情境法在初中英语语法教学中的应用研究 68页

101672014051015AStudyontheApplicationofSituationalApproach论文题目：toEnglishGrammarTeachinginJuniorHighSchool情境法在初中英语语法教学中的应用研究作者姓名：侯丽聪指导教师：张新宇副教授实践指导教师：尚媛媛学科教学（英语）专业名称：研究方向：英语教学学院年级：外国语学院2014级完成日期：2016年6月渤海大学研究生学院 AStudyontheApplicationofSituationalApproachtoEnglishGrammarTeachinginJuniorHighSchoolByHouLicongAssociateProf.ZhangXinyu,SupervisorAThesisSubmittedtoCollegeofForeignStudiesInPartialFulfillmentoftheRequirementsfortheDegreeofM.Ed.inSubjectPedagogyAtBohaiUniversityJune,2016 原创性青明本人郑重承诺：所呈交的硕±学位论文是本人在导师指导下进行的研究工作和。取得的研究成果尽我所知，除了文中已经注明引用的内容外，本论文不包含其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中Ｗ明确方式标明。本人完全意识到本声明的法律结果由本人承担。论文作者签名；細松曰期：之６＇／＾年月＞曰／ 关于论文使用援权的说明学位论文作者完全了解潮海大学有关保留、使用学位论文的规定，目Ｐ；研究生在校攻读学位期间进行论文工作的知识产权单位属于潮海大学。潮海大学有权保留并向国家有关部口或机构送交论文的复印件和磁盘，允许学位论文被查阅和借阅。本文作者投权潮海大学可抖公布学位论文的全部或部分内容，可将学位论文的全部或部分内容编入有关数据库并进行检索，可采用影印、缩印、扫描或其它复制手段保存、汇编学位论文保密的学位论文在解密后遵守此规定。（）。保密□，在年解密后适用本授权书本论文属于不保密因，运用本授权书。＂＂（请在□内打Ｖ）论义作者签名；指导教师签名；輸聪诗曰期：年知曰曰期；Ｊ。／／年＾月日 AbstractTheSituationalApproachrequiresteacherstocreatearealornearlyauthenticlanguageenvironmentaccordingtotheteachingcontents.Intherecentyears,manyrelevantresearcheshavebeenstudiedbothathomeandabroad.Nevertheless,theapplicationofSituationalApproachinEnglishgrammarteachingisnotmuch.Therefore,thestudyattemptstodoaresearchonapplyingSituationalApproachtoEnglishgrammarteachinginjuniorhighschool.Theauthordidathirteen-weekteachingexperimentinFuxinNo.16JuniorHighSchool.Theparticipantsofthisstudywere76studentsofGradeeight.Therewere38studentsinbothcontrolclassandexperimentalclass.Thecollecteddatainvolvedapre-test,apost-test,animmediatetest,adelayedtestandquestionnaires.Itistoexplorethefollowingquestions:(1)CanSituationalApproachalterstudents’attitudetowardsgrammarlearning?(2)CanSituationalApproachimprovestudents’grammarachievement?(3)IsSituationalApproachmoreeffectiveforlong-termmemoryofgrammarrulesthantraditionalmethod?Theeffectivedataanalysisinthestudyindicatesthatafterthesameperiodofteaching,theexperimentalclasslearnsEnglishgrammarmorepositivelythanbefore.Throughmeanscoresofimmediateanddelayedtestintheexperimentalclassandfurtherpairedsamplest-test,itcanbefoundthattheapplicationofSituationalApproachreinforcesstudents’impressionongrammarrules,andthememoryoftherulesismorelong-lastingbytheSituationalApproachthanbytraditionalteachingmethod.Thedataanalysisofpost-testshowsthatSituationalApproachcanimprovestudents’achievementoftherelevantEnglishgrammartests,whichconfirmstheeffectivenessoftheteachingapproach.Insummary,itisbothpracticableandeffectivetoapplySituationalApproachtotheteachingprocessofEnglishgrammarinjuniorhighschool.Theresearcheralsopointsoutthelimitationsofthisstudyandgivessomesuggestionsforthefurtherstudy.Thereforeitisexpectedthatthestudycanwidenteachingideaandprovidepracticalreferenceforthefuturegrammarteachinginjuniorhighschool.Keywords:SituationalApproach;EnglishGrammarTeaching;JuniorHighSchooli 摘要情境法是教师根据教学内容，创设真实或半真实的语言环境，引导学生积极主动地参与到各项教学活动中。近年来，国内外很多学者和教师进行了英语情境教学的相关研究，但情境教学在英语语法教学中的运用研究相对较少，因此本文将研究视角放在情境法在初中英语语法教学中的应用上。笔者在阜新市第十六中学进行了十三周的教学实验。参与本实验研究的有76位来自八年级的学生。实验班和控制班各38名学生，通过前测、后测、及时测、延时测和调查问卷的方法收集数据。研究的问题包括：（1）情境法能否改变学生对语法学习的态度？（2）情境法能否提高学生的语法成绩？（3）情境法对于长时记忆语法规则方面是否比传统方法更有效？研究中的有效数据经分析后表明，相同时长的教学后，实验班的学生对语法学习有了更加积级的态度，通过实验班及时测和延时测的平均成绩和进一步的配对t检验可以看出，情境法的运用，加深了学生对语法规则的印象，与传统的教学方法相比更能帮助学生长时地记忆。而两个班的后测数据分析结果显示，在完成语法相关测试时，情境法提高了学生的成绩，证实了该教学法的有效性。综上所述，将情境法应用到初中英语语法教学中具有可行性和有效性，虽然存在一定的局限性，但对于进一步的研究具有一定的启示意义。同时，本研究也是希望以此为初中的语法教学拓宽教学思路，提供实践方面的参考。关键词：情境法；英语语法教学；初中ii ContentsAbstract·····································································································································iContents····································································································································iiiChapterOneIntroduction··············································································································11.1Backgroundofthestudy...........................................................................................................................................11.2Thepurposeandsignificanceofthestudy................................................................................................................11.3Theoverallstructureofthestudy..............................................................................................................................2ChapterTwoLiteraturereview········································································································42.1SituationalApproach.................................................................................................................................................42.1.1DefinitionofSituationalApproach························································································42.1.2TheimplementationofSituationalApproach············································································52.1.3StudiesonSituationalApproachabroadandathome··································································62.1.4TheoreticalbasisofSituationalApproach················································································82.2Grammarteaching....................................................................................................................................................112.2.1Definitionofgrammarandgrammarteaching·········································································112.2.2Grammarteachingmethods······························································································122.3StudiesontheapplicationofSituationalApproachtogrammarteaching...............................................................132.4Studiesonlong-termmemory.................................................................................................................................142.5StudiesonthetheoryofA-B-C...............................................................................................................................152.6Summary.................................................................................................................................................................15ChapterThreeResearchmethodology·····························································································163.1Researchquestions..................................................................................................................................................163.2Researchparticipants..............................................................................................................................................163.3Researchinstruments..............................................................................................................................................173.3.1Test··························································································································173.3.2Questionnaire···············································································································173.3.3SPSSsoftware··············································································································183.4Experimentprocedures...........................................................................................................................................193.4.1Beforetheteachingexperiment··························································································193.4.2Duringtheteachingexperiment·························································································203.4.3Aftertheteachingexperiment····························································································273.5Datacollection........................................................................................................................................................27ChapterFourDataanalysisanddiscussion·······················································································284.1Dataanalysisofthequestionnaires.........................................................................................................................28iii 4.1.1Dataanalysisofpre-postquestionnairesinCC········································································284.1.2Dataanalysisofpre-postquestionnairesinEC········································································304.2Analysisofthepre-testresults................................................................................................................................324.3Analysisofthepost-testresults...............................................................................................................................344.4Analysisoftheimmediatetestresults.....................................................................................................................354.5Analysisofthedelayed-testresults.........................................................................................................................364.6Resultsandanalysisoftheimmediatetestanddelayed-testinCC.........................................................................384.7Resultsandanalysisoftheimmediatetestanddelayed-testinEC.........................................................................384.8Discussion...............................................................................................................................................................39ChapterFiveConclusion··············································································································415.1Majorfindings......................................................................................................................................................415.2Pedagogicalimplications......................................................................................................................................425.3Limitationsofthestudy..........................................................................................................................................425.4Suggestionsforfurtherstudy..................................................................................................................................43Bibliography·····························································································································44AppendixⅠQuestionnaire·············································································································47AppendixⅡPre-test···················································································································48AppendixⅢPost-test··················································································································50AppendixⅣImmediatetest··········································································································52AppendixⅤDelayedtest············································································································53AppendixⅥScoresofpre-testandpost-test····················································································54AppendixⅦScoresofimmediatetestanddelayedtest·······································································56Acknowledgements·····················································································································58Thelistoftheresearchpaperspublishedbytheauthoriv ChapterOneIntroductionGrammarisanimportantpartinforeignlanguagelearning.However,thepresentsituationofgrammarteachinginjuniorhighschoolisnotquitesatisfactory.SothestudyproposestheapplicationofSituationalApproachtoEnglishgrammarteachinginjuniorhighschool.Thischaptergivesageneraldescriptionofthebackground,purpose,significanceandoverallstructureofthestudy.1.1BackgroundofthestudyGrammarhasbeenanimportantpartofEnglishlearningforalongtimeandithasacloserelationshipwithfourskills—listening,speaking,readingandwriting.Manyteachersandresearchersbelievethatfocusingongrammarisanecessaryanddesirablepartofclassroomlanguagelearning.NowadaysEnglishteachersstillplayaverysignificantroleinEnglishgrammarteachingandmostlyadoptthetraditionalteachingmethodduetotoomuchpressureofmanyexamsinjuniorhighschools.Usually,theteachersexplainthegrammaticalrulesofthenewlanguagepointstepbystepandrequirethestudentstorememberwitheffort.Underthiscircumstance,onlyafewstudentscanremembertherulesforalongtimethrougheffectivelearningstrategiesandunderstandtheactualuseofthelanguage,andothersjustrememberandusemechanically.Soit’snotdifficulttofindthatthetraditionalteachingmethodcannotwellcultivatestudents’interestsinlearningEnglishgrammar,furthermore,itcannotimprovestudents’academicachievement,either.Withthiscurrentsituation,someresearchersthinkthatEnglishgrammarcouldbetaughtinrealornearlyanauthenticlanguageenvironmentaccordingtotheteachingcontents.ThethesismainlyattemptsandanalysestheapplicationofSituationalApproachtoEnglishgrammarteachinginjuniorhighschools.1.2ThepurposeandsignificanceofthestudyGrammarlearningtakesasignificantpartinlanguagelearning.Secondlanguageresearchers,methodologistsandpractitionershavecommentedthattheessentialpartsfor1 communicationincludesgrammaticalcompetence(Brown,1994;Larsen-Freeman,1991).Inmostcommunicativesyllabuses，becauseofaninadequatetreatmentofgrammar,theaccuracyoftenexistsinlowerlevelthanthecasesunderformalinstruction(Hinkel&Fotos,2002).Mostresearchersagreethatinstructinggrammarlearninginapositivewayissignificant.HinkelandFotos(2002)arguethatlearners’proficiencyandaccuracycouldbeenhanced.Meanwhile,theinternalizationofitssyntacticsystemcouldalsobefacilitatedthroughgrammarteaching.Therefore,intheprocessoflanguageteaching,thewayofinstructinggrammartakesanimportantpart.Infact,thecurrentgrammarteachingisnotoptimistic.ManyChinesestudentsholdthatgrammarlearningisbothtoughandboring.Soitisnecessarytofindawaytoteachgrammarruleseffectively.Teachingintheclassroomshouldbestudent-centeredandteachersshouldpaymoreattentiontodevelopstudents’learningabilities,suchasdesigningactivitiesrelatedtotherealsituationsintheEnglishclasstostimulatethestudents’interestandinspirationinlearning.Stimulatingstudents’emotionisthecoreoftheSituationalApproach.Brown(1994)believesthatknowledgecouldneverbeisolatedfromitsenvironment,andtomakeitbeinthesituationisthemostcomfortablewaytoattainknowledge.AlthoughstudiesonSituationalApproacharenotuncommon,thestudyontheapplicationofSituationalApproachtoEnglishgrammarteachingisveryscarce.Therefore,thestudyattemptstodoaresearchonapplyingSituationalApproachtoEnglishgrammarteachinginjuniorhighschool.1.3TheoverallstructureofthestudyThisthesisconsistsoffivechapters.Chapteroneistheintroductionofthewholestudy,includingthebackground,thepurposeandsignificanceofthestudyandalsotheoverallstructureofthestudy.Chaptertwoisareviewaboutthetheoreticalframeworkandresearches.ThedefinitionandimplementationofSituationalApproachareelaboratedaswellasthestudiesonSituationalApproachbothabroadandathome.AndthenitpresentsthetheoreticalbasisofSituationalApproachwhichincludesthetheoryofsituatedcognitionandconstructivism.Additionally,itintroducestheapplicationofSituationalApproachtogrammarteachingincludingthedefinitionofgrammarandgrammarteaching,grammarteachingmethodsandstudiesonSituationalApproachforgrammarteaching.Finally,thestudiesonlong-termmemoryarepresented.2 Chapterthreeintroducesthespecificresearchmethodology,whichconsistsofresearchquestions,participants,researchinstruments,researchproceduresandteachingsample.Chapterfourpresentsthedataanalysisanddiscussion.ThedataoftestsareanalyzedbyusingSPSSsoftware.Chapterfiveistheconclusionwhichisdevotedtomajorfindings,pedagogicalimplications,limitationsofthestudyaswellassomesuggestionsforfurtherstudy.3 ChapterTwoLiteraturereviewThischapterconsistsofsixparts.ThefirstpartisthedeepunderstandingofSituationalApproach.Thesecondpartistheunderstandingofgrammarteachingwhichincludesthedefinitionandmethodsstudies.ThethirdpartisthestudiesontheapplicationofSituationalApproachtogrammarteaching.Thefourthpartisintroducingthelong-termmemorytheory.ThefifthpartistheunderstandingofA-B-Ctheory.Thelastoneissummary.2.1SituationalApproachHaroldPalmerandA.S.Hornby,famouslinguists,firstlyputforwardtheOralApproachwhichabsorbstheadvantagesofdirectmethodandovercomeitsdisadvantagesinthe1920sto1930s.ThenthemethodbegantobewidelyusedtoconductEnglishteaching.Throughanalyzingthemaincharacteristicsofthemethod,manylanguagelinguistsapplytheterm“situational”totheOralApproach.Afterthat,theterm“SituationalApproach”tookplaceoftheOralApproach.In1970s,theSituationalApproachwasintroducedtoChinaandgraduallyspreadinChineseteaching.2.1.1DefinitionofSituationalApproachHornby(1981),thepioneeroftheSituationalApproach,suggeststhatwhenplanningtousetheSituationalApproach,teachersshouldfirstlyintroducenewwordsandsentencestructurestostudentswiththepurposeofturningdownthedifficultyforreadingandthenbegintoprocessthearticles.Inotherwords,Hornby(1981)deemsthatitisbetterforteacherstocombinethenewknowledgewithteachingsituationwhentheyintroducenewknowledgepoint.HisSituationalApproachhaslaidafoundationforthelaterexpertsandscholarstostudyandresearchfurther.Brown,Collins,andDuguid(1989)pointoutthatonlyusingandapplyingknowledgeinthereal-lifesituationscanitproducerealmeanings.Knowledgeshouldbecombinedwithitsbackgroundandenvironmentinordertoabsorbtheknowledgecompletely,thuslearningknowledgeincertainscenariosisthebestway.Stimulatingstudents’emotionisthecoreoftheSituationalApproach.Students’learningenthusiasmcanbeinspired,4 students’thinkingabilitycanbeimprovedandstudents’interestinEnglishlearningcanbeenhanced.ExpertsandscholarsinourowncountryalsohavebeeninthestudyoftheSituationalApproachsinceitwasintroducedintoChina.AfamousprofessornamedLiuShishengfromTsinghuaUniversitythinksthattheSituationalApproachisakindofteachingmethodthattheteacherscreateproperscenariostoprovidestudentswithrealorhalf-realsituationandmakestudentsparticipateinthem(citedinLiu,2014).Inordertoinspirethestudents’learninginterestsandimproveteachers’teachingeffectiveness,someteachersnowadayshavealsobeguntoadopttheSituationalApproach.TheygenerallybelievethattheSituationalApproachaimsatcreatingtrueandcolorfultypesofsituationsaccordingtoteachinggoalsandcontentstoarousestudents’enthusiasmoflearningandimprovetheirthinkingcapacity.ThecoreoftheSituationalApproachistoincreasestudents’emotionalexperience.ThesedefinitionsallemphasizethekeypointoftheSituationalApproachisthecreationofthesituations.Asateachingmethod,itcouldinspirestudents’emotionbyexperiencingscene.Theteachingprocessismainlytocreatesituationstostimulatelearners’motivationandthencarryonteachingtask.2.1.2TheimplementationofSituationalApproachCreatingsituationsisthewaySituationalapproachiscarriedout.Thefollowingmethodsareconcludedbymanyresearchers(citedinLi,2006).Firstly,situationscanbecreatedbydemonstratingactualobjects.Thecoreofthisapproachiscenteringonactualobjects.Aspecialsituationcouldbedemonstratedthroughteachingactivitysetinasimplynecessarybackgroundtoconstituteintegritybyteachers.Thecorrelativesituationsshouldbethemainconsiderationofthebackground.Forexample,backgroundsas“doveinthebluesky”,“dolphininthesea”,“wheatonthefarmland”,etc.Throughrelevantbackgrounds,students’far-reachingimaginationcanbeeffectivelystimulated.Secondly,situationscanbepresentedthroughthescenesofreallife.Thisapproachmeansinstructingstudentsintothenatureorthecommunitywhichisclosetotheirpracticallives.Then,teacherschooseatypicalorrelevantscenefromthereallifeinordertoaskstudentstoobserve.Atlast,reproducethesceneforstudentsbyvividdescription.Thirdly,situationscanberenderedbymusic.5 Themainfeaturesofthemusiclanguagearesubtleandstrong,whichmakespeopledelightfulandfullofaestheticfeeling.Musicimageiscreatedbyuniquemelodyandrhythmwhichcouldputthelistenerintoformingaparticularartisticconception.Itisnotconfinedtotheready-madetunesandsongswhenrenderingsituationsbymusic.Theefficientmethodsalsoconcludeteachers’ownplaying,chantsingingaswellasstudents’singing.Theselectingofmusictonewhichshouldbecorrespondentwithmeaningoftheteachingmaterialsanddevelopmentofsituationsisthekeypoint.Fourthly,situationscanbereappearedbypictures.Theprimarywaytodisplaytheimageisshowingpictures.Actually,theprincipleistoreproducesituationsofthetextbymeansofshowingpictures.Textillustrations,specially-drawncharts,stickfigure,clipartandothersarethemainformsofpictures.Fifthly,studentsareexpectedtoexperiencesituationsbyperformance.Situationalteachingconcludestwotypesofperformance,oneisgettingintotherole,andtheotherisactingtherole.Students’innerexperiencecouldbedeepenedbyrole-play.Role-playcouldbeconductedcombiningstudents’experiencewithexistingsituationinthetextbooks.Lastbutnotleast,languageisusedtodescribesituations.Thosefivemethodsaboveallestablishsituationsbyvisualmeans.However,itisessentialtocombinelanguagedescriptionwithvisualmeans.Languagecouldenhancetheaffectofstudents’perceptionandLanguagedescriptioncouldbeacertainguidancetostudents’cognitiveactivities.Meanwhile,students’emotioncouldbearousedthroughlanguagedescriptionwhichcouldalsopromotethemselvesintotheirspecificsituations.2.1.3StudiesonSituationalApproachabroadandathomeIntheearlytime,inordertodevelopanaccecibleandproperapproachtoteachlanguage,manylinguistsmadetheireffortontheaim.Asfamousschorlarsoflanguageteaching,HaroldPalmerandA.S.Hornbyfocusedondevelopinganewscientificmethodthantraditonalonestoteachlanguagewell.Theymakemanyprinciplesandexperienceproceduresthroughanumberofresearchesandthenselectusefulandvaluablematerialstoorgnizethecontentoflanguagecourses.Inthe1950s,HornbyreferredtothetermSituationalApproach.Afterthattime,someeducatorssuchasSocrates,Rousseau,BulgariaandsomeothersalladvocatedSituationalApproach.Theexperimentsandmindshavebeenmentionedintheirmasterpiecesandontherecordsofteachingprocesses.FormerSovietUnionEducator6 Socratescreatesseriesofproblemsituationduringhisteachingproceduresinordertoenlightenstudents’learningactivities.FrencheducatorRousseaulistsalotofexamplesinhismasterpiecesoastoguidestudentstolearnandthinkthroughapplyingnaturalsituation.Bulgariahasachievedastonishedteachingresultsinnineyears’suggestiveteaching.Theresourceofsuggestiveteachingcanbedeemedassituationalteaching.Inotherwords,duringtheprocedureofteaching,teachersshouldtrytoutilizeandorganizevariousunconsciousfactorstoimprovestudents’higherlearningmotivationandinspiretheirlearningpotential(Xu,2010).SituationalApproachwasappliedbyDeweyinlanguageteachingfirstly.Inthatperiod,usingoftheapproachshowedahistoricalsignificance.Theteachingactivitywasregardedasaprocessofcreatingsituationsinsteadoforalinstruction.Inspiringstudents’learninginterestsisthekeypointofSituationalApproach.Thefoundationforfuturesituationalteachingoflearnerswithdifferentlevelsisdefinitelylaidbyhim.TheSituationalApproachdevelopsitselffromtheOralApproachwhichwaswidelyusedinEnglishlanguageteachinginBritish.OralApproachabsorbstheadvantagesoftheDirectMethodandavoidsitsshortcomings.OralApproachappealstoexplainingthesignificanceofusingtargetlanguage,creatingsituationsaccordingtolearningmaterialsandfollowingtheprinciplefromsimpletocomplexduringteachingprocedures.In1980s,Nunan(2001)presentstheTBL(Task-basedLanguageTeaching).Itemphasizesthatduringtheprocessoflanguageteaching,thetaskshouldbecompletedinsituations.WesternSituationalApproachhasgainedmuchdevelopmentandimprovementfromthemiddle1980stonowadays.RichardsandRodgers(1986)pointoutthat“SituationalLanguageTeachingemploysaSituationalApproach.Themainspecialtyofitispresentingnewsentencepatternsandpracticingtheminadrill-basedmanner.”Thatmeansthewayofcarryingoutsituationsistopresentnewtargetlanguages,andthenhaveenoughpracticeabouttheminEnglishclass.SituationalApproachhasbeenwidelyusedinEnglishteachinginChinasince1970s.UndertheguidanceofSituationalApproach,largequatitiesoffamousEFLtextbooksandreadingmaterialswerepublished.ThemosttypicalrepresentativebookaccordingtothisapproachisNewConceptEnglish(LightbownandSpada,2002),whichwasfrequentlyusedfromprimaryschooltoseniorhighschool.Li(2006),aChineseteacher,hasmadeagreatcontributiontotheresearchonSituationalApproach.Shethinksitissuchakindofteachingmodethat“teachersshouldmakefulluseofstudents’image,createscenariosoastostirupthestudents’learningmood.Andeventually,combiningthecognitiveactivitieswithemotionalactivities.”She7 alsoemphasizesthatthevarioustypesofsituationsthatteacherscreatedshouldbeonthebackgroundofreallifeandcouldattractstudents’attention.Wang(2008)holdsthatusingSituationalApproachontheaspectofEnglishreadinginJuniorHighSchoolisaproperway.SheprovesthatthereareagreatmanymeritsinEnglishreadingteachingthroughthisapproachanditcaneffectivelyimprovestudents’readingabilityandefficiency.He(2010)suggeststhatitisinevitabletoreformtheEnglishgrammarteachinginjuniorhighschoolinChina.Comparedwiththetraditionalteachingmethod,morevividandactiveimagesinsteadofabstractandboringgrammarcontentsareprovidedthroughSituationalApproachintheEnglishclassroom.Song(2011)putforwardthatSituationalApproachisstraighter,morescientificandinterestingthantraditionalteachingmethod,whichcanchangestudents’attitudetowardEnglish,enhancetheirself-awarenessandinspirethemtobeactiveinusingEnglish.Nowadays,alotofresearchershavestudiedthecombinationoftheSituationalApproachandEnglishteaching.Andtheyhavealreadyattainedcertainachievements.ThoseresearchesalsolayasolidfoundationforapplicationofSituationalApproachinotherteachingaspects.2.1.4TheoreticalbasisofSituationalApproach2.1.4.1ConstructivismlearningtheorythConstructivismlearningtheorywasoriginatedfrom18centuryandwasdevelopedfromPiagetandVygotsky’stheory.Piaget(1970)thinksthat“childrengraduallypromotedthedevelopmentoftheirowncognitivestructureintheprocess(assimilationandadaptation)ofconstantlyadaptingtotheenvironment”.Vygotsky(1978)dividesindividualdevelopmentintotwolevels:actualdevelopmentlevelandpotentialdevelopmentlevel.Theregionbetweenthetwolevelscalled“ZoneofProximalDevelopment”.Onthebasisofthesetheories,theConstructivismbelievesthatcognitionisnotasimpleandnegativereflectionoftheworldbutaprocessofactiveconstruction.Thatmeansallofknowledgeshouldbeconstructedbylearnersthemselves.Duringtheprocess,thecognitionstructurelearnersownedplaysanimportantrole,anditalwaysconsistinthecircumstancesofdevelopment.Constructivistsdeemtheprocessoflearningisnottheknowledgedeliveringprocessfromteacherstolearners.Nevertheless,theprocessofconstructingknowledgeisbylearnersthemselves.Learnersarenotnegativereceiverbutactiveconstructors.Itmeanslearningisamotivateactionwhichisnotasimpleaccumulationofinformationbuta8 processofmutualeffectonbothnewandoldexperience.Theprocessoflearningincludestwoaspectsofconstruction:thefirstoneisthemeaningconstructionofnewinformationandthesecondoneistoreformandrecombineoriginatedexperience.Basedontheconstructivismlearningtheory,thefollowingprinciplesofconstructivistteachingshouldbeabided:Firstly,itisestablishinglearner-centeredclass.Constructivismregardsthatstudentsarethegenuinecenterinlanguageteachingclassroomandthecoreprincipleofconstructivismislearner-center,sothecentreofclassshiftsfromteacherstostudents.Theroleofteachersbecomefacilitatorswhosemaintaskistohelpandencouragestudentstounderstandtheteachingcontent.AsDavidNunanstatesinhisbook,“Itisusuallywellintoacoursebeforelearnersareinapositiontomakeinformedchoicesaboutwhattheywanttolearnandhowtheywanttolearn.However,thecircumstanceusuallyhappensonlyintheendofthecourse.Constructivismadvocatsthatthedevelopmentofcurriculamandmaterialsencouragelearnerstomovetowardthefullyautonomousendofthepedagogicalcontinuum”(Nunan,2001).Secondly,itissettingrealisticsituations.Accordingtotheviewofconstructivism,teachersshouldcreatepropersituationswhichisrelatedtothecontextwhenlearnerstudylanguage.Andersonmentionedinhisbook,“Constructivismisatheorybuiltaroundthenotionoflearners.Inmanycontexts,itcouldbeseenasactiveandsocialconstructorsofmeaning.Atthesametime,learningcouldbeseenasanactofconstructionthroughsocialinteraction”(Anderson,2004).Fromtheviewabove,whenwewanttomakeconstructionofknowledge,itshouldbecompletedonthebackgroundofspecificenvironmentssuchasauthenticorsemi-authenticsituationsratherthanthepredictedresultsofinstruction.Briefly,itisvaluabletoattractlearners’attentionwhentheylearnlanguagewithrealistictasksinasocialenvironment.Asaresult,constructivismdeemsthatteachersshouldconstructrealsituationtopassonknowledge.Thirdly,itisemphasizingcollaboration.Constructivistlearningemphasizesthatstudentscanconstructknowledgeincooperationthroughsocialinteraction,sotheusingofcooperativelearningappropriatelycanimprovestudents’abilitiesoftheconstructionoflanguagelearning.Inthecooperativelearning,oneofthebasicprinciplesisthat“nooneissmarterthanallofus”(Cook,1993).Cooperativelearningencourageslearnerstotakeresponsibilityfortheirownlearning.Studentscanhavemoreopportunitiestocommunicatewithothersbymeansofdialogues,roleplays,sharinginformationandsoon.Inconclusion,theSituationalApproachencouragesteacherstocreateteaching9 situationsadaptedtostudents’actualneedsaccordingtoteachingsyllabusandcontents.Andstudentsacquireknowledgebycommunicatingandcooperatingwiththeircolleaguesinclassroomactivitytoimprovetheirowncapabilitiesoflanguagelearning.Thissuitsthebasicprinciplesofthetheoryofconstructivism.2.1.4.2ThetheoryofsituatedcognitionResearchonsituatedcognitioncouldbeoriginatedtoVygotsky’ssocioculturaltheories,LeontievtheoriesofactivityandDeweypragmatism.Theyemphasizethatknowledgeisconstructedwhenpeoplehaveopportunitiestointeractwithothers,suchastakepartingroupactivities.Theopinionofsituatedcognitiontheoryisthatallknowledgeisoccurredfromcultural,social,andphysicalcontexts,sowecan’tseparateknowingfromdoing.SituatedcognitiontheoriesbecomemorecompletewiththeachievementofsubsequentresearcherssuchasJonassen,Kirshner,Land,Resnick,andSuchman.In1980s,situationalrecognitionwasanimportantconstituentofcognitivelearningtheoryandbecameasignificantlearningtheory.Becauseofit,learningefficiencywaspromotedandpracticewasmatched.Accordingtosituatedcognitiontheory,learningseemseffectiveonlyinpropersituationorculturalenvironment,whichcanpromotethelearning,understandingandproblem-solvingabilityofstudents.Therefore,practiceistheonlyeffectiveandmeaningfulapproachforthelearner,whichshouldbetakenasthefocusoflearning(Wang&Zhang,2003).Therearethreeaspectsofpersonalemotionsonrecognition:activation,adjustmentandreinforcement.Activationreferstothetruththatemotionwillincreaseordecreasetheinfluenceonrecognition,whichmeansactiveandpositiveemotionwillpromoteandimproverecognitionwhilepassiveandnegativeemotionwillhinderandinhibitrecognition.SituationalApproachissuchateachingmethodwhichcombinestheinterestofstudentswiththecontentandprocessofteachingtostimulateandinspiretheminclassroomtoperformwell.Adjustmentreferstotherealitythatemotioncanorganizeordisorganizerecognition.Forexample,happyaffectionisbeneficialfortheintellectualorganizationandlearningactionofstudents.SituationalApproachrequiresahappy,relaxingandinterestingteachingcircumstancewhichimprovestheinneractivitiesofstudents.Reinforcementreferstothefactthatemotionwillstrengthenorshiftpeople’sactivities.Thereinforcementfunctionincludestwosides:positivereinforcement,whichcanpromotepeople’sactivity,andnegativereinforcementswhichcanhinderorchangepeople’sactivity.Fromthispointofview,SituationalApproachshouldbedesignedbasedonstudents’psychologicalcharacteristicssoastoinspirethemtolearnactively.Theteachershould10 createasituationwhichleadsstudentstolearnactivelyandpracticeflexiblyandhelpthemconstructtheirknowledgesystem.2.2GrammarteachingWeallknowthatgrammarisaveryimportantpartinEnglishteachinginjuniorhighschool.Thefollowingpartisaboutthedefinitionofgrammarandthegrammarteaching.2.2.1DefinitionofgrammarandgrammarteachingMostlinguistsconsiderthatitismuchdifficulttogiveaspecificdefinitionofgrammarforithasmuchmoremeaningsthanitsliteraldescription.Differentscholarshavedifferentindividualviewsaboutgrammaranditseemssignificanttoidentifythedefinitionforgrammarteaching.Thefollowingaredifferentideasaboutgrammarbydifferentlinguists.Larsen-FreemanandLong(1991)deemsgrammarasahigherordernotionwhichhasthreeitemsintherelateddimensions:form,meaninganduse.Andhernotionattemptstocombinethreeaspectsoflinguistics:syntax,semantics,andpragmatics.Grammarisoneofthedynamiclinguisticprocessesofpatternformationinlanguage.Brown(1994)regardsgrammarasasystemofrulescontrollingthecustomaryarrangementandrelationshipofwordsinasentence.Itseemsthatthisdefinitionemphasizestheorganizationofwordsinsentences.Bastone(1994)considersthatgrammarisnotmerelyalanguagestructureconsistsofsimplegrammarrulesbutatoolwhichcouldbeusedbypersonwhentheycommunicatewithothers.Fromthedefinitionsofgrammarlistedabove,wecanregardgrammarasrulesthatshouldbeobeyedwhendescribeandorganizelanguage,meanwhile,itsteachingandlearningcanbringaboutapositiveeffectonlanguagelearning.Ellis’(2006:84-86)definitionofgrammarteachingisarelativelybroaderone:“Grammarteachinginvolvesanyinstructionaltechniquethatdrawslearners’attentiontosomespecificgrammar.Itcanhelptheminternalizeitonthebasisofunderstandingitmeta-linguisticallyorprocessingitcomprehensivelyorproductively.”Inabroadsense,itincludesalexicon,aphoneticform,asyntacticcomponent,andalogicalform.Inanarrowsense,grammarteachingisconductingasetofrulesinordertogovernthechangesofformsofwordsandcombinationofsentences.Theresearchof11 grammarteachinginthisthesisisbasedonthenarrowsense.Thatsimplymeans,non-nativespeakerscouldacquiretheknowledgeoflanguageaswellasnativespeakersbybeinggivensimilarkindsofopportunitiestolisten,read,use,andwriteinthelanguage.2.2.2GrammarteachingmethodsTherearevariesmethodsofpresentinggrammarintheclassroom.Amongthem,threearemostfrequentlydiscussedandused,namely,thegrammar-translationmethod,thedirectmethod,andtheaudio-lingualmethod.2.2.2.1Grammar-translationmethodGrammar-translationmethodwasfirstlyusedtoteachLatinandGreekandithasbeenbroadlyusedinforeignlanguageteachingforseveraldecades.Todayitstillplaysasignificantroleinforeignlanguageteachingandlearning.Itplaysextraemphasisonlanguageaccuracy,whichisveryimportantintoday"sformalwrittenexaminations.Toteachers,itismucheasiertomanipulatethecircumstanceofthewholeteachingprocess.BakerandWestrup(2000)statethatgrammar-translationmethodisbeneficialforacademicworkandwrittenexaminations.Chinesestudentsareusuallyveryusedtothismethodandcouldstillbenefitfromitbecausetheywouldgethighscoresontests.Nevertheless,itoveremphasizestheaccuracyofthelanguageandignorestrainingofstudents’abilitiesoflisteningandspeaking.Furthermore,itneglectstheuseoflanguageindifferentsituations,whichfailstocultivatestudents’abilitytousethelanguageflexibly.2.2.2.2DirectmethodOriginatinginthe19thcentury,thedirectmethodregardsthatsecondlanguagelearnerscanlearnaforeignlanguageexactlyasfirstlanguagelearners.Thusthemethodemphasizesspokenlanguageratherthanwrittenlanguage.Directmethodemphasizesthedirectteachingandlearningofforeignlanguageandaimstouseitfreelyforcommunication.Itstressesspokenlanguageandstandardsofpronunciation.Teachingactivitiesstartfromlisteningandspeakingandthenproceedtoreadingandwriting,whichisthenaturalordertolearnalanguage.Italsostressespracticeandformationofhabitonnewlanguagebecauselanguageisusedtocommunicateandmainlylearnedthroughconsistentpractice.Thedirectmethoddoesnotgetwidelyusedformanyuncontrolledcircumstancesinvolvingbudget,time,classroomsizeandteachers’background.Anditiscriticizedbylinguisticsforlackoftheoreticalfoundations.Thoughthestudents’oralEnglishmaybeimprovedinthisway,theyonlypaymoreattentiontothefluencyofthelanguagewhiletheaccuracyofthelanguagemaybeignored.12 2.2.2.3Audio-lingualmethodTheaudio-lingualmethodisbasedonthebehavioralpsychologyandstructurallinguisticsin1950s.Accordingtotheviewsofstructurallinguistics,spokenlanguageshouldbetaughtandlearnedbeforewrittenlanguage,justasitissaidthat“languageisfirstlywhatisspokenandsecondlywhatiswritten”(Richards&Rodgers,1986).Andintermsofbehavioralpsychology,theprocessoflanguagelearningisregardedasamechanicalformationofhabitsuchasstimulus,responseandreinforcement.Becauseofthestressonlinguisticforms,grammarproficiencyofthetargetlanguagecouldbetrainedefficiently.Materialsaremorescientificallyselectedandstructuralpatternsaremoresystematicallyarranged.Thetechniqueofmemorizingpassagesanddoingrelevantdrillsgivesstudentsmoreopportunitiestopracticegrammarstructures.Fortheneglectingoflanguagecontextandfunction,studentstendtolackflexibilityandfailtouselearnedmaterialswhentheyfacesituationsthattheyhavenotlearnedbefore.Furthermore,itmakessecondlanguagelearningboringandpainfulasitrequiresthestudentstospendtoomuchtimeonmemorizationanddrills.2.3StudiesontheapplicationofSituationalApproachtogrammarteachingWithconstantreformofnewcurriculum,manynewteachingmethodsareproposed.SituationalApproachasoneofthesemethodsisregardedasaproperwaytoteachEnglishgrammar,whichisbetterthanbeforeforitsflexibleform,fabulousadaptabilityandinterestingness.MostofstudentsconsiderthatEnglishgrammarlearningisrelativelyboringthanotherEnglishcoursesduringlearningprocess.Meanwhile,grammarstructureissovariableandcomplicatedthatitisalsoachallengeforEnglishteachers.TheaimofapplicationofSituationalApproachtogrammarteachingistoarousethestudents’interestsoflearningandpromoteknowledgeacquisition.Sometimesitisalittlecomplicatedforastudenttofigureouttheusageofinfinitiveverb.TheeffectofusingthetraditionalEnglishteachingmethodisnotobvious.Wang(2008)givesanexampleaboutanempiricalresearchonusingSituationalApproachinhispapertitledTheIntroductionofSituationalApproachtoEnglishGrammarTeaching.Theoriginalmultiplechoicesare“tobestudying,tohavestudied,tostudy,studied”.Underthetraditionalteachingmethod,studentscannotclarifythedifferencethoughtheteachermakesanextremeefforttoexplain.However,thereisagoodeffectonunderstandingthe13 questionsafterusingSituationalApproach.Aspecificsituationsettinghelpstudentsdistinguishthesethreetensesthroughascenarioteaching.Shen(2012)exploresthatthe“applyingthesituationalteachingapproachtoEnglishgrammarteachingissuchappropriatewaythatitcouldimprovetheefficiencyandthushelpsthestudentsacquiretheirlanguageskillsfromlanguageknowledgethroughobservation,reflectionandapplication”.Actually,accordingtothefollowingprinciples,teacherscansuccessfullystimulatelearners:provideencouragementconstantly,offerstudentsavarietyofinputandkeepobservingthestudents’learningprogress.2.4Studiesonlong-termmemoryLong-termmemoryistheprocessofstoringinformationeternal,whichmeansinformationstoragewilllastevenforalifetime.TheLong-termmemoryconsistsofinformationinput,reservationsystemandinformationbase.Thecapacityoflong-termmemoryisalmostinfinite,anditsinformationisstoredonthestateoforganization.Accordingtothetypeofinformation,long-termmemorycouldbedividedintoepisodicmemoryandsemanticmemory.Usually,thepersonalconsciousnessandexperiencesarenamedepisodicmemoryandthecommonknowledgeisnamedsemanticmemory.AccordingtoKintsch(1998),long-termmemoryis“everythingapersonknowsandrememberslikeepisodicmemory,semanticmemoryaswellasdeclarativeandproceduralknowledge”.Itreferstotheinformationthatwecouldrememberofourexperiencesandsomeabstractideas.Itisconsideredthatthedurabilityoflong-termmemoryisendlessandunlimited.Wheninformationisaccumulatedinaspecificextentorthroughdeeplyimpressivesituation,long-termmemorywillbeformedanditisoftenextendedwithpassingtime.Onceinformationbecomesasectionoflong-termmemoryinourminds,itwillreserveinhumanbrainforlaterextraction.Therefore,studentscanmemorizegrammarrulesforalongtimeunderthehelpofSituationalApproach.Intheprocessoflearning,theknowledgecanbestoredinstudents’brainsforalongertimethanbefore.SoapplyingSituationalApproachinEnglishgrammarteachingissignificantforthelong-termmemoryofgrammar.14 2.5StudiesonthetheoryofA-B-CAttitudeistheconceptionwhichismainlydiscussedbysocialpsychologistsanditistakenintotheprincipalcontentofsocialpsychology.Attitudecouldbeseenasareactiontoobjectivephenomenonandrelevantsituationsthroughthepreparationofmentalandnervewhichisorganizedbyexperienceandhasaninfluenceoninstructionandmotivation.ThetheoryofA-B-Cincludesthreedimensionalstructures,whichisconductedinsocialpsychology.Accordingtothetheory,attitudecontainsaffection(A),behavior(B),andcognition(C).Thecomponentofaffectionconcludespeople’sevaluation,interestsandemotionsonotherpeopleorobjects.Thecognitionofthetheorycontainspeople’sconceptoractualknowledgetowardotherpeopleorobjects.Andthebehaviorwhichmeanstheouterbehaviortocircumstancesaround(Kette,1986).Learningattitudeisamentalphenomenonthatisabstract,comprehensiveandmacroscopical.Meanwhile,itssignificanceintheprocessofeducationismuchobvious.DuringtheapplicationofSituationalApproachinEnglishgrammarteaching,thestudents’attitudetowardgrammarlearningshouldbeconsidered.2.6SummaryTosumup,ithasbeenalongtimeforresearchersandEnglishteacherstoconcernabouthowtoimprovestudents’grammarcompetence.Beforecreatingsituations,teachersshouldobserveandanalyzestudents’performanceandgrammarcompetenceseriouslyinordertoidentifywhattypesofknowledgeandskillsthatthelearnerhadbetteracquire.TherearemanyresearchesontheapplicationofSituationalApproachinlistening,readingandwriting,whereasstudiesongrammararefew.HerethestudyistoexplainandprobeintotheapplicationofthisapproachinEnglishgrammarteaching.15 ChapterThreeResearchmethodologyInordertochecktheeffectontheapplicationofSituationalApproachonEnglishgrammarlearninginjuniorhighschool,anexperimentisconducted.Thischapterpresentsthemethodologyoftheresearchwhichconsistsofresearchquestions,researchparticipants,researchinstrumentsandexperimentprocedures.3.1ResearchquestionsThisstudyaimedtofindapracticalwaytosolvetheproblemofEnglishgrammarteachinginjuniorhighschool,anditalsointendedtoproveascientificandeffectiveteachingmethodtoinstructEnglishteacherstostimulatestudents’interestingrammarlearning,cultivatestudents’grammarlearningabilityandincreasetheefficiencyofclassroomteaching.Thisstudyattemptedtoanswerthefollowingthreequestions:1.CanSituationalApproachalterstudents’attitudetowardsgrammarlearning?2.CanSituationalApproachimprovestudents’grammarachievement?3.IsSituationalApproachmoreeffectiveforlong-termmemoryofgrammarrulesthantraditionalmethod?3.2ResearchparticipantsTheparticipantsofthisstudywere76studentsfromFuxinNo.16JuniorHighSchool.Theywerefromtwoclasses(ClassTwoandClassThree)inGradeTwo.ClassTwowith38studentsastheExperimentalClass(EC),meanwhileClassThreewith38studentsastheControlClass(CC)andbothofthemwererandomlyselected.Beforetheexperiment,thestudentswererequiredtotakepartinatest.Thegrammarproficienciesofthestudentsintwoclasseswerealmostthesameaccordingtothescoresofthistest.Meanwhile,therewasnoobviousdifferencebothintheirlastfinalexampaperscoresandtheireducationalbackground.AllthestudentshadmasteredsomelanguageknowledgeandgrammarpointsastheyhadalreadylearnedEnglishforoneyearinthisjuniorhighschool.Theysharedthesametextbookandthesameteachingmaterials(thesameteacherandmultimedia).16 However,SituationalApproachwasusedintheexperimentalclasswhiletraditionalteachingmethodwasusedinthecontrolclass.Bothclassesweregiventhesametimedurationofteaching(onceaweekand45minuteseachtime).3.3ResearchinstrumentsInordertoanalyzetheresearchfindings,instrumentswereusedinthestudy,includingquestionnaire(AppendixI),pre-test(AppendixII),post-test(AppendixIII),immediatetest(AppendixIV)anddelayedtest(AppendixV).Besides,SPSS17.0softwarewasappliedtoanalyzethedataofthetests.3.3.1TestThisstudyadoptedpre-test,post-test,immediateanddelayedtest.Inconsiderationofthereliabilityandthevalidityofthetests,thesourcesofpre-testandpost-testwerefromfinalexaminationsoftheschoolandthatofimmediatetestanddelayedtestwerefromthemiddleexaminations.Beforetheexperiment,thepre-test(AppendixII)wasdesignedtoexaminewhetherthedifferenceoflevelbetweenthetwoclassesinmasteringthegrammarwasobvious.Duringtheexperiment,animmediate(AppendixIV)andadelayedtest(AppendixV)werecarriedoutintwoclassesthatweredesignedtotestifywhichmethodwaseffectiveforstudentstoremembergrammarrulesforalongertime.Thedegreesindifficulty,reliabilityandthedistributionofscoreswerealmostthesameofthetwotests.Thepost-test(AppendixIII)wasappliedattheendoftheexperimentthroughthemethodofSituationalApproach.ThetestusedtoshowwhethertheSituationalApproachwasmoreeffectiveinimprovingstudents’grammarachievementthanthetraditionalmemorizationofgrammarrules.3.3.2QuestionnaireThequestionnaire(AppendixI)wasconductedintheECandCCbeforeandaftertheexperiment.Thequestionnairewasconductedtoinvestigatethestudents’attitudetowardgrammarlearningandtoseewhethertherewasanychangeofattitudethroughSituationalApproach.Thequestionnaireadoptedfiveresponsescales,whichwerestronglyagree,agree,uncertain,disagreeandstronglydisagree.Thequestionnairewasrevisedaccordingtothequotationfrommasterthesis(Liu,2008).AccordingtothetheoryofA-B-Cthree17 dimensionalstructures,thequestionnairewasdividedintothreecategories:cognition,emotionandbehaviorintention.Beforetheexperiment,apilotstudywasconductedinexperimentalclassamong20studentstotestthereliabilityofthequestionnaire.WiththehelpofSPSSsoftware,theCronbachalphawas0.915whichwasmorethan0.70,soitdemonstratedthatthequestionnairewasreliabletobeusedinthisstudy.ThequestionnairewaswritteninChinesetoensurethatstudentscouldeasilyunderstandit.Studentswereaskedtofinishallthequestionsnomorethan8minutesandtheyweretoldthattheyshouldchoosetheanswerinaccordancewiththeactualsituation.Theitemdetailsandreliabilityofquestionnairewereasfollows.Table3.1ItemDetailsofQuestionnaireCategoryQuestionStudents’cognitiontowardEnglishgrammarQ1-Q3Students’emotiontowardEnglishgrammarQ4-Q6Students’behaviorintentiontowardEnglishgrammarQ7-Q10Table3.2ReliabilityStatisticsofQuestionnaireCronbach"sAlphaNofItemsQuestion.7973Q1-Q3.8413Q4-Q6.7904Q7-Q10.91510Q1-Q103.3.3SPSSsoftwareSPSSisshortforStatisticalPackageforSocialScience.Currently,itiswidelyusedfordatacollectionandanalysisinprocessingdatainteaching.Inthispaper,authorusesSPSS17.0softwaretoanalyzethedataoffourtests,includingpre-test,immediatetest,delayedtestandpost-test.18 3.4ExperimentproceduresTheteachingexperimentlastedaboutthirteenweeksfromSeptember2015toDecember2015.Theteachingexperimentwasclassroom-basedandinaccordancewiththenormalteachingscheduleofEnglishcourse.Inthefirststep,thestudentswererequiredtotakepartinapretest(beforetheexperiment),whichwastoinvestigatewhethertheEnglishgrammaticalproficiencyofthetwoclassesaresimilar.Inordertohaveacomparisonbetweenthetwoclasses,thescoresofthetestwerebothrecorded.Thenaquestionnairewasdesignedtoknowthestudents’attitudetowardgrammarlearninginECandCC.Inthesecondstep,experimentwasconducted.Teachingmaterialsandtaskswerethesameforthetwoclassesbuttheonlydifferencewastheteachingmethod.EnglishgrammarwastaughtbySituationalApproachintheexperimentalclasswhiletraditionalmethodwasusedinthecontrolclass.Inthethirdstep,twoweekslater,animmediatetestwascarriedoutinthetwoclassesandafteranothertwoweeks,adelayedtestwasalsocarriedoutthatweredesignedtoinvestigatethestudents’durabilityofmemoryintheacquisitionofgrammarrules.Inthefourthstep,afterthirteenweeks’teaching,thetwoclassesweregivenapost-test,andthenthetestgradeswererecordedandanalyzedtoinvestigatewhetherthereweresignificantdifferencesbetweenthetwoclasses.Meanwhile,thequestionnairewasdistributedtostudentsinECandCCagainforcomparisonoftheattitudetowardgrammarlearning.3.4.1BeforetheteachingexperimentBothECandCCtookpartinpre-test(AppendixII)beforetheteachingexperiment.Thepre-testpaperincludedthreeparts:choice,fillintheblankwithproperwordsandtranslation.Thetotalscorewas35andlastedfor30minutes.Thepurposeofthepre-testwastotestwhethertherewasdifferencebetweentheparticipantsinECandCContheaspectofgrammarproficiency.Afterfinishingthepre-test,allthedatawerecomputedandanalyzedbySPSSsoftware.Afterthepre-test,theauthordistributedthepre-questionnaire(AppendixI)whichconsistedof3categories,thecognitionofstudentsaboutEnglishgrammar,theemotionsandbehavioralintentionsofstudentstowardEnglishgrammar.Theauthordistributedthepre-questionnairetothestudentsbothinECandCCtoknowtheirattitudetowardgrammar19 learning.76pre-questionnaireswerehandedouttothestudentsandallofthemwerehandedintotheauthorafter8minutes.Throughtheauthor’schecking,76prequestionnaireswereallvalid.3.4.2DuringtheteachingexperimentTheteachingexperimentstartedinSeptember2015andendedinDecember2015.TheteachingmaterialbothinECandCCusedwasNewStandardEnglish,andtherewasoneEnglishgrammarclassaweek(45minutesofoneclass).Thetwoclasseswerebothtaughtbythesameteacher.ThestudentsinECweretaughtbySituationalApproachandthestudentsinCCweretaughtbytraditionalmethod.Duringtheteachingexperiment,animmediatetest(AppendixIV)wascarriedoutinthetwoclassesaftertwoweeksandadelayedtest(AppendixV)wascarriedoutanothertwoweekslaterthatwasdesignedtoinvestigatethestudents’durabilityofmemoryintheacquisitionofgrammarrules.Bothimmediatetestanddelayedtestwerecontainedthreepartsandtotalscoresofthemwereboth35.Thecontentsofthetwotestswerebothaboutthecomparativedegreeofadjectives.ThedatawascollectedforfurtheranalysisbySPSS.ThefollowingpartisdevotedtotheteachingproceduresandsamplelessonsinECandCCrespectively.Table3.3displaystheoutlineoftheapplicationofSituationalApproachtoEnglishgrammarteaching.Table3.3ProcedureoftheApplicationofSituationalApproachtoEnglishGrammarTeachingStepMethodPurposecreatingsituationthroughthesceneofToarousestudents’interestsandattractLeadinreallifeorbydemonstratingrealtheirattentionsthroughsituationsobjects,etc.;PPT;cards;(accordingtosituatedcognition)showingthepicturesrelevanttoToguidestudentsunderstandthenewPresentcircumstances,demonstratingrealmaterialseasilyanddeeplythroughrealgrammarobjectsorthroughstudents’situationsandhavetheirownknowledgepointsperformance,videoclip,role-play,etc.;construction(accordingtoconstructivismPPT;cardslearningtheory)practicingthroughpicturesorcards,TohelpstudentsconsolidatethenewConsolidateplayingthemusiconthebasisofknowledgeandremembergrammarrulesgrammargrammarpointsandstudents’foralongtime(accordingtolong-termpointsperformanceingroupsmemory)20 ThetableabovepresentstheprocedureofapplicationofSituationalApproachonEnglishgrammarteachingclearlyandbriefly.HerewasasamplelessoninEC.ASampleLessonofGrammarTeachingintheExperimentalClassParticipants:38studentsinClassTwo,FuxinNo.16JuniorHighSchoolTeachingmaterial:Module2MyHomeTownandMyCountry(NewStandardEnglishbook3,ForeignLanguageTeachingandResearchPress)Teachingmethod:SituationalApproachTeachinggoals:a.Knowledgegoals:Letstudentsmastertheusageofcomparativedegreeofadjectivesandmakeareportcomparingtwoplacesinone’shometownorcountry（region）.b.Abilitygoals:Completethetasksbysituations.c.Emotionalgoals:Bewillingtoexplorecomparativedegreeofadjectivesdeeply.d.Keypoint:Trytounderstandthestructureandfunctionofcomparativedegreeofadjectives.e.Difficultpoints:Trytounderstandtheusageofcomparativedegreeofadjectives.Teachingaids:PPT,BlackboardLessonduration:45minutesTeachingsteps:Step1Warming–upandlead–inT:Hi,boysandgirls.Mostofyouhadagoodtimeinyourvocation,right?Andnowlet’ssharesomeofyourphotostogether.(Theteachershowedthephotoscollectedfromthestudentsbeforethelesson.)T:OK,now,canyoutellmewhereitisinthephoto?Ss:ItistheGreatWall.T:Good.AndwhereistheGreatWall?Ss:ItisinBeijing.T:Exactly.WhatdoyouknowaboutBeijing?Isitbigorsmall?S:Itisbig.Itisourcapitalanditisbeautiful.IlikeBeijing.T:Good.Thenwhataboutthisone?Ss:ItisDisneyLand.ItisinHongKong.T:Great.AnddoyouwanttogotoHongKong?S1:Yes.TherearemanyfamousstarsinHongKong.S2:Yes.Itisabusyandmoderncity.T:Certainly.Butnow,canyougivemeonesentencetoexpresstwocities?!21 S:BeijingisbigbutHongKongissmall.T:Welldone.Pleasethinkabout,“isthereanyotherwaystoexpressthesamemeaning?”YoucanshowmeyouranswersinChinese.S1:北京比香港大。S2：香港比北京小。T：Yeah,sogreat.Now,IwilltranslateyouranswersintoEnglish.Pleaselistencarefullyandtrytorepeatthem.“BeijingisbiggerthanHongKong.HongKongissmallerthanBeijing”.(Theteacherwrotedownthefirstsentenceandunderlinedtheword“bigger”aftertheprocessofstudents’repetitionforlaterconclusion,andthen,studentsstooduptorepeatthesentencespositivelyandduringtheprocesstheteachercouldencouragethemandgavesomepropercorrectiononpronunciations.)(Purpose:ArousetheStudents’interestsandhelpthemtoacquaintwithsentencepatternfirstly.)Step2PresentthegrammarpointsbycreatingsituationsActivityOneTheteacheraskedtwoboyswithobviousdifference(e.g.height)betweeneachothertostandinthefrontoftheclassroomandaskedstudentstodescribethemusingthecomparativesentencesasmoreaspossible.S1:ZhangLeiistallerthanLiMing.(Theteacherwrotedownthesentenceandunderlinedtheword“taller”forlaterconclusion)T:Great.Andcanyousayitanotherway?S2:LiMingisshorterthanZhangLei.T:Verywell.Let’sgoon.S3:ZhangLeiisstrongerthanLiMing.S4:LiMingisfunnierthanZhangLei.(Theteacherwrotedownthesentenceandunderlinedtheword“funnier”forlaterconclusion)S5:LiMing’shairislongerthanZhangLei.T:Areyousure?Allofyoushouldpayattentiontothis.Whenyouusethissentencepattern,thethingsyoucomparemustbethesametype.（当使用比较句式的时候，比较的事物必须是同类事物）。Sowemustsay:“LiMing’shairislongerthanZhangLei’s.Anotherexample,李明的眼睛比张磊的眼睛大。Ss:LiMing’seyesarebiggerthanZhangLei’s.(Purpose:Studentscouldunderstandandusethecomparativesentencesbetterthroughrealsituations.)ActivityTwo22 T:Nowlet’swatchashortvideoandusethewordsyouknowtomakesomesentences.Forexample,HongKongisnewerthanShenzhen.Areyouclear?Ss:Yes.(Thevideoplaystwiceandgivestudentssometimetothinkabouthowtoexpressclearlyandaccurately,andthenaskthemtoanswer.)S1:Thebusisfasterthanthebike.T:Goodjob.S2:Theskirtiscleanerthantheshirt.T:Welldone.S3:Theredhatisbeautifulthanthegreencap.T:Yes.Theredhatismorebeautifulthanthegreencap.(Theteacherwritesdownthesentence,underlinedtheword“more”andexplainedtheusageof“more”inChinese)S4:Thegirlismoreseriousthantheboy.(Purpose:Thescenesoccuronthevideoareallfrompeople’sdailyliveswhichcoulddecreasethedegreeofstudents’nervousandenhancetheirimpressionofthepattern.)ActivityThreesummingupthegrammarpointsbysituationT:Fromthesentencesyouhavemade,canyousummarizethebasicstructureofthecomparativedegreeofadjectives?Ss:Yes.主语+谓语+形容词比较级+than+对比对象T:Excellent.Thereisanotherpointyoushouldpayattentionto.(Theteacheraskedthestudentstoobservetheunderlinedpartsofthesentencesontheblackboardandguidedthemtosummarizetherulesofadjectivesintocomparatives.）BeijingisbiggerthanHongKong.ZhangLeiistallerthanLiMing.LiMingisfunnierthanZhangLei.Theredhatismorebeautifulthanthegreencap.(TheteacherofferedthegrammarrulesbyPPTinwhichactionswereaddedtoeachpointsoastogivestudentschancestofinishandsummarize.)RulesofAdjectivesintoComparatives原级比较级构成方法(PPT中这一列是空白)tall,long,short,smalltaller,longer,shorter,直接加-ersmallernice,fine,largenicer,finer,larger不发音e结尾直接加-rbig,hot,thinbigger,hotter,thinner重读闭音节，双写末尾辅音字母，加-erbusy,easy,earlybusier,easier,earlier辅音字母+y,把y变成i，加-erbeautiful,popularmorebeautiful/popular多音节前加more23 (Atlast,theteacheremphasizedsomeirregularadjectivewordslikegood(better),bad(worse),little(less)bycards.)(Purpose:Guidestudentstosummarizethebasicstructureofcomparativedegreeofadjectivesandtherulesofadjectivesintocomparatives.SituationsonPPTcouldhelpstudentsdeepentheirmemoryofthegrammarpoints.)Step3PracticeTask1:TheteacherplaysthesongLongerandremovespartofthelyrics,andthensheletsstudentsfillintheblanks.Thelyricsareasfollows:Longerthanthere’vebeenfishesintheocean.Higherthananybirdeverflow.Longerthanthere’vebeenstarsupintheheavens.Strongerthananymountaincathedral.Truerthananytreeevergrew.Deeperthananyforestprimeval.Task2:Showsomepicturesinwhichpartofthepersonsorthingsarecoveredandletstudentsguessthedifferencesbetweenthem.Andatlast,showtheoriginatedpictures.S1:Thewhitedogisfatterthantheblackdog.S2:Thearmsofthegirlareshorterthantheboy’s.S3:Theflowersinthegardenaremorecolorfulthantheflowersintheshop.(Purpose:Makefulluseofimagesituationandstimulatestudents’learningenthusiasm.)Step4Groupwork(Sentencechain:makesentencesingroupsoffourusingcomparativedegreeofadjectivesandthesentencesmustberelatedtoeachother,thenactitout.)S1:Thebusisfasterthanthebike.S2:Thecarisfasterthanthebus.S3:Thetrainisfasterthanthecar.S4:Theplainisfasterthanthetrain....(Purpose:Encouragethestudentstoopentheirmindandremembercomparativedegreesentencepatternsforalongtime.)Step5HomeworkFinishtheexerciseonthetextbookaboutthecomparativedegreeofadjectives.(Purpose:Consolidatethecomparativedegreeofadjectivessentencepatternsofpractice.)24 ASampleLessonofGrammarTeachingintheControlClassParticipants:38studentsinClassThree,FuxinNo.16JuniorHighSchoolTeachingmaterial:Module2MyHomeTownandMyCountry(NewStandardEnglishbook3,ForeignLanguageTeachingandResearchPress)Teachingmethod:TraditionalTeachingMethodTeachinggoals:a.Knowledgegoals:Letstudentstomastertheusageofcomparativedegreeofadjectivesandmakeareportcomparingtwoplacesinone’shometownorcountry（region）.b.Abilitygoals:Completethetasksbysituations.c.Emotionalgoals:Bewillingtoexplorecomparativedegreeofadjectivesdeeply.d.Keypoint:Trytounderstandthestructureandfunctionofcomparativedegreeofadjectives.e.Difficultpoints:Trytounderstandtheusageofcomparativedegreeofadjectives.Teachingaids:PPT,BlackboardLessonduration:45minutesTeachingsteps:Step1RevisionT:Hello,everyone!Let’sreviewthewordsontheblackboard.(Studentsreadaftertheteacher.Afterreading,theteacheraskedstudentstomakesentencesusingthesewordsaboutthepictureofBeijing.)S1:ThebuildingsaretallinBeijing.S2:Beijingisabusycity.Step2PresentationT:Asweallknow,therearealotofthingsthatwewanttocompareinourdailylives,andthenweneedtousethecomparativedegree.Firstofall,wewilllearntherulesofadjectivesintocomparatives.(TheteacherexpressedthesetostudentsinChinesetomakesuretheycouldunderstandclearly.)Rulesofadjectivesintocomparatives原级比较级构成方法tall,long,short,smalltaller,longer,shorter,直接加-ersmallernice,fine,largenicer,finer,larger不发音e结尾直接加-rbig,hot,thinbigger,hotter,thinner重读闭音节，双写末尾辅音字母，加-erbusy,easy,earlybusier,easier,earlier辅音字母+y,把y变成i，加-erbeautiful,popularmorebeautiful/popular多音节前加more25 (Atlast,theteacheremphasizedsomeirregularadjectivewordslikegood(better),bad(worse),little(less).)T:Iwillgiveyousixminutestoremembertherulesnotonlytheregularrulesbutalsotheirregularrules.(Sixminuteslater,theteacheraskedstudentstorepeattherulesascorrectlyastheycould.)T:NowIwillshowyouthestructureofthecomparativedegreeofadjectives.Pleaselookattheblackboard.主语+谓语+形容词比较级+than+对比对象.Let’smakesomesentencesusingthisstructure.上海比杭州繁。Ss:ShanghaiisbusierthanHangzhou.(Withtheteacher’shelp)T:伦敦比剑桥大。Ss:LondonisbiggerthanCambridge.T:玲玲的头发比佳佳的长。Ss:LingMing’shairislongerthanZhangLei.T:Areyousure?Allofyoushouldpayattentiontothis.Whenyouusethissentencepattern,thethingsyoucomparemustbethesametype.（当使用比较句式的时候，比较的事物必须是同类事物）。Sowemustsay:“LiMing’shairislongerthanZhangLei’s.Anotherexample,李明的眼睛比张磊的眼睛大。Ss:LiMing’seyesarebiggerthanZhangLei’s.T:这顶红色的礼帽比这个绿色的帽子漂亮。S3:Theredhatisbeautifulthanthegreencap.T:Yes.Theredhatismorebeautifulthanthegreencap.(Theteacherwritesdownthesentence,underlinestheword“more”emphasizesandexplainstheusingofinChinese)Step3ExercisesTask1:Changetheseadjectivesintocomparatives.widehighlongpopularbusybigeasybeautifulTask2:TranslatethesesentencesintoEnglish.1.北京比香港大。2.张磊比李明高。3.沈阳比阜新繁华。4.兰兰的书包比豆豆的书包沉。5.在学习英语方面，姐姐比弟弟认真。Step4SummaryT:Thislessonwelearnedaboutusageofcomparativedegreeofadjectives.Afterclass,pleasememorizetherulesofadjectivesintocomparativesandthestructureofnew26 grammaritem.That’sallforthelessonoftoday.Ss:Goodbye.Step5HomeworkFinishtheexerciseonthetextbookaboutthecomparativedegreeofadjectives.3.4.3AftertheteachingexperimentInordertocomparetheresultsofdifferentteachingmethods,thestudentsbothintheECandCCwererequiredtotakethepost-test(AppendixIII)aftertheteachingexperiment.Itcontainedthreeparts:choice,translationandcorrection.Thefullscorewas35andlastedfor30minutes.Afterfinishingthepost-test,allthedatawereinputtedintocomputerandmadeananalyzingthroughSPSSsoftware.Atthesametime,thepostquestionnairewasalsodistributedbothinECandCCtotestifywhetherthestudents’attitudetowardsgrammarlearninghadbeenalteredaftertheteaching.Thecontentofthepostquestionnairewasthesameasthepre-questionnaire.3.5DatacollectionThedataofthequestionnaireandlanguagetestsinpre-test,post-test,immediatetestanddelayedtestwerecollectedafterthetests.Theresearcherhasgot76copiesofquestionnairesandtestsatlastbecauseallofthestudents’werepresent.76datafromthetwoclasseshavebeencollectedandallthecollecteddatawerevalidforthestudy.TheSPSSsoftwareisperformedthentoanalyzethestatisticaldata.27 ChapterFourDataanalysisanddiscussionThecomparisonofthetwoquestionnairescananswerthefirstresearchquestion.Thecomparisonofthepre-testandpost-testbetweenECandCCcouldanswerthesecondresearchquestion.Atthat,thecomparisonoftheimmediatetestanddelayedtestinCC,thecomparisonoftheimmediatetestanddelayedtestinECandthecomparisonofthedelayedtestsbetweenthetwoclassescouldanswerthethirdresearchquestion.4.1DataanalysisofthequestionnairesThequestionnaire(seeAppendixI)thatconsistof10itemsisdesignedtoinvestigatewhethertheSituationalApproachcanalterstudents’attitudetowardsgrammarlearning.Beforeandaftertheteachingexperiment,thesamequestionnairewascarriedouttotheparticipantsbothinECandCC.4.1.1Dataanalysisofpre-postquestionnairesinCCTable4.1indicatesthestatisticsofpre-postquestionnairesofstudents’attitudetowardEnglishgrammarinCC.Thedataofquestionnairesarecollectedandanalyzedasfollows.28 Table4.1StatisticsofPre-postQuestionnairesbeforeandaftertheExperimentinCCA.B.C.D.E.ChoicesPre-&StronglyStronglyItemsPost-agreeAgreeUncertainDisagreedisagreePre-16%16%32%21%15%Q1Post-11%19%35%19%16%Students’Pre-16%18%18%24%18%cognitiontowardQ2Post-16%21%18%29%16%EnglishgrammarPre-13%18%26%24%19%Q3Post-16%16%24%29%16%Pre-18%29%24%16%13%Q4Post-16%26%24%18%16%Students’Pre-13%32%21%18%16%emotiontowardQ5Post-16%26%16%21%21%EnglishgrammarPre-13%21%18%29%19%Q6Post-16%21%16%32%15%Pre-11%16%29%24%20%Q7Post-13%13%32%26%16%Pre-16%13%24%29%18%Students’Q8behaviorPost-18%16%26%26%14%intentiontowardPre-16%21%18%29%16%EnglishgrammarQ9Post-13%24%24%21%18%Pre-11%16%21%29%23%Q10Post-16%13%21%32%18%Pre-=Pre-questionnaire,Post-=Post-questionnaireFromTable4.1,32%ofthestudentsbeforetheexperimentand30%aftertheexperimentinCCdeemthatgrammarisusefulforEnglishexpression,whichisshowingnoobviousdifference.FromQ2,34%ofthestudentsinCCconsiderthatgrammarisanimportantpartofEnglishlearningandaftertheexperiment,thepercentageofCCisonly37%.FromQ3,31%ofthestudentshaveconfidenceingrammarlearninginCC.Andaftertheexperiment,thepercentageofCCisonly32%.Thedatashowthatstudents’cognitionabouttheEnglishgrammarhasnoobviouschangethroughtraditionalmethod.29 AsforQ4,beforetheexperiment,47%ofthestudentsinCCagreethatgrammarisdifficulttolearn,andaftertheexperimentthepercentageis42%,whichmeansnearlyhalfofthestudentsinCCstillfeelthatgrammarlearningisnoteasy.FromQ5wecanseethatbeforeandaftertheexperimenthalfofthestudentsinCCthinkgrammarlearningisveryboring.FromQ6,onlyone-thirdofthestudentsinCClikegrammarclassbeforetheexperimentandaftertheexperiment.Fromtherecordabove,wecanconcludethattraditionalmethodcouldnotdecreasetheanxietyandnervousofEnglishgrammarlearningobviously.ForQ7,itcanbeseenthatstudentsworkinghardatEnglishgrammarinCCareonlyoveronefifthofthewholeclassbothbeforetheexperimentandaftertheexperiment.ForQ8,29%ofthestudentsinCCthinkthattheycanconcentrateonEnglishbeforetheexperiment.Aftertheexperiment,thereisalittledifference,butitisnotobvious.FromQ9andQ10,afterusingtraditionalteachingmethod,thestudentsinCCarestillthesameasbeforesincemostofthemhavenegativeperformanceingrammarclass.Sowecanconcludethatthroughtraditionalmethod,thebehaviorintentionsofstudentshavenomoreobviousdifferencethanbefore.4.1.2Dataanalysisofpre-postquestionnairesinECTable4.2indicatesthestatisticsofpre-postquestionnairesofstudents’attitudetowardEnglishgrammarinEC.Thedataofquestionnairesarecollectedandanalyzedasfollows.30 Table4.2StatisticsofPre-postQuestionnairesbeforeandaftertheExperimentinECA.B.C.D.E.ChoicesPre-&StronglyStronglyItemsPost-agreeAgreeUncertainDisagreedisagreePre-13%16%29%24%18%Q1Post-24%24%24%15%13%Students’Pre-16%16%24%26%18%cognitiontowardQ2Post-29%26%16%16%13%EnglishgrammarPre-16%13%26%21%24%Q3Post-24%26%21%16%13%Pre-18%26%27%16%13%Q4Post-11%16%21%29%23%Students’Pre-11%32%24%18%15%emotiontowardQ5Post-8%16%21%26%29%EnglishgrammarPre-13%16%24%29%18%Q6Post-24%26%21%18%11%Pre-8%16%24%29%23%Q7Post-21%26%18%18%17%Pre-13%13%24%29%21%Students’Q8behaviorPost-24%29%16%18%13%intentiontowardPre-18%16%21%29%16%EnglishgrammarQ9Post-32%26%16%13%13%Pre-13%18%18%29%22%Q10Post-21%32%13%18%16%Pre-=Pre-questionnaire,Post-=Post-questionnaireFromTable4.2,beforetheexperiment,only29%ofthestudentsinECdeemthatgrammarisusefulforexpressionwhileaftertheexperimentthepercentageofECincreasesto48%.FromQ2,32%ofthestudentsinECconsiderthatgrammarisanimportantpartofEnglishlearningandthepercentageincreasesto55%aftertheexperiment.FromQ3,29%ofthestudentshaveconfidenceingrammarlearninginECwhileaftertheexperimentthepercentageofECincreasesto50%.Thechangesshowthatstudents’cognitionabouttheEnglishgrammarimprovesalotthroughSituationalApproach.31 AstoQ4,beforetheexperiment,44%ofthestudentsinECagreethatgrammarisdifficulttolearn.Aftertheexperiment,thepercentageofECdecreasesto27%.Fromtherecordabove,wecanconcludethatSituationalApproachcoulddecreasetheanxietyofEnglishgrammarlearning.FromQ5wecanseethat43%ofthestudentsinECthinkgrammarlearningisveryboring.YetaftertheexperimentthepercentageofECdecreasesto24%.FromQ6wecangetthat29%ofthestudentsinEClikegrammarclassbeforetheexperiment.YetaftertheexperimentthepercentageofECincreasesto50%.WecandrawconclusionthatSituationalApproachcouldarousestudents’interestsandinspiretheirpositiveemotiontowardgrammarlearning.FromQ7,wecangetthat24%ofstudentsinECtrytheirbesttolearnEnglishgrammar.Yetaftertheexperiment,thepercentageofECincreasesto47%.ForQ8,26%ofthestudentsinECthinkthattheycanconcentrateonEnglishgrammarlearningbeforetheexperiment.Aftertheexperiment,53%studentsattachimportancetogrammarlearning.FromQ9andQ10,afterusingSituationalApproach,moreandmorestudentsinEChavepositiveperformanceingrammarclass,forexample,theyanswerthequestionsandfinishthehomeworkactively.Tosumup,throughSituationalApproach,students’interestandconfidenceingrammarlearningareenhancedalot.Beforetheexperiment,therecordsbetweentwoclasseshavenoobviousdifference.MostofthemdonotrecognizetheimportanceofEnglishgrammar,havenointerestsingrammarlearningandeventhinkitdull,performnegativelyingrammarclassandwithlowconfidence.However,aftertheexperiment,thecircumstancesofstudentsinECimprovealot.WhilethestudentsinCClearnEnglishgrammarbytraditionalmethod,thestudents’attitudeofEnglishgrammarlearningisalsochanging,butslightly.Accordingtotheanalysisofthequestionnaireshowsabove,theparticipants’attitudetoEnglishgrammarlearninghasbeenobviouslychangedbytheSituationalApproachintheEC.ItcanbeconcludedthatapplyingSituationalApproachcouldimprovethestudents’attitudemoreefficientlythantraditionalmethod,linkingSong’sargument(2011)thatSituationalApproachisstraighter,morescientificandinterestingthantraditionalteachingmethod,whichcanchangestudents’attitudetowardEnglish.4.2Analysisofthepre-testresultsBeforetheexperiment,studentsbothintheECandtheCCwereaskedtofinishthepre-testin30minuteswiththetotalscorebeing35.Theaimofthepre-testistoinvestigatewhetherthestudentsfromtheECandCCareinthesamelevelofEnglishgrammar.After32 thepre-test,thedataiscollectedandanalyzed.Thefollowingtablesarethestatisticaldataofthepre-test.Table4.3andTable4.4showthestatisticsandcomparisonbetweentheECandtheCCinthepre-test.Table4.3GroupStatisticsforScoresofPre-testinECandCCClassNMeanStd.DeviationStd.ErrorMeanEC-CC-Pre-testEC3823.533.278.532CC3822.183.854.625Table4.4IndependentSamplesT-testforScoresofPre-testinECandCCLevene’sTestforEqualityt-testforEqualityofMeansofVariances95%ConfidenceIntervaloftheSig.MeanStd.ErrorFSig.tdfDifference(2-tailed)DifferenceDifferenceLowerUpperEqualvariances.203.6541.63574.1061.342.821-.2932.978assumedEqualvariances1.63572.137.1061.342.821-.2942.978notassumedFromthestatisticsofTable4.3,themeansofpre-testforECandCCare23.53and22.18respectively.Thegapbetweenthemis1.35whichisnearlythesame.Nevertheless,themeanscorecannotfullyillustratewhetherthetwoclasseshavethesamelevel,thentheIndependentSamplesTTestiscarriedout.FromthestatisticsofTable4.4,F=0.203,Sig.=0.654>0.05,t=1.635,itprovesthatthevariancesoftheECandCCareequal.Additionally,0isinvolvedinthe95%confidenceintervalofthedifferenceandtheSig.(2-tailed)is0.106>0.05whichshowsthatthedifferencebetweentheECandCCisnotobvious.Thatmeansthestudentsofthetwoclassesalmosthavethesameproficiencylevelongrammarbeforetheteachingexperiment.Basedonthispoint,thestudycancontinuetocarrythroughandtheexperimentwouldbe33 morescientificandbelievable.4.3Analysisofthepost-testresultsAftertheexperiment,apost-testwascarriedouttoECandCC.Thescoresandtimelimitarethesameasthepre-test.Theaimofthepost-testistoinvestigatewhethertherearesignificantdifferencesbetweentheECandCC.Table4.5andTable4.6showthestatisticsandcomparisonbetweenECandtheCCinthepost-test.Table4.5GroupStatisticsforScoresofPost-testinECandCCClassNMeanStd.DeviationStd.ErrorMeanEC-CC-EC3826.972.785.452Post-testCC3821.873.757.610Table4.6IndependentSamplesT-testforScoresofPost-testinECandCCLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.MeanStd.ErrorLowerUpperFSig.tdf(2-tailed)DifferenceDifferenceEqualvariances3.188.0786.72974.0005.105.7593.5946.617assumedEqualvariances6.72968.229.0005.105.7593.5916.619notassumedFromTable4.5,themeanscoreforECandCCare26.97and21.87respectively.Bycomparisonofthemeanscores,theECis5.1higherthanthatofCC.IndependentSamplesTTestiscarriedouttotestifywhichclassdidbetterinpost-test.Table4.6showsthatF=3.188,Sig.=0.078>0.05,itprovesthatthevariancesoftheECandCCareequal.Moreover,0isnotcontainedinthe95%confidenceintervalofthe34 difference,theSig.(2-tailed)is0.000<0.05,showingthatthedifferencebetweentheECandCCisobvious.Fromthestatistics,itdemonstratesthatthedifferencesbetweenECandCCisduetotheunequalteachingeffectonEnglishgrammarteachingforusingtheSituationalApproachandthetraditionalteachingmethod.Inconclusion,throughthecomparisonabove,itcanbeconcludedthatstudents’grammarproficiencyhaveimprovedunderSituationalApproachandthereisnotmuchdifferenceinstudents’grammarproficiencyundertraditionalteachingmethod.ItisfurtherconfirmedthatSituationalApproachcouldimprovestudents’grammarproficiency,linkingShen’sargument(2012)thatapplyingSituationalApproachtoEnglishgrammarteachingissuchappropriatewaythatitcouldimprovetheefficiency.4.4AnalysisoftheimmediatetestresultsDuringtheexperiment,animmediatetestwascarriedoutbothinECandCC.Thetotalscoreis35.Thestudentswereaskedtofinishitinthelimitedtime(30minutes).TheaimoftheimmediatetestistomakesurewhethertheachievementbetweenthestudentsfromECandCCisequal.Aftertheimmediatetest,thedataiscollectedandanalyzed.Thefollowingtablesarethestatisticaldataoftheimmediatetest.Table4.7andTable4.8showthestatisticsandcomparisonbetweenECandtheCCintheimmediatetest.Table4.7GroupStatisticsforScoresofImmediateTestinECandCCClassNMeanStd.DeviationStd.ErrorMeanEC-CC-immediate-testEC3826.293.487.566CC3825.613.499.56835 Table4.8IndependentSamplesT-testforScoresofImmediateTestinECandCCLevene’sTestfort-testforEqualityofMeansEqualityofVariances95%ConfidenceIntervaloftheSig.MeanStd.ErrorFSig.tdfDifference(2-tailed)DifferenceDifferenceLowerUpperEqualvariances.002.961.85474.396.684.801-.9132.281assumedEqualvariances.85473.999.396.684.801-.9132.281notassumedFromthestatisticsofTable4.7,meanscoreofECis26.29andthatoftheCCis25.61,itshowsthemeanscoresbetweentheexperimentalclassandthecontrolclassisnearlythesameintheimmediatetest.TheIndependentSamplesTTestiscarriedoutbecauseonlyjudgingfromthemeanscorecannotfullyillustratethatthetwoclassesareinthesameproficiency.FromthestatisticsofTable4.8,F=0.002,Sig.=0.961>0.05,t=0.854,itprovesthatthevariancesoftheECandtheCCareequal.Inaddition,0isinvolvedinthe95%confidenceintervalofthedifferencefromLowertoUpper,theSig.(2-tailed)is0.396>0.05,showingthatthedifferencebetweentheECandtheCCisnotobvious.ThatmeansthereisnosignificantdifferenceinimmediatetestbetweentheECandtheCC.4.5Analysisofthedelayed-testresultsTwoweekslateraftertheimmediatetest,thedelayedtestwascarriedoutbothinECandCC.Thetotalscoreandlimitedtimewasthesameastheimmediatetest.TheaimofthedelayedtestistoinvestigatewhetherSituationalApproachismoreeffectiveforlong-termmemoryofgrammarrulesthantraditionalmethod.Afterthedelayedtest,thedataiscollectedandanalyzed.Thefollowingtablesarethestatisticaldataofthepre-test.Table4.9andTable4.10showthestatisticsandcomparisonbetweentheECandtheCCin36 thedelayedtest.Table4.9GroupStatisticsforScoresofDelayedTestinECandCCClassNMeanStd.DeviationStd.ErrorMeanEC-CC-delayed-testEC3826.183.555.577CC3822.213.891.631Table4.10IndependentSamplesT-testforScoresofDelayedTestinECandCCLevene’sTestfort-testforEqualityofMeansEqualityofVariances95%ConfidenceIntervaloftheSig.MeanStd.ErrorFSig.tdfDifference(2-tailed)DifferenceDifferenceLowerUpperEqualvariances.291.5914.64774.0003.974.8552.2705.677assumedEqualvariances4.64773.404.0003.974.8552.2705.678notassumedFromTable4.9,themeanscoreofECis26.18,andthatofCCis22.21.Bycomparisonofthemeanscores,thedataofECis3.97higherthanthatofCC.IndependentSamplesTTestiscarriedouttotestifywhichclassdidbetterinremembergrammarrulesforalongtimeindelayedtest.Table4.10showsthatF=0.291,Sig.=0.591>0.05,itprovesthatthevariancesoftheECandCCareequal.Meanwhile,the95%confidenceintervalofthedifferenceisfrom2.270to5.677whichdoesnotcontain0，theSig.(2-tailed)is0.000<0.05,showingthatthedifferencebetweentheECandCCisobvious.Fromthestatistics,itcanbeknownthatthereissignificantdifferencebetweenECandCC.Thatistosay,theresultisbecauseofthedifferentteachingeffectonEnglishgrammarteachingthroughtheSituationalApproachandthetraditionalteachingmethod.37 4.6Resultsandanalysisoftheimmediatetestanddelayed-testinCCInordertogettheexactconclusionwhetherapplyingSituationalApproachisthekeytoimprovestudents’proficiency,theauthortakesSPSSPaired-SamplesT-testtocomparetheimmediatetestanddelayed-testofCC.TherelativecomparisonscandisplaythedataofCCbetweentheimmediatetestanddelayed-test.Table4.11andTable4.12showthestatisticsandcomparisonbetweentheimmediatetestandthedelayedtestofCC.Table4.11Paired-samplesStatisticsofImmediateTestandDelayedTestinCCMeanNStd.DeviationStd.ErrorMeanPair-CCImmediate-test25.61383.499.568Delayed-test22.21383.891.631Table4.12Paired-samplesTTestforScoresofImmediateTestandDelayedTestinCCPairedDifferences95%ConfidenceIntervaloftheStd.DifferenceStd.ErrorSig.MeanDeviationMeanLowerUppertdf(2-tailed)PairCC-Immediate-test3.3953.115.5052.3714.4196.71737.0001CC-Delayed-testFromTable4.11,themeanvalueis25.61intheimmediate-testand22.21inthedelayed-test.Thescoreinthedelayed-testislowerthanthatintheimmediate-testwhichindicatesthatstudents’memoryofcontenthasdecreased.FromTable4.12,theSig.(2-tailed)is0.000<0.05,andthe95%confidenceintervalofthedifferencewhichisfrom2.371to4.419doesn’tincludes0.Intermsofthedataanalysisabove,itstatesthatstudents’memoryofgrammarrulesinCCdonotlasttoolongundertraditionalteachingmethod,whereasitdecreases.4.7Resultsandanalysisoftheimmediatetestanddelayed-testinECInordertotestifytheeffectofSituationalApproach,theauthortakesSPSS38 Paired-SamplesT-testtocomparetheimmediatetestanddelayed-testinEC.Theauthorpresentsthemorerelativecomparison.Table4.13andTable4.14showthestatisticsandcomparisonbetweentheimmediatetestandthedelayedtestofEC.Table4.13Paired-samplesStatisticsofImmediateTestandDelayedTestinECMeanNStd.DeviationStd.ErrorMeanPair-ECImmediate-test26.29383.487.566Delayed-test26.18383.555.577Table4.14Paired-samplesTTestforScoresofImmediateTestandDelayedTestinECPairedDifferences95%ConfidenceIntervaloftheStd.DifferenceStd.ErrorSig.MeanDeviationMeanLowerUppertdf(2-tailed)PairEC-Immediate-test.1051.705.277-.455.666.38137.7061EC-Delayed-testAsTable4.13illustrates,thereisnosignificantevidenceprovingthatthemeanscoreofECfortheimmediatetestishigherthantheoneinthedelayedtest,forthemeanvalueis26.29inimmediatetestand26.18inthedelayed-test.FromTable4.14,theSig.(2-tailed)betweenthetwotestsis0.706(>0.05)and0isincludedin95%confidenceintervalofthedifferencewhichfromLowertoUpper.Thatmeansthedelayed-testshowsnoobviousdifferencefromtheimmediatetest.Thisisinterpretedthatparticipantsareabletomaintaintheknowledgeofgrammarrulesandkeeptheminmindforalongperiod.Inconclusion,thereisobviousdifferencebetweenECandCCinlong-termmemoryunderdifferentgrammarteachingmethods.That’stosay,studentsunderSituationalApproachperformedbetterthanthoseundertraditionalmethodinrememberinggrammarrules.Inotherwords,SituationalApproachismoreeffectiveforlong-termmemoryofgrammarrulesthantraditionalmethod,linkingwiththetheoryoflong-termmemory.4.8DiscussionInthischapter,thedataoftwoquestionnairesrevealsthechangeofstudents’attitude39 towardgrammarlearning.Therecordsbetweentwoclasseshavenoobviousdifferencebeforetheexperiment.Nevertheless,thecircumstancesofstudentstaughtbySituationalApproachinECimprovemuchmorethanthatofstudentstaughtbytraditionalmethodinCC.Forexample,thestudentsinEClearnwithmoreinterestsandconfidencethanbeforewhilethoseinCChaveaslightchange.Inaconclusion,SituationalApproachcouldalterthestudents’attitudemoreefficientlythantraditionalmethod.Inordertotestifythegrammarproficiencyoftwoclasses,thepre-testandpost-testwereconducted.Throughcomparingtheresultsofpre-testinECandCCbeforetheexperiment,thestudentsofthetwoclassesalmosthavethesameproficiencylevelongrammarlearning.However,theresultsofpost-testinECandCCshowsthatthestudentslearningbySituationalApproachhaveimprovedtheirgrammarproficiencywhilethoselearningbytraditionalmethodhavenotmuchdifferencewhencomparedwiththeresultsofpre-test.Inbrief,SituationalApproachcouldimprovestudents’grammarproficiencymoreeffectivelythantraditionalmethod.AccordingtotheresultsofimmediatetestinECandCCduringtheexperiment,thereisnoobviousdifference,whichindicatesthatstudentscouldremembergrammarrulesefficientlyinashortperiod.However,throughtheresultsofdelayed-test,thestudentsunderSituationalApproachinECmakenomuchdifferencewhilethoseundertraditionalmethodinCCdecreasemorethantheresultsofimmediatetest.Briefly,ontheaspectofgrammarlearninginjuniorhighschool,theSituationalApproachismoreeffectivethantraditionalgrammarteachingmethodinkeepingalongermemoryofgrammarrules.40 ChapterFiveConclusionTherearefourpartsinthischapter.Firstofall,theauthorpresentsthemajorfindingsofthestudy.Secondly,theauthorstatessomepedagogicalimplicationsofthestudy.Meanwhile,theauthorpointsoutsomelimitationsofthestudy.Atlast,theauthorprovidessuggestionsforthefurtherstudy.5.1MajorfindingsThispaperconductsastudyontheapplicationofSituationalApproachtoEnglishgrammarteachinginJuniorHighSchool.ItexplorestheeffectivenesstousethemethodinEnglishgrammarclass.Themajorfindingsofthispapercanbelistedbelow:Firstofall,fromtheanalysisofquestionnairesofECandCC,thestudents’attitudetowardsEnglishgrammarlearninginECalteredalotthroughSituationalApproach.Beforetheexperiment,therecordsbetweenthetwoclasseshadnoobviousdifference.Mostofthemdidn’thavemuchdesireandconfidencetolearnEnglishgrammar.However,thestudentsinECimprovedmorethanthatinCCfortheyperformwithstrongermotivationandhigherconfidence.Secondly,fromthedataanalysisandcomparisonofpre-testandpost-testinECandCC,itwasobviousthatthestudentswhohavebeentrainedbytheSituationalApproachinECcoulddobetterthanthestudentsinCC.Thatistosay,SituationalApproachwasmoreeffectiveinimprovingstudents’grammarachievementthantraditionalteachingmethodforitismorehelpfulforstudentstounderstandandusegrammarrules.Thirdly,immediatetestanddelayedtestwereconductedintheexperiment,meanttoinvestigatewhetherSituationalApproachwasmoreeffectivethantraditionalteachingmethodinmemorizinggrammarrules.ItcanbeseenthatSituationalApproachwasmorebeneficialforlong-termmemoryingrammarlearning.SituationalApproachhadapositiveeffectonstudents’long-termmemory.Tosumup,inordertoimprovestudents’academicperformance,applyingSituationalApproachtotheirgrammarteachingisnecessary.Itcouldfacilitatestudents’Englishgrammarlearningandmotivatetheirabilitiesofself-learning.Therefore,whenteachersdecidetoapplythisteachingapproachtoEnglishgrammarteaching,theyshouldconsideraproperandreasonablewaytoachieveasatisfactoryresult.41 5.2PedagogicalimplicationsThestudystatesthatSituationalApproachishelpfulandnecessarytoEnglishgrammarteaching,andtherearesomepedagogicalimplicationsfromthisexperimentasfollows.Firstly,itisclearthatteacherswhoinstructgrammarshouldownprofessionalteachingskills.Theteacherwhohasenoughandcomprehensiveknowledgewillberespectedbystudentsandsociety.Thequalityofinteractionbetweentheteacherandthelearnerwillaffecttheimpactoflearninginagreatdegree.Secondly,itisimportanttonotethattheapplicationofthisteachingapproachwouldhelpimprovingstudents’abilityofusinggrammarratherthanincreasetheirgrammarscores.Meaningfulteachingactivitiesshouldberespected.Otherwise,studentswillbenegativeongrammarlearningjustforhighscores.Thirdly,situationsettingsshouldberelevanttothestudents’dailylives.Itisusefultoconductstudentstohaveavividimageduringclassroomteachingandundertheeffectofthevisualandsound,students’developmentofthinkingwillbepromoted.Toarousethestudents’emotions,completemoraleducationandmeetthestudents’curiosityaretheaimsofsituations.Soteachersshouldchooseandmakesituationswhichareaccessibletostudents.Finally,therearesomeobviousdifferencesbetweentraditionalteachingmethodandSituationalApproach.Forexample,theteacherusuallyexplainstherulesofthegrammaranddirectlyshowsthestructureofsentencepattern,andthestudentstakenotesandmemorymechanicallyinthetraditionalteachingmethodclass.Underthiscircumstance,thestudentstendtolosetheirinterestsingrammarlearning.However,inSituationalApproachclass,theteachercreatesvariouslearningsituationstoarousestudents’interestsandmotivations.5.3LimitationsofthestudyAlthoughthestudyhasdesignedandconductedcarefully,itisnotperfect.Thepresentstudystillhassomelimitationsasfollows.Firstly,timeoftheexperimentisnotlongenoughtoexaminethefulleffectoftheteachingmethod.Consequently,teachinggrammarwiththeSituationalApproachinJuniorHighSchoolisnotpracticeddeeplyandsufficientlyanditmayaffecttheresultsofthestudy.Briefly,theresearchshouldbealong-termprogram.Secondly,thereareonly76studentsastheparticipantsofthisstudy,sothesampleis42 notlargeenough.Inotherwords,thesestudentscan’trepresentallofthestudentsandtheresultsofthestudymightbeaffectedwhichmeansfuturestudyshouldstudymoresamplesandcoverawiderareatoavoidthislimitation.Atlast,theprocessoflearningEnglishgrammarissocomplicatedthatitmaybeaffectedbymanyfactors.Theauthordoesnotconfirmiffurtherstudiescancontrolothervariableslikelearningstyles,motivation,etc.Therearemanyotherfactorsaffectedtheresultsoftheresearch.Forexample,theteacher’sownrestrictedknowledge,thestudents’differentfamilybackground,culturalbackground,andlearningstyles.Allofthesefactorswerenottakenintoconsiderationandtheycouldinfluencetheoutcomeoftheexperiment.5.4SuggestionsforfurtherstudyAttheendofthethesis,theauthorprovidessomesuggestionsasfollows.Firstofall,teachersshouldpaymoreattentiontodesignthesituationsintheclass.Whilecreatingsituations,theteachershouldabidethecognitiveprinciplesofstudents.Forexample,languagelevel,lifeexperiences,etc.shouldbeconsidered.Sotheinputknowledgeshouldneitherbetoodifficultnortooeasyforthestudentstounderstand.Teachersshouldmakemoreeffortstopreparepropersituationsforstudentstolearn.Secondly,thesituationswhichteacherscreatemustberealandcolorful.Students’behaviors,Classicalfilms,interestingstories,sweetmusic,andsocialphenomenacaneasilyattractstudents’attentionsandstimulatethemtoseekandlearn.Sothemostimportantthingforteachersistofindthestimulatingmaterialsandcreatethemotivatingsituations.Whenstudentsarenotinterestedinthesituationthatteachercreate,itwillbedifficulttoachievetheexpectedeffect.Soitisalsoseemedasthemostdifficultthing.Finally,withthedevelopmentofstudyonSituationalApproachanditseffectsonEnglishgrammarteaching,theresearchofSituationalApproachwouldsurelygofurthertowardmorespecificaspects.43 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AppendixⅠQuestionnaire关于学生对于英语语法学习态度的调查问卷亲爱的同学们：你们好！请各位同学根据自己的实际情况回答下面的问题。在1-10的选题ABCDE中任选一项，每题只能选一个选项。本问卷主要用于研究，答案没有正确错误之分，回答情况会完全保密。感谢同学们的合作！1.掌握英语语法对于英语表达非常有用。A.非常同意B.同意C.不确定D.不同意E.非常不同意2.语法学习是英语学习中重要的一部分。A.非常同意B.同意C.不确定D.不同意E.非常不同意3.在语法学习中我非常有信心。A.非常同意B.同意C.不确定D.不同意E.非常不同意4.英语语法非常难学。A.非常同意B.同意C.不确定D.不同意E.非常不同意5.学习英语语法很枯燥。A.非常同意B.同意C.不确定D.不同意E.非常不同意6.我喜欢上语法课。A.非常同意B.同意C.不确定D.不同意E.非常不同意7.在学习语法上我比较努力。A.非常同意B.同意C.不确定D.不同意E.非常不同意8.我总能在语法课上认真听讲。A.非常同意B.同意C.不确定D.不同意E.非常不同意9.我喜欢做语法作业。A.非常同意B.同意C.不确定D.不同意E.非常不同意10.语法课上我很愿意回答语法问题。A.非常同意B.同意C.不确定D.不同意E.非常不同意47 AppendixⅡPre-testGrammarTestPart(finalexaminationsoftheschoolin2013,2014and2015)Name:Class:Score:I.单项选择。（共15分）（）1.Thistreeistwoyearsold.A.thousandB.thousandsC.thousandsofD.hundreds（）2.Thehouseistoo,somyfatherwon’tbuyit.A.cheapB.expensiveC.highD.much（）3.Whatwillschoolsinthefuture?A.likeB.tolikeC.likesD.belike（）4.-Isthisthatbike?-No,it’snot.It’s.A.your,my,Tom’sB.you,mine,Tom’sC.yours,mine,TomD.your,mine,Tom’s（）5.Ithinkwillbeverycheapinthefuture.A.toflyB.flyC.flyingD.flies（）6.Mymotheristhepetdog.Butshedoesn’titatthemoment.A.finding,lookforB.looking,findC.lookingfor,findingD.lookingfor,find（）7.doyouwanttobuy?Theyareenough(足够的).Thankyou.A.WhatB.WhatelseC.HowmuchD.Howmany（）8.Heislookingforwardhisuncle.A.visitB.tovisitingC.tovisitD.visiting（）9.Youcangiveyourmoneytotheorgetitfromit.A.libraryB.supermarketC.bankD.postoffice（）10.ItiseasyyoungpeopleEnglish.A.to,learnB.to,tolearnC.for,tolearnD.for,learning（）11.ThereisasoccergameClassOneandClassTwoontheplaygroundat5:00thisafternoon.A.ofB.bothC/betweenD.on（）12.XiaoMingwithhisfriendsgoingtovisittheSummerPalaceSundaymorning.A.am,isB.are,onC.is,onD.be,at（）13.Whyareyouinsuchahurry,Mike?Thereameetinginfiveminutes.A.aregoingtobeB.willhave48 C.willbeD.isgoingtohave（）14.Idon’tlikeswimmingit’stoodifficultforme.A.andB.soC.becauseD.but（）15.I’mgoingtoHainanwithmyparentsthissummervacation.!A.HaveagoodtimeB.BestwishesC.ThankyouD.pleasegoII.根据短文内容，从方框中选择适当的词，并用其适当形式填空。（共10分）informationdofreebusyvisitcapitalmuseumcostspendoveropentheyLondonisabigcityandmany1cometovisititeveryyear.It’salsoa2ofart.Therearealotof3inthecityandtheNationalGalleryisoneof4.ThenationalGalleryhasahistoryofalmost190years.It’sanartmuseumwith52300thpaintingsformthemid-13centuryto1900.Therearefourwings(侧翼)toshowallthepaintingsintimeorder(顺序)withalmost18rooms.TheNationalGalleryis6tovisitors.It’susually7from10amto6pm,exceptforFridayfrom10amto9am.YoucangetamapoftheNationalGalleryattheentrance(入口),butyouwill8＄1.Thereareusuallysomegamesforchildren9inthegallery.Formore10,pleasevisitthewebsitewww.Nationalgallery.org.uk.III.翻译（共10分）（局部翻译1分，整句翻译2分）把下列句子翻译成英语。1.你愿意加入音乐俱乐部吗？theMusicClub?2.未来将不再有冷天。Therecolddays.3.你在期待他的信吗？4.她会弹钢琴吗？将划线的句子翻译成中文。Manypeoplecanusethecomputer,butfewofthemknowhowtolookafterthem.Rememberthefollowingwhenyouusethecomputer.5.Keepyourcomputerinacool,dryroom.Toomuchheat(热量)isbadforcomputers.6.Donoteatordrinkwhenyouarenearyourcomputer.Piecesoffoodandalittlewaterinthekeyboardarealsobadforacomputer.49 AppendixⅢPost-testGrammarTestPart(finalexaminationsoftheschoolin2013,2014and2015)Name:Class:Score:I.单项选择。（共15分）（）1.Whydolotsoftouristsgothereeveryyear?Becauseit’snaturepark,theygothereforbirdwatching.A./B.aC.anD.the（）2.Althoughtherearesomespelling,it’salsoagoodarticle.A.grammarB.mistakesC.ideasD.ways（）3.OurEnglishteacherspokeEnglishtoo,wecouldn’tunderstandwhatshesaid.A.quicklyB.clearlyC.easilyD.loudly（）4.WhenImeetforeigners,it’sdifficultformeatalk.A.startB.tostartingC.tostartD.started（）5.wewereplayingfootball,theywereplayingvolleyball.A.UntilB.WhenC.IfD.While（）6.WhyareyougoingtopracticeyourbasketballthisSunday?Becausewe’regoingtoplayanotherschoolnextweek.A.againstB.withC.forD.on（）7.Thelittleboyhisseattotheoldladyonthecrowdedbus.A.offeredB.broughtC.lentD.took（）8.YoushouldyourticketbeforeleavingforBeijing.A.bookB.putC.makeD.take（）9.WhenIwenttosaygoodbyetoAnna.Sheplaythepiano.A.isplayingB.playsC.wasplayingD.played（）10.You’dbettergoandaskMr.Brown.Heknowhowtousethecomputer.A.canB.mayC.wouldD.could（）11.Thismathproblemisthanthatone.A.difficultB.muchdifficultC.moredifficultD.muchdifficulter（）12.Theparentsworkhardgivetheirchildrenabettereducation.A.becauseB.soC.inordertoD.onearth（）13.IsMissWanghavingmaths?No,itbeher.Iseeherreadingthenewspaper.A.can’tB.mustn’tC.won’tD.needn’t（）14.Thewaitertheemptydishesassoonaswefinishedeating.A.ranawayB.wentawayC.movedawayD.tookaway（）15.Thanksfortellingmethewaytothebusstation.50 .A.Sorry,Idon’tknow.B.YouarewelcomeC.IhopenotD.SorrytohearthatII.句子翻译。（共10分）根据所给中文完成句子。1．昨天我和约翰一样高兴。IwasJohnyesterday.2.中国人口大约是14亿。isabout14billion.3.当地震发生时，保持镇静。whentheearthquakehappened.4.你能把书递给我吗？Canyou?5.妈妈进来时我没在学习。whenmothercamein.III.句子改错。（共10分）改正划线部分的错误。1．Itispossiblesunnyandhotthere.ABCD2.It’sraining.Let’stakeaumbrella.ABCD3.Ofallthestudentsinourclass,Marrywritesmorecarefully.ABCD4.You’dbetternotsleepinginclass.ABCD5.SunLiwatchedTVatthistimelastnight.ABCD51 AppendixⅣImmediatetestGrammarTestPart(middleexaminationsoftheschoolfrom2012to2015)Name:Class:Score:I.单项选择。（共12分）（）1.Tom’smotheristall.ButTomisthanhismother.A.tallB.tallestC.thetallestD.taller（）2.Davidisagoodboy.Healwaysmakesmistakesthanothers.A.littleB.lessC.fewD.fewer（）3.—WhatdoyouthinkofthefilmSoYoungdirectedbyZhaoWei?—Wonderful.Ithinkit’sthantheotherfilmsaboutyouthinrecentyears.A.thebestB.theworstC.muchbetterD.muchworst（）4.Mybikeisnewerthan.A.heB.himC.herD.his（）5.LiuYingisasashersister.A.heavierB.heavyC.theheavierD.heaviest（）6.Debbieisgrowingfast.Herfeetareeventhanhermother’s.A.bigB.bigerC.biggerD.thebiggestII.选择词语，每个词语只能对应一道题，并用适当形式填空。（共12分）newyoungtallbigshortlittleold1.ShenzhenisthanHongKong.2.Pennyisthantheothergirl.3.Annisthanhersister.4.Acowismuchthanasheep.5.Jimisaboy.Heisthanhisbrother.III.翻译下面的句子。（共11分）1.姐姐的书包比我的新。Mysister’sbagis.2.阜新比沈阳小的多。FuxinisShenyang.3.这张蓝色的桌子比这张黄色的轻。Thebluetableis.4.今天的天气比昨天的更糟糕。Theweatheroftodayisthatof.52 AppendixⅤDelayedtestGrammarTestPart(middleexaminationsoftheschoolfrom2012to2015)Name:Class:Score:I.单项选择。（共12分）（）1.It’smuchtohaveasmalllovelyroomthanabigcoldone.A.goodB.wellC.betterD.best（）2.—Jack,howareyoufeelingtoday?—Much.IthinkIcangotoschooltomorrow.A.betterB.worseC.brighterD.weaker（）3.Moreandmorepeoplehavealow-Clifeandtheairisgettingmuchthanafewyearsago.A.cleanB.cleanestC.cleanerD.thecleanest（）4.Shelooksmuchwithoutsunglasses.A.wellB.goodC.bestD.better（）5.Herskirtisbeautiful.Lily’sisthanhers.A.beautifulerB.beautifulC.muchbeautifulD.morebeautiful（）6.Mybikeisolderthan.A.sheB.herC.heD.hersII.选择词语，每个词语只能对应一道题，并用适当形式填空。（共12分）hotwideearlylongpopularlittletall1.I’m(tall)thanyou,somytrousersare(long).2.Whichis(wide),thewhitetableorthebrowntable?3.Theweatheris(hot)inHainanthanthatinBeijing.4.Whichis(popular),thissongorthatsong?5.Whogetsup(early),TimorTom?III.翻译下面的句子。（共11分）1.上海比济南大得多。ShanghaiisJinan.2.莉莉的娃娃比我的旧。Lily’sdollisthan.3.这个绿色的箱子比这个红色的重。Thegreenboxis.4.妈妈拥有的苹果比我的少。Mymotherhasthan.53 AppendixⅥScoresofpre-testandpost-testExperimentalClassControlClassNumberPre-testPost-testPre-testPost-testS124272928S221242018S325282826S421242222S519221817S620241516S723262525S822252123S922272524S1028302119S1125292322S1226282222S1328311918S1425271921S1526252728S1620242119S1729332826S1820252524S1925272221S2026291313S2118252221S2224272324S2314201817S2422252223S2522272324S2628302728S272732222154 S2827292827S2923252019S3022262122S3123251616S3222292324S3320252324S3427312524S3523272221S3627292322S3723281516S382730272655 AppendixⅦScoresofimmediatetestanddelayedtestExperimentalClassControlClassNumberImmediatetestDelayedtestImmediatetestDelayedtestS127252623S223222420S328262824S427282825S520211814S623222018S729282925S824252320S926282220S1032313126S1128262522S1225282627S1328292024S1427252317S1528252522S1622232722S1731323126S1822232721S1930282618S2029291820S2123212519S2226282621S2316142123S2427252517S2524252931S2629313132S272930302256 S2830303129S2927262418S3027252621S3124262527S3224252619S3320232318S3428303023S3528262521S3632302824S3727262322S382930282357 AcknowledgementsIt’smygreathonortobeheretothankthepeoplewhohavehelpedmeduringmypostgraduatestudies.Withouttheirhelp,Icouldn’tfinishmyresearchpaperontime.Firstly,IwouldliketogivemyspecialsincerestthankstoProfessorZhangXinyu,mysupervisor.Inbuildingtheframeworkofthispaper,shehasaffectedmegreatlyandassistedmeinanimportantway.Shehassupportedmeconsistentlyandgavemealotofvaluableandinsightfulsuggestionsandhelpedmesolvesomeproblems.Iamsogratefulforhertimelyhelp,warm-heartedsupport,detailedinstruction,unselfishguidance,carefuladviceandfeedback.Secondly,I’dliketoexpressmydeepestthankstoalltheteachersofCollegeofForeignLanguageinBohaiUniversity.IwouldliketoshowmysinceregratitudetoProfessorYanPing,ProfessorGuoHui,andallEnglishteacherswhohavetaughtmeinmystudyinginBohaiUniversity.DuringmystudyinBohaiUniversity,theyhavecontributedmanyvaluableinstructionsandguidedmeintothefieldoflinguisticsandlanguagelearningandteachingresearch.Ithankthemwithmygratefulheartagainfortheirgeneroushelpduringmystudy.Lastbutnotleast,Iwouldliketoappreciateanumberofpeoplewhohavebeenhelpfulinmyresearch.Mysincerethanksarealsosenttomyparents,relativesandfriends,whokindlyofferedassistancetomeinmyresearch.58 Thelistoftheresearchpaperspublishedbytheauthor作者攻读学位期间发表的学术论文目录1.侯丽聪,方法的科学运用能力的有效提升——任务型教学法在初中英语听力中的应用,吉林广播电视大学学报,2015,7,127.2.侯丽聪,浅析课堂观察在初中英语语法教学中的应用,校园英语,2015,12(中旬),134.59 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