发现学习法在农村高中英语语法教学中的应用研究 51页

分类号：密级：学校代码：学号：遣掌师耗大学10165201120082教育硕士专业学位论文发现学习法在农村高中英语语法教学中的应用研究作者姓名：陈玉丽专业方向：课程与教学论(英语)导师姓名：国华副教授2013年06月 AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchoolChenY-uKThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTERoFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2013 学位论文独创性声明本人承诺：所呈交的学位论文是本人在导师指导下所取得的研究成果。论文中除特别加以标注和致谢的地方外，不包含他人和其他机构已经撰写或发表过的研究成果，其他同志的研究成果对本人的启示和所提供的帮助，均己在论文中做了明确的声明并表示谢意。学位论文作者签名：醢墨五丑学位论文版权的使用授权书本学位论文作者完全了解辽宁师范大学有关保留、使用学位论文的规定，及学校有权保留并向国家有关部门或机构送交复印件或磁盘，允许论文被查阅和借阅。本文授权辽宁师范大学，可以将学位论文的全部或部分内容编入有关数据库并进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子文档的内容和纸质论文的内容相一致。保密的学位论文在解密后使用本授权书。学位论文作者签名：酝盔面指导教师签名：!竭聋签名日期：易，多年多月2日 辽宁师范大学硕士学位论文摘要中学英语教不教语法、如何教语法是中学英语教学界长期以来一直争论不休的话题。本文作者认为高中语法不是教不教的问题，而是怎样教的问题。无论从高考角度还是从对英语综合能力的提高角度上来看，高中英语语法教学都是高中英语教学的重要组成部分。然而，在高中英语教学中，语法教学却是教学中的难点之一。而农村高中的英语语法教学更成为了农村高中教师的一大难题。作者在农村高中教学的三年当中，常听到学生们说不愿意学语法，不懂语法，也不会学语法。那么，什么样的语法教学方法是适应农村高中英语语法教学的方法呢?什么样的教学方法才能改变这种现状呢?本研究采用实验法，以两个自然班为实验对象，其中一个为实验班，一个为控制班。在语法教学课中，实验班采用发现学习法教学语法，实验过程包括：创设情境，发现问题，探讨讨论，得出结论，巩固练习，实际应用。而控制班利用传统的教学方法教授语法。实验以问卷调查及测试形式在实验前后分别对受试者的英语语法水平和英语综合能力进行测试，使用SPSS统计软件进行了描述性统计分析，相关分析及独立样本T检验分析。数据分析结果表明：1)发现学习法有助于提高农村高中学生对英语语法学习的兴趣，从而提高对英语语法的学习效果。2)发现学习法有助于学生自主学习能力的提高，从而有助于学业成绩的进步。最后，文章还探讨了该研究对农村英语语法教学的启示意义和其局限性，并对日后的研究提出了一些建议。本文与教学实际相结合，提供了大量教学实例，旨在针对语法教学现状对农村高中英语教师提供一些理论指导和教学建议，希望能对广大农村高中英语教师们有所帮助。关键词：发现学习法；农村高中；英语语法教学 AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralH—ighS—chooIResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralSeniorHighSchoolAbstractGrammarteachinghasbeenacontroversialsubjectinseniorhighschoolEnglishteachinginChina．Shouldgrammarbetaught?Whatisamoreproperwayofgrammarteaching?TheauthorthinksthattheseniorhighschoolEnglishgrammarisnotthequestionwhetheritistobetaughtornotbuthowtoteachit．ThereasonwhythegrammarteachingisnecessaryisthatitcanhelpthestudentsgethighermarksandimproveEnglishcomprehensiveability．However，itisoneofthemostdifficulttasksinsenoirhighEnglishteaching，especiallyfortheruralseniorhighschoolteachers．Asateacherinacommonseniorhighschool，theauthoroftenhearsstudentscomplainthattheyaren’twillingtolearngrammar；theydon’tunderstandgrammarandtheydon’tknowhowtolearngrammar．Therefore，whatkindofmethodisadaptedtotheruralseniorhighschoolstudents?Canwefindamethodtochangethissituation?AnexperimentalstudyisconductedintheN02SeniorHighSchoolofXifengwhere97studentsfromtwoclassesareinvolved．Oneofthetwoclassesisthecontrolgroup；theotheristheexperimentalgroup．Theexperimentlastsasemester．Relatedpracticetasksarecarriedoutintheexperimentalgroup．ThequestionnairesandtestsarerespectivelyusedtotesttheabilityofEnglishgrammarlearningandcomprehensiveEnglishcompetencybeforeandafterthestudy．Theresultsofthecomparisonoftwoquestionnairesandtestingscoresbetweentwogroupsindicatethat：1)DiscoverylearningmethodCandevelopthestudents’interestinleanringEnglishgrammar．2)DiscoveryLearningMethodCandevelopthestudents’abilityofautonomouslearningandhelptoimprovestudents’academicachievement．Attheendofthisthesis，implicationsandlimitationsofthestudyandsuggestionsforfuturestudyarecovered．Thisthesistriestocombinetheorieswithteachingpracticeanditalsogivesavarietyofexamples，aimingtoprovidetheruralseniorhighschoolEnglishteacherswithsometheoryguidanceandteachingsuggestions．Hopefully，itwillbeofanyhelptothem．KeyWords：DiscoveryLearningMethod；RuralSeniorHighSchool；EnglishGrammarTeaching 辽宁师范大学硕士学位论文Contents摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．IAbstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯IIlIntroduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11．1Backgroundofthestudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．2Significanceofthestudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．51．3Organizationofthethesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．52LiteratureReview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．1Differentattitudestowardsgrammarteaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．72．1．1Viewsagainstgrammarteaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．1．2Viewsforgrammarteaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．82．2Reviewofgrammarteaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．92．2．1TheEnglishgrammarteachingmethodsabroad⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．92．2．2Englishgrammarteachingmethodsinourcountry⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯122．3DiscoveryLearningMethod⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．152．3．1．ThedefinitionofDiscoveryLearningMethod⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯152．3．2HistoryofDiscoveryLearning⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．162．3．3ThethreemainattributesofDiscoveryLearning⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．172．3．4DiscoveryLearninginpractice⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．193ResearchMethodology⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．203．1ProblemsofEnglishgrammarteachinginruralareas⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯203．1．1Theproblemsofteachers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．203．1．2Theproblemsofstudents⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．223．2Purposeoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．233．3Researchquestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯233．4Subjectsofthestudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯233．5Methodologyandprocessesoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．243．5．1Methodologyoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．243．5．2Proceduresoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯244AnalysisandDiscussionoftheResearchResults⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．294．1Analysisofthepre．testresults⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯294．2Analysisofthequestionnairesbeforetheexperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯294．3Analysisoftheresultsofsomespecialsyntaxtests⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．304．4Analysisoftheresultsofpost．test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯3l4．5Analysisoftheresultsofquestionnairesaftertheexperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯314．6Theexperimentresultsandexperience⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．324．7Thesuggestionsforteachinggrammar⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．334．8Severalpracticalissuesconcerningwiththisresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯355Conclusions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．37一TTT— —A————R———esearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchoolReferences⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．39AppendixA．⋯⋯．．⋯．．⋯．⋯．⋯⋯．⋯．⋯⋯⋯．⋯．．⋯．⋯⋯．⋯⋯⋯．．⋯．⋯．．⋯⋯⋯⋯⋯．．⋯．⋯．⋯⋯⋯．⋯⋯．．⋯．41AppendixB⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯43Acknowledgements．⋯．⋯．⋯⋯．．⋯⋯．．．⋯．⋯⋯．⋯．⋯⋯．．⋯⋯⋯．⋯．．⋯．⋯．⋯⋯⋯⋯．⋯．⋯⋯．．⋯．．⋯．．⋯⋯．44IV— 辽宁师范大学硕士学位论文1IntroductionTheaimoftheresearchistoapplyDiscoveryLearningMethodinteachingandlearningEnglishgrammarinruralseniorhighsch001．ItattemptstoshowthatDiscoveryLearningMethodisaveryusefulandeffectivemethodinteachingEnglishgrammarforruralseniorhighschoolteachersandlearners，becauseitcantrulymaketheteachersbecomeguides，facilitators，managersofresourcesandactivitiesandgivetheclassbacktotheleamers．AnditcanmakethestudentsunderstandtheautonomousleamingwhichCanbehelpfulintheirfuturestudyandwork．Andstillitcanimprovestudents’senseofachievementinEnglishgrammarstudyandalsoeffectivelycompensatethedisadvantagesofthetraditionalEnglishgrammarteachingmethods．AlthoughDiscoveryLearningMethodisnotanewmethodandsometeachershaveapplieditintheirEnglishgrammarteaching，theauthorfindsthatitisstillnotusedingrammarteachingforruralseniorhighschoolteachersandlearners．CanDiscoveryLearningMethodhelpruralseniorhighschoolstudentslearngrammar?Canthemethodenhancegrammarteachingandsupplementthedisadvantagesofthetraditionalteachingwayinruralseniorhighschool?IfSO，howtheDiscoveryLearningMethodhelptheruralseniorhighschoolstudentsgetthehighefficiencyoflearningEnglishgrammar?Instudyingtheprinciplesandmethodofdiscoverygrammarteaching，thisthesistriestocombinetheorieswithteachingpracticeanditalsogivesavarietyofexamples，aimingtoprovideruralseniorhighschoolEnglishteacherswithsometheoryguidanceandteachingsuggestions．Hopefully，itwillbeofanyhelptothem．Inthisthesis，Varietiesofsources，suchasintemet，personalexperience，books，magazines，havebeenused．1．1BackgroundofthestudyThe21吼centuryisanewperiod，whichisfullofstronglyinternationalcompetitionsandchallenges．Allthecountriesintheworldstrengthentocontactwiththeothercounties．WiththerapidsocialandeconomicdevelopmentinChina,therelationstrengthensdaybyday．Itisatimeofknowledgeeconomization，information，andglobalization．English，anintemationallanguageturnsintoanimportantvehicleforcommunication．WithChinaopeningtotheoutsideworldandhostingtheOlympicGamesin2008，moreandmorepeoplewithgoodcommandofEnglisharegreatlyneeded．TraditionalELTinChinahaslongbeendominatedbyateacher-centered，examination-oriented，grammar-andvocabulary—basedmethod．Variouscountriesarecarryingonthecurriculumreform，elementaryeducationreforminOurcountryalsocomply谢mthetideoftheworldeducationalreform，whichiscarryingonaggressively．Therapiddevelopmentofmodemsocietybringsnewchangesandchallengestothewayofforeignlanguagelearning，theroleofteachersandthepattemofclassroomteaching．AccordingtothenewcurriculumreforminOurcountry，theEnglishteachingintheruralareascomesoutsomeproblemsalong丽ththenewcurriculumreform，particularlyinseniorhigh AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachi!望!!垦!型坚!望垒坠!竺!schoolEnglishgrammarteachingofruralareas．ThegrammarteachingisaveryimportantcomponentinEnglishteaching．Accordingtoasurvey,thenumberofmiddleschoolinruralareas(belowcountiesandtownsincludingcountiesandtownslisabove80％intotalseniorhighschoolnumbersofourcountry．Thisdatademonstratesthatseniorhighschoolsinruralareasareofgiganticproportion．AndeachseniorhighschoolopensthecurriculumofEnglish．Englishteachingisoccupyingthepivotalpositioninallteachingsofcurriculum，anditiscalled“threebigmaiors”withmathematicsandChinese．TheteachinginmiddleschoolsatpresentinourcountrypaysmuchattentiontoEnglishteaching．Andtheschools，theparentsandthestudentsthemselvesallregardtheEnglishlearningasaveryimportantcomponent．ThegrammarteachingisarelativelyquitecomplexpartinEnglishteachingwhichisworthstudying．Grammaristhesciencedealingwiththesystematicrulesofalanguage，itsforms，inflections，syntax，andtheartofusingthemcorrectly．Itissummarizedfromlanguageuseandpractice，andreflectsthelogicofthinkinginpeople’sspeechorwriting．(Longmanappliedlinguisticdictionary)Englishgrammarisasciencewhichstudiesthemorphologicalchangesandthesentencestructure．Theroleofgrammarteachingisoneofthemostcontroversialissuesinforeignlanguageteachingandlearningresearch．HowtoteachEnglishgrammareffectivelyisanimportantsubjectofthecomprehensivecourseforEnglisheducators．EducatorsdonottakethepuregrammarasagoalintheseniorhighschoolEnglishteaching，buttheyteachthestudentstohaveagoodcommandoftheruleofthelanguage．Throughthegrammarteaching，thestudentscancarryonlanguagepracticeswellsuchaslistening，speaking，readingandwriting．Ifyoudonotstudygrammar,whenyouwritesomearticlesandspeaksomewords，youwillmakealotofmistakes．Itmakesuslikeilliteratepersons．Brieflyspeaking，thegrammarteachingservesforthelanguageutilizationability．Onceastudentmastersthefunctionofthebasicgrammarstructuresofaforeignlanguage，hecanexpresshisthoughtsandfeelingsintheforeignlanguage．Englishgrammarcan，therefore，helpstudentsthinkandexpressinEnglishlogically．Studentsconstantlyaskthemselvesthequestion“ifIhaveagivenidea，howshallIexpressitinEnglish?’’theyshouldlearntosaythe“whitenessofawhitehorse”(notthewhiteofawhitehorse)，“inthreeminutes”(notthreeminutesmore)，etc．TolearntheseEnglishwaysofthinkingandexpressionsistheobjectofourstudyofEnglishgrammar．Becausetheruralareasoccupyabigproportion，andthegrammarisadifficultpartofEnglish，whichmaketheEnglishgrammarteachingintheruralareasappearespeciallyimportant．Englisheducationhasalonghistoryinourcountry,andnowEnglishbecomesanimportantpartinthestudents’studies，naturallythegrammarteachingbecomesanessentialpart．Thegrammarteachinghasbeenahottopicintheforeignlanguageteaching．Manyeducatorsarestudyinginit，butitisstillahardquestion．Andinourcountrythegrammarin一2一 辽宁师范大学硕士学位论文Englishteachingisnotthequestionwhetherteachersteachitornot，andit1Snotthequestionofdesalination，butitisaquestionthatweshouldtransformourknowledgeandweshouldchangeourteachingmethod．Andweshouldstudyonhowtooptimizethegrammarteaching．ThenewcurriculumreformstressesthatteachersshouldfostertheirgoodhabitsinEnglishstudyandteachersshouldteachthestudentshowtofishthefishesnottogivethemsomefishes，inotherwords，theteachersshouldteachthestudentshowtogettheabilitiesandstrategiesinEnglishstudyeveningrammarlearning．Throughlearninggrammarstudentscanenhancetheircomprehensiveabilitiesintheirlanguagestudy．Butduringimplementingthenewcurriculumrefom．theruralareashavealotofdisadvantages．Teachersexplaingrammarrulesindetail．Studentsarepassivereceivers，busytakingnotesandhavingfewopportunitiesformeaningfulpractice．Memorizationandrotelearningarewhatmeyhavetodoinclass．Asaresult，thestudentshatelearninggrammarandcannotusegrammarcorrectly．Soitismoredifficultforeducatorstoteachgrammarinruralareas．OurEnglishteachingissurlyundergoingvariouschanges，oneofwhichisgrammarteaching．Then，whydoSOmanyteachersandstudentstakeanegativeattitudetowardsgrammar?Isgrammarteachingnecessaryinseniorhighschool?Shouldgrammarteachingbeabolishedorreinforced?1writethisthesisthroughreadingalotofmaterials．ThisthesismainlytalksabouttheseniorhighschoolEnglishgrammarteachinginruralareas．ItsummarizessomemethodsofhighschoolEnglishgrammarteachingmethodsinforeigncountriesandourcountry．AndIpointsouttheproblemsinseniorhighschoolofruralareasinteachingEnglishgrammar．AndItrytofindamethodtosolvetheseproblemstomaketheseniorhighschoolEnglishgrammarteachinghavethepracticalsignificance，butnotonlyforpassingtheexamtoentertheuniversities．Lookingthroughthedevelopmentofforeignlanguageteachinginthe20‘“century,teachingmethodsdevelopedfromGrammar-TranslationMethod，DirectMethodtoAudio—LingualMethod，fromthesituationalapproach，communicativeapproachtothecognitiveapproach，fromthetotalphysicalresponse，suggestopediatotask-basedapproach．Inthe1960sto1970s．、航thappliedlinguisticsandsecondlanguageacquisitioncontinuingtodevelop，thestudyofforeignlanguageteachingWasinspiredbypsycholinguisticssociolinguistics，interculturalcommunication，andothernewdisciplinessuchaspragmatics．Itstartedtostudymothertongueandsecondlanguageacquisitiontheory,differencesbetweenlanguagelearners，learningstrategiesoflanguagelearners，languageteachingenvironmentandSOon．Foreignlanguageteachingandresearchhasbecomeamultidisciplinarycross，whichfocusesonboththeoryandpractice．Itinvolveslinguistics，education，psychology,sociology,languagetesting，andcomputersciencerelatedfields．Foreignlanguageteachingmethodschangefromtheprevioussinglemethodologytoacomprehensiveeclecticstyle．Eachmethodisproducedundercertainhistoricalconditions，andhasitshistoricalbackgroundandconditions．Theyhavetheirownstrengthsand一3一 ．———————AResearchon—t—h—e———U——s—e——o——f——D——i—s—c——o—v——e—r—y———L——e—a——r—n——i—n——g——M———e—t——h—o——d——i—n—．．E．．n．．g．1．i。s．h．．．G．．r—．a—m．—．m．——a—r——T——e．—a—c．h—．i。n．．g．—i—n．——R—．u——r—a——l—H———i—g—h———S——c—h．．o．o．．1．．．．—．——limitations．Whichmethodcanhelpforeignlanguagelearningbetter?WangZuoliangoncesaid，“Somemethodsareusefultosomepeoplesometimesinsomeplaces；nomethodiSusefultoallpeopleofalltimesinallplaces．”(Johnson，TianGuisen，2002)LearnerswithdifferentlearningobjectivesvarywidelyandteachingstylesCanbedifferent．Differentstageshavedifferenttasks．Developingcreativethinkingdoesnotruleoutthenecessarymemoryandimitation．Thedevelopmentofcommunicativecompetencedoesnotmeanblindlyruleoutthegrammarandmechanicalexercises．Toaccepttheteachingondifferentideaswithapositiveattitude，andtotakeaninclusive，integratedstand，iSatrendofmodemforeignlanguageteachinganddevelopment．Manyscholarsadoptexpedientmethod(theeclecticapproach)，whichdrawupontheadvantageofeach，accordingtoteachinggoalsofeachstage．(ZuoHuanqi，2001：47—58)．HighschoolEnglishlanguageteachingconveystheemphasisfromknowledgeteachingtothedevelopmentoflanguageability．IntraditionalEnglishteachinginruralareas，manyteacherstreatgrammarteachingasthecenterofsecondaryschoolEnglishteaching．Theythinkthatdevelopingstudents’abilityoflistening，speaking，readingandwritingisagainstgrammarlearning．Theygiveexamplesentencesthatarenotvividandaskstudentstodoalotofexercisestomasterthebasicgrammaticalproblemsandvocabularyrelated．ThiswayofteachingviolatesthelawsofEnglishteaching．Itisnotconducivetotrainseniorhighschoolstudentswithlanguagecommunicationability．Thedevelopmentofcommunicativeapproachesraisesawarenesstocreateameaningfullearningsituation，andtousemeaningful，natural，lively，authenticlanguagematerial．In2003，theMinistryofEducationpromulgatedthe“HighSchoolEnglishCurriculumStandards(trialversion)”．Itdescribestargetfromfiveaspects，includingskills，knowledge，emotions，strategyandculture．ThetraininggoalinseniorhighschoolEnglishhighlightstheabilityofthethree，namely：(1)theabilityofappropriatelyusingEnglishlanguageininterpersonalcommunication：(2)theabilitytoobtainandprocessinformationinEnglish；(3)abilityofanalyzingandsolvingproblemsandcriticalthinkingability(ChenLin，WangQiang，2004)．Foreignlanguagelearningandteachingresearchshiftedthefocusfromteachingtolearning．WhenLarsenFreeman(1987)reviewedthedevelopmentoflanguageteaching，heproposedthattheareaslanguageteachinginvolvedCanbesummarizedintothreeareaswhichconstitutethetriangle，thatis，theLanguageLearner|Learning(howtolearn)；Language／Culture(whattolearn)；Teachers／Teaching(howtoteach)．BritishEnglishteachingexpelsHarmer(2000)pointedoutthatthethreebasicelementsofthesuccessofforeignlanguageclassroomistoengagestudyandactivate．Whetherlanguagelearnersareactivelyinvolvedisanecessaryprerequisiteforeffectivelearning．Foreignlanguageteachingresearchersbegantofocusonthemainbodyofforeignlanguagelearning，languagelearners’factorsandcharacteristics，individualdifferencesbetweenlearners，theintemalandextemalfactorsleadingtothedifferences，andthepsychologicalcharacteristicsandlanguage—d一 辽宁师范大学硕士学位论文processesoflearningaforeignlanguage．1．2SignificanceofthestudyItcanprovideanewmethodofteachinggrammarforruralseniorhighschoolteachersandlearners，andprovidethemreference．Asnotedabove．thetraditionalEnglishgrammarteachingCan’tmeettherequirementsofmodemsociety．Multimediatechnologyenablesdiversificationoftheformofinformationtransmissionandmakesteachingflexible．Itmobilizesstudentsbettertosolveissuesthataredifficulttothetraditionalformsofteaching．ItCanstimulatetheoveralldevelopmentofstudents．Ialrlworkinginaruralseniorhighschool；thestudentsmostlycomefromruralareas．TheirEnglishlevelsaregenerallylOW．Withpoorfoundationandcomplextasks，moststudentshavenointerestinlearningEnglishandtheydonotknowhowtolearnEnglishgrammar．Inthiscase，usingDiscoveryLearningMethodandtakingadvantageofthetraditionalteachingmethodsandcommunicativeapproachcanenhantethelearninginterestofstudents，increasetheenthusiasmofstudents，stimulateoveralldevelopmentofstudentsandultimatelyimprovetheoverallqualityofteaching．Atthemeantime，thiscanteachthemlearnautonomousstudyanditiShelpfulforlifelonglearning．ItCanpromoteandchallengeteachers．Inmodemsociety,educationnotonlyputsforwardnewrequirementstolearningenvironmentandlearners，butalsoposesachallengeforteachers．Englishteachersmustestablishmodemeducationalideas．usemodemeducationaltechnology,takestudentsasthecenterinteachingtoexploreandbuildnewteachingmodel，optimizetheentireprocessofteaching，improveteachingquality,andfosterstudents’spiritofexploration，innovationanddivergentthinking．Atthesametime，Englishteachers，ascurriculumdesignersanddevelopers，muststudyconstantlyiftheyaretomakethemselvesadapttothenewsituation．Teachersshouldhaveasolidfoundation，enhancetheirabilitytoadapttotheenvironmentininformationeraandbecomethemainforceinmodemeducation．1．30rganizationofthethesisThethesisconsistsoffiveparts．PartOneisanintroductiontothestudy，whichgivesabriefaccountofthebackgroundoftheresearchconcerningwiththistopic．Italsogivesashortdescriptionofthesignificanceoftheresearch，andpointsouttheorganizationofthisresearchinthispaper．Intheend，itprovidesthestructureofthethesis．PartTwomainlygivessomepreviousresearchesthathavebeendoneathomeandabroadregardingEnglishgrammarteachingandDiscoveryLearningMethod．Inthispart，theproblemsinthecurrentEnglishgrammarteachingwillbeshownandthefactorscausingtheproblemswillbeanalyzed．Anditalsointroducesthetheoreticalbasisoftheresearch．TheresearchiSbasedonBruner，SDiscoveryLearningMethod，autonomousstudyandsomelanguagelearningtheories．Partthreeisdevotedtoresearchmethodologyandtheprocessoftheresearch．Duringthestudy,一5一 theauthor邯esquestionnairesandexperimentation．Viaexperimentallectures，theauthorcreatesreaJsltuationsthatarebeneficialtopracticallanguageteaching．PartfourmainlvanaJYz船anddiscussesfindingsofexperiment．TheresultsofexperimentshowthatuseofD1scoVeryLearningMethodishelpfultoimproveEnglishgrammarteachinginseniornlghschoolinruralareas．PartfiveconcludeswholethesisandconsistsmainIvof11mltatlonofexperimentandbringsforwardsomequestionsthatneedtobestudiedin一6一 辽宁师范大学硕士学位论文2LiteratureReviewGrammarteachinghasalwaysbeenacontroversialtopicinEnglishteaching．Educatorshavebeenhavingadebateonthistopic．Thegrammarteachingisdevelopedunderthehelpofthedifferentattitudes．2．1DifferentattitudestowardsgrammarteachingTherearealwaysdifferentattitudestowardsgrammarteaching．Somepeoplethinkthatteachinggrammarmeansteachingtherulesofwordformation，sentencestructuresandtextorganization．Somepeopleclaimgrammaticalabilityisapartoflinguisticcompetence．Teachinggrammarmeansnotonlyteachingknowledgebutalsoimprovinglearner’Sability．Otherpeoplestategrammarmeanshowtousethelanguageinacertaincircumstance．Hotdebatingissuefortheeducatorsiswhethertheyshouldteachgrammar．Grammarteachingshowsdifferentdegreesofimportanceindifferentteachingapproaches．InGrammarTranslationMethod，grammarteachingisthecenter，WhileinDirectMethodandAudio-lingualMethod，grammarteachingappearsnotimportant．InChina，grammarhashadacentralroleinEnglishteachingwhatevertheapproachwas．NowundertheeffeteofCommunicativeApproaches，teachershavealreadystartedtoconsidertowhatdegreeandbywhatmeansgrammarshouldbetaughtinorderthatstudents’abilityofEnglishCanbecultivated．Shouldgrammarbetaught?Herearetwodifferentideasonthisquestion．2．1．1ViewsagainstgrammarteachingSomelinguistsargueit’Snotnecessarytoteachgrammar．Thecompetencetouseasecondlanguagewilldevelopmechanicallyiflearnersarerequestedtolayemphasisonmeaningintheprocedureofusingthelanguagetocommunicate．In1622，JosephWebbe，wrote‘"Nomancanrunspeedilytothemarkoflanguagethatisshackledwithgrammarprecepts”(qtdinScottThombury,1999)．Hethinksgrammarcanbepickedupthroughcommunicating．“Byexerciseofreading，writing，andspeakingallthingsbelongingtogrammar,willwithoutlaborandwhetherwewillornot，thrustthemuponUS．”(qtdinScottThombury,1999)．“Grammarisnotthebasisoflanguageacquisition，andthebalanceoflinguisticresearchclearlyinvalidatesanyviewtothecontrary．’’(qtdinYanZhuangandHeZiran，1985)．Leibnizsaid，“Alanguageisacquiredthroughpractice，anditismerelyperfectedthroughgrammar．”(qtdinScottThombury1999)StephenKrashensaid，“Theeffectsofgrammarteaching⋯appeartobeperipheralandfragile．”(Krashen，1982)．RodEllisclaimsthatlanguageacquisitionisaninnovativeprocedure．Childrenarenotgivenexplicitinformationabouttherules，byeitherintroductionorcorrecting．Theymustpullouttherulesofthegrammarfromthelanguagetheyhear．Theseviewsstrainitisnotnecessarytoteachgrammar．ItCanbeachievedunconsciouslyintheprocessofstudying．一7一 AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHigh—．S—c——h—oo—l2．1．2ViewsforgrammarteachingDespiteSOmanypeoplegoagainstteachinggrammar，therearemanypeoplegoforit．Theythinkitverynecessarytoteachgrammar．Inthehistory，teachinggrammarisoftensynonymouswithteachingaforeignlanguageforthepast2500years(Rutherford，1987)．AccordingtogrammaticalabilitythatwasputforwardbyChomskyinhiswritingsinthe1950sand1960s，knowingalanguageisequaltoknowingthegrammarofthelanguage．Grammaticalabilityistheknowledgeunderlyingourabilitytomakeandknowsentencesinalanguage．(Richards，1985)Thatisthereasonwhygrammarisavitalpartoflanguagelearningandteachingthen．Somepsychologicallinguistsbelievegrammaristhecentreoflanguage．Ifthereisnogrammar，languagedoesn’texist．Manylinguistsalsostatethisquestionfromdifferentperspectives．Brownclaimsthatnoonedoubtstheimportanceofgrammarasamanagerialframewithinwhichcommunicationworks．(Brown，1994：348)Wilkinssays：‘‘Thegrammaristhemeansthroughwhichlinguisticinventivenessisultimatelyachievedandaninsumcientknowledgeofthegrammarwouldleadtoseriousrestrictionsonthecapacityforcommunication．”(Wilkins，1972：66)Littlewoodalsoclaimsthefirsttaskofeducationistoteachexistentknowledge．Teachersshouldteachgrammarinorderthatstudentsmaysavetimeinreading．WeCanviewthepositionofgrammarinlanguagelearningfromanotherviewpoint-languageadeptness．Thisphrasemeansthescaleofskillwithwhichaforeignlanguageisusedinfinishingvariouscommunicativetasksintheobjectivelanguage．Itisbasicinlanguageprogramplan，languageteaching，andlanguagetest．(Richards，1985)Richardshasofferedacaseoflanguage—proficiencytestingtoshowhowgrammaticalknowledgedonatestolanguageproficiency．IntheForeignServiceInstitute(FSI)oralproficiencyscale，whichhasbeenusedwidelyinAmericangovernmentasaninstrumenttojudgetheoralabilityofgovernmentagencies，threesectionskillsareassessedindecidingaperson’Sleveloflanguageability．Thesearereferredtoasfunctions，content，andaccuracy．Richardshasconcludedthatgrammarisnotconsideredasthecentralorganizingruleofcommunication，butasavitalpartofcommunication．Inbrief,grammarmayinfluenceforeignlanguagelearningtoagreatextent．Grammarteachingismerelyamethodtolearnforeignlanguagenottheaimoflearning．However,grammarteachingisanintegralpartoflanguageteaching．Inaword，thepartsofgrammarinEnglishlearningare：(1)EnglishgrammarisoneofthefourimportantessentialsofEnglishlanguage，namelypronunciation，words，grammarandcontext．Withoutgrammar,Englishlanguagewon’tbeconstructedwell．(2)ThereisalreadyChinesegrammarintheChinesestudents’minds，andit’Snoteasytoreceivethegrammarofanotherlanguage．ButifthisdifficultyCallnotbesolved，youwillwriteChinglish．(3)GrammarCanassistyoucomprehendthelanguage．一R一 辽宁师范大学硕士学位论文(4)Grammarcanhelpyouconveyproperly．(5)Grammarofferstheregulationsandexplanationforalltheconstructionsinalanguage．Inmyopiniongrammarisnotthequestionwhetheritistobetaughtornotbuthowtoteacher．MyresearchistostudywhetherDiscoveryLearningMethodasagrammarteachingmethodcanhelpteachersandstudentslearnEnglishgrammarwellornot．GrammarisaveryimportantpartinEnglish．Educatorshavebeenlookingforawaytoteachinggrammareffectively．Let’Shaveareviewonthegrammarteaching．2．2Reviewofgrammarteaching蚴enwetalkabouttheEnglishgrammarteachingmethods。weshouldtalkabouttheEnglishgrammarteachingmethodsintheforeigncountriesandinourcounty．Englishgrammarteachinghasexperiencedsomestepsanditisstillahottopicwhichhasbeenstudiedbymanyeducators．Eachmethodhasitsownadvantages．TheeducatorswanttofindthebestmethodtoteachtheEnglishgrammarandtheyarestudyingitallalong．Butwhatisthebestmethod?ItiSstillaquestion．ThefollowingwewillhaveareviewonthemethodsofEnglishgrammarteachinginforeigncountriesandourcountry．2．2．1TheEnglishgrammarteachingmethodsabroadTherearemanymethodsofteachinglanguages．Somehavehadtheirheydayandhavefallenintorelativeobscurity；othersarewidelyusednow；stillothershaveasmallfollowing，butcontributeinsightsthatmaybeabsorbedintothegenerallyacceptedmix．TheforeignlanguageteachingmethodstartsfromthemostancientGrammarTranslationMethod，mainlyhasexperiencedDirectMethod，Audio-lingualMethod，CommunicativeTeachingMethod，Task—basedLearningMethodandSOon．Althoughitisdifferentunderstandingofgrammarineachteachingmethod，butthegrammarteachingquestionistheunavoidablequestion．(1)TheGrammarTranslationMethodTheGrammarTranslationMethodinstructsstudentsingrammar,andprovidesvocabularywithdirecttranslationstomemorize．ItwasthepredominantmethodinEuropeinthe19thcentury．MostinstructorsnowacknowledgethatthismethodisineffectivebyitselfiAtschool，theteachingofgrammarconsistsofaprocessoftrainingintherulesofalanguagewhichmustmakeitpossibletoallthestudentstocorrectlyexpresstheiropinion，tounderstandtheremarkswhichareaddressedtothemandtoanalyzethetextswhichtheyread．Theobjectiveisthatbythetimetheyleavecollege，thestudentscontrolthetoolsofthelanguagewhicharethevocabulary,grammarandtheorthography,tobeabletoread，understandandwritetextsinvariouscontexts．Theteachingofgrammarexaminesthetexts，anddevelopsawarenessthatlanguageconstitutesasystemwhichcanbeanalyzed．Thisknowledgeisacquiredgradually,bytraversingthefactsoflanguageandthesyntactic一0一 AResearchontheUseofDiscoveryLearningMethodinEng|ishGrammarTeachinginRuralHighSchoolmechanisms，goingfromsimplesttothemostcomplex．Theexercisesaccordingtotheprogramofthecoursemustuntiringlybepracticedtoallowtheassimilationoftherulesstatedinthecourse．Thatsupposesthattheteachercorrectstheexercises．Thestudentscanfollowhisprogressinpracticingthelanguagebycomparinghisresults．Thuscanheadaptthegrammaticalrulesandcontrollittlebylittletheinternallogicofthesyntacticsystem．Thegrammaticalanalysisofsentencesconstitutestheobjectiveoftheteachingofgrammaratthesch001．Itspracticemakesitpossibletorecognizeatextasacoherentwholeandconditionsthetrainingofaforeignlanguage．Grammaticalterminologyservesthisobjective．Grammarmakesitpossibleforeachonetounderstandhowthemothertonguefunctions，inordertogivehimthecapacitytocommunicateitsthought．(2)DirectMethodTheDirectMethod，sometimesalsocallednaturalmethod，isamethodthatrefrainsfromusingtheleamers’nativelanguageandjustusesthetargetlanguage．ItwasestablishedinGermanyandFrancearound1900．Thedirectmethodoperatesontheideathatsecondlanguagelearningmustbeanimitationoffirstlanguagelearning，asthisisthenaturalwayhumanslearnanylanguage-achildneverreliesonanotherlanguagetolearnitsfirstlanguage，andthusthemothertongueisnotnecessarytoleamaforeignlanguage．Thismethodplacesgreatstressoncorrectpronunciationandthetargetlanguagefromoutset．Itadvocatesteachingoforalskillsattheexpenseofeverytraditionalaimoflanguageteaching．Accordingtothismethod，printedlanguageandtextmustbekeptawayfromsecondlanguagelearnerforaslongaspossible，justasafirstlanguagelearnerdoesnotuseprimedworduntilhehasgoodgraspofspeech．Learningofwritingandspellingshouldbedelayeduntilaftertheprimedwordhasbeenintroduced，andgrammarandtranslationshouldalsobeavoidedbecausethiswouldinvolvetheapplicationofthelearner’Sfirstlanguage．Allaboveitemsmustbeavoidedbecausetheyhindertheacquisitionofagoodoralproficiency．(3)TheAudio-LingualMethodTheAudio-lingualmethodhasstudentslistentoorviewrecordingsoflanguagemodelsactinginsituations．Studentspracticewithavarietyofdrills，andtheinstructoremphasizestheuseofthetargetlanguageatalltimes．TheAudio-lingualmethodwasusedbytheUnitedStatesArmyfor”crash”instructioninforeignlanguagesduringWorldWarII．Despitethedocumentedsuccessoftheseprograms，Audio-lingualmethodisnolongercommon．(4)CommunicativeTeachingMethodCommunicativeLanguageTeaching(CLT)isanapproachtotheteachingoflanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage．Despiteanumberofcriticisms，itcontinuestobepopular,particularlyinEurope，whereconstructivistviewsonlanguagelearningandeducationingeneraldominateacademicdiscourse．(5)Task．BasedLearningMethod10— 辽宁师范大学硕士学位论文Task—basedLearningisalanguagelearningmethodpopularizedbyN．PrabhuwhileworkinginBangalore，India．Prabhufiguredoutthathisstudentscouldleamlanguage{ustaseasilywithnon-linguisticproblemsaswhentheyareconcentratingonlinguisticquestions．Task—basedLearningisusedwidelyforlanguagelearning．JaneWillisbrokeitintothreesections．Thepre-task，thetaskcycle，andthelanguagefocus．IntheTask-basedLearning，thetasksarecentraltothelearningactivity．OriginallvdevelopedbyNPrabhuinBangladore，southernIndia，itisbasedonthebeliefthatstudentsmaylearnmoreeffectivelywhentheirmindsarefocusedonthetask，ratherthanonthelanguagetheyareusing．InthemodelofTask-basedLearningdescribedbyJaneWillis，thetraditionalPPP(presentation，practice，production)lessoniSreversed．Thestudentsstartwiththetask．Ⅵmentheyhavecompletedit，theteacherdrawsattentiontothelanguageused，makingcorrectionsandadjustmentstothestudents’performance．InAFrameworkforTask．basedLearning，JaneWillispresentsathreestageprocess：①Pre-task-Introductiontothetopicandtask．②Taskcycle-Taskplanningandreport．③Languagefocus．Analysisandpractice．(6)OtherMethodsPimsleurlanguagelearningsystemisbasedontheresearchofandmodelprogramsdevelopedbyAmericanlanguageteacherPaulPimsleur．Itinvolvesrecorded30minutelessonstobedonedaily,witheachlessontypicallyfeaturingadialog，revision，andnewmaterial．Studentsareaskedtotranslatephrasesintothetargetlanguage，andoccasionallytorespondinthetargetlanguagetolinesspokeninthetargetlanguage．Theinstructionstartsinthestudent’Slanguagebutgraduallychangestothetargetlanguage．Severala11．audioprogramsnowexisttoteachvariouslanguagesusingthePimsleurMethod．ThesyllabusiSthesalTleinalllanguages．MichelThomasMethodisanaudio-basedteachingsystemdevelopedbyMichelThomas，alanguageteacherintheUSA．ItWasoriginallydoneinperson，althoughsincehisdeathitisdoneviarecordedlessons．Theinstructionisdoneentirelyinthestudent’Sownlanguage，althoughthestudent’Sresponsesarealwaysexpectedtobeinthetargetlanguage．Themethodfocusesonconstructinglongsentenceswithcorrectgrammarandbuildingstudentconfidence．Thereisnolisteningpractice，andthereisnoreadingorwriting．Thecoursesare(deliberately)taughtbynon—nativespeakers．Severalmethodologiesthatemphasizeunderstandinglanguageinordertolearn，ratherthanproducingit，existasvarietiesofthecomprehensionapproach．TheseincludeTotalPhysicalResponseandthenaturalapproachofStephenKrashenandTracyD．Terrell．11— AResearchOntheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchool2．2．2EnglishgrammarteachingmethodsinourcountryEnglishgrammarteachingmethodsinourcountryaresimilarwiththeforeigncountries’，butthereisadifferencethatintheforeigncounties，itisthesecondlanguageteachingandinourcountryitistheforeignlanguageteaching．Therearesomestagesingrammarteachinginourcountry．AnditisahardquestioninteachingEnglish．Inourcountryitismainlyexperiencedfourmethods：Thegrammarteachingmethod，thedirectmethod，theaudio—lingualmethodandthecommunicativemethod．Amongthoseteachingmethods，thefirstthreemethodshavebeenappliedwidelyinChina，whichareoftencalledTraditionalMethods．(1)Grammarteachingmethodfrom1862to1922TheGrammarTeachingMethodinthisperiodismainlytheGrammarTranslationMethod．Theeducatorslaytheemphasisonthevocabularyandgrammar．Theypaygreatattentiontoateachingmethodofillustration(ZhangZhengdong，2001)．Amongallthelanguageteachingapproaches，GrammarTranslationMethodisofthelongesthistoryinEnglishteachinginChina．GrammarTranslationMethodistoteachaforeignlanguagebydetailedanalysisofitsgrammarrules，andthenfollowedbyanapplicationoftherulesbytranslatingsentencesintooroutofthetargetlanguage．Thevocabularyisoftenpresentedwiththeirtranslationequivalents．Thisisanattempttoteachgrammarinasystematicandorganizedway．ThefeaturesofGrammarTranslationMethodinTEFLareasfollows：①Instructionispresentedinstudents’motherlanguage．②Theuseofthetargetlanguageisrare．③Grammaticalanalysisisthefocus．④Readingdifficultclassicaltextsinadvance．⑤Translatingsentencesfromthetargetlanguageintothemothertongueisthetypicaluseofthismethod．⑥Thismethodusuallyleadstosomestudentsenabletousethelanguageforcommunication．⑦Theteacherdoesnothavetospeakthetargetlanguage．(Howatt，1984)Franklyspeaking，thismethodhasbothadvantagesanddisadvantages．Frompeople’Scognitivepoint，thoughnotasexactasthetextbooksusedatpresent，grammartranslationtextbooksaregraded．Newgrammarrulesaretaughtoneafteranotherinamethodicway．Everyruleisexplainedwithaptitudeexamplesandespeciallydesignedsentencesarenotdifficultforstudentstounderstand(Howatt，1999)．Thisaccordswiththepeople’Slearningprocess，fromtheeasytothehard，andfromtheidiographictotheabstract．However,thedisadvantagesarealsoobvious：itonlyemphasizestheaccuracyandcompletenessoflanguage，butneglectsspokenlanguageandlisteningpractice，andmoreover,italmostcompletelyforgetsthepracticaluseinvariousconditions，whichCan’tdevelopthestudents’一1"一 辽宁师范大学硕士学位论文creativecapabilityofthelanguage．Therefore，thoughstudentsknowtherulesclearly,theycannotusethemfreelyandcorrectlytocommunicatewhentheyspeakorwriteinEnglish．Inaword，GrammarTranslationMethodcannotmeettheneedofleamersofforeignlanguagetocommunicatewithotherpeopleproperly，freelyandcorrectly．(2)Grammarteachingmethodfrom1922to1949InthisperiodtheeducatorsmainlyusetheDirectMethodintheEnglishteaching．Theypayattentiontothedifferencesont11eEnglishandChinesetofindthestructurecharactersinthesetwolanguages．DirectMethodcamefromBerlitz’Smethodinthenineteenthcentury．ThismethodiSaresponsetotheGrammarTranslationMethodanditsfailuretomakelearnersusetheforeignlanguagetheyhavebeenstudying．Thedisadvantageofthismethodisitslackingoftheoreticalbasis，althoughitisgreatwelcomed．“ThebasicpremiseoftheDirectMethodisthatsecondlanguagelearningshouldbelearnedmorelikefirstlanguagelearning：lotsofactiveoralinteraction，spontaneoususeofthelanguage，notranslationbetweenfirstandsecondlanguages，andlittleornoanalysisofgrammaticalrules．"(Brown，2007)ThecharacteristicsoftheDirectMethodareasfollows：①Motherlanguageisnotpermittedtobeused．(i．e．Theteacherdoesnotneedtobowthestudents’mothertongue)．②Conversationsandtalesinchattystyleareusedtostartthelessons．③Bodylanguageand,picturesareusedtomakethestudentsunderstandthemeanings．④Grammarisstudiedinductively．⑤Literarytextsarereadreadilyandaren’tanalyzedgrammatically．⑥Theteacherteachestargetculturesinductively．⑦Theteacherhadbetterbeanativespeakerorskillfulinthetargetlanguage．(Howatt，1984)DirectMethodfocusesonthedirectteachingandlearningofaforeignlanguageandaimstouseitfreelyasawaytocommunicatewithpeople．Itlaysstressonspokenlanguageandpronunciation．Itbeginsinstructionwithspeakingandlistening，andthengoontoreadandwrite．Itisanormalordertolearnalanguage．Itstressespracticeandlanguagehabitformation．Asatool，languageischieflymasteredthroughpractice．ItisSOsuitableforstudentsofprivatelanguageschoolswhoareinterestedinspeakinginEnglish．Inthoseschools，theremaybenativespeakingteachers．ThemethodologyisnotSOmuchtobecreditedforitssuccessasthegeneralskillandpersonalityoftheteacher．(Brown，2007)TheDirectMethodisn’twidelyusedowingtorestrictionrelatingbudget，roomsize，timeandteacherbackground．AnditiScriticizedforitsweaknessintheoreticalbasis．However,thismethodiSquitedifferentfromGrammarTranslationMethod，whichiSsentenced-orientedandemphasizesgrammaticalrules．(Brown，2007)Accordingtotheguidanceofthismethodgrammarknowledgecan’tbeappliedinrealcommunication．either．13— AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRura———l——H———i——g———h—School(3)Grammarteachingmethodfroml949tothel950sTheoreticallyspeakingthegrammarteachingmethodinthisperiodbelongstothegrammartranslationmethod．Theteachingmaterialpressesstrictlyonthebasisoftheorderofgrammarstudy．(4)Grammarteachingmethodfromthe1960sto1970sIntheearly1960ssomescholarsknowtheAudio-lingualMethodoftheforeigncountries．Thescholarsbroughtittoourcountry．Theycreatedateachingmethodcalled“first，listeningandspeaking，then，readingandwriting．”Audio-lingualmethod，whichcanberetrievedtothe“ArmyMethod”，isconsideredasareactiontothereadingmethodanditlacksfocusonoral-auralskill，firmlygroundedinlinguisticandpsychologicaltheory．Thefeaturesofitareasfollows：①Usingdialoguestostartlessons．②Basedonthesuppositionthatlanguageishabitformation，memorizationandimitationareused．③Grammaticalorganizationsareinorderandregulationsareshowninductively．④Skillsareorderly：Listening，reading，speaking，andwritingdeferred．⑤Fromthebeginningpronunciationisstressed．⑥Inearlystagesvocabularyisstrictlylimited．⑦Teachersmakeagreatefforttopreventstudents’mistakes．⑧Languageisoftengrippedwithoutthinkingaboutmeaningorcontext．⑨Theteachermustbegoodatthestructures，vocabulary,etc．(Howatt，1984)Becauseoftheconcentrationonlinguisticforms，thestudentsaretrainedtohaveagoodcommandofthegrammarorstructureofthelanguage．Thelearningmaterialsandstructuralpattemsareselectedmorescientificallyandarrangedmoresystematically．Thetechnologyofrememberingdialoguesandcarryingoutpattemdrillsprovidesstudentsmorethoroughpracticeinusinggrammarpatterns．However,aSaresultoftheneglectingoflanguagecontextoraim，studentsaremorelikelytolackflexibilityandCan’tusematerialsthathavebeenleamedwhentheyencounteredcontextwhichtheyhavenotbeenfacedwithinclass．Anotherfact，thoughlessobvious，isthatthemethodmakestheprocedureofasecondlanguagelearningboringandpainful，becausestudentsorerequestedtorememberalotofdrillsandpatterns．Asweallknow,languageisnotreallymasteredthroughaprocedureofhabitformationandoverlearning．Errorsarenotnecessarilytobeevadedatallcosts，andstructurallinguisticsCan’tprovideUSallaboutthelanguagethatwelearn．(5)Grammarteachingmethodinthe1980stotheearly21stCenturyIntheearly一1980s，somescholarsbroughttheCommunicativeMethodinOurcountry．Ithadabiginfluenceonthegrammarteaching．Itbecamethemostimportantmethodinteachinggrammarinourcountry．ButInthepracticalteaching，someteachersmisunderstood一14— 辽宁师范大学硕士学位论文thismethod．Theyusedtheunsuitablewaytoteachgrammar,buttheythoughtthatmethodastheCommunicativeMethod．AndtheywronglythoughtthattheCommunicativeMethodneednottoteachgrammarandvocabularyandthegrammarisinsignificant．Theyneednottoteachthegrammar．Theyshouldweakentheideaofthegrammarteaching．(6)GrammarteachingmethodatrecentyearsIn2001theMinistryofEducationhaspromulgatedthenewcurriculumstandard．IthascarriesalargescalereformontheEnglishgrammarteachinginmiddleschools．Itstressedspeciallyutilizesthegrammarinthelanguagepracticaluse．Itemphasizesgrammaticalfunction，notthegrammaticalformitself．Thenewcurriculumreformadvocatesthetaskbaseleaningmethodingrammarteaching．TeachersshouldpaymuchaRentiontoimprovethestudents’abilityinapplyingtheintegrity，smoothandtheaccuracyoftheforeignlanguageintheclass．Obviouslythespiritofthenewcurriculumstandardistoreformandperfectthegrammarteaching，butnottocancelthegrammarteaching．Althoughtherearemanymethodswhichwecanuseingrammarteaching，franklyspeaking，inourschool，nearlyalltheEnglishteachersuseGrammarTranslationMethodtoteachgrammar．TheGrammarTranslationMethodlaysmuchemphasisonthegrammarteachingSOthatthestudentsmayacquirethestructureofalanguagebypracticingexerciseswhichusuallycomeaboutintheformofsentencesfarfromreallife．Harmerpointsoutthattheremightbetwoproblemsinthisteachingandlearningmethod：firstly,manystudentsmaythinkgrammaticalconceptsnoteasytoremember．Secondly，itwillonlybepossibleinamonolingualgroupatlowerlevelsiftheteacherconductstheexplanationinthestudents’mothertongue(Harmer,1987)．AlthoughtherearemanymethodstoteachEnglishgrammar,thegrammarteachingisstillhasitsownproblemsespeciallyinruralhighsch001．Inrecentyears，manyeducatorsaretryingtouseDiscoveryLearningMethodasateachingmethodtoteachEnglishgrammar．WhatisDiscoveryLearningMethod?CanthismethodhelpruralhighschoolteachersandlearnerslearnEnglishwell?2．3DiscoveryLearningMethod2．3．1．ThedefinitionofDiscoveryLearningMethodDiscoveryLearningMethodreferstovariousinstructionaldesignmodelsthatengagestudentsinlearningthroughdiscovery．Usuallythepedagogicalaimsarethreefolds：(1)Promote“deep”learning(2)Promotemeta—cognitiveskills(developproblem-solvingskills，creativity,etc．)(3)Promotestudentsengagement．AccordingtovanJoolingen(1999：385)：“DiscoveryLearningisatypeoflearningwherelearnersconstructtheirownknowledgebyexperimentingwithadomain，andlearnersinferrulesfromtheresultsoftheseexperiments．ThebasicideaofthiskindoflearningisthatbecauselearnersCandesigntheirownexperimentsinthedomainandinfertherulesofthe一15— AResearchontheUseofDi—s—c—o—v—e——r—y——L—e—a——r—n—i—n—g——M——e—t—h——o—d——i—n——E—n——g—l—is—h——G——r——a—m——m——a—r—TeachinginRuralHighSchool———————domainthemselvestheyareactuallyconstructingtheirknowledge．Becauseoftheseconstructiveactivities，itisassumedtheywillunderstandthedomainatahigherlevelthanwhenthenecessaryinformationiS．justpresentedbyateacheroranexpositorylearningenvironment．’’AccordingtoBorthick&Jones(2000：181)：“InDiscoveryLearning，participantslearntorecognizeaproblem，characterizewhatasolutionwouldlooklike，searchforrelevantinformation，developasolutionstrategy,andexecutethechosenstrategy．IncollaborativeDiscoveryLearning，participants，immersedinacommunityofpractice，solveproblemstogether．’’AccordingtoJudithConway’SEducationalTechnology’SEffectonModelsofInstruction：“JeromeBrunerwasinfluentialindefiningDiscoveryLearning．Itusescognitivepsychologyasabase．DiscoveryLearningis“anapproachtoinstructionthroughwhichstudentsinteractwiththeirenvironment．byexploringandmanipulatingobjects，wrestlingwithquestionsandcontroversies．orperformingexperiments”．“TheideaiSthatstudentsaremorelikelytorememberconceptstheydiscoverontheirown．TeachershavefoundthatDiscoveryLearningiSmostsuccessfulwhenstudentshaveprerequisiteknowledgeandundergosomestructuredexperiences．”(Roblyer,Edwards，andHavriluk，1997，P68)．DiscoveryLearningprovidesstudentswithopportunitiestodevelophypothesestoanSwerquestionsandcancontributetothedevelopmentofalifelongloveoflearning．Studentsproposeissuesorproblems，gatherdataandobservationstodevelophypotheses，confirmorrefinetheirhypotheses，andexplainorprovetheirproblems．DiscoveryLearningCanbetracedbacktoauthorslikeRousseau，PestalozziandDewey．InparticularDewey’Semphasison“experience”isinvogueagain．DonaldClarkinhisDiscoveryLearningpageputsthefollowingstatement：‘‘YouCall’tteachpeopleeverythingthevneedtoknow．ThebestyouCandoispositionthemwheretheyCanfindwhattheyneedtoknowwhentheyneedtoknowit．’’2．3．2HistoryofDiscoveryLearningPsychologistandcognitivelearningtheoristJeromeBruner(1967)firstoutlinedtheprinciplesofDiscoveryLearninginabookabouthowpeopleconstructknowledgebasedonDriorexperiences．SimilarconstructivistlearningtheoriesweredevelopedbyJohnDewey,JeanPiaget，andLevVygotsky，allofwhomsuggestedthatDiscoveryLearningencouragesstudentstobecomeactiveparticipantsinthelearningprocessbyexploringconceptsandansweringquestionsthroughexperience．IntheEncyclopediaofEducationaltechnologyoneCanfindthefollowingquotefromBrunerttEmphasisondiscoveryinlearninghaspreciselytheeffectonthelearnerofleadinghimtobeaconstructionist．toorganizewhatheiSencounteringinamarinernotonlydesignedtodiscoverregularityandrelatedness，butalsotoavoidthekindofinformationdriftthatfailstokeepaccountoftheusestowhichinformationmighthavetobeput．”(Bruner，1962)． 辽宁师范大学硕士学位论文AnotherstronginfluenceforsomekindsofDiscoveryLearning(seemicroworldsiSSeymourPapert’Sconstructionism)．DonaldClarkinhisDiscoveryLearningpageputsthefollowingstatement：‘‘Youcan’tteachpeopleeverythingtheyneedtoknow．ThebestyoucandoispositionthemwheretheyCanfindwhattheyneedtoknowwhentheyneedtoknowit．’’DiscoveryLearningisalsostronglytiedtoproblemsolving(orlearninghowtosolveproblemsunderamoremeta-cognitiveperspective)：“LearningtheoristscharacterizelearningtosolveproblemsasDiscoveryLearning，inwhichparticipantsleamtorecognizeaproblem，characterizewhatasolutionwouldlooklike，searchforrelevantinformation，developasolutionstrategy,andexecutethechosenstrategy．”(Borthick&Jones，2000：181)SomeauthorspointoutthatDiscoveryLearningmayincreasecontentrelevanceandstudentengagement(actuallyanargumentthatCanbemadeforallsortsofproject-orientedlearning)．2．3．3ThethreemainattributesofDiscoveryLearningDiscoveryLearningencompassesaninstructionalmodelandstrategiesthatfocusonactive，hands-onlearningopportunitiesforstudents(Dewey,1916／1997；Piaget，1954，1973)．Bicknell．HolmesandHoffman(2000)describethethreemainattributesofDiscoveryLearningas(1)exploringandproblemsolvingtocreate，integrate，andgeneralizeknowledge(2)studentdriven，interest．basedactivitiesinwhichthestudentdeterminesthesequenceandfrequency(3)activitiestoencourageintegrationofnewknowledgeintothelearner’Sexistingknowledgebase．Thefirstattributeofdiscoverylearningisaveryimportantone．Throughexploringandproblemsolving，studentstakeonanactiveroletocreate，integrate，andgeneralizeknowledge．Insteadofengaginginpassivelyacceptinginformationthroughlectureordrillandpractice，studentsestablishbroaderapplicationsforskillsthroughactivitiesthatencouragerisk-taking，problemsolving，andanexaminationofuniqueexperiences(Bicknell-Holmes&Hoffman，2000)．Inthisattribute，studentsratherthantheteacherdrivethelearning．ExpressionofthisattributeofDiscoveryLearningessentiallychangestherolesofstudentsandteachersandisaradicalchangedifficultformanyteacherstoaccept(Hooks，1994)．AsecondattributeofDiscoveryLearningiSthatitencouragesstudentstolearnattheirownpace(Bicknell—Holmes&Hoffman，2000)．ThroughDiscoveryLearning，somedegreeofflexibilityinsequencingandfrequencywithlearningactivitiesCanbeachieved．Learningisnotastaticprogressionoflessonsandactivities．Thisattributecontributesgreatlytostudentmotivationandownershipoftheirlearning．AthirdmajorattributeofDiscoveryLearningisthatitisbasedontheprincipleofusingexistingknowledgeasabasistobuildnewknowledge(Bicknell—Holmes&Hoffman，2000)．Scenarioswithwhichthestudentsarefamiliarallowthestudentstobuildontheirexistingknowledgebyextendingwhattheyalreadyknowtoinventnewideas．AgoodexampleofthisattributewouldbePapert’S(2000)discussionofakindergartenstudent’Sencounterwiththe一17— AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHigh—SchoolLOGOcomputerprogramminglanguage．Sheplayedwiththeprogram’Sspeedsettinganddiscoveringthetruemeaningofzero．Thestudentdiscoveredthatobjectsthatwere‘‘standingstill”werestill“moving”justataspeedofzero．Throughthestudent’Splayingwithsomethingwithwhichshewasfamiliar,shewasabletocreateanewunderstandingoftheconceptofnumberincludingzero．HowdothesethreeattributescombinetomakeDiscoveryLearningdifferentfromtraditionalformsofleaming?Themostfundamentaldifferencesare(1)learningisactiveratherthanpassive(Mosca&Howard，1997)(2)learningisprocess—orientedratherthancontent．oriented(3)failureisimportant(4)feedbackisnecessary(Bonwell，1998)(5)understandingisdeeper(Papert，2000)．First，indiscoverylearning，studentsareactive．Learningisnotdefinedassimplyabsorbingwhatisbeingsaidorread，butactivelyseekingnewknowledge．Studentsareengagedinhands-onactivitiesthatarerealproblemsneedingsolutions．Thestudentshaveapurposeforfindinganswersandlearningmore(Mosca&Howard，1997)．Secondly，thefocusshiftsfromtheendproduct，learningcontent，totheprocess，howthecontentislearned．ThefocusinDiscoveryLearningislearninghowtoanalyzeandinterpretinformationtounderstandwhatisbeinglearnedratherthanjustgivingthecorrectanswerfromrotememorization．Process—orientedlearningcanbeappliedtomanydifferenttopicsinsteadofproducingonecorrectanswertomatchonequestionthatistypicallyfoundincontent-orientedlearning．DiscoveryLearningpushesstudentstoadeeperlevelofunderstanding．Theemphasisisplacedonamasteryandapplicationofoverarchingskills(Bonwell，1998)．Thirdly,failureinDiscoveryLearningisseenasapositivecircumstance(Bonwell，1998)．DiscoveryLearningemphasizesthepopularlessonlearnedfromThomasEdison．ThomasEdisonissaidtohavetried1,200designsforlightbulbsbeforefindingonethatworked(Love，1996)．WhensomeoneaskedEdisonifhefeltdiscouragedbySOmanyfailures，herespondedthatheneverfeltdiscouragedbecausehehadlearnedthousandsofdesignsthatdonotwork．Learningoccurseventhroughfailure．DiscoveryLearningdoesnotstressgettingtherightanswer．CognitivepsychologistshaveshownthatfailureiscentraltolearningfSchank&Cleary,1994)．Thefocusislearningandjustasmuchlearningcanbedonethroughfailureassuccess．Infact，ifastudentdoesnotfailwhilelearning，thestudentprobablyhasnotlearnedsomethingnewfSchank&Cleary,1994)．Fourthly,anessentialpartofDiscoveryLearningistheopportunityforfeedbackinthelearningprocess(Bonwell，1998)．Studentlearningisenhanced，deepened，andmademorepermanentbydiscussionofthetopicwithotherlearnersrSchank&Cleary,1994)．Withouttheopportunityforfeedback，learningisleftincomplete．Insteadofstudentslearninginisolation，asistypicalinthetraditionalclassroomwheresilenceisexpected，studentsareencouragedtodiscusstheirideastodeepentheirunderstanding．一18— 辽宁师范大学硕士学位论文Lastly，incorporatingallofthesedifferences，discoverylearningprovidesfordeeperlearningopportunities．Learnersinternalizeconceptswhentheygothroughanaturalprogressiontounderstandthem(Papert，2000)．DiscoveryLearningisanaturalpartofhumanbeings(Percy,1954)．Peoplearebornwithcuriositiesandneedsthatdrivethemtolearn(Percy，1954)．Infantslearntotalkbydiscovery．Theylistentoothersaroundthemtalk，mimicsounds，andtryputtingtogetherthepiecesoflanguagetheyhavediscovered(Percy,1954)．Theinfantdevelopsadeepunderstandingoflanguagebyfiguringitoutonepieceatatime．InanessaybyWalkerPercy(1954)entitled“TheLossoftheCreature”，PercycontrastsayoungFalklandIslanderwithahigh—schoolstudentastheybothdissectadeaddogfish．TheFalklandIslanderstumblesuponthedeadfishonthebeach，pullsoutapocketknife，anddissectsthefish．Thehigh—schoolstudentisgivenacannedlessoncontaininganassignment，alistofeveryitemneeded，andthestepsrequiredtocompletetheassignment．Thedifferencebetweenthetwoexamplesiscuriosity．Thehigh-schoolstudent’Sgainofunderstandingisblockedbythecircumstancesinwhichtheknowledgeisbeingpresented．Therestrictionsofschooloftendampenthenaturalcuriositythatisinnateinhumanbeings(Percy,1954)．DiscoveryLearningallowsfordeeperunderstandingbyencouragingnaturalinvestigationthroughactive，process-orientedmethodsofteaching(Percy,1954)．2．3．4DiscoveryLearninginpracticeAccordingtoNadiraSaab，eta1．(2005)，DiscoveryLearningisaprocessofinductiveinquirywherelearnersconductingexperiments，atheorywhichcloselyresemblesthescientificprocess．First，learnersidentifyvariables，collectdata，andinterpretdata．Thenlearnersgeneratehypothesesinordertobetterdescribeandunderstandrelationshipsbetweenconcepts．Finally,thecontinuouscyclicalprocessoflearningrequireslearnerstointerpretthedata，rejecthypotheses，andmakeconclusionsaboutinformation．DiscoveryLearningMethodCanbringstudents’subjectiveinitiativeintofullplayandcanteachstudentslearnautonomousstudyanditishelpfulforlifelonglearning．ItCantrulymakethestudentsbecomethecenteroftheclass．So1willusethismethodinmygrammarteachingclasstohelpthestudentslearnEnglishgrammareffectively． AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchool3ResearchMethodologyEnglishgrammarhasalwaysbeenahardquestionforteachersandlearnersinruralseniorhighsch001．Englishgrammarteachingplaysaveryimportantroleinruralseniorhighschoolteaching．Theteachersspendalotoftimeonteachinggrammar,butthestudentsstillCannotlearnEnglishgrammarwell．TherearesomeproblemsinruralseniorhighschoolEnglishgrammarteaching．3．1ProblemsofEnglishgrammarteachinginruralareasThegrammarteachinginmiddleschoolEnglishgrammarteachinginruralareashasitsownproblems．Ithasnotonlytheproblemsintheteachingmethods，butalsoinotheraspects．Theeconomyoftheruralareasisnotdeveloped．Sotherearesomeproblemsinthegrammarteachingintheruralareas，suchastheaspectsofteachers，theaspectsofthestudents，theaspectsofthebooksandtheaspectsoftheconditions．Ifwewanttofindthebestmethodtoteachmiddlesch001Englishgrammarintheruralareas．weshouldfirstfindtheproblemsexitinginit．ThefollowingwewilltalkabouttheproblemsexistingintheseniorhighschoolEnglishgrammarteachinginruralareas．3．1．1TheproblemsofteachersInmiddleschoolEnglishgrammarteachingofruralareas，frommypointofviewthebiggestproblemistheproblemofteachers．Theeconomyintheruralareasisnotdeveloped．Theteachersintheruralareashavetheirownproblems．Althoughthenewcurriculumencouragesthestudent-centeredinteaching，inmypointofviewintheruralareastheeffectoftheteachersisnotignored．Itisthemostimportantpartinteachingintheruralareasbecauseofthespecialsituationoftheruralareas．SoifwewanttoteachEnglishgrammarwell，wemustfindtheproblemsoftheteachers．(1)TheprofessionallevelofteachersWeshouldsaythatwiththedevelopmentofthenationaleducation，especiallyafterthecurriculumreform，thequalityoftheseniorhighschoolteachersintheruralareasisunceasinglyimproving．Theirteachinglevelisalsounceasinglyenhancing．Simultaneouslyweshouldalsoseethattheseniorhighschoolteachers’professionallevelintheruralareasisstillnotveryhigh．ManyseniorhighschoolEnglishteachersdidnotgraduatefromtheNormalUniversity．ManymiddleschoolEnglishteachershavenotreceivedtheregularEnglisheducation．Theyhaveloweducationalbackgroundandprofessionaltitles．Asthesayinggoes，thefamousteacherhastheoutstandingdisciple．Thereisnohighlevelteacher,andthereisnohighlevelstudent．HowaboutthequalityoftheseniorschoolEnglishteachersontheearth?ThespecializedqualityofmanyEnglishteachersislow．Someteachersself-ridiculed：TheEnglishprofessionallevelofseniorhighschoolEnglishteachersisalsotheleveloftheseniorhighstudents，andtheEnglishprofessionalleveloftheseniorhighschool一2n一 辽宁师范大学硕士学位论文Englishteachersislowerthanthelevelofmiddlehighstudents．Thisissomewhatexaggerate，butitisthetruthabouttheprofessionallevelofsomeseniorhighschoolEnglishteachersintheruralareas．Honestlyspeaking，alltheteacherswanttoteachthestudentsverywell．Theyalsowanttodosomeresearchontheirteaching．Butasamatteroffactmanyteachershavenottheabilityontheirresearch．Mlatisthereason?ThereasonistheprofessionallevelproblemoftheseniorhighschoolEnglishteachers．Mostteachershaven’tstudiedthetheoryofEnglishteaching；theirabilitytoresearchisnotenough．(2)TheshortagesofqualifiedteachersFirst，becausetheruralareasbelongtotheremotedistricts，thelivingconditionsandworkconditionsofseniorhighschoolEnglishteachersintheruralareasarebad．Andthemoneytheyearnisafew．Soinrecentyears，largequantitiesofgraduatesfromtheNormalUniversitiesstayedinthecities．Theyarenotwillingtogototheruralareastowork．Next，althoughourcountryhasawholesetofpoliciestoencouragethegraduatestoworkintheruralareas；thegraduatesarenotwillingtogothere．Becausecomparingtothegoodconditionsofthecities，thepolicieshavenoadvantages．Atlasttheychoosethemiddleschoolinthecitiestowork．Simultaneouslysomegraduateshavealsogonetotheruralareas；becausetheyarenotstrictlytestedsomeofthemarenotveryqualified．Oncemore，forvariousreasons，suchaslivingconditions，workconditionsandtheirchildren’future，manyqualifiedcountrysideEnglishteacherschoosetogotootherseniorhighschoolsinthecities．(3)OutdateoftheconceptionofteachingTheintemationalcommunicationdevelopsdayafterday，thelanguagealsochangesunceasingly．SoEnglishgrammarteachingmustmeettheneedofthemodemsocialdevelopment，andbemadeitselfperfectunceasingly．Becausetheruralareasareunenlightened，theconceptionoftheeducationisoutdating．AndnowEnglishhastakentheimportanttoolwhichisusedtocommunicate．ThestudyofEnglishgrammarisnolongerforthehighscore，andpassingtheexaminationtoenteragooduniversity．Itisforcommunicating、^，itllotherpeoplefluentlyandsmoothly．AndgoodEnglishgrammarmakesyouunderstood．ButthetraditionaleducationalsystemisverydeepintheseniorhighschoolEnglishteachinginruralareasatpresent．Althoughthenewcurriculumreformhasprovidedcertaindirection，theuniversityentranceexaminationsystemhaschangedalittle．Thestudentsofenteringtheuniversitymeanescapingfromthepovertyandtheywillhavethebrightfuture．Itisasignificantthingforthestudentsthemselvesandtheteachers．Sointheireyes，enteringagooduniversityismoreimportantthanfluentlyEnglishspeaking．Thereforefacingthenewcurriculumreform，theyactuallychangedonthesurfacenotinthefoundation．(4)TheproblemsofteachingapproachesTeachingpracticeinancientandmodemChinaandabroadprovedthattheteacherisaveryimportantattributewhichinfluencesevendecidesthequalityofteaching．Oneisthe21— AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeaching——i—n—R．．．．u．．．．．r．．．a．．1Hig．．h．．．．．．．．．．S．．．．．．．c．．．．．h．．．．．．．o．．．．．—o—1workingattitudeofateacherandtheteacher’spirittotakeresponsibilitytotheteaching，theotherisprofessionalknowledgeandteachingmethodofateacher．ForEnglishteaching，becauseitisonekindofmulti．1evelteachingprocess，theteachingmethodisaffectingthequalityofteachingtoagreatextent．InthefrontpartofthispaperImentionedthatmanyseniorhighschoolEnglishteachersintheruralareasarenon—professionalteachers．Obviouslytheirprofessionallevelhasthelimitation，andtheystudyfewtoEnglishteachingmethods．Andnowthetraditionalteachingmethodisverydeep．Nowadays，althougheducationalministryhaspassedlawtotakeareforminhighschools，themajorityofruralschoolsstilladopttraditionalteachingmethods．NearlyallthemiddleschoolEnglishteachersintheruralareasusethegrammartranslationmethod．Theyimprovethestudents’scoresthroughlettingthestudentsdolotsoftestquestionsandaddingthemorehoursforstudentslearningtostimulatethestudentstomemorizegrammarpoints．Whydotheteachersusethetraditionalteachingmethods?3．1．2TheproblemsofstudentsAsanimportantpartoflearningEnglishgrammar,thestudentsalsoplayanimportantroleintheEnglishgrammarteaching．Itissurethatthegrammarisboringanddifficultforthestudents．ButthegrammarisveryimportantforlearningEnglish．Thestudentsmustleamthegrammar；however,thestudentsdonotlearnEnglishgrammarwell，althoughtheteacherspaymuchattentiontothegrammarteaching．Ifwewanttoteachthestudentsthegrammarmoreeffectively，weshouldfindtheproblemsofthestudents．Thefollowingwewilltalkabouttheproblemsofthestudents．(1)StudyinterestEnglishgrammarteachingitselfisveryboring．Manystudentsdonothavetheverystronginterestinit．Moreoverthemajorityofthestudentslearngrammarforpassingthefinalexam．Itisfarfromtheinterest．Andtheteachersdonotteachthegrammarvividly．Theyjustletthestudentslookattheblackboard，listentotheteacher,andmakesomenotesontheimportantgrammarpoints．Moreovertheteachersaidthatitisoktojustrememberthegrammarpoints．Thereforetheinterestoflearninggrammarbecomeslittleandlittle．(2)FoundationofthestudentsInruralareas，alotofstudentsbegintolearnEnglishwhentheyenterseniorhighmiddleschool，lackingnecessarycondition，suchastyperecorder，computer．Whentheywereintheelementarysch001．theydidnotlearnEnglishorlearnedalittle．AndelementaryschoolEnglishteacherareuniversallylackofandtheirteachinglevelsareverylov,：Taketheelementaryschoolofmineforexample，sixgradesshareonly1t1"1EnglishteacherandherEnglishlevelisverylowevenherpronunciationisnotcorrect．Sothefoundationofthemiddleschoolstudentsintheruralareasisverybad．(3)TheatmospherearoundthestudentsComparingtothestudentsinthecities，theintelligenceofthestudentsintheruralareas一22— 辽宁师范大学硕士学位论文iSnotlOW．Evenmanystudentsintheruralareasstudyharderthanthestudentsinthecities．Buttheurbanschoolstudentsnotonlyhavethemassivematerial．alsohastheforeignteachers．Howeverthestudentsintheruralareasonlyhavethetextbook．fewexercisesandChineseEnglishteachers．Thegrammarneedsnotonlytobestudied，butalsotobepracticed．Andbecausethestudentsintheruralareasislacingoftheatmospheretopractice，thequalityofEnglishgrammar1earningintheruralareasiSfarfromthecities．3．2PurposeoftheresearchInordertofindoutwhetherdiscoverylearningmethodisgoodforEnglishgrammarteachinginruralhighschoolandhowteachersandstudentsfeelaboutusingdiscoverylearningmethod，Icarriedoutthisresearch．Suchastudyisveryvitalforthelanguageteachingdevelopment．3．3ResearchquestionsThethreeresearchquestionsaddressedare：CanDiscoveryLearningMethodhelpruralseniorhighschoolstudentslearngrammar?Canthenewmethodenhancegrammarteachingandsupplementthedisadvantagesofthetraditionalteachingwayinruralseniorhighschool?IfSO，howtheDiscoveryLeamingMethodhelptheruralseniorhighschoolstudentsgetthehighefficiencyoflearningEnglishgrammar?Therehavebeenafewresearchesdoneinthisareabefor巧andfindingswerenotSOconsistentandresearchesaboutsubjectgroupswerelimitedinaway．ThisiSoneofthereasonswhyIchosethistitleasmyresearcharea．3．4SubjectsofthestudyThesubjectsare97ruralseniorhighschoolstudentsfromClassSix(totaling451andClassSeven(totaling52)ofSeniorOneinNo．2SeniorHighSchoolofXifeng．Therearetwogroups：ClassSixis“experimentalclass”intheexperiment．ThestudentsinexperimentalclasslearnEnglishgrammarindiscoverylearningmethod．AndClassSevenis‘‘controlclass”．ThestudentsincontrolclasslearnEnglishgrammarinthetraditionalwayofgrammarteaching．Allthesubjectsarewillingtoparticipateintheexperiment．BecauseoftheCollegeEntranceExaminationandthedevelopmentofOurcountry，theruralstudentsattachgreatimportancetoEnglishlearning．Theythinkit’Susefulinthefuture．ButnearlyallthestudentsthinkEnglishisdifficultforthem．TheyfindithardtolearnEnglishwellespeciallygrammar．TheybelievelearningEnglishgrammarmeansrecitinggrammarrulesanddoingalotofexercises．Someofthemmadeeffortsbutdidn’tgetgoodresultsSOtheylose_heart。Mostofthemdon’tunderstandgrammarandtheydon’tknowhowtolearngrammar,SOtheyarenotwilingtolearngrammar．MostofthemarenotsatisfiedwiththegrammarteachingmethodthatiscommonlyusedinOursch001．Besides，afewEnglishteacherswereinterviewedintheschoolabouttheuseofDiscoveryLearningMethod．FrommyexperienceofteachingEnglishintheschool，nearlyalltheEnglishteachersusetraditionalmethodstoteachgrammar．一23— AResearchOiltheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchool3．5Methodologyandprocessesoftheresearch3．5．1MethodologyoftheresearchFourmethodstocollectdataareused：observation，questionnaire，interview,andtest．Thereasonistomakesurethevalidityandreliabilityofthedata．Ifweobtaindatafromvarietiesofwaysandthedatashownearlythesameresults，itmeansthedataarereliable．Throughtheentireprogram，thewriterhaskeptnotesaboutimportantevents，phrasesandobservations．Itisalsouseful，becausethewritercanfollowthecourseofthestudents’changeswhencarryingouttheprogram．Thethreeresearchquestionsaddressedare：CanDiscoveryLearningMethodhelpruralseniorhighschoolstudentslearngrammar?Canthenewmethodenhancegrammarteachingandsupplementthedisadvantagesofthetraditionalteachingwayinruralseniorhighschool?IfSO，howtheDiscoveryLearningMethodhelptheruralseniorhighschoolstudentsgetthehighefficiencyoflearningEnglishgrammar?3．5．2Proceduresoftheresearch(1)Pre-test(theHighSchoolEntranceExamination)Accordingtothestudents’HighSchoolEntranceExaminationscores，OurschooldividesthemintosomeparallelclassesofArtsandScience．IalnresponsiblefortwoparallelclassesofArts．Inordertoshowthatmyfollowingresearchisvalidandreliable，thestudents’scoresaresortedout(Table4．1)．Throughcomparingthenumberoftheexcellent，good，satisfactory,passandfailedstudentsofthetwoclasses，thevalidityandreliabilityareshowed．Andtheaveragescoreofthetwoclassesiscalculated．Iftheresultsarenearlythesame，itshowsthatmyresearchisreliableandvalid．(2)QuestionnairebeforetheexperimentInthedailyprocessofteaching，theauthorfindsEnglishgrammaristheweakestitemforstudents．Studentsarenotsatisfiedwiththeirmasteringandusingofgrammar,therebyaffectingthestudents’listening，speaking，readingandwritingskills．Ⅲssituationisfarfromthecapacityrequestbroughtforwardbythecurriculumreform’S“trainstudentstousethecorrectlanguagetocommunicate”．ToknowabouttheEnglishlearningsituationbetterandputforwardgoodmethodsandadvicetosolvedifficultproblemsinlanguagelearningbeforethestudy，thewritergavestudentsthefirstsurvey(AppendixA)，includinggrammarteachingsituationandtheattitudesandunderstandingofgrammarlearning．Twotablesaresortedout(Table4．2andTable4．3)．Therearetwosummarizedquestionsaremotionedinthefirsttable，namelyyouthinkgrammarinhighschoolEnglishteachingisandhowimportanceisgrammartocultivateintegratedskillsofEnglish．Thefirsttableshowsthestudents’attitudestowardstheimportanceofthegrammarthroughusingthepercentagetoshowtheresults．Therefifethreesummarizedquestionsinthesecondtable，namelywhatis一，4一 辽宁师范大学硕士学位论文yourdifficultpointinlearningEnglish，whatisyourmainwayoflearningEnglishandwhatdoyouthinkofyourgrammarlearning．Thesecondtableshowsthestudents’learningeffects．Everyquestionisgivenfourchoicesthroughusingthepercentagetoshowtheresults．(3)Implementationofteaching①Theauthordividedthestudentsintofivegroupsandmakestheevaluationcriteriaintheexperimentalclass．Theauthorputanassessmentformontheblackboardatthebackoftheclassroomtoevaluatethestudentsinusingdiscoverylearningmethod．Theformconsistsoffiveaspects：information，creativity，organization，cooperation，andpresentation．Therearefivegradesincludingexcellent，good，average，belowaverage，inadequatetoevaluatethestudents’performancesaccordingtotheassessmentform．Theleaderineachgrouptakeschargeofgivingscorestoothergroups．AndthentheEnglishcourserepresentativeisresponsibletocalculatetheaveragescoreofeachgroupandfillthemintheformaftereachclass．Thepurposeofmakingthisformistoencouragestudentstoparticipate，cooperateandlearntostudy．Table3．1Thestudents’assessmentformExcellentGoodAverageBelowaverageInadequateInformationCreativityOrganizationCooperationPresentationTbtal②Theauthorapplieddiscoverylearningmethodintheexperimentalclasstoteachgrammar．Themodelis‘‘createasituation⋯-discoverthegrammar-⋯discussthegrammar-⋯inducethegrammar⋯-consolidatethegrammar⋯一putthegrammarinuse’’．Inthecontrolclasstheauthorusedthetraditionalmethodtoteachgrammar．Themodelwhichisusednearlybyalltheteachersinourschoolis‘‘presentthegrammar⋯-explainthegrammarrules⋯-letthestudentdoexercises⋯一explaintheexercises⋯-sumup’’．Inthecontrolclass，theteacherjustputthegrammarrulesintothestudents’headandthestudentsjustbusilytooknotesanddoalotofgrammarexercises．③TheapplicationofdiscoverylearningmethodTheteachingplanofexperimentalclass(ThePassiveVoice)Teachingaims：Cognitiveobjectives：ThePassiveVoiceisoneoftheimportantcontentsofEnglishgrammarinhighsch001．ThestudentsshouldmasterthestructuresandusageofthePassiveV0iceofdi髓renttensesandunderstandthedi髓rencebetweenthePassiveVoiceandActive一25— AResearch0UtheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchoolVoice．TheyshouldlearntousethePassiveVoicetodescribethingsandusetheknowledge1earnedtocommunicatewithpartners．Affectivegoals：Theteachershouldcreateapositiveandharmoniousatmosphere，SOthatstudentscanenterthesceneconsciously．Intelligencetarget：Cultivatethestudentstodiscover,think，andstudy,SOthatthecomprehensiveabilityCanbeimproved．Teachingstrategies：TheteacherusestheDiscoveryLearningMethodtoteachgrammarandusemultimediatoassisttheclass．Teachingprocedures：Step1：CreateasituationTheteacherplayedtheclip“TheSameSong”inLvshunin2010onthesereneandaskedthestudentswhichstarswereinvitedtocomehere．ThestudentscommunicatewiththesimplePastPassivesentences．Thesituationcreatedusedreallifematerial．drawingtheattentionofstudentsandstimulatingthestudents’interest．Step2：DiscoverthegrammarTheteacherdisplayedthefollowingtwodiagramsontheserenetoenablestudentstoobservefifteensecondsandmemorizethemfast．ThentheteachertumedoffthescreenandthestudentsusedthePassivePresentPerfectsentencestoanswer．TheformofthegamewasconsistentwithmentalagefeaturesofstudentsSOthestudentsactivelyparticipatedinclassroomactivities．Step3：DiscussthegrammarTheteacherdividedthestudentsintofivegroupsandletdiscusswhattheydiscoverthroughthetwoscenariosabove．Step4：InducethegrammarTheteacherguidedstudentstoobserve，thinkaboutthedescriptionofthetwodifferentscenariosandunderstandtheSimplePastandthePresentPerfectPassiveVoice．WiththeunderstandingofthetwokindsofPassiveVoice．Theteacherassistedthestudentstoinducethegrammarrules(Table3．2)．ThechartCanmakethestudentshaveacomprehensiveandclearunderstandingofgrammar．Thble3．2ActiveVoiceandPassiveVoiceActivevoicePassivevoiceSimplePresentdois／aredoneSimplePast·didwas／weredonePresentContinuousTenseis／aredoingis／arebeingdonePastContinuousTensewas／weredoingwas／werebeingdonePresentPerfectTensehas／havedonehas／havebeendoneSimpleFutureTensewiildowillbedoneModelVerbcandocanbedone一26— 辽宁师范大学硕士学位论文Step5：ConsolidatethegrammarTheteacherchosesomespecialgrammarexercisestoconsolidatethegrammar．Step6：PutthegrammarinuseTheteacherplayedapieceofnewsaboutarecenttrafficaccidentinLvshunonthescreentocreateasimulationscenarioforstudents．Theteachergavethefivegroupsfiverolestoplay．TheirPartsweredoctors，theinjured，journalists，thepoliceandthepassers-by．ThestudentswererequiredtocompletecommunicativetasksusingthePassiveVoice．Theteachercreatedacommunicationandcooperationplatformforstudentstocompletethetasktogether．Intheprocess，thestudentsexperienceddifferentidentitiesandknewhowtousethePassiveVoiceindifferentscenarios．Thisnotonlyincreasedtheopportunitiesforstudentstopracticebutalsofullymobilizedthelearninginitiativeandenthusiasmofstudents．Thestudentslearntfromeachother．Inthissemi—controlledpracticeactivity,studentsexpressedthewordsaslongasthecontentsofexpressionsmeettherequirementsandhavecompletemeanings．(3)SomespecificsyntaxtestsAftertheendofeachexperiment，specificsyntaxtestisgiven．Thethreegrammaritemsarechosen，namelyDirectandIndirectSpeech，AttributiveClauseandPassiveVoice(Table4．4)．Thequestionsofeachgrammaritemareselectedinordertotesttheirgrammarlearningresults．Theauthorco!!ectedthetestresultsandcomparedtheaveragescoresofthetwoclasses．TheauthormakesthecomparisonofthetwoclassesthroughusingtheSPSStoshowthatusingtheDiscoveryLearningMethodtoteachgrammarCanimprovetheirgrammarlearningskills．(4)Post-test(Thefinalexamination)Intheendoftheterm,，theauthorgivesthestudentsafinalexaminationtothestudentsto一，7一 AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchoolfindoutthatusingtheDiscoveryLearningMethodtoteachgrammarcanimprovetheintegrativeskillsinEnglishforruralhighstudents．Thefinalpaperincludesfourparts，namelymultiplechoice，cloze，readingcomprehensionandwriting．Thefourpartsarecloselyrelatedtothegrammar．ThroughusingSPSStocomparetheresultswecanseewhetherusingtheDiscoveryLearningMethodtoteachgrammarcanimprovetheintegrativeskillsinEnglishforruralhighstudents．(5)Post—testquestionnairesThepost-testquestionnairesaftertheresearcharetotestamorecomprehensiveunderstandingoftheimpactoftheexperimentongrammarteaching．Surveyquestionsweredesignedbytheauthorandtheexperimentalclassansweredthequestions．Surveycontentincludesafterthegrammarlearningexperimentwhatchangesbroughttothestudents’attitudestothegrammarbyusingDiscoveryLearningMethod．Therearefivesummarizeditemsmotionedinthetable，suchasinusingDiscoveryLearningMethodtoteachandleamgrammartohelpEnglishgrammarlearningandintheimprovingoflearninginterestfR出le4．61．Thetableshowsthestudents’attitudestousingDiscoveryLeamingMethodtoteachgrammarthroughusingfivedimensionsincludingstronglydegree，agree，medium，alittleandnot．一28— 辽宁师范大学硕士学位论文4AnalysisandDiscussionoftheResearchResultsTheauthorgavethetestsandquestionnairesbeforeandaftertheexperiment．Inthischaptertheresultsofthetestsandquestionnaireswereanalyzed．4．1Analysisofthepre—testresultsTable4．1DistributionofscoresoftheTwoClassesforthepre—testThenumberofSsExcellentGoodSatisfactoryPassFailedAveragescoreExperimentalclass450210211277．8Controlclass520210251576．9Note．Thefullmark=120；excellent2108～l20(including108)；good=96～l08(including96)；satisfactory284～96(including84)；pass272～84(including72)；failed=lowerthan72FromTable4．1wecanseethattheaveragescoresofthetwoclassesarenearlythesameandthedistributionofstudentsatdifferentlevelsinthetwoclassesarenearlythesame．Pre．testresultsshowedthattheexperimentalclassandcontrolclassarebasicallyatthesamelevel．So．myfollowingresearchCanbevalidandreliable．Fromthetable4．1wealsoCanseethatthestudentswereverypoorinEnglish．Therearenoexcellentinbothofthetwoclasses．Theaveragescoresofthetwoarenearlythesame．Therearenosignificantdifferencesbetweenthetwoclasses．ItiSobviousthatmyfollowingexperimentcanbereliable．4．2AnalysisofthequestionnairesbeforetheexperimentTable4．2Students’attitudetowardstheimportanceofgrammarQuestionsA％B％C％D％Youthinkgrammarinhighschoolve叫4lRelatively48Notvery9Not2EnglishteachingisimportantHowimportantisgrammartoVe巧38Relatively53Notvery6NOt3cultivatingintegratedskillsofimportantEnglishFromthetable4．2wecanseethatmostofthestudentsthinkthatEnglishgrammarisimportantanditCancultivatetheintegratedskillsofEnglish．SowecanconcludethatthestudentshavethemotivationtolearnEnglishgrammar．Therefore，howtheauthorcanhelpthestudentslearnEnglishgrammarwellisveryimportant．一29— AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchoolTable4．3Students’learningeffectsOptionsQuestionsBCDStatement％Statement％Statement％Statement％WhatisyourdifficultLackofLackofLackofLackofpointinleaninglanguage5grammar414014English?SenSeknowledgevocabularyreadingWhatisyourmainReadingthe17Reading6Doing64Notclear13wayoflearningtextsmagazineseXerclsesEnglishafterclass?AlittleNotWhatdoyouthinkofQuite8E行ective142157yourgrammareffectivelearning?Fromthetable4．3wecanseethatmanystudentsthinkthegrammariStheirdi衢cultpoint．DoingexercisesafterclassistheirmainwayoflearningEnglish．AlotofstudentsthinktheirgrammarlearningisnotSOeffective．Theseshowthatthetraditionalgrammarteachingandlearningmethodsarenotverypracticalforthestudents．Thestudentsarejustlikethemachines，mechanicallydoingtheexerciseswithoutthinkingandtheycannothavetheefficiencyingrammarlearning．Sotheauthortriestousediscoverylearningmethodtochangethissituation．Byanalyzingandcomparingtheresultsofthefirstsurveywecanfindoutthat：①Studentscancorrectlyunderstandthemeaningandimportanceofgrammarlearning．②Meanwhilegrammarlearningisalsooneoftheweakestpointsforstudentsandstudentsarelackofeffectivelearningmethodsaftersch001．Althoughmanystudentshavetodogrammarexercisesafterschool，mostoftheeffectsarenotsatisfying．Basedontheaboveanalysis，theauthorbelievesthatasteachers，weshouldactivelyguideandhelpstudentstomastertheknowledgeandunderstandgrammar．WehadbetterimproveteachingandlearningmethodsandprovidedifferenttypesofexercisestoenablestudentstobeabletocorrectlyusethelanguagewiththeaimofcommunicatinginEnglish．4．3AnalysisoftheresultsofsomespecialsyntaxtestsTable4．4ComparisonofthespecialsyntaxtestresultsofthetwoclassesTestitemsExperimentalclassControlclassComparisonDirectandindirectSpeech74．470．2士3．2AttfibutiveClause70．165．8土4．3PassiveVoice75．669．74-5．9Note．Thefullmark=l00—30 辽宁师范大学硕士学位论文Bycomparingtheaveragescoresofthetwoclassesthedifferencesareobvious．Theaveragescoresofexperimentalclassareallhigherthancontrolclass．Theseprovethatdiscoverylearningmethodishelpfulforstudenttoimprovetheirscores．Intheprocessofteachinggrammaritemsinexperimentalclass，theauthorusepictures，songs，videosect．tocreatethesituationtoarousethestudents’interest．Andtheauthordividedthemintogroupstoencouragethemtoparticipateinclass．Sothestudentswerewillingtoparticipateinclassandwillingtothinkanddiscover．HoweveLincontrolclass，thestudentsfeltboredjustlisteningtotheteacher．Theyaresosleepythattheyhavenomoodtoleoxilgrammar．4．4Analysisoftheresultsofpost—testTable4．5ComparisonoffinalexaminationscoresReadingMultiplechoice(15)Cloze(30)Writing(35)comprehension(40)ThearithmeticVariancearithmeticVariancearithmeticVariancearithmeticVariancemeanExperimental10．32．121．46．228．59．525．37．6classControlclass8．22．417．38．324．39．722．38．6T1．861．721．961．74Fromthetable4．5wecanseethatthescoresinexperimentalclassarehighthanincontrolclass．Especiallythescoresofdoinggrammarproblemsforexperimentalclassstudentsaremuchhigherthancontrolclassstudents．AndtheresultsofTareabove0．05，itshowsthattherearesignificantdifferencesbetweenthetwoclasses．Fromthetablewecanalsoknowthatthereadingandwritingscoresofexperimentalclassstudentsarealsohigherthancontrolclassstudents．ItshowsthatlearninggrammarishelpfulforimprovingintegratedskillsinEnglish．4．5Analysisoftheresultsofquestionnairesaftertheexperiment31— AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchoolTable4．6Students’attitudestousingDiscoveryLearningMethodtoteachgrammarStudents’attitudes(45)Strongly％Agree％Medium％NOt％agreelittleInUsingdiscoverylearningmethodtoteachandlearn143l18409203712grammarthehelpofEnglishgrammarlearningIntheimprovingoflearning15331636lO22490interestIntheeffectofactivelearningandabilityofcomprehension102220441227125andexplanationInthehelpofmemory715214712274912Inthehelpofcultivationof132919428183625abilityInthehelpoftheabilityof1l25194210222536migrationtoothersubjectsAftertheendoftheexperiment，thesecondsurveywasconductedaboutstudents’attitudesaccordingtotheirownexperienceabouttheuseofdiscoverylearningmethodtolearnEnglishgrammar．Fromthetable3．7wecanseethatstudents’learningsituationwasintogoodsituation．StudentsweresatisfiedwiththeapplicationofdiscoverylearningmethodtolearnEnglishgrammar．91％ofthestudentsthoughtthatdiscoverylearningmethodismoreorlesshelpfulforgrammarlearning．91％ofthestudentsthoughtthatdiscoverylearningmethodcanarousetheirinterestinlearningEnglish．89％ofthestudentsthoughtthatdiscoverylearningmethodcanimprovetheirintegratedskillsinEnglishandwashelpfulfortheirmemory．89％ofthestudentsthoughtthatdiscoverylearningmethodisalsohelpfulforthemtolearnothersubjects．4．6TheexperimentresultsandexperienceThroughtheexperimentalteaching，thestudentshavestronginterestinlearningEnglishgrammar,andnolongerfeelboredtolearnEnglishgrammar．Theyt11iIll(Englishgrammarisakindoffun．Studentsgraspgrammarmoresystematically,memorizemorefirmlyandhaveacertainincreaseinintegratedskills．Throughvariousformsoflearning，communicationandcooperationbetweenstudentshaveincreased．UseofdiscoverylearningmethodcreatesEnglishlearningsituationSOthatstudents’learningisnotdeliberatelyandthestudentsfocusontheactiveuseofgrammarrulesincommunication．Iteffectivelytrainsthestudents’integratedskillsandtheabilitytouseforeignlanguageappropriatelyincommunication．From一32— 辽宁师范大学硕士学位论文thesecondsurveyofstudentswecanseetheuseofdiscoverylearningmethodingrammarteachingissatisfactory．Thestudentsthoughtthattheapplicationofdiscoverylearningmethodwasreasonableandtheuseofdiscoverylearningmethodhelpedtheirunderstandingofgrammar．Theauthorhasthefollowingunderstandingforthisexperimentalstudy：(1)Teachersandstudentscanactivelyparticipateintheexperimentandthestudentshaveagreatharvest．(2)Theexperimentobtainedasatisfactoryresult．Discoverylearningmethodcannotonlysolvetheimportantanddifficultpointsinteaching，butalsohelpsteacherstocreatevivid，realisticlanguagesituations，tostimulatestudents’interestandguidestudentsintothestateofselfstudy．(3)TeacherscanusediscoverylearningmethodtoimproveteachingqualityandefficiencyofthePresentationofcontent．(4)Discoverylearningmethodallowsteachersandstudentstodeveloparelationshipwhichchangesintoanequalandharmoniousrelationship．Teachersnolongersimplyimpartknowledgebecausetheybecomethedesignersofteaching，thementorsandhelpersofthestudentsinthelearning．(5)Discoverylearningmethodcanhelpthestudentstodiscover,thinkandstudy．4．7ThesuggestionsforteachinggrammarThroughusingDiscoveryLearningMethodtoteachgrammartheauthorgivessomesuggestionstoteachgrammar．(1)Moreinductivelearningthandeductivelearning．Therearetwodissimilarthinkingprocedures：inductiveanddeductive．Intheteachingofgrammarthesetwoproceduresshouldbeusedinvariousdegrees．Inductiveteachingisconsideredasa“bottomup”method．Studentsfindoutgrammarrulesbythemselveswhiledoingexercises．Intheinductivelearningcourse，studentsgetaccesstomanyexamplesoftheruleindiscourse，performitsuse，andthenworkoutarulefromtheexampleswiththehelpoftheteacher．ThismethodassumesthattheteacherisexpertatallthelanguageskillsofEnglish．Whichmethodisbetter?Believingtheyareallimportant，DavidNunan(2003)suggestsablendofbothapproaches．Theauthor,however,believesthattheinductiveapproachshouldbeusedmorethanthedeductiveapproachtoencouragestudentstofigureoutgrammarrulesbythemselvesafterexperiencingenoughlanguage．Therearetworeasons．Firstly，theinductiveapproachcauses“learnersretainingmoreofthelanguageinthelongterm”(Nunan，2003：158)．Secondly,thefailureofEnglishgrammarinstructionhassomethingtodowitllthedominanceofthedeductiveapproachingrammarteaching．(2)IntegrationofgrammaticalformandcommunicativefunctionGrammarinstructionfailedinChina’SEFLclassrooms，notonlybecausethedeductiveapproachisusedexcessivelybutbecausegrammarinstructioniscutofffrombuildingcommunicativeskills．Peoplelayemphasisontheformofthegrammaticalitemwithoutprovidingthestudentsacontext．Forinstance，whenteachingthePassiveVoice，itisbettertouseacommunicativecontexttoshowthestudentsthatPassiveVoiceiSusedtoemphasizethe一33 AResearch011theUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchoolactionratherthantoemphasizetheagentoftheaction，tohidetheidentityoftheagent，etc．(3)LearninghowtouseGrammarknowledgeincludesknowinghowtodistinguishstructures，howtorecognizewhenwritten，howtoappreciateincontext，andhowtocreatemeaningfulsentences．Knowingagrammaticalrulediffersfromusingittocommunicate．Declarativeknowledgeandproceduralknowledgearedifferent．Oneis—knowinglanguageruleswhiletheotherisusingtheknowledgetocommunicate．ManyChineselearnersofEnglishknowthatan‘‘s’’hastobeattachedtotheverbwhentheymakethirdPersonSingulardeclarativestatementsinthePresentTense．Whenmakingsentencesbythemselves，however,theyoftenfailtodoSO．Itisbecausethesestudentshavedeclarativeknowledgebutnoproceduralknowledge．Declarativeknowledgefacilitatesthedevelopmentofproceduralknowledge，butitisnotprerequisiteforthedevelopmentofproceduralknowledge(Nunan，2003)．Studentsshouldnotbeinspiredtolearnthegrammaticalrulesbyheart．Instead，teachersshouldgivethemcommunicativetaskstohelpthemtounderstandandthenmakegooduseoftherules．(4)Meaning—basedandForm-basedfocusAsapossiblesolution，integrativegrammarteachingcombinesaform—basedwithmeaning-basedfocus．SpadaandLightbown(1993)havealsoarguedthat“formfocusedinstructionandcorrectivefeedbackprovidedwithinthecontextofcommunicativeinteractioncancontributepositivelytosecondlanguagedevelopmentinboththeshortandlongterm’’(p．205)．Integrationofformandmeaningisbecomingmoreandmoreimportantinresearchatpresent．Celce—Murcia，DomyeiandThurrell(1997)callit“aturningpoint”incommunicativelanguageteaching(P．141)，inwhich“explicit，directelementsaregainingSignificanceinteachingcommunicativeabilitiesandskills”rP．146)．Kumaravadivelucallsthisa“principledcommunicativeapproach"’(citedbyCelce-Murcia，DomyeiandThurrell，1997)．Ofcourse，restingwiththestudentsandtheirparticularneeds，eitherformormeaningcanbefocused．Butwhentherearedifferentstudentswithvariousneedsinthesamegroup，ortherearevariousneedsinthesamestudents，anintegrativegrammarteachingapproachcreatesidealconditionsforleamingforeveryoneintheclassroom．Musumeci(1997)mentionstheideaofcombiningformandmeaningingrammarteachingasadevelopingtendencyinregardtotheproficiencyorientedcurriculum．Shesaysthatstudentsshouldbeabletolearnexplicitgrammarrulesandhaveachancetousethemincommunicationintheauthenticorsimulationtasks．Interestingly,Musumecicallsonteacherstogivestudentsachancetolookatthelanguageonasentenceleveltoseehowcertaingrammaticalrulesareapplied．Integrativegrammarteaching，whichsupposesstudents，participation，whilelearning，Canbeviewedasacognitiveprocessoflearning．WhenVygotskytalksaboutthedevelopmentofachild’Sbrainandhissocialization，hesaysthatthereisastrongrelationshipbetweenlearningandcognitivedevelopment．Thecognitiondevelopsbecauseofsocialinteractionandsharingtheresponsibilitywithaparentoramorecompetentperson．Fromtheirchildhood，一34— 辽宁师范大学硕士学位论文childrenlookattheirparentsforcluestoacceptablesocialbehavior．ThisbringsUStoVygotsky’Szoneofproximaldevelopment(ZPD)inwhichtherearetwochiefstagesofanindividual’Sdevelopment．ThefirststageiSwhatachildorlearnercandobyhimself；thesecondstageiShispotential．Whathecanachievewiththehelpofanothermorecompetentperson?ThedistancebetweentwopointsiScalledthezoneofproximaldevelopment．Vygotskyalsointroducestheconceptofamediator-apersonwhohelpsstudentstoachievewhattheycannotdobvthemselves．4．8SeveralpracticalissuesconcerningwiththisresearchTherearesomepointswhenusingdiscoverylearningmethodneededtobediscussedbytheteachersandresearchers．Forexample，discoverylearningmethodputforwardhigherrequirementstoteachers．Discoveryleamingmethodputforwardhigherrequirementstoteachers．InordertobetterguideourEnglishteaching，teachersshouldlearnmore，grasptheteachingideaofnewteachingmaterial，changetheoldteachingconception，andusethemodernteachingmethods．Besides，teachersshouldencouragestudentsopentheirmouthsandcreateagoodatmosphereforthestudentstoimprovetheirlistening，speaking，readingandwriting．Teachersshouldencouragestudentstohelpeachotherandlearnfromeachotherintheprocessoflearningbyusingdiscoverylearningmethod．IfateachercanuseDiscoveryLearningMethodtoarousethestudents’interestinlearningEnglish，she／hewillbeverysuccessfulinteachingEnglish．TeachersshouldplaymanyrolesinDiscoveryLearningMethod：(1)InformationcollectorTeacherspreparelessonsbeforeaclass．Intheprocessofpreparing，teachersshouldcollectalltheinformationaboutthelesson，especiallytheinformationofcultureandbackgroundofEnglishspeakingcountries．Withoutlearningculture，languagelearningisnotrealistic．Languageisapartofculture．(2)PlansDesignerTeachersshoulddesignthelessonaccordingtothestudents．Meanwhileteachersshouldmakethestudentsbecomethecenteroftheclass．(3)OrganizerandCoordinatorTeachersshouldorganizeandcoordinatetheclassactivitiesSOastoarousethestudents’interestinlearningEnglish．Besides，teachersshouldorganizethetime，thestudentsandmaterials．(4)ParticipantsandPromotersTeachersshouldparticipateintheclassasequalasthestudents．Teachersshouldbecomethestudents’friendsandtheirassistantstoencouragethemparticipateintheclass．Teachersshouldencouragethemtoplaytheirsubjectiveinitiative，stimulatetheirmotivation，andimprovetheirintellectualactivities，SOastoimprovethelearningefficiency．一35— (5)AssessorandSummarizerIntheprocessofteaching，teachersshouldevaluatestudentseffectively．Teachersshouldgivefeedbackafterthestudents’usingdiscoverylearningmethod．Whenevaluatingastudent．teachersshouldcorrecterrorsappropriatelyandtreatallthestudentsequal．Besides．teacherscanencouragestudentstocorrecterrorsforothers．Thismodelcarlmakethestudentsproudofthemselvesandcancultivatethespiritofthecooperation．Theycanhelpeachotherandleamfromeachother36— 辽宁师范大学硕士学位论文5ConclusionsTheauthorputthetheoryofdiscoveryleamingmethodintopracticethroughthisresearchbetweenthetwoclasses．Theresultsofthetestsandquestionnairesshowedthatthismethodishelpfulforgrammarteachinginruralhighsch001．Mostofthestudentsthoughtthatdiscoverylearningmethodcanhelpthemlearngrammar，arousetheirinterestinlearninggrammarandimprovetheirintegratedskillsinlearningEnglish．Thestudentsfeltthatdiscoverymethodcanteachthemtocooperatewithothers．Thestudentslearnttodiscoverstudyandthinkbythemselves．Discoverylearningmethodcanstimulatethestudents’enthusiasmoflearningEnglish．Therearesomeadvantagesofdiscoverylearningmethod．(1)Moreobjectivethanothermethodsofindividualevaluation．Withseveralobserversandspecificcriteria，thereislesschanceof‘observerbias’．(2)Multidimensional．Severalexercisesmeasuringthesamecriterionprovideparticipantswithmoreopportunitytodemonstratetruepotential．(3)Flexible．Onceagoodprocessexists，itcanbemodifiedrelativelyeasilytofulfilldifferentaimsastheorganizationdevelopsovertime．(4)Predictive，ratherthanhistorical．Themethodisdesignedtoidentifypotentialratherthanthecurrentlevelofattainment．(5)Valuable．TheinformationgatheredCanbeusedtoassistavarietyofhumanresourcefunctions，suchassuccessionplanning，traininganddevelopmentandperformancemanagement．(6)Highlymotivatingtoparticipants—irrespectiveorwhetherornottheircareerisimmediatelyadvanced．Theexperienceofawell-designedDiscoverLearningMethodischallengingandveryinvolving，withtheresultthatparticipantsleavefeelingarealsenseofachievementandsatisfactionathavingtakenpartinanengagingandrevealingprocess．Allinall，foreignlanguageisatoolforcommunicating谢tllforeignlanguagespeakers．ThegrammaristhefoundationofEnglish．WeCancommunicatewithothersappropriatelyandcorrectlybyleaminggrammarwell．SotheauthorbelievesthatputtingdiscoverylearningmethodintouseinruralhighschoolEnglishgrammarteachingmakesgreatsense．Learninggrammarisanactivity,adiscoveryandakindoffun．Grammarteachingneedsnomoreteachers’boringexplanationandneedsnomoreendlessexamstactics．ThestudentsCanencourageeachother，helpeachotherandcooperatewitheachotherindiscussionbyusingdiscoverylearningmethod．Theycanactivelyparticipateintheactivities，bewillingtothinkandbewillingtodiscover．Theycanimprovetheirintegratedskillsthroughdiscoverylearningmethod．TheyCantrulybecomethemasteroflearning．Throughdiscoverylearningmethod，theyCanlearntheautonomousstudyandtheabilityofdiscoveringandsolvingproblems．ThisiShelpfulfortheirfuturestudyandwork．37— AResearchontheUseofDiscoveryLearningMethodinEnglishGrammarTeachinginRuralHighSchoolTherearesomeissuesthatshouldbefurtherstudiedaboutmyresearch．(1)Thepsychologyofstudentsinthelearningenvironmentofdiscoverylearningmethodissignificantlydifferentfromthepsychologyinthetraditionallearningenvironment．Therefore，combinedwithpsychologicalresearch，thestudyshouldbeeffectsofdiscoverylearningmethodonstudents’cognition，emotionandbehavior．(2)Theuseofdiscoverylearningmethodcanhelpstudentstocooperatewithothers，butinonegroupastudenttakesoneverythingandothersareafraidtolosefaceevennottoparticipateintheactivity．Thissituationisalsoworthfurtherstudy．(3)Intheprocessofusingdiscoverylearningmethodtoteachgrammar,howtomeettheneedsofstudentsatdifferentlevelsandtrulyrealizeindividualizededucationneedtobeexploredandstudied．Therearesomelimitationsaboutmyresearch．SinceitisjustatentativeteachingexperimentcarriedoutwithaFewChineseEnglishlearners，therearesomelimitations．First，duetotheauthor’Sfirstattemptofusingdiscoverylearningmethodtoteachgrammar,shesometimesfailstoofferproperinstruction．Thismayinfluencethelearners’learningtosomeextent．Second，thematerialsaboutdiscoverylearningmethodarenotenough．Sothetheoryofthisresearchneedstobesupplemented．Third，becauseofthewriter’Slackofexperienceinconductingresearch，bothquantitativeandqualitativedatacollectionandanalysisneedtobeimproved．一38— 辽宁师范大学硕士学位论文References[1】Bicknell，H．T，Hoffman，P．S．Elicit，engage，experience，explore：DiscoveryLearninginlibraryinstruction[J】．ReferenceServicesReview．2000．28(4)：3l3—322．【2】Bonwell，C．C．ActiveLearning：EnergizingtheClassroom[M]．GreenMountainFalls，CO：ActiveLearningWorkshops．1998．【3】Borthick，A．F，DonaldR．J．ThemotivationforcollaborativeDiscoveryLearningonlineanditsapplicationinanInformationSystemsAssuranceCourse【J】．IssuesinAccountingEducation．2000．15(2)：2．【4]Brown，H．D．Principlesoflanguagelearningandteaching[M】．London：PearsonHallRegents．2007．Thirdedition．[5]Bruner,J．S．Onknowing：Essaysforthelefthand[M】．Cambridge，Mass：HarvardUniversityPress．1967．[6】BrunegJ．S．OnKnowing：Essaysforthelefthand[M】．Cambridge，Mass：HarvardUniversityPress．1962．[7】Celec·Murcia，Dornyei，Thurrell．DirectapproachesinL2instruction：Atumingpointincommunicativelanguageteaching?[J】．TESOLQuarterly．1997．31(1)：141-152．[8]Dewey，J．Democracyandeducation[M】．NewYork：SimonandSchuster．1997．Secondedition．[9]Harmer，J．Teachingandlearninggrammar【M】．London：Longman．1987．[10]Harmer,J．HowtoteachEnglish[M】．Beijing：ForeignLanguageTeachingandResearchPress．2000．【1l】Hooks，B．Teachingtotransgress[M】．NewYork：Routledge．1994．【12]Howatt，A．P．R．AhistoryofEnglishlanguageteaching【M】．Oxford：OxfordUniversityPress．1984．【13]Johnson，Tian，Guisen．AnIntroductiontoForeignLanguageLearningandTeaching[M】．BeUing：ForeignLanguageTeachingandResearchPress．2002．[14]Joolingen，W．van．Cognitivetoolsfordiscoverylearning[J】．InternationalJournalofArtificialIntelligenceinEducation．1999．10(3)：385-397[15】Krashen，S．Secondlanguageacquisitionandsecondlanguagelearning[M】．Oxford：OxfordUniversityPress．1982．[16】Larsen，F，Diane．Fromunitytodiversity：Twenty-fiveyearsoflanguage—teachingmethodology[J]．EnglishTeachingForum．1987．10：2一lO．【17】Love，S．ThomasAlvaEdison．http：llwww．minot．k12．nd．us／mps／edison／edison／edison．html．1996．[18】Mosca，J，Howard，L．Groundedlearning：Breathingliveintobusinesseducation[J】．JournalofEducationforBusiness．1997．73：90．93．[19】Musumeci，D．Breakingtradition：Anexplorationofthehistoricalrelationship[M]．1997．【20]Nunan，D．TheLearner—CenteredCurriculums【M】．Shanghai：ShanghaiForeignLanguageEducationPress．2003．[21]Papert，S．What’Sthebigidea?Towardapedagogyofideapower[J】．IBMSystemsJournal．2000．39(3／4)：720-729．[22】Percy，W．Thelossofthecreature．http：／／www．1ing．upenn．edu／courses／Fall_1997／1in9001／percy．html．1954．[23】Richards，J．Longmandictionaryofappliedlinguistics【M]．Essex：LongmanGroupLtd．1985．[24】Roblyer,M．D，Edwards，J，Havriluk，M．A．Integratingeducationaltechnologyintoteaching[M]．London：PrenticeHall．1997．[25】Rutherford，W．E．Secondlanguagegrammar：Learningandteaching[M】．London：Longman．1987．一39— ．A．．．．．．．R．．．．．e．．．．s．．e．．．．a．．．．r．．．c．．．h．．．．．．o．．．．n．．．．．t．．．h．．．．e．．．．．．U．．．．．s．．．e．．．．．o．．．．f．．．．D．．．．．．i．．s．．．c．．．o．．．v．．．．e．．．．r．．．y．．．．．．L．．．．．e．．—a—rningMethodinEnglishGrammarTeachinginRuralHighSchool[26】Saab，N，VanJoolingen，W，VanHout．Wolters，B．CommunicationinCollaborativeDiscoveryLearning[J]．BritishJournalofEducationalPsychology．2005．75：603．621．【27]Schank，R，Cleary，C．Enginesforeducation．http：／／www．ils．nwu．edu／-e—for—e／nodes／I-M·INTRO—ZOOMER—Pg．html．1994．[28]Scott，T．LessonArtanddesign[M]．Oxford：OxfordUniversityPress，1999．[29]Spada，N．P，Lightbown．Studiesinsecondlanguageacquisition[J】．1993．15：205—224．【30】Wilkins，D．A．Linguisticsinlanguageteaching[M】．Oxford：Arnold．1972．[31]左焕琪．外语教育展望【M】．上海：华东师大出版社．2001．[32]陈琳，王蔷．英语课程标准解读[M】。南京：江苏教育出版社．2004．【33]张正东．语法教学的再认识[J]．基础教育外语教学研究．2001．1：6．40— 辽宁师范大学硕士学位论文AppendixAQuestionnaireIToknowabouttheEnglishlearningsituationbetterandputforwardgoodmethodsandadvicetosolvedifficultProblemsinlanguagelearningbeforethestudy，thewriterdesignedthesurvey．Pleasefranklyfillthequestionnaire，anditisanonymous．Yourtimeandeffortisgreatlyappreciated11．WhenyoustudyEnglish，whichisthemostdifficultoneforyou?A．readingB．writingC．1isteningD．vocabularyE．speakingF．translationGgrammar2．Howdoyoulikeyourgrammarlessonsnow?A．Ilikeitverymuch．B．Ilikeittosomeextent．C．Notbad．D．IdislikeEnglishlessons．3．DoyoulikeyourEnglishteacher?A．Yes，verymuch．B．YeS．buttosomeextent．C．Neitherlikenordislike．D．No．Idon’tlikehim／her．4．Ⅵ，llatdoyouthinkoftheteachingtoolsinyourEnglishclass?A．Ve巧good．B．Satisfactory．C．JustSO．SO．D．0utofdate．5．DoyouhaveanydifficultyinstudyingEnglishgrammar?A．Yes．alittle．B．Yes，alot．C．No．6．Ⅵmatdoyouthinkoflearninggrammarinhighschool?A．Ve巧importantB．importantC．JustSO-SO．D．Notimportant7．YoucanchoosethewayyouliketodealwithEnglishgrammarpointsfromthe一41— following：M1=gototheInternetM2=lookupmaterialsM3=recitemodelsentencesM4=askteachersandclassmatesM5=doexercisesM62guessM7=ignoreM8=gototrainingclassesM9=usethemmoreM1O=memorizeanswerstothegrammarquestions8．WhatdoyouthinkofyourEnglishlearning?A．Satisfying．Englishisinterestingandeasyforme·B．JustSO．SO．C．Unsatis母ing．Therearetoomanygrammaticalrules．Ihavetomemorizethemrigidly·9．WhichtaskworriesyoumostinEnglishclass?A．Listeningtasks．B．AnsweringoralquestionsC．ReadingcomprehensionD．Writingacomposition10．WhenyouspeakEnglish，whicharousesyouranxietymost?A．GeneralcontentsB．GrammarC．VocabularyD．Pronunciation一42— 辽宁师范大学硕士学位论文AppendixBQuestionnaireIIThefollowingquestionscanshowtheeffectofusingdiscoverylearningmethodtolearnEnglishgrammarandyourinterestinusingit．Pleasetickwhatyoulike．Averageratingcomputedonfivescales：stronglyagree，agree，medium，alittleandnot．UsingdiscoverylearningStudents’attitudesmethodtoteachandleamgrammarStronglyagreeAgreeMediumAlittleNotInthehelpofEnglishgrammarlearningIntheimprovingoflearninginterestIntheeffectofactivelearningandabilityofcomprehensionandexplanationInthehelpofmemoryInthehelpofcultivationofabilityInthehelpoftheabilityofmigrationtoothersubjects一43 辽宁师范大学硕士学位论文Acknowledgements1wouldliketotakethisopportunitytoexpressmysinceregratitudetoalltheteachersandfriendswhohavebeingsupportingandhelpingmeinthewritingofthispaper．Thepreparationofthispaperlastedforabouthalfayear．Icouldnotbeabletoaccomplishitsmoothlywithouttheassistanceofmanypeople．Firstofa11．1wouldliketoextendmythankstomytutorMs．Guohuaforherpatience，guidanceandknowledge．HerresponsestothemuchofthistexthelpmeidentifywhichpartiSwellwriaenandwhichpartneededclarificationandelaboration．Shenevergivesmeafishbutalwaysteachesmehowtofish，whichhasreallybenefitedmealot．Next，Ishouldsay‘‘Thankyou!’’toallmyfriendswhosharedtheirexperienceonpaperwritinginourdepartment，andfriendswhohelpedmecollectrelativematerialsandgavemevarioussuggestionsandencouragementandmyschoolwhogivesmethisopportunitytocarryOutmyexperimentandmycolleaguesandmystudentswhoactivelysupportandcooperateintheexperiment．Thanksshouldalsobeextendedtotheauthorswhoseworksgreatlycontributedtomypaper．ToallthepeopleIoffermysincerethanks．Ionlyhopethattheywilllikethewaythispaperhasturnedout．