多模态话语分析在初中英语语法教学中的应用研究——以昆明禄劝某初中为个案 78页

分类号密级UDC编号硕士专业学位研究生学位论文论文题目：多模态话语分析在初中英语语法教学中的应用研究---以昆明禄劝某初中为个案AStudyoftheApplicationofMultimodalDiscourseAnalysisInJuniorHighSchoolEnglishGrammarTeaching---ACaseStudyofaJuniorHighSchoolinLuquan,Kunming专业学位类别教育硕士专业学位领域学科教学（英语）研究生姓名李颖婷学号Z12420208003导师姓名戴志军职称副教授2016年11月26日 AStudyoftheApplicationofMultimodalDiscourseAnalysisInJuniorHighSchoolEnglishGrammarTeaching---ACaseStudyofaJuniorHighSchoolinLuquan,KunmingAThesisSubmittedinPartialFulfillmentfortheM.A.DegreeinEnglishTeachingWrittenByLiYingtingSupervisedByProfessorDaiZhijunSchoolofForeignLanguagesandLiteratureYunnanNormalUniversityKunming,YunnanP.R.ChinaNovember,2016 独创申明:学位论文版权使用书 StatementofAuthorshipSTATEMENTOFAUTHORSHIPExceptwherereferenceismadeinthetextofthisthesis,thethesiscontainsnomaterialpublishedelsewhereorextractedinwholeorpartfromathesispresentedbymeforanotherdegreeordiploma.Nootherperson’sworkhasbeenusedwithoutdueacknowledgementinthemaintextofthisthesis.Thethesishasnotbeensubmittedfortheawardofanyotherdegreeordiplomainmytertiaryinstitution.SignedDated AcknowledgementsAcknowledgementsIwouldliketotakethisopportunitytoexpressmysinceregratitudetomytutor,ProfessorDaiZhijun,teachersandstudentsofZhuanlongJuniorMiddleschool,otherteachersinmypostgraduatestage,aswellasthepreviousresearchersinmultimodaldiscourseandeducationfield.Firstofall,thispapercouldbecompletedsmoothly,thankstothescrupulousteachingandguidanceofmytutor,ProfessorDaiZhijun,whohascontributedmuchvaluabletimeinstructingmefromthefirstdrafttothefinaldraft.Hisseriousscientificattitude,rigorousscholarlyresearchspirit,andexcelsiorworkingattitudehavedeeplymovedme.Meanwhile,IwanttosaythankstoteachersandstudentsofZhuanlongJuniorMiddleSchool.Theyhavegivenmemuchhelpandinspirationintheprocessofdesigningtheexperiment.Withouttheirhelpandcoordination,thisresearchcouldnotbesuccessfullyfinished.Inadditiontothis,Iwouldliketosaythankstomyotherteachers,whoseseriousteachingandindefatigableinstructionareveryhelpfultometofinishthispaper.Atlast,Iwouldliketoexpressmygratitudetotheauthorofreferences,andtheirhardworkinghashelpedmesolvealotofproblemsduringthisstudy.I AbstractAbstractInrecentyears,withtherapiddevelopmentoftheinformationtechnology,themultimedia-aidedteachingmethod,whosecoreiscomputertechnology,hasbeenwidelyusedintheeducationfield.However,undertheinfluenceofthesocietyandteachers’personnelfactors,themultimedia-aidedteachingmethodbasedonmultimodaldiscoursehasnotbeensufficientlyappliedintheprocessofEnglishteachingpractice.Multimodalityisacombinationofvarious“modalities”,namelyvariouswaysforpeopletoexchangeinformationwithsurroundingsbysensorychannels.Inthediscourseanalysisfield,multimodalityreferstodiscoursecommunicationwhichcombinesvarioussymbols,voice(auditorychannel)andotherkindsofsymboliccodesortextswhichpossessmeaning.Thesemeanscaninfluencepeople’sanalysisandunderstandingofdiscourse,andimprovetheirlanguagesensitivity.Asforgrammarteaching,mostofthecurrentgrammarteachingmethodsarestilltraditionalteachingmethods.Classroomatmosphereisdepressingandstudentscannotlearngrammarwell.Inviewofthis,anexperimentisdoneinthepresentstudywiththepurposeofexploringtheapplicationandeffectofmultimodaldiscourseanalysisinjuniorhighschoolEnglishgrammarteaching.Theexperimentwascarriedoutamong70studentsinajuniorhighschoolinLuquan,Kunming.The70subjectswereevenlyandrandomlydividedintotwoclasses,theexperimentalclassandthecontrolclass.Intheexperiment,aquestionnairewasfirstconductedamongthestudents,thepurposeofwhichwastounderstandiftheywereinterestedinthecurrent3pteachingmodeinEnglishgrammarteaching.Apre-testandapost-testweregiventothesubjectstomeasuretheeffectivenessofthemultimodaldiscourseanalysismodeinEnglishgrammarII Abstractteaching.Thestudyaimsatansweringthefollowingtwoquestions:(1)Dostudentsfeelinterestedinthecurrent3PEnglishgrammarteachingmode?Isthe3PteachingmodeeffectiveinEnglishgrammarteaching?(2)Canthemodeofmultimodaldiscourseanalysisimprovestudents’performanceinEnglishgrammarlearning?Throughthesix-weekteachingexperiment,thefollowingfindingsaremade:(1)Mostofthestudentsintheexperimentalschoolarenotinterestedinthe3Pgrammarteachingmode.(2)Comparedwiththe3Pteachingmode,themodeofmultimodaldiscourseanalysisingrammarteachingismoreeffectiveandmorefeasible.Themultimodaldiscourseanalysisteachingmodeisnotonlybeneficialtostudent’sunderstandingofgrammarknowledge,butalsoadvantageousinarousingstudents’interestinlearning.Keywords:the3Pteachingmode;multimodalitydiscourseanalysis;multimediateaching;grammarteachinginjuniorhighschoolIII 摘要摘要近年来，随着现代信息技术的迅猛发展，以计算机为中心的多媒体辅助教学手段在教学领域得到了广泛应用。然而，在英语教学实践中，由于社会认可及教师个人喜好等因素的影响，多媒体辅助教学手段并未得到有效运用。多模态，就是各种“模态”的结合，指人类通过各种感官与周围环境进行信息交换与沟通的方式。多模态出现在话语分析中指融合了多种符号模态进行交际的话语，指除了文字之外的其它因素，比如，声音（听觉）和其它种类的符号编码及现实意义的文本。这些因素会共同影响人们对话语的分析和理解，从而提高人们对语言的敏感度。至于语法教学，目前的语法教学大多数仍然使用传统的教学方法，课堂气氛沉闷并且学生不能学好语法。鉴于此，作者进行了一个以探索多模态话语在初中英语语法教学中运用为目的的实验。本次实验是在昆明禄劝的一所初级中学70名学生中进行。这70名学生被随机地平均分为两个班级，即实验班和控制班。本次实验首先在学生中进行了问卷调查，目的是了解学生对当前的3p英语语法教学模式是否感兴趣。受试者还做了一个前期测试和一个后期测试，目的在于测量多模态话语分析理论在英语语法教学中的有效性。本研究要论证下面两个问题：（1）学生对当前的3p英语语法教学模式感兴趣吗？在英语语法教学中3P教学模式有效吗？（2）多模态话语分析模式可以提高学生的英语语法学习效果吗？通过为期六周的实验，可以得出如下结论：（1）在所实验的学校，大多数学生对3P语法教学模式并不感兴趣，课堂气氛沉闷。3P语法教学模式对学生的语法学习效果不理想。（2）和3P教学模式相比较，多模态话语分析对语法教学更有效、更可行。多模态话语分析教学模式不仅有利于学生对语法知识的理解，也有利于激发学生的学习兴趣。IV 摘要关键词：3P教学模式；多模态话语分析；多媒体教学；初中语法教学V ContentsContentsAcknowledgments………………………………………………………………..ＩAbstract………………………………………………………………………...….Ⅱ摘要…………………………………………………………………………….…IVListofTables……………………………………………………………………..VIChapterOneIntroduction…………………………………………………………..11.1ResearchBackground…………………………………………………………..11.2ResearchObjective……………………………………………………………...21.3ResearchSignificance…………………………………………………………..31.3.1TheoreticalSignificance………………………………………….....31.3.2PracticalSignificance……………………………………………………4ChapterTwoLiteratureReview……………………………………………….……62.1ResearchonGrammarTeachingModesAbroad……………………………….62.1.1GrammarResearchAbroad………………………………………………62.1.2GrammarTeachingModeResearchAbroad……………………………..92.2ResearchonGrammarTeachingModesinChina………………………………152.2.1GrammarResearchinChina…………………………………………….132.2.2GrammarTeachingModeResearchinChina…………………………...162.3ResearchonMultimodalDiscourseAnalysis…………………………………..19ChapterThreeTheoreticalFramework…………………………………………......233.1MultimodalDiscourseAnalysis………………………………………………...233.2TheoreticalFoundationofMultimodalDiscourseAnalysis:ConstructivismLearningTheory…………………………………………………………………….24ChapterFourMethodology………………………………………………………....284.1ResearchQuestions……………………………………………………………..284.2ResearchSubjects……………………………………………………………….284.3ResearchInstruments…………………………………………………………...294.3.1Pre-testPaper………………………………………………………….....294.3.2Questionaore……………………………………………………………..294.3.3Post-testPaper…………………………………………………………....294.3.4ClassroomObservation…………………………………………………..294.4ExperimentalProcedure……………………………………………………...….294.4.1TheTeachingintheControlClass…………………………………………….304.4.2TheteachingintheExperimentalClass…………………………………….....32ChapterFiveResultsandDiscussion…………………………………………….…36VI Contents5.1DatafromtheQuestionnaire……………………………………………………365.2DatafromthePre-test…………………………………………………………..375.3ClassroomObservation………………………………………………………....385.4Post-test………………………………………………………………………...39ChaptersixConclusion…………………………………………………………......416.1MainFindings…………………………………………………………………..416.2LimitationsoftheStudy………………………………………………………..426.3SuggestionsforFutureResearch……………………………………………….43Bibliography………………………………………………………………………..44AppendixＩQuestionnaire…………………………………………………….…..48AppendixⅡPre-testpaper………………………………………………………....49AppendixⅢPost-testpaper………………………………………………………...56在读期间发表的论文…………………………………………………...................66VII ListofTablesListofTablesTable5.1QuestionnaireoftheStudents………………………………………...36Table5.2Pre-TestScoresoftheControlClass………...……………………….37Table5.3Pre-TestScoresoftheExperimentalClass..........................................37Table5.4ClassroomActivityoftheExperimentalClass……………………….38Table5.5ClassroomActivityoftheControlClass……………………………...39Table5.6TheFinalTestPerformanceoftheExperimentalClass……………....40Table5.7TheFinalTestPerformanceoftheControlClass……………………..40VIII ChapterOneIntroductionChapterOneIntroductionInthischapter,researchbackground,researchobjectiveandresearchsignificance,includingboththeoreticalsignificanceandpracticalsignificance,willbeintroduced.1.1ResearchBackgroundGrammarisanimportantcomponentoflanguageknowledgeandanimportanttoolinlanguagelearningandteaching.Asoneofthethreeelementsoflanguage,grammarisconsideredtobetheligamentofwordsandoneofthemostimportantinstrumentsofcreatingsentences.Wikinsclaimsthatiftherewasnogrammar,languagecouldonlyconveyalittleinformation.TherearesometraditionalteachingmodesinEnglishclass,forexample,the3P(Presentation,PracticeandProduction)teachingmodeandtheTBL(Task-BasedLearning)teachingmode.However,theseteachingmodesallhavetheirrespectivedisadvantagesandproducelesseffectinEnglishgrammarteachinginourcountry.The3Pteachingmodeemphasizestheprocessof“Presentation”,“Practice”and“Production”,butitoftenfailstoarousestudents’learninginterestandenthusiasm.TheTBLteachingmodeprescribesthatknowledgeshouldbeacquiredbyfinishingtasks.However,inthiswaytheteachingeffectsarenoteasytoachieve.Therefore,toimproveEnglishgrammarteaching,itisnecessarytotrysomeotherteachingmodes.Withtherapiddevelopmentandpervasiveapplicationofinformationtechnology,computerandmultimediatechnologyhasbeenrapidlyandwidelyusedallovertheworld,whichnotonlyhasacceleratedtheeconomicandsocial1 ChapterOneIntroductiondevelopment,butalsohasbroughtanewrevolutiontotheeducationfield.Inrecentyears,themultimediateachingmodebasedonmultimodalitydiscourseiswidelyappliedintheteachingpractice,whichhasprovidedaneweducationchannelandeducationmodeandhasimprovedteachingandlearningeffects.Forexample,inmostoftheschoolsinChina,teachersareusingmultimediatoprepareandpresenttheirteachingdesignandteachingmaterialsinorderforstudentstounderstandknowledgemoredirectlyandeasily.However,foronereasonoranother,theadvantagesofmultimodalityteachingmodehavenotbeenbroughtintofullplayinEnglishclasses,withtheresultthatmoststudentsstillhavedifficultiesintheirEnglishlearningpractice.Multimodality,asonedevelopmentofinformationtechnology,possessesmanydistinctivecharacteristicsandfunctions.Itcanmaketheteachingprocessmorevividandactive.Itcanprovidemanynewthinkingconceptsforteacherssotheycanattractstudents’attentionbydesigningmoreinterestingclasses.Besides,multimodalitycanalsostimulatetheinitiativeandpositivityofstudentsandhelpthemformthehabitofinitiativelearning.1.2ResearchObjectiveSincethebeginningofthe21stcentury,withtherapiddevelopmentofglobaleconomy,English,asalinguafrancaintheworld,hasbeenplayingamoreandmoreimportantroleinbotheconomicactivitiesandsocialcommunication.Asaresult,intheprocessofcultivatingcomprehensivetalents,Englishteachingshoulddrawmoreattentionofthewholesociety.IntheEnglishteachingpractice,asabasicphaseoflearningEnglish,juniorhighschoolisanimportantphase,andtheformationoflearninghabitinthisphasewillhaveaprofoundinfluenceonstudents’entire2 ChapterOneIntroductionlearningprocess.Asoneofthebasiclearningcontents,grammarprovidesbasisforcreatingsentences,whichisessentialinbothwrittenandspokenEnglish.However,theteachingstatusisworryinginjuniorhighschoolinourcountry.Accordingtosomesurveys,moststudentshavelittleinterestandenthusiasminEnglishgrammarclass.Soitisvitalforjuniorhighschoolteacherstofindaneffectiveteachingmodetoattractstudents’attentionandimprovetheirgrammarlevel.ThisstudyintendstoanalyzethecurrentsituationofEnglishgrammarclassunderthe3Pteachingmodeandtotestwhetherthemultimodalityteachingmode,analternative,canattractmoreinterestofstudentsinEnglishgrammarclassandimprovestudents’performanceinEnglishgrammarlearning.1.3ResearchSignificanceThisstudy,properlyandscientificallyconducted,willhaveboththeoreticalandpracticalsignificanceforEnglishteachingwork.ItcanbeanenrichmentofthemultimodalityteachingmoderesearchandapromotionofEnglishgrammarteaching.1.3.1TheoreticalSignificanceTheoreticallyspeaking,basedonthepresentsituationofthecurrentEnglishgrammarteachinginChina,inrecentyears,researchersandteachersaretryingtoexplorenewmodesofgrammarteaching,hopingtobreakthetraditionalteachingmode,thusoptimizinggrammarteaching.While,fewresearchersstudythegrammarteachingbasedonthemultimodaldiscourseanalysis.Constructivismeducationaltheoryprovidesguidanceformultimodalityteaching.Theconstructivismtheoryhasclaimedthateffectivecollaborationandcommunicationwillhelpstudentstorealize3 ChapterOneIntroductiontheconstructionoftheirlearningmeaningandimprovetheirlearningeffects.Theviewpointthatmultimodalitycanimprovethelanguageteachingeffectsisbasedonthetheoryofmultimodalitydiscourseanalysis.Intheopinionofmultimodalitydiscourseanalysis,multimodalityconsistsofvariouskindsofforms,forexample,image,voice,actionandsoonandtheseformswillhelppeopletomakefastandeffectiveresponsetosurroundings.Accordingtotheclaimofmultimodality,intheprocessoflanguageteaching,teachersshouldcreatecertainlearningenvironmentwithdifferentkindsofmultimediainstruments.Students,underthisenvironment,willfinishlearningtaskbycommunicationandcollaboration.Meanwhile,theconstructivismeducationaltheoryemphasizesinitiativelearning,scenariodesignandsociality,andstressesthecollaborationbetweenstudents,teachers,parents,tasksandlearningenvironmentinthelearningprocess.Itisobviousthatthemultimodalityteachingmodewillhelptomakethelearningenvironmentmoreconvenientanddiversified,foritisthesynthesisofimage,character,video,multimediaequipments,student,teacher,etc.Everymodalityisakindofsemioticresource,contributingtothelearningprocess.Multimediapossessesthecharacteristicsofdiversity,interactivity,digitization,integration,vastinformationandmulti-dimensional,soitwillhelptodesignatridimensionallearningenvironment.Inadditiontothis,multimodalitycanalsobeconsideredasapathwayofstudents’learningtargetconstruction.Multimodalteachingrequiresteacherstoteachaccordingtotheteachingcontent,teachingenvironmentandteachingtargetofbasicconceptinorderforthestudentstounderstandandlearneasily.Thestudywillenrichthemultimodaldiscourseanalysis.1.3.2PracticalSignificanceWhenitcomestoeducationpractice,thesignificanceofmultimodalityteachingmodewillbemoreconspicuous.Firstofall,itwillrealizetheinteractionbetween4 ChapterOneIntroductionteachersandstudents.Forinstance,teacherscancreateanon-lineanswersystembyWe-Chatorotherwaystosolveproblemsforstudents,whichcanmakethecommunicationmoreconvenientandefficient.Forstudentsthemselves,theycancreateataskgrouptofinishlearningtaskstogether,andtheycanallocatetasksandhavediscussiononline.Secondly,themultimodalityteachingmodewillprovidenewchallengestoteachersandstimulatetheircompetition,andhelpthemtorealizeteachinginnovation.5 ChapterTwoLiteratureReviewChapterTwoLiteratureReviewInthischapter,areviewofthedevelopmentofgrammarresearchbothathomeandabroadwillbeintroducedandasurveyoftheresearchonmultimodaldiscourseanalysiswillbepresented.2.1ResearchonGrammarTeachingModesAbroad2.1.1GrammarResearchAbroadForeignscholarshavemadealotofresearchonthefunctionofgrammarintheprocessoflearninglanguage,includinggrammarteachingandgrammarlearning,whichhasgreatlyacceleratedthedevelopmentofgrammarteaching.Therearesomeopposedvoicesongrammarteaching.Krashen(409-411)claimsthattheprocessoflearninglanguageisanationalacquisitionprocess,butnotaconsciouslearningprocessandgrammarteachingcoursecanonlyoffersomedeclarativeknowledgerelatedtogrammarstructure,butcannotofferproceduralknowledgerelatedtolanguageapplication.Therelevantexplicitknowledgeaboutlanguagestructureandgrammarrulescannotbeconvertedtoimplicitknowledgerelatedtolanguageunderstandingandlanguageoutput,whichissubconsciousinnature.ThroughresearchonthelearningprocessofEnglishmorphemesbypeoplewhotakeEnglishassecondlanguage,Krashen(1981)andotherscholars(Schwartz,1993;Zobl,1995)foundoutthatlanguagelearnerswhohaveamothertongueratherthanEnglishhavethesamelearningsequenceasthosewhosemotherlanguageisEnglish.Soitisnaturalforpeopletohaveahypothesisthatsincemothertonguelearninghasthesamesequencewithforeignlanguagelearning,andtheformeroneis6 ChapterTwoLiteratureReviewacquirednotbygrammar’simpartingandmastering,thenthelearningofaforeignlanguageshouldnotbeeither.Truscott(1996,1998)madeasimilarconclusionthattheteachingfunctionofgrammaristransientandsuperficialanditwillnotimprovethereallanguageknowledgeoflearners.Truscottbelievesthateventhoughsomeresearchhasdemonstratedsomepositivefunctionsofgrammar,itisonlybecausetheresearchresultsareacquiredfromthelanguagelearners’meta-languageknowledgeandtheresearchitselfhasnotinvestigatedthelanguagelearners’abilityofapplyinginthenaturallanguagecommunications.Schwartzclaimsthatonlyafteracquiringsolidevidencecanpeopleassumetheexistenceofsomekindsofintermediarygrammar(Schwartz,1993).Cook(1991)makesasimilarjudgmentthatonlyifaforeignlanguagelearneralsofollowsthegeneralgrammar,thenthislearningprocesscanbeconsiderednaturallyfinishedbytheinteractionofgeneralgrammarandlanguageQuitedifferentfromtheviewthatlanguagelearningisanimplicitacquiringprocess,otherresearcheshavedemonstratedthatexplicitgrammarteachingplaysanconsiderablefunctioninthelanguagelearningprocess.Themostprominentideaonthissideisthattosomeextent,grammarteachinghasensuredtheaccuracyofusinglanguage(Hosseinandfotos,2004).Schmidt(1990,1993)proposestheNoticingHypothesis,whichservesasatheoreticalsupportforthenecessityofgrammarteaching.Hepointsoutthatnoticingthelanguageformconsciouslyisanessentialcriterion.Inhisopinion,noticingisessentialinunderstatinganyprocessofforeignlanguagelearning,includingthelong-termgrowthofinterlanguage,theinterlanguagechangeunderacertainperiod,thefrequencyoforalforeignlanguage,theindividualdifferenceofinfluencingforeignlanguagelearning,theinteractionrelationship,meaningnegotiationandthepositivefunctionofvariousteaching7 ChapterTwoLiteratureReviewmethodsinlanguagelearning.Thepositivefunctionofnoticingandconsciousnessinforeignlanguagelearninghasalsobeenprovedbyotherresearches(Bialystok,1990;Doughty,1991;Ellis,2001;Skehan,1998).Beyondthat,someresearchersalsofindthatalanguagelearnercannotprocessmeaningandformsimultaneouslyaccordingtotheinputofthetargetlanguage(HosseinandFotos,2004).Inotherwords,itisnecessaryforlanguagelearnerstonoticetheformofthetargetlanguagewhenacceptinglanguageinput,otherwisetheycanonlyprocessthemeaningofthetargetlanguage,butcannotnoticesomespecificlanguageform,farfromtheprocessingandacquiringofthelanguageform.Relatedresearchhasindicatedthelanguagelearningprocessconsistsofdifferentdevelopmentperiods(HosseinandFotos,2004).Pienemann(1994)proposestheTeachabilityHypothesis,themainideaofwhichisthatsomedevelopmentsequencesarestationaryandwillnotchangebecauseofgrammarteaching,whilesomestructurewillgetimprovedbygrammarteaching.Accordingtothisassumption,ifgrammarteachingconformstothewilloflanguagelearnerstodevelophigh-levellanguageability,itisverylikelythattheteachingofgrammarwillhaveapositiveeffectonthedevelopmentsequenceoflanguage(Lightbown,2000).SwainandhercolleagueshavemadealotofresearchonFrenchimmersionprogramandhavegottheresultthatalthoughthelearnerhasconnectedwithforeignlanguageinput,theystillcannotattainthedesiredaccuracy(Lapkin,HartandSwain,1991;SwainandLapkin;1989).Inotherwords,ifalearnerwantstoaccuratelymasteranduseaforeignlanguage,itisindispensableforthemtolearngrammarpurposefully.Itisinsufficientinmasteringlanguageonlybycommunicativelanguageteaching(Ellis,1997;Milchell,2000).Besides,byresearchinggrammarteaching,fordevelopingofsomespecific8 ChapterTwoLiteratureReviewtargetlanguageformsandfeedbacktosomemistakes,Swainandsomeotherscholarshaveprovedtheimportantfunctionofgrammarteachinginimprovingtheaccuracyofforeignlanguageapplication.Larsen,FreemanandLong(1991)pointoutthatalthoughtheimpartingofgrammarknowledgeteachingwillnotexertaninfluenceontheacquisitionsequenceoflanguage,ithasanactiveaccelerationinlanguagelearningspeedandimprovingforeignlanguagelearninglevel.2.1.2GrammarTeachingModeResearchAbroadFromtheperspectiveoftraditionalgrammarteachingmodes,alanguageisconsideredasalearningtargetwhichisrealizedbyteachers’explanationofthegrammarstructurewithoutcontext.Thetraditionalteachingmodesassumethatalearnerwillnaturallygetthelanguageknowledgebyconsciouslypracticinggrammarstructure.Aboutthegrammarteaching’sfunctioninthelanguageteachingpractice,somescholarsareverycautiousinstatingtheirviewpoints,theydonotdoubttheimportanceofgrammarteaching,anddonotapproveoftraditionalgrammarteachingmode,either.Skehan(1996)pointsoutthatrecentresearchdoesnotapproveofthepresentation-practicelanguageteachingmode.Evensomescholarswhosupportexplicitgrammarteachingmodealsothinkitisimpossibleforexplicitgrammarteachingtotransformintoimplicitlanguageknowledge.However,thisdoesnotmeanthatgrammarteachingisuseless.Instead,alearnerhavetohavethechancetocontact,processandusethelanguageformtheyhavelearnt,sothatthelanguageformcanbetransformedintoapartofinterlanguage.Apartfromthetraditionalpresentation-practiceteachingmode,therearesomeothergrammarteachingmodesinforeigncountries,whichareprocessinginstruction,interactionalfeedback,textualenhancement,task-basedinstruction,collaborativeoutputtasksanddiscoursedbasedapproaches(HosseinandFolos,2004).9 ChapterTwoLiteratureReviewVanpallen(1993,2002)pointsoutthatprocessinglanguageinputisafeasiblegrammarteachingmethodinthelanguagecommunication,whichisprocessinginstructionmentionedabove.Thisteachingmodeemphasizesacombinationoftheoriginalexplicitgrammarteachinginthelanguagecommunicationprocessandaseriesofprocessingactivitiesabouttheinputoflanguage,aimingathelpinglearnerstounderstandthepresettargetconstruction(Ellis,2003).However,onlyafewresearcheshaveprovedthatprocessinginstructionhasbettereffectsthanthetraditionalteachingmodes(VanpallenandCadierno,1993;VanpallenandOikennon,1996).Interactionalfeedbackteachingmoderequiresalearnertonegotiatethelanguagemeaningandmendtheexpressionstrategiesinthecommunicationprocess,inordertopromoteunderstanding.Thetheoreticalbasisofinteractionalfeedbackistomakelearnerconsciouslymendandprocessoutputlanguagetomakelanguageexpressionsmoreeasilyunderstood.MackeyandhercolleagueshavedonearesearchonthefunctionofinteractionalfeedbackteachingmodeindevelopingEnglishinterrogativesentencesoflearners,andtheexperimentresultsindicatethat,comparedwiththecontrolgroup,theexperimentalgrouphasbetterprogress.Byresearchingtheapplicationsituationoflanguagelearnersaboutthepasttenseandtheconditionalclause,DoughlyandVarcla(1996)findthatthelearnerswhohavemademistakesandbeenpointedoutbyotherscangetmoreprogressthanthosewhohavemademistakesandhavenotbeenpointedout.OhtahasdonearesearchonthelanguageofJapaneseadultlearnersbytheinvestigationofsystemmethodsofsocietyandculture,andtheresearchresultsshowthattheadultJapanesearewillingtobeamendedintheirlanguagelearningprocess.LyslerandRanla(1997)findthatalthoughrestatementisthemostfrequently10 ChapterTwoLiteratureReviewusedstrategyinFrenchimmersionprogram,elicitationcanstimulatetherestatementoflearnertothewrongstatements,althoughthefrequentlyusedinteractionstrategyintheFrenchimmenseclassroomteachingisrepetition.Thetextualenhancementteachingmodealsooccupiesanimportantpositioninthewesternresearchongrammarteachingmodefield.Inthelastfewyears,manyresearchershaveattemptedtofindthefunctionofenhancingtextinarousinglanguagelearnertopayattentiontothegrammarform.Underthetextualenhancementteachingmode,somecharacteristicsofinputlanguageareemphasizedbybold,italic,underlineandcapitalofthelayout.Thesepracticeshavehighlightedthestructureofthetargetlanguagebyformingthesensesandmakethemmoreseductive.However,Whitehaspointedthatthetextualenhancementisnotaseffectivetoattractlearners’attentionaboutthelanguagestructure.Meanwhile,someotherresearcheshavealsoindicatedthattextualenhancementcouldattractlearners’attention,butcouldnothelpthemtoacquirethelanguageknowledge(Fotos,1998).So,theawarenessoflanguageacquisitionisanecessarycondition,butnottheonlycondition.IntheopinionofBatstone(1994),ifalearnerwantstolearngrammareffectively,itisnecessaryforhimtoapplytheconstructionmodeoflanguageintotheirworkingassumption.Onlybyfrequentandpermanentcontact,awarenessandapplication,thetargetoflanguagecanberealized.Thetenetoftask-basedinstructionisthatthelanguageisnotacquiredbygrammarorvocabulary,butbytheorganizationworkforfinishingcertaintasks.Nunan(1989)definesthecommunicationtasksastheclassroomtasksoflearners’understanding,usingandoutputtingtargetlanguage,andintheprocessoffinishingthesekindsoftasks,theformshouldnotbenoticed.Inrecentyears,threetaskmodes,whichcenteronstructure,havebeenfoundtohaveimprovementfunctiontothelearners’noticingandpracticingofthetargetform.11 ChapterTwoLiteratureReviewAlthoughthetargetistomakethelearnerspayattentiontothestructureofgrammar,thetargetistobefinishedbyfinishingsomelanguagecommunicationtasks.Thiskindoftaskscanimprovelearners’awarenessoflanguageforms,becauselearnershavenoticedthetargetstructure.Meanwhile,theypossessthecharacteristicsofcommunication,becauselearnersareunderthecommunicationenvironment.Ellis(2003)definesthesetasksasthelanguageoutputtasksbasedonstructure,understandingtasks,andconsciousimprovementtasks.Thelanguageoutputtasksbasedonstructuremeanstofinishsomecommunicationtasksbysomespecifiedtargetform(Ellis,1995;Nobuyoshi&Ellis;1993).Thetasksarenotthepileofgrammarteaching,butitrequireslearnerstofinishthetaskbyspecifictargetlanguageform.Theunderstandingtasksrequirethatthelearnershouldnoticeandunderstandthetargetlanguageformwhichhasbeencarefullyplanned,andtheyusuallycontainsomestimulationthatrequiresthelearnerstomakesomeresponse(Ellis,1995;VanPatten,1996;Ellis,2003).Thetwotasktypesmentionedabovebothclearlyproposetointroducegrammarstructureduringthecommunication,whiletheconsciousimprovementtasksrequirelearnerstocarryoutadiscussionaboutthetargetlanguagestructure,sothetargetlanguagestructureisapartoftask(Fotos,1998;Leow,2001;Leow,2006).Usually,intheprocessoffinishingconsciousimprovementtasks,someexamplesabouttargetstructuresareprovided,andthenrequirethelearnerstousethestructureandconcludesomeusingrules(Ellis,2003).Someresearchindicatesthatthetaskteachingmodebasedonstructureismoresuitableforthegrammarknowledgepointswithfewrules(Ellis,1995;Ellis,2003;Robinson,1996)andthetaskteachingmodebaseoncommunicationismoreeffectiveinsolvingsomegrammarknowledgewithmorerulesorsomegrammarhardtounderstand(Ellis2003,Robinson1996).Comparedwithsimpletasks,difficulttasksareeasiertoarousetheattentiontolanguageinputandoutputof12 ChapterTwoLiteratureReviewlearners.Therefore,thetask-basedlearningmode,whichtakesthegrammarstructureasnecessaryorhiddenlearningcontents,ishelpfultoarousetheattentionoflearnerstothestructureofthetargetlanguage.Anothergrammarteachingmodeiscalledcollaborativeoutputtasks.Asacommonmethodofpromotinglanguageoutput,thepracticemodeofcollaborativeoutputtasksteaching,isfinishingcommunicationtaskswithpriorities.TheresearchbySwissandhercolleaguesindicatesthatalthoughthestudentsunderFrenchimmenseteachinghadcontactedwithmuchsignificantlanguageinput,theiraccuracyofusingFrenchstillcouldnotbeideal.Swissbelievesthemainreasonforthisisthattheyhadn’tmademoreeffortsattheircurrentbasisaboutthetargetlanguage.Shepointsoutthatthelanguageoutputhasanindispensablefunctionintheprocessoflearningasecondlanguage.Whenalearnerwantstoexpresssomethingusingthesecondlanguage,ifherealizesthathehasnotpossessedthisability,itissurethatthesituationwouldpushhimtodevelopahigherlevelandaccuracy.Therelatedlanguageoutputwouldalsoprovidetheassumptionchancebetweenthecurrentsituationandthetargetlanguage.Intheprocessoffinishingtasks,learnersareforcedtooutputlanguageaccurately(Ellis,1997;Ellis,2003).Swain(2001)pointedthatanotherwayofimprovinglanguagelevelistofinishtheoutputtaskbycollaboration,forexample,dictoglossisakindofcollaborativeoutputtasks.Afterreadinganarticleforoneortwotimes,ateacherrequiresstudentstohavegrouppracticetofinishthetaskofrestatingthearticleasaccuratelyaspossible.Swainandhercolleagueshavealsoresearchedtheeffectsofdictoglossandhavecometotheresultthatdictoglossnotonlycanpromotetheforeignlanguageexchange,butalsocanimprovetheaccuracyofthetargetlanguage.Infinishingtasksbycollaboration,alearnercantakenoticeofthedefectoftheirlanguage,andwillsolvetheseproblemsbycollaboration.13 ChapterTwoLiteratureReviewDiscourse-basedapproachesproposethatpureandsimplifieddiscourseshouldbewidelyappliedinthepracticeoftargetlanguageteaching,includingcorpusanalysis,andexampleillustrationofthetargetlanguagestructurewithcontext,torealizethegoalofhelpinglearnerstobettercombinelanguageformandlanguagemeaning.HughesandMecarthy(1998)emphasizethedifferencebetweenoralEnglishgrammarandwrittenEnglishgrammarintheirresearch.CeleoMureiaandOlshtain(2000)indicatesthatthegrammarteachingmodewhichisbasedonsentencesshouldbecarriedout.Hossein&Folos(2004)holdtheviewpointthatgrammarteachingshouldconsistoftwomainkinds,“fromabovetobelow”and“frombelowtoabove”.Theformercombinesthetargetstructureandthewholetextfromthemacroperspectivebydiscourseanalysismode,whilethelatermakesadetailedexplanationofthestructureofsentencefromthemicrocosmicperspective.Hinkelclaimsthatinthewritingprocessofasecondlanguage,evenifanexcellentscholarmaybeinfluencedbytherhetoricandlanguagehabitsofhismotherlanguage,sogrammarteachingshouldbepaidattentiontointhesecondlanguagelearningprocess.Hinkelobservesthatgrammarteachingisalwaysseparatedfromwritingteaching,sohesuggeststhatwritingteachingshouldincludegrammarteaching,vocabularyteachingandrhetoricteaching.Althoughsomerelativelydifficultlanguageformshouldbeexplaineddefinitely,theyshouldnotbeseparatedfromsentencestructureandactualuse.2.2ResearchonGrammarTeachingModesinChinaInthedevelopmentofforeignlanguageteaching,grammarteachinghasexperiencedmanychanges,fromtheinitialgrammartranslationmethod,direct14 ChapterTwoLiteratureReviewmethod,audio-visualmethod,cognitivemethod,communicativeapproachtotask-basedlanguageteaching,etc.InjuniorhighschoolEnglishgrammarteachinginChina,therearemainlytwokindsofcomparativelyoutstandingteachingmethods:thetraditional3PteachingmodeandtheTBLteachingmode.Ourdomesticscholarshavealsomadesomeresearchongrammarteaching,whichhasprovidedcertaintheoreticalbasisforitsapplicationintheforeignlanguageteachingprocess.Thissectionwillhaveareviewofgrammarresearchdevelopmentinourcountryandlistsomemainteachingmodesintheforeignlanguageteachingpractice.2.2.1GrammarResearchinChinaSincethe1990s,scholarsinChinahavemadealotofresearchonforeignlanguagegrammarteachingandhavegottensomeresearchachievements.Betweentheyear1993and2000,researchesweremainlyfocusedontheoreticalexplorationandtheoreticalcomparison,exploringtheimportanceofgrammarinlanguageteaching,theperniciousnessofneglectingthegrammarteaching,discussionbetweencombinationwithfunctionalgrammarandgrammarknowledgeacquiredfromsecondlanguage,andthereviewandcommentsongrammarteaching.Mostoftheseresearchesbelongtotheoreticalintrospection.Forexample,Jiang(1995)makesaresearchontherelationshipofacquiringsequenceofgrammarandgrammarteaching.Zhou(1993)analyzesthepositionofgrammarteachingintheprocessoflearningasecondlanguageandforeignlanguage.HuangandDai(1999)reviewandmakesomecommentsaboutEnglishgrammarteaching.Theendof1990s,especiallytheyear1998and1999,istheturningpointofgrammarteaching,whensomeempiricalresearchwasstartedandgrammarteachingwasputintopracticalclassteaching.ZhaoandSong(1999)suggestthatgrammarteachingshouldbedispersedtosomebasiccourses,suchasintensivereading,extensivereadingandauralcomprehension,etc.,whichprovidesnewperspectives15 ChapterTwoLiteratureReviewfortheimprovementdirectionandresearchofEnglishgrammarteaching.Todemonstratethatdictoglosscanhelpstudentstoimprovetheirapplicationabilityundertherelaxingandreallanguageenvironment,Gao(1998)makesasmall-scaleexperimenton37students,usingthedictoglossteachingmode.Repetitiveresearchoccupiedalargeproportion,mostofwhichhavethesimilarentrypoints,researchcontents,approachesandresults.Between2001and2013,manyscholarsmadealotofempiricalresearchontheoptimalcombinationofgrammarandtheinputandoutputoflanguage.Exploringthenewapproachesoflanguageteachinghasbeenanewhotpointinthecurrentgrammarresearchprocess.Meanwhile,intheprocessofresearchingEnglishlanguagegrammarteaching,thesupportedtheoryhaschangedalot.Moreandmoregrammarresearchersstarttousecognitivelinguistics,cognitivepsychology,semanticsandlanguagedatabasetocarryoutresearchonEnglishgrammarteaching.Wang(2005),LongandLiu(2007),respectivelycarryoutEnglishgrammarresearch,aimingattakingthegrammarinternalizationasthedirectionofgrammarreform.Zhang(2004),DaiandRen(2006),DaiandChen(2005)revealtheenlightenmentofimplicitcognitionongrammarteachingbymicrocosmiccognitivepsychologyandtheteachingmodeofinteractionsyntax,andputforwardthetask-basedmethodofExplicitInteractiveTaskInstruction.Guan(2005)researchestheapplicationoflanguagedatabaseinthelanguageteachingprocess.Yepointsoutthatmultimodalityteachingisanewtrendinlanguagegrammarleaning(2006).2.2.2GrammarTeachingModeResearchinChinaTherearetwomainteachingmodesintheforeignlanguagegrammarteachingpracticeinourcountry,andtheyarethe3PteachingmodeandtheTBLteachingmode.The3Pteachingmodeoccupiesaleadingpositioninforeignlanguagegrammar16 ChapterTwoLiteratureReviewteachingprocess.The3Pteachingmode,whichoccurredinthe1970s,istheproductionofcommunicativelanguageteaching.Itdividesthelearningprocessintothreephases:“Presentation”,“Practice”and“Production”.Inthe3Pteachingmode,theteacherintroducesandpresentsthemainformoflanguage,organizesstudentstomakepractices,forexample,mechanicalpractices,imitatingpracticeandclassperformance,providescorrespondingquasi-communicationsituationaccordingtothestudents’masteryofknowledge,andmakesstudentsfinishthepresetlearningtasksundertheeffectivecontroloftheteacher,andrealizesthetargetoflanguageusingandoutlet.Thereisnodenyingthatthe3Pteachingmodehasmanyadvantages.Firstly,inthisprocess,allthelearningmaterialsareprovidedbyateacher,theonlythingstudentsneedtodoistorememberthestructureandfunctionoflanguage,andapplythemintothecommunicationsituation.Thefrequencyofrepeatingishigh,soitiseasierforstudents.Secondly,allthelearningactivitiesandlearningproceduresareundertheanticipationoftheteacher,soitiseasierforateachertoadjustteachingproceduresaccordinglearningeffects.Thirdly,intheprocessoflanguagelearning,the3Pteachingmodeemphasizestheanalysisoflanguagestructure,sentencepatternandgrammar,soithasincreasedtheveracityoflanguageapplication.Therequirementsindifferentstepsdeterminethechangingofateachers’role.Inthethreestages,thecontrolofateacherdecreasesfromthePresentation-Practice-Production,teacher-centeredsoontotakethestudentasthecenter,theteacher’sroleforactors,theaudience,andcritics,eventuallytakestudentasthemainbody,ateacherastheleadingnewrequirementsofteaching.However,the3Pteachingmodealsohasitsdisadvantages.Firstofall,ithasneglectedtherulesoflearninglanguagethatcommunicationactivitiesshouldoccurattherealenvironment.Becauseoflackofpracticeinthesocialenvironment,thelanguagerulescanbeeasilyforgotten,andstudentshavetolearn,recitetherulesand17 ChapterTwoLiteratureReviewpracticethemagain.Thatiswhythelanguageteachingpracticeunderthe3Pteachingmodedoesnothavegoodeffects.Secondly,therepetitivelearning-forgetting-learningprocesswillmakestudentsfeeltiredandbored,andloselearninginterest.Thirdly,the3Pteachingmodeemphasizesthatateacheristhesubject,andallthelearningcontentsisdecidedbytheteacher,whichwillleadtoaproblemthatifstudentshavenointerestintheteachingcontents,theymaynotlistentothelessonintently,thusinfluencingtheirlearningeffects.Thus,itisimperativetofindanefficientteachingmodetoarousethelearninginterestsofstudentsandhelpthemformahabitofactivelearning,torealizethetargetofimprovingtheirlearningefficiencyandeffects.TBL,whichisshortforTask-BasedLearning,occurredinthe1980s.ItisputforwardbyPrabhu(1987)fromtheperspectiveofteaching,aimingatmakingstudentslearnlanguageinthewayoffinishingtasks.OnthebasisofPrabhu’sresearch,Nunan(1989)researchesthecommunicationtasks,andWillis(1996)analyzestheframeof“Task-BasedLearning”,whichhasfurtherdeepenedtheconnotationofTBL.Task-BasedLearningemphasizeslanguagecommunicationunderrealsituation,whichisorientedbythecertainlearningtarget.Itrequiresstudentstomastertherealandpracticallanguagebyjoininglearningactivitiesoftasks,whichcanstimulatetheirgreatinterestandenthusiasm.Likethe3Pteachingmode,theTBLteachingmodealsotakesteachersasthesubject,butunderthismode,teachersarenottheleadersorcontrollersanymore,buttheorganizers,guidersorcompanions.IntheviewpointofTBL,learningisaprocessofmeetingneeds,developinginterests,andimprovingabilities.Beyondthat,theTBLteachingmodealsocanhelpteachersandstudentstobetterunderstandandapplylanguage,finditsquestionsandrules,concludeknowledgeandenjoyvictorybyexperiencing,practicing,joining,exploring,communicatingandcollaborating.18 ChapterTwoLiteratureReviewHowever,theTBLteachingmodealsohasitsweakness.Firstly,theclassroomtasksaredesignedbytheteacher,soitrequiresteacherstopossessexcellentcomprehensivequalityandteachingability,anditishardtobecomepopularinmostschools.Secondly,inordertoimproveeachstudent’slanguageability,ateacherhastoensureeachstudenthasachancetojointhetaskanditishardtofinishinthelimitedclasstime.Thirdly,duetothemultipletasks,itisimpossibleforateachertosuperviseeachstudent’sbehavior,soTBLcannotbeapermanentandsafeteachingmode.2.3ResearchonMultimodalDiscourseAnalysisTheviewpointthattheapplicationofmultimodalitycanimproveforeignlanguageteachingisbasedonthemultimodaldiscourseanalysis,whichiswidelyconsideredtoarisefromReadingImageswrittenbyKressandvanLeeuwen(1996,1998),whoresearchtherelationshipbetweenmodalityandmedia,thephenomenonthatmultimodalimagecanexpressmeaningregularly,includingvisualpattern,colorsyntax,thedesigningofnewspaperlayoutandfunctionsofdifferentmedium.ThegrammarframeofanalyzingvisualpatternwhichisestablishedbyKressandvanLeeuwen,hasprovidedtheoreticalfoundationandanalyticalmethodsfortheapplicationofmultimodality.O’Toole(1994)analyzesimagefromtheperspectiveofrankgroup,introducingtherankgroupdefinitionofgrammaticalunitandrankcorrelationintoanalysisofartworkandconstruction,andputtingforwardtheviewpointthatthe“work”includes“episode”,the“episode”includes“figure’’,andthe“figure’’includes“member”.Lemke(1998)discussestherelationshipbetweenchartandcharacters.Hehasalsopointedoutthatthesignificanceofavarietyofsymbolsisnotsimply19 ChapterTwoLiteratureReviewsuperposition,buttheywillformanewcomplicatedorder,whichissimilartomultiplicationrelationship.Martinec&Salway(2005)andlen(2006)discusstherelationshipofimage-verbiagerelationofnewandoldmediaindetail.O’HalloranandKL(1999,2000,2003,2004)havenotonlyresearchedthetheoreticalconstruction,butalsoresearchedthemultimodalphenomenoninthemathematicaldiscourse,aswellasthetransformationbetweenformulaandlanguage.Royce(1998,2002)discussestheimage-verbiagerelationintheadvertisement,andhasdonearesearchonthecomplementaryofdifferentsymbols,andthecooperativityofmultimodalinthesecondlanguage’steachingprocess.Jewitt(2006)hasobservedtherhythm,theresourceallocationofmultimodalandinteractivitywhenteachersareusinginteractivewhiteboards,analyzedthediscoursedesignandteachingprincipalsoftheinteractivewhiteboards,anddiscussedthemultimediareadingandwriting,itsteachingmethodsandrelationshiptomoderntechnology.OnthetheoreticalbasisofScolllon’sMDT,Norris(2002,20042006)hasestablishedhismultimediaanalysisframe,andanalyzedtwoGermanwomen’sidentityconstructionandtherelationgenerationamongpeople.BaldryandThibault(2006)hasintroducedthedetailedmethodsoftranscriptionandmultimediadiscourse,includingmethodsoflanguagedescription,drawing,image-textcombination,andpicturepresentation,aswellaswaysofusingmultimediadiscourseanalysismethodstoassistteachingundertheenvironmentofE-learning.Sincethebeginningofthe21stcentury,ourdomesticscholarsalsohavemadesomeresearchonmultimodaldiscourse,whichhasaccelerateditstheoreticaldevelopmentandpracticalapplicationintheeducationfield.20 ChapterTwoLiteratureReviewLi(2003)researchesthesocialsemioticsofKressandVanLeeuwen’smultimediadiscourse,andpointsoutthatitissignificanttounderstandthecharacteristicsoflanguage’ssocialsymbols,thegenerationandunderstandingofmultimodaldiscourseandEnglishteachingpractice.Hu(2006,2007)analyzesmultimodalityandmeaning’smultimodalityconstructionfromtheperspectiveoftheoryandpractice.Zhu(2007)hasdonearesearchonthetheoreticalfoundationandresearchmethodsofmultimodaldiscourse.Gu(2006,2007)claimsthatmultimodaldiscourseshouldbeanalyzedbothfromcontentsandmediumaspects.Heanalyzesthe50anniversaryceremonyofBeijingForeignStudiesUniversityusinghisownmultimodaldiscourseanalysisframe.Hehasalsopointedoutthattheinneressenceoflanguageismultimodal,andthemediumofdiscoursecouldbevaried.Themultimediaclasscanbringstaticresourcesanddynamicresourcesintoteachingpractice,whichcanproviderichexperiencetostudentsandarousetheirimagination.Thememoryiscloselyrelatedtotheimagination,andthemoreimagination,thedeeperthememorywillbe.Zhang(2009,2012)hasputforwardacomprehensivetheoreticalframeofmultimodaldiscourseanalysis,principleofchoosingmodality,andexploredtheteachingpracticeofapplyingmultimodaltoforeignlanguageteaching.Heputsforwardthemultimodaldiscourseanalysisontherespectivecharacteristicsandexpressionsyntaxofmodality,therelationshipofmodalityinteractionwillprovideinstructiontothewaysofintegratingresourcestocarryoutmultimodalityteachingundermultimediaenvironment.Healsoclaimsthatthesamemodalitywillplaydifferentfunctionsindifferentteachingperiod,andthemodalitytypeshouldbechosenaccordingtodifferentrequirementsindifferentperiods.Wei(2009),onthebasisofvisualcommunicationtheoryofsocialsemioticsof21 ChapterTwoLiteratureReviewKressandVanLeeuwen,researchesmultimodaldiscoursebyvisualfactors,forexample,image,situation,compositionofapicture,color,formatofprinting,etc.Hao(1999),Zhang(2010),Huang(2010),Wei(2011),Tao(2012),andLiu(2011)respectivelyhavecarriedoutaresearchontheinfluenceofmultimodalitydiscourseontheteachingmodeofuniversityEnglishcourse,andexploredthewaysofcultivatingtheabilityofmultiplexrecognizingandreadingofstudentstoadaptthediversificationofworldcultureandrapiddevelopmentofinformationtechnology.22 ChapterThreeTheoreticalFrameworkChapterThreeTheoreticalFrameworkChapter2hashadareviewofmaingrammarteachingmodesathomeandabroad,andhasreachedaconclusionthatdiscoursed-basedapproachesareamaingrammarteachingmodeinwesterndevelopedcountries.InChapter3,thetheoreticalfoundationsofmultimodaldiscourseanalysiswillbeintroduced.3.1MultimodalDiscourseAnalysisMultimodaldiscoursemeansacommunicationphenomenonbyhumansense,suchasvisualsense,auditorysense,tactilesense,olfactiontoacceptinformationspreadbysymboliclanguageandinformationresources,forinstance,language,image,picture,voice,actionandsoon.Multimodaldiscourseanalysisaroseinthe1990s,takingsocialsemioticsasitsperspective,andtryingtoextendtheresearchmethodsoflanguagelearningtosomeotherresearchesonsemioticresource,suchaspicture,voice,image,action,designing,etc.Asignificantviewpointofmultimodaldiscourseanalysisisthatnon-languagesymbolsystemisalsoanimportantmeaningsourceandhasthefunctionalityandsystematicity.Andlanguageandnon-languagesymbolresourceswillformaresultantforce,makingacommonconstructionofdiscourseandcontext.SincetheintroductionofdiscourseanalysisbytheAmericanlinguistHarrisintheearly1950s,discourseanalystsfromallovertheworldhavemadegreateffortstoputforwardallkindsofdiscourseanalysistheoriesandmethods.Multimodalityisthevisualmodality,auditorymodality,tactilemodality,olfactorymodalityandthegustatorymodality.23 ChapterThreeTheoreticalFrameworkMultimodaldiscourseinitsnatureishumanperceptionchanneloftheresultsofthecomprehensiveuseintheprocessofcommunication.Therefore,multimodaldiscourseanalysisshouldnotbelimitedtothescopeoflinguisticsandshouldbeinterdisciplinary.Infact,aftermorethantenyearsofdevelopment,modalanalysishastranscendedthelinguisticbarriers,expandingtosemiotics,philosophy,sociology,anthropology,politicalscience,journalism,law,psychology,aesthetics,andmedicalandotherfields.Theobjectofstudyisfromthelanguageextensionstomusic,pictures,video,webdesignandarchitecture,etc.ThemaintheoreticalbasisofmultimodaldiscourseanalysisisHalliday’ssystemicfunctionallinguistics(Halliday,1978,1985/1994;Halliday&Matthiessen,2004).Specifically,multimodaldiscourseanalysisinsystemicfunctionallinguisticsclaimsthatlanguageisasocialsemioticandmeaningpotential,andbelievesthatlanguagesymbolsystemisnottheonlysourceofmeaning.3.2TheoreticalFoundationofMultimodalDiscourseAnalysis:ConstructivismLearningTheoryConstructivismcanbetracedbacktoPiaget,oneofthemostinfluentialpsychologistsinthefieldofcognitivedevelopment.Piaget’sconstructivismisbasedonhisviewsaboutchildren’smentaldevelopment.Heproposesthegeneticepistemology,insistingonstudyingchildren’scognitivedevelopmentfromthepointofviewoftheinteractionbetweeninternalandexternalcauses.Children,heargues,intheprocessoftheinteractionwiththesurroundingenvironment,graduallyconstructknowledgeabouttheoutsideworld,formingtheirowncognitivestructure.Children"scognitivestructureitisbuiltupthroughtheprocessofassimilationand24 ChapterThreeTheoreticalFrameworkadaptiongradually,enrich,improveanddevelopbythe"balance-imbalance-newbalance"cycleconstantly.ThisisthePiaget’sbasicideasofconstructivism.Hebelievesthatknowledgeisnotfromthemainbody,orfromtheobject,butintheprocessoftheinteractionbetweensubjectandobjectconstruction.OnthebasicofPiaget"stheory,Kohlberg(400-407)makesfurtherstudyinthenatureofthecognitivestructureandcognitivestructuredevelopmentconditionsandsoon;Sternbergandkatz(525),emphasizestheinitiativeoftheindividualplaysakeyroleintheprocessofconstructingcognitivestructure,andmadeseriousexplorationhowtoplaytheindividualinitiativeintheprocessofcognition.Vygotsky(1990)foundedtheculturalandhistoricaldevelopmenttheory,itemphasizestheintheroleoflearnerssocialculturalhistorybackgroundisveryimportantintheprocessofcognitive.Allthesestudieshaveenrichedandperfectedtheconstructivismtheory,creatingconditionsforpracticalapplicationintheteachingprocess.Constructivismderivedfromthetheoryofchildren"scognitivedevelopment,onaccountoftheindividualcognitivedevelopment,isrelatedtothelearningprocessclosely.Constructivismcanbeappliedtoexplainthecognitivelawofthelearningprocess,includinghowlearningoccurs,howmeaningconstructed,howconceptisformedandwhatarethemainfactorsforanideallearningenvironment.Tosumup,withtheguideofconstructivism,anewsetofmoreeffectivecognitivelearningtheoriescanbeformed.Thebasiccontentofconstructivismlearningtheorycanexplainfromtwoaspects:themeaningoflearningandthelearningmethods.Aboutthemeaningoflearning,constructivismbelievesthatknowledgeisnotobtainedbyteachers’teaching,butlearnersgainedthroughthewayofmeaning25 ChapterThreeTheoreticalFrameworkconstructionincertainsituations,undercertainsocialandculturalbackground,withthehelpofothers(includingteachersandlearningpartners)andbyusingnecessarylearningmaterials.Asaresult,learningisasituational,socialandculturalcollaborativeactivitybetweenpeople.Accordingtotheconstructivismlearningtheory,thelearningenvironmenthasfourelementsorfourattributes:situation,collaboration,sessionandmeaningconstruction.Situationrequiresthatthelearningenvironmentshouldbebeneficialtostudentsinmeaningconstruction.Thishasplacednewrequirementsforteachingdesign.Intheconstructivistlearningenvironment,teachingdesignshouldnotonlyconsidertheteachingtarget,butalsoconsiderthesituationwhilewillbenefitstudentsintheconstructionofmeaning.Collaborationalwaysoccursinthelearningprocess,collaborationintermsofdatacollectionandanalysis,hypothesisandverificationofstudy,theevaluationoflearningoutcomes.Sessionistheindispensablelinkintheprocessofcollaboration.Membersinastudygroupmustlearnbysessiontodiscusshowtoperformthespecifiedtasksoftheplan.Inactualfact,thecollaborativelearningprocessitselfisasession,inwhicheachlearner’sthinkingcanbesharedbythewholestudygroup,soconversationisoneoftheimportantmeanstoachievemeaningconstruction.Meaningconstructionistheultimategoalofthewholelearningprocess.Toconstructmeaningistohaveanunderstandingofthenatureofthings,thelawandtheinternalrelationsbetweenthings.Withregardtolearningmethods,constructivismadvocatesthatundertheguidanceofteachers,learnersshouldbethecenteroflearning.Constructivismemphasizesalearner’scognitivesubjectrole,whichisreflectedinthefollowing26 ChapterThreeTheoreticalFrameworkrespects:(1)Toconstructthemeaningofknowledgethroughvariousexploringmethods;(2)Tocollectandanalyzerelevantinformationanddata,tostudyquestionsandputforwardassumptionsandverifythem;(3)Toreflectthecontentofthecurrentstudyandassociateitwithwhattheyhavealreadyknownasmuchaspossible.Constructivism,however,doesnotignoreateacher’sroleofguidance.Ateacherisahelper,facilitatorofmeaningconstructionratherthanaimparterofknowledge.Ateacher’sguidingroleisreflectedinthefollowingways:(1)Tostimulatestudents’interestinlearningandhelpthemformtheirlearningmotivation;(2)Tocreatesituationsinconformancetotheteachingcontent,combinetheoldandnewknowledge,andhelpstudentstoconstructthemeaningofthecurrentknowledge.(3)Toorganizepossiblecollaborativelearningandguidethecollaborativelearningprocesstowardsthedirectionofdevelopmentinthemeaningconstruction.27 ChapterFourMethodologyChapterFourMethodologyInChapterFive,themethodologyappliedintheexperimentwillbeintroduced,includingresearchquestions,researchsubjects,researchinstruments,researchprocedures,researchresults.4.1ResearchQuestionsThetargetofthisstudyistoverifywhetherthemodeofmultimodaldiscourseanalysiscanimprovejuniorhighschools’Englishgrammarteaching.Theexperimentintendstoanswertwoquestions:ResearchQuestion1:Dostudentsfeelinterestedinthecurrent3PEnglishgrammarteachingmode?Is3PteachingmodeeffectiveinEnglishgrammarteaching?ResearchQuestion2:Canthemodeofmultimodaldiscourseanalysisimprovestudents’performanceinEnglishgrammarlearning?4.2ResearchSubjects70studentsfromajuniorhighschoolinLuquan,Kunmingarechosenasthesubjectsinthisstudy.Theyaredividedevenlyandrandomlyintotheexperimentalclassandthecontrolclass.Theiraverageageis13andtheyareinGradeSeven.Thefirstyearinjuniorhighschoolisthegrammarintroductoryperiod,andtheydonothavegrammarbasis,soithaspreventedtheinterferenceofextraneousvariables.28 ChapterFourMethodology4.3ResearchInstrumentsFourinstrumentsareusedintheexperiment,aquestionnaire,apre-testpaper,apost-testpaper,andclassroomobservation.4.3.1Pre-testPaperInordertomaketheexperimentalresultspersuasiveandvalid,beforetheexperiment,apre-test(AppendixII)isgiventotheexperimentalclassandthecontrolclasstoensurethatbothclasseshavesimilarperformanceinEnglishgrammar.4.3.2QuestionnaireAquestionnaire(AppendixI)isgiventothetwoclassestofindoutifthestudentsfeelinterestedinthecurrent3PEnglishgrammarteachingmode.4.3.3Post-testPaperAfterthe6-weekexperiment,apost-testpaper(AppendixIII)isgiventothetwoclassestomeasuretheperformanceofthesubjectsunderthemultimodaldiscourseanalysisteachingmode.4.3.4ClassroomObservationThepurposeofclassroomobservationistocomparethesubjects’classactivenessunderthe3Pteachingmodeandthemultimodaldiscourseanalysisteachingmode.4.4ExperimentalProcedureInthecontrolclass,the3Pteachingmodeisused,whileintheexperimental29 ChapterFourMethodologyclass,themultimodaldiscourseanalysisteachingmodeisapplied.Theteachingcontentinthetwoclassesisthesame:Englishpresentcontinuoustense.Thefollowingaretheteachingsamplesinthetwoclasses.4.4.1TheTeachingintheControlClassUnit5IamWatchingTVStep1.Learnthenewwords.(Bywritingontheblackboard,thenpresentationtheusageofthem.afterthat,practicethenewwords.finally,makesentenceswiththenewwords.)Step2.Presentation:Learnthepresentcontinuoustensedirectly.(Theteachertalksaboutthepresentcontinuoustenseherself.)Thepresentcontinuousisusedtotalkaboutpresentsituationswhichweseeasshort-termortemporary.Weusethepresentsimpletotalkaboutpresentsituationswhichweseeaslong-termorpermanent.Eg:Lilyisdoingherhomework.Theyareeatingdinnerathome.ThePredicateform：be(am/is/are)＋v-ing（presentparticiple）I’mwatchingTVnow.We’replayingfootball.(Theteacherteachesthestudentspresentparticipleforms.)(1)go→goingask→askinglook→looking(2)take→takingmake→makingwrite→writing(3)get→gettingsit→sittingput→puttingswim→swimmingbegin→beginningshop→shopping(Theteachergivesdifferentsentenceformsofthepresentcontinuoustense.)(1)affirmativeform：be＋v-ingMaryissinginginthenextroom.30 ChapterFourMethodology(2)negativeform：be＋not＋v-ingThestudentsaren’tplayingbasketball.(3)generalquestios：be+sb.+v-ing?affirmativeresponse：Yes，sb.＋be，negativeresponse：No，sb＋benot。Areyouplayingthecomputergames?Yes,Iam./No,Iamnot.(4)specialquestions：：What＋be＋sb.＋doing＋…？Whatistheboydoingunderthetree?Step3.Practice:Letthestudentslistento2aandanswerthequestionstopracticetheusageofpresentcontinuoustense.(1)WhatisMariadoing?(2)WhatisLiLeidoing?(3)IsWeiWeicleaningthedormitory?(Theteachercheckstheanswerswiththestudentsafterlisteningtothetape,andasksthestudentstolistento2aagainandfinish2b.)Let’slistento2aagain.Andfillouttheformin2b.Begin!Step4.Production:Dosomeexercises.1.Look!There__________(be)alotofpeopleoverthere.What__________they__________(do)now?2.What__________yourmother__________(do)?—Sheisateacher.3.It__________(rain)heavilyoutsidenow.Youmuststayathome.4.Don’tsing.Thebaby__________(sleep).5.Mybrother__________(notlike)playingbasketball,buthe__________(like)playingfootball.6.What_________youusually_________(do)onSunday?31 ChapterFourMethodologyIusually_________(stay)athomeand_________(do)myhomework.7.Listen!Thegirls_________(sing)inthenextroom.8.Mysister_________(want)tobeateacher.9.It’sseveno’clocknow.TheGreens_________(have)supper.10.Heoften_________(swim)onSundays.Look!He_________(swim)atthepool.Step5.Homework:Writeadiarywithpresentcontinuoustense.4.4.2TheTeachingintheExperimentalClassUnit5IamWatchingTVStep1Leadingin:Onthemultimediabroadcastabeautifulpicturesea,letstudentsenjoyafamoussong:Iamsailing.Thewords"Iamsailing,Iamflying"ledtofocusonlearningthislesson:thepresentcontinuoustense.Step2Presentation——Stimulatestudents’interestandcreatealanguageenvironment(Showthecharactersinthecoursewaretoaskquestions.)T:Whatareyoudoing?(Atthesametimeshowthepasttoseveralgroupsofphrases.Letthestudentsunderstandthepresentcontinuoustensewithfamiliarphrases.)(Thenletthefirstpersontreplacetheproblemintothethirdperson.)Whatishe/shedoing?Whataretheydoing?(Textbooksandshowthenewwords.Letstudentslearnnewwordsatthesametime,familiarwiththepresentcontinuoustenseusageofthethirdperson.Thepurposeofthisdesignistoletstudentsincommunicativesituationsaboutthestructureofpresentcontinuoustenseandusagehavepreliminaryperceptualknowledge.Onthebasisoftheperceptualknowledgesummarygrammar:thepresentcontinuoustense.Thebigscreen,appearthreedoors,openingthreedoors.Inthefirstdoor,wesawasleep,study,paintafewactions.Inordertomakestudents32 ChapterFourMethodologyhaveadeepimpressiononpresentparticiple,Idesignleteachverbappearsinthepicturebelow,“ing”movedslowlytotheverbsontheleftside,whenthe“ing”andcombinethepresentparticipleverb,playthewordpronunciation.Intheseconddoor,hesawawomanintheshopping,atthesametime,theword“shop”.“ing”fromthelefttoslowlymovetheword“shop”.Theotherwordsrunning,swimmingareinthesameway.Inthethirddoor,thereisapersoninwriting,theletter"e"disappears,movetothewritingfromtheleftsideofwriting.)(Afterwatchingfunnyanimation,askthestudentstosummarize.)What’sthedifferencebetweenusinthreedoors?(Tohelpstudentssummarizeparticipleformsinthreedifferentways.)1)Add“ing”directlybehindtheverb;2)Endsinaconsonantstressedclosedsyllablestodoublethelastlettertoadd“ing”;3)Inasilent“e”attheendoftheverbtoremovethe“e”thenadds“ing”.Step3Practice(Multimediashowsomepictures,letthestudentsbothquestionsandanswers.)Whatareyoudoing?Iameating.Whatishedoing?Heiseating.Whataretheydoing?They"reeating.(Practice-SectionA.Thislinkpurposeistoconsolidatethegrammarknowledge,letthestudentsusethepresentcontinuoustensetocommunicateaccurately.)Step4Groupworkshowoflanguagecommunication.Dividestudentsintothreegroups:modelgroup,presscorps,theaudiencegroup.Modelsofthestudentsatthediscomusicwithmusictofashionwalktotheclassroom,doingallsortsofactions,suchas:cooking,running,laundry,sleep,playfootball,playtabletennis,reading,etc.33 ChapterFourMethodologyStep5Pairwork.Callastudentstandsbacktotheclassteacherfirstdosomemovement,theteachertoguessheorsheisdoing.LeadthestudentstolearnthepresentcontinuoustenseofgeneralquestionsandKen,noanswer.Andthenletsomestudentsbacktothewholeclassstudentstodosomeaction,lettheotherstudentsguessheorsheisdoing.Eg:IsLiLeiwriting?No,heisn’t.IsLiLeieating?……Step6Listening.Thetask-basedlisteningrequiresstudentstorespondtoaction,theteachermayundertakethebeginningofthesubject,guidethestudentaccordingtothelanguagetocompletethefollowingtasks:1.Whatarethepeopledoing?2.WriteNumbersfrom1abelow.3.Checktheanswersinpairslikethis:A:WhatisJennydoing?B:SheiswatchingTV.A:WhatareDaveandMarydoing?B:Theyareeatingdinner.A:WhatisJohndoing?B:Heisdoinghomework.4.Listeningtotheconversationsandanswerthequestions.(2a,2b)Step7Exercises.Usethepresentcontinuoustensetodescribemultimediashowsaseriesofpictures.Consolidatewhattheyhavelearnedthislessonakey,livelearning.Step8Summarize.Thisclassismainlytostudythecompositionofthepresent34 ChapterFourMethodologycontinuoustensebe+v-inganditsusage.Throughthestudyofthislesson,inordertoletthestudentscanusethepresentcontinuoustenseincommunication.Step9Homework:Writeadiarywithpresentcontinuoustense.35 ChapterFiveResultsandDiscussionChapterFiveResultsandDiscussionInthischapter,resultsfromthequestionnaire,thepre-test,thepost-testandclassroomobservationwillbepresentedandthedatawillbeanalyzedwiththeaimofansweringthetworesearchquestionsraisedinthepreviouschapter.5.1DatafromtheQuestionnaireTable5.1QuestionnaireoftheStudentsSatisfactionofsatisfiedFairtomiddlingunsatisfied3pmodel21.5%31.2%46.3%InterestofVeryinterestedFairtomiddlingNotinterestedcurrentgrammar27.3%31.2%41.5%teachingClassroomVeryactiveFairtomiddlingoppressiveatmosphere12%24%64%SatisfactionofsatisfiedFairtomiddlingunsatisfiedthecourse30%43%27%contentImportanceofVeryimportantFairtomiddlingNotimportantgrammar90%8%2%DifficultyofVerydifficultFairtomiddlingNotdifficultgrammar46%22.5%31.5%CangrammarYesFairtomiddlingNousefulhelpwith61.3%18.3%20.4%EnglishlearningWantanewYesDon’tcareNo,justnowismethodforOKgrammar78%15%7%teaching36 ChapterFiveResultsandDiscussionInthequestionnairesurvey,thereareabout27.3%ofthestudentsinterestedinthecurrent3PEnglishgrammarteachingmodel.41.5%ofthestudentsarenotinterestedinit.And31.2%ofthestudentsansweredthattheydidnotmindthe3Pmodel.Itisworthnotingthefactthat64%ofthestudentsthinkgrammarclassroomatmosphereisdepressing.90%ofthestudentsthinkgrammarisveryimportant,andthinkthattolearngrammarwellwillhelpthemtolearnEnglishwell.Theythinkgrammarisimportant,yettheyhavenointerestincurrentgrammarteaching.78%ofthestudentshopetohaveamoreinterestinggrammarteachingmethod.5.2DatafromthePre-testBeforetheexperiment,apre-testwasgiventotheexperimentalclassandthecontrolclasstomeasuretheirperformanceunderthe3Pteachingmodeandtheirscoresarerecorded.Thedataareasfollows:Table5.2Pre-TestScoresoftheControlClassLessThan60-8080-100ExcellentAveragePassRateScores60PointsPointsPointsRateScoresNumber816110.77140.314374.8Table5.3Pre-TestScoresoftheExperimentalClassLessThan60-8080-100ExcellentAveragePassRateScores60PointsPointsPointsRateScoresNumber915110.74290.314374.737 ChapterFiveResultsandDiscussionThetestscoresofthecontrolclassandtheexperimentalclassareanalyzedinthreeaspects:passrate,excellentrateandaveragescores.Thepassrateofthecontrolclassis0.7714.Mostofthestudentshavepassedtheexam,lessthanahalfofthemhavegottenexcellentscores,andtheaveragescoreis74.8.Intheexperimentalclass,thepassrateis0.7429,andtheexcellentrateisthesameascontrolclass(0.3143).Theaveragescoresis74.7.Fromtheaboveanalysis,itisclearthatunderthe3Pteachingmodebeforetheexperiment,theexperimentalclassandthecontrolledclassarenearlyatthesamelevel.Thiswillensurethevalidityoftheresultsintheexperiment.5.3ClassroomObservationThestudents’classactivenessiscarefullyobservedandrecordedinboththeexperimentalclassandthecontrolclasstomeasuretheirinterestsinthe3Pteachingmodeandthemodeofmultimodaldiscourseanalysis.Theresultsareasfollows:Table5.4ClassroomActivityoftheExperimentalClass(theFollowingFiguresStandfortheNumberofStudents)Week1Week2Week3Week4Week5Week6Active202423262626Average1057776Inactive56522338 ChapterFiveResultsandDiscussionTable5.5ClassroomActivityoftheControlClass(theFollowingFiguresStandfortheNumberofStudents)Week1Week2Week3Week4Week5Week6Active1099888Average10121412912Inactive151412151815Fromthedataabove,itisnotdifficulttoseethatthestudentsintheexperimentalclasshavebetterclassroomactivitythanthestudentsinthecontrolclass.Inthefirstweek,mostofthestudentsintheexperimentalclassareattractedbythenewteachingmode,thereareonly5studentsnotinactive.Surprisingly,inthesecondweek,morestudentsbecomeactive,andinthelastfewweeks,thissituationhasbeenkept,andtheinactivestudentsgraduallyturntobeactive.Moststudentsareinitiativeinclassroomperformance,andonlyfewstudentsarenotactive.However,inTable5.5,thefiguredoesnothaveanobviouschange.Butafteracarefulanalysis,ahiddentrendcouldbefound.Inthefirstweek,thefigureofactivestudentsis10,butastimegoingon,thefigurehasatrendofbeingsmaller,andmoreandmorestudentsbecomeinactive.Inadditiontothat,thedataalsoindicates,throughouttheexperimentalprocess,moststudentsareinactiveoraverage.Whatisworseisthatthenumberofactivestudentsisrelativelystable,butthenumberofinactivestudentshasreachedmorethanhalf.Itimpliesmoreandmorestudentsinthecontrolclassarelosingtheirlearninginterestunderthe3Pteachingmode.39 ChapterFiveResultsandDiscussion5.4Post-testAftertheexperiment,afinaltestisorganized.Thedataarepresentedasfollows:Table5.6TheFinalTestPerformanceoftheExperimentalClassLessThan60-8080-100ExcellentAverageScoresPassRate60PointsPointsPointsRateScoresNumber310220.91420.628586.8Table5.7TheFinalTestPerformanceoftheControlClassLessThan60-8080-100ExcellentAverageScoresPassRate60PointsPointsPointsRateScoresNumber716120.80.342875.2Acomparisonbetweentheexperimentalclassandthecontrolclassshowsthatthenumberofthestudentswhohavefailedtheexamintheexperimentalclassissmallerthanthefigureinthecontrolclass.Thestudentsintheexperimentalclasshaveimprovedtheirlearningeffectsmoreorless.Theaveragescoreintheexperimentalclassis86.8,whileinthecontrolclasstheaveragescoreis75.2.Thedifferencesofthecoreshasclearlyshowntheeffectivenessofthemodeofmultimodaldiscourseanalysisrelativetothe3Pteachingmode.Thepassrateintheexperimentalclassis0.9142butinthecontrolclassis0.8.Thatshowsthemultimodaldiscourseanalysismodedidbetteringrammarteaching.Theexcellencerateintheexperimentalclassis0.6285andtheexcellencerateinthecontrolclassis0.3428.Aconclusioncanbereachedthattheteachingmodeofmultimodaldiscourseanalysisiseffectiveinimprovingstudents’grammarlearningperformance.40 ChapterSixConclusionChapterSixConclusion6.1MainFindingsThepurposeofthisstudyistoanswertworesearchquestions,hereagainlistedasfollows:1.Dostudentsfeelinterestedinthecurrent3PEnglishgrammarteachingmode?Is3PteachingmodeeffectiveinEnglishgrammarteaching?2.Canthemodeofmultimodaldiscourseanalysisimprovestudents’performanceinEnglishgrammarlearning?Themainfindingsinrelationtothetwoquestionsaresummarizedinthischapter.Inconcernwiththefirstresearchquestion,firstly,throughthestudy,mostofthestudentsintheexperimentalschoolarenotinterestedinthe3Pgrammarteachingmode,andingrammarlearning,studentscannotlearngrammarwellbythe3Pmode.Therearelotsofproblemsofthecurrent3pgrammarteachingintheexperimentalschool.And3pmodalisstillthemainmethodintheteachingofEnglishgrammar.Ateacherexplainsagrammaticalitem,studentspracticetheexplainedgrammaticalitem,andthenstudentsintheexpressionstagecanblurtoutthegrammaticalitem.Secondly,the3pmodeseparatesgrammarfromreallanguagecommunication.Thestudentsfunctionasthecontainerofknowledge,passivelyreceivingbutnotreallyacceptgrammarknowledge,lacingawarenessofactiveparticipation.Theapplicationofgrammartorealuseinspecificsituationsistheultimategoaloflanguagelearning.Toemphasizetheso-calledaccurate3Pmode,thepurposeofgrammarteachingandlearninghasbeennarrowedtogrammaticalpointswhichwillbecheckedonlyexaminations,andalotofclasstimeisspentonverylimited41 ChapterSixConclusionwords,sentences,etcratherthanontheopportunitiesforstudentstopracticeandusethetargetlanguage.Withregardtothesecondresearchquestion,throughclassroomobservation,itisnotdifficulttonoticethatthestudentsintheexperimentalclasshavebetterclassroomactivitythanthestudentsinthecontrolclass.Comparedwiththe3Pteachingmode,themodeofmultimodaldiscourseanalysisingrammarteaching,withmultipleteachingaidsoftext,images,video,audio,etc,ismoreeffectiveandmorefeasible.Themultimodaldiscourseanalysisteachingmodeisnotonlybeneficialtostudent’sunderstandingofgrammarknowledge,butalsoadvantageousinarousingstudents’interestinlearning.wecanintuitivelyseethatMultimodalgrammarteaching,suchasphysicalexpressionthemulti-angleandinteractiveteaching.Itimprovedtheenthusiasmofthestudents,makestudentsmoreactive.Studentsaremoreactiveinmultimodalityclass..Themultimodalmodenotonlycancreatearelaxinglearningenvironment,butalsocanimprovethelearningeffect.Throughacomparisonbetweenthepre-testresultsandthepost-testresults,itisclearthatmostofthestudentsareabletokeepupwiththepaceoftheteachingprocess,andmorethanhalfofthemcanusetheknowledgetheyhavelearnedfrequentlyandcorrectly.6.2LimitationsoftheStudyFirstly,theexperimenttimeisnotlongenough.Theexperimentonlylastedforsixweeksandthismightweakenthevalidityoftheresults.Secondly,thesubjectsinthisstudywererestrictedto70subjectsinonejuniorhighschool.Thenumberofsubjectswasnotlargeandtheymightnotberepresentative.42 ChapterSixConclusionThirdly,intheexperiment,onlyonegrammaritemwasdealtwith,namelythepresentcontinuoustense.Thenatureofthegrammaticalcontentmighthaveaninfluenceontheresults.Fourthly,students’learninginterestandstudents’performancearealsoinfluencedbysomeotherfactorslikeattitudinalfactors,psychologicalfactors.Inthisstudysuchfactorswerenotconsidered.6.3SuggestionsforFutureResearchAsmentionedabove,therearesomeshortcomingsinthepresentstudy.Furtherandmorecomprehensiveresearchesareneeded.Herearesomesuggestionstobeconsideredinfuturerelatedresearch:Firstly,theexperimentwascarriedoutonlyinoneruralhighschool.Thefindingsofthepresentstudy,therefore,areonlyapplicabletothisschool.Andthesubjectsinthisstudywereonlylimitedto70students.Futureresearchshouldbeconductedinmoreschoolsindifferentareas.Secondly,inthestudy,thegrammar’spointsarechosenfromGrade7.Theyareverysimple.Whetherthefindingscanbeappliedtomorecomplexgrammarpointsisunclear.Futureresearchshouldincludediversegrammarpoints.Thirdly,thisexperimentonlylastedforsixweeksandthisshortspanofexperimenttimemighthaveaninfluenceontheresearchresults,forthereasonthatpeopleareusuallyinterestedinnewthingsandbecomeboredwiththemastimegoesby.Therefore,infutureresearch,thefactorofalongerexperimenttimeshouldbeconsidered.43 BibliographyBibliographyCarroll,S.&SwainM.ExplicitandImplicitNegativeFeedback:AnEmpiricalStudoftheLearningofLinguisticGeneralizations.StudiesinSecondLanguageAcquisition,1993,(23):421-442.Celce-Murcia,M,D,ÊrnyeiZ.&ThurrellS.DirectApproachesinL2Instruction:TurningPointinCommunicativeLanguageTeaching?TESOLQuarterly,1997,(31):141-152.Doughty,C.&VarelaCommunicationsonForm.Cambridge:CambridgeUniversityPress,1998.Dulay,H.&BurtM.NaturalSequencesinChildSecondLanguageAcquisition.LanguageLearning,1974,(24):37-53.Ellis,R.DoesForm-FocusedInstructionAffecttheAcquisitionofImplicitKnowledge?StudiesinSecondLanguageAcquisition,2002,(24):223-236.Ellis,R.Introduction:InvestigatingForm-FocuseDinstruction.LanguageLearning,2001,(51)1-46.Ellis,R.BasturkmenH.&LoewenS.LearnerUptakeinCommunicativeESLlessons.LanguageLearning,2001,(51):281-318.Ellis,R.InstructedSecondLanguageAcquisition：LearningintheClassroom.Oxford：Blackwell,1990.Fotos,S.IntegratingGrammarinStructionandCommunicativeLanguageUseThroughGrammarConsciousness-RaisingTasks.TESOLQuarterly,1994,8(2):323-351.Hossein,NandFotos,S.CurrentDevelopmentsinResearchonTeachingofGrammarForm.AnnualReviewofAppliedLinguistics,2004.Hughes,R&McCarthy,M.FromSentencetoDiscourse:DiscourseGrammarandEnglishLanguageTeaching.TESOLQuarterly,1998,82(3):338-356.44 BibliographyKrashen,S.Theeffectofformalteaching:stillperipheral.TESOLQuarterly,1993(26):409-411Krashen,S.SecondLanguageAcquisitionandSecondLanguageLearningOxford:OxfordUniversityPress,1981.Lapkin,SHartD.&SwainM.EarlyandMiddleFrenchImmersionPrograms:FrenchLanguageOutcomes.TheCanadianModernLanguageReview,1991,(48):11-40.Lee,J&Van,Patten,B.MakingCommunicativeLanguageTeachingHappen.SanFrancisco:McGraw-Hil,1995.Leow,R.Attention,Awareness,andForeignLanguageBehavior.LanguageLearning,2001,(51):113-155.Lightbown,P.AnniversaryArticle:ClassroomSLAResearchandSecondLanguageTeaching.AppliedLinguistics,2000,(21):431-4621Long,M.FocusonForm:AdesignFeatureinLanguageTeachingMethodologyAmsterdam:Benjamins,1991,39-52.Long,M.DoesSecondLanguageInstructionMakeADifference?AreviewoftheResearch.TESOLQuarterly,1983,(17):326-358.Long,M.FocusonFormingTask-BasedLanguageTeaching.LanguagePolicyandPedagogy:EssaysinHonorofARonaldWalton,2000,185-208.Nicholas,H,LightbownP&PadaN.RecastsasFeedbacktoLanguageLearners.LanguageLearning,2001,(51):708-762Pienemann,M.PsychologicalConstraintsontheTeachabilityofLanguages.StudiesinSecondLanguageAcquisition,1984,(6):175-222Robinson,P.LearningSimpleandComplexSecondLanguageRulesUnderImplicit,Incidenta,Irule-SearchandInstructedConditions.StudiesinSecondLanguageAcquisition,1996,(18):27-68145 BibliographyRobinson,P.TaskComplexity,CognitiveResourcesandSyllabusDesign:AtriadicFrameworkforExaminingTaskInfluenceonSLA.InRobinsonP(ed.).CognitionandSecondLanguageInstruction.Cambridge:CambridgeUniversityPress,2001,279-320.Schmidt,R,W.Awarenessandsecondlanguageacquisition.AnnualReviewofAppliedLinguistics,1993,(13):206-226.Swain,M.IntegratingLanguageandContentTeachingthroughCollaborativeTasks.TheCanadianModernLanguageReview,2001,(58):44-63.Swain,M.&Lapkin,S.CanadianImmersionandAdultSecondLanguageTeaching.TheModernLanguageJournal,1989,(73):150-159.Truscott,J.TheCaseAgainstGrammarCorrectioninL2writingclasses.LanguageLearning,1996,(46):337-375.Truscott,J.NoticinginSecondLanguageAcquisition:AcriticalReview.SecondLanguageResearch,1998,(14):98-139.VanLeeuwen,T&Jewitt,C.TheHandbookofVisualAnalysis.London,2001.Van,Patten,B.&Cadierno,T.ExplicitInstructionandInputProcessing.StudiesinSecondLanguageAcquisition.1993.ZoblH.ConvergingEvidencefortheAcquisition-LearningDistinction.AppliedLinguistics,1995,(16):28-49.戴炜栋、任庆梅.语法教学的新视角：外显意识增强式任务模式.外语界，2006(01):7-15.戴炜栋、陈莉萍.二语语法教学综述.外语教学与研究,2005(6):92-99.高晓芳.寓语法教学于听说写之中.外语界,1998(2):32-36.关文玉.谈语料库在语法语法教学中的运用.国外外语教学，2005(2).顾曰国.多媒体、多模态学习剖析.外语电化化教学，2007(4):4-5.46 Bibliography郝兴跃.20世纪90年代以来国外语法教学新趋势.外语界，2004,(21):48-52.黄和斌、戴秀华.英语语法教学回顾与点评，解放军外语学报，1999(6):65-68.黄和斌.认知式英语语法教学.外语与外语教学，2002(2):33.李战子、陆丹云.多模态符号学：理论研究基础，研究途径与发展前景.外语研究，2012(2):1-10.龙献平、刘喜琴.大学生英语语法学习观调查及其对语法教学的启示.外语与外语教学，2007(6):20.任友群.建构主义学习理论的哲学社会学源流.全球教育展望，2002（11）:15-19.王维佳.高校语法核心教学模式调查.外语研究,2005,(2):55-58.韦琴红.视觉环境下的多模态化与多模态话语研究.北京：中国科学出版社,2009.许国璋.论语法.中国现代语法研究论文精选.上海教育出版社，2005:3-21.叶启昌.超文本多语式的社会符号学分析.外语教学与研究，2006(6):437-442.张德禄.多模态话语理论分析综合理论框架探索.中国外语，2009(1):25-30.张德禄.多模态话语理论与媒体技术在外语教学中的应用.外语教学，2009(4)：15-20.张人.内隐认知及其对英语语法教学的启示.外语界，2004(4).43-47.朱永生.多模态话语分析的理论基础与研究方法.外语学刊，2007(5):82-86.朱永生.多元读写能力研究及其对我国教育改革的启示.外语研究，2008(4).10-14.47 AppendixIQuestionnaireAppendixIQuestionnaire(问卷调查)亲爱的同学们：你们好，为了了解我校目前运用于语法教学的3P教学法的实际情况，我设计的该问卷，想了解你们的一些看法。为以后的教学提供参考。请您根据自己的实际情况填写，您所提供的信息会对我的调查结果产生影响。因此希望您认真回答。谢谢你们的合作！1.对英语老师上语法课的教学方法满意吗？A.满意B.还可以C.不满意2.对目前我校的语法教学模式（3P教学法）感兴趣吗？A.非常感兴趣B.一般C.不感兴趣3.班上英语课的课堂气氛如何?A.非常活跃B.一般C.沉闷4对初一的英语课程内容满意吗?A.满意B.还可以C.不满意5.你认为语法重要吗?A.非常重要B.一般C.不重要6.你认为语法学习难吗?A.非常难B.一般C.很简单7.如果语法学好了,你认为对英语学习的提高有帮助吗?A.肯定有帮助B.帮助不打C.没有帮助8.你希望有一种更有趣的语法教学模式吗?A.非常想B.无所谓C.不希望,目前的就很好48 AppendixIIPre-testPaperAppendixIIPre-testPaper一、按要求填空(单词类)（共5小题；共5分）1.watch(第三人称单数)2.guide(第三人称单数)3.print(第三人称单数)4.spell(第三人称单数)5.study(第三人称单数)二、用be动词的适当形式填空（共10小题；共10分）用be动词的适当形式填空。6.mathsinteresting,Jenny?7.Iastudent.Youateacher.8.Shemyfriend.9.---youLiFen?---No,Inot.10.Thetwinsveryhappybecausetheywillgotoseeamovie11.Hemustathome.12.Thisstorybookveryinteresting.13.thrillers(恐怖片)veryscary?14.YouandIgoodfriends.15.Thegirlinredclothesmysister.三、适当形式填空(单句适当形式)（共15小题；共15分）16.Ioften(go)toschoolbybike.17.Thefootballmatch(start)at8o"clockeverymorning.18.Pride(go)beforeafall.(骄者必败。)19.Amy(write)goodEnglishbut(notspeak)Englishwell20.Ifit(rain)tomorrow,wewon"tgotothepark.21.Timusually(get)upatsixo"clock.22.you(brush)yourteetheverymorning?23.WhatSamusually(do)afterschool?24.Weoften(play)intheplayground.25.HowmanylessonsPeter(have)onMonday?49 AppendixIIPre-testPaper26.Mybrothersometimes(go)totheparkwithmyuncle.27.I(study)Chinese,maths,English,scienceandartatschool.28.There(go)thebell.Thestudentsaregoingintotheclassroom.29.WhenI(grow)up,Iwilltravelaroundtheworld.30.Sheusually(visit)hergrandfatheronSunday.四、选词填空(单句选词填空)（共5小题；共5分）31.Itseldom(snows/snow)hereinDecember.32.BridgeStreet(is/are)agoodplacetohavefun.33.I(doesn"t/don"t)havelunchatschool.34.Allmyfriends(is/are)happytomeetyouhere.35.---Why(does/do)helikebananas?---Becausethey"reverydelicious.五、选词填空(短文选词填空)（共10小题；共10分）Iswatchplaystudiesdoesn"tdoesaregoesswimmingEmily36astudent.She37inNo.6Middleschool.She38toschoolfromMondaytoFriday.Sheandherfriendssometimes39gamesonSundays.Emily40like41.42she43TVintheevening?Certainly,she44.Emily"sparents45teachers.Theyareverykind.六、翻译(根据中文提示完成句子)（共5小题；共5分）46.如果你有困难，我就会帮助你。Iyouifyouproblem.47.这对双胞胎来自法国。ThetwinsFrance.48.他不喜欢弹钢琴。50 AppendixIIPre-testPaperIthepiano.49.吉姆，你知道一年有多少个月吗？Howinayear,doyouknow,Jim?50.我希望一切进展顺利。Ihopeeverything.七、按要求转换句型（共10小题；共20分）51.Ipayonly45yuanforthetrousers.(用she改写句子)only45yuanforthetrousers.52.Annandhermumliveinthesamecity.(改为一般疑问句)Annandhermuminthesamecity?53.LiXinggoeshomelateonFridayevening.(改为否定句)LiXinghomelateonFridayevening.54.Mymotherusuallyhaslunchat12o"clock.(对划线部分提问)yourmotherusuallylunch?55.SheusuallywatchesTVonSaturdayevening.(对划线部分提问)sheusuallyonSaturdayevening?56.TheseredsocksareKate"s.(改为一般疑问句)theseredsocksKate"s?57.Iwanttobuyabiggreenbag.(对划线部分提问)wantto?58.Marydoesnothaveanybooks.(改为肯定句)Marybooks.59.Heoftenhasricefordinner.(改为一般疑问句)heoftenricefordinner?60.IthinkAvatarisreallyinteresting.(对划线部分提问)youofAvatar?八、按要求转换句型（共8小题；共16分）61.Thisismypencil.(改为一般疑问句)51 AppendixIIPre-testPaper______________________________________________________________________62.IstayathomeonSaturdays.(对划线部分提问)______________________________________________________________________63.Thatbirdisred.(对划线部分提问)______________________________________________________________________64.Lucydoesn"thavesportseveryday.(改为肯定句)______________________________________________________________________65.Helikestheblackbagverymuch.(改为否定句)______________________________________________________________________66.Ispendonly45yuanonthecoat.(用he改写句子)______________________________________________________________________67.It"sanEnglish-Chinesedictionary.(对划线部分提问)______________________________________________________________________68.ShelivesinasmalltownnearBeijing.(改为一般疑问句并作肯定回答)______________________________________________________________________九、单项选择（共14小题；共14分）69.---DoyouknowifCindywilldrivetoItalythisweekend?---Cindy?Never!Shedriving.A.hashatedB.hatedC.willhateD.hates70.MikeisfromAmerica.HeEnglish.A.spokeB.willspeakC.speaksD.hadspoken71.---DoyoulikewatchingTV?---Yes,I.ButonlyafterIfinishmyhomework.A.amB.doC.doesD.did72.Howtimeflies!Threeyearsreallyashorttime.A.isB.areC.wasD.were73.---Alice,pleasetellErictocallmewhenheback.---Noproblem.A.comeB.comesC.cameD.willcome52 AppendixIIPre-testPaper74.---Whatareyougoingtodothisafternoon?---Wearegoingtohaveafootballmatchifit.A.willrainB.rainedC.doesn"trainD.hasrained75.Tomwillcallmeassoonashehome.A.getsB.gotC.hasgotD.willget76.Davidoftentothemoviesonweekends.Helikesactionmovies.A.willgoB.goesC.wentD.wasgoing77.Ifyoucarefully,youthereportwell.A.willlisten;willbeunderstoodB.willlisten;understandC.listen;willunderstandD.listen;understand78.---Whatdoesyoursisterlikedoinginhersparetime?---ShewatchingTV.A.likesB.likedC.haslikedD.hadliked79.BesuretoletTomknowthenoticeassoonashe.A.willarriveB.wasarrivingC.arrivesD.arrived80.---CanIhelpyou?---Iboughtthiswatchhereyesterday,butitwork.A.won"tB.didn"tC.doesn"tD.wouldn"t81.Weourclassroomeveryday.A.cleanB.cleanedC.iscleaningD.hascleaned82.---Ourclassroomeveryday.---Soitis.It"sourdutytokeepitcleanandtidy.A.cleansB.iscleaningC.iscleanedD.willclean答案一、按要求填空(单词类)53 AppendixIIPre-testPaper1.watches2.guides3.prints4.spells5.studies二、用适当的某类词填空6.Is7.am;are8.is9.Are;am10.Is;is11.be12.is13.Are14.are15.is三、适当形式填空(单句适当形式)16.go17.starts18.goes19.writes;20.rains21.gets22.Do,brush23.does;do24.play25.does;have26.goes27.study28.goes29.grow30.visits四、选词填空(单句选词填空)31.snows32.is33.don"t34.are35.does五、选词填空(短文选词填空)36.is37.studies38.goes39.play40.doesn"t41.swimming42.Does43.watch44.does45.are六、翻译(根据中文提示完成句子)46.willhelp;havea47.come/arefrom48.don"tlikeplaying49.manymonthsarethere50.goeswell七、按要求转换句型51.Shepays52.Do;live53.doesn"tgo54.Whattimedoes;have55.Whatdoes;do56.Are57.Whatdoyou;do58.hassome59.Does;have60.Whatdo;think八、按要求转换句型61.Isthisyourpencil?62.WhatdoyoudoonSaturdays?63.Whatcoloristhatbird?54 AppendixIIPre-testPaper64.Lucyhassportseveryday.65.Hedoesn"tliketheblackbagatall.66.Hespendsonly45yuanonthecoat.67.What"sit?68.---DoessheliveinasmalltownnearBeijing?---Yes,shedoes.十、单项选择69.D70.C71.B72.A73.B74.C75.A76.B77.C78.A79.C80.C81.A82.C55 AppendixIIIPost-testPaperAppendixIIIPost-testPaper一、按要求填空(单词类)（共6小题；共6分）1.go(过去式)2.skate(ing形式)3.tell(过去式)4.stop(过去分词)5.run(现在分词)6.put(现在分词)二、适当形式填空(单句适当形式)（共14小题；共14分）7.Look!Thechildren(play)footballontheplayground.They(play)footballeverySundayafternoon.8.Pleasebequiet!We(listen)tothesongYouandMe.9.---Mrs.Greenlikeschildrenverymuch,doesn"tshe?---Yes,that"strue.She(write)achildren"sbookthesedays.10.It"sfinetoday.Thesun(shine).11.TomandJim(do)theirhomeworkatthemoment.12.Bequick!LiLei(wait)forusattheschoolgate.13.Someone(cry).Let"sgoandseewhoitis.14.HanMeimei(like)watchingTV.She(watch)TVeveryevening.Butnowshe(notwatch)TV.She(get)readyforherfinalexam.15.It"ssixo"clock.Myteachers(work)intheiroffice.16.---Listen,who(read)intheclassroom?---MaybeKate(be).17.Thelittlegirl(look)likeherfather.Now,she(look)atthephotosofherfamily.18.I(like)drawingpicturesverymuch.Look!I(draw)abigtree.19.Look!Theman(save)achildintheriver.20.---Whatareyou(do)?---I"m(eat)abanana.56 AppendixIIIPost-testPaper21.Therabbits(jump)now.三、翻译(根据中文提示完成句子)（共8小题；共8分）22.她总是想着别人而不是她自己。Sheothersinsteadofherself.23.天气变得越来越寒冷了。Theweathercolderandcolder.24.李总理本周在欧洲访问。PremierLithisweek.25.这个周日我要去北京。ItoBeijingthisSunday.26.她不在做作业，她在写信。Sheherhomework.Shealetter.27.---你在和Lisa通电话吗？---不，没有。---withLisaonthephone?---No,I.28.---孩子们在干什么呢？---男孩子们在打乒乓球，女孩子们在放风筝。---thechildren?---Theboysandthegirls.29.电话在响，你能否接一下呢？Thetelephone.Couldyouanswerit,please?四、单项选择（共37小题；共37分）30.---Hurryup!It"stimetoleave.---OK,.A.IcomeB.I"llcomeC.I"vecomeD.I"mcoming31.Whoovertherenow?A.dancingB.isdancingC.aredanceD.dance32.It"seighto"clock.ThestudentsanEnglishclass.A.haveB.havingC.ishavingD.arehaving57 AppendixIIIPost-testPaper33.Look!Thechildrentheirmotherdothehousework.A.willhelpB.helpC.arehelpingD.helps34.Theclothingstoreasale.Theclothesthereareverycheap.A.hasB.hadC.ishavingD.washaving35.---youabook?---Yes,Iam.A.Do;readB.Are;readC.Are;readingD.Are;looking36.Kate;theothers.A.sing;listenB.issinging;islisteningC.sing;arelisteningD.issinging;arelistening37.---Alan,it"slate.Whynotgotobed?---Jennyhasn"tcomebackyet.Iforher.A.waitedB.havewaitedC.amwaitingD.waswaiting38.---Mary,couldyouhelpme?---Waitamoment.I.A.readabookB.didmyhomeworkC.waswatchingTVD.amcookingthedinner39.NevertroublemewhileIinmyroom.A.willsleepB.asleepC.amsleepingD.slept40.---Canyougoshoppingwithme?---Sorry,Ialetter,soIcan"tgowithyou.A.arewritingB.amwritingC.iswritingD.waswriting41.Imyeraser,butIcan"tit.A.lookfor;findingB.amfinding;lookforC.amlookingfor;findD.find;lookfor42.Nowwatchcarefullyandseewhat.A.happenedB.happeningC.ishappenedD.ishappening43.Whyyoualwayslateforclass?58 AppendixIIIPost-testPaperA.did;comeB.are;comingC.was;comeD.are;come44.---Whatyourbrotherunderthetable?---Heislookingforhispen.A.does;doB.did;doC.is;doingD.do;did45.Look!Whatareyou?Youshouldmoreclothes.It"stoocold.A.puttingon;putoffB.wearing;putoffC.havingon;wearD.wearing;puton46.Theboyisn"ttheteacher;instead,heishishomework.A.listening;makingB.listen;makingC.listeningto;doingD.listento;doing47.Listentothetwogirlsbythewindow.Whatlanguage?A.didtheyspeakB.aretheyspeakingC.theyarespeakingD.havetheybeenspeaking48.MrSmithshortstories,butheaTVplaythesedays.A.iswriting;iswritingB.iswriting;writesC.writes;iswritingD.writes;writes49.---thestudentsEnglish?---Yes,theyare.A.Are;readingB.Do;readingC.Is;readingD.Are;read50.---?---He"slisteningtomusic.A.WhatdoeshedoB.WhatishedoingC.HowishedoingD.Whoishe51.She,withhersister,amusicclassnow.A.haveB.ishavingC.arehavingD.has59 AppendixIIIPost-testPaper52.NowIwhoheis.A.amknowingB.knowC.knewD.wasknown53.Inherlettershesaid,"Ionthe8th."A.wasarrivingB.wouldarriveC.wasgoingtoarriveD.amarriving54.youtomorrow?A.Do;leaveB.Have;leftC.Are;leavingD.Did;leave55.---Isthisraincoatyours?---No,minetherebehindthedoor.A.ishangingB.hangsC.hungD.willhung56.Sarahsinging,butshelikesdancing.Look!Shethere.A.doesn"tlike;isdancingB.doesn"tlike;dancesC.isn"tlike;isdancingD.don"tlike;isdancing57.---Whereisyourcousin?---HeanEnglishexamnow.A.hasB.hadC.hashadD.ishaving58.---Canyouanswerthedoor,Jim?Ithedishes.---I"mcoming,dad.A.doB.didC.havedoneD.amdoing59.---Sam,comedownstairs,please.Ineedyourhelp.---Sorry,mum.Ionthephone.A.amtalkingB.talkedC.wastalkingD.havetalked60.---Hello,Mary!ThisisJohn.YoumustknowwhyIyou.---Oh,hello,John!I"vewaitedforthiscallsincelastmonth.A.calledB.amcallingC.wascallingD.havecalled61.Look!PeterTVhappily,buthisparentsarebusyinthekitchen.60 AppendixIIIPost-testPaperA.iswatchingB.watchesC.watchedD.werewatching62.---Shush,bequiet!Thebabyinthenextroom.---Oh,sorry.A.sleepsB.sleptC.issleepingD.wassleeping63.---CanPeterplaygameswithus,Mrs.Hawking?---Waitaminute.Heashower.A.istakingB.takesC.tookD.wastaking64.Look,somanypassengerswiththeirsmartphonesontheunderground.A.playedB.willplayC.areplayingD.haveplayed65.---Ican"tfindDavid.Whereishe?---Hefortomorrow"scompetitionathome.A.preparesB.ispreparingC.haspreparedD.prepared66.---Excuseme,whereisJim?---Oh,hedumplingsinthekitchen.A.makesB.willmakeC.ismakingD.made五、按要求转换句型（共8小题；共16分）67.Heisdoinghishomework.(变为复数句)______________________________________________________________________68.is,what,thegirl,overthere,inred,doing(?)(连词成句)______________________________________________________________________69.SheisgoingonatriptoBeijingnow.(用I作主语改写句子)______________________________________________________________________70.WehaveamusicclassonThursday.(用rightnow改写句子)______________________________________________________________________71.Doyouoftentakeexercise?(用now改写句子)______________________________________________________________________72.Theyarehavinglunchatschoolatthemoment.(对划线部分提问)61 AppendixIIIPost-testPaper______________________________________________________________________73.Everyoneisenjoyingthemselves.(改为同义句)______________________________________________________________________74.Thegirlissittingonthebluebox.(改为一般疑问句并作否定回答)______________________________________________________________________六、翻译(根据中文提示完成句子)（共4小题；共4分）75.我爷爷正在吸烟，跟朋友聊天。Mygrandfatherisandwithhisfriendsnow.76.我正在厨房帮妈妈做饭。Imymotherinthekitchen.77.他正在给他叔叔寄信。Heistohisuncle.78.尼克和他哥哥正在爬梯子。Niketheladderwithhisbrothernow.七、单项选择（共15小题；共15分）79.Don"tmakesomuchnoise.ThestudentsanEnglishclass.A.arehavingB.haveC.hadD.werehaving80.Look!Theboystudentsarefootballwhilethegirlsare.A.playing;danceB.playing;dancingC.play;dancingD.play;dance81.---Shallwegooutforawalk?---Sorry,Ican"t.Imyhomework.A.doB.didC.amdoingD.wasdoing82.Someintheriverandsomeonthebeachnow.A.areswimming;arechattingB.isswimming;ischattingC.swim;chatD.swims;chats83.---Whatareyoudoing,Simon?62 AppendixIIIPost-testPaper---Ihavefinishedmyhomework,andnowIthecomputergames.A.playedB.wasplayingC.amplayingD.play84.---Jackisbusypackingluggage(行李).---Yes.HeforAmericaonvacation.A.leavesB.leftC.isleavingD.hasbeenaway85.---ItheGreatWallnextweek.---Haveagoodtrip!A.visitB.visitedC.amvisitingD.havevisited86.TodayisFather"sDay.Mymotheraspecialdinnerformygrandpanow.A.prepareB.preparedC.ispreparingD.willprepare87.TheGreenssuppernow.A.ishavingB.arehavingC.hasD.have88.Thepopulationoftheworldstillnow.A.has;grownB.is;growingC.will;growD.is;grown89.Myfriendme.Ihavetoleavenow.A.waitsforB.waitedforC.iswaitingforD.waswaitingfor90.Itoutside.You"dbettertakeanumbrellawithyou.A.rainsB.israiningC.rainedD.hasrained91.Thezookeeperisworriedbecausethenumberofvisitorssmallerandsmaller.A.becomeB.becameC.isbecomingD.havebecome92.Mr.Greentothemanagernow.You"dbettercallhimlater.A.talkB.talkedC.istalkingD.wastalking93.---Alice,turndowntheTV,please.Ionthephone.---Oh,sorry.63 AppendixIIIPost-testPaperA.havetalkedB.talkedC.amtalkingD.talk94.---It"stimefordinner.Whereisyourfather,Emma?---Hehisbikeintheyard.A.cleanB.cleanedC.iscleaningD.willclean答案一、按要求填空(单词类)1.went2.skating3.told4.stopped5.running6.putting二、适当形式填空(单句适当形式)7.areplaying;play8.arelistening9.iswriting10.isshining11.aredoing12.iswaiting13.iscrying14.likes;watches;isnotwatching;isgetting15.areworking16.isreading;is17.looks;islooking18.like;amdrawing19.issaving20.doing;eating21.arejumping三、翻译(根据中文提示完成句子)22.isalwaysthinkingof23.isgetting24.isvisitingEurope25.amgoing26.isnotdoing;iswriting27.Areyoutalking;amnot28.Whatare;doing;areplayingpingpong;areflyingkites29.isringing四、单项选择30.D31.B32.D33.C34.C35.C36.D37.C38.D39.C40.B41.C42.D43.B44.C45.D46.C47.B48.C49.A50.B51.B52.B53.D54.C55.A56.A57.D58.D59.A64 AppendixIIIPost-testPaper60.B61.A62.C63.A64.C65.B66.C五、按要求转换句型67.Theyaredoingtheirhomework.68.Whatisthegirlinreddoingoverthere?69.IamgoingonatriptoBeijingnow.70.Wearehavingamusicclassrightnow.71.Areyoutakingexercisenow?72.Whataretheydoingatschoolatthemoment?73.Everyoneishavingagoodtime.74.-Isthegirlsittingonthebluebox?-No,sheisn"t.六、翻译(根据中文提示完成句子)75.smoking;chatting76.amhelping;cook77.postingaletter78.isclimbing七、单项选择79.A80.B81.C82.A83.C84.C85.C86.C87.B88.B89.C90.B91.C92.C93.C94.C65 在读期间发表的论文李颖婷.初中英语教学课堂有效性的提高策略探讨.校园英语,2016,(2):97.66