体验式教学在初中英语语法教学中的实证性研究 63页

，＇窗．．亦扣户；賓辦：誤苗雜猶辨吟＾．．．＇＇，－．－．？－ｖ＇罐矜，茄續籌德：＞／＞燕，妾這．＞．．．’－．＇、．．＇－．？、＇、－．＇：．、．’＇－：Ｊ一、．二Ｓ．，乃．Ｖ．、心备、＜兮中、公：勺：＇．、六－二请Ｖ，；．，４邀洩或碱譯’１６５：件；分类号；＾？学校代码：１０：；二尘；與．／真皆马，’；＇．：－产爲．．，Ｖ．＇－＇－＇‘、＊：．ｚ密级：祭巧（ｉ学号；２０１４１２８０１１巧餐＾产￣＾：—？扭班话券？—Ｖ一’’■＇；巧苗■，疋．占；一：．．．＇气妃蹲違家師裝乂學＞１１教育硕±专业学位论文喔＾’瞻懼馨議－Ｊｉ每Ｖｒ体验式教学在初中英语语法教学中的实证胃性研究戀轉、乂Ｓｔ：ｕｄｙｏｆ化ｅＡｐｌｉｃａ村ｏｎｏｆＥｘｐｅｒｉｅｎ村ａｌ寅ｐ観ＴｅａｃｈｉｎｉｎＥｎｌｉｓｈＧｒａｍｍａｒＣｌａｓｓｅｓｏｆｇｇ化ｎｉｏｒＭｉｄｄｌｅＳｃｈｏｏｌ巧讀、．一戀霉扇命．苗著’＂－：作者姓名：孟楠楠韓瑪巧．這苗复－－．ｉ．专业方向＾ｍｗＴｗｗｖ：，，‘爸？Ｓｉ三导师姓名：解芳副教授记／緯ｆ一？一一－长：巧‘＞乃：．＇在疋巧‘，交．．＇二，片與片皆令诚，為式藏淡．节－；、．－．忠属韓：晏京兹皆讀链玄：２０１０６衝６年月：這．；；．歡專：；，皆巧徐；群怨．．护．鸣人．请＞？：公；恣．滋装；碱１Ｔ紛％捐參＾－＇＊＇．：；：；；－．：巧：々；祭；１＞？ｆｆ野宾；谤 分类号：学校代码：10165密级：学号：201412801137教育硕士专业学位论文体验式教学在初中英语语法教学中的实证性研究AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchool作者姓名：孟楠楠专业方向：学科教学（英语）导师姓名：解芳副教授2016年06月 AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolMengNannanAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2016 学位论文独创性声明。本人承诺：所呈交的学位论文是本人在导师指导下所取得的研究成果论文中除特别加Ｗ标注和致谢的地方外，不包含他人和其他机构已经撰写或发表过的研究成果，其他同志的研究成果对本人的启示和所提供的帮助，均己在论文中做了明确的声明并表示谢意。学位论文倘签屯秘积学位论文版权的使用授权书？本学位论文作者完全了解还宁师范大学有关保留、使用学位论文的规定，及学校有。权保留并向国家有关部口或机构送交复印件或磁盘，允许论文被查阅和借阅本文授权レレ迁宁师范大学，可ッ将学位论文的全部或部分内容编入有关数据库并进行检索，可ッ采用影印，、缩印或扫描等复制手段保存、汇编学位论文并且本人电子文档的内容和纸质一论文的内容相致。保密的学位论文在解密后使用本授权书。：学位论文作者签名：指导教师签名．．．东橋祇．解束签名曰期：＞如／年／月７曰 AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchool摘要英语语法一直是初中英语教学的重点和难点，传统的语法教学模式使学生丧失了学习的热情和参与的积极性，从而阻碍了学生英语学习水平的提高。本文基于初中英语语法的重要性和英语语法教学改革的迫切性，提出了体验式语法教学模式。体验式语法教学主张“以学生为中心”、“以任务为基础”、让学生通过“具体体验”来发现语言的使用原则并应用到实际语言交流中。它强调以学生为主体，以情境教学为原则，通过设计形式与意义相结合的语言活动，让学生感知语言，通过思考、分析和归纳，发现语法规律，并在足够的语境支持下反复再现语法现象。体验式英语语法教学体现了新课程标准中的“发现探究、实践运用、任务型活动、自主学习、合作学习”等新理念。因此，本文提出了3个具体的研究问题：（1）体验式教学在哪些方面能够提升初中生英语语法学习的兴趣？（2）体验式教学如何提高初中生英语语法的学习？（3）为什么体验式教学法能够有效促进初中生的语法学习？作者以鞍山市某中学8年级两个班的60名学生为研究对象，进行了为期16周的教学实验。研究工具为问卷调查、考试测验和访谈，实验得出的相关数据用SPSS软件进行统计分析。研究结果表明，体验式英语语法教学在很大程度上激发了初中生语法学习的兴趣并且提高了初中生语法的综合运用能力，让学生在自主学习和合作交流中体会到了体验式语法教学的魅力。体验式语法教学模式弥补了传统语法教学模式的不足，对以后的初中英语语法教学实践有一定的启示意义。关键词：初中英语语法；体验式教学；建构主义；人本主义-I- 辽宁师范大学硕士学位论文AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolAbstractEnglishgrammarisalwaystheemphasisanddifficultyofEnglishteachinginjuniormiddleschool.Thetraditionalgrammarteachinghasmadethestudentslosethelearningenthusiasmandparticipationinitiative,whichhinderstheimprovementofstudents"Englishlevel.BasedontheimportanceandtheurgencyofthereformonEnglishgrammarinjuniormiddleschool,thisthesisproposestheexperientialteachingmode.Experientialgrammarteachingtakesstudentsasthecenterandthetaskasthefoundation,whichletsthestudentsdiscovertheprinciplesofusingEnglishthroughtheconcreteexperienceandapplytherulestoEnglishcommunication.ExperientialEnglishgrammarteaching,whichtakessituationalteachingastheprinciple,makesstudentsperceivelanguagebydesigninglanguageactivitiesofcombiningtheformandthemeaningsothatthestudentscandiscovergrammarrulesbythinking,analyzingandinduction.Grammaticalphenomenoncanalsoberecurredrepeatedlyintheadequatecontextualsupport.Experientialgrammarteachingreflectsthenewideasofdiscoveryandexploration,practiceandapplication,task-basedactivities,autonomouslearningandcooperativelearninginthenewcurriculumstandards.Therefore,thethesisputsforwardthreespecificresearchquestions,asfollows:(1)Inwhatway(s)canexperientialteachingenhancestudents"interestsinlearningEnglishgrammar?(2)Howdoesexperientialteachinghelptoimprovestudents’Englishgrammarstudy?(3)Whyisthisteachingapproachsoeffectiveinstudents’grammarlearning?Theauthorselects60studentsofthetwoclassesinGrade8ofajuniormiddleschoolinAnshanastheresearchsubjectsfor16-weekteachingexperiment.Theresearchinstrumentsarequestionnaires,testsandinterview.TherelevantdatawillbeanalyzedstatisticallybyusingSPSSsoftware.Theresultsoftheresearchwillconfirmthatexperientialgrammarteachinghaslargelystimulatedgrammarlearninginterestofjuniormiddleschoolstudentsand-II- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolimprovedtheircomprehensiveabilitytoapplygrammar.Thestudentshaveexperiencedtheglamourofexperientialgrammarteachingintheautonomouslearningandcollaborativecommunication.Thisteachingapproachcanmakeupforthedeficiencyofthetraditionalgrammarteaching,whichhascertainimplicationsignificancetoEnglishgrammarteachingpracticeofjuniormiddleschoolinfuture.KeyWords:Englishgrammarofjuniormiddleschool;Experientialteaching;Constructivism;Humanism-III- 辽宁师范大学硕士学位论文Contents摘要.............................................................IAbstract............................................................................................................................II1Introduction...............................................................................................................11.1BackgroundoftheStudy................................................................11.2SignificanceoftheStudy....................................................................................21.3Layoutofthethesis.............................................................................................32LiteratureReview......................................................................................................42.1OverviewofExperientialTeaching...................................................................42.1.1TheDefinitionandtheCharacteristicsofExperientialTeaching...........42.1.2TheDevelopmentofExperientialTeachingTheoryAbroad...................52.1.3TheReviewofExperientialTeachingatHome………….......................62.2PreviousStudiesoftheEnglishGrammarTeachingatHomeandAbroad......72.2.1ExplicitGrammarTeaching.....................................................................72.2.2ImplicitGrammarTeaching.....................................................................82.2.3NaturalGrammarTeaching.....................................................................82.3TheTheoreticalFoundations............................................................................92.3.1Constructivism........................................................................................92.3.2Humanism.............................................................................................103ResearchDesign.......................................................................................................123.1ResearchQuestions........................................................................................123.2Subjects..........................................................................................................123.3Instruments....................................................................................................123.3.1Questionnaires…………………………………….……………........123.3.2Pre-TestandPost-Test…………………………………….................133.3.3Interview……………………………….………………………….…143.4TheProcedureoftheResearch.....................................................................144ResultsandDiscussionofDataAnalysis...............................................................244.1TheAnalysisandDiscussionoftheQuestionnaires.........................244.2TheAnalysisandDiscussionoftheTests....................................................264.3TheAnalysisandDiscussionoftheInterview..............................................285Conclusion................................................................................................................30-IV- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchool5.1MajorFindings.............................................................................................305.2ImplicationsoftheStudy..............................................................................315.3LimitationsoftheStudy...............................................................................315.4SuggestionsforFutureStudy.......................................................................32References.......................................................................................................................33AppendixA....................................................................................................................35AppendixB....................................................................................................................37AppendixC....................................................................................................................40AppendixD....................................................................................................................46AppendixE....................................................................................................................53Acknowledgements.........................................................................................................54-V- 辽宁师范大学硕士学位论文1IntroductionThischapterintroducesthebackgroundofthestudy,thesignificanceofthestudyandanalyzesthenecessityofapplyingexperientialgrammarteaching.Finally,theauthorlaysoutthestructureofthethesisinordertoofferreadersanoutline.1.1BackgroundoftheStudyEnglishgrammarplaysaveryimportantroleinstudents’Englishlearningofjuniormiddleschool.Wilkins(1972),afamousBritishlinguist,hassaid“Withoutgrammarlittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”Thesystematicframeworkofgrammarknowledgeenablesstudentstounderstandandcommunicatecorrectly.GrammarteachingisanimportantpartofEnglishteachinginjuniormiddleschoolanditisamaincluethroughtheBasicEnglishteaching.However,underthenewcurriculumideas,howtocarryoutthegrammarteachingbetterisadifficultproblempuzzlingmanyteachersofjuniormiddleschool.Traditionalgrammarteachingmodeisthattheteacherexplainedandimpartedgrammarknowledgefirst,andthenletstudentstomemorizecorrespondingrulesofgrammarmechanically.Next,theteachersconsolidateanddeepenthegrammarknowledgethatthestudentshavelearnedbyaseriesofexercises.Thisteachingmethodnotonlymakesthegrammarbecomeabstractandobscure,butalsoenablesthestudentstolosethelearningenthusiasmandactiveparticipation.Itisclearthattherearealotofproblemsexistingingrammarteachingofjuniormiddleschool,asfollows:Firstly,mostteacherslackscientificunderstandingaboutthestudents"mistakesingrammarcognitionprocess.Studentsmasterthelanguageknowledgeinacertainorderandstage.Afterthestudentsseemtograspthenewlyacquiredknowledgeofgrammar,theywillalsohaveconfusionanderror.Infact,theyareguidedtowardsperfectionbythisprocess.Whattheyhaveexperiencedisaprocessof"grammarinternalization".Secondly,grammarisdivorcedfromthestudents"lifeandthestudents"grammarlearningmotivationisnotstrong.Ingrammarteaching,teachersonlyteachgrammarrulesanddon"tconsiderwhattheconnectionbetweenthegrammarknowledgeandthestudents"life.Itisnottomentionthatteacherscreatesituationstohelpstudentshaveneedsofgrammarlearningandtostimulatestudents"learningmotivation.Thirdly,thegrammarteachingmodeismonotonous.Intraditionalgrammarclass,theteacherisalwaysexplainingrulesandstudentsarealwaysdoingexercises.Teachers-1- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolfeeltiredeasilybecausetheircontinuousexplanations.Moreover,themonotonousformandtheboringcontentmakethestudentsfeelsoboredthattheycannotconcentrateonthegrammarlearning.Consideringaboveproblems,thegrammarteachingrequirementsmustreflectthenewideas:discoveryandexploration,practiceandapplication,task-basedactivities,autonomouslearningandcooperativelearninginthenewcurriculumimplementation.Andexperientialteachingjustletsthestudentsdiscovertheprinciplesofusinglanguagethroughtheconcreteexperienceandapplytherulestotheactuallanguagecommunication.“Tellme,Iwillforget;Showme,Imayremember;Involveme,Iwillunderstand.”ThisEnglishsayingtellsusthedifferentlearningeffectscausedbybothexperientialteachingandtraditionalteaching.Accordingtotheactualneedsoftheresearchonexperientialteaching，thisthesisdiscussesexperientialteachingappliedinEnglishgrammarteachingofjuniormiddleschoolintheoryandpractice,whichwillusethelittletogetthebigforthemorecompleteandsystematicresearchonexperientialEnglishgrammarteachingofjuniormiddleschoolinthefuture.1.2SignificanceoftheStudyInrecentyears,asexperientialteachingisontherise,therearetoomanyresearchesontheexperientialteachingtheoryappliedinEnglishteachingofjuniormiddleschool.However,researchesonthistheoryappliedinEnglishgrammarteachingofjuniormiddleschoolaremuchless.Thisthesisproposestheexperientialteachingmodewhichhaspositivetheoreticalandpracticalsignificancetoimprovethestudents"abilitytousegrammar.Firstly,mythesismainlystudiestheapplicationofexperientialteachingtheoryinEnglishgrammarteachingofjuniormiddleschool,aimingatimprovingthestudents’competenceofapplyinggrammar.Accordingtoaboveproblems,werealizethatthepresentgrammarteachinginjuniormiddleschoolisnotsatisfactory.AlthoughEnglishgrammarteachinghasmatureteachingmodels,suchasexplicitgrammarteaching,implicitgrammarteachingandnaturalgrammarteaching(lexicalapproachtogrammar).However,itistoodifficultfortheteachertostimulatestudents’learninginterestandmotivationbyusingthesemethodsbecausethestudentsarenotinterestedintheboringrulesandcomplextermsofgrammar.Duringthisprocessofgrammarteaching,the-2- 辽宁师范大学硕士学位论文teacheristhecenterandthestudentsplayasupportingrole.Therearemoreactivitiesdesignedforteachers,fewtostudents.Secondly,experientialgrammarteachingencouragesstudentsdiscoverthegrammarrulesbyexperiencingrealsituationsandapplytherulesintotheactualcommunication.Therefore,experientialteachinghasimplicationandreferencevalueonchangingthelearningstyleofstudents.1.3LayoutoftheThesisTherearefivepartsinthisthesis.Thefirstpartisanintroductionaboutbackgroundandsignificanceofthestudy.Parttwopresentstheliteraturereview.Thethirdpartistheresearchdesign.Firstly,theauthorputsforwardtheresearchquestions.Thentheauthorintroducesthesubjectsincluding60studentsandtheinstrumentsmadeupoftwoquestionnaires,twotestsandaninterview.Next,theauthordescribestheresearchprocedureandcollectsthedata.Inpartfour,theauthormakesadiscussionabouttheresultsandanalysisofthestudy.Thelastpartfocusesontheconclusion.Obviously,experientialteachingisbeneficialandfeasibleforEnglishgrammarclassesofjuniormiddleschoolstudents.-3- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchool2LiteratureReviewInthispart,theauthorpresentstheliteraturereview.Firstly,theauthoroutlinestheexperientialteachingincludingdefinitionandcharacteristics.Thedevelopmentabroadandthecurrentsituationathomeofexperientialteachingareillustratedindetails.Secondly,theauthorreviewsthepreviousstudiesonEnglishgrammarteachingathomeandabroad.Thirdly,theauthorreviewsthetheoreticalfoundationsincludingconstructivismandhumanism.Theimplicationsofthetwotheoriesongrammarteachingareillustrated.2.1OverviewofExperientialTeachingExperientialteachingthoughtcanbetracedbacktoSocratesearliestinancientGreecetimes;however,systematicconceptofexperientialeducationisproposedatthebeginningofthe20thcenturybyDewey.Atpresent,experientialteachinghasbeenwidelyusedinwesterneducationandhasbecomeamoreandmorematureteachingapproach.Withthedevelopmentofexperientialteachingabroad,moreandmoreresearchersathomehavecarriedoutthestudyonitinthe1990s.Inthispart,theauthorwilloutlineexperientialteachingandpresentrelatedtheories.2.1.1TheDefinitionandtheCharacteristicsofExperientialTeachingIntheforeignstudy,DeweywhoisAmericanrepresentativeof“pragmatism”teachinghasproposedsystematicconceptofexperientialteachingatthebeginningofthe20thcentury.Heclaimsthatteachersshouldtakestudents,activitiesandexperienceasthecenterofexperientialteaching.AccordingtoKolbandCurette,experientialteachingemphasizesstudents’experienceandrealsituationalactivities.InChina,RuanWenqi(2011)believesthatexperientialteachingfocusesonthestudentsandisbasedonthetask.Thisteachingmethodletsstudentsdiscovertheprinciplesoflanguageusethroughtheconcreteexperienceandstudentscanapplytheprinciplestothepracticalcommunication.Experientialteachingtalksabouttheprocessinwhichteacherscreatesituationalteachingpurposefullyandstimulatestudents"emotionaccordingtotherequirementsofteachingobjectivesandcontents.Duringthisprocess,theteachershouldgivethestudentsnecessaryguidanceandletthestudentsapperceiveandcomprehendtheknowledgepersonally,whichcanbeconfirmedinpractice.Thisteachingmethodenablesthestudenttobeacompletepersonindeedwhoisfreeandindependent,cognitiveandemotional,practicalandcreative(YangYutong,-4- 辽宁师范大学硕士学位论文2006).Accordingtodifferentresearchers’views,wecanconcludefivecharacteristicsaboutexperientialteaching.First,experientialteachingisacommunicativeteachingmodewhichtakesstudentsasthecenterandmainbody.Second,experientialteachingenhancestheinteractionbetweenthesubjectandtheobjectandpromotestheknowledgeconstructionbysimulatingtherealsituation.Third,theteacheristhedesigner,thefacilitator,theguideandtheevaluatorintheexperientialactivities.Fourth,experientialteachingemphasizesstudents"autonomouslearning.Fifth,experientialteachingappliesopen,multi-dimensionalandcomprehensiveevaluationmethod.2.1.2TheDevelopmentofExperientialTeachingTheoryAbroadDuringthestudyabroad,experientialteachingthoughtcanbetracedbacktoSocratesearliestinancientGreecetimes;however,systematicconceptofexperientialeducationisproposedatthebeginningofthe20thcenturybyDeweywhoisAmericanrepresentativeof“pragmatism”teaching.Deweythinksthatthehumanbrainislikeanorgantoproducemeaning,whichwillpursuetheunderstandingofoutsideworldconstantly.Becausealltherealeducationscomefromexperience,theschooleducationshouldtakestudentsinthecenteroftheexperienceandteachersplayacooperativeandinstructiveroleintheexperientialteaching.Deweyadvocateslearningbydoinginempiricismteachingandopposestotaketheteacher,theclassroomandthetextbookasthecenterintraditionalteaching.Heclaimsthatteachersshouldtakestudents,activitiesandexperienceasthecenterofteaching.Theteachingmodel,whichisputforwardbyscholarsKolbandCurette（1980s）,providesatheoreticalbasisforinnovationanddevelopmentofexperientialteachinginfuture.Kolbsummarizesthe4elementsofexperientialteaching.First,thelearnershaveadetailedandspecificexperienceaboutthethingsaroundthemselves.Second,thelearnerssummarize,induceandanalyzetheexperiencebyobservingandreflecting,andthentheydiscusscriticalthinking.Third,thelearnersintegratethethingstheyseeandtheproblemstheyconsiderinlifetoformtheabstractconcepts.Fourth,thelearnersapplythetheoryconcludedtothepracticallifeandtesttheconceptualmeanings-5- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolpractically.TheexperientialteachingmodeproposedbyCuretteiscomposedof6parts.First,perceptionisthebeginningofexperience.Second,thelearnersentertheexperienceformally.Third,thelearnerssharethefeelingsafterexperience.Fourth,thelearnersdiscusstogetherandexchangeexperience.Fifth,thelearnerssummarizetheexperienceaftersharingandcommunicating.Sixth,thelearnerstestandsublimatetheoriesinpracticeaftertheycollectandintegratetheexperience.2.1.3TheReviewofExperientialTeachingatHomeInthedomesticresearch,accordingtotheCNKIretrieval,thereare472thesesaboutexperientialEnglishteachingfrom2000to2014,involvingprimary,secondary,vocationalandundergraduateteaching.Theauthorsummarizesthemasfollows:Firstly,experientialEnglishteachingisappliedinsituationalgamesofprimaryschool.LiShenzhu(2006)takesstudentsastheresearchobjectsandadoptsexperimentalresearchmethods.ThisexperimentshowsthattheexperientialEnglishteachingcanmakestudentsacquireEnglishinthesituationalgamesnaturallyandcanimprovestudents"learninginterestandconfidence.Secondly,experientialEnglishteachingisappliedinclassesofjuniormiddleschoolstudents.WangLei(2007)andZhengWeiling(2009)applyexperientialteachingintheEnglishteachingofjuniormiddleschool.TheresultsshowthattheexperientialteachingiseffectiveintheEnglishteachingofjuniormiddleschool.Itnotonlycanimprovethestudents"interestofEnglishlearning,butalsocancultivateanddevelopthestudents"innovativespiritandpracticalability.Thirdly,experientialEnglishteachingshowsbroadvitalityinhighvocationalbusinessEnglishandtourismEnglishteachingforspecialpurpose.ItisalsoquitepracticalintheaspectsofEnglishspeaking,writingandcross-culturalcommunication.DaiRixin(2010)divides98studentsofnonEnglishMajorsinhighvocationalschoolintoclassesandhasanexperimentalcontrast.HedrawsaconclusionthatexperientialEnglishteachingissuperiortotraditionalteachingmethods.Fourthly,theresearchonexperientialteachinghasbeenwidelyappliedincollegeEnglishteaching,inwhichtheresearchresultsofbusinessEnglish,tourismEnglish,Englishlisteningandspeakingofcollegeandmulti-mediaautonomousteachingarequiteabundant.Theresearchresultsmainlyincludefouraspects.First,theresearchersmaketheoreticalexplorationofexperientialteachingmode(WuZhongjie,2010and-6- 辽宁师范大学硕士学位论文WangHaixiao,2010).Thetheoreticalbackgroundonthephilosophy,psychologyandpedagogyofexperientialteachingarediscussed.Second,theresultsofempiricalresearchonexperientialEnglishteachingshowthatexperientialteachingmodelcanimprovetheeffectofcollegeEnglishteachingandimprovestudents"learninginitiativegreatly.Third,thetheoryandpracticeoflisteningandspeakingteachingbasedonthenetworkplatformandmultimediadiscussthespecificeffectsofthenetworkteachingplatforminexperientialEnglishteaching.Fourth,theevaluationmethodsinexperientialteachingmodedescribethemultipleevaluationswhichhaveimportantsignificancetoexperientialteachingofcollegeEnglish,aimingatpromotingthestudy.2.2PreviousStudiesoftheEnglishGrammarTeachingInthehistoryofforeignlanguageteaching,thetheoryofgrammarteachingisbecomingmoreandmoremature.ManyexpertsfromChinaandforeigncountriesdoalotofresearchesonEnglishgrammarteachingandputforwardavarietyofuniqueviews.Tosumup,therearethreekindsofgrammarteachingmethodscalledexplicitgrammarteaching,implicitgrammarteachingandnaturalgrammarteaching.Teachersteachexplicitgrammarbydeductionandteachimplicitgrammarbyinduction.Recently,moreandmorepeopletalkaboutnaturalgrammarinwhichtheteacherteachesgrammarthroughthevocabulary.Inthefollowingpart,thethreegrammarteachingmethodswillbereviewedbriefly.2.2.1ExplicitGrammarTeachingExplicitgrammarteachingoriginatesfromKrashen’stheoryontheeffectofexplicitlearninginthesecondlanguageacquisition.Inexplicitgrammarteaching,thestudentsachievethepurposeofmasteringgrammarthroughlearninggrammarrulesandtheteacherfocusesontalkingaboutgrammarrulesdirectly.Thepurposeofexplicitgrammarteachingisdirectandobviousanditemphasizesontheteacher"role(HarmerJeremy,1989).Explicitgrammarteachingenablesstudentstomasterandmemorizethegrammaritemsfirmlyandprofoundly.However,therearesomedisadvantagesinexplicitteaching.JayneMoon,aBritisheducationalexpert,makearesearchtoshowthatlearnerslearnthelanguagewiththenatureof"goformeaning".Duringthelearningprocess,studentsmainlyfocusonthelanguagemeaningandseldompayattentiontothelanguageformorrules.Iftheteacherteachesgrammarrulessimplyanddoesn’t-7- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolconsiderlanguageenvironment,studentswillnotbeinterestedinthegrammarlearning.Explicitgrammarteachingenablesmoststudentstomakesentenceswithcorrectgrammar,butitisnoteasyforthemtocommunicatewithothersinEnglish.2.2.2ImplicitGrammarTeachingImplicitgrammarteachingoriginatesfromSchmidt’stheoryontheeffectofimplicitlearninginthesecondlanguageacquisition.Inimplicitgrammarteaching,theteachersavoidtotalkaboutthegrammarrulesdirectlyandhavethestudentsexperiencethelanguagebycreatingthesituation.Thenthestudentssummarizethegrammarrulesbylanguagecommunicativeapplication.Implicitgrammarteachingemphasizesthestudent’srole.Recently,moreandmoreteachershaveintegratedtheimplicitgrammarteachingintotheirgrammarteachinginChina.Inimplicitgrammarteaching,itishelpfulforthestudentstounderstandthepracticalmeaningofthestructureinthecontextanditiseasyforthemtomemorizethegrammar.Implicitgrammarteachingmakesthestudentsexperience,feel,discoverandparticipateintheactivities.Itcanalsohelpthestudentsimprovetheirlearningautonomyandcooperation.Thestudents"learninginterestandmotivationarestimulatedfinally.Therearealsosomedisadvantagesinimplicitteaching.Firstofall,thestudentscannotinduceandanalyzethegrammarinadequatelyorevenbymistake.Secondly,ittakesthestudentsmoretimetoexperience,feel,discoverandexplorethegrammarinimplicitgrammarteachingthaninexplicitgrammar.Itistoodifficultforthestudentstofindandsummarizetheusageofmanygrammaritems,suchasmodalverbs,complexverbtense,partofspeechandnon-finiteverbformandsoon.2.2.3NaturalGrammarTeachingNaturalgrammarteachingisalsocalledlexicalapproachtogrammar(S.ThornBury,2004).Thescholars,whoadvocatenaturalgrammarteaching，believethatmanyEnglishwordsofhighfrequencyiscloselyrelatedtothegrammaticalsentencepatternsofhighfrequency,suchasfor,to,the,you,asandthatetc..Therefore,itseemsthatthestudentsmasterthegrammareffortlesslyandunconsciouslywhentheylearntheusageofthesewords.FromherewecanseethatthewordcontainsthegrammarandthecollocationsofEnglishwordsformthechunks,suchaslookfor,longfor,andneedfor.Anumberofcollocationsabout"for"involvingmanygrammaticalphenomenacanbe-8- 辽宁师范大学硕士学位论文searchedfromthecorpus.Therefore,thescholarswhoadvocatethenaturalgrammardesigntheoutlinein700Englishwordsusedmostcommonly,writethetextbooksanddesigntheexercises.Thenaturalgrammarteachingmethodbroadensteachers"thinkingofgrammarteachingandmakesteachersrealizethecloserelationshipbetweenvocabularyteachingandgrammarteaching.Inrecentyears,theawarenessof"lexicalchunks"inthevocabularyteachinghasbeenstrengthenedintheEnglishtextbookwhichcontainsthethoughtofnaturalgrammarteachinginjuniormiddleschool.Inrecentyears，naturalgrammarteachingisanewteachingmethodwhichsplitsthegrammarsystem.Itcannotenablestudentstoformasystematicconceptofgrammarknowledgeanditseffectsneedfurtherdiscussion.Tosumup,thesethreekindsofgrammarteachinghavetheirlimitations.ExperientialEnglishteaching,whichcombinesthethreekindsofgrammarteachingmethodsproperly,improvesthewayofpresentingthegrammaritemsandreceivesgoodresults.2.3TheTheoreticalFoundationsAstheexperientialteachingtheoryhasalonghistoryinChinaandwesterncountries,ithassolidtheoreticalbackgroundwhichisbasedonconstructivismtheoryandhumanismtheory.2.3.1ConstructivismPiaget,aSwisspsychologist,putforwardconstructivismfirstlyin1960s.Heisoneofthemostinfluentialpsychologistsinthefieldofcognitivedevelopment.Hebelievesthatchildrenbuilduptheknowledgeaboutoutsideworldgraduallyintheprocessofinteractingwiththesurroundingsanddeveloptheirowncognitivestructure.OnthebasisofPiaget"stheory,Kohlbergmadeafurtherresearchonnatureanddevelopmentconditionsofcognitivestructure.SternbergandKatzemphasizethekeyroleofindividualinitiativeintheconstructionofthecognitivestructureandmakeaseriousresearchonhowtoplaytheindividual‘sinitiativeinthecognitiveprocess.Vygotskyhasfoundedthetheoryofcultureandhistorydevelopment,whichemphasizestheroleofthesocialandculturalbackgroundofthelearnersincognitive-9- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolprocess.Onthisbasis,VilleruSchoolheadedbyVygotskyhasmadeaprofoundresearchontheimportantroleoftheactivityandsocialcommunicationinthedevelopmentofhuman"sseniorpsychologicalfunction.Allthesestudieshavemadetheconstructivismtheorytogetfurtherenrichmentandimprovement,whichcreatetheconditionsforpracticalapplicationsintheteachingprocess.Basedontheexperts’viewsmentionedabove,constructivismtheorycanbesummarized:Firstly,theconstructivismtheoryfocusesonthestudents.Studentsarethesubjectsofinformationprocessingandtheactiveconstructionsofmeaning,ratherthanthepassiverecipientsofexternalstimulationandtheobjectstobetaught.Theteacherfacilitatesstudentstoconstructmeaninginsteadofteachingandinstillingthemknowledge.Secondly,theconstructivismtheoryfocusesontheteachinginrealsituation.Teacherstrytocreatethesituationwhichcanreflecttheknowledgestructureandisrelatedtolearning.Theteachershouldputthelearnersintotherealsituationsasoftenaspossible,whichismorebeneficialforstudentstoconstructthemeaningofknowledge,societyandnatureactively.Thirdly,constructivismtheoryfocusesoncollaborativelearning.Constructivismholdsthatlearnersconstructtheunderstandingofthingsintheirownway,sodifferentpeopleseedifferentaspectsofthingsandthereisnostandardunderstanding.Theteachercanmakestudentsunderstandtheknowledgemorerichlyandcomprehensivelybystudents"cooperation.Therefore,undertheguidanceofconstructivism,therearegrouplearningandcollaborativelearningintheteachingorganizationform.Fourthly,theconstructivismtheoryfocusesonprovidingabundantresources.Constructivismemphasizesthattheteachershoulddesignagoodteachingenvironment,whichprovidesallkindsofinformationconditionsforstudentstoconstructtheirownknowledge.2.3.2HumanismThetheoreticalbasisofthehumanismtheoryisthehumanisticpsychology,existentialismandphenomenology.ThehumanisticpsychologyisapsychologicaltrendofthoughtsprungupintheUnitedStatesinthe1950sanditsmainrepresentativesare-10- 辽宁师范大学硕士学位论文MaslowandRodgers.Theypayspecialattentiontothelearners"personalperception,emotion,beliefandintention,whicharetheinternalbehaviorstoleadtothegapbetweenmanandman.Therefore,theyemphasizestudent-centeredteachingtobuildalearningsituation.Thelearningresultsshouldmakethestudentsbecomeapersonofhighlyadaptabilityandinherentfreedom.Thehumanismtheoryfocusesonthefunctionsofemotionanditformsanewteachingmodewhichtakestheemotionasbasicmotiveforceintheteachingactivities.Thistheorytakesstudents"selfimprovementasthecoreanditemphasizestheimportanceofinterpersonalrelationshipinteachingprocess.Thefocusofteachingactivitiesistransferredfromtheteachertostudents.Theteacherconsidersthestudents"thinking,emotion,experienceandbehaviorastheteachingsubjectsoastopromotethedevelopmentofindividualteaching.Basedontheexperts’viewsmentionedabove,humanismtheorycanbesummarized:Firstly,humanismtheoryhighlightsthecentralstatusofstudentsintheteachingprocess.Theteacherpaysattentiontoletthestudentslearnfreelyunderselfguidance,whichcanpromotestudentstoengageinmeaningfullearning.Studentsfeelsoconfidentinlearningthattheirindependence,creativityandautonomywillbedeveloped.Secondly,humanismtheorymakesthestudentsstayinaharmoniousatmospherewhichisfullofloveandunderstanding.Thirdly,thehumanismtheoryemphasizeslearningbydoing.Mostmeaningfullearningiscarriedoutinthepractice.Itisoneofthemosteffectivewaysofpromotingstudents"learningtosolvetheproblemsintheirpersonalexperience.Fourthly,humanismadvocatestheclassroomteachingprincipleswhichreflecttherespectforthestudentsandthesubjectivityofthestudentsinthelearningactivities.-11- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchool3ResearchDesignThischapterstatesthedesignoftheresearch,includingresearchquestions,subjects,instrumentsandtheteachingfortheexperimentalclass.3.1ResearchQuestionsThispaperintendstoanswerthefollowingquestions:(1)Inwhatway(s)canexperientialteachingenhancestudents"interestsinlearningEnglishgrammar?(2)Howdoesexperientialteachinghelptoimprovestudents’Englishgrammarstudy?(3)Whyisthisteachingapproachsoeffectiveinstudents’grammarlearning?3.2SubjectsThesubjectsinthisstudyare60studentsfromthetwoclassesofGrade8inajuniormiddleschoolinAnshan.Thesamenumberofthestudentsineachclassis30.Thenumberofboysandgirlsinthesetwoclassesisnearlythesame.Theexperimentalclass(EC)appliesexperientialEnglishgrammarteachingandthecontrolclass(CC)appliestraditionalEnglishgrammarteaching.Theexperimentlasts16weeksfromSeptembertoDecember,2015.Thetwoclasseshavemanysimilarities:TheirEnglish(especiallyingrammar)proficiencyisnearlyequal.ThetwoclasseshavethesameEnglishteacherandthesametextbookatschoolandtheydonothaveanyextraEnglishlessonsintheirfreetime.3.3InstrumentsTheinstrumentsinthisexperimentaretwoquestionnaires,pre-testandpost-test,andaninterview.3.3.1QuestionnairesTherearetwoquestionnairesconductedatthebeginningandtheendoftheexperiment.Theyarebothmadeupof20questions.Questionnaire1(AppendixA)isaimedatgettingageneralpictureofstudents’grammarlearning,includingtheteachingmethodsandtheeffects.Thepurposeofquestionnaire2(AppendixB)istocollecttheinformationaboutthestudents’attitudesandfeelingstowardsexperientialgrammarteaching.-12- 辽宁师范大学硕士学位论文3.3.2Pre-TestandPost-TestThepre-test(AppendixC)isheldatthebeginningofSeptember,2015withthepurposeoftestingthegrammarlearninglevelofstudents(ECandCC).Thescoresshowswhetherthegrammarlearninglevelinthetwoclassesisnearlythesame.Thepost-test(AppendixD)includingthegrammarcontentsofGrade8inthefirstsemesterisheldattheendofDecember,2015,aimingattestingwhetherstudentsinECperformedmuchbetterthanthoseinCC.3.3.3InterviewAttheendoftheexperiment,15studentsareselectedfromECtobeinterviewed(AppendixE)withthepurposeoffurtherexploringtheeffectsofexperientialgrammarteaching.3.4TheProcedureoftheResearchTeachingMaterials:Thematerialusedis“Goforit”(People"sEducationPress),including6grammaritemswhicharethesimplepasttense,thepastcontinuoustense，thegeneralfuturetense,conditionaladverbialclauses,thecomparativeandsuperlativeofadjectivesandadverbsandattributiveclause.Time:Theexperimentlasts16weeksfromSep.toDec.2015.TeachingSteps:Inthisexperiment,theteachingcontentsaresimplepasttenseandattributiveclause.AccordingtoKolb’sexperientiallearningcircle,weadoptthefollowingbasicsteps:(1)Situationalintroduction,intereststimulationandgrammarperception;(2)Phenomenonpresentation,cooperativeexplorationandgrammarinduction;(3)Situationaldesignandpracticalapplication;(4)Situationalexperience,abilityimprovementandgrammarapplication.TheCaseOne:SimplePastTenseTeachingStep1：Situationalintroduction,intereststimulationandgrammarperception-13- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolTheteachercreatesagoodexperientialsituationtoshowthenewgrammarknowledge.TheTask：ClassicSong"YesterdayOnceMore"Theteacherplaysaclassicsong"YesterdayOnceMore"sungbyCarpenters.Thenthestudentsareaskedtolistentothesongagain.Beforethegrammarlearning,theappreciationofthisclassicsongnotonlystimulatesthestudent"slearninginterestbutalsocreatesacarefreeclassatmosphere.Intheprocess,studentshaveapperceivedthesimplepasttensepreliminarily.Step2:Phenomenonpresentation,cooperativeexplorationandgrammarinductionTheteacherguidesstudentstocooperateingroupsforexploringthepastformsincludingtheregularandirregularvariations.30studentsaredividedinto5groupstodiscoverandsummarizethegrammarrules.Eachgroupshouldcompetewitheachothertowinthescores.TaskOne：CooperativeExplorationThreelyricswiththepastformsofverbsaredemonstratedonthescreenasfollow:WhenIwasyoung,I"dlistentotheradio.Whentheyplayed,I"dsingalong.Itmademesmile.Theteacherguidesstudentsingroupstoobservethethreelyricsanddiscussthefollowingquestions:(1)whataretheformsoftheverbsthatfilledinthelyrics?(2)Whatistheregularandirregularvariationrulesofverbs"formsfilledinthelyrics?Undertheguidanceoftheteacher,studentspointout“played”istheregularvariationoftheverb“play”and“was/made”aretheirregularvariationsoftheverbs“am/make”.Thenstudentsingroupdiscusstheregularandirregularvariationrulesofverbs"pastforms.Finally,theteachersummarizeswhattherepresentativefromeachgroupstatesintotherules.Theteacherpresentsthecompletelyricsofthissongoncomputerscreenandasks-14- 辽宁师范大学硕士学位论文studentstowritedowntheotherverbs’pastforms.WhenIwasyoungI’dlistentotheradioWaitingformyfavoritesongsWhentheyplayedI’dsingalongItmademesmileThoseweresuchhappytimesAndnotsolongagoHowIwonderedwherethey’dgoneButthey’rebackagainJustlikealonglostfriendAllthesongsIlovesowellThatthey’restartingtosingsofine......LookingbackonhowitwasInyearsgonebyAndthegoodtimethatIhadMakestodayseemrathersadSomuchhaschangedItwassongsofloveThatIwouldsingtothemAndI’dmemorizeeachword......Thestudentsareguidedtosumupthefollowingrulesofregularandirregularvariationsaboutpastforms.RegularVariations:1.play---playedSheplayedbasketballyesterdaymorning.2.live---livedIlivedatthevillagelastyear.3.stop---stopped-15- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolThetrainstoppedatthisstationjustnow.4.study---studiedHestudiedabroadlastweek.IrregularVariations:1.read---read,cut---cut,let---let,put---put,cost---costIreadabookyesterdayafternoon.2.am/is---was,are---were,do/does---did,go---went,have/has---hasShewenttothemuseumlastsummervacation.3.give---gave,come---came,swim---swam,sing---sang,sit---satHesangasongjustnow.4.blow---blew,grow---grew,fly---flew,know---knewIknewthesingerlastyear.5.get---got,win---won,ride---rode,write---wrote,speak---spokeTheygottotheparkat4P.M.6.bring---brought,buy---bought,think---thought,catch---caught,teach---taughtMymotherboughtmeagiftlastmonth.7.meet---met,feel---felt,keep---kept,sleep---slept,sweep---sweptIfeltsleepythismorning.8.build---built,lost---lost,send---sent,deal---dealt,mean---meantThevillagersbuiltawoodenbridgein2014.9.pay---paid,sell---sold,tell---told,stand---stood,take---tookIttookme1hourtogettotheschoolthismorning.10.eat---ate,see---saw,fall---fell,hear---heard,hide---hidWesawafilmyesterdayevening.11.can---could,may---might,shall---should,will---wouldCouldyoupleasedothedishes?12.hang---hanged/hung,learn---learned/learnt,spell---spelled/spelt,smell---smelled/smelt,dream---dreamed/dreamtIdreamedofbeingabirdattheageof5.Inthegroup,thediscussionhasstimulatedthestudents"enthusiasmofthinking.Throughobservationanddiscussion,thestudentshavediscoveredtheregularandirregularvariationrulesoftheverbpastformsinthesimplepasttense.-16- 辽宁师范大学硕士学位论文Step3：Situationaldesign,practicalapplicationandpracticinggrammarproficientlyTaskOne:PicturesDescriptionTheteacherpresentsseveralpicturesaboutplacesofhistoricinterestandscenicbeautyandletsthestudentsdescribehowtheyspendthesummerholidayintheseplaceswiththefollowingsentencepatternsofthesimplepasttense.Howdidyouspendyourlastsummervacation?Whatdidyoudolastsummervacation?Iwenttothemountains.Hestayedathome.Didyougotothemountains?Yes,Idid./No,Ididn’t.Didhestayathome?Yes,hedid./No,hedidn’t.Aftersummarizingthegrammarrulesofthesimplepasttense,theteacherhelpsthestudentstomasterthegrammarrulesbythetaskofthepicturedescription.Thisisanopenexerciseofthesimplepasttense,inwhichthestudentscarryoutavarietyofspeculation,imaginationanddescriptionbyobservingthepictures.Thisdrillisagoodwaytoprepareforthenexttaskofapplyinglanguage.TaskTwo:Role-PlayTheauthorhasdesignedthetask“Learntoworkasreporter”.Inthetask,MillieisareporterwhointerviewsJimandJulia.Theteacherfirstexplainstheprocessofthewholeactivity,andthenasksthestudentstocarryoutrole-playgroupactivitiesofthethree.Inthistask,“Wheredidyougoonvacationlastsummervacation?Whowithyou?”ThereporterasksJuliaandJim.Participatingintheprocessoftheactivity“reporterinterview",thestudentshavepracticedthesimplepasttenserepeatedly.Intheactivitiesofthetask,thestudentsdonotmemorizethepastformoftheverbandfourbasicsentencesstructuremechanically,butlearntousethisgrammariteminspecificcontext.-17- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolStep4：Situationalexperience,abilityimprovementandgrammarapplicationTheteacherdesignstwosituationalactivitiesforstudentstolearntousethesimplepasttense.Thefirstsituationrequiresthestudentstowriteandthesecondsituationrequiresthemtospeak.TaskOne:SimulationOperation(Writing)Teacher:Choosethecorpusmaterialsbasedondailylifewhichcanproviderealcontextforgrammarlearningandgivesuchanarticleonthescreenasfollow:Ihadabusyweekend.OnSaturdaymorningIcleanedmyroom.IntheafternoonIdidmyhomework.Itwasalittledifficult.OnSaturdaynightIvisitedmyaunt.Myauntcookedpizzaforme.OnSundaymorningIwenttothelibrary;Ireadabookabouthistory.ThenintheafternoonIplayedfootballwithmyfriends.OnSundaynightIwatchedTV.Isawaninterestingtalkshow.Students:Accordingtokeywordsandsentencesofthisarticle,studentsarerequiredtodescribetheweekendlifetheyhavejustspent.Suchwritingactivitycannotonlyletthestudentslearnmoresystematicgrammarknowledgethroughdiscourse,butalsoimprovethestudents"abilitytoreadandspeak.TaskTwo：SituationalDialogue(Speaking)Teacher:ImagineyouareallforeignersonvacationinChina.Youmeeteachotherattheairportonyourwayhome.Talkaboutwhatyoudidonyourvacation.Students:Makeasituationaldialogueandputontheperformanceactively.Throughthissituationaldialogue,theclassroomatmospherehasreachedaclimax.Thestudentsdeepentheunderstandingofthesimplepasttense.TheCaseTwo:AttributiveClauseTeachingTheteachingcontentaboutunit9isattributiveclauseguidedbytherelatives"which,whoandwhose".Step1:Situationalintroduction,intereststimulationandgrammarperceptionTheteacherguidesstudentstotalkaboutcharacteristicsofpeopleandobjectsinphotoswiththeattributiveclause.TheTask：AGuessingGame-18- 辽宁师范大学硕士学位论文Usingsomepictures,somestudentscanseethepicturesanddescribethem,theothershavetoguess.However,mostofthestudentsdescribethepictureswiththesimplesentences.ThentheteachershowsthesentencesandthephotosinPPT.Teacher:Lookatthesentences.1.Itisamachine.2.HeisapopularsingerinTaiwan.Q:1.Canyouguesswhatitis?Q:2.Canyouguesswhoheis?Nobodycanguessthemachineandthesinger.Theteachershowsanothertwosentences.Guessagain.1.Itisamachinethatcanfly.(plane)2.HeisapopularsingerinTaiwanthatisfamousforrapmusic.(JayChou)Teacher:Canyougettheanswersiftheteacherdoesn"tgiveyouanothersentence?Wegettheanswerswiththehelpofothersentences.Wecalledthesentences---Attributiveclause.Nowlet"slearnhowtouseAttributiveclause.Step2:Phenomenonpresentation,cooperativeexplorationandgrammarinductionThestudentsingroupareguidedtoconcludewhat(peopleorobjects)therelativepronounsrefertoandwhatcomponentstherelativepronounsareintheattributiveclause.Thentheteachersumsupthisgrammaritemandletstudentsingroupanalyzetheotherattributiveclauses.TheTask：CooperativeExplorationTheteacherdemonstratesthefollowingsentencesandthepicturesonthescreen.1.Heisafamousathletewhowonthefirstplaceinthe100-meterhurdleintheAthensOlympicGames.2.Itisamachinewhichisusedforwashingclothes.3.Itisananimalthatjumpsonitsstronglegsandcarryitsyounginabagonthefrontofitsbody.Theteacherguidesstudentsingroupstodiscusstheunderlinedwords.Accordingtothehintsoftheteacher,studentsingroupspointouttheunderlinedwordsarerelative-19- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolpronounsthatguidetheattributiveclauses.Theantecedentsarebeforetheattributiveclauses.Finally,theteachersummarizeswhattherepresentativefromeachgroupstatesintotherules.Next,thestudentsingroupareguidedtofindoutwhat(peopleorobjects)therelativepronounsrefertoandwhatcomponentstherelativepronounsareintheattributiveclause.Theteacherletsthestudentsdiscussingroupsandcomparewiththeattributiveclausesguidedbytherelatives"who,thatandwhich".Table3.1shouldbecompleted.ReferencetoTheingredientsintheattributiveclausesRelativessomebodysomethingSubjectObjectivethatwhichwhoTable3.1Theteacherpresentsanarticleoncomputerscreenandasksstudentstofindouttheattributiveclauses.Studentsanalyzetheantecedents,therelativepronounsandwhatcomponentstherelativepronounsareintheattributiveclause.ThecreatoroftheWorldWideWebMostpeoplehaveneverheardofTimBerners-Lee.HeisnotnearlyasrichorfamousMarcAndreessen,whowascofounderofNetscape,orBillGates,whosenamehasbecomeahouseholdword.Berners-lee,whoworksinasmallofficeattheMassachusettsInstituteofTechnology,isthecreatoroftheWorldWideWeb.ThecreationoftheWebissoimportantthatsomepeoplecompareBerners-leetoJohannGutenberg,whoinventedprintingbymoveabletypeinthefifteenthcentury.Berners-LeewasborninEnglandin1955.Hisparents,whohelpeddesigntheworld’sfirstcommerciallyavailablecomputer,gavehimagreatloveofmathematicsandlearning.-20- 辽宁师范大学硕士学位论文In1980,Berners-LeewenttoworkatCERN,aphysicslaboratoryinGeneva,Switzerland,wherehehadalotofmaterialtolearnquickly.Hehadapoormemoryforfactsandwantedtofindawaytohelphimkeeptrackofthingshecouldn’tremember.Hedevisedasoftwareprogramthatallowedhimtocreateadocumentthathadlinkstootherdocuments.Hecontinuedtodevelophisideathroughthe1980s.hewantedtofindawaytoconnecttheknowledgeandcreativityofpeopleallovertheworld.In1991,hisprojectbecameknownastheWorldWideWeb.ThenumberofInternetusersstartedtogrowquickly.However,Berners-LeeisnotcompletelyhappywiththewaytheWebhasdeveloped.Hethinksithasbecomeapassivetoolforsomanypeople,notthetoolforcreativitythathehadimagined.In1999,Berners-LeepublishedabookwhichiscalledWeavingtheWeb,inwhichheanswersquestionsheisoftenasked:“WhatwereyouthinkingwhenyouinventedtheWeb?Thestudentsareguidedtosummarizethegrammarrulesthroughthegrammarphenomenonandthentheteachersumsuphowtousetheattributiveclauseandtherelativepronouns.Step3:Situationaldesign,practicalapplicationandpracticinggrammarproficientlyTheTask:TheDescriptionofOlympicGamesShowingafewpicturesofchampions,venueandmascotin2012OlympicGamesofLondononthescreen,theteacherletsthestudentstodescribethesepicturesbyusingattributiveclauses.Thisisanopenexerciseoftheattributiveclauses,inwhichthestudentscarryoutavarietyofspeculation,imaginationanddescriptionbyobservingthepictures.Thisdrillisagoodwaytoprepareforwritingandspeakingwiththeattributiveclause.-21- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolStudentsdescribetheabovethreepicturesasfollow:LinDanwhowinsthefirstprizeisholdingtheflowersandgoldmedal.Themascotsthatbothhaveonlyoneeyearedancingwithjoy.TheOlympicStadiuminLondonwhichisdecoratedwithmanycolorfullightslooksparticularlycharming.Fromstudents’description,theteacherevaluatestheirlearningsituationsabouttheattributiveclauseandcorrectstheirmistakes.Finally,theteacheremphasizestheuseoftheattributiveclauseagain.Step4:Situationalexperience,abilityimprovementandgrammarapplicationTheteacherdesignsasimulatedscenewithtwosituationsforstudentstopracticetheattributiveclause.Thefirstsituationrequiresthestudentstowriteandthesecondtaskrequiresthemtospeak.SimulatedScene:AttheairportTheteacherusestheairportpictureonthescreenasthebackground.TaskOne:SimulationOperation(Writing)Teacher:Yourfriend,Johnson,willvisityoufromAmerica.Hehasarrivedattheairport,buthelosesapieceofluggageaccidentally.Heimmediatelycallsyoutohelphimwritealostandfound.Students:Theydescribetheluggagebagwiththeattributiveclausesinthelostandfound.Thestudentsfurtherpracticethegrammaritembywritingashortcomposition.TaskTwo：SituationalDialogue(Speaking)Teacher:YouwritealostandfoundforJohnson,butyouaskanotherfriendtopickupJohnsonattheairportbecauseyouareinahurry.PleasedescribetheappearanceoftheJohnsontoyourfriendwiththreeattributiveclausesatleast.-22- 辽宁师范大学硕士学位论文Students:Thestudentsmakeasituationaldialogueingroupwiththeattributiveclausesandandputonperformancepositively.Intheprocessofexperiencingthesituation,thestudentshavecompletedthespeakingandwritingtasks,whichstrengthenstheirunderstandingoftheattributiveclause.Conclusion:Inexperientialteaching,theauthorcreatessomanysituationsforthestudentsastomakethestudentsmasterthegrammarrulesinobservation,discoveryandinduction.Experientialteachingembodiestheteachingideaof"learningthelanguageindoingthingsandusingthelanguagetodothings".-23- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchool4ResultsandDiscussionofDataAnalysisInthispart,byanalyzingthedataofthestudents’questionnaires,testpapersandinterview,thetworesearchquestionswillbeansweredandtheeffectsofexperientialgrammarteachingonimprovingstudents’Englishgrammarlearningwillbediscussed.4.1TheAnalysisandDiscussionoftheQuestionnairesAnalysisandDiscussionoftheFirstQuestionnaire:Inthefirstquestionnaire,allthe20questionsaredesignedtoobservethepresentsituationaboutEnglishgrammarlearning,includingtheirlearninginterests(Q1-2),attitudes(Q3-9),methods(Q10-11),abilities(Q16-17)andeffects(Q18-20).Beforetheexperiment,thesituationabouttraditionalgrammarteachingoftheteacher(Q12-15)willbereflectedinthisquestionnaire.TheauthoranalyzesthecurrentsituationsaboutEnglishgrammarlearningandteachingfromthe6parts.ThefirsttwoquestionscanshowclearlythatmostofthestudentsarenotinterestedinEnglishgrammarlearning.Fromquestion3toquestion9,wecanseeclearlythattheresultsofthestudents’attitudesaboutgrammarlearningaresurprising.86.9%ofthestudentsareafraidoflearninggrammar.Only18%ofthestudentscanpayattentiontotheirgrammarmistakesinthecompositionstheteacherhascorrected.Thelearningmethodsandhabitsofthestudentsbeforetheexperimentarementionedfromquestion10to11.Only12.7%ofstudentssurftheinternettosolvethegrammarproblems.93.2%ofthestudentslearnthegrammarknowledgefromtheteacher.Fromquestion12toquestion15,87.3%ofthestudentsdonotliketraditionalteachingmethods.92.7%ofthestudentsthinkthattheatmosphereoftraditionalEnglishgrammarclassisboring.ItisnecessaryforteacherstochangetheirEnglishteachingapproaches.Question16and17reflectthestudents’learningabilityofEnglishgrammar.75.5%ofthestudentshavedifficultyinorganizinglanguagebecauseofbadgrammar.Only10%ofthestudentsoftentakepartinEnglishspeechcompetition.Thelearningeffectsofthestudentscanbeseenobviouslyfromquestion18to20.80.9%ofthestudentscannotdistinguishdifferentkindsoftenses.79.5%ofthestudentsdon’tknowhowtoexpresstheirideasinEnglishwritingwiththegrammar.-24- 辽宁师范大学硕士学位论文TherearemanyproblemsintheEnglishgrammarlearningofjuniormiddleschoolundoubtedly.Mostofthestudentshavenointerestingrammarlearningbecausetheyjusthavenopropermethodstolearnthegrammar.Theteachermustexploreaneffectiveteachingapproachtoguidethem.Experientialteachingmodecanprovidesuchaninterestingsituationforstudentsthattheycanacquiremuchmoregrammarknowledgethroughtheconcreteexperience.AnalysisandDiscussionoftheSecondQuestionnaire:Therearealso20questionsdesignedinthesecondquestionnairetoseethechangesoftheexperimentclassafterapplyingtheexperientialgrammarteaching.Theauthorhasfoundoutthechangesfromthreeaspects,includingthestudents’attitudes(Q1-2)andfeelings(Q3-9)towardsexperientialEnglishgrammarteachingandtheexperientialteachingeffectsoftheteacher(Q10-20).Question1and2showthatmostofthestudentspreferexperientialteachingtotraditionalteaching.73.3%ofthestudentsliketojointheactivitiesofexperientialteachingdesignedbytheteacher.Questions3to9areproposedaboutthesituationofthestudents’feelingstowardsexperientialgrammarteaching.80%ofthestudentsliketheactiveatmosphereinexperientialgrammarclass.93.3%ofstudentsthinkhighlyofexperientialgrammarteachingwhichisconsideredtobesuccessful.Allthestudentsbelievethatexperientialteachingmethodpaysmoreattentiontothestudents"learningprocessandemotionalexperience.Fromtheeffectsofexperientialgrammarteaching(question10to20),wecanseethatthestudents’Englishapplicationabilityhasbeenimproved.Afterapplyingexperientialteaching,63.3%ofstudents’interestingrammarlearninghasbeenstrengthenedalot.96.7%ofstudentsthinkthatthisgrammarteachingmethodcanmakethemanalyzethearticlebetterbecausetheirgrammarabilityhasbeenstrengthened.83.3%ofstudentswishthattheteacherwillapplyexperientialteachingapproachtoteachEnglishgrammarnextterm.Fromthedataofthesecondquestionnaire,wecanseeclearlythatexperientialteachingisbeneficialforstudentstolearnEnglishgrammar.Firstly,theteachercreatesrealsituationstomakethembeinterestedingrammarteachingactivities.Secondly,experientialteachingapproachmakesstudentswhoareafraidofspeakingEnglish-25- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolcommunicatewitheachotherwillinglyandactively.Thirdly,experientialgrammarteachinghasenhancedstudents’abilityaboutEnglishlistening,speaking,readingandwriting.4.2TheAnalysisandDiscussionoftheTestsTherearetwotests(pre-testandpost-test)areadoptedintheresearch.Fromstudents’scoresofpre-test,wecanseethattheirgrammarlevelsbeforeapplyingexperientialteachingarenearlythesame.Inthepost-test,thescoresdifferencebetweenECandCCisremarkableandwecanseethatexperientialgrammarteachingisbeneficialforstudentstolearnEnglishgrammar.Theauthoranalyzesstudents’scores(ECandCC)ofthetwopapersindetails.Theresultsareshownbelow.Independent-SampleT-testResultsofECandCCinPre-Test:ScoresStd.Std.ClassesHighestLowestMeanDeviationErrorMeanSig.TEC(30)92.55972.59.5142.2350.03CC(30)92.555.571.59.522.0040.652Table4.1T-testbetweenECandCCinPre-testTable4.1hasreflectedtheIndependent-SampleT-testresultsofpre-test.Fromtable4.1,wecanseethatstudents’grammarlevelsarenearlythesameinECandCCfromthemeanscoreandstd.deviationbeforetheexperiment.Thatmeansthesignificanceofdifferenceissoslightthatitcannotinfluencetheexperimentresults.Inaddition,T=0.03T=1.66(intheTvalueform,whenP=0.05,thecriticalvalueT=1.66),therefore,theP-value(0.0001)ismuchlowerthan0.05,whichimpliesthattherearegreatdifferencesbetweenECandCCaftertheexperiment.Inotherwords,thestudentsinEChavemadegreatprogressinEnglishgrammarafterapplyingexperientialteaching.Paired-SampleT-TestResultsofPre-TestandPost-TestinEC:Theauthorhascomparedthescoresofthepre-testandpost-testinECinordertoshowtheobviouseffectofexperientialteachingonstudents’grammarlearning.ScoresStd.Std.ECHighestLowestMeanDeviationErrorMeanSig.TPre-test92.55972.59.5142.2354.52Post-test97.56388.878.7431.7840.0001Table4.3T-testofECinPre-testandPost-testFromtable4.3,thereareobviouschangesbetweenthepre-testandpost-testinEC.AftertheexperientialgrammarteachingisappliedinEC,theEChasmadegreaterprogress.Themeaninthepost-testishigherthanthatinthepre-testby16.37.TheStd.Dofthepost-testis8.743whichismuchsmallerthanthatofthepre-test.Thisindicatesthattherearehardlylowscores.Besides,T=4.52>T=1.66(intheTvalueform,whenP=0.05,thecriticalvalueT=1.66),therefore,theSig.0.0001,whichissmallerthan0.05,implyingthatexperientialgrammarteachingappliedinEChasachievedobviouseffect.-27- AStudyoftheApplicationofExperientialTeachinginEnglishGrammarClassesofJuniorMiddleSchoolThatistosay,experientialgrammarteachingisbeneficialforstudents’grammarlearning.Paired-SampleT-TestResultsofPre-TestandPost-TestinCC:Traditionalgrammarteachingisstillappliedinthecontrolclasswhileexperientialgrammarteachingisappliedintheexperimentalclass.Inordertoshowtheoutstandingeffectofexperientialteachingonstudents’grammarlearning,theauthoralsocomparesthescoresofCCinthepre-testandpost-test.Thelesssignificantdifferenceshowsthatthetraditionalgrammarteachingismuchlesseffectiveongrammarlearning.ScoresStd.Std.TCCHighestLowestMeanDeviationErrorMeanSig.Pre-test92.555.571.59.522.0040.02Post-test925571.659.4121.4290.928Table4.4T-testofCCinPre-testandPost-testFromtable4.4,wecanseethatthescoresofCCinpre-testarealmostthesameasthatinpost-test,especiallythemeanandStd.D.TherearefewchangesinthescoresofCCinpre-testandpost-test.Besides,T=0.02