顺应理论视角下大学英语语法教学的实证性研究-以广西大学为例 90页

广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究－－以广西大学为例姓名：吴志浩申请学位级别：硕士专业：外国语言学及应用语言学指导教师：覃成强201206 广西大掌硕士学位论文顺应理论视角下大学英语语法教掌的实证性研究一一以广西大学为例摘要本研究试图通过对两种不同语法教学方法(即传统语法翻译法和在语言顺应论指导下的语法教学)的比较，以探讨语言顺应论指导下的大学英语语法教学对学生语法习得效果的影响。参与研究的对象包括广西大学中加国际学院的70名大一学生，该7"0名学生被分为实验组种控制组，实验期间每组采用不同的语法教学方法。研究过程中所收集的数据包括实验前后的学生调查问卷、测验成绩和学生实验前后的访谈。在SPSS17．o软件的帮助下，研究人员对收集到的数量型数据进行了描述与分析。访谈数据研究人员采用了采用归类和对比分析方法定性处理，以补充、说明定量研究结果。本研究试图回答以下四个问题：1．实验结束后，实验组学生对语法学习与教学的看法是否有所改变?2．语法教学是否会对学生的英语综合能力产生影响?3．实验组学生和控制组学生在对实验教学期间教授的语法项目的使用上是否差别?4．相对于．传统的语法教学方法，语言顺应理论指导下的语法教学是否会提高学生语法学习水平?研究结果显示i1．无论是实验组学生，还是控制组学生，他们的后测成绩要高二于前测成绩(前后测均为l大学英语四级试题)。语法教学对于提高学生英语综合能力有积极影响。但两种教学方法在提高学生综合英语成绩方面没有显著差异。2．实验组学生在对实验期间教授的语法项目的使用上准确性要高于控制组学生，差异明显。3．实验结束后，实验组学生对语法学习的态度、语法学习的方法以及语法课堂教学产生了新的看法。本论文最后根据研究结果提出了教学建议，鼓励大学教师在今后的大学语法课堂中采用本文提出的教学模式，以期提高学生语法应用能力及英语综合成绩。同时，作者也指出了论文的不足之处，对于今后的研究方向也提出了建议。 广西大掌硕士学位论文顺应理论视角下大掌英语语法教学的实证性研究一一以广西大掌为例关键词：语言顺应论；三维语法；大学英语语法教学111 广西大学硕士学位译文顺应理论视角下大学英语语法教掌的实证性研究～以广西大学为例—————————————————__——————————————————————————————————————————一一AbstractThroughmakingacomparisonbetweentwoapproachestouniversitygrammarinstruction,thepresentstudyaimstoexploretheeffectimposedbythegrammarclassthatisbasedontheadaptationtheory．Therewere70first-yearundergraduatesfromSino．CanadianInternationalCollageofGuangxiUniversityparticipatinginthestudy．Theyweredividedequallyintotwodifferentgroups，namelyexperimentalgroupandcontrolgroup．Thedatacollectedfromthestudyencompasspre-tests(CET-4andgrammartesOandpost．tests(CET-4andgrammartes0，questionnaires(pre—studyandpost—study)andinterviews．Datacollectedfromthetestsand(1uestiomlaj鹋swereanalyzedquantitativelythroughSPSS17．0．Meanwhile，subjects’responsesltotheinterviewswereanalyzedonaqualitativebasis．Thepresentstudyintendstoanswerthefollowing4questions：1．Arethereanychangesofexperimentalgroupstudents’①GSthereafter)viewsongrammarteachingandlearningafterthestudy?2．Doesgmmrnarinstructioninuniversitygenerateapositiveimpactonsubjects’overalllanguageproficiency?3．Arethereanydifferencesontheuseofempiricalgrammaticalstructuresbetweencontrolgroupstudents(CGSthereafter)andEGSafterthestudy?4．Comparedtothetraditionalapproachofgrammarinstruction，whethertheonebasedonadaptationtheorywouldimprovesubjects’levelofgrammarlearn吨?Theresultsofthcstudyindicatedthat：1．BothcGsandEGShadmadeaprogressrespectivelyconcerningtheoveralllanguageproficiency,whichsuggestedthatgrammarinstructioninuniversityhadapositiveimpact．However,theresultsdemonstratednoapparentdifferencesbetweenithesetwoapproachesasimprovingtheiroveralllanguageproficiency．2．Intermsofapplyingtheempiricalgrammaticalstructures，EGSdidabetterjobthanCGSinthepostgrammartest．Judgingfromthestatistics，theresuggestedobviousdifferencebetweenthesetwoapproaches．iv 广西大掣n页士学堰止论文顺应理论视角下大掌英语语法教学的实证性研究～一以广西大掌为例3．Afterthestudy,thereappearedbigchangesregardingEGS’viewsongrammarlearningandteaching．Theirleveloflearninggrammarhadbeenimproved．Itissuggestedthatcollegeteachersshouldadopttheteachingmodelproposedandjustifiedbytheresearcherwithapurposeofcultivatingandimprovingstudents’grammaticalcompetenceandtheiroveralllanguageproficiency．Meanwhile，theauthorprovidesreader晰thlimitationsofthestudyandtherecommendationsforfurtherresearch．Keywords：AdaptationTheory；ThreeDimensionalApproachofLanguage，UniversityEnglishGrammarTeachingV 广西大学硕士掌位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例Acknowledgements眦me伽filhnentofthisthesis，1wouldliketoexpressmysincerethankstothepeoplebelowwhohaveofferedmetheirselflesshelpduringthelongprocessofmythesiswriting·Firstofall，IalnverygratefultomysupervisorProfessorQinChengqiangwhohasbeenpmvidinggeneroushelpduringtheprocessofmythesiswrithingand·Withouthisprofessionalinstruction，unweariedguidanceandconstantencouragement，1wouldnotfinishthisstudyintime．Secondly,IamverythankfultoalltheteachersintheForeignLanguageCollegeofGuangxiUniversitywhohavetaughtmeduringthepast3years·SpecialthanksareextendedtomydearstudentsfromClass101andClass1012inSiIl0．CanadianInternationalCollege．Withouttheiractiveparticipationandwillingnesstocooperatewiththeauthor,theempiricalstudywouldneverbepossibletotakeplace·Besides，themutualsupportandencouragementfrommypeerclassmatesareofgreathelpineasingmyanxietyofwritingthethesis．Lastbutnottheleast，Ialnalsoveryappreciativeofmyfamilymemberswhohavebeensupportingmetheseyears． CET-4TEM一4CGEGCGSEGSSCICSLAL1L2TBAEFLListofAbbreviationsCollegeEnglishTest(Band4)TestforEnglishMajors(Band4)controlgroupexperimentalgroupcontrolgroupstudentsexperimentalgroupstudentsSino—CanadianInternationalCollegeSecondLanguageAcquisitionfirstlanguagesecondlanguagetask-basedapproachEnglishasforeignlanguage ListofTablesTable5．1FrequenciesofEGS’ViewsontheDefmitionofGrammarbeforeandafter7】[’l’(：atment．⋯．．．．．．．．⋯．．⋯⋯．．．⋯．．．．⋯．．．．．．⋯⋯⋯．．．．．⋯．．．．．．．．⋯⋯．．⋯．．⋯．．．⋯．．．．．．．．．⋯．⋯．⋯⋯．．：}!；Table5—2FrequenciesofEGS’ViewsonGrammarLearningbeforeandafterTreatment⋯⋯⋯⋯．．1⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．．36Table5-3FrequenciesofEGS’ViewsonCurrentGrammarTeachinginUniversityClassroombeforeandafterTl?eatment⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．⋯⋯．⋯⋯．．38Table5-4DedcriptiveStatisticsformePre-testEnglishLanguageProficiencybetween】I}GandCo⋯⋯．⋯．⋯⋯⋯⋯⋯．⋯⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯⋯．⋯．⋯⋯．⋯⋯．⋯．⋯⋯．⋯．⋯．2l()Table5-5Pairedt-testResultsofPre—testEnglishLanguageProficiencybetweenEGandC13．⋯．⋯．1．⋯⋯⋯⋯⋯．⋯⋯．⋯⋯．⋯．⋯⋯．⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯．⋯．⋯⋯⋯⋯⋯z11m出le5．6Des$riptiveStatisticsofEGPre．andPost．TestsResults⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一41mlble5．7PairedT-testResultsofEGPre．andPost-Tests⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．42疋lble5．8DescriptiveStatisticsofCGPre。andPost．TestsResults⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一42m出le5．9Table5．17r乏lble5—1R出le5．1．testResuitsofCGPre—andPost．Tests⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．42ptiveStatisticsofPost—testResultsbetweenEGandCG⋯⋯⋯⋯⋯⋯．．43T-testResultsofPost-testbetweenEGandCG⋯⋯⋯⋯⋯⋯⋯⋯一43ptiveStatisticsofPostGrammarTestResultsbetweenEGandCG⋯44皿lble5．13PairedT-testResultsofPostGrammarTestbetweenEGandCG⋯⋯⋯⋯⋯．．45Table5—14FrequenciesofEGS’ViewsontheSpecificWayofLearningGrammarbeforeandafterTreatment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．z16X叭嘶试嘶呻讳时讳枷珧删珧IO12 广西大学硕士掌位论文顺应理论视角下大掌英键n吾法教学的实证性研究一一以广’西大掌为例Chapter1IntroductionI．IBackgroundandMotivationSincetheverybeginningofforeignlanguageteachingandlearning，grammarinstructionhasalwaysbeenaheatedlydiscussedissue．Formanyyears，questionslikewhethergl"ammarshouldbetaughtintheclass，whatapproachesshouldbeadopted，andwhatcontributionofgrammarteachingCallposeuponthelanguageleaminghavebeenhotlydebatedamongnumerouslinguists．Someofthelinguistsholdtheviewthatgrammarinstructionhasastronginfluenceonlanguageteachingandlearning，thusitisanessentialpartoflanguageinstructionandCannotbeignoredorevenavoided．However,somelinguistsconsiderthatgrammarcanonlybeacquiredratherthanlearned，SOtheystronglyadvocateavoidingdirectgrammarinstructioninSLAclassroom．Fromahistoricalperspective，itisquiteobviousthatthehistoryoflanguageteachingisessentiallythehistoryoftheclaimsandcounter-claimsforandagainsttheteachingofgrammar(Thornbury1999)．InChina,foreignlanguageteachinghaslongbeendominatedbyGrammar-Translationmethod，inwhich，asitsnamesuggests，languageisconsideredtobeasystemofrulesandCanbejustlearnedthroughmemorizingoftheserulesandtranslatingtextsfromL1toL2．Insuchclassrooms，grammaticalrulesfaroutweighcommunicativeskillsandlanguagelearningisequatedtothelearningofgrammar．However,sincethe1980s，manylanguageteachersandlinguistsweregraduallybeginningtonoticethatstudentshadgreatdifficultiesintransferringwhattheyhadleamedinthegrammar-translation-orientedclasstothepracticaluseoflanguageautomatically．JustasLightbown(2000)putsit，afteryearsoflanguagelearning，studentsarestillincapableoforderingfoodintherestaurant，whichisunbelievable．WiththeriseofCommunicativeLanguageTeachingApproachintheearly1970s，theteachingofgrammarWassupposedunnecessary．TeacherswereencouragedtobelievethatgrammarinstructionWasoldfashioned，uninteresting，andbestavoided．Researchersclaimedthat teachinggrammarhadlittleimpactonlearners’grammaticaldevelopment，nottomentionthedevelopmentofcommunicativecompetence．Therefore，ithadtobeeliminatedfromL2classrooms．Nevertheless，L2teachersandlearnersnoticedthatalthought11eycertainlyhadachievedgreaterfluencyintheirspokenEnglish，anditwasattheexpenseoftheirlanguageaccuracy．Bothlanguageaccuracyandfluencyplayacrucialroleincompletingcommunication．WiththedevelopmentofSecondLanguageAcquisition，especiallyafter21stcentury,linguistsstartedtoreconsidertheroleofgrammarinstructioninL2classrooms，butregardinghowtOteachgrammareffectivelyandhowlanguageformsCanbeproperlyintegratedintocommunicativeskills，therearestillnoclearsolutionscurrentlyavailable．Grammarisacombinationoflanguageformsandmeaning．Inallattempttodealwiththeproblemaddressed，：proceedingfromthethreedimensionsoflanguage，thepresentstudyaimstoinvestigatetheimpactoftheAdaptationtheoryproposedbyJefVersehuerenontheuniversityEnglishgrammarinstruction．ItishopedthatthisstudywouldprovideanewpracticalmodelforgrammarinstructionanddrawEFLteachers’attentiontoamoreeffectivealternative}tothetraditionalapproach．1．2PurposeofthestudyInordertoj础ifyresearcher’Shypothesisandmodel，anexperimentalstudyinvolvingCGandEGWascarriedout．W1mthehelpofqualitativeandquantitativedatacollectedfromCGandEGthepresentstudytriestodealwiththefollowingquestions：firstly,whethertheofgrammarhasapositiveimpactonstudents’overalllanguageproficiency；secondly,afterweeksofexperimentalinEGwhetherEGS’attitudetowardsgrammarandlearninghavechangedandwhethertheyperformedbetterinpost-testthanCGS．Lastbutnotleast，comparedtothetraditionalgrammaradoptedinCG,whethertheolleinwhichadaptationtheoryandthreedimensionalapproachof2 广西大掌硕士掌位论文顺应理论钡角下大掌英语语法教学的实证性研究一一以广西大学为例languageaswellaustask-basedapproachwereusedwouldenhanceEGS’levelofgrammarlearning；Itishopedthatthepresentstudywouldshedsomenewlightonthegrammarinstructioninsecondlanguageclassroomsintheuniversity．1．3SignificanceoftheStudyIfyouaskstudentswhattheydislikemostintheirlanguageclasses，youwillnothavetowaitalongtimefortheanswer．Mostly,theanswerwillbeunanimous：grammar．Grammarhasalwaysbeenanightmaretostudents．Butsarcastically,duetotheconstantpressureofcountlesstests，theyhavenochoicebutlearngrammarashardaspossible．TheresultisratherobviousthattheyareverygoodathandlingdifferentEnglishtestsyetCannotmakethemselvesunderstoodwellwhenspeakingandwritingEnglish．Differentfromhighschool，theobjectiveofEnglishteachingandlearninghasshiftedfromconstructingasystemoflanguageknowledgetotransferringthespecificknowledgetoapracticaltool，whichmeansL2classroomsinuniversitiesshouldmainlyconcentrateoncultivatinganddevelopingstudents’abilityofusingEnglishforpracticalpurposes．Bycarryingoutateachingexperiment，theresearcheraimstofindoutaneffectivewayofdealingwithwhatlinguistscall‘"thecentraldilemma"’，namelyhowtocombineafocusongrammaticalformsandafocusonmeaningfulcommunicationinL2classrooms．ItalsohopestoprovideapracticalteachingmodelfortheuniversityL2teacherswhoalwaysfindithardtoteachgrammarintheirclaSsroom．1．4OrganizationoftheThesisThisthesiscomprisesof6chapters．Attheverybeginning，abriefintroductiontothe3 researchbackgrotmd，metllod，purposesaswellasthesignificanceofthestudyarepresented．Chapter2providesalloverviewofchangingviewsofgrammarandgrammarinstructionindifferentperiodsO时SLA．Inaddition，itreviewsthedevelopmentofAdaptationTheoryhomeandabroad．Chapter3exploresthetheoreticalprinciples，inwhichLarsen-Fmeman’Sthreedimensionoflanguage，JefVerschueren’Sadaptationtheoryaswellastask-basedapproachaledemonstrated．}Chapter4describesthequestionnairesandSOonindetails．Chapterdiscussions．Thela；tchapterconsistsofmajoraswellassuggesticnsforfurtherstudy．4questions，subjects，procedures，5showstheresultsofdataanalysisandfindings，pedagogicalimplications，limitation 广西大掌硕士掌位论文顺应理论视角下大学英语语法教掌的实证性研究一一以广西大学为例Chapter2LiteratureReviewThischapterfirstexploresthedefinitionsofgrammar,andthenmakesahistoricalsketchofthechangingviewsofgrammarteachinginSLAandprovidesdifferentapproachestogrammarteachinginthecourseofSLA．Italsostatesdomesticresearchesandthecurrentsituationofgrammarteachinginuniversitiesathome．Atlast，theJefVerschueren’Sadaptationtheoryisbrieflyreviewed．2．1DefinitionsofGrammarWhatisgrammar?Itwouldbeveryhelpfultobeginwithdiscussingthehistoryofgrammar．ThestudyofgrammarCantracebacktotheancientGreeksandRome．Originally,grammarwasnotanindependentscience，whichwascloselyrelatedtophilosophyandlogic，orwassubordinatedtophilosophy．Until2BC，abookwrittenbyDionysiusThraxcalledTechneGrammatikeWasconsideredasamilestonetothetraditionalgrammarwhichprimarilydealtwiththeteachingofLatin．In1640，abookpublishedbyBenJonsoninitiallycombinedgrammarwithEnglish，anditwasconsideredasthebeginningofEnglishlinguistics．Generally,thestudyofgrammarfallsintotwobranches：theoreticalgrammarwhichmainlyconcentratesonthedescriptionoflanguageandpracticalgrammarwhosepurposeisjusttoteachlanguageratherthanprovidepeoplewiththenatureoflanguage．WiththefullerdevelopmentofappliedlinguisticsandSLA，thedefinitionofgrammarhaSexperiencedseveralshifts，graduallyrangingfromonedimension(wordsandsentences)totwodimensions(formsandmeaning)anduntilrecentlytothethreedimensions(form，meaning／semanticsanduse／pragmatics)．Cobbett(1819)holdstheviewthatgrammarteachesUShowtoemploywordsandhowtoutilizetheminanappropriateway．Healsosupposesthat5 广西大学硕士学位译文顺应理论视角下大掌英语语法教掌的实证性研究__以广西大掌为例thefunctionofgrammaristhatittellsUSwhatwordsshouldbeusedandwheretoputthemandle锄emmustacquaintwiththesecertainrules．Lyons(1971)indicatesthatgrammarservesasarulewhichexplainshowwordscombinetoformsentences．H．H．Stem(1983)takesafurthertopointsoutthatgrammarCanbesegmentedintomorphologyandsyntax．Obviously,theabovetwoconceptionshaveonethingincommonthattheyalltakeaone．dimensionalofhowwordsconstitutesentences．1iedtocombineorchangewords(orpartsofwords)，aimingtoformproperunitsofmeaningwithinalanguage．ItCanbeseenfromthisnotion1[1lathestartsoffdividinggrammarintwoparts：formsandmeaning．AccordingtoJackC．Richard(1998)，grammarofteninvolvesadescriptionoflanguagestructureandtheWayhowlinguisticunitslikewordsandphrasesarecombinedtoformsentencesinthelanguage．Inthissense，themeaningandfunctionsthatthesesentencesbearintheoverallsystemofthelanguageareusuallytakenintoaccount．DavidNunan(1999)describes铲黜araS‘"thestudyofhowsyntax(form)，semantics(meaning)，andpragmatics(use)combinetogethertomakeitpossibleforthecommunicationthroughlanguage．，’Aswecansee，Richardisbeginningtodiscussgrammarintermsofwordsandsentences，meaningsandfunctions．definitionoftakesafurtherstepandcomeupwithathree—dimensionalchencompassesform，semanticandpragmatics．DianeLarsen_Freeman(2005)bringsupaprototypicalframeworkofgrammar,inwhichgrammarisofform，meaning／semanticsanduse／pragmaties．Constitutingapartsareinterrelatedwitheachother．Clearly,differentfromotherconceptions，Larsen-FreemansysteminwhichⅡl小edimensipreferstosupposegra／nmarasaninterrelatedandintegratedonsinfluenceandco．determineeachother．Toconclude，itisobviousthatappliedlinguists’understandingtowardsgrammarhasexperiencedsevmeaning，thenmthecombinationofwordstothecombinationofformanddimensionalperspectives．DifferentunderstandingstowardsgrammarmayresultindifferenttreatmentsofgrammarinSLAclassroom．Therefore，foryearswhethertoteachgrammarandwhatapproachesshouldbeadoptedhavebeenheatedly6 广西大学硕士掌位论文顺应理论视角下大掌英语语法教学的实证性研究一一以广西大学为例———————————————————————————————————————————————————————一debated，andconsensushasnotbeenachievedamongappliedlinguists．2．2AHistoricalSketchofGrammarTeachinginSLAClassroomAbroadAsmentionedinthebeginningchapter,grammarteachinghasexperiencedseveralupsanddowns．Foronetime，claimsagainstteachinggrammarareprevailed．LinguistsopposingteachinggrammarinSLAclassroomstronglysupposethatlanguageisacquiredsubconsciouslyratherthanle锄edthroughformalinstruction．Someothertime，claimsinfavorofteachinggrammarinSLAclassroomoutweighandpredominate．Thereisawidelyheldbeliefthatnoticingisalsoanessentialfactorwhichenablesacquisitiontotakeplace．Recentresearcheshaveachievedaconsensusthatgrammarinstructionplaysacriticalroleinlanguageteachingandlearning．Nevertheless，astohowtoteachgrammarmuchmoreeffectively,appliedlinguistsandEnglishteachersalikestillhavenotworkedoutasatisfied爿nRWer2．2．1ResearchesOpposingGrammarTeachinginSLAClassroomFordecades，manygrammarresearcheshavefocusedondeterminingwhethertoteachgrammarinSLAclassroom．Suchdebateismainlymotivatedbythefindingsinthefieldofcognitivepsychology．Duringthelate1970s，KrashenproposesaframeworkknownastheMonitorModelinanattempttoexplainthenatureofSLA．Intheearly1980s，thistheorywasexpandedintoabroader-basedmodel，whichconsistsofflvehypotheses，namelyTheAcquisition—LearningHypothesis，TheMonitorHypothesis，TheNaturalOrderHypothesis，TheInputHypothesisandTheAffectiveFilterHypothesis．IntheAcquisition-LearningHypothesis，Krashenfirstlydifferentiatesacquisitionfromlearning．AccordingtoKrashen(1981)，therearetwodistinctandindependentsystemsofknowledgeaboutlanguageinadultL2learners’mind：theoneinvolvingtherulesoflanguage7 广西大掌硕士掌位．沧文顺应理论视角下大掌英语语法教掌的实证性研究⋯以广西大学为例—————————————————__———————————————————————————————————————一whichisconsciouslylearnedinthelanguageclassrooms，andoneinrespectofhowtouselanguageinthecommunicationwhichisacquiredsubconsciouslythroughsufficientcomprehensiblein和ut．Itisalsostatedthatwhatlearnershavebeenlearnedintheclassroomcallnotautomaticallybecomeapartoftheirinterlanguage．Thatistosay,learningCallnotturnintoacquisitioll．Aswecanseefromthishypothesis，languageshouldnotbelearnedthroughformalinstruction．Instead，itunderstandablemput．FormalinstructionsOTheNaturalOrderHypothesisstatesshouldbeacquiredthroughsufficientandflanguagerulesdonotenableacquisitiontooccur．thatlanguagerulesareacquiredinafixedordertheirgrammaticalknowledge．Someofthechildrenhavebeenreceivinglanguageinstructionwhileothersarenot．Hefindsoutthatthereexistsasignificantrelevancebetweenthemorphemeordersdethesetwogroupsoflearnersandthendrawsaconclusiontlleorderofacquisitionremainconstantirrespectiveofinstruction．Tumer(1978)investigatesthreeL2learnersandfinds恤attheorderofinstructionofasetofgrammaticalmorphemesdoesnotcorrelateveryNaturalOrdermtheorderoftheiracquisition．ItisobviousthataccordingtotheisL2learnersacquirelanguageinafixedorderwhichCallnotbealterednomatterwhatmethodsofinstructionarcadoptedinlanguageclassrooms．TheInputHypothesisstatesthatpeopleacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceivingcomprehensibleinput(Krashen，1985a,p．2)．Thatis，languageacquisitionreliesmostlyontryingtoapprehendwhatotherpeoplearesaying．Usually,grammarclassconcentratesonexplaininglanguagerulesthroughprovidinglearnerswithmeaninglessandisolatedsentences，underwhichL2acquisitionwouldfailtotakeDlace．AcquisitiononlyhappenswhenL2learnershearorseemeaningfuldiscoursesandendeavor8耐|鸯y吡l●■●fllll，Ihpgy．．1Ih} 广西大掌硕士掌位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例TheUniversalGrammarModel，proposedandformulatedbytheAmericanlinguistNoamChomskyinthe1980sisusedtoexplainhowsecondlanguagesarelearnt．UGisthesystemofprinciples，conditions，andrulesthatareelementsorpropertiesofallhumanlanguages．ItclaimsthatallhumanbeingsinheritauniversalsetofprinciplesandparameterswhichcontroltheshapehumanlanguagesCantakeandwhicharewhatmakehumanlanguagessimilartooneanother．Peoplearebornwithinnatelanguageacquisitiondevicewhichenablesacquisitiontooccur．Therefore，accordingtoChomsky’Shypothesis，thereisalsononeedforlanguageinstruction．Languageisacquiredthroughtheinteractionbetweenuniversalgrammarandinput．Skehan(1998)andR．Ellis(2001)arealldoubtfulofthefunctionofformalgrammarinstruction．Theybothconsiderthatformalgrammarinstructionwouldonlydeveloplearners’knowledgeofgrammarstructures，ratherthantheproceduralabilitytousethestructuresproperlyandcorrectlyincommunication，andthesetwotypesofknowledgealeindependentbecausetheyexistasdifferentsysteminthebrain．Inconclusion，researchesagainstgrammarinstructionmairdyoriginatefromKrashen’SMonitorModelandChomsky’SUniversalGrammarModel．ThesetwohypothesesallrejecttheroleofformalinstructioninSLAclassroom．2．2．2ResearchesSupportingGrammarTeachinginSLAClassroomWiththedevelopmentofSLA，currentresearcheshavegivenrisetoareconsiderationoftheroleofgrammarinstructioninL2classroom．Thereareatleastfourreasonsforthereevaluationofgrammar．First，thehypothesisthatlanguageisacquiredsubconsciouslyratherthanlearnedconsciouslyhasbeenfoundtheoreticallyproblematic(Nassaji，Fotos，2004)．ProposedandjustifiedbySchrnidt(1990)，noticinghasbeenprovedtobeanessentialfactorintheprocessoflanguagelearning．Itsupposesthatforacquisitiontotakeplace，learnersmustconsciously9 广西大学硕士掌位译文顺应理论视角下大学英语语法教掌的实证性研究～以广西大学为例————————————————_———————————————————————————————————————一-noticeformsandthemeaningtheseformscarryinthetext．Heemphasizestheroleofattention(Schmidt2001)：theconceptofattentionisnecessarytounderstandvirtuallyeveryaspectofSLA，includingthedevelopmentofinterlanguagesovertime，variationwithinILatparticularpointsi11time，thedevelopmentofL2fluency,L2leamers’individualdifferenceandSOon．Thus，itiisquiteobviousthatconsciousattentiontotheformofinputisvitalfortheL2development，thatistosaylearnersshouldfirstnoticeandcomprehendsomeparticularformsintheinputbeforetheprocessofnoticedformconvertstointake．AsecondlearnerspassrtherenewedinterestinL2grammarinstructionisevidencethatL2developmentalsequences(Nassaji，Fotos，2004)．InlightoftheempiricalstudyfrpmtheGermanlearnersofEnglish，Pienemarm(1984)advancedtheteachabilityhypothesis，accordingtowhich“instructionCanonlypromotelanguageacquisitioniftheinterlanguageisclosetothepointwhenthestructuretobetaughtisacquiredinanaturalsetting．”Inaddition，Lightbown(2000)statesthatitisimpossibletoinfluencesequenceofdevelopmentfavorablythroughinstructionifgrammarteachingcoincideswiththelearner’sreadinesstomovetothenextdevelopmentstageoflinguisticproficiency．ThesetwohypothesesallgivetheirsupporttotheroleofgrammarinstructioninSLAclassroomonconditionthattheteachingstructureisclosetolearner’Sinterlanguage．Thirdly,alarggbodythefocusisprimarilyon(Nassaji，Fotos，21)04meaning-focusedclassofresearchrevealstheinadequaciesofteachingapproacheswheremeaning-focusedcommunication，andgrammarisnotaddressed)．Inthelate1980s，appliedlinguistsbegantoreexaminetheandfoundsuchclasstheoreticallyandpracticallyproblematic．Firstly,therearemoreandimoreevidenceshowingthatchildrenwouldachievenative．1ikelanguageproficiencymerely!byreceivingandpracticinganewlanguage，whereasadultsnolongerhability(Hyltenstam，1988)．Secondly,empiricalstudiessuggestthatL2adultlearnersundernaturalexposureoftargetlanguagemightspeakthelanguagefluently,buttheyCanstillnotachievenative-likeproficiency,especiallyintermsofgrammaticalcompetence(Swain，1991a)．Thirdly,positiveevidencereceivedmerelyfrominputwouldleadtotheunteachabilityofs()megrammaticalstructures(White，1991)．Intheend，duet0thelackof 广西大掌硕士学位论文顺应理论视角下大掌英语语法教学的实证性研究一一以广西大掌为例sufficienterrorcorrectionandexplicitinstruction，L2learner’searlygrammaticalmistakeswouldnotbenoticedandcorrectedandtheirlanguagewouldbefossilized(Lightbown，Spada1999)．Atlast，overthelasttwodecadesnumerousempiricalstudiesandreviewshaveindicatedthatgrammarinstructionhasapositiveimpactontolearner’SSLA．Long(1983)claimsthatgrammarinstructioninfluenceslanguagelearninggreatly．ItisalsoreviewedthatalthoughgrammarinstructionCannotaffectthesequenceofacquisition，itdoesenhanceboththerateandultimatelevelofL2acquisition(Larsen—FreemanandLong，1991)．2．2．3ApproachestoGrammarTeachinginSLAClassroomItisbelievedbyappliedlinguiststhatdifferentunderstandingstowardthenatureoflanguagewouldgeneratedifferentapproachestolanguageteaching．Similarly,differentconvictionstowardsgrammarwouldalsoleadtodifferentapproachestogrammarinstruction．Inretrospect，therearetwobasicwaystointroduceanewgrammaritem，deductivelyandinductively(DavidNunan，2007)．Indeductiveapproach，alsoknownasexplicitapproach，theteacherfirstlyprovidesstudentswiththegrammarrulesdirectly,andthenrequiresthemtodotherelevantexercisesinwhichtheyusetherules．Onthecontrary,theinductiveapproach，alsoknownasimplicitapproach，theteacherwouldfirstlypresentstudentssomesamplesoflanguageratherthanproviderulesimplieddirectly,andthestudentshavetosummarizetherulesontheirown．ItCanbeseenfromthesetwoapproachesthatwhethertoprovidegrammarrulesdirectlyisthekeytodistinguishdeductiveapproachandinductiveapproach．Thepopularityofthesetwoapproacheshasalternatedthroughtheyears(DavidNunan,2007)．SLAclassroomhaslongbeendominatedbyGrammar-Translationmethod，inwhichlanguageisregardedasasystemofrulesandcanbejustle啪edthroughmemorizingoftheserulesandtranslatingtextsfromL1toL2．Thedisadvantageofthisapproachisapparent-itpayslessemphasisoncultivatinglearner’Scommunicationskillsbutmoreongrammatical rules．Therefore，afteryearsoflearning，studentsarestillincapableofmakingthemselvesunderstoodwell．Towardstheendofthe19thandthebeginningofthe20thcenturies，诵mtheemergenceofstructurallingui,ticsandthedevelopmentofbehavioralpsychology,theDirectMethodandAudio—LingualMetllodbegantodrawpeople’sattention．ProtagonistsofthesetwomethodsholdtheviewthatL2learningshouldbemorelikeL1acquisition．L2learnersshouldlearnasecondlanguagei11thesamewayinwhichtheyacquiredtheirfirstlanguage．GrammarwasnotencouragedtoBegivenexplicitlyinSLAclassroom．Itisbelievedthatgrammarshouldbeacquiredthrougho：ralpractice，drillsandrepetitioninsteadofmerelyrulesmemorizationandtranslation．Although，thesetwomethodsenjoyedmanyyearsofpopularity．thepopdafitydidnotlasttoolong．Theybothreceivedcriticismtheoreticallyandpractically．MethodsemergedafterGrami／larTranslationMethod，DirectMethodandAudio—LingualMethod，suchastheReadingApproach，theOralandSituationalMethod，theSilentWayandTotalPhysicalResponse．Althoughtheydistinguisheachotherfromtheoreticalfoundations，theyarealltheanalysiscontentswereprimarilyconcentratedon．1ifecommunication．CommunicatiVeLanguageTeaching(CLTthereafter)，emergedintheearly1970s，isallapproachtoforeignlanguageandsecondlanguagewhichstressesthattheultimategoaloflanguagelearningiScommunicativecompetence，allowinglearnerstoapplylanguageforcommunicativepurposes．Proponentsofthisapproachpositthatlanguageshouldbetaughtandlearnedthroughmeaningfulcommunication，．andlanguagefluencyfaroutweighslanguageaccuracy．}Itisalsobelievedthatgrammarshouldbeacquiredthroughsufficientcomprehensibleinput．Therefore，CLTisanimplicit-basedapproach．Atfirst，CLThasbeenhavemadeagreatprogressintheirfluency．However，astimegintonoticethatalthoughlearnershaveachievedanative—likeexpenseoflanguageaccuracyandtheirinterlanguagehasbeenfossilized0／armmerly,1991)．InthewakeofCLT,thereemergedmanystudiesonalternativewaysofteaching12 广西大掌硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例———————————————————————————————————————————————————————————一grammar,suchasFocusonForm，ProcessingInstruction，InteractionalFeedback，TextualEnhancement，Task．BasedInstruction，andDiscourse—BasedApproach．Althoughtheseapproachesdiffersomewhatintheirunderlyingassumptionsaboutlanguageteachingandlearning，theyallhavereachedaconsensusthatanidealgrammarinstructionmodelshouldbeoneinwhichformsandmeaningalecombinednaturallyandeffectively．Itisalsohopedthatinclassesguidedbytheseapproaches，learnersshouldbeprovidedwithconsiderableopportunitiesenablingthemtonoticethelanguageformsandapplytheminmeaningfulcommunicationatthesametime．2．2．4ReconsiderationofGrammarTeachinginSLAClassroomWhatapproachonearthshouldbeadoptedinSLAclassroomhasbeenheatedlydebatedforyears．Theconvictionunderlyingtraditionalapproachconsiderslanguageasanobjectoflearning．Grammaticalstructuresareintroducedandtaughtexplicitlyinadecontextualizedmanller．Proponentsofthisapproachdeeplybelievethatlearner’Slanguagecompetenceisgenerallyandautomaticallyevolvedfromconsciouslypracticingdifferentgrammaticalstmctures．However,asSkehan(1996)reviewsthatthemasteryofonespecificgrammaticalstructurewouldnotgiverisetoacompletemasteryofgrammaticalstructureandnaturaluseoflanguage．Ellis．R．(2002b)agreeswithSkehanandconcludesthatalargenumberofexperimentalevidencehassuggestedthatforms—focusedgrammarinstructioncancertainlyimprovelearner’Sperformanceintests，suchasTOEFL，butsuchapproachwouldnotdeveloplearner’Snaturaluseoflanguageinreal—lifecommunication．Ellis．N．(2002)supposesthatthemasteryoflanguageformsandfunctionisalongprocesswhichwilltaketensofthousandsofhoursofpractice，anditCannotbemerelyreplacedwithseveralpiecesofdeclarativerules．However,itdoesnotmeangrammarinstructionisunnecessaryanymore．Instead，herideanotonlygivessupport，butalsoadvocatesthatgrammarinstructionshouldberegardedasalongprocessinwhichlearners Shouldbegiven《ufficientopportunitiesenablingthemtoencounter,process，andutilizelanguageformsintheirvariousform-meaningrelationships．Therefore，whattheyhavelearnedintheclassicanbeintegratedwiththeirinterlanguage．、Reviewingtheeffectsofgrammarinstruction，Spada(1997)suggeststhatwhenle锄erSreceivecommunicativeexposureofgrammarpointsintroducedthroughformalinstructiontheirawarenessof]theseformsbecomeslonger-lastingandtheiraccuracyofuseimproves．Ellis．R．(2002a)rdviewsonformalinstructionandmaintainsthatwhengraIn加arinStructionisextensiveand到sustainedforalongperiodoftime，suchinstructioncontributestothedevelopmentofimplicitknowledgemeasuredbyperformanceonfreeproductiontasks．Explicitteachingpedagogystressestheformsoflanguage，butignoresthelanguagefunctionrealizedbyforms．Onthecontrary,implicitteachingpedagogyattachesgreatimportancetolanguagemeaninganditsapplicationunderdifferentoccasions，butitignomstheaccurateuseoflanguage．Therefore，DalWeidong(2005)summarizesthatcurrentstudiesstronglyrecommer】-danapproachcombiningimplicitandexplicitmethodwhichprovideslearner’ssufficientcommunicativeopportunitiesenablingthemtoencounterandproduceinstructedformsin、p撕OIlSoccasions．2．3GrammarTeaChinginChinaUntil1950s，贴traditionalgrammar-translationapproachwasutilizedtoteachlanguageinmanycountriesaroundtheworld，andtherevcasnoexceptionforChina．Asamatteroff配t．1anguageteachingiIlChinahaslongbeendominatedbygrammar-translationmethodbeforetheCulturalRevolufion．WiththeemergenceofAudio—LingualMethod，languageteachingfocushasshiftedfromtranslationdrillstopattemdrillsshortaftertheCulturalI沁volution．Since1970s，duetOtheopening-uppolicyandtheeme略enceofcommunicativelanguageteachingapproach，SLAclassroombegantogivepriorityondevelopinglearner’soralskills．14 广西大学硕士学位论文顺应理论视角下大掌英语语法教掌的实证性研究一一以广西大掌为例Teachingofgrammarwassupposedmeaninglessatthattime．Inrecentyears，especiallyinChina’Suniversities，grammarinstructioninuniversityisgenerallydisappearingsinceononehandthereisnospecificsectiontotestgrammarinCET4andCET6，andontheotherhandteachersincollegeregardgrammarinstructiontimeconsuming，unfruitfulandevenuseless．2．3．1StudiesonGrammarTeachingStudiesongrammarteachinginChinacanbedividedintotwogeneralcategories：empiricalstudiesandnon—empiricalstudies．Empiricalstudiesmainlyfocusonlearner’Sattitudestowardsgrammarandjustifyaparticularteachingmodelbasedonsomehypothesis．LongXianping(2007)conductsatlempiricalstudyinwhichuniversitystudents’attitudestowardsgrammararerevealed．Besides，theauthoralsoproposessomepracticalideastogrammarteachinginuniversities．ChenZhaojun(2007)alsocarriesoutastudyinvestigatingEnglishmajorstudents’gvd／nlnarlearningstrategyanditsimpactontheirEnglishperformance．WangWeijia(2005)conductsasurveyaimingtoexplorewhatapproachenjoysgreatpopularityamonguniversityteachers．HuJianwei(2008)arguesthatforms-focusedclasswillimprovestudents’(whosemajorarescience)languageaccuracyandinterlanguagesystem．WuHuijuan(2006)performsastudyexaminingtheeffectivenessoftask—basedapproachadoptedingranlmarinstructioninuniversitiesandtheresultispositive．Comparedtotheempiricalstudies，non-empiricalstudiesongrammarinstructioninChinaareabundant．Italsofallsintotwosubcategories：oneprimarilyconcentratesonintroducing，reviewingandsummarizingthedevelopmentofgrammarandgrammarinstructioninSLAabroad，suchas，DaiWeidong，ChenLiping(2005)；HaoXingyue(2004)；Cuigang(2007)；Gaoqiang，Liyan(2006)．Theotheronemainlyfocusesonproposingpracticalsolutionsbasedonsometheoriestocurrentproblemsrelatingtogrammarteachinginuniversities，suchas，ZhangXiangcun(2005)；ZhangYiping(2006)，etc．15 2．3·2CurrentSituationofGrammarTeachinginUniversities2．4ResearchesonAdaptationTheoryinChinaIn1987，inllidbookPragmaticasaTheoryofLinguisticAdaptationJefVerschuerenfirstlyputforwardtheadaptationtheory,attemptingtodemonstratetheverynatureoflanguageuseinabrandnewperspeetiveandapproach．Andlater,hedevelopedthetheoryin16 广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大掌为例hisbookUnderstandingPragmatic，suggestinglinguistsshouldstudylanguageuseinamuchmorecomprehensiveaspectwhichentailscognition，societyandculture．Fortwentyyears，Chineselinguistshaveconductedmanyresearchesandimplementedadaptationtheoryinmanyotherfields，suchastranslation，literature，pragmatics，code—switch，languageteaching，syntax，cross—culturalcommunicationandsecondlanguageacquisitionandthelike．QianGuanlian(1990)firstlyintroducedtheAdaptationTheoryintoChina．Andtenyearslater,he(1991)elaboratedonthetheorywithonebasicquestion(whatdopeopledowhenusinglanguage)，threekeynotions(variability,negotiabilityandadaptability)andfourresearchdomains(context，structure，dynamicsandsalience)．Althoughthetheoryhasreceivedmanysupports，italsoincursmanydoubtsfromseveralresearchers．Forexample，LiuZhengguang(2000)maintainedthatadoptingadaptationtheorytoelueidatelanguageuseiIlallaspectsisprettyproblematic．Meanwhile，someresearchersmadesomecomparativestudiesbetweenadaptationtheoryandrelevancetheoryinanattempttocombineeachother．Forexample，ChenChunhua(2003)，Yangping(2001)，etc．Thenumberofstudiesutilizingadaptationtheorytoexplaintranslationismorethanotherstudiesdo．GeLingling(2001)，thefirstpersonintroducingadaptationtheoryintotranslation，suggestswhentranslatingsciencearticle，peopleshouldmakewordchoicescomplyingwithdifferentcontexts，whichinturnmaximallyfulfilltheneedofcommunication．Sincethat，researchesofthiskindspringuplikemushroomsafteraspringrain．Comparedtothestudiesintranslationfiled，studiesadoptingthetheorytoexplainandassistlanguageteachingandsecondlanguageacquisitionathomeareratherrare，andmostofthemarenon-empiricalstudieswhichjustconcentrateonintroducingthetheoryanddemonstratingsomerelationswithlanguageteaching．WuZengsheng(2004)revealsthepossibleapplicationofthistheoryonthesecondlanguageacquisitionresearch．LuoDijiang，Yanghua(2007)suggeststhatforeignlanguageteachingshouldbeintegrated、7l，itllthreelanguage-useaspectsnamelyvariability,negotiabilityandadaptability．JiangLili(2010)conductsallempiricalstudy,adoptingdynamiccontexttotheEnglishmodalverbsteaching， 广西大掌硕士学位斡Jr．顺应理论视角下大掌英语语法教掌的实证性研究⋯以广西大学为例andreceivespositiveevidencethatintermsofpracticaluseofmodalverbsEGsdohaveabetterperformancethanCGsaftertheexperiment．18 广西大掌硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大掌为例一————————————————————————————————————————————————————————————一Chapter3TheoreticalFoundationsInthischapter,theauthorinvestigatesthetheoreticalframeworkforthepresentstudyincludingthethreedimensionsoflanguage，adaptationtheoryandtask-basedapproach．3．1TheThreeDimensionalApproachofLanguageInthebook，TeachingLanguagefromGrammartoGrammaring,DianeLarsen-Freemanattemptedtoanalyzethelanguageincommunicationfromanewperspective．Then，heproposesathreedimensionalapproachinwhichlanguageisdividedintothreeparts，namelyform，meaning／semanticsanduse／pragmatics．Thesethreepartscoexistandareinterrelatedwitheachother．AccordingtoLarsen’Sconvictionaboutlanguage，thefirstdimensionistheformsofalanguagewhichinvolvethevisibleoraudibleunits：thesounds(orsigns，incaseofsignlanguage)，writtensymbols，inflectionalmorphemes，functionwords(e．g．，of)，andsyntacticstructures(LarsenFreeman2005，p34)．Theseconddimensionismeaning／semanticswhichasLarsendefinesistheessentialdenotationofadecontextualizedform(LarsenFreeman2005，p34)．Semanticsisregardedasthestudyofmeaningpotentialandthemeaningofawordorphrasesrealizedincommunicationmaybedifferentfromitsdictionarydefinitionwhichisdeterminedbymanyfactorssuchascontext．Thethirddimensionisnse／pragmatics．Theunitsofthisdimensionaresocialfunctions(suchaspromising，inviting，agreeing，disagreeingandapologizing)anddiscoursepattems(suchasthosethatcontributetothecohesionoftexts)(LarsenFreeman2005，p35)．19 广西大学硕士掌位译文顺应理论视角下大掌英语语法教掌的实证性研究～以广西大学为例——————————————__—————————————————————————————————一一Figure3-1PrototypicalUnitsoftheThreeDimensions3．2AdaptationTheoryInanattempttoanswerthequestion‘"whatdopeopledowhenVerschueren，aSwisspragmatist，providesanewperspectivetorecolanguageuse．HeviewslanguageuseaLsaprocessofmakingcontinuoususinglanguage”，Jefnsiderthenatureofchoices，consciouslyorunconsciously,forlanguage-internal(i．e．structural)and／orlanguage．externalreasons．ThesechoicescanbesituatedatanyIeveloflinguisticmorphological，form：phonetic／phonological，C，lexical，andsemantic(Verschueren1999，p．55．56)Thereasonwhylanguageusersarecapableofmakingvariousappropriatelanguagespecialpropertiesoflanguage，namelyvariability,negotiabilityand饥bydefinitionisthepropertyoflanguagewhichdefinestherangeofpossibilitiesfrom蛐chchoicesCanbemade(ibid．p．59)．Negotiabilitylanguageresponsibleforthefactthatchoicesarenotmademechanicallyorrulesorfixedform—functionrelationships，butratheronthebasisofhighlyistheaccordingtostrictflexibleprinciplesandstrategies(ibid·ip．59)．Andthen，adaptabilitydenotesthatlanguageallowshumanbeingstomakenegotiablelinguisticchoicesfromavariablerangeofpossibilitiesinordertoservetheneedsofcommunication．ItistheadaptabilitythatenablesUStohaveabetterdescription 广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为倒一————————————————————————————————————————————————一andexplanationtowardsthelanguageuseinfourangels，namelycontextualcorrelateswithadaptability,structuralobjectsofadaptability,dynamicsofadaptabilityandsalienceoftheContextualcorrelateswithadaptabilitymeanswhenweareusinglanguage，themakingoflinguisticchoicemustadaptwiththecommunicativecontext．Oneimportantcharacteraboutcontextisthatitcomesintobeingintheprocessofcommunicationandchangesinaccordancewiththedevelopmentofcommunication．Therefore，Verschuerenconsiderscontextisdynamicratherthanstatic．Structuralobjectsofadaptabilityreferstospecificstructuralobjectsofadaptabilitywhichinvolves·structures’inthestrictsense(atvariouslayersorlevelsoforganization)aswellasprinciplesof‘structuring’．Generallyspeaking，structuralobjectsofadaptabilityincludesfirst，thechoiceoflanguages，codesandstyles，whicharetheveryfirstchoicewhenweareincommunication；secondly,thechoiceofutterance-buildingingredientswhichismadeatvariouslevelofstructure；thirdlythechoiceofutteranceandutteranceclusters；fourthly,thechoiceofutterance—buildingprincipleswhichguidetheproductionandinterpretationofutterancesandutteranceclusters．Languageuseistakingplaceintheconcretedynamicprocesswhichincludesfirst，twopartiesincommunicationhavetomakesuitablelinguisticchoicesSOastoadaptwiththechangeofcontext；second，choicesmadebythesetwopartiesincommunicationwillcreateanewcontext；third，languagechoicesmayremainineffectiveuntilorbecomeineffectivewhencertainconditionscomeintoplay．ContextualcorrelatesandstructuralobjectstellsUSwhatisinteradaptablewithwhatanddynamicsshowstheprocessinvolved，thussaliencedealwiththequestionofhowtheprocessingactuallyworks．21 广西大掌硕士掌位婶文顺应理论视角下大学英语语法教掌的实证性研究～以广西大学为例——————————————__————————————————————————————————一一．3．3Task-basedApproachtoLanguageTeachingInordertOexactmeaning0entTBAintoSLAclassroomwell，itisimportantforustoknowtheeasilyinferredthattaskisaneveryday—lifeactivitywhichdoesnotonlydrawstudents，attentiontotherelationbetweenlanguageformsandmeaning，butalsoprovidesthemwithvariousopportunitidstoimprovetheirlanguagecompetenceintherealworld．Littlewood(2002)pointsoutthattherearefivecharacteristicsofTBAapproach：firstly,tasksareactivities]inwhichstudentsworkpurposefullyobjectivemaybe01】ethattheyhavesetforthemselvesorteacher；thirdly,theobjectivemaybelanguage．focused，ecompleteanexercise，orcontent—focused，e．g．tothroughdiscussion；fourthly,tasksmaybecarriedlast，theoutcomeIllIaybesomethingconcrete，e．g．Traditiotowardsanobjective；secondly,theonewhichhasbeenassignedbythe．g．todiscoveraruleofgrammar,tocarryoutaprojeetorreachadecisionoutindividuallyormoreofteningroups；areportorrepresentation，orsomethingg．anagreementorthesolutiontoaproblem．nalgrammarinstructionmethod，namelygrammartranslationmethod，primarilyonmemorizationofrulesandpracticingitthroughdecontextl场1泌dn．趾slationofsentences，whichignoresthecultivationofstudents’capacityofsolvingpracticalproblemsintherealworld．AlthoughCLT,tosomeextent，putmuchemphasisonthecultivationofstudents’communicativeskills，itfailstodrawsufficientattentiontolanguageforms，whichhk砷凶 广西大掌硕士掌位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例一—————————————————————————————————————————————————————————————————一generatesaseriousfossilizationofinterlanguage．Therefore，anidealandpracticalgrammarinstructionmodelshouldbeoneinwhichlanguageaccuracyandfluencyarebothgivenenoughattentionandinterlockedproperly．Inordertosolvethistoughquestion，authorproposesaworkableteachingmodelbasedonthethreedimensionsoflanguage，adaptationtheoryandtask-basedapproach．Thegrammarinstructionmodelprovidedbytheauthor,advocatesacombinationoflanguageformsandlanguagemeaning．Undersuchteachingmodel，targetgrammaticalitemwillbefirstlydividedintothreepartsintermsofform，meaninganduse，andthenteacherwoulddrawstudents’attentiontothepragmaticuseofthisitem，namelyemphasizewhenandwhyitwouldbechosenthroughpresentingvariousexamples．Intheend，teacherwillassignseveraltasksinwhichthetargetgrammaticalitemwillbeadoptedSOthatstudentsaleabletoacquireit Chapter4ResearchDesignBymakingacomparisonbetweenCGandEGqualitativelyandquantitatively,thecurrentstudyaimstoexplorewhethergrammarinstructionguidedbytheadaptationtheorycouldchangeEOS’attitudetowardsgrammarteachingandlearningandimprovetheirperformanceinlanguageuse．Inthischapter,thecompleteresearchdesignwiththesu场ectsexpounded．entsemployedispresented．Inaddition,theoverallresearchprocedures，collectionaleillustrated．Finally,methodsfordataanalysisalealso4．1ResearchQuestionsnisemphasisintheliteraturereviewthattraditionalgrammarinstructionputmorerationoflanguageaccuracyinsteadoflanguagefluency．Onthecontrary,CLT,tosomeextent，paysmoreattentiontolanguagefluency，butitisattheexpenseofstudents’languageaccuracy．Bothlanguageaccuracyandfluencyaleofgreatimportanceinthecourseoreachedalln．However,appliedlinguistsandEnglishteachersstillhavenothowtointegratelanguageaccuracyintolanguagefluencyappropriatelyinSEAclassroom．Therefore，thepresentstudyintendstoanswerthefollowingquestions：1．ArethemanychangesinEGS’viewsongrammarteachingandlearningaftertheempiricalstudy?2．Doestll|eteachingofgrammarhaveapositiveimpactonsubjects’performanceinthepost-test(CET-4)?3．IsthereiadifferenceinunderstandingandtheactualuseofempiricalgrammaticalitemsbetweenCGSandEGSaftertheexperiment?4．Comparedtothetraditionalgrammarinstructionapproach，whethertheapproachbasedontheadaptationtheoryCanimproveEGS’levelofgrammarlearning．24 广西大掌硕士掌位论文顺应理论视角下大掌英语语法教掌的实证性研究一一以广’西大学为例4．2Suhjects70full-timefirst-yearundergraduateshaveparticipatedinthestudy．TheyaLllcomefrom2classes(class101andclass1012)inSino—CanadianInternationalCollege(shortedforSCIC)ofGuangxiUniversity．TheseparticipantsaremajoringinEnglishintheirfirsttwoyearsinSCIC，andthengoontheireducationinotherdepartmentsbasedoninterestinGuangxiUniversity．Exceptforafew,mostoftheparticipantsdidnotstarttolearnEnglishuntiljuniorhi曲sch001．Theiragesarerangingfrom18to20，andamongthe70subjectsforty—fiveofthemarefemalesandtheresttwenty-fivearemales．SCICWasestablishedin2000withthejointeffortsofGuangxiUniversityandCanadianFoundation／CenterforInternationalEducation．TheuniquecharacteristicofSCICiSthattheteachersthereareallfromforeigncountries(mainlyfromtheUnitedStates，CanadaandBritain)．ExceptforthecourseofcomprehensiveEnglishgivenbyChineseteachersfor2hoursperweek，alltheCOUrSeSinSCICareinstructedbyforeignteachers．70subjectsaredividedintoCG(class1012)andEG(class1011)andeachgroupinvolves35students4．3InstrumentsInthefollowingsection，instrumentsadoptedinthestudyarepresentedindetails，includingthepretestandposttest，pre—studyquestionnaireandpost-studyquestionnaire，interviews，andtheteachingmaterials．4．3．1PretestandPosttestInordertomakesurethevalidityofthepresentstudy,intheverybeginningallthe25 广西大掌硕士学位论文顺应理论视角下大掌英语语法教掌的实证性研究一以广西大学为例～I—·———--———————————————————————————————————--——-——---—--．——--二——．．．．．．—．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．。—．．．．．．一participantswereinvitedtotakepartinatestfromtheoriginalCET-4astoinspectwhethertheywereatthesameleveloflanguageproficiency．Toensurethereliabilityandvalidityofthetestscores，twoexperiencedteacherscollaboratedtogradethetestpapersbasedonthescoringcriteriaprescribedbytheNationalCET4&6committeeandtheresultsweremademeanofthetwoSCDreSgivenbythesetwoteachers．Later,theresearcherranpairedt-testonthescoresanddiscoveredthatthescoresofCGandEGwerenotsignificantlydifferentfromeachother．TheresultsindicatedthatCGSandEGShadequivalentEnglishproficiency,whichmadeitpossiblethatthecurrentstudycouldbeconductedamongCGandEGandthedifferences)，ieldedlaftertheexperimentcanbeconsideredascontributionachievedbytheteachingexperiment．InthewakeoftheCET-4pretest,allthesubjectswerealsoneededtojoinagrammartestSOthattheresearchercoulddeterminetheempiricalgrammaticalitems．Thetest(seeAppendixI)Wascomposedoftwoparts：10translationitemschosenfromoriginalCET-4and40multipleexrrciseschosenfromTEM-4．ConsideringtheircurrentEnglishlevel，theresearcherhadadaptedtheitemschosenfromoriginalTEM一4inrespectofvocabulary．Afterthetest，basedonthemostcommonmistakeswhichthesubjectsmadeinthetest，threeempiricalgrammaticalitemswerefinallydetermined，namelyperfecttense，unrealconditionalsentencesandpartidiplesincludingpresentparticipleandpastparticiple．7weekslater,attheendofthestudy,alltheparticipantsfromCGandEGwereaskedtotakeanotheroriginalCET-4andagrammaticaltest(seeAppendixII)designedbytheresearcherbasedonithesarflepatternadoptedasthepretest．Themainpurposeofthepost-testWastoinvestigate，first，whethertheteachingofgrammarhadposedanimpactonstudentsperformanceinCET-4；second，whetheranydifferenceshadbeengeneratedbetweenCGandEGintheactualuseoftheempiricalgrammaticalitemsandCET-4．4．3．2Pre-studyandPost-studyQuestionnairesOnthebasisoftheresearcher’Sownteachingexperienceandrelevantstudiesconducted 广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大掌为例-—————————————————————————————————————————————————————————一byLipei(2010)，Lindan(2010)andHuanghui(2007)，bothpre—questionnaireandpost．questionnairearedesignedwithalikert—scalerangingfrom5(strongagree)to1(stronglydisagree)．ThenapilotstudyWaSconductedtodetectsomepossibledeficienciesorproblems．Aftersomemodifications，thequestionnaireswerefinalizedandadministered．Inordertomakethequestionnaireswellunderstoodbytheparticipants，alltheitemsarewritteninChinese．Atthebeginningofthestudy,allthesubjectswereinstructedtofillinthepre—studyquestionnaire(seeAppendixHI)including25itemswhichCanbecategorizedintofoursections．Themainpurposeofthepre—studyquestionnaireistogetinformationaboutstudents’understandingofgrammar,thepresentsituationofgrammarteachingandlearningintheuniversityaswellastheirwayoflearninggrammarafterclass．Attheendofthestudy,apost-studyquestionnaire(sameasthepre-studyquestionnaire)Wasalsoconductedamongthesubjects谢mapurposeofexploringwhethertherearesomechangesonstudents’viewstowardsgrammarlearningandteaching．4．3．3Pre-studyInterviewandPost—studyInterviewInthepresentstudy,therewere4studentsfromCGparticipatinginthepre—studyoralinterview(seeAppendixIV)，and4fromEGparticipatinginboththepre-studyandpost—studyinterviews(seeAppendixIV)individually．TheseinterviewedsubjectswereselectedonthebasisoftheirEnglishlevel(mainlyaccordingtotheirperformanceintheoriginalCET-4fromthepretest)．Theywerepresentedwith3questionswhichaimedatobtainingsomeinformationthatmightbeoverlookedinthewrittenquestionnaire．ThequestionswerereadinEnglishthefirsttimeandtheninChineseSOastohelpthesubjectsunderstandthequestionsadequately．SubjectsCananswerthequestionseitherinChineseorEnglish．27 广西大掌硕士掌位锋文顺应理论视角下大掌英语语法教掌的实证性研究～以广西大学为例4．3．4TeachingMaterialsDuetodifferentunderstandingstowardsgrammarteachingandlearning，theteachingmaterialsadoptedin、CGandEGwereprettydifferent．InCGclassroom，grammar-translationapproach(focusing!onthememorizationofgrammaticalrulesandL2一L1translationexercise)wasutilizedtoteachtheempiricalgrammaticalitemsdeterminedbythepretest．TeachingmaterialsusedinEbweremainlyselectedfromNewPerspectiveGrammarAdvanced(200s)，0ramnlarforIELTS(2008)，AdvancedGrammarinUsematerialsinCGclassroomwerechosenfromCollegeEnglishGrammar(2004．4ResearchProceduresIntermediateand5)．Astotheresearchprocedures，thepresentstudycouldbedividedintothreeparts，namelythepreteststage，experimentalstageandpostteststage．Thepreteststage，startingfromthefifthweektothesixthweek，chieflyencompassedpretests(includingoriginalCET-4andgrammartest)，pre—Studyquestionnaireandpre-studyoralinterviewwith8subjectswhowerepreviouslychosen1)asedOlltheirEnglishlevelfromCGandECLThesecondstagewasstartingfromthebeventhweektothethirteenthweek,andtwodifferentapproachestheadaptationtheory)wereadopteditems(perfecttense，unrealconditionalstageWasinthefourteenthandfifteenthweeki珈IplementiI唱Ipost—tests，post—questionnaireandpost-tests(includingalloriginalCET-4andgrammartest)． 广西大掌硕士堪q立论文顺应理论视角下大鲁I英语语法教掌的实证性研究一一以广西大掌为例4．4．1TheFirstStageInthefilthweek，thepre—studyquestionnaireongrammarteachingandlearningwashandedoutwiththepurposeofgettinginformationaboutsubjects’attitudestowardsgrammar．Andthen，allthesubjectsinCGandEGwereinvitedtotakepartinthepretest(alloriginalCET-4)．Inthesixthweek，thesecondpartofpretest(grammartestmainlychosenfromoriginalTEM一4)wasconductedinordertodeterminetheempiricalgrammaticalitems．Then，theauthorarrangedalectureinEG．ThemainpurposeofsuchlectureistoequipsubjectsfromEGwith，firstlytheknowledgeofthreedimensionsoflanguage(1anguageisconsideredtobecomposedofthreeparts，namelyform，meaninganduse)；secondly,abriefknowledgeoftheadaptationtheory(mairayemphasizingthatpeoplearemakingconstantlinguisticchoicesrangingfromthemostbasicunitsofsoundtowords，sentencesandtextsindailycommunication．Therefore，whatgrammaticalitemswouldbeadoptedineverydaycommunicationhastoadaptforthespecificcontext)；finaily,theknowledgeofteachingprocedureutilizedtoconducttheempiricalexperiment．Atlast，8subjectswhohadbeenchosenrespectivelyfromCGandEGonthebasisoftheirperformanceinthelastweek’Spretestparticipatedintheoralinterviewasrequested．Theinterviewlastedprobably10minutesforeachone，inwhichsubjectswerefreetoanswereitherinEnglishorinChinese．4．4．2TheSecondStage-TeachingProcedureIngeneral，theteachingprocedureinEGWasbasicallycomposedofthreeparts．Atthebeginning，withthepurposeofstimulatingsubjects’curiosityandinterestinthetargetgrammaticalitem，EGSwerepresentedwithashortpassageordiscoursecontainingthegrammaticalitemwiththehelpofprojector,andthentheresearcherlistedsomeexamplesof othergrammaticaliternswhichhadbeenchosenaccordingtoresearcher’Steachingexperienceandwhichwereeonsideredtobeeasilyconfused、)l，itllthetargetitem，yettheresearcherdidseveralpiecesofdiscourseindifferentslidesandelucidatedrespectivelythereasonwhythecouldadoptthisapproachtolearngrammarhenceforth．Inthelastpart，inordertohelpEGSgargetitemandmakethemusetheitemindailycommunicationassigneddifferenttaskstakenbygroupsandpairswhichinvolveddiscourseanalysis，Conversationalsimulationandpicturedescription．InCG,theteaChingprocedureWasdividedintothreesteps．Atthebeginning，theresearcherpresentedtherulesoftargetgrammaticalitem，andthenseveralisolatedsentenceswereprovidedforfl扛therillustratingtherules’SOastohelpthesubjectstomemorizetheruleswell．Inthesecondphrase，subjectsinCGweredesignatedwithalotofexerciseschosenfromtextbookspreviouslybytheresearcher,whichincludessentencetranslation，choice—makingexercise，anddialoguecompletion．Intheend，theresearcherassignedsometaskssuchasroleplay,conversationdrillsforCGS．4．4．3Post-teststageInthepost-testistage，the14thand15thweekofthesemester,anothertestfromCTE-430 广西大学硕士掌位论文顺应理论视角下大学英语语法教掌的实证性研究一一以广西大掌为例一——————————————————————————————————————————————————————一wasconductedinordertoexaminewhethergrammarinstructionposedallimpactonsubjects’overallscore．Agl{uTlmartestdesignedbytheresearcherwasalsoadoptedSOastomakeacomparisonbetweenthesetwoapproachesusedinEGandCGLater,apost_studyquestionnaireWasadministeredtoexplorewhethertherewereanychangesinsubjects’viewongrammarteachingandlearning．Besidesthequestionnaire，4subjectsfromEGwhichwererandomlychosenwereinvitedtoparticipateinalloralinterviewindividually．Theinterviewlastingabout5minutesforeachonewasrecordedthroughaMP3．4．5DataColleetionInthepresentstudy,thedatawerecollectedbymeansoftestsincludingpretests(anoriginalCET04testandgrammartest)，questionnaires，interviewsandposttestsincluding(alloriginalCET-4testandgrammartest)．4．5．1TestsTherewerefourtestsinthepresentstudy．Inthefirststageofthestudy,anoriginaltestfromCET-4WaSadoptedwithapurposeofmeasuringsubjects’overalllanguageproficiency．Andthen，agrammartestwhichhadbeenchosenfromTEM一4Wasusedtohelptheresearchertodeterminewhatgrammaticalitemsshouldbetaughtempirically．Inthepost—teststage，anotheroriginaltestfromCET-4Wasalsoadoptedinordertoinvestigatewhethergrammarinstructionhadposedanimpactonsubjects’overallscore．AgrammartestdesignedbytheresearcherWasemployedaspost-testSOastoexplorewhethertheapproachproposedbytheresearcheryieldedbetterresultsbycomparisonwiththatconductedCG 4．5．2QuestionnairesThereweretwoquestionnaires，namelypre—studyquestionnaireandpost—studyquestionnaire，utilizedinthepresentstudy．Themainpurposeofpre-studyquestionnairewastogatherinformationaboutsubjects’viewsongrammarteachingandlearning．Thepost-questionnaireWasusedtoinvestigatewhethertherewereanychangesofsubjects’viewanonymously．4．5．3Interviewsandlearning．AllthequestionnaireswerewritteninChinese．Inordertoarticulatetheiranswersobjectively,allthequestionnaireswerefinishedIndividualoralinterviewswereadoptedinordertoprovidecross-referencesquestionnairedata．1Inthepre—studyinterview,8subjectswerechosenbasedontheirperformanceonthepre-test(CET-4)respectivelyfromCGandEG．Orgyfoursubjects(thesanleones)fromEOwereselectedtojointhepost—studyinterview．IntervieweescouldanswerthequestioneitherinChineseorEnglish．Onaverage，eachinterviewlasted6minutesandalltheeonversatiOIlSwererecordedbyaMP3．4．6DataAnalysisThepresentstudyadoptedbothqualitativeandquantitativeapproachestoanalyzethedataobtainedfrompre—tests，questionnaires，interviewsandpost-tests．TheresearcherWaSresponsibleforcollectingandanalyzingallthedatageneratedwithintheempiricalstudy．Thepre—studydatawerecollectedinthefifthandsixthweek，andthepost-studydatawere32 广西大学硕士学位论文顺应理论视角下大掌英语语法教学的实证性研究一～以广西大学为例collectedinthefourteenthweekandfifteenthweek．Datacollected丘omthepre—tests，post-testsandquestionnaireswereallanalyzedwith仕Iehelpofastatisticaltool，SPSS17。0．SPSS(StatisticPackageforSocialScience)isawidelyusedcomputerprogramforstatisticalanalysisinsocialscience．Theresearcherusedpairedt-testtocomparethescoresofpre—teststothoseofthepost—tests．Also，datacollectedfromtheinterviewswerecompiledandanalyzedthroughaqualitativeapproach．33 广西大掌硕士掌位论文顺应理论视角下大学英语语法教学的实证性研究⋯以广西大学为例Chapter5ResultsandDiscussionItismentionedinchapter4，thepresentstudyattemptst0answerthefollowingfourquestions：firstly,arethereanychangesanddifferencesinEGS’viewsongrammarteachingandlearningaftertlleexperiment；secondly,doestheteachingofgrammarhaveapositiveimpactonsubjects’performanceinthepost-test(CET-4)；tllirdly，isthereadifferenceinactualuseofthetargetgrammaticalitemsbetweenCGSandEGS；atbasedontheadaptationtheorycouldimproveEGS’levelofgrammarlearningaRerthebxperilllent．Inordertoanswerthefirstquestion，datacollectedfromquestionnaires(pre+post)weredemonstrated谢mfrequencyandpercentage，andtheinterviewtranscriptswereexcerpted．Intermsofansweringthesecondquestion，theresearcherfirstranhpairedt-testofpretest(CET-4)betweenCGandEGtoexaminewhetherthereWaSasignificancedifferenceintheirlanguageproficiency,andthenat-testwasalsoemployedtocomparethescoresbetweenpre—test(CET-4)andpost-test(CET-4)．Forthethirdquestion，at-testwasusedtocomparethescoresbetweenpre—grammartestandpost-grammartest，andinterviewtranscriptsweresupplementedascomplements．Toclarifythelastquestion，subjects’responsestothequestionnairesandinterviewswereexpounded．Inthesecondpart，theresultsarediscuSsedindetails．5．1ResultsInthissection，theresearchresultswillbedisplayedaccordingtotheorderofthefourresearchquestionsmentionedintheintroductoryparagraphofthischapter． 广西大掌硕士掌位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大掌为例5．1．1ChangesofEGS’ViewstowardsGrammarTeachingandLearningaftertheStudyAsmentionedinchapter4，thepre—andpost-questionnairesweredividedinto4partsdesignedwithdifferentpurposes．Thefirstpart，namelystatement1alone，WaStoexploresubjects’viewsonthedefinitionofgrammar．Thesecondpartrangingfromstatement2tostatement9wasdesignedtoinvestigatesubjects’viewsongralllnlarlearning．Thetllirdpartofthequestionnairerangingfromstatement10to15aimedforexaminingsubjects’viewsonthecurrentgranlmarteachinginthetmiversity．Thelastpart，fromstatement16t025，Wasdesignedforexploringsubjects’understandingtowardshowgrammarshouldbelearned．Table5-1demonstratesthestatisticalresultsofEGS’understandingtowardsgrammar．Approximately60％ofthesubjectsdisagree、析tlltheviewpointthatgrammardeterminesourlanguageusebeforethestudycomparedwiththelowerpercentageofproponents(28．6％)．However,thereWasaslightchangeafterthestudywiththeincreaseofoppositionandthedecreaseofsupporters(88．6％and11．4％respectively)．Table5-1FrequenciesofEGS’ViewsontheDefinitionofGrammarbeforeandafterTreatmentSA&ANSSD&DItem／StatementN％N％N％1．IbelievethelanguagewePre—Q1028．6％411．4％2l60％useismadeoutofgrammar,namelygrammarPost—Q411．4％03188．6％pre-existslanguage．Note：n=35，Pre—Q=Pre—studyQuestionnaire，Post—Q2Post—studyQuestionnaire，SA=StronglyAgree，A=Agree，NS=NotSure，SD=StronglyDisagree，D=Disagree35 Table5-2FrequenciesofEGS’ViewsonGrammarLearningbeforeandafterTreatmentSA&ANSSD&DItem／!；tatementN％N％N％2．Grammar1earl血gisnotPre-Q720％514-3％2365．7％veryimporranttomasteringaforeignPost-Q514．3％38．6％2777．1％language．Pre-Q517．2％925．7％2057．1％3．Ilikelearninggrammar．Post-Q822．8％1542．9％1234．3％4．IfinditeasytolearnPre-Q25．8％1234．3％2160％EnglishgrammarPost-Q720％1028．6％】851．4％5．IfIhaveagoodPre—Q2365．8％822．9％411．4％commandofEnglishgrammar,itwitbemoreeffectivetoimprovemyPost—Q2262．8％514．3％822．9％Englishproficienzy．6．AstolearningEnglish,IPre—Q1025．8％1028．6％1545．7％spendmostofthetimelearninggrammmPost—Q1131．5％925．7％1542．9％7．IthinkIhax，-emadeaPre—Q411．5％1131．4％2057．1％goodcommandI订EnglishPost-Q411．5％1337．1％1851．4％grammar．8．GrammarrulesareeasyPre-Q2057．1％514．3％1028．6％tograsp，butilisquitedifficulttouse．Post-Q1645．7％O01954．3％9．Astoleaminj；English，Pre—Q1337．1％925．7％1337．1％themostdifficultpartISPost—Q1542．9％1l31．4％925．7％grammar．Note：n=35，Pre—Q=Pre—studyQuestionnaire，Post-Q=Post-studyQuestionnaire，SA=StronglyAgree，A=Agree，NS=NotSure，SD=StronglyDisagree，D=Disagree36 广西大掌硕士学位论文顺应理论视角下大掌英语语法教学的实证性研究一一以广西大学为例ItcouldbeseenfromTable5．2thattheresultsofsomestatementscontradictedwitheachother．Inthepre-studyquestionnaire，ononehand，twenty-threesubjects(takingup65．7％and65．8％respectively)holdtheviewthatgrammarplayedanimportantroleinmasteringaforeignlanguageandagoodcommandofEnglishcouldbeveryusefulforimprovinglanguageproficiency．Ontheotherhand，twentysubjects(accountingfor57．1％)didnotthiI血theyhadmadeagoodcolnlTlandofgrammarandlessthanhalf(11subjects)spentmostoftheirtimelearninggrammar．ThereasonscouldbeobservedfromTable5-3thatmostofthem(twentysubjectstakingup57．1％)didnotlikelearning孕铷：11】marandthey(20subjectstakingup57．1呦supposedthatgrammarwasveryhardtolearnandmuchhardertoapplyitinthedailyuse．Inthepost—studyquestionnaire，therewerenosignificantchangesordifferencesinsubjects’viewsongrammarlearning．However,severalinterviewedsubjectshadchangedtheirviewsslightlyongrammarlearning，whichcouldbejudgedfromtheirresponses．Subjects’responsestotheinterviewwerefirstlyrecordedinaMP3andthentranslatedbytheresearcher．Excerptl：／nmyopinhgn,grammarlearningisratherboring．Istartedtolearngrammarsincejunior确珈schooLIthinkgrammarisveryhardtolearn．Sometimes,IthoughtIhadmasteredthatgrammaticalitem,butIstillcouldnotuseitcorrectlyingrammarexercises．SoIfeelveryfrustrated(subject2．beforethestudy)．Tomysurprise,althoughIthinkgrammarisstillhardformeandgrammarlearningisverytimeconsuming,1begintogetinterestedingrammarlearning．Masteringoneparticulargrammaticalitemisaninterestingthing(subject2，afterthestudy)．Excerpt2：Ithinkgrammarisaboringstuff．Grammarlearningequateswithmemorizingendlessandcomplicatedrules．A900dmemoryoftheseintricaterulesdoesnotgiveyouthekeytoperfect．However,grammarplaysanindispensablerole加improvinglanguageproficiency．Wehavetolearnit(subject王beforethestudy)．Actually,grammarisnotashardandboringasIthought．Theseweekswewerepresentedanew37 广西大学疆页士掌位稍?文胭￡应理论视角下大学曩啦昏语·法教学的实证性研究一一以广西大学为例wayoflearninggrammarwhichhadchangedmyprejudicetowardsgrammar．Sometimes,I孬nditabitinterestingandIbegintoenjoyanalyzingitindifferentcontexts(s”bject3．afterthestudy)．Excerpt3：IthinkgrammarisverycomplexandlearninggrammarrequiresmassivepatiencewhichIthinkmostof淞areButIhavenochoicebutaccept犯becausegrammarplaysa，蟛1donotwantmyEnglishfeelslikeChinglish(subject锈beforethestudy)．Grammarbstillhardforme．Sometimes,IfeelveryfrustratedButrecentlyIhavelearned口newwayoflearninggrammartaughtbymyuniversityteacher．Iamnowconfidentthat，canmakeaprogress(subject4．嘲erthestudy)．Table5-3FrequenciesofEGS’ViewsOnCurrentGrammarTeachinginUniversityClassroombeforeandafterTreatmentSA&ANSSD&DT+^，．-^，‘3k^●⋯^+1阿Il，dmWUl‘．JlLN％N％N％10．ItisuselesstoopenaPre—Q925．7％720％1954．3％grammarCOUI"SI￡；intheuniversity．Post—Q720％38．6％2571．4％11．Gra哪marleatningfromPre—Q617．1％1131．4％1851．4％teachers’explainttionandanalysisismoreeffectivethanthatfromPost—Q1440％720％1440％communicative孤tivi_ties．12．Ianlnotsati．,；fiedwithPre-Q1438．9％1028．6％1131．4％thepresentgrammarteachingclass．Post—Q514．3％514-3％2571．4％13．ThepresentgrammarPre—Q1234．3％925．7％1440％teachingclassisnothelpfultomyEnglishlearnmg·Post—Q822．9％411．4％2365．7％38 广西大掌硕士掌位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例14．ThepresentgrammarPre—Q12．9％720％2777．1％classactivitiesareveryinteresting．Post—Q2880％25．7％514．3％15．ImillkthepresentPre—Q2057．1％1028．6％514．3％grammarlearningisnotPost-Q514．3％38．6％2777．1％interesting．Note：IF35，Pre—Q=Pre—studyQuestionnaire，Post-Q=Post—studyQuestionnaire，SA=StronglyAgree，A=Agree，NS=NotSure，SD=StronglyDisagree，D=DisagreeItcouldbeinterpretedfromTable5-3thatmorethanhalfofthesubjects(54．3％)thoughtthatitWasnecessarytoopenagrammarclassintheuniversity．However,51．4％ofthemdidnotgivemuchcredittothewayinwhichhowteacherinstructedgrammarintheulliversi够classroom．Meanwhile，31．4％ofthemwerenotsurewhichapproachWasmorehelpfulfortheirgrammarlearning(teacher’Sexplanationorcommunicativeactivities)．Generallyspeaking，mostofthesubjects(seestatementfourteenandfifteen)holdtheviewthatcurrentgrammarleaminginclassWasnotinteresting．Lessthanhalfofsubjects(38．9％)werenotsatisfiedwiththepresentgrammarteachingclasswhile31．4％holdtheoppositeview．Intermsoftheclassroomteachingeffect，40％ofsubjectssupposedthatitWashelpfultotheirEnglishlearningwhile34．3％consideredcontrarily．Aftertheexperiment，somepositivechangesconcerningtheirviewsonthecurrentgrammarteachinginuniversitywerediscovered．Thereweremoresubjectsgivingsupporttothegrammarclassintheuniversity(Item10，SD&D：from54．3％to71．4％)．Duetotheteachingexperiment，subjectsbegantoenjoygrammarlearning(Item14，SA&A：from2．9％to80％)．Subjectswerequitesatisfied、析ththegrammarteachingreceivedwithinexperimentalperiodsincetheythoughtthepresentgrammarlearningwereinteresting(Item12，SD&D：from31．4％to71．4％；Item15，SD&D：from14．3％to77．1％)．Thepositiveresultscouldalsobedetectedfromtheinterviewexcerpts．Excerpt4：Grammarclassisratherboringandtiring．Ifindaninterestingfactthatsometimes39 广西大学硕士学位译文顺应理论视角下大掌英语语法教掌的实证性研究一以广西大学为例youobviouslyhavemasteredthegrammaritem,butaftertheclassyouarecompletelyconfusedwithit．Teachers’explanationjustconcentratesongrammarruleswithsentences,whichishardforuStounderstandanduseitlater(subject』，beforethestudy)．Recently,Iampre砂satisfiedwiththegrammarclass．ItseemsgrammarisnotashardasIthought．嬲ththenewwayoflearninggrammar,Ihavesolvedmanytoughquestionswhichhuntedmeforalongtime．IlikethewaytheteachertaughtQ戳bjeet1。afterthestudy)．Excerpt5i：I面行}7ikegrammarclass．Itisboringandineffective．Teacher括presentinggrammarrulescon(inuallyintheclass,andWAsamatteroffact,M，I口donotfullyunderstandThepre4entgrammarclassisquiteestudentsspendmostofthetimetakingnotes．it(subject2．beforethestudy)interestingsincetheactivitieswedidonclassareeffectiveandw杏dolearnsomethingfromthepresentgrammarclass．Intheclass,wearepresentedwithabrandnewwayoflearninggrammar(subject2，afterthestudy)．Excerpt6}Accordingtomyownexperience,mostofthestudentsdonotlikegrammarclasssinceitisverytedious．Teachersareconstantlyshowinggrammarrulesandrepeatthemoverandoveragain．Itseemswehavejustmadeaprogressinvariousexercises,butunfortunatelylater,whichisverysarcastic(subject幺beforethestudy)．isdefinitelyagoodwayoflearninggrammarRecently,IhavebeenreceivingagrammarclasswhichIhaveneverexperiencedbefore．Intheclass,teacher§explanationisexpliP豇andeasytounderstand,andtheclassroomactivitiesfruiOCullyhelpedUStoapplythegrammarinuse(subjectZafterthestudy)．5．1．2ImpactonOVerallLanguageProficiencyTable5-4DescriptiveStatisticsforthePre-testEnglishLanguageProficiencybetweenEGandCGNMinjmumMaximumMeanSld．DeviationEG3560．5075．0066．28574．22751 广西大学硕士掌位论文顺应理论视角下大掌英语语法教学的实证性研究一一以广西大学为例CG3554．oo80．0066．34296．23058ValidN(1istwise)35Note：EG=experimentalgroup，CG=controlgroup，totalscore2100Table5-5Pairedt-testResultsofPre-testEnglishLanguageProficiencybetweenEGandCGPairedDifferences95％ConfidenceStd，Std．ErrorIntervaIofthetdfSig．Mean(2-tailed)DeviationMeanDifferencePre—testLowerUpperPairEG——CG一．057147．357241．24360．2．584442．47016一．04634．964Note：EG=experimentalgroup，CG2controlgroupBeforethestudy,inordertoexaminewhethersubjectsfromCGandEGhavethesameleveloflanguageproficiency,apre-test(originalCET-4)wasconductedamongthem．Table5—4showedthatthemeanscoresoftwogroupsinthepre-testwerequiteclose(EG：66．29，CG：66．34)．ThemaximumscoreinEGWas75and80inCGMeanwhile，theminimulilscoreinEGWas60．5and50inCGTable5-5wasthepairedt-testresultsofthepre-testbetweenthesetwogroups．ItWasindicatedthattherewasnosignificantdifferencebetweenCGandEGsincep=．964>．05．Therefore，theempiricalstudycouldbeconducted．Table5-6DescriptiveStatisticsofEGPre-andPost-TestsResultsEGNMinimumMaximumMeanStd．DeviationPre-test(CEH)3560．5075．0066．28574．22751Post-test(CET-4)3562．0084．0069．77145．75012ValidN(1istwise)35Note：EG=experimentalgroup，CG2controlgroup，totalscore=10041 广西大掌硕士掌位论文顺应理论视角下大掌英语语法教学的实证性研究_-一以广西大学为例Table5-7PairedT-testResultsofEGP胁andPost-TestsPairedDifferences95％ConfidenceIntervaIoftheStd．Std．ErrorDifferenceSig．EGMeanDeviationMeanLowerUppertdf(2-tailed)PairPre-test(CET4)．3．485714．62806．78228—5．07551．1．895924．45634．0701Post-test(CET_4)Note：EG=experim‘：ntalgroup，CG=controlgroup，totalscore=100Afterthestud,，，inordertocheckwhethertheteachingofgrammarhavegeneratedallimpactonsubjects’1languageproficiency,apost—study(CET-4)wasconductedinbothEGandCGTable5-6WasthedescriptivestatisticspertinenttoEGpre·andpost-testsresults．ItWasobviousthatthemeanscorehadbeenascendedfrom66．29to69．77withmaximumscorefrom75to84researcherranascorefrom60．5to62afterthestudy．Subsequently,thetocheckwhethertherewasnoobviousdifferencebetweenthesetwotestsandtheresultsrevealednodifferencewithp=．070>．05．’I"akpie5-8DescriptiveStatisticsofCGPre-andPost-TestsResultsCGNMinimumMaximumMeanStd．DeviationPre-test(CET-4)3554．0080．0066．34296．23058Post-test(CET-4)3556．0081．0067．14296．12201ValidN(1istwise)35Note：EG=experimentalgroup，CG=controlgroup，totalscore=100Table孓9Pairedt-testResuItsofCGPre-andPost-TestsPairedDifferencestdfSig．95％Confldence(2-tailed)Std．Std．ErrorIntervaIoftheMeanDeviationMeanDifference42 广西大学硕士学位论文顺应理论视角下大掌英语语法教学的实证性研究一一以广西大掌为例CGLowerUpperPairPre-test(CET4)一．．800009．731091．64485_4．142752．54275一．48634．6301Post-test(CEl一)Note：EG=experimentalgroup，CG=controlgroup，totalscore。100Table5-8wasthedescriptivestatisticsofCGpre-andposttestsresults．ItcanbeseenfromthetablethatafterstudyCGShadmadeaprogress而thmeanscore，raisingfrom66．34to67．14，maximumscorefrom80to81andminimumscorefrom56to54．Then，theresearcherconductedat-testandfoundouttherewasnosignificantdifferencebetweenpreandposttestwithp2．630>．05．Table5-10DeseripfiveStatisticsofPost-testResultsbetweenEGandCGNMinlmumMaximumMeanStd．DeviationEG3562．0084．0069．77145．75012CG3556．0081．0067．14296．12201ValidN(1istwise)35Note：EG=experimentalgroup，CG2controlgroup，totalscore=100Table5．11PairedT-testResultsofPost-testbetweenEGandCGPairedDifferences95％ConfldenceIntervaIoftheStd．Std．ErrorDifferenceSig．EG．CGMeanDeviationMeanLowerUppertdf(2-tailed)PairPost-test(CET-4)一2．628578．520171．44017一．298215．555351．82534．0771Post-test(CEN)Note：EG=experimentalgroup，CG=controlgroup，totalscore=100Descriptivestatisticsofpost—testresultsbetweenEGandCGwasdisplayedinTable5—10，demonstratingthatEG’SmeanscoreWas2．63higherthanthatofCGHowever,theresuggestednoapparentdifferencebetweenthesetwogroupswithP2．077>．05showedinTable43 5．11．5．1．3DifferenceintheUseofEmpiricalGrammaticalItemsbetweenEGandCGafterStudyApilotafterwhichbeenpreviouslyconductedinagroupofstudentsfromotherclass，herrevisedsomeitemstomakesurethereadability．Andthen，agrammartest(choOsingfrombothTEM4andCET4)WaSconductedinbothEGandCGinordertodetermine]Iheteachinggrammaticalitemswithintheresearch．ARercheckingallthetestpapers，theresearcherdeterminedtoconcentrateonthreegrammaticalitems，namelyperfecttense,subjl_llletivemoodandpresentandpastparticiples．Afterthestudy，apostgrammartestwasconductedinbothCGandEG．ThepostgrammartestwasdesignedwimatotalSCOI℃of100withthepurposeofexaminingwhetherthereweredifferencesintheactualuseofthesethreegrammaticalitemsafterthestudy．ThescoresofthepostgrammartestbetweenCGandEGweredisplayedinTable5—13andatthesametimetheresultsofpairedt-testofpostgralTlliLagtestwerepresentedinTable5—14．Subjects’responsestothepost—studyEGShadmadeabiggerprogressinunderstandingthesethreeGSdid．Table5-12DescriptiveStatisticsofPostGrammarTestResultsbetweenEGandCG 广西大掌硕士掌位论文顺应理试蛹呢角下大掣．瑛镄n吾法教学的实证柑≯开究一一以J．’‘西’大学为例1陷ble5—13PairedT-testResultsofPostGrammarTestbetweenEGandCGPairedDifferences95％ConfidenceSig．Std．Std．ErrorIntervaIofthetdfMean(2-tailed)DeviationMeanDifferencePostGrammarTestLowerUpperPajrEG．CG4．8571411．125341．880531．035468．678832．58334．0141Note：EG=experimentalgroup，CG2controlgroup，totalscore2100ItcouldbeseenfromTable5-12thattheEG’Smeanscorewas4．86higherthanthatofCG．Meanwhile，themaximumscoresofbothgroupswerethesame(90．00)andEG’Sminimumscorewas4pointshigherthanthatofCG．Table5—13showedthatthereWasasignificantdifferenceintheuseoftheempiricalgrammaticalitemsbetweenCGandEGwitllp=．014<．05．Thefollowingexcerptsfurtherjustifytheresultsdemonstratedontheabovetables．Excerpt10：Ihavelearnedalotfromteacher"snewwayofanalyzinggrammarand1havechangedmyunderstandingtowardsthesethreegrammaticalitems．Beforetheresearch,IseldomputtheminmywritingandoralEnglishandIjustknowhowtomakechoicesinEnglishexercises．However,miracle幺bitofexaggerating)happensafterthestudy．Ibegintousetheminmyorallanguageandwriting(subject矽．Excerpt11：Teacher’sexplanationtsveryenlightening,whichprovidesanewperspectiveoflunderstandinggrammar．Ihaveneverexpectedgrammarlearningcouldbeaseffectiveandinterestingas|his．Severalweeksago。1wasratherobsessedwithmyEnglishlearning．However,Ibecomemuchmoreconfidentseveralweekslater．Myunderstandingtowardsthesethreegrammaticalitemshasbeengreatlyimproved,whichmakesitpossibletoapplytheminoralandwritingnaturally(subject矽．45 广西大学硕士学啦论文册跗笼理嵌啊览角下大掌英键n吾法教掌的禽斑性研究一一以J^．西大学为例5．1．4ImprovementonSubjects’LevelofGrammarLearningTable5-14FrequenciesofEGS’ViewsontheSpecificWayofLearningGrammarbeforeandafterTreatmentSA&ANSSD&DItem／StatementN％N％N％16．InordertolJ强lmEnglish—grammarwell，IusuallyPre-Q514．3％822．9％2262．9％repeatedlyrecitegrammaticalrulesandrelatedexamplesinPost-Q38．6％38．6％2982．9％sentences．17．IarllusuallysensitivetoPre-Q822．9％1131．4％1645．7％differentgrammailealitemswhendoinglistening，readingPost-Q2674．3％514．3％411．4％andwritingexercisCS．18．Iusually￡aaalyzethePre-Q514．3％617．1％2068．6％reasonwhythisspecificgrammaticalitemisbeingusedPost—Q2777．1％38．6％514．3％insuchcontext．19．IseldomlemngrammarPre—Q617．1％720％2262．9％谢mthehelpofcontext(compositionorCOlwersation)．Post—Q38．6％25．7％3085．7％20．Ⅵ协enconfftratedwithgrammaticalprobblems，IPre—Q2365．7％38．6％925．7usuallyasklnlPChineseteacherorclassmatqesforhelp．Post-Q2674．3％12．9％822．9％21．∥屈纫confnratedwithgrammaticalprobleIlls，IrarelyPre-Q1440％720％1440％turntomyforeignlanguageteacherforhelp．Post-Q1645．7％514．3％1440％22．IusuallyusedictionaryandPre—Q1645．7％925．7％1029．6％ 广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一～以广西大学为例granlmarbooktosolvethegrammaticalproblems．Post-Q2674．3％411．4％514．3％23．Ithinkitisdi伍cultformetoUSethegrammarrulesthatIPre-Q2057．2％925．7％617．1％havejustlearned．Post—Q1234．3％514．3％1851．4％24．It’SmoreimportanttouseEnglishinauthenticcontextPre—Q2160％1131．4％38．6％thantodomoregrammardrills．Post—Q2057．1％1028．6％514．3％25．GrammarlearningshouldnotbeisolatedfromlanguagePre—Q2468．5％617．1％514．3％learningbutbeintegrated、析thspeaking，listening，readingPost—Q3085．7％38．6％25．7％andwriting．Note：n_35，Pre—Q-Pre—studyQuestionnaire，Post—Q=．Post—studyQuestionnaire，SA=StronglyAgree，A=Agree，NS=NotSure，SD=StronglyDisagree，D=DisagreeStatementssixteentotwenty—fiveweredesignedmainlytoexaminehowsubjectslearngrfl／nmarbeforeandafterthetreatment．ItcouldbeseenobviouslyfromTable5．14inthepre—studyquestionnairethatsubjectsrarelylearngrammarbyjustmemorizinggrammaticalrules(62．9％ofthemhadchosenSD&Dinitem16)，oncontrary，mostofthem(62．9％，item19)learngrammarwiththehelpofcontext．However，sixteensubjects(45．7％)werenotsensitivetothevarioususesofgrammaticalitemsinEnglishtext．Althoughtheywere(22．9％，item17)awareoftheuseofdifferentgrammaticalitems，theyseldom(68．6％，item18)ponderonthereasonwhythisspecificitemhadtobeusedinsuchcontext．Whenconfrontingwithgrammaticalproblems，subjectsnormallyturnedtoⅡ1eirChineseteacherorclassmates(65．7％，item20)ratherthandictionaryorgrammartextbook(28．6％，item22)andforeignteacher(40％，item21)．ItWaswidelyacceptedthatgrammarlearningshouldnotbeisolatedbutbeintegrated谢tllspeaking，listening，readingandwriting(68．5％，item25)andpracticinggrammarinauthenticcontextWaSmuchmoreimportantthandoingtraditionalgrammardrills(60％，item24)．Inaddition，57．2％ofthesubjects(item23)haddifficultyinputtinggrammarintoactualuse．Aftertheempiricalstudy，Aftertheexperimenttherewere47 广西大掌硕士掌位斡文顺应理论视角下大学英语语法教掌的实证性研究～以广西大学为例——————————————————__—————————————————————————————————————一一moresubjects．whoibegantobeawareofthevariousuSeofgrammarinEnglishtexts(Item17，SA&A：from22．9％to74．3％)．Atthesametime，theyalsostartedanalyzingthereasonwhythisgrammaticalitemwasneededinsuchcontext(Item18，SA&A：from14．3％to77．1％)，whichsuggested刮positiveoutcomegeneratedbythestudy．Totheresearcher’Ssurprise，subjectsdidnotviewithardanymoretousegrammarrulestheyhadjustlearned(Item23，SD&D：from17．1％to51．4％)andtheyhadlearnedhowtosolvegrammaticalproblemsthroughdictionaryandgrammarbooks(Item22，SA&A：45．7％to74．3％)．Afterthestudy，subjects’viewsonhowtolearngrammarhavechangedgreatly，asthefollowinginterviewexcerptssuggest．Excerpt12：Asamattermechanicallymemorizingoj如t．Iseldomlearngrammar,becauseIdonotlikejustendlessgrammarrules．Normally,IturntogrammartextbookswhenIhaved妤c诎lyindoingEnglishexercises,butafterthatIstillcannotuseitnaturallyinoralc07打刀2“以矗舶疗Theseddlysorwriting(subject2。beforethestudy)．IhavebeenreceivingawayoflearninggrammarwhichIthinkisquiteThemethodtaughtbymyteacher括ratherdifferentfromthewayin衄咖school砀括methodputsmuchmoreemphasisontheexplanationofthereasonwhyspecificgrammaritemhastobeusedinspecificcontext,whichmakesgrammarveryeasyforUStounderstandAfterdass。wewereencouragedtofinddifferentexamplesOnEnglishtexts)andmakeanalysisbyo讧own．ItisprettychallengingbutfruiOCulandinteresting(subject2。afterthestray)．Excerpt13：Ididnotspendtoomuchtimeinlearninggrammar．ThewaythatIlearngrammarmainlyincludesmemorizationofrulesandpracticesit汤drills(choicetheblankwithappropriateform)，which妇sts(subjeCt3．beforethestudy)．Thesedays,IhavelearnedanewquitewayoflearninggrammarIntheclass,teacherwould奔rstdividethegrammaritemtnthreedimensionsintermsofform, 广西大掌硕士掌位论文顺应理论视角下大学英语语法教掌的实证性研究一一以广西大学为例whichgivesUSaclearunderstandingtowardsit．Afterthat,teacherl&tssomeexamplesinEnglishtextsandfocusesonillustratingthereasonwhythisgrammaritemisneededinsuchcontext．Intheend,heassignsvariousclassroomactivitiesinordertohelpUStounderstandthegrammaritem．1thinkthisnewteachingmodeisinterestinganddefinitelyshedssomeinsightfo厂myfuturegrammarlearning(subject3，afterthestudy)．Excerpt14：IjustlearngrammarwhenthereisanimpendingEnglishtest．Grammarlearningprimarilyinvolvesrulesmemorizationandpractice．IfIencountersometoughgrammarissuesinreading,normallyIjustignorethem．SometimesIalsoturntomyChineseteacher加r向P勿(subjecttbeforethestudy)．1havebeentaughtanewwayoflearninggrammarwhichIthinkisquiteeffective．Recently,Ihavechangedgreatlyabouthowtolearngrammar．Ibegintointegratethegrammarlearningintothewholelanguagelearning．Forexample,when1encounteragrammaticalproblem,，1wouldtrymybesttoanalyzethenecessityofthisspecificgrammaticalitem．1wouldputthisiteminathree—dimension(forms,meaninganduse)diagramwithapurposeofunderstandingitwellIalso尊ndthatIbegintousetheiteminoralandmywritingwhichmakesmesoexcited(subject4，afterthestudy)．5．2DiscussionBasedontheaboveresultsinthissection，thepositiveimpactofgrammarinstruction，empiricalteachingmodelandsubjects’viewsongrammarteachingandlearningwillbe49 广西大掌硕士掌位嵌把赶顺应理论视角下大掣填壤纠吾法教学的实证性研究一一以广西大学为例5．2．1EGS’ViewsOnGrammarTeachingandLearningAccordingtohtudents’responsestothequestionnairesandinterviews，students’viewsongrammarteachingarldlearningbeforeandafterthestudywillbediscussedindetails．Asmentionedabove，thequestionnaireisdividedinto4parts．Firstly,intermsofthedefinitionof掣砸IⅦn碣someofthesubjectsholdtheviewthatlanguageismadeoutofgrammarbeforetrlestudy．Theirresponsestothisstatementmaybeimpactedbytheirgrammarlearninge)(perieIlce．Asisknowntoall，inbothjuniorandseniorhighschoolsinChina,inordertdaccomplishteachinggoalsandpromotethegraduationrates，EFLclassroomshaslongbeendominatedbythetranslationmethodinwhichteachershasadeeplyrootedbeliefthatlanguagecallbele锄edandacquiredthroughmemorizinggrammarrulespracticeoverandoveragain．InmostChineseteachers’mindlearning谢mlearninggrammar．Thus，teachingandlearninggrammarhavebeenattachedextremeimportancebymanyeducatorsandteachers．Influencedbysuchstrongconvictionaboutlaflguageteachingandlearning，grammarisdepictedasthesolekeytowardslanguageproficiency,andgrammarknowledgeisalwaystaughtinthefirstplace．Therefore，mostofthestI】den《smistakenlysupposethatgrammarpre—existslanguageandlanguageisinventedbylinguistsmainlybasedonthegrammaticalrules．Thepresentstudyadoptsanewwayofteachinggrammarbydeployingdifferentcontextstoexplainandlearngrammarstructures，whichencouragestudentstouselanguageitselftoexplaingvdnlmar．BydoingSO，studentswillbenefitgreatlyfromtheshiftoftheirunderstandingtowardsgrammar．Thesecondpartofthequestionnaire，coveringfromstatement2to9，isdesignedtoinvestigatesubjects}viewsonthegrammarroleinlearninglanguage．Itcouldbeobservedfromtheresultsthatsomestudents’viewscontradicttoeachother．Morethanhalfofthesubjectsrespondinbothpre—andpoststudyquestionnairesthatgrammarplaysacriticalroleinlearninglanguage，andtheystronglybelievethatagoodcommandofgrammsrwouldberatherhelpfulforimprovingtheirlanguageproficiency．However,alsomorethanhalfofthem50 广西大掌硕士学位论文顺应理论钡角下大掌英语语法教学的实证性研究一一以广西大学为例donotlikelearninggrammarsincegrammarisveryhardforthemtolearn．Agoodmemoryofgrammarrulesdoesnotguaranteethatyouareabletousethegrammarstructurenaturallyandappropriatelyindailycommunication．ThereasonsforsuchcontradictionCanbeillustratedbyAnMeihua(2000)whopositsthatfirstly,inthetraditionalgrammarclassroom，theteachingofgrammarisalwaysisolatedfromwordsandcontext，andgrammarisregardedasasystemofknowledge．Suchapproachneglectsorpayslessattentiontothecommunicativefunctionsofgrammarwhichleadstothefactthatalthoughstudentshavememorizedtherules，theyarestillincapableofapplyingtheminpracticaluse；secondly,themediatingeffectcontributedbygrammarCallnotbefullyachieved，sincemostoftheexamplesgivenbyteachersinclassaredecontextualizedandhardtounderstand．Asaresult，studentsarestillincapableoffiguringouttheproblemconcerningwhat，whenandwheretousespecificgrammarstructure，andtheyfeelquitefrustrated．Afterthestudy,noobviouschangesaredetectedconcerningtheirviewsongrammarlearning．Thereasoncouldbethepresentstudylasted1weeksinwhichonlythreegrammaticalstructureswereillustratedbasedontheteachingmodel．Itishardtochangetheiringrainedviewssignificantlyinsuchshortperiod．However,oneitem(item3inTable5-3)shouldbegivenenoughattention．Beforethestudy,morethanhalfofthesubjectsdonotlikelearninggrammarwith26％neutraland17％agree．Yet，afterthestudystudentsbegantolikelearninggrammarwith34％disagree，43％neutraland23％agree，whichsuggestsapositiveeffectoftheteachingmodel．The廿1irdpartofthequestionnairerangingfromstatement10to15aimsatprobingstudents’viewstowardsthepresentuniversitygrammarteaching．Therearesignificantdifferencesconcerningsomeitemsbeforeandafterthestudy．Priortothestudy,morethanhalfofthestudentsgivetheirsupportforopeningagrammarclassintheuniversity．However,lessthanhalfoftheEGSaresatisfiedwiththepresentgrammarclass，sincetheythinkthepresentgrammarclassisineffective，anduninteresting．Thecommonapproachofteachinggrammaradoptedintheuniversityisatraditionaloneinwhichgrammarrulesarethemaincontent，andtheteachingprocedurenormallyismadeupofthreesteps，namelyexplanation，memorizationandpractice．Astimegoesby,suchteachingapproachtendstobefixedand 广西大学硕士掌位涮文顺应理论视角下大学英语语法教学的实证性研究⋯以广西大掌为例fallsintoastereo咖e，whichwouldmaketheclassroomtediousandineffective．Afterthestudy,changescanbeseenfromtheirresponses．Morethanhalfofthesubjectsareprettysupportiveofopeningagrammarcourseintheuniversityand71．4％ofthemarecontentwiththecurrentgrammarclass，sincetheyfindtheactivitiesintheclassroomisinteresting(80％initem14)andhelpful(65．7％initem13)．Meanwhile，theydeemthatthepresentgrammarlearningiSinteresting．Allthesepositiveresultsindicatethatthepresentteachingmodelandtheteachingmateri￡ilsarepracticalandeffective．5．2．2Improvemen!}inLanguageProficiencyBymakingacomparisononsubjects’performanceinthepretest(CET-4)andthepost-test(CET-4)，thecurrentstudydiscoversthatfirstlybothCGSandEGShadmadeanimprovementonmeoveralllanguageproficiencyrespectively．However,theimprovementmadebothwithingroupsorbetweengroupsisnotobvious．Fortheexperimentalgroup，thesubjects’meanscoreWas3．48pointshigherthanthatinthepre—testwithminilnu／／1scoreimproving1．5pointsandmaximumscoreimproving9points．Forthecontrolgroup，theresultsarealsopos!tivesincesubjects’meanscorehasimproved0．8pointswithmaximumscoreimproving1pointandminil／lUillscoreimproving2points．Secondly,nosignificantdifferenceisdetectedbetweentheexperimentalteachingapproachandthetraditionalwouldbethatthestudents’overalllanguageproficiency．Onepossiblereason一onlylasted1weeks．Ashortdurationoftimemighthaveimpactontheoutcome．JustasN．Ellis(2002)arguesthatthemasteryoflangueformsandfthousandsofhoursofpractice．Anotherempiricalstudyonlyconcentratedonthevcntoallthatthecompletegrammarsystemiscomposedofdozensofstructureswhichwouldtaketremendousamountoftimetolearn．Transferringthiscgmpletegrammarsystemintostudents’interlanguagewouldalsobe52 广西大学硕士掌位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大掌为例time．consuming．Therefore，amasteryofthreegrammaticalstructurescouldnotgiverisetoasignificantdifferenceinstudents’languageproficiencybetweenCGandEGAnothercriticalaspectshouldbenoticedthattheresultscouldbeaffectedbyotherEnglishcoursessincegrammarclassisnotaloneinsubjects’schooltimetable．Althoughtheresultsgeneratedfromthecurrentstudydonotgivedirectsupporttothefunctionofgrammarinstructioninimprovingstudents’languageproficiency,subjects’scores(postCET4test)doimproveduringtheexperiment．Thismeansthatgrammarinstructiontosomeextentwouldassiststudents’languagelearning，atleastitwouldnotimposehindranceandnegativeeffect．JustasThornbury(1999)pointsoutgrammarteachingisusefulforimprovingstudents’languageproficiencyinthelongrunandcouldraisetheirgrammaticalconsciousness．5．2．3ImprovementintheUseofEmpiricalGrammaticalItemsafterthestudyThroughcomparingsubjects’performanceinthepostgrammartest，thepresentstudyfindthatEGS’meanscoreis4．86pointshigher(seeTable5—16)thanthatachievedbyCGS．EGS’minimumscoreis4pointshigherthanthatachievedbyCGS，andthemaximumscoresarethesameinbothgroups(seeTable5—15)．Thet-testresultsalsoindicatesthatanobviousdifferencewasspottedbetweenCGandEGintheuseofthesethreegrammaticalitemsQ=．014<．05)．ThereasonCanbeattributedtotheempiricalteachingmodelproposedandadoptedbytheresearcher．Startingfromconsideringlanguageiscomposedofthreedimensionsandlanguageuseasaprocessofmakingadaptablechoices，thepresentteachingmodel，acombinationofexplicitandimplicitinstruction，simultaneouslyandskillfullyintegratesvarioustasksintogrammarteaching．Comparedtothetraditionalapproachofgrammarinstruction，whichlaysmuchmoreemphasisonthelearningofgrammarsolelythroughexplicitinstruction，theempiricalteachingmodelmaysurpassitincombiningexplicitand53 广西大学硕士掌位幸昔文顺应理论视角下大学英魂n昏法教掌的实证性研究一一以广西大掌为例implicitteaching“dintakingfulladvantageoftheirmerits．Undersuchtejmhingmodel，theresearcherfirstlyrequiressubjectstomakeacomparisonbetweenthet鹕etIgrammaticalitemandotheritemwithapurposeofraisingtheirconsciousness，siI】如noticingplaysasignificantroleinthecourseoflanguagelearning．showedsubjectsadiagraminwhichtargetitemhadbeendividedintothreepartsintermsofforms，托fknknowntoallthatlanguageiscombinationofformandmeaning．andmeaningonlydoesnotgiverisetothecorrectandproperuseoflanguageinavarietyofpracticalcommunications．Thus，thepragmaticfunctionofhasbeenprovedb斗manyresearchesthatexplicitinstructiontosomeextentishelpfultogrammarinstruction．FotosandEllis(1991)findinanexperimentthatstudentswillmemorizethegrammaticalWhenanalyzingforalongtimewhentheyhavebeenreceivingexplicitinstruction．’comprehensiveabilitytosomegrammarstructuresandsentences，ScottandRandall；(1992)discoverthatalthoughstudentscatllearnsomestructuresbythemselves，mostof．thelanguages由nl咖resarelearnedthroughteachers’activeexplanation． 广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例White(1991)conductsanempiricalstudybetweenexperimentalgroupinwhichexplicitapproachisadoptedtolectureadverbandcontrolgroupinwhichimplicitapproachwasutilized．ItturnsoutthatEGSperformbetterthanCGSintheposttest．Yim(1998)elaboratesaresearchamongL2learnersandfindsthatlearnerswhoreceiveexplicitgrammarinstructiondomakeabigprogress．However,therearealsosomestudiesindicatingthatexplicitgrammarinstructionisflawedinsomeways．EllisN．(2005)findsthatimplicitlearninglastsforalongtimeevenafterthestimulushasbeenremoved，whileexplicitlearningisintenseandtemporary．Forthisreason，animplicitinstructionisbadlyneededinthesubsequentteachingstep．Aftershowingandexplainingthediagram，theresearcherprovidesstudents谢thanumberofdiscoursesinwhichtargetgrammaritemisused．Havesubjectstoknowthenatureoflanguageuseisinfactaprocessofmakingchoicesbaseduponlanguage—internal(i．e．structural)and／orlanguage-externalreasons．Thechoicehastobeadaptingwithcontext，structuralanddynamicsaccordingtovariousreasons．Basedonthecentralconceptofadaptationtheory,theresearcherillustratedthespecificreasonwhythewriterorspeakerindifferentcontextsmakessuchgrammaticalchoiceswhenfacingalotofotheroptions．Thechoicesmadebythespeakermustadapttothecurrentsituationwhentheconversationistakingplace．Theresponsibilitythattheteachershouldtakeinthisphaseistoassiststudentsinanalymgthereasonunderlyingeachgrammaticalchoice．Itshouldbenotedthattheteachingmaterialsadoptedinthissectionshouldbecompleteandmeaningfuldiscoursesratherthandismantledsentences．Infact，thenatureofteachinginthisstepisactuallyanimplicitapproachwhichadvocatesthatinordertoacquiretargetlanguage，learnersshouldimmersethemselvesinmeaningfuldiscoursesinsteadofmechanicallymemorizingrulesfrompiecesofsentences．ThereareseveralstudiesbasedonimplicitinstructionindicatingthatimplicitapproachWaseffective．Jiang1ili(2010)conductsanempiricalstudyinwhichdynamiccontextisusedtoteachEnglishmodalverbs．Theresultssuggestthatstudentswhohavebeenreceivingmodalteachingbasedonimplicitapproachperformedbetterthanthosewhoreceivedtraditionalapproach．LiPei(2010)alsoclaimsthatinanempiricalstudystudentswhohavebeenreceivingagrammarinstructionadoptingacontext-basedapproach55 广西大学硕士学啦诧『文顺矗酗基论视角下大掌英键H吾法教学的实证性研究一一以广西大掌为例outperformedthosewhohadbeenreceivingtraditionalexplicitapproach．Explicitinstructionsuggestedawayofacquiringlanguagethroughmemorizingrules．Undersuchclassroom，formsratherthanlanguagefunction．However,receivingexplicitgrammarinstructionperformaccuracy,buttheycouldnotusethegrammarstructuresnaturallyindailycommunication．Onthecontrary,implicitinstructionemphasizeslearninglanguageinameaningfulcontext，andthusattacheslittleforms．Therefore，枉combinationofthesetwoapproachesCalldebalancebetweenlahguageformsandfunction．FuMingxia(2011)studywhichconll)iIlesexplicitandimplicitapproachestoteachfinitelyachieveagoodcarriesoutallempiricalreceivespositiverc}sults．Intheverylastoftheteachingprocedure，task-basedapproachisalsoadoptedwithapurposeofhelpingstudentstointernalizetargetgrammarstructures．Studentsarerequiredorgroup．Task-basedEllis．R．(2003)findstocompletevarioustasksspeciallydesignedbytheresearcherinpairsapproachhasbeenprovedeffectiveandefficientbymanyresearches．outinanempiricalstudythatmeaning-centeredcommunicativetaskswhichincludetarge．cgrammarstructureperformbetterthanthosewhichonlyconcentrateoncomplexlanguageforms．RenXiuqing(2010)administersanexperimenttoteachseniorEnglishglmrnmal-Withtask-basedapproach,anditturnsoutthattask-basedapproachissuperiortotraditionalapproachinimprovingseniorstudents’grammaticalcompetence．5．2．4Improvement]inSubject’sLevelofLearningGrammarAsmentionedabove，thequestionnaireiscomposedoffourpartsandeachpartisdesignedwithauni诛lepurpose．Theverylastpartrangingfromstatement16to25aimsatinvestigatingsubjects’wayoflearninggrammar．ThecurrentstudywitnessesabigchangeinEGS’wayoflearninggralD_mar．Accordingtotheirrcsponsestothequestionnaireand 广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例interviewbeforethestudy,ageneralpictureofhowtheylearngrammarcanbedrawn．Morethanhalfofthem(62．9％，table5．17，item1)donotrecitegrammaticalrulesandrelatedexamplesusually．Instead，62．9％ofthem(table5-17，item19)learngrammarwiththehelpofcontext．However,only22．9％(table5—17，item17)ofthesubjectsaresensitivetothevariousgrammaticalstructureswhenlisteningandreadingEnglish．Mostofthem(68．6％，table5—17，item18)seldomanalyzethereasonwhyspecificgrammaritemisbeingusedinsuchcontext．．Whentheyconfrontgrammaticalproblems，ChineseEnglishteacherorclassmatesaretheirfirstchoiceinsteadoftheirforeignlanguageteacher(table5-17，item20，21)．Theirwayoflearninggrammaristosomeextentdeterminedbyhowteacherteachesgrammarinclass．Thetraditionalapproachofteachinggrammarnormallyconsistsofthreestepsexplanation，memorizationandexercisewhicharecardedoutrathermechanically,andthetooltocheckwhetherstudentshavemasteredthegrammaticalstructureislimitedtomultiple—choiceqUestionmostofthetime．Astimepasses，studentswillmistakenlysupposethatgrammarrulesareonlyneededwhendoinggrammarexercisesinsteadofusingtherulesindailyEnglishlearning．Thus，theyeasilyignoreanessentialaspectofgrammarlearningthatistoputitinthewholeprocessoflearningEnglish．Duetothelackofgrammarconsciousnessandlessattentiontothereasonofdifferentgrammarstructuresinvarioustextsordiscourses，studentsareincapableofusinggrammarnaturallyandproperlyafterwardswhenspeakingandwriting．However,afterthestudyEGS’wayoflearninggrammarhasexperiencedsomechanges．Theybegintobecomeawareofdifferentgrammarstructures(from22．9％to74-3％，item17intable5—17)andlearntoanalyzethereasonofeachgrammaticalchoice(from14．3％to77．1％，item18intable5-17)whendoinglistening，readingandwrithingexercises．Thepresentteachingmodelconsistsofseveralstepsinwhichsubjects’grammarconsciousnessisraisesfirstlythroughprovidingthemvariousdiscoursesincludingeasyconfusedgrammarstructures．Secondly,thetargetgrammarstructureisdividedintothreepartsintermsofform，meaninganduse．Inthetraditionalgrammarclass，teachersPaymuchmoreattentiontotheexplanationoflanguageformsandmeaningandseldomdotheyemphasizeitspragmaticuseinspecificcontext．Therefore，studentslearngrammarthrough57 厂’西大学硕士学位嵌船赶加皲蓝理论视角下大掌英语语法教学的实证性研究～一以广西大掌为例10tofmeaninglesssentencesinsteadofputtingitintotheauthenticcontext．Thirdly,缸krgettingaclearunderstandingofthetargetstructure，severaldiscoursesareprovidedinwhichteacherwillfocusonelaboratingreasonwhythespeakerorwriterchoosesthisstructureinthissituation．TheChoiceofeachgrammarstructure，namelywhat，whenandwheretouseit，hastoada．ptwithb6thcontextandstructure．Throughathoroughillustrationofthepragmaticstructure，studentswillbegintonoticeandrealizehowtousetheproperlyafterwards．Inordertostrengthentheirunderstandingandthestructure，severaltasksincludingdiscourseanalysis，conversationandstorytellingaregiveninthelast．After7weeksoflearning，EGSmakeallobviousprogressinthepost—grammartestandtheirscoreishigherthanthatofCGS．EGSfmdthewaytaughtbytheteacherduringtheexperimentalperiodiseffectiveandfruitful．Therefore，theymodifythresponsesinthegrammar,whichalsohasbeenidentifiedfromtheir 广西大学硕士掌位论文顺应理论视角下大掌英语语法教学的实证性研究一一以广西大学为例Chapter6ConclusionInordertoexploretheeffectoftheuniversitygrammarclassbasedontheadaptationtheory,theresearcherconductsanempiricalstudyamong70first—yearundergraduatesfromSino—CanadianInternationalCollegeofGuangxiUniversity,makingbothqualitativeandquantitativecomparisonsbetweenCGandEGInthischaptertheresearcherfirstlypresentsthesummeryofmajorfindingsofthecurrentstudy．ThensomepedagogicalimplicationsforuniversityEnglishteachersareexplained．Finally,limitationsofthecurrentstudyandsomesuggestionsforfurtherstudiesareexpounded．6．1MajorFindingsFirstofall，afterthestudy,EGS’viewstowardsgrammarteachingandlearningchangedgreatly．Ononehand，mostoftheEGSstartedtoacceptthatgrammarWasmadeoutoflanguageratherthantheopposite．Subjects’attitudestowardsuniversitygrammarteachingalsoalteredfromopposingtosupporting，sincetheyfoundthepresentgrammarclassquiteinteresting，effectiveandmoreimportantlyveryhelpfultotheirEnglishlearning．Theyrestoredtheir坷tllingrammarlearning．Ontheotherhand，intermsofhowtolearngrammar,EGS’viewsalsoalteredsignificantly．MostofsubjectsbecamemuchmoresensitivetodifferentgrammarstructureswhendoingEnglishexercises．Theycommencedponderingandanalyzingthereasonwhyspecificgrammaticalitemshadtobeusedinfixedcontexts，whichtheyhadseldomdonebefore．Theyalsofounditeasytoapplythegranllnarstructurestheyjusthadlearnedintodailyuse，whichwasbeyondtheirimagination．Besides，universitygrammarinstructionstillposesapositiveimpactonimprovingstudents’languageproficiency．BothEGSandCGSmadeanimprovementinthepost—test(CET-4)．However,thestudyalsoshowedthereWasnosignificantdifferencebetweenthese59 广西大学硕士掌位诸文顺应理论视角下大学英语语法教学的实证性研究～以广西大学为例twoapproachesintermwithimprovingtheiroveralllanguageproficiency．Moreover,theapproachbasedontheadaptationtheoryprovedtobemoreeffectivethanthetraditionaloneonlyintermsofthreeempiricalgrammaticalstructures，namelyperfecttense，subjunctivemoodandparticiples．Inthepostgrammartest，EGS’meanscoreWashigherthanCGS’觚dthedifferencebetweenthemWaSsignificant．Finally,EGS’1evelofgrammarlearninghadbeenimprovedalotafterthestudy,sincemostofthesubjectsrespondedinthepost-studyinterviewsthattheyhadlearnedawayoflearninggrammarWhichtheyfoundeffectiveandefficient．Theybecamemuchclearabouthowtolearngrammar．6．2PedagogicalImplicationsBasedonthediscussionandmajorfindingsofthecurrentstudy,somepedagogicalimplicationscanbcidrawn．Forastart，universitygrammarteachingplaysanimportantroleinimprovingstudents’overalllanguageproficiency．Afterthestudy,bothCGSandEGSmadeaprogressinthepost-test(CET-4)suggestingthatgrammarinstructionintheuniversityisstillindispensabletoimprovetheirlanguageproficiency．Therefore，grammarinstructionintheuniversityishighlyinstructionshouldputmoreemphasisoneabilityofapplyinggrammarindailyuse．Meanwhile，grammarisacombinationoflanguageformsandfunction．Howtoachieveanappropriatebalancelanguageteacher．A衄erintheuseoftheⅡh℃ebetweenformsandpragmaticuseshouldbethepriorityofeverythestudy,comparedtoCGS，EGSachieveasignificantimprovementgrammarstructuresindicatingtheteachingmodelproposedbytheresearcheriseffectiveandpractical．Basedupontheadaptationtheory,insteadofmainlymemorizingrulesandpracticethisteachingmodelprimlyfocusesontheexplanationofthereasonwhyspecificgrammarstructureshavetobeusedinspecificcontextsandthecultivationofutilizinggrammarindailycommunicationthroughparticipatinginvarioustasks． 广西大学硕士掌位论文顺应理论截角下大学英语语法教学的实证性研究一一以广西大掌为例However,asN．Ellis(2002)pointsoutthatthemasteryoflanguageformsandfunctionisalongprocesswhichtakestensofthousandsofhoursofpractice．Therefore，universitygrammarteachingisatime—consumingendeavor,butcannotbeneglected．Inaddition,justasthesayinggoes“Interestisthebestteacher"’．Moststudentsareafraidofgrammarsincegra／／mlarishardtolearnandthegrammarclassisalwaystediousandineffective．Atthesametime，theyholdtheviewthatgrammarlearningisveryimportanttomasteringaforeignlanguageandiftheyhaveagoodcommandofgrammar,itwillbemoreeffectivetoimprovetheirlanguageproficiency．Howtoresolvethiscomplexcontradictionisofgreatimportance．Aftertheexperiment，mostoftheEGShavechangedtheirattitudestowardsgrammarsincetheyexperiencedandlearnedanewwayofgrammarteachingandlearning．Grammarlearningisnolongerashardandfrustratedasbefore．Therefore，besidesteaching，teacheralsoshouldpayattentiontothecultivationofstudent’Sinterestandbuildarelaxedlearningenvironment．Furthermore，grammarinstructionintheuniversityshouldbeintegratedintotheteachingofEnglishreadingandwriting，sincereadingprovidesstudentsabundantnaturalmaterialsandwritingoffersstudentsvariousopporttmitiestoapplygrammarinthepracticaluse．Universitylanguageteachersshouldfocusonthecultivationofstudents’capacityoflearninggra／nmarthroughreadingandwriting．Lastbutnotleast，task-basedapproachservesasacriticalwayintransferringexplicitgrammarknowledgetoimplicitknowledge．Differenttaskscanhelpstudentshaveadeepunderstandingtowardsgrammarstructuresandmakeitpossiblefortheactualuseofgrammarindailycommunication．Hence，languageteachersshouldtrytheirbesttodesignvariousinterestingandeffectivetaskswhichCanfullyrealizeitsfunction．6．3LimitationsandSuggestionsforFurtherStudyAlthoughthecurrentstudyindicatespositiveevidencefortheempiricalteachingmodel， therearesomelimitationswhichshouldbenotifiedandimprovedinthefurtherstudy．Tobeginwith，thesubjectswereallfromthecollegewhichwasestablishedwiththejointeffortsofmentionedinEnglish．FoundationforInternationalEducation．AsonalteachersandallthecoursesaredeliveredchooseEnglishaStheirmajorinthefirsttwoyearsandstreamintoothercolleges．Therefore，theoutcomeofthepresentstudymaynotbegeneralizabletootherstudentsinothersituations．ItwouldbeinterestingtoexploreotherThirdly,influencetheitmightgeneratedifferentresults．subjects，wasrelativelysmall，whichmayaffecttheresultsaresuggestedtobechoseninthefurtherresearch．1weeks．Therelativelyshortperiodmayalsoeimprovementofoveralllanguageproficiencyandtoundergotremendousamountofpractice．Therefore，inthecoursecovering2semestersinsteadofoneisrecommended．classwasnotaloneinstudents’schooltimetable，subjects’improvementinthe!overalllanguageproficiencytestOosttest)wouldbe．influencedbyotherEnglishcourses(inCludingreading，listeningandspeakingaswellaswriting)thattheyhadbeenreceivingwithintheexperiment．Fmhly,theteachingmodelproposedinthisstudyprimarilyadoptsVersehueren’sAdaptationtheory州chiscomposedoffourangelsintermsofcontext，structure，dynamicsandsalience．Ho、Ⅳever，thepresentstudyonlyfocusesonthefirsttwoaspects．Thus，inthefatherstudytheothertwoaspectsshouldbeequallyexplored．Lastly,thecurrentstudyonlyconcentratesonthreegrammarstructureswhichwouldalsoaffecttheresultsofthisstudy．Theuseofthesethreegrammarstructuresarecloselyrelatedtocontext，whichisquitecompatibleforthepresentteachingmodel．Itwouldbeinterestingtoinvestigatetheothergrammarstructureswhich，tosomeextent，arerestrictedtolanguageformsinthefllrtherresearch． 广西大掌硕士学位论文顺应理论视角下大学英语语法教掌的实证性研究一一以广西大学为例Bibliography[1】Breen，M，P．1985．AuthenticityintheLanguageClassroom[J】．AppliedLinguistics6(1)：60—68．【2】Cobbett，William1989．AGrammaroftheEnglishLanguage【M】．London：PublishedbyWillamCobbett．【3】Dianna,Hopkins，2008．CambridgeGrammarfo，．IELTSwithAnswers瞰】．Xi’all：Xi’anJiaotongUniversityPress．[4】Ellis，N．2002．Frequencyeffectsinlanguageprocessing：Areviewwithimplicationsfortheoriesofimplicitandexplicitlanguageacquisition阴．Studies加SecondlanguageAcquisition24：143-188．【5】Ellis，N．2005．Attheinterface：Howexplicitknowledgeaffectsimplicitlanguagelearning[J]．StudiesinSecondLanguageLearning，(27)：305—352．【6】Ellis，R．2001．Theplaceofgrammarinstructioninthesecond／foreignlanguagecurriculum[A】．London：LawrenceErcaumAssociatesPublisher,2001．[7】Ellis，R．2002a．Doesform-focusedinstructionaffecttheacquisitionofimplicitknowledge?【J】Studies加SecondLanguageAcquisition24：223—236．【8】Ellis，R．2002b．Theplaceofgrammarinstructioninthesecond／foreigncurriculum．InE．Hinkel&SFotos(eds．)，NewPerspectivesonGrammarTeachinginSecondLanguageClassrooms(pp．17—34)．Mahwah,NJ：Erlbaum．[9】Ellis，R．2002．Introduction：InvestigatingForm-FocusedInstruction阴．Form-FocusedInstructionandSecondLanguageLearning，l一35．[10】Ellis，R．2003．Task—basedLanguageLearningandTeaching[M】．Oxford：OxfordUniversityPress．[11】Fathman，A．1975．TheRelationshipbetweenageandsecondlanguageproductiveability．【J】．LanguageLearning25：245-53[12】FotosS．eta1．1991．Communicatingaboutgrammar：Atask—basedapproach[J】．TESOLQuarterly，25(4)：605—628．[13】H．H．Stern，1983．FundamentalConceptsofLanguageTeaching[M】．Britain：Oxford：OxfordUniversityExpress．[14】Hyltenstam，K．Lexicalcharacteristicsofnear-nativesecond-languagelearnersofSwedish阴．JournalofMultilingualandMulticulturalDevelopment,1988(9)：63 67-84．[15】Hyltenstam，H．1991．FluencyandAccuracy：TowardBalanceinLanguageTeachingandLearning[M】．Clevedon：MultilingualmattersandLTD．[16】Hewings，M叭in，2001．AdvancedGrammarinUsP【M】．Beijing：ForeignLanguageTeachingandResearchPress【17】JackC．Richard，2005．LongmanDictionaryofLanguageTeaching&Applied三觇弘括ff砖【M】．北京：外语教学与研究出版社【18]Krashen，S．1981．SecondLanguageAcquisitionandSecondLanguageLearning[M】．Oxford：PergamomPress．【19】Krashen，S．1985a．TheInputHypothesis：IssueandImplications【M]．London：Longman．【20]Lyons，J．1971．IntroductiontoTheoreticalLinguistics【峋．Cambridge：CambridgeUniversityPress．【21】Long，M．}H．&Robinson，P1998．FocusonForm：Theory,ResearchandPractice[A】．InDoughty,C．&Williams，J．(eds．)．FocusonFormLanguageAcquisition【C】．Cambridge：CambridgeUniversity[22】Lightbown，P．M．&N．Spada．1999．HowLanguagesareOxforduniversityPress,[23]Lightbowa，P．2000．Anniversaryarticle：ClassroomSLA[241[25】Larsen-FCengage【26】Long，M[27】[28】inClassroomSecondPress，15-41．Learned(2ed．)叫】．．AppliedLinguistics，431—462．&M．Long1991．AnIntroductiontoSecondLanguage【M】．London：Longman．2005．TeachinglanguagefromGrammartoGrammaring[M1．ks，G1992．Threeapproachestotask-basedsyllabusdesign【J1．TESOLQUarterly26(1)：27—47．Littlewood，W：2002．Task—basedlanguagePaperpresentedatBNUCentenaryIntematiandDevelOpment．E26—28．Nunan，D．|1999．SecondLanguageTeachingteaching：what’Soldandwhat’Snew?onalConference011EnglishEducationandLearning[嗍．Boston：HeinleandHeinle．[29】Nunan,D．2007．PracticalEnglishLanguageTeaching：Grammar[MI．北京：高等教育出版社D昏嫩bn(_u灿m的咖咖心ee匡晔斗m 广西大学硕士学位论文顺应理论视角下大掌英语语法教学的实证性研究一一以广西大学为例【30】Nassaji，H．&Fotos．2004CurrentDevelopmentsinresearchontheteachingofgrammar【J】．AnnualReviewofAppliedLinguistics24：126-145．[31]Pienemann，P．1984．Psychologicalconstraintsontheteachabilityoflanguages[J】StudiesinSecondLanguageAcquisition6：186-214．[32】Stem，H．H．1983．FundamentalConceptsofLanguageTeaching[M]．Oxford：OxfordUniversityPress．【33】Skehan，P．1996．AFrameworkfortheImplementationofTask—basedInstruction[J】，AppliedLinguistics17(1)，38-59．[34】Schmidt，R．W．1990．Theroleofconsciousnessinsecondlanguagelearning[J】．AppliedLinguistics11(2)，129-158．[35】Schmidt，R．W1993．Deconstructingconsciousnessinsearchofusefuldefinitionsforappliedlinguistics[A】．InHulstijin，J．&Schmidt,R．(eds．)Consciousness觑SecondLanguageLearning：AILAReview[C】．[36】Schmidt，R．W．2001．Attention【A]．InP．Robinson(ed．)．CognitionandSecondLanguageInstruction[C]．Cambridge：CambridgeUniversityPress．[37】ScottandRandallSA．1992．Canstudentsapplygrammarrulesafterreadingtextbookexplanations?[J】．ForeignLanguageAnnals，25(4)．【38】Skehan，P．1996．Secondlanguageacquisitionresearchandtask-basedinstruction【A】．IIlJ．Wills&D．Wills(eds．)．ChallengeandChange伽LanguageTeaching[C】．Oxford：Heinimann．【39】Skehan，P．1998．ACognitiveApproachtoLanguageLearning【M】．Oxford：OxfordUniversityPress．[40】Spada,N．1997．Form—focusedinstructionandsecondlanguageacquisition：Areviewofclassroomandlaboratoryresearch【J】．LanguageTeaching29：1-15．【41】Swain，M．Frenchimmersionanditsoffshoots：Gettingtwoforone【A】．InB．Freed(ed．)ForeignLanguageAcquisition：ResearchandtheClassroom[C】．Lexington，MA：Health，1991a：91—103．[42】Turner,D．1978．TheEffectofInstructiononSecondLanguageLearningandSecondLanguageAcquisition[R】．PaperpresentedattheTwelfthAnnualTESOLConvention，MexicoCity．【43】Thombury,S．1999．HowtoTeachGrammar[M】．EdinburghLongmanPearsonEducationLimited．[44】Ur,P．1996．ACourse砌LanguageTeaching：PracticeandTheory【M】．Cambridge： 广西大掌硕士学位论文顺应理论视角下大掌英语语法教学的实证性研究～以广西大学为例CambridgeUniversityPress．[45]Versehueren，J"1999．UnderstandingPragmaticsD伽．北京：外语教学与研究出版社【46]White，L．Adverbplacementinsecondlanguageacquisition：Somepositiveandnegativeevidenceintheclassroom明．SecondLanguageResearch，1991，7(2)：133．161．[47]YimY耳1998．TheroleofgrammarinstructioninESLprogram[z】．ERICDocumentiNo．ED432137．【48】安美华，2000，大学英语语法教学问题种种[J]，《外语界》第3期：38—40页。【49]陈春华，2003，顺应论和关联论一两种语用观的比较【J】，《四川外语学院学报》第2期：93—97页。[50】崔刚，2007，语法教学的理论与实践[J]，《基础教育外语教学研究》第3期：24—29页。[51]陈兆军，2007，中国英语专业学生英语语法学习策略的实证研究[D】，南昌大学。[52】陈运香，2005，过去、现在和将来——大学英语语法教学的回顾、现状与展望【J】，《教育理论与实践》第25卷第6期：56-59页。[53]戴炜栋、陈莉萍，2005，二语语法教学理论综述叨，《外语教学与研究(外国语文双月刊)》，第37卷，第2期：92．99页。[54]付明霞，盈011，内隐和外显学习理论视角下语法教学研究——基于独立主格结构教学的实证研究[D】，西华大学。[55】高强，李艳，国外语言形式教学新近研究进展评述【J]，《外语教学》第27卷，第5期：S3—58页。[56】戈玲玲，聿00l，语境关系顺应论对词义选择的制约叨，《中国科技翻译》第4期：27-29页。【57】胡建伟，200s，语法形式教学对大学生语法能力影响研究阴，《安徽工业大学学报》第25卷，第4期：86．88页。【58】黄慧，20017．建构主义视角下的大学英语语法研究[D】，上海外国语大学。【59】郝兴跃，2004，20世纪90年代以来国外语法教学的新趋势[J]，《外语界》第4期：48—52页。[60】蒋丽莉，2010，动态语境运用于情态动词教学的实证研究[D】，四川外语学院。【61】林丹，2010．学案在专业英语语法教学中的实用应用研究【D】，长春师范学院。【62】李培，2010．基于语境的非真实条件句教学研究，苏州大学。【63】龙献平，刘喜琴，2007，大学生语法学习观调查及其对语法教学的启示【J]，《外 广西大学硕士学位论文顺应理论视角下大掌衷岫菩语法教学的实证性研究一一以广西大掌为例语与外语教学》第6期：28．30页。[64】刘正光，吴志高，2000，选择一顺应——评Verschueren《理解语用学》的理论基础【J】，《外语学刊》第4期：84．90页。[65】罗迪江，杨华，2007，语言顺应论与外语教学【J】，《基础英语教育》第2期：3．7页。【66】王维佳，2005，高校语法核心教学模式调查【J】，《外语研究》第2期：52．55页。【67】钱冠连，1990，论维索尔伦的元语用选择[J]，《外国语》第4期：23．28页。[68】钱冠连，1991，《语用学：语言适应理论》——№rschueren语用学新论述评[J】，《外语教学与研究》第1期：61．66页。【69】任秀青，2010，浅谈高中任务型高中英语语法教学【D】，内蒙古师范大学。【70】王维佳，2005，高校语法核心教学模式调查[J】，《外语研究》，第2期：52．55页。[71】杨平，2001，关联——顺应模式【J]，《外国语》第6期：21．28页。[72】吴增生，2004，语言顺应论与二语习得研究【J】，《四川外语学院学报》第1期：91．93页。[73】吴慧娟，2006，任务教学法在大学语法教学中的效度研究[D】，华中师范大学。[74】张香存，2005，中国大学英语教师对“Focus．on．forms”和“focus—on-form"教学方法的认知【J】，《外语教学》第26卷，第3期：65．68页。[75】张一平，2006，“FocusonForm"在第二语言教学中的理论和实践[J】，《西安外国语学院学报》第14卷，第4期：45．47页。[76】张满胜，2008，《英语语法新思维中级教程——通透语法》【M]，北京：群言出版社。[77】张满胜，2008，《英语语法新思维高级教程——驾驭语法》嗍，北京：群言出版社。67 广西大掌硕士学位嵌犯屯顺应理论视角下大学芸}镦H善法教学的实证性研究～以广西大学为例Appendices』l●AppendixIPre-studyGrammarTest(按照我的指令去做)。(你越不大可能得感冒)。——(就不会被大雨琳了)。4．ThestudyshowSthatthepoorfunctioningofthehumanbodyis锻炼密切相关)；(与缺乏5．(很多人所没意识到的)isthatSimonisaloverofsports，andfootballinparticular．6．Itissuggest7．Becauseofconditionerutside，Nancyhadgreatdifficulty验上)。8．SincemychildhoodIhavefoundthat力)。9．Thenation’Spopulationcontinues10．I锄goingtopursuethiscourse，(要安装在窗户旁)。(集中注意力在实(没有什么比读书对我更有吸引torise(以每年1200万人的速度)。(无论我要作出什么样的牺牲)。11．SectionBTherearefortysentenoesinthissection．BeneatheachsentencetherearefourwordsorphrasesmarkedA，B，C，andD．Chooseonewordorphrasethatbestcompletesthesentences．1．BytheendofAprilPeterhereforthreemonth．A．willhavestayedB．willstayC．staysD．hasstayed2．Jack——fromhomefortwodaysnow,andIambeginningtoworryabouthissafety．A．hasbeenmissingB．hasbeenmissedC．hadbeenmissingD．Wasmissed3．Forsometimenbw：worldleadersoutofthenecessityforagreementonalmsreduction．A．hadbeenpointingB．havebeenpointingC．werepointingD．pointed4．Jameshasarrived．butIdidn’tknowheuntilyesterday．A．willcomeB．WascomingC．hadbeencomingD．came 广西大学司配b掌位论文加渔理嵌蜩弛角下大学囊∞吾语法教学的实证性研究一一以．广’。西’大学为例5．WeareallforyourproposalthatthediscussionA．beputoffB．WaSputoffC．shouldputoffD．istoputoff6．Youallthosecalculations!Wehaveacomputertodothatsortofthing．A．needn’thavedoneB．shouldn’thavedoneC．mustnothavedoneD．callnothavedone7．1wenttherein1984，andthatwastheonlyoccasionwhenIthejourneyinexactlytwodays．A．mustmakeB．musthavemadeC．wasabletomakeD．couldmake8．Y．ouJimanythingaboutit．ItWasnotofhisbusiness．A．needn’thavetoldB．needn’ttellC．mustn’thavetoldD．mustn’ttell9．TheMinisterofFinanceisbelieved————————ofimposingnewtaxestoraiseextrarevenue．A．thathiisthinkingB．tobethinkingC．thathisistothinkD．tothink10．Time，thecelebrationwillbeheldasscheduled．A．permitBpermittingC．permittedD．permits11．AIDSissaiLthenumber-onekillerofbothmenandwomenoverthepastfewyears．A．beingB．tobeC．tohavebeenD．havingbeen12．HeWastotellthetrutheventohisclosestfriend．A．toomuchofacowardB．toomuchthecowardC．acowardenoughD．enoughofacoward13．14．15．isnotadisadvantageinlife．A．TobenottallB．NottobetallC．BeingnottallD．Notbeingtallatinthisway,thepresenteconomicsituationdoesn’tseemSOgloomy．A．LookingB．LookedC．HavinglookedD．tolookenoughtimeandmoney,theresearcherswouldhavebeenabletodiscovermoreinthisfiled．A．GivingB．TogiveC．GivenD．Beinggivenshecouldoutofherwagestohelphermother．A．howlittlemoneyB．SOlittlemoneyC．suchlittlemoneyD．whatlittlemoney17．Heisasa‘"bellyacher”⋯⋯Ile’salwayscomplainingaboutsomething．A．whoisknownB．whomisknownC．whatisknownD．whichisknown18．Abovethetreesarethehills，magnificencetheriverfaithfifllyreflectsonthe69 广西大掌硕士掌位询文顺应理论视角下大掌英语语法教掌的实证性研究⋯以广西大学为例surface．A．whereB．ofwhoseC．whoseD．which19．Haveyoueverbeeninasituation———————youknowtheothernotagreewithhim?A．bywhichB．thatC．inwhereD．where20．TheyovorcamballthedifficultiesandcompletedtheprojpersonisrightyetyouCanecttwomonthsaheadofschedule，——isSomethingwehadnotexpected．A．whichB．itC．thatD．what21．A．Although舭Wellisscarcelyinsympathywiththeworkingclass．heiisasocialistB．EvenifheisasocialistC．BeingasocialistD．sincelleisasocialist22．netrumpetpl#yerWascertainlyloud．ButIWash’tbotheredbyMsloudness—Jy11islackoftalent．A．solmuchasB．ratherthanC．asD．than23．Heaskedmetolendhimsomemoney,whichIagreedtodo，——thathepaidmebackthefollowingA．onoccasionB．onpurposeC．onconditionD．ordYifshecouldnothavedonesuchathing．A．whoB．AsC．WhileD．Even25．Mr．Wells，togetherwithallthemembersofhisfamily,forafternoon．A．aretoleaveB．areleavingC．isleavingD．1eave26．Ifyouexplainedthesituationtoyoursolicitor,heabletoadviseyoumuchbetterthanIcall．A．wouldbeB．、析UhavebeenC．wasD．were27．ifIhadarrivedyesterdaywithoutlettingyouknowbeforehand?A．Wouldyoubbsurprisedyouhavebeensurprise’28．ItisimperativethatstudentsA．handinB．wouldhandin29．forthefactthatsheB．WereyousurprisedC．HadyoubeensurprisedD．Wouldtheirtermpaperontime．brokeherleg，shemighthavepassedtheexam．A．HaditnotbeenB．Hadn’titbeenC．W瓠itnotD．Wbrcitnot30．mlofUSwouldhaveenjoyedthepartymuchmoreifthere_quitesuchacrowdofpeoplethere．31．Neverbe．hash’tbeenC．hadn’tbeenD．wouldn’tbetheextentofmyownpower．70k．i2P即 顺应理论视角下大学英语语法教学的实证性渖F究一一以广。西大学为例A．hadIfehB．IfeltC．didIfeelD．IhadfeIt32．Nosoonerhadwereachedthetopofthehill———————一weallsatdowntorest．A．whenB．thanC．thenD．until33．Wedon’tneedairconditioning，A．norCallweafforditB．neitherCanafforditC．andnorwecanafforditD．andwecanneitheraffordit34．Thecentralprovinceshavefloodsinsomeyears，andA．droughtinothersB．droughtsareothersC．whileotherdroughtsD．othersindrought35．Shewouldhavebeenmoreagreeableifshehadchangedalittlebit，?A．hadn’tsheB．hasn’tsheC．wouldn’tsheD．didn’tshe36．Childrenwhostayawayfromschooldo—————————fordifferentreasons．A．themB。|C．itD．theirs37．Dohelpyourselftosomefruits，you?A．Can’tB．don’tC．wouldn’tDwon’tA．therebeingB．theretobe39．nisthefirsttimethatIageneralelectionthisyear?C．therebeD．theregoingtobethenovel．A．readB．shallreadC．havereadD．anlreading40．Theconferenceafullweekbythetimeitends．A．musthavelastedB．willhavelastedC．wouldlastD．haslastedAppendixIIPost-studyGrammarTestSectionA：CompletethesentencebytranslatingintoEnglishtheChinesegiveninbrackets．1．Jackwishedthatheuniversity．2．Itwassuggestedatthemeetingthat(学习商科而非历史)whenheWasinthe3．TheboyspentasmuchtimewatchingTV(采取有效措施解决问题)。4．ItWasessentialthatallthenecessarydocumentsbeforetheendofthismonth．7l(和学习的时间一样多)．(交到校长办公室) 5．6．(给我印象最深的)wereherlivelinessandsenseofhumor．Ifyouthjnkyouarefitforthisjob，youcan．(在月底之前在线提交申请表)．7．She(本来应该优先考虑质量)ratherthantoquantityoftheproduct．8．Thetraditionalintosmaller,m9．10．managedproblems．(处理复杂问题)istobreakthemdown(因其只是广博的讲座而出名)，waswarmly(人们才意识到水污染有多么严重)．SectionBTherearefortysentencesinthissection．Beneatheachsentencetherearefourwordsorphrase蚓markedA，B，C，andD．Chooseonewordorphrasethatbestcompletesthesentences．1．It’SthethirdtimeI——thisparticularaspectofgrammar．A．explainBlexplained2．OnhernextanniversarysheC．haveexplainedD．willexplainmarriedfor25years．A．willbeB．willhavebeenC．hasbeenD．isbeing3．Itseemsoilfromthispipeforsometime，we’11havetotakethemedicineaparttoputitright．A．hadleakedB．isleakingC．1eakedD．hasbeenleaking4．——arapiddevelopmentintheapplicationoflaseroverthelasttwentyyear．A．ThereisB．TherewillbeC．TherehasbeenD．Therehadbeen5．Bytheyear2020，scientistsprobably——acureforcancer．A．havefoundB．willhavefoundC．willbef"mdingD．arefinding6．Someone——mybook．I——foritforthelasttenminutes，butICan’tseeitanywhere．A．took／havetaken／havebeen7．Justimagine，B．hastaken／amlookingC．took／waslookingD．hasbyChristmaswe．．．．．．，．．．．．．．．．．．．．．．．．——inthenewhouseforalmosttwomonths．A．arelivingB．havelivedC．willliveD．willhavebeenliving8．I——tovisit蛐yesterday,butsomeonecametoseemejustwhenIWasabouttoleave．A．planedB．hadplannedC．didplan9．JohnandI————』neighborssinceweD．Wasplanningchildren．hy呲础He哪砖 广西大掌硕士掌位论文顺应理论视角下大掌英语语法教掌的实证性研究一一以广西大学为例A．are／wereB．were／havebeenC．havebeen／areD．havebeen／were10．Theplumber——hereyet?Yes，butheonly——formirt)rminutes．A．hasbeen／hasstayedB．was／hasstayedC．hasbeen／stayedD．was／stayed11．Manyyearsago，heinPariswithhisuncleforalongperiodoftime．A．hadbeenlivingB．hadlivedC．1ivedD．hasbeenliving12．I———————therefiveminuteswhenalllights———————一out．A．was／wentB．hadbeen／wentC．havebeen／goD．havebeen／went13．1wasluckyactuallybecausethatwasthesecondtimeI—————————．。——Chinathatyear．A．havevisitedB．visitedC．hadvisitedD．wouldvisit14．Nelson——thefight，withalittlemoretrainingandabettermanager．AwouldwinB．hadwonC．couldhavewonD．won15．Withoutcomputers，theworldwhatitistoday．A．wouldbeB．wouldnotbeC．won’tbeD．hadn’tbeen16．Theboywouldhave击ed，onhimwithoutdelay．A．ifthedoctordidn’toperateB．ifthedoctorwouldn’toperateC．wouldthedoctornotoperateD．hadthedoctornotoperate17．IfGreekcivilization——allofEurope，Englishwouldn’tcontainSOmanyGreekwords．A．hadn’tinfluencedB．doesn’tinfluenceC．hasn’tinfluenceD．didn’tinfluence18．IintendtomovethatOurcommittee——Tomaschairman，andIhopethatyouwillsecondmyopinion．A．willappointB．appointC．appointsD．hasappointed19．Thepictureexhibitionboredmetodeath．I丽ShI——toit．A．havenotgoneB．hadnotgoneC．didn’tgoD．shouldnothavegone20．It’SabouttimeI——somethingabouthome—decorating．AlearnB．1earnedC．have1earnedD．shouldlearn21．Ifonlyweaphone!I"mtiredofqueuingoutsidethepublicphonebox．A．hadB．hadhadC．wouldhaveD．havehad22．ThestormdelayedUS．——也estormwewouldhaveintime．A．ForB．W．ereitnotforC．HaditnotbeenforD．But73 广西大学硕士增啊盘论文顺应理论视角下大学英魂n吾法教掌的实证性研究一～以广西大掌为例23．Theparty——atmyhouse，butthecentralheatingbrokedown，andwehadtohaveitatJohn’Splace．A．wouldbeB．wouldhavebeenC．wastobeD．were24．ItWassuggestedatthemeetingthateffectivemeasuresA．betakenB1weretakenC．mustbetakenD．take25．Itisdesirablethatthedoctorthereatthemoment．A．beB．wouldbeC．willbeD．mustbe26．Hermotherinsiststhatshe——skatingwimherbrother．27．A．wentB．goC．goesD．willgowater,tosolvetheproblem．childwasrescuedB．thedrownedchildWasrescuedC．thelifeguardrescuedthedrowningchildD．thelifeguardrescuedthedrownedchild28．weWentswimming．A．BeingahotdayB．DuetoahotdayC．ItwasahotdayDThedaybeinghot29．Maggieranbacktothekitchen，eggs——carefullyinherhands．A．tobeheldB．heldC．wereheldD．holding30．Agricultureisthecountry’SchiefSOurCeofwealth，wheat——byfarthebiggestcerealcrop．A．isB．beingC．hasbeenD．tobe31．TheprojectbYtheendof2010，willexpandthecity’Stelephonenetworktocovel"1,000，000users．A．accomplishedB．beingaccomplishedC．tobeaccomplishedD．havingbeenaccomplished32．Thedyingsoldierhadthemessage———————一straittothecommander．A．sentB．tobesentC．besentD．beingsent33．Youwillseethis!product———————————wherevergo．A．tobeadvertisedB．advertisedC．advertiseD．advertising34．——————allanswer,theydecidedtosendallexpresstelegramtothem．A．HavingreceivednotB．NotreceivedC．ReceivednotD．Nothavingreceived35．NiagaraFallsisagreattouristattraction，——millionsofvisitorseveryear．A．todrawB．arawingC．tobedrawnD．draws74 广西大学蝎页士学啦论文顺应理论视角下大学尝坤争语专去教掌的实证性研究一一以广西大学为例36．Thecomputerworksveryfast，dataatthespeedoflight．A．havinghandledB．handlingC．handledD．handles37．Though——noJapanese，Charleswasabletocommunicate丽t11them．A．havingunderstoodB．tmderstandingC．understoodD．beingunderstood38．Thespeechwhichhemade—————————theprojecthasbotheredmegreatly．A．beingconcernedB．concernedC．beconcernedD．concerning39．Thequestion————————tomorrowiswhetherincometaxshouldbeincreased．A．todebateB．tobedebatedC．debatedD．thatit、Ⅳinbedebated40．Afterafewroundsoftalks，bothsidesregardedtheterritorydispute——．A．beingsettledB．tobesettledC．hadsettledD．assettledStudentNumberAppendixIIIPre—studyandPost-studyQuestionnaireAgeThefollowingquestionnaireisdesignedforresearchonEnglishgrammarteachingandlearning．Thequestionshavebeencarefullyselectedtocovertheimportantaspectsofgrammarteachingandlearning．Pleaseanswereachquestionhonestlyandfranklyaccordingtoyourownopinionsorlearningexperience．Therearcno”correct”answers．Allthedatacollectedwillbehighlyconfidentialandwillbeusedforresearchonly．ThankyouSOmuch．Directions：Towhatextentdoyouagree谢mthefollowingstatements(1=Stronglydisagree2=Disagree3=Uncertain4=Agree5=StronglyAgree)Pleasegivea”4”inthecolumnrepresentingyourchoiceaftereachstatement．Statements123451．IbelievethelanguagewellSeismadeoutofgrammar，namelygrammarpre—existslanguage．2．Grammarlearningisnotveryimportanttomasteringaforeignlanguage．3．Ilikelearninggrammar．4．Ifinditeasyto1earnEnglishgrammar．75 广西大掌硕士掌位诒文脚靴堑理论钡角-lv大掌莫嘲-n吾法教学的实证栏p开究一一以广宦沁托学为例5．IfIhaveagoodcommandofEnglishgrammar，itwillbemoreeffectivetoimprovemyEnglishproficiency．6．AstolearningEnglish，Ispendmostofthetimelearninggrammar．7．IthinkIhav}emadeagoodcommandofEnglishgrammar．8．Grammarrulesareeasytograsp，butitisquitedifficulttouse．9．AstolearningEnglish，themostdifficultpartisgrammar1earning．10．ItiSuselesStoopenagranmarcourseinuniversity．11．Grammarlearningfromteachers’explanationandanalysisiSmoreeffectirethanthatfromcommunicatireactivities．12．Iamnotsatisfiedwiththepresentgrammarteachingclass．13．ThepresentgrammarteachingclassiSnothelpfultomyEnglishlearning；14．Thepresent鱼ra朋marclassactivitiesareveryinteresting．15．Ithinkthep]resentgrammarlearningisnotinteresting．16．InordertolearnEnglishgrammarwell，Iusuallyrepeatedlyrecitegrammaticalrulesandrelatedexamplesinsentences．17．Iamusuallysensitivetodifferentgrammaticalitemswhendoinglistening，readingandwritingexercises．18．Iusuallyan审lyzethereasonwhythisspecificgrammaticalitemisbeingusedinsuchcontext．19．Iseldom1em’ngrammarwiththehelpofcontext(compositJonorconversation)．20．Whenconfrontedwithgrammaticalproblems，IusuallyaskmyChineseteacheirorclassmatesforhelp．21．Whenconfrontljdwithgrammaticalproblems，IrarelyturntomyforeignlarLguageteacherforhelp．22．IusuallyusedictionaryandgrammarbooktosolvethegrammaticalproblemS．23．IthinkitiSdifficultformetousethegrammarrulesthatIhavejustlearnedinlanguagecommunication．24．It’Smoreimp()rtanttouseEnglishinauthenticcontextthantodomoreg『rammardrills．25．Grammarlearningshouldnotbeisolatedfromlanguagelearningbutbeintegratedwithspeaking，listening，reading76 广西大学硕士学啦·沦文顺应理论视角下大掌喜呻吾语法教学的实证性研究一一以广西大学为例landwriting·AppendixIVInterviewQuestionsPre-studyInterviewQuestions1．Whatdoyouthinkofgrammarlearning?2．Whatdoyouthinkofthepresentgrammarclassintheuniversity?3．Howdoyouusuallylearngrammar?Post-studyInterviewQuestions1．Whatdoyouthinkofgrammarlearning?2．Whatdoyouthinkofthepresentgrammarclassintheuniversity?3．Aftertheteachingexperiment,doyouhaveabetterunderstandingtowardsthegrammaticalstructurestaughtwithinthestudy?4．Whatdoyouthinkisthemosteffectivewayoflearninggrammar?5．AppendixVATeachingPlanForPresentPerfectTenseandPresentPerfectContinuousContentPresentperfectandpresentperfectcontinuoustenseinweek5HelpstudentstounderstandwhatispresentperfectandpresentperfectTeachingObjectivescontinuoustense，andtoknowwhenandwheret0usetheminvariousconditionsTeachingDifficultiesHelpstudentstobefamiliarwiththevarioususeofthesetwotensesHelpstudentstousepresentperfectandpresentperfectcontinuousinTeachingkeypointsvariousconditionsTeachingProcedureSt印1Lead-inHavestudentslookatashortpassageandseveraldiscourses，andremindthemtopay ／--．西大掌硕士学坷盘磺昭≮顺应明墼论视角．-fi-大学英韶¨再法教学的实证性研究～以广西大学为例specialattentiontotheitalicizedsentences．Afterfinishingthereading，severalstudentsarerequiredtotranslatethesesentencesintoChinese．Then，someothersentencesalegiven．Havestudentsingroupsorpairsdiscusswhatisthedifferencebetweenpresentperfectandpasttense，presentperfectandpresentperfectcontinuous．5minuteslater,makestudentstoanswerthequestion．Yet，theanswerwillnotbegiven．Step2PresentationandExplanationWiththeheipofprojector,showstudentsapictureinwhichpresentperfectandpresentperfectcontinuoustensearedividedintothreedimensionsintermsofform，meaninganduse．TheteacherwillillUstrateitfromthesethreeaspectsindetails．TheanswerintheLead—insectionwillbegivendiscoursesareshowntostudentsbasedonthediagram．Afterwards，somenewpassagesandtostudents．TeacherthenfocusesonexplainingthereasonwhypresentStep4HomeworkHavestude!andtrytofindouttofind10piecesofpassagesordiscoursesincludingthesetwotenses，；reasonwhyitisneededinsuchcontext．AppendixVITeachingMaterialsforPresentPerfectandPresentPerfect1．Lead-insectionContinuous(1)WhatIH—ave—LivedforThreepassions，simplebutoverwhelminglystrong，．haveeovernedmylife：thelongingforlove，thesearchfor}knowledge，andunbearablepityforthesufferingofmankind．Thesepassions，likegreatWinds,haveblownmehitherandthither,inawaywardcourse，overa 广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例deepoceanofanguish，reachingtotheveryvergeofdespair．Ihavesoughtlove，first，becauseitbringsecstasy-ecstasySOgreatthat1wouldoftenhavesacrificedalltherestoflifeforafewhoursofthisjoy．Ihavesoughtit，next，becauseitrelievesloneliness．thatterriblelonelinessinwhichoneshiveringconsciousnesslooksovertherimoftheworldintothecoldunfathomablelifelessabyss．Ihavesoughtit,finally,becauseintheunionofloveIhaveseen,．inamysticminiature，theprefiguringvisionoftheheaventhatsaintsandpoetshaveimagined．ThisiswhatIhavesought，andthoughitmightseemtoogoodforhumanlife，thisiswhat—atlast-Ihavefound．WithequalpassionIhavesoughtknowledge．Ihavewishedtounderstandtheheartsofmen．Ihavewishedtoknowwhythestarsshine．AndI．h．．．a．．．v．．e．．．．．t．．r．．i．．e．．—d．toapprehendthePythagoreanpowerbywhichnumberholdsswayabovetheflux．Alittleofthis，butnowThishasbeenmylife．I—h—avefo—u—nditworthliving，andwouldgladlyliveitagainifthechancewereofferedme．(2)RoseandJohnhavebeendatingforayear．Theyreallylikeeachother．Recently,they—h—avebeenconsideringgettingmarried。Theyfaceaseriousobstacleonthepathtomarriage．Rose’Sparentsdon’tthinkJohnistherightguyfortheirdaughter．(3)I—havec—alledhimthreetimesthismorning．／I—cal—ledhimthreetimesthismorning．1wasabsentfourtimeslastsemester．／Ihavebeenabsenttwicethissemester．I—ha—vebeenfollowingtheirdiscussionswithinterest．／Ihavefollowedtheirdiscussionswithgreatinterest．thewayhe：rewithoutabreak．2．PresentationandExplanationSection(1)ThreedimensionsofpresentperfecttenseForm：have／had+doneMeaning：alreadydone；untilnow,SOfarUse：1．Itisusedtodescribesomethingthathappenedinthepastislastingtothepresenttime．2．ItiSusedtosaythatallactionoreventhas J‘。。酉大学硕士等铒盘论．文顺应理论莉饼l下大掌英语语·法教学的实证憎酒F究一～以广西大学为例(2)ThreedimensionsofpresentperfectcontinuousForm：have／has+beendoingMeaning：allthetimeUse：Itisu虫edtotalkaboutsomethingthatstartedinthepastandcontinuedtothepresenttimeand、Ⅳillbeornotbestillgoing．Itreferstoanincompleteactivity．(2．1)Anoldwomanwalkedoutintothemiddleofthestreet．Thepolicemanyelledtoher,‘‘Don’tyouknowwhatitmeansTheladysaid，‘‘SureIdo．(2theywhenIholdupmyhand?’’Ihavebeenaschoolteacherfor28pathtomarriage．(2．3)Iteachersbooks．IlivedyearsnOW．’’forayear．Theyreallyloveeachother．Recently,ed．However,theyfaceaserisouobstacleonthetarryking．b—e—en——askingfamlife．Ihavehadteachersinsch001．Ihavehadrcs，andatplaygrounds一—have—hadteachersin丝窿teacherseverywhereI"vegone,sta翌edandpeople[ormorethan40vears．陆g鱼签hiscareer,havingaccumulatedmorethan40，000interviews．HehastalkedwitheveryAmericanpresidentsinceRichardNixon．(2．4)Amodemgirlwenttothetheater诵mavestandapairofslippers．Theticket-examinertu：medherawayverypolitely：“Miss，NOADMISSIONWITHSLIPPERS．”‘‘Really’’thegirltookofftheslippersandcarriedtheminherhands，‘qhen1willgoinbarefootedly．’’NOADMISSI(2．5)I幽et-examinercriedout，“Fortunately,I—ha—v—en—o—t—to—ldher／Ihavebeenrunningamileeveryafternoon．I羞蟹tothedymeverythreedays．／I"vebeengoingtothegymeverythreedays，butIthinkI"llmakeiteveryotherdayfromnowon．3．TasksandExercises(3．1)InalltheiworkI—have—doneaspresident，everydecisionexecutiveactionIhavetaken．，everybillIhaveproposedand殛迅璺当IAmericansⅡletoolsandconditionstobuildthefutureofourdreams，inIhave—madew．every．h．．．a．．v．．．e．．．．t．r．．i．．e．．d。togiveallagoodsociety,withastrongeconomy,acleanerenvironment，andafleer,safer,moreprosperousworld．(SelectionofPresidentBillClinton’SfarewelladdresstothenationonJan．18，2011．)halltheworki坦aspresident，everydecisionImadeLeveryexecutiveactionI绝鲢， everybillI盥丝箜鲤and必ItriedtogiveallAmericansthetoolsandconditiollstobuildthe6ltureofourdreams，inagoodsociety,withastrongeconomy,acle锄erenvironment，andafreer,safer,moreprosperousworld．(3．2)帆en1waswaitinginlineatthebank，Inoticedawomanholdingasmallchildatoneoftllewin(10ws．nleboywaseatingaroll，whichhethrustattheteller．Thetellersmiledandshookhishead．c‘No，110，dear,，，saidtheboy’smother,andthen，turningtotheteller,“Ibegyourpardon，you】19mall．Pleaseforgivemyson．He"slustbeentotheZOO．’’(3．3)I—havebeen—chattinfonlineforalittleoverthreepeople．Onecommonthingyearsand．h．．．a．．v．．．e．．．．m．．．．e．．t．hundredsofmosewho盘堡鬯丝丝othersinreallifeis“Don’tbasetherestofyourlife。naweek。rtwo”，meaningdon’tspendaweekortwowithyouronlinelover,thenmoveinwiththemandgetmarried．(3．4)A：Howmanyinterviewsyou(have)thismonth?B．I——(have)twointerviewsSOfarthismonth·(3．5)A：WhathashappenedtoJane?Sheiscrying·B：Sllebrokethedining．roomwindow．Shehastofacethemusicwhenherfathergetshome．(3．6)A：MayIspeaktoyourmanagerMr．Williamsateighttonight?B：IalTIsorry．Mr,Williams(go)toaconferencelongbeforethen． 广西大学硕士学位论文顺应理论视角下大学英语语法教学的实证性研究一一以广西大学为例一——————————————————————————-——————————————一PapersPublishedDuringtheStudyforM·A·Degree吴志浩，杨景．论大学英语教学中英语思维的培养【J】，科教导：列2011第三期(中旬刊)：52．53页