象似性理论在高中英语语法教学中的应用研究 87页

单位代码：１０１６６５先？拴夫穿ＳＨＥＮＹＡＮＧＮＯＲＭＡＬＵＮＩＶＥＲＳＩＴＹ学号：＿Ｌ４Ｍ３Ｄ２１＿教育硕±学位论文论文题目：乂Ｓｔｕｄｙ〇ｎｈｅＡｐｐｌｉｃａｔｉｏｎ〇ｎｈｅＴｈｅｏｒｙｏｆＩｃｏｎｉｃｉｔｙｔｏＥｎ封ｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｉｎＳｅｎｉｏｒＨｉｈＳｃｈｏｏｌｇｇ象似性理论在高中英语语法教学中的应用研究作者姓名：姜跃专业领域：学科教学（英语）指导教师：曲艳娜张慧敏完成日期：２０１６年６月６日Ｉ沈阳师范大学教育硕±研究生院 ＡＳｔｕｄｏｆｔｈｅＡｌｉｃａｔｉｏｎｏｆｔｈｅＴｈｅｏｒｙｏｆｙｐｐＩｃｏｎｉｃｉｔｔｏＥｎｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｇｉｎｙｇＳｅｎｉｏｒＨｉｈＳｃｈｏｏｌｇＡＴｈｅｓｉｓＳｕｂｍｉｔｔｅｄｔｏｔｈｅＳｃｈｏｏｌｏｆＦｏｒｅｉｇｎＬａｎｇｕａｇｅｓＳｈｅｎａｎＮｏｒｍａｌＵｎｉｖｅｒｓｉｔｙｇｙ化ｒｔ１ｉｅｍｅｎｔ化ｒｔｈｅＤｒｅｅｏｆＩｎｉａｉＦ山ｆｉｌｌｍｅｎｔｏｆ；ｈｅＲ巧ｕｒ巧ｕｃａｔｎＭａｓｔｅｒｏｆＥｄｉｏＢｙＪｉａｎｇＹｕｅＵｎｄｅｒｔｈｅＳｕｅｒｖｉｓｉｏｎｏｆｐＰｒｏｆｅｓｓｏｒＱｕＹａｎｎａ■Ｊｕｎｅ２０１６ 编号－：类全上日制教育硕Ｖ别在职教育硕±：麟長葺邸抢教育硕±学位论文题目：ＡＳｌ；ｕｄｙｏｆ化ｅＡｐｐｌｉｃａｔｉｏｎｏｆ化ｅＴｈｅｏｒｙｏｆＩｃｏｎｉｃｉｔｔｏＥｎｈｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｇｉｎｙｇＳｅｎｉｏｒＨｉｈＳｃｈｏｏｌｇ象似性理论在高中英语语法教学中的应用研究专业教学部：英语专业教学部专业名称：学科教学（英语）指导教师：曲艳娜张慧敏研巧生；姜跃提交时间：２０１６年６月６日沈巧师范大学教育硕±研究生院制 沈阳师范大学教育硕±学位论女独创性声明本人所呈交的学位论文是在导师的指导下取得的研究成果。据我所知，，除文中已经注明引用的内容外本论文不包含其他个人已经发表或撰写过的研巧成果。对本文的研究做出重要贡献的个人和集体均已在文中作了明确说明并表示了谢意。作者签名：日期：乂／毒换沈阳师范大学教育硕±学位论文著作权使用声明本人授权沈阳师范大学教育硕七研巧生院，将本人硕±学位论文的全部或部分内容编入有关数据库进行检索；有权保留学位论文并向国家主管部口或其指定机构送交论文的电子版和纸质版，允许论文被查阅和借阅、、汇编；有权可Ｗ采论用影印缩印或扫描等复制手段保存学位论文。保密的学位文在解密后适用本规定。■（签曰期：作者名：歡姜 AcknowledgementsTheaccomplishmentofthisthesisinvolvesmanypeople’scontributionsandeffort.Iwouldliketothankallofthem.Firstandforemost,mythanksgoparticularlytomySupervisorQuYanna,forherconsiderateencouragement,insightfulsuggestionsandconstantguidancethroughouttheprocessfromtheresearchproposaltothecompletionofthethesis.Duringtheprocess,sheofferedmemanyconstructivesuggestions.Withthehelpofher,IunderstandtherelationshipbetweentheEnglishgrammarandtheiconicitytheory.Secondly,IamheartilygratefultoalltheotherteachersinShenyangNo.10seniorhighschool,especiallyMrs.ZhangandMrs.FufortheirinstructionandsuggestionswhenIwasdoingresearchaboutmythesis.Ialsoowemythankstomyroommatesandfriends,whohelpedmeintheprocessofcollectingmaterialsandofferedmemanyencouragementandsuggestions.Recallingthewholeresearchprocess,Ihavecomprehendedgrammarteachingfurther.What’smore,Ihaverealizedtheimportanceofbeingpersistentandrigorous.Therefore,Iwilltrymybesttostudyfurtherinthefuture.i AbstractInrecentyears,Englishteachinghasreceivedaheateddiscussion.GrammarteachingplaysanimportantroleinEnglishteachingandmanylinguistshavedonealotofresearchesonit.AsanimportantpartofEnglishteaching,grammarteachinghasattractedmuchattention.However,manystudentschoosetostudygrammarbyrememberinggrammarrulesmechanically,whichresultsinlowefficiency.Sotheauthorproposesthatapplyingtheiconicitytheorytogrammarteachingisagoodchoice.Thisapproachfocusesontherelationshipbetweenformandmeaningofasentenceandhelpsstudentsreducetheirmemoryburden.Besides,theteachingapproachnotonlyhelpsthestudentscomprehendthegrammarwellbutalsocultivatestheircapacityofapplyinggrammar.Inthethesis,theauthorwantstoanswertwoquestionsabouttheeffectsoftheapplicationoficonicityandstudents’attitudestowardsthenewteachingapproach.Furthermore,theauthorchosetwoparallelclasses,theexperimentalclassandcontrolclass,asthesubjects.Andsheusedfivekindsofmethodologies,questionnairebeforeexperiment,questionnaireafterexperiment,pre-test,post-testandinterview,toensurethatthetheorycouldbecarriedoutsmoothly.Besides,theauthorusedSPSS17.0togatherandanalyzethedata.Fromtheresultsofthetest,theauthorfoundthatthestudentsintheexperimentalclassgotagreatachievementafterthreemonths,whichguaranteedtheii researchvalueoftheexperiment;fortheresultsofquestionnaire,theauthorfoundthatmostofthestudentsacceptedthenewapproach.Andthestudentsthoughtthiskindofclasswasattractive,whichmotivatedthemtostudy.Besides,theyalsobelievethatthenewapproachhadapositiveeffectontheirgrammarlearning;fromtheresultsofinterview,theauthorfoundthatthestudentsenjoyedthiskindofclasspatternandlikedtotakepartintheteachingactivities.Therefore,theauthorbelievesthatthetheoryoficonicitycanbeappliedtoEnglishgrammarteachinginseniorhighschool.Keywords:grammarteaching,iconicity,seniorhighschooliii 摘要近些年来，英语教学日益受到关注,作为英语教学的重要部分，语法教学不容忽视,并且是专家们一直以来探讨的话题。许多学生通过机械地背诵语法规律来学习语法从而导致学习效率低下，所以作者认为将象似性理论应用到语法教学中是一个好的选择，由于它比较注重句子的形式和意义之间的联系，减少了记忆负担的同时也让学生更好地理解语法从而培养学生语法应用能力。在本论文中，作者提出两个问题分别是关于象似性理论对高中英语语法学习的效果以及学生对象似性理论应用到语法教学中的上课方式的态度。在实验过程中，作者选取两个平行班（实验班和控制班）作为研究对象并且采取以下几种研究方法:前期问卷，后期问卷，前测，后测和访谈从而保证实验的顺利进行，之后采用SPSS17.0软件进行数据分析。通过测试结果，作者发现经过三个月的学习实验班的学生成绩进步明显从而保证了研究的价值;通过问卷，作者发现大多数学生非常接受这种新的教学方法并且认为课堂趣味性很强从而更加激励学习。除此之外，他们还认为这种教学方法对他们的语法学习产生深刻的影响；通过访谈结果，作者发现学生非常喜欢这种上课方式并且课堂参与度很高。所以作者认为将象似性理论应用到高中英语语法教学中是非常有必要的。关键词：语法教学;象似性;高中iv ContentsAcknowledgments.........................................................................................................iAbstractinEnglish......................................................................................................iiAbstractinChinese.....................................................................................................ivListofTables.............................................................................................................viiiChapter1Introduction.................................................................................................11.1BackgroundoftheStudy....................................................................................11.2PurposeoftheStudy.......................................................................................21.3SignificanceoftheStudy................................................................................31.4OverallStructureoftheThesis.......................................................................4Chapter2LiteratureReview...................................................................................62.1Iconicity..............................................................................................................62.1.1DefinitionofIconicity............................................................................62.1.2PrincipleofIconicity..........................................................................82.1.3HistoryandDevelopmentofIconicityTheory..................................92.2RelatedTheoriesofIconicity........................................................................102.2.1Peirce’sTrichotomyofSymbol.......................................................102.2.2Haiman’sSyntacticIconicityTheory...............................................112.3GrammarTeaching........................................................................................122.3.1DefinitionofGrammar....................................................................122.3.2DefinitionofGrammarTeaching.....................................................14v 2.3.3RequirementofGrammarTeachingintheNewCurriculumStandard..........................................................................................................142.4TheRelationbetweenIconicityTheoryandGrammarTeaching.................172.5PreviousStudiesofGrammarTeaching........................................................202.5.1PreviousStudyofGrammarTeachingAbroad....................................202.5.2PreviousStudyofGrammarTeachingatHome..............................21Chapter3Methodology..............................................................................................233.1ResearchQuestions...........................................................................................233.2Subjects.............................................................................................................233.3Instruments........................................................................................................243.3.1Questionnaire.......................................................................................243.3.2Pre-test.............................................................................................253.3.3Post-test............................................................................................253.3.4Interview..........................................................................................253.4Procedure..........................................................................................................263.5DataCollection.............................................................................................303.6DataAnalysis................................................................................................31Chapter4ResultsandDiscussion.............................................................................314.1Results...............................................................................................................324.1.1ResultsoftheQuestionnaire............................................................324.1.2ResultsofthePre-test......................................................................414.1.3ResultsofthePost-test.....................................................................42vi 4.1.4ResultsoftheInterview.......................................................................454.2Discussion.........................................................................................................474.2.1DiscussionontheEffectsoftheApplicationoftheTheoryofIconicitytoEnglishGrammarLearninginSeniorHighSchool......484.2.2DiscussiononStudents’AttitudestowardsGrammarTeachingwiththeApplicationoftheTheoryofIconicity.......................................50Chapter5Conclusion.................................................................................................525.1MajorFindings..................................................................................................535.2PedagogicalImplications..............................................................................535.3LimitationsoftheStudy................................................................................555.4SuggestionsforFurtherResearch.................................................................55References...................................................................................................................56AppendixA.................................................................................................................60AppendixB.................................................................................................................62AppendixC.................................................................................................................64AppendixD.................................................................................................................65AppendixE.................................................................................................................70vii ListofTablesTable4.1ResultsoftheQuestionnairebeforeExperimentinECandCC...............33Table4.2ResultsoftheQuestionnaireafterExperimentinEC..............................37Table4.3DescriptiveStatisticsofExamScoresofthePre-testinECandCC.......41Table4.4IndependentSamplesTestofExamScoresofofthePre-testinECandCC............................................................................................................41Table4.5DescriptiveStatisticsofExamScoresofthePost-testinECandCC......42Table4.6IndependentSamplesTestofExamScoresofthePost-testinECandCC................................................................................................................43Table4.7ThePairedSamplesStatisticsoftheResultsofPre-testandPost-testinCC.........................................................................................................43Table4.8ThePairedSamplesTestoftheResultsofPre-testandPost-testinCC.43Table4.9ThePairedSamplesStatisticsoftheResultsofPre-testandPost-testinEC.........................................................................................................44Table4.10ThePairedSamplesTestoftheResultsofPre-testandPost-testinEC..44viii Chapter1Introduction1.1BackgroundoftheStudyWiththedevelopmentofsociety,peopleproposeahigherrequirementforlanguage.Manylinguistshavedonealotofresearchestotheprofoundmysteryoflanguageandtheyhavemadegreatachievementsonthedevelopmentoflanguage.Saussure,founderofmodernlinguistics,publishedhisCourseinGeneralLinguisticsin1959,whichwasregardedasthemilestoneofthemodernlinguistics.Andhealsostatedthatconceptandacousticimageweretwoelementsoflanguage,whichwashelpfulforthefurtherstudyoflanguage.Inthe1960s,RomanJacobsonputforwardanacademicpropositionthattheremaybemuchiconicityinthesyntaxofhumanlanguagesandmorphology.Pierce,founderofSemiotics,claimedthetheoryoficonicity,whichwasthegreatchallengeandpropersupplementtotheSaussure’sArbitrariness.Withthedevelopmentofeducationreform,EnglishgrammarteachinghasalwaysbeenapopulartopicamongEnglishteachers.Asisknowntous,Englishgrammarlearningisagreatchallengetomostofthestudents.EnglishisasecondlanguageforChinesestudents,soitisreallyhardtomasteritasthenativelanguage.Therefore,itisworthobservingtheeffectsoftheapplicationofthetheoryoficonicitytoEnglishgrammarteaching.1 1.2PurposeoftheStudyItisimportanttocultivatethestudents’abilitiestogetabetterunderstandingofgrammarknowledgeandtouselanguageproperlyinseniorhighschool.Englishgrammarteaching,theinfluentialpartofEnglishteaching,playsanimportantpartinimprovingthestudents’abilityofapplyingEnglishproperly.Thestudentsinseniorhighschoolputemphasisongrammarlearning,whichisanindispensablepartoflanguage.Atpresent,somelinguistshaverealizedthatit’snecessarytochangethetraditionalgrammarteachingmethods.Besides,balancinglanguageformandlanguagemeaningreallycounts.NationalEnglishCurriculumStandardsforCommonSeniorHighSchool(2003)offersaprovisionaboutEnglishteachingcontentsinseniorhighschool.Andtheprovisionclaimsthatlanguageisthefoundationtocultivatestudents’comprehensionability.Besides,grammarisoneofthemostimportantcontentsthestudentsshouldmasterinseniorhighschool.Thoughgrammarteachingisreallyimportant,mostteacherscomplainthatitishardtoteach.Inordertomakethestudentsgraspsomegrammarrules,teachershavetoaskthestudentstodoalotofexerciseswhichoftenmakesthestudentsloseinterestinlearningEnglish.Accordingtotheanalysisabove,theauthorthinksthattheresearchesofpeople’scognitivemethodsarehelpfultoexplainthelanguagestructureandfunction,andthatitisalsobeneficialtoimprovingconventionalgrammarteaching.Englishteacherswouldbettertrytheirbesttohelpstudentsunderstandgrammarpoints.2 What’smore,teachersshouldassiststudentsinchangingthepassivelearningintoactivelearningiftheywanttoimproveteachingefficiency.Andteachershavethedutytodevelopsomeexplanativeteachingmethodswiththehelpofthecognitivelinguistics.TheapplicationoficonicitytheorytoEnglishgrammarteachingfocusesontheconnectionbetweenlanguageformanditscorrespondentmeaning.Besides,theapproachcanalsohelpthestudentsgraspthegrammarrulesefficiently.Theiconicitytheoryconsistsofthreeprimaryprinciplesandtheyaredistanceoficonicity,sequenceoficonicityandquantityoficonicity.Theauthorwillstudythegrammarteachinginseniorhighschoolinaccordancewiththecharacteristicsoftheprinciples.What’smore,thenewapproachfocusesonbalancingtheformandthemeaning,whichhelpsthestudentsreducememoryburdenandimprovetheirgrammarprogress.1.3SignificanceoftheStudyNowadays,manyteacherstakeanactivepartinteachingreform,employingvariousteachingmethodsinordertoadjusttotherequirementsofNewCurriculumStandard.Inaddition,mostofthestudentshaverealizedtheimportanceoflearningEnglishwellgradually.Nowadays,thestudentshavesomanylearningtasksthattheyhavelittletimetostudyEnglish.Therefore,choosingagreatlearningmethodcouldhelpthemmakegreatprogress.Theapplicationoficonicityfocusesonbalancingtheformandthemeaningofasentence.Teachersshouldtellthestudentsthecharacteristicsoftheiconicity3 principleswithsomespecificgrammarrules.Andthenstudentscanobservetheformsofthesentenceandsummarizethegrammarruleswiththeguidanceofteachers,whichcannotonlyhelptoreducethestudents’memoryburdenbutalsomotivatethestudents’enthusiasmofgrammarlearning.What’smore,ithelpstodevelopthestudents’competenceofgrammaticalapplication.Teachersshouldguidethestudentstocomprehendandsummarizethecharacteristicsofthegrammarrulesbyobservingthestructureofsentence.1.4OverallStructureoftheThesisThethesisconsistsoffivechapters.Chapteroneintroducesthebackground,purposeandsignificanceofthestudyoftheapplicationoficonicitytheorytoEnglishgrammarteachinginseniorhighschool.Chaptertwoconcentratesonaparticularreviewofliterature.Thispartconsistsoffiveaspects:iconicity,relatedtheoriesoficonicity,grammarteaching,therelationbetweeniconicitytheoryandgrammarteachingaswellasthepreviousstudiesofgrammarteaching.ChapterthreeisthemethodologyabouttheapplicationoficonicitytheorytoEnglishgrammarteaching,whichisthefocusofthisthesis.Thecontentsareasfollows:theresearchquestions,subjects,instruments,procedure,datacollectionanddataanalysis.Questionnaire,pre-test,post-testandinterviewarethemaininstrumentsadoptedintheresearchoftheexperiment.Therearetwoparallelclassesingradetwo:4 class7andclass8inShenyangNo.10seniorhighschool.Theauthorchoosesclass7asthecontrolclassandclass8astheexperimentalclass.Thenormalteachingmethod,GuidedLearningPlan,isadoptedinclass7andtheiconicitytheoryiscarriedoutinclass8.Chapterfourisabouttheresultsanddiscussionofthethesis.Fromtheresultsofthequestionnaire,pre-test,post-testandinterview,theauthordiscussesthetwoquestions:thefirstoneistheeffectsoftheapplicationoficonicitytheorytoEnglishgrammarlearninginseniorhighschool;thesecondoneisthestudents’attitudestowardsgrammarteachingwiththeapplicationoficonicitytheory;Chapterfiveservesasaconclusionwhichpointsoutthemajorfindingsofthestudy,thepedagogicalimplications,thelimitationsofthestudyandsomesuggestionsforfutureresearch.5 Chapter2LiteratureReview2.1IconicityForthedescriptionoficonicity,therearethreepartstobeexplainedindetails.Theyarethedefinitionoficonicity,principleoficonicityaswellasthehistoryanddevelopmentoficonicitytheory.Differentlinguistsoffertheirownopinionsonthedefinitionoficonicity,whicharehelpfultohelpthelearnersunderstandthetheoryanddeveloptheirabilityofemployinggrammaticallanguage.Astotheprinciple,theauthorexplainsthreeprimaryprinciples:distanceoficonicity,sequenceoficonicityandquantityoficonicity.Inaddition,theauthorexplainstheprinciplesconnectedwithsomerelatedgrammarrules.Aboutthehistoryanddevelopmentoficonicity,theauthorstatesindetails.2.1.1DefinitionofIconicityForthedefinitionoficonicity,differentlinguistsofferedtheirownperspectives.Somelinguistsstatedthaticonicityreferredtotheconceptoftextinterpretationsdevelopedwithintheframeworkofsemioticsthatwasbasedonthecorrespondencebetweenthecharacteristicsofaparticularrepresentationandthecharacteristicsofthatwhichitrepresented.Thus,undercertainstylisticconditions,areportaddressedtoahearerorareaderwasascomplexastheeventsbeingdescribedinthereport.Similarlythelinearstructureofareportcouldbededucedfromthenaturalsequenceoftheevents.Andthatmeansthemeaningofthesentencewouldchangewiththeformofthesentence.6 ThetermoficonicitywascoinedbyC.W.Morris,whichdesignatedthemeasureofsimilaritybetweentheiconandtheobjecttowhichitreferred.Therewasaperspectivestatedthaticonicityreferredtothecorrespondencebetweenlinguisticstructureandpeople’sexperientialorconceptualstructure.Accordingtothestatementabove,wecanknowthatthelinguisticstructureofasentenceisrelatedwiththemeaningofwhatthesentenceexpresses.WangYin(1998)claimediconicityreferredtothephenomenoninwhichtherewerecorrespondingrelationsbetweenlinguisticsignsandwhattheyrepresentedintermsofsound,wordformandsyntacticstructure.Thiskindofutterancemeansthatitistheiconicitythatconnectthethreeelements(sound,workformandsyntactic)togetherandthereisnosenseifoneofthemisomitted.WangYin(2006)putforwardthaticonicitywasdividedintonarrowsenseandbroadsense.Inanarrowsense,itstatedthatlanguageformcouldreflecttheobjectivethings;Inabroadsense,itreferredtothelanguagemotivation,whichnotonlydeemedthatthelanguageformcopiedtheobjectivethingsdirectlyorindirectlybutalsobelievedthattherewasarelatedrelationshipbetweenthelanguageformandtheseelements---people’sexperience,cognitivelawandtheconceptualstructure.AndtheunderstandingofWangYinabovereflectedthemediatingroleofcognitionbetweentherealityandlanguage.Therefore,theremustbeakindoficonicitybetweenthelanguageformandthemeaning.Piercealsoofferedhisownunderstandingoficonicityandhemadeaclassificationforit.Heregardedtheimageasakindofsymboloficonicity.Andhe7 indicatedthattheformofasignreflectedtherealworldtosomeextent,whichindicatedtherelationbetweenasignandtheobjectin1960.Thisdefinitionwasnotonlyinvolvedinlanguagebutalsosomeotherfields,suchas,cognitivepsychology,artfield,architecturefield,andsoon.2.1.2PrincipleofIconicityLanguagestructurereflectstheworldstructureofpeople’sexperienceandexpressespeople’sconceptualstructure,whichisthemainthoughtoflanguagesyntacticiconicity.Theauthorwillanalyzethefollowingprimaryprinciplesoftheiconicityindetails.Theprincipleoficonicityconsistsofthreeprimarykinds:distanceoficonicity,sequenceoficonicityandquantityoficonicity.Distanceoficonicity:Haiman(1985)definedtheiconicityofdistanceasthelinguisticdistancebetweenexpressionscorrespondingtotheconceptualdistancebetweenthem.Andthatmeansthedistanceofthesyntacticelementswilldecidethemeaningofthesentence.Forexample,thedistanceoficonicitycouldbeappliedtothegrammarrule:restrictiveattributiveclausesandnon-restrictiveclauses.Ifthestudentscleartheimportanceofclausepositiontheycouldcomprehendthegrammarrulewell.Sequenceoficonicity:Givon(1994)proposedthatthetemporalorderofaneventshouldcorrespondtotheorderofclausesinacoherentdiscourse.Moreover,itwasinthissensethatlexicalorderinlanguagewasinaccordancewiththehumanexperience.Forexample:JimbeatsMaryandMarybeatsJim.Thesequenceof8 subjectshouldnotbechangedbecauseitisJimcarriesouttheactionfirst.Quantityoficonicity:Quantityiconicitymeansthequantityoflinguisticexpressionscorrespondstotheamountofinformationconveyedbytheseexpressionsortotheimportanceandpredictabilityoftheconceptsrepresentedbythem.Informationthatisgreaterinamount,moreimportanttothespeakerisexpressedasmorecomplexgrammaticalunits.Accordingtotheanalysisabove,thethreekindsofprincipleoficonicityaregoodchoicestochangethetraditionalgrammarteachingapproachandtohelpthestudentscomprehendtherelationshipbetweenthelinguisticstructureanditsrelevantmeaning.Therefore,thiskindofapplicationoficonicitytogrammarteachinghelpsthestudentsreducetheirmemoryburdenandimprovetheirgrammarlearningefficiency.2.1.3HistoryandDevelopmentofIconicityTheoryThediscussionofarbitrarinessandiconicityhasbeenaheatedtopicfromtheancientGreecetothe19thcentury.TherepresentativesofarbitrarinesswerepresentedbyAristotleandMr.Morganwhoproposedthattheappellationofthethingswasarbitrary,whichwasregardedasgeneral.Humboldts(1988),whoputforwardthelanguagestructureiconicity,proposedfirstlythatthesimilaritytheoryoflanguagestructurelawandthenaturallawwasequivalenttothesyntacticiconicity.Accordingtowhathestated,wecanknowthatthesyntacticiconicityisaveryimportantpartoflanguagestructure.ZhaoYanfang(2000)proposedthatfromthebeginningofthe20thcenturyto9 the1960s,thearbitrariness,proposedbySaussure,playedanimportantroleinthelanguagefield.SaussurestatedthearbitrarinessbetweensignifierandsignifiedinthebookCommonLinguisticsCourse.Thiskindofutterancestatesthatarbitrarinessisdevelopedfromthelanguagefield,whichisthefoundationtostudyiconicity.Sincethe1960s,therewerealotofexcellentlinguistsathomeandabroadandtheystatedthatthelanguagesymbolhaditsiconicity.HaimanpublishedNaturalSyntaxandSyntacticIconicityin1985andheexplainedthesyntacticiconicityindetails.2.2RelatedTheoriesofIconicityTherearetwokindsofrelatedtheoriestotheresearchoficonicity,andtheyarePierce’sTrichotomyofSymbolandHaiman’sSyntacticIconicityTheory.2.2.1Peirce’sTrichotomyofSymbolPeirce,anAmericanfounderofpragmatismandsemioticsandfamousphilosopher,publishedTrichotomyofSymbol.Hewasthefirstpersontousetheword“icon”andheputforwardthattherewasanaturalrelationshipbetweensymbolicformandaspectual.Pierce’TrichotomyofSymbolconsistedofthefollowingaspects:thesymboloficonicity,thesymbolofmarkandthesymbolofcode.Thesymboloficonicityrepresentsakindofthingbasedonthesimilaritybetweenattributeandobject.Forexample，acircularpaintedonthepaperrepresentsthesymbolofcircle.Besides,thesymboloficonicityontheonehandclaimsthatthereisasymbolofsimilarrelationshipbetweenthesymbolicrepresentationandthe10 object,whichbelongstothecategoryofproposition.Ontheotherhand,itconcernsthatthehumanbeingsacquirethenewthingswiththehelpofthesimilarrelationbetweenthenewandoldthings,whichbelongstoacognitivestyle.Thesymbolofmarkrepresentsthethingsfromtheaspectofthepotentialrelationshipbetweenrepresentativeandobject.Forexample,thegarbagelogoonthestreetsmeansthattherearesomepeoplewhohaddroppedlitterhere;thesymbolofcoderepresentsthatthesymbolofobjectrestrainedbythelaws.Forexample,the‘NoParking’signatthesideoftheroadmeansthatnobodyispermittedtoparkhere.Piercealsoexplainedsyntaxstructurefromtheaspectoficonicityinaccordancewiththelanguageruleswhichwereestablishedbypopularusage.What’smore,thesyntacticstructureofeachkindoflanguagehasiconicityandthiskindoficonicityislogical.Nowadays,linguistsstudyandunderstandtheiconicitybasedonPierce’thesymboloficonicity.2.2.2Haiman’sSyntacticIconicityTheoryHaiman,afunctionalistlinguist,publishedNaturalSyntaxin1985,whichwasachallengetothearbitrariness.Haimanproposedthattherewasanaturalconnectionbetweenthesentencestructureandconceptualstructureinthebook.Firstofall,hedividedtheconceptoftheiconicsymbolintotwokinds,imagiciconsanddiagrammaticicons,whichwerebasedonPeirce’sviewpoint.Inaddition,imagiciconscontainedmorphologyanddiagrammaticiconscontainedsyntacticicon.Haimandevelopedtheiconicityprinciple“similarformsmakesimilar11 meanings”tosyntacticiconicity.HedevelopedPierce’stheoryfurther,andhealsodividediconicityintotwoparts,thatis,componenticonicityandrelationshipiconicity.Generallyspeaking,componenticonicityrefersonekindoflanguageformcorrespondingtoonecorrespondentlinguisticmeaning.Thatistosay,differentmeaningsmustberepresentedbydifferentlanguageforms.Therefore,componenticonicityhasthecharacteristicsoflinguisticuniversality.Thesyntacticiconicityincludesthefollowingpartsprimarily:distanceoficonicity,sequenceoficonicityandquantityoficonicity.Haimanmadeasignificantcontributiontothestudyoficonicity，especiallytosyntacticiconicity.Hesucceededinputtingthestudyoflinguisticiconicityintoanewstage.Therefore,hewasregardedasoneofthemostinfluentiallinguistsintheareaoflinguisticiconicity.2.3GrammarTeachingForthestatementofgrammarteaching,theauthordividesitintothefollowingthreeparts:thedefinitionofgrammar,thedefinitionofgrammarteaching,andtherequirementofgrammarteachinginaccordancewiththeNewCurriculumStandard.Basedontheanalysisabove,theauthorcanunderstandthegrammarteachingprofoundly.2.3.1DefinitionofGrammarWhenitcomestogrammar,somepeoplemayassociateitwithasetofrigid,12 boringrules,whichmeasureswhatisrightandwhatiswronginalanguage.Infact,itisveryhardtogiveanexactdefinitionofgrammar,becausegrammarhasmanyabundantmeaningsthatpeopleusuallyknow.GrammarwasdefinedasthescientificrulesforthewordsintosentencesbyInOxfordAdvancedLearner’sDictionary,thedefinitionofgrammarisdefinedas“rulesinalanguageforchangingtheformofwordsandjoiningthemintosentences”(2004,p.762).AndintheLongmanDictionaryofContemporaryEnglish,thedefinitionofgrammarisdefinedas“therulesaccordingtowhichthewordsofalanguagechangetheirformoftheserules”(2003,p.631).Grammarhasalsobeendefinedfromdifferentperspectivesbydifferentlinguisticscholars.Brown(2000)regardedgrammarasasystemofrules,whichcontrolledthecustomaryarrangementandrelationshipofwordsinasentence.Basedonthestatement,wecanknowthatitisgrammarthatmastersthesentenceandmakespeopleapplylanguagetoagivenrule.ThemostcomprehensivedefinitionofgrammarwasstatedbyLarsen-Freeman.Shetookgrammarasahigherordernotionwiththreeparts:form,meaninganduse.Andhernotionattemptedtocombinethreeaspectsoflinguistics:syntax,semantics,andpragmatics.Therefore,whatshehadstatedhadmuchincommonwiththemodelofsystemic-functionallinguisticswhichwasputforwardbyHalliday.Halliday(2000)regardedgrammarasthestudyabouthowthethreeelements(form,meaninganduse)worktogethertoenablelearnerstocommunicateeffectively.Andthatmeansthethreeelementsmakeasentencecompletelyandmeaningfully.13 Thedefinitionsmentionedaboveshowthatgrammarisasystemofrulesanditalsohasitsmeaningandutilization.Thatistosay,grammarhasthreeprimaryaspects:form,meaningandutilization.Formisthebasisofgrammar,whichincludesvocabularyandsentencepatterns;meaningisthecontentofform,andeachformhasitsmeaning;utilizationisthebehavioroflinguisticapplication,whichistheobjectiveoflanguagelearning.2.3.2DefinitionofGrammarTeachingTheteachingmethodologyaboutpresentingaforeign-languagegrammaticalstructuretothelearnershasbeenappliedformanyyears.Teacherscanguidelearnerstopracticespecificgrammarpointsbythemeansofanalyzingthegrammaritemsduringtheteachingprocessbecausegrammarhasasystematicrule.Grammarteachinghasbeenareciprocatingprocess:practice---theory---practice.Inaddition,grammarteachinghasbeenaprocessfortheconcretepractice:recognizing,summarizingandapplying.Englishteachersshouldtrytheirbesttochoosescientificteachingmethodsbygeneralizingthecharacteristicsofgrammar.Furthermore,teachersshoulddevelopstudents’linguisticcompetencebycultivatingtheirabilityofapplication.2.3.3RequirementofGrammarTeachingintheNewCurriculumStandardNowadays,therearetwotendenciesaboutgrammarteaching:Someteachersputemphasisongrammarteachingstrongly,thatistosay,themaincontentoftheirEnglishclassisgrammarteaching.Theyspendalotoftimeexplaininggrammarrulesindetailsandpaymoreattentiontothelinguisticformsratherthanmeanings;onthe14 otherhand,someteachersattachimportancetocommunicativelanguageteachingandtheypursuethefluencyandaccuracy.However,theNewEnglishCurriculumStandardfortheseniorhighschoolrequirestheEnglishteacherstocultivatethestudents’abilityoflinguisticapplication.Grammaristheruleoflinguisticapplication.Somestudentscouldn’tapplylanguagewellthoughtheyhavemasteredmanywordsandexpressions,becausetheydon’tknowlanguagerules.TheNewCurriculumStandardproposesnewrequirementsforteachersandstudents,thatis,Englishteachersshouldpresenttheirowneffectiveteachingstrategiesandthestudentshavetheirowntheireffectivelearningstrategies.ThisEnglishcurriculumreformfocusesonchangingthesituationinwhichtheEnglishcurriculumputsemphasisontheformoflanguage,whichignoresthenecessityofstudents’applicationability.ObjectivesofEnglishgrammarteachinginNewCurriculumStandardareasfollows:1.Tomasterthewayofdescribingtime,location,anddirectionemotion.2.Tomasterthewayofexpressionaboutcomparingpeopleandphysicalobjects.3.Tousetheappropriatelanguageexpressiontodescribeandexpressideas,attitudeandemotion.4.Tomasterthebasicknowledgeofdiscourseandorganizetheinformationeffectivelybasedonthecharacteristicsofdiscourse.15 Thefourpointsabovereflectthatthegrammarteachingobjectivesinaccordancewiththenewrequirementsoflinguisticapplication,whichconsistswiththeexplanationofgrammarindictionary.SomerequirementsinNewCurriculumStandardareasfollows:1.Teachinggrammarinseniorhighschoolteachersshouldconsidermanyelements,suchas,thelogicalthinking,culturalawareness,contextofdiscourse,themeandgenre,vocabularyandsoon.Therefore,Englishteachersshouldpaymoreattentiontothelinguisticapplicationinordertointensifythestudents’grammaticalawareness.2.Thestudentsinseniorhighschoolshouldstudyandgraspthebasiclanguageknowledge,whichconsistsofvocabulary,grammar,pronunciation,functionandtopic,becauseEnglishgrammarteachingisanimportantpartofEnglishteaching.3.Grammarlearningistomasterthecompetenceofapplyinglanguageinsteadofgraspingthetheoreticalknowledgemerely.Therefore,thestudyofgrammarcannotbeseparatedfromthelinguisticapplication.TherearesomeprinciplesaboutgrammarteachinginNewCurriculumStandard:1.Itissignificanttodevelopstudents’linguisticcompetencebycombininggrammaticalformwithauthenticlanguageenvironment.2.Itwouldbebettertomakethegrammarvisualized,specificandvulgar.3.Thenumberofgrammaritemsshouldbecontrolledwithinareasonable16 range.Therefore,Englishteachersshoulddealwiththerelationshipbetweenthegrammarformandmeaningproperly.Besides,teachersshouldhelpthestudentstounderstandthegrammarrulesinordertocultivatetheirapplicationability.2.4TheRelationbetweenIconicityTheoryandGrammarTeachingNowadays,therearemoreandmorelinguistsstudyingtheapplicationoficonicitytoEnglishgrammarteaching.Theauthorfindsthatmanyscholarsandspecialistshavebeentryingtostudythetopic.What’smore,therearealsosomeapplicationsoficonicitytostylisticanalysis,translationandsoon.Theapplicationoficonicitytovocabularyteachinghastendedtobepopularwhichisadoptedinseniorhighschool.AnotherapplicationoficonicityisEnglishgrammarteaching.Thetraditionalgrammarteachingmethodsputemphasisonthelanguageformbutignoretherelationbetweentheobjectiveworldandthemeaningofthesentence.Therefore,thenewapproachisbeneficialtochangingthesituation.Asanimportantpartofforeignlanguageteaching,grammarteachingshouldbevalued.However,thekeypointistoofferthestudentsthemethodsofgrammarlearning,becauselettingthestudentsknowtherelationshipbetweentheformandthemeaningismoreimportantthanrememberingtherulesmechanically.Whileteachingforeignlanguage,teacherspaymuchattentiontothestudyoflanguageformsundertheimpactofarbitrarinessbutignorestheunderstandingofsemantics,sosomestudentsjustrememberthegrammarpointsmechanically,which17 resultsintheirlowlearningefficiency.However,iconicitytheorycanexplainthelinguisticrulesproperlyandmitigatestudents’memoryburdentosomecertainextent.Therefore,applyingtheiconicitytheorytotheEnglishgrammarteachinginseniorhighschoolhasagreatsignificance.TheapplicationoficonicityprinciplesfocusesonexplainingtheEnglishgrammarsentenceanddiscussingthesignificanceofEnglishgrammarteaching.Therefore,theauthorwillstatethethreemainprinciplesoficonicityconnectedwithsomespecificgrammarrules.Theiconicitytheoryreflectsthatdifferentlanguageformsexpressdifferentmeanings.Inthethesis,theauthorusesthreeprimaryprinciplesoficonicity(distanceoficonicity,sequenceoficonicityandquantityoficonicity)toexplaingrammarrules.(1)DistanceoficonicityandEnglishgrammarteachingLinguisticsignsofdistanceiconicityweresimilartoconceptualdistance.Therefore,thecloserthelanguagesymbolsfromeachother,theclosertheconceptualdistanceofwhattheyexpress.Besides,thecloserthehumanconceptualdistance,thethoughtsaremoresimilar.LakoffandJohnson(1980)thoughtthatthedistancebetweenthetwolanguagesymbolsinfluencedtheirmeanings.Therefore,wecanknowthatthemeaningofasentencewillchangebecauseofthedistanceoflanguagesymbols.Somegrammaritemscanbeexplainedbydistanceoficonicity:thepositionofnegativewords;theorderofadjective;restrictiveattributiveclausesand18 non-restrictiveclausesandsoon.(2)SequenceoficonicityandEnglishgrammarteachingThespecificperformanceoficonicityofsequenceisthattherelevantrelationshipbetweentimeanddevelopingsequenceofeventdescribedwithlanguage.WangYinarguedthattherewasaniconicityrelationshipbetweensequenceoficonicityandtheorderoflinguisticunits,whichcorrespondedtopeople’scognitivebasis.Somegrammaritemscanbeexplainedbysequenceoficonicity:thesequenceofadverbialclauseoftimeandadverbialclauseofmanner;thecoordinatingrelationandsoon.(3)QuantityoficonicityandEnglishgrammarteachingForquantityoficonicity,thenumberoflinguisticsignsisconnectedwiththenumberofconcepts,thatistosay,thegreaterthenumberofconceptshas,themorecomplexsentencesneedtousemorelanguageunits.Forexample:A.IwanttogotoAmericanextweek.B.IwouldliketogotoAmericanextweek.SentenceAstatesasimplefact“IwanttogotoAmericanextweek”,whichjustexpressesakindofidea;Bycontrast,SentenceBnotonlystatesthebasicideabutalsoaddsanaspiration.Somegrammaritemscanbeexplainedbyquantityoficonicity:patternsofemphasis;passivesentence;simplesentenceandcomplexsentenceandsoon.19 2.5PreviousStudiesofGrammarTeachingThestudiesofgrammarteachinghavebeenmoreandmorerefinedforalongtime,andmanyfamouslinguistsathomeandabroadhavegainedlotsofachievements.2.5.1PreviousStudyofGrammarTeachingAbroadThetopicsaboutthestatusofEnglishgrammarteachingandthedisputeabouthowtoteachEnglishgrammarhavearousedaheateddiscussion.Inthemiddleoftheth20century,theGrammarTranslationMethodgavethewaytoAudiolingualMethod,whichfocusedonthepatterndrills.AndthentheDirectMethodwasapttothepropositionthattheforeignlanguagelearningshouldbecarriedoutinthenaturalenvironmentlikethemotherlanguage.Besides,thegrammarrulesshouldbeconsolidatedbydoingamassofexercises.Somelinguistsstatedthatgrammarshouldnotbeputintotheclass,becausethefunctionofgrammarwasjustmarginalandlearningthegrammarformwasnotreliable.Inaddition,therewasakindofperspectiveaboutEnglishgrammarteachingwhichwasdividedintothreetypesinaccordancewithdifferentkindsofgrammarteachingview:theconservatives,thein-betweensandtheradical.Theconservativesstatedthattherewasnosensetoanalyzethecharacteristicsofgrammarforthelearners,sotheywereopposedtotheEnglishgrammarteaching;thein-betweensneitherdeniedthesignificanceofgrammarteachingnoradmittedthegrammaticalformteachingstrongly;andtheradicalsbelievedthatEnglishgrammarteachingwasthekeytolanguageteaching.20 FortheEnglishgrammarteaching,differentlinguistspresenteddifferentstatements:Vanpatten(2002)supportedtheprocessinginstruction;Nunan(1989)supportedthetask-basedlanguageteachingmethod;Swain(2001)supportedthecooperationoutputtaskact;Batstone,Celce-Murcia,Dornyei&Thurrel(1994)supportedtheEnglishgrammarteachingmethodsbasedonthediscourse.Spada(1997)foundthatthegrammaticalknowledgewhichtheteacherstaughtcouldberememberedforalongtimeandtheaccuracyoftheapplicationofthisrelatedgrammaritemscouldbeimprovedduringtheprocessoflanguageoutput.AccordingtowhatSpadastated,grammaticalknowledgecanhelpstudentsrememberandapplygrammareffectively.SomelinguistssuggestedthatEnglishteachersshouldapplythecommunicativemethodstoEnglishgrammarteaching,whichnotonlyfocusedonthelanguageformbutalsonotignoringthelanguagemeaning.Inaddition,teachersshouldalsoconnectthegrammarteachingwiththelinguisticcompetence---listening,speaking,readingandwriting.Grammarteachinginforeigncountrieshasfocusedonthetopicofapplicability.Andthetextbookshavealsoattachedimportancetotheapplicability.Therefore,theteachingcontentsshouldberelatedtothestudents’dailylife.Therefore,somesimplegrammaticalpointscouldbeconsolidatedbythelivingknowledge,whichhelpsthestudentsnotonlyrememberthegrammarrulesbutalsogettheabilityofexpression.2.5.2PreviousStudyofGrammarTeachingatHomeEnglishteachinginChinahasexperiencedahardjourneyofdevelopmentsince21 theNewChinawasfounded.Englishgrammarteachinghasbeenthekeypointwhichisbasedongrammartranslationmethod.Butgrammarteachinghasdevelopedinaneglectedsituationbecauseofbeingaffectedbythelanguageteachingapproachesfromsomeotherwesterncountries.TheministryofeducationstatedthattherewasaphenomenonthattheEnglishteachingfocusedontheknowledgecompetencein1987;besides,theministryofeducationattachedimportancetotheabilityofapplyingthelanguageandopposedtoregardthegrammarastheprimaryteachingcontents.Basedontheaboveanalysis,wecanknowthatthelanguagecompetencehasbeenputemphasisonandteachersalsopayattentiontocultivatingstudents’applicationability.Inthefollowing20years,grammarteachinghasbeennotacceptedwellinChinaanddevelopedduringadepressedperiod.PengKunxiang(2007)expressedthattheFull-timeCompulsoryGeneralHighSchoolEnglishCurriculumStandard,publishedin2001,statedthatthekeypointofthethiseducationalreformoveremphasizedthegrammarandvocabularyteaching,whichignoredcultivatingthestudents’practicallanguagecompetenceandthatwasnotgoodtohelpthestudentsdevelopthemselveswell.Therefore,cultivatingstudents’practicallanguagecompetenceisagoodchoiceforstudents’furtherdevelopment.ThestatementabovereflectsthatignoringthegrammarteachingisoneofthereasonstolowerthefunctionofEnglishgrammarteachingandEnglishteachersaretryingtheirbesttoexploretheEnglishgrammarteachingmethods.EnglishgrammarteachinggoesthroughaburdensomedevelopmentprocessinChina,buttheexplorationtogrammarteachinghasbeencarriedoutcontinuously.22 Chapter3Methodology3.1ResearchQuestionsInShenyangNo.10seniorhighschool,itispopulartoapplyGuidedLearningPlantoEnglishgrammarteaching.Learninggrammarwithlowefficiencyhasbecomeaproblemwhichperplexesteachersandstudents.Therefore,theauthoremploysthetheoryoficonicitytoEnglishgrammarteachingintheexperimentalclass.Andtheexperimentattemptstoanswerthefollowingquestions:(1)WhataretheeffectsoftheapplicationofthetheoryoficonicitytoEnglishgrammarlearninginseniorhighschool?(2)Whatarethestudents’attitudestowardsgrammarteachingwiththeapplicationofthetheoryoficonicity?3.2SubjectsInthethesis,theauthorchosetwoclassesofstudentsfromgradetwoinShenyangNo.10seniorhighschoolasthemainresearchsubjects.Therewere82studentsinthetwoclasses,41studentsineachclass.Andtherewere4boysand37girlsinClass(7),5boysand36girlsinclass（8）.TheauthoradoptedthetextbooksofBook5andBook6publishedbyForeignLanguageTeachingandResearchPressastheteachingmaterial.Besides,theauthorcarriedouttheteachingtasksaccordingtothesameteachingscheduleduringtheteachingexperimentprocedure.Theauthor23 choseclass(8)astheexperimentalclassandchoseclass(7)asthecontrolclass.Thenormalteachingmethod,GuidedLearningPlan,wasadoptedinclass7andtheiconicitytheorywascarriedoutinclass8.3.3InstrumentsTheauthorchoosesthefollowingmethodsastheresearchinstructions:thequestionnairebeforeexperiment,thequestionnaireafterexperiment,pre-test,post-testandinterview.3.3.1QuestionnaireThequestionnairebeforeexperiment:Theauthorofferedthetwoclassesthesamequestionnairebeforeexperiment.Thequestionnairebeforeexperimentwasthhandedouton16September,2015togathersomebackgroundinformationaboutstudents’grammarlearningsituationbeforetheexperiment.Thequestionnairebeforeexperimentconsistedof13questions,whichweredividedintotwoparts.Thefirstpartaimedatresearchingthestudents’attitudestowardsEnglishgrammarlearningandthewayshowtolearnEnglishgrammar;thesecondpartaimedatresearchingtheinformationaboutthestudents’attitudestowardstheircurrentteachingapproach.Thequestionnaireafterexperiment：Afterthree-monthexperiment,theauthorcarriedoutthequestionnaireafterexperimentintheexperimentalclass.Thequestionnaireafterexperimentconsistedof14questions,whichweredividedintotwoparts.Thefirstpartaimedatresearchingthestudents’attitudestowardstheEnglish24 grammarlearning;thesecondpartaimedatresearchingthestudents’attitudestowardsnewgrammarteachingapproach.3.3.2Pre-testBeforetheexperiment,theauthorusedatestpapertoinspectthestudents’originalgrammarlevelintheexperimentalclassandthecontrolclassonSeptemberth172015.Andthereweretwoitems:multiplechoiceandrationalcloze.Thereasonswhytheauthorchoosesthetwoitemsare:1.Themultiplechoiceishelpfultocultivatethestudents’recognitionability.Furthermore,itcanalsohelpthestudentsrecallandconsolidatethegrammarknowledge.2.Therationalclozeaimsattestingtheknowledge:infinitive,gerund,noun,subordinateclause,tenseandsoon,whichmeasuresuptotheNewCurriculumStandard.Thetestlastedfor40minutesandthetotalscorewas55.Andthentheauthornoteddowntheinformationofthepointsandcomparedthegapofthetwoclasses’grammarlearningcompetence.3.3.3Post-testAfterthreemonths’experiment,theauthorusedapapertestasthesecondtestinthetwoclasses.Thereweretwoitems:multiplechoiceandrationalcloze.Theauthorhandedoutthepaperstothetwoclassesandnoteddowntheinformationaboutscores.Thetestlasted40minutesandthetotalscorewas55.3.3.4InterviewAfterthethree-monthexperiment,theauthorcarriedoutaninterviewintheexperimentalclass.Thestudentsintheclasswerenumberedfrom1to41,and10of25 themwerepickeduprandomlytobeinterviewedbytheauthor.Everystudentgavetheirownopinionsaboutnewteachingapproachandgrammarlearning.Thentheauthorwrotedowntheiranswerscarefully.Theinterviewlastedfor45minutes.Andthecontentsoftheinterviewinvolvedthefollowingquestions:1.DidyouenjoylearningEnglishgrammarbeforetheteacherapplyingtheiconicitytheorytogrammarteaching?Why?2.Areyouinterestedinlearninggrammaraftertheteacherapplyingtheiconicitytheorytogrammarteaching?3.Whatkindofgrammaticaleffectsdoyougetaftertheteacherapplyingtheiconicitytheorytogrammarteaching?4.Comparingthenewgrammarlearningapproachwithyouroriginalapproach,whichonedoyouprefer?Why?3.4ProcedureTheteachingprocedureintheexperimentalclasswasdesignedbasedontheapplicationoficonicitytheory.Andtheauthorsummarizedtheiconicityprinciplescombiningwithsomespecificgrammarrules.Therearesomegrammarrulesthatcanbeexplainedbydistanceoficonicity:thepositionofnegativewords;theorderofadjective;restrictiveattributiveclausesandnon-restrictiveclausesandsoon.Besides,therearesomegrammarrulesthatcouldbeexplainedbysequenceoficonicity:thesequenceofadverbialclauseoftimeandadverbialclauseofmanner;thecoordinatingrelationandsoon.Forthequantityoficonicity,therearesomegrammarrules:26 patternsofemphasis;passivesentence;simplesentenceandcomplexsentenceandsoon.Theauthorchosethegrammaticalitem---restrictiveattributiveclausesandnon-restrictiveclausesinBook-Module-6,publishedbyForeignLanguageTeachingandResearchPressasateachingexample.Therewerefivestagesinthegrammarclass.Stage1Warming-up：Atthebeginningofthelesson,theteachershowsthestudentstwosentences---oneisarestrictiveattributiveclauseandtheotheroneisnon-restrictiveclauseontheblackboardandthenletsthestudentssaythedifferentcharacteristicsofthetwosentences.Thisstepaimsatlettingthestudentsunderstandtheconnectionbetweenthepositionofclausesandthemeaningofthesentence.Theteachershouldtellthestudentsthatthecharacteristicsofthiskindofgrammarcouldbeexplainedbythedistanceoficonicity.Themeaningofthesentencewillchangewiththechangeofthepositionoftheclauses.Forexample,theteachershowsthefollowingtwosentencesontheblackboardandasksthestudentstosummarizethecharacteristicsofthetwosentences.A.Ihaveasisterwhoisadoctor.B.Ihaveasister,whoisadoctor.Atlast,thestudentscanknowthatthekeypointisthecomma.Andthentheycanknowthatthereisaconnectionbetweenthemeaningofthesentenceandthepositionoftheclauses.Stage2Presentation:firstly,theteacherasksthestudentstotranslatethetwosentencesinordertoletthestudentsknowthemeaningofthetwosentences.27 Forexample:A.Iwillneverforgetthedaywhenwefirstmeteachother.Itmeans“我永远不会忘记我们见面的那一天”.B.Shesaidshehadfinishedherwork,whichIdoubledverymuch.Itmeans“她说她完成了工作使我很疑惑”.Secondly,theteacherasksthestudentstotranslatethesentencesaftertakingouttheclauses.ThestudentscanknowthatitisthecommathatmakesthepositionoftheclausefarthertotheheadwordinsentenceB.Therefore,forsentenceB,ifthesubordinateclause“whichIdoubtedverymuch”istakenout,themeaningofthesentenceisalsocompleted.Bycontrast,forsentenceA,ifthesubordinateclause“whenwefirstmeteachother”isdeleted,thereaderswillbeconfused.SosentenceAisrestrictiveattributiveclausesandsentenceBisnon-restrictiveclauses.What’smore,theteacherguidesthestudentstofindtherightanswerstepbystepinsteadofgivingtheanswerdirectly.Thisstepaimsatlettingthestudentssummarizethecharacteristicsbyobservingthestructureofthesentence.Thirdly,theteachershowsthestudentsthefollowingsentencesandasksthemtosummarizethedifferencesofthetwosentences.Forexample:A.Iwanttobuythehousewhichhasagarden.B.Iwanttobuythehouse,whichhasagarden.Withtheguidanceoftheteacher,thestudentscanknowthatrestrictiveattributiveclausestandsclosetothenounwhichitmodifiesanditisinthesameintonationcontourwiththenoun.Onthecontrary,non-restrictiveattributiveclauseisseparatedbyacommafromthenounwhichitmodifies,andithasitsownintonation28 contour.Thiscanbeclearlyexemplifiedinthepairsofsentencesabove.Stage3Production:Theteacherasksthestudentstogivesomeexamplesaboutrestrictiveattributiveclausesandnon-restrictiveclausesaccordingtotheirdailylife.Eg1.A.Sheheardtheterriblenoise,whichbroughtherheartintohermouth.B.TheteachertoldmethatTomwastheonlypersonthatIcoulddependon.Eg2.A.Hecamelateagain,whichmadehisteacherangry.B.Chinaisacountrywhichhasalonghistory.Besides,theteacherletsthestudentsdosomeexercisesinordertoconsolidatethestudents’grammarpoints.Thisstepaimsatcultivatingthestudents’applicationability.Forexample:1.Heisworkinghard,willmakehimpassthefinalexam.A.thatB.whichC.forwhichD.who2.Icanneverforgetthedayweworkedtogetherandthedaywespenttogether.A.when;whichB.which;whenC.what;thatD.onwhich;whenStage4Summary:theteachershouldsummarizethegrammarpointsinordertomakethestudentsgetabetterunderstandingofwhattheyhavelearnt.Forexample:1.Thecharacteristicsofthetwokindsofsubordinateclauses2.Thedifferentpositionsofthetwokindsofsubordinateclausesdecidedifferentmeaningsofthesentence.29 Stage5Homework:theteachershouldofferanassignmentandthecontentoftheassignmentistowriteapassageconnectedwithwhattheyhavelearntintheclass.Thisstepaimsathelpingthestudentscomprehendandconsolidatetheknowledge.Forexample:pleasewriteapassagewiththeknowledgewhatwehavelearntintheclass.Andthecontentsofthepassageareopen.3.5DataCollectionBeforetheexperiment,theauthordistributed82questionnairestothetwoclassesandaskedthestudentstofinishthequestionnairesaccordingtotheirrealityandshegainedtheresultsofthequestionnairebeforeexperimentintheexperimentalclassandcontrolclass.Secondly,theauthorcarriedoutthepre-testinthetwoclassestotesttheiroriginalgrammarlevelandshegotthedescriptivestatisticsofexamscoresofthepre-testinexperimentalclassandcontrolclass.Thirdly,theauthordesignedthepost-testtotestwhetherthenewapproachcouldmakeachievementsintheexperimentalclassandshereceivedthedescriptivestatisticsofexamscoresofthepost-testinexperimentalclassandcontrolclassafterthreemonths.Then,theauthordistributed41questionnairesintheexperimentalclasstotestthestudents’attitudestowardsthenewapproachandgrammarlearning.Sheobtainedtheresultsofthequestionnaireafterexperimentinexperimentalclass.Atlast,theauthorcarriedoutaninterviewintheexperimentclassandshegatheredtheresultsoftheinterview.30 3.6DataAnalysisFortheexperiment,theauthorcollectedfivesetsofdata.Firstly,theauthorusedtheresultsofquestionnairebeforeexperimenttoknowthestudents’attitudestowardsgrammarlearningandtheiroriginalteachingapproach.Thentheauthorgatheredthescoresofpre-testandpost-testofthetwoclassestocomparetheprogressofthetwoclassesstudentsandtheauthorusedSPSS17.0toanalyzethedataofscoresinordertoknowwhetherthenewapproachcouldgetgreatachievements.Fromtheresultsofquestionnaireafterexperiment,theauthorcouldknowthechangeoftheirattitudestowardsgrammarlearningandthenewlessonstyle.Thentheauthoranalyzedtheresultsoftheinterviewtoknowtheirattitudestowardsthenewapproachandtheirachievementaboutgrammarlearningduringthreemonths.31 Chapter4ResultsandDiscussion4.1ResultsTherearetwopartsinthischapter---theresultsandthediscussion.Fortheresults,theauthorcollectedtheresultsofthequestionnairebeforeexperiment,thequestionnaireafterexperiment,pre-test,post-testandinterview.Aboutthediscussion,theauthorcollectedthedataofthepre-testandpost-testtograsptheinformationabouttheeffectsoftheapplicationoficonicityandgatheredtheresultsofquestionnaireandinterviewtotestthestudents’attitudestowardsgrammarlearningandthenewlearningapproach.4.1.1ResultsoftheQuestionnaireThequestionnairebeforeexperimentaimsatresearchingthecurrentsituationoftheEnglishgrammarlearninginseniorhighschool.Thequestionnairebeforeexperimentiscarriedoutrespectivelyintheexperimentalclassandthecontrolclass.Thenumberofthequestionnaireintheexperimentalclassis41andthatinthecontrolclassis41,sothesumofthequestionnaireis82.Andtherecoveryofthequestionnairesis100%.TheconcretequestionnaireissetinAppendixA.32 Table4.1ResultsoftheQuestionnairebeforetheExperimentinECandCCOptionQuestionStronglyagreeAgreeUncertainAgreeStronglynumberDisagreeclassNP(%)NP(%)NP(%)NP(%)NP(%)1EC614.61741.5512.21126.824.9CC1024.21331.749.8922.1512.22EC614.5922.149.81434.1819.5CC24.91126.8717.11639512.23EC1024.31741.549.8717.137.3CC717.1819.5717.11434.1512.24EC512.1922.112.41434.11229.3CC717717.124.91024.41536.65EC512.31434.1614.51126.8512.3CC37.3922.1512.2922.137.36EC0012.4717.12356.11024.4CC0037.349.82663.4819.57EC37.3922512.21331.71126.8CC512.21024.437.31434.19228EC512.1614.6922.11434.1717.1CC49.6819.5819.51229.3922.19EC822.41126.8512.2819.5717.1CC716.91741.537.3922.1512.210EC614.61229.337.3922.11126.733 CC512.21331.7614.61024.4717.111EC819.51126.812.41229.2922.1CC1229.2922.137.31024.4717.112EC717.11024.412.41536.6819.5CC512.21434.1001229.31024.413EC37.31331.724.91639717.1CC512.2922.112.41434.11229.2Note:N=number,P=percentageQuestion1:Basedonthedataofthetableabove,itcanbeobservedthat56.1%studentsareinterestedinlearninggrammarbut31.7%ofthemdislikelearninggrammarintheexperimentalclass;incomparisonwiththeexperimentalclass,55.9%ofthestudentsareinterestedinlearninggrammarand34.3%ofthemdislikeinthecontrolclass.Sotheauthorcanfindthestudentsinthetwoclasseshavethesimilarattitudetowardswhethertheylikethegrammar.Question2:Accordingtothedataofthetableabove,itcanbeobservedthat36.6%ofthestudentslikethecurrentclassroomatmosphereand53.6%ofthemcan’taccepttheatmosphereintheexperimentalclass;incomparisonwiththeexperimentalclass,31.7%ofthestudentsenjoythegeneralgrammarclassroomatmospherebut51.2%ofthemdislike.Sotheteachershouldthinkaboutdevelopingteachingstyleiftheywanttoimprovethestudents’grammarlevel.Question3:Fromthedataofthetableabove,itcanbeobservedthat65.8%ofthestudentsspendalotoftimeinstudyinggrammarand24.4%ofthestudentscan’t34 dothatintheexperimentalclass;incomparisonwiththeexperimentalclass,36.6%ofthestudentsspendmostofthetimelearninggrammarbut46.3%ofthemcan’tdothatinthecontrolclass.Question4:Basedonthedataofthetableabove,itcanbeobservedthat35.1%ofthestudentsagreetolearngrammarknowledgemechanically,65.9%ofthemdisagreewiththeopinionintheexperimentalclass;incomparisonwiththeexperimentalclass,34.1%ofthestudentsenjoyrememberinggrammarrulesmechanicallybut61%ofthemdisagreethatinthecontrolclass.Question5:Accordingtothedataofthetableabove,itcanbeobservedthat46.4%ofthestudentscan’tapplythegrammarwellintheexperimentalclass;incomparisonwiththeexperimentalclass,58.4%ofthestudentscan’tapplythegrammarinaproperwayinthecontrolclass.Therefore,overhalfofthestudentshavetheproblemofapplyinggrammar.Question6:Accordingtothedataofthetableabove,itcanbeobservedthatalmostoverhalfofthestudentsinthetwoclassesdon’tthinkthattheircurrentteachingapproachcanbebeneficialtoimprovingtheirgrammarlearningefficiency.Question7:Fromthedataofthetableabove,itcanbeobservedthat29.3%ofthestudentsintheexperimentalclasspayattentiontothemeaningofwhattheyexpressedratherthantheformofthesentence.However,thereare36.6%ofthestudentsinthecontrolclassputemphasisonexpressingmeaning.Partone(fromquestion1toquestion7):Accordingtotheanalysisabove,theauthorcanknowthatmoststudentsinthetwoclassespossessapositiveattitude35 towardstheEnglishgrammarlearningbuttheycan’tfindtheeffectivelearningmethods.Butsomeofthemchoosetorememberthegrammarmechanically,whichresultsinlowlearningefficiency.Question8:Fromthedataofthetableabove,itcanbeobservedthat26.7%ofthestudentslikethecurrentgrammarteachingpatternbut51.2%ofthestudentsdislikethecurrentteachingpatternintheexperimentalclass;incomparisonwiththeexperimentalclass,29.1%ofthestudentsenjoythecurrentgrammarteachingpatternbut51.4%ofthestudentsobjecttotheapproachinthecontrolclass.Therefore,overhalfofthestudentsinthetwoclassesareagainstthecurrentgrammarteachingapproach.Question9:Basedonthedataofthetableabove,theauthorcanknowthatalmosthalfofthestudentsinthetwoclassesthinkthatthecurrentteachingapproachcanbehelpfultocultivatetheirabilityoflistening,speaking,readingandwriting.Question10:Accordingtothedataofthetableabove,almosthalfofthestudentsinthetwoclassesthinkthatthecurrentteachingapproachisnotveryusefultocultivatetheirapplyingcompetence.Question11:Fromthedataofthetableabove,itcanbeobservedthatnearlyhalfofthestudentsinthetwoclassesarenotinclinedtoexploreandsummarizethecharacteristicsofthegrammarknowledgeactively.Question12:Fromthedataofthetableabove,itcanbeobservedthatalmosthalfofthestudentsinthetwoclassesdon’tthinkthecurrentteachingapproachcanhelpthemcomprehendgrammarrulesbetter.36 Question13:Basedonthedataofthetableabove,itcanbeobservedthatalmosthalfofthestudentsinthetwoclassescanrealizetheimportancethattheteachershouldbalancethegrammarformwiththemeaningwhenexplaininganewgrammaritem.Parttwo(fromquestion9toquestion13):Basedontheanalysisabove,theauthorcanfindthatmanystudentsarenotsatisfiedwiththecurrentteachingapproachandtheyareinclinedtolearngrammarbyfinishingteachingtasksordoingavarietyofactivities.Thequestionnaireaftertheexperimentaimsatresearchingthestudents’attitudestowardsthegrammarknowledgeaswellasthenewteachingapproach,sothequestionnaireafterexperimentisputintopracticejustintheexperimentalclass.Thenumberofthequestionnairesintheexperimentalclassis41,andtherecoveryofthequestionnaireis100%.TheconcretequestionnaireissetinAppendixB.37 Table4.2ResultsoftheQuestionnaireaftertheExperimentinECStronglyDisagreeUncertainAgreeStronglyagreeOptiondisagreeQuestionNP(%)NP(%)NP(%)NP(%)NP(%)1512.12048.849.8717.1512.22717.11741.524.9512.21024.33819.52048.837.3922.112.3449.8819.5512.21843.9614.65812.21946.337.3717.149.86717.11843.949.8922.37.117512.21331.7717.1717.1921.98512.21946.349.8922.949.89717.11536.637.3614.61024.410512.21741.537.3717.1921.911512.2512.2717.11331.71126.8121024.31741.524.9512.5716.813614.62151.237.3717.149.814922.11741.537.3717.1512Note:N=number,P=percentageQuestion1:Basedonthedatatothetableabove,itcanbeobservedthat60.9%38 studentsintheexperimentalclassareinterestedinlearninggrammaraftertheexperimentandtheirattitudeschangealot.Question2:Accordingtothedataofthetableabove,itcanbeobservedthat60.9%ofthestudentsintheexperimentalclassenjoythecurrentclassatmosphereaftertheteacherapplyingtheiconicitytheorytogrammarteaching.Question3:Accordingtothedataofthetableabove,itcanbeobservedthattherearemoreandmorestudentsintheexperimentalclassspendalotoftimeinstudyinggrammar,whichresultsineffectivelygrammarlearning.Question4:Basedonthedataofthetableabove,itcanbeobservedthatmostofthestudentsintheexperimentalclassdon’tagreetolearngrammarknowledgemechanicallyQuestion5:Fromthedataofthetableabove,itcanbeobservedthatoverhalfofthestudentsintheexperimentgetprogressaboutapplyingthegrammar.Question6:Accordingtothedataofthetableabove,itcanbeobservedthatlotsofthestudentsintheexperimentalclassesregarditbeneficialtoapplyingtheirnewteachingapproachtogrammarlearning.Question7:Fromthedataofthetableabove,itcanbeobservedthattherearemoreandmorestudentsintheexperimentalclasshadrealizedtheimportanceofpayingattentiontothemeaningoftheirexpressionratherthantheformofthesentence.Partone(fromquestion1toquestion7):Accordingtotheanalysisabove,itcanbeobservedthatmostofthestudentsintheexperimentalclassthinkthattheyhave39 gotgreatprogressaftertheirteacherapplythenewapproach.Andtheybegintodevelopthehabitofthinkingactively.Question8:Fromthedataofthetableabove,itcanbeobservedthat58.5%ofthestudentsintheexperimentalclasslikethecurrentteachingpattern,whichreflectsthattheapplicationoficonicitygetsagreateffect.Question9:Basedonthedataofthetableabove,itcanbeobservedthatoverhalfofthestudentsintheexperimentalclassthinkthatthecurrentteachingapproachcouldbehelpfultocultivatetheirabilityoflistening,speaking,readingandwriting.Therefore,theyacceptthenewapproachverywell.Question10:Accordingtothedataofthetableabove,itcanbeobservedthattherearemorestudentsintheexperimentalclasshaverealizedtheimportanceofthenewapproachthanthatbeforetheexperiment.Question11:Fromthedataofthetableabove,itcanbeobservedthatthestudentsaretryingtheirbesttoexploreandsummarizethecharacteristicsofthegrammarknowledgebecauseoftheinfluenceoftheapplicationoftheiconicity.Question12:Fromthedataofthetableabove,itcanbeobservedthatmostofthestudentsintheexperimentalclassregardthenewapproachasagoodmethodtocomprehendgrammarfurther.Question13:Basedonthedataofthetableabove,itcanbeobservedthatmoreandmorestudentsintheexperimentalclassputtheemphasisonthenecessarythattheteachershouldbalancethegrammarformandthemeaningwhenexplaininganewgrammaritem.40 Question14:Fromthedataofthetable,itcanbeobservedthatthestudentsintheexperimentalclassthinkhighlyofthenewapproachbecausethenewapproachhelpsthemreducetheirmemoryburden.Parttwo(fromquestion8toquestion14):Basedontheanalysisabove,itcanbeobservedthatmostofthestudentsaresatisfiedwiththenewapproach.Besides,mostofthemthinkthatthenewapproachcultivatetheirapplicationabilityandreducetheirmemoryburden.4.1.2ResultsofthePre-testththOnSeptember17BeforetheexperimentonSeptember17，theauthorusedatestpaperasapre-testtoteststudents’Englishgrammarlevelbeforetheexperiment.Studentsoftwoequivalentclassesatthesametimefinishedthisexamwithinthestipulatedtime.Afterfinishingtheexam,thewritergatheredthemarksandassessesoftwoclasses.Table4.3DescriptiveStatisticsofExamScoresofthePre-testinECandCCGroupStatisticsClassNMeanStd.Std.ErrorDeviationMeanPre-testEC4136.13414.77758_74613scoreCC4136.63415.00752_78204AsisknowninTable4.3,theEC’spre-testmeanscoreis36.1341,andCC’spre-testmeanis36.6341.ThestandarddeviationofECis4.77758andthestandarddeviationofCCis5.00752.ThetableaboveprovesthattheEnglishgrammarlevelinECandCCareextremelyclose.41 Table4.4IndependentSamplesTestofExamScoresofthePre-testinECandCCIndependentSamplesTestLevene"sTestforEqualityofVariancest-testforEqualityofMeansStd.95%ConfidenceSig.MeanErrorIntervalofthe(2-taileDifferenDifferenDifferenceFSig.TDfd)ceceLowerUpperScoresEqual-1.6510variances.101.752.46380.645.500001.080882.651033assumedEqualvariances79.82-1.6511.463.645.500001.080882.65110not40assumedFromthetableabove,itcanbeobservedclearlythatthesigvalueis0.645anditishigherthan0.05,whichshowsthatthereisnotasignificantdifferencebetweenthetwoclasses’pre-testscores.4.1.3ResultsofthePost-testAttheendoftheexperiment,theauthorusedatestpaperasapost-testtoteststudents’Englishgrammarlevel.Table4.5DescriptiveStatisticsofExamScoresofthePost-testinECandCCGroupStatisticsClassNMeanStd.Std.ErrorMeanDeviationPost-testEC4141.23175.25725_82105scoreCC4137.10985.41700_84599Fromthetableabove,theauthorcanknowthatEC’spost-testmeanscoreis41.2317andCC’spost-testmeanscoreis37.1098.ThestandarddeviationofECis5.25725andthestandarddeviationofCCis5.41700.Therefore,itshowsthatthe42 studentsinEChavemadegreatprogress.Table4.6IndependentSamplesTestofExamScoresofthePost-testinECandCCIndependentSamplesTestLevene"sTestforEqualityofVariancest-testforEqualityofMeansStd.95%ConfidenceSig.MeanErrorIntervalofthe(2-taileDifferenDifferenDifferenceFSig.TDfd)ceceLowerUpperScoreEqual.000.996-3.4980.001-4.12191.17891-6.4680-1.7758variances6555assumedEqual-3.4979.9.001-4.12191.17891-6.4680-1.7758variances628582notassumedFromthetableabove,itcanbeobservedclearlythatthesigvalueis0.001anditislowerthan0.05,whichstatesthatthereisasignificantdifferencebetweenthetwoclasses’post-testscores;fromthemeanscores,thepost-testscoresintheexperimentalclasshaveagreaterincrease.Table4.7ThePairedStatisticsoftheResultsofPre-testandPost-testinCCPairedSamplesStatisticsStd.Std.ErrorMeanNDeviationMeanCCPre-test36.6341415.00752.78204Post-tes37.1098415.41700.84599tAsisknowninTable4.7,theCC’spre-testmeanis36.6341andCC’spost-test43 meanis37.1098.Therefore,thestudentsinthecontrolclasscouldn’tgetobviousprogressduringthethreemonths.Table4.8ThePairedSamplesTestoftheResultsofPre-testandPost-testinCCPairedSamplesTestPairedDifferences95%ConfidenceIntervaloftheDifferenceStd.Std.ErrorSig.MeanDeviationMeanLowerUppertdf(2-tailed)CCPre-test–-.47563.28434.51293-1.51228.56106-.92740.359post-test1FromTable4.8,itcanbeobservedthatthesigvalueis0.359anditishigherthan0.05,whichmeansthatthereisnotverysignificantdifferenceofthestudents’scoresinthecontrolclassduringthethreemonths.Table4.9ThePairedSamplesStatisticsoftheResultsofPre-testandpost-testinECPairedSamplesStatisticsStd.Std.ErrorMeanNDeviationMeanECPre-test36.1341414.77758.74613Post-tes41.2317415.25725.82105tAsisknowninTable4.9,theEC’spre-testmeanis36.1341andtheEC’spost-testmeanis41.2317.Therefore,thestudentsintheexperimentalclasshavegotgreatprogressduringthethreemonths.44 Table4.10ThePairedSamplesTestoftheResultsofPre-testandPost-testinECPairedSamplesTestPairedDifferences95%ConfidenceIntervaloftheDifferenceStd.Std.ErrorSig.MeanDeviationMeanLowerUppertdf(2-tailed)ECPre-test–-5.0973.27723.51182-6.13198-4.06314-9.96040.000Post-test56FromTable4.10,itcanbeobservedclearlythatthesigvalueanditislowerthan0.05,whichmeansthatthereisasignificantdifferencebetweentheEC’Spre-testscoresandEC’spost-testscores.Therefore,thescoresofthepost-testarehigherthanthescoresofthepre-testintheexperimentalclassaccordingtothedataoftable.4.1.4ResultsoftheInterviewAftertheexperiment,theauthorcarriedoutaninterviewintheexperimentalclassfor45minutes.Thestudentsintheclasswerenumberedfrom1to41,and10ofthemwerepickeduprandomlytobeinterviewedbytheauthor.Basedontheresultsoftheinterview,theauthorcanfindthatthestudentsgotgreatprogressnotonlyongrammarlearningefficiencybutalsoontheattitudestowardsgrammarlearning.Accordingtotheresultsoftheinterview,theauthorknewthatmanystudentswerenotinterestedinlearninggrammarbeforetheexperimentbecausetheythoughtthatgrammarwasboring.Besides,someofthemcouldn’thavesufficientcompetenceofapplyinggrammar.Bycontrast,mostofthestudentsstatedthattheyweremoreinterestedinlearninggrammarandtheygottheconfidenceoflearninggrammaraftertheexperiment.What’smore,theygotgreatprogressinapplyinggrammar.45 Forquestionone“DidyouenjoylearningEnglishgrammarbeforetheteacherapplyingtheiconicitytheorytogrammarteaching?Why?”andthestudentsstatedtheirideas.Mostofthemexpressedthatgrammarlearningwasboring,difficultanduseless.Andfewofthemenjoyedlearninggrammar.Student7statedthat“Idon’tlikelearninggrammar.IalwaysmakemistakeswhenIdoexercises”.Student16expressedthat“Ithinkthatlearninggrammarisnotofbenefittome”.Andstudents4explainedthat“IamnotinterestedinlearninggrammarbecauseIcouldn’tunderstandthegrammarnomatterhowstrugglingIam”.Forquestiontwo“Areyouinterestedinlearninggrammaraftertheteacherapplyingtheiconicitytheorytogrammarteaching?”,theresultsoftheinterviewshowedthatmanyofthestudentsgottheconfidenceoflearninggrammarandtheyweremoreinterestedinlearninggrammarinsteadofbeingtiredofitlikebefore.Student27saidthat“IfindthatgrammarlearningisnotverydifficultnowandIamtryingmybesttolearngrammar”.Student13expressedthat“IhatedlearninggrammarbeforebutnowIthinkthatgrammarlearningisnotveryboring”.Students7statedthat“Iliketheprocessofexploringandsummarizingthecharacteristicsofgrammarknowledge,becauseIwillbeconfidentwhenIcangivetherightanswer”.Forquestionthree“Whatgrammaticaleffectsdoyougetaftertheteacherapplyingtheiconicitytheorytogrammarteaching?”,mostofthestudentsexpressedthattheyhadgainedgreatprogress.Manyofthemwerewillingtotakepartinthegrammarclassactivelyandtheywereenthusiastictorespondtotheteacherafterapplyingthenewapproach.What’smore,theybegantoputtheemphasisonthe46 applicationofgrammar.Student38expressedthat“Iliketofinishthetaskswhichtheteacheroffered,becausetheprocesswasinteresting”.Student16statedthat“Iliketotakepartintheteachingactivities,becausetheclassroomatmosphereisrelaxing”.Student23statedthat“Icouldcomprehendthegrammareasierthanbefore,becausetheteacherguidesustoobservethecharacteristicsofthesentencesandsummarizethecharacteristics.Andthiskindofmethodhelpsmealot”.Student35said“themistakesImakearelessthanbefore,becausethisnewapproachhelpsmegetabetterunderstandingoftherelationshipbetweentheformandmeaningofasentence.Forquestionfour“Comparingwiththenewgrammarlearningapproachwithyouroriginalapproach,whichonedoyouprefer?Why?”andtheresultsoftheinterviewshowedthatmostofthestudentspreferredthenewapproach.Student39statedthat“Ilikethenewapproachbecauseitisinteresting”.Student23statedthat“Ipreferthenewapproachbecauseithelpsmeunderstandthegrammarbetter”.Student16statedthat“IprefertheoldapproachbecauseIthinkthatrememberingalotofgrammarrulesisbeneficialforme’.Student35statedthat“IliketheoriginalmethodbecauseIthinkthenewapproachdoesn’tsuitmylearningstyle”.Student17saidthat“Ipreferthenewapproachbecausetheclassroomatmosphereisrelaxing,whichhelpsmelearnthegrammareffectively.4.2DiscussionForthediscussion,theauthorputsforwardtwoquestions:1.WhataretheeffectsoftheapplicationofthetheoryoficonicitytoEnglishgrammarlearninginsenior47 highschool?2.Whatarethestudents’attitudestowardsthegrammarteachingwiththeapplicationofthetheoryoficonicity?Theauthorusestheresultsofpre-testandpost-testtodiscussthefirstquestionandusestheresultsofthequestionnairebeforeexperiment,thequestionnaireafterexperimentandinterviewtodiscussthesecondquestion.4.2.1DiscussionontheEffectsoftheApplicationoftheTheoryofIconicitytoEnglishGrammarLearninginSeniorHighSchoolTheapplicationoficonicitytogrammarteachingwascarriedoutinShenyangNo.10seniorhighschoolanditbroughtanewperspectiveaboutgrammarlearningapproachforthestudents.Thegeneralapproach,guidedlearningplan,wascarriedoutinthecontrolclass.Beforetheclass,theteacherputouttheplantothestudentsandthestudentsrememberedeachitemofthegrammarpointsmechanically.Butthatwasnotbeneficialforcultivatingthestudents’applicationabilitythoughtheycouldremembertherulesclearly.Andthiskindofteachingapproachneitherofferedthestudentsenoughspacetodiscoverandrecallthegrammarpointsthemselvesnorassistedincultivatingtheirapplicationability.Incomparisonwiththeoriginalapproach,thenewapproachwhichwascarriedoutintheexperimentalclassgotawonderfulachievement.Firstly,thestudentsgainedagreatachievement.Ontheonehand,thestudentscouldapplythegrammarinapropersituation.Forexample,A.Pleaseopenthewindow.48 B.Couldyoupleaseopenthewindow?ComparingwithsentenceA,sentenceBreflectsakindofrequest.Therefore,thenumberoflinguisticsignsaffectsthemeaningofthesentence;Ontheotherhand,theirgrammaticalaccuracywasimproved.Becausetheycouldcomprehendtherelationbetweentheformandmeaningrelatedwithiconicityprinciples.Secondly,thestudentscouldimprovetheirlearningefficiencybecausethenewapproachhelpedthemreducetheirmemoryburden.Forexample:A.Helikestheroomwhichhasfourwindows.B.Helikestheroom,whichhasfourwindows.Forthetwokindofsentence,manystudentscouldn’tdistinguishthedifferencebetweenthem.Inaccordancewiththedistanceoficonicity,theteachercouldguidethestudentstoobservethetwosentencesandsummarizethecharacteristics.Afterthattheteachercouldexplainthegrammarwiththeknowledgeofdistanceoficonicity.ThereisacommainSentenceB,whichmakesthepositionofsubordinateclausefartherawayfromtheheadword.AndthesubordinateclauseinSentenceAisclosertotheheadword.Besides,thesubordinateclauserestrictstheheadworkclosely.Therefore,thestudentscouldunderstandthatthedifferencesbetweenthetwosentenceswhichwereaffectedbythepositionofthesubordinateclause.Atlast,thestudents’grammaticalapplicationabilitygainedaprogressbecausethenewapproachputemphasisontherelationshipbetweentheformandmeaningofasentence,whichwashelpfulforstudentstocomprehendthegrammar.Everytimetheteacherpresentsthenewknowledge,hecouldletthestudentssetupexamples49 whichwererelatedtotheirdailylife.Accordingtotheaboveanalysis,wecanknowthattheapplicationoftheorytogrammarteachinggotgreateffectsintheexperimentalclass.Theapproachpaysmoreattentiontothebalancebetweentheformandthemeaning.Andthemeaningofsentencewillchangebecauseoftheformofsyntacticelements.Basedontherules,thestudentscancomprehendgrammareffectivelyandreducetheirmemoryburden.Therefore,thestudents’Englishscoresintheexperimentalclassbecomebetterthanthatinthecontrolclass.4.2.2DiscussiononStudents’AttitudestowardsGrammarTeachingwiththeApplicationoftheTheoryofIconicityGoodattitudeishalfthebattle,sothestudents’attitudestowardstheteachingapproachshouldnotbeignored.Theauthorcouldknowthatsomestudentsdidn’thavetheirgenerallearningapproachandtheywerenotinterestedingrammarlearninginaccordancewiththedataofquestionnairebeforetheexperiment.Besides,theyregardedgrammarlearningastheEnglishlearningdifficulty.So,someofthemchosetoremembergrammarrulesmechanically.Andsomeofthemthoughtthattheycouldlearngrammarjustwiththepurposeoffinishingteachingtasks.Becausetheythoughtthattheycouldimprovetheiraccuracyiftheyrememberedgrammarrulesasmuchaspossible.Afterthreemonths’experiment,mostofthestudentslikedthenewapproachandtheystatedthattheclasswasmoreinterestingthanbefore.Manyofthemthoughtthatthenewapproachmotivatedthemtothinksotheyenjoyedthiskindofclassstyle.50 Forexample,thestudentsacceptedtheteacher’ssummarycompletelybeforetheexperimentandtheytooknotesmechanically.Comparingwiththatsituation,thestudentscouldobserveandsummarizethecharacteristicsofgrammarwiththeguidanceofteacher.Thestudentscouldstudyinarelaxingatmosphere,whichassistsincomprehendingandrememberingthegrammarrules.What’smore,ithelpedthemtoimprovethegrammarlearningefficiency.Therefore,theexperimentprovesthatthiskindofteachingapproachconformstotherequirementofthecurrentcurriculumstandard.Theauthorcarriedoutaninterviewintheexperimentalclassaftertheexperiment.Basedontheresultsoftheinterview,theauthorcouldknowthatmanyofthemenjoyedthenewapproachandtheyweremoreinterestedinlearninggrammarthanbefore.Somestudentsstatedthatthenewapproachnotonlyhelpedthemcomprehendthegrammarwellbutalsocultivatedtheirabilityofapplyingthegrammar.What’smore,somestudentslikedtheclassroomatmospherebecauseitwasrelaxing.Andtheycouldlearnthegrammarbyfinishingteachingactivities.Intheexperimentalclass,theauthorguidedstudentstoobservethecharacteristicsofthesentencesandsummarizethegrammarrulesandthenletthemsetupexamplesconcernedwiththeirdailylife.Thisteachingstepaimedatlettingstudentsinterestingrammarlearning.However,theteacherjustappliedtheirgeneralteachingapproachinthecontrolclassandthestudentswrotedownnotesandrememberedgrammarrulesmechanistically,whichresultsinlosinginterestofgrammarlearning.51 52 Chapter5Conclusion5.1MajorFindingsIconicitytheorywasappliedintheexperimentalclass.Thenormalteachingmethod,GuidedLearningPlan,wasadoptedinthecontrolclassrespectivelyduringthethreemonths.Theauthorusedtheresultsofthepre-testandpost-testtodiscusstheeffectsofthenewapproachandusedtheresearchresultsofquestionnaireandinterviewtodiscussstudents’attitudestowardsthenewapproach.Basedontheresultsofquestionnaire,testandinterview,theauthorcouldfindmajorfindingsasthefollows:1.TheEnglishgrammarteachingapproachwhichappliedtheiconicitytogrammarteachingcouldbeusefultoimprovethestudents’abilityofapplyingthegrammartopracticeproperly.2.ItcanbemoreeffectivetohelpthestudentsinseniorhighschoolmastertheEnglishgrammarrulesandsyntacticstructureanditisalsohelpfultoimprovethegrammaticalaccuracy.3.Theteachingmethodassiststhestudentsincomprehendinggrammarbecausethenewteachingmethodisbeneficialtoreducingtheirmemoryburden.4.Thestudentsenjoythenewgrammarclassstyleandtheyacceptthenewapproachgradually.5.2PedagogicalImplicationsAccordingtotherequirementsoftheNewEnglishCurriculumStandard,the53 studentsinseniorhighschoolshouldmasteramassofgrammarrules.Therefore,wrongteachingmethodswillresultinincreasingthememoryburden.ThestudentswillformawronglearningpatternandlearnthegrammarmechanicallyiftheEnglishteachersputemphasisonpresentingtheformoflanguage.Therefore,therearesomeimplicationsforfutureteachingandsomesuggestionsforteachers.WhenapplyingthetheoryoficonicitytoEnglishgrammarteachinginseniorhighschool,theauthorgetssomeimplicationsforfutureteachingandofferssomesuggestionsforEnglishteachersinseniorhighschool.Firstly,theapplicationoficonicitytogrammarteachingisbeneficialtoreducingstudents’memoryburden.Teachersshouldmasterthecharacteristicsoftheiconicityandrealizetherelationshipbetweenthegrammaritemsandtheiconicityprinciples.Secondly,theapplicationoficonicitycultivatesstudents’applyingcompetence.Therefore,teachersshouldguidethestudentstosetupexampleswhichareconnectedwiththeirowndailylife.Andthatishelpfultodeveloptheirabilityofemployinggrammar.Inaddition,teachersshouldunderstandtheiconicityandcarryoutsomecreativeteachingactivities.Onlyinthatwaycouldstudentscomprehendgrammarproperly.Thirdly,theapplicationoficonicitymotivatesstudentstothinkactivelyandtofeedbackintime.Therefore,teachersshouldguidestudentstosummarizegrammarrulesbyobservingthestructureofthesentence,whichnotonlyencouragestudentstocomewiththeteacherbutalsoletthemfindtheinterestofgrammarlearning.54 Lastbutnotleast,theapplicationoficonicityisbeneficialtohelpingstudentsfindthemethodoflearninggrammar.Teachersshouldconnecttheformandthemeaningofthestructurewhentheyexplainthegrammaritemssothatstudentswillnotremembergrammarrulesmechanically.5.3LimitationsoftheStudyTheapplicationofthetheoryoficonicitytoEnglishgrammarteachinginseniorhighschoolisanewattempt.However,everythinghastwosides.Theauthorobservesthattherearesomelimitationsinthisthesisasthefollows:1.Theauthorjustchoosestwoclassesasthesubjectsandthenumberofsamplesoftheresearchislimitedsothattheresearchresultisnotverypersuasive.2.Thetimeoftheexperimentislimited.Thestudentsneedmuchtimetoacceptthenewteachingapproach.Itisnotveryeasyforthestudentstounderstandtheiconicitytheoryinashorttime,whichaffectstheexperimentresults.Basedontheabovestatements,theexperimentshouldberefinedfurthertoensuretheeffectivesoftheexperiment.5.4SuggestionsforFurtherResearchInaccordancewiththerequirementsoftheNewCurriculumStandard,thestudentsinseniorhighschoolshouldgraspamassofgrammarknowledge.Iftheteachingapproachisnotscientific,thestudentswillnotmastertheknowledgeeasily.Teacherscouldexplainthegrammaritemsaccordingtothethreemainprinciples,55 distanceoficonicity,sequenceoficonicityandquantityoficonicity,whichassistthestudentsinstudyingthegrammaritems.Besides,studentsshouldmastertheconnectionbetweenthemeaningandformofasentence.FurtherresearchescanbedoneinsuchaspectsaswhetheritmakessensetostudysomeotherteachingmethodsinaccordancewiththeiconicitytheoryandwhetheritispossibletoapplytheiconicitytheorytootherEnglisharea,foreexample,vocabulary.56 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AppendixAQuestionnairebeforeExperiment高二学生英语语法学习情况调查问卷（一）亲爱的同学：你好！这是一份关于语法学习情况的调查问卷，旨在了解你的语法学习情况。本问卷采用不记名形式，答案没有对错之分，请根据实际情况认真如实作答，谢谢合作！班级：性别：以下陈述是关于语法学习上的一些观点，请仔细阅读，根据你的实际情况，把相应的序号（1---5）写在每道题之后。1.完全同意2.同意3.既不同意也不反对4.不同意5.完全不同意1.我对语法感兴趣，喜欢学习语法。（）2.我喜欢现在的语法课堂氛围。（）3.我花费在语法学习上的时间占很大比例。（）4.我认为学习英语语法就是对规则死记硬背。（）5.我记住了很多语法规则，但是不会用。（）6.我认为现在的语法教学模式有利于提高我的英语学习效率。（）7.与别人交流时，我更加注重表达意义而不是句子的结构。（）8.我喜欢教师目前的这种英语语法教学模式。（）9.教师目前的语法教学对我的听说读写能力影响不明显。（）10.目前的教学方法提高了我的语法应用能力。（）11.我喜欢教师归纳总结语法规则而不是主动去发现。（）12.目前的语法教学方法能够帮助我更好地理解语法知识。（）61 13.教师讲授一个新的语法知识时，不仅要关注语言的形式同时也要重视对应意义的理解。（）62 AppendixBQuestionnaireafterExperiment高二学生英语语法学习情况调查问卷(二)亲爱的同学:你好!这是一份关于语法学习情况的调查问卷,旨在了解通过三个月的象似性理论语法教学,你的语法学习情况的变化。本问卷采用不记名形式,答案没有对错之分,请根据自己的实际情况认真如实作答,谢谢合作!班级：性别：以下陈述是关于语法学习的一些观点，情仔细阅读，根据你的实际情况，把相关的序号（1---5）写在每道题的后面。1.完全同意2.同意3.既不同意也不反对4.不同意5.完全不同意1.我对语法感兴趣，喜欢学习语法。（）2.我喜欢现在的语法课堂氛围。（）3.我花费在语法学习上的时间占很大比例。（）4.我认为学习英语语法就是对规则死记硬背。（）5.我记住了很多语法规则，但是不会用。（）6.我认为现在的语法教学模式有利于提高我的英语学习效率。（）7.与别人交流时，我更加注重表达意义而不是句子的结构。（）8.我喜欢教师目前的这种英语语法教学模式。（）9.教师目前的语法教学对我的听说读写能力影响不明显。（）10.目前的教学方法提高了我的语法应用能力。（）11.我喜欢教师归纳总结语法规则而不是主动去发现。（）12.目前的语法教学方法能够帮助我更好地理解语法知识。（）63 13.教师讲授一个新的语法知识时，不仅要关注语言的形式同时也要重视对应意义的理解。（）14.教师目前的语法教学模式减轻了我的记忆语法规则的负担和学习压力。（）64 AppendixC象似性理论在高中英语语法教学中的应用研究访谈1.在进行象似性语法教学之前你喜欢学习语法吗？为什么？2.在进行象似性语法教学后，你对语法的学习感兴趣吗？3.在进行象似性语法教学后，你的语法学习效果有哪些改善？4.这种新的语法学习方法和以前的语法学习方法比较，你更倾向于哪一种？为什么？65 AppendixDPre-testofgrammarknowledge高二英语语法测试题(一)时间：40分钟总分55分一、单项选择。（每题1分,共25题，总分25分）1.Weonlyhad＄100andthatwastobuyanewcomputer.(2010,辽宁省)A．nowherenearenoughB．nearenoughnowhereC．enoughnearnowhereD．nearnowhereenough2.—It’snousehavingideasonly.—Don’tworry.Petercanshowyoutoturnanideaintoanact.（2010,辽宁省）A.howB.whoC.whatD.where3.Twentystudentswanttoattendtheclassthataimstoteachtoreadfirst.（2011,辽宁省）A.whatB.whoC.howD.why4.Onecanalwaysmanagetodomorethings,nomatterfullone’sscheduleisinlife.（2013,辽宁省）A.howB.whatC.whenD.where,5.That’sthenewmachinepartsaretoosmalltobeseen.（2010,山东省）A.thatB.whichC.whoseD.what6.Beforethesalesstart,Imakealistofmykidswillneedforthecomingseason.（2010,山东省）A.whyB.whatC.howD.which66 7.WhenIgotonthebus,IIhadleftmywalletathome.（2011,山东省）A.wasrealizingB.realizedC.haverealizedD.wouldrealize8.We’veofferedherthejob,butIdon’tknowshe’llacceptit.（2011,山东省）A.whereB.whatC.whetherD.which9.Itdoesn"tmatteryoupaybycashorcreditcardinthisstore.（2012,山东省）A.howB.whetherC.whatD.why10.Georgereturnedafterthewar,onlythathiswifehadlefthim.（2012,山东省）A.tobetoldB.tellingC.beingtoldD.told11.Ididn’tthinkI’dlikethemovie,butactuallyitprettygood.（2013,山东省）A.hasbeenB.wasC.hadbeenD.wouldbe12.Ihavetogiveaspeech,IgetextremelynervousbeforeIstart.（2013,山东省）A.WhateverB.WheneverC.WhoeverD.However13.Itisdifficultforustoimaginelifewaslikeforslavesintheancientworld.（2014,山东省）A.whereB.whatC.whichD.why14.Asachild,Jackstudiedinavillageschool，isnamedafterhis67 grandfather．（2010,吉林省）A.whichB.whereC.whatD.that15.ThediscoveryofgoldinAustralialedthousandstobelievethatafortune.(2010,吉林省）A.ismadeB.wouldmakeC.wastobemadeD.hadmade[16.Tryshemight,Suecouldn’tgetthedooropen.（2011,黑龙江省）A.ifB.whenC.sinceD.as17.Iwasn’tsureifhewasreallyinterestedorifhepolite.（2011,黑龙江省）A.wasjustbeingB.willjustbeC.hadjustbeenD.wouldjustbe18.Someonewantsyouonthephone.—nobodyknowsIamhere.（2011,黑龙江省）A.AlthoughB.AndC.ButD.So19.WhenIarrived,BryantookmetoseethehouseIwouldbestaying.（2013,黑龙江省）A.whatB.whenC.whereD.which20.Betweenthetwopartsoftheconcertisaninterval,theaudiencecanbuyice-cream.（2011,江苏省）68 A．whenB．whereC．thatD．which21.Itwasneverclearthemanhadn’treportedtheaccidentsooner.（2011,江苏省）A．thatB．howC．whenD．why22.Recentlyasurveypricesofthesamegoodsintwodifferentsupermarketshascausedheateddebateamongcitizens.（2011,江苏省）A．comparedB．comparingC．comparesD．beingcompared23.Aftertheflooding,peopleweresufferinginthatarea,urgentlyneededcleanwater,medicineandsheltertosurvive.（2012,江苏省）A.whichB.whoC.whereD.what24.Thenoticecamearoundtwointheafternoonthemeetingwouldbepostponed.（2012,江苏省）A.whenB.thatC.whetherD.how25.Intheglobaleconomy,anewdrugforcancer,itisdiscovered,willcreatemanyeconomicpossibilitiesaroundtheworld.（2013,江苏省）A.whateverB.whoeverC.whereverD.whichever二．阅读下面材料，在空白处填入适当的内容（不多于3个单词）或括号内单词的正确形式。（每题3分，共10题，总分30分）Areyoufacingasituationthatlooksimpossibletofix?In1969,thepollutionwasterriblealongtheCuyahogaRivernear69 Cleveland,Ohio.It1(be)unimaginablethatitcouldeverbecleanedup.Theriverwassopollutedthatit2(actual)caughtfireandburned.Now,yearslater,thisriverisoneof3mostoutstandingexamplesofenvironmentalcleanup.Buttheriverwasn’tchangedinafewdays4evenafewmonths.Ittookyearsofwork5(reduce)theindustrialpollutionandcleanthewater.Finally,thathardworkpaidoffandnowthewaterintheriveris6(clean)thanever.Maybeyouarefacinganimpossiblesituation.Maybeyouhaveahabit7isdrivingyourfamilycrazy.Possiblyyoudrinktoomuchordon’tknowhowtocontrolyourcreditcarduse.Whenyoufacesuchanimpossiblesituation,don’tyouwantaquickfixandsomethingtochangeimmediately?Whilethereare8(amaze)storiesofinstanttransformation,formostofusthe9(change)aregradualandrequirealotofeffortandwork,likecleaningupapollutedriver.Justbe10(patience).70 AppendixEPost-testofgrammarknowledge高二英语语法测试题（二）时间：40分钟总分55分一、单项选择。（每题1分,共25题，总分25分）1.Iallthecookingformyfamily,butrecentlyI’vebeentoobusytodoit.（2010,辽宁省）A．willdoB．doC．amdoingD．haddone2.Hehadnosoonerfinishedhisspeechthestudentsstartedcheering.（2011,辽宁省）A.sinceB.asC.whenD.than3.ThenewcomerwenttothelibrarytheotherdayandsearchedforhecouldfindaboutMarkTwain.(2012,辽宁省)A.whereverB.howeverC.whateverD.whichever4.Weareconfidentthattheenvironmentbyourfurthereffortstoreducepollution.（2013,辽宁省）A.hadbeenimprovedB.willbeimprovedC.isimprovedD.wasimproved5.Theschoolrulesstatethatnochildshallbeallowedoutoftheschoolduringtheday,accompaniedbyanadult.(2010,山东省)A.onceB.whenC.ifD.unless6.Helpingothersisahabit,youcanlearnevenatanearlyage.（2010,山东省）A.itB.thatC.whatD.one7.Shewassurprisedtofindthefridgeempty;thechildreneverything!（2011,71 山东省）A.hadbeeneatingB.hadeatenC.haveeatenD.havebeeneating8.Anumberofhighbuildingshavearisentherewasnothingayearagobutruins.（2012,山东省）A.whenB.whereC.beforeD.until9.It’sgoodtoknowthedogswillbewellcaredforwhilewe’reaway.（2013,山东省）A.whatB.whoseC.whichD.that10.Thereisnosimpleanswer,isoftenthecaseinscience.（2013，山东省）A.asB.thatC.whenD.where11.Finallyhereachedalonelyislandwascompletelycutofffromtheoutsideworld.（2013,山东省）A.whenB.whereC.whichD.whom12.It’sstandardpracticeforacompanylikethisoneasecurityofficer.（2104,山东省）A.employedB.beingemployedC.toemployD.employs13.Acompanyprofitsfromhomemarketsaredecliningmayseekopportunitiesabroad.（2014,山东省）A.whichB.whoseC.whoD.why14.Thisrestaurantwasn"tthatotherrestaurantwewentto.72 （2012,吉林省）A.halfasgoodasB.ashalfgoodasC.asgoodashalfD.floodashalfas15.Wehaven’tdiscussedyetwearegoingtoplaceournewfurniture.（2010,黑龙江省）A.thatB.whichC.whatD.where16.Onlywhenhereachedthetea-houseitwasthesameplacehe’dbeeninlastyear.（2011,黑龙江省）A.herealizedB.hedidrealizeC.realizedheD.didherealize17.Theprizewillgotothewriterstoryshowsthemostimagination.（2011,黑龙江省）A.thatB.whichC.whoseD.what18.—Artisticpeoplecanbeverydifficultsometimes.—Well,youmarriedone..（2011,黑龙江省）A.YounameitB.I’vegotitC.Ican’tagreemoreD.Youshouldknow19.ItwasonlyafterhehadreadthepapersMr.Grossrealizedthetaskbeforehimwasextremelydifficulttocomplete.（2013,黑龙江省）A.whenB.thatC.whichD.what20.Onlybyincreasingthenumberofdoctorsby50percentproperlyinthishospital.（2013,黑龙江省）A.canbethepatientsB.canthepatientsbetreated73 C.thepatientscanbetreatedD.treatedcanbethepatients21．We’dbetterdiscusseverythingbeforeweworkouttheplan.（2011,江苏省）A．indetailB．ingeneralC．onpurposeD．ontime22.---Ileftmyhandbagonthetrain,butluckilysomeonegaveittoarailwayofficial.---Howunbelievabletogetitback!Imean,someoneit.（2011,江苏省）A.willhavestolenB.mighthavestolenC.shouldhavestolenD.musthavestolen23.One’slifehasvalueonebringsvaluetothelifeofothers.（2012,江苏省）A.sothatB.nomatterhowC.aslongasD.exceptthat24.Shortlyaftersufferingfromamassiveearthquakeandtoruins,thecitytookonanewlook.（2013,江苏省）A.reducingB.reducedC.beingreducedD.havingreduced25.ThepresidentoftheWorldBanksayshehasapassionforChina,heremembersstartingasearlyashischildhood.（2013，江苏省）A.whereB.whichC.whatD.when二、阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。（2015,辽宁省）（每题3分，共10题，总分30分）Theadobedwellings(土坯房)1(build)bythePuebloIndiansofthe74 AmericanSouthwestareadmiredbyeven2mostmodernofarchitectsandengineers.Inadditiontotheirsimplebeauty,whatmakestheadobedwellingsadmirableistheir3(able)to“aircondition”ahousewithout4(use)electricequipment.Wallsmadeofadobetakeintheheatfromthesunonhotdaysandgiveoutthatheat5(slow)duringcoolnights,thuswarmingthehouse.Whenanewdaybreaks,thewallshavegivenuptheirheatandarenowcoldenough6(cool)thehouseduringthehotday;7thesametime,theywarmupagainforthenight.Thiscycle8(go)dayafterday:Thewallswarmupduringthedayandcooloffduringthenightandarethusalwaysatimelyoffset(抵消)fortheoutsidetemperatures.As9(nature)architects,thePuebloIndiansfiguredoutexactly10thicktheadobewallsneededtobetomakethecycleworkonmostday.75