显性和隐性相结合的初中英语语法教学研究 64页

＊＾＂．ｖ．：．．．．ｒ、’八’．‘＂．．．？’＇＇．—、＞■ｉ巧把＇■／－＾立一識ｖ務品Ｖ／Ｉ＼■？条拉鴻砖＇＂＇＾，’１－学校代码；１０巧－＾－、－：Ｗ＼．ｒｌ？ｌ）ｌ｜１＾ａｒＩＩ勇＇．＇．－、．、；．论义坤華号：；．写，、心．方髮方讀－一＇—Ｖ．：．．，１，－２〇１欄４〇巧：．當養ｙ．：＼＼＞戚今学号．；再Ｖ＾一—＾‘苗：．；：全日＼古論，＇学习方式制；边＼．慕感Ｉ黎；心ｉ．－．事琴審嗦挺奸範乂净靜麵齡賴．硕壬专学侄４＾文；，，Ｖ，｜載說；｜蔭＾．＇．—．巧－；＇＇知＼爷．片４ｒ．．巧苗节争显性和隐性相结合的初中英语语法教学研究，，兰苗，；导ｇ删聲私ＩＷｅａｔｉｏ打ｏｆ邮ｌｉｃｉｔａｎｄＩｍｐｌｉｃｉｔ０哪的組吝皆喪野；誇Ｖ带季＂＂＾ｉｎＪｕｎｉｏｒＨｉｇｈＳｃｈｏｏｌｖ＾＇．．！＇＇＇：？＇．Ｖ．．．．、，．：ｊ：哈聲完气棘祭部４Ｋ＇知、；１．‘．在＞！．赛法种、每接；峡＊Ｖ觀Ｖ車尤＾帘Ａ＇‘－＾：钟乡．或伊，裝来Ｖ：；編咧货聲，＇郝‘譜矿；：；靡ｆ攀嗎Ｐ—讓！奪翊户专业学位类别；育±教硕＿ｆ；．心ｌｉ进户‘＇．．．、域．专业方向；科）＞苗领学（英语戌学教ｆＭ；：韻片Ｖ／、、＜．指导师姓；ｊ、．教名方方；；Ａ制；，病记；１＾Ｖ：一―—…．＇．，纖．話松、爾詢纖．＇‘．：韦；；婦＼‘＇１’‘＇＇．，挣’＇；鮮：皆：／户八々ｒ户；＃＜於读可＞帶 内蒙古师范大学硕士学位论文中文摘要在初中英语语法教学中，一直存在着多种语法教学方法，其中以显性和隐性语法教学方法最为代表。这两种语法教学方法并不是相互独立或者排斥的，而是补充和促进的两种教学方法。在显性语法教学中，教师将语法规则清晰地呈现给学生，学生可以更好地学得语法知识，可是却忽略了语法知识的实际应用。而在隐性语法教学中，学生可以在较真实的交际环境中习得语法知识，可是却忽略了语言形式地掌握。因此，笔者将两种方法进行整合，运用到实际的教学当中,来检测显性和隐性相结合的教学方法是否可以帮助学生学习英语语法。本论文提出以下两个假设：1.显性和隐性相结合的英语语法教学比显性语法教学能更有效地提高初中生英语语法成绩。2.显性和隐性相结合的英语语法教学能够帮助学生养成良好的英语语法学习习惯，提高学生学习语法知识的兴趣以及能够帮助他们建立英语语法学习的信心。笔者以Krashen的输入假说理论，Schmidt的注意假说和接口理论为理论依据，采用了实验和调查相结合的研究方法，探讨了二者相结合的教学方式的有效性。笔者首先通过前测对选定的两个初中九年级班级（每班为40人）进行英语综合能力测试，对一班用显性和隐性相结合的语法教学方法进行教学，二班采用显性语法教学方法进行教学。对两个班分别进行两个月的语法教学后，以定语从句为测验语法项目，对两个班进行后测。最后采用SPSS（17.0）统计软件对两个班的前测和后测成绩进行数据分析，并统计分析问卷调查的结果。 内蒙古师范大学硕士学位论文从试卷成绩的数据分析和问卷调查的结果来看，一班的成绩高于二班的成绩，表明显性和隐性相结合的英语语法教学比显性语法教学能更有效的提高初中学生英语语法成绩。显性和隐性相结合的英语语法教学能够帮助学生养成良好的英语语法学习习惯，提高学生学习语法知识的兴趣以及能够帮助他们建立英语语法学习的信心。关键词：显性语法教学，隐性语法教学，显性和隐性相结合的英语语法教学，初中英语,兴趣，习惯，信心 内蒙古师范大学硕士学位论文ABSTRACTThereareseveralinstructionsintheEnglishgrammarteaching,andexplicitgrammarinstructionandimplicitgrammarinstructionaretworepresentativeinstructions.Thesetwogrammarinstructionsarenotmutuallyindependentorexclusive,buttheyarecomplementaryandpromoteeachother.Intheexplicitinstructionprocess,Englishteachersexplaingrammaticalrules,andstudentsaregivenmoreopportunitiestolearnlanguageformsandsomegrammaticalruleswhiletheteacherwillalwaysignorethepracticingofthegrammarincommunicativecontexts.However,intheimplicitinstructionprocess,studentshaveabetterchancetopracticeinacommunicativecontext,buttheyignorethelearningofgrammaticalrules.Thus,theauthorintegratesexplicitinstructionwithimplicitinstructiontogetherinactualteaching,andappliesitinthejuniorEnglishclassinordertofindoutiftheintegrationofexplicitandimplicitinstructioncanhelpstudentsintheirgrammarlearning.Thetwohypothesesareaddressed:1)Students’grammarscorescanbeimprovedmoreeffectivelybytheintegrationofexplicitandimplicitinstructionthanbytheexplicitgrammarinstruction.2)Theintegrationofexplicitandimplicitinstructioncanhelpstudentsdevelopgoodlearninghabits,enhancethestudents’interestandhelpthembuildupconfidenceinlearningEnglishgrammar. 内蒙古师范大学硕士学位论文BasedonthetheoriesasKrashen’sAcquisition-learningHypothesis,Schmidit’sNoticingHypothesis,andtheInterfacePosition,andwiththemethodsofexperimentandsurvey,theauthortriestointegrateexplicitinstructionandimplicitinstructioninactualteaching.TheauthorconductsanEnglishproficiencytestinpretest,andthenselects80studentsfromtwoclassesinninth-gradeofjuniorhighschool.IntegrativegrammarinstructionisusedintheClass1,andexplicitgrammarinstructionisadoptedinClass2.Theauthormakesatwo-monthteachingpracticeandthenteststwoclassesagaininpost-test.Atlast,thedataofthetwotestsoftwoclassesisanalyzedbyusingSPSS(17.0).Accordingtothedataanalysisandtheresultsofthequestionnaire,thescoresofClass1arehigherthanthatofClass2fromtheoverallscores.Theresultsshowthattheintegrationofexplicitandimplicitinstructionismoreeffectiveonthestudents’grammarscoresthantheexplicitinstruction.Italsoshowsthattheintegrationofexplicitandimplicitinstructioncanhelpcultivatestudents’goodlearninghabits,enhancetheinterestinlearninggrammarrulesandbuildupconfidenceinlearningEnglish.KEYWORDS:ExplicitGrammarInstruction,ImplicitGrammarInstruction,Integration,EnglishofJuniorHighSchool,LearningInterest,Habits,Confidence 内蒙古师范大学硕士学位论文ListofTablesTable4.1:Independent-samplesTtestforpre-test.................................30Table4.2:Independent-samplesTtestforpost-test....................……....31Table4.3:Paired-samplesTtestforpre-testandpost-testinexperimentalclass.........................................................................................................32Table4.4:Paired-samplesTtestforpre-testandpost-testincontrolclass.........................................................................................................32Table4.5:DatesofthequestionnaireinECandCC...............................34 内蒙古师范大学硕士学位论文CONTENTS中文摘要AbstractListofTablesChapterIIntroduction..............................................................................11BackgroundoftheStudy.................................................................12PurposeoftheStudy........................................................................33SignificanceoftheStudy.................................................................4ChapterIILiteratureReview..................................................................61DefinitionsofSomeFundamentalConcepts....................................61.1ExplicitandImplicitLearning................................................61.2ExplicitandImplicitKnowledge............................................71.3ExplicitandImplicitInstruction.............................................81.4IntegrationofExplicitandImplicitInstruction.......................92TheoreticalFoundation..................................................................102.1Acquisition-learningHypothesis...........................................112.2NoticingHypothesis.............................................................122.3TheInterfacePosition...........................................................122.3.1Strong-interfacePosition.................................................13 内蒙古师范大学硕士学位论文2.3.2OtherInterfacePositions.................................................143RelevantPreviousResearches.......................................................153.1ReviewonExplicitandImplicitInstructionsAbroad............153.2ReviewonExplicitandImplicitInstructionatHome..........18ChapterIIIReseachMethodology..........................................................221ResearchPurposes.........................................................................222Hypotheses....................................................................................223ResearchQuestions.......................................................................224Subjects.........................................................................................235Instruments....................................................................................236ExperimentalProcedures...............................................................246.1Pre-test..................................................................................246.2Experiment...........................................................................246.3Post-text................................................................................296.4DataCollection.....................................................................29ChapterIVDataAnalysisandDiscussion..............................................301ResultsandAnalysesoftheTests..................................................301.1DatefromTests.....................................................................301.2Discussion............................................................................332ResultsandAnalysesoftheQuestionnaire....................................342.1DatefromQuestionnaire.......................................................342.2Discussion............................................................................37 内蒙古师范大学硕士学位论文ChapterVConclusion............................................................................391MajorFindingsoftheResearch.....................................................392ImplicationsoftheResearch..........................................................403LimitationsoftheResearch...........................................................41References................................................................................................42AppendixⅠPretest.................................................................................45AppendixⅡPost-test..............................................................................49AppendixⅢQuestionnaire..................................................................51Acknowledgements................................................................................54 ChapterIIntroductionChapterIIntroductionAccordingtothecurrentsituationthatthestudentsinjuniorhighschoolhavelowscoresinEnglishgrammar,andtheydon’thavemuchinterest,goodhabitsandconfidenceinEnglishgrammar,thecurrentstudyaimstochecktheeffectsoftheintegrationofexplicitandimplicitinstruction,whichprovidesempiricalevidencesandenlightentheimportanceofthisfield.1BackgroundoftheStudyAsanimportantpartofEnglishinstruction-explicitinstructionandimplicitinstruction,whichinstructionshouldbeadoptedinjuniorhighschoolhasbeenacontroversialissueforalongtime.Thesetwogrammarinstructionsarenotmutuallyindependentorexclusive,buttheyarecomplementaryandpromoteeachother.Intheexplicitinstructionprocess,Englishteachersexplaingrammaticalrules,andstudentsaregivenmoreopportunitiestolearnlanguageformsandsomegrammaticalruleswhiletheteacherwillalwaysignorepracticingofthegrammarinrealcontexts.Explicitinstructionisrepresentedbythetraditionalinstruction,whichisalsocalledgrammar-translationmethod.Englishteachersalwayspaymuchattentiononforms,butnotthefluencyoflanguage.Englishteachersalwaysteachgrammaticalrulesandtheforms,butnotusethecontextwhichthegrammaticalrulesuse.What’smore,studentswilltakemanynotesanddomanyexercisesaboutmultiplechoicesguidedbytheirEnglishteachers.Althoughstudentswillhaveknownlanguageformsandsentencestructuresverymuch,theyalsohaveadifficultyinexpressingthemselvesinEnglishfluentlyinthecontext.Meanwhile,studentswillfindtheyareboredaboutthegrammarclassandtheydonothavemuchinterestintheclass.However,intheimplicitinstructionprocess,studentshaveabetterchancetolisten,readandspeak,sotheycanconcludeandpracticeEnglishknowledgeintherealcommunicativeactivities,whiletheteacherwillalwaysignoretheformsandrulesofthegrammar.What’smore,onthejuniorstudents’Englishgrammarclass,teachersusuallypayattentiontotheexplicitinstructionortheimplicitinstructiononly.Englishteachers1 内蒙古师范大学硕士学位论文aresearchingforaninstructiontoachievelanguageaccuracyandfluencyofthelanguageatthesametime.So,theauthorintegrateexplicitinstructionandimplicitinstructioninactualteachingcontexts,andputtheintegrationofexplicitandimplicitinstructionintothejuniorhighschoolgrammarclass.However,theintegrationofexplicitandimplicitinstructionpointedoutthoseEnglishteachersshouldalsopayattentiontothegrammarrulesandtherealsituationsofgrammarlanguageuse,andthathowEnglishteachersshoulddesigntheircoursebyadoptingtheintegrationofexplicitinstructionandimplicitinstructioninEnglishgrammarclass.Inaddition,ononehand,duetothelackofEnglishrealsituationsandthelimitedintegrationenvironment,theEnglishteacherstillchoosestheexplicitinstruction.Ontheotherhand,tohavetheknowledgeoflanguagefluency,theEnglishteacherswillchoosetheimplicitinstruction,andtheresultofthiskindofinstructionislackingofthebasicgrammarrulesandforms.Englishteacherswhoadopttheimplicitinstructionwillusethecommunicativeapproach.DuringtheEnglishclass,teacherswillprovidemeaningfulandrealsituationsforstudentstopracticespeaking,listeningandreading.Teachersexpectstudentstolearnthegrammarrulesunconsciouslyinrealsituationsandtopracticethetargetlanguagebycommunicativeuseoflanguage.Teacherschoosingthismethodwillpaylessattentionofthecommonsenseoftheimportanceofexplicitgrammarrulesandexplicitgrammarknowledgeinlanguagecontext.AsastudentswhowantstoachievehigherlevelEnglish,hewillfindhereachastageoffossilizationandhecannotfindthereasons,becausehedoesn’thaveasystematicalgrammarknowledge.Englishteacherswillprovidetheirstudentswithexplicitknowledgeinteachinginordertoacquirehighlevelsecondlanguageknowledgeandovercomenegativetransfer.Becausetherearemanyadvantagesanddisadvantagesineachofthesetwoinstructions,thisstudyaimstofindabetterwaytointegratetheexplicitinstructionandtheimplicitinstructiontogether,sothattokeeptheadvantagesstayandmakeupthedisadvantages.Inaddition,thisstudyalsoaimstochecktheeffectsoftheintegrationoftheexplicitinstructionandtheimplicitinstructioninjuniorhighschool,whetherstudents’grammarscorescanbeimprovedmoreeffectivelybytheintegrationofexplicitandimplicitinstructionthanbytheexplicitinstruction,andwhethertheintegrationofexplicitandimplicitinstructioncanhelpcultivatestudents’goodlearninghabits,enhancethestudents’interestandhelpthembuildupconfidenceinlearningEnglishgrammar.2 ChapterIIntroduction2PurposeoftheStudyInrecentyears,whethergrammarshouldbetaughtbyexplicitinstructionorbyimplicitinstructionhasbeenadisputableissueinEnglishteachingforalongtime.EnglishteachersfindthatEnglishgrammarinstructioninjuniorhighschoolshouldnotonlyfocusonformandmeaning,butalsopaymuchattentiontofindabetterwaytogettheusageofgrammarinrealcontexts.Duetothecurrentunsatisfiedresultofstudents’scoresinEnglishgrammar,thereareplentyofstudiesconductedtofindwhichinstructioninEnglishgrammarclassesismoreeffectivetoimprovethestudents’scoresinEnglishgrammar.What’smore,becauseofthelowscoresinstudents’Englishgrammar,studentshavelessandlessinterestandconfidenceinEnglishgrammar,andtheydon’thaveagoodlearninghabit,either.SowhichinstructiontheEnglishteacheradoptcanhelpthestudentsinlearninginterests,goodlearninghabitsandconfidence,thatisalsoaquestiontotheEnglishgrammarinstruction.AccordingtothetheoryofKrashen’sacquisition-learninghypothesis,Schmidt’snoticinghypothesisandtheinterfaceposition,thisstudymainlyfocusesonthewaysoftheintegrationtheexplicitinstructionandimplicitinstructiontogetherinEnglishgrammarclassesofjuniorhighschool,andfocusesontheeffectsoftheintegrationofexplicitandimplicitinstruction.Thestudywillaimtoexplorethefollowinghypotheses:1)Students’scoresofEnglishgrammarcanbeimprovedmoreeffectivelybytheintegrationofexplicitandimplicitgrammarinstructionthanexplicitgrammarinstruction.2)Theintegrationofexplicitandimplicitinstructioncanhelpcultivatestudents’goodlearninghabits,enhancethestudents’interestandhelpthembuildupconfidenceinlearningEnglishgrammar.3 内蒙古师范大学硕士学位论文3SignificanceoftheStudyEnglishteachersmayfeelconfusedwhenitcomestovariousgrammarinstructionaboutjuniorhighschoolEnglishgrammar.Nomatterwhatkindofinstructiontheywilladopt,explicitinstructionorimplicitinstruction,theywillfinditisdifficultytomakeabalancebetweenform,meaning,rulesandtheproficientandfluentusage.Englishgrammarinstructionshavechangedfromtheexplicitinstructiontotheimplicitinstruction,whichalsocalledthegrammar-translationinstructiontothecommunicateinstructioninjuniorhighschoolrecentyears.Withthedevelopmentofthesociety,studentsshouldnotonlybeabletoreadEnglishmaterials,butalsoneedtohavetheabilitytocommunicatefluentlyanddirectlywithothersbytheirEnglishability.However,theexplicitinstructionfailstomeettheneedofthesociety.ThusEnglishteachersshouldfindoutotherinstructionsforgrammarteaching.Theprevalentimplicitgrammarinstructionbasedoncommunication-orientedandfunction-orientedisaimingtocultivatecommunicativecompetenceandpayattentiontofluency.What’smore,thiskindofgrammarinstructionwillmakeuptheshortcomingsoftheexplicitinstruction.However,implicitinstructionwillrequiremoreaboutteachingconditions,teachers,teachingmaterials,teachingequipment,andteachingenvironmentinrealEnglishclass.SothelimitationofthisinstructionwillalsopreventEnglishteachersusingit.Thestudiesabroadandathomeinrelatedfieldsmainlyfocusoncomparingtheeffectsofimplicitandexplicitgrammarinstructionindifferentexperiments.Theyhopethattheycandrawacomparisonoftheexplicitinstructionandtheimplicitinstruction,andthentochoosewhichinstructionisabetterinstructionofEnglishgrammarclass.Thesestudiesneglectthebalanceoftheintegrationofimplicitandexplicitinstructionviewonthegrammarteaching.Theintegrationofimplicitandexplicitinstructionattractsmoreattentionandmoreandmoreresearchersfindtheadvantagesofthesetwoinstructionsinrecentyears.However,aplentyofthestudiesinrelatedfieldsstudyonEnglishmajors,collegenon-Englishmajorsandkeymiddleschoolsstudents.Sothisstudyisfocusedonthejuniorhighschoolstudents,whicharemorerepresentative,becausetheyrepresentthe4 ChapterIIntroductionaveragelevel.BasedonKrashen’sacquisition-learninghypothesis,Schmidt’snoticinghypothesis,andtheinterfaceposition,thisstudyconstructsseveralteachingmodels.Theauthorhopesthatthisstudywillprovideempiricalevidenceandenlightentheimportanceoftheintegrationofexplicitinstructionandimplicitinstructionjuniorhighschool.5 内蒙古师范大学硕士学位论文ChapterIILiteratureReviewTochecktheeffectsoftheintegrationofexplicitinstructionandimplicitinstructioninEnglishgrammarclasses,somedefinitionsinthisfieldshouldbeknown.Theauthoradoptssometheoreticalfoundationstosupporttheresearchofthecurrentstudy.Tofinishthisstudy,theauthoralsoreviewssomerelevantpreviousresearchesathomeandabroad.1DefinitionofSomeFundamentalConceptsInthissection,theauthorwillintroducesomefundamentaldefinitionsindetailbyreviewingthedefinitionsofthem.Duetothatthelinguistshavestudiedondistinguishingtheexplicitandimplicit,andtheyhavenotreachedagreement,Howeveritisnotdefinedindichotomy,either.So,thedefinitionscanbebrieflyreviewedasfollows:1.1ExplicitandImplicitLearningTherearetwokindsofimportantlearninginEnglishgrammarlearning,explicitandimplicitlearning.However,itisdifferenttogivedistinctionstothesetwophrases.DifferentfromtheL1acquisitionwhichreliesontheimplicitlearning,L2acquisitionalwaysreliesonbothimplicitandexplicitlearning.Thatisadifferencebetweenimplicitlearningandexplicitlearning,withistheroletheyplaydifferentlyinthelanguageacquisition.AstheAmericanpsychologistA.SReberproposedimplicitlearning,hedefinestheimplicitlearningthat“aprimitiveprocessofapprehendingstructurebyattendingtofrequencycues”whichisjustoppositeto“amoreexplicitprocesswherebyvariousmnemonics,heuristics,andstrategiesareengagedtoinducearepresentationalsystems”(Reber:1996).LearnersalwayshavetwoproceduresinL2languagelearningthatlanguageacquisitionandlanguagelearning.Languageacquisitionreferstothatlearnershavenoawarenesswhentheyareacquiringlanguage,theyareinanunconscioussituation.Whilelanguagelearningreferstotheawareness6 ChapterIILiteratureReviewthattheyareconsciousoftheacquisitionofthesecondlanguage,therulesofthegrammarandtheyknowtheyarelearningthelanguageandtalkaboutit.Krashendefinesimplicitlearningthatitwilltakeplaceinasituationthatsimply,naturallyandunconscious,andlearnersacquiresknowledgeinacomplexenvironmentthatofunderlyingstructure.Whileiflanguagelearnerschooseexplicitlearning,theychoosemoreconsciousactivitieswhichtheycanobtainandcheckthemastersandusageoftheirgrammar.Knowledgeobtaintakesplaceinaconsciousandautomaticsituationofnaturalmaterialandexperiencedinstance,andlanguagelearnerswillfindouttheinformationtotesthypothesis.Tomakeitsimple,implicitlearningandexplicitlearningdiffersoftheconsciousnessandstrategies.Themeaningofimplicitlearningisthatlanguagelearnersacquirelanguageknowledgeinasituationwithoutawarenessandtheydonotknowwhattheyarelearningabout,whilethemeaningofexplicitlearningisthatlanguagelearnersacquirelanguageknowledgeinasituationwithawarenessandtheyhaveaclearknowledgeaboutwhattheyarelearningabout.Wecaneasilycometoaconclusionfromthedefinitionabovethat,themaindistinctionbetweenimplicitandexplicitlearningiswhetherstudentsacquirelanguageinthesituationoftheawarenessandconsciousnessornot.What’smore,linguisticsgivesthemdifferentdefinitionsbecauseofdifferentperspectives.Inthisstudy,theauthorwilladoptthedefinitionthatimplicitlearningisaprocessthatadoptsinasimple,unconsciousandnaturalsituation,whiletheexplicitlearningisaprocessthatadoptsinaconscioussituationinwhichthelearnershaveaclearknowledgeofthelanguagetheyarelearning.1.2ExplicitandImplicitKnowledgeTherearealsotworelatedtermsintheL2acquisitionthatexplicitknowledgeandimplicitknowledge.Itisimportantandnecessarytodistinguishthesetwoterms,fortheyaretwomodelsofteaching.Themeaningoftheexplicitknowledgeistheexplanatorythattheknowledgeunderstoodindependentlyofthelogicalbasis,analyzethatexistedindependentlyofactualuse,andabstractthatadoptedtheactuallinguisticbehaviorandform.Implicit7 内蒙古师范大学硕士学位论文knowledgerefersthatlearningtookplaceinaconscioussituationwhichisalsoanalyticandcommunicated.R.Ellis(1994:355)definestheimplicitknowledgeastheknowledgethatisintuitiveandlargelyhidden:“thereexisttwotypesofimplicitknowledge,formulaicknowledgeandregularknowledge”.Theformulaicknowledgeismadeupoftheready-madeknowledgeoflanguage.Theregularknowledgeismadeupoftheinternalized,generalizedandabstractstructures.Thedefinitionofimplicitknowledgeindicatesthatautomaticandprocedural.Languagelearnersobtainknowledgeinaconscioussituationandtheywillknowwhentheyareusingthetargetimplicitknowledge.InL2acquisition,explicitknowledgeandimplicitknowledgecanalsobedescribedthatexplicitknowledgeisreferredasdeclarativeknowledgethatadoptedviaformalinstructionwhileimplicitknowledgeisreferredasproceduralknowledge.Inaddition,thereisacomprehensivedefinitionofthesetwotermswhentheyarecomparedtogether,whichcanbelistedasfollows:1)Explicitknowledgecanbegotteninanytimeduringyourlife,whileimplicitknowledgecanbelearnedincriticalperiodofyourlife.2)Explicitknowledgeiscontrolledmeanswhileimplicitknowledgeinautomaticmeans.3)Explicitknowledgeisplannedbeforewhileimplicitknowledgeisprocedural.4)Explicitknowledgeisverbalized.5)Explicitknowledgeisaccessibleindealingwithdifficultieswhileimplicitknowledgeisonlyaccessibleinperformance.6)Explicitknowledgeisvariableandsystematicalwhileimplicitknowledgeisunsystematicandinvariable.7)Explicitknowledgeisanawarenessofconsciousnessandtheimplicitknowledgeistacit.1.3ExplicitandImplicitInstructionItisnecessarytomasterthemeaningofphrasesexplicitinstructionandimplicitinstructionasthereasonthatthisstudyaimstochecktheeffectiveeffectoftheintegrationofexplicitinstructionandimplicitinstruction.Butthedefinitionsofthistermvaryfromscholartoscholar.AstoEllis(1994),hereferstheimplicitinstructionthatthelanguagelearnersobtainthetargetgrammarorrulesfromtheexamplesorexercisesthatgiventothem,andtheyhavenoconsciousduringthisprocess,whilereferstheexplicitinstruction8 ChapterIILiteratureReviewthatthelanguagelearnerspracticethetargetgrammarorrulesduringusingthem.ThereisahottopicissueintheL2acquisitionthatwhetherthelanguagelearnersshouldbeencouragedduringthelearningconsciously,suchasanexercise,ortheyshouldbetaughtandabsorbtheknowledgeavoidingthinking.Ifthelearnersareencouragedconsciously,thatiscalledexplicitteaching,whiletheoppositesideiscalledimplicitteaching.Theimplicitinstructionisfromthebehaviorism,andtheimplicitinstructionisdefinedasanunconsciousprocessbutnotacognitivetheory.Asanunconsciousprocess,implicitinstructionwillhelpthelanguagelearnerstomasterthelanguageknowledgeandimportantpointsbytheintuitioninsteadofanyotherawarenessortheattentionpaidtoit.AccordingtoEllis(1994),implicitinstructionisaninstructionthatthelanguagelearnersareaskedtomasterthebasicrulesandimportantformsfromtheexamplesandtherealcontextsthatgiventothem.Togiveamoredetailedexplanationtotheimplicitinstruction,theimportantpointsaretheprocessoftheimplicitinstruction,thelanguagelearnerslearntargetgrammarruleswithoutconsciousandawareness,andbytheenoughrelatedexamples.Sowecanconcludethedistinctionsoftheexplicitinstructionandimplicitinstructionfromthedefinitionstalkedabove.Thedifferencesbetweentheexplicitinstructionandimplicitinstructioncanbelistedasfollows:Theexplicitinstructionemphasisontheprocessthattheteacherspresentthelanguagepointsandlanguageknowledgetothelanguagelearnersdirectly,whiletheimplicitinstructionemphasisontheprocessthattheteachersprovidearealcontextorsomelanguagematerialsforlearnerstoleanunconsciouslyandunawareness.1.4IntegrationofExplicitandImplicitInstructionTochecktheeffectiveeffectoftheintegrationofexplicitinstructionandimplicitinstruction,itisveryimportanttogetthemeaningofthephrasestheintegrationofexplicitinstructionandimplicitinstruction.Butthedefinitionsofthisphrasesvaryfromscholartoscholar.Sotheoperationaldefinitionofthecurrentstudycanbebrieflyreviewedasfollows:Asforthedefinitionofimplicitinstructionreferstothatthelanguagelearners9 内蒙古师范大学硕士学位论文obtainthetargetgrammarorrulesfromtheexamplesorexercisesthatgiventothem,andtheyhavenoconsciousduringthisprocess,whiletheexplicitinstructionreferstotheprocessthatthelanguagelearnerspracticethetargetgrammarorrulesbythepresentingofstudentsandtheexercisesofusingthem.ExplicitgrammarinstructionisaninstructionthattheEnglishteacherswillpresentthebasicrule,explanationandexplicitinformation,andthelearnerswillmasterthisgrammarinaconsideredsituationandthroughpracticingtherulesandfocusingonforms,includingthecognitivestrategiessuchasrulelearningandanalysis.Itisacognitiveprocess.Whileimplicitgrammarinstructiontakingplaceinanaturalsituationthatteacherswillgivethelearnersacomprehensiblecontextandtheyacquirethegrammarrulesincidentallyandunconsciously.Sotheintegrationoftheexplicitinstructionandtheimplicitinstructionreferstotheteachingproducesthattheteacherswillmakethestudentsobtainthetargetgrammarthrougharealcontextorsomeexamplesunconsciouslyandunawares,andthenmastertheknowledgeortherulesofthetargetlanguagebyteachers’presentingandtheexercises.Thisstudy’saimistochecktheefficienteffectoftheintegrationifexplicitandimplicitinstructionontargetgrammarbycomparingwiththegradesofpost-testtakenpartinthetwoparallelclassesinjuniorhighschool.Sotheoperationaldefinitionofthecurrentstudyexamplecanbelistasfollows:Atthebeginningoftheclass,theteacherwillbuildarealcontextforthelanguagelearnerstogetaroughknowledgeofthetargetlanguageknowledge,andinthisstepoflead-in,thelanguagelearnersarelearningunconsciouslyandunawares.Andthen,thelanguageteacherswillpresentsthebasicandimportantrules,formsandpointsdirectly.Atlast,theyteacherswillmakesomeclassactivitiesorsomerealcontextsforstudentstopracticethetargetlanguageunconsciouslyandunawares.2TheoreticalFoundationsTochecktheeffectiveeffectoftheintegrationofexplicitinstructionandimplicitinstructioninEnglishgrammarclasses,theauthoradoptssometheoreticalfoundation,suchasacquisition-learninghypothesis,thenoticinghypothesisandthe10 ChapterIILiteratureReviewinterfacepositiontosupportthecurrentstudy.2.1Acquisition-learningHypothesisAstoacquisition-learninghypothesis,Krashenputforwardtwoindependentanddistinctperiodsoflanguagecompetencedeveloping.Thefirstoneislanguageacquisitionwhichisidenticaltothedevelopmentoftheirmotherlanguageoftenforchildren.Languageacquisitionisaprocesswherelanguagelearnersacquirethelanguageunconsciouslyandtheyaren’tawareofthelanguageinameaningfulcontext.Languageacquisitionfocusesonanaturalandsubconsciousprocess.Thesecondoneislanguagelearningwhichisidenticaltothedevelopmentoftheirsecondlanguageoftenforlanguagelearners.Languageacquisitionisaprocesswherelanguagelearnersacquirethelanguageconsciouslyandtheyhaveaclearknowledgeofthetargetgrammarconceptandmasterthetargetgrammarstructuresbyteachers’explainingbasicgrammaticalrulesandphenomenon,andthelearnerswillmemorizethisknowledgeandpracticethem.Usually,forthesecondlanguagelearning,themostimportantthingistheconsciousacquisitionprocessofmeaninginsteadofthelinguisticcompetence.Languagelearnerswillsearchforthepedagogicalrulesandgrammaticalrulesconsciously,andthelearnedknowledgecanbeusedtodevelopaperipheralsystemandusedasmonitoringfunction.Rulespresentationandconsciouslearningprocesswillnotaffectthelinguisticcompetence.Krashen’slanguageacquisitionhypothesisaffectsintheL2acquisitionalot.Thereisahotdebateabouthishypothesisinthepsychologicalandcognitivesecondlanguagelearning.Themeaningofhislanguageacquisitionhypothesisisthatconsciouslearningandinstructionaffectsnothing,andtheknowledgethelearnerslearnedshouldbefunctionedasamonitorthatusedtocheckiftheoutputiscomplytogrammaticalrulesornot.Focusingonform,thesecondlanguagecompetencewillbeimprovedbysubconsciousacquisition.Thereisastudywhichistodeveloptherelationshipbetweenimplicitknowledgeandlearner’sknowledge,suggestingthatthelanguagelearnersalmostdependontheimplicitknowledgeandperformancefacilitatedbyexplicit.Ontheotherhand,manydifferentopinionsheldtheideathat11 内蒙古师范大学硕士学位论文theeffectivenessoftherelationshipbetweentheimplicitknowledgeandlearner’sknowledgeheldbyotherstudies.Sosomeexpertsassertedthattheeffectivenessismoreeffectiveandtheeffectivenessoftheexplicitinstructionismoredurablethanthatoftheimplicitinstruction.2.2NoticingHypothesisSchmidtproposedthenoticinghypothesis,andheassertedthatthelanguagemustbenoticedaboutwhattheywerelearningandthenewfeatures.Itisimpossibletolearnwithoutsubconsciousknowledge.Soheinsisted“Noticingisnecessaryandsufficientconditionfortheinputconvertedtointake”(Schmidt1990:129).Schmidtproposedthatlanguagelearnersshouldnoticethelinguisticfeaturesinthepartofinput.Insteadofthemeaningthatlearnersshouldnoticetheinput,thenoticedinputwillcontributestothefacilitatingsubsequentlearningbytheinternalizationoflanguageduringprocessingsystemSchmidtheldtheopinionthatitisnecessaryforlanguagelearningtonoticetheconsciousnessandtheroleofconsciousawarenessinL2acquisition,whichisalsostronglyfacilitating.Schmidtclaimedthattheawarenessthatthelanguagelearningrequiredmustbenoticedandtheintakeofthelearningshouldfacilitatethelinguisticfeatures.Sothelinguisticfeaturesshouldbedetectedunderawarenessandneedtobenoticed.Thenlanguagelearnerswillgetpaywayforsubsequenttopracticeandgetintakefrominput.2.3TheInterfacePositionTheinterfacepositionisconstitutedofthreedifferenttypesofpositions,thestrong-interfacepositionwhichproposedbyDeKeyser,theweak-interfacedpositionthatproposedbyR.Ellis,andthenon-interface.Themainlyargueonthehotdebateonthecurrentstudyistheroleofexplicitknowledgeandimplicitknowledge.Asthereasonsthatthereareexplicitknowledgeandexplicitgrammarrulesinthegrammarinstruction,thecurrentdebateisiftheexplicitknowledgecanfacilitatethelanguagelearners’linguisticcompetenceandiftheimplicitknowledgecanbeconvertedbytheexplicitknowledgeornot.Thebigissueistherelationshipbetweenexplicit12 ChapterIILiteratureReviewknowledgeandimplicitknowledge.Thesecondlanguagelearnerscannotuseimplicitknowledgeautomaticallyandproficiency,whilethenativespeakersareabletouseimplicitknowledgeandtheydon’tmakereferencetotheexplicitgrammaticalruleswhichthesecondlanguagelearnerscannotreach.Sotherearethreetypesoftherelationshipintheinterfacebetweenexplicitknowledgeandtheimplicitknowledge:thenon-interfaceposition,thestronginterfacepositionandtheweak-interfaceposition.2.3.1Strong-interfacePositionAccordingtotheDeKeyser’swhoisoneoftherepresentativeadvocatorsstrong-interfaceposition,therelationshipbetweenexplicitknowledgeandimplicitknowledgeisverystrong,andthroughrepeatedpracticing,explicitknowledgecantransformtoimplicitknowledge.DeKeyserclaimsthatAderson’sAdaptiveControlofThought(ACT)canbethemodelofskilllearningofthelanguageacquisitionstems,whichisjustasskilllearning.DeKeyserclaimsthatthelanguagedevelopmentwillbeaprocessthattheexplicitknowledgeconvertedtoimplicitknowledgeautomatically.Accordingtohisopinion,therearethreestagesinthelanguageacquisition:Thefirst,thelanguagepointsbecomeproceduralandatlastbecomeautomatic.Thesecond,“Whattoknow”isthedeclarativeknowledgewhichincludingrulesmemoryforimages,sequenceofeventsanddefinitions,andthatcanbecalledasexplicitknowledge.However,“Howtoknow”isthememoryconcerningconditionandactionsandthe“productionsystem”.Infact,languagelearnerscannotmakedifferencesbetweentheautomaticandproceduralknowledgeandimplicitknowledgewhentheyuseit,asthereasonthatitisalsounconsciousfortheuseoftheexplicitknowledgeandautomaticprocess.Dekeyserassertedthatasapartoflanguagecompetence,explicitknowledgecanalsotranslateintoautomaticknowledgeafterrepeatedpractice.Andersonassertedontheopinionthatallthelanguageknowledgebeginswiththedeclarativeknowledgeandendedwiththeautomaticknowledgethroughpracticing.What’smore,languageacquisitioncanberegardedasskilllearningaccordingtothestrong-interfacecompletely.Althoughitwillalwayshappen13 内蒙古师范大学硕士学位论文asthat,traditionalgrammarstillholdstheopinionthatthelanguageknowledgecanbeacquiredeventuallybyrepeatingpractice,whichisundertheinfluenceofthestrong-interfacetheory.2.3.2OtherInterfacePositionsTheweak-interfacepositionpresentedbyR.Ellisadvocatesthattheexplicitknowledgeandimplicitknowledgearetwocoexistingseparatesystem.Whenthelanguagelearnersarelearninggrammar,itisapropertimefortheexplicitknowledgetoconverttoimplicitknowledge.Thegrammarinstructionisasuccessfulstepofthelanguagelearningifthegrammarfeaturescanbereceivedasatypeofimplicitknowledge.Languageacquisitioncanbeledbythelanguageinstruction,anditisahigherlevelinthegrammaraccuracy.Sotheproblemcomesoutandbecomesessentialthathowtoconvertexplicitknowledgetoimplicitknowledge.AccordingtoR.Ellis,languagelearnerswillpaymoreattentiontotheformoftheinput,andpromotetheabilityoftheacquisitionofimplicitknowledgeindirectlyunderthehelpofexplicitknowledge.Therearethreestepsfromimplicitknowledgetoinput,andthestepscanbelistedasfollowing:Thefirststepistonoticetheparticularlinguisticstructure,andthelanguagelearnersshouldpaymoreattentiontoit.Thesecondstepisthecomparison;languagelearnersshouldmakeacomparisonfortheirnoticedlinguisticstructuretotheirownoutput.Thethirdstepistheintegration,languagelearnersshouldreconsidertheparticularhypothesisaboutthetargetlanguage,orreconsideranewhypothesisandthentopromotethelanguageacquisitionandlanguageintake.Krashen’shypothesistakesplaceahotdebateinthepsychologicalandlinguisticfield.BecauseKrashen’sacquisition-learninghypothesisthinksthatthesubconsciousacquisitionandconsciouslearningisdifferentfromeachotherandtheyaretheindependentspartsindevelopingsecondlanguagecompetence.First,thelearnedexplicitknowledgeandtheacquiredimplicitknowledgecannottransformfromonetotheother.Second,languagelearnersalwaysputmoreimportancetolearnedexplicitknowledgethantotheacquiredknowledgefortheacquiredimplicitknowledgecan14 ChapterIILiteratureReviewprovelanguagelearner’slinguistic.Third,sometimeslanguagelearnerswillpaymoreattentiontotheoutputratherthantheconfidenceandfluency.Inaddition,acquiredimplicitknowledgeandlearnedexplicitknowledgearetwoseparatewaysanddetachedsystem.Onesideofthedebateinwhethertheacquiredimplicitknowledgeandlearnedexplicitknowledgecanbecutclearly,andthelanguagelearnerswillkeepunconsciousmindforthelongprocessoflanguagelearning.Alargenumberofscholarsholdtheopinionthatunconsciousacquiredknowledgeandclassroominstructionwillbehelpfultofacilitatelanguageacquisition.Studiesshowedthatthelearnedexplicitknowledgecanimprovelanguageaccuracyandtheusageoflanguage,whichcanbecallednon-interfaceposition.3RelevantPreviousResearchesMoreandmoreattentionshavebeenpaidtotheexplicitinstructionandimplicitinstruction,andtheviewsandresearcheschangedfromscholars.Somepreviousstudiesaboutexplicitandimplicitinstructionarereviewedfromtwoperspectives,theclassroomstudiesandlaboratorystudies.Inthissection,somestudieswillbereviewedonexplicitandimplicitinstructionsathomeandabroad.3.1ReviewsonExplicitandImplicitInstructionsAbroadAlargenumberofstudiesabroadfocusedontherelationshipbetweentheexplicitinstructionandimplicitinstruction,andtheypaidmuchattentiontotheexplicitandimplicitlinguisticknowledge.AccordingtoReber(1999),anumberoflinguisticindividualsweretakenastheexperimentsamplestohelphimfinishtheexperiment.Aseriesofrule-governedletterswereprovidedtotheseindividuals,andtheseindividualshavetomaketheinductionsduringtheperiodoflearningphase,andthentheymadegrammaticaljudgmentsofthenewunderstandandstringsoftheserule-governedletters.TheexperimentthatRebertookshouldberegardedasevidencetoshowtheimplicitinstructionproduce.Inaddition,asforhisanotherexperiments,Reberaskedtheexperimentparticipantstomakedecisionsaccuratelyofthegrammaticalofnovel15 内蒙古师范大学硕士学位论文stimuli.Reberexposedtheseparticipantstouseunconsciousknowledgebyfinite-stategrammars.Reberclaimedthattheexplicitinstructionismoreeffectiveandrobustthanimplicitinstruction.Priminglearnersbyexplicitlearningtofindoutthattheruleshassignificantdisadvantages.Duringthefollowingtimeafterthisexperiment,thereisagreatprogressinanalyzingexplicitlanguageinstructionandimplicitlanguageinstruction,andthestudiesofthistopicmainlyfocusonthegrammaticalformsandrulesofsyntaxspecifically.Underthethreeexperimentconditions,Doughty(2004)conductedanexperimentabouttherelativeclause.Languagelearnerswerepresentedclearrulesundertheconditionofrulesandbasicguidance.Languagelearnersexpoundtheinputandacceptedtheenhancementundertheconditionofmeaning.However,asforthecontrolgroup,thelearnersareexposedthephasesimplyontheexamplesentencesonthestructureproblems.Focusedontheresultofthisexperiment,itshowsthattheexperimentalgroupsandthecontrolgroupsareawareoftheraisedrelevant,andtheexperimentalgroupperformedbetterandachievehigherscoresthanthecontrolledgroup.Afteradverbials,Robinson(2009)tookanexperimentaboutsubject-verbinversionandthelocation.Aneasygrammaticalruleinvolvedinthisexperiment,andadifficultgrammaticalrulerespectivelyalsoinvolvedinit.Robinsondividedthesubjectsintofourgroups:studentswererequiredtolearntheexamplesentencesbyheartduringtheimplicitclass;thegroupthatcalledincidentalgroupwillfocusesonmeaningentirely;thelearnersofrulediscoverygroupswereaskedtosearchfortheregularityandbasicgrammarrules;andtheinstructedgroupwouldpresentthegrouprules.Thefirstgroupandsecondgroupwereimplicitgroup,andthelasttwogroupswereexplicitgroup.Inanotherword,theywererespectiveimplicitwaysandexplicitways.Theresultoftheexperimentshowedthattheexplicitgroupthatweretaughtgetahigherscoresandperformedbetter.What’smore,theimplicitandrule-discoverygroupsgavethreeandninecorrectstatementsrespectively.Robinsonconductedthestudyexperimentin2012.Theobjectiveofthestudywastheruleofdativealternationinthisstudy.Andthedativealternationwere16 ChapterIILiteratureReviewembeddedinEnglishexamplesentencesandappliedtonovelverbs.Therewere60Japaneseadultslanguagelearners,whoregardedtheEnglishassecondlanguage,dividedonfourgroupsandthereisnoteachingfocusonrulesorforms.Duringtheprocessoftheexperiment,Robinsoncomparedtotheexperiment,andthenreplacedandenhancedrulesofeachgroup.Fromtheresultofthisexperiment,itcanbeshownthattheexplicitgroupdoesthebestafterthegrammaticaljudgmentintest.Rosa(2013)aimedtocheckthedifferencethatpresentinginputthatunderthedifferentconditionsaffecttheintakeofsomeparticularstructures,andhedidanexperimentalstudy.ThelearningcontentofthisexperimentwastheconditionalsentencesinthepastofSpanish.Astheparticipantsofthisexperiment,67nativeEnglishspeakerswereselectedinfourthsemesteroftheAtlanticUniversity.Theyweredividedintwoexplicitruleinstructionandtworulesearchinggroupsandacontrolgroup.Throughthemultiple-choicerecognitiontestwhichisadministeredaftertheexperimentimmediately,theintakewasmeasured.Duringtheinputprocessing,thelevelofawarenesscouldbeassessedthroughthethink-aloudprotocols.Theresultsoftheexperimentsuggestedthattheintakecouldhaveadifferenteffectonthedegreesofexplicitness.What’smore,thehighertheleveloftheawarenessdemonstrated,thestrongertheeffectwillbeonintake.Fromthealltheexperimentabove,itcanbeseenthatallthelaboratorystudiesmadeacomparisonbetweenexplicitlearningconditionsandtheimplicitlearningconditionsdirectly.Andtheresultshowstheadvantagesoftheexplicitlearningovertheimplicitlearning.However,astheseentirelaboratoryexperimentsareofrathershortexperimentaltime,itisdefendedthatthestudiesareagainsttheimplicitlearning.Therearefewclassroomstudiesthatmadethecomparisonbetweentheexplicitlearningandimplicitlearninginarealcontextandclassroomsetting.TheearliestclassroomstudythatwasdonebyLevin(1990)wasanexperimentincludingthreedifferentEnglishteachingstructurestoSwedishstudentsthatregardedEnglishasasecondlanguage.Theresultsoftheexperimentshowedthattherewasnodifferencebetweenexplicitandimplicittreatments.In1999and2000,Scottcarriedoutanother17 内蒙古师范大学硕士学位论文twosimilarexperimentsthatexplicitandimplicitteachingwascomparedwitheachother.TheparticipantsofthisexperimentwerecollegestudentswhostudiedtheFrenchasaforeignlanguage.ThesubjunctiveandtherelativepronounswerethetargetinstructioninFrench.Inthesetwoexperimentalstudies,thestudentsoftheexplicitgroupweregavethegrammarrulesinsteadofdoinganypractice,whilebythemeasureofwrittenpost-tests,thestudentsoftheimplicitgroupreadatextwithanumberofrelevantforms.Theresultofthesestudiesshowsthatthestudentsofexplicitgroupachievedhigherscoresandperformedsignificantlybetterthanthestudentsofimplicitgroup.However,thereisstillanissuetobedebatedthatasareasonthetreatmentofthesestudieslastedlessthan2hours,sothetimeofthetreatmentwastooshortforimplicitlearningtoworkVanPatten(2011)conductedanexperimentthattherearethreedifferentinstructionscomparedandconducted:onlygivestructuredinput;onlyprovideexplicitrule;andinputprocessinginstructionincludingexplicitexplanation,thesystematicpractice,andexplicitfeedback.ThetargetinstructionwastheobjectpronounsofSpanish.Theresultsofthepost-testindicatedthatthegroupwhichreceivedtheexplicitrulespresentedbest,followingbythegroupthatreceivedstructuredinput.Theresultsofpost-testcomparisonweresimilar.Inaword,theresultoftheclassroomstudyalsoshowsthattheexplicitlearninghasmoreadvantages.However,underthereasonthatfewstudieshaveconductedtofocusonexplicitandimplicitlearningintheclassroomdirectly,theevidenceisinsufficient.3.2ReviewsonExplicitandImplicitInstructionatHomeInChina,therearealargenumberofstudieswhichhavemaderesearchesonspecificstructuresgrammarteachingoftheexplicitandimplicitlearningrecently.Theresearchesontheexplicitandimplicitlearninghavebeenacontroversialtopic,andthelearningmethodsalsochangealotunderdifferentsituations.Somegrammarteachingresearchershaveadvocatedthedefinitionofteachingmethods.TheseresearchersexploredtherelativeclauseoftheEnglishlearnersduringthisexperiment.18 ChapterIILiteratureReviewHowever,therearequitefewoftherelevantresearchesinfieldoftheteachingofEnglishgrammarinChina.Sotheauthorcouldonlyreviewafewresearchersthatwereoftheexplicitandimplicitlearninginthefollowingparts.Dai(1999)madeanempiricalresearchexperimentontheexplicitandimplicitlearningforfiveweeks,andthetargetlanguageteachingistheabilitythatwiththerelativeclauseextra-position.ThestudentsthatfromseniorhighschoolgradetwoandthestudentswhosemajorisEnglishincollegesarethesubjects.Astheresultsoftheexperimentshowedthatthestudentsofexplicitgroupperformedmuchbetterthanthestudentsofimplicitgroupdid,whilethescoresthatthestudentsachievedinpost-testswerestillmuchlowerthanthestudentswhosemajoringisEnglishandtheywerestillconsideredasthestudentshadadvancedlevel.Accordingtotheresults,withthehelpoftheexplicitandimplicitinstruction,thestudentswerereadyforlearningthetargetlanguagegrammar,butstillnotreadyforacquiringthelanguagegrammarimplicitly,andunderthehelp,studentscouldimprovethelanguagegrammarperformanceaccuratelyandincreasethelinguisticknowledge,butsillnottoconstructaL2languagesystemperfectly.GaoHaiying(2004)conductedaexperimentoftheexplicitandimplicitinstruction,whoseobjectisthetwogroupsofstudents,andonegroupcalledexperimentalgroupreceivetheEnglishrelativeclauseoutperformedbyexplicitinstruction,andanothergroupcalledcontrolgroupreceiveinputbyimplicitinstruction.Comparedthesetwogroupssignificantly,theexplicitinstructionshowsitsadvantageanditisbettertohelpstudentsconstructasecondlanguageknowledgesystem.However,otherlinguisticscholarsdisagreedwithhim,andtheyholdtheopinionthatitismoreeffectivebytheimplicitinstruction.AccordingtotheresearchinstructionofrelativeadverbialclausetothestudentsofChinesemiddle,TianJinping(2005)assertedthattheimplicitinstructionhasabetterfunctionintheaspectthataimstoteststudents’abilityofproduction,whilethereislittlefunctionintraditionaltestingwhoseaimistestingthegrammarknowledge.XiaZhanghong(2007)alsoconductafive-weekexperiment.Accordingtotheresultofhisexperiment,aftercomparingtheefficienteffectsofacquiringdifferent19 内蒙古师范大学硕士学位论文grammaticalknowledgebyexplicitinstructionandimplicitinstruction,itshowsthatthereisnosignificantdifference.However,intheopinionsoftheauthors’,duetosomelimitationsintheirexperiment,thatthelimitedtimeoftheresearchisnotlongenoughandthetargetlinguisticstructuresareeitherisolatedorsimple,sotheresultisdifferentfromthepreviousexperiment.Alargenumberofpostgraduatescarriedoutsomeotherempiricalresearches.Chen(2010)conductedanexperimentthattheobjectis60first-yearstudentsofnon-EnglishmajorsandstudyatChongqingUniversity.Thetargetgrammaroftheexperimentisnominativeabsolutestructure,andtheaimoftheexperimentistochecktheeffectsofexplicitandimplicitinstruction.Theresultsoftheexperimentrevealsthatexplicitinstruction,ruleexplanation,facilitatedEnglishlearnerswell,andthatalsoagreeswithSchmidt’sview.ThereisalsoasimilarresearchconductedbyZhao(2010),andidiomstakenasthetargetlanguageitemistheonlydifferencefromothers.Theresultofitshowedthereisanadvantageoftheexplicitinstructionovertheimplicitinstruction.Wang(2014)alsoconductedanexperiment.Theparticipantsoftheexperimentare100studentsofgradeoneinSeniorHighSchool,andtheaimoftheexperimentistoexploretheeffectsofnoticinginsecondlanguageinstruction.Dividedthestudentsintotwogroups,theexperimentalgroupandthecontrolgroupandregardedpastparticiplesasadverbialasthetargetgrammar,Wangasktheexperimentalgroupstofocusonthetargetlinguisticrulesandform,eitherexplicitlyorimplicitly,andaskthecontrolgrouptoreadthelinguisticmaterialswhichwereneitherwithruleorformexplanationsormodified.Theresultsoftheexperimentindicatedthatthemostexplicitinstructionleadtoahigherdegreeofconsciousnessandawareness,andthelevelofawarenesswillcorrelatewiththeinstructioneffectofthetargetgrammaticalrulesandform,whichisakindofinfinitive,andtheresultagreeswiththeviewofSchmidt’s.Toconclude,researchonexplicitandimplicitinstructioninChinaisstillatanearlystage.ThereisonlyoneinfluentialresearchthatwasconductedbyGaoandDai(2004)onexplicitandimplicitinstruction,andthemaintargetgrammaticalitemsare20 ChapterIILiteratureReviewusuallysubjunctive,passive-voicesentence,pseudo-cleftsentencesandrelativeclause.Inaddition,thecomplexityofthegrammarisnotconsideredasoneofthefactors.ItisnecessaryandessentialthatfurtherexperimentsandinvestigationsshouldbemadeofsomeothergrammaticalitemsandthatcanalsooffermoreadviceforteachersandlanguagelearnerswhoregardedtheEnglishasasecondlanguageinChina.21 内蒙古师范大学硕士学位论文ChapterIIIResearchMethodologyTheauthorofthisstudyconductsatwo-monthexperimentintwoparallelclassesofGrade9juniorhighschooltocheckeffectoftheexplicitinstructionandimplicitinstruction.Inaddition,bythepre-test,post-testandthequestionnaire,twohypothesesofthisstudywillbeimproved.1ResearchPurposesInordertofindouttheeffectsoftheintegrationofexplicitinstructionandimplicitinstructioninactualteaching,theauthorconductatwo-monthEnglishgrammarinstrumentexperimentintwoparallelclassesofninth-gradejuniorhighschool.2HypothesesThisstudyisdesignedtoexaminetheeffectivenessoftheintegrativemethodofimplicitandexplicitinstructioninordinaryseniorhighschool(Grade9).Thehypothesesareasfollows:1)Students’grammarscorescanbeimprovedmoreeffectivelybytheintegrationofexplicitandimplicitinstructionthanbytheexplicitinstruction.2)Theintegrationofexplicitandimplicitinstructioncanhelpcultivatestudents’goodlearninghabits,enhancethestudents’interestandhelpthembuildupconfidenceinlearningEnglishgrammar.3ResearchQuestionsBasedontheresearchhypotheses,theresearchquestionscanbelistedasfollows:1)Canthestudents’grammarscoredbeimprovedbytheintegrationofexplicitandimplicitgrammarinstructionthanbytheexplicitgrammarinstruction?2)Cantheintegrationofexplicitandimplicitinstructionhelpcultivatestudents’good22 ChapterⅢResearchMethodologylearninghabits,enhancethestudents’interestandhelpthembuildupconfidenceinlearningEnglishgrammar?4SubjectsTheparticipantsarethestudentswhoarefromtwoparallelclassesinGrade9juniorhighschool.Thenumberofparticipantsofeachclassisalmost40.TheyareinGrade9oftheNo.4juniorhighschoolofBaotou.ParticipantsfromClass1arechosenasexperimentalgroup(EG)whowillreceiveintegrationofexplicitandimplicitinstruction,whileparticipantsfromClass2arechosenascontrolgroup(CG)whowillreceivetheexplicitinstruction.Thestudentsarealmostattheageof15or16.Duetothereasonthatmostofthesestudentsarefromcity,theparticipantsofClass1andClass2havethesameeducationalbackgroundandtheyareintheparalleledEnglishgrammarlevel.What’smore,theresultofthepretestwhichhasbeengiventothetwoclassesshowsthatthereisnosignificancebetweentheexperimentalclassandthecontrolclass.5InstrumentsInthisstudy,therearetwotestsincludingpre-testandpost-testandonequestionnaire.Theauthorselectsanddesignsthetestsandthequestionnaireverycarefully,inordertomakesuretheitemsareappropriate.Thepre-testisdesignedtotestwhethertheparticipantsintheexperimentalclassandthecontrolclasshavenosignificance,includingallthegrammaritemslearnedbeforeGrade9.Therearemultiple-choicequestions,fill-in-the-blankquestionsandsentencestranslatinginthepretest.Thepre-testwillpredictthereisnosignificancebetweentwoclassesinEnglishgrammarlevel.Thepost-testhasthedifferentitemsfromthepre-test,inordertoimprovetheeffectsandreliabilityofthepost-test.Thepost-testincludesthefollowinggrammaritemswhichwillbetaughtduringthesetwomonths’experiment.Theresultofthepre-testwillprovewhetherthefirsthypothesisisrightornot.Thequestionnaireiscarriedoutafterexperimenttochecktheattitudesoftwo23 内蒙古师范大学硕士学位论文classes’studentstowardstheirinterestinlearningofgrammar,learninghabitsandtheconfidence.ThequestionnaireiswritteninChineseinordertomakeitbetterandeasilyforstudentstounderstand,andallthe80participatesareaskedtofinishthequestionnaires.Thequestionnaireismadeupof12multiple-choicequestions.TheQ1、Q3、Q9、Q12areoftheinterestingrammarlearning,Q2、Q4、Q6、Q7areofthelearninghabitsandQ5、Q8、Q10、Q11areofthelearningconfidence.Theresultofthepost-testwillprovewhetherthesecondhypothesisisrightornot.6ExperimentalProceduresTheexperimentisconductedinthetwoGrade9classesinthejuniorhighschoolinBaotoucity.Theexperimentincludingpre-testandpost-testwilllastforalmosttwomonths.Thepre-testwillcheckwhetherthestudentsofthesetwoclasseshavethesamescoresintheEnglishgrammar.Thentheexperimentwillbeconductedinthesetwoclasses,andthesetwoclassesaretaughtbymeansoftwodifferentinstructions.Aftertheexperiment,thepost-testwillexaminetheeffectivenessofthetwoinstruction6.1Pre-testAtestwillbegiventotheparticipantsofbothexperimentalclassandcontrolclassbeforethegrammarinstructionexperiment,tocheckwhetherthestudentsofthesetwoclassesareinthesimilarEnglishgrammar.Theparticipantsareaskedtofinishthepre-testwithin40minutes.Theresultofthepre-testwillshowthattherearenosignificantdifferencesbetweentheexperimentalclassandthecontrolclass.Sothevalidityprerequisitefortheexperimentalwillbeconfirmed.Theauthorwillkeepthescoresofthepre-testforlatercomparison.6.2ExperimentTheexperimentwasconductedfromSeptember1st,2015toNovember30th,intheNo.4juniorhighschoolofBaotou.TheauthorconductedtheexperimentduringthenormalEnglishclasses.ThedifferencebetweentheexperimentalclassandcontrolclassisthedifferentEnglishgrammarinstructions.Theexperimentalclasswould24 ChapterⅢResearchMethodologyreceivetheintegrationofexplicitandimplicitinstruction,whilethecontrolclasswouldaccepttheexplicitinstruction.Thedetailedproceduresofinstructionofthetwoclassescanbelistedasfollows:Procedureoftheintegrationofexplicitandimplicitinstruction:TheIntegrativeSecondLanguageGrammarInstructionproposedbySysoyev(2000)wasawayofcombiningformandmeaningforESLstudents．Themodelofhisismadeupofthreeparts:exploration,explanationandexpression.Theprocedureofthecombinationofexplicitinstructionandimplicitinstructionwillbeshownasfollows:Diagram3.1ModeloftheIntegrationofExplicitandImplicitInstructionInputContextImplicitinstructionBasicdefinitionFocusonformRuleexplanationExplicitinstructionPracticeExercisesImplicitinstructionFeedbackOutputTeachingExample:Grammarmaterial:TheAttributiveClause1)OverallDesignTheEnglishgrammarmaterialofthisstudyisattributiveclausewhichisinthe25 内蒙古师范大学硕士学位论文6thunitofGrade9.Theattributiveclauseisdifficultforstudentstounderstandanduse.Thestudentsintheexperimentalclassaccepttheintegrationofexplicitandimplicitinstruction,sotheEnglishteacherwouldletstudentslearnwhileusingit,andprovidethestudentsarealcontexttousethisgrammar.What’smore,teacherswouldalsoprovidethearealcontextforclassroomactivities,understanding,andapplicationofknowledgeabouttheattributiveclause.2)TeachingobjectivesEnablethestudentshavetheabilitytomasterthestructureandtheusageofthisEnglishgrammar-attributiveclause.3)TeachingProceduresStep1:MakearealcontextforthestudentstorecognizetheattributiveclauseAtthebeginningoftheclass,theteachersplayedagamenamed“Whoishe?”withthestudentsoftheexperimentalclass.Inthisgame,Englishteachersusedthegrammar-attributiveclausetodescribeacertainstudentofthisclass,andthenletstudentstoguesswhothestudentsthattheteacherdescribedis.What’smore,afterguessingthestudents,theteacherscoulddescribesomeothersthingsorplacesthatarefamiliartostudentsbytheattributiveclause.Attheendofthisstep,theteachermakesstudentstoobservethesesentencesandfindoutthewords“that”,“which”and“who”.Atthattime,thestudentswillhavearoughideaoftheattributiveclause.Theimplicitgrammarinstructionisadoptedwhenteacherbuildarealcontextforstudentstogetaroughknowledgeoftheattributiveclause,andthestudentsgettheinformationofattributiveclauseunconsciously.Step2:PresentthebasicstructureandtherulesoftheattributiveclauseTheteacherpresentedsomeexamplesofattributiveonPPTandtheexamplesentencesoftheexercisesbook.Thenletstudentstrytoobservethesesentencesandfindouttherequiredforminthesesentences.Afterstudentsfoundoutthebasicstructurefromtheseexamplesentences,theteacherswouldpresentthebasicstructure,detailpointsandthebasicrulesoftheattributiveclause.Atlast,studentswereaskedtogothroughtheseexamplesentencesandthe26 ChapterⅢResearchMethodologyknowledgethattheteacherpresentedagain,andgotthesystematicknowledgeoftheattributiveclause.Theexplicitinstructionisadoptedwhentheteacherpresentsthebasicstructure,therules,andthedetailpointsoftheattributiveclause.Step3:PracticetheattributiveclausethroughsomeexercisesTeacherswouldgivesomeexercisesoftheattributiveclauseonthePPT,andtheexerciseswhichaskedstudenttounderlinethe“antecedent”andthe“relativepronoun”onthetextforstudentstopracticetheattributiveclause.Inthestageofpracticing,theteacheradoptstheexplicitinstruction.Step4:Providethestudentssomerealcontextsandsomeclassactivitiestopracticetheusageandtheacquisitionoftheattributiveclauseinrealcontexts.Playedthegame“Whoishe”again,andaskedstudentstodescribetheirclassmatesbyusingthesentencestheyhavelearnedinthisclass,andthenletothersstudentstoguess.What’more,thestudentscouldalsomakeanintroductiontointroducehimselfandhisfamilynumberstotheclassbyusingtheattributiveclause.Duringthisstep,theimplicitinstructionisadopted.Studentspracticedtheusageandtheacquisitionofattributiveclauseunconsciouslyandunawares.Step5:Studentswereaskedtodosomeexercises,thenreturnedthefeedbackinformationoftheusageofattributiveclause.Theteacherpresentedmoreexercisesofattributiveclauseandmadestudentsdosomeexercisesonthetext,andthencheckedtheanswerswhichreturnedthefeedbackinformationoftheusageofattributiveclause.Inthisstep,theexercisestage,theteacherwouldgetthefeedbackinformationoftheusageofattributiveclausefromthestudents.ProceduresofExplicitTeachingTheexplicitgrammarinstructionwasconductedinthecontrolclass,andtheprocedureoftheexplicitwouldbeshownasfollows:27 内蒙古师范大学硕士学位论文Diagram3.2ModelofExplicitGrammarInstructionInputBasicdefinitionRuleexplanationExerciseOutputTeachingExample:Grammarmaterial:TheAttributiveClause1)OverallDesignTheEnglishgrammarmaterialofthisstudyisattributiveclausewhichisinthe6thunitofGrade9.Theattributiveclauseisveryimportantforstudentstounderstandanduse.Thestudentsinthecontrolclassacceptedtheexplicitgrammarinstruction,soteacherwouldgivethebasicdefinitionandstructureofattributiveclause,andthenpresentsomeexercisetothestudenttocheckthemasteringtheusageofattributiveclause.2)TeachingobjectivesEnablethestudentshavetheabilitytomasterthestructureandusagethisEnglishgrammar-attributiveclause.3)TeachingProceduresStep1:Theteacherpresentedsomeattributiveclausesentencesexamplesandgavethebasicdefinitionandstructureofittostudents.TheteacherpresentedsomeexamplesofattributiveonPPTandtheexamplesentencesoftheexercisesbook.Thentheteacherwouldgivethebasicdefinitionandstructureoftheattributiveclausesentences.Theexplicitgrammarinstructionisadoptedwhenteacherpresentedthebasicdefinitionandstructuretothestudentsduringthisteachingprocedure.28 ChapterⅢResearchMethodologyStep2:Teachergavesomeexercisetostudentstocheckedtheconditionsofmasteringtheusageofattributiveclause.Didtheexercisesofattributiveclauseintheexercisebook,andthencheckedtheanswersofthisexercises.Step3:Studentswereaskedtodosomeexercises,thenreturnedthefeedbackinformationoftheusageofattributiveclause.TheteacherpresentedmoreusageofattributiveclauseandmadestudentsdosomeexercisesonPPT,andthencheckedtheanswerswhichreturnedthefeedbackinformationoftheusageofattributiveclause.Inthestep2andstep4,studentsmovedonfromreceivingexplanationtothepracticeactivitiesstagewhenexplicitgrammarinstructionwasadopted.6.3Post-textThepost-testwascarriedonJanuary,2016.Thewholeparticipatesofexperimentalclassandcontrolclasswouldparticipateinthepost-test.Itwouldtakethese80students40minutestofinishthepost-test.Thepost-testhasthedifferentitemsfromthepre-test,inordertoimprovetheeffectsandreliabilityofthepost-test.Thepost-testincludesthefollowinggrammaritemswhichwouldbetaughtduringthesetwomonths’experiment.What’smore,thedifficultyinvocabularyandmistakesofthegrammaritemswouldbeignored.Theresultofthepost-testwillchecktheeffectivenessofthesetwomeansofdifferentinstructions.Theauthorwillkeepthescoresofthepost-testforlatercomparison.6.4DataCollectionThepaperswillbecollectedassoonastheparticipantsfinishthetest.Theauthorwillgivescoresofpre-testandpost-testobjectivelyaccordingtothestrictevaluatingrulesandstandardanswers.TheauthorwillmakeananalysisofthecollecteddatadependingontheStatisticalPackagefortheSocialScience(SPSS17.0)afterworkingoutthescores.29 内蒙古师范大学硕士学位论文ChapterIVDataAnalysisandDiscussionForthecollecteddata,thischapterwillelaborateonthedataandchecktheeffectivenessoftheintegrationofexplicitandimplicitinstructiononEnglishgrammarteachingofChineseseniorhighschoolstudents.Notonlythescoresofthepre-testandpost-testwillbepresents,butalsotheresultsofthequestionnaire.Thescoreswillbefollowedbythedescriptionoftheresultsofthepre-testandpost-test,andtheeffectivenessoftheresultsofthequestionnaire.1ResultsandAnalysesoftheTestsThepre-testisgiventocheckwhetherparticipatesoftheexperimentalclassandthecontrolclassareinthesimilarEnglishgrammarlevelbeforetheexperiment.Theresultofthepost-testwillchecktheeffectivenessofthesetwomeansofdifferentinstructions,theintegrationofexplicitandimplicitinstructionandtheexplicitinstruction.What’smore,thedifficultyinvocabularyandmistakesofthegrammaritemswillbeignored.1.1DatefromTestsTheauthorgivesindependent-samplesforthepre-testtotestifywhetherthereisnosignificantdifferencesbetweenexperimentalclassandcontrolclassinEnglishgrammarlevelbeforetheexperiment.Theresultcanbelistedasfollows:Table4.1Independent-samplesTtestforpre-testNMeanStd.F-ValueT-ValueSig.DeviationPre-testEC4068.96616.5072.618-1.045.341CC4067.45565.53446（EC—experimentalclass.CC—controlclass）AswecanseefromtheTable4.1,thedateinthischarttellsusthedifferencesbetweenexperimentalclassandcontrolclassinEnglishgrammarlevelinpre-test.30 ChapterⅣDataAnalysisandDiscussionThemeanscoreofexperimentalclassis68.9661,andthatofthecontrolclassis67.4556.Themeanscoreofthesetwoclasshasnosignificantdifference.Whatmore,thesig.scoreis.341,(p>0.05),whichshowsthereisnoobviousdifferencebetweenthetwoclassinpre-test.SothesetwoclassesareinthesimilarEnglishgrammarlevel,andtheyareparallelclasses.Theauthorgivestheindependentsampleforthepost-testtotestifywhetherthereisadifferencebetweenexperimentalclassandcontrolclassinEnglishgrammarlevelaftertheexperiment,whichtheintegrationofimplicitandexplicitinstrumentisappliedintheexperimentalclassandtheexplicitinstrumentisappliedinthecontrolclass.Theresultcanbelistedasfollows:Table4.2Independent-samplesTtestforpost-testNMeanStd.F-ValueT-ValueSig.DeviationPost-testEC4079.53346.42806.62-7.326.026CC4065.633410.57296（EC—experimentalclass.CC—controlclass）AswecanseefromTable4.2,thedateinthischarttellsusthedifferencesbetweenexperimentalclassandcontrolclassinEnglishgrammarlevelinpost-test.Themeanscoreofexperimentalis79.5334,andthatofthecontrolclassis65.6334.Thestudentsinexperimentalclassdidmuchbetterthanthestudentsincontrolclass.ThemeanscoreofECishigherthanthatofCC.Themeanscoreofthesetwoclasshassignificantdifferences.Inaddition,thesig.scoreis.026,(p<0.05),whichshowsthereisobviousdifferencesbetweenthetwoclassinpost-test.Aftertheauthoradopttheintegrationofexplicitandimplicitinstructioninexperimentalclassandtheexplicitinstructionincontrolclass,thegradesofthetwoclassesarethedifferent.Thistableshowstheefficienteffectsoftheintegrationofexplicitandimplicitinstruction.Theauthorgivesthepairedsamplesforpre-testandpost-testintheexperimental31 内蒙古师范大学硕士学位论文classtotestifyifthestudentsinthisclasshavemadegreatprogressaftertheexperiment,thatistosay,aftertheintegrationofexplicitandimplicitinstrumentwasadoptedinexperimentalclass.Theresultcanbelistedasfollows:Table4.3Paired-samplesTtestforpre-testandpost-testinexperimentalclassMeanNStd.T-ValueSig.DeviationPre-test68.9661406.51072-34.167.002Post-test79.5334406.42806AswecanseefromTable4.3,thedateinthischartshowsthedifferencesbetweenpre-testandpost-testinexperimentalclass.Themeanscoreofthepre-testis68.9661,andthatofthepost-testis79.5334.Themeanscoreofthesetwotesthassignificantdifferences,whichshowsthatthestudentsintheexperimentalclassmadegreatprogressaftertheintegrationofexplicitandimplicitinstrumentadoptedinthisclass.Thegradesofstudentsinthisclasshavebeenimprovedalot.Whatmore,thesig.scoreis.002,(p<0.05),whichshowsthereisobviousdifferencebetweenthetwotestinexperimentalclass.Thistableshowstheefficienteffectsoftheintegrationofexplicitandimplicitinstructionadoptedintheexperimentalclass.Theauthorgivesthepairedsamplesforpre-testandpost-testinexperimentalclasstotestifyifthestudentsinthisclasshavemadegreatprogressaftertheexperiment,theexplicitinstrumentadoptedincontrolclass.Theresultcanbelistedasfollows:Table4.4Paired-samplesTtestforpre-testandpost-testincontrolclassMeanNStd.DeviationT-ValueSigPre-test67.4556405.534461.325.186Post-test65.63344010.57296Aswecansee,thedateinthischartshowsthedifferencesbetweenpre-testandpost-testincontrolclass.Themeanscoreofthepre-testis67.4556,andthatofthe32 ChapterⅣDataAnalysisandDiscussionpost-testis65.6334.Themeanscoreofthesetwotesthasnosignificantdifferences,whichshowsthatthestudentsinthecontrolclassdidn’tmakegreatprogressaftertheexplicitinstrumentadoptedinthisclass.Thegradesofstudentsinthisclasshavenotbeenimprovedalot.Whatmore,thesig.scoreis.186,(p>0.05),whichshowsthereisnodifferencebetweenthetwotestincontrolclass.Thistableshowstheeffectsoftheexplicitinstructionadoptedinthecontrolclassisnotobvious.1.2DiscussionFromallthetablesanddatesabove,wecaneasilycomeupwiththefollowspoints:Ononehand,wecanbeshownthatthereisnosignificantdifferencesbetweenexperimentalclassandcontrolclassinEnglishgrammarlevelinpre-test.Themeanscoresofthesetwoclassarethesimilar,andthesig.scoreshowsthereisnoobviousdifferencebetweenthetwoclassesinpre-test.SothesetwoclassesareinthesimilarEnglishgrammarlevel,andtheyareparallelclasses.However,aftertheexperiment,studentsofthistwoclasseshavedifferentgradesinpost-grade.Themeanscoreofexperimentalclassishigherthanthatofthecontrolclass.Thestudentsinexperimentalclassdidmuchbetterthanthestudentsincontrolclass.ThisresultissimilartotheresultsoftheexperimentthatDoughtyconducted(2004),andtheexperimentthatDaiconductedin1999,andtheexperimentconductedbyXiaZhanghongin2007.Inaddition,thesig.scoreshowsthereisobviousdifferencesbetweenthetwoclassesinpost-test.Aftertheauthoradoptstheintegrationofexplicitandimplicitinstructioninexperimentalclassandtheexplicitinstructionincontrolclass,thegradesofthetwoclassesarethedifferent.Theefficienteffectsoftheintegrationofexplicitandimplicitinstructionisobvious.ThisresultcanalsobeenseenintheexperimentthatRosaconductedin2013.Ontheotherhand,thescoresofexperimentalclassinpre-testandpost-testarenotsame.Themeanscoreofthepost-testishigherthanthatofthepre-test.Themeanscoreofthesetwotesthassignificantdifferences,whichshowsthatthestudentsintheexperimentalclassmadegreatprogressaftertheintegrationofexplicitandimplicit33 内蒙古师范大学硕士学位论文instrumentadoptedinthisclass.Thegradesofstudentsinthisclasshavebeenimprovedalot.ThisalsoagreeswithRobinson’sview(2009),andtheexperimentalresultofGaoHaiying（2004）.Itshowstheefficienteffectsoftheintegrationofexplicitandimplicitinstructionadoptedintheexperimentalclass.However,thescoresofcontrolclassinpre-testandpost-testarealmostthesame.Themeanscoreofthesetwotestshowsnosignificantdifferences,andthestudentsinthecontrolclassdidn’tmakegreatprogressaftertheexplicitinstrumentadoptedinthisclass.Itshowsthattheeffectsoftheexplicitinstructionadoptedinthecontrolclassisnotobvious.2ResultsandAnalysesoftheQuestionnaireAftertheexperiment,theauthordesignedaquestionnaireandhandedouttobothexperimentalclassandcontrolclass.Inordertomaketheresultobjective,allofthe60studentswereaskedtofinishthequestionnairesintheclass.Allthequestionnaireswerefilledoutandcollectedwithouttheirnames.Theauthorcollectedthepaperassoonasthestudentsfinishthemandthenanalyzedtheresults.2.1DatefromQuestionnaireThequestionnaireswereconductedintheexperimentalclassandthecontrolclass.60studentsparticipatedthequestionnairesandallthequestionnaireswerefinishedandcollectedwithoutwritingtheirownnames.Theresultsofthequestionnairescanbelistedasfollows:Table4.5DatesofthequestionnaireinECandCCTopicQuestionClassTotallyagreeNotagreeT0otallyordisagreedisagreeInterestinNo.1EC85%15%0%grammarCC77.5%12.5%10%learningNo.3EC15%45%40%CC10%42.5%47.5%No.9EC80%12.5%7.5%34 ChapterⅣDataAnalysisandDiscussionCC77.5%7.5%15%No.12EC10%77.5%12.5%CC5%75%20%LearningNo.2EC87.5%7.5%5%habitsCC82.5%2.5%15%No.4EC65%35%5%CC50%40%10%No.6EC52.5%17.5%30%CC47.5%20%32.5%No.7EC62.5%22.5%15%CC30%30%40%LearningNo.5EC30%60%10%confidenceCC25%62.5%12.5%No.8EC50%20%30%CC40%17.5%42.5%No.10EC72%14%14%CC37.5%31.5%31%No.11EC62.5%17.5%20%CC42.5%35%22.5%（EC—experimentalclass.CC—controlclass）Forthefirstquestion,“IthinkthemostimportantparttolearnEnglishwellisEnglishgrammar.”85%studentsintheexperimentalclassthinkEnglishgrammaristhemostimportantparttolearnEnglishgrammar,while77.5%studentsinthecontrolclasschoosetotallyagree.SothestudentsintheexperimentalclasshavemoreinterestinEnglishgrammarlearning.Thesecondquestion,“DuringtheEnglishgrammarteaching,teacherswillintroducethedefinitionandtherulesofthegrammar,andthentosummarythemup.”87.5%studentintheexperimentalclassthinkit’sgoodforthemtolearngrammarifteacherswillintroducethedefinitionandtherulesofthegrammar,andthento35 内蒙古师范大学硕士学位论文summarythemup,whileonly82.5%studentsinthecontrolclasschoosethetotallyagree.Sothestudentsintheexperimentalclasshaveabetterlearninghabits.Forthethirdquestion,“IlikeEnglishgrammarverymuch.”Thereare15%studentsintheexperimentalclasslikeEnglishgrammarverymuch,whilethereareonly10studentschoosetotallyagree.Sothestudentsintheexperimentalclasshaveabetterinterestinlearningofgrammar.Asforthefourthquestion,“WhenyoulearnEnglishgrammarbyyourself,youwilllearnthedefinitionandtherulesofthegrammarfirst,andthentosummarythemup.”Thereare65%studentsintheexperimentalclassthinkit’sabetterwaytolearngrammarthatyouwilllearnthedefinitionandtherulesofthegrammarfirst,andthentosummarythemup.However,thereareonly50%studentsinthecontrolclasschoosethischoice.Sostudentsintheexperimentalclasshaveabetterlearninghabits.Withthefifthquestion,“IbecomemoreandmoreconfidentaboutEnglishgrammarlearning.”Thereare30%studentsintheexperimentalclassthinktheybecomemoreandmoreconfidentaboutEnglishgrammarlearning,whileonly25%studentsinthecontrolclasschoosethischoice.SothestudentsintheexperimentalhavemoreconfidenceinEnglishgrammarlearning.Asforthesixthquestion,“WhenIlearnEnglishgrammarbymyself,Iwillconductareal-lifesituationtochecktheusageofEnglishgrammar.”About52.5%studentsthinkwhentheylearnEnglishgrammar,theywillconductareal-lifesituationtochecktheusageofEnglishgrammar,whilethereareonly47.2%studentswilldoitinthecontrolclass.Sothestudentsintheexperimentalclasshaveabetterlearninghabits.Withtheregardtotheseventhquestion,“Ilikethatwhenteachersgivesthebasicdescriptionofthedefinitionandbasicrules,andthenwillmakeushavesomeexercises.”Thereare62.5%studentsintheexperimentalclassthinkit’sagoodwaytolearnEnglishgrammarthatteachersgivesthebasicdescriptionofthedefinitionandbasicrules,andthenwillmakestudentshavesomeexercises,whilethereareonly30%studentsinthecontrolclasschooseit.Sothestudentsintheexperimentalclasshaveabetterlearninghabits.36 ChapterⅣDataAnalysisandDiscussionFortheeighthquestion,“Ihavemuchconfidenceandwillbeactiveintakingpartinthesituationscommunicativecompetence.”About50%studentintheexperimentalclassholdtheopinionthattheyhavemuchconfidenceandwillbeactiveintakingpartinthesituationscommunicativecompetence.However,only40%studentinthecontrolclasswillholdthisopinion.SothestudentsintheexperimentalclasshavemoreconfidenceinEnglishgrammarlearning.Asfortheninthquestion,“Doyouliketheseactivitiesconductedintheclassverymuch?”About80%studentsintheexperimentalclassthinktheyliketheseactivitiesconductedintheclassverymuch,while77.5%studentsinthecontrolclasschoosetotallyagreechoice.Sothestudentsintheexperimentalclasshaveabetterinterestinlearningofgrammar.Withtheregardtothetenthquestion,“Doyouhavetheconfidenceintheusageofthesegrammarswhichpracticedduringtheactivitiesintheclass?”Thereareabout72%studentsintheexperimentalclassthinktheyhavetheconfidencewhileonly37.5%studentsinthecontrolclasschoosetotallyagree.SothestudentsintheexperimentalclasshavemoreconfidenceinEnglishgrammarlearning.Fortheeleventhquestion,“DoyoumakesignificantprogressintheEnglishgrammarlearning?”Thereare62.5%studentsthinktheymakesignificantprogressintheEnglishgrammarlearning,while42.5%studentsinthecontrolclassthinktheymakeit.SothestudentsintheexperimentalclasshavemoreconfidenceinEnglishgrammarlearning.Asforthelastquestion.“IhaveafeelingthatIlikeEnglishgrammarmoreandmore,andtheteachercanarousestudents’enthusiasmfromgenuineinterestlearning.”Thereareabout10studentsintheexperimentalclassthinktheyhaveafeelingthatIlikeEnglishgrammarmoreandmore,andtheteachercanarousestudents’enthusiasmfromgenuineinterestlearning,while5%studentsinthecontrolclassholdthisopinion.Sothestudentsintheexperimentalclasshaveabetterinterestinlearningofgrammar.37 内蒙古师范大学硕士学位论文2.2DiscussionBasedonthequestionnaireabove,theauthorgetsthefollowingpoints:First,theintegrationofexplicitandimplicitinstructioncanhelpstudentstoenhancetheinterestsingrammarlearning,morethanhalfstudentsintheexperimentalclasswouldliketotakepartinthecommunicativeactivitiesinclass,andtheygetaprogressinEnglishgrammarlearning.Thecommunicativeactivitiesinclassenhancedstudents’interestinEnglishclass,theycanlearnnewknowledgewhiletakingpartintheactivities.TheyaremoreinterestedintheirEnglishgrammarandaresureabouttheirexpression.Sotheirinterestingrammarlearninghasbeendeveloped.Second,theintegrationofexplicitandimplicitinstructioncanhelpstudentstocultivatestudents’goodlearninghabits.MoststudentsintheexperimentalclassthinktheygetEnglishgrammarfromboththeirteacherandthemselves,andtheyattachgreatimportancetogrammarlearning.Theresultofthequestionnaireshowsthatthestudentsgetaclearunderstandingofthetargetgrammarfromthecommunicativeactivitiesintheclass.Studentsdevelopagoodlearninghabitstomasterthebasicgrammarrulesandhaveasystematicthinkingsystem.Sotheintegrationofexplicitandimplicitinstructionhelpsstudentsgetagoodlearninghabits.Third,theintegrationofexplicitandimplicitinstructioncanhelpstudentstoimprovethelearningconfidence.MoststudentsinexperimentalclasshaveobviouslyimprovedtheirEnglishgrammarscores,andthemostofthemhavemadeprogressingrammarlearning.SotheygaintheconfidenceoflearningEnglishgrammaragain.Fromthedataandanalysisofthequestionnaire,itshowsthattheintegrationofexplicitandimplicitinstructionhasenhancednotonlystudents’confidenceandinterestinEnglishgrammarlearning,butalsohelpsstudentstodevelopabetterlearninghabitsinEnglishgrammarlearning.Inaddition,withthehelpoftheintegrationofexplicitandimplicitinstruction,studentsdevelopagoodlearninghabitstomasterthebasicgrammarrulesandhaveasystematicthinking.Studentsalsoimprovetheirabilitytosolveproblemsinrealsituation.Theonlythingthattheteacherneedtopayattentiontoisselectingmaterialscarefully,andthematerialsshouldbesuitableforstudentstogainnewknowledge.38 ChapterⅤConclusionChapterVConclusionAccordingtothisstudy,thehypothesescanbeproved,andsomemajorfindingscanbefound.What’smore,someimplicationscanalsobefound.Althoughtheauthortriedveryhardtofinishthisstudy,therearestillsomelimitationsinit.1MajorFindingsoftheResearchOnonehand,integrationofexplicitandimplicitinstructionwillhelpstudentstoimprovetheirgrammarscores.Itcanbeconcludedfromtheresultsofthedataanalysesthatafteradaptingtwodifferentkindsofinstructions,thegrammarscoresofexperimentalclassandthecontrolclassaresignificantlydifferent.Beforetheexperiment,theEnglishgrammarscoresoftwoclassesarealmostthesameinthepre-test,butaftertheexperiment,themeanofexperimentalclasspointshigherthanthatofthecontrolclass.Therearemorestudentswhogothighscoresintheexperimentalclassthanthoseinthecontrolclass.Nomatterwhatgrammarscoresthestudentshavebeforetheexperiment,theyallimprovedalotaftertheintegrativeinstruction.So,theresultcanbesummedupthatstudents’grammarscorescanbeimprovedmoreeffectivelybytheintegrationofexplicitandimplicitinstructionthanbytheexplicitinstruction.Ontheotherhand,integrationofexplicitandimplicitinstructionwillincreasestudents’interest,learninghabitsandconfidenceinEnglishgrammarlearning.ItcanbeseenfromthequestionnairewhichisdoneaftertheexperimentthatmoststudentsoftheexperimentalclasshaveapositiveattitudetowardEnglishgrammarlearning.Thestudentsintheexperimentalclassholdanopinionthattheirinterestsofgrammarlearninghasbeenmobilized,theirlearninghabitshasbeencultivatedandtheyaremoreconfidentinEnglishgrammarlearning.However,thestudentsfromthecontrolclassthinkthatthegrammarlessonsareboring,theystilldon’thaveagoodlearninghabitandtheyhavelessconfidentinEnglishgrammarlearning.Theirattitudeisnegative.So,theresultcanbesummedupthattheintegrationofexplicitandimplicitinstructioncanhelpcultivatestudents’goodlearninghabits,enhancethestudents’interestandhelpthembuildupconfidenceinlearningEnglishgrammar.39 内蒙古师范大学硕士学位论文Inconclusion,thehypothesesofthisstudycanbeproved:Students’grammarscorescanbeimprovedmoreeffectivelybytheintegrationofexplicitandimplicitinstructionthanbytheexplicitinstruction,andtheintegrationofexplicitandimplicitinstructioncanhelpcultivatestudents’goodlearninghabits,enhancethestudents’interestandhelpthembuildupconfidenceinlearningEnglishgrammar.2ImplicationsoftheResearchFromtheresultsofthiscurrentstudy,wecancometoaconclusionthattheintegrationofexplicitandimplicitgrammarinstructionwillimprovethegrammarscoresofjuniorschoolstudentsmoreobviouslythantheexplicitgrammarinstruction.Theintegrationofexplicitandimplicitgrammarinstructionhasmoreeducationsignificancewhichissoimportant.Secondlanguageteacherswillbeofferedin-depthresearchinEnglishgrammarteachingandlearningabilitywiththisintegrationgrammarinstruction.First,itisbelievedthatitiscomplementarytotheintegrationofexplicitandimplicitinstructionsalthoughexplicitinstructionandimplicitinstructionshavetheirowncostsandbenefits.Togetabetterscoresingrammarinstructionandbalancethecontradictionbetweenaccuracyandfluencyinthefieldofsecondlanguage.SotheintegrationofexplicitandimplicitinstructionsisabetterchoiceforEnglishteachersintheforeignlanguageteaching.Second,teachersshouldhavemoreimplicitinstructionsinEnglishgrammarclass.Asthelearners’inductionofgrammar,implicitinstruction“foundthroughtheuseoftechnology,studentscancausecuriosity,sotheywanttogetananswer”(Swain,2000,quotedin2004).What’smore,atthesametime,Englishteachersshoulduseandtrytheirbesttoexpandteachingmaterials,suchasmaterialfromInternet,television,radioandsoon,andprovidedthesematerialstostudentsmorecarefully.Inreality,theresultofthisstudymaybeasolutiontotheproblemthatinthiswayencouragingstudentstomakefulluseoftheteachingmaterial.Inaddition,althoughthestudentspracticealot,homeworkshouldalsopromotestudents’learningautonomyandinformation.Toacertainextent,thestudentswillenhanceproblem40 ChapterⅤConclusionsolvingskillsandEnglishgrammarknowledge.Third,tohelpstudents,Englishteachersshouldprovideallmeanswhicharepossibleincomprehensibleinputstage.Soteachersshouldconsiderthattheimportanceofcontextualconcept.Insteadoffocusingofteachingandlearningprocessofteachingandlearningandpracticeinsomespecificgrammar,teachersshouldgetmoreappropriate.Todrawaconclusionofthisstudy,Englishteachersshouldhaveabasictheoryandformalknowledgeincludingeducationtheoryandsubjectknowledge,andsoon.However,thinkingabouttheuncertaintiesornaturalfactorsincludingactivities,behaviorandperformance,it’snecessaryforEnglishteacherstohavesomelearningtheories.So,toachievemoreeffectivepractice,teachersneedthemostbasicknowledgeteachingandpracticalknowledge.However,themostimportantthingforagoodEnglishteacheristhewillingofbeinggoodatteachingtheory.3LimitationsoftheResearchFirst,thesamplesofthisexperimentislittlesmallasthereasonthatitwasconductedingradenineinjuniorhighschool,andthereareonly40studentsineachclass.SotheauthorwondersthatwhethertheintegrationinstructionissuitablefordifferentlevelsinEnglishgrammarlearning,whichneedslongitudinalresearch.Second,theteachingmaterialisthegrammaritemsfromthetextbook.Soit’saproblemthatwhethertheintegrationinstructionissuitableforotherteachingmaterialsindifferentlevelsornot,whichneedsfurtherstudytotest.Third,thetimeofthisexperimentisonlytwomonths.Soamorethoroughanalysisoftheresultneedslongerexperimentincasethattheresultwillchangeafteraperiodoftime,whichisthelimitationofthestudy.Thelimitationsshouldbemodifiedinfollowingresearchbasedontheaboveanalysis.41 内蒙古师范大学硕士学位论文ReferencesAlanen,R.(1998).InputEnhancementandRulePresentationinSecondLanguageAcquisition.InR.Schmidt(Ed.),AttentionandAwarenessinForeignLanguageLearningandTeaching.Honolulu:UniversityofHawaiiPress.Anderson,J.R.(2013).TheArchitectureofCognition.Cambridge:HarvardUniversityPress.Andrews,K.(2007).TheEffectsofImplicitandExplicitInstructiononSimpleandComplexGrammaticalStructureforAdultEnglishLanguageLearners.London:Manuscriptsubmittedforpublication.DeKeyse,R.(2009).Cognitiveperspectivesonlearningandpracticingsecondlanguagegrammar.Cambridge:Cambridgeuniversitypress.Dekeyser,R.(1999).Implicitandexplicitlearning.InC.Dought,&M.Long(Eds.),Handbookofsecondlanguageacquisition(pp.311-348).Oxford:Blackwellpress.Doughty,C.&E.Varela.(2008).Communicativefocusonform.InC.Doughty&J.Williams(eds.).Doughty,C.(1991).Secondlanguageinstructiondoesmakeadifference.StudiesinSecondLanguageAcquisition.13,431-469.Dought,C.Instructed(2003).SLA:Constraints,Compensation,andEnhancement.In:C.DoughtandM.H.Long(eds.).TheHandbookofSecondLanguageAcquisition[C].Oxford:Blackwellpress.256-310.ElenaE.Rosa&RonaldP.Leow.(2004).Awarenessdifferentlearningconditions,andL2development.AppliedPsycholinguistics.25,269-292.Ellis,N.(1995).Consciousnessinsecondlanguagelearning:Areviewoffieldstudiesandlaboratoryexperiments.LanguageAwareness.4(3),123-146.CitedinN.Spada(1997).Form-focusedinstructionandsecondlanguageacquisition:Areviewofclassroomandlaboratoryresearch.LanguageTeaching.30,73-85.Ellis,R.(1993).ThestructuralsyllabusandsecondlanguageacquisitionTESOL42 内蒙古师范大学硕士学位论文Quarterly.Cambridge:HarvardUniversityPress.27,91-113.Ellis,R.(1994).Atheoryofinstructedsecondlanguageacquisition[A].InN.C.Ellis(ed.).ImplicitandExplicitLearningofLanguages.London:AcademicPress.549-569.Ellis,R.(2004).ThedefinitionandmeasurementofL2explicitknowledge.LanguageLearning.54,227-275.Ellis,R.(2005).Measuringimplicitandexplicitknowledgeofasecondlanguage.London:AcademicPress.Green,P.S.,&Hecht,K.(1992).Implicitandexplicitgrammar:anempiricalstudy.Oxford:Blackwellpress.Harley,B.,Allen,P.,Cummins,J.,&Swain,M.(1990).TheDevelopmentofSecondLanguageProficiency.Cambridge:CambridgeUniversityPress.Krashen,S.D.(1991).Secondlanguageacquisitionandsecondlanguagelearning.Oxford:PergamonInstituteofEnglish.Krashen,S.D.(1999).Principlesandpracticeinsecondlanguagelearning.NewYork:Pergamon.Krashen,S.D.(1996).TheInputHypothesis.NewYork:Longman.Levin-Freeman,D.(2001).TeachingEnglishasaSecondorForeignLanguage.NewYork:NewburyHouse.Long,M.(1993).Doessecondlanguageinstructionmakeadifference?-Areviewofresearch.TESOLQuarterly.17(3),359-382.Mathews,R.C,Buss,R.R.etal.(2009).RoleofImplicitandExplicitProcessesinLearningfromExamples:ASynergisticEffects.JournalofExperimentalPsychology:Learning,MemoryandCognition.15(6),1083-1100.Norris,J.&L.Ortega.(2000).EffectivenessofL2Instruction:AResearchSynthesisandQuantitativeMeta-Analysis.Languagelearning.50,417-528Radwan,A.(2005).TheEffectivenessofExplicitAttentiontoForminLanguageLearning.London:AcademicPress.Reber,A.(1996).Implicitlearningofsyntheticlanguage:theroleofinstructionalset.NewYork:NewburyHouse.43 内蒙古师范大学硕士学位论文Robinson,P.(2006).Learningsimpleandcomplexsecondlanguagerulesunderimplicit,incidental,rule-searchandinstructedconditions.StudiesinSecondLanguageAcquisition.18:27-68Rosa,N.(2013).Form-focusedinstructionandsecondlanguageacquisition:Areviewofclassroomandlabo-ratoryresearch.LanguageTeaching.29:1-15.Schmidt,R.W.(1990).Cognitionandsecondlanguageinstruction.NewYork:CambridgeUniversityPress.Swain,H.H.(2010).IssuesandOptionsinLanguageTeaching.Shanghai,ShanghaiForeignLanguageEducationPress.Tode,T.(2007).DurabilityProblemswithExplicitInstructioninanEFLContext:theLearningoftheEnglishCopulaBeBeforeandAftertheIntroductionoftheAuxiliarybe.Oxford:Ox-fordUniversityPress.戴雪梅，1999，内隐学习研究进展及其对外语教学的启示，《解放军外国语学学报》，第51-54页。陈明霞,，2011,内隐和外显学习理论视角下语法教学研究——基于独主格结构教学的实证研究，硕士论文,西南民族大学。高海英、戴曼纯，2004，中国英语学生英语关系从句外置结构的习得显性教学与隐性教学实证研究，北京：北京外国语大学。葛现茹，2009，形式焦点式语言教学:形式与意义的整合，《重庆文理学院学报》,第6期。顾琦一，2007,显性知识、隐性知识及其接口之争，北京：外语教学出版社.王敏、何莲珍,2014，交际课堂中的形式教学--国外研究综述,北京：外语与外语教学出版社.夏章宏,2007,建构主义视角下的大学英语语法教学研究,上海：上海外国语大学.赵导群,2010，认知交际法的高中英语语法教学,上海：外语教学出版社.44 内蒙古师范大学硕士学位论文AppendixⅠPretestI.Fillintheblankswiththeproperformsofthewordsgiven.(30points)1.Listen,who___(play)thepiano?2.Where_____(be)MissSun?She_____(help)herstudentswiththeirEnglish.3._____Anna_____(like)English?Yes,she____(speak)Englishverywell.4._____you_____(swim)tomorrow.5.There_____(be)apenandsomebooksonthedesk.6.There_____(be)somebreadonthebigplate.7.SometimesZhaoFang_____(watch)TVafterschool.8.Father_____(cook).Let’s_____(go)and_____(help)him.9._____(close)thewindow,please.It_____(rain)soon.10.Howmanywordscanyou_____(read)inoneminute.11.Ourclassteacher_____(give)usatalktomorrow.12.MissLican_____(draw)well.13.Becareful!Thebus_____(come).Let’sgetreadyfor_____(get)onit.14.There______(be)abookexhibitioninherschoolnextweek.15.__________(notspeak)loudly(大声地).Thebaby________(sleep).16.Everystudentmust______(keep)quietinthereadingroom.17.Ienjoy________(listen)tothepopsongs.18.Iamgoingto______(finish)________(wash)theclothes.19.I’dlike________(borrow)sometapes.20.Iwant_______(buy)abookthisSunday.21.Remember______(close)thewindowswhenyouleavetheclassroom.22.Thursdayisthe_____(five)dayoftheweek.23.Children’spalaceisagoodplace____(have)fun.24._____________(read)inthesunisbadforyoureyes.25.Ioftengo____(shop)onSundays.26.He____(say)nothingandwentout.27.Thankyoufor____(tell)methisfunnystory.45 内蒙古师范大学硕士学位论文28.Weteach____(they)English.29.Whatabout____(visit)themuseums?30.The____(woman)teachersoverthereareverynice.II.Multiplechoice.(20points)1.—Doyouliketolistento“Mozart（莫扎特）”?—Yes.Listeningto______ismyfavorite.A.songsB.musicC.storiesD.news2.It’sanimportantdecisionforyou,so______yourtimeandthinkitover.A.takeB.wasteC.killD.save3.Ifyouareweak_____asubject,______andaskingateacherforadvicecanhelp.A.at;workinghardB.in;workhardC.at;workhardD.in;workinghard4.Whileflying,abat（蝙蝠）makesasoundwhichhitsthingsandcomesbacktoitsears.Inthiswayit’sabletoknow______thethingsareandavoidbumpingintothem.A.howB.whereC.whatD.which5.Shewasso____thegoodnewsthatshecouldn’tsayaword.A.excitedaboutB.interestedinC.angrywithD.afraidof6.Hedidn’ttellhisparentshewasgoinghomebecausehewantedtogivethema______.A.kissB.surpriseC.chanceD.gift7).—Excuseme.HowcanIgettotherailwaystation?—Turnleftandthenfollowyournose—You______missit!A.mustn’tB.can’tC.shouldn’tD.needn’t8).—Doyouthinkwe’llneedacoffeepot?—Idon’tdrinkcoffee,and______.It’snotnecessary.Whynotateaservice?A.sodoyouB.neitheryoudoC.soyoudoD.neitherdoyou9).Mysonwantsapetrabbitforlong,butIhavenotimetobuy______forhim.A.itB.thatC.theoneD.one11.Itwon"tbelong.I"llbebackinhalf____hour.A.theB.aC.anD./46 内蒙古师范大学硕士学位论文12.―HappyMother"sDay,mom！―_____,myson.A.I"mveryhappyB.BestwishesC.ThesametoyouD.Thankyou13.---______haveyoustayedinShanghai?---Forabouttwomonths.A.HowoftenB,HowlongC.HowsoonD.Howfar14.Heisthirstysothathedrinks_____water.A.somanyB.toomuchC.muchtooD.many15.Ilistenedbutheard______.A.nothingB.everythingC.somethingD.Anything16.Xishuangbannaisabeautifulplace.______foreignvisitorscometovisititeveryyear.A.ThousandofB.ThousandsofC.ThousandD.Thousands17.It"sverykind_____youtohelpme.A.forB.onC.ofD.at18.---Let"sgooutandenjoythesunshine.---_____.It"sboringtostayathome.A.SoundsgreatB.NotatallC.ForgetitD.Noway19.It"sanicehouse,______ithasn"tgotagarden.A.andB.orC.butD.So20.---Canyoutellme_______?----Yesterday.A.whendidhebuythecarB.wheredidhebuythecarC.whenheboughtthecarD.whereheboughtthecarIII.Changethefollowingsentencesaccordingtotherequirements.(20points)1.Mr.WuwenttoAmericabyplane.（就划线部分提问）____________Mr.Wu______toAmerica?2.MissLibegantoteachEnglishinthisschoollastyear.（改为一般疑问句）47 内蒙古师范大学硕士学位论文______MissLi______toteachEnglishinthisschoollastyear?3.Weplayedfootballatschool.（改为否定句）We____________footballatschool.4.MyfatherwatchesTVthreetimesaweekathome.(就划线部分提问)____________doesyourfatherwatchTVathome?5.Howistheweatherinyourhometown?(改为同义句)______theweather______inyourhometown?6.Icanseesomethingintheroom.(改为否定句)I______see______intheroom.7.Tonywenthomeafterhefinishedthework.(改为同义句)Tony____________home______hefinishedthework.8.Therearemanyinterestingbooksinthatbookstore.（变为单数句子）There____________interestingbookinthatbookstore.9.Tomedidhishomeworklastnight.（变为否定句）Tom____________hishomeworklastnight.IV.TranslatethefollowingsentencesintoEnglish.(30points)1.公用电话在图书馆的对面.2.你还喜欢别的什么动物?3.你弟弟长什么样子?4.你去哪儿度假了?5.我们在少年宫玩得很开心.6.你记得那个戴着有趣眼镜、留着长长卷发的流行歌手------JohnnyDean吗？7.我发现一个小男孩在角落里哭。8.你介意我打开窗户吗？9.我想买6瓶牛奶。10.你认为脱口秀怎么样？48 内蒙古师范大学硕士学位论文AppendixⅡPost-testI.Fillintheblankswiththeproperwords.(40points)1.Thegirl___likesbeautifulclothesworkshardtogetawell-paidjob.2.Mr.Black,____gaveatalkseveralmonthsago,willcomeagain.3.Thedoctor____youarelookingforisintheroom.4.Hegotthefirstprize,____madeusveryhappy.5.Canyoulendmethenovel____youtalkedabouttheotherday?6.YesterdayIboughtadictionary,____costmemorethan100yuan.7.Thewalleton___Ispent50yuanhasbeenstolen.8.Theboy,____fatherisateacher,studiesveryhard.9.Ihavethesameglasses____Kateiswearing.10.____isshowninthestory,sheisverykindandclever.11.Iwillneverforgettheday____Ispentwithyou.12.Iwillneverforgettheday____Ijoinedthearmy.13.Thehotel____westayedduringourholidaystandsbytheseaside.14.Thehotel____standsbytheseasideisquitecomfortable,15.Hedidn’tgiveusthereason____hewasabsentfromthemeeting,16.Hedidn’tgiveusthereason____explainedhisabsencefromthemeeting.17.Thisisthemanfor____sonIboughtabookyesterday.18.Thisisthemanfor____Iboughtabookyesterday.19.Heissuchagoodteacher____wealllikehim.20.Heissuchagoodteacher_____wealllike.II.Underlinethe“antecedent”andcirclethe“relativepronoun”ineachsentences.(20points)①ThestudentwhoansweredthequestionwasTom.②Theletterthatiswritteninpencilisdifficulttoread.③Ishethemanwhobrokethewindow?④Allwhoheardthesongcheered.⑤Aphotographerissomewhotakespictures49 内蒙古师范大学硕士学位论文⑥Thefilmthatwesawlastnightwaswonderful.⑦Thecitythatshelivesinisveryfaraway.⑧ThegirlwhooftenhelpsmewithmyEnglishisfromEngland.⑨Canyoulendmethedictionarythatyouboughttheotherday?⑩AnyonewhoagreeswithwhatIsaidmayputupyourhands.III.TranslatethefollowingEnglishproverbsintoChinese(20points)①.Godhelpthosewhohelpthemselves.。②.Hewholaughslastlaughsbest.③.Hewhodoesn’treachtheGreatWallisnotatrueman.④.Hewhoiscontentisalwayshappy.⑤.Allthatlivemustdie.⑥Heisthebestgeneralwhomakesthefewestmistakes.⑦Afriendissomeonewhoknowsallaboutyouandstilllovesyou.⑧Opportunityalwaysshowsappreciationforthosewhoareboldinstruggling.⑨Thosewhomakemostpeoplehappyarethehappiestintheworld.⑩All’swellthatendswell.Ⅳ.Errorcorrection.(20points)1.Thebookthatyouneeditisinthelibrary.2.Heisoneoftheboyswhoplaysthepianowell.3.ThisisthemuseumwhereIvisitedlastweek.4.Theman,thatlivesnexttous,ismyEnglishteacher.5.Thepencilwiththatheiswritingismine.6.ThedoctormyfatheristalkingtohimisleavingforAfricanextmonth.7.Sheheardaterriblenoise,andwhichbroughtherheartintohermonth8.Whichweallknow,swimmingisaverygoodsport.9.ThisisthesamebagthatIlostyesterday.10.Thosewhowantstogowithmeputupyourhands.50 内蒙古师范大学硕士学位论文AppendixⅢQuestionnaire调查问卷各位同学:你们好！欢迎你们参加此次问卷调查。本次调査包括以下几个问题,这些问题将辅助我们了解你在最近一段时间内对于英语语法学习的感受和一些学习方法,问卷答案没有对错之分,只需表达你的真实想法,根据实际情况进行填写.感谢各位同学的配合，希望这种交流方式能够确实促进我们的英语教学工作。1.经过这几年的英语学习，我认为英语语法是其中重要的一环。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意2.在讲授语法时,老师会先介绍语法的定义和相应的规则,之后会对该语法规则进行总结。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意3.我非常喜欢英语语法的学习。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意4.你巩固语法知识时也会先熟悉语法的定义和规则.之后对该语法进行总结。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意5.我对英语语法知识的学习越来越有信心。()A.是的,非常同意B.既不同意也不反对51 内蒙古师范大学硕士学位论文C.不是,非常不同意6.在进行语法学习时,自己会试着设计语境来运用该语法。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意7.在课上老师教授语法知识（如定语从句）时，应不仅讲解语法规则和让学生做练习，还应设计一些交际活动，让学生在真实语境中了解如何运用该语法知识。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意8.在进行情景交际活动时，我有信心能够积极参与。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意9.你喜欢英语课上旳那些情景交际活动？()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意10.对于英语课上语法情景交际的锻炼,使得你有信心能够在实际生活中运用该语法？()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意11.我感觉在最近的语法学习中取得了很大进步。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意12.现在我逐渐喜欢上了语法课，老师能够从我的兴趣点出发，充分调动我的积52 内蒙古师范大学硕士学位论文极性。()A.是的,非常同意B.既不同意也不反对C.不是,非常不同意53 内蒙古师范大学硕士学位论文AcknowledgementsFirst,IwanttotakethisopportunitytogivemysincerethankstomysupervisorFangfangforheracademicassistance,insightfulfeedbackonmypaper,suggestionsandguidancefromtheselectionofthisstudytopics.Shegavemegreatideasandvaluableguidancewhichbenefitmealotduringthecomposingofthisstudy.Withoutherpersonalsupportsandguidance,Iwouldnevermakesuchquickprogress,andmythesiscannotbecompletedsosuccessfully.Second,mysincerethanksalsogotoalltheteachersincollegeofforeignlanguageofInnerMongoliaNormalUniversity.TheknowledgeIacquiredintheuniversitywillhelpmealotinmyfutureteachingwork.Theteachersinthecollegeofforeignlanguagehelpandguidemeinmyprocessofmastereducationlearning.Third,Ialsowanttothankmyclassmateswhocooperatedwithmeactivelyandstudytogether,theirselflesssupporthelpmealot.Lastbutnotleast,mysincerethanksalsogotomylovelystudentsinmytwoclassesintheNo.4middleschoolinBaotou,whogavemeselflesssupportandcooperatedwithmyteaching,sothatIcouldfinishmyexperimentandallthetaskscarefully.Inaddition,thanksalltheteacherswhoattendsmystudyreviewandreplywithheartfeltandhighrespectthanksintheirschedule.54