情景式教学法在农村初中英语语法教学中的应用研究——以曲靖市沾益区某中学为个案 69页

分类号密级UDC编号硕士专业学位研究生学位论文论文题目：情景式教学法在农村初中英语语法教学中的应用研究—————以曲靖市沾益区某中学为个案AStudyoftheApplicationoftheSituation-basedTeachingMethodtoEnglishGrammarTeachinginaRuralJuniorHighSchool——ACaseStudyofaJuniorHighSchoolinZhanyiofQujingCity专业学位类别教育硕士专业学位领域学科教学（英语）研究生姓名郑艳学号Z12420208009导师姓名戴志军职称副教授2016年11月25日 AStudyoftheApplicationoftheSituation-basedTeachingMethodinEnglishGrammarTeachinginRuralJuniorHighSchool———ACaseStudyofaJuniorHighSchoolinZhanyi,QujingAThesisSubmittedinPartialFulfillmentfortheM.A.DegreeinEnglishTeachingWrittenByZhengYanSupervisedByProfessorDaiZhijunSchoolofForeignLanguagesandLiteratureYunnanNormalUniversityKunming,YunnanP.R.ChinaNovember25,2016 独创性申明、学位论文版权使用授权书 StatementofAuthorshipSTATEMENTOFAUTHORSHIPExceptwherereferenceismadeinthetextofthisthesis,thethesiscontainsnomaterialpublishedelsewhereorextractedinwholeorpartfromathesispresentedbymeforanotherdegreeordiploma.Nootherperson’sworkhasbeenusedwithoutdueacknowledgementinthemaintextofthisthesis.Thethesishasnotbeensubmittedfortheawardofanyotherdegreeordiplomainmytertiaryinstitution.SignedDated AcknowledgmentsAcknowledgementsAtthepointoffinishingthispaper,I’dliketoexpressmysincerethankstoallthepersonswhohavelentmesomanyhandsinthecourseofmywritingthispaper.Firstofall,I"dliketotakethisopportunitytoshowmysinceregratitudetomydearsupervisor,ProfessorDaiZhijun,whohasgivenmesomuchusefulsuggestionsonmywriting,andhastriedhisbesttoimprovemypaper.Secondly,I’dliketoexpressmygratitudetomyclassmateswhoofferedmereferencesandinformationontime.Lastbutnottheleast,I’dliketothankthoseleaders,teachers,friendsandworkingstaffsespeciallythoseintheSchoolofForeignLanguagesandLiteratureYnnanNormalUniversity.Withouttheirhelp,itwouldbemuchharderformetofinishmystudyandthispaper.I AbstractAbstractGrammar,astheinternalstructureoflanguageknowledge,isveryimportantinlanguageteaching.ButforalongtimeinEnglishteachinginourcountry,grammarwasemphasizedtoomuchandthegrammarteachingmethodwasmainlythegrammar-translationmethod.Asaresult,students’communicativeabilitywasignored.MoststudentscouldnotcommunicatewithothersinEnglish.Inrecentyears,withtheintroductionofcommunicativeteachingmethodandthecurrentreformofEnglishteachinginhighschool,communicativecompetencehasbecomethemaingoalofEnglishteaching,andtheroleofgrammarandthenecessityofgrammarteachinghavebeenignored.Theresultisthatstudents’grammarknowledgeisweakened.Someteachersrealizetheimportanceofgrammarteachingintheirteachingpractice,yettheydonotknowhowgrammarshouldbetaught.GrammarteachingisinanawkwardpositioninChina.ThisthesisintendstoexploreamethodofEnglishgrammarteachingbasedonsituationsandtotestitseffectivenessinruraljuniorhighschoolEnglishteaching.Thestudywascarriedoutin2015inaruraljuniorhighschoolinZhanyicounty,Qujing,andthestudylastedfor20days.Twoclassesof88studentsfromgradesevenwererandomlychosen,with44studentsasthecontrolclassandtheother44astheexperimentalclass.TheirEnglishproficiencywasnearlythesame.Intheexperimentalclass,thesituation-basedEnglishgrammarteachingmethodwasadopted,whileinthecontrolclass,thetraditionalgrammar-translationmethodwasused.Thegrammaticalitemsdealtwithinthestudyweretheusageoftheverb“be”initspresenttenseandpersonalpronounsasasubjectandanattributive.Datacollectionwasmainlydonethroughtwoquestionnairesandtests.Thequestionnaireswereintendedtohaveanunderstandingofthestudents’EnglishII Abstractgrammarlearninginterestbeforeandaftertheexperiment.Thetestsontheuseof“be”andpersonalpronounswereconductedtomeasuretheperformancesofthetwoclassesaftertheexperiment.Theexperimentalresultsarelistedasfollows:1)Thesituation-basedgrammarteachingmethodcanarousestudents’interestinEnglishgrammarlearning,especiallyforthestudentswhohavealowinterestinEnglishgrammarlearninginthecurrenteducationsystem.2)Despiteitsadvantages,inthisstudy,however,theteachingmethodadopteddidnotachievetheexpectedteachingeffect.Keywords:situation-basedgrammarteaching;Englishgrammar;juniorhighschool;theuseof“be”;personalpronounsIII 摘要摘要语法，作为语言知识的内部结构，在语言教学中的作用是举足轻重的。但是长期以来在英语教学过程中太注重语法作用，主要采取语法翻译法，因而忽视了学生们交际能力的培养。近些年来，随着交际教学法的引入和现行中学英语教材的改革，把交际能力的培养作为英语教学的重要目标，语法的作用被淡化，语法教学的必要性在某种程度上受到了忽视。结果学生的语法知识相对薄弱。虽然通过教学实践部分教师认识到了语法教学的重要性，但不知道该怎样教，从而造成了语法教学的尴尬状况。本文针对我国英语语法教学的这一现状，探讨运用情景式教学法讲授语法并测试它的实效性。笔者于2015年11月9日到2015年11月29日在云南省曲靖市沾益区一农村学校进行了总共20天的教学实验。参加这次实验的是七年级两个班共88人。这两个班被笔者随机地分为一个实验班和一个控制班，这两个班的英语水平和人数均一样。控制班采用传统的语法翻译法进行英语语法教学，实验班采取情景式英语语法教学方法。本研究以初中be动词的一般现在时及人称代词作主语和定语为内容来设计教学模式。数据的收集主要采取问卷调查和测试。通过调查问卷掌握两个班学生在实验前后英语语法学习兴趣的变化。以be动词和人称代词作主语和定语为内容对这两个班的学生进行测试,目的是检测两个班学生实验前后英语语法的学习效果。实验结果和数据分析表明：（１）情景式语法教学有助于激发学生对英语语法学习的兴趣。（２）尽管情景式语法教学法有其自己的优点，但是在本研究中，作者在实验班采用该教学方法但却没有取得预期的教学效果。关键词：英语语法教学；情景式教学法；初中；be动词；人称代词IV ContentsContentsAcknowledgements…………………………………………………………………..ＩAbstract………………………………………………………………………………Ⅱ摘要………………………………………………………………...….……….….…IVListofTables..............................................................................................................VIIChapterOneIntroduction……………………………………………………………..11.1BackgroundtotheStudy..........................................................................................11.2SignificanceoftheStudy………………………………………………………….31.3StructureoftheThesis……………………………………………………………4ChapterTwoLiteratureReview………………………………………………………62.1DefiningGrammar………………………………………………………………...62.1.1GrammarasaStaticAreaofKnowledge…………………………….……62.1.2GrammarasaDynamicProcess…………………………………………...62.2GrammarTeachingandtheSituation-basedGrammarTeachingMethod…..…….72.2.1GrammarTeaching…………………………………………………………..82.2.2TheResearchoftheSituation-basedTeachingMethodatHomeandabroad……………………………………………………….…….………9ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designing………..153.1TheTheoreticalFoundationsoftheSituation-basedTeachingMethod…………153.1.1TheTheoryofSecondLanguageAcquisition……………………………...153.1.2TheCognitiveTheory…………………………………….…………..……173.1.3TheConstructivismTheory………………………………….……….……183.2ThePrinciplesoftheSituation-basedTeachingMethod…………….…..………193.2.1ThePrincipleofTruth…………………………………….……..…………193.2.2ThePrincipleofCommunication………………………………….……….203.2.3ThePrincipleofFun………………………………………………….……203.2.4ThePrincipleofCreativity…………………………………..……….…….213.2.5ThePrincipleofInduction………………………………………………....213.2.6ThePrincipleofMaximumRelevance…………………………………….213.2.7ThePrincipleofCognitiveProximity………………………...……………223.2.8ThePrincipleofCooperation…………………………………...…….……223.3WaysofCreatingSituations…………………………………….…..……………233.3.1TheGameMethod…………………………………………………………233.3.2TheMusicMethod…………………………………………………………233.3.3TheRealObjectMethod……………………………………...……………243.3.4TheSimpleDrawingMethod………………………………….….…..……24V Contents3.3.5TheStoryMethod…………………………………………….……...…….243.3.6ThePerformanceMethod…………………………………….……...……253.3.7TheMediaMethod…………………………………….……….…..………25ChapterFourMethodology……………………………………………….....….……264.1GrammarFocusoftheExperiment………………………………………………264.2ResearchQuestions………………………………………………….…..….……264.3ResearchSubjects………………………………………………………………..274.4ResearchInstruments………………………………………………………….…274.4.1Questionnaires………………………………………………………….…274.4.2Tests……………………………………………………………………..…284.5ExperimentProcedure…………………………………………………………...284.6ControllingExtraneousVariables……………………………………………..…284.7SamplesofClassroomTeachingintheECandtheCC………………………….294.7.1TheUseof“be”inItsPresentTense………………………………………294.7.2TheUseofPersonalPronounsasaSubjectandanAttributive…….……...33ChapterFiveDataAnalysis……………………………………………………….…375.1DatafromtheQuestionnaires……………………………………………...……375.1.1DatafromtheQuestionnairebeforetheExperiment………….………..…375.1.2DatafromtheQuestionnaireaftertheExperiment………….…………….405.2DatafromtheTests……………………………………………….…………......435.3TheExperimentalResults…………………………………….…………….....…44ChapterSixConclusion……………………………………………………………..456.1MainFindings……………………………………………………………………456.2LimitationsoftheResearch……………..………………………………….……466.3SuggestionsforFutureResearch…………………………………………...……46Bibliography……………………………………………...………………….………48AppendixＩQuestionnaire……………..…………………………………….….….50AppendixⅡTest1…………………………………….………………………….…52AppendixⅢTest2………………………………………………….………….……54AppendixⅣTheScoreoftheTests………………………………………………….56在读期间发表的论文……………………………..………………………………...58VI ListofTablesListofTablesTable5.1DatafromtheQuestionnairebeforetheExperiment...................................38Table5.2DatafromtheQuestionnaireaftertheExperiment......................................41Table5.3DatafromtheTests......................................................................................43VII ChapterOneIntroductionChapterOneIntroductionGrammaristhebaseofalanguageandanecessaryconditionforalanguagetobecomeacommunicationtool.Upuntilnow,differentlanguageteachingtheorieshavehadaninfluenceonEnglishgrammarteaching.Somelinguistsandlanguageteachersbelievethatinclassroomteachinggrammarshouldnotbegivenasalientposition.Manyteachers,intheirteachingpractice,intentionallyorunintentionallyavoidsomegrammarproblems;whileothersholdtheideathatgrammarisanindispensablepartoflanguageteaching,andthatgrammarisoneofthewaystoimprovethelanguagecompetence.Afteraperiodofpracticeandreflection,peoplebegintorethinkthepositionandroleofgrammarinthewholelanguageteachingprocess.Butthisdoesnotmeangoingbacktotraditionalgrammarteachingmode.Theemphasisisplacedoncultivatinglearners’grammarconsciousnessthroughsomemeaningfulcommunicationactivitiestomakethemgraduallymastertherulesappliedinthelanguagepractice.1.1BackgroundtotheStudyEnglishgrammarteachinginChinaatpresentismainlycompletedinhighschool.TheteachingatthisstagecoversmostofEnglishgrammar.Inroutinetestsandthecollegeentranceexamination,grammaroccupiesalargeproportion.Inrecentyears,withtheconstantimprovementofthemiddleschoolEnglishteaching,moststudentshaveagoodknowledgeofEnglishgrammar.Butintheprocessofpractice,therearestillsomeproblemsingrammarteachingandlearning.Thereexistdifferentattitudestowardslearners’grammaticalknowledgeandcommunicationcompetence.Traditionalforeignlanguageteachingemphasizesthe1 ChapterOneIntroductionteachingofgrammarknowledgetostudents.BecausetheChinesestudentsarelackoflanguageenvironmentaswellasEnglishandChinesehavedifferentrules,Englishgrammarlearninghasbecomeaburden,andgrammarteaching,ofcourse,alsocannotreachtheexpectedeffect.Grammarteachingbecomestheultimategoalofforeignlanguageteaching.SincetheintroductionofthecommunicativeteachingapproachintoChina,therehaveoccurredsometeacherswhothinkthattheprimarypurposeoflanguageiscommunication,andthecultivationofcommunicativecompetenceisthemaingoalofforeignlanguageteaching.Theybelievethatsolongascommunicationcangoon,languageformsarenotimportant.Theyhavepaidmuchattentiononstudents’mechanicalmemoryofso-calledusefulsentencesandhavenotgivenafocusonthegrammarfoundationinclassroomteaching.Somegrammartestprojectisdesignedtochecksomegrammarrules,nottomeasurestudents’practicalabilityinusinggrammar.Inordertoscorehigherintests,studentsspendalotoftimedoinggrammarexercises,yettheydonotknowhowtoapplygrammarrulesinactualcommunication.WiththeintroductionofnewcurriculumdesignphilosophyaswellastheintroductionandpopularityofnewEnglishtextbooksinjuniormiddleschool,teachingmethodsofjuniorhighschoolEnglishteaching,especiallythegrammarteachingmethodshavechangedalot.Teachersnowbegintopayattentiontostudents’communicativeability.AcarefulobservationofjuniorhighschoolEnglishtextbooksrevealsthatthelengthofthearticleineachunithasbecomeshortandthemaindesignpurposeistoimprovestudents’communicationabilityinusingEnglish.However,ithasbeenfoundthatnowinruraljuniorhighschoolsinChina,studentscanhardlyspeaksomesimpleEnglishtoexpresstheirideas.Theirbasicknowledgeofgrammarisveryweak,whichhasalsocausedthemalotofdifficultiesinlearningEnglishandinthemaintenanceoftheirlearninginterest.Forexample,2 ChapterOneIntroductiontheycannotwritecorrectandcompletesentences,theydonotknowhowtodoreadingcomprehension,anddonotunderstandothers.Theexistenceofsuchaconditionhasdirectlyinfluencedtheirtestachievements,andwhatismoreserious,theirlearninginterest.1.2SignificanceoftheStudyTheimportanceofgrammarteachinginEnglishteachingisself-evident.InviewoftheexistingproblemsinEnglishgrammarteachinginjuniorhighschool,exploringhowtocombinetheteachingofgrammarknowledgeandthecultivationofstudents’languagecompetenceisoftheoreticalandpracticalimportance.Whileinshopsandcompanies,peoplespendalotofmoneyandtimetodesigntheenvironmenttostimulatecustomerpurchasedesireandimproveemployee"sworkefficiency,butitdidnotseriouslyconsideredineducation.Wecansaythatthesituationalteachinghasbeenneglected.Ifwewanttodesignsuchalearningenvironment,itcanhelpstudentsdomorethingsexcepttakenotesandrememberthefacts,suchasdeepthinkingandteamcooperation.Educatorsmustpayspecialattentiontodesigntheirownmethodinlearningenvironmentanditincludestheknowledge,skillsandemotionalenvironment.TheNewJuniorCurriculumStandardrequestsexperientiallearning.Studentsnotonlylearntousetheirbraintothinkabout,butalsotoseewiththeeyes,listenwiththeears,speakwiththemouth.Theyexperienceandfeelbythemselves.Thisisnotonlytheneedsofunderstandingtheknowledge,butalsopromotesthestudents"needfortheirgrowth.Basedonthis,TheNewJuniorCurriculumStandardemphasizesonthecreationofteachingsituationtoencouragestudentstoreadandunderstandthetextbook,andrespectsstudents"personalexperienceandinsights.Inthehopeoffindingasolutiontotheproblems,anexperimentwillbe3 ChapterOneIntroductionconductedontheapplicationofthesituation-basedEnglishgrammarteachingmethodinjuniorhighschool.Throughthisresearch,wecanmakemorejuniorhighschoolEnglishteachers"furtherunderstandingaboutthesituation-basedEnglishgrammarteachingmethod.Inthelaterteaching,wecanmakefulluseofallkindsofmethodsandteachingresourcestodesignthesituation-basedEnglishgrammarteachingmethodforthestudents’lifeandlearningintheactualteachingsituation.Andwecanfurtherexploredifferentteachingmodesintheprinciplesofthesituation-basedEnglishgrammarteachingmethod.Andusethesituation-basedteachingmethodinEnglishteachinginjuniorhighschool,especiallyingrammarteaching.ThroughtheeffectsofsituationalteachingmethodaboutEnglishgrammarteachinginjuniormiddleschool,teachersfindamoresuitablewayofteachingbyanalyzingtheclassroomatmosphere,theinteractionbetweenteachersandstudents.Toavoidtheimproperteachingcreationinthesituationwhichleadstolowefficiencyofclassroomteaching,itisnecessarytocreateeffectivesituationalEnglishteachinginclassroom.So,underthebackgroundofnewcurriculum,thestudyonsituationalteachingforEnglishgrammarteachinghasaveryimportantpracticalsignificance.1.3StructureoftheThesisThisthesisconsistsoffivechapters.ChapterOneisintroducesthebackgroundtothepresentstudy,thesignificanceofconductingthisstudyandtheorganizationofthethesis.ChapterTwoisareviewofliteraturerelevanttothestudy.Inthischapter,abriefintroductiontothedefinitionaboutgrammarwillbegiven,andasurveyofliteraturebothongrammarteachingandonsituation-basedgrammarteachingwillbemade.ChapterThreeisthetheoreticalframeworkonwhichthisstudyisbased,in4 ChapterOneIntroductionwhichthetheoreticalfoundations,principlesandwaysofdesigningsituationsinthesituation-basedteachingmethodarepresentedandillustrated.ChapterFourisconcernedwithanexperimentalstudy.Itconsistsofthepurposeandgrammarfocusoftheexperiment,thesubjects,theresearchquestions,theexperimentdesign,theresearchinstruments,andtheprocedureoftheexperiment.ChapterFivediscusesallthedatacollectedfromboththequestionnaireandthetests.Inthischapter,allthedatafromboththequestionnairesandthetestswillbepresentedandanalyzedbySPSS10.0.ChapterSixpresentsthemainfindingsmadeinthestudy.Fromdataanalyzed,itisfoundthatthesituation-basedteachingmethodhasitsadvantagescomparedwiththetraditionalteachingmethodwhichcanarousestudents’interest.However,inruralhighschools,thereareconditionsthatarenotfavorablefortheapplicationofthesituation-basedteachingmethod.Thisseriouslyaffectstheapplicationofthesituation-basedteachingmethodinjuniorhighschools.Inthischapter,limitationsandproblemsinthisstudyarealsopointedout,andsuggestionsforfuturerelatedresearcharetentativelylisted.5 ChapterTwoLiteratureReviewChapterTwoLiteratureReviewInthischapter,abriefintroductiontothedefinitionaboutgrammarwillbegiven,andasurveyofliteraturebothongrammarteachingandonthesituation-basedgrammarteachingwillbemade.2.1DefiningGrammarGrammarisanimportantpartoflanguage.However,itisnoteasyforonetotellclearlyandexactlywhatgrammaris.Differentresearchers,duetotheirdifferentviewpointsonlanguage,mightdefinegrammardifferentlyandhavedifferentunderstandingofgrammar.2.1.1GrammarasaStaticAreaofKnowledgeAccordingtoLyons,grammaris“thatbranchofthedescriptionoflanguageswhichaccountsforthewayinwhichwordscombinetoformsentences”(quotedfrom,Stern,1990).Fromkin(1998)thinksthatgrammarconsists“thesoundsandsoundpatterns,thebasicunitsofmeaning,suchaswords,therulestocombinethemtoformnewsentences”(Fromkin,1998：131).Fromthedefinitionsabove,wecanseethatnomatterhowtheselinguistsdefinegrammar,theyregardgrammarasastaticproduct,whichconsistsofformsthatarerule-governed,sentence-level,absoluteandconstituteaclosedsystem.2.1.2GrammarasaDynamicProcessHopper(1998)definesgrammarasaphenomenon“whosestatusisconstantlybeingrenegotiatedinspeechandwhichcannotbedistinguishedinprinciplefrom6 ChapterTwoLiteratureReviewstrategiesforbuildingdiscourse”(Hopper,1998:118).Hopperheldadynamicviewofgrammar.Hefurtherelaboratedhisideaasthefollowing:Itsformsarenotfixedtemplates,butariseoutofface-to-faceinteractioninwayswhichreflecttheindividualspeaker’spastexperienceoftheseforms,andtheirassessmentofthepresentcontext,includingespeciallytheirinterlocutors,whoseexperienceandassessmentsmaybequitedifferent.(Hopper,1998:118)Radford(1997)claimedthatgrammaris“thestudyoftheprinciplesthatgovernsthepresentcontext,includingespeciallytheirinterlocutors,whoseexperienceandassessmentsmaybequitedifferent”(Radford,1997:97).Ur(1996)proposesthatgrammaris“asetofruleswhichdefinehow(orpartsofwords)arecombinedorchangedtoformacceptableunitsofmeaningwithinalanguage”(Ur,1996:87).Richards(2002)believesthatgrammaris“adynamicprocess,whereformshavemeaningsinarational,discursive,flexibleandopensystem.Thisperspectiveaboutgrammarstressestheuseofalanguagebylearners”(Richards,2002:152).Grammarisnotstaticbutdynamicinnature,andgrammariscloselyconnectedwithlanguageuse.Hepointedoutthat“grammarisadescriptionofthestructureofalanguageandthewayinwhichlinguisticunitssuchaswordsandphrasesarecombinedtoproducesentencesinthelanguage.Itusuallytakesintoaccountthemeaningsandfunctionsthatthesesentenceshaveintheoverallsystemofthelanguage.Itmayormaynotincludethedescriptionofthesoundsofalanguage”(Richards,2002:152).7 ChapterTwoLiteratureReview2.2GrammarTeachingandtheSituation-basedGrammarTeachingMethod2.2.1GrammarTeachingTherearefivemethodsofgrammarteaching.Thefirstoneisgrammar-translationmethod.Thegrammar-translationmethodwasoncethemostpopularmethodinteachingLatin.Inthehistoryoftraditionalforeignlanguageteaching,thegrammar-translationmethodwasinadominantposition.Thesecondoneisthedirectmethod.Thedirectmethodchangedthewaythatthegrammar-translationmethodfocusedonthewrittenEnglish.Directmethodistouseaforeignlanguagetoteachaforeignlanguagedirectly.Thereisnoneedtotranslate,alsonoanyattentiontogrammaticalforms.Theteachinggoalisnotthestandardwrittenlanguage,butthespokenlanguage.Thatistoteachinglanguagedirectlyestablishingadirectassociationbetweenexperienceandexpression,betweentheEnglishwords,phrasesoridiomsanditsmeaningswithouttheuseofthemothertongue.Itaimstobuildadirectrelationbetweenexperienceandlanguage,wordsandidea,thoughtandexpression.Italsointendsforstudentstolearnhowtocommunicateinthetargetlanguage.Directmethodisbasedontheimaginationthatthelearnershouldexperiencethenewlanguageinthesamewayashe/sheexperiencedthemothertongue.Thethirdoneisaudiolingualism.AudiolingualismwasaNorthAmericaninvention.Itwasstricterinthesectionofgrammarteaching.Anditstayedfaithfultothedirectmethodbeliefintheprimacyspeech.Thefourthoneisthenaturalapproach.Weareequippedatbirthwithlanguageacquisitionability.Languageabilitywasnothabituatedbehavior.Inthe1970s,thenaturalapproachappeared.Thenaturalapproachattemptstoreplicatetheconditionsoffirstlanguageacquisition,inwhichgrammarisnotdirectlyrelevant.Thefifthoneiscommunicativelanguageteaching.Communicativecompetenceconsistsofnotonlytheknowledgeofgrammar,butalsotheknowledgeofhowtouse8 ChapterTwoLiteratureReviewgrammarandvocabularytoachievecommunicativegoals.2.2.2TheResearchontheSituation-basedTeachingMethodatHomeandAbroadEarlyintheyear1885,theGermanlinguistWegenerproposedtheterm“situation”,andaccordingtohim,asituationisdividedintoanobvioussituationandamemorysituation.In1923,Malinowskiputforwardtheconceptof“situationcontext”,whichreferstotheobjectiveenvironmentoflanguagecommunicationactivities.Inthe1920s,Firthinterpreted“situationcontext”asfeelingsandreactionswhentheycommunicate.Situationcontextaffectscommunicationbehaviors.Inthemiddleofthe1960s,Hallidaysummedupsituationalfactorsintothefollowingthreekinds:1)thescopeofdiscourse,whichreferstothespecificenvironment,includingthetopicsandthewholeactivities;2)thetoneofdiscourse,whichreferstotheroleoftherelationshipbetweentheparticipants;3)thewayofdiscourse,whichreferstothechannelsandthemediawhentheparticipantscommunicate.Infact,thesparklingideaofteachinggrammarthroughsituationscanbetracedbacktoancienttime.IntheeducationthoughtofancientGreekandRoman,therewassituationalteachingidea.Inordertoachievethegoalofeducation,Socratesresearchedauniqueteachingmethodthroughlong-termteachingpractice.Peoplecalleditthe“Socraticmethod”.Itemphasizesthattheeducationisaprocesswhichshouldbefrominsidetooutside,andraisesthewisdomfromthechildren’sheartcontinuously.Itisadevelopmentprocessratherthantrainingandcastingprocess.Inhisteachingpractice,heraisedproblemsfirstintheteaching,butdidnottellthestudentstheanswersdirectly.Heletthestudentsgivetheiranswersbythemselves,andthenaskedthestudentsrepeatedlytoletstudentsfindtheirownanswers.He9 ChapterTwoLiteratureReviewguidedthestudentstogetthecorrectconclusionsstepbystep.Thebasicprocessofthisteachingmodeisquestions—reflection—guide—conclusion.Throughtheconversationbetweenteachersandstudents,theycreateasituationtomakestudentsthinkactivelyinordertoobtainthesolutiontotheproblem.Platothoughtthatthemainconcernoftheschoolwastosearchfortruth,ratherthanforafixedtheory.Thebasicprocessoftheteachingmodeisdialogue–debate–thinking-truth.Wecanregarditasthebudofsituationalteaching.Dewey,theAmericaneducator,madefurtherdevelopmentonteachingandthecreationofsituationalteaching.Heclaimedthattheremustbeanexperiencedsituationthatisactual,anditisthebeginningofthought.Hisbasicviewis:educationislifeandschoolissociety.Headvocatedlearningbydoing.Learningbydoingislearningfromtheactivitiesandexperience.Itmakestheknowledgefromtheschoolactivitiesconnectwiththeprocessoflife.Theteachingprocessshouldbetheprocessofdoing.Inhisview,childrencanlearnfromsignificantandinterestingactivities.Childrenarebornwiththewishtoworkandhavestronginterestinactivities.Ifchildrendonothavetheopportunityofdoing,itwillinevitablyhinderthenaturaldevelopmentofchildren.Dewey(1894)alsobelievedthatgoodteachingmustbeabletoarousechildren’sthinking.Thinkingisawisewaytolearnorasensibleexperienceinteachingprocess.Inhisview,withoutthinking,thereisnoanymeaningfulexperience.Therefore,schoolsmustprovidethesituationtocausethinking.Athinkingprocessisdividedintofivesteps,knownasfivestepsofthinking.Thefirstoneisadifficultsituation.Thesecondistofindthedifficulties.Thethirdoneistoputforwardvariousassumptionsofthesolution.Thefourthoneistoinfertheseassumptions.Thefifthistoverifyormodifythehypothesis.Theordersofthesefivestepsarenotfixed.Incorrespondencetothefivestepofthinking,theteachingprocessisdividedintofive10 ChapterTwoLiteratureReviewsteps,too.Thefirstoneisthatateachershouldprovideasocialsituationlinkedtolifeandexperienceforchildren.Thesecondistomakechildrenbepreparedtodealwiththeproblemsinthesituation.TheThirdistomakechildrenthinkabouttheproblemsandputforwardhypotheses.Thefourthisthatchildrensolvethehypothesesandarrangethem.Thefifthisthatchildrentestthehypothesesbyapplying.InDewey’sview,intheteachingprocess,childrencanlearnhowtodealwithproblems.Suchomlinski(1949)stressedthegreatimportanceofnaturalsituation.Heoftentookchildrentothenaturetoobservecarefullyandexperiencethebeautyofthenaturesothatstudentscouldgainknowledgeintherelaxedhappyatmospheretostimulatestudents’interestinlearninganddevelopstudents’imaginationandaestheticability.Inordertoachievethisgoal,SuchomlinskicompiledTheBookofNaturewhichhasthreehundredpagesforthechildren,andoneachpagetherearevividimagesofobjectivethingsforthechildrenwithgreatinterest.Foracertainpurpose,peoplesendoutcertaininformationthroughlanguage,gestures,expressions,orsomekindofsymbolicactionsothatotherscanacceptthesignal.ImpliedTeachinghasbeenwidelyappliedintheteachingofallkindsofsubjects.Intheprocessofteachinginmanycountries,peopleusesomekindsofwaysofart,psychologyandothermeanstoteachflexibly.TheimportanceofImpliedTeachingisitsfocusontheintegrateduseofmusic,games,roleplayingandotherteachingmethodstostimulatelearnersandtoeliminatethenegativepsychologicalfactors.Itcreatesarelaxedandhappylearningatmospheretomakestudentslearnactively.ItisclearthattoorganizeandcreatealearningsituationisthekeytoImpliedTeaching.ImpliedTeachingisalsoakindofsituationalteaching.Thesituation-basedteachingmethodwasdevelopedintheUKfromthe1920stothe1960s.PalmerandHornsbyfoundedtheprincipleofsituation-basedteachingmethodonthebasisofsummingupthepredecessors’experience,themainideaof11 ChapterTwoLiteratureReviewwhichisthatweteachlanguagebasedonthechoiceofclassificationofvocabularyandgrammar.BritishlinguistswrotemanyteachingmaterialslikeNewConceptEnglishinaccordancewiththisprinciple.Thefollowingarethecharacteristicsofthiskindofteachingmethod:1)Forlanguageteachingweshouldteachitfromspeakingfirst,thenreadingandwriting;2)Weteachforeignlanguagesinforeignlanguages;3)Weleadinthenewlanguagebysituations;4)Wechoosevocabulariesthatarecommonlyusedindailylife;5)Weteachgrammarfromsimpletocomplex;6)Readingandwritingarebasedonthevocabularyandgrammar.Situationalteachingmethodmainlyhasthefollowingcharacteristics.1)Itisrichandmeaningfulforthesupplyofsituation.2)Itisthecentrallearningenvironmentforlearners.3)Itistheconstructivelearningbasedontheproblems.4)Itincludescooperationandreflection.5)Itisasupportforteachers.Huang(2010)arguesthatinthesituation-basedteachingmethod,teachersplaytheroleofadvanceorganizerinEnglishteaching,providingthesituationforstudentstosetupabridgeofcognitiontomakestudentslearnmeaningfully.Chen(2009)putsforwardthatinapplyingthesituation-basedteachingmethod,teacherscreatesituationswhicharerelatedtostudents’reallifetomakestudentsdiscoverandunderstandwhattheyarelearning,basedonthecurrentteachingcontentandteachingtarget.Inregardwiththeadvantagesofthesituation-basedteachingmethod,Wang(2004)pointsoutthatweshouldnotonlybreakthepreviousoldteachingmode,butalsotaketheadvantagesofthetraditionalteachingmethod.Thesituation-basedteachingmethodisaneffectiveway,whichplacesanimportanceonstudents’affectivefactors.Injuniorhighschool,itiseffectivetoteachEnglishbyusingthisteachingmethod,andstudentscansolvetheproblemofboredomandfearoflearningEnglish.Concerningtheapplicationofthesituation-basedmethodinEnglishgrammarteaching,therearealsomanydiscussions.He(2010)pointsoutthatitisnecessaryto12 ChapterTwoLiteratureReviewreformtheEnglishgrammarteachingmethodtocreatesituationswhicharerelatedtoreallife.Connectingboringandabstractgrammarwithrealsituationscanmakegrammarteachingfullofvitality,thereforeimprovingthequalityofgrammarteaching.Li(2010)believesthatthetypicalcharacteristicsofsomegrammaticalitemscanonlybeshowninsituationsandcontexts.Ma(1998)explainshowtousesituation-basedteachingmethodtoleadingrammar,andhedoesitwiththeexamples.Zhang（1999）arguedthatsituationorcontextincludesallkindsofenvironmentabouttheabilityoflearningtolisten,tospeak,toread,andtowrite,andtheabilitytoapplynewlyacquiredlanguageknowledgeandskills.Halliday(1976)pointsoutthatthemeaningoflanguageandtheimportanceofcontextareintegrated.Heclaimsthatwecanseelanguageactivitiesasapartofaseriesofevents,whichincludetheparticipantsandthesurroundingenvironmentoflanguageactivities.Theparticipantsandthesurroundingenvironmentoflanguageactivitiesmakeupthesituation.Languagecommunicationisakindofactivitythatconnectsthecommunicativegoalwithrealsituation,andithasacertainpurpose.Englishlearnersshouldnotonlymasterthegrammarrules,butalsocanusethemcorrectlytoachievethegoaloffreecommunication.Ellis(1990)believesthatiftheteachingactivitieshavenospecificcommunicationenvironment,studentswillnotcontactwiththelivinglanguagematerials,anditwillhinderthedevelopmentofstudents.SoitisagoodwaytoimproveEnglishabilitybymakingstudentscontactanduseEnglishinreallife.Englishlearnersmustintegrateintothespecificsituationofcommunicationtokeeplearningandusethelanguage.ThusEnglishlearnerscanenjoyitandgettwiceresultwithhalftheeffort.Anderson(2004)pointsoutthatthebiggestadvantageofthesituationalteachingmethodisthattherealsceneoflanguageisacarriertohelpstudentsacquire13 ChapterTwoLiteratureReviewknowledge.Teachinggrammarincontextcanmaketheabstractgrammarteaching,andtherulesofgrammarrulesvisualization.Itmakestheboringgrammarlessonvivid.PropersituationalteachingcancombinethemeaningandthecommunicativefunctionsoflanguagetogetherorganicallytohelpEnglishlearnersexperienceinthespecificcontextanduselanguagerules.However,mostofthesediscussionsstayattheleveloftheoreticalresearch,beinglackinginempiricalresearchonthesituation-basedteachingmethodinsomeruralareas,especiallyinsomeremotemountainousareas.14 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingChapterThreeTheoreticalFoundations,PrinciplesandSituation-designing3.1TheTheoreticalFoundationsoftheSituation-basedTeachingMethodThesituation-basedteachingmethodismainlybasedonthetheoriesofsecondlanguageacquisition,thecognitivetheoryandtheconstructivismtheory.Thesetheoriesemphasizetheimportanceofsituationsandtheroleofstudentsinforeignlanguagelearning.Inthefollowingsections,thetheoreticalfoundationsofthesituation-basedgrammarteaching,itsworkingprinciplesandwaysofsituationcreationwillbeelaborated.3.1.1TheTheoryofSecondLanguageAcquisitionAboutthedifferencesbetweenfirstlanguageandsecondlanguage,LightbownandSpada(2002)pointoutthatfirstlanguageisthelanguagefirstlearnedandsecondlanguageisanylanguageotherthanthefirstlanguagelearned.Inmodernforeignlanguageteaching,linguiststendtousethefirstlanguageacquisitionrulestoguidethesecondlanguageorforeignlanguageteaching.Well-knownamongthem,Krashen’ssecondlanguageacquisitiontheoryhasagreatinfluence.AccordingtoKrashen(1985),therearefiveassumptionsinsecondlanguageacquisition:theacquisitionandlearninghypothesis,thenaturalorderhypothesis,themonitorhypothesis,theinputhypothesisandtheaffectivefilterhypothesis.Intheacquisitionandlearninghypothesis,adultsacquireasecondlanguageintwodifferentways.Oneisacquisition,andtheotherislearning.Firstlanguageacquisitionand15 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingsecondlanguageacquisitionaresimilar.Wemasteralanguagethroughtheprocessofnaturalcommunication.Intheprocessoflanguageacquisition,wepayattentiontothemeaningofthelanguageratherthanitsform.Learningisthatwemasterasecondlanguagebytheteachers’classroomteachingconsciouslyintheschool,andthelanguageformispaidmoreattentiontointheprocess.Intheprocessofforeignlanguageteaching,althoughwedonothavethenaturalenvironmentofacquiringalanguage,basedonthefunctionoflanguageacquisition,theteachercanusealltheexistinginputmaterials,tocreateasupportiveclassroomlanguageenvironmentinordertomakeabettersecondlanguagelearningenvironment(quotedfrom,Wedell,1995).InKrashen’sinputhypothesis,learners’languageinputshouldbeslightlyhigherthantheircurrentlevelofnaturallanguage.Itmeansthatthelanguageinputshouldbekeptatthelevelofi+l(Krashen,1982).iisthelearner’scurrentleveloflanguage,+lmeansslightlyhigherthantheexistinglanguagelevel,whichiscomprehensiblelanguageinput.Thenlearners’languageabilityishigherthani+lbyunderstandingtheinputi+l.Intheaffectivefilterhypothesis,Krashentakesintoaccounttheinfluenceoflearners’emotionalfactorsonsecondlanguageacquisition.Emotionalfactorsincludealearner’slearningmotivation,interest,confidenceandanxietyinthelearningprocess.Krashen(1985)regardstheemotionalfactorsasfilters.Theycanadjusttheinputoflanguage,makingitfreelypassornotpass.Theclearerthestudents’motivationinlearningis,thehighertheinterestis.Thestrongertheconfidenceis,thelowerthepsychologicalanxietyofstudentsis.Sothelearningconditionisbetter,andisabletoensurethesmoothoperationofthelanguageinput.Emotionalfactorscanhinderthelanguageinputaswell.Therefore,inactualteaching,teachersshouldcreatelivelyandinterestinglanguageinputtoimprovestudents"16 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designinginterestinlearningandenhancetheirlearningconfidence.3.1.2TheCognitiveTheoryLearningisnotformedintheinternalenvironmentandthedominationofstimulationpassively.Butitformsinmindactively,andformsacognitivestructure.Learningiscertainlynotthroughpracticingandstrengtheningthehabittoformreaction,butthroughunderstandingtogetit.Thepresentlearningdependsonthecognitivestructurewhichisinthelong-termmemorysysteminthemindandthecurrentstimulus.Learningisguidedbytheexpectationsofthelearner,andnotdominatedbythehabit.Bruner(quotedfromFeng,2000)isagainstthepriorityofstrengtheningintheteachingprogram.Hethoughtthatitcanonlyleadtostudents’learningwithoutthinking,anditcannotguaranteestudentstousetheknowledgeinanothersituation.Histheoryisoftenregardedascognitive-discoverylearningorcognitive-structureteaching.BasedonBruner’scognitivelearningtheory,theessenceoflearningistoformacognitivestructure.Thecognitivestructureisthecodingsystem.Learningistheformationofthecodingsystem.Bruner(quotedfromFeng,2000)claimsthatteachersshouldgivestudentsspecificthings,sothattheycandiscovertheirowncodingsystem.Soteachingshouldnotbetomakethestudentsreceiveknowledgeinapassiveway,anditshouldmakestudentsputthingsinorderandmakethembecomediscoverers.Students,therefore,aretheactiveexplorersintheprocessofteaching,andteachersarerequiredtoprovidestudentswithmaterialstoallowstudentstoreachconclusions.Sotheroleofateacheristohelpstudentscreatesituations,nottosimplygivethemknowledge.Inordertomakestudentslearnandmasterthebasicknowledgeofasubject,Bruneralsoputsforwardfourbasicprinciplesofteaching(quotedfromFeng,2000):1)Theprincipleofmotivation.Studentshavethreebasicintrinsicmotivations.17 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingTheyareintellectualcuriosity,desiretosuccessandtheneedsoftheharmoniouscoexistencebetweenpeople.2)Theprincipleofstructure.Anystructureofknowledgecanbepresentedbythreekindsofforms.Theyaremovement,pictureandsymbols.3)Theprincipleofprogram.Teachingistoguidelearnerstostateaquestionoralargenumberofknowledgestructuresthroughaseriesoforderlystatementstoimprovetheirmasteryofknowledge,transformandtheabilitytomigrate.4)Theprincipleofstrengthening.Inordertoimprovethelearningefficiency,learnersmustalsoobtainfeedbackandknowtheresultoflearning.Inordertopromotethedevelopmentofstudents’goodcognitivestructure,teacherscansetsituationstopromoteandregulatethestudents’inquiryactivity,andstimulatetheirmotivationtolearn.Intheteachingprocess,teacherschoosetheteachingprocedureandstructureinaflexiblewaytoorganizethepracticalteachingactivitiesaccordingtotheexperiencelevel,agecharacteristicsofstudentsandthecharacteristicsoftheteachingmaterial.Atthesametime,weshouldalsoofferthefeedbackthatcanhelpstudentstoimprovetheconsciousnessandinitiativeoflearning.3.1.3TheConstructivismTheoryInconstructivismteachingtheory,teachingisnotonlythetransmissionofknowledge,butalsotheprocessandtransformationofknowledge.Teachersshouldnotonlygiveknowledge,butalsoattachtheimportanceofstudents’understandingofallkindsofphenomena.Teachersshouldalsolistentostudents’viewsandexplorewiththemsomeissues.Soteachersaretheorganizer,helperandpromoterinlearning,ratherthanacommander.Intheteachingprocess,teacherscan,throughavarietyofconditions,suchassituations,conversations,cooperation,helpstudentsmastertheknowledgetheyhavelearned.18 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingTheconstructivismlearningtheorydoesnotthinkthatstudentsgainknowledgefromteachers,buttheyconstructtheirownknowledgebythemselves.Studentslearnactivelynotpassively.Thiskindofconstructioncannotbegivenbysomeoneelse.Thismeansthatlearningisanactiveprocess,andstudentshavetheactivechoice.Onthebasisoftheiroriginalexperiencesystemtheycodethenewinformation,andconstructtheirownunderstanding.Learningisnotasimpleaccumulationofinformation,butatwo-wayinteractionprocessbetweenoldandnewexperience.Theapplicationofknowledgeinvariouscircumstancesisnotasimpleform.Specificsituationalwayshasitsownspecificity.Accordingtotheconstructivismteachingtheory,teachersshouldmakeEnglishteachingfromknowledgetocomprehensivetype.Weshouldcreatethelearningcontentrelatedtorealsituationasfaraspossible.Byusingthevividandintuitiveimagetheyfullyconnecttheoriginalimageandthenewknowledge.Inthisprocess,studentscompletelyunderstandtheproblem,theapplicationofknowledgeandtheconstructionofmeaning.AlsoEnglishteachersinstudents’Englishlearningplayanimportantroleinpromoting,soEnglishteachersshouldpayattentiontoEnglishteachingmodeinnovationtostrengthenstudents’Englishlevel.3.2ThePrinciplesoftheSituation-basedTeachingMethodAnykindofteachingmethodhastheprinciples.Inapplyingthesituation-basedteachingmethod,teachersshouldalsofollowtheprinciplesofthesituation-basedteachingmethod.3.2.1ThePrincipleofTruthTeachingshouldstartfromtheactivityofstudents’dailylifetocreateasituation,andasituationshouldnotbefarfromthestudents’realexperience.Onlybythereal19 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingandrelevantsituationcanstudents’originalcognitivestructurebequicklyandeffectivelystimulatedandtheconnectionbetweenoldandnewknowledgebeestablished.Theprincipleoftruthreferstotheactuallyassociateddegreebetweenthesituationofthelearningtaskandtheskillsusingtheknowledge(LuandKang,2008).Forexample,whenteachersexplainthefestivalsinChinaandwesterncountries,wecouldnotbeabletocreatethesituationonHalloweentoletstudentspracticethelanguage,becausethefestivalitselfistobeapartofknowledgethatthestudentsaretounderstandaboutwesternculture.AndStudentsknownothingaboutthemeaningandtheactivitiesofHalloweenbefore.Tocreatethesituation,theteachercouldpresentsomevideostostudentstoletthemknowaboutthefestivals.Itcannotbecreatedwithouttheknowledgeofthefestivals.Itshouldbetrue.3.2.2ThePrincipleofCommunicationLi(1983)thinksthatlanguageisacommunicationtoolandlanguageteachingistocultivatestudents’abilitytousethiscommunicationtool.Soasituationshouldbecommunicativeandaimattrainingstudents’abilitytouselanguagetocommunicate.Studentsshouldnotonlybeabletocreategrammaticalsentences,butbeabletousethesesentencesaccordingtothesituation,thecontextandtheobject(Shu,2005).Whenhaveclasses,teachersshouldcreatethesituationswheretheteachersandthestudentsbothdonotknowwhattheotherswanttosay.Itmeansthatthereisinformationgapbetweenteachersandstudents.Studentsbuildabridgetoaccomplishthecommontaskthroughthecommunicationinformation.Ifthereisnolanguageinformationofsituationalcommunicativeactivitiesinclassroomteaching,thereisnoneedtocommunicatethroughlanguagetocompletecommunicationforstudents.Thelanguagethatstudentsusewillloseitssocialmeaningandbecomeasimpleconstructionofsentences.3.2.3ThePrincipleofFun20 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingLearningisaprocesswhereintelligencefactorsandnon-intelligencefactorsareinvolved.Intelligencefactorsrefertohumancognition,includingmemory,observation,thinking,imagination,etc.Non-intelligencefactorsincludeallthepsychologicalfactorslikeintelligence,emotion,interest,attention.Interestdrivestolearnalanguage.Thelanguagelearninginterestofstudentsdirectlyaffectstheresultofthelanguagelearning.Andthedifferenceofstudents’interestinlanguagelearningisnotcompletelyinborn.Environmentandeducationalsohaveagreatinfluenceonit.Therefore,teachersshouldconsidersituationsinEnglishteachingdesignandtrytomakethedesignedsituationasinterestingaspossibletomakestudentslearnEnglishactively.3.2.4ThePrincipleofCreativityLearnersshouldhavetheabilityofcreatingnewexpressionsflexiblyaccordingtothelearnedonesinacertaintask.Inforeignlanguageteaching,ifwejustsimplyimitateandreadsentencesforthecreationofsituation,wecannotdevelopthestudents’abilityofcreating.Therefore,teachersshouldexcavatethetextcontent,anddesignreasonablesituationstoletthestudentspayattentiontotheirimaginationandcreativityfully.Ofcourseteacherscanalsogivemoreopportunitiestostudentstocreatesituationsbythemselvestomakethepositivelearningbehavioreffectively.3.2.5ThePrincipleofInductionTheactivationofstudents’thirstforknowledgeandtheencouragementofstudentstosolvetheproblemthemselvesandformtheirownlanguageawarenessareimportant.Increatingteachingsituations,therefore,itmustmakesurethatthesituationscreatedcanarousethestudentstocognizeandarousethestudents’positivethinking.3.2.6ThePrincipleofMaximumRelevance21 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingInteaching,creationistoachievetheteachinggoalandteachingsituation,andthesituationmustbehelpfultoachievetheteachinggoal.Teachingsituationistheintuitivewaytoreproducetheknowledgerepresentationoftheactualthingsoractualthingsrelated,andreflectstudents’understandingoftheprocessofimage.Knowledge,abilityandtargetrequirementsshouldbeassociatedwiththecontentoftheemotionalattitudevalues.Ateachershouldnotusetoomuchfancy,butshouldlinkasituationtothelearningcontent.3.2.7ThePrincipleofCognitiveProximityAteachingsituationshouldconformtostudents’cognitivelevelandtheirreallife.Inclassroomteaching,thecreatedsituationsshouldcomefromstudents’familiarlifeexperiences,andthedepthofaproblemshouldbealittlehigherthantheleveloftheacquiredknowledgeoflearners.Andthereshouldbeacertainspaceforthinkingandmentalstrength,sothatstudentscanthinkhard.3.2.8ThePrincipleofCooperationWiththedevelopmentofthesociety,thecultivationofstudents’collectiveconceptandteamspiritandcooperationabilityismuchneeded.Theabilityofcollectingandprocessinginformation,theabilityofacquiringnewknowledge,analysisandproblem-solvingskills,aswellascommunicationandcooperationabilityarethebasicskills.Thedesignofateachingsituation,therefore,shouldallowstudentstolearntocommunicateandshareinformation,ideasandachievements,andenjoythemselves.Atthesametime,theyshouldlearntoappreciateothers.Whenestablishingthesituation,teacherscreatesuitablecooperativelearningconditionstolettheteammemberstocommunicateandcooperatehappilyaccordingtotherequirementsofteachinggoalsandthecharacteristicsofknowledgelearning.22 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designing3.3WaysofCreatingSituationsIntheteachingpractice,accordingtothesituation-basedteachingmethod,teacherscanuseavarietyofmeanstocreatesituations.Thecreationofsituationmustbesuitableforthestudents’actuallanguagelevel,closetothestudents’livingenvironment,andsuitableforthestudents’psychologicalandphysiologicalcharacteristics.Intheprocessofcreatingsituations,teachersshouldfullyguidestudentstocreatetheirownsituations.Thefollowingaresomeacceptedwaystocreatesituations.3.3.1TheGameMethodStudentsarecuriousaboutfreshandunknownthingsandtheydesiretoseeknewknowledge.Thegamemethod,whichissuitabletothephysiologicalandpsychologicalcharacteristicsofstudents,canleadtotheresultthatstudentscanthinkactivelyandtheclassisfulloffun.Intheend,studentscanacquiregrammarrulesandskillsinarelaxedandpleasantsituation.3.3.2TheMusicMethodMusicisoneofcommonlanguagesofhumanbeings.Itcanenrichpeople"slife,enlightenthewisdomofthepeople,andgivepeopleabeautifulenjoyment.Teacherscanguidestudentstochangethestaticabstractwordsintodynamicvividlanguagetocarryoutdialoguesormonologuesinarelaxedsituation,andmakestudentsobtainavividfeeling.Atthesametime,teacherscanalsousesimplesongstopresentgrammarknowledge.Forexample,astudentcanappreciateasongfirst,andthenfindoutthereferencetothepresentperfecttensesentencesinthelyrics.Itnotonlycaneliminatestudents’fatigue,butalsocaneasethedifficultyinlearning.Itisacombinationof23 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingmusicandlanguage,andcanmakestudentslearnlanguageinanenjoyableway.3.3.3TheRealObjectMethodRealobjectsareoneofthemostintuitiveanddirectwaysforcreatingsituations.Realobjectscanquicklyattractstudents’attention,andcanbreakthelimitationoftimeandspace.Teacherscanuselocalmaterialsintheclassroom,andmakefulluseofrealobjectsliketheplatform,thedesksintheclassroom,thestudents’writingcaseandblackboard.Teachersandstudentscanalsobringsomecommonthingswhichareeasiertocarrytotheclassroom,suchasdifferentcolorballoons,oranges,apples,knifeandfork.3.3.4TheSimpleDrawingMethodSimpledrawingswhichusethemostsimplepointsandlinestorepresentthebasicfeaturesofobjectarebrief,vivid,lively,andhumorous.Theycanbefinishedinaveryshortperiodoftime.Inclassroomteaching,teacherscanusebriefstickstomaketheabstractobjectsvivid.Thecombinationoflanguageanddrawingcanmakestudentslearneasily,andhelpstudentstounderstandandmakedifferencesbetweenthings.Althoughbriefsticksarequickerthanlanguagedescription,ofcourse,teachersneedtocreatesituations.Soateachershouldbefamiliarwiththeteachingmaterialswhentheygiveclasses.Whenbriefsticksareneeded,agooddesignofthepicturesshouldbemadetoavoidmakingmistakesintheprocessofclassroomteaching.3.3.5TheStoryMethodAteachermayinspirethestudents’interestinlearninggrammarbytellingstories.Thestoryarrangementshouldbeclosetothegrammarphenomenonthatstudentswilllearn.Storymethodemphasizesthatthelearnerscontact,understand,andusemeaningfullanguageknowledgenaturally.Afterhearingastory,aftertalking24 ChapterThreeTheoreticalFoundations,PrinciplesandSituation-designingaboutthelanguageknowledgeinvolved,studentscanlearngrammarpointsandretellthestory.Bydoingthis,studentscanacquirelanguagestructureandfunctionintheprocessofusinglanguageandmakethenewlanguagerulesfitnaturallywiththeknowledge.3.3.6ThePerformanceMethodTheperformancemethodisakindofvisualteachingmethod.Itcanbetheperformancethatisexampledbyteachersandwhichisperformedbystudentsthemselves.Teacherscanteachgrammarvividlywhentheygiveperformances.Studentscanalsoperformandgetgreatencouragementandcouragetohaveperformances.Intheprocessofstudentsshowingthemselves,teachersshouldalsobeactivelyinvolved,andteacherscanactasadirector,ajudge,oroneoftheroles.Studentsshouldfocusonthepurposeoftheperformanceandtaskbeforetheperformance,whichcanserveteaching.Throughperformances,abstractsyntaxwillbecomevividandmakestudentslearngrammarinanactivesituation.3.3.7TheMediaMethodThemediamethodmainlyreferstotheuseofmoderntechnology,suchascomputerandnetwork.Asmodernequipmenthasbeenusedwidely,theuseofmediahasbecomeanimportantmeansofteaching.Mediatechnologyhasthenatureofbeinginteractive,holdingalargeamountofinformationandsharinginformationeasily.Ithasbeenausefulwaytopresentknowledgeinlanguageteaching.25 ChapterFourMethodologyChapterFourMethodologyThesituation-basedteachingmethodisaveryimportantteachingmethodinforeignlanguageteaching.Itisalsoavividplatformofforeignlanguageteaching.Thisstudyintendstoapplythesituation-basedteachingmethodintheteachingofjuniorhighschoolEnglishgrammarclassinajuniorhighschoolinthecountyofZhanyi,Qujing,Yunnantoexploreitseffect.Inthischapter,thegrammarfocusintheexperiment,researchquestions,researchsubjects,researchinstrumentsandresearchprocedureandsamplesofclassroomteachingintheECandtheCCwillbeintroduced.4.1GrammarFocusoftheExperimentThegrammardealtwithintheexperimentincludestheuseof“be”inthepresenttenseandpersonalpronounsassubjectsandattributives.Thereare“am”,“is”and“are”inthePresentTenseof“be”.Ifthesubjectissingle,wecanuse“is”.Ifthesubjectisnotsingle,wecanuse“are”.Ifthesubjectis“I”,wecanuse“am”.“They,we,you,she,he,itandI”arethesubjects.“Their,our,your,its,his,herandmy”areattributive.4.2ResearchQuestionsIntheresearch,theindependentvariableisthesituation-basedteachingmethod,andthedependentvariableisthegrammarabilityandthelevelofthestudentsinthetwoclasses.Thestudytriestoanswerthefollowingtwoquestions:26 ChapterFourMethodology1)Byapplyingthesituation-basedteachingmethod,canthestudentsincreasetheirinterestinlearningEnglishgrammar?2)Byapplyingthesituation-basedteachingmethod,canthestudentsimprovetheirEnglishgrammarability?4.3ResearchSubjectsThesubjectsarefromajuniorhighschoolinthecountyofZhanyi,Qujing,Yunnan.Thereare88studentsfromtwoclassesofGradeSeven.ClassOneistheexperimentalclasswith44students.ClassTwoisthecontrolledclasswith44students,too.The88studentswererandomlychosenbecausetheyhavequitesimilarEnglishproficiency.Itisknownthatbeforetheyenteredintojuniorhighschool,theyhadtopasstheentranceexamination.Theyhadthesameentranceexamination.AndtheyhadverycloseEnglishscores.AllofthemhadnoEnglishlessonbeforetheycametojuniorhighschool.ThedurationoftheexperimentwasfromNovember9th,2015toNovember29th,2015.4.4ResearchInstrumentsThisstudyisempiricalinnatureandtheresearchinstrumentsaremainlyonequestionnaireandtwotestsabouttheuseof“be”andpersonalpronouns.ThedatawillbeanalyzedbySPSS10.4.4.1TheQuestionnaireThequestionnaire（seeAppendixⅠ）consistsoftenquestions,andtherearefourdifferentchoicestoeachquestion.Itincludesstudents’attitudeandunderstandingof27 ChapterFourMethodologygrammarlearningandtheviewofgrammarteachingsituation.Itisdesignedtofindoutthechangesofthestudents’interestaboutEnglishgrammarlearning,whichanswersthefirstquestion:Cantheapplicationofthesituation-basedteachingmethodincreasestudents’interestinlearningEnglishgrammar?4.4.2TestsAtestisabetterwaytochecktheresultofteachinginChina.Anexperimentwillbeconductedinthetwoclassesfor20days.Afterthe10-dayteachingexperimentprocess,thesubjectsfromthetwoclasseshavethesametestontheteachingeffectoftheuseof“be”(seeAppendixⅡ).Thenthe88subjectshavethesametestonpersonalpronouns(seeAppendixⅢ).Thetestlastsonlytenminutes.Therearetensentencesonthepaper,andeachofthemhasfourchoices.Theresultsofthetestsarestatisticallyanalyzed.4.5ExperimentProcedureThe88studentsdothequestionnaireforthefirsttimeonNovember7th,2015,andtheresultswillbeanalyzedbeforetheexperiment.Thentheexperimentwillbecarriedout,whichwilllast20days.Intheexperimentalclass,thesituation-basedteachingmethodwillbeadopted,whileinthecontrolledclass,thetraditionalgrammarteachingmethodofgrammartranslationmethodwillbeapplied.After20daysoftheexperiment,allthesubjectswillhaveasametest.Thetestresultswillbeanalyzed.Aftertheexperiment,the88subjectswillbegiventhequestionnaireforthesecondtimeonNovember30th.28 ChapterFourMethodology4.6ControllingExtraneousVariablesInconductinganexperiment,extraneousvariableshavetobetakenintoaccount.Thefollowingaretheextraneousvariablesinthisstudy:1)Thesameteacherteachesthetwoclasses,namelytheexperimentalclassandthecontrolledclass.2)Allthesubjectsfromthetwoclasseshavethesamehomework.3)Allthesubjectsfromthetwoclassesaregiventhesametest.4)TheresultofthetestisanalyzedbySPSS10.0underthesamegradingstandard.5)Thequestionnaireisthesame,too.4.7SamplesofClassroomTeachingintheECandtheCCTheexperimentlasts20daysfromNovember9thtoNovember29th2015.Theresearcherteachesthetwoclassesindifferentways.Theexperimentalclassistaughtbythesituation-basedteachingmethod,whilethecontrolledclassistaughtbythetraditionalmethodofgrammartranslation.4.7.1TheUseof“be”initsPresentTense1)ThemainstepsofteachinginthecontrolledclassThecontrolledclassistaughtbythetraditionalgrammarteachingmethod,themainteachingstepsarethefollowing:(1)Toreviewthenewwords(2)Topresentandexplaintheuseof“be”Thereare“am”,“is”and“are”inthePresentTenseof“be”.Ifthesubjectissingle,wecanuse“is”.Ifthesubjectisnotsingle,wecanuse“are”.Ifthesubjectis“I”,wecanuse“am”.Forexample:IamyourEnglishteacher.29 ChapterFourMethodologySheisourEnglishteacher.Iamthegirl.Whoisyourmathteacher?Themanisourmathteacher.Thefatmanisourmathteacher.Yourhairisshort.TheboyisourclassmateLiuYi.Theclothesaremyclothes.TheshoesareLiuYi’s.ThetrousersareLiuYi’s,too.(3)TopracticethegrammarrulesI()ZhouHaifeng.Mydeskmate()YuYuanqing.Myname()DuHuilin.He()mybrother.They()hisparents.What()yourname?Herpen()red.(4)TogivethesamehomeworkFilltheblanksusing“am”,“is”and“are”I()aboy.Lili()myname.Theboy()Tom.They()friends.You()mysister.LiliandTom()classmates.30 ChapterFourMethodologyInthesefoursteps,theteacheristhecenterofteaching.Teacher’steachingisthemostimportant.Theteachertellsthestudentsthegrammaticalrules.Thestudentsjustlistenpassively,andthepracticeisjust“fillintheblanks”andsentencepatternpractice.2)ThemainstepsofteachingintheexperimentalclassOntheuseofsituationalteachingmethodinjuniorhighschool,Englishgrammarteachinghasnocertainpattern.Theauthorhaslearnedthenatureofthesituation-basedteachingmethodandtheprinciplesofthesituation-basedteachingmethod.Themainteachingstepsareasfollows:(1)Reviewthewords.(2)Leading-in:toarousethestudents’interest.Theteachershowssomephotostothestudents,andtellsthemthattheywilllearnthegrammar.(3)Presentation:toprovideopportunitiesforcreatingcomprehension.T:Lookatthisphoto,anddoyouknowwhothisgirlis?Ss:Yes,sheisourEnglishteacher.T:Yes,IamyourEnglishteacher.(Theteacherrepeatedthesentenceatleastfourtimes.)WhoisyourEnglishteacher?Ss:Thegirlinblue.T:Yes,Iamthegirl.(Theteacherrepeateditfourtimes.)Andwhoisyourmathteacher?Ss:Themanisourmathteacher.Thefatmanisourmathteacher.(Encouragestudentstomakemoresentencesusingthephotostheteachergives.)Ss:Yourhairisshort.TheboyisourclassmateLiuYi.31 ChapterFourMethodologyT:(Showaphotooftheteacher’sclothes.Introduceanotherword“are”.)Theclothesaremyclothes.(Repeatitfourtimes.)(Letastudentstandup)Ss:TheclothesareLiuYi’s.TheshoesareLiuYi’s.ThetrousersareLiuYi’s,too.Sumup:Ifthesubjectissingle,wecanuse“is”.Ifthesubjectisnotsingle,wecanuse“are”.Ifthesubjectis“I”,wecanuse“am”.(4)Practice:tomakethestudentsproducemore.T:Wearegoingtomakeacompetition.Thestudentwhomakesmoresentencesinfiveminutesisthewinner.Iwillgivethewinneracandy.Ss:OK!Thestudentsbegantowork.T:(Fiveminuteslater).Nowtimeisup.Iwillcheckyourwork.ZhangDeyueisthewinner.Iwillgiveyouacandy.Congratulations!(5)Extensionactivity:toprovidethestudentsmoreopportunitiestousethestructuretocarryoutaparticulartask.T:Nowcanyoutellmeyournameandyourdeskmate’sname?Ss:OK.Wecan.S1:IamZhouHaifeng.MydeskmateisYuYuanqing.S2:MynameisDuHuilin.MydeskmateisZhangDeyue.T:Nowpracticewithyourdeskmate.(Fiveminuteslater.)Theteachercheckedtheresult.Theydidwell.(6)Homework:togivesomerelevantassignmentabouttheuseof“be”.Itisthesameasthecontrolledclass’.32 ChapterFourMethodologyFilltheblanksusing“am”,“is”and“are”.I()aboy.Lili()myname.Theboy()Tom.They()friends.You()mysister.LiliandTom()classmates.4.7.2TheUseofPersonalPronounsasaSubjectandanAttributive1)ThemainstepsofteachinginthecontrolledclassInthecontrolledclass,theauthorteachesbythetraditionalgrammarteachingmethod,themainteachingstepsare:(1)Toreviewthenewwords(2)Topresentandexplaintheuseofpersonalpronoun“They,we,you,she,he,itandI”arethesubjects.“Their,our,your,its,his,herandmy”areattributive.Forexample:SheisourEnglishteacher.IamyourEnglishteacher.WhoisyourEnglishteacher?YouaremyEnglishteacher.Whoisyourmathteacher?Themanisourmathteacher.Thefatmanisourmathteacher.Yourhairisshort.TheboyisourclassmateLiuYi.Theclothesaremyclothes.Theyaremyclothes.33 ChapterFourMethodologyTheyarehisshoes.Itisherpen.(3)Topracticethegrammarrules_______(I,My)nameisZhouHaifeng._______(He,His)nameisYuYuanqing._______(She,Her)nameisDuHuilin.Thoseare______(they,their)pens._______(I,My)amagirl._______（He,His）isaboy.______(She,Her)sisterisateacher._______(You,Your)areagoodgirl.Isthis_____(you,your)pen?(4)TogivethesamehomeworkFilltheblanks._______(I/my)amaboy._______(She/Her)ismysister._______(He/His)isTom._______(They/Their)arefriends.Sheis_______(I/my)sister.Theyare_______(we/our)teachers.Thisis_______(she/her)book.Thatis_______(he/his)pen.2)Themainstepsofteachingintheexperimentalclass(1)Reviewthewords.(2)Leading-in:toarousethestudents’interest.Theteachershowssomephotostothestudents,andtellsthemthattheywill34 ChapterFourMethodologylearnthegrammar.(3)Presentation:toprovideopportunitiesforcreatingcomprehension.T:Lookatthisphoto,anddoyouknowwhothisgirlis?Ss:Yes,sheisourEnglishteacher.(Theteacherrepeated“our”atleastfourtimes.)T:Yes,IamyourEnglishteacher.WhoisyourEnglishteacher?(Theteacherrepeated“your”atleastfourtimes.)Ss:YouaremyEnglishteacher.T:Yes,IamyourEnglishteacher.(Theteacherrepeateditfourtimes.)Andwhoisyourmathteacher?Ss:Themanisourmathteacher.Thefatmanisourmathteacher.(Encouragestudentstomakemoresentencesusingthephotostheteachergives.)Ss:Yourhairisshort.TheboyisourclassmateLiuYi.T:(Showaphotooftheteacher’sclothes.)Theclothesaremyclothes.(Repeatitfourtimes.)(Letastudentstandup)Ss:Theyaremyclothes.Theyarehisshoes.Itisherpen.Sumup:“They,we,you,she,he,itandI”arethesubjects.“Their,our,your,its,his,herandmy”areattributive.(4)Practice:tomakethestudentsproducemore.T:Lookattheflash.Wearegoingtomakeacompetition.Thestudentwhomakesmoresentencesinfiveminutesisthewinner.Iwillgivethewinneracandy.Ss:OK!Thestudentsbegantowork.35 ChapterFourMethodologyT:(Fiveminuteslater)Nowtimeisup.Iwillcheckyourwork.ZhouHaifengisthewinner.Iwillgiveyouacandy.Congratulations!(5)Extensionactivity:toprovidethestudentsmoreopportunitiestousethestructuretocarryoutaparticulartask.T:Nowcanyoutellmeyournameandyourdeskmate’sname?Ss:OK.Wecan.S1:MynameisZhouHaifeng.HisnameisYuYuanqing.S2:MynameisDuHuilin.HernameisZhangDeyue.T:Nowpracticewithyourdeskmate.(Fiveminuteslater,theteachercheckedtheresult,theydidwell.)(6)Homework:togivesomerelevantassignmentabouttheuseofpersonalpronoun.Itisthesameasthecontrolledclass’.Filltheblanks._______(I/my)amaboy._______(She/Her)ismysister._______(He/His)isTom._______(They/their)arefriends.Sheis_______(I/my)sister.Theyare_______(we/our)teachers.Thisis_______(she/her)book.Thatis_______(he/his)pen.36 ChapterFiveDataAnalysisChapterFiveDataAnalysisInthischapter,allthedatafromboththequestionnaireandthetestswillbepresentedandanalyzedbySPSS10.0.5.1DatafromtheQuestionnaire5.1.1DatafromtheQuestionnairebeforetheExperimentInthisexperiment,aquestionnaireconsistingof10questionswasgiventothestudents.TheydiditduringtheEnglishclassintheclassroomforthefirsttimeonNovember7th,2015.Therewasnooneabsentthatday.Allthesubjectsdiditinsixminutes.Allthestudentshandeditontime.Thereturnrateofthequestionnairereached100%.Thefollowingaretheresultsandtherateofthequestionnairebeforetheexperiment.Inthetable,ECreferstotheexperimentclass,andCCreferstothecontrolledclass.37 ChapterFiveDataAnalysisTable5.1Theresultofthequestionnairebeforetheexperimentofthetwoclasses(inthetable,Preferstothepercent(%);NSreferstonumbersofthesubjects;andSNreferstothestatementnumber.)TheresultofthequestionnairebeforetheexperimentofthetwoclassesSN12345678910NS81732120221014815ECP1839748455023321834quiteuntrueNS918222212211141014CCP2041550485025322332NS1012320212119171720ECgenerallyP2327745484843393945untrueNS912320202020161819CCP2027745454545364143NS12918211810155ECgenerallyP27204152218233411trueNS11819221711136CCP25184355216253014NS1462010207344ECP32144523501671010quitetrueNS1562010116335CCP3414452322147711InTable5.1,about“generallytrue”and“quitetrue”,thenumbersintheexperimentalclassareasfollows.1)Thereare26subjectsthinkingthatgrammaristhehardestpartoflearning.Itmeans59%ofsubjectsthinkthatgrammaristhehardestpartoflearning.2)15studentsareinterestedingrammar.34%ofstudentsinterestedingrammarin88students.3)86%of88studentsstudygrammarjustforexams.4)Thereareonly7subjectspayingattentiontopublicEnglishexpression.Andtherateisonly28%in88students.5)3subjectspayattentiontothewholesituationandinterpersonalmeaning38 ChapterFiveDataAnalysiswhentheydoexercisesongrammar.Itisonly7%inallthesubjects.6)Only2%ofsubjectscommunicatingwithothersinwhatshehaslearnedaboutEnglishgrammar.Thenumberofthesubjectsisonlyone.7)15subjectsor34%ofsubjectsthinkthatthecurrentgrammarlearninghasapositiveimpactonotherskillsofEnglish.Fromtheresultsofthefivestatementsabove,itisclearthatmostofthestudents’learningingrammaronlystaysonthelevelofgrammarrules,andthelearningpurposeistosolvetheexercisesongrammarandexams.Thereareafewsubjectsputtingtheknowledgeofgrammarintopracticeintheexperimentalclass.AsforQuestions8-10,theresultsarelistedasfollows:(8)Thereare30%ofsubjectssatisfiedwiththecurrentgrammarlearningeffect.(9)Thereare44%ofstudentswillingtosharetheirexperiencesinlearninggrammarwithotherstudents.(10)Thereare9studentsor21%ofthesubjectshavingtheconfidenceinimprovingtheirEnglishgrammar.Fromthethreestatements8-10,aconclusioncanbereachedthatmostsubjectsarenotsatisfiedwiththelearningeffectongrammarandtheyhopetoimprovetheirEnglishgrammarintheexperimentalclass.InTable5.1,about“quitetrue”and“generallytrue”,thenumbersinthecontrolledclassareasfollows:1)59%ofsubjectsthinkingthatgrammaristhehardestpartoflearning.2)32%ofthestudentsareinterestedingrammar.3)88%ofstudentsstudygrammarjustforexams.4)Only28%ofsubjectspayattentiontopublicEnglishexpression.5)Only7%ofsubjectspayattentiontothewholesituationandinterpersonalmeaningwhentheydoexerciseongrammar.39 ChapterFiveDataAnalysis6)4%ofsubjectscommunicatingwithothersinwhatshehaslearnedaboutEnglishgrammar.7)30%ofsubjectsthinkthatthecurrentgrammarlearninghasapositiveimpactonotherskillsofEnglish.Theresultsofthefivestatementsaboverevealthatmostofthestudents’learningingrammaralsostaysonthelevelofgrammarrules,andthelearningpurposeistosolvetheexerciseongrammarandexams.Thereareafewsubjectsputtingtheknowledgeofgrammarintopracticeinthecontrolledclass.(8)32%ofsubjectsaresatisfiedwiththecurrentgrammarlearningeffect.(9)37%ofstudentsarewillingtosharetheirexperiencesinlearninggrammarwithstudentstudents.(10)25%ofstudentshavetheconfidencetoimprovetheirEnglishgrammar.Thethreestatements8-10showthatmostsubjectsarenotsatisfiedwiththelearningeffectongrammarandtheyhopetoimprovetheirEnglishgrammarinthecontrolledclass.InTable5.1,wecanseethattherewerenosignificantdifferencesbetweenthetwoclasses.5.1.2DatafromtheQuestionnaireaftertheExperiment40 ChapterFiveDataAnalysisTable5.2Theresultofthequestionnaireaftertheexperimentofthetwoclasses(inthetable,Preferstothepercent(%);NSreferstonumbersofthesubjects;andSNreferstothestatementnumber.)TheresultofthequestionnaireaftertheexperimentofthetwoclassesSN12345678910NS1211815151889411ECquiteP27251834344118201025untrueNS81732121211013913CCP1839748484823302030NS149817171715101116ECgenerallyP32202039393934232536untrueNS1013320212121151719CCP2330745484848343943NS815138651217209ECgenerallyP19343018141127394520trueNS12719212812146CCP27164352519273214NS109155649898ECgenerallyP23203411141020182018trueNS147191105446CCP32164322011101014Aftertheexperiment,thesubjectsdidthesamequestionnaireagain.FromTable5.1andTable5.2,aboutquitetrueandgenerallytrue,itshowsthatinthecontrolledclass:(1)Therateisalso59%.(2)Therateisalso32%.(3)Therateis86%aftertheexperiment.Itdecreasesfrom88%to86%.(4)Theratedecreasesfrom28%to7%.(5)Thepercentdecreasesfrom7%to4%.(6)Thereistherate5%.(7)Thereistherate30%,too.Fromtheresultsofthesevenstatementsabove,wecanalsoseethatmostofthestudents’learningingrammaronlystaysonthelevelofgrammarrules,andthelearningpurposeistosolvetheexerciseongrammarandexams,too.Thereareafewsubjectsputtingtheknowledgeongrammarintopracticeinthecontrolledclass.41 ChapterFiveDataAnalysis(8)Therateis37%aftertheexperiment.Itincreases4%.(9)Therateincreases5%.(10)Therateincreases3%.Theabovethreestatements8-10showthatmostsubjectsarenotsatisfiedwiththelearningeffectongrammarandtheyhopetoimprovetheirEnglishgrammarinthecontrolclass.Therearenosignificantdifferencesinthecontrolledclassbeforetheexperimentandaftertheexperiment.InTable5.1andTable5.2,however,aboutquitetrueandgenerallytrue,itshowsthatintheexperimentalclass:(1)Theratedecreasesfrom59%to42%.(2)Therateincreasesfrom34%to54%.Theresultshowsthatthroughthesituation-basedteachingmethod,mostofthestudentseliminatethefearoflearninggrammar,andincreasetheinterestofstudyinggrammar.(3)Itdecreasesfrom86%to64%.(4)Therateincreasesfrom28%to29%.(5)Itincreasesfrom7%to28%.(6)Therateofthemis21%aftertheexperiment.Andtherateincreasesfrom2%to21%.(7)Itincreasesfrom34%to47%.Thedataindicatesthatthroughsituation-basedgrammarteaching,thestudentshaverealizedthatlearninggrammarisnotonlyforthepurposeofthetest,problemsolving,andthemoreimportantistousegrammarknowledgeintheserviceoftheapplicationlanguagecommunicationtoimprovelanguageskills.(8)Therateincreasesfrom30%to57%.(9)Therateofthemis65%aftertheexperiment.Anditincreasesfrom23%.(10)Therateincreasesfrom21%to38%.Theexperimentresultshowsthat57%ofthestudentsaresatisfiedwiththecurrentgrammarlearningeffect.65%ofthestudentsarewillingtosharetheirexperiencesinlearninggrammarwithotherstudents.38%ofthestudentshave42 ChapterFiveDataAnalysisconfidencetoimprovetheirEnglishgrammar.Therearesignificantdifferencesintheexperimentalclassbeforeandaftertheexperiment.Itfullyshowsthattheapplicationofsituation-basedteachingingrammarteachinghasbeenacceptedbymostofthestudents,anditalsohelpsthestudentstoestablishthelearninggrammarmoreconfidently.5.2DatafromtheTestsTable5.3TheresultofthetestsTheresultoftest1andthetest2standardscore≥9080-8970-7960-79<60averagedeviationTest154692451.8225.52CCTest2667151360.9123.91Test144692351.3626.42ECTest255482351.1427.4InTable5.3,theresultshowsthatinthecontrolledclass,theaverageofTest1is51.82.AndthestandarddeviationofTest1is25.52.Intheexperimentclass,theaverageofTest1is51.36.AndthestandarddeviationofTest1is26.42.TheaverageofTest1inthecontrolledclassishigher0.46thantheaverageofTest1intheexperimentclass,butthestandarddeviationofTest1inthecontrolledclassislower0.90thanthestandarddeviationofTest1intheexperimentclass.Therearedifferencesbetweenthetwoclasses.ItshowsthattheperformanceofthecontrolledclassisbetterthantheexperimentclassaboutTest1.InTable5.3,theresultalsoshowsthatinthecontrolledclass,theaverageofTest2is60.91.AndthestandarddeviationofTest2is23.91.Butintheexperimentclass,theaverageofTest2is51.14.AndthestandarddeviationofTest2is27.40.The43 ChapterFiveDataAnalysisaverageofTest2inthecontrolledclassishigher9.77thantheaverageofTest2intheexperimentclass.AlsothestandarddeviationofTest2inthecontrolledclassislower3.49thanthestandarddeviationofTest2intheexperimentclass.Therearesignificantdifferencesbetweenthetwoclasses.ItstronglyshowsthattheperformanceofthecontrolledclassismuchbetterthantheexperimentclassaboutTest2.Obviously,theresultsofthetestsshowthattherearesignificantdifferencesbetweenthetwoclassesaboutthetwotests,especiallyTest2.Theresultsofthetestsinthecontrolledclassaremuchbetterthanthatoftheexperimentclass’.Itsuggeststhatattheendoftheexperiment,thesubjectswhohavereceivedthenewteachingmethod,thesituation-basedteachingmethod,intheexperimentalclassdonothaveabetterperformanceingrammarknowledgethanthesubjectswhoarestillundertheteachingofthetraditionalteachingmethodinthecontrolledclass.5.3TheExperimentalResultsAnanalysisoftheresultsofthequestionnairesuggeststhatinjuniorhighschool,ifteachersteachEnglishgrammarbythesituation-basedteachingmethod,thestudents’interestinlearninggrammarcanbestimulated,andthestudents’Englishlearningconfidencecanalsobeimproved.Ananalysistotheresultsofthetestsinthisexperimentshowsthatinjuniorhighschool,ifteachersteachEnglishgrammarbythesituation-basedteachingmethod,theperformanceofthestudentsintestsintheexperimentclassisnotbetterthanthatinthecontrolledclass.44 ChapterSixConclusionChapterSixConclusion6.1MainFindingsThisstudy,throughanexperiment,discussestheapplicationofthesituation-basedteachingmethodonEnglishgrammarteachinginjuniorhighschool.Ithasconfirmedthatthesituation-basedteachingmethodismoresuitableandefficientinarousingstudents’interestinEnglishlearningandinpromotingclassroomactivities.Toillustrateindetail,thesituation-basedteachingmethodhasthefollowingadvantagescomparedwiththetraditionalteachingmethod.1)Thesituation-basedteachingmethodisbeneficialtothediversificationofteachingmeans.Textbooksandchalkcannevercreateavividteachingsituationforstudents.Itrequiresteacherstofindwaystocreateavarietyofsituations.2)Thesituation-basedteachingmethodisbeneficialtomakingtheclassroomactive.Thecreationofasituationcaninspirestudents’enthusiasmandinterestinlearningEnglish.3)Thesituation-basedteachingmethodishelpfultoimprovestudents’comprehensivelanguageusingability.Inthesituation-basedteachingmethod,studentsarerequiredtouseallkindsoflanguageskillsinordertounderstandandtakepartinsituations.4)Thesituation-basedteachingmethodmakesgrammarteachingandlearningmoreenjoyable.Thesituation-basedteachingmethodincreasestheinteractionbetweenstudentsthemselvesandbetweenteachersandstudents.However,asforstudents’grammarknowledgelearning,withnoconsiderationoftheapplicationofgrammarknowledgeinsituations,thetraditionalgrammar45 ChapterSixConclusiontranslationmethodseemstobemoreeffective.Thereasonsmightbethatstudents’rotememorymightplayakeyroleinthetraditionalteachingmethod.Whileinthesituation-basedteachingmethod,students’understandingmightbeamainfactorfortheacquisitionofgrammarknowledge.Abalancehastobemadebetweenrotememoryandunderstanding,andbetweenthetraditionalmethodandthesituation-basedmethod.6.2LimitationsoftheResearchDuetothelimitationofresearchconditions,theexperimentresearchalsohaslimitationsandproblemstobesolved.Theyareasfollows.1)Students’learningeffectisinfluencednotonlybytheteachingmethodbutalsoinfluencedbysuchindividualfactorsasstudents’differentlearningattitudesandsuchpsychologicalfactorssuchascognition,emotionandbehavior.Duetothelimitedresearchconditions,theabovementionedfactorsarenottakenintoaccountinthepresentstudy.Theymightseriouslyaffecttheresearchresults.2)Thepresentstudyisonlyconcernedwithstudents’acquisitionofgrammarknowledge,thereforeinthetests,nocontextsofapplyingthegrammarknowledgeareprovided.Grammarknowledgeandtheuseofgrammarknowledgearequitedifferentthings.3)Thepresentstudyisonlyconcernedwithtwogrammaticalitemsandtheexperimentonlylasts20days.Thismighthaveaninfluenceontheresearchresults.6.3SuggestionsforFutureResearchForthefutureteachingandstudy,theauthorputsforwardthefollowingsuggestions.46 ChapterSixConclusion1)Inthisstudy,theexperimentonlylasts20days.Thismighthaveaninfluenceontheresearchresults.Studentsneedmoretimetoexercise,andteacherscanchecktheresultmoreeffectively.Inthefutureresearch,Isuggestthattheexperimenttimeshouldbemuchmore.2)Thepresentstudyisonlyconcernedwithtwogrammaticalitems.Thismighthaveaninfluenceontheresearchresults,too.Twogrammaticalitemsarenotenoughtoprovethatsituation-basedteachingmethodisabetterwaytoteachgrammar.Sointhefuturestudy,moregrammaticalitemsshouldbeconsidered.3)Inthetests,nocontextsofapplyingthegrammarknowledgeareprovided.Itisonlyconcernedwithstudents’acquisitionofgrammarknowledge.Grammarknowledgeandtheapplicationofgrammarknowledgearequitedifferent.Sointhetestsoffuture,contextisnecessary.ItisbettertostresstheapplicationofGrammarknowledgeinthefutureresearch.4)Individualfactorsasstudents’differentlearningattitudesandsuchpsychologicalfactorssuchascognition,emotionandbehaviorinfluenceStudents’learningeffect.Researchersshouldtakethoseintoaccountinthefuturestudy.47 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AppendixIQuestionnaireAppendixＩQuestionnaire初一学生英语语法学习情况调查问卷亲爱的同学：你好！为了了解同学们的英语语法学习情况，从而进一步改进英语语法教学，使英语语法教学更为高质实效，初一英语教研组设计了这份调查问卷。这份调查问卷总共有十个问题，每个问题后面有ａ－d四个字母，分别代表着“完全不符合’’、“通常不符合”、“通常符合”、“完全符合＂四种情况。请同学们认真阅读每个问题及其ａ－d四个选项，根据自己的实际情况在相应选项内划勾。１．我认为英语学习中最大的难点是英语语法。abcd２．我对英语语法的学习感兴趣。abcd３．我认为英语语法学习的主要目的就是为了应付考试。abcd４．我常常注意公共场所英语的表达方式。abcd５．我在做英语语法题时会注意到整句话的语境和交际abcd意义。50 AppendixIQuestionnaire６．我大多数时候能够做到用所学的英语语法知识进行abcd交际。７．我目前的语法学习对英语的其他方面的能力产生了abcd积极的影响。８．我对目前的语法学习效果感到很满意。abcd９．我很愿意和同学们交流英语语法学习的心得。abcd10．我有信心提高自己的英语语法水平并因此提高英语学习的其他方面的能力。abcd谢谢合作！51 AppendixIITest1AppendixⅡTest1（theUseof“be”）1.She_________agoodgirl.A.beB.amC.isD.are2.________Bobateacher?A.beB.amC.isD.are3.They________mysisters.A.beB.amC.isD.are4.________yourshoes50yuan?A.beB.amC.isD.are5.We_______sohappy.A.beB.amC.isD.are6.Who________thegirl?A.beB.amC.isD.are7.Hisparent________there.A.beB.amC.isD.are8.What_______onherdesk?A.beB.amC.isD.are52 AppendixIITest19.Thedog______Huanhuan.A.beB.amC.isD.are10.How_______yourbrother?A.beB.amC.isD.are53 AppendixIIITest2AppendixⅢTest2（theUseofPersonalPronoun）1.Sheis________sister.A.sheB.herC.heD.I2.______arestudents.A.SheB.HerC.HisD.We3.Are________Alice?A.sheB.herC.youD.your4.Is________Alice.?A.sheB.herC.youD.your5.Thisis________glasses.A.sheB.herC.youD.it6.IsBob______yourbrother?A.sheB.heC.youD.your7._______penisonthedesk.A.SheB.HerC.YouD.I8.Are________bookshere?A.sheB.herC.youD.your54 AppendixIIITest29.Thegirlis________Englishteacher.A.sheB.myC.youD.he10.Theyare________friends.A.sheB.heC.youD.their55 AppendixIVTheScoreoftheTestsAppendixⅣTheScoreoftheTests控制班测试成绩实验班测试成绩顺序Test1Test2顺序Test1Test219090190902909029090390903909049090490705808058090680906809078080780608809088080980809808010808010808011807011806012708012808013708013706014708014707015708015708016708016708017708017708018607018708019607019607020607020607021507021604022607022506023507023504056 AppendixIVTheScoreoftheTests245060245040254050254050264060264030274060274050284060284050295060294030304060303030313060313040323060323020333050333010343040343040353030353040362040362010372010372010382030382020394030392020401020401020411010411010421020421010431020431010441020441020平均数51.818260.9091平均数51.363651.1364标准差25.519423.9145标准差26.422427.404057 在读期间发表的论文在读期间发表的论文情景教学在农村初中英语语法课堂中的运用[J]．校园英语，2016，3:157.58