP4hissister.A.a;forB.the;asC.an;asD.an;for2.Theweatherhashotandhumidlikethisforalmostoneweek.A.becomeB.feltC.stayedD.looked3.Damagebeforewecoulddoanything.A.haddoneB.doneC.todoD.hadbeendone4.Howareyoufeelingnow?Youseemacold.A.tocatchB.tobecatchingC.tohavecaughtD.catching5.importantitis!Itwillhelpmealot.A.How;adviceB.What;adviceC.Whatan;adviceD.How;advicesix AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools6.Thebankisreportedinthelocalnewspaperintolastnight.A.tobreakB.tobebreakingC.tohavebrokenD.tohavebeenbroken7.Noonewouldlikefunofinpublic.A.tomakeB.tobemadeC.tohavemadeD.making8.Teenagersshouldbeencouragedtogoandbeclosetonature.A.insideB.backC.outsideD.off9.Thesafetyoffoodhasbecomeoneoftheproblemsinourdailylife.A.moreexpensiveB.moreimportantC.mostexpensiveD.mostimportant10.Whichpancakeisofthethree?A.deliciousB.moredeliciousC.mostdeliciousD.themostdelicious11.Ididn’tgotobedmymothercamebackhomelastnight.A.sinceB.untilC.when12.You’dbetterdriveyourcar.Itwouldbesafer.A.morequicklyB.moreslowlyC.asfarasyoucan13.Theroomisbigenoughfor20people.A.livingB.toliveinC.tolive14.Look!ThepassengerinfrontofyougameswithhisHTCOneM8.A.isplayingB.areplayingC.wereplaying15.----I’mreallytired.Ihavetostoprunning.----,Jim.Youcanmakeit.A.ComeonB.TakecareC.HavefunD.Goodluck三、完成句子：(每题2分,共24分)1.Thetwinbrothersalwayskeep(argue)aboutwhatTVprogrammestowatch.2.Itiseasyforlocalpeople(choose)variousgoodsinSunnysideShoppingMall.3.Themantogetherwithhiswifeandchildren(be)sittingonthesofawatchingTV.4.Thecommittee(consist)offivemembers.5.Hedidnotdonothingbut(stay)athomereadingyesterdaymorning.6.Hestilllivesinthehousethewindowfacessouth.7.Haveyouaskedhimthereasonmayexplainhismistake?x AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools8.Onlybychangingthewaywebeabletosavetheearth.9.HeisthemanIsawyesterdayattheschoolgate.10.Wealltriedourbest,welostthegame.11.MotherisbusypreparingforChristmaswearepackinggifts.12.heisachild,heknowsalotaboutwritingskills.四、语法知识运用(语法填空):(每个空2分,共16分)Holdingdoorsopenforpeoplebehindyou,pickinguplater,thankingpeople....Theseactsofkindnessseemvery1.ButstudentsatJamesMiddleSchoolknowthatsuchsmallactsmaketheworldabetterplace.English-gendersfromJamesMiddleSchool,tookpartintheRandomActsofKindnessWeek2March31toApril4.Duringtheweek,theytriedtheirbesttodokindsforothers.CelesteMurray,anEnglishteacherattheschool,startedtheactivity.Sinceshewaslittle,shehasalwaystriedtodosmallactsofkindnessinherdailylife.“Ibelievetheworldis3bysmallthings,”shetoldthenewspaperTheDailyTimes.Overtheweek,tohersurprise,Murrayalso4greatchangesinherclass.Beforethat,shealwaysneededtoaskher5totopushthechairsinorturnoffthelightsbeforetheyhavetheclassroom.Now,thestudentsdothesethingsby6.“Theteachershavealotofwork,”saidJordon,oneofMurray’sstudents.Helearnedtocareaboutothers.Eliza,7student,gaveoutmorepraises(赞扬）toothers.“Itmakesthemfeelhappyandsuccessful,”shesaid.Theactivitymadestudentsfeelthattheycanmakeadifference.Haileydecidestocontinuetodoatleastoneactofkindnesseveryweek,8busysheis.Shebelievesthatheractscouldencourageothers.xi AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsAppendixIIThePost-testPaperofGrammar一、词型检测(根据括号内提示完成句子):(每题1分,共10分)1.Childhoodexperiencesoftenplayanimportantrolein(shape)one’scharacter.2.(provide)thatyouhavethemoneyinyouraccount,youcanwithdraw(提取)upto$100aday.3.Hewasnotoriousforhisviolentand_____(threaten)behavior.4.She’sjusthadanarticle(publish)inamagazine.5.Influenzaisan(infect)disease.6.Withtheboy(lead)theway,wehadnotroubleinfindingthehouseinthewoods.7.Whenapersonisangry,hemaybe(aggression).8.Hereceivedaletterwithnostamp(stick)ontheenvelope.9.(fortune)nevercomesingle.10.Hethankedthemfortheextraordinary(generous)theyhadshown.二、语法单项选择(每个2分,共30分)1.Haveyouseenthemanplanweweretalkingaboutyesterday?A.GetB.RemainC.LeaveD.Send2.Themancoatisblackiswaitingatthegate.A.Who’sB.whoseC.thatD.ofwhich3.Thisisthecasehe’shadallhismoneystolen.A.whenB.whereC.thatD.Onwhich4.Withallthework,theoldmanfelthappyandrelaxed.A.tofinishB.tobefinishedC.finishingD.finished5.IhopethatthelittleIhavebeenabletododoesgoodtothemall.A.whichB.whereC.whenD.what6.Ilikethesecondfootballmatchwasheldlastweek.A.whichB.whoC.thatD./7.—Yourjobopenforyourreturn.—Thanks.A.willbekeptB.willkeepC.hadkeptD.hadbeenkept8.Ihavetoldyouthetruth.Ikeeprepeatingit?A.MustB.CanC.MayD.Willxii AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools9.---We’vespenttoomuchmoneyrecently.well,itisn"tsurprising.OurfriendandrelativesaroundallthetimeA.arecomingB.hadcomeC.werecomingD.havebeencoming10.Wearelivinginaperiodmanythingsaredoneeasily.A.thatB.whichC.whenD.what11.Ithroughthatbitterperiodwithoutyourgeneroushelp.A.couldn’thavegoneB.didnotgoC.wouldn’tgoD.hadn’tgone12.youmayhave,youshouldgatheryourcouragetofacethechallenge.A.HoweveraseriousproblemB.WhataseriousproblemC.HoweverseriousaproblemD.Whatseriousaproblem13.Isthisthereasonyouareinfavoroftheproposal?A.whichB.whatC.whyD.forthat14.Ihavealotofreadingsbeforetheendofthisterm.A.completingB.tocompleteCcompletedD.beingcompleted15.---Donotforgettocometomybirthdaypartytomorrow.---.A.Yes,IwillnotB.No,IwillnotC.No.IwillD.Yes,Iwill三、完成句子:(每题2分,共30分)1.KeepQuiet!Animportantmeeting(hold)inthenextroom.2.Heisn’there.He(miss)thetrain.3.Maryrealizedshe(makefunof).4.(what)youdo,I"llnotforgiveyou.5.Hecannotchoosebut(follow)theteacher.6.faritis,Iintendtodrivetheretoday.7.Didyouwatchthebasketballmatchyesterday?Yes,Idid.Youknow,mybrotherinthematch.8.Themistakesintheexerciseswill(cross)theteacher.9.Childhewas,hebegantoteachhimselfEnglish.xiii AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchools10.Allthehomework(finish)beforethekidswenttobed.11.He(catch)the9:20trainbecausehedidnotleavehometill9:25.12.She,slate.Something(happen)toher.13.Thewetweatherwillcontinuetomorrowwhenacoldfront(expect)toarrive.14.TraditionalfolkartsofTianjinlikepapercutting(exhibit)atthecultureshowofthe2010ShanghaiWorldExpo.15.Thankyouforallyourhardworklastweek.Idonotthinkwe(manage)itwithoutyou.四、语法知识运用(语法填空):(每个空2分,共30分)Theadobedwellings(土坯房)1(build)bythePuebloIndiansoftheAmericanSouthwestareadmiredbyeven2mostmodernofarchitectsandengineers.Inadditionstotheirsimplebeauty,whatmakestheadobedwellingsadmirableistheir3(able)to“aircondition”ahousewithout4(use)electricequipment.Wallsmadeofadobetakeinintheheatfromthesunonhotdaysandgiveoutthatheat5(slow)duringcoolnights,thuswarmingthehouse.Whenanewdaybreaks,thewallshavegivenuptheirheatandarenowcoldenoughenough6(cool)thehouseduringthehotday;7thesametime,theywarmupagainforthenight.Thiscycle8(go)dayafterday:Thewallswarmupduringthedayandcooloffduringthenightandarethusalwaysatimelyoffset(抵消）fortheoutsidetemperatures.As9(nature)architects,thePuebloIndiansfiguresoutexactly10thicktheadobewallsneededtomakethecycleworkononmostdays.xiv AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsAppendixIII:QuestionnaireaboutStudents’EnglishGrammarLearning英语语法学习情况的调查问卷各位亲爱的同学，你们好：这是一份关于英语语法学习情况的调查问卷，本问卷采取不记名的形式进行，问卷中的每一个问题的答案都没有对错优劣之分而且你们的意见也仅供科学研究使用，请务必根据自己的实际情况和真实感受来回答每一个问题，在相应的选项上做出标记。谢谢您的合作！1.我认为语法在中学英语学习中占有重要地位。A.完全同意B.同意C.既不同意也不反对D.不同意E.完全不同意2.我认为英语语法课非常有趣。A.完全同意B.同意C.既不同意也不反对D.不同意E.完全不同意3.我喜欢通过背诵记忆语法规则来学习语法。A.完全同意B.同意C.既不同意也不反对D.不同意E.完全不同意4.我喜欢教师归纳总结出语法规律而不是自己主动去发现。A.完全同意B.同意C.既不同意也不反对D.不同意E.完全不同意5.我喜欢通过自身的思考和努力去完成教师布置的一些任务。A.完全同意B.同意C.既不同意也不反对D.不同意E.完全不同意6.我认为通过完成各种任务比背诵语法书上面的语法规则更容易学习语法。A.完全同意B.同意C.既不同意也不反对D.不同意E.完全不同意7.我非常容易接受教师在班上采用的英语语法教学模式。A.完全同意B.同意C.既不同意也不反对D.不同意E.完全不同意8.我现在更有信心能够学好英语语法。A.完全同意B.同意C.既不同意也不反对D.不同意E.完全不同意xv AResearchontheApplicationofTask-basedApproachtoEnglishGrammarTeachinginSeniorHighSchoolsAcknowledgementsFirstofall,IwanttothankmysupervisorAssociateProfessorXueXiaomei.Intheprocessofwriting,thatis,selectingthetitle,beginningtowrite,modifications,andfinalization,shewasalwayscarefultopointoutmyquestionsandoffervaluablesuggestions.Becauseofherguidanceandhelp,Icouldsuccessfullyfinishthethesisandavoidmeetingmoredifficulties.Inthemeantime,Ihavemadeprogressintheory.Second,mygratitudeshouldbegiventomyteacherswhohavetaughtmealotduringmyyearsofpost-graduatestudy.Whattheyhavetaughtmehelpsmealotintheprocessofmywriting,anditwillbeconducivetomylearningandworkinthefuture.Besides,Iwanttospeciallythankmyfriendsandstudents.Withouttheirhelp,Icouldnothavefinishedmyexperiment.Finally,Imustthankmyfamily.Intheprocessofmywriting,theygavemealotofencouragementandsupportinmaterialandspirit,whichencouragedmetofinishthethesis.xvi