发现学习法在高中英语语法教学中的效果研究 55页

分类号：密级：学校代码：10638学号：314045108014专业硕士学位论文发现学习法在高中英语语法教学中的效果研究姓名倪良艳指导教师宋洁琳副教授申请学位类别教育硕士培养单位外国语学院专业学位类别专业硕士学科领域学科教学（英语）论文提交日期二○一六年四月论文答辩日期二○一六年五月西华师范大学学位评定委员会四川·南充二O一六年六月 TheEffectofDiscoveryLearningMethodinGrammarTeachinginSeniorHighSchoolAThesisSubmittedtotheGraduateFacultyInPartialFulfillmentoftheRequirementFortheDegreeofMasterofEducationByNILiang-yanMajorinEnglishEducationSupervisedbyAssociateProfessorSONGJie-linSchoolofForeignLanguagesChinaWestNormalUniversityNanchong,SichuanProvince,ChinaJune,2016 Contents摘要和关键词................................................................................................................................................iAbstract&Keywords..................................................................................................................................iiiChapterOneIntroduction.............................................................................................................................11.1BackgroundoftheStudy....................................................................................................................11.2ThePurposeandSignificanceoftheStudy......................................................................................21.3OrganizationoftheThesis..................................................................................................................3ChapterTwoLiteratureReview...................................................................................................................42.1ReviewofGrammarTeaching...........................................................................................................42.1.1TheEnglishgrammarteachingmethodsabroad.......................................................................42.1.2Englishgrammarteachingmethodsinourcountry...................................................................72.2DiscoveryLearningMethod...............................................................................................................82.2.1.Thedefinitionofdiscoverylearningmethod............................................................................82.2.2Foreignstudiesondiscoverylearning........................................................................................92.2.3Domesticstudiesondiscoverylearning...................................................................................11ChapterThreeResearchMethodology......................................................................................................133.1ResearchQuestions...........................................................................................................................133.2SelectionofSubjects.........................................................................................................................133.3InstrumentsoftheResearch.............................................................................................................143.3.1Tests.............................................................................................................................................143.3.2Questionnaire.............................................................................................................................143.4ProceduresofTeachingGrammarbyUsingTraditionalGrammarTeachingMethod................153.4.1Grammarexplanation................................................................................................................153.4.2DrillPatterns...............................................................................................................................163.4.3Production...................................................................................................................................163.5ProceduresofTeachingGrammarbyUsingDiscoveryLearningMethod..................................16 3.5.1Createasituationincontext......................................................................................................173.5.2Discoverthegrammar...............................................................................................................173.5.3Deductiveactivities....................................................................................................................183.5.4Consolidatethegrammar...........................................................................................................183.5.5Grammarpractice.......................................................................................................................19ChapterFourAnalysisandDiscussionoftheResearchResults.............................................................214.1AnalysisandDiscussionofthePre-testResults.............................................................................214.2AnalysisandDiscussionoftheResultsofPost-test.......................................................................224.3AnalysisandDiscussionoftheQuestionnaires..............................................................................224.3.1Analysisofthequestionnairebeforetheexperiment..............................................................234.3.2Analysisofthequestionnaireaftertheexperiment.................................................................26ChapterFiveconclusions...........................................................................................................................305.1MajorFindingsoftheStudy............................................................................................................305.2SeveralPracticalIssuesConcerningwiththeUseofDiscoveryLearningMethod....................305.2.1Howtocreatediscoverylearningenvironment.......................................................................315.2.2Thehigherrequirementsforteachers.......................................................................................315.3Conclusion.........................................................................................................................................32References....................................................................................................................................................35AppendixI......................................................................................................................................................iAppendixII...................................................................................................................................................iiiAppendixIII.................................................................................................................................................viAcknowledgements...........................................................................................................................ix关于学位论文使用授权的声明.............................................................................................................xiix关于学位论文原创性的声明.....................................................................................................................xi在学期间的科研情况................................................................................................................................xii 摘要和关键词i摘要和关键词普通高中《英语课程标准》明确指出：“根据高中学生认知能力发展的特点和发展的需求，高中课程应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力。”因此，在英语教学的过程中，教师应鼓励学生积极探究，用多种方法来获取知识，以形成具有高中生特点的英语学习的过程与方法。很明显，学生这种学习的过程实质上就是发现的过程。在高中英语语法教学中这一理念体现的尤为突出，新课标提倡教师需要明确中学语法教学的目的，并且改变语法教学的方式。在此背景下，为了更好地研究发现学习法在高中语法教学中的效果，作者设计并回答了以下两个问题：（1）采用发现学习法教学语法，学生的语法成绩是否能有效的提高？（2）与传统语法教学方法相比，发现学习法是否能激励学生的学习兴趣、学习动机？本研究采用实验法，以阆中市阆中中学的高二两个班为实验对象，共106名学生。其中一个为实验班，一个为控制班。在语法教学课中，实验班采用发现学习法教学语法，实验过程包括：创设具体情境，学生发现问题，学生探讨讨论，得出结论，巩固练习，实际应用。而控制班利用传统的教学方法教授语法。实验以问卷调查及测试形式在实验前后分别对受试者的英语语法水平和英语综合能力进行测试，使用统计软件进行了统计分析,数据分析结果表明：发现学习法有助于学生语法成绩的提高，从而提高英语语法的学习效果。与传统的语法教学相比，发现学习法能更好的激励学生的语法学习兴趣、学习动机，促进学生语法能力的获得。论文由五章组成，第一章是引言，主要介绍了研究的背景、意义以及论文的结构。第二章是文献综述，主要论述前人的相关研究及国内外的研究成果及现状。第三章是研究设计，包括研究问题、研究对象、研究工具以及研究过程。第四章是对研究结果的分析和讨论。在文章的最后作者探讨了该研究对英语语法教学的启示意义及其该研究的局限性，并对日后的研究提出了一些建议。本文与教学实际相结合，提供了大量教学实例，旨在针对语法教学现状对高中英语教师提供一些理论指导和教学建议，希望能对广大高中英语教师们有所帮助。关键词：发现学习法；高中；英语语法教学 Abstract&KeywordsiiiAbstract&KeywordsEnglishNewCurriculumStandardpointsoutclearlythatEnglishcourseshouldstressthefurtherdevelopmentofintegratedskills,andimprovethestudents’abilitiesofachievinginformation,dealingwithinformation,analyzingproblems,andsolvingproblemsaccordingtothefeaturesofseniorstudents’cognitiveanddemandsofdevelopment.Teachersshouldencouragethemtoexplorenatureactivelyandobtainknowledgeindifferentways,sothattheycanformanEnglishlearningprocessandmethodcharacterizinghighschoolstudentsinEnglishstudy.Actually,thiskindofstudycanbeseenastheprocessofdiscovering.TheideaofdiscoveryisoutstandinginseniorEnglishgrammarteaching.ThenewstandarddemandsthatseniorEnglishteachershouldmastertheessenceofgrammarlearningandchangethewayofteaching.Againstthisbackground,tworesearchquestionsaredesignedtostudytheeffectofdiscoverylearningmethodinEnglishgrammarteaching:(1)ByapplyingdiscoverylearningmethodtoEnglishgrammarteaching,canstudents’grammarcompetencebeimprovedeffectively?(2)Comparedwiththetraditionalgrammarteachingmethod,isthediscoverylearningmethodmorehelpfultostimulatestudents’interestinlearninggrammar,andchangetheirmotivationtoEnglishlearning?AnexperimentalstudyisconductedinLangzhonghighschool.Thesubjectsare106seniorhighschoolstudentsfromtwoclasses;oneclassisthecontrolclassandtheotheroneistheexperimentalclass.Thisexperimentlastsforonesemester.Intheexperimentalclass,theauthoradoptsthediscoverylearningmethodanditincludesthefollowingsteps:creatingaconcretecontext;findingthequestions;discussing;makingconclusions;doingexercises;practicalapplicationintotheactualteaching.Thetraditionalteachingmethodwillbeusedinthecontrolclass.Duringthestudy,wewilluseaquestionnaireandtwoteststotestthestudents’levelinEnglishgrammar,andtheSPSSalsobeusedtohelptheauthorconcludethefinallyresults.Theresultsareasfollows.First,discoverylearningmethodishelpfultoimprovestudents’grammar Abstract&Keywordsivgrades.Second,discoverylearningmethodisaneffectiveway,whichcanarosestudents’learninginterest,inspiretheirmotivation,changetheirattitudesandthenimprovetheirintegratedcompetenceinlanguageuse.Thisthesisconsistsoffiveparts.Partoneistheintroduction,anditmainlyincludesthebackground,significanceoftheresearch,andtheorganizationoftheresearch.Parttwoistheliteraturereview,whichmainlytalksaboutthepreviousresearchesthathavebeendoneathomeandabroadastothegrammarteachinganddiscoverylearningmethod.Partthreeistheresearchmethodology,whichgivesdetaileddescriptionsoftheresearchpurpose,researchquestions,andthesubjectsofthestudyandtheprocessofthisresearch.Partfourincludestheanalysisanddiscussionoftheresearchresults.Atlast,theauthorputsforwardsomeimplicationsandlimitationofthestudy,somesuggestionsarealsoincludedinthispart.Thisthesistriestocombinetheorieswithteachingpractice,aimingtoprovidesometheoryguidanceandteachingsuggestionsforteachersinseniorhighschool.Hopefully,itwillmakeadifferencetothem.Keywords:Discoverylearningmethod;Seniorhighschool;Englishgrammarteaching ChapterOneIntroduction1ChapterOneIntroductionEnglishteachinghaslongbeenafocusforseniorhighschoolEnglishteachersowingtoitsimportanceforstudents’learning.AlthoughmanyteachingreformshavetakenplaceinEnglishteaching,problemsarealsoprominent:onequestionisthedeep-rootedtraditionalgrammarteachingmethodinteachers’minds.Thesepeoplelayparticularstressonexplaininggrammarknowledgeinclass,itturnstheclassinto“Crammingeducation”.Anotherreasonisthecurrenttrendsinforeignlanguageteachingfield.Educatorsadvocatetheurgencyofcultivatingcommunicationcompetenceandtask-basedteachingapproach.Inthissituation,moreandmorepeopletalkaboutwhetherteachinggrammarismoreimportantthanhowtolearngrammarornot.Someteacherscan’tunderstandtheoriginalintentionof“layemphasisongrammar”,sotheyhaveneglectedtheimportanceofgrammarinEnglishteaching.Therefore,itisnecessaryforalleducatorstothinkabouthowtovaluethepositionofgrammarteachingandhowtoteachgrammareffectivelyagainstthebackgroundofthenewcurriculumreform.Asisknowntoall,thetargetofgrammarteachingistocultivatestudents’abilitytouselanguageaccurately,appropriatelyandfluentlyinspecificcontext.Anditiscleartoteachersthattheyshouldencouragestudentstofindoutrulesofusinglanguageandthenknowhowtomaketheconclusionsaboutit.Wecanfindthattheconnotationofdiscoverylearningmethodsharecommonplaceinthespiritofnewcurriculumreform.Candiscoverylearningmethodhelpseniorhighschoolstudentsgetthehigherpoints?Whethertheuseofdiscoverylearningmethodingrammariseffective?Ifso,howdoesitfacilitatestudents’acquisitionofgrammarcompetence?Therefore,thisthesistriestocombinetheorieswithpracticalteaching,aimingtoprovidesometheoryguidanceandteachingsuggestionsforseniorhighschoolteachers.1.1BackgroundoftheStudyInourcountry,mostofthegrammarknowledgeinEnglishteachingcomesfromhighschoolyearslearning.IntheneweditionoftheEnglishcurriculumstandardsofseniorhighschool(2003).Itadvocatesthatthegrammarteachingshouldstartfromafunctionalperspectiveonlanguageuse, ChapterOneIntroduction2aimingtocultivatestudents’particularconsciousness.Grammarteachingshouldneverberestrictedtogrammaritself.However,inrealEnglishteachingprocess,thegrammarteachingisstillwithinthestructureframesduetothestressfromthecollegeentranceexamination.Grammarknowledgelearningfocusesonformsandconstantdrilling,anditlacksspecificcontextsanditleadstotheinaccuracyofstudent’sexpression.Teachersaretheleadersingrammarclass,theyexplainthegrammarrulesandaskstudentstorememberthemwithoutcontexts.Thingscontinueinthiswayforalongtime,grammarteachingandlearningareinastateof“time-consumingandpoorefficiency”,inthemeanwhile,italsodemoralizesstudents’learningenthusiasm,soitisbecomingincreasinglyimportanttochooseagreatgrammarteachingmethod.1.2ThePurposeandSignificanceoftheStudyNewEnglishcurriculumStandardsofhighschool(2003)pointsout:accordingtostudents’featuresofcognitiveabilitiesandtherequirementsofdevelopments,thecourseinhighschoolshouldemphasizestudents’abilityonobtaininginformation,processinginformation,analyzingandsolvingproblemsonthebasisofdevelopingstudents’abilitytouselanguage.Forthispurpose,inEnglishteachingprocess,teachersshouldencouragestudentstomakeboldinquiryanduseallkindsofwaystogainknowledgeinordertoshapetheirownlearningmethod.Obviously,theessenceofsuchlearningprocessisdiscoverylearningandithasbeenparticularlystressedinseniorhighgrammarteachingprocess.ThenewEnglishStandardasksteacherstoknowthepurposeofgrammarteachingandchangethetraditionalmode.Inthiscontext,exploringtheimportanceofdiscoverylearningcanhelptoachievetheintentionofcurriculumdesignandunderstandthegeneraldemandsofNewEnglishCurriculumStandard.Atthesametime,itcanarousestudentslearninginterest,enhancetheirenthusiasm,stimulateoveralldevelopmentandfinallyimprovethewholequalityofteaching.ThisstudyoftheapplicationofdiscoverylearningtoEnglishteachinginseniorhighschoolisconsideredtoarousestudents’interestinEnglishlearning,tocultivatestudents’internalmotivationofEnglishlearningandcompetencetodevelopstudents’autonomouslearningabilityandcapabilityofexploring,andtopromotethe ChapterOneIntroduction3communicationandcooperationbetweenstudents.1.3OrganizationoftheThesisThisthesisconsistsoffiveparts.Partoneisintroduction,inthispart,theauthorgivesashortintroductionofthebackgroundoftheresearchconcerningaboutthetopic.Italsodescribesthesignificanceofthisresearchandthenpointsouttheorganizationoftheresearchinthepaper.Atlast,thestructureofthisthesisisdiscussed.Parttwoistheliteraturereview,whichmainlytalksaboutthepreviousresearchesthathavebeendoneathomeandabroadregardingEnglishgrammarteachinganddiscoverylearningmethod.Duringthispart,theauthoranalyzestheproblemsincurrentEnglishgrammarteachingandthefactorswhichcausethisproblem.Atthesametime,thetheoreticalbasesofthisresearchareshowed,suchasBruner’sdiscoverylearningmethod,autonomousstudytheoriesandsoon.PartthreeistheResearchMethodology,whichgivesdetaileddescriptionsofthepurposeoftheresearch,researchquestions,subjectsofthestudyandtheprocessofthisresearch.Aquestionnaireandtwotestsareusedasinstruments.Partfourmainlyincludesthefindingoftheexperimentanditisthekeypartofthewholethesis.Duringthispart,researchresultsareillustratedforcorrespondingresearchquestion,anddiscussionsaretalkedonebyone.Thelastpartistheconclusions.itsumsupthefindings,implicationsandthelimitationsofthestudy.Somesuggestionsarealsoincludedinthispart. ChapterTwoLiteratureReview4ChapterTwoLiteratureReviewGrammarteachingisacontroversialtopicinthehistoryofEnglishteaching.ThisresearchfocusesonwhetherdiscoverylearningmethodcanhelpteachersandstudentslearnEnglishgrammarwellornot.ItisknowntoallthatgrammartakesabigaccountinEnglishlearningandmanygreateducatorshavebeenlookingforawaytoteachinggrammareffectively.Wewilldiscussitinthefollowingparts.2.1ReviewofGrammarTeachingEducatorsdidalotofresearchesaboutgrammarteachingbothinChinaandforeigncountriesfromtheancienttimestopresent,whichshowedtheimportanceofgrammarteachinginteachingworld.Theeducatorsindifferentcountrieswantedtofindthebestmethodtoteachgrammar,eventhougheachmethodhasitsowndisadvantages.Inthefollowingparts,wewillhaveareviewonthemethodsofEnglishgrammarteachingathomeandabroad.2.1.1TheEnglishgrammarteachingmethodsabroadThornbury(1999)oncesaid:“Grammarteachinghasalwaysbeenacontroversialtopicduringthehistoryofforeignlanguageteaching.Educatorshavebeenadebateonthistopic,however,itpushedthedevelopmentofgrammarteachingwiththedifferentattitudesinanotherway.Somelinguistsarguedthatitwasnotnecessarytoteachgrammar,butotherlinguistswentforit.Foralongtime,thesecondviewhasbeenprevailingandthenitturnedthefirstviewintothemaincurrency.Thecontroversialquestion---howtoteachgrammarandthepositionofgrammarteachinghaveundergonethesimilarprocess.(1)ThegrammartranslationmethodGrammartranslationasthePrussianMethodwasinfactfirstknownintheUnitedStates.ItdominatedEuropeanandforeignlanguageteachingfromthe1840stothe1940s,andinmodifiedformitcontinuestobewidelyusedinsomepartsoftheworldtoday.Butinfact,Grammar-translationcourseswasdislikedbythousandsofschoollearnersforalongtime.Theyheldthatgrammarlearningmeantatediousexperienceofmemorizingendlesslistsofunusable ChapterTwoLiteratureReview5grammarrulesandvocabulary.Whileinthemid-nineteenthcentury,theoppositiontogrammartranslationmethodappearedonallsidesinseveralEuropeancountries.(2)DirectmethodReformersturnedtheirattentiontonaturalisticprinciplesoflanguagelearningattheendof19thcentury,andforthisreasontheyaresometimesconsideredtobetheadvocatesofanaturalmethod.Afterthen,Sauveurandotherbelieversinthenaturalmethodarguedthataforeignlanguagecouldbetaughtwithouttranslationortheuseofthelearner’snativetongueifthemeaningwasconveyeddirectlythroughdemonstrationandaction.Accordingtothedirectmethod,alanguagecouldbetaughtbyusingitactivelyintheclassroom.Ratherthanusinganalyticalproceduresthatfocusonexplanationofgrammarrulesinclassroomteaching,teachersshouldencouragedirectandspontaneoususeoftheforeignlanguageinclassroom.Learnerswouldthenbeabletointroducerulesofgrammar.Systematicattentionwasgiventopronunciation.Knownwordscouldbeusedtoteachnewvocabularyanddemonstration.Inprivatelanguageschools,thedirectmethodwasquitesuccessful,butitwasstilldifficulttoimplementinpublicsecondaryschooleducation,foritoveremphasizedanddistortedthesimilaritiesbetweenfirstlanguagelearningandclassroomforeignlanguagelearningandfailedtoconsiderthepracticalrealitiesoftheclassroom.Inaddition,itlackedarigorousbasisinappliedlinguistictheory,anditwasoftencriticizedbylotsofproponentsoftheReformMovementbecauseofthisreason.(3)Theaudio-lingualmethodTheAudio-LingualMethodadvocatedauraltrainingfirst,andthenpronunciationtraining,speaking,reading,andwritingwerethelastone.Languagewasidentifiedwithspeech,andspeechwasapproachedthroughstructure.Dialoguesanddrillsformthebasisofaudio-lingualclassroompractice.Afteradialoguewaspresentedandspecificgrammaticalpatternsinthedialoguewereselected,itbecamethefocusofvariouskindsofdrillandpattern-practiceexercises.However,italsohascriticism.Practitionersfoundthatthefinalresultsfellshortoftheirexpectations.StudentsareunabletotransferacquiredskillsthroughAudio-lingualismtorealcommunicationoutsidethe ChapterTwoLiteratureReview6classroom,andmanystudentsheldthattheexperienceofstudyingthroughaudio-lingualprocedureswasboringandunsatisfying.(4)CommunicativeteachingmethodTheCommunicativeTeachingMethodstartsfromatheoryoflanguageascommunication.ThegoaloflanguageteachingistodevelopwhatHymesreferredtoas“communicativecompetence”(Hymes,1972).Itholdsthattheprimaryfunctionoflanguageisforinteractionandcommunication.Classroomactivitiesareoftendesignedtocompletetasks.Nowthattheinitialwaveofenthusiasmhaspassed,however,someofclaimsofCLTarebeinganalyzedmorecritically(Swan,1985).Peopledoubtthatwhetheracommunicativeapproachcanbeappliedatalllevelsinalanguageprogram;whetheritrequiresexistinggrammar-basedsyllabusestobeabandonedormerelyrevised?Howsuitableitisfornon-nativeteachersandhowitcanbeadoptedinsituationswherestudentsmustcontinuetotakegrammar-basedtests?Thesekindsofquestionswilldoubtlesslyrequireattentionifthecommunicativemovementinlanguageteachingcontinuestogainmomentuminthefuture.(5)Task-basedLearningMethodTask-basedLearningMethodisalanguagelearningmethodwhichmeansteachersleadlanguagelearnerstocompletetasksinclass.Itisanewmodeldevelopedwithinthecommunicativelanguageteachingframeworkandpopularizedinthe1980s.Thisteachingmethod---“doingthingswithlanguage”wasintroducedintoelementaryandmiddleschoolinChina.Duringtheteaching,teachersshoulddesignconcreteandoperabletaskswhichapplytargetlanguagestocommunication,andstudentsfinishitbyexpression,negotiation,explanationandcounselactivities.(6)OtherMethodsThereareothermethods,suchasPimsleurlanguagelearningsystem,MichelThomasMethod,TotalPhysicalResponsesandsoon.Thereisnodoubtthatthesemethodologiespushedthedevelopmentofthelanguagelearningandteaching.Foreignlanguageteachinghasdifferent ChapterTwoLiteratureReview7handlingmethodsforgrammar,includingVanpatten’s“ProcessingInstruction”,VandeBranden’s“Interactivefeedback”,Swain’s“Theoutputhypothesis”andsoon.Thethemeofforeigngrammarteachingis“practicality”,soisthegrammartextbook.Teachinganddailylifeareconnectedtightlywithlearners’ownexperience.Aftertheeasyinstructionaboutthegrammarrules,italsohasmanyregularexamples,solearnerscangetthepointsquickly.Thefollowingisthepracticaldrillsinsimilarsituations.Viatheseactivities,learnersnotonlyrememberthegrammarrules,butalsoknowhowtoexpressitclearly.Inaddition,alotofforeigneducatorstakeactivitiesintothegrammarclass.Theyadvocatedifferentactivitiescanmotivatelearnerstofindthegrammarrulesbythemselves,italsocangreatlyimprovetheeffectivenessofgrammarteaching.Althoughthegrammarteachingmethodsiswelldevelopedabroad,theresearchofthisaspectisbehindhandinourcountry.Itisurgentforustofindapropergrammarteachingmethod.2.1.2EnglishgrammarteachingmethodsinourcountryThestudyofEnglishteachingmethodinourcountrybeganintheearly19th,roseinthe70softhe20thcenturyandprevailedintoday(Xiao,2006).DifferentmethodologicalschoolsinforeigncountrieshavegreatinfluenceonEnglishgrammarteachingstudiesinourcountry.Eachschoolhastheirowncharacteristicsinhandlinggrammarknowledge.Forexample,Grammar-translationputsahighvalueonimpartingsystematicgrammarknowledgeanddeductivemethodisthemainmethodtoexplaingrammarknowledge.DirectmethodhopesthattheycanuseEnglishtohavedirectlycommunication.Audio-lingualmethodemphasizesdrillstrainingandneglectstheunderstandingofgrammarrules.Communicativelanguageteachingstressesillocutionaryfunction.Similartothesituationwhichexistedabroad,therearetwoviewsongrammarteachingathome:toteachornot.Atpresent,thefocusofdisputeovergrammarhasshiftedfrom“whethertoteach”to“howtoteachgrammareffectively”.Threegrammarteachingmethodsareusedinthemiddleschool:behaviorismsgrammarteaching,communicativegrammarteachingandtask-basedgrammarteaching. ChapterTwoLiteratureReview8BehaviorismsgrammarteachinggoeswiththecomingofAudio-lingualteachingmethod.Thismodel,whichmainlyfocusesonpatterndrilling.“presentation”-“practice”-“testing”aretheapplicationofthismodelinseniorhighschoolgrammarclass.Sincethecomingofcommunicativegrammarteachingmethod,moreandmorepeopleknowtheimportanceofcommunication,theeducatorsadvocatedthecombinationofgrammarteachingandcontext,andthusdifferentcommunicativegrammarteachingmodelsappeared,suchasBrumnfit’s“Present-Practice-Practiceincontext”;Hamer’s“Introduce-Practice-Produce(communication)”.Obviously,thegrammarteachingwithinthismodelhasmoreinteractionandmorepresentations,suchasdialogue,chart,discussion,roleplayandsoon.Thecenteroftask-basedgrammarteachingisgrammaritself.Thistask-basedteachingcanalsobecalled“focusonform”teachingmethod.Ithasexplicitinstructionandimplicitinstruction.Forexample,beforetheexplanationofdirectspeechandindirectspeech,itusuallyhasavideo,andthentransferstheinformationtosentences.Studentscancomparethedifferentwaysofsayingthings.Thisisimplicitinstruction.Intheprocessofexplicitteaching,thetaskisgrammarquestions,suchas,askstudentstoreadsentencesinpicturesandthenchoosetherightanswers.Thelaststepistoconcludetherules.Inrecentyears,researchesingrammarteachinghavemadegreatadvances.Teacherstrytocombinegrammarteachingwithlocalactualconditions.ZhaoXiaoshanandYanXiangyuanproposed“Try--Discovery”teachingmodel,andthenYeYongmeiandCaiMeiliandidathree-yearinvestigationwhichwasbasedonpreviousstudiesandconstructivismtheory(Zhou&Yan,2002).Theytrytouse“Try—Discovery”teachingmodelintoEnglishgrammarteaching.Theresultsindicatedthatthismodelcoulddevelopstudents’pragmaticcompetenceandfindability(Ye&Cai,2008).2.2DiscoveryLearningMethod2.2.1.ThedefinitionofdiscoverylearningmethodDiscoverylearningisalsocalledthediscoverymethod.Thiskindofmethodencourages ChapterTwoLiteratureReview9studentstolearnindependentlytodiscoverproblemsandmasterscientificprinciples.Itemphasizesthatstudentsthemselvesshoulddiscover,create,andusematerialstofindoutthewaytosolveproblems,drawconclusionsandformcorrectconceptionsthroughtheirownindependentthinking.Itmainlyhasthreeaspects.:(1)promotedeeplearning(2)promotemeta-cognitiveskills(developproblem-solvingskills,creativity,etc.)(3)promotestudents’engagement.DiscoverylearningisproposedbyBruner,whobelievesthatdiscoverylearningisastudycaseinwhichthemainlearningiscertainlylearnedthroughstudents’ownexploration(Jerome,1988).TheRussianeducatorVygotskycreatedthe“culture-historytheory”anditofferedthepsychologicaltheoreticalfoundationforDiscoveryLearning(Lev,1989).Suhomaliskyadvocates“letstudentsstandup”,sopeopleknowteachersshouldhaveemotionalcommunicationwiththeirstudentsandtheclassshouldbeawholewhichstudentsandteacherarebothinit(Vasyl,1958).Thismodelaimstodevelopstudents’scientificthinkingandhelpthemtoowntheabilitytoreachaconclusionofundefinedtruthfromtheknownfacts.Atthesametime,itencouragesstudentsnotonlytofindthelawofdevelopmentofthingsbutalsodevelopascientificmannerandspiritintheirownway.2.2.2ForeignstudiesondiscoverylearningTheresearchesaboutforeignstudiesondiscoverylearningcanberoughlydividedintothefollowingparts:Firstly,somescholarshaveanalyzedthetheoreticalfoundationfordiscoverylearning.Forexample,Svinicki(1998)describeshowthecognitivelearningtheorysupportsthediscoverylearningmodel.Hebelievedthatthediscoverylearningmethodcouldprovidestudentswithopportunitiestoexploreandfindtheinformationwhichwasconcernedwiththeirowninterest.Secondly,manyscholarsdiscussedtheadvantagesofdiscoverylearningmethod.Forinstance,SchankandClearypointoutthatoneoftheadvantagesofdiscoverylearningmethodisitscapabilitytostimulatestudentslearninginterests,anditgivesstudentsopportunitiestoexploreandconsequentlyjoinsinthelearningenvironment(Schank&Cleary,1994).Manyscholarshavealsostudiedthefactorsandtoolswhichinfluenceandpromotediscoverylearning.Woutervan ChapterTwoLiteratureReview10Joolingen,SimonKingandTondeJongexploredtheSIMQUEST,aplatformforcommunicationbetweensimulationandinstruction,couldallowforaflexiblewayofauthoringsimulationsandinstructionconcurrently(Joolingen&King&Jong,1997).WoutervanJoolingenexpoundedmoreorlessthesamefindingsinhisresearch.Hereputedthatcognitivetoolscanbridgethedifferencesbetweendiscoverylearningenvironmentsandtraditionalsupportiveinstructionalenvironments(Joolingen,1998).CasperHulshofemphasizedtheimportanceofcreatingeffectivelearningenvironment(Hulshof,2002).Inthefieldoflanguageteaching,especiallyinEnglishgrammarteaching,anumberofscholarsstudiedanddiscussedthediscoverymethod.Fotosfoundinhisresearchthatstudentshaveahighergrammarproficiencywithdiscoverymethodthanstudentswithtraditionalteachingmethod(Fotos,1993).Adair-Hauckdescribedthegrammarteachingproceduresas“cooperationbetweenteacherandstudents”(Hauck,2003).Larsen-Freemanencouragedmoreteacherstohelptheirstudentslearneffectively(Freeman,2003).Forthesuccessofusingdiscoverylearningmethod,teachersshouldcarefullydesignactivitiestoensurethattheinformationwhichisincludedintheactivitiescandelivertostudents.Scrivenersuggestedthatteachersshouldtakepartintheactivitieswithstudentsandleadthemtolearn(Scrivener,2011).KoenVeermanscarriedoutthedesignandimplementationofatooltosupportlearnersinasimulation-baseddiscoverylearningenvironmentandstudytheeffectsofthesetoolsonlearnersworkingwiththeseenvironments(Veermans,2003).Somescholarsalsopointoutthatthereasonswhytheapplicationofdiscoverylearningmightbedifficult.Bonwellstatedthreereasonsthatteachersdidnotusethediscoverylearningmethod.Hethoughtthatdiscoverylearningnotonlycoveredthelearningcontentsbutalsoconnectedwithteachers’preparationtime(Bonwell,1998).Bicknell-HolmesandHoffmanproposedthatsomereasonsarebasedmoreonself-imposedmisconceptionsandattitudesthanthecreativeandpracticaldemandsofdiscoverylearning(Holmes&Hoffman,2000).Intheresearchesmentionedabove,inadditiontothebasictheoryinterpretationandreview,theforeignstudiesfocusmoreonthetheoreticalstudies,whichemphasizedthesocialreality ChapterTwoLiteratureReview11significance.2.2.3DomesticstudiesondiscoverylearningDomesticstudiesmainlyfocusondiscoverylearningtheoreticalproblemstudiesandithasthreeaspects:theoreticalanalysis,basicprinciplesandstudyapproaches.Forexample,GeLingfenpointsoutthat:“discoverylearningislearner-centered.Teachersstimulatestudents’interestinlearningandstrongmotivationtolearn,andgetstudentstofindrulesandprinciplesthroughobservation,analysis,inductionandlogicthinkingactivitiesandtrainstudents’abilitytoanalyzeandunderstandproblemsindependently”(Ge,2004).ZhangYuanandCaiMIng’s“TeachingMethod”alsomentionedtheconnotationofdiscoverylearningmethod.Atthesametime,someresearcherscombinedtheirownexperienceswithteachingrealityandthenstudiedtheapplicationofdiscoverylearningmethodinpractice(Zhang&Cai,2001).LiJianyingintroducedtheusingstrategyinhispaper“AResearchontheuseofDiscoveryLearningMethodinChemistryTeachinginSeniorHighschool”(Liu,2010).XuLin’s“HowtouseDiscoveryLearningMethod”brieflyintroducedtheprincipleofDiscoveryLearningMethod,andlinkedclassroomteachingcasesandtheapplicationstrategiestogetherwithusingdiscoverylearningmethodinelementarymathematicteaching(Xu,2009).Alotofteachersinourcountryputforwardsomenewteachingmethodsaccordingtotheideasofdiscoverylearningmethodandelicitationmethodofteaching,suchasunitstructureteachingmethod:ifconditionpermits,teacherschoosetypicalsubjecttousediscoverylearningmethod,andletstudentsexperiencethediscoveryprocessinordertofostercreativityandabilityofproblem-solving.Thetwoideasarenotisolatedeachother,butarerelatedtoandcomplementeachother.Tosumup,viatheintroductionoftheliterature,thediscoverylearningmethodinEnglishteachinginourcountryhasthefollowingfeatures:firstly,thoughstartedlate,theresearchesaboutusingdiscoverylearningmethodinEnglishteachingdevelopedquickly.Currentresearchesinourcountryfocusonsciencefield,andtherestillexistsalargenumberofresearcheswhofocuson ChapterTwoLiteratureReview12definingthedefinitionofdiscoverylearningmethod.Analysesmainlyfocusondiscoverylearningfromamacroperspectiveofview.FewgodeepintotheapplicationofdiscoverylearningtoseniorhighschoolEnglishteachingandprovidethecorrespondingsuggestionsforEnglishteachinginseniorhighschool.What’smore,althoughtheimportanceofdiscoverylearninghasbeenrecognized,relevantempiricalresearchesarestillnotenoughtotestifywhetheritiseffectiveornot.Secondly,theresearchesresultsarescattered,notthewholesystem.Sotheauthordrawinglessonsfromtheexistingresearchresults,havecarriedoncomparativelysystematicanalysisandresearchontheuseofdiscoverylearningmethodinEnglishgrammarteaching.Thisthesistriestocombinetheorieswithteachingpracticeanditalsogivesalotofexamples,aimingatprovidesometeachingsuggestionsforseniorhighschoolteachers.Bylearningfromtheaboveresearches,theauthorhopesthatshecanlearntodesignagoodresearchandcombinesthediscoverylearningmethodwithgrammarteaching. ChapterThreeResearchMethodology13ChapterThreeResearchMethodologyInthispart,theauthorwillfirstlyproposetheresearchquestionsofthestudy,andthenintroducetheparticipants.Thenextstepistheresearchinstrumentsandwhichisfollowedbytheresearchprocedure.Finally,theresultsanddiscussionsareshowed.3.1ResearchQuestionsBasedonthepreviousstudiesonthediscoverylearningmethodandgrammarteaching,thestudyisconductedwiththepurposeoffindingouttheeffectsofusingdiscoverylearningmethodingrammarteaching;Thisresearchhasbeendoneonthebasisofthefollowingtworesearchquestions:(1)ByapplyingdiscoverylearningmethodtoEnglishgrammarteaching,canstudents’grammargradesbeimprovedeffectively?(2)Comparedwiththetraditionalgrammarteachingmethod,isthediscoverylearningmethodmorehelpfultostimulatestudents’interestinlearninggrammar,changetheirmotivationtoEnglishlearning?Thisstudyhasdoneaclassroom-basedempiricalresearchtoprovethattheexperimentclasscanbegreatlymotivatedtolearnEnglishandmakegreaterprogressthanthecontrolclass,somesuggestionsareproposedforimprovinggrammarteaching.Hopefully,itcanmakesomedifferencesinfutureEnglishteaching.3.2SelectionofSubjectsAnexperimentalstudyisconductedinthelangzhonghighschool.Thesubjectsare106seniorhighschoolstudentsfromClass29,seniortwo(totaling54)andClass31,seniortwo(totaling52).Class29isthecontrolclassandtheotheroneistheexperimentalclass.ThisstudychoosethefunctionofV-ingformaspointofcut-in,theteachingcontentsincludev-ingforms,whichareusedassubject,object,predicative,attribute,complement,andadverbialindifferentsentences.Thisexperimentlastsforonesemester.Duringthegrammarteachingintheexperimentalclass,theauthortakesthediscoverylearningmethod,whichincludesthefollowing ChapterThreeResearchMethodology14steps:creatingaconcretecontext;findingthequestions;discussing;makingconclusion;doingexercises;grammarpractice.ThestudentsinthecontrolclasslearnEnglishgrammarwiththetraditionalwayofgrammarteaching,wheretheteacheremphasizeongrammar,drillpatterns,translationexercise,andquestion-and-answerintheprocessofteaching.Allthesubjectsarewillingtoparticipateintheexperiment.3.3InstrumentsoftheResearchBothqualitativeandquantitativeresearchesareadoptedinthisthesis,aimingatensuringthereliabilityandvalidityofthisresearch.Therearetwoinstrumentsusedtocollectdata:testsandquestionnaire.3.3.1TestsStudentsinLangzhongseniorhighschoolaredividedintothesameparallelclassaccordingtotheirscoresinhighschoolentranceexamination.Beforetheexperiment,therearetwotests,namelyEnglishcomprehensivetestandgrammarcompetencetest.InEnglishcomprehensivetest,thetotalscoreis120points,multiple-choiceaccountsfor20points,closetestaccountsfor20points,readingcomprehensionis40points,errorcorrectiontakesup10pointsandwritingis30points.Thetotalscoreofgrammarcompetenceis60points,multiplechoiceis15points,completingsentencesis8points,fillingblanksaccountfor12pointsandwritingis25points.Thepost-testisgrammarcompetencetest,thetotalscoreis60pointsandtheproportionofeachpartisthesameasthepretestgrammarcompetencetest.Thecontentsofpretestandposttestarethesame,butinposttest,ithasonemorerequirement,thatis,itisthestudentsneedtouseV-ingformstheyhavelearnedinpreviouslesson.3.3.2QuestionnaireTohaveabetterunderstandingofstudents’attitudeandtheirreactionstotheteachingmethodtheyhavereceivedintheexperimentalclass,someserviceableinformationisgatheredthroughaquestionnaire.Bothstudentsinexperimentclassandcontrolclassdoitbeforetheexperimentandthenaftertheexperiment,theydoitagain.Therearetwopartsofthisquestionnaire,thefirstpart ChapterThreeResearchMethodology15reflectsthestudents’basiccircumstanceandthesecondpartisaboutthecurrentgrammarteachingactualities.Therearefourteenclose-endedquestionsandoneopen-endedquestionsinthesecondpartandtheycanbebroadlydividedintothefollowingfourparts:Questiononetofivereflectstudents’attitudesandstrategiesongrammarteaching;Questionsixtotwelvetalkaboutteachers’teachingmethodandstudents’satisfaction;Theeffectofdiscoverylearningmethodongrammarteachingareshowedinquestionthirteentofourteen;Theopen-endedquestionisaboutstudents’suggestionsforgrammarteaching.106questionnairesweredistributedtothestudentsintwoclassesandallthequestionnairesarevalid.ThequestionsinquestionnaireswerewritteninChinesesothatthestudentscouldunderstandthemeaningclearly.Inordertoavoidthesituationappearingthatsomestudentsmightnotshowtheirrealthinkingbecausetheywerefearedthattheirchoiceswouldnotsatisfytheteacher,sotheydidnotneedtowritetheirnamesdownonthequestionnaireeither.AttheendoftheexperimentthequestionnaireswerehandedoutasAppendixI.3.4ProceduresofTeachingGrammarbyUsingTraditionalGrammarTeachingMethodThetraditionalgrammarteachingmethodisconductedincontrolclass,whichinvolvespresentingthesubjectswiththetargetstructuresandafewexampleswithexplanationandprovidesthesubjectswithsomerelatedactivitiestopracticeusingthepattern.Inotherwords,traditionalgrammarteachingmethodfocusesonteachingstudentstousegrammarrulesaccordingtotextbooks.Ithasthefollowingsteps:3.4.1GrammarexplanationIntraditionalgrammarclass,teacherstaughtgrammarknowledgeinadirectwayandstudentsjustreceivedtheknowledgeorwrotedownthegrammarpoints.TakethelearningofV-ingformsasanexample:Theteacherpresentedgrammarpointsinppt:V-ing形式有两种，分别为动名词、现在分词。它还可以根据主被动、时间延伸各种形 ChapterThreeResearchMethodology16式，如下：类别及物动词不及物动词形式主动被动主动一般式doingBeingdonedoing完成式havingdoneHavingbeendonehavingdone3.4.2DrillPatternsAfterthedetailedexplanationsofV-ingforms,someexercisesareofferedtostudents.Afterfinishingtheexercises,teachercorrectstheanswersandexplainreasons.Theteacherthinksthiswaycanstimulatestudentsrememberthegrammarandthenhaveadeepunderstandingaboutthegrammar.3.4.3ProductionTheteachercollectedthedatawhichreflectedstudents’weakpointintheirexercisesandteacherwouldconsolidatethegrammarrulesagainaccordingtotheirfeedbacks.Thenteacherwouldgivesomeotherexerciseswhichwereaimedattheirweakpoints.Suchteachingmethodisthemostcommononeinseniorhighschoolgrammarclass.Theteacherspeakscarefullyandstudentsalsodomanyexercises.Itseemsthatstudentshaveachievedthedesiredeffect.However,theystillfeelconfusedinexams.Itsreasoniscloselyrelatedtotraditionalgrammarclassmodel.Inclass,theteacherplaysaleadingroleandhisteachingfocusesongrammarknowledgeitself.AlthoughmanyteachingreformshavetakenplaceinEnglishteaching,significantimprovementhasnotbeenseenintheareaofEnglishteaching,suchas:theformalizationofteachingactivity;students’lowinterestandsoon.3.5ProceduresofTeachingGrammarbyUsingDiscoveryLearningMethodThisexperimentwascarriedoutfromSeptember,2015toNovember,2015.Itlastedfortwelveweeks,totheexclusionofone-weekholidayaroundtheNationalDay.Studentsintheexperimentalclasswerebedividedintoninegroups.Andthestudentsintheexperimentalclassdidnotknowthepurposeofthepresentstudyduringtheexperiment.Asateachingmethod,discoverylearningfocusesonstudents’learninggrammarbydiscoverylearningmethodusually ChapterThreeResearchMethodology17hasthefollowingsteps(takethelearningofV-ingformsasexample).3.5.1CreateasituationincontextInthestageofcreatingsituationincontext,studentscanperceivethetargetgrammarknowledgeincontextorothersituations.Teacherscouldusethediscourseintextbookorcreateasituationforstudents.TakethelearningofV-ingformsasanexample:FromPPT,studentscanseeapicturewhichYuanLongpingisplayingtheviolin.T:What’sYuanLongpin’shobby?S:PlaytheviolinT:Yes,playingtheviolinishishobby.Playingtheviolingiveshimalotofpleasure.Spendingmoneyonhimselforleadingacomfortablelifemeansverylittletohim.Findingwaystogrowmorericehasbeenhislifegoal.Itisquickandtothepointbyusingpicturestocreatesituationforstudents.Atthesametime,stressingthetoneandunderlinecanhelpstudentstoacquirethetargetgrammarruleseasily.3.5.2DiscoverthegrammarBeingfamiliarwiththesituation,teachershoulddosomeguidancefortargetgrammarrules,inthisprocess,theteacher’smaintaskistodesignandorganizetheteachingactivities,givingmorechancestostudentstoinvolveinthisfindingprocess.Fromthisway,studentsobtaintheeasywaytogetthegrammarpointsunconsciously.Forinstance,theyknowwherethepositionsofV-ingformsareanditsfunctions.Forexample,theteacherasksthestudents’hobbiesandthenlistsallthehobbiesofYuanLongpingontheblackboard.A:playingtheviolinishishobby.B:Spendingmoneyonhimselforleadingacomfortablelifemeansverylittletohim.C:Findingwaystogrowmorericehasbeenhislifegoal.Thenteacherasksstudentstopayattentiontothesentencesandfindoutthesimilaritiesthingsamongthem?PriorityshouldgotothosewhoislessadvancedonEnglishforitisaeasyquestion,itcangreatlyenhancetheirlearningenthusiasm.Afterthat,teacherasksagain:Doyou ChapterThreeResearchMethodology18knowwherewecanusetheV-ingformsandhowtousethem?Givethemtimetodiscusswhattheyhavediscovered.Studentsareencouragedtousetheknowledgewhattheyhavelearned.Variousmeansareusedtoelectthematerials.Maybeonegroupdoesitinsufficiently,soitisnecessaryforothergroupstoaddsomething.Theyreinforceoneanother,thentheteacheraddsthatthev-ingformcanbeusedasthesubjectinasentence.Meanwhile,ithasthesamefunctionasthenoun.Todaywe"regoingtolearnsomethingaboutthev-ingforms.3.5.3DeductiveactivitiesInthispart,lotsofactivitieshavebeencarriedout.Pictures,dialoguesandcartoonareusedtomaketheboringgrammarknowledgeinteresting.Itisbettertodesigneasyquestions.Ontheonehand,mostofthestudentscananswerthemandtheycanexperienceachievementfromtheactivities.;Moreimportantly,studentscanquicklyconcludetheabstractgrammarrulesfromeasysentencesandquestions.Forexample,showthepicturesofYuanLongpingandhisstudentswereworkingtogetherhappily.Questionsappearedinppt:Seeingisbelieving(眼见为实).Ph.D.Yuanisreallylivingasimpleandcommonlife.Workingwithhimisapleasure=Itisapleasureworkingwithhim.Q:Canittaketheplaceofworkingwithhimasthesubjectofthesentence?Askstudentstothinkaboutthequestionandconcludetherulesandtheycancorporatewiththeirpartner,thentheteacherchoosestudentstoansweritonebyoneandaskonevolunteertoconcludetherules.3.5.4ConsolidatethegrammarAskstudentstocompletethetaskinlimitedtimeinclass.Itcanbemulti-choice,textcompletion,sentence-fillingoressaywriting.Analyzingthecommonmistakesthatstudentshavemadeduringthepractice.Fromcontrolledpracticetosemi-controlledpracticeandthentofreetalk,studentslearnedthemonebyoneandgraduallygrasptheessenceoftargetgrammarknowledge.Forexample:Activityone:Askstudentstodotheexercisesintextbook ChapterThreeResearchMethodology19Activitytwo:compositionimitationChangchangisasmartboy.Playingmodelcarsishisfavorite.Andhealsolikesrunning.Itseemsplayingishisjobeveryday.Besides,heenjoystalkingsomuchthatheseemsthatheneverstopstalkinguntilhegoestosleep.Maybethatiswhytellingstoriesbecomeshishobby.3.5.5GrammarpracticeInthisstage,themaintaskofteacheristodesigndifferentsituationwhicharerelatedtotargetgrammarpointsandstudents’life.Theteachershouldalsoencouragestudentstoexpressthetargetlanguagenomatterinverbalorwrittenforms.Inteachingprocess,itishelpfulforstudentstogetverbalsupportsorguidance.Forexample,teachergivesstudentsanassignmentthatisaroleplayactivity,onerequirementabouttheroleplayisthatstudentsshoulduseasmanyV-ingformsaspossible.Forexample:Roleplay:Studentsareencouragedtobeasimaginativeaspossibleinroleplayactivity.Asmentionedabove,studentsaredividedintogroupswheretheycantellstoriesormakeupshortconversationsaccordingtothepictureinPPT.Somerequirementsarelistedinthefollowing:(1)Everyonetellsatleasttwosentences.(2)Putinthreebeststudentstoperform;oneistherecorderandthetwootherpeopleareperformer,andtheothershelptodosomemodificationsandenrichmentfortheterminalperformance.(3)Askonegrouptoperformbyrandom,inthemeanwhile,othergroups ChapterThreeResearchMethodology20areaskedtorecordthesentenceswhichhaveusedtheVingform.Thegroupshouldhavethebestperformanceandrecordmostofthesentences. ChapterFourAnalysisandDiscussionoftheResearchResults21ChapterFourAnalysisandDiscussionoftheResearchResultsThischapteriscomposedofthreeparts,sectiononeistheanalysisofthepretestandsectiontwodescribestheresultsofpost-test.SeveralindependentsampleT-testsandpairedsampleT-testsareusedtochecktheresultsofthepre-testandthepost-testintheexperimentalclassandthecontrolledclass.Sectionthreeistheanalysisofquestionnairewhichwasusedasacomplementarydeviceforthepurposesofinvestigatingtheattitudesofthestudentsintheexperimentalclasstowardsdiscoverylearningmethod.Cronbach’sAlphawasusedtoensurethevalidityofthequestionnaire.4.1AnalysisandDiscussionofthePre-testResultsThepre-teststartedatSeptember,2015andtheresultsareanalyzedbySPSStochecktheEnglishleveloftwoclasses.Table4.1IndependentSampleT-testofclass29and31beforetheexperimentclassNMeanStd.DeviationtSig.(2-tailed)295485.3214.700.0890.91315285.1412.17Fromthetable4.1,wecanseetheaveragescoresoftheexperimentalclassandcontrolclassare85.32and85.14.Andthetvalueoftwoclassesis0.089,thePvalueofthetwoclassesis0.91(0.91>0.05);Sothereisnosignificantdifferencesbetweenthetwoclasses.Theresultsofpre-testcanshowtheexperimentalclassandthecontrolclassarebasicallyatthesamelevel.Theresultssupportmyfollowingresearch.Consideringthefinalexamofseniortwocontainsstudents’comprehensivecompetence,theauthoralsowondersifthereareanydifferencesbetweenthetwoclassesintermsofgrammarcompetence?Sothereisonemoretestthatfocusesongrammarcompetence.WecanseeinTable4.2:Table4.2IndependentSampleT-testofgrammarcompetencebeforetheexperimentclassNMeanStd.DeviationtSig.(2-tailed)295437.256.43-0.2890.773315237.605.54Fromthetable4.2,wecanseetheaveragescoresoftheexperimentalclassandcontrolclass ChapterFourAnalysisandDiscussionoftheResearchResults22aboutthegrammarpointare37.25and37.60.ThetvalueandthePvalueoftwoclasses29are0.289and0.773(0.773>0.05),sothereisnosignificantdifferencesbetweenthetwoclassesaboutthegrammarcompetence.Theresultsofgrammarcompetencetestcanshowtheexperimentalclassandthecontrolclassarebasicallyatthesamelevel.Theresultssupportmyfollowingresearch.4.2AnalysisandDiscussionoftheResultsofPost-testTable4.3IndependentSampleT-testofgrammarcompetenceaftertheexperimentclassNMeanStd.DeviationtSig.(2-tailed)295443.107.524-1.4870,022315245.045.427Fromthetable4.3,wecanseetheaveragescoresoftheexperimentalclassandcontrolclassare43.10and45.04;The2-tailedsignificanceindependentsampleofthetwoclassesis0.022,whichislessthan0.05.Anditindicatesastatisticallysignificantdifferenceofthetwoclasses.Inotherwords,theimprovement,whichwasmadebytheexperimentalclass,ismoresignificantthanthatofthecontrolledclass.Therefore,aconclusioncanbedrawnthatdiscoverylearningmethodwhichhelpsstudentsindevelopingtheirgrammargrades,isapracticablemethodforteachingEnglishgrammarinseniorhighschooltosomeextent.4.3AnalysisandDiscussionoftheQuestionnairesWeknowfromthepreviouschapterthatquestionnaireisatoolforthepurposeofinvestigatingstudents’attitudesandtheirreactionstodiscoverylearningmethod.Cronbach’sAlphainSPSSisusedtocheckthereliabilityofthequestionnaire.Table4.4ReliabilityoftheQuestionnaireReliabilityStatisticsCronbach’sAlphaNoftheItems0.81215Table4.4showsthereliabilityofthequestionnaires(a=0.812),andthereliabilityofeachquestionshowedinTable4.5,thealphaofthemarealllargerthan0.6,soitmeansthestatisticsareofhighreliability. ChapterFourAnalysisandDiscussionoftheResearchResults234.3.1AnalysisofthequestionnairebeforetheexperimentTable4.5Students’attitudestowardgrammarlearningQoneQtwoQthreeQfourONPNPNPNP①1019.2%1528.8%1121.2%510%EC②2242.3%713.5%2140.4%1121.2%③1223.1%2140.4%1121.2%2650%④815.4%917.3%917.3%1019.2%①1426%1527.8%814.8%713%CC②2342.6%916.7%2444.4%1120.4%③1324.1%2342.6%1325%2138.9%④47.3%713%917.3%59%O=option;N=number;P=percentAccordingtothetable4.5,wecanfindthatstudentsintwoclassesknowtheimportanceofgrammarteaching.Morethan60%ofstudentsthinkthatitisnecessaryforthemtolearnit.Amongthosewhothinkthegrammarlearningisnotnecessary,studentsincontrolclass(24.1%)haveahigherproportionthanintheexperimentclass(23.1%).Thereasonwhythishappens,partlybecauseofcurrentcollegeentranceexaminationpatternandstudents’interest.Regardlessofthecause,theresultsofthechartcanindicatethatstudentsrealizetheimportanceoflearninggrammar. ChapterFourAnalysisandDiscussionoftheResearchResults24Table4.6Students’learningstrategiestowardgrammarlearningFromTable4.6,wecanfindthatstudentsintwoclasseshavedifferentreactionstogrammarlearning.Inexperimentalclass,whenhaveagrammarquestion,25%ofstudentschosetoasktheirstudentsforhelp;38%ofthestudentsmaytalkwiththeirclassmates;30%ofstudentslearnitbysearchingontheinternetorconsultingthegrammarbooks.Whileincontrolclass,38%ofthestudentsliketoasktheirteacher;32%ofstudentsshowthattheyusuallydiscusswiththeirclassmates;25%ofstudentslearngrammarknowledgebythemselves.Thedataindicatethatwhen ChapterFourAnalysisandDiscussionoftheResearchResults25facingagrammarquestion,studentsinexperimentclasscanhelponeanother,butstudentsincontrolclasswouldratherrelyontheirteachers.Therearemoreautonomousinexperimentclass,forwecanseethattheproportionofexperimentclassishigherthancontrolclassinoptionthree.Foroptionfour,studentsusuallyhavetwowaystodealwithit:oneisthattheycanignoreitandtheotheristhattheymaywaitfortheirteacher’sinterpretation.Ineithercase,itindicatesthatstudentshaveindifferentattitudetowardsgrammarlearning.Thusitcanbeseenthatteachersshoulddomoretocultivatestudents’autonomyabilityandarousestudents’enthusiasmaboutgrammar.Table4.7Teachers’teachingmethodandstudents’satisfactoryQsevenQeightQtenQelevenONPNPNPNPEC①48%3159.6%1019.2%2650%②1630.8%815.4%2650%1528.9%③2650%713.5%1121.2%815.4%④611.5%611.5%510%36%①611.1%2953.8%1324.1%2648.1%CC②1120.4%1120.4%3055.6%1426%③3361.1%916.7%814.8%1018.5%④47%59%36%47%O=option;N=number;P=percentFromthechart,wecanfindthatstudentsinbothofthetwoclassesarenotsatisfiedwithteachers’interpretationandtheyholdthatthisteachingmethodcannotgivestudentstheopportunitytojoinintheclass.Morethanhalfofthestudents（ECtakes50%andCCtakes55.6%）preferteachgrammarinconcretesituation.Althoughtheeffectofmechanicaldrillshasbeenwellrecognizedbystudents,theystillexpresstheirconfusion.Itindicatesthatmechanicaldrillscannottrulyhelpstudentstoownthegrammarknowledge.Soitbecomesimportantforteacherstocombinethemechanicaldrillswiththeappropriategrammarteachingmethod. ChapterFourAnalysisandDiscussionoftheResearchResults26Table4.8ThegrammaranalysismethodGameMovieormusicInterpretationOthersEC41230LearnbyCC51337themselvesQuestionsixandnineshowthatdirectinterpretationtakesabigproportioningrammarteachingprocess,playgamesorwatchmoviesareusedless.Italsoindicatesinquestiontwelvethatmostofthestudentsdislikethisteachingmethod,studentsinECtakes55%andstudentsinCCtakes53%.Table4.9ThelearningeffectQthirteenQfourteenONPNP①510%36%EC②2038.5%2650%③2242.3%2140.4%④510%24%①47%713%CC②2750%2546.3%③2138.9%1833.3%④24%47%O=option;N=number;P=percentFromthetable4.9,lessthan10%ofthestudentsthinkthattheylearngrammarverywellorveryterriblyinthetwoclasses,andaboutahalfofstudentsthinkthattheeffectofgrammarlearningisok.4.3.2Analysisofthequestionnaireaftertheexperiment ChapterFourAnalysisandDiscussionoftheResearchResults27Table5.1Students’attitudestowardsgrammarlearningQoneQtwoQthreeQfourONPNPNPNPBefore①1019.2%1528.8%1121.2%510%②2242.3%713.5%2140.4%1121.2%③1325%2140.4%1121.2%2650%④713.5%917.3%917.3%1019.2%①1325%2751.9%1019.2%1528.8%After②2752%917.3%1834.6%1732.7%③713.5%1426.9%1528.8%1223.1%④510%24%917.3%815.4%N=number;P=percentTheresultsofthequestionnairesurveyinTable5.1canbeusedtoqualitativelyinvestigatestudents’attitudetowardstheuseofdiscoverylearningmethod,andwecanseethatstudentshaveastrongerinterestthanbeforeandthenumberofstudentswhothinkgrammarisinterestinghasincreasedby10.Theaimoflearninggrammarbecomemoreclearly,forthenumberofstudentswhothinktheaimofgrammarlearningistopromoteoveralldevelopmenthasincreasedto27.Sevenpeoplehavebeenliftedoutofthescopethattheyarenotclearaboutthepurposeoflearninggrammar.Table5.2Students’learningstrategiestowardsgrammarlearning ChapterFourAnalysisandDiscussionoftheResearchResults28Aquicklookatthetableaboveindicatesthatstudents’learningautonomybecomesstrongeraftertheexperiment.Whenhavingaquestion,42%ofthestudentsaremorewillingtodiscusswiththeirfriendsorlearnitbythemselvesratherthanrelyontheirteachers(16%).Inoptionfour,insteadofignoranceaboutthequestion,nowstudentsarewillingtothinkindependentlyandthendiscusswiththeirpartners.Theresultsshowthatteachinggrammarwithdiscoverylearningmethodcanstimulatestudents’interestandgetstudents’moreinvolvedinsteadofpassiveacceptance.Table5.3Teachers’teachingmethodandstudents’satisfactoryQsevenQeightQtenQelevenONPNPNPNPBefore①48%3159.6%1019.2%2650%②1630.8%815.4%2650%1528.9%③2650%713.5%1121.2%815.4%④611.5%611.5%510%36%①1426.9%2548.1%2751.9%2037%After②2751.9%1528.9%1528.9%1527.8%③713.5%815.4%713.5%1425.9%④48%48%36%510%O=option;N=number;P=percent ChapterFourAnalysisandDiscussionoftheResearchResults29Fromthetable5.3,wecanfindthatstudentsgetmoresatisfactioncomparedwiththedatabeforetheexperiment.Beforetheexperiment,only38.8%ofthestudentsjoinintheclassdiscussionandthenumberincreasedby78.8%.Thisisduetotheuseofdiscoverylearningmethodingrammarteaching.Studentshavemorechancestoinvolveintheclass,inaddition,theboringmechanicaldrillsaredecreasing,from78.9%to64.8%.Teachercreatesmorecontexttoinducethegrammarandencouragesstudentstodiscovertherulestogether.Studentsareeasytoaccept,sotheeffectbecomesbetter.Table5.4ThelearningeffectQthirteenQfourteenONPNPBefore①611.5%36%②1936.5%2650%③2242.3%2140.4%④510%24%①1426.9%713.5%After②2650%2853.8%③815.4%1426.9%④48%36%O=option;N=number;P=percentItiseasytofindthatthelearningeffectisobvious.76.9%ofthestudentsconsiderthediscoverylearningmethodasaneffectivemethodingrammarteachinganditishelpfulfortheirgrammarlearning.Aftertheexperiment,26.9%ofthestudentsthinkthattheyhaveagoodunderstandingaboutthegrammarpoints,anditincreases15.4%thanthedatabeforetheexperiment.Mostofthestudentsthinkthattheyknowhowtousethegrammar.Astotheopen-endedquestions,students’suggestionscanroughlydividedintotwoparts:oneistoprovidemorechancesfortheiractualcommunication;theotheristogivethemappropriateguidanceaftertheyconcludethegrammarrules. ChapterFiveconclusions30ChapterFiveconclusionsOnthebasisofthepreviousillustrationofresearchresultsanddiscussion,theconclusionrevealsinthischapter.Themajorfindingscananswertheresearchquestions.Thesecondparttalksaboutseveralpracticalissuesconcerningaboutthisresearch.Thelimitationofthestudyisthefollowingtopic.Lastly,ithasaconclusionaboutthewholethesis.5.1MajorFindingsoftheStudyTheeffectsofusingdiscoverylearningmethod,andthechangeofstudents’grammarlearninginterestwillbediscussedinthefollowingsection.Teachinggrammarwithdiscoverylearningmethodisjustatry,butitisaneffectivemethodthathasbeenprovedbypractice.Itprovidesstudentsaplatformwherestudentscanlearnanddevelopontheirowns.Theeffectsaremainlyreflectedinthefollowingaspects:①Teachinggrammarwithdiscoverylearningmethod,students’grammargradescanbeimprovedeffectively.②Comparedwiththetraditionalgrammarteachingmethod,thediscoverylearningmethodismorehelpfultostimulatestudents’interestinlearninggrammar,andithaschangedtheirmotivationandattitudestoEnglishlearning.Asthediscoverylearningmethodstressestheimportanceofinteractivitybetweenstudentsinparticular,sostudentsaretheprotagonistwhileteachersarejusttheguiders.Thetraditionalclassturnsintoadifferentone,studentsthinkdependently,discusswiththeirpartnerandthendiscoverandconcludethegrammarrulesbythemselvesinlistening,speaking,readingandwritingprocess.Itadoptsallkindsofactivitiestostimulatestudents’interest,moreimportantly,itprovidesacommunicativesituation.Therefore,learningbecomesmoreinteresting.5.2SeveralPracticalIssuesConcerningwiththeUseofDiscoveryLearningMethodThereareseveralpracticalissuesconcerningabouttheuseofdiscoverylearningmethod,andit’swellworthexploringforEnglishteachersandeducators.Forexample,howtohelpstudentstocreatethelearningenvironmentforthemtodiscussandsolvequestionsbyusingthismethod?At ChapterFiveconclusions31thesametime,notallthecoursescanusediscoverylearningmethod,itneedstoselecttheteachingcontentandfollowcertainprinciples.Inaddition,itdemandsmoreforEnglishteachers.5.2.1Howtocreatediscoverylearningenvironment(1)CreatethelearningenvironmentfortargetlanguageThereexisttwodifferentlanguageinputenvironmentintheprocessofreceivingthetargetlanguage:oneistheclassroomteachingenvironment,theotherisacquisitionenvironmentinnaturalstate.Inclass,thetargetlanguageinputalwaysgoesaccordingtotheteachingsyllabus,anditcanhelpstudentsgaintheknowledgeandrealizelearninggoalsbyartificialfactors,butthedisadvantageisthatpeoplehavelesschoiceandtheirbehaviorsarelimited.Whenstudentsinacquisitionenvironment,theinputoftargetlanguageisdisordered,andlearnerswilladjustorsimplifyhislanguageinordertomakethetalkerunderstand.(2)TheselectionofteachingcontentStudents’discoveris“rediscover”,weallknowitisimpossibleforstudentstolearneverythingjustbytheirownfindings.Someteachingmaterialsaretoohardtoteachanddesigningthediscoverprocessalsodifficultforteachers.Fortheteachingcontent,teachersshouldselectcarefully.Someprinciplesarelistedinthefollowing:firstly,teachingcontentshouldhavetheexploringvalue;secondly,theteachingcontentshouldbewithinstudents’rangeofabilitiesforindependentwork,thatis“zoneofproximaldevelopment”,itmeansthecomplexityofdiscoveringshouldbesuitabletostudents’actuallevel.Thirdly;theutilizability,thatistosaythematerialsthatteachersgivetostudentsshouldhaveitsvalues,ifthematerialsarefarawayfromstudentsactuallife,andstudentsfindnothingvaluablefromit,whichcannotreachthegoals.5.2.2ThehigherrequirementsforteachersUsingdiscoverylearningmethodinseniorhighschooldemandsmoreforEnglishteachers.Teachershouldkeepstudyingandgraspingtheteachingideasofnewcurriculum.Besides,teachersshouldencouragestudentstouseEnglishfrequentlyandcreatetheatmosphereforstudentstoimprovetheirabilitiesinlistening,speaking,readingandwriting.Differentresources ChapterFiveconclusions32arecollectedforuseinclass.Teachersshouldknowhowtocreatechancesforstudents’self-directedlearningandmutualcommunication.Ifteacherscanusediscoverylearningmethodtoarousethestudents’interestinlearningEnglish,thelearningeffectwillbebetter.Inaddition,howtooptimizethelimitedtimetoreachthebesteffectwithusingdiscoverylearningmethod?Howtoimprovetheparticipationofdisadvantagedstudentsindiscoverylearningprocess?AlltheseareneededtobecontinualpracticebyEnglishteachers.Inteachingprocess,teachersshouldhavedifferentrolesindifferentstages.Therolesarelistedasfollows:Thefirstisinformationcollectors;languageisapartofculture.Beforeclass,teacherscancollectinformationaboutthelesson,suchasculturebackground,socialatmosphereandsoon.Thesecondisdesigner;Discoverylearningmethodfocusesonpractice,foreignlanguagecompetencecomesfromlanguageinterpretation,butthat’snotenough,somelanguagepointsexplanationarealsoneeded.Teachersshouldguaranteethatstudentscanbethecentreoftheclassandknowhowtodesignactivitiescorrespondingtoallstudents’needs.Teachersshouldalsobetheorganizerandcoordinator.Theycanorganizeandcoordinateclassroomactivitiesaccordingtothearrangementsofteaching.Theygivetasksandguidestudents,intermsoftime,materialandthemodeofactivity.Teacherscanbalanceitwell.Thelastroleisparticipantandpromoter.Teachersarenotonlytheinterpreterbutalsoareparticipants,andtheytakepartintheactivityaswellasthestudents.Teachers’participantcanliveuptheatmosphereindeed,theirdirectcommunicationcangreatlyimprovestudents’ability.Astheyarestudents’friendsandassistants,theycanhelpstudentsbeconfidentandconquerthestudyanxiety,students’subjectiveinitiative.Learningmotivationcanalsoimproved.5.3ConclusionAftertheexperiment,theauthorfindthatthediscoverylearningmethodhasitsowneffectsonguildingtheteachingpractices.Intheprocessofusingthediscoverylearningmethodingrammarclass,studentsaregraduallyinterestedingrammarlearningandtheiroverallqualityalsoenhanced;Thediscoverprocessbringsthemalot.Foeexample,theycanapplythegrammarknowledgetolistening,reading,writingandotheraspects.Theseactivitiesinclasstrainthemto ChapterFiveconclusions33cooperatewiththeirpartner,discusswiththepartnerandeventuallymakeprogresstogether.Comparedwithtraditionalgrammarteachingmethod,discoverylearningmethodusedincontextandconcretesituation,haschangedtheprevioussituationwherethegrammarclassisboringandthegrammarrulesaretoocomplextoremember.Nowstudentsthinkandactpositively,atthesametime,theyspeakmoreinclass.Learninggrammarrulesintextcanhelpstudentsunderstandthetruemeaning,andstudentsconcludetherulesandgraspthemquickly.Inaddition,thetextbooksweusednowaresuitabletousethediscoverylearningmethod,whichalsodemandsmoreforEnglishteachers,fortheyshouldhaveboththetheoreticalknowledgeandpracticalskillstodotheirjobswell.Despiteoftheauthor’sfulleffortinthisstudy,therestillexistsomelimitationsabouttheresearch.Firstofall,duetolimitedpracticalconditionandresearchcompetence,thereareseveraldeficienciesinthisresearch.TheauthorjusttakestwoclassesinNanchongcityasthesample,whichcannotrepresentdiscoverylearningmethodcanalsoapplytootherclassesinotherschool.Secondly,althoughinthisresearchwehavequestionnaire,thenumberofstudentsandteachersinvolvedinthestudywasnotlargeenoughandthesurveyscopeisalsolimited.Itaffectstherepresentativeofthisresearch.Inaddition,thesubjectsofthequestionnairearechosebyauthor.Whatisstilllackinghereisuniversality.Lastly,becauseofthelimitationoftimeandtheauthor’sabilitiesincarryingoutacademicstudy,theauthorfailedtofindanystandardstofollowforhowtoobserveandevaluatebothadvantageanddisadvantagesidesofusingthediscoverylearningmethod,bothquantitativeandqualitativedatacollectionandanalysisneedtobeimproved.Thereisnodoubtthatthefurtherstudyneedmoreeffortsbyteachers,educatorsandalotofpeoplewholovestheeducation.Previousstudiesshowedthattheusingofdiscoverylearningmethodingrammarlearningcanhelpstudentsgethigherpointsandstimulatetheirlearninginterest,eventuallycanhaveapositivelearningeffectsonstudents.Inconclusion,foreignlanguageisthetoolforexternalexchange.Thegrammarknowledgeisthebasisoflanguagecommunication.Onlybylayingagoodgrammarfoundationcanwerealize ChapterFiveconclusions34theterminalcommunicationgoals.Thus,theauthorthinksthatusingdiscoverylearningmethodinseniorhighschoolgrammarclasshasitsownsignificance.Discoverylearningmethodismorehelpfulforstudentsininternalizinggrammarknowledge,improvingthegrammarcompetenceandfinallyfosteringstudents’integratedability.Inthisway,studybecomesanactivity,anexplorationandeventuallybecomesajoy. 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AppendixiAppendixI高中英语语法教学现状调查亲爱的同学：本学期我们在英语语法课堂上运用了发现式学习。为了解同学们对本活动认识与看法，以便今后改进教学，在学期结束之际，特设计了这一调查问卷。本调查仅用于教学研究，绝不会对你的学业有任何影响，无须顾虑。请如实回答下列各个问题。谢谢你的合作和支持。第一部分：个人简况1.性别:①男②女2.和班里其他同学相比，你认为你的英语水平1差②一般③很好3.你对于语法的态度1非常喜欢②喜欢③不喜欢④非常不喜欢第二部分：语法教学现状调查1.你认为有必要学习英语语法吗？1非常有必要②有必要③没有必要④非常没有必要2.你认为语法教学的是为了①促进听、说、读、写技能发展②统掌握语法知识③考试得高分④不清楚3.你投入多少时间和精力学习语法①非常多②多③少④很少4.你觉得英语语法学习①非常有趣②有趣③有些枯燥④非常枯燥5.你遇到语法问题如何解决①请教老师②和同学讨论③自己查询网络或语法书④其它6.你们老师通常使用哪种方法讲解语法？（可多选）①直接讲②讲故事、看英语电影或听歌曲③游戏④其它 Appendixii7.你们老师在课堂进行语法教学时，会提供机会让你们参与讨论吗？①经常②有时③很少④从不8.你们老师对语法知识进行集中讲解吗？①经常②有时③很少④从不9.你们老师主要采用哪种方式进行语法教学①完全由学生自学②学生自学为主、教师讲解为辅③师讲解为主、学生自学为辅④全由教师讲解10.你们老师会把语法知识放在语境中讲解吗？①经常②有时③很少④从不11.你们老师在教语法内容的时候，是否要求你们反复操练？①经常②有时③很少④从不12.你如何看待目前英语老师的语法教学方式①非常喜欢②喜欢③不喜欢④非常不喜欢13.你认为自己的语法学习效果如何①非常好②还行③不好④很差14.据你了解，你们班上有多少学生知道语法规则却不会运用？①有②少数几个③比较多④非常多15.你对老师教的语法教学有何建议？ AppendixiiiAppendixII英语语法能力前测时间:40分钟总分:60分班级-------姓名-------学号-------得分--------一、单项选择（共15题,满分15分）1.Ifyouare______aboutBrazil,youmayreadthisbook.A.curiousB.upsetC.strangeD.interested2.Itisvery_______thatshewillringmetonight.A.likelyB.possiblyC.probablyD.perhaps3.Yourexperiencesare______toours,butyourendresultisentirelydifferent.A.sameB.differentC.similarD.equal4.Asastudent,youshouldtryto________beinglateforyourclass.A.avoidB.refuseC.preventD.punish5.-Whatdoyoumeanbysayingthat?-Ithinkyou_____whatIsaid.Imeantnoharm.A.understoodB.misunderstoodC.heardD.followed6．_______forsnakeswhilehikinginthewoods.-I"lldressappropriatelytoprotectmyself.A.WalkoutB.GooutC.SetoutD.Watchout7.Atthistimetomorrow,we______acrossthebigdesertahead.A.aretodriveB.aregoingtodriveC.willbedrivingD.willdrive8."It"srainingtooheavilyatthismoment,"saidtheoldwoman_____outofthewindow.A.tolookB.lookingC.havinglookedD.looked9.______，alearnedmanmakesfewermistakesinlifethanamanwithoutknowledge.A.IngeneralB.AsgeneralC.OngeneralD.Atgeneral Appendixiv10.-Idon"tlikethiskindofmusic._____It"stoonoisy.A.NordoIB.NeitheramIC.NorIdoD.NeitherIam11.How______IwaswhenIheardthe_______news!A.disappointing;disappointedB.disappointed;disappointingC.disappointing;disappointingD.disappointed;disappointed12.Sheisveryhard-working,______heisverylazy.A.whenB.thatC.whichD.while13.They_______theideathatchildrencouldlearntoreadasbabies.A.thoughtB.introducedC.inventedD.discovered14.______fromhearttroubleforyears,ProfessorWhitehastotakesomemedicinewithhimwhereverhegoes.A.SufferedB.SufferingC.HavingsufferedD.Beingsuffered15.Findinghercarstolen,_______.A.apolicemanwasaskedtohelpB.theareawassearchedthoroughlyC.itwaslookedforeverywhereD.shehurriedtoapolicemanforhelp二、用所选动词的适当形式填空。(有多余选项)(共8小题;共8分)punish,approach,represent,nod,express,yawn,avoid,misunderstand,touch16.Stop______andgotobedifyou"retired.17.He______byhisfatherfortellingliesyesterday.18.Wecan"t______toyouhowgratefulweare.19.MrSmith______whenhepassedmeinthestreet.20.Astrongtyphoonis______Fujian.21.She______herfellow-workersattheunionmeetinglasttime.22.Childrenquicklylearnhowto______punishment. Appendixv23.Hecomplainsthathiswifealways______him.三、请用下列单词的适当形式填空。(有多余选项)(共12小题;共12分)cheek,curious，touch,represent,meetcommunicate，agreement,punish,action,approach,chest,misunderstand,express,generalWhenyoulearnanotherlanguage,youhavetolearnwhatpeoplefromanotherculturemeanwhentheymoveorindicatewithoutspeaking.Watchwhatpeoplefromdifferentculturesdowhentheyintroducethemselves.Some___24___thepersontheyaregreetingandkissthemonthe___25_somekissonbothcheeks,someshakehands,somebow,somebeatthe__26__andsomejustnodasitisnottheircustomto_27___theotherperson.In__28_,itisveryimportanttoavoid＿29＿eachother.Learnwhatayawn＿30＿inthecultureofthepeopleyouare＿31＿.Itislikelytobearude32＿＿tosome.Sobeverycarefulhowyoucarryyourselfandhowyou＿33＿yourselfwheninanothercountry.Weareallin＿34＿aboutonething:weareallanxious＿35＿withotherhumanbeings.Itishowwedoitthatdiffers!四、书面表达（25分）昨天下午你到公园游玩,刚好看到一个救人的过程。请根据下面所拍下的几幅照片,用英语写一篇报导,寄给“英文早报”。要求：1.词数约100,不包括己给出的开头部分。2.最后一幅照片因底片曝光,请自行补充合理的情节,使报导完整。YesterdayafternoonIwenttoYuexiuPark.IthappendthatIsawatouchingevent. AppendixviAppendixIII英语语法能力后测时间:40分钟总分:60分班级_____姓名____学号_____得分_____(请将选择题答案涂到答题卡上)一．从A,B,C,D四个选项中，选出可以填入空白处的最佳选项。（共15题，满分15分）1.Don"tleavethewater____whileyoubrushyourteeth.A.runB.runningC.beingrunD.torun2.TellMarythatthere"ssomeone____forheratthedoor.A.waitingB.waitedC.waitsD.towait3.The___waitercameuptousandsaid,"Youarewelcome."A.smilingB.smiledC.smileD.tosmile4.Aphonecallsenthim____tothehospital.A.hurryB.hurryingC.tohurryD.hurried5.Doyouknowtheboy____underthebigtree?A.layB.lainC.layingD.lying6.IcanhardlyimaginePeter_____acrosstheAtlanticOceaninfivedays.A.sailB.tosailC.sailingD.tohavesailed7.Therearelotsofplacesofinterest____inourcity.A.needsrepairingB.needingrepairedC.neededrepairingD.needingtoberepaired8.Thedrunkenhusbandknockedagainstthetableandsentthebowls___inalldirectionsbeforehewassent____byhiswife.A.flying;tosleepB.flying;sleepingC.tofly;tosleepingD.tofly;tosleep9.Whenwegotbackfromthecinema,wefoundthelamp____butthedoor______. AppendixviiA.beingon;shutB.burning;shuttingC.burning;shutD.on;shutting10.Asisknowntousall,travelingis____，butweoftenfeel____whenwearebackfromtravels.A.interesting;tiredB.interested;tiringC.interesting;tiringD.interested;tired11.Thewomanfounditnogood_____herdaughtertoomuchmoney.A.givingB.beinggivenC.givenD.gave12.Asthestonewastooheavytomove,Ileftit_____ontheground.A.layingB.layC.lyingD.lain13.John"sbadhabitis_____withoutthoroughunderstanding.A.readB.beingreadC.tobereadD.reading14.Thegirlcouldn"t_______howredhisfacewas.A.helptonoticeB.behelpingtonoticeC.behelpingnoticingD.helpnoticing15.Excuseme,butitistimetohaveyourtemperature_____.A.takingB.totakeC.takeD.taken二、请以方框内词的恰当形式填空（共8题，满分8分）astonish,depressplay，ride,amuse,bark,welcome16.Ican"timagineBilly_____amotorbike.17.Didyouhearthedogdownstairs____formostofthenight?18.Frankisverygoodattellingfunnyjokes.Theycanbevery_____.19.Youcan"tstopme______whatIwant.20.Hegavemea______hugwhenhemetmeattheairport.21.Jimhasreallylearntveryfast.Shehasmade______progress.22.It"sbeenrainingallday.Thisweatheris_______.23.WhenIcameoutofthetheatre,Inoticedagroupofchildren______musicalinstrumentsacrossthestreet. Appendixviii三、阅读下面材料，在空白处填入括号内单词的正确形式。（共12题，满分12分）Itriedtowakeupmywifeby__24____(ring)thedoor-bell,butshewasfastasleep,soIgotaladderfromtheshedinthegarden,putitagainstthewall,andbegan__25____(climb)towardsthebedroomwindow.Iwasalmosttherewhenasarcasticvoicebelowsaid，1don"tthinkthewindowsneed.___26___(clean)atthistimeofthenight."IlookeddownandnearlyfellofftheladderwhenIsawapoliceman.Iimmediatelyregretted___27___(answer)inthewayIdid,butIsaid,Ienjoy___28___(clean)windowsatnight.“SodoI,”answeredthepolicemaninthesametone.“Excusemy(interrupt)you.Ihate___29___（interrupt)amanwhenhe"sbusy___30___(work)，butwouldyoumind___31___(come)withmetothestation?"Well,1"dprefer__32____（stay）here;Isaid."Yousee,I"veforgottenmykey.""Yourwhat?hecalled."Mykey,"1shouted.Fortunately,the_____33_（shout）outwokeupmywifewhoopenedthewindowjustasthepolicemanhadstarted____34__（climb）towardsme.四．书面表达（25分）请根据下面所拍下的几幅照片,用英语写一篇报导,寄给“英文早报”。（注请你在文章中使用学过的动词ing的用法）要求：字数约100,不包括己给出的开头部分。最后一幅照片因底片曝光,请自行补充合理的情节,使报导完整。YesterdayafternoonIwenttoYuexiuPark.Ithappenedthat1sawatouchingevent. ACKNOWLEDGMENTSixAcknowledgementsIwouldliketoexpressmygratitudetothosewhohavehelpedmewiththeirknowledgeandtimeinwritingthisthesis.Withouttheirsincerehelpandpassionatesupport,Icouldn’thavecompletedthisthesissmoothlyandsuccessfully.Firstandforemost,Ioweagreatdebtofgratitudetomysupervisor,forherwell-informedguidanceandunfailingattentiontothisresearchprojectinthepastyear,andforhernever-endingwillingnesstoreadthepreliminaryandotherversionsofthethesisandforherhelpfulcommentsandsuggestionsduringvariousstagesoftheproductionofthisthesis.Thisthesiscouldnothavebeenworkedoutwithouthimelaborateinstructionanddiscerningcomments.Secondly,IamgreatlyindebtedtomanyotherteacherswhohavetaughtmeinChinawestNormalUniversity.Thirdly,mysincerethanksalsogototheauthorswhosewordsIhavecitedorquoted,andtothescholarsuponwhoseideasIhavefreelydrawn.Lastbutnotleast,Iwouldliketodedicatethisthesistomyfamilyandfriendsfortheircare,encouragement,andsupportduringthetimewhenIwrotethisthesis.Itistheirlovethatmakesmeproceedsmoothly 关于学位论文使用授权的声明Ｘ关于学位论文使用授权的声明本人在导师指导下完成的硕±学位论文，知识产权归本人及西华师范大学共有。本人完全了解西华师范大学有关收集、保存、使用学位论文的规定，同意学校保存或向国家有关部口或机构送交论文的纸质版和电子版，允许论文被查阅和借阅。本人授权西华师范大学可将本学位论文的全部或部分内容编入有关数据库进行检索，可Ｗ采用任何复制手段保存和汇编本学位论文。本人离校后发表本学位论文一中的成果时，第署名单位应为西华师范大学。保密论文在解密后应遵守此规定。论文作者签名：／扭私／巧指导教师签名：务义－７－，日期：＞《年＾月＇。日 关于学位论文原创性的声明ｘｉ关于学位论文原创性的声明：本人邦重声明本人呈交的学位论文，是在导师的指导下独立进行研究所取得的成果。学位论文中凡引用他人己经发表或未发表的成果、数据、观点等，均已明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体己经发表或撰写过的作品或科研成果。对本文的研巧成果做出重要贡献的个人和集体，巧己在文中Ｗ明确方式标明。本声明的法律责任由本人承担。论文作者签名：份表窄／指导教师签名；麥冰日期＇。：如年＾月日—－—－ 在学期间的科研情况xii在学期间的科研情况倪良艳.交际教学法在高中口语教学中的应用[J].求知导刊,2015(7).倪良艳.书面修正性反馈及其对高中英语写作教学的启示[J].林区教学,2015(8).倪良艳.浅谈会话含义理论在高中英语听力教学中的应用[J].金田,2015(9).