基于微课的高中英语语法教学研究 92页

＇．■．ｉ．ｒＩ．，；，Ｉ；．，＇．：＇．？？’；‘‘．？？１Ｍ．－，，＇■．＇Ｉ＇Ｉ，Ｉ＇＇－■－Ｉ＇、．‘Ｉ－■＞１，．：？，ＶＩ■■‘■－‘、，Ｖ；＇＇、‘－－＼．Ｉ、‘Ｉ１ｊ＇Ｉ‘＇響曲一妹僖旅六讀硕±学位论文基子歡巧美＃＃达教巧？，？．．；．－锅丹品．Ｖ聲－心、？指导教筛Ｉ王？巧教授专坐名汾：巧语巧宵文学巧巧方向：英语巧学巧论与实巧论义巧巧巧间Ｉ２０１６年４月论文巧辩时简＊２０化年５月论义靖号《２０１６１９７（ SichuanInternationalStudiesUniversityResearchonTeachingEnglishGrammarthroughMicrolectureinSeniorHighSchoolbyHuDanAthesissubmittedtotheGraduateSchoolinpartialfulfillmentoftherequirementsforthedegreeofMasterofArtsunderthesupervisionofProfessorWangLunaninEnglishLanguageandLiteratureChongqing,P.R.ChinaMay2016 学位论文独创性声明－本人声明所呈交的学位论文是本人在导师指导下进行的研巧工作及取得的研巧成果。据我所知，除了文中特别加标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研巧成果，也不包含为获得四川夕ｈ国语大學或其他教育机构的学仿或证一书而使用过的材料。与我同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。＾？学位论文作者签名：签字曰期：从含年ｔ月曰古司４／学位论文版权使用授权书本学位论文作者完全了解四川外国语大學有关保留、使用学位论文的规定，有权保留并向国家有关部口或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权四川夕ｈ国语大學可Ｗ将学位论义的令部或部々内容编入有关数据库讲行檢索、，可（＾采用影印缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名：导师签名：飞＾签字曰期：：Ｗ年衣月３烟签字曰期刀７年月０曰／島＾学位论文作者毕业后去向：工作单位；电话：通讯地址；邮编： 摘要自英语教学开始以来，英语语法教学研究一直是英语教学研究的一个重要方面。传统语法课堂教学中，教师主要采用演绎和归纳法进行语法教学，从某种程度上说，演绎和归纳法提高了英语语法教学效率，有利于学生语言能力和技能的提升。但是，传统语法课堂缺乏趣味性，并且学生处于被动地位，因此很多学生学习语法的兴趣不浓厚，甚至反感语法。随着新课标的实施，越来越多的教育者开始倡导要尊重学生的主体地位，注重学生自主学习能力的培养，充分发挥学生主观能动性，以便帮助学生更好地学习。随着现代科技的发展，互联网应用不断深化，以“微课”为代表的信息化教学模式在教学中扮演着越来越重要的角色。“微课”是指以微视频为主要载体，记录教师在教育教学过程中围绕某个知识点而开展的教与学活动的全过程，一个微课通常讲授一个语法点。微课将多媒体、网络和外语教学相结合，以教师为主导，学生为主体，在现代网络平台上，将文字、声音、图像、动画等功能融为一体，最大限度调动和激发学生学习的积极性与主动性。微课将英语语法教学与现代信息技术完美结合，这对于英语语法教学有很大的帮助，极大地提高了语法教学效率，因而备受广大教师亲睐。本文试图探讨微课在高中英语语法教学中的运用，以高一两个班共计60名同学为研究对象，包括一个实验班，一个对照班。实验班运用微课进行语法教学，对照班运用传统英语语法教学模式。本实验将通过前测、后测以及访谈收集数据，并运用SPSS16.0对数据进行分析，以尝试回答以下两个问题：1.微课是否比传统语法教学方法更能有效提高学生语法水平？2.高中学生对将微课用于语法教学的态度是什么？经过对实证研究结果的分析，作者得出如下结论：将微课运用于高中英语语法教学，比传统语法教学方法更能提高学生的语法水平。同时学生对于英语语法课的兴趣和自信心有所增加。本研究还存在一些局限性和不足。希望通过本研究能够帮助英语老师更好的运用微课来进行高中英语语法教学，以便提高语法教学的效率。关键词:高中英语；语法教学；现代科技；微课ii AbstractSinceEnglishteachingbegan,thestudyofEnglishgrammarteachinghasalwaysbeenanimportantissueinthestudyofEnglishteaching.Intraditionalgrammarteachingclass,theteacheralwaysteachesEnglishgrammarthroughthedeductiveapproachofEnglishgrammarteachingandtheinductiveapproachofEnglishgrammarteaching.Tosomeextent,thetwoapproachesimprovetheEnglishgrammarteachingefficiencyandfacilitatetoimprovestudents’languagecompetencesandskills.However,bothoftheapproachesarelackofinterestsandvitalitiesandstudentsarealwaysconsideredaspassivelearners,asaresult,studentstakenointerestsingrammarsortheyevenhategrammarteachingclasses.WiththeimplementationofnewEnglishCurriculumCriteria,moreandmoreeducatorsstarttoproposethattheteachershouldregardlearnersasthesubjectsintheclassandshouldtrytocultivatestudents’independentlearningabilitysothattodevelopstudents’subjectiveinitiativeandarousestudents’thinkingandreasoningabilities.Withthedevelopmentofmodernscienceandtechnology,theteachingmethodsbasedoninternetplayanincreasingimportantroleinteaching.Microlectureisoneofthemostoutstandingrepresentativesofthesemethods.Microlecture,whichisalsocalledmicrocourseormicrolesson,referstoshortvideosthatrecordawholeteachingorlearningprocessthatteachersteachacertainknowledgepointsinoroutoftheclassroom.Onemicrolecturealwaysteachesonlyonelanguagepoint.Itintegratescharacters,sounds,imagesandanimationsinonevideoinordertomotivatestudents’enthusiasmandinitiative.ItisofgreathelptoEnglishgrammarteachingandimprovestheteachingefficiencygreatly,soitisverypopularwiththeteachers.ThispapertriestoexploretheapplicationofmicrolectureinEnglishgrammarteachingclassinseniorhighschool.Thesubjectsofthestudyareallgrade1inJiangjinhighschool.Theyarefromtwoclasses(30ineach),withoneexperimentalclassbeingtaughtEnglishgrammarthroughmicrolectureandonecontrolclassbeingtaughtEnglishgrammarthroughtraditionalgrammarteachingmethod.Thepretest,post-testandinterviewiii areusedtocollectthedataandthentheSPSS16.0isusedtoanalyzethedata.Thestudytriestoanswerthefollowingtwoquestions:1.IsteachingEnglishgrammarthroughmicrolecturemoreeffectivethanthetraditionalgrammarteachingmethodonimprovingstudents’grammarlevel?2.Whatisseniorhighschoolstudents’attitudestowardsteachingEnglishgrammarthroughmicrolecture?Throughtheanalysisoftheempiricalstudy,theauthorcandrawthefollowingconclusions:students’grammarlevelintheexperimentalclassimprovedmorethanthatofstudentsinthecontrolclass.Andatthesametime,students’interestsoflearningEnglishgrammarandtheconfidenceofusinggrammaralsoincreasegreatlyintheexperimentalclass.Keywords:Englishteachinginhighschool;grammarteaching;moderntechnology;microlecture;iv AcknowledgementsFirstandforemost,Iwouldliketoexpressmysinceregratitudetomysupervisor,ProfessorWangLunan,whohasgivenmeinvaluableinstructionandconstantencouragementduringtheprocessofwritingthisthesis.Hehaskeptpointingoutthedefectsofmythesisandhasgivenmesomuchpreciousadvicewhichhashelpedmealot.Further,professorWangLunan’spersonalityandmeticulousspirithaveinfluencedmealotduringthethreeyears,itwillbeofeverlastingsignificancetomyfuturelifeandcareer.Atthesametime,mycordialandsincerethanksalsogotoalltheotherteachersinGraduateSchool,suchasProfessorXiaoSu,ProfessorChenXiaoying,ProfessorChenJiangMeng,ProfessorDuanLinli,ProfessorTanChun,andProfessorMaWulinwhoseinterestingandinformativecourseshavebroadenmyhorizons.Withouttheirinstruction,Iwouldneverbeabletofinishthisthesis.Iamalsoverythankfulformyclassmates,whohavebeenverykindtomeandhavegivenmealotofhelpduringmy3-yearstudyinSichuanInternationalStudiesUniversity.Ireallyappreciatethemandwillneverforgetthecolorfulpostgraduatelifewespenttogether.Lastbutnottheleast,Iwouldliketothanksmyfamilywhohavesharemyworries,frustrations,andhappinessintheprocessofwritingthisthesis.v ListofFiguresFigure13PModelFigure2Willis’TBLTModelFigure3ModeofTeachingEnglishGrammarthroughMicrolectureFigure4Isitofhelptomasterwhatattributeclauseis?Figure5Isitofhelptomastertheantecedents?Figure6IsitofhelptomastertheleadwordsFigure7Isitofhelptomastertheleadwords?Figure8Isitofhelptofinishthecorrespondingexerciseafterlearningthroughthemicrolecture?vi ListofTablesTable3.1TheConcreteModulesoftheMicrolectureTable3.2GuidedLearningPlanoftheAttributeClauseTable3.3ScoringRateofEachQuestioninGuidedLearningPlanTable3.4ScoringRateofEachPartTable3.5Students’EvaluationofLearningAttributeClausethroughMicrolectureTable4.1Independent-SamplesT-testofECandCCinthePretestTable4.2ComparisonscoresofEachIteminCCandECinthePretestTable4.3Paired-SamplesT-testofCCinthePretestandPosttestTable4.4ComparisonofEachItemofCCinPretestandPosttestTable4.5Paired-SamplesT-testofECinthePretestandPosttestTable4.6ComparisonofEachItemofECinPretestandPosttestTable4.7Independent-SamplesT-testofECandCCinthePosttestTable4.8ImprovedScoresofEachIteminthePosttestinCCandECvii ListofAbbreviationsCC:ControlClassEC:ExperimentalClassEGT:EnglishGrammarTeachingGTM:GrammarTranslationMethodDM:DirectMethodALM:Audio-lingualMethodCLT:CommunicativeLanguageTeachingTBLT:Task-basedLanguageTeachingSLT:SituationalLanguageTeachingTBI:Content-basedInstructionCLT:CognitiveLoadTheoryICL:IntrinsicCognitiveLoadECL:ExtraneousCognitiveLoadGCL:GermaneCognitiveLoadSPSS:StatisticalPackageofSocialScienceviii TABLEOFCONTENTSChapterOneIntroduction.............................................................................................11.1BackgroundoftheStudy........................................................................................11.2PurposeoftheStudy...............................................................................................21.3LayoutoftheStudy................................................................................................3ChapterTwoLiteratureReview....................................................................................52.1TraditionalEGTApproach.....................................................................................52.1.1TheDeductiveApproach................................................................................52.1.2TheInductiveApproach................................................................................72.2Microlecture............................................................................................................92.2.1ApplicationofMicrolectureinEducation....................................................102.2.1.1TheApplicationintheAbroad...........................................................122.2.1.2TheApplicationathome...................................................................122.2.2FeaturesofMicrolecture..............................................................................132.2.2.1FeasibilityofMicrolectureinEGT....................................................142.2.2.2TypesofClassesMicrolectureDesigns.............................................162.3TheoreticalFoundationofApplicationofMicrolectureinEGT...........................172.3.1TheMainCharacteristicsofCognitiveLoadTheory....................................172.3.2TypesofCognitiveLoad..............................................................................19ChapterThreeMethodology........................................................................................213.1ResearchQuestions................................................................................................213.2Participants.........................................................................................................213.3Instruments..........................................................................................................223.3.1PretestandPosttest....................................................................................223.3.2Interview....................................................................................................223.4Procedures...........................................................................................................233.5Treatment...........................................................................................................23ix 3.5.1TheTeachingModeoftheControlClass..............................................243.5.2TheTeachingModeofMicrolecture..........................................................243.5.3Casestudy---TeachingAttributeClausethroughMicrolectureinSeniorHighSchool................................................................................................................263.6Datacollection......................................................................................................40ChapterFourResultandAnalysis..............................................................................414.1AnalysisoftheData............................................................................................414.1.1AnalysisofthePretest.................................................................................424.1.2AnalysisofthePosttest...............................................................................434.1.3AnalysisoftheInterview.............................................................................494.2DiscussionoftheResults......................................................................................52ChapterFiveConclusion.............................................................................................565.1MajorFindings.....................................................................................................565.2PedagogicalImplications......................................................................................575.3LimitationsoftheStudy......................................................................................40References.................................................................................................................58AppendixIPretest...........................................................................................................63AppendixIIPosttest….…………………………….………………………………….70AppendixIIIInterview...................................................................................................75AppendixIVGuidedLearningPlanoftheAttributeClause..........................................78AppendixVTimetable...................................................................................................80x ChapterOneIntroduction1.1BackgroundoftheStudyTheNationalCollegeEntranceExaminationisimportantforeveryseniorhighschoolstudentinChina,soeverystudentsparesnoeffortstogetgoodscoresintheexaminationinordertoentergooduniversities.English,whichisthemostwidelyusedlanguageintheworld,hasbeenacompulsoryexaminationsubjectintheNationalCollegeEntranceExaminationsincetheresumptionoftheNationalCollegeEntranceExaminationin1977.AsanimportantcomponentofEnglishtestintheNationalCollegeEntranceExamination,Englishgrammarpenetratesintomanyquestiontypes,suchasmultiplechoice,clozeanderrorcorrection.SoEnglishgrammarteachinghasbeenapriorityinEnglishteachingformanyyears.SeniorhighschoolEnglishTeachingSyllabushaspointedoutclearlythatthepurposeofseniorhighschoolgrammarteachingistohelpstudentsimprovetheirEnglishskills(listening,speaking,readingandwriting)nottoletstudentsmemorizeanddrillgrammarrulesmechanically.Inshort,grammarsaretheruleshowwordsorphrasesaretoformsentencesoressays.Asaresult,learnersaregovernedbygrammarrulesallthetimewhentheyarelearningalanguage.SowecansaythatlearningEnglishgrammarisashortcuttomasterEnglishforlearnerswholearnEnglishasaforeignlanguage.Especially,underthenon-nativelanguagecircumstances,grammarcanhelplearnerstolearnEnglishbyincreasingtheaccuracyandeffectivenessinmakingsentencesorwritingessays.However,someteachersarenottotallyunderstandtheteachingsyllabus.TheyoveremphasizeorneglectthegrammarteachinginseniorhighschoolEnglishteaching,whichcausesmanytroublesforstudentsinEnglishlearning.GeneralHighSchoolEnglishCurriculumCriteria(2003),whichwillbe1 abbreviatedasCurriculumCriteria(2003)inthefollowingtext,haspointedoutthattheEnglishgrammarteachinginseniorhighschoolrequiresstudentstomastertheform,meaningandapplicationofthelanguagethroughexamples(sentencesanddiscourses).Italsorequiresthatstudentsshouldnotjustusethegrammarrulesthattheyhavelearnedinsecondaryschoolflexibly,butalsorequiresthattheyshoulduserelativelycomplicatedlanguagetoexpresstheiropinions,attitudesandemotions.TheGeneralHighSchoolEnglishCurriculumCriteria(2012)hasmadeclearthatthegeneralobjectiveofseniorhighschoolEnglishteachingistoletstudentsknowtheirlearninggoalclearlyanddeveloptheabilityofpersonallearningandcooperativelearning.Inthepast,thememorizationanddrillingofgrammarswereoveremphasizedwhilestudents’practicallanguageapplicationabilitywasneglected,sotheEnglishcurriculumreformadvocatedtoformanopenandinteractivelearningmodelbylearningnotonlylanguageknowledgebutalsobyputtingthelanguageintopracticalapplication.ThebiggestchangeofGeneralHighSchoolEnglishCurriculumCriteria(2015)isthatthecollegeentranceexaminationhascancelleditsprevious15multiplechoicequestions,insteadithasincreased10blank-fillingquestionsandthescoreremainsthesame(15points).Actually,theblank-fillingquestionsareaimedtoteststudents’abilitytoputEnglishgrammarintopracticalcontext,anditincreasesthedifficultyofgrammartest.Ifthestudentscan’tmasterthegrammar,theycannotputthemintopracticaluseflexibly.SowecandrawthatthenewCurriculumCriteria(2015)putsforwardahigherrequesttomasterEnglishgrammarinseniorhighschoolstage.1.2PurposeoftheStudyInthisthesis,theauthorwillreviewthetraditionalgrammarteachingapproachesinseniorhighschool,theyarethedeductivegrammarteachingapproachandinductivegrammarteachingapproach.Thesetwogrammarteachingapproacheshavebeenthe2 mostfrequentlyusedgrammarteachingapproachintraditionalgrammarteachingclassandtheyhaveimprovedgrammarteachingefficiencytosomeextent,however,therearestillsomeproblemsingrammarteachingclasses.Theclassisveryboringandit’slackofinterests.What’smore,thetraditionalgrammarteachingclassconsidersstudentsaspassivelanguagelearnersandseldomarousesstudents’enthusiasm.Asaresult,moststudentstakenointerestsingrammarlearningandtheyevenloseconfidenceinlearningEnglishgrammar.Nowadays,withthedevelopmentofscienceandtechnology,moreandmoreteachingmediaareusedinEnglishteachingclass,andmicrolectureisoneofthemostoutstandingrepresentativesofthem.SothisthesistriestoexploretheapplicationofmicrolectureinEnglishgrammarteachingclassinseniorhighschoolinordertoknowwhethermicrolecturemethodisagoodmethodtoteachEnglishgrammarinseniorhighschoolornot.1.3LayoutoftheStudyThisstudyiscomposedofthefollowingchapters:Chapter1istheintroductionpart.Thebackgroundofthestudy,thepurposeofthestudyandlayoutofthestudyareallpresentedinthispart.Chapter2centersonsomeliteraturereviewofthestudy.Firstly,itreviewsthegrammarteachingapproachintraditionalgrammarteachingclass,theyarethedeductivegrammarteachingapproachandinductivegrammarteachingapproach.Thenitreviewswhatmicrolectureis,includingapplicationofmicrolectureineducation,featuresofmicrolectureandteachingmodelofmicrolecture.Finally,itreviewssometheoreticalfoundationofapplicationofmicrolectureinEnglishgrammarteaching,theCognitiveLoadTheory.Chapter3presentsthemethodologyofthestudyindetail,includingtheresearchquestionandhypothesesoftheexperiment,thesubjectsoftheexperiment,theinstrument,theproceduresandthedatacollection.3 Chapter4analyzestheresultsoftheexperiment.Itisconsistedoftheanalysisofthepre-testandpost-testscoresandtheposttestinterview.Chapter5drawsthemajorfindingsofthestudyandalsopresentsthepedagogicalimplicationsofthestudy.4 Chapter2LiteratureReview2.1TraditionalEnglishGrammarTeachingApproachAsgrammarisveryimportantinforeignlanguageteaching,manyscholarsandteachershavebeenstudyinghowtoteachgrammarefficientlysinceforeignlanguageteachingbegan.Therearemanytraditionalgrammarteachingmethod,suchasGrammarTranslationMethod(GTM),DirectMethod(DM),Audio-lingualMethod(ALM),CommunicativeLanguageTeaching(CLT),Task-basedLanguageTeaching(TBLT),SituationalLanguageTeaching(CLT),Content-basedInstruction(TBI),etc.Asamatteroffact,thetraditionalgrammarteachingmethodsaremainlybasedonstructureorforms,henceLong(1991)summarizedthedifferencebetweenthetwolanguageteachingmethods:FocusonForms&FocusonForm(Nassaji&Fotos.2004).FocusonFormsmethodteachesEnglishgrammarbyusingdeductiveapproachanditsteachingfocusislanguageitself.FocusonFormmethodtriestoteachEnglishgrammarbyusinginductiveapproach,itfirstconcentratesonmeaningandthenteachesthelanguageforms.2.1.1TheDeductiveApproachFocusonFormsmethodofEnglishgrammarteachingisalsocalledthedeductiveapproach,whichmeanstheteacherintroducesthegrammaticalrulesfirstandthentellsstudentshowtousetheserules.Thisteachingprocessisfromamoregeneralprocesstoamorespecificprocess,soitisalsocalleda“topdown”approach.Anditconcentratesmainlyonthelanguageitself.GrammarTranslationMethod(GTM),Audio-lingualMethod(ALM)andSituationalLanguageTeaching(CLT)arealldeductiveapproachofgrammarteachingmethods.2.1.1.1GrammarTranslationMethodEnglishgrammarteachinginmedievalEuropeismainlytoteachGreekandLatin.5 TheawarenessoflanguageteachingissuperficialandtheaimofGTMistoteachlearnerstounderstandthewrittenlanguage.ByadoptingtheGTM,theclassesarealwaysarrangedinlearners’nativelanguageandthegrammarrulesaretaughtinadeductiveway.Theteacherintroducesandexplainsthegrammaticalrulesfirstandgivessomemodelsentencesandvocabulariestolearners,thenthelearnersarerequiredtolearntherulesbyrote.Theexercisesofthegrammaticalrulesaremainlybydoinggrammardrillsandtranslatingsentencesandtextsintoandoutofthetargetlanguage.Students’attentionispaidtotheformofthesentencebeingtranslatedinsteadofthecontentsofthesentence.SoinGTM,learnersjustkeeppracticingthegrammaticalruleswithouttryingtoputthegrammaticalrulesintopracticeinameaningfulway.2.1.1.2Audio-lingualMethodAudio-lingualmethod(ALM),influencedbythelinguistLeonardBloomfield,hasbeendevelopedduringtheSecondWorldWar.ALMintroducestheStimulus-Responsepatternintotheforeignlanguageteachingclassroom.Wang(WangXin2002：141)statesthat“itclaimsthatdirectaudio-lingualinputandtheimmediatelanguageoutputcanhelpstudentsbuildastrongsystemoflanguagehabitandstudentscanspeakthelanguagewithoutthinking”.ALMisthefirstmethodtocombinethetheoriesofpsychologyandlinguisticssystematically.However,ALMpaystoomuchattentiontolanguageformsandemphasissomuchontherepeatedpractice,asaresult,itignoresthelanguagecontentsandmeanings.What’smore,thegrammarteachinginALMisalwaysignored.Asaresult,grammarmistakescanbeeasilyfoundintheoralexpression.2.1.1.3SituationalLanguageTeachingSituationalLanguageTeachingisanapproachdevelopedbyBritishappliedlinguistsbetweenthe1930sandthe1960s.WhenteachingEnglishgrammarbyusingtheSituationalLanguageTeaching,theteacherpresentsthestructuresofanewsentencepatterninsituationandthenasksstudentstodrillthestructureuntiltheycanusethestructureinspeech,readingandwritingautomatically,itisadeductiveapproach.The6 teacherwhobelievesinstructuralismstillfindsSLTattractive.2.1.2TheInductiveApproachTheFocusonFormmethodofEnglishgrammarteachingisalsocalledtheinductiveapproach,whichmeansthattheteachergiveslanguagecontextwhichincludesthetargetlanguagerulesfirstandthenletsstudentstodeducetherulesthroughthecontextbythemselves,andfinallytheteacherwillletstudentspracticesomeexamples.Theinductiveapproachisalsocalledthe“bottomup”method.TheDirectMethod(DM),CommunicativeLanguageTeaching(CLT),Content-basedInstruction(CBI)andTask-basedLanguageTeaching(TBLT)allbelongtotheinductiveapproachofgrammarteaching.2.1.2.1DirectMethodTheDirectMethod(DM),whichisalsocalledthenaturalmethod,hasappearedtorejectGTMattheendofnineteenthcentury.ThebasicconceptofDMisthathumancanlearnaforeignlanguagelikeachildlearnshismothertongue.InDM,boththeteacherandlearnersusethetargetlanguageonlyandthelearners’mothertongueisnotallowed,theteachercanusebodylanguagesandpicturestoexpressthesentencemeaningsinordertohelpthelearnerunderstandbetter.InDT,insteadofapplyinganalyticalprocesstoteachEnglishgrammar,thelanguageistaughtbyspeakingandusingitrepeatedly.Theteacherencourageslearnerstousethelanguagespontaneouslyintheclassroom,andthenguideslearnerstoconcludetherulesofthegrammar.2.1.2.2Content-basedInstructionCBIisacomplexsystemwithvariouscontentsandforms.InCBI,languageisnotjustconsideredasthelearningobjectbutalsoamediumoravehicleofcommunication.ThusCBIcombinesthelanguageandcontenttogethertohelplearnerstoenhancetheirlanguageproficiencythroughlearningthecontent.Andthe“content”means“anytopicofintellectualsubstancewhichcontributestoimprovestudents’understandingoflanguageingeneral,especiallythetargetlanguage”(Chaput,1993:150).InEnglishgrammarteaching,CBIreferstoteachingactivitieswhicharearrangedaccordingtothe7 contentorinformationthatstudentswilllearninsteadofgrammaticalrules.LearnerswilllearnEnglishgrammarandimprovetheirlanguageproficiencythroughlearningthecontentandinformationofthematerial.2.1.2.3CommunicativeLanguageTeachingOriginatedinthelate1960s,CLThasbecomeaverypopularEnglishgrammarteachingmethodinthe1970s.TheteachingmodelofCLTisfrompresentationtopractice,andthentoproduction(3Pmodel).Itcanbeshowedasfollows:presentation↓practice↓productionFigure13PModelTherearemanyadvantagesinteachingEnglishgrammarbyusingCLT.Firstly,CLTisaholisticlanguageteachingmethod.Itnotonlyconcentratesonlanguagestructuresbutalsopaysattentiontocommunicativedimensionoflanguage.Then,CLTisalearner-centeredteachingmethod.Itemphasizestheneedsofthelearnersandtriestomaketheclassroomvividandinteresting.Inaword,thecoreofCLTiscommunication,andcommunicativeactivitieshavebecomethemainteachingforms.2.1.2.4Task-basedLanguageTeachingTBLTiscreatedinthe1980s.TBLT,whichisalsocalledtask-basedinstruction(TBI).TBLTrequireslearnerstodosomemeaningfultasksbyadoptingthetargetlanguageandlearnsfromfinishingthetask.ThefocusofTBLTis,asthenamesuggest,thetask.AndattentionsshouldbepaidtotheformsinTBLT.AccordingtoWillis(1996),theframeworkofTBLTisasfollows:8 Pre-task:introductionofthetopicandtask↓Taskstage:planandreport↓Review:analysisandpracticeFigure2Willis’TBLTModelInthepre-task,thetopicandthetaskshouldbeintroducedbytheteacher.Thepurposeistoprovidethelearnerssomehelpfulinput.Atthetaskstage,learnerswillfinishthetaskinsmallgroupsontheirowninsteadofundertheteacher’sdirecthelp.Thenlearnerswillintroducehowtheyhavedoneandwhattheyhavelearnedfromthetasktothewholeclass.Analysisandpracticeshouldbeincludedinthereviewingperiod.Thetaskistoanalyzethedifficultpointsandguidethelearnerstopracticethegrammaticalpoints.TBLThasmanyadvantagesbecauseitemphasizesthedominantrolesofthelearnersandallowsmoremeaningfulteaching.What’smore,studentsaremoreengagedinthecontentbecausethetasksarelikelytobefamiliarwiththestudent,thenthetasksmayalsomotivatethelearnersintheirlanguagelearning.Inconclusion,boththedeductiveapproachandinductiveapproachhaveadvantagesanddisadvantages.Asamatteroffact,theteacheralwayscombinesthedeductiveapproachandinductiveapproachtogetherwhenteachingEnglishgrammarinhighschool,thatistheinductive-deductivegrammarteachingapproach.Theinductive-deductiveapproachisacomprehensiveanddynamicapproach,inwhichstudentsfindouttherulesfromdataandconsolidatethemthroughtheteacher’sexplanation,andthenpracticeexamplestogetagoodcommandoftherules.2.2MicrolectureMicrolectureisalsocalledmicrolessonormicrocourse.Theconceptofmicrolecturefirstoriginatedfromone-minutelectureadvocatedbyT.P.Kee(1995)in9 NapierUniversityinBritain,andthen60-secondcoursewasproposedbyprofessorMcGrew(1993)inUniversityofNorthernLowa.DavidPenrose(2009)pointedoutthatmicrolecturewasakindofonlinelearningormobilelearningbasedonconstructivismbydevelopingmicro-videoswhichwerewithinone-minute(Shieh,D.2009).Healsosaidthatmicrolecturescanworkaswellastraditionalcoursesaslongasprovidingcorrespondingassignmentsanddiscussions.What’smore,studentscanalsofindoutwhattheyarelackofandthenstudyspecificallywhattheyneed,sothiswillcertainlyimprovestudents’learningefficiency.Inourcountry,HuTiesheng(2011)inEducationBureauofFoshan,Guangdong,hasproposedthedefinitionofmicrolecturefromtheperspectiveofregionaleducationresourcesdevelopment.Accordingtohislatestdefinitionofmicrolecture,“microlecture,whichisshortformicro-videocoursesonline,alsocalledmicrocourse,isakindofcontextualteachingmethod,itisdesignedtoteachorintroduceacertainpointofknowledgewithashortvideowhichincludesanintegralteachingprocess.”Hehasstressedtheusefulnessofonlinelearningbyvideowhichsupportsavarietyoflearningstyles,suchasmobilelearning,automaticlearningandcooperativelearning.ProfessorLiJiahou(2013)hasputforwardthedefinitionofmicrolectureaccordingtothesystemstheory.Inhisopinion,microlecturereferstothecourseswhicharewithintenminutesbyexplainingonlyonethingwithaclearteachingobjective.Healsosaysthatmicrolecturescannotjustbeintheformsofvideos,butalsocanbetaperecordings,PPTsortexts.ProfessorZhangYichun(2008)hasproposedthedefinitionofmicrolectureinhisbookWhatismicrolecture,hesaysthatmicrolectureiselaboratelydesignedtoshowashortintegralteachingactivitywhichcentersonacertainpointofknowledgeinordertohelpstudentstogetthebestresultwhentheyarestudyingindependently.Heemphasizestheimportanceofinstructionaldesigningandhesaysthatmicrolectureisabriefbutintegralteachingactivity.Inconclusion,microlectureisashortpieceofvideointroducingacertainpointof10 knowledgebysupportingonlineormobilelearninganditsmaincarrierisashortpieceofvideowithintenminutes.2.2.1ApplicationofMicrolectureinEducation2.2.1.1TheApplicationintheAbroadInthe1960s,theAffiliatedSchoolofLowaUniversityputforwardmicrolecturefirst,anditwasalsocalledthemicrolessonorthemodularcourseatthattime(McGrew,L.A.1993).In1998,theEducationDepartmentofSingaporecarriedoutamicrolessonresearchprojectinvolvingmanycurriculumswhichintendedtocultivateteachers’abilitytomakeshortvideos.Theircoursesemphasizedthecreationofcontextandimplementingactivitiesbyprovidingvideoswhichwererangingfromthirtyminutestoonehour(WuBingjian2013：23).Thustheynotonlyattemptedtoprovideefficientlearningscaffoldingforlearnersbutalsoprovidedaseriesofscaffoldingforteachersinordertohelpthemcarryonspecificteachingdesigning.KhanAcademy,whichwascreatedbyayoungIndianmancalledSalmanKhanin2007,wasanon-profiteducationalorganizationwhichprovidedfreehigh-qualitylearningservicestolearnersallovertheworld.Ithasprovidedmicrocoursesconcerningalmostallsubjects,suchashistory,math,physics,chemistry,biology,astronomy,financeandsoon(GuXuelin2013：26).ThereasonwhyKhancollegeissopopularintheworldisthatitbreaksthetraditionalteachingmodewithmicro-videosandasetofcorrespondingnewmanagementmodels.Itmakesthecurriculumsmorealignedwiththecharacteristicsofonlinelearners.Asaresult,itimprovesnotonlythelearners’interestsbutalsotheirlearningefficiency.ThemicrocoursesinKhanAcademychangefromsimpletocomplexsothatlearnerscanimprovethemselvesgradually,andthereareexercisesaftereachlecturetohelplearnerscheckoutwhattheyhavelearned.Therearemorethan4,000microcoursesreleasedonYouTubeinKhancollege,whicharealldemonstratedbyblackboard.TED(TechnologyEntertainmentDesign)setupanewchannelcalledTED-Edforeducatorsonitsofficialwebsitein2011.ThisisTED’snewattemptintheeducation11 field.TED-EdstudieshowtoblendTEDlectureswithprimaryandsecondaryschoolteachingtogether(Richardson2009).Allthevideosusedinthelecturesareshortvideoswithin18minutesandarereleasedontheYouTube.Theclickrateshasbeenmorethan500millionsoonaftertheTED-Edstarted.TED-Edisnotonlydesignedtoprovidemicrocoursesonlybutalsoitprovidesthelearnersopportunitiestoaskandanswerquestions.AlthoughTED’smicrocoursesarenotverycomplete,itprovidestheteachersopportunitiestomakemicro-videos.2.2.1.2TheApplicationatHomeIntheeducationcircleathome,therehasbeenmanypeopledoingin-depthstudyonmicrolectureinrecentyears,suchasHuTieshenginEducationBureauofFoshan,professorLiJiahouinShanghaiNormalUniversity,professorJiaoJianliinHuananNormalUniversityandLiYupinginInnerMongolia.HuTieshengisthefirstonetointroducemicrolecturetoChina,hesaysthat“microlectureisbasedonthenewcurriculumcriterionandclassroomteachingpractice.Itisakindofcontextualteachingmethodwhichmergesallteachingresourcesneededinalearningandteachingprocesstogetheranditisdesignedtoaimatacertainknowledgepointbyshortvideowhichincludesanintegralteachingprocess”(HuTiesheng&ZhanChunqing2012).InprofessorLiJiahou’sopinion,“microlecturereferstothecoursewhichiswithintenminutesexplainingonlyonethingwithaclearteachingobjective”(LiJiahou2013).Healsothinksthatmicrolecturesarenotjustvideos,butalsocanberecordings,PPTs,texts.Thereshouldalsobesomeactivitiesaccordingtothespecificlearningcontent.ProfessorJiaoJianlidefinesmicrolecturefromitsformandapplication,hethoughtthatmicrolectureistargetedtoexplainonecertainthingbytheformofshortonlinevideos.ThefirstsessionofCollectingandReviewingExcellentMicrolectureinPrimaryandSecondaryschoolinFoshanwasheldbyEducationBureauofFoshaninOctober,2010.Thecompetitionrequestedthatalltheparticipatingteacherstomakeexcellentteachingvideosanduploadthemtotheinternetasfreesharingresources,andevery12 videomustbelimitedfromfiveminutestoeightminutes(ZhangYichun2008).Astheactivityisthoughthighlybytheteachers,studentsandparents,theEducationBureauofFoshancontinuedtoholdtwosessionsofmicrolecturecompetitionsin2012and2013.Nowthecompetitionhascollectedmorethan5,000microcourseswhichcoverscurriculumsofallsubjectsfromprimaryschooltoseniorhighschoolandhasformedalearningresourcesbaseforprimaryandsecondaryschool.ThemicrolecturemodelpromotedbyFoshancityleadstheschoolteachingtoamicroera.ProfessorLiJiahouledhispostgraduatestudentstoconductastudycalled“MicrolecturePromotesTeachingReform”(LiJiahou2013)inacoupleofprimaryandsecondaryschoolinShanghaiin2012.InDecember2012,thefirstsessionofNationalCollegeMicrolectureTeachingCompetitionwasheldbytheDepartmentofEducation,andatthesametime,SouthChinaNormalUniversityworkedtogetherwithPhoenixTVstationtoreleaseamobilelearningclientcalledPhoenixMicrocoursewhichprovidedmorethan6,000micro-videocoursesforthepublicathomeandabroadforfree(HuTiesheng&ZhanChunqing2012).What’smore,attentionsarenotjustpaidtoNeteasepublicclassesorSinapublicclasses,butalsotothewebsitewhicharerelatedtomicrolectureinourcountry,suchasESNS(EducationSocialNetworkingService),Five-minuteCourseNetworkandsoon(DingXuguang2012).Inconclusion,microlecturewhichisatotallynewmodelofmodernteachingintheinformationagehasdrawnhighattentionamongeducators.Intheabroad,theconstructionofmicrolectureresourcesandtheapplicationofmicrolecturearerelativelymaturethanthatinourcountry,sotheeducatorsinourcountryareworkinghardinordertocatchupwithothercountries.However,someproblemsaroseinthestudyofmicrolecture.Manyresearchersjuststudythedefinitionofmicrolectureandseldomcenteronthepracticaluseofmicrolecture,suchasthedesigningofmicrolectureclassesortheapplicationofmicrolectureinspecificclass.Forthatreason,thisthesisisdesigntoexploretheapplicationofmicrolectureinEnglishgrammarteaching.13 2.2.2FeaturesofmicrolectureMicrolecturehasmanyfeaturesandadvantages:1.Theteachingtimeisshort.Thecorecomponentofmicrolectureistheteachingvideo.Consideringcognitivefeaturesandlearningpatternsofprimaryandsecondaryschoolstudents,ateachershoulddesignamicrocoursewithin10minutes.Therefore,microcoursecanbecalledlearningpieceormicro-teachingcomparingwithtraditionalclasswhichisaslongas40or45minutes.Asthedurationoftheclassisshort,itisbetterforstudentstofocusonthecourseandimprovetheirlearningefficiency.2.Therearefewercontentswithexplicittopic.Microcourseisdesignedtohighlightacertainpointofknowledgeoracertainteachingtaskinteaching,sothecontentofmicrocourseissimplerthanthatoftraditionalclass.Onemicrocoursehasonlyonetopictoresolveonlyoneproblemortointroduceonlyonething.3.MicrolectureneedslessRAMandisconvenienttouse.ThecarrierofmicrolectureisshortvideowhoseRAM(random-accessmemory)isverysmall.Soteachersandstudentscanwatchthemicrolectureontheircomputers,Ipads,orevenontheirmobilephones.Wecansaythatlearnerscanlearnwhattheywantatanytimeoranyplaceandtheycanwatchthemicrocoursesasmanytimesastheywantuntiltheycompletelyunderstandthem.What’smore,learnerscanalsodiscussthemicrocourseswithotherlearnersortheteachersonline,sothisisalsocalledonlinelearningormobilelearning.4.Microlecturecancreatedifferentcontextsforstudentstostudy.Solearnerscanlearnunconsciouslyintheserealspecificcontexts.Inadditiontotheabovecharacteristics,microlecturehassomeotherfeatures.Microlectureiseasytomake,sothatmostofteacherscanmakemicrocoursesbycomputers,ipadsoreventelephones,andthentheycansharethecoursesontheinternet.Learnerscanstudythemicrocoursesandgivefeedbackintimeonlineaccordingtowhattheyhavelearned.2.2.2.1FeasibilityofApplyingMicrolectureinEGTWiththerapiddevelopmentofmodernscienceandtechnology,thetraditional14 teachingmodelhaschangedgreatly.Microlecturewhichtakesshortvideoasthemaincarrierprovidesabundantandmoreattractinglearningresourcesforlearnersthanotherteachingmedia.What’smore,learnerscanchoosewhattheyneedtolearnaccordingtotheirindividualdifference.Asaresult,thequalityofteachingcancertainlybeimprovedbyapplyingmicrolectureingrammarteachinginseniorhighschool.1.Microlectureisverysuitableforthesecourseswhichcanbedividedintoknowledgenodes.Thecontentsthatmicrolecturepresentsarelessinquantitybuthighinquality,thusstudentscantakelittletimetoacquiremoreknowledgeatanytimeoranyplace.AsEnglishgrammariscomposedofnumerouselements,itisverysuitabletoapplymicrolectureingrammarteaching.Learnerscanlearnselectivelyaccordingtotheiractualneedssothattheycanmakeuptheirdeficienciesandimprovethemselves.2.Microlectureiseasytomakeandmostoftheteacherscanmakehighqualitymicrocourseseasilyifheorsheknowssomeskills.Atpresent,wecanusescreencaps,ipadsandmobilestomakemicrocoursesorcanjustrecordsomevideosbyDVs.Somepostprocessingcanbeusedtobeautifythemandmakethemmorevivid.3.WhenapplyingthemicrocourseintoEnglishgrammarteaching,theteacherscanavoidrepeatingexplainingonegrammarelementagainandagain.MostlearnersfinditdifficulttolearngrammarbecauseEnglishgrammarisusuallyveryabstractandtherearesomanygrammarsinEnglish.Asamatteroffact,inordertoletstudentsunderstandonegrammarpoint,teachershavetoexplaintothestudentsmanytimes,whichisreallyawasteoftimeandteachers’energy.Asaresult,iftheteacherscanmakemicrocoursesthatexplainingthegrammarpointsforstudents,theywillcertainlysavemuchtimeandenergy.Studentscanwatchthemicrocoursesasmanytimesaspossibleuntiltheytotallyunderstandthecontents,thusitwillcertainlyimprovetheteachingefficiency.4.Thereare45minutesintraditionalclass,andstudentshavetogototheclassfromMondaytoFriday.Asthedurationofoneclassissolong,studentsalwaysfindthattheycan’tconcentrateontheclassallthetime.Theymaybefeeltiredordozeofforjust15 talkwithotherstudents,sotheymaybeabsent-mindedduringtheclass.However,thefeatureofclassroomteachingisthatteachersrarelyreturntothecontentagainonceheorshehaspresentedit.Asaresult,studentsrarelyhavechancetoclearupthepluggedmattersleftinthepreviousclass.Theteachingmodelofmicrolecturecanprovideasolutiontothiskindofproblem.Keypointsoftheteachingcanbereplayedagainandagainanditisveryconvenientforstudentstomanipulateit.Generally,thedurationofamicrolectureisfrom5to10minutesandateachercansplitEnglishgrammarintosmallpartstoletstudentslearnthemonebyonegradually.Asamatteroffact,studentscanlearngrammarthroughmicrocourseatanytimeoranyplace.Withtheimprovementofthelivingstandard,moststudentscanaffordtoownapersonalcomputerormobilephone,soteacherscansendamicrocoursetolearnersinadvanceandrequirestudentstowatchitbeforetheclass,andlearnerscanwatchitrepeatedlyuntiltheytotallyunderstanditortheycanwatchitagainiftheyforgetitlater.5.Onemicrolectureintroducesonlyonepieceofknowledge.Students’Englishlevelsvarysogreatlyinoneclassthatsomegoodstudentscangetmorethan140pointswhileothersmayjustget60points,whichmakesitdifficultforteachertocontrolthepaceanddepthofthelecture.Thepoorstudentsmayfinditdifficulttounderstandwhattheteachersaysespeciallysomethingdifficultwhiletheteachersayssomethingeasy,thegoodstudentsmayfindittooboring.Theappearanceofmicrolectureexactlymakesupthisdeficiency.Englishgrammarisamassiveandcomplexsystem,whichincludessyntax,morphologyandlexicon.Ateachercandivideagrammarintodifferentpartsandmakemicrolecturescorrespondingtoeachpart.Thenstudentscanchoosewhattolearnindependentlyaccordingtotheirindividualneeds.2.2.2.2TypesofClassesmicrolecturedesignsWhenusingmicrolecturetoteachEnglishGrammar,therearemanytypesofclassesthatmicrolecturecandesign(Heafner,T.L.,&Friedman,A.M.2009):1.Expositorymethod:Theteacherintroducesgrammarpointstostudentsbyusingspokenlanguage,suchasdescribingcontexts,explainingconcepts,explaining16 principlesorrules.Thisisadominatingtypeofclassthatmicrolectureusedinprimaryandsecondaryschool.2.Conversationmethod(alsocalledquestionandanswermethod):Theteacherasksstudentssomequestionsaccordingtosometeachingrequirements,andthenrequiressomestudentstoanswerthequestions.Theteachertriestoguidestudentstoobtainandconsolidatethegrammarsbyaskingandansweringquestions.3.Heuristicmethod:Basedonteachingtasksandstudents’actualcondition,theteachercanadoptvariousmethodstoinspirestudents’thoughtsandarousetheirinitiativeandenthusiasm,thuscanpromptthemtolearnvividlyandimpressively.4.Practicemethod:undertheguidanceoftheteacher,studentsdrillacertainthingoransweracertainquestionrepeatedlyuntilmakeitaskillorhabit.Thismethodisespeciallysuitableforlanguagelearning.5.Actingmethod:undertheguidanceoftheteacher,studentslearnsomethingbyimitatingandreproducingtheactionsorlanguageintheteachingcontents.Andtheactingmethodcanbedividedintothedemonstrationactingbytheteacherandtheself-presentationbystudents.Generallyspeaking,onemicrolecturehasonlyoneteachingmethod,butitcanalsohavetwoorthreeteachingmethodsaccordingtotheteachingcontents.Theteachingmethodofmicrolecturechangeswiththedevelopmentofteachingtheoryandinnovationofteachingmethods,soteachersshouldoptimizetheteachingmethodsofmicrolectureinteachingpractice.2.3TheoreticalFoundationofApplicationofMicrolectureinEGTApplicationofmicrolectureinEGTisbasedonCognitiveLoadTheory(CLT).CLTisfirstputforwardbyAustraliaeducationalpsychologistJohnSwellerinthelate1980s.Human’slearningandproblem-solvingabilityisstudiedfromtheperspectiveofcognitiveallocationanditpaysattentiontocognitiveloadthatlearnershaveinthe17 processofstudying(Chandler,P.&Sweller,J.1991).Cognitiveloadmeansthetotalamountofmentaleffortbeingusedintheworkingmemory.Theworkingmemoryislimitedandthelimitationofworkingmemoryisthemajorbarrierhinderingstudying,soSwellerarguesthatinstructionaldesigningcanbeusedtoreducecognitiveloadandtomaketheworkingmemoryconcentratemoreonthecorecontentsoastofacilitatelearning.In1990s,CLThasdrawnmuchattentionandhasbeenamajorbasisthathumantostudycognitiveprocessanddesigninginstruction.2.3.1TheMainCharacteristicsofCognitiveLoadTheoryTherearetwocharacteristicsofCLT(Nassaji,H.,&Fotos,S.2007).Firstly,thelearningisinvalidifitexceedstheworkingmemorycapacity.CLTconsiderslearningasacomplexinformationprocessingprocess,whichhappensmainlyinworkingmemory.Theworkingmemorycanprocessandkeeptheinformationintheprocessofinformationprocessing.Themostimportantfeatureofworkingmemoryisthatitscapacityislimitedbecauseitcanonlydealwithfivetoteninformationchunksatonetime,sotheworkingmemorycapacitywilldecidewhetherthelearningisvalidornot.Allcognitionprocessingactivitieswilloccupycognitionresources.Ifthecognitionresourcesneededinthelearningexcessesthelearner’sworkingmemorycapacity,learnerswillfindithardtodealwiththecognitionresources,thussomeinformationintheworkingmemorywillbemissing,soitwillnotgoodforlearnerstodomeaningconstructionorsolveproblems,thisisalsocalledcognitiveoverload.Tosomeextent,thefailureoflearningisrelatedtocognitiveoverload.Secondly,schemascanmakeupthedefectthattheworkingmemorycapacityislimited.Asthelong-termmemoryisinfinite,andtheknowledgeisreservedinthelong-termmemoryintheformofschemas.Intheprocessoflearning,theschemainthelong-termmemoryisextractedtotheworkingmemoryasamodular,solearnerscantakeadvantageofittoprocessandintegratetheinformation.Asaresult,itcannotonlyhelptocreateschemasbutalsocanimprovethequalityoftheschemas.Oneschemacanintegratealargenumberofinformationtogethersothatitcanhelplearnerstoreduce18 theworkloadoftheworkingmemory.Whenlearnersbecomefamiliarwiththeknowledgeandtheskillsinaparticularfield,theywillpaylessattentiontotheprocessingprocess,thusitwillmaketheprocessingprocessmorespontaneous.Spontaneityconsumesnoorverylittlecognitionresources,soitwillleavemoreworkingmemoryforotheractivities.2.3.2TypesofCognitiveLoadSweller(1999)differentiatescognitiveloadintothreetypes:IntrinsicCognitiveLoad(ICL),ExtraneousCognitiveLoad(ECL)andGermaneCognitiveLoad(GCL).IntrinsicCognitiveLoad(ICL)isdeterminedbytheinstructionalmaterialandthelearners’level.Asthedifficultoftheinstructionalmaterialsisdifferent,sothecognitiveloadisdifferent.Iftheinstructionalmaterialiseasy,theintrinsiccognitiveloadisverylowandhavealowrequirementforworkingmemory.However,iftheinstructionalmaterialisverydifficult,theworkingmemoryhastoprocessmanyelementssimultaneously,sotheintrinsiccognitiveloadisveryhigh.Theintrinsiccognitiveloadisalsorelatedtolearners’originalknowledge.Ifthelearner’sbasisisverybadandlacksofbasicknowledge,heorshehastopaymoreattentiontodifferentelementswhenlearningamaterial,thustheintrinsiccognitiveloadisveryhigh.Ifthelearner’sbasisisverygoodandhasabundantknowledge,heorshewillhavelowerintrinsiccognitiveloadintheprocessoflearning.Theintrinsiccognitiveloadisinevitablebecauseitiscausedbythematerial,however,itcanbereducedthroughdesigninginstructioncarefully.ExtraneousCognitiveLoad(ECL)isrelatedtothewaythatthelearningmaterialorganizesandpresents.Itwillcausecognitiveloadifthetextbookisnotarrangedwellorlearnersareaskedtoworkonsomethingthatisnotcloselycorrelatedwiththeschema.Thiscognitiveloadhasnodirectconnectionwithlearning,butitwillconsumethelimitedcognitiveresourceandincreaselearners’cognitiveload.Asthiscognitiveloadiscausedbybadinstructionaldesigning,itcanbedecreasedbyimprovingtheinstructionaldesigning.19 GermaneCognitiveLoad(GCL)isalsocausedbyinstructionaldesigning,anditwillalsoincreaselearners’cognitiveload.ItisdifferentfromtheECLinthatthedesigningofGCLiscloselyrelatedtothelearninganditwillhelplearnerstolearn.Learnerscanconstructschemasandmeaningbydoingmoreadvancedcognitiveprocessing,suchasbyregrouping,reasoningandcomparing.Althoughthisprocessincreaselearners’cognitiveload,itfacilitateslearnerstododeepprocessing,thusitwillhelplearnerstolearn.Theinstructionaldesignersshouldencouragelearnerstodoprocessingthatisrelatedtotheschemaconstructing.20 Chapter3MethodologyInchaptertwo,therelatedliteratureconcerningthepreviousstudyofmicrolectureandthetheoreticalfoundationofEGThavebeenreviewed.WhatstillworthresearchingistoapplymicrolectureinEnglishgrammarteachinginrealteachingpracticeandcomparetheeffectsofmicrolectureingrammarteachingwiththetraditionalgrammarteachingmethod.Therefore,inthischapter,thespecificdetailsofthisexperimentalresearcharedescribed,namely,theresearchquestions,subjects,andinstruments.3.1ResearchQuestionsAccordingtothepurposeoftheresearch,thefollowingtworesearchquestionsareherebyproposed:1.IsteachingEnglishgrammarthroughmicrolecturemoreeffectivethanthetraditionalgrammarteachingmethodonimprovingstudents’grammarlevel?2.Whatisseniorhighschoolstudents’attitudestowardsteachingEnglishgrammarthroughmicrolecture?3.2ParticipantsTheparticipantsofthestudyareallfromahighschoolinJiangjin,whoareingrade1andwhoseagesrangefrom17to19,with18inaverage.Eachclasshas30students.Thereare16boysand14girlsintheexperimentalclass(EC)whilethecontrolclass(CC)has15boysand15girls.Theyaretaughtbythesameteacherbyusingthesametextbooksandallthesestudentshavesimilareducationbackground.Apretestwasgiventothetwoclassesbeforethestudy.Thenthescoresofthetwoclassesare21 compared,whichshowsthatthereisnosignificantdifferencebetweenthetwoclassesbecausethescoresofthetwoclasseswereaboutthesameintermsoftheirinitialgrammarabilities.Thisisanessentialpremisetoconductthestudy.3.3InstrumentsQuantitativeanalysisandqualitativeanalysisarebothusedinthisstudy.ApretestandaposttestwereconductedrespectivelybeforeandaftertheexperimentandthescoresofthetwotestswereanalyzedthroughSPSS16.0.Thestatisticmethodsincludeindependentsamplet-test,pairedsamplet-testetc.Thenaftertheexperiment,aninterviewwasconductedtoknowstudents’attitudestowardsteachingEnglishgrammarthroughmicrolecture.3.3.1PretestandPosttestBeforetheexperimentstarted,apre-test(seeAppendixI)wasgiventoalltheparticipants.Thetestwasusedtoknowthestudents’initialgrammarlevelandwhethertherewassignificantdifferencebetweentheECandtheCC.Attheendoftheexperiment,apost-test(seeAppendixII)wasgiventothetwoclasseswhethertheapplyingofmicrolectureinEnglishgrammarteachinghaseffectsornot.SPSS16.0softwarewasusedtocomparethescoresofthetwoclassesbeforeandaftertheexperiment,suchasthescoresofthetwoclassinthepretest,thescoresofCCinthepretestandposttest,thescoresofECinthepretestandposttestandthescoresofthetwoclassintheposttest.IntheSPSSsoftware,theIndependentSampletTestwasmainlyusedtocheckthedifferencebetweenthetwoclassesbeforetheexperimentandthePairedSampletTestwasusedtocheckthedifferenceofthecontrolclassbeforeandaftertheexperiment,aswellastheexperimentclass’differencebeforeandafterteachingEnglishgrammarthroughmicrolecture.3.3.2Interview22 Inordertoknowwhatisstudents’attitudestowardstheapplicationofmicrolectureinEGT,aninterview(seeAppendixIII)wasarrangedinthatschool.Theinterviewtookabout20-30minutesintheteacher’sofficeintheformofcasualchatting.Theywereaskedquestionslike“DoyouliketeachingEnglishgrammarthroughmicrolecture?”,“DoyouthinkteachingEnglishgrammarthroughmicrolecturecanimproveyourEnglishgrammarlevel?”and“What’syourgreatestachievementafteronetermlearninggrammarthroughmicrolecture?”etc.Andtheiranswersweretakendown.3.4ProceduresTherearethreeproceduresofdoingtheexperiment:STEP1:Beforetheexperiment,apre-testwasconductedtogettheinformationabouttheparticipants’presentgrammarlevelandtoseewhetherthereissignificantdifferencebetweenthetwoclassesornot.Iftherewasnosignificantdifference,thentheexperimentbegan.STEP2:Afteronetermstudy,aposttestwasconductedtobothclassestoseewhetherstudents’Englishgrammarlevelhasbeenimprovedandtowhatextentithasbeenimproved.STEP3:Aninterviewwasconductedtogettheinformationofthestudents’attitudestowardsapplyingmicrolectureinEGT.3.5TreatmentThetwoclassesaretaughtbythesameteacherandtheresearcherhadameetingwiththerelatedteacheranddiscusswithheraboutthetimeschedule,curriculumplan,andinstructionalandtestingmaterialsbeforetheexperiment.23 StudentswouldtakeonetermtolearnEnglishgrammareitherthroughmicrolectureorthroughtraditionalapproach.3.5.1TheTeachingModeoftheControlClassInthecontrolclass,studentshadbeentaughtEnglishgrammarthroughtraditionalEGTapproach,ie,thedeductiveapproachofEGTandinductiveapproachofEGT.Asamatteroffact,teachersalwayscombinethedeductiveapproachandinductiveapproachtogether,thatistheinductive-deductivegrammarteachingapproach.Thestudentswouldreceivein-classroomgrammarteachinginstructionfortwohoursaweekandtheteacherwouldalsoaskthestudentstoprevieworreviewthegrammarafterclass.Itmaytakestudentsabouttwohourstorevieworpreviewthegrammareachweek.Sointhecontrolclass,studentshadspentaboutfourhoursinlearninggrammareachweek.3.5.2TheTeachingModeofMicrolectureIntheexperimentclass,studentswouldbetaughtEnglishgrammarbyapplyingmicrolecture.Studentswouldbeaskedtowatchthemicrolecturefortwohoursaweektoprevieworreviewagrammarbeforeoraftertheclass.Whenwatchingthemicrolecture,studentscandiscusswithotherstudentsandteachersonline,andtheycanalsoleaveamessagetotelltheteacherthedifficultpointsthattheycan’tunderstand.Theexperimentclasswouldalsotakethein-classroomgrammarteachingclassforonehour,theteacherwouldletstudentsdiscussthegrammarfirstandasksomestudenttosharewhattheyhavelearnthroughthemicrolecture,andthentheteacherwouldfocusonthedifficultpointofthegrammarpresentedinthetextaccordingtostudents’questions.Sotheexperimentgroupwouldtakethreehoursintotaltolearngrammareachweek,whichisonehourlessthanthecontrolclass.Theteachingmodeofmicrolecturecanbeseeninfigure4:24 TeacherasasupporteroracoachLearnerLearnerCooperation,ExplorationandProblem-solvingIn-classroomOut-of-classroomUploadmicrolectureIndependentlearningTeacherLearningplatformLearnerAcquirestudents’situationLeavelearningtracesDigitallibraryExerciseOnlineMicrolectureFigure4ModeofTeachingEnglishGrammarthroughMicrolecturePhysicalenvironment:therearetwokindsoflearningenvironmentconcerningtolearningEnglishgrammarthroughmicrolecture,anonlinelearningenvironmentandaface-to-faceclassroomlearningenvironment.Alearningplatformandalearningterminalareneededinanonlinelearningenvironment.Teachersuploadlearningmaterialsandmicrocoursestotheplatformandthenthelearnerscanwatchthemicrolecturesanddotheexercisesanddiscusswithteachersorotherlearnersonline.What’smore,thelearningplatformcanrecordstudents’learningtraces,thustheteacherscanknowthelearners’learningsituationaccordingtothetraces.ThelearningterminalcanbeIpads,notebooksortelephonesandlearnerscanlearnthemicrolecturesatanytimeoranyplace.Astotheface-tofacelearningenvironment,itneedsanentityplacewhichisconvenientforlearnerstoconductcollaborativelearning.25 TheimplementationprocessofTEGthroughmicrolecture:itprocessesfromout-of-classroomonlinelearningtoin-classroomface-to-facelearning.Therolesoftheteacherandthelearner:whenlearningEnglishgrammarthroughmicrolecture,thestudentisregardedasthecentralfocusoftheclass.Theteacherisconsideredasasupporterintheonlinelearningprocess,thenasanorganizerandacoachintheface-to-facein-classroomlearningprocess.Thedetailedoperatingprocess:thelearnersarerequiredtolearnaspecificgrammarthroughthemicrolectureonlinebeforetheclassandthentodosomeexercise.Theycandiscusswiththeteacherorotherlearnerswhentheyarelearningordoingtheexercise.Theteachercanknowhowthelearnershavelearnfromlearners’discussion,theexercisetheyhavedoneandthetimethattheyspendtolearnaspecificgrammarpoint,thentheteachercanprepareforthein-classroomgrammarteachingcorrespondingtolearners’situation.Duringtheface-to-faceclassroomteaching,thelearnercanparticipateintheteachingactivitiesaccordingtohis/herownpracticalsituationandtododeeplearning.Theteachingactivitiesincludecooperativelearning,discussionandpresentation,expansionandexploration,practiceandconsolidation,introspectionandsummary.Theteacherwouldgivesomeguidanceandhelptothelearnersifthemeetsometroubles.3.5.3Casestudy---TeachingAttributeClausethroughMicrolectureinSeniorHighSchoolThedesigningofamicrolessonincludesthefollowingfivestages:pre-phraseanalysisstage,thestageofmakingorchoosingaappropriatemicrolecture,thestageofpreparingtheguidedlearningplan,thestageofgivingthemicrolectureandguidedlearningplantostudentsandthestageofpreparingthein-classroomteaching.Nowlet’sanalyzehowtoteachingattributeclausethroughmicrolectureineachstage.Stage1:pre-phraseanalysis26 Instage1,theteacherandlearnersintheECareanalyzedinordertoknowthebackgroundofthedesigningofthemicrolesson,andthelearningobjectivesofthemicrolecturearealsopresented.Learneranalysis:Learnersintheexperimentalclassaregrade1inseniorhighschool,andeachofthemhasboughtaipadsincetheyenterhighschool.Afterthejuniormiddleschoolstudy,theyhavegotageneralideaaboutwhatattributeclauseisandknowtheuseoftheattributeclausebriefly.Thismicrolectureisdesignedinordertoletthestudentsgetabetterunderstandingoftheuseattributeclause.Teacheranalysis:TheteacheroftheECisa30-year-oldwomanteacherwhohas6-yearteachingexperience.TheteacherisveryinterestedinteachingtechnologyandiskeenonapplyingmicrolectureinEnglishgrammarteaching.Herpronunciationandintonationismelodiousandimpressiveandshecaresforstudents,sosheislovedbystudents.Teachingobject:Theteachingobjectistohelpstudentslearnerattributeclausebetterandhelpthemmastertheuseofattributeclausefurther.Tobespecific,thismicrolectureistohelpstudentsknowwhatattributeclauseisandhowtousetherightleadwordsinattributeclause.Stage2:makingorchoosingaappropriatemicrolectureaccordingtothepre-phraseanalysis.Aftertheauthordiscussingwiththeteacher,wedecidedtouseamicrolecturefromCNWEIKE，whichismadebyZhangHongyun.Thereasonwhywechoosethisoneisthatthemicrolectureiscarefullydesignedwithimages,soundsandrealcontexts.Itisverysuitabletoteachattributeclauseinthisclass.Sowehavedecidedtochoosethisone.Thismicrolectureiscomposedofthreepartsandlastsfor10minutes.Thefirstpartisthelead-inpartwhichleadsinthetopicthroughastory.Thesecondpartintroduceswhattheattributeclauseis.Thethirdpartintroducestheleadwordsin27 attributeclauseandhowtousetheseleadwords.Hereisthepresentationoftheconcretemodulesofthemicrolecture.Table3.1TheConcreteModulesofTeachingAttributeClausethroughMicrolectureAnimationnumberInterfacialdesigningLiteraldescriptiontimeeffectsHi，everyone,mynameisMike.Todaywearegoing1notolearnattributeclause9stogether.Let’senjoyastoryfirst.21.hospitalM:goodmorning,Mr2.TheJackson,areyouheretopatientsareseethedoctore?chattingJ:Yeah,littleMike,I’mwitheachsufferingatoothacheother.thesedays.TheteethwhichIusetochewfoodisverypainful.M:oh,I’msorrytohearthat,howlonghaveyoubeenlikethis?J:sincethedayIcame35sbackfromAmerica.M：oh,itmaylastedforalongtime,didyougotoAmericatovisityourson?J:No,Iwenttoacitywhereanoldfriendofminelives.M:Oh,Isee,itshouldbeanenjoyabletripbutruinedbythetoothache.M:Yeah,youareright.28 31.hospitalJ:Hi,youngman,youare2.Thedoctorsorude.Don’tyouseecomesthatwearealllininghere3.Jacksontowaitforthedoctor?istalkingD:SorrySir,I’mafraid15swiththethatyou’vemadeadoctor.mistake.I’mtherightmanwhoyouallwaitingfor.4Characters,本节课胡主要内容包括：images,1.什么是定语从句？sounds2.定语从句的引导词及其用法。15s我们经常会在T台上看到同样的模特穿着不同的衣服，展现不同的风格，那么同样一位帅哥，Images,5穿戴不同的装扮，也会出15ssounds现不同的风格，定于就像人的衣服和装饰一样，是对句子成份起修饰限定作用的。Images,当你看到这位小美女5sounds,的时候，你会用什么词来15scharacters,修饰她呢？29 下面来给定语从句做一个标准的定义：定语从句是用来修饰、限定、说明名词或代词品质与特Images,征的句子成份，我们可以6sounds,用形容词、名词、分词等20scharacters,成份对名词进行修饰，当修饰的内容比较多，无法用词来说明时，就需要用句子来修饰名词或者代词。定语从句中被句子修饰的名词或者代词称为先行词，引导从句的连词被称为引导词，下面来看三个例子，并找出先行Images,词:7sounds,20s1.Doyoulikethebookcharacters,whosecoverisyellow?2.whereisthemanwhomIsawthismorning?3.Yesterday,Ihelpedanoldmanwholosthisway.当我们用简单的词或词组来修饰名词或者代词时，定语通常放在名词或者代词之前：ashygirl,asmilinggirl,acutegirl,abeautifulgirl,aclevergirl;Images,但当我们用来修饰名8sounds,词或者代词的成分比较16scharacters,长时，我们就需要把修饰的成分放在所修饰词之后。Agirlwhowearsaredcoat;Agirlwhowearsblackhair30 定语从句的引导词：Who/whom,whose,Images,,9which,that,when,where,10scharacters,why.当定语从句的先行词是人时，从句的引导词要用who,whom或者that.当先行词可以充当主语时，用引导词who;当先行词在从句中可以充当Images,宾语时，用引导词10sounds,20swho,whom均可。characters,Thebabywhowasheldbyhisbrotherwascuriousaboutthedog.Thebabythatwasheldbyhisbrotherwascuriousaboutthedog.当定语从句的先行词是物时，引导词用which或者that.Images,Thedogwhichlistenedto11sounds,20sthemusicwasdancing.characters,Thedogthatlistenedtothemusicwasdancing.当定语从句的先行词与从句的主语是一种所属关系时，引导词要用Images,whose,这里要注意，在简12sounds,15s单句中whose只表示人characters,的所属，而定语从句中，whose既可表示人的所属，也可以表示物的所31 属。Haveyouseenthebabywhosefaceturnedred?当定语从句的先行词在从句中充当时间状语时，从句的引导词应该用when;也可以用in,on,at等介词+which.Images,Eg:Weshouldn’tforget13sounds,thetimewhenwhenthe20scharacters,armymenfightforthepeace.=Weshouldn’tforgetthetimeatwhichthearmymenfightforthepeace.当定语从句的先行词在从句中充当地点状语时，从句的引导词应该用where,也可以用in,on,at等介词+which.Images,Doyouknowtheplace14sounds,20swhereyourhusbandhidescharacters,hismoney.Doyouknowtheplaceatwhichyourhusbandhideshismoney.当定语从句的先行词在句中充当原因状语时，从句的引导词应该用why,也可以用介词for+which.通常由why引导Images,的定语从句先行词为15sounds,reason。15scharacters,Doyouknowthereasonwhymydogfeelssoconfused?Doyouknowthereasonforwhichmydogfeelssoconfused?32 Stage3：PreparingtheguidedlearningplanAccordingtothemicrolecture,theteachershouldpreparetheguidedlearningplanoftheattributeclauseforstudentsinadvance(seeappendixIV).Afterlearningtheattributeclausethroughmicrolecture,studentsarerequiredtofinishtheguidedlearningplanindependently.Then,studentsarealsorequiredtowritedowntheirpuzzlesandgainsoflearningthemicrolecture.Finally,studentswillevaluatethelearningeffectsoflearningattributeclausethroughmicrolecturebriefly.Stage4:Givingthemicrolectureandguidedlearningplantostudents,thentakingbacktheguidedlearningplanAsthelearningplatformoftheschoolisstillbuilding,thestudentshavetocopythemicrolectureandtheguidedlearningplanfromtheteacheratpresent.Studentsarerequiredtofinishtheguidedlearningplanandhanditintotheteacherbeforethein-classroomstage.Sotheteachercangettoknowhowstudentshavelearnedtheattributeclauseandtheiropinionsaboutlearningattributeclausethroughmicrolecture.Thefollowingistheanalysisofguidedlearningplanthathasbeentakenback.Table3.2ScoringRateofEachQuestioninGuidedLearningPlanQuestionQuestionScoringQuestionScoringScoringrateraterateQuestion1100%Question1096.7%Question1986.7%Question2100%Question11100%Question20100%Question396.7%Question1290%Question2196.7%Question4100%Question1390%Question2293.3%Question596.7%Question1493.3%Question2396.7%Question696.7%Question1596.7%Question2496.7%Question796.7%Question1696.7%Question25100%Question8100%Question1786.7%Question9100%Question1893.3%33 Table3.3ScoringRateofEachPartPartScoringratePart198.3%Part293.3%Part396.7%Total96%Fromtheabovetwoscoringratetables,theteachercanknowtheresultsofstudentshavelearnedthemicrolecture,wecannotonlyknowthescoringrateofeachpartbutalsocanknowthescoringrateofeachquestion.Fromthetable3.4,generallystudentsfinishtheguidedlearningplanwell,forthetotalscoringrateoftheguidedlearningplanis96%.Further,wecanseethatstudents’coringrateinpart1andpart3areveryhigh(98.3%and96.7%respectively),sowecandrawthatstudentshavedoneagoodjobinpart1andpart3.Thescoringrateofpart2isrelativelylow,sotheteachershouldpaymoreattentioninthispartwhensheispreparingforthein-classroomteaching.Throughtheanalysisofthepuzzlesandgainsthatstudentshavewrittenintheguidedlearningplan,97%ofthestudentssaythattheyhavelearntwhatattributeclauseisandknowhowtousemostoftheleadwords.Theybelievethattheyhavegainedalotthroughlearningtheattributeclausethroughmicrolecture,however,theyalsohavesomepuzzles,33%thestudentswritethattheyhavepuzzlesabouthowtouseprop+whichwhentheantecedentsactasadverbialsoftimeoradverbialsofplace.Sotheteachershouldpayattentiontothispartcarefullywhentheyarepreparingforthein-classroom.34 Table3.4Students’EvaluationofLearningAttributeClausethroughMicrolecturetremendousbighelplittlehelpnohelphelpAstomasterwhatattributeclauseis171111Astomastertheantecedents151311Astomastertheleadwords141321Astofinishthecorresponding131232exercisesQuestion1isasurveytoseewhethermicrolectureisofgreathelpforstudentstomasterwhatattributeclauseis.Fromtable3.5,wecanseethat17studentsthinkitoftremendoushelpforstudentstomasterattributeclause,whichaccountsfor57%ofthewholeclassstudents.Thereare11studentsthinkitofbighelptomasterwhatattributeclauseis,whichaccountsfor37%ofthewholeclassstudents.Thereisonly1studentthinksitisoflittlehelptomasterwhatmicrolectureis,whichonlyaccountsfor3%.Alsothereis1studentthinksthatitisnohelpforhimtomasterthedefinitionofmicrolecture,whichaccountsfor3%ofthewholestudents(seePieChart1).Figure4Isitofhelptomasterwhatattributeclauseis?35 Theresultofshowsthatmostofthestudentsthinkthatthemicrolectureishelpfultothemtomasterthedefinitionofattributeclause.Tobespecific,thereare94%ofthestudentsthinkthatmicrolecturecanhelpthemtograspwhatattributeclauseis.Soconclusioncanbedrawnthatmicrolectureishelpfultoteachattributeclause.Question2isasurveytoseewhethermicrolectureisofhelptomastertheantecedents.Fromtable3.5,wecanseethat15studentsthinkitoftremendoushelpforthemtograsptheantecedents,whichaccountsfor50%ofthewholeclassstudents.Thereare13studentsthinkitofbighelptomastertheantecedents,whichaccountsfor43%ofthewholeclassstudents.Stillthereisonly1studentthinksitoflittlehelptomasterantecedentsand1studentthinksthatitisnohelptomasterantecedents,whichaccounts3%respectively(seePieChart2).Figure5Isitofhelptomastertheantecedents?Theresultshowsthat93%ofthestudentsthinkthatteachingattributeclausethroughmicrolectureishelpfultothemtomastertheantecedentsofattributeclause.Only7%ofthestudentsthinkitisoflittlehelpornohelpforthemtomastertheantecedentsthroughteachingattributeclausethroughmicrolecture.Question3isaresearchtoseewhethermicrolectureisofgreathelpforstudentstomastertheleadwords?Fromtheabovetwotables,wecanseethat14studentsthinkit36 oftremendoushelptomastertheleadword,whichaccountsfor47%ofthewholeclassstudents.Thereare13studentsthinkthatitisofbighelptomastertheleadwords,whichaccountsfor43%ofthewholestudents.Thereare2studentsthinkthatitisoflittlehelptomastertheleadwords,whichaccounts7%ofthewholestudents.Only1studentthinksthatitisnohelptomastertheleadword,whichaccountsfor3%(seePiechart3).Figure6Isitofhelptomastertheleadwords?Theresultshowsthat90%ofthestudentsthinkthatteachingattributeclausethroughmicrolectureisveryhelpfultothemtomastertheleadwords.10%ofthestudentsthinkthatitisnotveryhelpfultoteachingattributeclausethroughmicrolecture.Inaword,mostofthestudentsholdpositiveattitudesthroughlearningattributeclausethroughmicrolecture.Question4isasurveytoseewhethermicrolectureisofgreathelpforstudentstodothecorrespondingexercises.Fromtable3.5,wecanseethat13studentsthinkthatitisoftremendoushelpforthemtodotheexercise,whichaccountsfor43%.Thereare12studentsthinkthatitofbighelpforthemtodotheexercises,whichaccountsfor40%.Thereare3studentsthinkthatitisoflittlehelpforstudentstodoexercises,whichaccountsfor10%ofthewholeclassstudents.Only2studentsthinkthatitisnohelpfor37 studentstodotheexercises,whichaccountsfor7%ofthewholeclassstudents(seePieChart4).Figure7Isitofhelptomastertheleadwords?Theresultshowsthat83%ofthestudentsthinkthatteachingattributeclausethroughmicrolectureisveryhelpfultothemtodotheexercises.Asamatteroffact,theproportionisnotveryhigh,sowemustthinkaboutthereasonwhy17%ofthestudentsthinkteachingattributeclausethroughmicrolectureisnothelpfultothemtodoexercises,andwemusttrytoimprovethemicrolectureinordertohelpstudentsdoexercises.Stage5:Theteacherpreparesthein-classroomteachingaccordingtotheguidedlearningplan.Firstly,accordingtotheguidedlearningplan,theteachercanknowthescoringrateofeachquestion.Thestudentshavedoneagoodjobinquestion1,question2,question4,question8,etc.,however,theyhavedoneabadjobinquestion17andquestion19.Therefore,theteachershouldpayspecialattentiontothesetwoquestionswhensheispreparingforthein-classroomteaching.Secondly,throughtheanalysisofthepuzzlesandgainsthatstudentswriteintheguidedlearningplan,themajorpuzzleafterlearningthemicrolectureisthattheyhowtouseprop+whichwhenthe38 antecedentsactasadverbialsoftimeoradverbialsofplacecompletely.Sotheteachershoulddesignthein-classroomteachingactivitiescarefullyinordertohelpstudentstodoin-depthlearning.Thirdly,throughtheanalysisofthestudents’evaluationoflearningattributeclausethroughmicrolecture,wecanknowthatmoststudentsholdpositiveattitudestowardsteachingattributeclausethroughmicrolecture,buttherearestillsomeproblems.Themostproblemisthatsomestudentsfindthemicrolectureisnotveryhelpfultothemtodothecorrespondingexercises,sotheteachermusttrytoimprovethemicrolectureinordertohelpstudentsdoexercises.3.6DatacollectionInthisstudy,somequantitativeandqualitativedataiscollected.ThentheSPSS16.0isusedtoanalysisthesedata.Somequantitativeanalysisisusedtoanswerquestion1.Themeanandthestandarddeviation(SD)inthepretestarecomparedbetweentheECandCCinordertoseewhetherthereisanydifferencebetweenthetwoclassesastotheiroriginalgrammarlevel.Thenafteronetermexperiment,wegettheposttestscore.Somecomparisonalsoconductedinordertoseewhetherthereissomechangeastolearners’grammarlevel.Aninterviewisconductedinordertoanswerquestion2,andlearners’attitudestolearninggrammarthroughmicrolecturewillbeknown.39 ChapterFourResultsandDiscussionThisresearchhasbeenconductedtoexploretheapplicationofmicrolectureinEnglishgrammarteachingclassinseniorhighschoolandtocheckstudents’attitudestowardsteachingEnglishgrammarthroughmicrolecture.Inthischapter,somedatacollectedfromtheexperimentispresentedandanalyzed.Thefollowingsaretheresultsanddiscussionsofthecollecteddata.4.1AnalysisoftheData4.1.1AnalysisofthePretestInordertoknowstudents’originalEnglishgrammarlevelandtoknowtheeffectivenessoftheexperiment,apretestwasconductedatthebeginningoftheexperiment.AllofthestudentsfromECandCC(30ineach)tookthetest.Thetestpaper(seeAppendixⅠ)isformedbyquestionsfromtheHighSchoolEntranceExaminationinChongqing.Therearethreequestiontypesinthetest,multiplechoice(40questions,and1.5pointseach),blankfilling(20questions,1.5pointseach),anderrorcorrection(10question,10points),andthetotalscoreofthetestis100points.Thetesttimeofthepretestis60minutes.ThentheSPSS16.0hasbeenusedtoanalyzethepretestdata.Theresultsofthepretestwouldillustratethemean,theSD(standarddeviations),thetvalueandtheFvalue.Table4.1presentstheindependent-samplest-testofCCandECinthepretest.Table4.1Independent-SamplesT-testofECandCCinthePretes________________________________________________________________GroupNMeanSDtSig.MeanDifferenceEC3074.205.349.062.951.080CC3074.125.731*pvalueissignificantatthe0.05level.40 Fromtable4.1,wecanseethattheaveragescoreoftheECis74.20whiletheaveragescoreofCCis74.12,themeansofthetwoclassareveryclosebecausethemeansofbothclassarealmostthesame.What’smore,thestandarddeviationsinECis5.349whilethestandarddeviationsinCCis5.731,sothestandarddeviationsinbothclassissmall.Asaresult,wecanknowthatthedispersionofthepretestinbothclassisnotbig,andthetestisvalid.Thenwecanknowthatthereisnobigsignificantdifferenceinstudents’originalgrammarlevelinbothclasses.Fromthetable,itcanbeseenthatthetvalueis.062(t=0.062<1.676)whilepvalueis.951(p=0.951>0.05).Sothenullhypothesiscanbeacceptedthatthetwoclasseshavenosignificantdifferenceinthepretest.ThatistosaythatthetwoclassesareinsimilarlevelintermsoftheirEnglishgrammarlevelbeforetheexperiment.Therearethreeitemsinthepretest.Thetotalscoresofthepre-testis100points,andthescoresofeachitemwereasfollows,60points(multiplechoice),30points(blankfilling)and10points(errorcorrection)respectively.Inordertogetabetterunderstandingofstudents’originalEnglishgrammarlevelineachitembeforetheexperiment,thescoresofeachitemhavebeencompared.Table4.2ComparisonscoresofEachIteminCCandECinthepretestmeanofCCmeanofECtestgroupCCHSGLSGECHSGLSGtotal74.129162.9874.2090.7862.95MC46.7856.9441.4846.8256.7441.40pretestBF22.2026.5418.3822.2626.4618.30ERC5.147.523.125.127.583.25MC=multiplechoiceBF=blankfillingERC=errorcorrectionHSG=highscoregroupLSG=lowscoregroupTable4.2showstheaveragescoresofthepretestofthetwoclassesineveryitem.ItcanbeseeninthepretestthatthemeanofCCis74.12whilethemeanofECis74.20,whicharealmostthesame.ThemeanofMC(multiplechoice)inCCis46.78whilethe41 meanofMCinECis46.82,themeanofBF(blankfilling)inCCis22.20whilethemeanofBFinECis22.26,andthemeanofERC(errorcorrection)inCCis5.14whilethemeanofERCinECis5.12,sowecanknowthatthemeanofthetwoclassesineachitemarealmostthesameandthereisnosignificantdifferenceineachiteminbothclassbeforetheexperiment.What’smore,themeanoftheHSG(highscoregroup)andthemeanoftheLSG(lowscoregroup)canalsobeseenintable4.2,whichalsohavenosignificantdifference.Asaresult,wecandrawtheconclusionthatinthepretest,notonlythetotalmeansofthetwoclassarealmostthesame,butalsothemeansofeachpartarealmostthesame,thuscanfurtherprovethatthetwoclasseshavenosignificantdifferenceinthepretest.4.1.2AnalysisofthePost-testThestudentsinCChavebeentaughtEnglishgrammarbytraditionalEnglishgrammarteachingmethodwhilestudentsinEChavebeentaughtEnglishgrammarthroughthemicrolecture.Afteronetermteaching,wehaveconductedaposttesttoknowhowthestudentshavelearned.Thequestiontypesoftheposttestarethesameasthepretestandthetotalscoreisalso100points.Firstly,thepaired-samplest-testwillbeusedtoseethechangesofthescoresofthetwoclassrespectively.Then,theindependent-samplesT-testisusedtoknowwhetherthetwoclasseshavesignificantdifferenceaftertheexperimentintheposttest.Table4.3Paired-SamplesT-testofCCinthePretestandPosttest________________________________________________________________pairNMeanSDdftSig.pretest3074.1210.248294.346.000posttest3081.269.531*pvalueissignificantatthe0.05level.Table4.3clearlypresentstheresultsofthepaired-samplesT-testofCCinthepretestandposttest.Fromthetable,wecanseethatthemeanofCCintheposttestis81.26whilethemeanofECinthepretestisjust74.12.What’smore,thetvalueis42 4.346(t=4.346>2.021)whichisbiggerthanthecriticalvalue2.021whilethepvalueis.000(p=.000<.05),implyingthatthescoresoftheposttestinCChassignificantdifferencefromthescoresofthepretest.Accordingtothestatistics,wecandrawthatstudentsinCChavemadebigprogressintermsoftheirEnglishgrammarlevelafterbeingtaughtEnglishgrammarbytraditionalEnglishgrammarteachingmethod.Table4.4ComparisonofEachItemofCCinpretestandposttestmeangroupCCHSGLSGpretest74.129162.98posttestwhole81.2692.769.9pretest46.7856.9441.48posttestMC50.9457.6043.30pretest22.2026.5418.38posttestBF24.2027.2021.20pretest5.147.523.12posttestERC6.127.95.40MC=multiplechoiceBF=blankfillingERC=errorcorrectionHSG=highscoregroupLSG=lowscoregroupInordertoknowthechangesofscoresineachitem,acomparisonofeachitemofCCinthepretestandposttestisconducted.(seetable4.4)Firstofall,let’sanalyzethemeanofeachiteminCCinthepretestandposttest.ItcanbeseenthatthemeanofCCasawholeintheposttestis81.26whilethemeanofCCinthepretestis74.12points,sowecanknowthatthestudentsinCChavemadeaprogressintheexperiment.AstothemeanofMC,itisjust46.78pointsinthepretestand50.94pointsintheposttest.AlsothemeanofBF,inthepretestitis22.20pointswhileitis24.20pointsintheposttest.ThenthemeanofERC,concerningthepretest,itis5.14pointswhileitis6.12pointsintheposttest.Fromtheanalysisofthemeanofeachiteminthepretestandposttest,wecandrawthatstudentshavemadeaprogressineachitemandtheyhavemadethe43 greatestprogressinMC,theninBFandinERC.Then,themeanofeachitemofCCinthepretestandposttestwillbecomparedfromtheperspectiveofscoregroup.WecanseethemeanofHSG,itis91pointsinthepretestwhilethemeanoftheposttestis92.7points,thenthemeanoftheLSGintheposttestis69.9pointswhileinthepretest,itisjust62.98,themeanofHSGimproves1.7pointswhilethemeanofLSGimproves6.92points,sowecanknowthatthestudentsintheLSGhavemadeabiggerprogressthanstudentsintheHGS.InregardtothemeanofMCimprovedineachscoregroup,ithasimproved0.66pointsinHSGwhileithasimproved1.92pointsinLSG,sowecanalsoknowthatthestudentsintheLSGmakeabiggerprogressinMCthanstudentsintheHSG.WhencomparingtheBFandERCinthepretestandpostbetweentheHSGandtheLSG,wecandrawthatthestudentsinLSGalsomakeabiggerprogress.Sofromtable4.4,wecandrawthethreeconclusion.Firstly,generally,studentshavemadeabigprogressintheposttestwhencomparingthemeanofCCinpretestwiththatintheposttest.Secondly,studentshavemadethebiggestprogressinMCwhencomparingthemeanofeachiteminCCinthepretestandposttest.Thirdly,comparingthemeanoftheHSGandtheLSG,wecandrawthatthestudentsintheLSGmakeabiggerprogressthanthatintheHSG.Table4.5Paired-SamplesT-testofECinthePretestandPosttest________________________________________________________________pairNMeanSDdftSig.pretest3074.2012.349297.456.000posttest3089.858.731*pvalueissignificantatthe0.05level.Table4.5presentstheresultsofthepaired-samplest-testofECinthepretestandposttest.Fromthetable,wecanseethatthemeanofECintheposttestis89.85whilethemeanofECinthepretestisjust84.20.What’smore,thetvalueis7.456(t=7.456.2.021)whichisbiggerthanthecriticalvalue2.021whilethepvalueis.00044 (p=.000<.05),suggestingthatthescoresoftheposttestinEChassignificantdifferencefromthatofthepretest.Accordingtothestatistics,wecandrawthatstudentsinEChavemadeabigprogressintermsoftheirEnglishgrammarproficiencyafterbeingtaughtEnglishgrammarthroughmicrolecture.Table4.6ComparisonofEachItemofECinpretestandposttestmeangroupECHSGLSGpretest74.2090.7862.95wholeposttest89.8596.5479.42pretest46.8256.7441.40MCposttest55.4059.2048.20pretest22.2626.4618.30BFposttest26.3028.5424.10pretest5.127.583.25ERCposttest7.608.807.12MC=multiplechoiceBF=blankfillingERC=errorcorrectionHSG=highscoregroupLSG=lowscoregroupTable4.6showsthecomparisonofeachitemofECinthepretestandposttest.Tobeginwith,let’sanalyzethemeanofeachiteminECinthepretestandposttest.ItcanbeseenthatthemeanofECasawholeintheposttestis89.85whilethemeanofECinthepretestis74.20,sointheposttest,studentsinECimprovedmuchmorethanstudentsinCC,thenwecanknowthatthestudentsinEChavemadeaprogressintheexperiment.Let’shavealookatthemeanofMC,itis46.82pointsinthepretestwhileintheposttest,itis55.40points,soitimproved8.58pointscomparingthepretestandposttestmeans.WithrespecttomeanofBF,inthepretestitis22.26pointswhileitis26.30pointsintheposttest,someanofBFimproves4.04points.AstothemeanofERC,themeanofERCintheposttestis7.60pointswhileitis5.12pointsinthepretest,soitimproves2.48pointsaftertheexperiment.Fromtheanalysisofthemeanofeach45 iteminthepretestandposttest,wecandrawthatstudentsmakeaprogressineachitemandtheymakethegreatestprogressinMC,theninBFandinERC.Astothemeanoftheposttestwiththatofthepretestfromtheperspectiveofscoregroups,theHSGimproves5.67pointswhiletheLSGimproves16.47points,sowecanknowthatthestudentsintheLSGhavemadeabiggerprogressthanthatintheHGS.Then,themeansofeachitemofECinthepretestandposttestarecompared.AstothemeanofMC,ithasimproved2.46pointsinHSGwhileithasimproved6.8pointsinLSG,sowecanalsoknowthatthestudentsintheLSGhavemadeabiggerprogressinMCthanstudentsintheHSG.WhencomparingtheBFandERCinthepretestandposttestbetweentheHSGandtheLSG,wecandrawthatthestudentsinLSGalsomakeabiggerprogress.Sofromtable4.6,theconclusioncanbedrawn.Firstly,generallystudentshavemadeabigprogressintheposttestwhencomparingthemeanofECinpretestwiththatintheposttest.Secondly,studentshavemadethebiggestprogressinMCwhencomparingthemeanofeachiteminECinthepretestandposttest.Thirdly,comparingthemeanoftheHSGandtheLSG,wecandrawthatthestudentsbothintheLSGandHSGhavemadebigprogress,butstudentsintheLSGhavemadeamuchmoreobviousprogress.Fromtheaboveanalysis,wecandrawthatbothgrouphavemadegreatimprovementintheirEnglishgrammarproficiency.Inordertoknowwhichmethodismoreeffectiveandwhichmethodimprovestudents’grammarlevelhigher,theresultsofECandCCintheposttestarecompared.Table4.7Independent-SamplesT-testofECandCCinthePosttest________________________________________________________________GroupNMeanSDdftSig.EC3089.858.725593.224.000CC3081.269.507*pvalueissignificantatthe0.05level.46 Itcanbeseenclearlytheresultsoftheindependent-samplest-testofECandCCintheposttestintable4.7.Fromthetable,itcanbeseenclearlythatthemeanofECis89.85whilethemeanofCCis81.26,themeanintheposttestofECis8.59higherthatthatofCC.What’smore,thetvalueis3.224(t=3.224>1.697)andthepvalueis.025(p=.025<.05),implyingthereisabigdifferencebetweenthetwoclasses,andthestudentsinEChavemadeabiggerprogressthanstudentsinCC.Table4.8ImprovedscoresofeachitemintheposttestinCCandECImprovedmeanofCCImprovedmeanofECtestgroupCCHSGLSGECHSGLSGtotal7.141.76.9215.655.7616.47ImprovedMC4.160.661.828.582.466.8scoresBF2.00.662.824.042.085.8inposttestERC0.980.385.402.481.223.87MC=multiplechoiceBF=blankfillingERC=errorcorrectionHSG=highscoregroupLSG=lowscoregroupTable4.8showstheimprovedscoresofeachitemintheposttestinCCandEC.ItcanbeseenthatthemeanofCCimproved7.14pointswhilethemeanofEChasimproved15.65pointsintheposttest,themeanofEChasimproved8.51pointshigherthanthatinCC.ThemeanofMCinCChasimproved4.16whilethemeanofMCinEChasimproved8.58intheposttest,themeanofMCinEChasimproved4.2pointshigherthanthatinCC.ThemeanofBFinCChasimproved2.0pointswhilethemeanofBFinEChasimproved4.04points,sothemeanofBFinEChasimproved2.04pointshigherthanthatinCC.ThemeanofERCinCChasimproved0.98pointswhilethemeanofERCinEChasimproved2.48points,sothemeanofERCinEChasimproved1.5pointshigherthanthatinCC.SowecandrawthatstudentsinEChasmadeabiggerprogressthanstudentsinCC,andmicrolecturemethodismoreeffectivethanthetraditionalmethod.What’smore,comparingwiththetraditionalclass,students’scoreshaveimprovedmostinMC,theninBFandERC,sowecanfurtherdrawthatthe47 microlecturemethodismosteffectiveinMC,theninBFandERC.ThentheimprovedscoresofeachitemintheHSGandLSGinCCandECwillbecompared.ItcanbeseenthatthemeanofCCinHSGhasimproved1.7whilethemeanofECinHSGhasimproved5.76,themeanofEChasimproved4.06pointshigherthanthatinCC.SowecanknowthatthemicrolecturemethodismoreeffectivethanthetraditionalgrammarteachingmethodastostudentsinHSG.AlsoaftercomparingtheimprovedmeanofstudentsinbothclassinLSG,wecanalsodrawthatthemicrolecturemethodismoreeffectivethanthetraditionalmethod,andthescoresofstudentsinLSGhaveimprovedgreaterthanstudentsinHSGinEC,sowecansaythatteachingEnglishgrammarthroughmicrolectureismoreeffectivetostudentsinLSGthantostudentsinHSG.Sofromtable4.8,wecandrawthefollowingthreeconclusion.Firstly,themicrolecturemethodismoreeffectivethanthetraditionalmethodastoteachingEnglishgrammarbecausestudentsinEChavemadeabiggerprogressthanstudentsinCC.Secondly,themicrolecturemethodismoreeffectivethanthetraditionalmethodinimprovingeachpart’sscore.Thirdly,themicrolecturemethodismoreeffectivethanthetraditionalmethodtostudentsinLSG.Therefore,basedonaboveanalysis,teachingEnglishgrammarthroughmicrolectureinseniorhighschoolismoreeffectivethanteachingEnglishgrammarthroughtraditionalmethods,whichmeansteachingEnglishgrammarthroughmicrolectureisaneffectivemethodtoupgradestudents’grammarlevelandmicrolecturecanhelpstudentslearnEnglishgrammarbetter.4.1.3AnalysisoftheInterviewInresponsetothesecondresearchquestion“Whatisseniorhighschoolstudents’attitudestowardsteachingEnglishgrammarthroughmicrolecture”,theanswersoftheinterviewwillbeanalyzedforthesakeofansweringthisquestion.Inordertoknowthestudents’attitudestowardsteachingEnglishgrammarthroughmicrolecture,therecordoftheinterviewhasbeenlistenedtorepeatedlyinordertoensuretheanswerisaccurate.48 Therearefivequestionintheinterview,andtenstudentstookpartinit.Thentheanswersoftheinterviewwillbeanalyzedinthefollowing.Question1:DoyoulikelearningEnglishgrammarthroughmicrolecture?Astothisquestion,ninestudentsansweredthattheylikelearningEnglishgrammarthroughmicrolecturebecausethemethodcanimprovetheirinterestsinlearningEnglishgrammar.Asthemicrolectureintegratesimages,soundsandcontextstogether,whichcancertainlymakethelearningmoreinteresting.Andthestudentssaythattheyfeelrelaxedandconfidentwhenlearningthroughmicrolecturewhiletheyoftenfeelboringandstressfulwheninthetraditionalgrammarclass.SomicrolecturehelpsthemlearnEnglishgrammarmucheasierandhappier.AstothestudentwhodislikelearningEnglishgrammarthroughmicrolecture,shesaysthatthereistoomuchdistractiononlineit’shardforhertoconcentrateonthelearningcontents.Question2:DoyouthinkteachingEnglishgrammarthroughmicrolecturecanimproveyourEnglishgrammarlevel?Asforthisquestion,eightofthestudentssaythatteachingEnglishgrammarcanimprovetheirgrammarlevel.Therearethreereasonstheymentioned.Firstly,teachingEnglishgrammarthroughmicrolecturemakeitmoreconvenientforthemtolearn.TheycanwatchthemicrolectureontheirIpadsorjustontheirmobilesatanywhereandatanyplace.Secondly,theycandomoreindependentlearningthroughmicrolecture.Beforetheclass,theycanwatchthemicrolectureandpreviewthegrammarbythemselves.Thentheyaresupposedtofinishthecorrespondingguidedlearningexercise,iftheyhaveanyquestion,theycandiscusswiththeirclassmatesorteachersonlineorjustleaveamessagetotheirteachers.Theycanmakelearningplansaccordingtotheirowngrammarlevelandlearnwhattheyarelackofuntiltheytotallyunderstandthem.Moreover,theycanwatchthemicrolectureagainafterclassasmanytimesastheytotallymasteragrammarpoint.Sowecansaythatteachingthroughmicrolecturecandevelopstudent’activityandcreativity,thusitcanimprovetheirlearningefficiencyandhelpthemlearnbetter.Thirdly,studentscanhavemoreinteractionwiththeirclassmates49 andteachersthanbefore,whichcanhelpthemlearnfromeachother.TheothertwointervieweessaythatthoughtheythinkteachingEnglishgrammarisveryhelpfulinimprovingtheirgrammarlevel,theydon’tmakeimprovementaftertheexperiment.Question3:What’syourgreatestachievementafteronetermlearninggrammarthroughmicrolecture?Inregardtothisquestion,differentintervieweeshavedifferentanswers.SomestudentssaythattheirinterestsinlearningEnglishgrammarhavebeenenhancedmuch.Inthepast,theythoughtEnglishgrammarwasboringandtheyjustignoredthegrammarwhenlearningEnglish.NowtheyconsiderEnglishgrammarasanindispensablepartoflearningEnglish,andlearninggrammarwellisjustapieceofcake.Somestudentssaythattheimprovementofthescoresinthetestistheirgreatestachievementbecausetheyfeelmoreconfidentintheirstudy.Almosteveryintervieweesaysthattheygainalotfromlearningthroughmicrolecture.Otherstudentsalsosaythattheirlistening,reading,speakingandwritingabilitiesarealsoimprovedalotafterlearningEnglishgrammarwell.Question4:IsthereanythingelsetobeimprovedintheEnglishgrammarclass?Withrespecttothisquestion,alltheintervieweestakeanactivepartinansweringit.Fourintervieweessaythatmoreinterestingmaterialsshouldbeaddedinthemicrolecturesothattomakethemicrolecturemoreinteresting.ThreeintervieweessuggestthatmoreskillsshouldbeintroducedinteachingEnglishgrammartohelpstudentslearnfasterandkeepinmindlonger.Andtheotherthreeintervieweessuggestthatmoreactivitiesshouldbedesignedtomakethegrammarclassmorevividandtoincreasemoreinteractionbetweenstudents.Question5:Willyouapplymicrolecturetolearngrammarinyourfuturelearning?Inregardtothisquestion,almostallthetenstudentssaythattheywillusemicrolecturetolearninthefuture.Theysaythattheupdatingoftheknowledgeissofastinnowadays,microlectureissuchagoodteachingmethodthatemergesattheright50 timethattheywillnotonlyusemicrolecturetolearnEnglishgrammarinthefuturebutalsousemicrolecturetolearnotherthings.Fromtheanswerstothefivequestions,itcanbeseenthatmoststudentsholdpositiveattitudestoteachingEnglishgrammarthroughmicrolecture.Theyexpresstheirgreatinterestsandlovethemicrolecturemethod.Thankstothemicrolecture,theirlearningofEnglishgrammarhavebecomemoreinterestingandeffective.TheyalsosaythatteachingthroughmicrolecturehasimprovedtheirEnglishgrammarlevelalot,theycannotonlycomprehendthegrammarswellbutalsoputthegrammarsintopracticeproficiently.What’smore,theirlistening,reading,speakingandwritingabilitiesarealsoimprovedalotafterlearningEnglishgrammarwell.Therefore,theconclusioncanbedrawnthatstudentslikelearningEnglishgrammarthroughmicrolectureandtheyhavepositiveattitudestoit.4.2DiscussionoftheResultsTheprevioussectionsarethestatisticaldataanalysesofthepretest,theposttestandtheinterview.Afteranalyzingthedata,adetaileddiscussionoftheresultsisalsoneeded.Itwillbediscussedinthefollowingtwoparts,namelythereasonwhyteachingEnglishgrammarthroughmicrolectureismoreeffectivethanthetraditionalgrammarteachingmethodandwhystudents’interestsoflearningEnglishgrammarandtheconfidenceofusinggrammarincreaseinthemicrolectureclass.4.2.1ReasonsforWhyMicrolectureMethodMoreEffectivethantheTraditionalMethodThefirstresearchquestionofthestudyistoseewhetherteachingEnglishgrammarthroughmicrolectureismoreeffectivethanthetraditionalgrammarteachingmethodonimprovingstudents’grammarlevel.Accordingtotheanalysisofthepretestandtheposttest,thestudentsinECwhohavebeentaughtEnglishgrammarthroughmicrolecturehaveachieveabetterresultthanstudentsinCCwhohavebeentaught51 Englishgrammarthroughtraditionalgrammarteachingmethod.SowecandrawthatteachingEnglishgrammarthroughmicrolectureismoreeffectivethanthetraditionalgrammarteachingmethodonimprovingstudents’grammarlevel.Therearemainlythefollowingreasons:Firstofall,accordingtotheCLT,thelearningisinvalidifitexceedslearners’workingmemorycapacity.Thereare45-minuteintraditionalgrammarteachingclassandtherearesomanytasksduringaclass,asaresult,eventhebeststudentmayfindithardtofocusonthetasksallthetime.Also,asthecognitionresourcesneededinthetraditionalclassexcessthelearners’workingmemory,learnerswillfindithardtodealwiththecognitionresources,thusitwillcausecognitiveoverloadandsomeinformationintheworkingmemorywillbemissing.Soitwillnotgoodforstudentstolearn.Consideringcognitivefeaturesandlearningpatternsofprimaryandsecondaryschoolstudents,amicrolecturewhichlastsfrom5to10minutesbyteachingonlyonepieceofknowledgefitslearners’cognitionverywell.Therefore,microlecturecanbecalledlearningpieceormicro-teachingcomparingwithtraditionalclassroomwhichisaslongas40or45minutes.Asthedurationoftheclassisshort,itisbetterforstudentstofocusonthecourseandimprovetheirlearningefficiency.What’smore,themicrolectureisdesignedtohighlightacertainpointofknowledgeoracertainteachingtaskinteaching,sothecontentofmicrolectureisnotascomplexasthetraditionalclass.Onemicrocoursehasonlyonetopictoresolveonlyoneproblemortointroduceonlyonething.Therefore,themicrolecturematcheslearners’cognitionwellandwillnotcauseoverloadforlearnerintermsoftheinstructiontimeandcontents.ThenaccordingtoCLT,schemascanmakeupthedefectthattheworkingmemorycapacityislimited.Studentshavetocometotheclassroominthetraditionalgrammarteachingclass,andtheteacheralwaysteachEnglishgrammarthroughface-to-faceexpositorymethod,orthroughPPTsorvideosoccasionally.Asaresult,learnersalwaysfeelthattheclassisveryboringanditisveryhardforlearnerstoformschemas.However,microlectureintegratescharacters,sounds,imagesandanimations52 inonevideo,soitwillfacilitatelearnerstocreateschemas.What’smore,microlecturecancreatedifferentcontextsforstudentstostudy.Solearnerscanlearnunconsciouslyintheserealspecificcontexts.Thusitwillconsumelesscognitiveresourcesandwillcertainlyhelplearnerstoformschemas.SothelearnersinECgetabetterresultthanthatinCC.Finally,accordingtoCLT,therearethreekindsofCLT,theyareICL,ECLandGCL.First,theICLisdeterminedbytheinstructionalmaterialandthelearners’level.Asthedifficultyofthematerialsisdifferent,thecognitiveloadisdifferent.Alsothelearners’grammarlevelvariesonefromanother.Thepoorstudentsmayfinditdifficulttounderstandiftheteacherteachessomethingdifficultwhiletheteachersteachessomethingeasy,thegoodstudentsmayfindittooboring.Theappearanceofmicrolectureexactlyhelpsolvethisproblem.Teacherscanmakemicrolecturesanduploadthemonline,thenlearnerscanchoosewhattolearnindependentlyaccordingtotheirindividualgrammarlevel.Asaresult,theICLcanbereduced.Secondly,ECLisrelatedtothewaythatthelearningmaterialorganizesandpresents.Itwillcausecognitiveloadifthetextbookisnotarrangedwellorlearnersareaskedtoworkonsomethingthatisnotcloselycorrelatedwiththeschema.Onemicrolectureislimitedfrom5to10minutesbyfocusingononlyoneknowledgepoint.Theteacherhastomakeallthematerialsinthemicrolecturecloselyrelatedtothetheme,sogoodmicrolecturesarecarefullydesignedandwillnotincreaselearners’ECL.Instead,itwillfacilitatelearnerstolearn.Thirdly,GCLisalsocausedbyinstructionaldesigning,anditwillalsoincreaselearners’cognitiveload.ItisdifferentfromtheECLinthatthedesigningofGCLiscloselyrelatedtothelearninganditwillhelplearnerstolearn.Microlectureprovidesabundantandmoreattractinglearningresourcesforlearnersthanotherteachingmedium.Learnersarealsoaskedtowatchtherelatedmicrolectureswhenlearningoneparticulargrammar,suchasthebackgroundabouttheknowledgeortherelatedpointofknowledge.Throughthisprocesswillincreaselearners’cognitiveload,itwillhelplearnerstoconstructschemasandwillfacilitatelearnerstolearn.53 4.2.2ReasonsfortheEnhancementofInterestandConfidenceThesecondresearchquestionofthestudyiswhatisseniorhighschoolstudents’attitudestowardsteachingEnglishgrammarthroughmicrolecture.Accordingtotheanalysisoftheinterview,students’interestsoflearningEnglishgrammarandtheconfidenceofusingEnglishgrammaralsoincreaseintheEC.Ononehand,thereareonly5to10minutesfocusingononlyoneknowledgepoint,solearnerscanconcentrateonacertaingrammarpointwhentheyarelearning.What’smore,theycanwatchthemicrolectureatanytimeoratanyplaceuntiltheytotallyunderstandtheygrammarpoint,theycancontroltheirownpacetolearn,sotheirconfidenceoflearningandusingEnglishgrammarwillimprove.Ontheotherhand,microlectureintegratescharacters,sounds,imagesandanimationsinonevideoanditcancreatedifferentcontextsforlearnerstolearn.solearnerscanlearnunconsciouslyintheserealspecificcontext,thusitwillarousestudents’intereststolearn.54 ChapterFiveConclusionsInthepreviouschapter,thedesigningoftheexperimenthavebeenpresentedandthedataoftheexperimenthasbeendiscussed.Inthischapter,themajorfindingofthestudywillbepresentedfirst,thenwewillgetsomepedagogicalimplicationsfromthestudy,andatlast,thelimitationofthestudywillbediscussedandthereisalsosomesuggestionforfurtherstudy.5.1MajorFindingsThestudyhastriedtoresearchtheeffectsofmicrolectureonstudentslearningEnglishgrammar.Tobespecific,ittriedtoinvestigate“whetherthemicrolecturemethodismoreeffectivethanthetraditionalgrammarteachingmethodonimprovingstudents’grammarlevelornot”and“Whatisstudents’attitudestowardsteachingEnglishgrammarthroughmicrolecture”.Inordertoanswerthetwoquestion,anempiricalstudywasconductedandaquantitativeanalysiswasusedtoanswerthefirstquestionwhileaninterviewisheldtoanswerthesecondquestion.60studentswhoarefromaseniorhighschoolinJiangjinHighschoolarechosenasthesubjects.Fromthepretest,itcanbeseenclearlythattheCCandEChavealmostthesameEnglishgrammarlevel.ThenthestudentsinCCaretaughtEnglishgrammarbythetraditionalEnglishgrammarteachingmethodwhilethestudentsinECaretaughtEnglishgrammarbymicrolecturemethod,andthetwoclassaretaughtbythesameteacher.Afteronetermstudy,aposttestisconductedinbothclass.Accordingtotheanalysisofthescoresoftheposttestandtheinterview,wecangetthefollowingfindings:Firstofall,onemicrolecturelastsonly5to10minutestointroduceonlyonepointofknowledge,whichconformstohumanscognitivepattern.Accordingtothecognitiveload,theworkingmemorycandealwith5to10piecesofinformation55 promptlyatonetime,thelearningwouldbeinvalidifthereistoomuchcontentorthelearningtimeistoolong.Ononehand,thetimespanofamicrolectureisveryshort,solearnerscanfixattentiononthecontentandwillnoteasilyabsent-minded.Ontheotherhand,onemicrolecturehasonlyonetopictoresolveonlyoneproblemortointroduceonlyonething,thuswillalsohelplearnersfocusonthelearningtopic.Secondly,microlecturecoursesintegratecharacters,sounds,imagesandanimationsinonevideo,soitcannotonlyhelplearnerscreateschemasbutalsowillmotivatelearners’initiative.TeachingEnglishgrammarisakindofmultimodalteaching,whichcreatescontextbyusingsounds,picturesandanimations,thuswillmaketheclassvividandwillcertainlydrawlearnersattention.Then,Intrinsiccognitiveofthelearnersisdifferent,teachingEnglishgrammarthroughmicrolecturerightlyremedythisproblem.Learnerscanchoosewhattolearnaccordingtotheiractualgrammarlevelandtheycanlearnattheirownpace.Asaresult,thelearners’ICLcanbereduced,thuswillcertainhelplearnerstolearn.Atlast,thereisabundantandmoreattractinglearningresourcesforlearnerstolearn,whichwillprovidemoreopportunityforlearnerstolearntherelatedknowledge.AccordingtotheGCL,thoughitincreaselearners’cognitiveload,itwillnotcausedifficultforlearnersinsteaditwillfacilitateslearnerstolearn.Inaword,teachingEnglishgrammarthroughmicrolecturehasconfirmedtobeaneffectivemethodinimprovingstudents’grammarlevelandconformtohumans’cognition.Asarelativenewteachingmethodappearswiththedevelopmentoftheinternetandtechnology,ithasdrawnmoreandmoreattentioninrecentyears.Ithasmanymeritsandhasgainedgreatpopularityamongteachersandstudents.5.2PedagogicalImplicationsAccordingtotheliteratureresearchinchapter2,teachingthroughmicrolecturehasbeendevelopingrapidlyinrecentyears.Manyeducatorsarekeenontheapplyingof56 microlectureinteachingbecausemicrolectureisaneffectiveteachingmethod.ThisstudyalsoprovethatteachingEnglishgrammarthroughmicrolectureisalsoaneffectivemethodonimprovingstudents’grammarlevel.Asforthepedagogicalimplicationsofthestudy,therearemainlythefollowingthree:Firstofall,teachersshouldkeeppacewiththetimeandtrytoputmodernscienceandtechnologyintoteachingpractice.Nowadays,teachingarenotjusthappeningintheclassroomduringtheclasstime.Thankstomodernscienceandtechnology,teachingcanhappenatanytimeandatanyplace.Inordertoimproveteachingefficiency,teachersmustmakeuseofthemodernscienceandmakeitapartofteaching.Thenstudentsshouldmakeuseofscienceandtechnologyproperly.Asstudentsarecuriousabouteverything,comparingthetraditionalclassroomteaching,theyarecertainlymoreinterestedinthemicrolectureclass.However,therearealsosomedistractionsinmicrolectureclassbecauseitisteachingonline,studentsmaybelackofself-controlability.Finally,schoolsshouldcreateagoodatmosphereforteachersandstudents.Schoolsshouldencourageteacherstousetheresultsofscienceandtechnologyandofferfundsforteacherstodoresearch.5.3LimitationsoftheStudyMicrolectureisanewmediaanditdevelopsquicklyinrecentyears.Educatorsathomeandabroadhavedonemanyresearchesaboutmicrolecture,especiallyapplyingmicrolectureinteaching.However,thereareveryfewresearchesonapplyingmicrolectureinEnglishgrammarteaching.Asaresult,thisresearchintendstoexploretheeffectsofapplyingmicrolectureinEnglishgrammarteaching.However,becauseofsomesubjectiveandobjectivefactors,therearestillsomelimitationsinthestudy.Firstly,theexperimentaltimeofthestudyisnotverylong.Thewholetimespanoftheexperimentisonlyoneterm,whichisrelativelyshort.Soitmaydecreasethe57 reliabilityandpersuasivenessofthestudy.Onthecontrary.Iftheexperimenttimelastmuchlonger,suchasoneyearortwoyears,theeffectsofthemicrolecturemethodwillbemoreevident.Secondly,comparingthetotalnumberofstudentsinhighschoolinChina,thesubjectsoftheexperimentisnotverybig.AndalltheexperimentsubjectsarefromJiangjinHighschool.Thereareonly60studentsinvolvedinthequantitativestudywhilethereareonly10studentsinvolvedintheinterview.Thelimitedexperimentsubjectsmayaffectstheoutcomeofthestudy.Theresultsofthestudymaybemorereliableiftherearemoreexperimentsubjectsareinvolved.Thirdly,thesubjectivefactorsmayalsoaffectstheresultsofthestudy.IfthestudentsholdpositiveattitudestowardsteachingEnglishgrammarthroughmicrolecture,maybetheywillmakegreatprogressinlearngrammar,otherwise,theymayfindithelplessbylearningEnglishthroughmicrolecture.58 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AppendixⅠPretest一．单项选择（共40小题，每小题1.5分，共计60分）1.Wecanneverexpectbluerskyunlesswecreatelesspollutedworld.A.a;aB.a;theC.the;aD.the;the2.WhatIneedisbookthatcontainsABCofoilpainting.A.a;不填B.the;不填C.the;anD.a;the3.Somepeoplefearthat________airpollutionmaybringaboutchangesin_______weatheraroundtheworld.A./;theB.the;/C.an;theD.the;a4.Chinahasgotagoodforfightingagainstthefluwithitscarefulandsmoothorganization.A.reputationB.influenceC.impressionD.knowledge5.Hikingbyoneselfcanbefunandgoodforhealth.Itmayalsobegoodfor______building.A.respectB.friendshipC.reputationD.character6.Thesystemhasbeendesignedtogivestudentsquickandeasy______tothedigitalresourcesofthelibrary.A.accessB.passageC.wayD.approach7.Surprisingly,Susan’sbeautifulhairreachedbelowherkneesandmade_____almostanovercoatforher.A.themB.herC.itselfD.herself8.Igotthisbicyclefor______Myfriendgaveittomewhensheboughtanewone.A.everythingB.somethingC.anythingD.nothing9.Thosepoorandneedyteenagerswereexcitedtofindashopatthecornerwheretheycouldbuy_____pricedbike.A.competitivelyB.recentlyC.reasonablyD.affordably10.Hedidn’tselfishlykeepforhimselfthemoneyinheritedfromhisuncle.Instead,he63 madea___contributiontohelpthecommunity.A.commercialB.generousC.comparableD.profitable11.Davidis______animalfur,sohewon’tvisitanyonewhohascatsordogsinthehouse.A.curiousaboutB.allergictoC.satisfiedwithD.fondof12.Ifweleaverightaway,______,we’llarriveontime.A.hopefullyB.curiouslyC.occasionallyD.gradually13.______everyonehere,Iwishyouapleasantjourneybacktoyourcountry.A.BymeansofB.OnbehalfofC.InsearchofD.Forfearof14.Aseriousstudyofphysicsisimpossible_______someknowledgeofmathematics.A.againstB.beforeC.beyondD.without15.Beforeyoupayavisittoaplaceofinterest,lookinyourlocallibrary_______abookaboutit.A.onB.atC.forD.to16.—Someonewantsyouonthephone.—_____nobodyknowsIamhere.A.AlthoughB.AndC.ButD.So17.Itwasthemiddleofthenight__myfatherwokemeupandtoldmetowatchthefootballgame.A.thatB.asC.whichD.when18.Itwasonlywiththehelpofthelocalguided____.A.wasthemountainclimberrescuedB.thatthemountainclimberwasrescuedC.whenthemountainclimberwasrescuedD.thenthemountainclimberwasrescued19．Welaughatjokes，butseldomabouthowtheywork．A．wethinkB．thinkweC．wedothinkD．dowethink20.I’vetriedveryhardtoimprovemyEnglish.Butbynomeans_______withmyprogress.64 A.theteacherisnotsatisfiedB.istheteachernotsatisfiedC.theteacherissatisfiedD.istheteachersatisfied21.Whentheclerksawakindfacewrinkledinanapologeticsmile,shestoodrootedtotheground,________whethertostayorleave.A.wonderingB.wonderC．towonderD．wondered22.Theparkwasfullofpeople,____themselvesinthesunshine.A.havingenjoyedBenjoyedC.enjoyingD.toenjoy23.Inthelastfewyears,China___greatachievementsinenvironmentalprotection.A.hasmadeB.hadmadeC.wasmakingD.ismaking24.—IsPetercoming?—No,he____hismindafteraphonecallatthelastminute.A.changesB.changedC.waschangingD.hadchanged25.Despitethepreviousroundsoftalks,noagreement______sofarbythetwosides.A.hasbeenreachedB.wasreachedC.willreachD.willhavereached26.--Didyouenjoytheparty?--Yes,we___byourhosts.A.weretreatedB.wouldbetreated.C.treatedD.hadtreated27.—DidyouhavedifficultyfindingAnn"house?—Notreally.She___uscleardirectionsandwewereabletofinditeasily?A.wastogiveB.hadgivenC.wasgivingD.wouldgive28.—WhereisPeter?Ican"tfindhimanywhere.—Hewenttothelibraryafterbreakfastand_________hisessaythereeversince.A.WroteB.hadwrittenC.hasbeenwritingD.iswriting29.Itrulybelieve______beautycomesfromwithin.A.thatB.whereC.whatD.why30.Ashipinharborissafe,butthat’snot______shipsarebuiltfor.65 A.whatB.whomC.whyD.when31.Itisatrulydelightfulplace,________looksthesameasitmusthavedone100yearsagowithitswindingstreetsandprettycottages..A.asB.whereC.thatD.which32.OppositeisSt.Paul"sChurch,___youcanhearsomelovelymusic.A.whichB.thatC.whenD.where33.Videogamescanbeapoorinfluenceif________inthewronghands.A.toleaveB.leavingC.leaveD.left34.Youwon’tfindpapercuttingdifficult_____youkeeppracticingit.A.evenifB.aslongasC.asifD.eversince35.Elizarememberseverythingexactlyasifit______yesterday.A.washappeningB.happensC.hashappenedD.happened36.Butfortheirhelp，we______theprogramintime.A．cannotfinishB．willnotfinishC．hadnotfinishedD．couldnothavefinished37.—I’vepreparedallkindsoffoodforthepicnic.—Doyoumeanwe______bringanythingwithus?A.can’tB.mustn’tC.shan’tD.needn"t38.Lifeisunpredictable;eventhepoorest______becometherichest.A.shallB.MightC.needD.must39．—Igetatleasthalfanhourofexercisealmosteveryday.—Ohgreat!.A.GoodluckB.CheerupC.KeepitupD.Sametoyou40.---I’msorryforbreakingthecup.---Oh,____--I’vegotplenty.A.forgetitB.mypleasureC.helpyourselfD.pardonme66 二．短文填空（共20小题，每题1.5分，共30分）TextAMaybeyouneveropenedthataccount(账户)．Butsomeoneelse41.________—someonewhousedyourname，yourcreditcardnumberoryour42.________(person)informationtocommitfraud(造假)withoutlettingyouknow,43.________isactuallyacrime，pureandsimple.Thebiggestproblemis44.________(probable)thatyoumaynotknowthatsomeonehastakenawayyouridentity45.________younoticethatsomethingiswrong：youmaygetbillsfor46.________creditcardaccountyouneveropened，yourcreditreportmayincludedebtsyouneverknewyouhad,47.________youmayseechargesonyourbillsthatyoudidn’tsignfor，andevendon’tknowanythingabout.Ifyouridentityhasreally48.________(steal)likethat，theFederalTradeCommission(FTC)suggeststhatyou49.________(take)atleasttwoactionsimmediately.First，contactthefrauddepartmentsofthemajorcreditofficesandaskthem50.________copiesofyourcreditreports.Then，reviewyourreportscarefullytocheckyourcorrectionsandchanges.TextB“Guys，itis‘ReadingWorkshop’stimenow.51.________Icallyourtable，getyourthings，please！”saidMrsToalson.Shewasholding52.________cupthathadmanysticksinit；oneverystickwaswritteneachstudent’snameandtablenumber.Whatdoesshemean？Probablybooks，Ithought.MrsToalsonpickedastick53.________ofthecupandsaid，“Okay，Aniqa’stable；TableTwo，youmaygetyourthings.”Thenmyfourclassmatesran54.________thecushionsinthebathtub(浴缸)．MrsToalsonkept55.________(pick)sticks，andcallingoutdifferenttablenumbers.“Kate，youmayusethebathtub，”MrsToalsonsaid.Gosh！Usethebathtub？IsKategoing56.________(take)abath，Iwondered.Kateisthegirlwhohadprettybrown67 hair.Sheran57.________(happy)withherbooktobathtuband58.________(lie)downinit.Assheread，shecuddled(拥抱)ateddybear.Ibetitmustbecomfortablereadinginabathtub.ExceptforluckyKate，everybodyhadtoreadelsewhere.Someweresittingontheseats，somewerelyingdownunderthetable,59.________everybody’sreadingposewasdifferent.Reginathoughtthatitwouldbemorefuntoreadoutsideonthegrass.60.________agreatidea！Thenextdayourwholeclasswenttotheparkacrossthestreetfromourschool.Itwasamazing!三．短文改错（共10小题；每小题1.5分，共15分）下面短文中有10处语言错误。请在有错误的地方增加、删除或修改某个单词。增加：在缺词处加一个漏词符号（ʌ），并在其下面写出该加的词；删除：把多余的词用斜线（）划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。注意：1.每句不超过两个错误；2.每处错误及其修改均仅限一次；3.只允许修改10出，多者（从第11处起）不计分。Oneday,littleTonywenttoashoppingcenterwithhisparent.Itwasverycrowded.Tonysawatoyonashopwindow.Helikeditsoverymuchthathequicklywalkedintotheshop.Afterlooksatthetoyforsometime,heturnedaroundandfoundwherehisparentsweremissing.Tonywasscaredandbeguntocry.Awomansawhimcryingandtellinghimtowaitoutsideashop.Fiveminuteslater.Tonysawparents.Momsaid,”Hownicetoseeyouagain!DadandIwereterribleworried.”Tonypromisedherthatthiswouldneverhappenagain.参考答案1-5.ADAAD6-10.ACDDB11-15.BABDC16-20.CDBDD21-25.ACABA26-30.ABCAA31-35.DDDBD36-40.DDBCA68 41．did42.personal43.which44.probably45.until46.a47.or48.beenstolen49.take50.For51.When52.A53.out54.for55.picking56.totake57.happily58.lay59.and60.What61.parent改为parents62.on改为in63.very去掉64.looks改为looking65.where改为that66.begun改为began67.telling改为told68.a改为the69.saw后加his70.terrible改为terribly69 AppendixⅡPosttest二．单项选择（共40小题，每小题1.5分，共计60分）1.—Iamsosorrytohavecomelateforthemeeting.—Itisnotyourfault.Withrush-hourtrafficandheavyrain，itisnowonderyouwerelate.A.a;aB.the;theC./;/D./;a2.Inordertofind_______betterjob,hedecidedtostudy_________secondforeignlanguage.A.the;aB.a;aC.the;theD.a;the3.Thebiggestwhaleis___bluewhale,whichgrowstobeabout29meterslong—theheightof____9-storybuilding.A.the;theB.a;theC.a;aD.the;a4.Tosavesomeofthehumanlanguagesbeforetheyareforgotten，thestudentsinourschoolstartedadiscussion“SaveOur”.A.SkyB.LifeC.ArtsD.Voices5.Thetopleadersofthetwocountriesareholdingtalksinafriendly.A.atmosphereB.stateC.situationD.phenomenon6.Iboughtadressforonly10dollarsinasale;itwasareal.A.exchangeB.bargainC.tradeD.business7.Onethousanddollarsamonthisnotafortunebutwouldhelpcovermyliving.A.billsB.expensesC.pricesD.charges8.TheSmithsarepraised_______thewaytheybringuptheirchildren.A.fromB.byC.atD.for9.IamalwaysdelightedwhenIreceiveanemailfromyou.______thepartyonJuly1st,Ishall70 bepleasedtoattend.A.OnaccountofB.InresponsetoC.InviewofD.Withregardto10.Ihaveanappointment______Dr.Smith,butIneedtochangeit.A.toB.offC.withD.from11._______theforestparkisfaraway,alotoftouristsvisititeveryyear.A.AsB.WhenC.EventhoughD.Incase12.ItishardfortheGreekgovernmenttogetoverthepresentdifficulties_________getsmorefinancialsupportfromtheEuropeanUnion.A.ifB.unlessC.becauseD.since13.Wehavevarioussummercampsforyourholidays.Youcanchoose____basedonyourowninterests.A.eitherB.eachC.oneD.it14.Theyproducedtworeports,______ofwhichcontainedanyusefulsuggestions.A.eitherB.allC.noneD.neither15.Peoplecomplainthatdecisionstoapproveordenyapermitareoften______ratherthanbasedonfixedcriteria.A.appropriateB.consciousC.arbitraryD.controversial16.Thereareasmallnumberofpeopleinvolved,possibly______twenty.asfewasB.aslittleasC.asmanyasD.asmuchas17.Ifparentshavechildrenhelpwithhousework,thechildrenwillfeelneeded.______,theywilllearntotakecareofthemselves.A.OnthecontraryB.InawordC.ThatistosayD.What’smore18.It_____wehadstayedtogetherforacoupleofweeks____Ifoundwehadalotincommon.A.wasuntil;whenB.wasuntil;thatC.wasn’tuntil;whenD.wasn’tuntil;that19.Little_____thatwewerewatchinghiseverymove,soheseemedtobegoinghisownwayinthisbusiness.71 A.herealizedB.hedidn"trealizeC.didn"therealizeD.didherealize20.OnlywhenIleftmyparentsforItalyhowmuchIlovedthem.A.IrealizedB.IhadrealizedC.hadIrealizedD.didIrealize21.____inthepoorestareaofGlasgow,hehadalong,hardroadtobecomingafootballstar.BeingraisedB.RaisingC.RaisedD.Toraise22.Likeancientsailors,birdscanfindtheirway____thesunandthestars.A.usedB.havingusedC.usingD.use23.—DidyouhavedifficultyfindingAnn"house?—Notreally.She___uscleardirectionsandwewereabletofinditeasily?A.wastogiveB.hadgivenC.wasgivingD.wouldgive24.Inmyhometown,thereisalwaysaharvestsupperforthefarmersafterallthewheat____cut.A.willhavebeenB.willbeC.wasD.hasbeen25.MoreexpresswaysinSichuansoontopromotethelocaleconomy.A.arebeingbuiltB.willbebuiltC.havebeenbuiltD.hadbeenbuilt26.Tomydelight,Ifromhundredsofapplicantstoattendtheopeningceremony.A.waschosenB.wasbeingchosenC.wouldchooseD.hadchosen27.Youhavetoknow________you"regoingifyouaretoplanthebestwayofgettingthere.A.whatB.thatC.whereD.whoIfyouswiminariverorlake,besuretoinvestigateisbelowthewatersurface.Oftentherearerocksorbranchedhiddeninthewater.A.whatB.whoC.thatD.whoever29.Hewrotemanychildren’sbooks,nearlyhalfof____werepublishedinthe1990s.A.whomB.whichC.themD.that72 30.Creatinganatmosphereemployeesfeelpartofateamisabigchallenge.A.asB.whoseC.inwhichD.atwhich31.asingleworldcanchangethemeaningofasentence,asinglesentencecanchangethemeaningofaparagraph.A.JustasB.EventhoughC.UntilD.Unless32.Inmyhometown,thereisalwaysaharvestsupperforthefarmersafterallthewheat____cut.A.willhavebeenB.willbeC.wasD.hasbeen33.Despitethepreviousroundsoftalks,noagreement______sofarbythetwosides.A.hasbeenreachedB.wasreachedC.willreachD.willhavereached34.________thejobtakesasignificantamountoftime,moststudentsagreethattheexperienceisworthit.A.IfonlyB.AfterC．AlthoughD．Incase35.Ifwe______theotherroad，wemighthavearrivedhereintimeforthemeeting.A．takeB．hadtakenC．tookD．havetaken36.HadIknownaboutthiscomputerprogram，ahugeamountoftimeandenergy______.A．wouldhavebeensavedB．hadbeensavedC．willbesavedD．wassaved37.Itwassadtomethatthey,sopoorthemselves,______bringmefood.A.mightB.wouldC.shouldD.could38.Althoughyou______findbargainsinLondon,it’snotgenerallyacheapplacetoshop.A.shouldB.needC.mustD.can39.—Whatareyougoingtodothisweekend?一.Iftimepermits,ImaygotoShanghaiwithmyfriends.A.Don’tmentionitB.Itdoesn’tmatterC.ForgetitD.Itdepends73 40.—Ican"trememberthosegrammarrules!—__________.Practicemore.A.You"renotaloneB.It"shardtosayC.I"mafraidnotD.It"suptoyou三．短文填空（共20小题，每题1.5分，共30分）TextAHisnamewasFleming，andhewasapoorScottishfarmer.Oneday,hesaveda41.________(terrify)boyfromablackbog(沼泽)byaccident.Thenextday，afancycarriagepulleduptotheScotsman’ssparsesurroundings.42.________elegantlydressednoblemansteppedoutandintroducedhimself43.________thefatheroftheboyFarmerFleminghadsaved.“Iwanttorepayyou，”saidthenobleman.“Yousaved44.________son’slife.”“No,Ican’tacceptpaymentforwhatIdid，”theScottishfarmerreplied,45.________(wave)offtheoffer.Atthatmoment，thefarmer’sownsoncametothedoorofthefamilyhovel.“Isthatyourson？”thenoblemanasked.“Yes，”thefarmerreplied46.________(proud)．“I’llmakeyouadeal.Letmetakehimandgivehimagoodeducation.47.________theboyisanythinglikehisfather，hewillgrowtobeamanyoucanbeproudof.”Andthathedid.Intime，FarmerFleming’ssongraduated48.________St.Mary’sHospitalMedicalSchoolinLondon,and49.________(go)ontobecomeknownthroughouttheworldasthenotedSirAlexanderFleming，thediscovererofPenicillin(青霉素)．Yearsafterward，thenobleman’ssonwasstricken50.________aseriousdisease.Whatsavedhim？Penicillin.TextBMs.Marywasovereighty,butshestilldroveheroldcarlikehalfherage.She74 loveddrivingveryfast,andboastedofthefact51.shehadnever,inherthirty-fiveyearsofdriving,beenpunished52.adrivingmistake.Thenoneday,shenearlylostherrecord.Apolicecarfollowedher,andthepolicemeninitsawherpassaredlightwithout53.(stop).WhenMs.Marycamebeforethejudge,helookedatherseverelyandsaidthatshewastoooldtodriveacar,andthatthereason54.shehadnotstoppedatredlightwasmostprobablythathereyeshadbecomeweak55.oldage,sothatshehadsimplynotseenit.Whenthejudgehadfinished56.hewassaying,Ms.Maryopenedthebighandbagshewascarryingandtookouthersewing.Withoutsayingaword,she57.(choose)aneedlewithaverysmalleye,andthreadeditatthefirsttime.Whenshehad58.(success)donethis,shetookthethreadoutoftheneedleagainandhandedboththeneedleandthreadtothejudge,saying,“Nowitisyourturn.Isupposeyoucandriveacarwell,andyouhavenodoubts59.youreyesight.”Thejudgetooktheneedleandtriedtothreadit.Afterhalfadozentimes,hehadstillnotsucceeded.ThecaseagainstMs.Mary60.(dismiss),andherrecordremainedunbroken.三．短文改错（共10小题；每小题1.5分，共15分）下面短文中有10处语言错误。请在有错误的地方增加、删除或修改某个单词。增加：在缺词处加一个漏词符号（ʌ），并在其下面写出该加的词；删除：把多余的词用斜线（）划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。注意：1.每句不超过两个错误；2.每处错误及其修改均仅限一次；75 3.3.只允许修改10出，多者（从第11处起）不计分。Hi,Janice,It"sbeenamonthsinceIcametothisnewschoolandIreallywantsharewithyousomeoftheproblemsIhavebeenexperiencing.AsItellyoulasttime,Imadethreenewfriendhere.Wehangouttogetherduringlunchandafterschool.We"vebeenspendingalotoftimesinginkaraokebars.It"sbeenthreeSaturdaysnowanditreallycostsmemany.AndIstartedtoseethisasatime—wastingactivity!Infact,Idon’tliketogoanymore,soI’mafraidI’lllosetheirfriendship.HowdoyouthinkIshoulddo?Ifyouareme,wouldyoutalktohim?Pleasehelpwithmeandgivemesomeadvice.参考答案1-5.BBCDA6-10.BBDDC11-15.CBCDC16-20.ADDDD21-25.CCBDB26-30.ACABC31-35.ADACB36-40.ACDDA41.terrified42.An43.as44.my45.waving46.proudly47.If48.from49.went50.with51.that52.for53.stopping.54.why55.with56.what57.chose58.successfully59.about60.wasdismissed61.wantshare改为wanttoshare62.AsItellyou改为AsItoleyou63.friend改为friends64.alotoftimesing改为alotoftimesinging65.costsmemany改为costsmymuch66.soI’mafraid改为butI’mafraid67.Howdoyouthink改为Whatdoyouthink68.Ifyouareme改为Ifyouwereme69.wouldyoutalktohim改为wouldyoutalktothem70.Pleasehelpwithme改为Pleasehelpme76 AppendixIIIInterviewName_____________StudentNumber_______________(1)DoyoulikelearningEnglishgrammarthroughmicrolecture?(2)DoyouthinkteachingEnglishgrammarthroughmicrolecturecanimproveyourEnglishgrammarlevel?(3)What’syourgreatestachievementafteronetermlearninggrammarthroughmicrolecture?(4)IsthereanythingelsetobeimprovedintheEnglishgrammarclass?(5)Willyouapplymicrolecturetolearngrammarinyourfuturelearning?77 AppendixIVGuidedLearningPlanoftheAttributeClausetopicAttributeclausePart1:blank-filling1.Iwillneverforgettheteacher_________taughtusEnglishinthefirstyearofmyseniorhighschool.2.Doyouknowthegentleman_______wemetintheschoollibraryyesterday.3.Idon’tlikethestories_________haveunhappyendings.4.Isthisthebook_________youwanttobuy?5.Thegirlstudent_________fatherisanengineerusedtostudyabroad.6.InBeijing,JulyandAugustarethemonths_________itrainsveryoften.7DuringtheSpringFestivalIwentbacktothetown_________Iwasbroughtup.8.Thisisthereason_________hecamelatetoschool.9.Doyouknowtheperson________ourteachershookhandswith.10.Hesawahouse________windowswereallbroken.Par2:multiplechoice11.Theprizewillgotothewriter_______storyshowthemostimagination.A.ThatB.whichC.whoseD.what12.ThehouseIgrewup_______hastakendownandreplacedbyanofficebuilding.A.initB.inC.inthatD.inwhich13.Istheman_______youwanttohavetheradio_______forme.exerciseA.who;repairedB.that;repairedC.whom;repairingD.that;repair14.Ipreferafarmhouse_______comeswithagardeninthecity.A.whereB.whichC.thereD.when15.Thisisthebiggestlab_______wehaveeverbuiltinouruniversity.A.whichB.whatC.thatD.where16.Idon’tliketheway_______heoftenusestospeaktome.A.inwhichB.howC.whichD.what17.Ifashophaschairs_______womencanparktheirmen,womenwillspendmoretimeintheshop.A.thatB.whichC.whenD.where18.Wearelivinginanage_______manythingsaredoneoncomputer.A.whichB.thatC.whenD.when19.Ihavereachedapointinmylife_______Iamsupposedtomakedecisionsofmyown.A.whichB.whereC.howD.why20.Thereason_______herejectourplanisthathehadnofaithinus.A.thatB.whyC.becauseD.whichPart3:Rewritethesentence21.Thisistheschool.Youstudiedintheschoolwhenyouwereyoung.78 22.Iknowthehospital.Youwereborninit.23.Thatfarmistheone.Youcanseeitfromthegate.24.I’llneverforgetthedays.Wespentthedaysinthecountryside.25.Iampleasedwiththeperson.Youtalkedofthepersoninyourletter.PuzzlesGains1.Isitofhelptomasterwhatattributeclauseis?tremendoushelp□bighelp□littlehelp□nohelp□2.Isitofhelptomastertheantecedents?Evaluationtremendoushelp□bighelp□littlehelp□nohelp□oflearning3.Isitofhelptomastertheleadwords?effectstremendoushelp□bighelp□littlehelp□nohelp□4.Isitofhelptofinishthecorrespondingexerciseafterlearningthroughthemicrolecture?tremendoushelp□bighelp□littlehelp□nohelp□79 AppendixVTimetableTimetableofTeachingGrammarthroughMicrolecture,Grade1inSeniorHighSchoolWeekGrammar备注Week1WhetherVsif的用法Week2Be+doing表将来Week3Attributeclause1Week4Attributeclause2Week5ReviewWeek6Willbedone的用法Week7Has/havebeendone的用法Week8强调句itis+被强调部分+that从句的用法Week9Itis+被强调部分+that从句Week10ReviewWeek11倒装句Week12含if的虚拟语气的用法Week13含insist，suggest,request,command的虚拟语气Week14Review80