显性教学与隐性教学的整合在初中英语语法教学中的应用研究 85页

１Ｗ护分类编号；；单位代码＾１０１６７’－：密级：学号２０１４０５１０６８．ｈ鄉藻欠聲专业硕±学位论文论文题目：乂ＳｔｕｄｙｏｎＡｌｉｃａｔｉｏｎｏｆｌＥＩＩｎｓｔｒｕｃｔｉｏｎ化ｐｐＥｎｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｉｎ化ｎｉｏｒＨｉｈＳｃｈｏｏｌｇｇｇ显性教学与隐性教学的整合在初中英语语法教学中的应用研究作者姓名：张琳指导教师：陈＇雷教授实践指导教师；孙敏专业名称：学科教学（英语）研究方向：英语教学学院年级２０１４级：外国语学院完成日期：２０１６年６月潮海大学研究生学院ｉ 原创性巧明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，除了文中己经注明引巧的内容外，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：曰期：年月曰含＾ 关于论文使用授权的说明目学位论文作者完全了解勃海大学有关保留、使用学位论文的规定，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者授权潮海大学可＾公布学位论文的全部或部分内容，可１＾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保遵守此规定）。密□，在年解密后适用本授权书。本论文属于不保／＂密０！语用本授权书。Ｖ＂（请在□内打）论文作者签名；《部指导教师签名；＼＇曰期；年月＞日日期；娜＆年６月曰＾］ AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachinginJuniorHighSchoolBYZhangLinProf.ChenLei,SupervisorAThesisSubmittedtoCollegeofForeignLanguagesInPartialFulfillmentoftheRequirementsfortheDegreeofM.Ed.inSubjectPedagogyAtBohaiUniversityJune,2016 AbstractForalongtime,Englishgrammarteachinghasbeenahottopic.Explicitinstruction,alsocalledinterpretivemethod,referstolearningtherulesoftheEnglishgrammartomasterthisgrammaritem.ItstresseslearningEnglishgrammarrulespurposefully.Inthisway,learnerscanusethisgrammaritemaccurately.Implicitinstruction,alsocalledsuggestionmethod,referstomakinglearnersachievethegrammarknowledgeunderthemeaningfulEnglishcontext.TheEnglishcontextiscreatedanddesignedbytheteacher.Theintegrationofexplicitandimplicitinstruction(IEIinstruction)makesthetwoinstructionscombinedeffectively.Ellis(2003)institutedthatthebestteachinginstructionistocombinetheexplicitinstructionandtheimplicitinstruction.Thispresentstudyfocusesonthefollowingquestions:(1)Whichonewillbemorehelpfultoimprovestudents’attitudetowardslearningEnglishgrammar,thetraditionalinstructionorIEIinstruction(theintegrationofexplicitinstructionandimplicitinstruction)?(2)Whichonewillbemoreeffectivetoincreasestudents’scoresingrammar,thetraditionalinstructionorIEIinstruction(integrationofexplicitinstructionandimplicitinstruction)?Intheexperiment,60participantsfromtwoparallelclassesareselectedascontrolclass(CC)andExperimentalclass(EC)fromGradeEightofNo.44JuniorHighSchoolinDalian.StudentsinCCreceivedthetraditionalinstructionandstudentsinECreceivedtheIEIinstruction(theintegrationofexplicitandimplicitinstruction).Atthebeginningoftheexperiment,studentsbothinCCandECwereaskedtodothepre-test(testandquestionnaire)fortheirlevelinEnglishgrammar.Afterfourmonthsteachingwiththetwokindsofinstructions,theparticipantsofCCandECtookthepost-test(test,questionnaireandinterview).Dataofthepre-testandpost-testwascollectedandanalyzedbyusingSPSS17.0.Theresultsdemonstratethatscoresofstudents’grammartestinECincreasedmorethanthatofstudentsfromCC.StudentsfromEChadamorepositiveattitudetowardslearningEnglishgrammar.TheybecamemoreconfidentandwillingtolearnEnglishgrammar.Inbrief,IEIinstructionismoreeffectivetoteachEnglishgrammarinJuniorHighSchool.ThisthesisistheempiricalresearchofEnglishgrammarteachinginjuniorhighschool.ItprovidesthefoundationofEnglishgrammarteachinginjuniorhighschool.Iti alsobringssignificanceandvalueoftheresearch.Keywords:IEIInstruction;TraditionalInstruction;EnglishGrammarTeaching;JuniorHighSchoolii 摘要多年以来，英语语法教学一直是一个热点问题。显性教学又称明示法，是指通过对英语语法规则的学习从而达到掌握该语法项目的目的。它强调有目的地学习英语语法规则从而使学习者能够准确使用此语法。隐性教学又称暗示法，是指通过为学习者创造有意义的语言环境，让学习者在此语言环境下自然地习得该语法知识的过程。显隐性整合教学是将这两种教学法有效地结合起来。埃利斯(2003)提到最佳的教学方式就是将显性教学和隐性教学整合起来。鉴于初中英语语法教学现状以及学生语法知识的实际情况，本文提出并解决以下两个研究问题：（1）传统教学法和显隐性教学法哪一个对于改善学生英语语法学习的态度更有帮助？（2）传统教学法和显隐性教学法哪一个对于提高学生成绩更有效？本研究对象为大连市第四十四中学初二的60名学生。来自两个平行班各30名学生分别作为控制班和实验班。在实行教学实验前分别对控制班和实验班的学生进行前测(试卷和问卷）以验证两个班级的学生的英语语法水平和对待英语语法的态度是否相当，从而确保接下来的实验结果的有效性。在接下来四个月的教学实验中，控制班的学生接受的是传统语法教学法，而实验班学生接受的是整合显性教学法和隐性教学法的教学方法来进行语法教学。教学实验结束后分别对两个班级的学生进行后测（试卷，问卷和访谈）。通过对所收集的数据运用SPSS17.0进行的分析表明实验班的后测成绩要比控制班高，并且存在显著性差异。问卷和访谈验证了实验班的学生们经过接受显隐性教学后，他们学习语法的态度有所转变，对语法学习的动机，兴趣、自信心都有所提高。实验表明整合显性教学法和隐性教学法优于传统语法教学。本研究是对初中语法教学实施的实证性研究，为以后初中英语语法教学提供了实证基础，具有一定的研究价值和意义。关键词：显隐性教学整合；传统教学；英语语法教学；初中iii ContentsAbstract..................................................................................................................................iContents...............................................................................................................................ivChapterOneIntroduction...................................................................................................11.1Thebackgroundoftheresearch................................................................................11.2Thesignificanceoftheresearch................................................................................21.3Thepurposeofthethesis...........................................................................................31.4Structureofthethesis................................................................................................4ChapterTwoLiteraturereview...........................................................................................62.1Conceptsofexplicitinstructionandimplicitinstruction..........................................62.2Developmentofexplicitinstructionandimplicitinstruction...................................72.3Strategiesofexplicitinstruction,implicitinstructionandIEIinstruction................92.3.1Strategyofexplicitinstruction......................................................................102.3.2Strategyofimplicitinstruction......................................................................102.3.3StrategyofIEIinstruction.............................................................................112.4Theoreticalbasis......................................................................................................122.4.1Krashen’sacquisition-learninghypothesis....................................................122.4.2Schmidt’snoticinghypothesis.......................................................................132.5Researchonexplicitinstruction,implicitinstructionandIEIinstructioningrammarteaching..........................................................................................................142.5.1Researchonexplicitinstructionandimplicitinstructionabroad..................142.5.2Researchonexplicitinstruction,implicitinstructionandIEIinstructioninChina......................................................................................................................172.6Summary.................................................................................................................17ChapterThreeResearchmethodology.............................................................................193.1Researchquestions..................................................................................................193.2Participants..............................................................................................................193.3Experimentdesign...................................................................................................203.4Instruments..............................................................................................................213.4.1Questionnaire................................................................................................213.4.2Test................................................................................................................223.4.3Interview.......................................................................................................233.4.4SPSS17.0.......................................................................................................23 3.5Researchprocedure.................................................................................................243.5.1Pre-questionnaire...........................................................................................243.5.2Pre-test...........................................................................................................253.5.3Teachingexperiment.....................................................................................253.5.4Post-questionnaire.........................................................................................263.5.5Post-test.........................................................................................................263.5.6Interview.......................................................................................................273.6Proceduresofteaching............................................................................................283.6.1TeachingplanforEC.....................................................................................283.6.2.TeachingplanforCC...................................................................................353.7Datacollection........................................................................................................39ChapterFourDataanalysisanddiscussion.....................................................................404.1Resultsanalysisanddiscussionofthequestionnaire..............................................404.1.1Resultsanalysisanddiscussionofthepre-questionnaire.............................414.1.2Resultsanalysisanddiscussionofthepost-questionnaire............................444.2Resultsanalysisofthetest......................................................................................474.2.1Resultsandanalysisofpre-test.....................................................................474.2.2ResultsandAnalysisofthepost-test.............................................................484.2.3Resultsandanalysisofthecomparisonbetweenpre-testandpost-test........504.3Interview.................................................................................................................51ChapterFiveConclusion...................................................................................................545.1Majorfindings.........................................................................................................545.2Implications.............................................................................................................545.3Limitations..............................................................................................................555.4Suggestions.............................................................................................................56Bibliography.......................................................................................................................57AppendixI:Questionnaireonthestudents’attitude(Chineseversion).......................61AppendixII:ResultsoftheQuestionnaire......................................................................63AppendixIIIInterview......................................................................................................66AppendixIV:Pre-TestPaper............................................................................................67AppendixV:Post-TestPaper............................................................................................70AppendixVI:ResultsoftheTest......................................................................................73Acknowledgements.............................................................................................................74Thelistoftheresearchpaperspublishedbytheauthor AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolChapterOneIntroductionThischaptergivesabriefintroductioninfourparts.Theyarethebackgroundoftheresearch,thesignificanceoftheresearch,thepurposeoftheresearch,andthestructureofthisthesis.1.1ThebackgroundoftheresearchGrammarplaysakeyroleofthelanguage,anditownstheimportantvalueoflanguagelearningprocess.IfthereisnoEnglishgrammar,Englishwillnotexistintheworld.Thesoundandwordswillbecomeuseless.Inthepastyears,moreandmoreEnglishteachersandscholarshavepaidgreatattentiontoEnglishgrammar.Theseniorshaveprovidedalotofinformationandopinions.ExplicitinstructionandimplicitinstructionarethemostrepresentativeinstructionsinEnglishgrammarteachingarea.ScholarswhostudyEnglishgrammararealmostdividedintotwogroups.Onegroupsupportstheexplicitinstructionandtheothergroupsupportstheimplicitinstruction.TraditionalEnglishgrammarteachingmethodisbasedongrammartranslationmethod,whichgivesasupporttoexplicitinstructioninChina.Duringtheclass,teachersexplaintheEnglishgrammarrulesclearlytothestudents.ThentheteacheraskesthestudentstodosomeexercisesaboutthisEnglishgrammaritem.Sostudentsareabletohaveaclearideaofthelanguageformsorsentencestructures.However,havingagoodknowledgeofgrammardoesnotmeanthatstudentscanusetheEnglishgrammarknowledgesmoothly,suchasspeakingandwriting,andmostoftimetheyhavedifficultyinexpressingtheinformationtheywanttoshowaccurately.In1970s,communicativemethodcameandwasprevailingoverChina.DellHymesbelieveswhatisimportantinlearningaforeignlanguageisnotsomuchabetterunderstandingofhowlanguageisstructured,butabetterunderstandingofhowlanguageisused.Teachersinfavorofcommunicativeapproachtendtoteachgrammarimplicitly.AndDellHymesisthefirstpersontointroducetheconceptofcommunicativecompetence.IntheEnglishclass,Englishteachersfocusonprovidingopportunitiesforstudentstotakeexercisesofspeaking,listening,andreading.Allthestudentsareexpectedtojointheclassactivities,sotheywillhavetheEnglishenvironmenttoexperienceandtheycanhaveagoodunderstandingoftheEnglishgrammaritem.Moststudentsprefertopayattentionto1 M.E.dThesisofBohaiUniversitythemeaninginreadingorlistening.Onlyafewofthemwillfocusonthewaytoexpressthiskindofcontext.SomanystudentsdonothavetheexcellentabilityofexpressingthemselvesinEnglishindailylife.OneofthemainreasonsisthatthemajorityofEnglishlearnersstudyEnglishinclass,whichisthemainEnglishcontextforthem.TheydonotstudyorspeakEnglishafterclass.ThetimeoflearningEnglishissolimitedthattheycannotobserveandfeeltheEnglishsentencesandconcludetheEnglishgrammarrulesfromtheEnglishcontextsorcommunications.EspeciallywhentheymeetthecomplicatedEnglishgrammaritems,theyfeelitisdifficultforthemtoapplythegrammaritemincommunication.Inoneword,studentsdonothavethegoodabilityofproducingEnglishsentenceswithouterrors.Fromthepointofview,itisinsistedthatEnglishgrammarteachingisveryimportantforstudentsinjuniorhighschool.ItwillhelpstudentsgainabetterknowledgeofEnglishgrammar.TheywillknowhowtoapplytheseEnglishgrammaritemsinEnglishcontextandhavedeeperknowledgeoftheEnglishgrammaritems.Nomattertheexplicitinstructionortheimplicitinstruction,theyhaveadvantagesanddisadvantages.Forthereason,comparisonoftheexplicitandimplicitinstructionisagoodwaytoteachEnglishgrammarinjuniorhighschool.Inthisthesis,theintegrationofexplicitinstructionandimplicitinstruction(theIEIinstruction)isusedintheEnglishclassforteachingtheEnglishgrammar.1.2ThesignificanceoftheresearchInthepast,mostscholarsmainlyhavepaidattentiontodotheresearchaboutonlyexplicitinstructionorimplicitinstructionorthecomparisonbetweenexplicitandimplicitinstruction.Asmallgroupofscholarsstudiedthecombinationofexplicitinstructionandimplicitinstruction.Comparedwithtraditionalinstruction,IEIinstruction(integrationofexplicitinstructionandimplicitinstruction)ownsadvantagesinEnglish.Inrecentyears,ahugenumberofscholarsdidamassofresearchtoprovideabundantexperienceinteachingEnglishgrammar.EnglishgrammarteachingmethodalwaysmovesfromoneextremetoanotherinChina.Forsomedecades,explicitinstructionhasbeenappliedinforeignlanguageteachingofjuniorhighschool.Itshowsthatexplicitinstructionhasbeenusedforsomanyyears,andithasbecomeoneofthetraditionalinstructionsinEnglishgrammarteaching.TeachersalwaysgivethespecificandclearrulesofthetargetEnglishgrammaritemwithoutEnglishcontexts.TheformoftheEnglishgrammarclassinexplicitinstructionisalwaysasfollowing.Firstly,teachersgivetherulesandstructuresof2 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchooltheEnglishitemtothestudentstoremember.TheyalsogiveexplanationsoftheEnglishgrammaritem.AndthestudentslearntheEnglishgrammarknowledgepassivelyandmechanically.Secondly,somemechanicalpracticesofthetargetgrammaritemwillbegiventothestudents.Onthecontrary,EnglishgrammarteachingtodayinChinamostlyadoptscommunicationorientedteachingmethod.Andithasbeenappliedinrecentyears.Languagerulesarenolongertaughtalone.ItisalwaysmixedwithEnglishcontexts.Nevertheless,theeffectivenessofimplicitgrammarteachingmethodisstillunderdispute.AndinChina,onlyfewofresearchersexploredtheeffectsoftheintegrationofexplicitinstructionandimplicitinstruction,whichmeansthecombinationofexplicitinstructionandimplicitinstruction.Asweallknow,Englishgrammarteachingisaprocessofimplementingtheoryandpractice.IntheChineseeducationalenvironment,moreeffectiveEnglishgrammarteachingmethodsneedstobeexploredfurther.Thecurrentstudiesaimtoanswerthosequestions.Doughty(1991)believesthatgrammarisawaytoanalyzeanddescribethelanguageoftheleaners.Andlearnersneedtopayattentiontotheformsofthelanguage.Theywillnotachievethroughunderstandingofthelanguageiftheydonotpayattentiontotheforms.Inaword,theimportanceofgrammarshouldnotbeignored.Havingagoodknowledgeofgrammarrulescanhelplearnersachievemoreaccuracywhenusingthelanguage.AccordingtotheEnglishCurriculumStandards(2011),establishingthecomprehensivelanguagecompetenceisthemostimportantpurposeofEnglishcourse.Thedetailedcontextsareasfollows:Englishhasbecomeanimportanttoolofinternationalcommunication,science,technologyandculturalexchange.ItisimportanttostudyanduseEnglishtolearntheachievementsofhumancivilization.ItalsohelpsbuildabridgeofunderstandingbetweenChinaandtheworldintermsofadvancedscienceandtechnology.Englishcoursesareofgreatsignificanceforthefuturedevelopmentofteenagers.EnglishgrammarteachingisveryimportantforthestudentsandhelpsthemachievebetterinEnglishlearningprogressandperformbetterinEnglishlearningprogressandperformbetterinsomeEnglishlearningsituations..1.3ThepurposeofthethesisManyteachersmaystepintoadilemmaforthequestion:howtoteachEnglishgrammareffectively?Whichoneismoresuitableandshouldbeadopted,traditionalinstructionortheintegrationofexplicitinstructionandimplicitinstruction?Explicit3 M.E.dThesisofBohaiUniversityinstructioncanmakethestudentlearnEnglishgrammaritemsfluently.Meanwhile,implicitinstructionwillbringtheaccurateEnglishgrammaritemstothestudents.StudentswillloseinterestinlearningEnglishgrammarundertheexplicitinstruction.However,ifstudentsaretaughtinimplicitinstruction,theywillfeelconfusedaboutthecommunicationtask.Becausetheyareaskedtofindthegrammarrulesduringcommunicating,especiallysomecomplicatedEnglishgrammaritems.Sinceneithertheexplicitinstructionnortheimplicitinstructioncanachievethebestteachingeffect,theinvestigatortriestoresearchthewaysofintegratingbothkindsofinstructionsinjuniorhighschools,andexploretheeffectthattheIEIinstructionhasongrammarteaching.BasedonSchmidt’snoticinghypothesisandKrashen’sacquisition-learninghypothesis,thispaperaimstoanswerthefollowingquestions:1.Whichonewillbemorehelpfultoimprovestudents’attitudetowardslearningEnglishgrammar,thetraditionalinstructionorIEIinstruction(theintegrationofexplicitinstructionandimplicitinstruction)?2.Whichonewillbemoreeffectivetoincreasestudents’scoresingrammar,thetraditionalinstructionorIEIinstruction(integrationofexplicitinstructionandimplicitinstruction)?1.4StructureofthethesisThisthesisincludesfivechapters.Chapteroneisanintroductionwhichcontainsfoursections.Thefirstsectionismainlyaboutthebackgroundoftheresearch.Thesecondsectionfocusesonthesignificanceoftheresearch.Thethirdandfourthsectiondemonstratesthepurposeoftheresearchandthethesis.Chaptertwointroducestheliteraturereview.Therearesixpartsofthischapter.Thefirstpartintroducestheconceptsofexplicitinstructionandimplicitinstruction.Andthesecondpartdiscussesthedevelopmentofexplicitinstruction,implicitinstructionandIEIinstruction.Thethirdpartreviewsthestrategiesofexplicitinstruction,implicitinstructionandIEIinstruction.Thefourthpartintroducesthebasictheoriesofthisthesis:Krashen’sAcquisition-LearningHypothesisandSchmidt’sNoticingHypothesis.ThenextpartcoverstheresearchonexplicitinstructionandimplicitinstructionbothabroadandinChina.Chapterthreeisadescriptionofthemethodology.Itconsistsoftheresearchquestions,subjects,instrumentsandprocedures.Theresearchquestionsareasfollowing:1.Whichonewillbemorehelpfultoimprovestudents’attitudetowardslearningEnglishgrammar,thetraditionalinstructionorIEIinstruction(theintegrationofexplicitinstructionand4 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolimplicitinstruction)?2.Whichonewillbemoreeffectivetoincreasestudents’scoresingrammar,thetraditionalinstructionorIEIinstruction(integrationofexplicitinstructionandimplicitinstruction)?ThesubjectsarestudentsfromtwoparallelclassesinNo.44JuniorHighSchool.Chapterfourreportstheresultsoftheexperiment,whichincludesthedataanalysesfromthetwotests:pre-testandpost-test.Italsogivesadetaileddiscussionontheresults.Thequestionnaires,includingboththepre-questionnaireandthepost-questionnaire,arediscussedinthispart.Interviewisdescribedanddiscussedinthischapter,withdetailsofprocedures.Chapterfivefocusesonthemajorfindingsoftheresearch.Theauthoralsopointsoutthelimitationsofthecurrentstudyandmakesrecommendationsforthefurtherresearch.5 M.E.dThesisofBohaiUniversityChapterTwoLiteraturereviewThischapterconsistsofsixparts.Theyaretheconceptsoftheexplicitinstructionandimplicitinstruction,developmentofconceptsofrelatedterms,developmentofexplicitinstruction,implicitinstructionandIEIinstruction,strategiesofexplicitinstruction,implicitinstructionandIEIinstruction,theoreticalbaseandresearchesofexplicitinstructionandimplicitinstructioningrammarteaching.2.1ConceptsofexplicitinstructionandimplicitinstructionDeKeyser(1995)indicatesinhisresearch,thatgrammarteachingcanbedividedintoexplicitinstructionandimplicitinstruction.Instructionisconsideredtobeclearifthepurposeistomakethelearnersunderstandthedeductiveorinductiverules.Ontheotherhand,iftheinstructionisdesignedtoenablelearnerstolearntherulesunconsciousnessbybeingexposedtothelearningmaterials,itistheimplicitinstruction.Therearetwofeaturesdefinedclearlyinthisresearchwork.Thefirstoneisaclearindicationoftherequirements.Itrequiresstudentstoattachimportancetoconcludesomeformoflanguageandlanguagerules.Thesecondfeaturemeansthecontentsshouldincludeaclearexplanationoftherules.However,theexplanationdoesnotemphasizeteachingimplicitrules.Instead,itrequiresstudentstofindrulesthemselves.Clearandsystematicdistinctionofexplicitandimplicitinstitutionhasnotbeenmadeuntilthe20thcentury,themid-1960sinlanguageteaching.DoughtyandWilliams(1998)pointesoutaccordingtolanguageteachingawareness,thereweretwotypesofrules:explicitinstructionandimplicitinstruction.Theformerreferstotheformofexplanationordiscussionguidecanlearnthatattentiontotheformofgoals.Incontrast,thelatteroneisattractinglearners’attentionwithoutanyformofmeta-languageinterpretationordiscussion.AccordingtoEllis(1994),inexplicitinstructionthegrammarrulesarepresenteddirectlytolearners,thenteachersguidedthemtolearnthroughpracticing.Thehiddenpartofthelanguageteachingreferredtothelearningmaterialpresented,whichisasummaryofthepreviousexampleforthemtherequiredrules.DeKeyser(1995)pointsoutthatthedirective(deduction)ofthetargetlanguageincludingsomeformofrulesorstudentsarerequiredtoparticipateinaparticularform,andtryingtofindtheruleitself(induction).Norris(2000)states,onthecontrary,when6 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolthereisnointroduction,noindicationtoattendtothespecificformarepartofthetreatment,thetreatmentisconsideredimplicit.Itisdefinedbymanyresearchersmentioned.OnthebasisofDeKeysers’definition,Winitz(1996)consideredthatanimplicitinstructionmeansthataclearindicationgrammarrulesandvocabularyunderstandingthroughlearner’ssecondlanguageexperience.Itisaprocessinwhichsecondlanguageislearnedofficially.Radwan(2005)makesanexperimentanddefinestheoperatingimplicitinstructionsintheexperimentparticipantswhichwereaskedtoreadmaterialembeddedinboldorunderline.Intheabove-definedinstructionsandcommandsofimplicitandexplicitinstruction,DeKeyser’sdefinitionwasquiteclear,buthedidnotmentionwhatkindoftreatmentisincludedinanimplicitinstruction.Instead,hejustpointedoutwhattreatmentshouldnotbeincluded.Incontrast,accordingtoRadwan(2005)andTode(2007),respectively,implicitandexplicitinstructionsneeddifferenttreatments.Implicitinstructionusuallyrequiresinstructionintheformofsentencetoremember,atthesametimeitshouldbestatedclearly.Itfocusesonthetargetstructurerule.Theoperationaldefinitionofimplicitinstructionandexplicitinstructionsareavailablebetweenthesedefinitions.However,almostallofthesedefinitionsignorethiskindofcondition:teachersshoulduseimplicitinstructionsetasmuchaspossible,especiallythetargetstructure.Therefore,explicitinstructionandimplicitinstructionaredefinedasfollows:Explicitinstructionisbasedonthecircumstancesinwhichthesubjectisexposedtotheoperationaltargetstructureandstudentsshouldunderstandthereadingmaterialembeddedwithtargetstructures.Studentsareabletoclarifytherulesandmakesenseofthetargetstructure.Atthesametime,thepracticewhichisassociatedwiththetargetstructureisimplemented.Implicitinstructionisusedinthesecondition,wherethesubjectneedtounderstandthematerialwhichisemphasizedbyboldandunderlinedcomprehensively,relatedtothetargetstructure.Thisreferstothetargetstructureofthesentencethatisanalyzedtolearners.Thetargetstructureisusedasalecturer.Thenthetargetsentencestructureisrequiredtobememorized.2.2DevelopmentofexplicitinstructionandimplicitinstructionStern(1999)hasdescribedindetailthedevelopmentofexplicitandimplicitinstruction.HepointsoutthatthetermexplicitandimplicitinstructionhasbeeninuseeversinceSwedenGUMEresearchprojectonthisissue.Thedifferencebetweenexplicitandimplicitwaysbetweenlearningandteachinghasnotstarttocrystallize,untilthe7 M.E.dThesisofBohaiUniversitymid-1960s.Priortothis,languageteachingdoesnotdifferentiateinthesystembetweenconsciouslearningmethods.Althoughlanguagecanberesearchedandpracticeddeliberately,orbyusinganintuitiveacquisition,languageteachinginnaturalenvironmentstraditionallyreliesonacleartechnicalteachingofgrammarandvocabulary.(Stern,1999)TheearlyinstructorsonbehalfofimplicitteachingarePalmer(1922)andBloomfield(1933),whoheldtheviewthat,languagelearningisaprogressofforminghabit,andimitation,repetitionandmemory(Stern,1999).Lateraudiolingualismintroducedtraditionallanguageteachinggrammarexplanationsandcriticismresolutelyamodeofpractice,habit-forming.Audiolingualismadvocatedthatnewformsoflanguagelearningshouldbeakindofacquiredbehaviorwhichhadbecome“automatichabit”forviewing.Languagetrainingisregardedasameansofdevelopinggoodhabitsbythelearners.(Stern,1999)Inthemid-1960s,Cartonmadeanexperimentandthenthefocusoftheresearchfromimplicittoexplicitdirections.Cartontriesasecondlanguagebasedonintelligentguessanddeliberatepractice,describedas“reasoning”Cartons’experimentalresearchnoteslearnersaretrainedtotakeinterlinguacluesoftheirtargetlanguages;iftheyuselanguageinterlinguabetweenhomologousandloans,theybecameextralingualwhenthelearnersareinvitedtorelatetextstotherealworld.(Stern,1999)Inthesameperiod,someresearchersareeagertoexploreamoreexplicitlanguagelearningcognitivecodesbyCaroldescription,andsubtlerwayaudiolingualconflictbetweentherepresentativesofthedrillpatternthroughsyntax.Inoneofsuchstudy,ChastainandWoerdehoff(1968)makeanexperiment.TheycomparethestudentpopulationwithaprofessorcognitiveteachingisequivalenttotheSpanishgroupaudiolingual.Theresultsfavorthecognitivelearningtheorycodes.InSweden,aseriesofstudiesareconductedbytheGUMEprojectatthesametime,andtheresultsshowthattheofficialSwedishlanguageteachingmethodsstronglysupportedtheimplicationofthisapproach,andsomeSwedishresearchershaveexpresseddoubtsabouttheeffectivenessofthisissue.Theexplicitandimplicitinstructionisthekeyissue,whichleadstopublicdebate,eveniscarriedoutinthedailynews.(Stern,1999)Beyondthedrasticdebate,oneafteranotherteachingstrategycomestolight.In1964,thedifferencebetweentheconceptsofawell-knownpaperbytheJ.B.Carrolllaunches“audiolingualhabittheory”and“codeofcognitivelearningtheory”inthedebate.Carroll(1971)insistsbetweenthesetwocomplementarymethods,andthatthehabitoflanguagelearningisindeedinvolved.Hesuggeststhattheconceptofcognitionandhabitformationthatcanaccommodateeachother.Carol,whoin1964startsthedebatebystatingthata8 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolclearstrategy.Inotherwords,thedifferencebetweenthetwohasbeenexaggerated.(Stern,1999)1970s,researchexperience,languagelearningdoesnotgetthroughthesystem,buttoalargeextentunconsciouslyabsorbedthroughexposuretonaturallanguageenvironmentisgatheredinlanguagelearning.Learningthemeaningof“implicit”conditionthusgraduallyfromunthinkingpracticetechniquesspontaneouscommunicationtransferstothesubconscioustoabsorbasecondlanguage.ParametersforthisnewguiseexplicitandimplicitoptionfollowKrashen’smonitortheoryinthemid-1970sandlastsuntilthe1980s.Krashendidnotgiveafullyimplicitlearningstrategychoice;herecognizesthatexplicitlearninghastofulfillacertainrole,butitislimited.Butheclearlyexplainedthelearningstrategyisquitenarrow,entirelyconfinedtotheconceptof“grammarrules”.In1978,Bialystokconsidersthatthedevelopmentofsecondlanguagelearningmodelcomprisesthreesourcesofknowledge.Theyareotheraspectsofknowledge,explicitknowledgeandimplicitknowledge.Thismodelacknowledgedafewthingsinlanguageareexplicit,othersareimplicit.Italsoclaimsthatthereisinteractionbetweenexplicitandimplicitknowledge.Bialystoktakestestandfindsouthowexplicitandimplicitsourceofknowledgeinteractwiththepeopleapproach.Oneoftheconclusionsoftheexperimentindicatesthatbothimplicitandexplicitknowledgehascontributedtolanguagelearning.Inthe1980s,anumberofresearchers(suchasSharwoodSmithandFaerch,)arguesthatexplicitandimplicitlearningnotasadichotomy,butthetwomethodscomplementeachotherchoosebetweenthesuccessivemodels.(Stern,1999)Fromtheabovereview,Stern(1999)makesaconclusion,explicitandimplicitinstructionsexist,andtheycomplementeachotherandcontributetocapacitydevelopment.Healsosuggeststhatstudentscanlearntohaveaccesstobothlearningmethods.Theselearningmethodsprovideforthetransitionfromthemorecognitiveandmoreintuitivecommandpossibilities.(Well,1999).Thus,forateacher,hemustpayattentiontothisopportunityfortheimplicitandexplicitinstruction,andrespectthepreferencesofstudentsofdifferenttechniquesisveryimportant.2.3Strategiesofexplicitinstruction,implicitinstructionandIEIinstructionFromthedefinitionsmentionedabove,wehavealreadygotageneralknowledgeofimplicitinstructionandexplicitinstruction.Inordertogetmoredetailedinformationabout9 M.E.dThesisofBohaiUniversityhowtheyplayedinaction,thentheauthorwillfurtherillustratethestrategiesofthetwoinstructions.Moredetailedillustrationswillbepresentedandthetheoreticalframeworkofthecurrentstudywillbediscussed.2.3.1StrategyofexplicitinstructionSterninsiststhataclearteachingstrategyisacognitivelearningprocess,becauseofthelearner-orientedlanguagefeatures.Itishardtomastertheconceptofknowledgeandawareness.Studentswanttoknowwhatisthecorrectwaylanguageformed,whatwordsmean,howmeaningispassed.Theapplicationofexplicitstrategicfocusonmakingthelanguageclearandtransparenttohelpstudentsunderstandthebasicprinciples,andgivethemcommands,consistency,senseofcoherence,systematicworksonlanguage.Thisstrategyisatechnologyrelatedtotheircommondirection,guidanceorsupportofaccessanduseofthesecondlanguagelearners.Agroupisdescribedasmeta-cognitivecounselingtechniques;theotherissummarizedasguidecognitivelearningskills.Metacognitivetutoringmethodinstructionprocess,learnersbringtogethervariousactsoccurringopinionsinfirstgroup.Sometimestheserecommendationsincludehintonwhattodoandwhatnottodo.Theremaybewordsofencouragement,orrememberhowspecificproposalsonhowtolearn,howtodealwitherrorcorrection,andhowandwhentoapplywhathasbeenstudied,andsoon.Guidancecognitivelearningisasecondsetoftechnicalsupportofcognitivelearningstrategies.Examplesofthistechniquearetheobservation,conceptualization,interpretation,memorydevices,rulediscovery,thinkabouttherelationship,andexplore,practiceandclearmonitoring.2.3.2StrategyofimplicitinstructionAccordingtoStern(1999),thisstrategictechnologymeansencouragingstudentsconsciouslythinkingandproblemsolvingprocessesandglobalintuitionratherthanthelanguage,becausethelanguageistoocomplextobefullydescribed.Itisimpossibletokeepalltherulesinmind.Werelyoneffectivelearningtoconsciouslyformulatesystem.Moreover,accordingtosometheoriesoflanguageacquisition,languageacquisitionpsychologicallyisachieveddeeperiftheyareinarealcontextandmeaningfulexperiencewithouthesitation.Finally,therearealwayssomestudentswhopreferintuitionratherthanteachingknowledgemodel.Sternmakesimplicitstrategyinthreeareas:firstofall,itisbytheimplicitapproach.Minimizingtheuseoflanguagetothink,toavoidtheconceptofmeta-language;secondly,itisbyfocusingonthelearner’sattentionandfunactivities,10 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolusingamethodsecondlanguageinvolvescontentexperiences,butnotthefocusofthelanguagesystemanditsrules;lastly,creatingareceptivestateofmind.However,theimplicitstrategyisnotlimitedtothemethodswehavementionedhere(Stern,1999).2.3.3StrategyofIEIinstructionTheviewsaboutimplicitandexplicitinstructionremaincontroversial.Matthewsinsistedthatthematerialofexplicitmodelwaspreviously,producedonthebasisofthemosteffectivelearningimplicitknowledge.ItsuggestsclearlyitisconducivetothefutureEnglishteaching.Incontrast,Reber(1993)suggeststhatthesooneraclearindicationintheprovisionoftrainingisgiven,thebettertheresultsare.Ellis(1994)estimatesthatnotexplicitlystated,thereisamorecomplexmaterialwhichisparticularlyimportantbecauseitcanmakeamodeloftheunderlyingpatternisconspicuous.Schmidt(1994)refersitisshouldbenotedinthecommandchannelselectivityandadvantageousmanner;thispointofviewhasnowreachedtheconventionalwisdom.Thinkingthesetwoformsofinstructionhaveasynergisticrelationshipexistswiththeexplicitinstructionandtheimplicitinstruction,whichseemstogofurtherthanasimple“sumoftheparts”additionalbenefits.Thisimpliesthattheaccessingproblemisimportant,dominantandrecessivehasitsowndifferentpurposes.Itisbelievedthattheharmonyandthebalanceddevelopmentoftheconditionmaybemoreeffective.(Skehan,1998)Cohen(2000)distinguishesthetrainingstrategiesbetweenexplicitinstructionandimplicitinstruction.Chamot(1990)considersalthoughthetermsaredifferent,theteachingstrategiesofthemareembedded.Instrategyofexplicitinstruction,theteachergivestherulesandstructureexplanation.Andheasksstudentstoremembertherulesandstructuresinlimitedtime.Andthenstudentsareaskedtoretelltherulesandthestructure.Afterthat,studentstodosomepracticesofthetargetgrammaritems.TheteachergetsthefeedbackintimetocheckoutwhetherthestudentsgainthetargetEnglishgrammaritem.Overseasstudieshaveshownanexplicitstrategiestrainingemphasizesthedestination.Conscioususeofexplicitstrategiescanenhancestudents’awarenessofEnglishgrammarlearningandpromotethemigrationofknowledge.Theimplicitstrategiesareembeddedinclassroomactivities,theteacherdoesnotreadanypolicytoexplainanddemonstratetherulesoftheEnglishgrammar.StudentsobserveandachievewhenparticipatinginclassroomactivitiesofEnglishgrammarteaching.Andthen,theteacherprovidestheEnglishcontexttothestudentstogaintheEnglishgrammarandimprovetheEnglishcompetence.Afterwards,theteachergivesthespecificintroductiontothestudentstoconsolidatethetargetEnglishgrammar.TheIEI11 M.E.dThesisofBohaiUniversityinstructionstrategyisgivenbyLiuMenglan.Theresearchappliesthestrategyduringtheexperimentalprogcedures.2.4TheoreticalbasisInthispart,thebasictheoriesareintroduced.ThetheoriesofthisthesisareKrashen’sacquisition-learninghypothesisandSchmidt’snoticinghypothesis.Thetwoimportanthypothesesareintroducedindetailasfollowing.2.4.1Krashen’sacquisition-learninghypothesisTheacquisitionhypothesisofKrashen(1982)pointsoutthattherearetwodistinctandindependentwaysforthelanguagelearnersintheprocessofdevelopingsecondlanguageability.AccordingtoKrashen’s(1982)acquisition-learninghypothesis,languagelearnershavetwodistinctandindependentwaysofdevelopingcompetenceinasecondlanguage.Acquisitionisaprocesssimilarto,ifnotidenticalto,thewaychildrendevelopabilitiesintheirfirstlanguage.Thisprocessissubconsciousinthatusuallytheacquirersarenotawareofthefactthattheyareacquiringalanguagebutareonlyawareofthefactthattheyareusingthelanguageforcommunication.Theresultoflanguageacquisitionisalsosubconscious.Wearegenerallynotconsciouslyawareoftherulesofthelanguageswehaveacquired.Instead,wehavea‘feel’forcorrectness.Grammaticalsentences‘sound’right,or‘feelright’,anderrorsfeelwrong,evenifwedonotconsciouslyknowwhatruleswereviolated(Krashen,1982).Inthesecondmethodofthesecondlanguagedevelopmentthroughlanguagelearning,thismeansitisthesecondlanguageoftheconsciousknowledge:knowingtherules,knowingthemandbeabletotalkaboutthem.Innon-technicalterms,learningis“knowing”language,whichisknowntomostpeople’s“grammarorrules.”Ignorethetheoryisthatchildrenandadultsjustlearningacquisition,heassumedthatadultsgetclaimedtheyareableto“pickup”thelanguagethatwillnotdisappearafterpuberty.InKrashen’sview,notonlylanguagedevelopmentoccursintwodifferentways,butalsothelanguagelearnersdevelopthesesystemsfordifferentpurposes.Theuseoflanguagelearnersdevelopsthesetwosystemsusedfordifferentpurposes.Learningismainlyrelatedtothemainpurposeofsendingamessagefocusonmeaning,ratherthanthelanguageisusedintheformofnaturallanguagecommunicationinterlocutor.Incontrast,theknowledgelearnedintheclassroomisappliedinmostcases,suchaslanguageformsandrulesofgrammar,errordetectionandcorrectionasthefocus.12 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolTherefore,accessingtoknowledge(inanon-technicalsense)bythesemeansisstillindifferentways.Knowledgeinsomeway(suchaslearning)islearnedratherthaninternalizedinotherways(suchasacquisitions)knowledge.Hebelievesthatanadultcanmasterthelanguageacquisitionsystem,whichdistinctlydifferentwaysoflearningsystemofasecondlanguagefromthelanguage.Krashen(1981)alsomakesaclaimthatthedevelopmentofasecondlanguageislargelystemsfromtheconcernthatmerelymeanstopromoteunconsciousacquisitionprocess,butthereallanguageskillsinaconsciousattempttonotbeaffectedbytheperformanceofsearchrulesorunderstandtherulesofgrammarrulespresentedonteaching,learninganddevelopmentleadonlyperipheralsystems,thesystemisindependentfromtheunconsciousdevelopmentprocess.Reviewingtheroleofsecondlanguageinstruction,NorrisandOrtega(2001)concludethatanimplicitinstructionhasmoreeffectonlearningasecondlanguageinstructionandsecondarywhoareenduringanimplicitinstructionaremoreeffective.2.4.2Schmidt’snoticinghypothesisCorrespondingtoKrashen’s(1992)acquisition-learninghypothesisontheassumptionthatsecondlanguageacquisitionoccursmainlyintheabsenceofconsciousness.Schmidt(1995)pointsoutthatthelevelofconsciousnessisneededinallaspectsofthelevelofawarenessandrulelearningpromoteastrongsenseofthefuturestudy.Schmidtidentifiedfourdimensionsofawarenessoftheconcept:intention,attention,understandingandcontrol.Asforthethirddimension,whichiscloselyrelatedtotheimplicitandexplicitlearning,Schmidt(2001)alsosuggeststhattherearetwolevelsofunderstanding:understandingthelevelofawarenessinthelowerlevelandrecognizingthesuperiorisahigherlevelofunderstanding.Schmidt(1990)claimsthattheassumptionsoftheroleofconsciousnessconcerntheacquisitionofthetargetlanguagerules.Heclaimsthat,inthesenseoflearningneedsnotedlevel,theinformlearnersenterthisphaseofthestudyarewhathavebecomeintake.Orderintakefromtheinputextractedandmadeavailableforfurtherprocessing,therelevantinputcharacteristicsmustbenoted,whichmeansthattheymustpayattentiontothenextregister,orconsciousnessdetection.(Schmidt,1995)Therefore,thedevelopmentofSchmidt’sattentionassumptionsconstitutehasasubstantialimpactontheabilityofcheckingthesyntaxofthereasonstaught,becauseitjustmeansthatexposuretoasingleinputisnotenoughtolearnthelanguage.Therefore,teachinginterventioninturncancontributetothedevelopmentoflearners’grammaticalcompetence.13 M.E.dThesisofBohaiUniversity2.5Researchonexplicitinstruction,implicitinstructionandIEIinstructioningrammarteachingInthispart,theexplicitinstructionandimplicitinstructionareintroducedinadetailedway.Firstly,thesectionintroducestheuseoftheminclassroom.Thecontextsofthemareintroducedasfollowing.2.5.1ResearchonexplicitinstructionandimplicitinstructionabroadThesectionincludestwopartsoftheresearchabroad.Oneistheresearchinlaboratory.Theotheroneisresearchinclassroom.2.5.1.1ResearchinlaboratoryReber(1967)recruitsagroupofindividualsasasampletodothisexperiment.Theparticipantsareaskedtoreciteaseriesoflettersthatisrule-governed.Then,theysummarizetheirachievementsinthelearningphaseofthenewstringsyntaxjudgment.Theevidenceofthisexperimentshowimplicitlearningprocess.Inaddition,inanotherexperiment,thesubjectsareaskedtomakenewstimuligrammaticalaccuratedecisions(Reber,1976).Thesesubjectsareexposedtotheuseoflimitedknowledgeofthestateofunconsciousnesssyntax.In1976,Reberproposesimplicitlearningismorerobustthanexplicitlearning.Learnerssearchrulesbysuctionhassignificantdrawbacks.Inthefollowingperiodoftime,ithasbeenahugestepforwardintheanalysisofimplicitandexplicitlanguagelearning.Themainlygrammaticalsyntaxruleswillanalyzedinreviewingresearchinthisarticle.Doughty(1991)teststherelationshipbetweentherelativeclausesfromthreeexperimentalconditions.Forexamples,inthecontrolgroupthelearnerissimplyexposedtotheprobleminmanysentencestructures.Thecaseoftherulesaregovernedandthestudentsaregivenclearrulesmeaningthecaseofguidance,acceptthelearnersstrengthenedandelaboratedinputphases.Theresultsshowthattheproposedknowrelevantaspectsofthetwogroups,wherebythefirstandsecondgroupswerebetterthanacontrol.Robinsoncarriedoutasimilarstudyin1997,inthisstudy,withthepurposeoflearningistoalternategridrulestonewverb,theyareembeddedinanEnglishsentence.60Japaneseadults,wholearnedEnglishasasecondlanguage,areselectedassubjects,theyaredividedintofourgroupsintheabsenceofteachingonformandfocusedonformbyenhancementorindicatesthecondition.Duringtheexperiment,comparedwith14 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolRobinson,thestudyfieldreplacesenhancedsearchrulegroup.ResultsofthesurveyagainshowthatgrammaticaljudgmentexpresslyGroupdoesbestinthetest.RosaandO’Neill(1999)conductedanexperimentstudythatisdesignedtoinvestigatewhetherpresentingdifferentinputwillaffecttheintakeofaspecificstructureunderdifferentconditionsbylearningtheSpanishpastcounterfactualconditionals,attheend,sixty-sevenEnglishspeakingpeopleinthefourthsemesterstudyingAtlanticUniversitywereinvitedtothestudy.Theyaredividedintofourgroups,thecontrolgroupsareaskedtodotheexperimentaltasks,immediatelygivenmultiple-choicerecognitiontestandmeasurement.Thelevelsofawarenessbytheinputprocessinggatherthink-aloudprotocolsforevaluation.Theresultsshowthatthedegreeofclarityuptakedifferenteffectsandthehigherlevelofawarenessofproven,high-impactontheuptake.Fromtheabovereview,itisclearthatthereissuchadirectdifferencebetweenimplicitandexplicitinstruction.However,itcanbedefended,theselaboratoryexperimentsareopposedtoimplicitlearning,andalmostallofthesestudieswereconductedinsshortperiodoftime.2.5.1.2ResearchinclassroomTherewereevenfewerstudiesthatcomparedimplicitandexplicitlearninginarealclassroomsetting.OneoftheearliestclassroomstudiesisLevin(1970),anexperimentinvolvingteachingthreedifferentEnglishstructuresto14-year-oldSwedishstudentswhostudiesEnglishassecondlanguage.Theresultsshowthereisnodifferencebetweenimplicitandexplicittreatments.In1989and1990,Scottcarriesoutastudy,whichcomparestwosimilarrecessiveanddominanttherapyexperiments.ThisstudyinvestigatedstudentswhowerelearningFrenchasaforeignlanguage.RelativepronounsandFrenchsubjunctiveistheinstructionofthegoal.Inbothstudies,thegroupwaspresentedwithclearruleswithoutanypractice,andimplicitgroupreadandmanyrelatedforms,textwrittenusingthepost-testasameasureinthesame1989studyoraltest,inwhichtworesearchgroupsclearlypreparedtoperformsignificantlybetterthanthelattermeasureimplicitgroup.However,itisfoundthattheinterventionistooshortforstudentstomasterimplicitlearning.Inbothstudytheinterventionlastedlessthantwohours.VanPattenandOikkenon(1996)conductsavarietyofthreedifferentinventionmethodstocomparewithanotherexperiment:onlyclearrules;onlystructuredinput;clearexplanationsandinputprocesswhichprovidessystematicpractice,clearfeedbackrefersbacktotheruleofinstruction.ThesubjectsoftheinstructionareinSpanishpronounsasaforeignlanguage.Experimentalresultsshowthatthepost-production,whoreceivethe15 M.E.dThesisofBohaiUniversitymostexplicitinstructioninputprocessinggrouptodothebest,followedbystructuredinputgroupandclearmessageonlygroup.Similarresultsarefoundinunderstandingpost-test.Intheclassroom,students’knowledgeoftherulesofdominanceandmasteryofthelanguagecomparedtoenvironmentalknowledge,theformerismorelikely,atthispointasateacherthereisaconsensus.(Green&Hecht,1992)Theresearchshowsthatcomparedwiththeimplicitinstruction,explicitinstructiondesignedtoimprovestudentstomastertheknowledgemoresignificantregularity,andimprovetheabilityofstudentstoacquiretheknowledge,whichthestudentunderstandingoflanguageassociateswiththeuseofrest.(Hauser,1999)TheexamplesofRobinson(1995)provesuccessfullythatitislearninglanguagerulesindifferentteachingenvironments,knowledgeoftherulesthatproducesignificanteffect.AsforourteachinglearningEnglishsecondcontext,theexplicitinstructionisnecessary.ThereasonisthatweChinesestudentslearningEnglishasaforeignlanguage,mainlythroughverballanguageacquisitiontoobtaintheenvironment,theymainlylearnEnglishlanguageintheclassroomenvironment.Inotherwords,becausethelackingofEnglishacquisitionenvironment,weneedtomastertherulesofthelanguageinordertounderstandourownrulesandcharacteristicsofspeechsystems.Thus,wecanclearthenecessityandimportanceofexplicitteaching.Readingonlygetsthroughasystemofexplicitlearningabilityandcomprehensiveknowledgeoftherules.However,thetraditionalteachingofreadingpaystoomuchattentiononformallanguage,itisakindofteacher-ledclassroom,andtheteacher"sindoctrinationisthemainbodyinclassroom.Ontheotherhand,studentsareinvariablyseatedtakingnotes,passiveimitationandmemorycombiningisolateddogma,doexercisesandpracticeoftranslationwork.Therefore,itiseasytoinferthatmostofthetimeintheformofclassroomteachingisoccupiedbytherules,therulesofthelanguagecenteroccupyentireclassroomteachingmode.Thisteachingmodelallowsstudentstoaccuratelygrasplanguagerules;drawbackisthattheycannotcommunicateinsimpleEnglish.Thus,theremindsteachersthatnotonlytheyshouldteachstudentsthelanguageofhighlycondensedstructureandfunction,butalsorequireteacherstocontacttheorganicformlanguage,meaningandfunction.Dotheteaching,studentscanlearnthelanguageperfectlyandreallylearnhowtoapplywhattheyhavelearned,thusenhancingtheabilityofreadingcomprehension,soonlythedominantteachingisnotcomprehensive,butalsoimplicitinstructionwiththecombination.Inshort,thestudyalsoshowsthatintheclassroom,learninghasclearadvantage,andwithSchmidtontheroleofconsciousness,awarenesslevelsoftherulesstronglyfacilitatelaterlearningperspective.However,theevidenceisfarfromadequate,giventhefocusona16 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolsmallnumberofimplicitandexplicitlearningdirectcomparativestudiesintheclassroom2.5.2Researchonexplicitinstruction,implicitinstructionandIEIinstructioninChinaInChina,Englishgrammarteachinghasbeenadebatabletopic.Gao(2004)indicatesthatitreceivesclearinstructionssignificantlybetterthanimplicitinputcontrolsthattherelationshipbetweentheEnglishclauseadditionallocationintheexperimentalclass.Thatistosaytheinstructionsareclearenoughtomakethesecondlanguagestructureperfectly.Basedontherelativeadverbialclauseteaching，Tian(2005)statesthattheimplicitproductivityistoteachstudentstheabilitytotesttheimportanceinthetest.However,itisjustasmalltraditionalfunctionaltest,whichisdesignedtotestknowledgeofgrammar.Xia(2005)makesacomparisonbetweentheacquisitionsofimplicitinstructionandclearlyindicatesthevalidityofthreekindsofsyntaxitems.Theresultstellthatthereisnosignificantdifferenceintheexperiment.Allinall,intheresearch,theremustbesomelimitations.ThetargetEnglishgrammaritemsarecircumscribed.Andthen,thetimeoftheexperimentisnotenoughtoshowthegenerality.FortheIEIinstruction,inthearticleof“explorationonthedynamicbalancebetweentheexplicitgrammarknowledgeandimplicitgrammarcompetence”,Du(2011)indicatesthatcollegestudentsinChinadonothavetheabilitytouseEnglishgrammaritemsindailylife.TheabilityoflanguageisindependentfromEnglishgrammarknowledge.Shepointsouttheremustbesomerelationsbetweenexplicitandimplicitinstruction.Asaresult,theIEIinstructionshouldbeappliedinEnglishgrammarteachinginChina.Yang(2012)pointsoutthatexplicitinstructionandimplicitinstructionshouldbeusedandcombined,whichmeanstheIEIinstructionisusedinEnglishgrammarteaching.Sheselectsthenominativeabsolutetargetgrammartomakeanexample.AndsheprovideseightstepsoftheIEIinstruction:input;implicitteaching;payattentiontomeaning;doexercise;focusonform;practiceandlanguageactivities;theoutput.HerconclusionisthattheIEIinstructionismoreeffectiveinhelpinglearnerstoachievethetargetgrammarknowledge.2.6SummaryThereareadvantagesanddisadvantagesinbothexplicitandimplicitinstructions.Althoughthebasicprinciples,theoryandimplementationstepsaredifferent,they17 M.E.dThesisofBohaiUniversitycomplementeachother.Therefore,inteachingpractice,teachershouldconsiderintegratingtheexplicitinstructionandimplicitinstruction.Thelearnershouldbeawareoftherulesinthefuturetopromotetheleveloflanguageconsciousness.Otherwise,thelearnermusttakeontoobtainthebasicrulesoflanguageformstoo.Thenextsection,wewillreviewrelevantresearchabouttheroleofimplicitinstruction,explicitinstructionandtheIEIinstructioninthesecondlanguagelearningwillbepresented.18 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolChapterThreeResearchmethodologyResearchmethodologyreferstothemethodsortoolsappliedtoassistresearcherstoachievetheirgoals.Theresearchmethodsandtechniquesshouldbewellarranged,managedandcontrolled.Thisresearchappliesbothqualitativeresearchandquantitativeresearchmethods.Thischapterwillgivedetailedintroductionoftheresearchquestions,subjects,researchdesign,instrumentsandtheproceduresofthisexperiment.Intheexperiment,theresearchinstrumentsarequestionnaire,tests,interviewandSPSS17.0.3.1ResearchquestionsAccordingtotheKrashen’sacquisition-learninghypothesisandSchmidt’snoticinghypothesis,theresearchquestionsareposed.ThisstudyaimsatcomparingtheeffectivenessbetweentraditionalinstructionandIEIinstruction(integrationofexplicitandimplicitinstruction).Theresearchquestionsofthisthesisareasfollowing:1.Whichonewillbemorehelpfultoimprovestudents’attitudetowardslearningEnglishgrammar,thetraditionalinstructionorIEIinstruction(theintegrationofexplicitinstructionandimplicitinstruction)?2.Whichonewillbemoreeffectivetoincreasestudents’scoresingrammar,thetraditionalinstructionorIEIinstruction(integrationofexplicitinstructionandimplicitinstruction)?3.2ParticipantsInthisstudy,sixtystudentsarechosenfromtwoparallelclassesinGradeEightofNo.44JuniorHighSchoolinDalian,andthereare30studentsineachclass.FormsoftheclassesinGradeEightofNo.44juniorhighschoolaresmall.Thereisonlyoneclassinwhichthereareforty-fivestudents,becauseitistheexcellentclass.Studentsintheexcellentclassarethetopforty-fiveofthescores.Besidesthisclass,theparallelclassesarechosenfromtheotherclassesofGradeEight.ClassTwoisthecontrolclass(CC),whichstudentsinwillbetaughtinthetraditionalinstructioninEnglishgrammarteaching.19 M.E.dThesisofBohaiUniversityAndClassThreeistheexperimentalclass(EC).StudentsinClassThreewillacceptIEIinstruction,whichmeanstheintegrationofexplicitinstructionandimplicitinstruction.TheauthorwillgivesuggestionsaboutIEIinstruction(theinstructionofcombinationofexplicitandimplicitinstruction)totheEnglishteacherduringEnglishgrammarteachingprocess.Thesixtystudents,whotakepartinthisstudy,areaboutsixteenyearsold.AlltheyhavelearntMiddleSchoolEnglishgrammarforoneyearunderthetraditionalEnglishinstruction.Otherwise,mostofthemarefromDaliancity.Theireducationbackgroundswerealmostthesame.Theprocessesofpre-testandpre-questionnairearedonebeforetheclasstoensurethelevelofEnglishgrammarscoresandtheattitudetowardEnglishgrammarlearningarealmostthesame.Onlyinthisway,theresultsoftheexperimentaredependableandeffective.Inthepre-testatthebeginningoftheexperiment,itisobviouslyshowedthatthetwoclasses,CCandEChavenosignificantdifference,thatis,theleveloftheEnglishgrammararealmostthesame.Inconsequence,thesixtystudentsfromClassTwoandClassThreecanbechosenastheparticipantsinthisstudy.Andthepre-questionnairearehandedoutbeforetheexperimenttomakeitclearlythattheattitudeofEnglishgrammarintheCCandtheECarethesame.Aftertheexperimental,thepost-test,post-questionnaireandtheinterviewwillbetakentotesttheresultsofthisexperiment.Dataiscollectedintime.Andthedataofthepre-testandthepost-testwillbeanalyzedbySPSS17.0.Theresultsofthepost-questionnaireandtheinterviewarealsocollectedanddiscussedinthispart.Thedetailedintroductionsareasthefollowing.3.3ExperimentdesignThisexperimentisdesignedfromSeptember7thtoDecember18th,whichmeansthewholeexperimentprocesstakesfifteenweeks.ThereareabouttwiceorthreetimesEnglishclassinaweek.SixtystudentsfromNo.44JuniorHighSchooltakepartinthisstudy.TheyareallatGradeEight.ThirtystudentsfromClassTwowillbetaughtbytraditionalinstructionandthirtystudentsfromClassThreewillbetaughtbyIEIinstruction.Englishgrammarlessonsareplannedtoteachtwiceorthreetimesaweek.ButnotallEnglishgrammarlessonstakethewholelessons’time.MaybesometimesitonlytakesfifteenminutesforEnglishgrammarteachingprocess.Andsometimestheteacherwilltakeonelesson’stimetoteachtheEnglishgrammar.InSeptember7th,allthestudentswereaskedtotakepartinthepre-testandpre-questionnaireactivity.Inthepre-testpart,studentsareaskedtoanswerthepre-testpaperinforty-fiveminutes.Theresultofpre-testshowedthat20 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolthecontrolclassandtheexperimentalclasshavenosignificantdifferenceinEnglishgrammar.Studentsofexperimentalclassandcontrolclassweresuitabletotakepartintheexperiment.Beforetheexperiment,thequestionnairesarehandedouttothestudents.Theyaretoldtheresultsofthequestionnairewerenorelatedtotheirscoresofthisterm.Theyanswerthequestionsinthequestionnaireinrelaxingmoodandgivetrueanswer.Thedataofquestionnairefromexperimentalclassandcontrolclasstoldthatstudents’attitudetowardsEnglishgrammararealmostthesame.Allthesixtystudentsarethebestchoicesfortheexperiment.Duringtheexperimentaltime,controlclasswouldaccepttraditionalinstructionandexperimentalclasswillacceptIEIinstructioninEnglishgrammarteaching.Theauthorwillhelptheteachertodesigntheclassforthestudentsinexperimentalclass.InDecember18th,studentsfromcontrolclassandexperimentalclasswilltakepartinthepost-testactivity.Thedataiscollectedassoonastheendofthepre-test.AndthedatawillbeanalyzedbySPSS17.0togivetheanswerforthefirstresearch.Andstudentsfromexperimentalclasswillbeaskedtodothequestionnaireaftertheexperiment.Theresultsofthequestionnairewillbeshown,discussionandanalyzedforthesecondresearchquestion.Theinterviewwillbehelpfultoanswerthesecondquestion,too.Thesixstudentsfromexperimentalclassareaskedtoparticipateintheinterview.3.4InstrumentsTheinstrumentsinthisstudyareconsistedoftwotestpapers,aquestionnaire,aninterviewandSPSS17.0.Thetwotestpapersarethepre-testandthepost-test.ThecontentofthetestpapersarechosenfromthepapersofentranceexaminationforsecondaryschoolandfromthefinalEnglishexaminationsinthepastyears.Thequestionnairesarehandedouttwicetothestudents.ThefirsttimeisatthebeginningoftheexperimenttotestwhetherthestudentsfrombothexperimentalclassandcontrolclassheldthesameattitudetowardstheEnglishgrammarlearning.Thesecondtimeisattheendoftheexperimenttime.Inthistime,thequestionnaireishandedoutforfindingtheresultoftheattitudeofstudentsinexperimentalclasstowardsEnglishgrammar.Theinterviewiscarriedoutaftertheexperiment.Sixstudentsareinvitedtoparticipate.Theresultsoftheinterviewwillbediscussedtoanswerthefirstquestion.3.4.1QuestionnaireTheprogressofquestionnairepartincludestwosteps:oneisthepre-questionnaireandtheotheristhepost-questionnaire.Thisisaquestionnaireofstudents’attitudetowards21 M.E.dThesisofBohaiUniversitylearningEnglishgrammar.ThequestionnaireiscompiledbasedontheAttitudeTheoryofTernary,whichstatesattitudewasconsistedwithemotion,cognitionandbehavior.Thereliabilityofthequestionnaireisshownintable3.1.TheCronbachalphais0.820,whichisbetween0and1andbiggerthan0.7.TheCronbachalphashowedclearlythatthequestionnaireisavailable.Table3.1ReliabilityStatisticsCronbach’salphaNofItems.82016Therearesixteenquestionsinthequestionnaire.Thethreedimensionalitiesareincludedinthequestionnaire.Theyaretheinterest,viewtowardslearnEnglishgrammarandlearningstrategies.Thesixtystudentsfromexperimentalclassandcontrolclassareaskedtojoininthequestionnaireactivity.Asalltheparticipantsarejuniorhighschoolstudents,allthequestionsofquestionnairearewritteninChinesesothatthestudentscanunderstandeachquestioneasily.Beforetheexperiment,thequestionnairepapersarehandedout.Studentsinbothcontrolclassandexperimentalclassareaskedtoanswerthequestionnaire.Aftertheparticipantsfinishing,theentirequestionnairearecollectedintime.Andthereisnoonepapermissing.Thedataofthepre-questionnaireiscollectedandanalyzedtofindoutwhetherthestudentsincontrolclassandthestudentsinexperimentalclasshadthesameattitudeinEnglishGrammarlearning.Aftertheendofthisexperiment,thethirtycopiesofquestionnairesaregiventothestudentsinexperimentalclasstoanswer.BecausethestudentsincontrolclassarenottaughtinIEIinstruction,theydonotneedtoanswerthepost-questionnaire.Thistime,theresulttobefoundtoanswerthequestionwhichoneismorehelpfulforstudentstoimprovetheirattitudetowardslearningEnglishgrammar,thetraditionalinstructionortheIEIinstruction?Allthedataofthepost-questionnairewasanalyzedanddiscussedtofindtheanswer.3.4.2TestThetestincludestwoparts.Theyarepre-testandpost-test.Thereare45questionsinpre-test.Andthetotalscoreofthepre-testisfifty.Sowaspost-test.AllthequestionsarechosenfromthejuniorhighschoolentranceexaminationsofDalianinthepastyearsandthetermfinialexaminationsofNo.44juniorhighschool.Pre-testisusedtotestifywhethertheEnglishgrammarleveloftheparticipantsinthetwoclassesarenot22 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolsignificantlydifferentbeforestartingthisexperiment,andallthedataarecollectedfrompre-testcanbevaluable.Andtheresultsofpre-testcanbeusedtocomparewiththeresultsofpost-test.Otherwise,allthequestionsarechosefromthepastentranceexaminationsforjuniorhighschoolinDalianandthepastfinaltermexaminationpapersofNo.44JuniorHighSchool.Thepost-testisusedtoprovewhetherthereareobviousdifferencesofthestudents’grammarlevelaftertheexperiment.Aftertheexperiment,allthedatawillbecollected.Thetestpapersofpost-testarehandedoutinthecontrolclassandexperimentalclassatthesametime.Andaskingstudentsinthetwoclassesfinishesthetextinthespecifictime.Inthisway,thedataformpost-testwillbeobjectiveandreliable.Thepre-testaimstotestthestudents’basicgrammarknowledgeandthecompetenceofgrammar.Thetestpaperincludesthegrammaritems,whichthestudentshadlearntinthismaster.Tomakeallthestudentsbeserioustothisexamination,thescoreofthistestwillbeonepartoftheirfinaltermexaminationofthisterm.3.4.3InterviewTheinterviewisthefacetofaceone.Therearefourquestionsofthequestionnaireintotal.Thesequestionsareusedtoanswerthesecondresearchquestion.Theyareasfollowing:ThefirstquestionishowyouthinkofthenewteachingmethodofEnglishgrammar,theIEIinstruction.ThesecondquestioniswhichapproachyouusuallyusetolearnEnglishgrammar.ThethirdquestioniswhetheryouthinkyourEnglishgrammarhasimprovedinthisterm?AndtalksomethingaboutyouropinionoflearningEnglishgrammar.Theforthquestioniswhatyoufeelabouttheinstitutionalcommunicationintheclass.Sixstudentsfromexperimentalclassareinvitedtotaketheparticipantofthisinterviewattheendoftheexperiment.TwostudentsofeachEnglishlevel(highlevel,mediumlevelandlowlevel)inexperimentalclassarechosentotakepartintheinterview.TheyareaskedquestionsabouttheeffectoftheintegrationofexplicitandimplicitinstructionoftheirEnglishteachers.Andtheauthorwritesdowntheiranswersforthestudy.Theanswerswillbeanalyzedanddiscussedindetail.3.4.4SPSS17.0SPSS17.0willbeemployedtoanalyzethedatainthestudy.AsSPSS17.0isusedwith23 M.E.dThesisofBohaiUniversityhighfrequencybythescholars,itismoreconvictiveandreliable.3.5ResearchprocedureTherearesixpartsintheproceduresoftheexperiment.Theyarethepre-test,pre-questionnaire,experiment,post-test,post-questionnaireandtheinterview.Detailedintroductionofeachpartisshowninthesection.Thepre-testandthepre-questionnairearecarriedoutbeforetheexperimenttotestifytheEnglishgrammarlevelandtheattitudetowardsEnglishgrammarlearningarealmostthesame.Thisstepisgoingtomakesurethepremiseoftheequalbeginning.Andtheexperimentpartstatesthewholeprocessofexperiment:howtheexperimentisgoingon;themaincontentofeachstepandotherthingsaboutthedetailoftheexperiment.3.5.1Pre-questionnaireThequestionnaireincludessixteenitemsfortheattitudesofthestudentstotheEnglishgrammar,whichcontainsthreeaspects:view,interestandthelearningstrategy.Fromitemonetoitemfour,theyareabouttheviewofthestudentstowardsEnglishgrammarlearning.Fromitemfivetoitemeight,theyareabouttheinterestofthestudentstowardsEnglishgrammarclass.Andfromitemninetoitemsixteen,thesequestionsareaboutthestrategiesoflearningEnglishgrammar.TheCronbachalphaofthequestionnaireis0.82,whichisbetween0and1andbiggerthan0.7.TheCronbachalphamakesitclearlythatthequestionnaireisavailable.Therearefiveanswersofeachquestioninthequestionnaire,whicharefrompositivetonegative.InSeptember7th,sixtycopiesofthequestionnairearehandedouttothesixtystudentswhowerefromcontrolclassandexperimentalclassbeforetheexperiment.Allthestudentsaretoldthattheydonotneedtobeafraidoftheresultsofthequestionnaires.Questionnairesareanonymousandtheresultsofthequestionnairearenoeffectivewiththeirtermscores.Itisthebestthatthestudentsjustgavetheirwillinganswer.Duringthestudentsareansweringthequestionnaires,theteacherisintheclassroomtoensurethegoodandquietenvironmentisgiven.Andnostudentisallowedtotalktootherswhileansweringthequestionnaire.Afterallthestudentsfinishthequestionnaires,sixtycopiesofthequestionnairesarecollectedintime.Noonecopyofthequestionnaireisleft.Allthedataiscollectedintimeandrecordedbytheauthorintime.Andthentheauthorcalculatesthedataofthepre-questionnairecarefully.Almostthesameleveloftheattitudesofthetwo24 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolclasses’studentsshouldbemadesureforthefollowingexperiment.Asforthat,thisstepatthebeginningoftheexperimentissonecessary.Assoonascollectingthequestionnaire,thedataofthequestionnairesbeforetheexperimentarerecordedimmediately.3.5.2Pre-testThepre-testwasheldonSeptember7th,2015.Thesixtyparticipantsarefromtwoparallelclasses:ClassTwoandClassThreeinGradeEightofNo.44JuniorHighSchool.Thepre-testpaperincludesthreetypesofquestions:multichoice,fillingintheblanksandtranslation.AllthequestionswhichareabouttheEnglishgrammaritemstheyhavelearntarechosenfromtheseniorhighschoolentranceexaminationsofDalianinthepastyearsandthetermfinialexaminationsofNo.44juniorhighschool.Theaimofthepre-testistocheckoutwhetherthestudentsincontrolclassandexperimentalclassareatthesamelevel.Itwasthepremiseoftheexperiment.Thedirectionsofthepre-testhavebeenexplainedclearlyinChinesebeforethepre-teststarted.Studentsareaskedtofinishthetextpaperin45minutes.Andthestudentsofcontrolclassandexperimentalclassareaskedtohandinthepre-testpapersatthesametime.Afterthepre-testfinishing,allthetestpapersarecollectedintime.Theauthorwillgivethescoresforeachstudent.Theresultsofthetest-paperarecalculatedbytheauthorcarefullyandareanalyzedwiththeSPSS17.0.totestthelevelofEnglishgrammarofthestudentsinexplicitclassandimplicitclass.3.5.3TeachingexperimentTheexperimentisfromSeptember7thtoDecember18th.ThereareabouttwiceorthreetimesofEnglishgrammarlessonsinoneweek.AndtheEnglishgrammarlessondoesnottakethewholetimeofthelessoninusual.Butsometimes,theteacherwillpickoutonelessontoteachsomecomplexEnglishgrammaritemforthestudents.Duringthistime,thetraditionalinstructionandtheIEIinstruction(theintegrationofexplicitandimplicitinstruction)willbeusedtotheparticipantsbothincontrolclassandexperimentalclass.DuetoDekeyser(1995),themaininstructionsofgrammarteachingareexplicitinstructionandimplicitinstruction.Explicitinstructionaimstomakethestudentsgaintherulesindeductiveorinductiveway.While,theimplicitinstructionistomakethestudentsachievetheEnglishgrammarwithoutawareness,whichmeanstheteacherprovidetheEnglishcontextforthestudentstofeelandsummarizetheEnglishgrammarallbythemselves.Thecontrolclasswillbereceivedthetraditionalinstruction;andtheexperimental25 M.E.dThesisofBohaiUniversityclasswillbereceivedtheIEIinstructioninEnglishgrammarlessons.ThespecificinstructionoftheprocessesofteachingEnglishgrammarinexplicitinstructionandimplicitinstructionwouldbeintroducedasfollowing.3.5.4Post-questionnaireThirtycopiesofthequestionnairearehandedoutintheexperimentalclass.Thepre-questionnaireandthepost-questionnairearethesamequestionnaireofpre-questionnaireishandedoutatthebeginningoftheexperimentandattheendoftheexperiment.ItincludessixteenitemsfortheattitudesofthestudentstowardstheEnglishgrammar,whichcontainsthreeaspects:view,interestandthelearningstrategy.TheCronbachalphaofthequestionnaireis0.820,whichisbetween0and1andbiggerthan0.7.TheCronbachalphamadeitclearlythatthequestionnaireisavailable.InDecember18ththeexperimentcometoaclose.StudentsinexperimentalclassareacceptedtheIEIinstructionduringthisterm.ItshouldbeprovedwhethertheattitudestowardsEnglishgrammarlearningofthestudentshaveimprovedafteracceptingtheIEIinstruction.Sostudentinexperimentalclassareaskedtoanswerthequestionnaire.Theyanswerthequestionnaireswithoutname.Inthisway,studentscananswerthequestionnairewithoutpressure,whichwillbehelpwithgettingthemostauthenticdata.Thestudentsinexperimentalclassaretoldtogivethetrueanswerintheirheart.Duringthetime,theteacherisintheclassroomandnoonewillbeallowedtodiscusswithotherclassmates.Inthisprocedure,thirtycopiesofquestionnairesarehandedoutandcollectedassoonastheyfinished.Andthedataofquestionnairesaftertheexperimentarecollectedandrecordedbytheauthorintime.Theauthorwilldiscussandanalyzetheresultsofthepost-questionnairetoanswerthesecondresearchquestionnaire.3.5.5Post-testInDecember18th,thepost-testiscarriedoutaftertheexperiment,thequestionsintestwerethetwoEnglishgrammaticalitemsconcernedwiththeirformmeaningandusingaspects,whichwerelearnedintheexperiment.Allthequestionsofthepost-testwerefromtheentranceexaminationofjuniorhighschoolinDalianandthefinalexaminationsofNo.44juniorhighschool.Studentsofcontrolclassandexperimentalclassareinvitedtotakepartinthepost-test.Thereareforty-fiveexercisesinthepost-test.Andthetotalscoresofthepost-testarefifty.Studentsareaskedtofinishthetestinforty-fiveminutes.Theteacherswillbeintheclassroomstomaintaintheorderoftheclasses.Assoonasthe26 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolstudentsfinishedthepost-testpapers,thosetestpapersarehandedin.Sixtycopiesofthetestpapersarecollectedwithoutonemissing.Theauthorchecksthepre-testpapersintimeandrecordedthedataforthefollowingcalculations.AlldatawillbeanalyzedbySPSS17.0tofindouttheanswerofthefirstresearchquestion.3.5.6InterviewInordertohaveknowledgeoftheattitudesofthesestudentsinexperimentalclass,aninterviewistakenaftertheexperiment.Sixstudentsinexperimentalclassareinvitedinthisinterview.AndthesixstudentsarechosenatrandomastheintervieweesbasedontheprinciplewhichisthateverytwostudentsfromthreelevelsofEnglishgrammarwhichmeanthehighlevel,themediumlevelandthelowlevelofEnglishgrammar.Oneroominschoolischosenasthetalkingroom,andthesixintervieweesareaskedcameintheroominbyonefromtheirclassroom.Whenoneintervieweescomeintotheroom,theauthorgivesagentlesmiletomaketheintervieweesfeelrelax.Acupofwarmwaterisgiventotheinterviewees.Intervieweesaretoldthatdonotbeworry,justberelaxandthiswasjustoneinterviewtohelptheauthortowritethethesis.Itisfinetogivethetrueansweroftheirhearts.Beforedoingtheinterview,theauthortalkessomethingaboutthedailylifeorsomejokesorlisteningsomegentlemusicwiththeinterviewees.Allinall,thefinalgoalistoprovideacomfortableandrelaxingenvironmentinordertomaketheintervieweesfeelhappyandrelaxduringtheinterviewprocess.Inthisway,themostauthenticanswerscanbegotprobably.Theinterviewincludesfourquestionsinall.ThefirstquestionishowyouthinkofthenewinstructionofEnglishgrammar,whichistheIEIinstruction.ThesecondoneiswhichapproachdoyouusuallyusetolearnEnglishgrammar.ThenextoneiswhetheryouthinkyourEnglishgrammarhaveimprovedinthisthemandtalkingsomethingaboutyouropinionoflearningEnglishgrammar.Thelastquestioniswhatyoufeelaboutthesituationalcommunicationintheclass.Iftheintervieweescannotunderstandthequestions,theyshouldbegivensomeremindingandexplanations.Theauthorshouldlistencarefullyinpatienceandwritedowntheopinionsoftheintervieweesaccuratelyandimmediately.Anyanswersfromtheintervieweesaretherightanswers.Donotinterrupttheintervieweesduringtheinterview.Aftertheinterview,alltheinformationfromtheinterviewwillbecollectedintimeandanalyzedassoonaspossible.27 M.E.dThesisofBohaiUniversity3.6ProceduresofteachingInthispart,therearemainlytwoparts:teachingplanforECandteachingplanforCC.Theteachingplansareintroducedindetail.3.6.1TeachingplanforECThefollowingchartisthemodelfortheIEIinstructionwhichmeanstheintegrationofexplicitinstructionandimplicitinstruction(LiuMenglan,2009).InputContextImplicitteachingFocusonformMeaningguessRuleexplanationFocusonformPracticeExplicitteachingOutputⅠFeedbackOutputⅡFigure3.1ModelofIEIGrammarTeachingSamplelessonsforEC1.Takepastcontinuousasanexample.Modual7AFamousStoryUnit2Shewasthinkingabouthercat28 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolTeachinggoals:(1)Grammarknowledge:mastertheknowledgeofpastcontinuous(2)Grammarability:studentscanusethegrammarknowledgetomakesentencesincertaincontext.(3)Emotionalaims:stimulatestudents’attitudetowardsEnglishgrammarlearningTeachingkeypoints:TheusageofpastcontinuousTeachingdifficultpoint:TheapplicationofpastcontinuousTeachingprocedures:Step1leadinWarming-upT:Hello,boysandgirlsSs:Hello,teacher.T:Doyoulikefairytales?Whichonedoyoulikethebest?(Asksomestudentstoanswerthequestion.)S1:…S2:…Check-upGroupactivity:theteacherasksstudentsineachgroupchoseastudentastherepresentativeofeachgroup.Theteachertellssomewordswhicharelearntandshouldberememberedexactly.Therepresentativeswillbeaskedtowritethevocabulary,ontheblackboard.Theotherstudentswritethevocabularyontheirnotebooks.Studentsshouldwritethewordsassoonaspossible.Andthegroupwhichwritesthemostnumberofcorrectwordswillgetonescoreastheprize.Step2:Buildingupstudents’knowledgeofpastcontinuous.Theteacherasksstudentstogothroughthetextagain(studentshavealreadyhadageneralideaofthepassage)andpresentssomeillustrativeexamplesofpastcontinuousinthetestonPPT.Thenstudentsaredividedintoseveralgroupsandgivenopportunitiestotrytodiscovertherulesofpastcontinuous,andmakesomediscussions.Helpwillbeprovidedwhenitisnecessarytomakethestudentsfocusontherequiredformassoonaspossible.29 M.E.dThesisofBohaiUniversity1.Whywasitrunning?2.Itwassettinginatreeandsmilingateveryone.3.HewassittingwiththeMadHatterandamouse.4.Alicewassittingwiththesisterbytheriverandhersisterwasreadingabook.5.Whileshewasfalling,shewasthinkingabouthercat,Dinah.6.Shefoundthatshewasfallingdownavery,verydeephole.(Inthisstage,studentsareaskedtoobservetherulesbythemselves.Itisactuallythestagewhenintegrativegrammarteachingisadopted.)Step3:elicitingfunctionsoftherulesofpastcontinuous.Inthisstage,theteachercommentedonwhatstudentshavediscoveredandaddafurtherexplanationofpastcontinuous.(Explicitgrammarinstruction)ThePastContinuousTenseindicatesanongoingactioninthepastorahabitualactioninthepast;theverbofthePastContinuousisusuallyformedby“was/were+-ingparticiple”;The-ingparticipleincludesregularformandirregularform;theadverbialoftimeinthePastContinuousTenseareusuallylikethis:lastnight,lastweek,while,when,atthattime,atthistime,thewholemorning,allday...Step4:Familiarizingstudentswiththeruleofpastcontinuousthroughexercises30 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchool1)Multichoice1.Whileshe______TV,she______asoundoutsidetheroom.A.waswatching,washearingB.watched,washearingC.watched,heardD.waswatching,heard2.They_____afootballgamefrom7to9lastnight.A.werewatchingB.watchC.watchedD.arewatching3.Whatbook____you______whenI____youatfouryesterdayafternoon?A.did,read,wasseeingB.did,read,sawC.were,reading,sawD.were,reading,wasseeing4.ItwasFridayevening.MrandMrs.Green_____readytoflytoEngland.A.aregettingB.getC.weregettingD.got5.LeiFeng_____always_____ofotherswhenhe______inthearmy.A.is,thinking,wasB.was,thinking,isC.did,thinkD.was,thinking,wasStep5:Checkingstudents’comprehensionofpastcontinuous.1)TranslatethefollowingsentencesfromChinesetoEnglish1.当你看到他们的时候他们在干什么？他们在踢足球。2.今天一下午，你们在干什么？我们一直在图书馆看书。3.当老师走进教室的时候，学生们正在讨论周末去哪里玩儿。4.老虎等猴子的时候，发现了一只兔子。Step6:StudentsareaskedtowriteapassagebyusingthePastContinuousTense.Writtenwork:writeapassageabout80words.Make“Mysummerholiday”asthetitle.Fromstepfourandstepfivearepracticestageswhenexplicitgrammarteachingisadopted.Afterdiscoveringrulesthemselvesintheexplorationstagewithteachers’explanationabouttherulesintheexplanationstage,wemoveontothepracticeactivities.Thepurposeofthestageistomakestudentsgainsomeexperienceinapplyingtheiracquiredknowledgetopracticeandmakingmeaningutterancesundertheteachers’supervision.Inaddition,thisisareliablewaytohavestudentsseeconsciouslywhattheycandowithwhattheyhavelearnedandtoletteachersknowwhetherstudentshavereallylearnedtheserules．2.Takecomparativeadjectivesandadverbs(-er,more)asanotherexample.Module4Planes,shipsandtrainsTeachinggoals:(1)Grammarknowledge:mastertheknowledgeofcomparativeadjectivesandadverbs(-er,more)31 M.E.dThesisofBohaiUniversity(2)Grammarability:studentscanusethegrammarknowledgetomakesentencesincertaincontext.(3)Emotionalaim:stimulatestudents’attitudetowardsEnglishgrammarlearningTeachingkeypoints:Theusageofcomparativeadjectivesandadverbs(-er,more)Teachingdifficultpoint:Theapplicationofcomparativeadjectivesandadverbs(-er,more)Teachingprocedures:Step1leadinWarming-upT:Hello,boysandgirls.Ss:Hello,teacher.T:lastyearItravelledtoKorea,Ireallywanttosharemybeautifulexperiencetoyou.Lookatthescreen,thesearethephotoswhichweretakeninKorea.(ShowingthepicturestostudentsandtalkingsomethinginKoreaandsometraditionofKorea.)Anyvolunteerwantstoshareyourtravellingexperience?(Asktwoorthreestudentstotalkabouttheirtravellingexperience.)S1:…S2:……Step2:Buildingupstudents’knowledgeofcomparativeadjectivesandadverbs(-er,more)Oneofthelearntargetsinthisclassistolearnthenewwords“car,airplane(plane)andtrain,fast,slow”.(TstandsforteacherandSsstandsforstudents,S1standsforanyonestudent)T:(Showingsomepicturesonthescreen.)Look,whereisit?Anyonewantstoanswermyquestion?OK,youplease.S1:itisJapan.T:Wow,wonderful.Youaresogreat.Sitdown,please.ThisisJapan,anddoyouwanttotravelthere?Ss:Yes!T:Ifwewanttotravelthere.Howcanwearrivethere?Bybike?Onfoot?Ss:No!T:Yes,JapanisfarfromChina.Abusistooslow.AndJapanisanislandcountry.Wecannotarrivetherebybus.(Write“slow”ontheblackboard,andaskSstoreadtheword32 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolfollowingtheteacher.)T:Wecangotherebyairplane.(Showaphotoofairplaneinthescreen,teachtheSstoreadthewordandpayattentiontocorrectthesound.Introducethethreeformsofwriting:airplane,aircraftandplane.)Anairplaneisfast.(Writethe“fast”ontheblackboardandaskSstoreadtheword.)T:AnyothertransportationwecantakegotoJapan?Anyvolunteer?Youplease!S2:Wecangothereonship.T:Yeah,youaresosmart.Sitdownplease.WecangotoJapanonship.ButitistooexpensivetotravelJapan.Sanyaisagoodplace.AnditisoneofthemostfamoustouristcityinChina.AnyoneinourclasshasgonetoSanya?T:yes,youplease.IfwewanttogotoSanya,howcanwegothere?Canwegotherebycar?S2:No,Sanyaisfarawayfromhere.Ihavegonetherebyairplane.SowecangotoSanyabyairplane.T:Thankyouforyourperfectanswer.Sitdown,please.Oh,theairplaneisagoodtransportationbecauseitisfast.ButIdonothaveenoughmoneytogoSanyabyairplane.IthinkIcangotherebytrain,becausetrainischeaperthanairplane.ButallofyoucangotoSanyabyairplane,becauseyouarericherthanme.Step3:elicitingfunctionsofcomparativeadjectivesandadverbs(-er,more)Theteacherwrite“______isslowerthan____________isfasterthan______.”ontheblackboardandteachstudentsaboutthissentence.T:lookatthesepicturesoftransportations.Whichoneisslow?Whichoneisfast?(Showthepicturesofthetrainandtheairplaneonthescreen.)Ss:Thetrainisslow.Theairplaneisfast.T:Yes.Howcleveryouare!Thetrainisslowerthantheairplane.Andtheairplaneisfasterthanthetrain.(write“airplane＞train”ontheblackboard.)T:Look,thesetwotransportations,whichisfaster?Whichisslower?(Showthepicturesofthebusandthetrain.)Ss:Thetrainisfasterthanthebus.Thebusisslowerthanthetrain.T:(Writethesetwosentences“Thetrainisslowerthantheairplane.Andtheairplaneisfasterthanthetrain.”And“Thetrainisfasterthanthebus.Thebusisslowerthanthetrain.”ontheblackboard,underline“faster”and“slower”andcircle“than”.)…TheteacherdoesnotgiveanyexplanationoftheEnglishgrammarrulesinthisstep.Shepresentedthewordsandthetargetsentencepatternbyshowingpictures.Andshewrite33 M.E.dThesisofBohaiUniversitythesentencepatternontheblackboard.TheteacheralsoprovidesacreatedcontextforthestudentsinlearningtheEnglishgrammar.Studentsgaintheinformationfromcommunicatingwiththeteacherandthepictures,sentencepattern.Itistheimplicitinstructionpart.Theteacherwritesthesentencepatternontheblackboardtoremindthestudentsandattracttheattentionofthestudents.Sheunderlinesthewordsfasterandslowerandcircledthewordthantomakethecharacteristicsofthesentencepatternmoreclearly.Bythismeans,theteacherteachesthegrammarstructureandtheawarenessofgrammarwasimproved.Step4:Theteacherexplainthedefinitionsandformsofcomparativeadjectivesandadverbs(-er,more)adjectivs.ThegrammaritemofModule4“Planed,ShipsandTrains”ofthetextbookpublishedbyForeignLanguageTeachingandResearchiscomparativeadjectivesandadverbs(-er,more).Comparativeadjectivesandadverbs(-er,more)ismainlyusedforthecomparisonbetweentwothings.Anditusuallyadd–erattheendofthewordoraddmorebeforethewordifthewordisapolysyllabicword.Table3.2isanexample:Table3.2TheExamplesBetweenPositiveDegreeandComparativeAdjectivesandAdverbsPositiveDegreeComparativeAdjectivesandAdverbs(-er,more)TallTallerQuietQuieterNarrowNarrowerFastFasterComfortableMorecomfortableInterestingMoreinterestingBeautifulMorebeautifulStep5:Theteacheraskesthestudentstodosomerelevantexercises.1).Writethecomparativeformsoftheseadjectivesandadverbslong_____wide______fat____heavy____slow______few____brightly______far____34 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolquickly_____happy_____unhappy________2).Filltheblankswiththesuitableformsofthegivenwords1.Ofthetwogirls,IfindLucythe_______(clever).2.Gold(金)is______(little)usefulthaniron(铁).3.Mysisteristwoyears_______(old)thanI.4.John’sparentshavefourdaughters,andsheisthe_____(young)child.5.The_____(cheap)bagsarethenotusuallythebestones.6.Theshortoneisbyfar_______expensiveofthefive.3.6.2.TeachingplanforCCStudentsinClassTwoGradeEightofNo.44juniorhighschoolarechosenastheCC(thecontrolclass).Afterthetestingofpre-testandpre-questionnaire,studentsinCCareconfirmedtobethesuitableparticipantsforthestudy.AndstudentsandtheEnglishteachertakesdelightintheexperimentinthisterm.AllthestudentsinCCreceivethetraditionalinstructioninlearningEnglishgrammar.Toteachingintraditionalinstruction,theteacherexplainsthetargetgrammaticalrulesbyspeakingandwritingtherulesandstructuresontheblackboard.AndthensheasksthestudentsthattheytodotheexercisesaboutthetargetEnglishgrammarandtocompleteataskintime.Inexplicitclass,participantslearnedtherulesintheformalEnglishgrammarteachingwithconsciousnessinexplicitinstruction.Theyareaskedtoremembertherulesandretoldtherulesinthegiventime.AndthentheteacherwillaskthestudentstodosomeexerciseaboutthetargetEnglishgrammar.Theexercisesaresentencescombinationofpracticeonthetable.ThefollowingchartpresentsamodelofgrammarteachinginCC.(LiuMenglan,2009).35 M.E.dThesisofBohaiUniversityInputRuleinductionRuleexplanationExerciseOutputFigure3.2ModelofTraditionalGrammarTeachingSamplelessonsforCC1.TakePastContinuousTenseasanexample,thedetailedstepsofEnglishgrammarteachingasfollowing:Stepone:theteachergivessomeillustrativeexamplesofPastContinuousandgivethedefinitionandstructureofpastcontinuoustothestudents.ThePastContinuousTenseindicatesanongoingactioninthepastorahabitualactioninthepast;theverbofthePastContinuousisusuallyformedby“was/were+-ingparticiple”;The-ingparticipleincludesregularformandirregularform;theadverbialoftimeinthePastContinuousTenseareusuallylikethis:lastnight,lastweek,while,when,atthattime,atthistime,thewholemorning,allday…Takethefollowingsentencesasexamples:1.Whywasitrunning?2.Itwassettinginatreeandsmilingateveryone.3.HewassittingwiththeMadHatterandamouse.4.Alicewassittingwiththesisterbytheriverandhersisterwasreadingabook.5.Whileshewasfalling,shewasthinkingabouthercat,Dinah.6.Shefoundthatshewasfallingdowninavery,verydeephole.Steptwo:studentsareaskedtodotheexercisesgivenbytheteachertocheckiftheyhavemasteredtheusageofpastcontinuous.1)Multichoice1.Whileshe______TV,she______asoundoutsidetheroom.36 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolA.waswatching,washearingB.watched,washearingC.watched,heardD.waswatching,heard2.They_____afootballgamefrom7to9lastnight.A.werewatchingB.watchC.watchedD.arewatching3.Whatbook____you______whenI____youatfouryesterdayafternoon?A.did,read,wasseeingB.did,read,sawC.were,reading,sawD.were,reading,wasseeing4.ItwasFridayevening.MrandMrs.Green_____readytoflytoEngland.A.aregettingB.getC.weregettingD.got5.LeiFeng_____always_____ofotherswhenhe______inthearmy.A.is,thinking,wasB.was,thinking,isC.did,thinkD.was,thinking,wasStepthree:theteachermakesthestudentsdosometranslationexercises,thencheckedtheanswersandreturnedthefeedbackinformation.2)TranslatethefollowingsentencesfromChinesetoEnglish1.当你看到他们的时候他们在干什么？他们在踢足球。2.今天一下午，你们在干什么？我们一直在图书馆看书。3.当老师走进教室的时候，学生们正在讨论周末去哪里玩儿。4.老虎等猴子的时候，发现了一只兔子。Stepfour:studentsareaskedtowriteapassagebyusingthePastContinuousTense.Writtenwork:writeapassageabout80words.Make“Mysummerholiday”asthetitle.2.Herearecomparativeadjectivesandadverbs(-er,more)asanotherexample.Stepone:theteacherexplainthedefinitionsandformsofcomparativeadjectivesandadverbs(-er,more)adjectivs.ThegrammaritemofModule4“Planes,ShipsandTrains”ofthetextbook,whichwaspublishedbyForeignLanguageTeachingandResearch,wascomparativeadjectivesandadverbs(-er,more).Comparativeadjectivesandadverbs(-er,more)wasmainlyusedforthecomparisonbetweentwothings.Anditusuallyadded–erattheendofthewordoraddmorebeforethewordifthewordwasapolysyllabicword.Table3.2isanexample:37 M.E.dThesisofBohaiUniversityTable3.3TheExamplesBetweenPositiveDegreeandComparativeAdjectivesandAdverbsPositiveDegreeComparativeAdjectivesandAdverbs(-er,more)TallTallerQuietQuieterNarrowNarrowerFastFasterComfortableMorecomfortableInterestingMoreinterestingBeautifulMorebeautifulSteptwo:TheteacherasksthestudentstodosomerelevantexercisestoconsolidatetheknowledgethetargetEnglishgrammar.1).Writethecomparativeformsoftheseadjectivesandadverbslong_____wide______fat____heavy____slow______few____brightly______far____quickly_____happy_____unhappy________2).Filltheblankswiththesuitableformsofthegivenwords1.Ofthetwogirls,IfindLucythe_______(clever).2.Gold(金)is______(little)usefulthaniron(铁).3.Mysisteristwoyears_______(old)thanI.4.John’sparentshavefourdaughters,andsheisthe_____(young)child.5.The_____(cheap)bagsarethenotusuallythebestones.6.Theshortoneisbyfar_______expensiveofthefive.Insummary,anexplicitinstructionofEnglishgrammarteachingisverystraightforwardduringthewholeprocess.Inteachingpractice,explicitinstructionisusedfarmorethanimplicitinstructioninthisapproach.Intheproductionstage,itisusuallyomittedtousetargetEnglishgrammarfluently.Andimplicitinstructionisabandoned38 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolbecauseofthelimitedtimeofclassandthenumberofstudents.Tosolvetheproblemofitsineffectivenessindevelopingstudents’communicativecompetence,procedureteaching,interactivegrammarteachingandtask-basedteachingareproposed.TheyadoptIEIteachinginthewholeprocessofteaching.3.7DatacollectionAssoonasthestudentsfinishthetests,thetestpapersareallcollected.Thescoresineachthreepartsaregivenobjectivelyaccordingtothestandardanswersandstrictevaluatingrules.Afterworkingoutthescores,thesecollecteddataisanalyzedbySPSS17.0.Otherwise,datafromquestionnairesbothatthebeginningoftheexperimentandattheendoftheexperimentalsoshouldbehandedinimmediately.Informationoftheinterviewoughttobecollectedandanalyzedassoonaspossible.39 M.E.dThesisofBohaiUniversityChapterFourDataanalysisanddiscussionInthisstudy,amassofdataiscollected,calculatedandanalyzedinordertofindtheanswerfortheresearchquestion.Therearepre-testscoresandpost-testscoresbothinexperimentalclass(EC)andcontrolclass(CC).Theaimoftheresultsofpre-testistotestwhetherthestudentsfromexperimentalclassandcontrolclasshavethesamelevelofEnglishgrammar.Andtheresultsofpost-testaimattestingwhichinstructionismoreeffectivetoincreasestudents’Englishgrammarscores,thetraditionalinstructionortheIEIinstruction.Thedataisalsocollectedthroughthequestionnaireandtheinterview.Becausethestudentsareinjuniorhighschool,thequestionnaireiswritteninChinesetohelpstudentsunderstandthequestions.Inthequestionnaire,therearesixteenquestions,whichusedtotestthestudents’attitudetowardsEnglishgrammarlearning.Therearethreedimensionsinthisquestionnaire,whicharetheinterest,viewandthelearningstrategyofthestudents.Theanswersofeachquestionarefrompositiveandnegative.ThequestionnaireishandedoutbeforetheexperimentinbothECandtheCC.Inthisway,theresultwillpresentwhetherthestudentsfromtwoclasseshavealmostthesameattitudetowardsEnglishgrammarlearning.Itisapremisefortheequalsituationbeforetheexperiment.Andaftertheexperiment,thestudentsofexperimentalclassareaskedtodothequestionnairetotesttheattitudeofthestudentstowardsEnglishgrammar.Theinterviewhasfourquestions.Theanalysesanddiscussionworkforthesecondresearchquestion.4.1ResultsanalysisanddiscussionofthequestionnaireThequestionnaireiscompiledbasedontheAttitudeTheoryofTernary,whichstatesattitudewasconsistedwithemotion,cognitionandbehavior.Thequestionnairecontained3dimensionalities:view,interestandlearningstrategy.Itincluded16items,eachitemhasfiveoptions.Fromitemonetoitemfour,theyareabouttheviewofthestudentstowardsEnglishgrammar.Fromitemfivetoitemeight,theyareabouttheinterestofthestudentstowardsEnglishgrammar.Andfromitemninetoitemsixteen,theseitemsareaboutthestrategiesoflearningEnglishgrammar.TheCronbachalphaofthequestionnairewas0.820,whichisbetween0and1andbiggerthan0.7.TheCronbachalphashowedclearlythatthe40 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolquestionnairewasavailable.4.1.1Resultsanalysisanddiscussionofthepre-questionnaireThequestionnaireistakenbeforetheexperimenttoensuretheattitudesofthestudentsinbothexperimentalclassandcontrolclasswerealmostatthesamelevel.Thisstepalsocanprovideanequalpremiseofthisexperiment.Thedatafrombothtwoclasses,controlclassandexperimentalclass,arealmostthesame.Theresultsofthequestionnaireareasfollowing:1.TheviewofthestudentstowardsEnglishgrammarTable4.1Resultsoftheviewinthepre-questionnaireCCECDisagreeUncertainAgreeDisagreeUncertainAgreeViewItem18(26.7%)11(36.7%)11(36.7%)9(30%)10(33.3%)11(36.7%)Item212(40%)9(30%)9(30%)13(43.4%)7(23.3%)10(33.3%)Item311(36.7%)2(6.6%)17(56.7%)11(36.7%)1(3.3%)18(60%)Item416(53.4%)4(13.3%)10(33.3%)15(50%)6(20%)9(30%)(Note:CCstandsforcontrolclass;ECstandsfortheexperimentalclass.)Asfarasitemone,intheCC,thereareabout26.7%ofstudentsthinkingthatEnglishgrammarwasnotsoimportantinEnglishgrammarlearning.And36.7%ofstudentsdonothaveaclearunderstandingoftheroleofEnglishgrammarinEnglishlearning.Itisabout36.7%ofstudentsthoughtEnglishgrammarplaysakeyroleinEnglishlearning.InEC,thereareabout30%ofstudentsthinkingthatEnglishgrammardonotplayanimportantroleinEnglishlearningand33.3%ofstudentsdonothaveanideaoftheroleofgrammarinEnglishlearning.Andthereare36.7%ofstudentsthinkingthatlearningEnglishgrammarwasveryimportantinEnglishlearningprocess.ThedataaboveshowsthatstudentsinbothCCandECdonothaveobviousandclearviewtowardsEnglishgrammarlearning.Thisphenomenonappearsherebecausethecommunicativeteachingmethodhasbeenpopularforaverylongtime.Communicativeteachingmethodstressesthecommunicatingabilityofthestudents.ItstatesthatgrammarruleshaveaweekroleinEnglishlearning.SomestudentsareaffectedbythisviewsothattheythoughtEnglishgrammarisnotsoimportantingrammarlearning.Withitemtwo,thereareabout40%ofstudentsinCCthoughtitwasnotimportanttolearnEnglishgrammartoimproveEnglishlevel.And30%ofstudentsinCCdonotknowtheanswertothisquestion.30%ofthestudentsinCCthoughtlearningEnglishgrammar41 M.E.dThesisofBohaiUniversityknowledgeisnecessaryandimportanttoimproveEnglishlevel.InEC,thereare43.4%ofstudentsthoughtleaningEnglishgrammarknowledgeisnotsoimportant;thereareabout23.3%ofstudentsdonotclearlyaboutthisquestion;thereare33.3%ofstudentsthinkinglearninggrammarwillhelptoimproveEnglishlevel.Asfarasitemthree,themajoritynumberofstudents,whichare56.7%ofthestudentsinCCand60%ofEC,thoughttheEnglishgrammarclassissoboring.AndtheEnglishgrammarclasshaslittleeffectontheirEnglishlearning.Asfortheitemfour,thereare53.4%ofstudentsinCCand50%ofstudentsinECthoughttheyhavenoprogressofEnglishinthepastoneyear’sEnglishlearning.Fromallthedataabove,itisclearlyshowingthatstudentsinbothCCandEChavealmostthesameviewtowardsEnglishgrammarlearning.StudentsarepuzzledaboutwhatistheroleofEnglishgrammarinEnglishlearningprocess.2.TheinterestofthestudentstowardsEnglishgrammarTable4.2Resultsoftheinterestinthepre-questionnaireCCECDisagreeUncertainAgreeDisagreeUncertainAgreeInterestItem525(83.3%)3(10%)2(6.7%)24(80%)2(6.7%)4(13.3%)Item622(73.3%)5(16.7%)3（10%）24(80%)2(6.7%)4(13.3%)Item723(76.7%)3(10%)4(13.3%)21(70%)4(13.3%)5(16.7%)Item83(10%)16(53.3%)11(36.7%)5(16.7%)15(50%)10(33.3%)(Note:CCstandsforcontrolclass;ECstandsfortheexperimentalclass.)Withitemfive,mostnumberofstudents(83.3%)inCCand(80%)inECthinkitisboringtolearnEnglishgrammarincontext.Withitemsix,thereareabout73.3%ofstudentsinCCand70%ofstudentsinECexpresstheycannotthinkpositivelywhentheymakescenecommunicativeactivities.Asforitemseven,thereareabout76.7%ofstudentsinCCand70%ofstudentsinEChavenofunforcarryingoutlanguageactivities.Withitemeight,onlyabout36.7%ofstudentsintheCCandabout33.3%ofstudentsintheEChadtheconfidenceinlearningEnglish.OtherstudentshaveaproblemofmakingaconfidenceinlearningEnglishgrammar.Thereare53.3%ofstudentsinCCand50%ofstudentsinECcannotgivetheexactanswerstothisquestion.ItshowsthattherearesomeproblemsinconfidentsofEnglishlearning,whichwillgivebadeffectonmakinganinterestofEnglishlearning.Allinall,dataprovidedtheanswerclearlythatmoststudentsinbothCCandEChavelittleinterestinEnglishgrammarlearning.Fortheinterestpart,thetwoclassesholdthe42 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolsamelevel.3.ThelearningstrategyofthestudentstowardsEnglishgrammarlearning.Table4.3Resultsofthelearningstrategyinthepre-questionnaireCCECDisagreeUncertainAgreeDisagreeUncertainAgreeLearningItem920(66.6%)5(16.7%)5(16.7%)18(60%)6(20%)6(20%)strategyItem1015(50%)7(23.3%)8(26.7%)12(40%)9(30%)9(30%)Item114(13.3%)17(56.7%)9(30%)5(16.7%)15(50%)10(33.3%)Item124(13.3%)1(3.3%)25(93.4%)4(13.3%)2（6.7%）24(80%)Item137(23.4%)4(13.3%)19(63.3%)6(20%)3(10%)21(70%)Item149(30%)2(6.7%)19(63.3%)11(36.7%)1(3.3%)18(60%)Item1517(56.6%)5(16.7%)8(26.7%)18(60%)3(10%)9(30%)Item1613(43.3%)4(13.3%)13（43.3%）14(46.7%)5(16.7%)11(36.7%)(Note:CCstandsforcontrolclass;ECstandsfortheexperimentalclass.)Withitemnine,moststudents,66.6%ofstudentsinCCand60%studentsinEC,donotdoactivelyparticipateinclassroomactivitiesduringgrammarteaching.Asfarasitemten,halfofstudentshadnoideaaboutthemainmodeoflearninggrammarofmiddleschoolstudents.Itisabout26.7%ofstudentsinCCand30%ofstudentsinECthinkthatinmiddleschoolteachersshouldteachgrammarrulesinthefirstandmemorizeeveryruleanddosomequestionsatlast.Asforitemeleven,moststudents,56.7%ofstudentsinCCand50%studentsinEC,donotknowhowtolearngrammarrules.Someofstudentslearnedgrammarrulesfromrecitingthegrammarbooks.Asforitemtwelve,almostallofstudents,93.4%ofstudentsinCCand80%studentsinEC,learngrammaronlybyteachersteachingintheclass.Withitemthirteen,approximate63.3%ofstudentsinCCand70%ofstudentsinECspeakEnglishonlyinbothexperimentalclassandcontrolclass.Withitemfourteen,63.3%ofstudentsinCCand60%ofstudentsinECexpresstheylearnalotofgrammarrules,buttheycannotspeakandwritewell.Asforitemfifteen,alotofstudents,56.6%ofstudentsinCCand60%ofstudentsinEC,thoughtrecitingthegrammarbooksisbeneficialtolearnedgrammarrules.Asfarasitemsixteen,43.3%ofstudentsinCCand36.7%ofstudentsinECoftenobservesentencesformtofindtherulesofgrammar.AllaboveshowsobviouslythatattitudetowardsEnglishgrammarofstudentsinCCandECwerealmostthesame.StudentsfromCCandECarenotsointerestedinEnglish43 M.E.dThesisofBohaiUniversitygrammarlearningandtheydonotknowhowtolearnEnglishgrammarwell.Moreover,mostofstudentsfrombothtwoclassescannotapplyEnglishgrammarintoEnglishspeakingandwriting.4.1.2Resultsanalysisanddiscussionofthepost-questionnaireInordertogetmoreinformationaboutthequestionwhetherthestudentsreallybenefitfromIEIinstruction(theintegrationofexplicitandimplicitinstruction),attheendoftheexperiment,theauthorhandoutthequestionnairestoEC,soallthestudentsfromECareaskedtofinishthequestionnaireswithoutsigningnames,andsoastomakethedatamoreobjective.Theresultswereasfollowings:1.TheviewofthestudentstowardsEnglishgrammarTable4.4Resultsoftheviewinthepre-questionnaireandpost-questionnaireECPre-questionnairePost-questionnaireDisagreeUncertainAgreeDisagreeUncertainAgreeViewItem19(30%)10(33.3%)11(36.7%)0(0%)2(6.7%)28(93.3%)Item213(43.4%)7(23.3%)10(33.3%)2(6.7%)1(3.3%)27(90%)Item311(36.7%)1(3.3%)18(60%)27(90%)2(6.7%)1(3.3%)Item415(50%)6(20%)9(30%)3(10%)0(0%)27(90%)(Note:ECstandsfortheexperimentalclass.)Withitemone,inthepre-questionnaire,only36.7%ofstudentsinECthinkEnglishgrammarhasanimportantroleinEnglishlearning.However,inthepost-questionnaire,themajorityofthestudents,whichisalmost93.3%ofthestudentsinEC,thinkthatEnglishgrammarplaysakeyroleofEnglishlearning.Asforitemtwo,mostofthestudents(90%)inECthoughtitisimportanttomasterEnglishgrammarknowledgeasfarasimprovingEnglishlevel.Butinthepre-questionnaire,thereisonly33.3%ofstudentsthoughtlearningEnglishgrammarisimportanttoimproveEnglishlevel.Asfarasitemthreeconcerned,90%ofthestudentsinECthoughttheEnglishgrammarclassareinterestandtheyaredrawnintotheclass.WhenaskingwhethertheyhaveagreatimprovinginEnglishgrammarduringthisyear,mostlystudentsgiveapositiveanswer.Almost90%studentsthoughttheyhaveobviouslyadvanceinEnglishgrammarlearning.Asthedescribingabove,thedatagivestheinformationthatstudentsinEChavepositiveviewofEnglishgrammar.TheyfindthatEnglishgrammarissignificantinEnglish44 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoollearningprocess,andtheyshouldlearnitwell.2.TheinterestofthestudentstowardsEnglishgrammarTable4.5Resultsoftheinterestinthepre-questionnaireandpost-questionnaireECPre-questionnairePost-questionnaireAgreeUncertainDisagreeAgreeUncertainDisagreeInterestItem524(80%)2(6.7%)4（13.3%）7(23.3%)1(3.3%)22(73.3%)Item624(80%)2(6.7%)4(13.3%)3(10%)5(16.7%)22(73.3%)Item721(70%)4(13.3%)5(16.7%)5(16.7%)0(0%)25(83.3%)Item85(16.7%)15(50%)1（033.3%）27(90%)2(6.7%)1(3.3%)(Note:ECstandsfortheexperimentalclass.)Withitemfive,“IlikelearningEnglishgrammarinEnglishcontext.”Itisabout73.3%studentsinexperimentalclassthinktheylikestudyingEnglishgrammarintheEnglishcontext.ItwillhelpthemrememberthegrammarbetterandapplyingtheEnglishgrammarbetter.Withitemsix,itisnearly73.3%studentsinexperimentalclassthoughttheactivitiesinEnglishgrammarlessonwereveryinteresting.TheyarewillingtostudyEnglishgrammarinthisway.Asfarasitemseven,vastmajorityofstudents(83.3%)fromexperimentalclassansweredtheywillbemorewillingtojointheEnglishactivitiesinEnglishgrammarclass.Asforitemeight,morethan90%studentsfeeltheyaremoreconfidentinEnglishlearning.TheyhavemorewillinginlearningEnglishgrammarThedatashowsthatafteracceptingIEIinstruction,studentsinEChavemoreinterestinlearningEnglishgrammarthanbefore.3.ThelearningstrategyofthestudentstowardsEnglishgrammarlearning.45 M.E.dThesisofBohaiUniversityTable4.6Resultsofthelearningstrategyinthepre-questionnaireandpost-questionnaireECPre-questionnairePost-questionnaireAgreeUncertainDisagreeAgreeUncertainDisagreeLearningItem918(60%)6(20%)6(20%)4(13.3%)5(16.7%)21(70%)strategyItem1012(40%)9(30%)9(30%)3(10%)2(6.6%)25(83.3%)Item115(16.7%)15(50%)10(33.3%)18(60%)5(16.7%)7(23.3%)Item124(13.3%)2(6.7%)24(80%)24(80%)3(10%)3(10%)Item136(20%)3(10%)21(70%)26(86.7%)2(6.7%)2(6.7%)Item1411(36.7%)1(3.3%)18(60%)25(83.3%)3(10%)2(6.7%)Item1518(60%)3(10%)9(30%)3(10%)2(6.7%)25(83.3%)Item1614(46.7%)5(16.7%)11(36.7%)3(10%)2(6.7%)25(83.3%)(Note:ECstandsfortheexperimentalclass.)Withregardtothequestionof“IamsopositivelytojoinintotheEnglishgrammaractivitiesintheEnglishgrammarpart.”Morethan70%studentsthoughtheyhavegreatwillingtotakepartinthoseEnglishgrammaractivities.Asforitemten,mainlystudents(83.3%)givenegativeanswerwhenaskingwhetherthemodelofjuniorhighschoolEnglishgrammarteachingismainlyteacher-centeredandsupplementedwithstudents’exercisetraining.Asfarasitemeleven,justabout23.3%studentslearntEnglishgrammarbyrememberrulesand60%studentsdonotjustuserememberingwaytolearnEnglishgrammar.Withitemtwelve,whenaskedwhethertheylearnEnglishgrammarmainlybyteacherteachingintheclass,80%studentsinECgivethenegativeanswer.TheyexpresstheyalsolearnEnglishgrammarafterclass.Withitemthirteen,only6.7%studentsadmittedtheyonlyspeakEnglishintheclass.ThemajorityofthestudentsinexperimentalclassshowtheyalsospeakEnglishafterclass,whichmeantthesestudentshavemoreinterestandconfidenceinEnglishlearning,Withregardtothequestionof“EventhoughIhavelearntalotofEnglishgrammarrules,Istillcannotspeakwellandwritewell,”themajorityofthestudentsinexperimentalclassgivethenegativeanswer.Itisabout83.3%ofstudentsshowstheycanspeakandwritebetterthanbeforebasedontheEnglishgrammartheyhavelearntbefore.Asfarasitemfifteen,itisaboutmorethan83.3%ofstudentsinexperimentalclassthinkitisnogoodlearningEnglishgrammarjustbyrememberingEnglishgrammarrules.ThisindicatesthatstudentsinexperimentalclassprefertoapplyEnglishgrammarintousingindailybutnotjustrememberingtherules.Foritemsixteen,morethan83.3%ofstudentsinexperimentalclasshavelearnt46 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoollearningEnglishgrammarnotonlybyrememberingEnglishgrammarrules,butalsolearningEnglishgrammarbasedonobservingtheformandstructuresoftheseEnglishsentences.Fromthedataabove,itisshowedobviouslythatthestudentsinECgenerallyhaveagreatpositiveattitudetowardsgrammarlessons.TheyaccepttheIEIinstructionsuggestedbytheauthorandregarditasagoodwayofEnglishgrammarteaching.4.2ResultsanalysisofthetestInthispart,resultsofbothpre-testandpost-testandthecomparisonareanalysisanddiscussindetail.Theanswerswillbegivenforthequestionsofthisthesis.4.2.1Resultsandanalysisofpre-testTheCCandECtakeapre-testinordertoprovethestudentsinthetwoclassesareatthesamelevelinEnglishgrammarbeforetheexperiment.ThisstudyusesindependentSamplesT-Testtoanalyzetheresultofthepre-est.AlltheresultofparticipantsinEnglishgrammarasfollowing:Table4.7andtable4.8aretheIndependentSamplesTestforpre-testscoresofCCandEC,whichanalizedbySPSS17.0.Table4.7givesaclearintroductionoftheconditionofthetwoclasses(CCandEC).Thereare30studentsbothinCCandECandthemeanscoreoftheCCis32.9000,themeanscoreoftheECis34.8667.Itisobviouslyfoundthatthemeanscoreofthetwoclassesaresoclose.Table4.7GroupStatisticsClassNMeanStd.DeviationStd.ErrorMeanScoreCC3032.90008.226741.50199EC3034.86675.817531.06213(Note:ECstandsfortheexperimentalclass.CCstandsforthecontrolclass)InTable4.8,Sig.ofCCandECis0.287(＞0.05).Itisshownthatthevariancesofthetwoclassesareequal.AndSig(2-tailed)ofCCis0.289andSig(2-tailed)ofECis0.290.Thetwofigures,whichismorethan0.05,tellthereisnosignificantdifferencebetweenthemeanofthetwoclasses.Thelowerandupperfiguresof95%Confi.IntervalofDiffare-5.64901and1.71568inCC.Thereis“0”betweenthetwofigures.Andthelowerandupperfiguresof95%Confi.IntervalofDiffinECare-5.65774and1.72441.Thereisalso“0”betweenthetwofigures.Accordingto(Qin,2003),allthefiguresofIndependentSamplesTestofCCandECshowthereisnosignificantdifference.StudentsofECandCC47 M.E.dThesisofBohaiUniversityhavethesamelevelofEnglishgrammar.ThestudentsofECandCCcanbeappliedtotakepartinthisexperiment.Thepre-testisreliableandconvictive.Table4.8IndependentSamplesTestofCCandEC(Pre-Test)Levene’st-testforEqualityofMeansTestforEqualityofVariances95%Confi.IntervalofDiffFSig.tdfSig.(2-tMeanS.E.LowerUpperailed)Diff.Diff.scorEqual1.157.287-1.058.289-1.96661.8395-5.64901.7156eVariances697918AssumedEqual-1.052.20.290-1.96661.8395-5.65771.7244Variancesnot6927941Assumed(Note:ECstandsfortheexperimentalclass.CCstandsforthecontrolclass)4.2.2ResultsandAnalysisofthepost-testThefirstquestionisthattheexplicitinstructionandintegrationofexplicitinstructionandimplicitinstruction,whichonewillbemorehelpfultoimprovestudents’scoresingrammar?Forgettingtheanswerofthisquestion,anIndependentSamplesTestofCCandECwastakenattheendoftheexperiment.Table4.9showsanalyzingtheresultofthepost-testofCCandEC.Afterusingthetwokindsofinstruction,themeanofCC,whichacceptedthetraditionalinstruction,is33.3333.ThemeanCChasjustincreased0.4333.However,themeanofEC,whichacceptedtheIEIinstruction(integrationofexplicitandimplicitinstruction)hasincreased4.1333.ThefiguresdemonstrateobviouslythatusingtheIEIinstructionaremorehelpfultoimprovestudents’scoresingrammar.48 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolTable4.9GroupStatisticsClassNMeanStd.DeviationStd.DeviationScoreCC3033.33337.023771.28236ScoreEC3039.00006.696.7911.27216(Note:ECstandsfortheexperimentalclass.CCstandsforthecontrolclass)Accordingtotable4.10IndependentSamplesTestofCCandEC(Post-Test),Sig.ofCCandECis0.425,whichismorethan0.05.ItisshownthatthevariancesofECandCCareequal.AndSig(2-tailed)ofCCis0.003andSig(2-tailed)ofECisalso0.003.Thetwofigures,whicharelessthan0.05,tellthereissignificantdeferencebetweenthetwoclasses.Thelowerandupperfiguresof95%Confi.IntervalofDiffare-9.28243and-2.05090inCC.Thereisno“0”betweeninthesection.Andthelowerandupperfiguresof95%Confi.IntervalofDiffinECare-9.28244and-2.05090.Thereisalsono“0”intherangeof95%Confi.IntervalofDiffinEC.Accordingto(Qin,2003),allthefiguresofIndependentSamplesTestofCCandECshowthereissignificantdifference.TheresulttellsthattheexperimentalclassgetsagreatimprovementinEnglishgrammarscores.TheIEIinstructionismoreeffectivethantraditionalinstructioninteachingEnglishgrammartoimprovethescores.Table4.10IndependentSamplesTestofCCandEC(Post-Test)Levene’st-testforEqualityofMeansTestforEqualityofVariances95%Confi.IntervalofDiffFSigtdfSig.MeanS.E.LowerUpper(2-tailed）Diff.Diff.SEqualVariances.647.425-3.158.003-5.661.8063-9.2824-2.0509cAssumed37667330orEqualVariances-3.157.9.003-5.661.8063-9.2824-2.0509enotAssumed3796667340(Note:ECstandsfortheexperimentalclass.CCstandsforthecontrolclass)49 M.E.dThesisofBohaiUniversity4.2.3Resultsandanalysisofthecomparisonbetweenpre-testandpost-testPairedSampleTestisforanalyzingthedata,whichcollectedfrompre-testinthesameclasstocheckwhetherthereissignificantdifferenceoftheclassbeforeandaftertheexperiment.Table4.11isthePaired-SampleStatisticsofCC.Itshowsthatthereare30studentsincontrolclass.Themeanofpre-testinCCis32.9000anditofpost-testinCCis33.3333.ThefigurestellthescoreofCCisjustincrease0.4333,whichmeanstherearenosignificantdifferencesbetweenthescoresbeforeandaftertheexperiment.Table4.11Paired-SampleStatisticsofCCMeanNStd.DeviationStd.ErrorMeanCCpre-test32.9000308.226741.50199CCpost-test33.3333307.023771.28236(Note:CCstandsforthecontrolclass,Nstandsfornumber)AsisknowninTable4.12,thevalueofSig.(2-tailed)is0.387,whichismorethan0.05.Thatmeansthereisnosignificantdifferenceinscoresbetweenpre-testandpost-test.Otherwise,theloweranduppervaluesof95%ConfidenceIntervaloftheDifferenceare-1.44143and0.57476.Thereisa“0”intherangeoflowerandupper,whichtellsthereisnodifferentsignificanceinscoresbetweenbeforeandaftertheexperiment.Allinall,theexplicitinstructionisnotobviouslyhelpforstudentstoimprovetheirEnglishgrammarscores.Table4.12PairedSamplesTestofCCPairedDifferencestdfSig(2-tMeanS.D.S.E.95%Confidenceailed）MeanIntervaloftheDifferenceCCpre-test_LowerUpperpost-test-.433332.6997.49290-1.4414.57476-.87929.38723(Note:CCstandsforthecontrolclass)AccordingtoTable4.13Paired-SampleStatisticsofEC,themeanofpre-testinECis34.8667andthemeanofpost-testinECis39.0000,whichishigherthanCC.ItisobviouslyshownthatthestudentsinEChaveincreased4.1333aftertheexperiment.ThatmeanstheIEIinstructionismorehelpfultoincreasescoresinEnglishgrammarthantraditionalinstruction.50 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolTable4.13Paired-SampleStatisticsofECMeanNStd.DeviationStd.ErrorMeanECpre-test34.8667305.817531.06213ECpost-test39.0000306.967911.27216(Note:ECstandsfortheexperimentalclass,Nstandsfornumber)BasedonTable4.14,itisshownthatthevalueofSig.(2-tailed)is0.022,whichislessthan0.05.Thatmeansthereisasignificantdifferenceinscoresbetweenpre-testandpost-testofEC.Meanwhile,theloweranduppervaluesof95%ConfidenceIntervaloftheDifferenceare-7.616and-0.6501.Thereisno“0”inthescopebetweenlowerandupperof95%ConfidenceIntervaloftheDifference,whichshowsthatthereisasignificantdifferenceinscoresatthebeginningandattheendoftheexperiment.ThatistosaythestudentsinEChaveincreasedalotafteracceptingtheIEIinstruction.AndtheIEIinstructionismoreeffectiveinhelpingstudentstotakeagreatimprovementinthescoresofEnglishgrammar.Table4.14PairedSamplesTestofECPairedDifferencestdfSig(2-taMeanS.D.S.E.95%Confidenceiled）MeanIntervaloftheDifferenceLowerUpperECpre-test-EC-4.13339.32821.70310-7.616-.65011-2.42729.022post-test3456(Note:ECstandsfortheexperimentalclass.)4.3InterviewTohelpthequestionnairestoanswerthefirstresearchquestion,attheendoftheexperiment,theauthorconductsafacetofaceinterviewtogetthefurtherinformationaboutstudents’attitudeoflearningEnglishgrammar.Theauthorchoosessixparticipantsforinterview.TwostudentsofeachEnglishlevel(highlevel,mediumlevelandlowlevel)arechosentotakepartintheinterview.TheyareaskedtoanswerthequestionsabouttheeffectoftheIEIgrammarinstruction.Inordertogettherealisticandreliableinformation,theauthorprovidesacomfortableandrelaxingenvironment.Theparticipantsarewillingandcooperativetohelptheauthortodothisinterview.Theopen-endedinterviewincludes51 M.E.dThesisofBohaiUniversity4questions.AstheparticipantsareJuniorHighschoolstudents,thewholeinterviewaretakeninChinese.Thefirstquestionis“HowdoyouthinkofthenewteachingmethodofEnglishgrammar?”FourstudentsthinkthenewmethodreallyhelpsthemtoimprovetheirEnglishlevelandtheylikethiswaybecauseitismoreinterestingandeasiertoaccept.Andtwostudentsshowthattheylikethenewteachingmethod,buttheyhavesomeproblemstofollowtheclassstepsbecausetheyhadweekbasisofEnglishgrammar.Theyfeeltheyarebetterthanbefore,andbecamemoreconfidenttolearnEnglish.Thesecondquestionis“WhichapproachdoyouusuallyusetolearnEnglishgrammar?”AllthestudentsshowthattheyjustrememberthegrammarrulesandtakeexercisetolearnEnglishgrammarbefore.ItisboringandtheydislikelearningEnglishgrammar.Butinthisterm,theteacherusesanewteachingmethod.ThestudentslikeitbecausetheyfeelEnglishgrammarlessonsbecomemoreinterestingandtheylearntheEnglishgrammaritemsmorequicklythanbefore.TheyliketheactivitiesintheclassandtheycanusethegrammarknowledgetospeakcorrectEnglishsentencesintheEnglishcontext.TheircompetenceofEnglishhasbeenimprovedinthisterm.TheyfollowtheteachertolearnEnglishgrammarinclass.Afterclass,theyprefertolisteningandreadingmoreEnglishpassages,whicharesuggestedbytheteacher.AndwhentheymeetdifficultiesinEnglishgrammaritems,theywillgotoasktheirteacher.IttakeslesstimeforthemtorememberEnglishgrammarrulesmechanicallythanbefore.Thethirdquestionis“DoyouthinkyourEnglishgrammarhasimprovedinthisterm?AndtalksomethingaboutyouropinionoflearningEnglishgrammar.”AllthesixstudentsexpressthattheyhavetheimprovementinEnglishlearningprocess.Fourofthemshowtheyachieveobviousimprovement.TwoofthemdeclaretheyhaveimprovementbutnotveryobviouslybecausetheyhaveweakfoundationofEnglish.Buttheyfeeltheyhavemadeprogressbetter.TheyallthinkEnglishgrammarlearningcanhelpthemtoimproveEnglishlevelandhelpthemtouseEnglishtocommunicateinEnglishcontext.TheyhatelearningEnglishgrammarbecauseitisboringandtheEnglishteacheralwaysasksthemtoremembertherulesandwhentheyspeakEnglishinEnglishcontext,theycannotusetheEnglishknowledge.Theydonotknowthereasonandfeelitisstrange.Butafterachievedthenewinstruction,theIEIinstruction,theyfeellearningEnglishgrammaralsocanbeinterestingandtheyaremorewillingtojoininthelearningprocessandtheycanapplytheEnglishgrammarknowledgeindailylifebetter.Thelastquestionis“Whatdoyoufeelaboutthesituationalcommunicationintheclass?”Threestudentsexpresstheyfeelitisdifficultforthemtofollowtheclasssteps.But52 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolafterseveralclasses,theyenjoyedtheclasscommunicationpart,andtheytakeanactivepartinthisprocess.Moreover,inthispart,theyachievetheabilitytouseEnglishtocommunicate.FortheIEIinstruction,studentsspeakhighlyoftheteachingmethod.TheylearnEnglishgrammarmainlyfromtheirteacherinEnglishclass.Inthepast,theteacherasksthemtoremembersomanyrulesandasksthemtodoalotofexercises.TheyfeelitissoboredandhateleaningEnglishgrammar.Theyalwaysdonotknowhowtousethegrammarknowledgeincommunication.ButthestudentsfindtheycanbemorewillingandhappytolearningEnglishgrammarinthisnewinstruction,IEIinstruction.AndtheirabilityofusingEnglishgrammarhasimprovedalot.Theyfeelmoreconfidentthanbefore,andbecomemorepositivetolearnEnglishgrammar.Ingeneral,studentsprefertheIEIinstructioninlearningEnglishgrammar.ThisnewinstructionnotonlyhelpsthemtoincreasethescoresinexaminationsbutalsoimprovestheirattitudetowardslearningEnglishgrammar.ThisinstructionbringshappytothemintheEnglishclass.53 M.E.dThesisofBohaiUniversityChapterFiveConclusionInthischapter,theconclusionismadeforthestudy.Themajorfindings,implications,limitations,andsuggestionsofthestudyaregivenindetail.5.1MajorfindingsThemajorfindingsfortheresearchquestionsareasfollows:Firstofall,theresultsofquestionnairesandtheinterviewindicatedclearlythattheintegrationofexplicitandimplicitinstruction(theIEIinstruction)wasmoreeffectiveinimprovingthestudents’attitudetowardsEnglishgrammarlearning.InAccordancewiththepost-questionnaire,moststudentsinexperimentalclasshadthepositiveattitudetowardsEnglishgrammarlearningbytheIEIinstructionaftertheexperiment.ThemajorityofthesestudentsthoughttheyhadmoreinterestandenthusiasminlearningEnglishgrammarandtheybecamemoreconfidenttospeakEnglish.StudentswerewillingtolearnEnglishgrammarnotonlyinclassbutalsoafterclass.Allinall,IEIinstructioncouldimprovethestudents’attitudetowardsEnglishgrammarlearning.Secondly,theresultsofthepre-testandthepost-testindicatedthattherewasasignificantdifferencebetweenthetraditionalinstructionandtheIEIinstruction.TheIEIinstructionwasmorehelpfulinincreasingEnglishgrammarscores.Allthestatisticsindicatedthatitwaspossibleandeffectivetoincreasethestudents’EnglishscoresbyIEIinstruction.5.2ImplicationsTheresultofthisstudytellstheIEIinstructionismoreeffectivethantraditionalinstruction.TheconclusionhassomepedagogicalvaluesandmakesacontributiontotheEnglishgrammarteachingareainChina.Accordingtoallabove,explicitandimplicitinstructioniscomplementarybutnotopposite,eventhoughtheyhavetheirownadvantagesanddisadvantages.ImplicitinstructioncanencouragelearnerstolearnEnglishgrammarwithoutconsciousness.ImplicitprovidesstudentsanEnglishcontexttoputtheEnglishgrammariteminpractice.Inthisway,learningEnglishgrammarbecomesmoreattractivethaneversothoselearnerscangetbetterresultduringlearningprocessandlearnerswillgetbettercompetenceduringtheprocess.AccordingtoStern(1999),explicitinstructioncanhelplearnerstohave54 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolknowledgeoftheunderlyingprinciplesandprovideasenseoforder,consistency,coherenceandsystematicityoflanguageoperatestothem.Andexplicitinstructionmakesthelanguageclearandtransparenttounderstandeasier.Allinall,itisnecessarytobringthecombinationofexplicitinstructionandimplicitinstructionintheEnglishclass.Implicitinstructionbringsinducingtheitemsofgrammartothelearnersbyusingthediscoverytechniquetomakethecuriositiesoflearnerswakeup.Therefore,implicitinstructionhasthepowerofattractinglearnerstostudyEnglishgrammar.TheteachersareaskedtoprovideanddesignthesuitableEnglishcontext.Andinthecontext,thereisthetargetEnglishgrammaritem.Otherwise,someactivitiesaboutthetargetEnglishgrammaritemaredesignedandaddedintotheclass,itwillmaketheclassbecomemoreinterestingandcaptivating.StudentswillprefertotakeapartintheEnglishclassactively.Inbrief,teachersshouldgrasptheformaltheoryandthesystematicknowledge,sothatteacherscantaketheminthepracticemoreeffectively.Butitisnotenoughforteacherstobeduteousandexcellent.Therefore,teachersalsoneedsometeachingknowledgeandtrytodoexperimentasmoreastheycantoexploreinteachingarea.Teachersdohardworkforimprovingself-cultivationisalsotheimportantelementtomaketheEnglishgrammarclassbetter.5.3LimitationsFirstofall,thisstudyisfocusonteachingEnglishgrammaritemsofthetextbookofGradeEightofNo.44juniorhighschool.StudentswillgivethedifferentreflectionduringlearningdifferentEnglishgrammaritems.SomestudentslearnoneEnglishgrammaritemfasterthanothers.SoitisunknownwhetherteachingtheEnglishgrammaritemsinothertextbookswillshowthesameresult.ItisnecessarytochoosethebetterandmoresuitableinstructionbasedonthecomplexityofdifferentEnglishgrammaritemsduringteachingprocess.Inthesecondplace,itonlytakesfifteenweeksinthisstudy.Itbringsthelimitationofthequalityresearch.Longertimeisneededtoanalyzeandstudyalloftheelementsinthisexperiment.Somenewresultsmayappeartogiveusasurprise.Thirdly,thisstudyisimplementedinNo.44juniorhighschool.Theresulthasitslimitation.Becausetherearemanyelementswhichwewillnotknowmayhavetheeffectontheresultofthisstudy.Astheresult,wecannotexpectwhethertheinstructionissuitableforstudentsatthesameEnglishlevelinotherschools.Furtherresearchshouldbedonefortheresultoftheexperiment.55 M.E.dThesisofBohaiUniversity5.4SuggestionsBasedonthecontentabove,theauthorgivesthefollowingsuggestionssincerelyforthefurtherresearch:Firstofall,becauseofthelimitedtimeandcondition,thisresearchisjustasampleinasmallarea.Andfortheimplicitinstruction,longertimewillbemorehelpfultoshowtheeffectonthestudentsinexperimentalclassduringEnglishgrammarlearning.ThejobshouldbedonetoarrangethelongitudinalstudyfortheIEIinstruction.Inthisway,betterresultwillberevealed.Inthenextplace,themaintestsaimattestingtheEnglishgrammarknowledgeofthestudents.Inaway,thecompetenceofEnglishgrammardoesnotshowobviouslyinthesetestpapers.Soitisnecessarytomakethefurtherresearchtopointoutthebetterwaytotestthestudents’EnglishgrammarknowledgeandEnglishgrammarcompetence.Thirdly,IEIinstructionandthetraditionalinstructionarecomparedinthisstudy.Andtheexplicitinstructionandimplicitinstructionarealsointroducedclearly.Butitisstillaproblemtocomparetheexplicitinstructionandimplicitinstruction.ItstillneedstotakethefurtherresearchtoprovethemosteffectivestructureofIEIinstruction.Inotherwords,thebestwaytomathofexplicitinstructionandimplicitinstructionisusingexplicitinstructionfirstorusingtheimplicitinstructionfirst.Willbetheresultsofthetwokindsofcombinationthesame?Thisneedstodothefurtherresearchtoprove.Lastbutnotleast,theauthorhopessincerelythatmoreandmorescholarspayattentiontothissubject.Itisourdutytofindouttheeffectiveteachingmethodstoimprovestudents’competenceandknowledgeofEnglishgrammar.56 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AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolAppendixI:Questionnaireonthestudents’attitude(Chineseversion)关于英语语法学习态度的调查问卷班级________同学您好，这是一份关于英语语法学习态度的调查问卷。问卷一共16小题，每题有五个选项。请你从五个选项中选出一个作为你的答案，任何一种表述都没有对错之分，请根据您自身的真实情况做出你的选择。本次问卷调查采取匿名的方式，请轻松作答，谢谢合作!1.我认为语法在学习英语中占重要地位。A完全不符合B不符合C不明确D符合E完全符合2我认为掌握语法知识对于提高英语水平很重要。A完全不符合B不符合C不明确D符合E完全符合3我认为语法课堂很乏味而且没什么效果。A完全不符合B不符合C不明确D符合E完全符合4我发现今年我的语法有了很大的进步。A完全不符合B不符合C不明确D符合E完全符合5我喜欢在语境中（有上下文的情况下，如有完整的语篇的情况下）学习语法。A完全不符合B不符合C不明确D符合E完全符合6在进行情景交际活动时，我能够积极思考。A完全不符合B不符合C不明确D符合E完全符合7老师课堂上开展的语法活动很有趣。A完全不符合B不符合C不明确D符合E完全符合8现在我对英语学习更有信心了。A完全不符合B不符合C不明确D符合E完全符合9在语法教学环节，我很积极地参与到课堂活动中去。A完全不符合B不符合C不明确D符合E完全符合10“老师讲解为主，学生练习为辅”(也就是老师讲解语法规则，然后背下各条规则，最后做题目，如选择题、填空题等)是初中学生学习语法的主要模式。A完全不符合B不符合C不明确D符合E完全符合61 M.E.dThesisofBohaiUniversity11我通过背语法书上的语法规则学习语法。A完全不符合B不符合C不明确D符合E完全符合12我主要通过老师在课堂上讲解来学习语法知识。A完全不符合B不符合C不明确D符合E完全符合13我只在课堂上说英语。A完全不符合B不符合C不明确D符合E完全符合14虽然我学习了很多语法规则，但我既说不好也写不好。A完全不符合B不符合C不明确D符合E完全符合15我认为背诵语法书上的语法规则不利于学习语法。A完全不符合B不符合C不明确D符合E完全符合16我经常通过观察句子形式发现语法规则。A完全不符合B不符合C不明确D符合E完全符合62 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolAppendixII:ResultsoftheQuestionnaireResultsoftheQuestionnaireoftheControlClass(pre-questionnaire)QuestionStronglyStronglyDisagreeUncertainagreenumberdisagreeagree15(16.7%)3(10%)12(40%)7(23.3%)3(10%)26(20%)6(20%)9(30%)6(20%)3(10%)34(13.3%)7(23.3%)2(6.7%)6(20%)11(36.7%)410(33.3%)6(20%)4(13.3%)4(13.3%)6(20%)516(53.3%)9(30%)3(10%)1(3.3%)1(3.3%)610(33.3%)12(40%)5(16.7%)2(6.7%)1(3.3%)710(33.3%)13(43.3%)3(10%)2(6.7%)2(6.7%)81(3.3%)2(6.7%)16(53.3%)4(13.3%)5(16.7%)98(26.7%)12(40%)5(16.7%)4(13.3%)1(3.3%)102(6.7%)3(10%)15(50%)6(20%)4(13.3%)113(10%)1(3.3%)17(56.7%)3(10%)6(20%)122(6.7%)2(6.7%)1(3.3%)10(33.3%)15(50%)133(10%)4(13.3%)4(13.3%)10(33.3%)9(30%)142(6.7%)7(23.3%)2(6.7%)11(36.7%)8(26.7%)158(26.7%)9(30%)5(16.7%)4(13.3%)4(13.3%)165(16.7%)8(26.7%)4(13.3%)9(30%)4(13.3%)63 M.E.dThesisofBohaiUniversityResultsoftheQuestionnaireoftheExperimentalClass(pre-questionnaire)QuestionStronglyStronglyDisagreeUncertainagreenumberdisagreeagree14(13.3%)5(16.7%)10(33.3%)6(20%)5(16.7%)26(20%)7(23.3%)7(23.3%)5(16.7%)5(16.7%)33(10%)8(26.7%)1(3.3%)8(26.7%)10(33.3%)410(33.3%)5(16.7%)6(20%)5(16.7%)4(13.3%)514(46.7%)10(33.3%)2(6.7%)3(10%)1(3.3%)610(33.3%)14(46.7%)2(6.7%)3(10%)1(3.3%)79(30%)12(40%)4(13.3%)3(10%)2(6.7%)83(10%)9(30%)9(30%)7(23.3%)2(6.7%)99(30%)9(30%)6(20%)3(10%)3(10%)102(6.7%)3(10%)15(50%)6(20%)4(13.3%)112(6.7%)3(10%)15(50%)8(26.7%)2(6.7%)123(10%)1(3.3%)2(6.7%)14(46.7%)10(33.3%)134(13.3%)2(6.7%)3(10%)11(36.7%)10(33.3%)143(10%)8(26.7%)1(3.3%)8(26.7%)10(33.3%)158(26.7%)10(33.3%)3(10%)6(20%)3(10%)167(23.3%)7(23.3%)5(16.7%)6(20%)5(16.7%)64 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolResultsoftheQuestionnaireoftheExperimentalClass(post-questionnaire)QuestionStronglyStronglyDisagreeUncertainAgreenumberdisagreeagree1002(6.7%)12(40%)16(53.3%)22(6.7%)01(3.3%)10(33.3%)17(56.7%)315(50%)12(40%)2(6.7%)1(3.3%)041(3.3%)2(6.7%)015(50%)12(40%)54(13.3%)3(10%)1(3.3%)8(26.7%)14(46.7%)62(6.7%)1(3.3%)5(17.7%)6(20%)16(53.3%)71(3.3%)4(13.3%)011(36.7%)14(46.7%)803(10%)2(6.7%)10(33.3%)15(50%)91(3.3%)3(10%)5(17.7%)10(33.3%)11(36.7%)1011(36.7%)16(53.3%)2(6.7%)1(3.3%)01110(33.3%)8(26.7%)5(17.7%)3(10%)4(13.3%)1220(66.7%)4(13.3%)3(10%)1(3.3%)2(6.7%)1323(76.7%)3(10%)2(6.7%)1(3.3%)1(3.3%)1420(66.7%)5（16.67%）3(10%)1(3.3%)1(3.3%)1503(10%)2(6.7%)12(40%)13(3.3%)161(3.3%)2(6.7%)2(6.7%)10(33.3%)15(50%)65 M.E.dThesisofBohaiUniversityAppendixIIIInterview1.HowdoyouthinkofthenewteachingmethodofEnglishgrammar?2.WhichapproachdoyouusuallyusetolearnEnglishgrammar?3.DoyouthinkyourEnglishgrammarhasimprovedinthisterm?AndtalksomethingaboutyouropinionoflearningEnglishgrammar.4.Whatdoyoufeelaboutthesituationalcommunicationintheclass?66 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolAppendixIV:Pre-TestPaper显隐性英语语法教学研究测试卷(本测试分数不计入平时成绩，请轻松作答。)总分50分时间：45分钟姓名__________班级___________Ⅰ.单项填空（本题共10小题，每题1分，共10分）从各题所给的四个选项中，选出可以填入空白处的最佳选项。1.Thegiraffeisatallanimal________alongneck.A.onB.ofC.withD.around2.InChina,manypeopleoftentake_________ownbagswhenshopping.A.theyB.theirC.soundsD.tastes3.---Mu…Yourpizza__________sonice.---Thanks!Wouldyouliketotrysome?A.smellsB.feelsC.soundsD.tastes4.Ourcoachispleased_________weareplayingbetterasateamnow.A.soB.ifC.becauseD.before5.TheScienceMuseumispopularbecausepeople____________doexperimentsthere.A.canB.mustC.wouldD.should6.---__________areyougoingbacktoLondon,Tony?---AttheendofJuly.A.HowB.WhenC.WhyD.Where7.Don’tplay___________basketball.Pleaseplay_________guitar.A.the,theB.the,/C./,/D./,the8.____________Sundays.Iusuallygotovisitmygrandfather.A.inB.onC.atD.of9.BothMikeandI_____________readyforthetestnextweek.A.amgoingtogetB.aregoinggetC.isgoingtogetD.aregetting10.Listen!Canyouheartheboy____________inthenextroom?A.tosingB.singsC.sangD.singingⅡ用所给词的适当形式填空（本题共10小题，每题1分，共10分）67 M.E.dThesisofBohaiUniversity1._______________(be)yourgrandmotherthinorfat?2.Howmuch___________(be)theexercisebookandmagazine?That___________(be)ninetydollars.3.Thereis__________(a/an/the)wateronthefloor.4.Whatdoyouknowabout_____________(a/an/the)pandas?5.Iusually______(come)totheclassroomat7:00am.Buthealways______(come)toschoolat7:50am6.Juliaalways______(go)shoppingbycar.Butsometimesshe______(take)abus.7.Myuncle_______(notneed)acalculator.8.---MayIhelpyou?---Yes,I________(look)forabookongardening.9.The1stclass_____(start)at8:00o’clockandit_____(be)overat8:40.10.You______fromIndia.Brian_________fromKorea.AndI_______fromChina.(be)Ⅲ.句型转换（本题共10小题，每题2分，共20分）1)将下列句子转换成一般疑问句,并做肯定回答和否定回答。1.GreenfieldisasmallvillageinEngland._________________________________________________________________________2.Hedoeshishomeworkatnight._________________________________________________________________________3.Therearealotofanimalsinthezoo._________________________________________________________________________4.Dogsliveinallpartsoftheworld._________________________________________________________________________5.Ihaveadictionary._________________________________________________________________________2)将下列句子改为否定句1.ThereisaveryhighwaterfallinVenezuela._________________________________________________________________________2.Egypthasaverylongriver._________________________________________________________________________3.Shedoesherhomeworkeveryday._________________________________________________________________________4.Icometoschoolbybus.68 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchool_________________________________________________________________________5.Shecanswimverywell._________________________________________________________________________Ⅳ.句子翻译。将下列句子补充完整。（本题共5小题，每小题2分，共10分）1.邮件已经发给你了，收到了吗？Ihavesenttheemailtoyou.__________________________________________2.汤姆不能和我们打篮球了，他正带着外交参观学校。Tomcan’tplaybasketballwithus.______________________________________3.课堂上要尽可能多说英语，这也你的口语就会提高。__________________________________________,andthenyourspokenEnglishwillimprove.4.夏令营马上就要到了，我希望你早点把东西准备好。Thesummercampiscoming,___________________________________________.5.上车前请排队，不要拥挤。___________________________________________.Don’tpushyourwayontothebus.69 M.E.dThesisofBohaiUniversityAppendixV:Post-TestPaper显隐性英语语法教学研究测试卷(本测试分数不计入期末成绩，请轻松作答。)总分50分时间：45分钟姓名__________班级___________Ⅰ.单项填空（本题共10小题，每题1分，共10分）从各题所给的四个选项中，选出可以填入空白处的最佳选项。1.Weshoulddoeverythingwecan_______thebirds_______danger.A.toprotect;awayB.toprotect;inC.protecting;inD.protected;from2.Myhouseis_______asyours.Butitlookseven_______.A.thesamebig;tidierB.thesamesize;tidierC.thesamesize;tidyD.thedifferentfrom;tidier3.IfI_______nextweek,I_______thefilmwithyou.Actually,Ican’twaitforthat.A.havefree;willseeB.willbefree;willseeC.havefreetime;seeD.amfree;willsee4.—WouldyougotothemuseumwithmethisSunday?—Sorry,_______.Myauntiscomingtovisitthefamily.Weplantohaveawelcomepartythen.A.Idon’tB.Ican’tC.Ineedn’tD.Imustn’t5.Tomis___________ofthethree．A.thefunnierB.funniestC.thefunniestD.themostfunny6.Whois__________inyourfamily?Linda，LucyorLily?AoutgoingBmoreoutgoingCmostoutgoingDthemostoutgoing7.-Couldyoupleasesweepthefloor?-__________．Ihavetodomyhomework．A．Yes，sure．B．SorryIcan’tC．NoproblemD．Sorry,youcan’t8.I______cookedamealwhenyou_____me.A.cooked,wereringB.wascooking,rangC.wascooking,wereringingD.cooked,rang9.ItwasFridayevening.MrandMrs.Green_____readytoflytoEngland.A.aregettingB.getC.weregettingD.got10.Kate,_______yourhomeworkheretomorrow.70 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolA.bringB.bringsC.tobringD.bringingⅡ用适当的词填空（本题共10小题，每题1分，共10分）1.Wouldyoulike_________(paint)yourroomblue?2.Myfatheragreed__________(stay)withusthisyear.3.Shehasfinished_______(read)thisbook.4.It’srainingcatsanddogs.You’dbetter___________(wear)araincoattopreventgettingallwet.5.Lukespentaslittletimeashecould___________(play)computergames.6.Whilewe__________(wait)forthebus,agirl__________(run)uptous.7.Evenwhenshe___________(be)achildshe________________(already,think)ofbecomingaballerina(芭蕾舞演员).8.__________(look)out!Acariscoming.9.___________(give)ustenyearsandjustseewhatourcountrytrywillbelike.10.__________(not,let)thebabycry.Ⅲ.句型转换（本题共10小题，每题2分，共20分）把下列句子改为祈使句1.Willyoupleasereaditagainandmoreslowly?_______________againmoreslowly,please.2.Ifyoudon’tlistentome,I’llgo._______________me,orI’llgo.3.Youcan’truninthehallways._________________inthehallways!4.Mike,youmustn’tshowoffbeforeotherswhenyouhavesuccess.Mike,____________________offbeforeotherswhenyouhavesuccess.把下列句子改为否定句5.PleasesitnexttoNancy,____________nextyoNancy.6.Hedidhishomeworklastnight.He____________________hishomeworklastnight.7.Sheusuallytakesthebustoschool.Sheusuallygoestoschool_________________.把下列句子改为同义句8.Ifyoumove,youwilldie.71 M.E.dThesisofBohaiUniversity_________________________,oryouwilldie.9.Runningisnotasinterestingasdancing.Dancingis_______interesting______running.把下列句子改为反义句10.Divingismoredangerousthanhiking.Hikingis________dangerous_______diving.Ⅳ.句子翻译。将下列句子补充完整。（本题共5小题，每小题2分，共10分）1.大家都知道，使用过多的糖会引起各种不同的疾病。Asweallknow,eatingtoomuchsugarcan_______________________________.2.去年发生了洪灾。因此，渔民们捕到的鱼少于去年。Therewasafloodlastyear,_____________,____________________thanlastyear.3.让我们去帮帮那个哭泣的女孩吧。Let’sgoandhelpthe_____________,please.4.这是一个坏了的杯子。Thisisa_______________________.5.一天，母亲下班回家的时候，约翰在写给一个朋友写信。Oneday,John__________________,________hismothercamehomefromwork.72 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolAppendixVI:ResultsoftheTestResultsofthetestsScoresofthepre-testScoresofthepost-testCCECCCECNumberScoreNumberScoreNumberScoreNumberScore14213313914724124324023133932634133743743643542954053454054463864263564573473973475083583682583994094193694610331038104010501141114511361132122912351235124513331342132613411434143514301432153615311539153416351633163616291732172617361733182418311836183019201927193519472042203920222032213621332139214022442228223722392328232623402342243524402430243225262533252825492628263026282644273027262731273528122836281528402910294529132930303330373030304673 M.E.dThesisofBohaiUniversityAcknowledgementsFormanypeople,thesuccessneedsthehelpfromothers.Theaccomplishmentofthisthesisgetstheassistanceofmanypeople.HereIwanttothanksincerelythepeoplewhocareaboutmeandhelpmeduringmygraduatestudies.Insupportofthem,Ismoothlyfinishthedutiesoflearningandstudyingintime.Firstofall,IwouldliketoextendmysinceregratitudetoProfessorChenLei,mysupervisor,forhersupport,encouragementandpatientguidance.Itwasherwhoinspiredmyenthusiasmforthisresearch,madeprofoundcommentsaswellasconstructivesuggestions,andcarefullyreadtheoutlineandtheearlierdraftsofthisthesis.Herkindandtimelyhelphasmadethethesismuchbetterthanitwouldhavebeenotherwise.Moreover,thepersonwhoIwanttothankismyhusbandandmyparents.Intheprocessofthesiswriting,Ineedconcentrationandsilence,thuswhateverproblemsImeet,myhusbandalwaystrieshisbesttohelpmeandmyparentsdotheirbesttoencouragemeinmystudy.Thecompletionofthethesiscontainsalloftheircontribution.Lastbutnotleast,Iamgratefultomyclassmates.Inmyresearch,theygivememanyusefuladvicesandtakegreattroubletohelpmetofindinformation.74 AStudyonApplicationofIEIInstructiontoEnglishGrammarTeachingofJuniorHighSchoolThelistoftheresearchpaperspublishedbytheauthor作者攻读学位期间发表的学术论文目录1.张琳,浅析隐性教学与显性教学在英语语法教学中的应用[J].读与写,2016,(2):21. 厚７裹齊傳票＾；＾＾；；單；；；５證５；皆齊職；；ｆ藝瑞；；；；；；Ｓ冀辩鎮盛窝诚常洁遞ｉ窗片游謂譲題議戀麵磊錐測站議獄議麵顯議誦；肖：灘攤趣ｉ；議灘：簾；视藝讚１；閣纖儀；；＇禱編新韻萬譜誰Ｓｉｉ議單：；謂難茜誦＾議議議麵麵