毕业设计（论文）--任务型教学法在高中英语语法中的应用研究 24页

学院毕业设计（论文）题目任务型教学法在高中英语语法中的应用研究系（院）外语系专业英语班级2008级1班学生姓名学号指导教师职称二〇一二年六月二十日 ApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginSeniorHighSchoolAThesisSubmittedinpartialfulfillmentoftheRequirementsfortheDegreeofBachelorofArtsbyoSupervisor:AssociateProf.UniversityJune2012 独创声明本人郑重声明：所呈交的毕业设计(论文)，是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议。尽我所知，除文中已经注明引用的内容外，本设计（论文）不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本声明的法律后果由本人承担。 作者签名:二〇一二年六月二十日 毕业设计（论文）使用授权声明本人完全了解滨州学院关于收集、保存、使用毕业设计（论文）的规定。本人愿意按照学校要求提交学位论文的印刷本和电子版，同意学校保存学位论文的印刷本和电子版，或采用影印、数字化或其它复制手段保存设计（论文）；同意学校在不以营利为目的的前提下，建立目录检索与阅览服务系统，公布设计（论文）的部分或全部内容，允许他人依法合理使用。（保密论文在解密后遵守此规定） 作者签名:二〇一二年六月二十日 滨州学院本科毕业设计（论文）任务型教学法在高中英语语法教学中的应用研究摘要任务型教学以语言学等理论为基础，强调在交际活动中使用和掌握语言，让学生通过感知、体验、实践、参与、合作与交流的交际课堂活动实现任务的目标。任务型教学法妥善的克服了传统语法教学的不足，被认为是提高学生的语言能力的一种行之有效的方法。然而在我国中学英语课堂的语法教学中应用这种教学模式的实证研究却并不多见。本文通过教学实践来探究语法教学中应用任务型教学模式的可行性和有效性，采用了实验法和文献综述法。大量的理论支持和实验班与对照班考试成绩的对比分析表明用任务型教学模式教授语法在学生的知识掌握上比传统的语法教学法有更好的效果，而且，这也有助于促进学生学习语法的态度和动机。关键词：任务型教学模式;传统教学法;语法教学II 滨州学院本科毕业设计（论文）ApplicationofTask-basedLanguageTeachinginEnglishGrammarTeachingofHighSchoolAbstractTask-basedlanguageteachingisbasedonlinguistics.Itemphasizesonusingandmasteringlanguageincommunicativeactivities.Itmakesstudentstorealizethegoalsintheclassactivityoftheperception,experience,practice,participation,cooperationandexchanges.Task-basedteachingovercomestheshortcomingsoftraditionalgrammarteachingandisregardedasaneffectivemethodinpromotinglearners’languagecompetence.However,empiricalstudiesofitsapplicationarerarelyfoundinthefieldofgrammarteachinginChina,especiallyintheseniorhighschool.Inthisthesis,aresearchisconductedtoprobeintothevalidityandfeasibilityofTBAingrammarteachinginseniorhighschool.Itmakesananalysisofwhatisdrawnfromtheexperimentalteaching.TheresultsshowthatTBAisanefficientandadvancedapproach.ItprovesthatgrammarteachinginTBAcanhaveabettereffectthantraditionalapproachandatthesametimeitcanfacilitatethestudents"attitudesandmotivationsingrammarlearning.Keywords:Task-basedapproach;thetraditionalteachingmethod;theseniorhighschoolEnglishgrammarteachingII 滨州学院本科毕业设计（论文）ContentsIntroduction2ChapterOneLiteratureReview31.1GrammarandGrammarteaching41.1.1Definitionsofgrammarandgrammarteaching41.1.2Relevantresearchaboard51.1.3RelevantresearchesinChina61.2Taskandtask-basedteaching61.2.1Definitionsoftask61.2.2Therelevantresearches7ChapterTwoTheExperimentalImplementationofTBA82.1Purposesoftheexperiment82.2Subjectsoftheexperiment92.3Instrumentsoftheexperiment92.4Materialsoftheexperiment102.5Proceduresoftheexperiment102.5.1Preparation102.5.2Implementation102.6Resultsoftheexperiment12ChapterThreeFindingsandAnalysis133.1Severalproblemsintheimplementation133.2Suggestions13ChapterFourReflectionandExpectation154.1Limitationsoftheresearch154.2Suggestionsforfurtherresearch15Conclusion15Bibliography17Acknowledgments1919 滨州学院本科毕业设计（论文）IntroductionAnewroundofcurriculumreformisbeingcarriedoutthroughoutthecountry,withnewteachingideasinfluencingteachers"ideasandbehavior.Thereforetheatmosphereinclassisimproved.However,itisfoundthatthebasisofthemajorityofthestudentsongrammarisstillweak,especiallythecountymiddleschoolstudents.TheystillfeelverydifficultintheprocessofEnglishlearning.Forexample:whentheyarewriting,theycanonlywritesomesimpleEnglishsentences,andcouldn"twritesomeothernormative,meaningfulstatements.Asfarasthesentencestructure,theyareconfused,andcannotwritebeautifulpassagesorarticles.Now,variousEnglishpubliclessonsarealsoverypopular,butmostofallarelisteningandspeaking,andtherearefewteacherstotakegrammarasthemaincontentoftheshow.InChina,schoolsusuallyadoptthemethodsofdeclarativegrammarrules,withmoststudentstakingnotesanddoingexercises.Thetraditionalteachingmethoddoeshavesomeadvantages,buttothestudents,itisboring.Itisnoteasytoarousestudents"learningenthusiasm.Underthetraditionalteachingmode,studentscouldnotmasterknowledgeasmuchaspossible,soitisnecessarytofindwhichmodeofthegrammarteachingisthemosteffective.Thenewcurriculumstandarddescribesindetailtheaimsofthevariouslevelsofthegrammarintheseniorhighschools,andadvocatesschoolstousethetask-basedteachingmethodinEnglishinstruction.Thisshowsthatthetask-basedteachingapproachonEnglishgrammarteachingisanewway,whichisalsothekeyoffocus.Aboutgrammarteachingandtask-basedteaching,domesticandforeignscholarshavedonetherelevantresearch,butmostconcentratedonthecitymiddleschool,rarelyinvolvingschoolsinthecountryside.Sothispaperchoosesstudentsfromthecountryschoolsasthesubjects.Andtheresearchbasedonthenewcurriculum,hopestoconfirmthatwhethertask-basedteachingisbeneficialtoimprovestudents"grammaticalcompetencecomparedwiththetraditional3Pmodel.Next,thisarticlefromtheperspectiveofemotionalattitude,designedaquestionnaire,hopingtoprovethatwhetherthetask-basedteachingmethodismorebeneficialtoimprovestudents"learninggrammar19 滨州学院本科毕业设计（论文）interest,andarousetheenthusiasmofthestudents.Atthesametime,theauthoralsowantstoprovidesomereferenceforthefutureEnglishteaching.Thestructureofthepaperisasfollows:Thefirstchapterintroducestheresearchpurposeandsignificance,summarizestheresearchcontents,andputsforwardtheframework.Thesecondchapterexplainsthedefinitionofgrammarteachingandtask-basedteaching,andanoverviewofitsresearchstatusathomeandabroad.ThethirdchaptershowstheimportanceoftasksseparatelyfromthreeaspectsofthehighschoolEnglish,andthecurrentstatusofthegrammar.Thefourthchapterisabouttheapplicationoftask-basedteachingapproachinseniorhighschoolEnglishgrammarteaching,includingresearchhypothesis,object,procedureandtheteachingmode.Thefifthchapterpresentstheanalysisoftheexperimentalresultsandquestionnairedata,theresults,andanalysisofitscauses.Thesixthchaptermakesconclusions,andputsforwardsomecorrespondingsuggestions.ChapterOneLiteratureReviewThisarticlemainlystudiesgrammarteachingandtask-basedteaching.Foreignexpertsandscholarshavegivenenoughattentiontothesetworespects,andmadesomeresearches.Fromthisperspective,task-basedteachingandgrammarteachingresearchmainlyfocusedontheUniversity,highschoolsorpartofcitycenter,rarelyinvolvingthecountymiddleschool.Itmainlyinvolvestheapplicationinreading,listening,andwriting.Howevertherearefewstudiesinthegrammarteachingbasedonthetask-basedteachingmethod.19 滨州学院本科毕业设计（论文）1.1GrammarandGrammarteaching1.1.1DefinitionsofgrammarandgrammarteachingGrammarhasbeendefinedindifferentwaysbydifferentlinguists.Lyons(1971)definesgrammaras“thatbranchofdescriptionoflanguageswhichaccountsforthewaywhichwordscombineintosentences(quotesfromStern,1983:131),Brown(1994)thinksgrammaras“asystemofrulesgoverningtheconventionalarrangementandrelationshipofwordsinasentence“,andBastogne(1994a)thinkthat“grammarisnotsimplyformalnetwork,butacommunicativedevicewhichisfunctionalmotivated”.LongmanDictionaryofContemporaryEnglish(Longman,1995)saysthatgrammaris(thestudyandthepracticeof)therulesbywhichwordschangetheirformsandarecombinedintosentence.Inthepresentresearch,Englishgrammarmeansthesentence-levelEnglishgrammaritemspresentedinthesenioronemiddleschoolstudents’Englishtextbooks."OxfordAdvancedLearner"sDictionary"explains:"Grammar-rulersforformingwordsandcombiningthemintosentences”ShuDingfang,ZhuangZhixiang(1996)arguesthatgrammaristhegeneraldescriptionoflanguage,mainlyonitstheoreticaldescriptionincludingphonology(phonemicandcombinationrules),syntax(wordandphrasecombinationrule),lexicologyandsemantics(themeaningofwordsandtheircombinationrules).Inshort,thegrammaristhelanguagedescriptiononwordsintosentencespattern.Thenwhatisthemeaningof"grammarteaching"?LiGuanyi(1990)arguesthattheso-calledgrammarteachingabsolutelydoesnotmeantoteachmanygrammarrules.Itisimportantthatthestudentshaveacompleteclearconceptonthegrammarsystem.Moreimportantly,studentsmustbeabletomastertherulesofgrammaranditsapplicationinpractice,whichcanbeeasytoreadandunderstandtheneedsofprofessionalinformation,andtoexpressrelatedinformationinspoken,writtenexpressiontodifferentdegrees.HuangYuanZhen(2003)arguesthatgrammarteachingisbasedinteachinggrammar.19 滨州学院本科毕业设计（论文）Itisteachingactivitiestotrainstudentstoacquiretheinternalstructureof.Itisthebasisofstudents’languagepracticesuchaslistening,saying,reading,andwriting.GrammarisessentialcontentinlearningEnglish.1.1.2RelevantresearchaboardManyschoolsofpedagogyhaveappearedinthehistoryofforeignlanguageteaching.Theyhavetheirowndifferentviewsonthestatusandroleofgrammarteaching.Thegrammartranslationmethodthinksthatthegrammaristhemaincontentofforeignlanguagelearning.Therefore,itputsthegrammarteachingasthecentraltask.Moreover,masteringgrammarrulesisalsothedirectgoalintheteachingactivitiesinclass.TheGrammar-translationmethodasanearlyEnglishgrammarteachingmethoddominatedovertheEnglishteachingforseveralhundredyearsinthewesterncountriesinwhichEnglishgrammaristhecoreoftheEnglishteaching.Itwastaughtdeductively.Untilearlythetwentiethcentury,theGrammar-translationmethodwasreplacedbytheAudio-lingualmethod.TheAudio-lingualmethodadvocatedthatlisteningandspeakingisthemaincontent,butitdoesnotopposetogrammarteaching.Thedirectmethoddoesnotarguetoteachgrammardirectly,andencouragesstudentstomasterthelanguagematerialinadvance,andthensummarizesthegrammarrulesfromtheaccumulatedperceptualmaterials,namelythroughtheinductiveapproachtoacquiregrammar.ThenaturallawoftheKrashenandTerrellbelievesthatlanguageofthelawisanaturalacquisition,andtheroleisnotobviousforthegrammarlearning.Atpresent,foreignlanguageteachingisgenerallyconcernedabouttheriseofgrammaticalconsciousness,referredtoasCR.RutherfordandSherwoodSmithclearlydefinedCR:consciouslytoattractlearners"attentiontothetargetlanguageform.19 滨州学院本科毕业设计（论文）1.1.3RelevantresearchesinChinaAstogrammarteaching,quiteafewscholarshavenotonlyrevealedthepurposeofteachinggrammar,butalsoraisedsomeoftheirownviews,andmanymaterialsandreferencesareprovidedforthefuture.HuZhuanglin(2000)pointedoutthatthepurposeoflanguageeducationincludesthatteachingstudentsthecorrectmeaningfulandappropriateuseofEnglish.Thesyntaxshouldbeseenasarationaldynamicsystemratherthanstaticsystemofarbitraryrules.ShaoYouxue(2007)questionedtheconvergenceofthecollegeenrollmentcollegeEnglishteachingandsecondaryschoolEnglishteachingandthoughtthatEnglishgrammarteachinginthesecondaryschoolhadnotbeengivenenoughattention.LiShuangyan,MaJiangtao(2009)proposedseveralgrammarteaching,withtheaimofestablishingarelaxedandhappylearningatmospheretohelpstudentsbuildthegrammarsystem.Theexperimentalresultsshowthatthismethodfostersstudents"confidence.1.2Taskandtask-basedteaching1.2.1DefinitionsoftaskTask-basedlanguagelearningwasdefinedbyBreen(1987)as“anystructuredlanguagelearningendeavorwhichhasaparticularobjective,appropriatecontent,aspecifiedworkingprocedure,andarangeofoutcomesforthosewhoundertakethetask“.Skehan(2001:95)proposesthattasksareclassroomactivitiesinwhich:-meaningisprimary;-thereissomecommunicativeproblemtosolve;-thereissomesortofrelationshiptocomparablereal-worldactivities;-taskcompletionhassomepriority;-theassessmentoftaskisintermsofoutcome.19 滨州学院本科毕业设计（论文）1.2.2TherelevantresearchesWills(1996)proposedframeworkfortheimplementationofatask-basedteachingprocess.Inherview,theframeworkcreatesasubstantialenvironmentforlanguagelearninginordertoimprovethelearners"languageperception,andfluencyandaccuracyoflanguage.Theprocedureisdividedintothreestages:pre-task,task,languagefocus.Ataskusuallyinvolveslistening,speaking,reading,andwriting.Learnersbeginwithafullexperienceoflanguageuse,andlookattheendofthenaturalfeaturesofthelanguage.Ellis(2003)thoughtthattask-basedlanguageteachingisbasedonthe"constructivist"teachingmethod,andrefersthatcommunicationneedtoidentifythelanguagelearningtaskaccordingtoreallife.Studentsaroundthistaskmakeplansandachievetheplanthroughtheirownefforts,completethetask,andassesstheirownlearningintheprocesscontinuously.Skehan(1998),proposedfivecharacteristicsofthetask:thesignificanceofthetaskactivitiesistheprimary;topayattentiontostudents"communicationofinformation,ratherthanonwhatlanguageform;taskrelatewithsimilaractivitiesintherealworld;acommunicationproblemtobesolved;tocompletethetaskistheprimaryconsideration.DavidNunan,(2004)explainthevariousaspectsofthetask-basedteachingfromthedefinitionofthetask-basedteaching、framework、thestructure、theevaluationoftask-basedteachingandthedevelopmentoftasksandteacher.Task-basedteachingasanexoticinChinahasbeenwidelydisseminatedandapplied,especiallyinEnglishteaching.EnglishgrammarteachingisanimportantpartoftheEnglishteaching.Task-basedteachinghasalsoplayedanimportantroleintheEnglishgrammarteaching.ManyscholarsinChinahavemadethestudyontheapplicationoftask-basedteachinginEnglishgrammarteaching.ChengXuexia(2005)researchindicatesthat,inthecurrentcollegeentranceexamination,thetraditionalteachingandtask-basedteachingapproachinimprovingthelevelofEnglishgrammaronthesignificantdifferencewasnotobvious,butthetask-basedteachinggreatlyimprovesstudents"learninginterestinEnglishgrammar,19 滨州学院本科毕业设计（论文）self-confidence,learningstrategyandlearningmotivation.Throughherresearchin"task-basedlearning"theoreticalbasisintheuseofgrammarandtherelevantcontentof"task",sheliststheproposedtask-basedteachingmodebyWillsandSkehan,andsummedupthemainprincipleof"task"underthetask-basedteachingmodedesign.GanYang(2006)exploredthefeasibilityandeffectivenessoftheapplicationoftask-basedteachinggrammarteachingwiththeexperimentsofsubjunctivemoodinEnglishgrammarteaching.Onthebasisofthepastgrammarresearches,heputforwardtheobviousadvantagesoftask-basedlanguageteaching,andstatedthefoundationofpsychologicallinguisticsandeducationalfoundation.HealsocitedthetasksproposedbyWills.Thetaskiscomposedofthreestages：pre-task,task,languagefocus.Hethinksthetask-basedteachingforforeignlanguageteachinginChinahasthreemajorpoints：(1)thestudentscannotonlyobtainthegrammarknowledge,butalsothesignificanceexchange；(2)InTask-basedLanguageTeaching"grammar"asthecontentofthe"task",thecommunicativeapproachismoremeaningful.Studentsaremoreinterested,havemorepower;(3)thegrammaristhecentertask,sothatstudentscanusethetargetlanguagetosolveproblemsandcompletethetask.YangAiling(2007)proposedoneeffectivetasktypeteachingmodetoimprovestudents"languageability,onthebasisofanalysisoftraditionalgrammarteachingtogiveprioritytoteachingmode(3Pmethod).Inherpaper,shemadeanelaborationoftaskandtask-basedteaching,andmadeanoverviewofhowtoteachEnglishgrammar.ChapterTwoTheExperimentalImplementationofTBA2.1PurposesoftheexperimentThischapteraimstocontrasttask-basedgrammarteachingwithtraditionalteachingofgrammarthroughanexperiment,andwantstoprovewhethertask-basedgrammarteachingisadaptabletoseniorhighschoolstudents.What’smore,ithopestoexaminetheeffectsofthisteachingmethodonEnglishlearning.19 滨州学院本科毕业设计（论文）Thetwoquestionsarestudiedandinvestigated:whetherthetask-basedgrammarteachingmethodcanreceivetheeffect;whetherthetask-basedteachingmodeofgrammarlearningissuperiortothetraditionalmodeofgrammarlearning.2.2SubjectsoftheexperimentSubjectswereselectedfromthefirstgradestudentsofaseniorhighschool.Theauthorchoosestwoclasseswiththeparallelconditions.Thebasismainlyhas:first,thesetwoclassesareinstructedbythesameteachers.Second,twoclassesofalmostallstudentsarefromthesamearea,andhavesimilarculturalbackground,whichcanstandforthewholeconditions.Third,parallelclassstudents"grammaticallevelmayrepresentthesamegradestudentsatthesyntaxlevel.Fourth,thegradesinthelasttermprovethatthetwoclasseshadnosignificantdifferenceinEnglishlevel.Thereforethetwoparallelclassesinthisexperimentwererandomlydividedintotheexperimentalgroup(60)andcontrolgroup(61people).2.3InstrumentsoftheexperimentInthisstudy,theattributiveclausegrammarteachingisdesignedasanindependentvariable,withstudents’differentlevelsofmasteringtheattributiveclauseasthedependentvariable.Thestudywasdividedintothreephases:thefirstispre-test,lettwogroupsofstudentsexaminethecertainknowledgeoftheattributiveclausewithoutanyanalysis,andtestdataisnotreturnedtostudents,whichaimstoensurethatthedifficultyofpre-testandposttestarethesameinordertocomparetheresultsoftwoteachingmethodofexperimental.Thenexttwoweeksistheexperimentalstage.Theattributiveclauseisregardedasanexampletostudy.Subjectshaveagrammarlessonperweekexceptthenormalscheduleoflearning.Thelessonisinstructedbythesameteacherswithadoptingdifferentteachingmethod,i.e.experimentgroupbyusingtask-basedgrammarteaching,andthecontrolledclassadoptinggrammartranslationmethod.Thelastphaseisthattheexperimentalgroupandthecontrolgroupagainaretestedaftertwoweeks.The19 滨州学院本科毕业设计（论文）pretestandposttestusethesamepapers.Thedataofpretestandposttestisanalyzedusingthestatisticalsoftware.2.4MaterialsoftheexperimentThematerialsareallextractedfromthefollowingbooks:acompulsoryteachingbookofhighschoolEnglish;"Englishgrammar"(BaoBing2002);"SparkEnglishcollegeentranceexaminationofEnglishgrammar"(MaDegao1999);"universalgrammar"(zhangzhenbang1999).ThesematerialsareauthorityinEnglishgrammarwithcredibility,whichcanguaranteethereliabilityandvalidityofexperimentalmaterials.2.5Proceduresoftheexperiment2.5.1PreparationFirstpre-testandpost-testmaterialsaredesigned.Thetestconsistsof40questions.Thefirstpartinvolves10trueorfalsequestionsabouttheattributiveclauseinordertoarousestudents"consciousnessabouttheattributiveclause,andthenthe20questionismultiple-choicequestion,whichisfromthecollegeentranceexamination.Studentswilljudgeandchoosetheanswersinordertotestwhetherstudentscantrulymastertheusageandfunctionofattributiveclause.2.5.2Implementation（1）Pre-testThefirstispre-test,lettwogroupsofstudentsoftheexperimentalclassandthecontrolledclasstestrelatedknowledgeoftheattributiveclausewithoutanyanalysis,andtestdataisnotreturnedtostudents,whichistoensurethatthedifficultyofpretestandposttestarethesameinordertocomparetheresultsoftwoteachingmethodofexperiment.Differencesoftheexperimentalgroupandthecontrolledgroupstudentsshouldbetested.Throughtheconsciousselection,thedifferencesfromallaspectsarenotclearas19 滨州学院本科毕业设计（论文）faraspossibletoensurethatthestudentsintheexperimentalgroupandthecontrolledgroupstudents.（2）ProcessingThesameteachersareselectedaccordingtotheexperimentalintention,withexperimentalgroupbyusingtask-basedgrammarteaching,andthecontrolledclassadoptinggrammartranslationmethod.Theteachingtime,content,progressandotheraspectsremainfairlysimilar.Thus,theexperimentalclassandcontrolledclasskeeponbalanceinalotoffactors,sotheexperimentalclassandcontrolledclasseffectsalsocanmaintainthebalance,whichcanensuretheeffectsoftwokindsofexperimentalteaching.（3）Post-testThetwogroupsaretestedonattributiveclausegrammar.Thedataincludestheanalysisoftheresultsofthepre-testandthepost-test.StatisticaltoolsareSPSSll.0,andthedatathroughtheTvalueshowtherelationshipsbetweenvariables.Theexperimentalresultscanberequiredbystatisticaltoolsforstudents.Becauseofthetwogroupsofnumbersaremorethan60soweuseTtesttocalculatethevalueofTintwogroupsinordertoshowsignificantdifferencesbetweenthem,andcompareresultswithpre-testtoseethatifresultsinthepost-testisimproved.Thespecificresultsasshowninthefollowingtable:Table1pre-testGroupnumbersaverageStandarddeviationExperimentalgroup60646.75Controlledgroup61657.72Table2post-testT=0.084GroupnumbersaverageStandarddeviationExperimentalgroup617211.24Controlledgroup60797.3219 滨州学院本科毕业设计（论文）Table3ControlledgroupT=4.2GroupnumbersaverageStandarddeviationPre-test61646.75Post-test617211.24T=3.45Table4ExperimentalgroupGroupnumbersaverageStandarddeviationPre-test60657.72Post-test60797.32T=9.452.6ResultsoftheexperimentTable1experimentalresultsshow:twogroupsbeforetheexperimenthavenosignificancedifferenceongrammarlevel.Thisshowsthatthenexttwoteachingisnotaffectedbyanypreviousgrammarlevel.Throughtwoweeksofsystemicgrammarteaching,fromtheaverageofpost-testresults(Table2),theexperimentalgroupandthecontrolgrouprisecertainly,respectively79and72.Theresultsshows:twogroupsatthesyntaxlevelaftertheexperimenthassignificantdifferences,whichprovestask-basedgrammarlearningismoreeffectivethanthetraditionalmodeofteaching.Butthestandarddeviationoftwogroupsimprovedwithunbalancedlevel.Thisshowslargelythattraditionalteachingmethodissuitableforthesmallnumberofstudents,andthetask-basedteachingmethodismoreconducivetoimprovingtheoveralllevel.Inaddition,tothecontrolgroupaftertwoweeksoflearning,somestudentshavemadegreatprogress,whileotherstudentsdrop.What’smore,thegroupbeforeandafterthetwotestofthestandarddeviationis6.75and11.24(Table3)withfluctuationabout66.62percentagepoints,whichagainshowsthatthetraditionalteachingmethodcanimprovethesmallpartofthestudentsratherthanmoststudents.Thedataanalysisprovesthatthetask-basedteachingmethodismoresuitableforhighschoolEnglishgrammarteaching,becausetheteachingisforallstudents,notjustonepart.19 滨州学院本科毕业设计（论文）ChapterThreeFindingsandAnalysis3.1SeveralproblemsintheimplementationTask-basedgrammarteachingisakindofeffectiveteachingmethodtoimprovestudents"languagecompetence.However,theimplementationoftask-basedgrammarteachingisnoteasyinthecurrenteducationsystemasaneducationalgoal-orientedexamination.Task-basedgrammarteachingofhighschoolalsoputforwardhigherrequirementsforEnglishteacher.Firstofall,fromthetraditional3Pgrammarteachingmodetotask-basedgrammarteachingmode,itisnotaneasytaskfortheteachers.Teachersandstudentswhoarefamiliarwith3Pmodecannotinashorttimechangehabitsofthetraditionalgrammarteaching.Learnerswillfindthatitisveryhardtomaintainabalancebetweenaccuracyandfluency.Theybelievethattask-basedgrammarteachingisawasteoftimeandworsethantraditional3Pmodeoperation.Secondly,thetask-basedteachingmethodhasnocorrespondingteachingoutlineandteachingmaterialasakindofteachingthought.Althoughthenewcurriculumstandardadvocatestask-basedteachingmethod,thereisnoappropriatetextbookpublishedtokeepbalancebetweengrammarcompetenceandcommunicativecompetence.Itisrelativelydifficulttodesignsuchgrammarteachingmaterials,thereforeteachersneedtoreorganizetheteachingmaterialanddesignvariousgrammaticaltasksaccordingtothestudent"slevel.Thirdly,howtomaketeacherstomasterbalanceofthedevelopmentofstudents"communicativecompetenceandtheexamination-orientededucationsystemisahotissueintheforeignlanguageteaching.3.2SuggestionsTask-basedgrammarteachingemphasizesonthelong-termdevelopmentofthestudents"communicativeability.Intheinitialstudyphaselearnersmayfinditdifficultto19 滨州学院本科毕业设计（论文）maintain,especiallywhennotimmediatelyseethewantedresultsintheexamination.Therefore,thispaperputsforwardthefollowingsuggestionsforEnglishteachers:(1)Teachersshouldunderstandandbecomefamiliarwithstudentsinadvance.Whenteachersdesigntasks,theymustfirstknowthestudentslevelinordertodeterminethedifficultyofthetask.Moreover,takingintoaccounttherelativelylargenumberofChinesehighschoolclassroomstudents,teachersshouldnotethestudents"individualdifferences,andwhenorganizegroupactivities,takingintoaccountindividualcircumstancestoensurethesuccessfulcompletionofactivitiesandtasks.(2)Thedesignoftaskshouldhavegrade:fromeasytodifficult,fromsimpletocomplex.Fullconsiderationshouldbegiventoscience.Itfullyconsidersthestudents"interests,thetimerequiredbythecurrentcapabilitiesandtocompletethetask.Therefore,intheinitialstageofclassroom,thetaskshouldberelativelysimplesothateverystudenthasaninteresttoparticipate.Then,teacherscangraduallybringcertaindifficultyandchallengingtasks.Studentscangetresultsthroughtheinformationsearch,observation,analysis,reasoning,operationprocess.Inthisway,studentsinterestinmoredurable,andconfidencewillbesetupafterthesuccessfulchallenge.(3)Teachersshouldensurethatlearnersusethecorrectlanguagetypeinthecompletionoftasksanddisplayresults.Learnerstendtoappearthefollowingsituations.Althoughactivelyparticipatinginthecompletionoftasksandactivities,learnerscannotsuccessfullyrealizeresults,makeimproperexpressionandproperlyexpressthemselves.Therefore,theteachermustmakelearnersunderstandthatthegoalisnottocompletethetaskbuttomasterrulesforlanguageuseinrealcommunicationthroughtheprocessofcompletionoftasks.(4)Teachersshouldprovideenoughopportunitiesforlearnertooutputresults.InthetraditionalChinesehighschoolEnglishclassroomswithteachers’controlandguide,studentsmaydowell,buttheydonotknowhowtousethelanguageafterclass.Therefore,teachersshouldpayattentiontolettingthelearnerscarryonactivitieswithoutthecontrolofteachers.Theteachershouldfullyconsiderstudents"dutiesandpower,anddonotmaketoomuchinterventionsothatlearnersinthecourseofactivitieshavegreater19 滨州学院本科毕业设计（论文）freedomtoplayandconsciouslyresponsiblefortheirownlearningactivities.ChapterFourReflectionandExpectation4.1Limitationsoftheresearch1、Samplesisfew.Restrictedbytime,thisstudyonlyselectstwoparallelclassesof121studentsofthefirstgrade.Notask-basedgrammarteachingmethodcarriesonlongitudinalstudy.What"smore,onlyaselectionofaseniorhighschoolinthefirstgradetwoclassesmayreflecttheresultsoftheexperiment.2、Theexperimentaltimeisshorter,theauthorcouldnothavemoreclasstodesigneachgrammaticalitemsandthenintotheexperiments,sotheexperimentalresultswillcertainlyhaveerrors.Therefore,howtoavoidthetimeandgrammaticalitemsselectionleadstoanerror,whichisaproblemworthyofdiscussion.3、Thedesign,systemandcontinuityoftaskisarelativelydifficultfactortograsp,suchasthedegreeofdifficulty,taskofarticulation,conversionbetweentherealtaskandapracticedrillstillneedtobefurtherdiscussed.4.2Suggestionsforfurtherresearch1、theexperimentaldesigndoesn"tseemtobesopreciseandsubtleasitishoped.2、thesampleofthesubjectsisnotlargeenough.Participantsofthepresentresearchareonly100studentsinaseniormiddleschool.Thereforetheresultsfromthepresentresearchmaynotbeapplicabletothestudentsofdifferentproficiencylevel.Thegeneralfindingsoftheexperimentrequirefurtherresearch.3、thedurationoftheexperimentisnotlongenough.Itisnotsureifbetterresultwillstillemergeinthelongitudinalstudy.ConclusionThisarticlehascarriedontheexperimentanalysisaboutthenewpatternofTask-basedlanguageteachingunderthenewbackgroundofthehighschoolEnglish19 滨州学院本科毕业设计（论文）grammarteaching.Thischapterwillconcludethestudy,andproposeproblemsandplacesneededtoresearchdeeply,andputforwardthesuggestionsofgrammarteaching.ThroughexperimentalstudyofTask-basedgrammarteachingandtheanalysisofexperimentalresultsanddiscussion,thefollowingconclusioncanbegot:First,Task-basedgrammarteachingimprovestudents"Englishgrades,whichisveryconsistentwiththeteachingrequirementsofthecontextofChinesecollegeentranceexamination.Thusitcanbeseenthattask-basedgrammarteachingplaysaroleintherelationshipbetweentraditionallanguagemeaningandform,andtoacertainextentbalancesthecontradictionbetweenthequantityofknowledgeandthecommunicatingrequirements.Second,Task-basedgrammarteachingcaneffectivelystimulatestudents"motivationinEnglishlearning,andcausethemtothinkactivelyintheprocessoflearning.Itwakestheinneremotionofstudentsasanindependentindividual,andtrainsthestudents"personalityconsciousness,andpromotesstudent’sintereststostudy.Third,Task-basedgrammarteachingconsciouslyguidestudentstoapplywhattheyhavelearntinclass,andgettherealexperiencesoastoeffectivelyimprovethestudentscomprehensivequalityoflanguageanddevelopmentofcomprehensiveability.Fourth,thelearner"sinterestisinthefirstplace.Oncethelearninginterestwasaroused,learner"smainbodyconsciousnesscanobtainthefulldisplay,andthestudyeffectcanbeenhanced.Therefore,intheprocessofteaching,teachersshouldcultivatethestudents"interestinlearning,andarousestudents"learningenthusiasm.Experimentsprovethattheimplementationoftaskisaneffectivemethodofteachingactivitiesandarousingstudents"interestinlearning.19 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滨州学院本科毕业设计（论文）[22]宋能祥，“中学英语语法教学新思路”[J].基础教育研究2003.[23]王蔷，英语教学法教程[M].北京：高等教育出版社2000，P38.[24]许燕，“英语语法教学新策略”[J].江西教育2005，P3.[25]杨爱玲：“任务型教学模式在高中英语语法教学中的应用研究——以高中英语定语从句教学为例”[J].西北师范大学,2007.19 滨州学院本科毕业设计（论文）AcknowledgmentsMythanksarefirstgiventomyrespectedsupervisor,Prof.whoseinsightfulinstructionandconstantsupportthroughouttheprocesshavefilledmewithconfidenceandpersistencetocompletethisthesis.IwouldalsoexpressmysincerethankstosomeoftheteachersinForeignLanguagesDepartmentwhoprovidedvaluablesuggestionsandimportantinformationformythesis.I"malsoverygratefultothoseauthorsandwriterswhoseworkshadbeenreferredtoandwhosewordsorideasbeenquotedinmythesis.Myappreciationalsogoestomyfriendsandclassmates,whohavebeengivingmesincereencouragementandconsolationandbeengenerousinsharingrelevantmaterialswithme.19