生活化情境在高中英语语法教学中的应用研究——以状语从句为例 69页

ｊ－皆：＊皆古二？別與ｔ４弟吗＼＼＃心典知以麥去隹冷‘硕壬＃位论文去、生活化情境在高中英语语法．ｖ；＾；教学中的屋用研究Ｊｒ－。＊＊＂．齡１＊＾誦＾：Ｔ：：：研…Ｉ讓－緣！遍 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExample生活化情境在高中英语语法教学中的应用研究----以状语从句为例ZhaoLiyuan赵丽媛 郑重声明本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有劃窃、抄袭、造假等违反学术道德、学术规范和侵权行为，否则，本人愿意承担由此而产生的法律责任和法律后果，特此郑重声明。学位论文作者：（签名）＾＞／年月）曰／＾＾ 学位论文使用授权书本论文作者完全了解学校关于保存、使用学位论文的管理办法及规定，即学校有权保留并向国家有关部口或机构送交论文的复印件和电子版，允许论文被查。阅和借阅，接受社会监督本人授权西北师范大学可Ｗ将本学位论文的全部或部分内容编入学校有关数掘库和收录到《中国硕±学位论文全文数据库》进行信息Ｐ服务，也ＪＵ采用影印、缩印或扫描等复制手段保存或汇编本学位论文。作者签名：月月．起．應导师签名曰兴／作户巧 苗北师范大学研究生学位论文作者信息ｉ化活化情境在窩中英垣语法教学中的焊用研究－－－ｗ片枉从句为例；￣＂￣Ｐ巧名赵丽媛学ｊ马２０Ｍ２２ｉ００７８３Ｉ１ｔＪ＿＿——…一——＿＿———＿＿—ＩＴ＇）专业奋務学科教学英话：答辩日期２０１６年５月ＩＩ１ｉ１巧系电巧ＥｊｎａｉｌＩ１＾（過信地川；（邮編ｊｊ．＾！．：ｉ氣。Ｉ ContentsAbstract…………………………………………………………………………………………..….….……i摘要…………………………………………………………………………………………...…………..iiiListofTables…………………………………………………………………………………...…..….……ivListofAbbreviation………………………………………………………………………...……….……....vChapterOneIntroduction……………………………………………………………….…………...…….11.1ResearchBackground……………………………………………………………….……………...….11.2ResearchPurpose…………………………………………………………………...……………...…..21.3ResearchSignificance………………………………………………………………………………….3ChapterTwoLiteratureReview…………………………………………………………………..….……52.1ResearchesonSituationalTeaching…………………….…………………………………..….……..52.1.1ResearchesonSituationalTeachingAbroad…………………..………….…………..…...……...52.1.2ResearchesonSituationalTeachingAtHome………………………………….…………....…...62.2ResearchesonAuthenticTeachingSituations…………………….………………..…………..……...72.2.1ResearchesonAuthenticTeachingSituationsAbroad……………….…….........................……..72.2.2ResearchesonAuthenticTeachingSituationsatHome………………………………...……........92.3ResearchesonGrammarTeaching…………………….……………….…….…………...…………112.3.1ResearchesonGrammarTeachingAbroad……………………………….…………...…………112.3.2ResearchesonGrammarTeachingatHome……………………………….……………...……..122.4Summary………………………………………………………………………………………………...12ChapterThreeTheoreticFramework………………………………………………………………..…..143.1TheTheoreticalBasesofCreatingAuthenticSituationsinEnglishGrammarTeaching………...….143.1.1SituationalCognitiveLearningTheory…………...……………………….……………..……...143.1.2LifeEducationTheory…………………………….………………...……...................................153.1.3Piaget‟sGeneticEpistemology……………………….……..……………………………...……163.2ThePrinciplesofCreatingAuthenticSituationsinEnglishGrammarTeaching…...…………..…..183.2.1AuthenticityPrinciple……………………………………………………….……………...……183.2.2ClarityPrinciple…………………………………………..………………………………..……183.2.3InitiativeandCreativePrinciple…………………………………………………………..……..193.2.4InterestPrinciple…………………………………………………………………………....……19 3.3TheStrategiesofCreatingAuthenticSituationsinEnglishGrammarTeaching…...…………...…...203.3.1TheUsageofAuthenticTeachingMethods……………………………………………….....….203.3.2SimulationPerformance………………………………….……………………………..………203.3.3TheUsageofMultimedia……………………………………...………………………….……..21ChapterFourResearchMethodology……………………………………………………………..……..224.1ResearchQuestions………………………………..………………………………………...………..224.2Subjects……………………………………………………………………………………….......…..224.3Instruments……………………………………………………………….………………………..…224.3.1Tests…………………………………………………………………..……………………….....224.3.2Questionnaire…………………………………………………………………………...………..244.3.3Interview………………………………………………………………………….…..……….....254.4Procedures………………………………………………………………….……………………...….264.4.1Pre-test…………………………………..…………………………….……………………..…..264.4.2Questionnaire…………………..…………………………………………………………...……264.4.3TeachingExperiment………………………………………………….…………………...…….264.4.3.1TeachingProceduresinCC……………..…………………………………………..………264.4.3.2TeachingProceduresinEC………………………………………………………..………..274.4.4Post-test………………………………………………………………….…………………..…..304.4.5Interview…………………...…………………………………………..………………..………304.5DataCollection………………………………………...………………………….................………….31ChapterFiveResultsandDiscussion………………………………………………………...…………...325.1TheResultsandDiscussionoftheLanguageTests………………………...………………………...325.2TheResultsandDiscussionoftheQuestionnaire………………………………..……..…………....345.3TheResultsandDiscussionoftheInterview………………………………..…………………….....36ChapterSixConclusions…………………………………………………………..………………..….….396.1Findings……………………………………………………………………..…………………….….396.2Limitations……………………………………………………………………...………………….…406.3Implications…………………………………………………………………..………………...…….40References………………………………………………………………….….…….…………….….....…..viAppendixI……………………………………………………………………….….....…..…...…….……..xi AppendixII………………………………………………………….………........................……..………xvAppendixIII………………………………………………………………………...…...…………..……xviiAcknowledgements……………………...…………………………………………………..……………..xx AbstractTraditionalEnglishgrammarteachingmethodinseniorhighschoolisbasedontheprocedurethatstudentslearngrammarrulesandthendoplentyofmechanicalexercise.Thiswayleadstoinefficientteaching:studentsfeelboredaboutlearningEnglishgrammar.Underthebackgroundofthenewcurriculum,exploringeffectivegrammarteachingstrategiesandmethodsisnecessary.InEnglishgrammarteaching,teachershadbettercreateanauthenticlanguageenvironmentorsimulationsituation,makefulluseofvividmaterials,andstimulatestudentstoexpresstheirthoughtsandfeelingsinEnglishappropriately,soastocultivatestudents‟abilityofusingEnglishgrammar.ThisthesismakesanempiricalresearchonthecreationofauthenticsituationsinEnglishgrammarteachinginseniorhighschool.ThepurposeistoexplorethefeasibilityofthecreationofauthenticsituationsinEnglishgrammarteaching,andhelpChineseteachersinseniorhighschooltofindamoreeffectivewaytoteachEnglishgrammar,meanwhile,improvestudents‟abilitytouseEnglishgrammar.Intheteachingexperiment,twoclassesinanordinaryseniorhighschoolwerechosenastheexperimentalclassandcomparativeclass.TheECreceivedsituationalteachingbasedonauthenticsituationalteaching‟sprinciplesandstrategies;whiletheCCreceivedtheteachingmethod----present-explain-practice,twoclasseswerealltaughtAdverbialClausebyoneteacher.Therewerenoobviousdifferencebetweenthetwoclassesinthepre-test,butaftertheexperiment,thepost-testshowedthatthereweresignificantdifferencebetweenthetwoclasses‟grammarscores:students‟achievementsofAdverbialClauseinECweresignificantlyhigherthanthoseinCC.ThestudentsinECfilledaquestionnairebeforetheteachingexperiment,andthentheauthorinterviewedfifteenofthemaftertheteachingexperiment.Thedataofquestionnaireandinterviewdeclaredthatstudents‟attitudestowardEnglishgrammarlearningchangedmoreactive.Thisthesisisconsistedofsixchapters:Thefirstchapterisintroduction.Inthebeginning,thisthesisintroducesthenewcurriculumreform‟srequirementonEnglishgrammarteachinginseniorhighschool,andthenputsforwardtheresearch‟spurposeandsignificance.Thesecondchapterisliteraturereview.Thisthesislistssomeformerresearcheswhicharerelatedtoit.Firstly,theauthordescribesthedefinitionsofsituationalteaching,authenticsituationandsometypicalresearchesathomeandabroadseparately;Secondly,theauthorstatessomerelatedresearchesongrammarteachingathomeandabroad;Thirdly,theauthorputsforwardtheinnovationpointsofthisresearch.Thethirdchapteristhetheoreticalframework.Thethesisdiscussesitstheoreticalbasis,thestrategiesandi principlesofcreatingauthenticsituationsinEnglishgrammarteachinginseniorhighschool.Thefourthchapteristheresearchmethodology,theauthormakesanempiricalresearchonthecreationofauthenticsituationsinEnglishgrammarteachinginseniorhighschool.Thischaptercontainstheresearchquestions,instruments,teachingprocedure,datacollectionandanalysis.Thefifthchapteristheresultsanddiscussionoftheexperiment.ThroughthecomparisonoftheECandtheCC,theconclusionisdrawnthat:creatingauthenticsituationscannotonlysignificantlyimprovestudents‟EnglishachievementsinAdverbialClause,butalsochangestudents‟attitudestowardEnglishgrammarlearning.Thesixthchapterisconclusion,itmainlyincludesthefindings,limitationandimplicationofthisstudy,whichpavethewayforfurtherresearch.Keywords:Englishgrammarteaching,authenticsituations,situationalteaching 摘要传统的高中英语语法教学方式以先规则再练习为主，而对语法知识的检测和巩固则大多通过机械地做大量练习题进行。这样的方式导致费吋低效的教学现状：教师教得费劲，学生学得没劲。在新课程背景下，深入探讨语法教学的有效教学策略显得尤为必要。在英语语法教学中，教师创设真实的语言环境或模拟情境，充分利用生动、形象、逼真的意境，使学生产生身临其境的感觉，利用情境中传递的信息和语言材料，激发学生用英语表达思想感情的欲望，从而培养学生运用英语语法和表达的能力。本文对高中英语语法课中创设生活化教学情境进行了实证研究。目的在于探究将生活化教学情境应用于语法教学的可行性，帮助中国的高中英语教师寻求更有效地教语法的方法，同时提高学生运用语言的能力。在实验中，一所普通高中的两个班级被选为实验班和对照班。同一位老师分别用生活化教学情境教学法教和传统教学法的语法教学去教授讲状语从句。实验前的语法测验显示两个班级对状语从句的掌握水平没有明显差别，而实验后的语法测验却表明了两个班级在这一语法项目上有显著的差异，实验班学生的成绩明显高于对照班学生的成绩。实验前对实验班的学生做了问卷调查，试验后又对这些学生做了访谈。通过对问卷和访谈的数据对比分析，发现实验前后实验班学生对英语语法的学习态度变得更积极。本文共分为六章:第一章为引言。开篇阐述了新课改对于当前高中英语语法教学提出的要求，并提出了研究目的和研究的意义。第二章为文献综述，列了与本文相关的一些理论研究。首先是分别对情境教学和生活化情境的定义和国内外的研究情况进行阐述；其次是对语法教学在国内外的研究情况进行阐述；最后笔者提出了该研究的创新点。第三章为理论框架。讨论了在高中英语语法教学中创设生活化教学情境的理论基础，策略和原则。第四章为实验研究的方法部分，对我国高中英语语法课堂中创设生活化情境进行了实证性研究。本章从研究对象入手，主要阐述了研究中所使用的工具、途径、设计、步骤、数据收集和分析等问题。第五章是实验的结果与讨论部分。通过对实验班和对照班前后测结果的对比，并结合对实验班学生的问卷和访谈分析，得出结论：在高中的语法教学中创设生活化教学情境能够提高学生的对状语从句的学习效果；而且实验班学生对于英语语法的学习态度也有所改变。第六章是本文的结论,主要是本研究的发现,局限和展望,为进一步研究铺路。关键词：语法教学，生活化情境，情境教学iii ListofTablesTable4.1ReliabilityAnalysisofPre-testandPost-test……………….……………………………...….….23Table4.2ValidityAnalysisofPre-testandPost-test……………………………….………………..……...24Table4.3ReliabilityAnalysisofQuestionnaire…………………………..……………………...…………25Table4.4ValidityAnalysisofQuestionnaire….……………………………….………….…………..……25Table5.1IndependentSamplesTestofECandCC‟sTerminalAchievements..……………...…………….32Table5.2InterpretingtheTwoClasses‟ScoresofthePre-test…………...…….……………………………32Table5.3IndependentSamplesTestofECandCC‟sPre-test……………………..………………....……..33Table5.4InterpretingtheTwoClasses‟ScoresofthePost-test…….……….….................................….…..33Table5.5IndependentSamplesTestofECandCC‟sPost-test…………………………………………...…34Table5.6PairedSamplesTestofEC‟sPre-testandPost-test…...……………………………..……..…….34Table5.7Students‟CognitiontowardEnglishGrammar………..…………………….………….….……..35Table5.8Students‟AffectiontowardSituationalTeaching…………………………………………….……35Table5.9Students‟ReactionstowardEnglishGrammarClass……………………………...………..…….36 ListofAbbreviationsEFLEnglishasaforeignlanguageESLEnglishassecondlanguageSLAsecondlanguageacquisitionSSstudentsEFAexploringfactorsanalysis……theomittedpartsECexperimentalclassCCcomparativeclassSAstudentswithhigherlevelSBstudentswithmediumlevelSCstudentswithlowerlevelSPSSStatisticalPackagefortheSocialSciencev ChapterOneIntroductionChapterOneIntroductionAnewroundofBasicEducationCurriculumReform(MinistryofEducation,2001)requiresustoestablishaneweducationalconcept:Educationshouldpayattentiontothestudents‟languageknowledge,skillsandtheiremotion,stressstudents‟learningattitudestrategies;respectstudents‟subjectstatusandtheirindividualdifference;promotethelearningstyleofstudents‟participationandcooperation.AuthenticsituationscanmeettherequirementsofEnglishteachingandlearninginseniorhighschool.TheStandardsofEnglishCurriculuminSeniorHighSchool(MinistryofEducation,2002)requiresteacherstodesigncreativeactivitieswhichareclosetotheactuallife,inordertoattractandorganizestudents‟activeparticipation.Therefore,itisveryimportanttodesignauthenticsituationswhichareclosetostudents‟life.TheNewCurriculumemphasizesonthestudents‟learninginterests,lifeexperienceandcognitivelevel(MinistryofEducation,2001a).Itpromotesstudentstoparticipateintheclassandadvocatesdiscoverylearning.Inaddition,itemphasizesthedevelopmentofstudents‟comprehensiveabilityinlanguageusage.TheNewCurriculumputstheEnglishcurriculuminanopeningsystem,andmakesitclosetotherealityandthetime.Asthenamesuggests,theauthenticsituationalteachingismoreclosetostudents‟reallife.Theauthorthinksthatthecreationoftheauthenticteachingsituationisakindofteachingactivityinthebackgroundofreallife,soastostimulatestudents‟desiretoparticipateinactivities.Atthesametime,itisateachingmodethattransformsteacher‟steachingrequirementstostudents‟innerneed.1.1ResearchBackgroundEnglishgrammarteachingisanimportantpartofEnglishteaching.Inthetraditionalteaching,students‟participationisalmostpassiveacceptance.Studentsareboundedinthecirclewhichisdesignedbyteachers,darenottocrossahalfstep(Tin,2013).Infact,someteachersputtoomuchemphasisongrammarteaching,neglectthecultivationofstudents‟languageability.AnotherphenomenonisthattheEnglishgrammarteachingmethodismainlybasedontheexplanationofgrammarrulesandthesentencepatternsmechanically(Sunley&Laura,2002).“Thegapbetweenthecontentsofeducationandthestudents‟lifeexperience,thegapbetweenthevaluesystemandthesocialobjectives,thegapbetweentheoldcurriculumplanandthescientificmodernizationone,allthesegapshavedamagededucation”(Tang,2005).1 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleKrum,afamouslinguist,oncesaid:“asuccessfulforeignlanguageclassshouldcreatemoresituations,sothatteacherscangivestudentschancestousetheirownlanguagematerials”(Xia,2006).Themeaningofcreatingauthenticsituationis:achievingtheestablishedgoal,creatingspecificevents,scenesoratmospherethatareadaptedtotheteachingcontents.Thecreationofauthenticsituationisabletoarousestudents‟emotionalexperience,stimulateandattractstudents‟initiativelearninginterest.What‟smore,ithelpsstudentsunderstandtheteachingcontentsquicklyandcorrectly,promotesaharmoniousdevelopmentoftheirmentalfunction,andthenachievesthebestteachingeffect(Zhang,Wang&Liu,2008).HuangWei(2004)pointedoutthatthepurposeofforeignlanguagelearningisnottorememberallkindsofgrammarrules,buttolearnfromthem,thenlearnerscanbettergraspandusethelanguage.InGuo‟s(2001)pointofview,itisbelievedthattheultimategoalofgrammarteachingistoenablelearnerstoexpresstheirownideasandunderstandothers‟wordsinreallife,butnottorelyonthegrammarrules.WhileteachingEnglishgrammar,teachersshouldcreateauthenticsituationsasmuchaspossible,whichcancreateagoodpracticefieldforstudentstoconsolidategrammarknowledge.Inthetwenty-firstcentury,situationalteachingisfacedwiththenewdevelopmentopportunities.TheStandardsofEnglishCurriculum(MinistryofEducation,2001a)pointesout:EnglishteachersshouldcreatesituationsofusingEnglishlanguageasmuchaspossibleforthestudentsandlaystressonthesituationalteaching.Accordingtothesebackgrounds,itisnecessaryforteacherstounderstandthecontentsandpurposesofcreatingauthenticsituationsandmastertheapproachesandmethodsofit.Allthesecouldtouchthestudents‟affectivedomain,changepassivelearningtoactivelearning,andthencreateagoodopportunityfortheoptimizationofclassroomteaching.1.2ResearchPurposeSituationalteachingrequirestheteachingactivitiesshouldnotonlybecarriedoutinacertainsituation,butmeetstherequirementsoftheteachingobjectivesandtheneedsofstudents.Here,itmeanscreatingamoreefficientEnglishgrammarclass,andprovideagoodlearningenvironmentforstudents(Guo,2001).ItisthepracticalfeaturethatdecidestheEnglishclassisn‟tasingleknowledgecourse,butalanguagepracticecourse.Zhou(2006)describesthepurposesoflearningEnglishindetail,thatis,touseEnglishasoftenaspossible.Therefore,teachersoughttousetherichresourcestocreateavarietyofsituationsforstudentstolearngrammar,sothatstudentscanunderstandthemeaningofgrammarrulesina2 ChapterOneIntroductionrelaxedatmosphereandusethegrammaticalknowledgetosolvepracticalproblems(Nunan,1998).Thisthesisistryingtosetupaseriesofscientificandeffectiveteachingmodestocreateactivelanguagelearningenvironmentforstudents,thatis,theteachersteachEnglishgrammarbydesigningactivitieswhicharecloselyrelatedtostudents‟life.ThisstudyaimsatdevelopingEnglishgrammarteachingresources,broadeningthestudents‟learningchannels,enrichingthecontentsandformsofEnglishteachingandimprovingthequalityofEnglishgrammarteaching.Thethesiscombinestheabstractgrammarandstudents‟lifeexperiencetogetherorganicallythroughcreatingvariousauthenticteachingsituationsinEnglishgrammarteachinginseniorhighschool.OneoftheEnglishcurriculuminseniorhighschool‟stasksistostimulateandcultivatestudents‟interestinlearningEnglish,sothatstudentscanbuildupself-confidence,developgoodlearninghabitsandformeffectivelearningstrategies(Zile&Susan,2003).ThisthesischosethestudentsofGradetwoinaseniorhighschoolasresearchsubjects,whohavelearnedabitofAdverbialClauseinjuniormiddleschool,however,theyalldidn‟tmasteritverywell.Sothisthesisalsoaimsatstudywhetherstudents‟EnglishachievementsinAdverbialClausehavesignificantlyimproved,andwhethertheirattitudestowardEnglishgrammararechangedaftertheeightweeks‟teachingexperiment.1.3ResearchSignificanceYule(2008)pointedoutthattheroleoflanguageenvironmentinlanguagelearningshouldnotbeunderestimated,sinceitdirectlyinfluencesthelearners‟learningattitudeandeffect.ClassroomisthemainpositionforstudentstolearnEnglishgrammar.Inordertomakestudentsbetterinternalizetheknowledgeofgrammar,teachersshouldintegratestudents‟lifeintoEnglishgrammarclass,sothatstudentsareabletoexploregrammaritemsinarealandvividsituation.ThecreationofauthenticsituationsinEnglishgrammarteachinghelpsstudentsgettheabilityofmobilizingtheirnonintelligencefactors,deepeningtheunderstandingofthelearningobjectsandthecontentsofthetext.Besides,itcontributestocultivatestudents‟communicativeability,enhancetheirperceptionoflanguageandimprovingstudents‟interestinlearningEnglishaswell.Intheauthenticteachingsituations,studentscouldchangetheirlearningattitudefrompassivetoactive,fullyexerttheirsubjectiveinitiative,carryoutthestudyandexplorationofgrammarknowledgewiththeirclassmates,andcompletetherelevantgrammartasksinthespecificteachingsituations(Larsen-Freeman,2005).Thenstimulatestudents‟enthusiasminlearningEnglishgrammar.3 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleTheteacheroughttobefreefromthebondageofvirtualtextbook,guidestudentstofeelnaturalandvariousphenomenaintheirlife.Thenstudentsobtainnewknowledgefromthesephenomena,soastocreateaharmonious,relaxedlearningatmosphere.Thisstudyisdividedintotwolanguagetests,aquestionnairesurveyandaninterview.InordertoverifythatcreatingauthenticsituationsinEnglishgrammarteachingcaneffectivelychangethestudents‟attitudetowardslearningEnglishgrammar.Authenticsituationsprovidestudentswithafreeexpressionandcommunicationatmosphere.DuringtheprocessofEnglishgrammarteaching,teacherscreateauthenticsituationsbyusingtherelatedmaterials,sothatstudentscouldhaveaconversationandcommunicationinthesesituations,thenstudentscanexploreandgraspthegrammarknowledge.Theclassroomturnsthetraditionalunilateralinstructionintoastudent-student,teacher-studentcommunicationprocess.Authenticteachingsituationsarecloselyconnectedwiththestudents‟reallife,soitcantouchthestudents‟thinkingandsoulandcausetheiremotionalexperience.Throughsettingtheauthenticteachingsituations,designinggames,groupworksandotherteachingactivities,tomakesurestudentsfeeltheEnglishlearningatmosphereisfullofattractionandvitality.Undersuchanactiveatmosphere,studentswillhaveapleasantmoodandstronglearningdesire,theywillactivelytakepartindifferentkindsofclassroomactivities;theywillbewillingtoworkwithpartnerstocompletethelearningtasksaswellasspeakEnglishwithteachers(Li,2007).Thenchangethestudents‟attitudestowardEnglishgrammarlearning.InthecourseofEnglishgrammarteaching,teacherscaninspirestudentstolearnbyfullyexploringtheirownlifeexperience.Atthesametime,teachersarenolongertheagentandmouthpieceintheteachingprocess,theywillnotimposeknowledgetostudentsanymore,andstudentshavetherighttochoicefreely.Authenticsituationsmaketeachersandstudentsbetterparticipateintheprocessofteachingandlearning,bothofthemcanputforwardtheirreorganizationandunderstandingofthegrammaritems.Knowledgeisnotsomethingjusthighabovethepreviouswisdomandexperience,butreallifeexperience.Itisgoodfornurturinganddevelopingstudents‟abilitiesinthinking,creativityandexpressionintheprocessofteaching.4 ChapterTwoLiteratureReviewChapterTwoLiteratureReviewAtalltimesandinallovertheworld,manyeducatorsrecognizethesituationalteachingplaysanimportantroleinforeignlanguageteaching.Theyadvocatecreatingtrueandmeaningfulsituationstohelpstudentslearnknowledge,masterthegrammaritemsintheEnglishgrammarteachingfromdifferentaspectsandangles.2.1ResearchesonSituationalTeachingSituationalteachingmethod(alsotranslatedasSituationalLanguageTeaching)wasoriginallycalledoralmethod.Thecontext(situation)referstoexplainingthenewknowledge,followedbythatisrepeatedandreplacepracticethroughexamples,objectives,pictures,gestures,demonstrationandotherteachingaids(Richards,2001).Wordswouldhavenomeaningwithoutlanguagesituations.That‟swhyEnglishteachersmustattempttocreateallsortsoflanguagelearningsituationstohelpstudentsunderstandthetargetknowledge,arousetheirdesiretoexpressideasandcultivatetheirabilityofusinglanguagecorrectly.Researchersathomeandabroadhavedoneplentyofresearchesaboutsituationalteaching.2.1.1ResearchesonSituationalTeachingAbroadTheconceptofsituationalteachingwasfirstproposedbyBrown,CollinandDuguid.Theythoughtthatknowledgecanonlybeproducedinthecontextofproductionandapplication.Knowledgemustnotbeisolatedfromthesituation,andthebestwaytolearnitistobeinacertainsituation(Brown,Collin&Duguid,1989).Deweyadvocatedcreatingsituationalteachingineducation.Heregardedteachingactivitiesastheprocessinwhichteachersoughttocreatesituationstoarousestudents‟learningdesire(Kranseh,1986).Brown,CollinandDuguid(1989)thinkthatknowledgecannotbeseparatedfromitssurroundingsandthebestwaytoacquireknowledgeisincertainsituations.Jin(2001)alsogivesemphasisonsituationalteaching.Hismainopinionisthatwordswouldbecomemeaninglesswithoutlanguagesituations.Onlyinacontextcantheteachingactivitiesproducesignificance.That‟swhyinEnglishclass,teachersarerequiredtocreatecertainkindsofsituationsinwhichstudentsareallowedtousetheirmothertongue.Teachersmustcreateallsortsoflanguagelearningsituationstoletstudentsexperiencedifferentsettings,understandtheknowledgeandexpresslanguagematerials,arousestudents‟desiretoexpressideasandcultivatetheirabilityofusinglanguage.5 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleJohson(2005)believesthatmostmeaningfullearningisgainedbypracticing.Languageteachers‟responsibilityistoconstructreallanguagesituations.Heemphasizesthatteachingactivitiesshouldtakeplaceinmeaningfulsituationsandthemostidealsituationistheonewhichknowledgecanbeappliedbythestudentsinanaturalway.Inotherwords,knowledgecanneverbeseparatedfromitssurroundingsandthebestwaytoacquireknowledgeisincertainsituations.2.1.2ResearchesonSituationalTeachingatHomeTheresearchofsituationalteachingtracesbacktoLiJilin‟ssituationalteachingexperimentin1978.Li‟s(1997)situationalteachingdemandstocreateallsortsofteachingsituationstoarousestudent‟saffectionsandemphasizesthecombinationofstudents‟experienceindailylife.Inthisway,students‟knowledgeproficiencyisthuspromoted.LiYongjun(2005)alsoproposesthatthesignificanceoflanguageshouldaccordinglybecarriedoutbyintegratingthesituationsandlanguage.Itisdifficulttomasteraforeignlanguageiflearnersjustrecitewordsbutseparatelanguagelearningfromthesituations.Headvisesthatteachershadbettermakefulluseofteachingresourcetosetupsituationsandcreatepleasantclassroomatmosphere.Underthiscircumstance,studentscanbetterunderstandandmastersentencestructuresandtheninspirethemtointernalizegrammarrulesinaccordancewiththeprovidedlanguagematerialsinthesuitablesituations.InfluencedbyLi‟steachingproposal,LiGuohua(2007)oncestudiedwhatkindsofsituationsareavailableforteachertocreate.HemadeseveraltypesofteachingsituationsinChineseclassinJuniorMiddleSchool,andthencametoaconclusionthatteachinginthesituationswhichincluderealissuesorproblemsmayhelpthestudentsunderstandknowledgebythemselvesandconstructmeaningintheprocessofexploringissuesorsolvingproblems.ChenWei(2009)alsoholdsthatthesignificanceoflanguageisreflectedinthecombinationofthesituationsandlanguage.ItishardtograspEnglishwordsiflearnersjustrememberwordsmechanicallybutseparatethemfromthesurroundings.Hesuggeststhatteachersshouldmakefulluseoftheadvancedteachingaidstocreatesituationsandrelaxedclassroomatmosphere.Sothatstudentscanbetterinternalizegrammarrulesaccordingtotheprovidedlanguagematerialsinthesituations.Tosumup,thesituationisoneofthemostrealistic,activefactorsinbehaviordrivensystem.SituationalteachingisawidelyusedteachingmethodinEnglishclass.TheproperuseofsituationalteachinginEnglishclasscanstimulatestudents‟affectiveexperience,arousestudents‟interestintaking6 ChapterTwoLiteratureReviewpartinactivities,andenhancestudents‟willingnessinlearningEnglish,thusimproveEnglishteachingefficiency.Itisnecessaryforteacherstounderstandthecontentandpurposeofcreatingsituations,tograspthewaysandmethodsandtotouchstudents‟affectivedomain.Itiseffectivetocreateattractiveteachingsituationsbetweenknowledgecontentandstudents‟learningpsychologysubtly,whichcanenablestudentsactiveparticipate,changepassivelearningtoactivelearning.2.2ResearchesonAuthenticTeachingSituationsSituationalteachingisateachingmodethattakesthesituationalexperienceasitscharacteristic.Itisdividedintofourstepmodels:creationofscenarios,sothatstudentsaccepttheappearance;experiences,enablethestudenttoobtaintheinfection;perceptionofinternalization,improvethestudents‟spirit;incentivepractice,enablestudentsturnlovetointelligencedevelopmentandputitintoaction,andguidethestudentstotalkfromthethingsintheirownside(Wang,2012).Thefundamentalpointofsituationalteachingalwaysfocusesontheharmoniousdevelopmentofstudents‟bodyandmind.Situationalteachingisbasedontheunityofhumanactivitiesandenvironment.Itpromotesthestudentstoobtaintheactivedevelopmentintheunityandharmonyoftheinteractionbetweentherealenvironmentandthemainbody.Ithelpsthedevelopmentofstudents‟cognitionaswell.ZhengYongandhiscollages(2007)putforwardtheiropiniononsituationalteaching:thesituationhasafunctionthatcannotbeignoredinthelearningprocess,ithasthefunctionsofintroductionandtransition,attractandadjust,supportandpromoteandsoon.Authenticteachingsituationisabranchofsituationalteaching.Authenticteachingsituationselectstheteachingmaterialsfromthestudents‟reallife,sothatstudentscanlearninvivid,concreteandrealsituations.Itappliesmanykindsoftechnologiestocreateateachingenvironmentwhichcanbreakstudents‟originalcognitivestructure,soastoarousetheirthinking,stimulatetheirinternalmotivation.2.2.1ResearchesonAuthenticTeachingSituationsAbroadThesloganof“returntolifeworld”wasfirstputforwardbytheGermanphilosopherHusserl(Li,2005).Hebelievedthateducationisthesourceoflife,educationshouldbelinkedwithlife,soheadvocatedthateducationshouldreturntothethingitself,totheworldoflife.Bloom(Purpurs,2004)said:“thesuccessofforeignlanguageteachingintheclassroomshouldbethecreationofmoresituations,sothatstudentshavemoreopportunitiestousethelanguagetheyhavebeenlearned.”Fotos(1993)studiedhowtoarousestudents‟emotionalresonancebyclassroomobservation.He7 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExamplefoundthatstudentswouldconcentrateonthepartthatisrelatedtotheirdailylifeintheclassaftercarryingoutanempiricalstudyonteachinginanauthenticsituation.Thenheputforwardtheopinionthatteachersshouldregardhumanlifeasthecenteroftheclass;takethescienceasthemainsubjectofthecurriculumsystem.Inhispointofview,thepurposeofeducationistoteachapersonhowtooperateaperfectlife,sothathecangetavariousscientificknowledgethatlifeneeded,thenprepareforasuccessfullife.RichardsandRodgers(2000)studieddifferentkindsofapproachesandmethodsinlanguageteachingbydoingexperiments.Oneofthoseexperimentswasputstudentsinanauthenticandvividsituationtolearnforeignlanguage.Thentheysaid:“Educationpreparesforthelife.”Theyopposedtothesimple,boringteachingmodewhichmainlydependsonthetextbook,emphasizedtheneedtolearnusefulknowledgethatcanbeusedtosolveproblemsinstudents‟dailylife.AmericaeducatorRichards(2001)studiedtherelationshipbetweenteachingandeducationbylistingplentyofliteratures.Hepointedout:“theworldoflifeistheworldofeducation,thescopeoflifeisthescopeofcourse.”Languagecomesfromlife,andusedbylife,learningEnglishisnolongeranabstractlanguagelearning,butaspecificactivitywhichisfulloffleshandblood,andiscloselylinkedtothereallife.Thatis,EnglishteachersshouldintegrateEnglishteachingwithlifeinharmony.TeachersmuststrivetocreatearelaxedlearningatmosphereinEnglishclass,trytheirbesttoprovidestudentswitharealisticlanguageenvironment.Shortenthedistancebetweenteachingandlife,turnthewholeteachingprocessintoaalmostrealcommunicativeactivity.BroukalandWisniewska(2005)oncestudiedtheFrenchthinkerRousseau‟sproposalandconductanexperimentinacasestudy.Thatwasastudent-centeredclass.Intheclass,theyaskedstudentstolearntheknowledgeandconcludethekeypointsbythemselves,theteacherwasjustaguiderandprovider.Theresultsshowedthatstudentsperformedbetteringrammartestafterlearningtargetgrammariteminanauthenticsituation.Teachingshouldallowstudentstolearnfromlifeandallkindsofactivities,getdirectexperiencesthroughcontactwiththereallife,andthenlearninitiatively.Penny(2009)alsoclaimsthattheremustbeapracticalsituationasthebeginningstageofthinking.HeanalyzedateachingplanwhichtaughtstudentsinaspecificsituationandcametoaconclusionthatcreatingauthenticsituationsinEnglishgrammarteachingisakindofteachingmethodthatteachinginthecontextsoflifeandthefoundationofknowledgeconstruction,whichchangesthesystematicandscientificnatureofthetraditionalgrammarteaching.Itiseasytoestablishcloseconnectionbetweenstudents‟life8 ChapterTwoLiteratureReviewexperienceandthenewcontents,sothatthenewcontentscanquicklyintegrateintostudents‟originalcognitivestructure,makestudentseasytounderstandandmastertheEnglishgrammaritems,andthenimprovetheeffectofEnglishgrammarlearning.2.2.2ResearchesonAuthenticTeachingSituationsatHomeLiSonglin(2005),afamousprofessorinChina,whoadvocatessituationalteaching.HeconductedastudytocreatesituationsinEnglishgrammarteachingamong82students.Byanalyzingandcomparingthedata,hefoundthatEnglishteachingshouldmakefulluseofmodernteachingaidstocreateauthenticsituations,enhancestudents‟self-confidence,stimulatestudents‟interestinlearningandeliminatethepsychologicaloppressionboredom.Li(2005)alsopoints:“Thesituation-structure-inspiration-communicationistheeffectiveEnglishteachingpattern.”Itspurposesaretohelpstudentsunderstandandexpressthemeaninginacertainsituation,graspthestructureofsentenceaswell.Besides,thispatternisabletoinspirestudentstointernalizeEnglishgrammaritems,thendeveloptheirabilityoforalcommunication,intelligenceandsense.SoitisaveryeffectivepatternofEnglishgrammarlearning.ProfessorLiuTiefang(2005)studiestherelationshipbetweeneducationandlife.Liulistedsomeauthentictheoriesinthebeginning,andthenimplementedthemintheclass,suchascreatingauthenticsituationsinChineseclass.Thenhethoughteducationitselfisaspeciallife,andeducationhasasignificanceeffectonlife.Inaddition,headvocatedgraspingtheessenceofeducationinlifeworldfromtherelationshipbetweenlifeandthescienceworld.ZhangGuangjunandZhangJiankun(2006)interviewedseveraltypicalstudents‟feedbackonsituationalteachingafter10-week‟sclassroomobservation.Thentheirconclusionwas:Theso-calledsituationalteachingreferstotheteachingprocesswhichisforachievingthepurposeofteaching,startwithteachingneeds.Teacherscreateauthenticsituationsthatareadaptedtotheteachingcontents,soastoarousestudents‟emotionalexperience,tohelpstudentsunderstandtheteachingcontentsquicklyandcorrectly,andtopromotethecomprehensivedevelopmentofstudents‟mentalfunctioninharmonious.Thesuccessfulsituationalteachingistocreateasituationthatcontainstherealeventsortherealproblems,thestudentscanunderstandtheknowledgeandconstructthemeaningindependentlyintheprocessofexploringtheincidentsorsolvingtheproblems.LuoRuguo(2008)showedthreeteachingplansandanalyzedtheirproblemsandsolutionsonebyoneinoneofhisarticles.Luodefinedthat“Situationalteachingisateachingmethodwhichisbasedonthe9 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleneedofteachingandtheteacherscreateaspecificsceneoratmosphere,whichisfullofemotionalcolor.”Intheend,hesetforthhisidea:teachingactivityisalifeactivitythatisfordevelopingandimprovingthelifeandhappiness,itisanactivitywhichhappensinthelifeword.Itisimpossibleorunnecessarytoreturntothedailylife.Ifthereexistsaproblemofreturning,itisonlypossibletomovefromonestateorterritorytoanother,notmovefromtheteachingworldtothenormallifeworld.Ma(2012)discussedseveraltypesofcombiningteachingwithlifewordbygivingsomecorrespondteachingexamples.Inthisstudy,studentsfromtwoparalleledclassesinGradetwowereregardedassubjets.Thestudentsinexperimentalclasswereintroducedlearninginauthenticsituations.Intheend,the12weeksteachingexperimentshowedthatstudentsinexperimentalclassperformedbetterthanthestudentsincomparativeclassinthegrammarpost-test.Hesaid:“Situationalteachingisakindofteachingmethod,whichisusedtostimulatestudents‟initiativeandimprovetheirlearningefficiency.”Thenhepointedoutthatteachinginalifeworld,isnotonlyreferstoareallifeworld,butalsothelifewordofspirituallife,thedynamicupdateandthestudents‟innerworld.Asfarastheauthorconcerned,theso-calledauthenticsituationslaytheteachingandlearningactivitiesundertherealbackgroundoflife,soastostimulatestudents‟strongdesireparticipateintheactivities.Atthesametime,itcantransfertheteachingobjectivesintotheinternalneedofthestudentsasthesubjectsoflife.Teachersletstudentslearninlife,andcreatebetterlifeinlearning,thusendowingstudentswiththeacquisitionoftruefeelings,activeanddynamicknowledge,makingtheirpersonalitygettherealmode.ThecreationofauthenticEnglishteachingsituationsemphasizesthatstudentsarethemainbodyofthelearningprocess.Theyaretheactiveconstructionofknowledgemeaning.Teachersshouldhelpandpromotestudentstolearninitiatively,sothatstudentscanunderstandtheobjectivethingsandsolvepracticalproblemsaccordingtothefeedbackinformationoftheirownactions(Brush&Saye,2000).Itemphasizestheimportanceofteachingcontexts,encouragesstudentstobuildabridgebetweenthelearnedknowledgeandnewknowledge.2.3ResearchesonGrammarTeachingGrammarandgrammarteachingarethelawoftheusageoflanguage.Grammarguidesthepracticeoflanguage,proficiencygraspgrammarknowledgewillinevitablyplayapositiveandimportantroleindevelopingspeakingability.10 ChapterTwoLiteratureReview2.3.1ResearchesonGrammarTeachingAbroadYoung(1984)listeddifferentkindsofdefinitionsongrammarinhisbook.Afteranalyzedthosedefinitionsdialectically,hethoughtthatgrammarisasystemoflanguagerules.Hammer‟s(1987)provideswaysofteachinggrammarinforeignlanguage.InHammer‟sopinion,itseemsthatgrammarchangesinworditselfandwordsarecombinedintosentences,includingthechangeofmorphologyorthechangeofwords‟orderwhenmergethetwoclausesintoonesentence.MarthaandFunk(2002)haveasimilarinterpretationonthegrammar.Theyregardedthegrammarasasetofconstructionsystem.Inthissystem,themeaning,formandusageofthelanguageareawholeandcouldn‟tbedivided.LarsenFreeman(2005)madeanexperimenttoinvestigatetherelationshipbetweengrammarteachingandenvironment.HegaveoutquestionnairestoEnglishteachersandtheirstudents,thenaskedthemtofillouttheirideasandsuggestionsongrammarteaching.Afteranalyzingthecollecteddata,Freemandrawaconclusionthatlanguageformsandmeaningsaredeterminedbythespeaker‟slanguagecommunicationenvironmentandpurposes.Hebelievedthatgrammarshouldincludethreeaspects:morphsyntacticform,semanticsandpragmatics.FrodesenandEyring(2007)introduceshowtoteachgrammarindetail:fromthetheorytoclassroomorganization,fromdifferenttypesofwordstoclauses.Alltheseapproachesandmethodsaimatarousingstudents‟motivationinlearninggrammar,what‟smore,helpingstudentsdeepentheunderstandingofEnglishgrammaritemsbyprovidingthemplentyofexercises.Whenwementionedtheconceptionofgrammar,PennyUr(2009)proposesthatgrammarcanbebroadlydefinedashowtouselanguagetoarrangewordorwordstringstolongersemanticunits.HegivesseveralteachingcasestodemonstratetheimportanceofcommunicationinEnglishgrammarteaching.Hefoundthatencouragestudentslearnforcommunicating,thusendowstudentswiththeacquisitionoftruefeelings,activeanddynamicEnglishgrammaritems.2.3.2ResearchesonGrammarTeachingatHomeChinesefamouslinguistsHuZhuanglin(2006)holdstheviewthatpeopletendtoregardgrammarasastaticstateinEnglishteaching,infact,itisalsoadynamicprocess.Thisdefinitionconsidersgrammarasadynamiclanguageaswellasemphasizedtheroleofgrammarinlanguageusage.ShuandZhuang(2008)describedatraditionalgrammarteachingmethod----thegrammartranslationmethod.TheyappliedtheEnglishgrammartranslationmethodtoaJuniorMiddleschoolinShanghai.The11 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleresultsindicatedthatstudentscangraspgrammaritemsbytranslatingandcomparingthedifferencesofEnglishpronunciation,vocabularywiththeirmothertongue.FengandWang(2010)haveintroducedthefollowingtwostrategiesinEnglishgrammarteaching:Miniscene.Miniisameansofshowing.Theminisituationcanbedisplayedinapictureorvideo,teachersshouldselecttheappropriatepicturesorvideostodisplayanewlanguageprojectduringtheteachingprocess.Teacherscandesignaformforstudentstofillout,ororganizestudentstopracticethetargetitemsbycreatingimitationsituations.Virtualscene.Everyonelikestoimaginetheirfuture.IntheEnglishgrammarteaching,teacherscanusepeople‟spsychologicaltodesignvirtualfutureactivities.Theactivitiescanbeorganizedintheformofgroupworkorwhole-classwork.Withthedevelopmentoflinguisticsandpsychology,grammarisendowedwithnewmeaning,whichreflectsanewconceptoflanguage.Wang‟s(2012)explanationontheproblemofgrammarisclearer,hepointedoutthatthegrammarofalanguageincludesthreeaspectsofcontent:morphsyntacticform,semanticsandpragmatics.What‟smore,thesethreeaspectsareinterrelatedandinterdependent,anychangeinoneaspectwillcausechangesintheothertwoaspects.2.4SummaryTheformerstudiesonthecreationofauthenticteachingsituationsprefertotakechildrentonaturestimulatestudents‟motivationinlearning,developstudents‟imaginationandaestheticjudgment.Theyproposedtomakefulluseofthecolorfulnatureofthesituationstoeducatestudents.Allthesestudieshavemadebeneficialpracticeanddevelopmentofsituationalteaching.Educationtheorydiscussedtherelationshipbetweeneducationandlife,butitdoesnothaveadeepconnectionwithoursubjectteachingpractice;thefieldoflinguisticspaidattentiontothesituationofEnglishteaching,butlacksthetheoreticalexplanationofthesystem(Guo,2005).AlthoughtherearemanybrightspotsinthefieldofEnglishteachinginChina,butitisstilllackoftheoreticalexaminationanddemonstration.Therefore,itisanurgentneedtointegratethetheoreticalresearchandthepracticeofEnglishteachinginourcountrytopromoteanewteachingmodelwhichisclosetothestudents‟reallife.ThepreviousstudiesonEnglishgrammarteachinghavedefinedgrammarclearly,whicharehelpfultoourfurtherstudyongrammarteaching.TheyalsoillustratetheimportanceofEnglishgrammar,teachersoughttopayattentiontothegrammar‟spragmaticfunction.Inthisway,studentscouldchoosethecorrect12 ChapterTwoLiteratureReviewformofvariousnouns,verbs,adjectivesandadverbs,ect.However,thetraditionalgrammarteachingmethodsoverstressetheteacher‟sroleinclass,ignoretheexertionofstudents‟initiativeandthecultivationofstudents‟creativeability.Beingabletousegrammarstructuresnotonlymeansusingtheformsaccurately,butmeansusingthemmeaningfullyandappropriatelyaswell.Tosummarizethedifferentunderstandingofgrammar,theauthorthinksthatgrammarisaunityofstaticanddynamicprocess.Itisthecombinationofform,meaningandusageoflanguage,everypartisnecessary.Therefore,theauthenticteachingsituationsrequireteacherstoexplaintheknowledgethroughusingtheactualexamplesthatclosetostudents‟life,sothatstudentsfeelfamiliarandreal.Thenstudentsarewillingtoparticipateinthediscussion,andactivelyexpresstheirviews.Teachersshouldbegoodatcapturingtheteachingopportunity,mininglifematerialdeductiontheory,andlettingstudentsfeelthefun,experiencingthevalueandenjoyingthehappiness.Authenticteachingsituationsmusthavethesethreecharacters:interest,differentanddoubt.Thatis,authenticteachingsituationsshouldinterestingenoughtostimulatestudents‟interestinlearning.Inaddition,itisdifferentfromstudents‟originalcognition,inordertoarousetheirthinkingandstimulatestudents‟learningmotivation.Atthesametime,itisdoubt,itcancausethestudentstofindproblems,andanalyzetheproblemsthensolvethem.ThisstudyfocusesontheresearchofcreatingauthenticsituationsinEnglishgrammarteachinginseniorhighschool.Teacherscancreatevarioussituationswhicharerelatedtostudents‟reallifetoapplygrammarteachingaccordingtotheteachingneeds.ReturningtolifeistheinevitabletrendofEnglishteaching.Therefore,itisnecessarytocombinetheEnglishteachingwithstudents‟lifetogether,paymoreattentiontostudents‟lifeworld,toexplorethesignificanceandemergenceoflifevalueandstudents‟spirituallife,givingteachingwithmorelifecontentsandexperience,soastohelpstudentsgettheendlessfuninlearningEnglishgrammar.13 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleChapterThreeTheoreticFrameworkReturningtolifeistheinevitabletrendofthedevelopmentofeducationtheory.Therefore,wemustlinkEnglishgrammarteachingwithstudents‟life,paymoreattentiontothestudents‟livingworldandtheirwholespirituallife,thengivemorelifeexperienceandendlessfunnyforstudents.ScholarsindifferentfieldshaveprovedtheimportanceofcreatingauthenticsituationsinthestudyofEnglishgrammarteaching.ThischaptermainlyintroducesthetheoreticframeworkofcreatingauthenticsituationsinEnglishgrammarteaching.3.1TheTheoreticalBasesofCreatingAuthenticSituationsinEnglishGrammarTeachingEnglishteachersshoulddrawsupportfrommeansofaction,materialobjectsandimagetoprovideopportunitiesforstudentstouselanguageintheclassroomreasonably(Matthew&Richard,2013).Atthesametime,teachershadbetterintegratethelexical,syntaxandgrammarintoEnglishsituations.Onlyinthereallanguagesituationsorsimulationsituations,canstudentsbetterorganizethethinking,understandingofthetransferredinformationandlanguagematerials.CreatingauthenticsituationinEnglishgrammarteachingcanstimulatestudents‟desiretoexpressideas,soastopromotestudents‟abilityofapplyingthelanguagetoexpresstheirthoughts.Thetheoreticalbasesareasfollowing:3.1.1SituationalCognitiveLearningTheorySituationalcognitivelearningisalearningtheorywhichwasdevelopedandperfectedintheendof1980s.Brown,CollinsandDuguidpublishedSituationalCognitiveandLearningCulturein1989,itisconsideredastherepresentativeofsituationalcognitivelearningtheory.Situationalcognitivelearningtheoryregardsthesituationasabigattributeofknowledge:knowledgeisakindofactivitybasedonsocialsituation,butnotaspecificobject.Knowledgeisasortofinteractionbetweenindividualandenvironment,itisaseriesofhumancoordinationbehavior,whichisadaptedtothedevelopmentofdynamicchanges(Winter,1982).Intheviewofsituationalcognitivelearningtheory,knowledgeexitsinthemovementofindividualsandgroups.Accompanyingwiththeparticipationandnegotiationoftheindividualinthenewsituation,theknowledgeisproduced.Situationalteachingisteachingintherealsituation,consultingandconstructingknowledge‟ssignificanceinthepracticeofthecommunity,incooperation,interactionandreflection(Chiarelott,2007).Thatis,thelearningofknowledge,thinkingandsituationareinseparable,knowledgeandactionareinteraction,andknowledgecouldgetperfectanddevelopedinthesituationsandlearners‟14 ChapterThreeTheoreticalFrameworklearningprocess.WuYan(2002),aresearcherofsituationalcognitivelearningtheory,holdsthatsituationalcognitivelearningtheoryshouldincludethefollowingthreecharacters:First,arealorsimulatedsituationisusedtomapreallifeandtoprovidelearnerswithachanceofunderstandingknowledgeandexperience.Secondly,learnershavetheopportunitytoplaymultipleroles,thengettheexperienceandgenerateavarietyofviewsfrommanyangles.Intheend,thelearnerscanreflectontheexperienceintheprocessoflearningandafterlearning.Basedonthis,teachersshouldtrytocreateauthenticsituationsinordertoenablestudentsbetterunderstandtheEnglishlanguageanditsculturalconnotation.Asfarasthesituationalteachingisconcerned,HallidayandHasan(1989)pointedoutthatthecorestepinteachinggrammaristointroduceitinsituations.Nuan‟sview(2007)isthat“situationshouldberelatedtothesystematicrelationshipthatexistsbetweenform,meaninganduse.”FangYuqing(2010)holdsthat:“isolatedsentenceswithoutsituationaredifficulttohandle.”Whileintroducingagrammaticalpoint,insteadofexplaininggrammaticalrulesindetail,teachershadbetterpresentgrammarinanauthenticsituation.Therefore,situationhastheadvantageofshowingthegrammaticalpointsinlivelyatmosphere,whichcouldarousethestudents‟desiretolearnit.3.1.2LifeEducationTheory“Educationislife”stressesthesignificanceoflifetoeducation.Deweybelievedthatthemaindrawbackoftraditionalschooleducationisthatschooleducationisseparatedfromchildren‟slifeexperience,anditdidn‟tofferthenecessaryconditionsforchildren(Liu,1999).Deweyhaspointedoutthateducationshouldbeseenasameanstoachieveandcontinueabetterlife,suchlifeisrichandelegantforindividuals,andwonderfulforthecommunity(Guo,2001).Deweyemphasizedthatthebiggestwasteintraditionalschooleducationisthatchildrencannotcompletelyfreetousetheirlifeexperienceatschool.Ontheotherhand,itcannotbringthelearnedknowledgetodailylife(He,2010).Therefore,inthetraditionalschool,competitionhasalmostbecametheonlymeantomeasurethelearningeffect,itpreferredtouserotelearningandtestresultstoidentifywhetherachild‟sperformanceisbetterthanothers.Lifeandexperiencearethefoundationandsoulofeducation.Lifeisadynamicprocess.Educationshouldfacethereallife,sowemuststressonthecreationofauthenticsituationinclass.InfluencedbyDewey,China‟sgreateducator,Taooncesaid:“Educationmustmakethepowerto15 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExamplebecomearealeducationundertheinfluenceoflife,”hesaid,“Classroomteachingandlifeiscloselylinked”(Zhan,2005).Taothoughtthateducationoriginatesfromlife,forlifecontainsthemeaningofeducation.Educationmustregardlifeasthecenter,studentsshouldbecultivatedtomeetthesociallife.Herealizedthateducationischangingwiththesociallife.Here,Taoregardededucationasthethingthatlifeshouldhave,notthethingthatappliedtothelife,andthusemphasizedthereexistsacertainkindofnonseparablecharacteristicbetweeneducationandlife.Lifeiseducationwhichcontainsawiderangeofauthenticsituationalteaching‟sconceptions.TaoXingzhibelievedthateducationistheneedoflife,theroleofeducationistotransformorimprovepeople‟slife,andthentransformpeople(Zhu,2008).Peopleneedtohaveacreativelife,creativelifealsoneedtohaveacreativeeducation.Headvocatedtousethepowerofeducationtotransformlife,usethepurposefullyeducationtotransformthelifewithoutpurpose.Educationshouldreturntolife,realizetheintegrationofeducationandlife.What‟smore,educationandlifearecloselylinked,educationisaspeciallife,lifeisageneralizededucation,lifeprovideseducationwithnutrients.BothDeweyandTaothoughtclassroomteachingandlifearecloselylinked(Gardener,1985).Lifeisnotonlythestartingpointofclassroomteaching,butalsotheendresultofit.Studentsstepintotheclassroomwiththeirlifeexperiences,andputthelearnedknowledgeintolife.Tosumup,theclassroomteachingshouldbebasedonstudents‟dailylife.3.1.3Piaget’sGeneticEpistemologyJeanPiagetfoundedthegeneticepistemologybasedonthestudyofthedevelopmentprocessandchildren‟scognitionstructure.Piagetthoughtthedevelopmentofchildren‟sintelligenceregardstheirownmotivationasintermediarytoachievetheinitiativebuild,itistheparalleldevelopmentoftheinternalandexternal(Hu,1996).Inthedirectionofinternal,childrenarethemainbodiesthatachievetherelationsamongcognitive,emotionalandsocial.Inthedirectionofexternal,children‟scognitionontheobjectiveworldisconstantlyimproving(Zhai,2001).Itcanbeseenthatchildrencantouchtheworld,perceptivethingsanddevelopcognitiononlyinthelivingenvironment.Piagetisoneoftherepresentativesofconstructivism,hisgeneticepistemologyisanoriginofit.Piagetthoughtlearningisnotthepassiveimitationwhichisstimulatedbyenvironment,butchildrenthemselvesintegrateitintotheirownconstruction,childcantouchtheworldjustinthelivingenvironment,perceptiveallthings,thendevelopcognition(Molonsky,2010).InPiaget‟sview,themainbodyinthe16 ChapterThreeTheoreticalFrameworkactivityisnotonlytheunderstandingofthestructureandthepositivereactionofthestimulatedobjects,butalsotheconstantlydevelopmentandimprovementofstudents‟ownunderstandingcognitivestructureandabilityintheseactivities.AccordingtoPiaget‟sgeneticepistemology,whenteachersorganizetheteachingactivities,theymustbemultilevel,multichannelandmultistructure(Rochemont&Culicover,2009).Inordertomaketheinitiativeconstructionmoreeffective,teachersshouldorganizecooperativelearningunderasuitablecondition,giveguidanceandinspirationduringthecooperativelearningprocess,andendupwithinspiringstudentstofindproblemsandcorrectproblemsbythemselves.Undersuchteachingmodel,teachersmusttakestudentsasthecenterinthewholeprocessofteaching,sincestudentsaretheactiveconstructorsofknowledge.Theteacheristheorganizer,guider,helperandfacilitatoroftheteachingprocess;textbookisnolongerthecontentsthatteachersoughttoteach,buttheobjectsthatstudentstaketheinitiativeconstruction.Piaget‟sgeneticepistemologyemphasizestheimportanceoftakingstudentsasthecenter,itnotonlyrequiresstudentstoturnthepassiverecipientsofknowledgeintothethemeofinformationprocessingandconstructorofknowledgemeaning;butalsorequiresteacherstoturntheroleofknowledgeinstillerintothehelperofstudents‟activemeaningconstruction(Tan,2001).Teachersoughttostimulatestudents‟learninginterest,arouseandkeepstudents‟learningmotivation,helpstudentsconstructthemeaningofknowledgebycreatingauthenticsituations.Englishteachingshoulddevelopaspecificworldforstudents‟personalitydevelopment,inordertoexpandtheirhorizons,increasetheirtalents,andpromotetheoverallimprovementoftheteachingquality(Guo,2000).What‟smore,teacherscreateasetofsituationswhichareinlinewiththerequirementsoftheteachingcontentsandtheclues,inordertohelpstudentsbuildabridgebetweenthelearntandnewknowledge.BasedonPiaget‟sgeneticepistemology,knowledgeisnotlearntthroughtheexplanationoftheteacher,butthestudentslearnitbythemselvesunderacertainsituation,withthehelpofsomenecessarylearningresources(suchastext,audioandvideo,multimediacoursewareandtheinformationofspecialnetwork).Therefore,inthesecondlanguageteachingclass,teachersshouldcreateauthenticsituationswhichareclosetostuents‟reallife,providethelearningenvironmentwhichconformstotheteachingcontentsinordertoarousethestudent‟slearninginterest.17 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExample3.2ThePrinciplesofCreatingAuthenticSituationsinEnglishGrammarTeachingAnyteachingmethodmustbefollowedbycertainprinciples.Ourcurrentforeignlanguageteachingisoftenabsentthetargetlanguageatmosphere,lackofusageoccasionsoftargetlanguage.Whenteacherssetupareasonablesituationintheclass,itisnecessarytofollowtherelevantprinciplesinaccordancewithChankoandPamela‟s(2004)book.3.2.1AuthenticityPrincipleLuZiwen(2008),professorofHuazhongNormalUniversity,proposedtheauthenticprincipleofEnglisheducation.HesaidteachersshouldmastertherealmeaningofEnglishlanguageteaching,andcreateauthenticsituationsbasedonreallanguageteachingmaterials,whicharehelpfulforimprovingthequalityofEnglishteaching.Theso-calledauthenticityprinciplemeansthecreationofsituationsmustariseinreallife,theyshouldberealandnatural.Combiningothermeans,suchasappropriateaids,picturesandvideostocreatearealatmosphere,letthestudentsreceivetheinfectionandhintofthesituation,thenconsciouslyuseaproperformoflanguage(Chi,2004).Formoststudents,variousgrammarrulesaredull,abstractanddifficulttounderstandandmemorize.Teachershadbetterconnectthegrammarknowledgewithstudents‟reallifeintheprocessofEnglishgrammarteaching,sothatmakestudentsareawarethatlearninggrammarisnotjustmemorizingrules,grammarplaysanimportantroleintheusageoflanguage(Zhang&Gao,2006).Teacherscanpresentandtransferthegrammarknowledgethroughvariousteachingapproachesandmethods,suchascreatingauthenticsituation,whichenablestudentstounderstandandusethegrammarknowledgeinit.OnlythestudentsfeeltheauthenticityandpracticalityofEnglishgrammarlearningcanstimulatetheirthirstforknowledge.Teachersshouldcreatethesituationwhichisclosetostudents‟life,letthestudentsimmerseinit,andhaveakindfeeling.Introducingauthenticsituationsintotheclassroomcanshortenthedistancebetweeneducationandlife.3.2.2ClarityPrincipleAccordingtoChankoandPamela(2004),teachersmustmakethestudentsunderstandthemeaningofthesituationandtheirrolesinit.Teachersmustsuccinctlyintroducethetime,place,andthebackgroundofthelanguagesituationtostudents,andassignthemwithcertainrolesandtasksbeforeaskingstudentstopracticeEnglishgrammaritems.Ifstudentsdon‟tknowtheirrolesandthetasksclearly,theywillfinditis18 ChapterThreeTheoreticalFrameworkdifficulttointegrateintothesituation,onlymechanicalmemorizingcannotachievetherealpurposeofsituationalteaching.Whenteachersdesigntheauthenticsituations,theyshouldfocusontheteachingaim,takefullaccountofthestudents‟factors,andmeetthestudents‟existingknowledgelevelandpsychologicalcharacteristics(Guo,2005a).Teachersoughttocreateavaluable,effectivesituationwhichiscloselyrelatedtothestudents‟learninglifeandsocialpractice,sothatgrammarknowledgecanbetrulyintegratedwithapplication.3.2.3InitiativeandCreativePrincipleThesituationsshouldbeinfavorofthestudents‟initiativeandcreativity,studentsshouldbethestartingpointofteaching,andtheactiveparticipantsintheteachingactivity(Umstatter,2006).Thecreationofauthenticsituationsshouldbehelpfultoplaystudents‟creativity,takestudentsasthecenter.Besides,studentsunderstandandlearntheEnglishgrammaritemsinasimulationsituation.StudentscouldinitiativelyexplorenewEnglishgrammarrulesthroughreviewingtheirlearnedgrammarknowledge(Chanko&Pamela,2004).3.2.4InterestPrincipleTheartofteachingisnottoteachskillsbuttoinspire,awakeandencourage(Guo,2000a).Onlybystimulatingstudents‟interestinlearningcanarousestudentsbethirstforknowledge.Interestcanstimulatestudents‟enthusiasm,enhancetheirstudyefficiency,andobtainabetterstudyeffect.Therefore,teachersshoulduseflexibleanddiverseteachingmethodsthatarebasedonthecharacteristicsofEnglishsubjectandstudents‟agecharacteristics,tocreatearichvarietyofteachingsituations,soastomobilizetheenthusiasmofallstudentsinEnglishgrammarlearning.Teachershadbettercreatesomenewandinterestingsituationsthatcorrespondtostudents‟mentalcharacteristics,inordertostimulatestudents‟enthusiasmandinitiativeofparticipation.Liu(2001)alsosaid:“Theclassroomatmospherehasagreatimpactonthestudents‟motivationandlearningattitude.”Therefore,teachersoughttomakefulluseofavarietyofactivities,createagoodlivingenvironment,expandtheinformationchannels,tomaketheEnglishgrammarteachingmorecharming.3.3TheStrategiesofCreatingAuthenticSituationsinEnglishGrammarTeachingInordertofullyimplementtherequirementsofnewcurriculum,firstofall,weshouldreformandbreakthroughtheinappropriatemethodsandapproachesofEnglishteaching.Theauthorputsforward19 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExamplesomeeffectivestrategiesbyreferringtoFengandWang‟s(2010)book.3.3.1TheUsageofAuthenticTeachingMethodsThecreationofauthenticsituationsaddslifestyletotheprocessofteachingandlearning,reducttheteachingsituationtolifesituation(Lin,2004).Thiscanstimulatestudents‟learningmotivation,sothattheycandiscussthetopicstheyareinterestedin,describethethingstheylike,soastofocusontheusageofEnglishgrammar.InEnglishgrammarteaching,teachersshouldchoosethethingsthathappentostudentsasfaraspossible,letthestudentsacquirethatthegrammarteachingisnottheemptyboringlecture,buttheinterpretationandsummaryofthereallife.CurrentEnglisheventshavethecharactersoftimelyandnovelty,soselecttheappropriatenewsreportsorcurrentEnglisheventswhicharerelatedtoteachingcontents,dowellinstimulatingstudents‟curiosity,andimprovingtheeffectofEnglishgrammarlearning(Yee&Chan,2013).3.3.2SimulationPerformance“ThemainpurposeofauthenticEnglishteachingsituationsistomakethestudentsactive,sothatstudentscanbebetterintegratedintotheEnglishlearning,”saidbyLiJilin(2002).Thesuccessfulforeignlanguageteachingshouldcreatemoresituations,sothatstudentsgetthechancestousetheirownlanguagematerials(Ling,2003).Fortheteachingcontents,theyshouldbearrangedappropriately,andfortheteachingexamples,theyshouldbethetypicalexamplesinstudents‟dailylife.Theteacherchangetheclassroomintoaminiaturerealsociety,tomaketheclassroomactive,thestudentscouldtouchtheemotionandlearntolive.Inthedailyteachingactivities,teacherstrytobuildaplatformforstudentstopractice,andtakeavarietyoforganizationalmethods,suchasgroupdiscussion,roleplayandsoon(Shrum,2003).MakingtheEnglishclassroomtrulybecomethestageofstudents‟performance,sinceoncetriggerthetruefeelings,studentswillhavethesenseofsubstitution,learningwillbecomelife.3.3.3TheyUsageofMultimediaComparingtothetraditionalteachingmethods,multimediahasincomparableadvantagesinEnglishgrammarteaching.Itcancreatedynamiclivingatmospherewithvividimage.Inaddition,multimediacannotonlymobilizestudents‟enthusiasmoflearning,butalsohelpstudentstounderstandandmasterthegrammarknowledge,andteacherscanbettergraspthefeedbackinformationintime,soastoachievethe20 ChapterThreeTheoreticalFrameworkbestteachingeffect(Wang,2004).Multimediacanenablestudentstocombinethevisualsensewithhearingsense,andlearninavividsituation.Themainreasonofemphasizingtheimportantroleofmultimediainmodernteachingisthatteacherscancreatealifesituationsothatstudentswouldliketobeimmersedintheclass(Xia,2006).Itshouldbenotedthat,differentgrammaticalitems,studentsofdifferentagesandotherspecificcharacteristicsalldecidewhatmeasuresandmeanstochoose.Vividandintuitiveknowledgecanbetterstimulatestudents‟learningenthusiasmandinterest,adjusttheclassroomatmosphere,andpromotetheemotionalexchangebetweenteachersandstudents.21 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleChapterFourResearchMethodologyFromtheabovechapters,wecanseethatcreatingauthenticsituationsinEnglishgrammarteachingisnotonlyaveryimportantteachingmethodbutalsoanactiveplatforminforeignlanguageteaching.Basedontheprevioustheoreticalanalysis,anempiricalstudyiscarriedouttoverifyifthecreationofauthenticsituationscanchangestudents‟attitudestowardlearningEnglishgrammarandstudents‟EnglishachievementsinAdverbialClause.Thisexperimentalstudyisdividedintotwolanguagetests,aquestionnairesurveyandaninterview,inordertoverifythatwhetherthecreationofauthenticsituationsinEnglishgrammarteachingcaneffectivelychangestudents‟attitudestowardlearningEnglishgrammar,reinforcestudents‟confidenceinit,andsignificantlyimprovestudents‟EnglishachievementsinAdverbialClause.4.1ResearchQuestionsBasedonthestudiesoncreatingauthenticsituationsinEnglishgrammarteachingathomeandabroad,thisstudyfocusesandprobeshowtocreatevividauthenticsituationsforseniorhighschoolstudents.Thisstudyaimsatansweringthefollowingtwoquestions:1.Cantheauthenticsituationalteachingsignificantlyimprovestudents‟EnglishachievementsinAdverbialClause?2.Cantheauthenticsituationalteachingchangestudents‟attitudetowardEnglishgrammarlearning?4.2SubjectsThisstudychosetwoclassesofGradetwoinaseniorhighschoolasitsresearchsubjects.Thetwoclasses‟bothhave43students.Theauthorchoosesoneclassasexperimentalclass(EC)andtheotherclassascomparativeclass(CC).Thestudentsinthesetwoclasseshavesimilargrammarproficiencybeforetheexperiment.Thesameteacherteachesthesetwoclassesthesamegrammaticaltask:theAdverbialClause.TheECreceivedsituationalteachingbasedonauthenticsituationalteachingprinciplesandstrategies;whiletheCCreceivedthetraditionalteachingmethod(present-explain-practice).Thetimedevotedtobothclasseswasthesame(onceaweek,45minuteseachtime,eightweeks).4.3InstrumentsTheinstrumentsareconsistedofaquestionnaire,aninterviewandtwotestsoftheAdverbialClause.4.3.1TestsWeallknowthattestisconsideredtobeaveryeffectivewaytocheckthelearningeffect,sothe22 ChapterFourResearchMethodologyauthorisplanningtogivetwotestsforallthesubjectsinordertofindwhetherintegratingEnglishgrammarteachingwithauthenticsituationscouldimprovestudents‟achievementsingrammar.Sothesetwotestsareusedtoanswerthequestion“Cantheauthenticsituationalteachingsignificantlyimprovestudents‟EnglishachievementsinAdverbialClause?”ThesetestpapersaredesignedbyBoBing(Bo,2014:261-267).BothECandCCusedthesametestpaperforpre-testandpost-test.Thecontentsofthepre-testandpost-testareabouttheAdverbialClause,inthisway,subjects‟achievementsinAdverbialClausecanbeaccuratelyevaluatedandcomparedaftertheeightweeks‟teachingexperiment.Bothtestscontainfiveparts:QuestionformsNumberofquestionsSinglescoreTotalscoresSinglechoice102‟20‟Fillingblanks103‟30‟Correction103‟30‟Combiningsentences54‟20‟Totalscores100‟Totestifythevalidityofthequizzes,PearsonCorrectionanalysiswasnecessary,andCronbach‟scoefficientalphawasusedtocheckthereliabilityofthequizzes.Todetectthequizzes‟validity,theauthoranalyzesthePearsonCorrectioncoefficientsbetweenthesetwoquizzesandthecollegeentranceexaminationpaperofEnglishin2015throughSPSS17.0.SincethecollegeentranceexaminationpaperofEnglishcanpreciselymeasurethesubjects‟Englishproficiencyandhasahighvalidity.Theauthorfirstlyasked35studentsofGradetwoinaseniorhighschooltodothequizzesfortwiceindifferenttime,andthenseparatelycalculatethecorrectionindexofthescoresindifferenttime.Accordingtotheresults,students‟overallachievementshaveimprovedinthesecondquiz,inaddition,theirrankinghasnoalterationinthequizzesindifferenttime.Thefollowingtablescanbetterinterpretthequizzes‟reliabilityandvalidity:Table4.1ReliabilityAnalysisofPre-testandPost-testCronbach‟sAlphaNofItemsPre-test0.71435EPost-test0.72735Asthetable4.1shows,forthepre-test,ɑ=0.714>0.7,whichillustratesthatthepre-test‟soverall23 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExamplereliabilityishigh,forthepost-test,ɑ=0.727>0.7,whichdemonstratesthatthepost-test‟swholereliabilityishigh,aswell.Table4.2ValidityAnalysisofPre-testandPost-testPre-testPost-testPearsonCorrelations.814.802Sig.(2-tailed).000.000N3535Accordingtotable4.2,bothofthequizzes‟Pearsondataare0.814and0.802>0.8,P=0.000>0.05,whichclaimsthatthequizzesaresignificantlycorrectedtothecollegeentranceexaminationpaperofEnglishin2015.Inotherwords,asquizzes,bothpre-testandpost-testhaveagoodvalidity.4.3.2QuestionnaireThequestionnaireisadoptedasaneffective,feasibleandreliableinstrumenttocollectdata.QuestionsaredesignedtogetthereflectionandevaluationontheeffectsofEnglishgrammarteaching.Thequestionsinthequestionnaire(SeeAppendixII)weredesignedbyusingaLikertScale.ThisquestionnaireisfromWangandKong‟s(2004:133-135)book.Theoriginalquestionnaireaimsatsurveyingsubjects‟attitudestowardusingsituationalteachinginEnglishgrammar.Eachitemhadfivescalesforrespondingtoeachstatement:thechoice1-5separatelyrepresenttheircorrespondingscores:1representstotallydisagree;2representsdisagree;3representsuncertain;4representsagree;5representstotallyagree.Theauthormadesomemodificationssoastomakeitmoresuitableforsubjects.Thequestionnaireisconsistedoftenquestions.Thisquestionnaireincludesthreedimensionsasfollowing:1.Anevaluationonstudents‟cognitiontowardlearningEnglishgrammar(suchasNo.1,No.2No.5,No.6，No.7);2.Anevaluationonstudents‟affectiontowardsituationalteaching(suchasNo.3,No.4);3.Anevaluationonstudents‟reactionstowardEnglishgrammarclass(suchasNo.8，No.9,No.10);Totestifythevalidityofthequestionnaire,factoranalysiswasnecessary,andCronbach‟scoefficientalphawasusedtocheckthereliabilityofthequestionnaire.Toensuretheconstructvalidityofthequestionnaire,staticfromthepilotstudywereanalyzedviaprinciplecomponentanalysis,andthevarimaxrotationmethodwasemployed.ThesuitabilityoftheitemforfactoranalysiswasexaminedusingtheKaiser-Meyer-Olkin(KMO)coefficientsandaBartlettSphericitytest.Thereliabilityoftheinstruments24 ChapterFourResearchMethodologywasexaminedbyusingtheCronbach‟scoefficientalphaviaSPSS17.0.Thereliabilityanalysisandvalidityanalysisofquestionnaireareshowedbelow.Table4.3ReliabilityAnalysisofQuestionnaireCronbach‟sAlphaNofItems.71910Accordingtotable4.3,ɑ=0.719>0.7,whichillustratesthatthequestionnaire‟soverallreliabilityishigh.ThecoefficientofCronbachAlphaissubjectedfromthenumberofitems:thecoefficientmaynottoohighifthereareseveralitems(Qin,2002).Table4.4ValidityAnalysisofQuestionnaireKMOandBartlett‟sTestKalser-Mayer-OlkinMeasureofSamplingAdequacy.804Bartlett‟sTestofApprox.Chi-Square3764.123Sphericitydf448Sig.000Asthetable4.4shows,KMO=0.804>0.8,whichindicatesthattheresultofBartlett‟stestofsphericityissignificance(P=0.000<0.05).Accordingtothecommonmodel‟sevaluationindexandevaluationcriterion,theparametersofthequestionnaireareinarationalrange(George&Mellery,2000:292).Asforthisquestionnaire,apilotstudentquestionnairewasperformedamong35studentsinaseniorhighschool.Andtheresultprovedthatallthestudentscouldmakegoodresponsestothequestionnaire,andstudentscouldunderstandallthequestionsinthequestionnaire.Therefore,itisprovedthatthisquestionnairehasagoodreliabilityandvalidity.4.3.3InterviewToprovewhetherthestudents‟attitudestowardsEnglishgrammarlearningarechanged,astructureinterviewwasconductedafterthepost-testsoastocompareitwiththequestionnaire.Inordertoensurethereliabilityofit,theauthorchosefifteenstudentsasherinterviewees,theyarefromdifferentlevels(studentsArepresentstheoneswhogothigherscoresinthetests,studentsBrepresentstheoneswhogotmediumscores,studentsCrepresentstheoneswhogotlowerscores).Theinterviewincludedthreequestions:1.Howmuchdoyouknowaboutteachinginauthenticsituationsnow?2.WhatdoyouthinkaboutcreatingauthenticsituationsinEnglishgrammarteaching?25 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExample3.Wouldyouactivelyparticipantthegroupworkswhicharerelatedtoauthenticsituations?4.4ProceduresBeforetheexperiment,allthesubjects‟terminalachievementswerecollected,sothattheoverallEnglishproficiencyofthetwoclassescanbeevaluatedandcomparedthroughthestatisticalanalysis.Thefirstweekwasdevotedtothepre-test;theteachingexperimentwasdesignedfromthesecondtothenineweek;inthelastweek,thestudentswereaskedtoanswerthequestionnaireandtookthepost-test.4.4.1Pre-testInthefirstweek,apre-testandaquestionnaireweregiventobothECandCC.Thepre-test(SeeAppendixI)isgiventoacquirethesubjects‟grammarproficiencybeforetheteachingexperiment.Thecontentsofthepre-testareaboutAdverbialClausewhatstudentshavelearnedalittlebeforethisexperiment,sothatstudents‟grammarproficiencyofadverbialClausecanbecorrectlyevaluatedbeforetheexperiment.4.4.2QuestionnaireBeforetheteachingexperiment,thestudentsinECweregivenaquestionnaire.Itmainlysurveysstudents‟attitudestowardEnglishgrammarlearningbeforethepresentteachingexperiment,thencompareitwiththeirattitudeaftertheteachingexperiment.Soitwasusedtoanswerthequestion:“Cantheauthenticsituationalteachingchangestudents‟attitudestowardEnglishgrammarlearning?”4.4.3TeachingExperimentWeektwotoninesevenwastheexperimentaltime.TheAdverbialClausewastaughtduringthisperiod.Thesameteachertaughtthetwoclassesintwodifferentmethods:authenticsituationalgrammarteachingtotheexperimentalclass,whilethetraditionalteachingmethod(present-explain-practice)tothecomparativeclass.4.4.3.1TeachingProceduresinCCInthecomparativeclass,theteacherimplementedgrammarteachingbyusingthegrammarmethod(present-explain-practice).Theteachingproceduresareasfollowing:Stepone:Reviewingthegrammaticalrules;Steptwo:Furtherexplainingthegrammaticalrules;Stepthree:Practicingthegrammaticalrules.Allthesethreestepsregardteachersasthecenter,withtheteacher‟sexplanationisthemainbodyin26 ChapterFourResearchMethodologytheclass.Therevisionofthegrammaticalrulesonlytellthestudentstolearntheboringcontentsofgrammar,thefurtherexplanationofgrammaticalrulesisasimplelecturestyle,studentsaremostlyjustpassivelistening,andthepracticeofgrammaticalrulesisalsomemorizinganumberofmechanicalgrammaritemsandsentencepatterns.4.4.3.2TeachingProceduresinECFortheexperimentalclass,theteachermadefulluseoftheauthenticteachingsituationstoteachthetargetgrammaritems,sothatthestudentscouldsolvepracticalproblemsinthesituations,andthenguidedstudentstosumupthegrammarrulesbythemselves.Stepone:Situationalimport(Creatingauthenticsituationstoleadtothetheme.Thisstepplaysaroleinarousingstudents‟attentionandinterest.Besides,teacherscanusethemultimediaequipmentstocreatemorepicturesqueteachingsituations.)Steptwo:Situationalshow(Unfoldingthethemeandbringingstudentsgraduallyintotheauthenticsituations.Teacherswillbuildaplatformforstudentstocommunicateandshowthemselves,whichcanturntheteacher‟splatformintostudents‟stage.Accordingtotheinterestprinciple,teachershadbettercreatethesituationsthatstudentscareabout,sothatstudents‟initiativeandcreativitycanbestimulated.)Stepthree:Situationalpractice(Thisisthecentrallinkoftheclassandthekeyforstudentstogenerateknowledgeandcultivateability.TeacherwilldesignappropriateauthenticsituationstohelpstudentsinternalizetheusageofAdverbialClause.Theremayappearssomeproblemsinthispart,teachersshouldmakepreinstallaheadofscheduleandcorrectthemintime.Inthispart,theteachercanusethesimulationperformancetomaketheEnglishclassroomtrulybecomethestageofstudentperformance.)Stepfour:Summary(TheteacherledstudentstoconcludethegrammarrulesoftheAdverbialClausethemselvesbyusingbrainstorming.Thentheteachersummarizesstudents‟statementsandexplainshowtousetheAdverbialClausesystematically.Justasthestatementsoftheinitiativeandcreativityprinciple:studentsexplorenewEnglishgrammarrulesinitiativethroughtheirlearnedgrammarknowledge.)Thecoremeaningofthewholeprocessisthatcreatingauthenticsituationstomakestudentsbepersonallyinthesituation.Inotherwords,studentsareeasytofindthesenseofsecurityandidentification,whichcanchangetheirattitudestowardEnglishgrammarlearningaswellasimprovestudents‟achievementsinAdverbialClause.Takethefollowingteachingplanasanexample:27 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExample[Teachingcontent]AdverbialClausesofconcessionwithalthoughandthoughThisclass‟stargetgrammaritemwasAdverbialClauseofconcession,itspragmaticfunctionismainlyusedforcomparison.Itcancarrythefunctionsofargumentandencouragementincommunication,aswell.ThisteachingprocedureisdesignedtoguidestudentstoreviewandfurthergrasptheAdverbialClauseofconcessioninanauthenticsituationofelectingmonitor.[Teachingprocedures]Stepone(Leadin----ApresentationofAdverbialClauseofconcession.)CombinethetwopartswiththeconjunctionalthoughorthoughJeremyisshort.Henevergivesuphisdreamofbasketball.Thedolphinlivesinthesea.It‟snotafish----it‟samammal.Thesecarsarecheap.Theylastalongtime.Thetwinshaven‟tgotthebestvoice.Theyaregoodperformers.Theteacherputthesesentencesseparately,andaskedstudentstomakeAdverbialClausesofconcessionbylogicalpairing.SincestudentshavelearnedabitofAdverbialClauseinjuniormiddleschool,thispartisjustarevision.ThenteacherscouldleadstudentstolearnthelogicalrelationshipbetweenthemainclauseandsubordinateclauseofAdverbialClausethroughcorrectlymatchingthesesentences.Steptwo(Creatingauthenticsituation----Intheclass,theelectionofclassmonitorisgoingon.ThepurposeofthispartistoguidestudentstolearnAdverbialClauseofconcessioninsuchafamiliarsituation.)Therearealtogetherfourcandidates.Herearethestrengthsandweaknessforeachcandidate.Readaboutintroductionofeachcandidatecarefully.CandidateRelevantexperiencelackingininnovativeAapproachablemeasuresCandidategoodatphysicalself-centeredBactivitiesover-proudversatile28 ChapterFourResearchMethodologyCandidatewarm-heartedeasytogiveuphisownCreadytohelpothersopinionsCandidategoodatplanningandorganizinginconsiderateofothers‟opinionsDresponsibleGiveaspeech:“Pleasevoteforme!”1.ReadthespeechgivenbycandidateAcarefullyandanswerthequestions:WhatdidcandidateAsaytoconvinceusthatheisqualified?What’shispromise?Goodafternoon,mydearfriends.I‟mheretorunforthemonitor.IbelieveIamqualifiedforthepost.Firstly,IhavebeeninStudentsUnionforoneyearandgainedconsiderableexperience.AlthoughsomeofyoumayworrythatIdon‟thavemuchnewideasinthework,IcanassurethatIamreadytolistentoothers‟opinionstoimprovemywork.Secondly,thoughImaybeseriouslyinworksometimes,Iamapproachableandwillingtocooperate.IfIamelected,Iwilltrymybesttoservemyclassmates.Isincerelyhopeyouwillgivemeachance.Thankyou!1.Supposeyouwereoneofthecandidates,giveaspeech:“Pleasevoteforme!”topersuadeothers.Firstingroup,andtheninclass.TheAdverbialClauseofconcessioncanhelpyouclearlypresentapersuasivespeech.Firstly,givestudentsfiveminutestoreadthematerialspreparedbytheteacher,toknowboththestrengthsandweaknessofthosecandidates,andthenprovidedmaterialsforstudentstopracticethefollowingexercisesandactivitiesthatuseAdverbialClausesofconcession.Next,theteachershowedasampleandexperiencesthelanguagetogetherwithstudents.ThentheteachertaughtstudentshowtocampaigninEnglish:youmuststressyourstrengthsinaconvincingvoice,butnotescapefromyouweakness.Atthesametime,theteacherleadstudentstounderstandthefunctionalmeaningofAdverbialClauseofconcessioninsuchanauthenticsituation.InthelinkofpracticingAdverbialClauseofconcession,theteacherguidedstudentstoanalysisthecontentandstructureofcandidateA‟sspeech,tomaketheirexpressionmorepersuasive.Basedontheabovelinks,theteacherarrangedstudentstohaveagroupdiscussion:Whoisthemostappropriatecandidate?29 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleStepthree(Practice----ThepurposeofthispartistoguidestudentstopracticeAdverbialClauseofconcessionandconsolidatewhattheyhavelearnedabove.)1.Discussion:ExpressyouropinionsonwhomtovoteforandgivereasonsbyusingtheAdverbialClauseofconcession.Firstingroups,andtheninclass.Example:S:Wedon‟tagreethatcandidateAcanbetheclassmonitor.Thereasonsareasfollows:Althoughheisgoodatplanningandorganizing,hetendstomakedecisionswithoutlisteningtoothers‟opinions…2.PleaseusetheAdverbialClauseofconcessiontoexpressyourfinialdecision.OurfinaldecisionWeagreethatcandidateXcanbetheclassmonitor.Thereasonsareasfollows:He…althoughhe…What‟smore,he…thoughhe…Webelievehecan…althoughhe…Inthethirdlink,theteacheraskedstudentstodiscussaboutthecandidates‟speeches,inthiswaycouldhelpstudentsconsolidatetheusageofAdverbialClauseofconcessionflexibilityinthefreepeer-discussion.Afterdiscussingforawhile,studentswereinvitedtomakethefinaldecision.Studentscouldalsotakefurtherexerciseduringtheprocessoffreepeer-discussion.Theteacherhadbetterprovidestudentswithsomecertainlanguageframeworkforreference.Inthisway,studentscoulddeepengraspthegrammarrulesofAdverbialClauseofconcessioninsuchafamiliarandinterestingsituation.4.4.4Post-testAbouteightweekslater,bothECandCCweregiventhepost-testonAdverbialClause.Thepost-test(SeeAppendixIII)wasdesignedtomeasurewhetherstudents‟achievementsinAdverbialClausehavebeensignificantlyimprovedaftertheexperimentthroughcomparingwiththepre-test.Inordertomakesurethevalidityofthetest,theauthoralsousedthesameformasthatforthepre-test,andthetimeallocationwasalsothesameasthatofthepre-test.4.4.5InterviewAfterthepost-test,aninterviewwasgiventoseveralstudentsinEC.Inordertoensurethereliabilityofit,theauthorchosefifteenstudentsasherinterviewees,theyarefromdifferentlevels(studentsA30 ChapterFourResearchMethodologyrepresentstheoneswhogothigherscoresinthetests,studentsBrepresentstheoneswhogotmediumscores,studentsCrepresentstheoneswhogotlowerscores).Thenshelistedtheinterviewees‟answersseparately.4.5DataCollectionandDataAnalysisThedataoftheachievementtestbeforethepresentexperimentwereobtained.Thedataofpre-andpost-testandquestionnairewascollecteddirectlyaftertheeightweeks‟experiment.Thetests‟dataofbothclasseswereanalyzedbySPSS17.0.Forthequestionnaire,theaveragepercentagewasanalyzedinaccordancewiththedifferentattitudestowardsthecreationofauthenticsituationsinEnglishgrammarteachingbeforetheexperiment.Thedataofinterviewwereanalyzedintermsofstudents‟answersfromdifferentlevels.31 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleChapterFiveResultsandDiscussionThischapterpresentstheresultscollectedfromtheresultsoftests,questionnaireandinterview,andthendiscussestheresultsaccordingtotheresearchquestions.5.1TheResultsandDiscussionoftheLanguageTestsBeforetheexperiment,allthesubjects‟terminalachievementswerecollected,thepurposeofcollectingstudents‟terminalachievementsbeforethepresentexperimentistocheckifthereexistsasignificantdifferencebetweenECandCCintermsoftheirEnglishproficiency.Thetotalmarkofthistestpaperis150.TheterminalachievementsofthetwoclassesbeforethepresentexperimentareillustratedinTable5.1.Table5.1IndependentSamplesTestofECandCC‟sTerminalAchievementsLevene‟sTestforEualityofVariancest-testforEualityofMeansFSigtdfSig.(2-tailed)MeanStd.ErrorDifferenceDifferenceVAR0002Eualityvariancesassumed.792.391.21083.894.202101.69524Eualityvariancesnotassumed.21081.699.894.202101.69524Asthetable5.1shows,intheF-test,P=0.391>0.05,thereisnosignificantdifferenceinhomogeneitytestofvariance,thatisequalvariance.SointheT-test,thedatainEualityvariancesassumedshouldbeconcerned,P=0.894>0.05,whichmanifeststhattheexperimentalclassandthecontrolclassareatthesimilarlevelinEnglishproficiencybeforetheexperiment.TheterminalachievementtestbeforethepresentexperimentwasusedbyNO.1SeniorHighSchoolinLuoheofHenanprovince,soitensuresthereliabilityofthedata.Table5.2InterpretingtheTwoClasses‟ScoresofECandCC‟sPre-testVAR0001NMeanStd.DeviationStd.ErrorMeanVAR0002ExperimentalClass4367.67448.587701.30961ControlClass4367.88377.607041.16006Thereturnrateofthetwotestsreached100%.Thetotalmarksofpre-testandpost-testare100.The32 ChapterFiveResearchandDiscussionpurposeofthepre-testistoexamineifthereexistsdistinctionbetweenECandCCinmasteringthetargetgrammaticalitem—AdverbialClausebeforetheexperiment.Inaddition,theSDinECishighthanCC,whatishelpfulforchoosinginterviewees.Table5.3IndependentSamplesTestofECandCC‟sPre-testLevene‟sTestforEualityofVariancest-testforEualityofMeansFSigtdfSig.(2-tailed)MeanStd.ErrorDifferenceDifferenceVAR0002Eualityvariancesassumed.787.378.12084.905.209301.74952Eualityvariancesnotassumed.12082.794.905.209301.74952Accordingtothetable,intheF-test,P=0.378>0.05,thereisnosignificantdifferenceinhomogeneitytestofvariance,thatisequalvariance.SointheT-test,thedatainEualityvariancesassumedshouldbeconcerned,P=0.905>0.05.Itindicatesthatstudents‟scoresofAdverbialClausehavenosignificantdifferencebetweenECandCCinthepre-test,thatis,boththeexperimentalclassandthecontrolclasshavethesamegrammarproficiencybeforetheexperiment.Theresultinthepre-testofthetwoclassesindicatesthatstudentsinECandCChaveanequalstartinAdverbialClauselearningwhenenteringtheexperiment.Table5.4InterpretingtheTwoClasses‟ScoresofPost-testVAR0001NMeanStd.DeviationStd.ErrorMeanVAR0002ExperimentalClass4382.62799.063511.38217ControlClass4372.25587.935151.05760Thepost-testisexecutedaftertheteachingexperiment.ItaimsatcheckingifthereissignificantdifferencebetweenECandCCinmasteringthetargetgrammaticalitem—AdverbialClauseaftertheexperiment.AstheECandCCweretaughtbydifferentmethods,thegapbetweenECandCCappearsinthepost-test.TheaverageofECgotonAdverbialClauseis10.4markshigherthanthatofCCinthepost-test.Fromthepre-testtothepost-test,theaverageofCCincreasesonlyby4.4marks,whiletheECincreasesby14.95marks.ThecomparisonindicatesthatstudentsfromECgetgreaterimprovementinAdverbialClausethanstudentsfromCC.ItshowsthattheperformanceofECismuchbetterthanthatof33 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleCCineachquestiontype,whichdemonstratesthatstudents‟achievementsinAdverbialClausecanbeimprovedbycreatingauthenticsituationsinclassroomteaching.Table5.5IndependentSamplesTestofECandCC‟sPost-testLevene‟sTestforEualityofVariancest-testforEualityofMeansFSigtdfSig.(2-tailed)MeanStd.ErrorDifferenceDifferenceVAR0002Eualityvariancesassumed1.880.1744.23684.0007.372091.74038Eualityvariancesnotassumed4.23678.626.0007.372091.74038Accordingtothetable,intheF-test,P=0.174>0.05,thereisnosignificantdifferenceinhomogeneitytestofvariance,thatisequalvariance.SointheT-test,thedatainEualityvariancesassumedshouldbeconcerned,P=0.000<0.05.Itindicatesthatstudents‟achievementsinAdverbialClausehavesignificantdifferencebetweenECandCCinthepost-test.Table5.6PairedSamplesTestofEC‟sPre-testandPost-testPairedDifferenceMeanStd.DeviationStd.ErrorMeantdfSig.(2-tailed)ECpre-test-post-test-14.95354.98614.76038-11.50042.000Asthetable5.5shows,theaveragescoreofpost-testis14.95markshigherthanpre-test.P=0.000<0.05,whichdemonstratesthatstudentsinEChavemakeasignificantprogressinAdverbialClause.Thatis,creatingauthenticsituationsinEnglishgrammarteachingisabletoimprovestudents‟EnglishachievementsinAdverbialClause.5.2TheResultsandDiscussionoftheQuestionnaireInthequestionnaire,students‟answerstodifferentdimensionsareanalyzedseparately,inthisway,thedata‟seffectivenesscanbeensured.Theresultofthequestionnaireisanalyzedinaccordancewiththeaveragepercentageofthestudents‟answers.34 ChapterFiveResearchandDiscussionTable5.7Students‟CognitiontowardEnglishGrammarNMinimumMaximumMeanStd.DeviationStatisticStatisticStatisticStatisticStd.ErrorStatisticQ143152.39.1861.222Q243151.88.1801.179Q543152.12.2001.313Q643141.91.1591.042Q743152.37.2081.363Thesefivequestionsareusedtoevaluatestudents‟cognitiontowardEnglishgrammar.Astable5.7shows,themeansofthosefivequestions(prefertolearnEnglishgrammar)arecloseto2,whichrepresentsdisagree.Inotherwords,students‟presentcognitiontowardEnglishgrammarislow.Theseresultsshowedthatthemajorityofstudentshavedifficultiesingrammarlearningwhichalsoaffectedtheinterestofthemtolearngrammarandtheyeventhinkgrammarisnotusefulinraisingtheirexpressingability.Theydon‟trealizetheimportanceoflearningEnglishgrammarwell.Accordingtothequestions,thelackofinterestandunderstandofgrammarmayberesponsibleforthiscurrentsituation.Table5.8Students‟AffectiontowardSituationalTeachingNMinimumMaximumMeanStd.DeviationStatisticStatisticStatisticStatisticStd.ErrorStatisticQ343152.40.2161.417Q443141.77.128.841Thesetwoquestionsareusedtoevaluatestudents‟affectiontowardsituationalteaching.Accordingtotable5.8,themeansofthosetwoquestions(prefertolearngrammarinsituations)arecloseto2,whichrepresentsdisagree.Thatis,students‟presentaffectiontowardsituationalteachingislow,theyhopetheteachercanusesomeauthenticexamplesingrammarclass.Theirteachertriesnottoteachgrammarinvarioussituations,sostudentsdon‟tknowmuchaboutsituationalteaching.35 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleTable5.9Students‟ReactionstowardEnglishGrammarClassNMinimumMaximumMeanStd.DeviationStatisticStatisticStatisticStatisticStd.ErrorStatisticQ843152.30.1901.245Q943152.30.2011.319Q1043152.24.2011.315Thesethreequestionsareusedtoevaluatestudents‟reactionsinEnglishgrammarclass.Astable5.9shows,themeansofthosethreequestions(prefertoparticipateintheEnglishgrammarclass)arecloseto2,whichrepresentsdisagree.Alargenumberofstudentswouldn‟tliketoparticipateingroupworks,theyrarelyinitiativelyanswertheteacher‟squestions,sotheychosetodootherthingsinsteadoflisteningcarefully.Fromtheresultsofthequestionnaire,wecaneasilyconcludethattheEnglishgrammarteachinginthisschoolisstilldominatedbythetraditionalteacher-centered,book-centeredmethod;thesituationalapproachdoesnotgainpopularityhere;andtheactualuseoflanguageisnotgivenmuchconsideration.Allthesefindingsleadtostudents‟negativeattitudetowardEnglishgrammarlearning.Throughcomparingtheresultofquestionnairewiththeresultsofinterview,itisobviousthatstudents‟attitudetowardEnglishgrammarlearninghavechanged.5.3TheResultsandDiscussionoftheInterviewTheinterviewees‟answersarelistedseparatelyintermsofdifferentlevels:1.Howmuchdoyouknowaboutteachinginauthenticsituationsnow?StudentA:Ithinkitmeansourteacherteachusinacertainsituation,whichiscloselyrelatedtoourdailylife.Theteacher‟sattentionistocreatearelaxedclassatmosphereandteachtherelativelyboringgrammareffectively.StudentB:Thesituationsderivefromourdailylife.Studyinginsuchfamiliarsituationsishelpfulforustoputwhatwehavelearntintextbookintoourdailylife.Thatis,makethedifficultgrammarpointeasier.StudentC:Icouldn‟tdefineitexactly.Maybeitisanewteachingmethodwhichadvocatesteachingandpracticinginrealsituations.2.WhatdoyouthinkaboutcreatingauthenticsituationsinteachingAdverbialClause?36 ChapterFiveResearchandDiscussionStudentA:Comparingtotheregulargrammarteachingmethod,itiseasiertounderstandtheusageofAdverbialClause.Icansummarythegrammarrulesalonebycarefullydiscussingwithmyclassmates.StudentB:IlikelearningAdverbialClauseinauthenticsituations.IcoulddotheexercisesonAdverbialClausemorecorrectly,andIcanimagesomeauthenticsituationswhileIamdoingexercisesafterclass.StudentC:Itisquiteinteresting,andIcanunderstandhowtouseseveralkindsofAdverbialClauseundertheteacher‟sguidance,suchasAdverbialClauseoftime,reason,conditionandsoon.3.Wouldyouactivelyparticipantthegroupworkswhicharerelatedtoauthenticsituations?StudentA:Ofcourse!IalwaysparticipantthegroupworksactivelyinEnglishclass,becauseIaminterestedinthem.Therewereonethirdsofususedtorespondtoourteacher‟sproposal,andmoreandmoreclassmatesbegantojoinusnow.StudentB:Yes,becauseIamfamiliarwiththosesituations,andIprefertostudyinsuchrelaxedatmosphere.IcanspeakEnglishwithoutobviousmistakes.Forme,it‟snotjustourteacher‟srequirementtoparticipategroupworks,butIhavethewillingtodoit.StudentC:Yes,Iwould.Itisnotdifficulttounderstandboththeteacher‟sexpressionsandthesituation,soIcanbettercommunicatewithmypartnersandteacher.What‟smore,IfounditisquiteinterestingtointeractwithothersinEnglish.Forthefirstquestion,studentsfromdifferentlevelsgavedifferentanswers.StudentA(SA)---theoneswhogothigherscoresinthetests,coulddefinethemeaningofauthenticsituationcorrectly,butalsounderstandtheteacher‟srealintention.StudentB(SB)---theoneswhogotmediumscores,figuredoutthepracticalmeaningofauthenticsituations.StudentC(SC)---theoneswhogotlowerscores,couldnotdefineitexplicitly,buttheysawtheliteralmeaning.Comparingtotheresultsoftable5.7,studentsdidn‟trealizetheimportanceoflearninggrammarwell,students‟cognitiononauthenticsituationhasbeenimprovedafterteachingexperiment.Forthesecondquestion,SAthoughtitiseasiertolearngrammarinauthenticsituationsandtheywereabletosummarizetherulesofAdverbialClausebythemselves.SBsaidtheylikelearningAdverbialClauseinauthenticsituations.Theycouldevenimageotherauthenticsituationswhiletheyweredoingexercises.SCregardeditasaninterestingteachingmethod,sotheycouldlearntheusageofAdverbial37 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleClauseundertheteacher‟sguidance.Comparingtotheresultsoftable5.8,studentsdidn‟tknowmuchaboutsituationalteaching,theiranswershaveprovedthatstudents‟affectiononauthenticsituationhasbeenheightened.Forthethirdquestion,SAareinterestedinEnglish,sotheyalwaysactivelyparticipantingroupworksintheclass.SBwouldliketodogroupworksinsuchfamiliarandrelaxatmosphere,fortheyhadnoproblemspeakingEnglish.SCthoughttheycouldexpresstheirthoughtsafterunderstandingtheteacher‟sintroduction.Comparingtotheresultsoftable5.9,studentsrarelyanswerquestionsorparticipateingroupworksinitiatively,obviously,students‟reactionstoauthenticsituationhavebeenenhancedinalargeextentcomparedwiththequestionnaire.Fromtheresultsthathavebeendiscussedabove,theconclusioncanbemadethatthestudentsaremoreinterestedinthegrammarclassteachinginauthenticsituations,whichprovidesthemwithmanykindsofactivitiesthatcloselyrelatedwiththeirdailylife,authenticmaterials,andtheamiableclassroomatmosphere.38 ChapterSixConclusionsChapterSixConclusionsUnderthebackgroundofthenewcurriculum,thekeytaskofEnglishgrammarteachingistorealize“life”,sothatstudentscanbeinterestedinthetopic,describethethingstheylike,andtelltheirexperienceinlife.AuthenticsituationsbreakthebarriersbetweenthecourseandsocietyinEnglishgrammarteaching,andderivetheclassroomteachingfromstudents‟reallife.Thisthesismainlyadoptsthemethodofempiricalstudy,basedonthelogicalsequencefromthetheoreticalanalysistotheempiricalstudy.Firstly,thethesissummarizesandelaboratedtherelevanttheoreticalresearchesontheauthenticteachingsituations,thenanalysisthetheoreticalbasis,principles,andmethodsandsoon.Secondly,thethesistakestheteachingexperimentintwoclassesofGradetwoinseniorhighschoolasabasis,andempiricallystudiedthedevelopmentofteachingAdverbialClauseinauthenticsituations.Finally,onthebasisofempiricalinvestigation,thisthesisputsforwardtheresearchfindingsandimplications.6.1FindingsAftertheeightweeks‟teachingexperiment,itwasfoundthatcreatingauthenticsituationsinEnglishgrammarteachingcouldhelpstudentsgraspthegrammaritemsinaneffectivelearningenvironment.What‟smore,thelearningsituationwasmorevivid,students‟learningattitudestowardEnglishgrammarweregotexcited.TheembodimentoflifeinEnglishgrammarteachingwasabletomaketheabstractanddifficultgrammaritemsmorespecific,thusimprovedstudents‟EnglishachievementsinAdverbialClause.Accordingtotheresultsofpre-testandpost-test,thepost-test‟sscoresinECwereintegrallyhigherthanthatofCCafterlearningAdverbialClauseforeightweeksthroughauthenticsituationalteachingandtheteachingmethodthatpresent-explain-practice.Theaveragescoreofpost-testis8.74markshigherthanthatofpre-testinECwhilethereisnoobviousdifferencebetweenpre-testandpost-testinCC.FromthosecollecteddatawecanseethatcreatingauthenticsituationswhileteachingAdverbialClauseisfeasible,itcouldsignificantlyimprovestudents‟EnglishachievementsinAdverbialClause.ThedataofquestionnaireandinterviewofECindicatethatcreatingauthenticsituationscouldimprovethestudents‟learninginterestaswellasgreatlystimulatestudents‟learningenthusiasm.Comparingtothepreviousgrammarclass,studentsinexperimentalclassweremoreactiveandnaughty,andansweredquestionspositivelyinthemonitorelectionclass.Students‟cognitionandreactiontowardsituationalteachingchangedinalargeextent,sincetheyhaveknownmoreaboutauthenticsituational39 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExampleteaching,andtheybecamemoreintendtoparticipateinthegroupworksinEnglishgrammarclass.Aftereightweeks‟teachingexperiment,students‟attitudestowardEnglishgrammarweregreatlychanged.6.2LimitationsThisthesisistryingtostatethepossibilitiesofintegrateauthenticsituationalteachinginEnglishgrammarteaching.Intheteachingexperiment,becauseofthetime,experimentalconditions,studentsandotherrestrictions,therearestillsomepointstobediscussed.Fromtheperspectiveofresearchcontents,thisthesismainlyfocusesonthegrammaritem----AdverbialClauseinseniorhighschool,teacherscouldn‟thavemoreadequatetimetopracticegrammaritemsinauthenticsituations.Besides,subjectshavelearnedabitofAdverbialClauseinJuniorMiddleschool,choosinganewgrammaritemmaygainbetterteachingeffect.Usingthemothertongueisanotherlimitation.NowmoreandmoreexpertsadvocateteachersshouldtrytheirbesttouseEnglishinclasswithoutanyChineseinvolved.Asweallknow,grammarrulesareabstract,soitisnecessarytouseChinesetoexplainclearlyatnecessarymoment.AlthoughtheauthorhasgeneralizedandexploredtherelevantresearchontheorganiccombinationbetweenEnglishgrammarteachingandthecreationofauthenticsituations,itwasjustasuperficialprocess.Therefore,itneedstobemorein-depth,moredetailedinquiry.Fromtheperspectiveofresearchmethods,theauthoronlyusedtwotests,aquestionnaireandaninterviewintwoclassesofaseniorhighschool,sothecoveragewasnotwide.Becauseofthelackofindividualknowledgeandtheunderstandingofclassmanagement,therearemanydefectsanderrorsinthedataanalysisofthetestquestionsandquestionnaire.Fromtheperspectiveofresearch,theinfluenceofcreatingauthenticsituationsinEnglishgrammarteachingisimplicitandsubtle,itisdifficulttousethequantitativemeasurement.Althoughtheauthormadeateachingexperimentinashorttime,theexperimentwascarriedoutintheschool‟snormalteachingactivity,someirrelevantvariablescannotbecompletelycontrolledandeliminated.6.3ImplicationsLifeisnotonlythesourceofteaching,butalsoanimportantwayforstudentstounderstandtheworld.IntheprocessofteachingAdverbialClause,theteachertriedtosetupvariousauthenticteachingsituationsinaccordancewiththestandardsofcurriculum,thecharacteristicsofteachingmaterialandstudents‟life.Theresultsshowedthatcreatingeffectiveauthenticsituationscanattractstudents‟attention,cultivatetheirinnovativeability,andthenimprovetheirEnglishachievementsinAdverbialClause.40 ChapterSixConclusionsThevariouscontentsofauthenticpracticeenrichthestudents‟perceptualmaterials,deepentheircorrectunderstandingofthegrammaritems.Theycouldpromotestudents‟autonomouslearninganddevelopstudents‟abilitiesofunderstanding,applicationandtransformation.SothatstudentscanlearnEnglishgrammarinlife,aswellasexperiencetherichcontentsandpracticalsignificanceofit.Creatingauthenticsituationsmadethestudentscomefromlifeandbacktolife.Thesesituationsexposestudentstothebackgroundofreallife,stimulatedstudents‟strongdesiretoparticipateinthelearningprocessasthesubjectsoflife.Thedesireispowerful,thought-provokingandinteresting.Thewholeclasswasinhighspiritsthroughpersonallyinvolvedinthetrueandinterestingauthenticsituations,soastothefurtherdevelopmentofstudents‟thinkingability,enhancestudents‟confidenceoflearningEnglishgrammarwell.Reallifeistheresourceofauthenticsituationalteaching.SoteachersshouldputlifeexperienceintoEnglishgrammarteachingflexibly,sothatstudentscouldmasterEnglishusagethroughunderstandingandpracticinginauthenticsituations.DailylifecontainsmanysituationsofusingEnglish,therefore,teachersshouldconnectteachingmaterialscloselywithdailylifeintheclass.AslongastheteacherisgoodatlookingfortheEnglishfactorsinlife,heorshecanletthestudentscombinethelifeexperiencewiththeEnglishgrammarknowledgeandrisetotherationalcognition.Therefore,creatingauthenticsituationsinEnglishgrammarteachingaffectsstudents‟constructionofknowledge,memoryandconsolidation,andthushelpsstudentsunderstandandgraspthetargetgrammaritems.TheprocessofEnglishgrammarteachingistheprocessofreproducingstudents‟knowledgeandexperience.Thisisanorganicprocess,itcanbemoreeasilytomakenewlearninggrammaritemsconnectwithstudents‟experience,sothatthenewgrammaritemscanbequicklyintegratedintothestudents‟originalcognitivesystem,andthenthestudentscantrulyunderstandandmasterthem.Aslongasthestudentsreallylearned,theywillnaturallyrelatedsituationswithotherthingsintheirdailylife.Itmeansthattheycanusethelearnedknowledgetosolvetheirownproblems,reallyputthelearntknowledgeintopractice.IntheapplicationofauthenticsituationsinEnglishgrammarteachinginseniorhighschool,teachersoughttoobservetherealityofthelanguageenvironment,whichcannotonlyactivatestudents‟interestandenthusiasm,butalsoarousetheminlearningEnglishgrammar,andthenrealizethemeaningofEnglishgrammar.TeachershadbetterlinkthelivingexampleswithEnglishgrammarteaching,anddesignthe41 AStudyontheApplicationofAuthenticSituationsinEnglishGrammarTeachinginSeniorHighSchool----TakingAdverbialClauseforExamplegrammarpracticalpartswhichareclosedtoreallife,inordertomaketheEnglishgrammarlearningatmospheremorecomfortableandfriendly,whatcangetalongwayfordeepeningandstrengtheningstudents‟understanding,consolidationandmigrationofEnglishgrammarknowledge,thenstimulatingstudents‟interestingrammarlearning.42 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AppendixIPre-testofAdverbialClause一．Singlechoice.(20‟)1.If________，Iwouldhavegonewithhim.A.hadhetoldmeB.hehadtoldmeC.hehastoldmeD.hewouldtellme2.---AliceismovingtohernewapartmentnextSaturday.---Iwouldbegladtohelpher，________needsomehelp.A.shouldsheB.ifshewillC.ifsheD.ifshemight3.Wewillnevergivein________theymightdoorsayaboutourplan.A.nomatterhowB.howC.whateverD.although4.IwonderifI________time.IfI________time，I‟llgowithyou.A.have;haveB.willhave;willhaveC.have;willhaveD.willhave;have5.Bythetimeyou________back，thesupper________ready.A.willget;willbeB.get;wasC.get;willbeD.willget;is6.________Ilive，Iwillnevergiveintotheenemy.48 A.AsfarasB.AslongasC.AswellasD.Assoonas7.Ireallywonder________hehaspostedmemanypackages________weworkedtogether.A.how;afterB.why;whenC.when;beforeD.why;since8.Pleasepronouncetheword________Idid.A.bythewayB.thewayC.themomentD.like9.Iwasabouttoleavemyhouse________thephonerang.A.whileB.whenC.asD.after10.Ihadcutthemeatintopieces________Motherstartedcooking.A.whenB.assoonasC.afterD.while二．Fillingblankswiththecorrectantecedent.(30‟)1.____willdotheexperimentcomestotheprofessor"soffice.2.___willdotheexperimenthasn"tbeendecided.3.Theteacherdidn"tleave______twelveo"clock.4.______thedaywenton,theweathergotworse.5._____sheisyoung,sheknowsquitealot.49 6.Itworriedherabit____herhairwasturninggrey.7.Youwillbelate____youleaveimmediately.8.Goandgetyourcoat.It"s______youleftit.9.____ismentionedabove,thenumberofthestudentsinseniorhighschoolsisincreasing.10.____hadIenteredtheroom____thephonerang.三．Correction.(30‟)1.Isthisthewatchforwhichheislookingnow?2.ThisisallwhichIcandoforyou.3.Doyouknowtheoldmanatthebackoftheroom,whomhasbeenchosenheadofthefactory?4.Iwanttoknowthewaywhichyoulearnnewwords.5.Canyoutellmethatthere"sabookstorenearhere?6.Ourschoolquitedifferentfromthatitwasbefore.7.Ifshelikesthepresentisnotcleartome.8.Forsheisill,shehasn"tcometoschool.9.Itgavehimsoabigshockthathisfaceturnedpale.50 10.Heisclevererthananyboyinhisclass.四．Combiningthefollowingtwosentencesintoonesentencewiththecorrectantecedent.(20‟)1.Wehadenoughtime.Wewalkedtothecinema.2.Wecametotheuniversity.Wehavelearntquitealot.3.Ididn"tjointhemyesterdayevening.Ihadtogotoanimportantmeeting.4.Shewouldn"tforgethermother"sbirthday.Sheseldomwrotetoherfamily.5.Theboywassotired.Hefellasleeponthebus.51 AppendixII高中生对英语语法学习态度的调查问卷亲爱的同学们，为了了解大家的语法学习情况，帮助大家更好地学习语法，促进今后的语法教学，现在对同学们进行一次问卷调查。请根据自己学习语法的实际情况，按照每个序号所代表的含义，选出恰当的选项。感谢大家的参与！1表示这个句子完全或几乎不符合我的情况。（很少符合/几乎不符合）2表示这个句子通常不符合我的情况。（少于一半符合）3表示这个句子有时符合我有时不符合我的情况。（差不多有一半符合）4表示这个句子通常符合我。（多于一半符合）5表示这个句子完全或几乎符合我的情况。（几乎完全符合）1．如果想在英语考试中取得高分，我认为关键是提高语法能力。123452．我觉得英语老师讲语法生动有趣，课堂气氛活跃。123453.课堂上老师在教授语法时会结合语境创设情境。123454.我对生活化教学情境十分了解。123455．我喜欢上英语语法课。123456．我能体会到学习英语语法的乐趣。123457.我能从语法学习中获得成就感。123458.在英语语法课堂上,我会认真听讲,并积极思考。123459.在课堂小组活动中,我会积极主动参与。1234510.在英语语法课堂上我会主动回答老师提出的问题。1234552 AppendixIIIPost-testonAdverbialClause一．Singlechoice.(20‟)1.____hetookpartinthecompetition,hewonasecondprize.A.ForthefirsttimeB.AtatimeC.AtonetimeD.Thefirsttime2.Afterthewar，anewschoolbuildingwasputup_____therehadoncebeenatheatre.A.thatB.whereC.whichD.when3.Iwouldappreciateit_______youcallbackthisafternoonforthedoctor‟sappointment.A.untilB.ifC.whenD.that4.Ihadjuststartedbackforthehousetochangemyclothes_____Iheardthevoices.A.asB.afterC.whileD.when5.Theclasswentonwiththestory_____theyhadleftitbeforetheholiday.A.whereB.whichC.inwhichD.when6.Thecompanyhasafreelong-distancetelephonenumber_____customersmaycallwithanyquestionstheyhaveaboutitsproducts.A.althoughB.asC.evenifD.sothat7.---IsMr.Smithintheoffice?---Yes，________heisinchargeoftheoffice，hemustbethere.A.sinceB.howeverC.whetherD.for53 8.Someonecalledmeupinthemiddleofthenight，buttheyhungup________Icouldanswerthephone.A.asB.sinceC.untilD.before9.---Don‟tlookdownuponBob.Hehashisownadvantages.---Oh,yes.________othersareweak,heisstrong.A.IfB.WhenC.WhereD.Though10.Thedaymustbebreaking,_____thebirdshavebegunsinging.A.becauseB.asC.forD.since二．Fillingblankswiththecorrectantecedent.(30‟)1.Ihaven"theardfromhim_____hewenttoAmerica.2.Hewon"tbehere_____heisinvited.3.Hewillnotgotothecinema_____heisverybusy.4.Wefoundthekey_____sheladleftit.5.Wefoundthebookstwodays____hehadgoneaway.6.Wehadnosoonergottothestation_____thetrainleft.7.HespeaksEnglish______hewereanEnglishman.8.Heisexplainingclearly_______theycouldunderstand.9.Donotleavetheroom_____youhavefinishedthetest.10.Shesang______shewentalong.三．Correction.(30‟)1.Thechildrenwererunningontheplaygroundasfastastheycan.54 2.Sinceherhusbandhaddied,soshehadtosupportherfamily.3.Hewon"tgooutuntilhismotherwillcome.4.Hewasveryfoolishthathedidn"tpasssuchaneasyexam.5.Tomhadgoneoutassoonashismothergothome.6.Itwasthreemonthssincehecametoourschool.7.Theplaygroundofourschoolislargerthantheirschool.8.ThestreetsinNanjingarewiderthanShanghai.9.Whateverthereisplentyofsunandrain,thefieldsaregreen.10.Shesingssongsasifsheisabird.四．Combiningthefollowingtwosentencesintoonesentencewiththecorrectantecedent.(20‟)1.Dr.Bethune(白求恩)cametoChina.Dr.Bethune(白求恩)wasfiftythatyear.2.Hebegantowork.Hegotthereatonce.3.Let"sbeginourmeeting.Everyoneishere.4.IliketheEnglishpeople.Idon"tliketheirfood.5.Hedidn"tcometothelecture.Hewasverybus.55 AcknowledgementsMygratitudeandappreciationgoesfirstandforemosttomysupervisor,ProfessorJinYan,forherintellectualguidanceandconstantencouragementinaccomplishingthepresentthesis.Ifirmlybelievethatthisthesiswouldnevercomeintoexistenceprovidetherehadnotbeenherinsightfulsuggestionsandthoughtfulenlightenments.Herextensiveknowledge,dedicationtotheacademicresearchaswellasherloftycharacter,willbenefitmeforawholelife.Secondly,IwanttoextendmysinceregratitudetoNorthwestNormalUniversity.Sheofferedmethechancetoimprovemyselfandprovidemewitheasyaccesstovaluableandusefulinformationandresource,whichbenefitmealot.Thirdly,IamquitegratefultotheexcellentEnglishteacherWangYingandherstudentsformNO.1SeniorHighSchoolinLuoheofHenanprovincefortheiractiveparticipationandtremendoushelpinthetestsandinterview.Finally,Iwouldliketoexpressmyspecialthankfultomyclassmates,whoseencouragementandfriendshiphadalwaysbeenasupport.56