基于语境理论的初中英语语法教学研究 114页

单位代码１０１６６：ＳＨＥＮＹＡＮＧ１６８１３０１７ＮＯＲＭＡＬＵＮＩＶＥＲＳＩＴＹ学号：教育硕士学位论文ＡＳｔｕｄ－、八ｙｏｆＣｏｎｔｅｘｔｂａｓｅｄＥｎｇｌｉｓｈＧｒａｍｍａｒ１匕ｔＸ迷ｍ曰日：ＴｅａｃｈｉｎｇｉｎＪｕｎｉｏｒＨｉｈＳｃｈｏｏｌｇ基于语境理论的初中英语语法教学研宄？作者姓名－：栾瑶专业领域（英语）：学科教学指导教师张萍金冬梅－：完成日期：２０１８年６月４日沈阳师范大学教育硕士研究生院 沈阳师范大学教育硕士学位论文独创性声明本人所呈交的学位论文是在导师的指导下取得的研究成果。据我所知，除文中己经注明引用的内容外，本论文不包含其他个人己经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均己在文中作了明确说睹并表示了谢意。邊曰期．作者签名：來：从各厶Ｚ］沈阳师范大学教育硕士学位论文著作权使用声明本人授权沈阳师范大学教育硕士研究生院，将本人硕士学位论文１全部或部分内容编入有关数据库进行检索；有权保留学位论文并向＿家主管部门或其指定机构送交论文的电子版和纸质版，允许论文被阅和借阅；有权可以采用影印、缩印或扫描等复制手段保存、汇编位论文。保密的学位论文在解密后适用本规定。作者签名：日期： .类全日制教育硕士∨别在职教育硕士教育硕士学位论文题目：AStudyofContext-basedEnglishGrammarTeachinginJuniorHighSchool基于语境理论的初中英语语法教学研究专业教学部：英语专业教学部专业名称：学科教学（英语）指导教师：张萍金冬梅研究生：栾瑶提交时间：2018年5月30日沈阳师范大学教育硕士研究生院制 AStudyofContext-basedEnglishGrammarTeachinginJuniorHighschoolAThesisSubmittedtotheSchoolofForeignLanguagesShenyangNormalUniversityInPartialFulfillmentoftheRequirementfortheDegreeofMasterofEducationByLuanYaoUndertheSupervisionofProfessorZhangPingMay2018 AcknowledgementsAfterthecompletionofthisthesis,mytwoyears’studyinShenyangNormalUniversityapplyingforMasterDegreeofEducationwillcometoanend.Duringthepasttwoyears,Ihavegotalotofvaluablehelpbothfrommydearprofessorsandmyclassmates,whocontributedalotforthecompletionofthisthesis.NowIwillseizetheopportunitytoexpressmygratitude.Tobeginwith,Iwouldliketoshowmyprofoundthankstomybelovedsupervisor,ProfessorZhangPingwhogavemethemostvaluableacademicinstructions.Withoutherpatientinstructionandeffectiveadvice,Iwouldnothavefinishedmythesis.Herenlighteningcommentsandtimelyguidancemakesurethatmythesisisintherightdirection.Secondly,Iwishtoexpressmysinceregratitudetoalltheteacherswhotaughtmeduringmytwo-yearpostgraduatestudy,allofwhomimpartedagreatdealofacademicknowledgeselflessly.Theirprofessionalinstructionshelpedmealottocultivatemyabilityonmymajor.Thirdly,IwanttoexpressmythankstoMrs.Jin,whoselflesslyofferedmekindandpatienthelpduringmyteachingexperiment.Itwashersupportthatmademyresearchmeaningfulandfeasibleinthepracticalprocess.Lastbutnottheleast,Iwouldliketoshowmydeepestthankstomydearestfamily,friendsandmyclassmates,whohaveofferedmeimmeasurablehelp.i AbstractItisuniversallyacknowledgedthatgrammarisofessentialimportanceinEnglishteaching,anditplaysasignificantroleindailycommunication.AgoodcommandofgrammarcanmakestudentslayasolidfoundationontheirEnglishlearning.However,influencedbytheexam-orientedbackground,studentscanonlytakeinthegrammaticalknowledgepassivelywithouttherealcontextforgrammarlearning.Therefore,masteringEnglishgrammarremainsabigheadacheforChinesestudents.Withthespringingofthecontext-basedgrammarteachingmethod,distinctcategoriesofcontextaresetfordifferentgrammarpoints,whichismucheasierforstudentstomasterthegrammaticalpoints.Bymeansofthecontext-basedgrammarteachingmethod,theteachercanmakesurethatthestudentsarethesubjectofclassroomlearning,andtheircreativethoughtsandindependentthinkingcanbecultivatedaswell.Inthisstudy,theresearchertriestomanifesttwoproblemsasfollows:(1)Whateffectscancontext-basedGrammarteachingexertonstudents’grammarcompetence?(2)Whatarethechangesofstudents’attitudestowardsEnglishgrammaraftertheteachingbasedoncontexttheory?ThesubjectsoftheresearcharethestudentsoftwojuniorclassesinShenyang.Inthecontrolledclass,thePPPgrammarteachingmodelwasadopted,andthecontext-basedgrammarteachingwasemployedintheexperimentalclass.Thisstudyimplementedquestionnaires,tests,andii aninterviewastheinstruments.Onthegroundoftheanalysisofdatacollection,context-basedgrammarteachingcangivestudentshelpmainlyinthetwoaspects—ontheonehand,incomparisonwiththetraditionalgrammarteaching,context-basedgrammarteachingcanevokestudents’learninginteresttothefullestpotential.Basedontheresulttointerviewandpostquestionnaire,context-basedgrammarteachingwaswarmlywelcomedbythestudents.Thereisnodoubtthatthisthesiscontainssomelimitations,foritisbasedonanexperimentinsuchashorttime,butitcanalsoprovideusefulimplicationstojuniorhighschoolgrammarteaching.Keywords:context,grammarteaching,effectiveness,juniorhighschool,Englishteachingiii 摘要众所周知，语法在英语教学中起着十分重要的作用，而且在日常生活中是一个不可替代的角色。学生良好地掌握英语知识有助于为自己的英语学习奠定坚实的基础。然而，现在英语教学深深受到应试教育大背景的影响，学生在缺乏真实语境的情况下被动地接受语法知识，对中国学生来说，英语语法仍然是一个巨大的挑战。随着基于语境理论的语法教学方法的出现，针对不同语法点创设不同的语境，从而能够使学生更容易地掌握语法知识点。通过使用基于语境理论的语法教学，学生的课堂教学的主体地位得到了体现，而且学生们的创造性思维和独立思考能够也得到了培养和提升。本研究作者旨在深度探究两个问题：（1）基于语境理论的语法教学对学生的语法能力产生了什么样的效果？（2）在实行过基于语境理论的语法教学之后，学生对英语语法学习的态度发生了什么样的变化？本实验的研究主体是来自沈阳市某初中的两个班级的学生。在对照班采用PPP语法教学模式，在实验班采用语境语法教学。作者在实验过程中，采用问卷，测试和访谈作为研究工具。通过对数据的详细分析，基于语境理论的语法教学不仅在成绩提高方面对学生有所帮助，而且让学生融入到为语法学习设置的不同语境中去。相比较于传统的语法教学，基于语境理论的语法教学能够激发学生的学习兴趣，充分发挥学生的潜能。基于访谈和后问卷的结果，基于语境理论的语法教学能够受到学生的热烈欢迎。毫无疑问本论文存在一些局限，因为论文的结果是基于一个短时间的实验，但是本文仍然为初中英语语法教学提供了有用的启示。关键词：语境，语法教学，有效性，初中，英语教学iv ContentsAcknowledgements.......................................................................................................iAbstractinEnglish......................................................................................................iiAbstractinChinese.....................................................................................................ivContents........................................................................................................................vListofTables...............................................................................................................ixChapter1Introduction.............................................................................................11.1BackgroundoftheStudy...............................................................................11.2SignificanceoftheStudy...............................................................................41.3PurposeoftheStudy......................................................................................51.4OverallStructureoftheThesis......................................................................7Chapter2LiteratureReview....................................................................................92.1Context...........................................................................................................92.1.1TheDefinitionsofContext..................................................................92.1.2TheClassificationsofContext...........................................................122.1.3TheFunctionsofContext...................................................................152.2TheoriesrelatedtoContext..........................................................................17v 2.2.1TheRelevanceTheory.......................................................................182.2.2TheAdaptionTheory.........................................................................202.3Grammarteaching........................................................................................222.3.1TheDefinitionsofGrammar..............................................................232.3.2ModelsofGrammarTeaching...........................................................252.4RelationshipbetweenContextTheoryandGrammarTeaching..................282.5PreviousStudiesofContext-basedGrammarTeachingAbroadandatHome...............................................................................................................................302.5.1PreviousStudiesAbroad....................................................................302.5.2PreviousStudiesathome...................................................................33Chapter3Methodology..........................................................................................373.1ResearchQuestions......................................................................................373.2Subjects........................................................................................................373.3Instruments...................................................................................................383.3.1Questionnaires....................................................................................393.3.2Interview............................................................................................403.3.3Pre-test...............................................................................................403.3.4Post-test..............................................................................................413.4Teachingprocedure......................................................................................42vi 3.4.1Thebasicprocedureofcontext-basedgrammarteaching..................423.4.2.SamplelessonsinExperimentalClass..............................................453.5DataCollection............................................................................................493.6DataAnalysis...............................................................................................50Chapter4ResultsandDiscussion.........................................................................514.1Results..........................................................................................................514.1.1ResultsoftheQuestionnaires.............................................................514.1.2ResultsoftheInterview.....................................................................604.1.3ResultsofthePre-test...........................................................................634.1.4ResultsofthePost-test..........................................................................664.2Discussion.......................................................................................................704.2.1Discussiononeffectsofcontext-basedGrammarteachingonstudents’grammarcompetence.....................................................................................704.2.2Discussiononchangesofstudents’attitudestowardsGrammarlearning........................................................................................................................74Chapter5Conclusion.............................................................................................775.1Majorfindings..............................................................................................775.2PedagogicalImplications.............................................................................805.3LimitationsoftheStudy...............................................................................82vii 5.4SuggestionsforFutureResearch.................................................................84References...................................................................................................................86AppendixAPre-questionnaire.................................................................................89AppendixBPost-questionnaire................................................................................91AppendixCInterviewquestions..............................................................................94AppendixDPre-test...................................................................................................95AppendixEPost-test.................................................................................................98viii ListofTablesTable4.1Students’AttitudesandInteresttowardGrammarLearning...................53Table4.2Students’PerformanceinclassimpartedbyPPPGrammarTeachingmodel............................................................................................................................54Table4.3ThePresentSituationofGrammarPedagogyinJuniorHighSchool......55Table4.4Students’ViewontheCurrentGrammarTeachingMethod.................55Table4.5Students’ExpectationsabouttheGrammarTeaching.............................56Table4.6Students’AttitudeandInterestTowardsGrammarLearning..................57Table4.7Studetns’PerformanceinClassImpartedbyContext-basedGrammarTeachingMethod.........................................................................................................58Table4.8TheEffectofContext-basedGrammarTeachingMethodonStudents’GrammarCompetence.................................................................................................59Table4.9Students’ExpectationaboutContext-basedGrammarTeaching............60Table4.10ComparisonofGrammarScoresbetweenTwoClassesinthePre-test.63Table4.11IndependentSampleT-testofthePre-test.............................................64Table4.12IndependentSamplesT-testofthePre-test............................................65Table4.13ComparisonofGrammarScoresbetweenTwoClassesinthePost-test66Table4.14IndependentSampleT-testofthePost-test............................................67ix Table4.15PairedSampleStatisticsofCC..............................................................68Table4.16PairedSampleStatisticsofEC...............................................................68Table4.17PairedSampleTestofEC......................................................................69Table4.18PairedSampleTestofCC......................................................................70x Chapter1IntroductionIntheLongmanDictionaryofContemporaryEnglish,thetermofgrammarisdefinedasfollows“therulesbywhichwordschangetheirformsandarecombinedintosentencesorthestudyoruseoftheserules”(2009,p.985).IntheprocessofEnglishteaching,grammarisasignificantpartwhosefunctionsvaryfromcontexttocontext.Theeffectofgrammarcanbespreadtoallaspectsofalanguage,inotherwords;theeffectofEnglishlanguagelearningisdeeplyinfluencedbyhowwellonecanmasterthegrammar.Grammarplaysthecoreroleinanylanguage,orrather,peoplecanhardlystudyEnglishinanefficientwaywithoutenoughknowledgeabouttheappropriateuseofgrammarinanylanguage.1.1BackgroundoftheStudyWiththeacceleratingeducationreform,Englishisalsoexperiencingadistinctreformoneducationalgoal,educationalnotionandeducationalmethod.ItisstatedintheNewEnglishCurriculumandStandard(2011)thatduringtheperiodofcompulsoryeducation,thestudentsareadvocatedtobeexposedtolanguage,experiencingitsoastohaveabetterunderstandingaboutthereallanguageinthecontext,whichcanlayasolidfoundationforthecultivationofstudents’comprehensiveEnglishskills.Furthermore,itisalsostatedthatstudentsareencouragedtoexploreandtakeadvantageofthestudyresourcescreativelyinthereal1 life,whichprovidewealthycurriculumresources.Inotherwords,studentsareencouragedtodiscoverthelanguagerulesandimprovetheirlanguageabilitythroughexperience,practiceandinquiryundertheguidanceofEnglishteachers.Grammaticalpedagogyisofgreatnecessity,anditplaysasignificantroleinEnglishlearning.Theoutputoflanguagecanonlybeunderstoodontheconditionthatitconfirmstothegrammaticalrules,whichcanachievethegoalofcommunication.GrammarsetstheruleforlanguageandonthegroundthatEnglishisaforeignlanguagetous,soitisnaturalthatweshouldobeytherules.Inlanguageteaching,withthedevelopmentofcommunicationskillsandculturalneeds,itisnecessarytoattachgreatimportancetotherealtextandrealcommunicationonceagain.However,ifweseriouslysurveythecurrentsituationofEnglishteachinginmiddleschool,thephenomenonisnotthatsatisfactory.Underthepressureoftest-orientedcircumstances,thegrammartranslationmethodisstillregardedasanon-substitutableroleingrammarclass.Thereexistsamisunderstandingoftheexplanationongrammarthateducatorsconsiderthataslongasthestudentslearngrammarconsciously,theywillunderstanditnaturally.Thiswrongopinionisalsobehelduniversallyinthepresentgrammaticalgrammarteaching,whichisadirectreflectionintheclass.Insuchaclass,theteachersstillusethecrammingeducation,withthedullgrammarteachingmethod.Andthestudentswillbearrangedtodomanymechanicaldrills.Besides,theyattachgreatimportancetoalltheminordetailsofthegrammarandspendmosttimeinclassexplainingthemtothestudents.Evenworse,theytendtoguidestudentsjustfocusonmemorizingthegrammaticalrulesina2 mechanicalwayratherthaninstructstudentsthewayinwhichthesegrammaticalrulesapplytotherealcommunicativeenvironment.Learninghowtousethelanguageintherealcommunicativeenvironmentisthefundamentalgoaloflanguageteaching,butobviouslyitisdifficultfortraditionalgrammarteachingtorealizethegoalofapplyingthegrammaticalrulesfluentlyandaccuratelyintherealcommunication.InthelightofthesignificantrolethatthegrammarplaysinEnglishlearning,muchattentionshouldbepaidtothestudyofgrammarteachingmethodinordertomeettherequirementofcurriculumofEnglishpedagogyandstudents’demand.Thecontext-basedgrammarteachingcaneffectivelyimprovetheseverephenomenonoccurringtotheEnglishgrammarpedagogy.Accordingtothegrammaritems,theteachercansetthediscoursecontext,contextofsituationorculturalcontextinEnglishclass,sothatthestudentscouldlearngrammarinthevividcontextualenvironmentandusethegrammartoachievetheunityoflearninganduse.Thiskindofcontext-structuredgrammarteachingcanfullyreflectthesubjectstatusofthestudentsandstimulatestudents’interestinlearning,sothattheycanhavemoreeffectivepractice.Inthisway,studentscannotonlygraspthegrammarknowledge,butalsodeveloptheircommunicationskillsinthelearningprocess.Thatistosay,ifstudentswanttohavearealmeaningfulunderstandingaboutlanguage,theteachershouldn’tneglecttheimportanceofcontextongrammarlearning.Hence,theyshouldprovideappropriatecommunicativesituationforstudentstounderstandthepracticalusageofgrammar.Therefore,it’shightimeforteachertoteachstudentsgrammarasawholeincontextratherthaninisolation.3 1.2SignificanceoftheStudyAswhathassaidabove,thereisnodenyingthatthegrammarteachingisofgreatsignificanceinEnglishteaching,buttherealsituationofgrammarteachingisonthevergeofathreateningstate,andsoitishardtomakecontributionstotheimprovementofstudents’languagecompetence.Duringthepastdecades,Englishteachersspentmosttimeandenergyintotheareaswhichoccupyahighratioofmarksofentranceexamination,consumingapproximatelymorethanhalfthetotaltimeinEnglishclass.Onthecontrary,theydidn’tattachenoughimportancetocarryoutresearchonhowtoteachgrammareffectively.Asaconsequence,it’snowonderthatstudentsmakealotofgrammarmistakesintheircommunicationandcannotexpressthemselvesinafluentandcompleteway.Inrecentyears,manyresearchershavebeguntoconverttheirattentionontheapplicationofcontexttheoryonlanguageteaching,andtheyhaverealizedthecloserelationshipbetweencontexttheoryandEnglishlearning.Someresearchersstudiedtheapplicationofcontexttheoryonreading;othersdevotedthemselvestostudyingtheapplicationofcontexttheoryonlearningvocabulary.However,thereisstillnotmuchrelevantresearchonguidinggrammarteachingbyusingcontexttheoryathome,andresearchonjuniorhighschoolgrammarteachingisespeciallyevenrarer.Therefore,theresearchontheapplicationofcontexttheoryongrammarteachinginjuniorhighschoolmayhavesomeinnovativeandpracticalsignificancefromtheperspectivesoftheoryandpractice.Thetheoreticalsignificanceofthisresearchisthatitmakescontributionstothe4 furtherstudyandresearchofgrammarteaching.ThisstudyfocusesonEnglishgrammarinstructionbasedoncontexttheoryandputsforwardthebasicprocedureofhowtoapplycontexttheoryintoEnglishgrammarinstruction,whichenrichestheresearchperspectiveofapplicationofcontexttheorytotheEnglishgrammarteaching.Inaddition,thegrammarhasvariousclassificationsandprofoundmeaningandthisstudyaimstofocusonthejuniorhighschoolEnglishgrammarinstruction,whichcanfillthegapsofapplicationofinstructionaltheorytogrammarpedagogyofjuniorhighschool.Asregardsthepracticalsignificance,itcanbereflectedontheapplicationofcontexttheoryongrammarteaching,whichwillprovideappropriateteachingactivitiesthataresuitableforcertaingrammarpointsandoffersomeusefulsuggestionstothegrammarinstructioninjuniorhighschoolaswellassolvingthepresentobstaclesinEnglishgrammarteaching.Furthermore,afterthisstudyexplorestheeffectofapplicationofcontext-basedgrammarteaching,itwillassistmorefirst-lineEnglishteachersinjuniorhighschooltohaveafurtherunderstandingonhowtoeffectivelyemploysuchgrammarteachingmethodintheirEnglishpedagogy.Theauthorhopesthatthisstudycanreallyprovidesomeinitiativeandpracticalinspirationsforthegrammarteachingofjuniorhighschool.1.3PurposeoftheStudyForalongtime,thefieldoflinguisticscommitthemselvestotheissueonhowtocarryoutgrammarinstructioninaneffectiveway.Alargenumberoflinguistic5 scholarshavedonesomerelatedexperiment,butsomejustfocusonthesurface,sotheactualeffectisverylittleinaway.Currently,themostcrucialtaskaboutgrammarteachingistofindoutaneffectivemethod,whichcannotonlyamelioratethepresentsituationofgrammarteaching,butalsoimprovetheeffectofgrammarteaching,helpingstudentssuccessfullyconverttheknowledgeoflanguageintothelinguisticcompetence.Afteraperiodstudyofthepreviousstudiesrelatedtogrammarteaching,andconsideringtherequirementsintheNewJuniorEnglishCurriculumStandardscomprehensively,theauthorendeavorstoexaminetheeffectsofapplicationofcontexttheoryintogrammarteachinginjuniorhighschoolaswellastostudyhowitwillaffectstudents’grammarlearningsoastoachievethegoaloflanguageteachingbymeansofcombininggrammarknowledgewiththepermeationofgrammarcompetenceandcombinesgrammarwithmeaningfulcontext.Therefore,theauthorcarriedoutthispedagogicalexperimentforthepurposeofinquiringthefeasibilityandeffectivenessofthegrammarteachingbyapplyingthecontexttheoryintheprocessofteaching.What’smore,itishopedthatthisstudywillenrichthegrammarteachingmethodsintheprocessofEnglishteachingofjuniorhighschoolstudentsandputforwardsomesuggestionsforthecontextualutilizationofjuniorhighschool’sEnglishgrammarteaching.Inaddition,itwillbemoresatisfactoryiftheexperimentofthisthesiscanprovidemoresuggestionsfortheimplementationofcontext-basedgrammarteaching.6 1.4OverallStructureoftheThesisFivechaptersareinvolvedinthisthesisintotal.Chapteronerespectivelyintroduceswhatthebackgroundofthisstudyislike,thepurposeandsignificanceaswellashowthisthesisisstructured.ChapterTwoisanintroductionaboutsomeconceptsaboutcontextatfirst,whichincludesthedefinitionsofcontextandtheclassificationsofcontextaswellasthefunctionsofcontext.Next,thischapterisanillustrationofthetheoriesrelatedtocontextincludingtherelevancetheoryandtheadaptiontheory.Thefollowingpartisaboutgrammarteachinginvolvingdefinitionsofgrammar,developmentofgrammarandmodelsofgrammar.Subsequently,therelationshipbetweencontextandgrammarteachingisillustratedthroughexplainingthreedimensionsingrammarteachingandthestatusofcontextingrammarteaching.Last,thischaptermakesageneralviewonpreviousstudiesontherelatedissuesbothathomeandabroadthatarediscussedinthisthesis.ChapterThreepresentsthemethodologyofthisthesis,whichisalsoademonstrationofthedetailsofthisstudy,includingtheresearchquestions,researchsubjects,instruments,teachingprocedures,aswellastheprocessofcollectingdataandanalyzingdata.ChapterFourisanillustrationoftheresultsfromthedatacollectedfromthequestionnaires,interview,pre-testandpost-test,andthenbasedontheresultsofthedata,theresearchercarriesoutsomediscussionsonthetworesearchquestions.ChapterFivecomestotheconclusionofthisstudy.Inthispart,theauthorputs7 forwardthepedagogicalimplications,thatistosay,whatbenefitscanthisstudybringtotherealEnglishgrammarpedagogy.Inthemeanwhile,somelimitationsofthisstudyandsomesuggestionsforfutureresearcharealsomentionedattheendofthethesis.8 Chapter2LiteratureReviewThischapterisadetailedillustrationofthetheoreticalperspectivesoftheresearchfromthefollowingparts:first,thedefinitionsandclassificationsofcontextaswellasthefunctionsofcontext;second,theoriesrelatedtocontext,namelytherelevancetheoryandadaptiontheory;third,someillustrationsrelatedtogrammarteaching;fourth,relationshipbetweenContextTheoryandGrammarTeaching;fifth,previousstudiesabouttheapplicationofcontexttheoryonEnglishteaching.2.1ContextInthecurrenttimes,context-basedEnglishteachingisbecomingincreasinglypopular.ItisindicativeofanewtendencythattheteachersshouldguidestudentstolearnEnglishgrammarindistinctcontexts,especiallyinthereallifecontext,whichcanstimulatestudents’learninginterestandmakesuretheircenterroleduringthelearningprocess.Thispartmainlyshowssomedetailsaboutcontexttheory.Afterreadingthispart,thelearnercanhaveageneralunderstandingaboutthedefinition,theclassificationofcontextandthefunctionofcontextaswell.2.1.1TheDefinitionsofContextInthelinguisticarea,althoughanincreasingnumberofscholarshavebeguntopaycloseattentiontothestudyofcontext,thereisstillnouniformstandardforthe9 definitionofcontext.Scholarsgavethedefinitionsof“context”fromtheirownperspectives.Thetermofcontextcanbetracedbacktoearlytwentiethcentury.In1923,Malinowski,aPolishanthropologististhefirstpersontocomeupwiththeterminology“context”and“contextofsituation”,andherealizedthesignificantrolecontextplaysintheinterpretationofutterances.Inthebook“TheMeaningofMeaning”,Malinowski(1923)expressedtheimportanceofcontextonutterance,andasserteditspecificallyas“astatementspokeninreallife,isneverdetachedfromthesituationinwhichithasbeenuttered”,and“utteranceandsituationareboundupinextricablywitheachotherandthecontextofsituationisindispensablefortheunderstandingofthewords”.Fromthesewords,itcanbeconcludedthatMalinowskiaimedtotellthedifferencebetweentheimmediatecontextofutterance,thegeneralcontextofsituation,andthebroadercontextofculturefromthetheoreticalaspect,whichcompromisethreetypesofcontext.Inbrief,Malinowskifiguredthatwhentheresearcherswanttodoaresearchoncontext,boththeparticularcontextofutteranceandthecontextofsituation,aswellascontextofcultureshouldnotbeignored.Onlyinthiswaycanthehearerhaveanadequateunderstandingofutterances.Generallyspeaking,Malinowski’sviewofcontextlaidasolidfoundationforthelaterstudyandanalysisontheconceptof“context”.Afterwards,FirthmadefurtherdevelopmentofthetwomainrelationsontheconceptofcontextbasedonMalinowski’sresearch.AccordingtoFirth’smodel(1957),contextofsituationismadeupofthesituationalcontextandthelinguistic10 context.Heheldtheviewthattheconceptofthecontextofsituationandtypesofutterancefunctioncanbeconcludedasanoutlineofthestructuralelements.HallidayinheritedthecontexttheoryfromhisteacherFirth,andfurtherexploredcontextofsituationintoamorethoroughsystem.Atthebeginningofhisdevelopmentofsystematicfunctionallinguistics,Heconsideredthatcontextisacombinationofthesis,immediatesituationandwidersituation.Afterwards,Halliday(1964)furthergeneralizedtheconceptofcontextandputforwardaconceptualframeworkconsistingofthreevariables,whicharerespectivelyinaccordancewiththreemetafunctionsoflanguage.Hymes(1971)putforwardhisownopinionaboutsituationalcontextin1971.Inhisopinion,healsoenlightenedthesignificantroleofcontextofsituation.Heintertwinedthelanguageandcompetencetogetherandcreativelycameupwiththecommunicativecompetenceinlanguagelearning.Hymes(1971)deemedthatlanguagecompetenceshouldbeattachedtothemostessentialimportanceamongthecommunicativecompetence,foritisnotonlythepremiseforaccurateapplicationoflanguage,butalsoitisindispensibletofacilitatetheprocessofcultivatinglearners’communicativecompetence.SperberandWilson(1986)analyzedcontextfromtheangleofpsychology.Intheiropinion,thecontextispsychologicallyconstructed,andatthesametime,contextpresentswhatthehearerpresumesabouttheworld.Sotheirassumptionwillexertsomeinfluenceonthewayinwhichanutteranceisinterpreted,whiletheactualstateoftheworldwon’tbeaffected.11 2.1.2TheClassificationsofContextIn1935,Malinowskidividedthecontextinto“linguisticcontext”and“non-linguisticcontext”,whichwastheinitiationoftheclassificationofthecontextinthefieldofcontext.AccordingtotheMalinowski’sclassification,linguisticcontextandnon-linguisticcontextareseparatedfromeachother.OurChinesewell-knownlinguisticscholarHu(1994)dividedthecontextintothreecategories—“linguisticcontext”,“situationalcontext”and“culturalcontext”.Hisclassificationismorerational,forhetookthedifferencebetweenlinguisticcontextandnon-linguisticcontextintoconsiderationwhenhemadehisownclassification.Thestudyoflanguageshouldtakelinguisticangleasthestartingpoint,sothisthesiswilladopttheclassificationoflinguisticcontextandnon-linguisticcontextaccordingtotheneedsoftheresearchandtheconvenienceofimplementation.AccordingtoHu(1994),linguisticcontextcanbesubdividedintointra-textualcontextandinter-textualcontext;andnon-linguisticcontextcanbesubdividedintosituationalcontextandculturalcontext.HeZiran(1997)cameupwiththeideathatlinguisticcontextreferstothediscourseorcontextinwhichthegrammarisusedasthebasicunittoexpressthespecifiedmeaningduringtheprocessoflanguageuse.Thelinguisticcontextcanbedividedintowrittenformandverbalform.Astothenon-linguisticcontext,He(1997)pointedthatnon-linguisticcontextcanbedividedinto“situationalcontext”and“culturalcontext”,whichisavarietyofnon-linguisticfactorsthataresubsidiarywhen12 expressingthespecifiedmeaningintheprocessoflanguageuse.Thosenon-linguisticfactorsincludetime,occasion,socialculturebackground,purposesofcommunicationandcommunicationmethods.Basedontheabovementionedpointsofviewfromdifferentscholars,thecontextcanbemainlydividedintothefollowingthreecategories2.1.2.1LinguisticcontextLinguisticcontextisalsocalleddiscoursecontext,whichismadeupofintra-textualcontextandinter-textualcontext.Generallyspeaking,intra-textualcontextreferstothecontextualmeaningwhichreflectedbypartiallanguageunitsinthewholediscourse,whichisrestrictedbytheplacewhereitoccurs;andinter-textualcontextmainlyreferstothecontextualmeaningofthewholediscourseamongthewordsandbetweenthelines.Comparedwiththeinter-textualcontext,theintra-textualcontexthaslessinformation,whosecontextualmeaningispresentedbythelexicalmeaningandthestructureofgrammar.Therefore,inter-textualcontextisamuchbetterchoicefortheteachertouseinthegrammarteaching,foritworkswellinmakingthediscoursecoherentandcultivatetheirabilityofcoherentexpressions.Aswhathavebeendiscussedabove,linguisticcontextreferstotheintrinsiclinkageofthelinguisticunitsinalanguagesystem,butitisnotsufficientifwewanttoexploretheessenceoflanguage.Therefore,theroleofnon-linguisticcontextcan’tbeignored,asitisasimportantaslinguisticcontext.AccordingtoHu(2002),thesituationalcontextandtheculturalcontextconstitutethenon-linguisticcontext.13 2.1.2.2SituationalcontextSituationalcontextreferstotheexternalenvironmentinwhichpeoplecommunicatewitheachother,anditmainlycontainsthetime,theplaceandthepersonthatwilloccurinthephysicalsettings.Thelinguistsholdtheviewthatculturedeterminesthemeaningoflanguage,whileitisthesituationthatdeterminesinwhichoccasionthelanguagecanbeapplied.Peopleuselanguageinthesituationandlanguageoccursinthespecificsituation.Numerousculturalcontextsconstitutesituationalcontext,sothesituationalcontextcanberegardedasacollectionofculturalcontextsunderthespecificcircumstances.Situationalcontexthasmadegreatcontributionstounderstandthemeaningofalanguageutteredbythespeaker.Forinstance,wecaninterpretdifferentmeaningswhenwehearaspeakersay,“I’mcold.”Onthegroundsofdistinctcircumstances,thesentenceconveysdistinctmeanings.Ononehand,itisastatementwithoutaconnotativemeaning,thatistosay,thespeakerjustwantstodemonstrateafactthatheorsheiscold.Onanotherhand,thisutterancemayimplyapoliterequest.Therealintentionofthespeakeristoaskforarequesttothehearerdirectly.Thespeakerwantstoaskthehearertoclosethewindow.Soitcanbeconcludedthatonlyifthehearergetstoknowthespecificpurposeofspeakerandreallyexperiencethecontextwheretheutteranceoccurscantheheunderstandtherealmeaningofthesentence.Therefore,Kramsch(1993)putforwardthatitismoreessentialtoguidestudentshowtoapplygrammarrulesinrealsituationalcontextthansimplyimpartstudentsmanyagrammaticalruleswhicharerightorwrong.14 2.1.2.3CulturalcontextAsthenamesuggests,culturalcontextisrelevanttocultureaswellascross-culturalcommunication.Dai(2002)gavethedefinitionofcultureas“atotalwaytothelifeofpeople,includingthepatternsofcustoms,beliefs,techniques,institutions,andthelanguagethatcharacterizethelifeofhumancommunity”(p.127).Basedonthisdefinition,itcanbeinterpretedthatlanguageisthecarrierofculture,anddifferentlanguageisareflectionofvariedculture.Itistheculturethatdeterminesthesignificanceoflanguage.Underthedifferentculturalbackground,althoughweexpressthesamething,thevocabularyweemployisdistinct.Thus,therewillbeculturalbarriersbetweenbothsidesofcommunicationthatbelongtodifferentculturesandaffectthesmoothprocessofcommunication.Tosumup,thereexistdistinctcategoriesofcontext.Itwillbehelpfultorecognizetheconceptofcontextfurtheranddeeperafterstudyingtheclassificationofcontext.Recognizingthecontextwellwillfacilitatetheprocessoftheresearchoncontext-basedEnglishgrammarpedagogy.Asregardstothisresearch,theauthorwilltrytoapplythelinguisticcontextandsituationalcontextinEnglishgrammarteachingandlearning,andthenobservesandanalyzeswhetheritishelpfulinEnglishgrammarteachingandlearning.2.1.3TheFunctionsofContextInrecentyears,thediversityofthefunctionsofcontextisinthehotdiscussionbythelinguisticexperts.AccordingtoXi(1992),thecontexthaseightkindsof15 functions,namely,“absolutefunction,controlfunction,explanationfunction,designfunction,flitteringfunction,generatingfunction,convertingfunctionandacquisitionfunction.”Amongtheseeightfunctions,thegeneration,conversionandacquisitionfunctionofthecontextarecloselyrelatedtotheforeignlanguagestudy.ThescholarChen(1997)pointedout,“Thecontrolandexplanationfunctionarethefundamentalfunctionofthecontext,andtheotherfunctionsarederivedfromthesetwofunctions.”Therefore,inthefollowingpartthesetwofunctionswillbemainlyintroduced.Thecontrolfunctionreferstothelanguagerestrictionsthatlanguageusersaresubjectedtowhentheyusethelanguage.Thisfunctionwillrestrictthelanguageexpressions.Itispreciselybecauseofthecontrolfunctionofthecontextthatlanguageusersmustadapttothecurrentlanguageenvironmentandchoosetheappropriatelanguagetomeetthecurrentcontextinordertoexpressitsmeaningcorrectly.Forinstance,“WhatcanIdoforyou?”and“CanIhelpyou?”bothofthesetwosentencescanexpressthewillofofferinghelptoothers.JudgedfromtheperspectiveofChinesetranslation,themeaningoftheabovetwosentencesarealmostthesame.However,iftakentheperspectiveofcontextintoconsideration,theusageofthetwoisverydifferent.ThesentenceAisusuallyadoptedbytheshopassistantorarestaurantwaiterwhenheofferedservicetothecustomers.WiththeutteranceofA,theenthusiasticattitudeofservicecanbeshownbythespeaker.WhenitcomestosentenceB,itisusuallyusedbetweenfriendsorcolleaguestoexpressone’sconfidenceinhelpingotherstoaccomplishsometasks.Asfortheanalysisandexplanationoftheinterpretationfunction,itisorientedto16 thereceiverofthelanguage.Itreferstothefunctionofthecontexttoexplainthemeaningofthelanguage.Withtheinterpretationfunctionofthecontext,someconventionalexpressionswillhaveimplications.Forexample,A:Thetelephoneisringingnow.B:I’minthewashroom.A:IseeItseemsthatthereplyofBisnotrelevanttotheconversationwithA,butbecausethereistheconceptofcontextinthesentenceB,AunderstandstheimplicationthatBconveys,thatis“It’snotconvenientformetoanswerthephone,pleasehelpmetoanswerit.”Duetotheinterpretationfunctionofcontext,itwillbecomemucheasierforlearnerstounderstandandmastertheabstractandhardsyntacticrules,whichcanbecontextualized.2.2TheoriesrelatedtoContextFromtheperspectiveofpragmatics,D.Sperber&D.Wilson(1986)andJefVerschueren(1999)haveexpoundedtheinteractivecommunicationsystematicallyinacomprehensiveway.Theydidn’tagreeontheviewthatinteractivecommunicationisstatic,butregardeditasadynamicprocess.Inordertobetterunderstandthecontexttheory,theauthorchoosessomeessentialpointsoftheirtheoryrelevanttothedynamicperspectivesofcontexttogetafurtherunderstanding.17 2.2.1TheRelevanceTheoryTherelevancetheoryisabranchofcognitivepragmatictheory,whichwasputforwardbyD.Sperber&D.WilsoninthebookRelevance:CommunicationandCognitionin1986.Therelevancetheoryismainlyatheorywhichaimstoanalyzetheutteranceincommunicationbasedontheconceptofrelevanceandrelevanceprinciple.TheRelevanceTheoryrelieshighlyuponcontextincommunication,soit’sevidenttoseethatitdiffersfromthetraditionalconceptofcontextinalargedegree,andthiscanexplainwhylinguistsusuallycallitcognitivecontext.OnthegroundsoftheRelevanceTheory,itisappropriatetolookuponcognitivecontextasaprocessofpsychologicalconstruct,namely,manifestingaseriesofassumptionsinthehearer’smind.Therefore,thegoalofcommunicationistoshowthemeaningoflanguageandunderstandingofcontext,andmeanwhiletopresenttheinteractiveprocessofthetwointhecomprehensionoflanguageutterance.TheRelevanceTheoryregardstheprocessofcommunicationasaprocessofcodingandinference.Intermsofthecodemodel,communicationisusuallyinclusiveofaseriesofsignalsandmessages,alsoacode.Thesignalsandmessagesarecombinedbythecode.Afterthedeepanalysisofthistheory,itcanbefiguredoutthatutterancesandtheirmeaningsarenotnecessarytorelatewitheachothersystematically,onthecontrary;theyhavethegreatpossibilitytorelatewitheachotherinanarbitrarymanner.Besides,anunderstandingoftheutteranceisamatterofmechanicaldecodinglackingintelligence.Therefore,communicationisan18 encoding-decodingprocess.Theutteranceislinguisticallycodedwithanelementofdecodingisinvolvedinthecommunicationprocessandpiecesofevidence.SeveralsimpleassumptionsarethebasisoftheRelevanceTheory.Forinstance,thehearerwillnothearallpossibleexplanationsatthesametime;alltheexplanationsandinterpretationsareremovedbythestandardofthehearer,foritispowerfulenough.Onthegroundsoftheassumptionsabove,Sperber&Wilson(1986)proposedtwogeneralprinciplesoftherelevancetheory:CognitivePrinciple:HumancognitiontendstocoincidewiththegreatestdegreeofrelevanceCommunicativeprinciple:Everyutteranceshouldbeconceivedasdiscourseandbehavioritselfhasthebestrelevance.Intherelevancetheory,contextcanalsobenamedascontextualassumptions,thatis,contextisaproductofpsychologicalactivityandadiversityofassumptionsofthelistenerabouttheworld.Everyaspectofinterpretationisappliedtotherelevance-theoreticinverbalcommunication,includingtherecoveryofimplicationandtheidentificationofexplicitcontentandtheintendedsetofcontextualassumptions.Asaresult,theunderstandingofcontextisnolongertakenasanunchangedstatebeforetheutterance;onthecontrary,itisconsideredasapartofcomprehensionprocessthatispsychologicallyconstructed.Fromtheentireabovementioned,contextisadynamicstateinsteadofanunchangedone.Thedynamicstateofcontextisusuallyappropriatelyappliedtoanalyzethementalworldofpeople’sutteranceinthecommunicativecontext.Hence,therelevancetheoryhasplayedan19 essentialpartofstudyingthedynamicsofcontext.2.2.2TheAdaptionTheoryTheadaptiontheorywasputforwardbyawell-knownpragmatistVerschueren.Hecontributedalottotheresearchonthecontexttheoryandrecognizedthatlanguageuseisaformofbehavior,whichisbasedoncognitive,socialandculturalcircumstance.Verschueren(1999)consideredthatlanguageuseisaprocessduringwhichpeoplemakelinguisticchoicecontinuously.AnAdaptionModelwasintroducedbyhim,whichhasinterpretativepowertosuitsforanypragmaticissues.EvolutionaryepistemologyisthephilosophicalsourceoftheTheoryofAdaption.Intermsofevolutionaryepistemology,organismsarelookeduponascontinuouslybeingengagedinproblem-solvingactivities,positingbehavioralandsocio-culturaladaption,andontheotherhand,itconsiderstheevolutionofhumanbeingsastheprocessofincreasingknowledge.Likewise,astotheessenceoftheTheoryofAdaption,itregardslanguageasoneofarangeofadaptivephenomenabywhichthoseorganismsandtheir“environment”or“conditionsoflife”couldinteractwitheachother.Contexttolanguageiswhatnaturetoorganismsinthatlivingorganismsadapttothenature,andlanguageshouldadapttothecontextaswell.Therefore,itnaturallycomestotheconclusionthatwhenintheprocessofcommunication,notonlydothelanguagesadapttothecontext,butalsointhemeanwhile,contextischangedandreconstructedbythelanguage.OnthegroundsoftheAdaptionTheory,linguisticchoicesareinthefirstplace.It20 pointsthattheprocessoflanguageuseshouldbeaprocessinwhichthelanguageuserscontinuouslymakechoicesforbothinternalandexternalreasons.Thiskindofchoicesnotonlyreflectsintheperspectivesoflanguagestructure,butalsoincludeschoicesinthelanguagestrategies.Thesechoicesarenottheunilateralactivityofaddresser,butabilateralactivityincludingtheheareraswell.Basedontheconceptofchoicemaking,threekeypointsincludingvariability,negotiabilityandadaptability,wereputforwardinordertohaveafurtherunderstandingof“makingchoice”.Thescaleoflanguagechoiceisvaried,thatisvariability;andatthesametime,theprocessofchoiceisuncertain,thatisnegotiability.Adaptabilitymakesitpossibleforhumanbeingstochoosenegotiablelanguageandstrategyfromasetofuncertainoptionssothatcommunicationneedscanbesatisfied.Soitcanclearlyarriveattheconclusionthatvariabilityandnegotiabilityisthebasis,whichprovidessubstantialcontentsforadaptability;adaptabilityplaystheideographicfunctionoflanguage,whichislanguagechoiceoriented.Therefore,adaptabilityplaysacoreroleinlanguageuse.Startingfromadaptability,theadaptiontheorydescribesandexplainsthephenomenaoflanguageusefromthefollowingfourperspectives,namely,contextualcorrelatesofadaptability,structuralobjectsofadaptability,dynamicsofadaptabilityandsalienceoftheprocesses.Thecontextualcorrelatesofadaptabilityincludeallelementswhichmustbecompatiblewithlanguagechoicesinthecommunicativecontext,includingphysicsdimensions,socialdimensionsandmentaldimensions.Thestructuralobjectsof21 adaptabilityinvolvetheprinciplesfollowedinanylanguagestructureattheorganizationallevelaswellastheprocessofstructuralorganization.Astothedynamicsofadaptability,itfullyreflectstheoperationofthecommunicationprincipleandcommunicationstrategy,presentingtheactualmodeoftheselectionprocess.Essentially,salienceofprocessesreflectsthesense-returnconsciousnessinlanguageuse,whichisalsocalledmeta-pragmaticawareness.Allinall,Verschuerenlookedupontheadaptiontheoryasafoundationtosucceedinunderstandingthedynamicgenerationofmeaninginverbalcommunication.Duringthecommunicativeprocess,adaptationactsaspurposeoflinguisticchoices,aswellasresultofit.Bymeansofadaption,languageuserssatisfycommunicativeneeds,mostofwhichappearincontext.Thedynamicadaptabilityisindicativeofthecorrespondencebetweencontextandlanguagestructure,thatistosay,contextandlanguagestructurearemutuallyadaptableduringthecourseofchoicemaking.Inotherwords,bymeansofverbalandnon-verbalmethods,languageuserscanactivelycreatecontextinsteadofbeingcontrolledbythegivencontextpassively.2.3GrammarteachingFromthetraditionalviewofgrammarteaching,thelinguiststendtodefinethegrammarasaseriesofstandardsandrules.Theteachersusuallyteachgrammarbypresentationofgrammaticalrulesandthenmechanicaldrillsforstudentstopractice.Duringthewholeprocess,studentsjustrelyonthehelpoftheirmothertonguetolearnEnglishgrammar.Asaconsequence,studentsfailtocultivatetheirgrammatical22 competenceinaquickandeffectiveway.2.3.1TheDefinitionsofGrammarThroughoutthecenturies,thelinguistshavealwaysenthusiasticallyarguedoverhowtodefinethegrammarinanaccurateandcomprehensiveway.Linguistsoftenholddistinctviewsfromdifferentperspectives.However,lookingbackonthepreviousstudy,thedisputeswithregardstogrammarcanbeclassifiedintotwofacets:oneistoseegrammarasanunchangingfieldofknowledge;theotheristoregardgrammarasadynamicdomainoflinguisticknowledge.Young(1984)pointedthatgrammarisasystematicreflectionoflanguagerulesanditmakestheregulationsonhowlanguagecanbeusedandinwhatwaylanguagecanbearranged.Harmer(1987)viewedthatgrammarisacomplexconcept,anditdeterminesthewaythatwordsarecombinedtogethertoformsentences.Healsomentionedthatgrammaralsoinvolvesthetransformationandcombinationofwordsorsentencepatternstoillustratemoresemanticpurpose.PennyUr(1996)definedgrammaras“asetofrulesthatdefinehowwords(orpartsofwords)arecombinedorchangedtoformacceptableunitsofmeaningwithinalanguage”.Fromthisdefinition,PennyUrputhisattentionmoreonthechangeandcombinationofwordsinordertocreatetheacceptableunitsofmeaningusuallyseeorhearintherealdailycommunication.Afterwards,Fromkin(1998)deemedthatgrammarcouldbedefinedas“thesoundsandsoundpatterns,thebasicunitsofmeaning,suchaswords,therulestocombinethemtoformnewsentences”.So,accordingtothedefinitionofFromkin,23 hestressedtheelementswhichcancomposethegrammar.Lyons(1997)consideredgrammaras“abranchofdescriptionoflanguageswhichaccountsforthewayinwhichwordscombinetoformsentences”.FromtheperspectiveofLyons,thegoalofgrammaristoemploythewordsandphrasestomakesentences.Theabovedefinitionsjusttookaone-dimensionalviewofgrammar,however,inLongmanDictionaryofContemporaryEnglish,Summers(2009)definedgrammaras“therulebywhichwordschangetheirformsandarecombinedintosentences,orthestudyoruseoftheserules”(p.985).Fromthenon,thedefinitionsofgrammarbecametwo-wayview,thatistosay,grammarcorrelatesnotonlytothestudyofform,butalsotohowtotreatthechoiceofgrammaticalruleswiththechangeofcontext.Nunan(1999)interpretedthegrammaras“thestudyofhowsyntax(form),semantics(meaning),andpragmatics(use)worktogethertoenableindividualstocommunicatethroughlanguage”(p,101).Inthisdefinition,itcanbeseenthattherearethreedimensionsofgrammaranditisthesethreedimensionsthatmakethecommunicationgoonsmoothly.Later,Larsen-Freeman(2005)assertedthatwhenitcomestogrammar,form,meaningandusecannotbeseparated;meanwhile,intermsofdifferentsituationsandpurposesforcommunication,languageuserscanchoosegrammaticalformsandmeaningappropriatelyinconformitywithcommunicativesituationsandpurposes.ThefamouslinguistofChina—HuZhuanglin(2002)figuredoutthatgrammarisadynamicprocess,andduringthisprocess,studentsshouldadaptthemselvestotheconstantchangeundertheguidanceoftheteacherwiththeappropriatemethod.24 2.3.2ModelsofGrammarTeachingThegrammarteachingisthebasisofEnglishteaching,thatistosay,withoutgrammarteaching,Englishteachinginotheraspectsmakesnosense.Ellis(2006)makesarelativelybroaderdefinitionofgrammarteachingthatGrammarteachingshouldn’tbelimitedtoseriesofrulesorsimpletransformationofwordformorsentences;instead,itshouldberegardedasinstructionaltechniqueswhichcanguidelearnerstounderstandandprocessgrammarrulesduringtheirlearningprocess.Theauthorofthisthesiswillputmoreemphasisonhowtoguidethestudentstounderstandthegrammarknowledgeandreuseitcorrectlyinthesentenceordiscourse.Lookingbackonthepreviousstudyongrammarteaching,wecanfigureoutdifferentmodelsofgrammarteachingemergedinthedifferentperiods.Somemainmodelsofgrammarteachingareillustratedinthefollowingsections.2.3.2.1GrammarTranslationMethodTheGrammarTranslationMethodwasonceprevalentinthe16th,17thand18thcentury.Duetotheprofoundinfluenceofthismethod,theGrammarTranslationMethodhaseverexertedahugeeffectonChineseforeignlanguagepedagogy.Evennow,alargenumberoftheteachersarestillboundupintheapplicationofit.Thismethodischaracterizedbytheuseofsentencesasthebasicunit,expoundinggrammarrulesexplicitlyandtheadditionoflanguageexercises.Thepracticeismainlyintheformoftranslationbetweenmothertongueandforeignlanguage.Forinstance,intheEnglishgrammarclassofChinawhichistaughtbytheGrammarTranslationmethod,theteacherusuallyteachesandexpoundsthegrammarrulesin25 Chinese.Withthismethod,studentsmaygettoknowthebasicstructureofEnglish,butitneglectsthecommunicativefunctionandmeaningofgrammarinthenaturalcontext,whichisthemostseveredeficiencyoftheGrammartranslationmethod.Thisisalsothemainreasonthatsomestudentsarepronetogethighscoresintestbutcannotusethegrammarflexiblyinthereallifecontext.2.3.2.2TheDirectMethodTheDirectMethodcameoutinthe19thcenturyinEuropeandinitiatedanewsituationinsecondlanguageteaching.ComparedwiththeGrammarTranslationMethod,theDirectMethodchoosestheoralmaterialastheteachingcontent,ratherthanthetranslationofthewrittenlanguage.TheDirectMethodisnotinfavoroftranslation,anditadvocatesdirectperceptionofthelanguagematerialandinstructionofgrammarrulesininductivemanner.TheDirectMethodusesintuitivemeansforteaching,whichisbeneficialtomotivatestudents’enthusiasmforlearning.Besides,theDirectMethodalsoattachesgreatimportancetotheoralteaching,whichisconducivetocultivatingstudents’abilityofspeech.However,theDirectMethodalsohasitsdrawback,foritdoesn’ttakethedifferencebetweenthemothertongueandsecondlanguageintoconsideration.What’smore,itonlyseesthenegativesideofmothertongue,whichisone-sided.2.3.2.3TheAudio-LingualMethodTheAudio-LingualMethod(ALM)appearedinAmericain1940s,whichisapedagogicalmethodwiththestrongesttheoreticalfoundationinthehistoryofmodernforeignlanguageteaching.Itfirstderivedforthepurposeofmeetingtheneedof26 Americanalliesandtheirenemiesinspeaking.Thus,theAudio-LingualMethodappearedinresponsetothepropertimeandconditions.Withthehelpofthismethod,students’communicativecompetencecanbeimprovedgradually.However,themechanicaldrilloftheAudial-lingualMethodisdullandthismethodisteacher-centered,ignoringthesubjectiveinitiativeandcreativityofstudents.2.3.2.4NaturalApproachTheoriginofNaturalApproachcanbetracedbackto1970s,whichderivedfromtheteachingpracticeofTerrel,aSpanishlanguageteacher.TheDirectMethodisanevolvementoftheDirectMethod,anditalsoadvocatesthattargetlanguageshouldbeusedintheprocessofforeignlanguageteaching,ratherthanthemothertongue.AlthoughtheNaturalApproachoriginatedfromtheDirectMethod,itisdifferentfromtheDirectMethod.ThebiggestdifferencebetweenthetwoliesinthatNaturalApproachstressedtheinputofmaterialandconsideredcomprehensiveinputasthekeytolearninglanguagesuccessfully.Thestudentsobtainsuchinputthroughlisteningandreading.2.3.2.5CommunicativeLanguageTeachingIthasbeenmorethan30yearssincetheCommunicativeLanguageTeachingcameoutin1970s.Tocultivatestudents’communicativeabilityhasalreadybecomethecommongoaloftheforeignpedagogyallovertheworld.CommunicativeLanguageTeachingdrawsonthestrengthoflatestachievementsfromcontemporarylinguisticsandpsychologystudies.Althoughitadvocatesthecommunicativepedagogyingrammarclass,itoftenneglectstheaccuracyoflanguage.Asa27 consequence,it’shardforstudentswithlowerlevelofaccuracytoobtainidealachievements.Also,it’sabigchallengefornon-nativeteacherstoorganizeanEnglishlessonthoroughlywithCommunicativeLanguageTeaching.2.4RelationshipbetweenContextTheoryandGrammarTeachingThestudyofcontexttheoryhasprovidedeffectiveevidencefortheexplorationofthecontextualeffectonforeignlanguagepedagogy.Intermsofthecommunicativeprinciple,thelanguagecommunicationmustbeinaccordancewiththelanguageenvironment,forthelanguageactivitycannotgoonwithoutnecessarycontext.Onthegroundsofallthepointsmentionedabove,thecontexttheoryplaysanindispensibleroleofanimportantguidanceinEnglishteaching,andthegrammarcannotbedetachedfromitscontext.Differentformsofgrammardependondifferentcontextanddifferentcontextbasedondistinctformsofgrammarshowsdifferentcontextualmeaningandcommunicationalfunction.Indailycommunication,mostchoicesofgrammaticalformsarecloselyrelatedtotheaimofcontextandinteraction,andonlyveryfewgrammarrulesareexceptions.Astotheclassificationofthecontexttheory,itcanbemainlydividedintolinguisticcontextandnon-linguisticcontext.Bothofthemarecloselyrelatedtogrammarteaching.Linguisticcontext,alsonameddiscoursecontext,mainlypresentsinnerrelationshipsbetweenvariedlanguageunitsandforms.Generallyspeaking,words,expressionsandpassage,evenawholebookareregardedascommonandbasic28 elementsoflinguisticcontext.Iftheteachercanappropriatelyapplythelinguisticcontextinthegrammarclass,studentswillhavethegreatpossibilitytodeveloptheirabilitynotonlyincohesion,butalsoincoherence.Cohesionjustinvolvesthegrammarandlexicon,butcoherencecanmakeatextsemanticallymeaningfulandcomplete.Hence,linguisticcontextcannotbeneglectedinthecontextsetting.Non-linguisticcontextalsoconnectscloselywiththegrammarinstruction.Intermsoftheclassification,situationalcontextandculturalcontextconstitutesthenon-linguisticcontext.Situationalcontextmainlyreferstothetime,place,participantandphysicalactivitiesincommunication.Withthedevelopmentofmultimedia,EnglishteacherscanturntocolorfulteachingaidsinordertocreateanidealsituationalcontextinEnglishgrammarclass.Juniorhighschoolstudentsarecharacterizedbystrongcuriosityonnewintriguingthings,sotheywillbeattractedbythevividandactivemultimediaasteachingaids.Therefore,inthisway,students’enthusiasmandinitiativecanbemotivatedtothefullestpotential.Inaddition,somenon-linguisticfactorscanbemoreconduciveandusefulingrammarteaching,comparedwiththepictures,storiesorrealobjects.Thus,asanEnglishteacher,weshouldattachnecessaryimportanceonhowtoapplynon-linguisticfactorsintoEnglishgrammarteachingappropriately.Culturalcontextisanothernon-linguisticcontextthatmustbetakenintoconsideration.Whenitcomestoculturalcontext,asthenamesuggests,itisrelevanttohistorical,politicaloreconomicfactors.Onotherwords,culturecontextcanbelookeduponasareflectionofcertainbackground.It’snecessarytolearnthecultural29 backgroundwhenwelearnanewlanguage,andthesameistrueofgrammarlearning.Takeninthissense,anauthenticEnglishsentenceshouldnotonlyaccordwithgrammaticalrules,butalsoconformtoprinciplesofculturalcommunication.Inthissense,theEnglishteachersfacetheseverechallengeofplayingtheroleasagoodmasterofdifferentcultures.Therefore,thegoalofgrammarteachingshouldn’tbelimitedtourgingstudentstomakesentences,whicharerightinstructureandmeaning,butalsotoguidestudentstounderstandinwhichculturalcontextcertaingrammaticalrulescanbeapplied.Inthisway,studentscanexpresstheirthoughtsnotonlysemanticallycorrect,butalsoculturallyaccurate.2.5PreviousStudiesofContext-basedGrammarTeachingAbroadandatHomeInthispart,theresearchermakesadiscussiononthepreviousstudiesabroadandathomeoncontext-basedgrammarteachingmethodsoastomakesurethatthisthesiscanhavetheinnovationsbycomparisonwiththepreviousrelatedstudies.2.5.1PreviousStudiesAbroadGenerallyspeaking,linguistscreatedtheoryinorderthattheresearchersapplythetheorytoguidethepracticeinreallife.Contexttheorylooksuponlanguageasasystemofsocialsymbols,whichpoursmuchattentionontherelationshipbetweenlanguageandsociety.Inreality,thestudyoncontext-basedgrammarteachingcanbetracedbacktothefoundationof“contextteachingmethod”whichiscontextcentered.In1993,the30 AmericanlinguistKramachputforwardtothecontextteachingmethod,whichinitiatedthestudyofgrammarteachingbasedoncontexttheory.Aftertheclassificationoftherelatedresearchabroad,theresearchersummarizedthestudiesonforeigngrammarteachingbasedoncontexttheoryasfollows.Fromtheperspectiveofthenecessityoftheapplicationofgrammarteachingbasedoncontexttheory,thefollowinglinguistsgavetheirownopinion.In1985,HermanandAndersoncameupwiththeviewthatstudentsshouldlearnEnglishgrammarundertheguidanceofvariousanddifferentcontexts.Theyheldtheopinionthatgrammarknowledgeshouldnotbelearntandrecitedmechanically,instead,somecontextualizedelementsshouldbetakenintoconsideration.Kramach(1993)putforwardthepointthat“It’smoreimportanttolearnhowtoapplygrammarknowledgeintotherealcontextthangettoknowthegrammaticalknowledge”.ItwasalsothefirsttimethatKramachstressedtheimportanceandsignificanceofcontextingrammarlearningandspreadthecontextteachingtheoryintothefieldofgrammar.Nunan(2001)heldtheviewthatthemeaningofgrammarcanbeunderstoodontheconditionthatthelearnerlearnsgrammaticalknowledgeinthecontext.Accordingtohisview,thegrammarteachingwasnotlimitedtomechanicalrulesandstructures,butitshouldcombinetherealcontexttogether,whichcanhelpconveymeaningeffective.Thornbury(2003)putforwardtheviewofcontextrestriction,andheheldtheviewthatthemeaningoflanguageisrestrictedbythecontext,theteachercannotonly31 concernthestudyofgrammaticalknowledgebutalsopoursmoreattentiononthegrammaticalmeaning;inaddition,learnerscanlearnthemeaningoflanguagethroughtheimmersionofcontextandchoosetheappropriategrammaticalrulestoexpresswhattheutterancemeans.Hadley(2004)expoundedhisviewinthefollowingwords,“Learninglanguageincontext(i.e.,largerdiscourseframeworks)maybeeasierthanprocessinglanguagein“bitsandpieces”orinisolatedsentenceframes”(p.161).Fromhisperspective,dealingwiththeminordetailsoflanguageexcessivelyordisaggregatinglanguageintoisolateformisinferiortoofferingstudentsenoughchancestopracticeemployinglanguageincontext.Larsen-Freeman(2005)criticizedthattraditionalgrammarteachingignoredthediscourseteaching,whichcouldnotinterpretthespecialmeaningofgrammaticalrulesunderthedifferentcontexts.Therefore,heconsideredthatstudentscannotmasterandapplythegrammarruleswithoutthecontext.Insummary,ithasbeenseveraldecadessinceforeignscholarsstudiedhistoryofgrammarteachingbasedoncontexttheory.Therefore,theresultsoftheresearchhavereachedacertainrangewithconsiderableresearchquality.Startingfromtheestablishmentofthecontextualteachingmethod,foreignresearcherhaveconductedrelevantresearchrespectivelyonthetheoreticalresearch,necessityofapplicationandteachingstrategies.Allofthesestudieswillprovidetheoreticalfoundationforthefurtherresearchforourdomesticscholars.32 2.5.2PreviousStudiesathomeWiththegradualintroductionofcontexttheorytoChina,manyaresearchersandlinguistsbegantoconverttheirattentiontocarryoutresearchontheapplicationofthecontext-basedtheorytoforeignlanguageteachingpractice.Toillustrate,theauthorfindssomeessaysrelevanttotheapplicationofthecontexttheoryinlanguageteachinginChinafromtheCNKI.However,incomparisonwiththerelatedresearchabroad,thenumberisalittlefewer.ProfessorZhou(1991)generallymadeacomparisonaboutthefeaturesoftraditionalgrammarandfunctionalgrammarinanarticle“TraditionalGrammar,FunctionalGrammarandGrammarTeaching”,inwhichhepointedoutthefunctionofforeignlanguageteachingistochangetheformalgrammarteachingintofunctionalgrammarteaching.Thatistosay,Englishlanguageshouldbetreatedasafunctionallanguagewhichcanbeusedtocommunicateandexchangeideasratherthanlanguagewithoutmeaningfulcontext.Thesituationofgrammarteachingwasalsostudiedbysomeresearchersintherelatedfield,Shen(2000)analyzedwhatthecurrentsituationofgrammarteachingislike,pointingouttheideathatLinguisticsTheoryshouldbeadoptedintheprocessofEnglishgrammarpedagogy,anditisalsonecessaryfortheteachertopresenttheempiricalexamples.Inbrief,EnglishgrammarteachingshouldbecarriedonundertheguidanceofClassicalLinguisticTheory,andinordertotesttheeffect,empiricalexamplesshouldbeillustrated.He(1998),afamouslinguist,deemedthatgrammarrulesshouldbeexplainedin33 contexts,whichismoreeffectivethanlearningbymonotonousrecitingormechanicalmemorizing.Itemphasizedthesignificantrolethatthecontextplaysinthegrammarpedagogy.Zhang(1999)saidthatgrammarteachingshouldbecarriedoutonthebasisofinterpretationofthelinguisticphenomenonratherthantheisolatediscussionontherules.Whentheteacherinstructsgrammartothestudents,theycannotapplythegrammaticalrulesflexiblyiftheteachersjustimpartthegrammaticalrulestostudentsinastaticwayandletthestudentsmemorizethegrammaticalrulesinamechanicalwaybymeansofdulldrills,whichnaturallyresultsintheconsequencethatstudents’languagecompetencecannotbeimprovedatall.However,iftheteachercantransformtheabstractgrammaticalrulesintoconcretelanguagefactsandsetdistinctcontextsintoteachingintermsofspecificteachingcontent,studentswillbeabletoactivelyfindthegrammaticalrulesbasedondistinctcontexts,realizeaspecificusageofrules,andunderstandinwhatconditionthegrammarcanbeused.Onlyinthiswaycangrammarteachingachieveanunexpectedeffect.Tang(2004)advocatedthattheultimatepurposeoflearningistousethelanguageknowledgeformsappropriatelyinacertaincontext.Then,inordertoachievethegoaleffectively,theteachershouldendeavortodevelopstudents’linguistcompetencegradually.Onlyiftheteachercombinesthecontextwithgrammarteachingduringtheteachingprocess,developstudents’abilitytoidentifydistinctcontexts,masterthelanguageaccurately,canstudentsunderstandthemeaningincontext.Gradually,thestudentscanmakechoiceoflanguageintermsofcontext34 theoryatanunprecedentedheight.Sa(2004)heldtheviewthattheultimategoaloflanguagelearningistouselanguagecorrectlyandappropriatelyinspecificcontexts.Tosomeextent,hisviewissimilartoTangLingzhi’s,thatistosay,Languageteachingcanbeeffectivelyenhancedbyrelatingthelanguagewithcontextsinorderthatstudents’languagecompetencewillbedeveloped,aswellashiscommunicativeability.What’more,relatingthelanguagewithcontextscanrenderstudentstounderstanddifferentmeaningsincontexts.He(2010)putforwardtheconceptof“situationalprinciple”ofEnglishgrammarteaching.Hetookthecomparativeofadjectivesasexamplestoshowtheapplicationofteachingstrategyunderthesituationsandtopicsintermsofcontext-basedgrammarteachingmethod.Generallyspeaking,languageresearchersandteachershaverealizedtheimportanceofapplyingcontexttheoryinEnglishgrammarteaching,andtherefore,theapplicationofthecontexttheoryinlanguageteachingisgrowinggradually,thecontentandqualityoftheresearchisincreasingdaybyday.However,mostoftheexistingstudiesaretheoreticalresearch,withoutenoughquantityofempiricalresearch.Inaddition,previousstudiesfocusmoreontheapplicationofEnglishlistening,reading,speakingandwriting,withlittleconsiderationoftheEnglishgrammarteaching.Thosestudieswhichfocusontheapplicationofcontexttheoryongrammarteachingcenteredontheperiodofseniorhighandcollegeschool,whilethestudiesonthejuniorhighschoolperiodisscarce.Therefore,theauthoraimstoput35 forwardthisresearchundersuchcircumstance,carryonresearchfromtherealityofjuniorhighschoolclassroomgrammarteachinginordertoverifythenecessityandsignificanceoftheapplicationofcontexttheoryongrammarteaching.36 Chapter3MethodologyInordertoconfirmthesignificanceandfeasibilityoftheapplicationofcontexttheoryongrammarteaching,theauthorcarriedoutanempiricalexperimentonthecontext–basedgrammarteachingmethodappliedinjuniorhighschooltoinvestigatetheissue.Thischapterwillshowadetailedillustrationaboutthisresearch,involvingtheresearchquestions,subjects,instruments,aswellasthespecificproceduresinbothexperimentalclassandthecontrolledclass,andthedatacollectionandanalysiswerealsoincludedinthischapter.3.1ResearchQuestionsAftertheresearcherstudiedtherelatedintroductionandliteraturementionedinthelasttwochapters,tworesearchquestionsbelowweredesignedsoastoexploretheeffectivenessofapplyingthecontext-basedtheoryinthegrammarteachinginjuniorhighschool.1.Whatremarkableeffectscancontext-basedGrammarteachingexertonstudents’grammarcompetence?2.Whatarethechangesofstudents’attitudestowardsEnglishgrammaraftertheteachingbasedoncontexttheory?3.2SubjectsThesubjectsofthisresearcharethestudentsinGrade7inajuniorhighschoolinShenyang(fortheethicreason,thenameisnotshownhere).Theyarefromtwo37 parallelclasses,class3andclass5;thenumberofstudentsinthesetwoclassesisthesame.Besides,thedistributionofboysandgirlsintwoclassesisquitesimilar,andallofthestudentsfromthesetwoclasseshavelearntEnglishsincetheirprimaryschool,sotheredoesnotexistsignificantdifferenceintheirEnglishlevel,thatistosay,bothofthemhavecertainfoundationinlearningEnglish.Inaddition,theirageallrangefrom12to14yearsold.Moreimportantly,noneofthemhavebeeninformedearlierabouttheteachingexperiment.ThereasonwhytheresearcherchoseJuniorOnestudentsastheresearchsubjectsisthattheyhavejustfinishedtheirprimaryschoollearning,withlittledifferenceinattitudestowardslearning.Furthermore,studentshaveabundanttimeinJuniorOne,whichisconvenientforcarryingouttheexperiment.Class3istreatedastheControlClass(C-C),taughtEnglishviaPPPgrammarteachingmethod,whileClassfiveisregardedastheExperimentalClass(E-C),taughtbycontext-basedgrammarteachingmethod.What’smore,theauthorofthisthesisistheEnglishteacherofbothexperimentalclassandcontrolledclass,respectivelyappliedbythecontext-basedgrammarteachingmethodandPPPgrammarteachingmethodinthecontrolledclass.3.3InstrumentsGenerallyspeaking,theresearchercombinedthequalitativeandquantitativeresearchmethodtogetherinthisteachingexperiment,andtobemorespecific,threecategoriesofinstrumentswereimplementedbytheresearcherinthisstudy,namely,twoquestionnaires,aninterviewandtwotests.38 3.3.1QuestionnairesTwoquestionnaireswereadoptedbythisstudy,andtheauthordesignedtheminChinesesoastoavoidstudents’ambiguityinunderstandingthecontentofthequestionnaireandalsoitisagoodwaytosavetimeaswell.Theauthordesignedthefirstquestionnaireaspre-questionnaire(AppendixI),whichconsistsoffourteenquestionsandthefirstthirteenquestionsaremultiple-choicequestions,andthelastoneisanopenquestion.Pre-questionnairewasdesignedforthepurposeofgettingtoknowthestudentsattitudestowardthecurrentgrammarteachingmodeandtheirexpectationsaboutgrammarteaching.Therearetotalthreefocusesinthepre-questionnaire.Thefirstpartissettoinvestigatestudents’attitudesandintereststowardsthecurrentgrammarteachingmethod.Nextpartintendstomakeasurveyabouthowdothestudentsperforminclassimpartedbygrammartranslationmethod.Thethirdpartistoinvestigatethecurrentsituationofgrammarteachinginjuniorhighschool.Andthelastpartistoinvestigatethecurrentsituationofgrammarteachinginjuniorhighschoolandstudents’expectationsaboutthegrammarteachinginEnglishclass.Thesecondquestionnaireisnamedaspost-questionnaire(AppendixII)incontrastwiththepre-questionnaire,whichinvolveselevenclosequestionsandanopenquestion.Aftertheteachingexperimentofcontext-basedgrammarteaching,studentswereprovidedwiththisquestionnaire.Thepost-questionnairewasdesignedtocheckwhetherstudents’attitudestowardsgrammarlearninghavesomechangestosomeextentaftertheadoptionofcontext-basedgrammarteaching.Theresultsof39 post-questionnairearealsoanindicationofthepracticaleffectofcontext-basedgrammarteaching.3.3.2InterviewAninterviewwasalsoimplementedinthisstudyasaqualitativemethodtosupporttheresearchdata.Theinterviewmainlyconsistsoffourquestions,whichfocusonhowthestudentsthinkofgrammarlearningandchangesofstudents’attitudesvianewgrammarteachingmodebasedoncontexttheory.Thefirstquestionoftheinterviewaimedtoinvestigatestudents’attitudetowardgrammarclassbeforetheteachingexperiment.Thesecondquestionaimedtofindouthowstudentslearntgrammarbeforetheteachingexperiment.Thethirdquestionwasdesignedtoletthestudentstellthedifferencebetweenthenewgrammarteachingmethodandthepreviousgrammarteachingmethod.Astothefourthquestion,itaimedtosummarizestudents’commentsonthecontext-basedgrammarteachingmethod.Whenitcomestothelastquestion,itaimedtomanifestwhetherthecontext-basedgrammarteachingmethodsuccessfullystimulatestudents’interestingrammarlearning.Insummary,theinterviewwasdesignedtoconfirmthefeasibilityandeffectivenessoftheapplicationofcontexttheoryonEnglishgrammarteachinginmiddleschool.3.3.3Pre-testAsisknowntousall,testcanberegardedasanefficientwaytodetecttheeffectivenessofteaching.Hence,aftertwotestswereimplementedrespectivelybeforeandaftertheteachingexperiment,theresearcherareabletogettheinformation40 aboutwhetherthegrammarcompetenceofstudentshavebeenimprovedundertheguidanceofcontext-basedgrammarteachingmethod.Forthepre-test,itwasimplementedinbothexperimentalclassandcontrolledclass.Thestudentsinthetwoclassestookpartinthepre-testonSeptember6th,2017.Thepre-testwereheldtoteststudents’academicabilityinEnglishlanguagegrammaticalusage;andthesametestpapersdistributedtoECandCCatthesametimeinordertocheckwhetherstudentsinECandCCwereatanequivalentlevel.InordertomakeacomparisonbetweenECandCContheproficiencyofEnglishgrammar,theresearcherselectedpartsoftheEnglishdiagnostictestbeforethestudentsenteredthejuniorhighschool,whichcontainsmultiplechoicequestions,clozeandblank-filling.Thetotalscoreofthepre-testis70points.Tosomeextent,thepre-testcanprovidestrongandpowerfulevidencefortheexperimentofcontext-basedgrammarteaching.3.3.4Post-testThepost-testwasprovidedforthestudentsoftheexperimentalandthecontrolledclassaftertheexperimentofthecontext-basedgrammarteachingmethodwasimplementedinEnglishgrammarteaching.Anditadoptedthesamepatternofpre-test.Thetestpaperforpost-testwasselectedfromthefinalexaminationinthisjuniorhighschool,whichcanguaranteethatthepre-testandthepost-testareofthesimilardifficulty.Thefinalresultofthepost-testindicatedwhetherthestudentsinexperimentalclasshaveagoodcommandofgrammarafterthecontext-based41 grammarteaching.What’smore,thepre-testandpost-testpaperremainsthesamestandardofscoring.3.4TeachingprocedureTheteachingexperimentlastedalmostthreemonths,whichbeganinSeptemberandendedinNovember.Thestudentsfromtheexperimentclassandcontrolledclassareallthetesteesofthisteachingexperiment.Thestudentsofboththeexperimentalclassandthecontrolledclasslearntthesameteachingmaterial,andtheyweretaughtbythesameEnglishteacher-theauthorsothattheindividualdifferencesinteachingstylecanbesuccessfullyavoided.Thus,theanalysisoftheresultscanignorethedifferencesinteachingstyleanditcanbeguaranteedthattheonlydifferenceisthedifferentgrammarteachingmethodinthesetwoclasses.Tobemorespecific,theresearcherimplementedthecontext-basedgrammarteachingmethodinexperimentalclass,andinthecontrolledclass,PPPgrammarteachingmethodwasadoptedasbefore.Inthefollowingpart,thebasicprocedureofcontext-basedgrammarteachingwillbeshown,andtwosamplelessonsintheexperimentalclassrespectivelyapplicationofthesituationcontextandlinguisticcontextarepresented.3.4.1Thebasicprocedureofcontext-basedgrammarteachingIntheexperimentalclass,theteacheradoptedthecontext-basedgrammarteachingmethodinthegrammarlesson.Therearedifferentpointsofviewontheteachingstepsofgrammarteachingbasedonthecontexttheoryandsotherearen’t42 uniformstepsforgrammarteachingbasedonthecontexttheory.TheappliedlinguistsBrumfit(1985)putforwardaregulargrammarteachingmodelbasedoncontexttheory,whichispresentationofgrammaticalpoints—practiceofgrammaticalrules—practiceincontext.ThefirsttwostepsofthisteachingmodelisthesameasPPPgrammarteachingmodel,butthelaststepgoesbeyondthetraditionalteachingmethod,whichisdetachedfromthecontext.TheresearcherreferredtothegrammarteachingmodelofBrumfit,combiningtheessenceofcontexttheoryandinductiveteachingmethod,andthendesignedthefollowingteachingstepsasthebasicprocedureofcontext-basedgrammarteaching.Step1ThecreationofthecontextThefirststepiscreationofcontext.Inthisstep,linguisticcontext,andsituationalcontextwerecreatedbyvariousflexibleandinterestingmeans,suchasvideoclipsorpictures.Thestudentsperceivedthecontextualtextmaterialdesignedbytheteacherandcompletedthecontextualtaskinthesettingcontextinclass.Throughthisprocess,studentscouldanalyzeandinducethegrammaticalrulesandcouldfurtherdeepentheirunderstandingofgrammaticalpointsandapplicationofthegrammarrules.Thecreationofthecontextmainlyincludedtwocategories,onewastocreatecontextualtextmaterialandtheotherwastocreatecontextualactivities.Astothecreationofcontextualtextmaterial,theteacherchosetheauthenticandrealcontextualmaterial,whichwasclosetothereallife.ThentheteacherconsideredtheactualEnglishlevelofstudentsandtheirneedsorintereststochoosethetextualmaterialthatwassuitableforstudents.Astothecreationofcontextualactivities,the43 teacherdesignedsomeintriguingactivitieswhichcanattractstudents’attention.Inaddition,thecontentofthecontextualactivitiesmustbecenteredonthegrammaticalpointsthattheyweregoingtolearn.Step2TheanalysisofthecontextualmaterialTheanalysisofthecontextualmaterialwasthebasicstepofthecontexttheoryapplyingtothegrammarteaching,whichwasaccomplishedbythejointeffortsoftheteacherandthestudents.Inthisstep,undertheguidanceoftheteacher,studentsmadeanalysisofthegrammaticalpointswhichappearedinthecontextualtextmaterialorinthecontextualactivitiesbygroupdiscussion.Thegroupmembersworkedtogethertosummarizethegrammaritems.Finally,theteachermadesomecommentsontheinductionoftheeachgroup,andcompletelyexplainedtheconceptandtherulesofthisgrammarpoints.Step3PracticeinthecontextInthisstep,theteacherarrangedsomegrammarexercisesbasedoncontext,suchasgrammarfillingblanks,translatingsentencesbasedoncontextorcompletingthesentenceaccordingtothecontext.Inaddition,theteacherarrangedsomegrammaticaltasksbasedoncontext,forinstance,simulatingthereal-lifecontextintheclassroom,usingthegrammaticalpointslearnttofinishthecommunicativetask.Theteacheralsodesignedothertypesoflanguageapplicationtask,suchascontextualwriting.44 3.4.2.SamplelessonsinExperimentalClassThesubjectsofthisstudyareGradeSevenstudentsinajuniorhighschoolofShenyang.ThetextbookusedbythestudentsinGradeSevenisOxfordEnglishbookfor7AstudentspublishedbyShanghaiEducationPress.Thebookofthissemestermainlyincludesthefollowinggrammarpoints,namely,indefinitearticles:“aandan”,thesimplepresenttense,countableanduncountablenouns,usingthereis/are,thesimplefuturetense,thesimplepasttenseandpersonalnouns.Duringthethree-monthcontext-basedgrammarteaching,studentsexperiencedvariouskindsofcontextswhenlearningdifferentgrammarpointsinEnglishclass.Inthefollowingpart,theresearcherpresentstwosamplegrammarlessonsbasedonthecontexttheoryintheexperimentalclass.Inthesetwosamplelessons,theresearcherrespectivelyemployedthesituationalcontextandlinguisticcontext.ThefirstsamplelessoninECwasthegrammarpointsaboutcountableanduncountablenounsinUnit3ofthetextbookfor7Astudents.Duringthisgrammarlesson,theresearchercombinedthelinguisticcontextandsituationalcontexttogetherwhenshecarriedoutgrammarinstructionintheclass.Inthefirststep,theteachercreatedasituationalcontextthattheywerehavingapicnicinShenyangNanhuPark.Theteacheractedasashopassistantandthestudentsusedthesentencepattern,“Iwouldlikea/an______”or“Iwouldlikesome______”toaskteacherforpicnicfood.Inthesecondstep,theteachershowedsomepicturesaboutthefoodonthePowerPointasahintforstudents;andthefoodincludesmilk,egg,rice,water,apple,45 coffeeandetc.,andgavestudents10minutestohaveagroupdiscussion.Thestudentsworkedingroupsandhadahotdiscussionaboutwhatfoodtheywantedforpicnic.Aftertenminutes,thestudentsaskedforpicnicfoodfromtheteacherbyusing“Iwouldlikea/an_____”or“Iwouldlikesome______”.Inthisstep,studentssimplygotageneralunderstandingofthecountablenounsanduncountablenounsbygroupdiscussionandinduction.Theteachermadesomecommentsonstudents’inductionandexplainedthegrammarpointsaboutcountableanduncountablenouns.Inthethirdstep,theteachershowedapassagewhichconsistedofsomeblanksfillingrelevanttothegrammarpointsanduncountablegrammarpoints,andletstudentstofillintheblanksusinga/anorsome.E.g.ItisSundaytoday.Theweatherisfineandthesunisshiningbrightly,soLily’sfamilyishavingapicnicinShenyangNanhuPark.Theytakelotoffoodfortheirpicnic.Lilyputs_____milkinherschoolbag,andherfathertakes____breadand_____freshfruit.AboutLily’smother,shetakes_____boxofeggs.Theyputallfoodonthegrassandenjoythebeautifulscenery.Whentheyareabouttofinishtheirpicnic,theyaskonevisitortotake____photoofthem.Allinall,theyenjoy_____goodtime!Afterfinishingtheexerciseoffillingblanks,studentsconsolidatedgrammarknowledgeofcountableuncountablenouns.Thisishowtheresearcheremployedthelinguistictheoryinthegrammarinstruction.Inthefirstsamplelesson,theteachercreatedthesituationalcontextofhavingapicnicandstudentscouldusethetargetgrammaticalpointstoexpresstheirneed,whichisconducivetotheirunderstandingofcountableanduncountablenouns.Atthe46 sametime,studentscanbetterunderstandhowtoapplythegrammaticalrulesinthereallife.Thesecondsamplelessonemployedbycontext-basedgrammarteachingmethodwasanillustrationofthegrammarpoints“Indefinitearticles:aandan”inUnitOneofthetextbookfor7Astudents.Inthisclass,theteachermainlyusedthesituationalcontext.Firstly,theteachercreatedasituationalcontextbymeansofthepicturesonthePowerPoint.Shepresentedsomepicturesandaskedstudents:“Whatisit?”Thefirstpictureisafootball,andthenthestudentsrepliedtogether,“Itisafootball.”Then,thesecondpictureisanelephant.Aftertheteacherposedthenextquestion,somestudentshurriedtoanswer,“Itisaelephant.”Atthistime,theotherstudentscorrectedtheanswer,“Anelephant.”Theteachernoddedherhandandsaid,“Yes,itisanelephant.”Andthentheteacherwroteitontherightsideoftheblackboard.Intotal,theteachershowedtenpicturesonthePowerPoint,askingthestudentstoanswerandthenwrotethemintwocolumnsrespectivelyontheleftandrightsideoftheblackboard.Aftershowingthesetennounphrasesontheblackboard,theteacherposedsuchaquestion,“Boysandgirls,doyoufindtherules?Whenshouldweuse‘a’andwhenshouldweuse‘an’?”Then,thestudentshadahotdiscussionwiththeirgroupmembersandtheneverygroupinducedtheirownunderstandingaboutthisgrammaticalrule.Basedonstudents’owninductionoftheuseof“Indefinitearticles:aandan”,theteachergavehercommentsandeventuallygavetheofficialgrammaticalrulesabouttheuseof“Indefinitearticles”,thatis“Ifanounstartswitha47 consonantsound,weuse‘a’beforeit.Ifanounstartswithavowelsound,weuse‘an’beforeit.”Afterthediscussionbetweengroupmembersandtheexplanationbytheteacher,itcametothethirdstep,practiceincontext.Inthisstep,theteacherfirstcreatedasituationalcontextbyplayinggames.Sheselectedtwostudentsatrandomtocometothefrontoftheclassandgavethemtwohatstowear,respectivelywrittenin“a”and“an”.Andthen,shegavetheotherpictureswhichinvolvefruit,musicalinstruments,animalsandetc.Then,sheaskedthestudentstofollowbehindtheirclassmateswiththehatwritten“a”or“an”accordingtothepicturetheyheldintheirhands.Afterthechoice,twogroupsformedautomatically.Then,everystudentsintroducedthemselvesbyemployingthesentencepattern“Iama/an”totheirgroupmembers.Throughthegroupdiscussion,thestudentswhofollowedthewronghatwerepickedout.Thisactivityarousedstudents’stronginterestandtheyactivelyparticipatedinthegame.Inthemeanwhile,theuseofindefinitearticleswasconsolidatedagaintothestudents.Finally,theteacheraskedthestudentstohaveagroupdiscussiononthetopic“Whatdoyouwanttobe?”Thestudentsdiscussedwitheachotherbyusingthesentencepattern—Mydreamistobea(n)…/Iwanttobea(n).Afterthispractice,studentswouldstrengthentheuseofindefinitearticlesfurtheranddeeply.Inthesecondsamplelessons,theteacherarrangedthesituationalcontextofwearinghatsfordifferentnouns.Duringtheprocess,everystudentparticipatedinthegameanddiscussionactively,whichcreatedarelaxedandintriguinglearningatmosphere.48 3.5DataCollectionThisresearchwascarriedoutbymeansoftheanalyticalmethodsofthecombinationofthequantitativeandqualitativeanalysis.ThedatawerecollectedfromajuniorhighschoolofShenyang,Liaoningprovince.What’smore,twoquestionnaires,twotests,interviewwereemployedsoastofigureoutthefinalresult.Firstandforemost,thepre-questionnairewasimplementedbeforetheexperiment,andthestudentsofExperimentalClass(EC)arethetesteesofthepre-questionnaire.SincethestudentsofECarethemainsubjectsoftheexperiment,soit’sofgreatnecessitytogettoknowtheirbackgroundknowledgeofgrammarlearningsothattheexperimentcanbecarriedoutsmoothlyandsuccessfully.TheresearchergavethestudentsofECabout15minutestoaccomplishthequestionnaire.Fourteenquestionswereinvolvedinthepre-questionnaire,and52questionnaireswerehandedback,and50ofthemarevalid.Theresearcheranalyzedthepre-questionnairebymeansofexcelandtheresultsaremanifestedintheformofpercentage(SeefromTable4.1toTable4.5).Aftercarryingouttheexperiment,thepost-questionnairewasdistributedtotheECagain.54questionnairesweredistributedtothestudentsanditremainedthat52questionnaireswerehandedback,and50ofthemareofvalidity.Andtheresultsofdataonpost-questionnairewereallputfromTable4.6toTable4.9.Distinctfromthepre-questionnaireandpost-questionnaire,thetwotests,namelypre-testandpost-testwouldbeheldinbothexperimentalclassandcontrolled49 class.Anditisuniversallyacknowledgedthatthepre-testwouldbeemployedbeforetheexperimentwhilethepost-testwouldbecarriedoutaftertheteachingexperiment.Allthestudentsintwoclassesweregivenonehourtofinishthetest,whichconsistsofmultiplechoicequestions,cloze,andblankfilling.Afterwards,thepapersweregradedandscoredbytheresearcher.Aftergradingandscoringthetestpaper,theresearcheranalyzedallthedatabySPSS18.0.Lastbutnottheleast,theresearcherpickedouteightstudentsrandomlyfromtheexperimentalclasstohavetheinterview.Thequestionsfortheinterviewareasupplementofthequestionnaires,whichhasclosecorrelationtothechangesofstudents’attitudechangestowardgrammarlearningbeforeandaftertheapplicationofthecontext-basedgrammarteachingmethod.3.6DataAnalysisAnidealandaccuratefinalresultcannotdowithoutthedataanalysis.Afterthedatacollection,theresearcherappliedSPSS18.0toanalyzethedata,bothfromtheECandCC.Fromtheresultofdatacollection,itcanbeshownwhetherthecontext-basedgrammarteachingcanimprovethestudentslearninginterestaswellastheirgrammarproficiencyornot.Furthermore,theresultofquestionnairewillbeindicativeoftheinfluencesandchangestothestudentsofECaftertheimplementationofcontext-basedgrammarteachingmethod.Tobemorespecific,nextchapterwillillustrateclearlyabouttheresultsandanalysisofthetwotestscores,twoquestionnairesandinterview.50 Chapter4ResultsandDiscussionThischapterisbasicallyanillustrationabouttheresultsaboutthequestionnaires,interviewandtest,namelytheresultsaboutalltheinstrumentsthatwereimplementedinthestudy.Inaddition,basedontheresults,theresearcheralsopresentsadiscussionaboutthetworesearchquestions,whicharechangesofstudents’attitudestowardsGrammarlearningaftertheapplicationofcontext-basedgrammarteachingandtheeffectofthecontext-basedteachingmethodaftertheteachingexperimentinEC.4.1ResultsIntheabovechapter,thedatacollectionhasbeenillustratedinthestudy;thereforethefinalresultofallininstrumentwillbeshowninthispart.TheresearcherwillusetheExceltoanalyzetheresultsofthepre-questionnaireandpost-questionnaireandexplaintheresultsofthepre-testandpost-testwiththehelpofSPSS18.0.4.1.1ResultsoftheQuestionnairesIntotal,twoquestionnairesweredistributedtotheexperimentclassbytheresearcherinthisstudy,whichwereusedbeforeandaftertheexperiment.Ononehand,thepre-questionnairewasdistributedatthebeginningofSeptember,and54questionnairesweredistributedtothestudentsand50ofthemareofvalidity,sotheeffectivereturningrateisabout92.6%.Ontheotherhand,thepost-questionnairewashandedoutattheendofDecember,andtheeffectivereturningrateremainsthesame51 asthepre-questionnare’s.4.1.1.1Resultsofpre-questionnaireTherearefourteenquestionsinthepre-questionnaireandallthequestionscanbedividedintofiveparts:thefirstpartistofigureoutstudents’attitudesandintereststowardsthegrammarlearning(Q1,Q2,Q3andQ4).Thesecondpartistosurveythestudents’performanceinclassimpartedbytraditionalgrammarteachingmethod(Q5,Q6,Q7andQ8).Thethirdpartisaboutthepresentsituationofgrammarpedagogyinjuniorhighschool(Q9andQ10).Thefourthpartisaboutstudents’viewonthecurrentgrammarteachingmethod(Q11andQ12).Thelastpartreflectsthestudents’expectationsaboutthegrammarteaching,whichincludeaclosequestionandanopenquestion(Q13andQ14).Exceptthelastopenquestion,therestquestionsconsistoffivechoices,Astandsforstronglyagree;Brepresentsagree;Cstandsforuncertain,DandErespectivelyrepresentdisagreeandstronglydisagree.Followingsaretheresultsofthepre-questionnaire.52 Table4.1Students’attitudeandinteresttowardsgrammarlearningChoicesABCDEQuestionsNPNPNPNPNPQuestion1816%1734%714%1632%24%Question2612%48%510%1428%2142%Question31938%1020%48%1428%36%Question41530%1122%510%1122%816%N=Number,P=PercentageThefirstfourquestionsareanillustrationofstudents’overallattitudetowardEnglishgrammarlearning.BasedontheQ1,50%studentsholdtheviewthatitisessentialtolearngrammarintheprocessoflearningEnglish,thatistosayhalfofthestudentshaverealizedtheimportanceofgrammar,whilestillhalfofthestudentsregardthatgrammarlearningdoesnotplayasignificantroleinEnglishlearning.IntermsoftheQ2,it’sverysurprisingthat70%studentsdon’tthinkthatlearninggrammarwellwillcontributetoEnglishexpression.Bycomparison,only20%studentsacceptthatgoodEnglishexpressionreliesonsolidfoundationofgrammarlearning.IntermsofQ3,itreflectsthat58%studentsthinkthatgrammarisdifficulttolearn,thatistosay,morethanhalfofthestudentsregardgrammarlearningabigobstacleintheprocessoflearningEnglish.Only34%studentsholdtheviewthatgrammarisnotthatdifficulttolearn.Therefore,theyneedtheguidanceofproperteachingmethodsothattheywillmasterthegrammarwell.Apartfromthethreequestions,Q4showsthat52%studentshavelittleinterestingrammarlearning,whichismorethanhalfoftheoverallnumberofthesubjectswhofilledinthe53 questionnaire.,Table4.2Students’performanceinclassimpartedbyPPPgrammarteachingmodelChoicesABCDEQuestionsNPNPNPNPNPQuestion51224%1326%816%1020%714%Question6612%1428%510%1734%918%Question7510%1122%714%1938%816%Question8816%1428%48%1734%714%Table4.2isaboutstudents’performanceinclassimpartedbyPPPgrammarteachingmethod,whichincludeQ5,Q6,Q7andQ8.Q5aimstoknowwhetherthestudentscanlistentotheteacherattentivelyingrammarclassandtheresultsshowthatahalfofthestudentscanlistentotheteachingcarefullyingrammarclass,whichaccountsfor50%intotal;however,therearestillanotherhalfofstudentswhocannotlistentothelessonattentivelyingrammarteachingclass.IntermsofQ6,only40%studentsarewillingtoanswerquestionsinclassandmorethanhalfstudentsavoidrespondingtotheteacheractivelyinclass.WhenitcomestoQ7,only32%studentsmakesurethattheycanconcentratetheirattentioningrammarclass;whileoverhalfofstudentscannotconcentratetheirattentionforalongtimeingrammarclass.AccordingtoQ8,itshowsthatmorethanhalfofthestudentscannotreceivethegrammarpointswellinclassimpartedbythePPPgrammarteachingmethod,whichrequiresthattheteachershouldinquireanewgrammarteachingmethodtoimprovestudents’grammarlearning.Therefore,fromtheabovestatistics,itcanbefiguredout54 thatstudentsdonotperformactivelyingrammarclassbythetraditionalgrammarteachingmethod.Table4.3ThepresentsituationofgrammarpedagogyinjuniorhighschoolChoicesABCDEQuestionsNPNPNPNPNPQuestion91224%2040%36%918%612%Question10816%1224%48%2142%510%Table4.3illustratesthecurrentsituationofgrammarteachinginjuniorhighschool,whichinvolvesQ9andQ10.Fromtheninthquestion,basedonthechoicesofstudents,itcanbeseenthattheteachermainlyimpartsgrammarbyenumeratinggrammaticalrulesonebyone.Asisknowntousall,variouscontextscancontributetolearninggrammar,butintermsofQ10,mostthanhalfofthestudentschosethattheirEnglishteacherseldomsetsdifferentcontextsforgrammarlearning.Sohowtosetdifferentcontextforvariousgrammarpointsneedstobetakenintoconsideration.Table4.4Students’viewonthecurrentgrammarteachingmethodChoicesABCDEQuestionsNPNPNPNPNPQuestion11714%1326%310%2244%510%Question1248%1122%510%2040%1020%Table4.4presentsthestudents’viewonthecurrentgrammarteachingmethod.Q11aimstosurveywhetherstudentsareinfavorofthecurrentPPPgrammarteachingmethod.BasedonthechoicesofQ11fromstudents,54%studentsdon’tlike55 thepresentgrammarteachingmethod.FromtheanswertoQ12,avastnumberofstudentsadvocatethatthecurrentPPPgrammarteachingmethoddoesn’tworkwellincultivatetheirabilitytolearngrammaticalknowledge,whichaccountfor60%intotal;bycomparison,only30%studentsholdtheviewthatthecurrentPPPgrammarteachingmethodcanfacilitatetheirgrammarlearning.Therefore,itisurgentfortheteachertocomeupwithaneweffectivegrammarteachingmethod.Table4.5Students’expectationsaboutthegrammarteaching.ChoicesABCDEQuestionsNPNPNPNPNPQuestion131122%2346%24%918%510%Thelastpartofthepre-questionnaireaimstosurveywhatstudentsexpectaboutgrammarteaching,involvingaclosequestionandanopenquestion.ThedatainTable4.5showstudents’choicesofQ13.Accordingtothedata,itcanbeshownthatanoverwhelmingmajorityofstudentswishtheirEnglishteachercanexploreanewmodeofgrammarteachingdifferentfromthecurrentmethodtheyapply,whichaccountsfor68%.FromtheanswertoQ14ofthepre-questionnaire,theresearcherlearntstudents’suggestionsonthegrammarclass.Theiranswerscanbemainlydividedintothreeaspects.Somestudentshopetheteachercanapplymoderntechnology,likevideoclipsorEnglishsongs,astheteachingaidofgrammarteaching;somementionthattheyhopetolearngrammarinarelaxedandjoyfulatmosphere,ratherthaninadullway;andotherspursueforapplyingthegrammarintodailycommunication,notjustlimitedtothewrittenformintestpapers.56 4.1.1.2Resultsofpost-questionnaireTheresearcherimplementedthepost-questionnaireattheendoftheexperiment.Anewquestionnairewashandedouttothestudentsfromtheexperimentalclass.Thepost-questionnairewasappliedheretodetecttheeffectsoftheemploymentofthecontext-basedgrammarteachingmethod,andalsotofindoutthestudents’attitudestowardsthecontext-basedgrammarteaching.Theresultsareshowninthefollowingtables.Table4.6Students’attitudeandinteresttowardsgrammarlearningChoicesABCDEQuestionsNPNPNPNPNPQuestion11734%2142%36%612%36%Question21632%2346%510%36%36%Question31938%1530%48%105%24%Question41428%1836%510%918%48%N=Number,P=PercentageThesameasthepre-questionnaire,thefirstfourquestionsofthepost-questionnairearealsoanillustrationofstudents’attitudeandinteresttowardsgrammarlearning.FromthechoicesoftheQ1,thenumberofstudentswhorealizestheimportanceofgrammarintheprocessofEnglishlearninghasgrownatanincreasingspeed;76%studentsrealizethenecessityoflearningEnglish.Forthesecondquestion,itreflectsthatafterthecontext-basedgrammarteaching,78%studentsholdviewthatgrammardocontributetodailyEnglishexpression.Inother57 words,studentshavechangedtheirviewontherolethatgrammarplaysintheprocessofEnglishlearning.AccordingtotheQ3,overhalfofthestudentsdon’tthinkthatlearninggrammarisdifficultanymoreundertheguidanceofthecontext-basedgrammarteachingmethod.Thatistosay,context-basedgrammarteachingmethodfacilitatesthegrammarlearning.IntermsofQ4,78%studentsregardthatwiththecontext-basedteachingmethod,grammarlearningbecomeslessboringandinotherwords,theirinterestinlearninggrammarhasbeenimprovedbycontext-basedgrammarteachingmethod.Table4.7Students’performanceinclassimpartedbycontext-basedgrammarteachingmethodChoicesABCDEQuestionsNPNPNPNPNPQuestion51530%1836%36%816%612%Question6918%1836%36%1428%612%Question7816%1734%510%1530%510%Thefifthquestionandsixthquestionmanifestthestudents’performanceinclassimpartedbycontext-basedgrammarteachingmethod.AccordingtoQ5,anoverwhelmingmajorityofstudentscanconcentratetheirattentionongrammarclassaftertheadoptionofcontext-basedgrammarteachingmethod.AstotheQ6,studentshavechangedalotinrespondingtothequestioningrammarclassincomparisonwiththepre-questionnaire.54%studentsarewillingtointeractwiththeteachingactively58 inEnglishgrammarclass,whichincreasedby12%.WhenitcomestoQ7,halfofthestudentsareabletoconcentratetheirattentioningrammarclass,whichincreasedalotcomparedwiththepre-questionnaire.Table4.8Theeffectofcontext-basedgrammarteachingmethodonstudents’grammarcompetence.ChoicesABCDEQuestionsNPNPNPNPNPQuestion81020%1938%36%1224%612%Question91734%1836%48%816%36%Question101224%1836%510%1122%48%Theabovetablemainlyshowstheeffectofcontext-basedgrammarteachingmethodonstudents’grammarcompetence.FromQ8,58%studentsaccepttheviewthatundertheguidanceofcontext-basedteachingmethod,theirabilityoftheirdailyEnglishcommunicationcanbecultivated.Inaddition,accordingtoQ9,asfortheunderstandingofEnglishlanguage,70%studentsconsiderthattheunderstandingofEnglishlanguagewillbenefitfromcontext-basedgrammarteaching,thatistosay,context-basedgrammarteachingwillhelpstudentstounderstandtheEnglishbetter.Besides,onthegroundsofQ10,60%studentsadvocatethattheycanlearnthegrammaticalrulesconsciouslyintheirEnglishdailycommunication.59 Table4.9Students’expectationaboutcontext-basedgrammarteachingChoicesABCDEQuestionsNPNPNPNPNPQuestion112040%1530%48%612%510%Thelastpartofpost-questionnairemanifestsstudents’expectationaboutgrammarteaching,whichiscomposedofaclosequestionandanopenquestion.AccordingtoQ11,70%studentsareinfavorofcontext-basedteachingmethodandhopetheteachercancontinuetoapplythisteachingmethodinthefuturegrammarpedagogy.Astotheopenquestion—Q12,ofthethreecategoriesofcontexttheory,situationalcontextisthemostpopularoneamongallthestudents,andtheyconsideredthatsituationalcontextcanmaketheprocessoflearninggrammarmorevividandinteresting.Inaddition,thelinguisticcontextandculturalcontextgainedawarmwelcomefromthestudentsaswell.4.1.2ResultsoftheInterviewAftertheteachingexperimentandthepost-test,theresearcherinterviewed8studentsfromtheexperimentalclass.Theeightstudentswerechosenatrandom.Thereasonwhytheinterviewwascarriedoutwastocheckwhetherthestudents’attitudetowardsthegrammarlearninghaveachievedsomeimprovementafterthecontext-basedgrammarteachingandtheirexpectationaboutgrammarteaching.FivequestionswereincludedintheinterviewandAppendixCisanillustrationabouttheinterviewquestions.Asforthefirstquestion,ofallthe8interviewees,onlytwoofthemsaidthat60 theylikedtoattendgrammarclassbeforetheteachingexperiment;whiletherestsixstudentsadmittedthattheydidn’tliketoattendgrammarclassbeforetheteachingexperiment.Oneofthemsaid,“Intheprevioustime,theEnglishteacherwereusedtoenumeratingthegrammarrulesandaskedustotakedowninthenotebooksothatwecouldmemorizethemafterclass.Buttherulesaretoodullforustoremember.”Amongtheinterviewee,threeofthemwerepronetolosetheirinterestinEnglishlearningduetothedifficultgrammarwithlow-efficientgrammarteachingmethod,whichbroughtaboutmanyobstaclesnomatterhowmuchpracticetheymade.TherestofthetwoparticipantsadmittedthattheyeverconsideredignoringEnglishlearning,fortheteachingmodelofgrammarinstructionwaspronetobefixedwithoutvividteachingmethodthatcanattracttheirattention.Accordingtothesecondquestion,fiveintervieweesofthesixstudentssaidthatintheprevioustime,whentheyhappenedtoanewgrammarpoint,theysimplytooknotesinthenotebook.What’smore,onestudentcomplainedthattheirteacherjustimpartedthegrammaticalrulesmechanically,withsomefixedandunauthenticexamplespreparedinadvance.Later,studentswereobligedtolearnallthegrammaticalrulesintheirnotebookbyheart.Finally,theywereurgedbytheteachertocompletetheexercisesinsomereferencematerials.Inotherwords,beforetheteachingexperiment,theyjustmemorizedthegrammaticalrulesinamechanicalway.Thus,theyformedthemonotonouswayofgrammarlearning.Whenitcomestothethirdquestion,thestudentsoftheexperimentalclasscouldansweritatease,becausethereisobviousdifferencebetweenprevious61 semestersandthissemester.Morethanhalfoftheparticipantspointedthatthegrammarbecamemoreinterestingwithdifferentcontextthatteachersetaccordingtodifferentgrammaticalpoints.Inaddition,threestudentssaidthattheyfeelsatisfiedthattheycanperceiveandlearngrammarinthesecontexts,whichmadethegrammarlearningmoreclosetotheirdailylife.Inregardstothefourthquestion,thesixstudentsrespectivelygavetheircommentsontheapplicationofcontext-basedgrammarteachingmethod.Allofthemareinfavorofthenewgrammarteachingmethodinthissemester.Oneofthemsaid,undertheguidanceofthecontext-basedgrammarteachingmethod,hecanperceivethegrammarrulesinarealandvividway,whichcanfacilitatehismemorizationofgrammaticalrules.Twostudentsamongtheintervieweesmanifestedthatthenewgrammarteachingmethodhasbeenwidelywelcomedamongthem.Theycanunconsciouslyrememberthegrammaticalrulesindifferentcontexts.Whenreferringtothelastquestion,allofthesixintervieweessaidthattheyfinditismuchmoreintriguingtolearngrammarwiththehelpofcontext-basedgrammarteachingmethod,andtheyadmittedthattheirlearninginterestaresuccessfullyactivatedbythecontext-basedgrammarteachingmethod.Amongtheinterviews,threestudentssaidthattheywouldliketospendmoretimelearninggrammarnow,forthegrammaticalrulescanbepresentedandconsolidatedinvividsituationalcontext.Inthemeanwhile,twostudentssaidthatthelearningatmosphereingrammarclassbecamemoreactivethanbefore,fordifferentcontextsmadegrammarlearningmorevariedandcolorful.62 4.1.3ResultsofthePre-testBeforetheexperiment,theresearcharrangedapre-testforstudentsfromthecontrolledclassandtheexperimentalclass.Thepre-testwasdesignedtogettoknowtheircurrentlevelofEnglishgrammarmastery,andtheresultsofthepre-testshouldguaranteethatthestudentsofthesetwoclasseswereofthenearlysameEnglishgrammarlevel.Thepre-testwaschosenfromtheformertestforpreviousGrade7studentsandtheresearcheranalyzedtheresultsbytheSPSS18.0.Thefullmarkofthepre-testis70points,andtheresearcherandanotherEnglishteacherintheexperimentalschoolmarkedthepre-test.Table4.10ComparisonofGrammarScoresbetweenTwoclassesinthePre-testStd.ErrorNMeanStd.DeviationMeanPre-testCC5445.246.306.858EC5444.656.019.819Thefiguresinthetable4.10manifestthat108studentsintotalfromECandCCenteredthePre-test,including54studentsfromtheexperimentalclassand54studentsfromthecontrolledclass.ItiscleartoseethattheaveragescoreoftheECis44.65andtheaveragescoreoftheCCis45.24.ThiscandemonstratethatstudentsselectedtotakepartintheexperimenthavenosignificantdifferenceinthemasteryofEnglishgrammarbeforetheteachingexperiment.Inaddition,inordertotestthescoredistributioninthetwoclasses,thestandarddeviationwasalsoanalyzedbytheauthor.ThestandarddeviationoftheECis6.019,andthestandarddeviationoftheCCis6.306.Thatistosay,thedifferenceofstudents’scoredistributionisnotsodistinct63 eitherintheselectedtwoclasses.AstotheStd.ErrorMean,theCCis0.858,whichisonly0.039higherthanthatofEC.Therefore,herecomestotheconclusioninthemasteryofgrammarknowledge,thestudentsinECandCCarenearlyofthesamelevel.Table4.11IndependentSamplesTestT-testofthePre-testLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceSig.Intervalofthe(2-taileMeanStd.ErrorDifferenceFSig.tdfd)DifferenceDifferenceLowerUpperEqual.082.775.500106.618.5931.186-1.7592.945variancesassumedEqual.501105.77.618.5931.186-1.7602.942variancesnotassumedAsisshownintable4.11,thevalueofSig.(2-tailed)playsasignificantroleincomparingthevariancebetweentheexperimentalclassandthecontrolledclass.IfthevalueofSig.(2-tailed)isover0.05,itarrivesattheconclusionthatthevarianceoftwoclassedareequal.Accordingtothetable,thevalueofSig.(2-tailed)is0.618,higherthan0.5.Asaresult,itcanarriveattheconclusionthatthetwoclassesdon’thavesignificantdifference;ontheotherwords,studentsofECandCCarenearlythe64 samelevelofgrammarmasterybeforetheteachingexperiment.Sothisexperimentcanbeimplementedinthesetwoselectedclasses.Table4.12IndependentSamplesTestofthePre-testStd.Sig.TypeNMeanDeviationt(2-tailed)Multiple-546.1633.181choice-.803.416546.0233.245question5425.6544.883Cloze.481.6295424.2434.555Blank5413.5632.262.924.356filling5413.4521.786Inaddition,becausethepre-testpaperconsistsofthreetypesitems,namelymultiple-choicequestions,clozeandblank-filling.Theresearcheralsodidanindependentsampletestofthesethree-typeitems.Table4.12istheillustrationofit.Accordingtothedataofeachtype,itcanbeseenthatthescaleofthemeanscorebetweenECandCCisnotbroad,whichcanverifythatECandCCmaintainthesamelevelbeforetheexperiment.Forinstance,themainscoreofmultiple-choicequestionsinECis6.023;bycomparison,themeanscoreofthesametypeiteminCCis6.163,suggestingthattheirmasteryofgrammarmultiplechoicesisatanearlysamelevel.Tobemorespecific,thecorrespondingSig.(2-tailed)Valuedeterminesthestudents’level,inotherwords,ifSig.Valueisover0.05(＞0.05),thetwosampleshaveequalvariances.Onthecontrary,therewillbeasignificantvariancebetweenthetwosamplesifSig.Valueislessthan0.05.Thedataintable4.12clearlyshowstheresultthattheSig.ValueofthethreetypeitemsofthePre-testpaperisover0.05,which65 offerstheevidencethattheequalvariancesbetweenthetwosamplesareassumed.ThedatainTable4.12providestrongevidencethatthestudentsofECandCCdon’thavesignificantdifferencebeforetheresearch.4.1.4ResultsofthePost-testTheteachingexperimentlastedalmostthreemonths,duringwhichthecontext-basedgrammarteachingmethodwasappliedintheexperimentalclassandPPPgrammarteachingmethodwasappliedinthecontrolledclass.Attheendoftheteachingexperiment,theresearchercarriedoutthePost-test;andthesameasthePre-test,therearealso108studentstakingpartinthePost-test.ThePost-testwasdesignedforthepurposeoffiguringoutwhethertheapplicationofthecontext-basedgrammarteachingcanmakecontributionstothecultivationoftheirmasteryofgrammaticalknowledge.Table4.13inthefollowingmanifeststheresultofthepost-test.Table4.13ComparisonofGrammarScoresbetweenTwoclassesinthePost-testNMeanStd.Std.ErrorDeviationMeanScoreCC5447.805.698.775EC5450.615.250.714FromtheTable4.13,itcanbeclearlyseenthatmeanscoreofboththeECandCChaveimprovedatdifferentdegrees.Andmorespecifically,themeanscoreofEChascertaindifferencefromthatofCC.ThevalueofmeanscoreinECis50.61,whilethevalueoftheCCisjust47.80,whichis2.81lowerthanmeanscoresinEC.Onotherwords,itcanberectifiedthatstudentsinexperimentalclasshavemadegreater66 progressingrammarlearningundertheguidanceofthecontext-basedgrammarteachingmethodthantheapplicationofPPPgrammarteachingmethodinthecontrolledclass.Inordertogetamoreclearexplanation,theauthorfurthercarriedoutanIndependentSampleTestofthePost-test,andthedataareshownasfollows.Table4.14IndependentSamplesTestT-testofthePost-testLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceSig.Intervalofthe(2-tailMeanStd.ErrorDifferenceFSig.tdfed)DifferenceDifferenceLowerUpperEqual.965.328-2.67106.009-2.8151.054-4.905-0.724variancesassumedEqual-2.66105..009-2.8151.054-4.903-0.726variances297notassumedTable4.14manifeststheindependentsamplestestt-testwhichaimsatexaminingtheeffectsofcontext-basedteachingmethodonstudents’grammarcompetence.Onthegroundsofthestatisticsfromtable4.14,itmanifeststheeffectsofthecontext-basedgrammarteachingmethodintheexperimentalclass.Thesignificanceis0.328,whichmeansthatequalvariancesarenotassumed,sothevalueofthesignificance(2-tailed)shouldbetakenintoconsideration.Aswhathasbeenshowninthetable,whentheequalvariancesarenotassumed,thevalueof67 significance(2-tailed)is0.001,lessthan0.05.Thatistosay,aftertheteachingexperiment,thereisasignificantdifferencebetweentheECandCC.Inotherwords,aftertheteachingexperiment,theEnglishgrammarcompetenceofthestudentsfromtheexperimentalclassissuperiortostudentsinthecontrolledclass.Inordertoassurethevalidityoftheexperimentalresult,itisbelievedthatitisnecessaryandessentialtofurthercomparethedifferencesbetweenpre-testandpost-testintheexperimentalclassandthecontrolledclass.Table4.15andTable4.16arethedetailedillustrationaboutthepairedsamplestatisticsofCCandEC.Table4.15PairedSamplesStatisticsofCCStd.ErrorMeanNStd.DeviationMeanCCPre-test45.24546.306.858Post-test47.80545.698.775IntermsofthedatainTable4.15,thescoresofpre-testandpost-testinthecontrolledclassareclearlyreflected.Thescaleofmeanscoresofthetwotestsincontrolledclassisnotverybroad.Themeanscoreofthepre-testinthecontrolledclassis45.24,andcomparedwiththescoreofpost-test47.8,thescoreofpost-testinthecontrolledclassisjust2.6pointshigherthanthatofpre-test,whichcanillustratethatthestudentsfromthecontrolledclasshaveachievedacertainimprovementonthegrammarknowledgelearningthroughthePPPgrammarteachingmethodofthreemonths,butthechangeisnotveryobvioustosomedegree.Table4.16PairedSamplesStatisticsofECStd.ErrorMeanNStd.DeviationMeanECPre-test44.65546.019.819Post-test50.61545.250.71468 Table4.16isareflectionofthetestingresultofpre-testandpost-testintheexperimentalclass.Beforetheexperiment,themeansofpre-testis44.65whileaftertheteachingexperimentofcontext-basedgrammarteaching,themeansofpost-testis50.6,whichis5.96higherthanscoresinthepre-test.Asaconsequence,thesedatacanofferastrongproofonthefactthatafterthethree-monthteachingexperiment,thegrammarcompetenceofthestudentsfromEChasimprovedalotthanitusedtobe.Table4.17PairedSamplesTestoftheECPairedDifferences95%ConfidenceSig.ECStd.Intervalofthetdf(2-tailed)Std.ErrorDifferenceMeanDeviationMeanLowerUpperPre-test-5.9632.472.336-6.638-5.288-17.72553.015Post-testTable4.17isadetailedillustrationaboutthedifferenceoftheECbetweenpre-testandpost-test.ThevalueofSig.(2-tailed)canbeclearlyseeninthetable,whichis0.000.Since0.015islessthan0.05,itrevealsthatthereissignificantdifferenceinthetestscoresbetweenpre-testandpost-test.Onotherwords,studentshavemaderemarkableprogressinthepost-testincomparisonwiththepre-testaftertheapplicationofcontext-basedgrammarteachingmethod.69 Table4.18PairedSamplesTestoftheCCPairedDifferences95%ConfidenceStd.Std.Sig.CCIntervalofthetDfMeanDeviatioError(2-tailed)DifferencenMeanLowerUpperPre-test-2.5561.192.162-2.881-2.230-15.75255.073Post-testComparedwithTable4.17,Table4.18isanillustrationaboutthedifferenceoftheCCbetweenthepre-testandpost-test.ThevalueofSig.(2-tailed)intable4.18is0.073,whichismorethan0.05.Andthisdemonstratesthatthetestscoresofthecontrolledclassbetweenpre-testandpost-testdidn’thaveremarkablechange.Thatistosay,thePPPgrammarteachingmethodinthecontrolledclasshasexertedaverylittleeffectontheimprovementofstudents’grammaticalcompetence.4.2DiscussionTheresearcherdiscussestheresultsofthequestionnairesandthetestsinthispart.Thetworesearchquestionsarerespectivelyexpoundedandelaboratedduringtheprocessofdiscussion,namely,theeffectsofcontext-basedgrammarteachingmethodonstudents’grammarcompetenceandthechangesofstudents’attitudestowardgrammarlearningafterapplyingcontext-basedgrammarteachingmethod.4.2.1Discussiononeffectsofcontext-basedGrammarteachingonstudents’grammarcompetenceAfterthestudentsoftheCCandECtookpartinthepre-testandthedetailed70 dataofpre-testshowingfromTable4.10toTable4.12,theauthorcanmakesurethatintheaspectofmasteringgrammarknowledge,boththecontrolledclassandtheexperimentalclassarealmostofequallevel.Hence,theteachingexperimentcanbeimplementedtochecktheeffectsofcontext-basedgrammarteachingmethod.Duringthreemonths’experiment,thetwoclassesadopteddistinctgrammarteachingmethods.IntheEC,theteacheremployedthecontext-basedgrammarteachingmethod,whileintheCC,thePPPgrammarteachingmethodwasusedasbefore.Whenthethree-monthteachingexperimentaccomplished,theresearcherdistributedthepost-testtothestudentsfromthetwoselectedclasses.Theresultsofthepost-testclearlymanifeststhatthegrammarlevelofthestudentsbothfromECandCChadmadesomeadvancesafterthree-monthgrammarinstruction.Nevertheless,bycomparison,thecontrolledclassjustgotrelativelynarrowimprovement,forthemeanscoreoftheCCmerelyincreasedby2points.Astotheexperimentalclass,ithadachievedasignificantimprovementbyincreasing6pointsafterthethreemonths’experiment.Thus,alltheabovestatisticscanprovethatcontext-basedgrammarteachingmethodiseffectiveonstudents’Englishgrammarcompetence.Itcomestotheconclusionthatthedifferenceinscorefromtwoclassesisthattheresearcherapplieddistinctteachingmethodinthecontrolledclassandtheexperimentalclass.Inthecontrolledclass,thePPPgrammarteachingmethodwasemployedbytheresearcherastheprevioustimeforthreemonths.BymeansofPPPgrammarteachingmethod,theteacherimpartedthegrammarknowledgefollowingthestepsofpresentation,practiceandproduction.Astothestudents,theyjustmemorizedthe71 enumeratinggrammaticalrulesmechanically.AlthoughPPPgrammarteachingmethodreallysavedtime,thestudents’learningmotivationandinterestcouldn’tbestimulatedsuccessfully.DistinctfromtheCC,intheexperimentalclass,thecontext-basedgrammarteachingmethodwasemployedbytheteachertodealwiththegrammarclass.Theteachingprocedurewasdividedintoseveralsteps.Thefirststepistoleadthestudentstoperceivethegrammaticalpointsinacertaincontextandundertheguidanceoftheteacher;thestudentswilltrytofindthemainstructureofthegrammaticalpointtolearn.Thesecondstepistoletthestudentsexplorethegrammaticalrulesinthediscoursetext,thatistosay,thestudentsperceiveandfigureoutthegrammaticalrulesbetweenthecontexts.Thethirdstepisaboutthecomprehensivepractice,inotherwords,theteacherwillguidethestudentstodosomeactivitiesandexerciseinordertopracticetheirabilityoffindingoutthegrammaticalruleincontext.Thefourthstageisaboutusingthegrammaticalrulesinthelifecontext.TheteacherasksthestudentstousethegrammaticalpointstheyhavejustlearnttomakeadialoguewiththeirgroupmembersAsaconsequence,afterthethree-monthexperiment,thestudentsfromEChaveachievedsignificantimprovementinthemasteryofgrammarknowledge.AnincreasingnumberofstudentsintheEChavebeenawareoftheessentialpartthegrammarplaysintheprocessoffluentandsmoothcommunication.Inaddition,afterthethree-monthgrammarlearningwiththehelpofcontext-basedgrammarteachingmethod,theybecomecontentwiththeirmasteryofgrammarknowledge.Theyaren’t72 afraidofgrammarlearning,andtheycanbeactiveandpositiveinperformingthemselvesingrammarclass.What’smore,thisapproachappliedintheEnglishwritingclasscannotonlycultivatestudents’interestinlearningEnglishgrammar,butalsotheirgrammarcompetence.Therefore,it’snothardtoseethatcontext-basedgrammarteachingmethodasanewteachingmethodisfeasibletobeemployedtogrammarclassinjuniorhighschool.Apartfromthatstudents’grammarcompetencehasbeenimprovedthroughthecontext-basedgrammarteachingmethod,theoveralllanguageabilityofstudentshavebeenimprovedsubstantially.Whenapplyingthecontext-basedgrammarteachingmethod,theteacherusuallycreatesvariouskindsofcontextsforgrammarteaching.Amajorityofthesecontextsneeddesigningsomerelevantactivities.Studentsoftenneedotherlanguageskillstofinishsuchactivitiesdesignedtotraintheuseofgrammar.Themostpowerfuleffectofcontext-basedgrammarteachingliesinthatitchangesstudents’learningstrategiesforgrammar.Thestudentshavelearnttounderstandthegrammaticalrulesinvariouscontextsandemploythegrammaticalrulesinpracticinginthesettingcontexts,butnotlimitedtomemorizingthegrammaticalpointsbymeansofthetraditionalstrategies.Theimprovementofgrammarlearningstrategiescancontributetothestudents’learningefficiencyandtheteacher’steachingefficiencyingrammarclassaswell.Hence,context-basedteachingmethodcandevelopstudents’integratedabilityoflanguageuse.Inthelongterm,context-basedgrammarteachingisofgreatbenefitto73 students’languageacquisitioninthefuture.Inconclusion,thetworesearchquestionscanbeansweredaftertheresearcheranalyzedtheresultsoftwoquestionnairesandtwotests.Students’attitudetowardsEnglishgrammarlearninghavecertainchangestosomeextentafterapplyingcontext-basedgrammarteachingmethod;andalsocontext-basedgrammarteachingmethodhasexertpositiveeffectsonstudents’Englishgrammarcompetence.Althoughtherearesomepositiveeffectsofthecontext-basedgrammarteachingmethodappliedinEnglishgrammarteaching,thereisnodenyingthatthePPPgrammarteachingmethodhasitsownadvantagesinEnglishgrammarteachingaswell.Inotherwords,iftheteachercancombinethecontext-basedgrammarteachingmethodandPPPgrammarteachingmethodcreativelyandappropriately,theeffectwillbecomemuchbetter.4.2.2Discussiononchangesofstudents’attitudestowardsGrammarlearningJudgingfromtheresultsofthepre-questionnaireandthepost-questionnaire,theresearchercanfindoutthatstudents’attitudetowardsEnglishgrammarlearninghasoccurredobviouschangesaftertheemploymentofcontext-basedgrammarteaching.Duringthethree-monthteachingexperiment,context-basedgrammarinstructionalmethodwasemployedthebytheresearcherinEC.Whentheresearcheraccomplishedtheteachingexperiment,shedistributedthepost-questionnairetothestudentsofECtoexplorewhethertheECstudents’attitudestowardEnglishgrammarlearninghavechangedremarkably.Incomparisonwiththepre-questionnaire,the74 resultsofthepost-questionnairemanifestwhatremarkablechangeshaveoccurredtotheattitudesofthestudentsasfollows.Attheonsetoftheexperiment,thelevelofthestudentsofboththeECandCCwerenearlythesame.Beforetheteachingexperiment,PPPgrammarteachingmodelwasemployedinbothclasses.Whereas,aftertheresearcherimplementedcontext-basedgrammarteachingatECduringthewholesemester,thestudentsbegantoshowkeeninterestandfullenthusiasmaboutgrammarlearning.Fromthedataofpre-questionnaire,overhalfofthestudentswereeagertochangethepresentwayofgrammarteaching.Thepre-questionnairemanifestedthatmostteachersemployedthetraditionalmomentouswayofgrammarteaching,whichneglectedthestudents’demandforgrammarlearning.Asaconsequence,somestudentsbecametiredofstudyinggrammargradually,thoughtheycouldbeawareoftheimportanceofgrammarintheprocessofEnglishlearning.Butaccordingtothepost-questionnaireandinterview,theresearcherfoundthatremarkablechangeshaveoccurredtostudents’learninginterestsinEC,whichoffersampleevidencethatthenewwayofgrammarteachinghasgainedwidepopularityofstudentsinEC.Fromtheperspectiveofthecurrentsituationofstudents’grammarlearning,thenumberofthetesteeswhoareinfavoroftheviewthatthepurposeofgrammaristocultivatetheircommunicativeabilityhasincreasedandtheyalsohavechangedtobecontentwiththenewwayofgrammarteachingandtheirowngrammarlearningbasicallyafterfour-monthexperiment.Inotherwords,thecontext-basedgrammarteachingmethodcanraisestudents’learninginterestandstrengthentheirlearning75 purpose.Intheaspectofstudents’performanceingrammarclassbeforeandaftertheteachingexperiment,studentstendtobemoreactiveingrammarclass,forexample,theyareabletorespondtotheteacher,notjustlistentotheclasspassively.Furthermore,anincreasingnumberofstudentsbenefitalotfromthecontext-basedgrammarteaching,becausetheycouldexpressthemselvesmorefreelyandaccuratelythanbefore.Inbrief,basedontheresultsofthequestionnaires,itcanbefoundthatcontext-basedgrammarteachingmethodexertsaprofoundeffectonchangingstudents’attitudestowardsapositivedirectionandimprovingstudent’interestinlearninggrammar.What’smore,context-basedgrammarteachingmethodcanarousestudents’learninginitiativeandenthusiasmandvariouscontextscanleadthereallifeintotheclassroomandinspirethestudents’intrinsicmotivationaswell.76 Chapter5ConclusionTheresearcherdesignedthisstudymainlytoverifytheeffectofcontext-basedgrammarteachingmethod.Thisthesistriestofigureouttherelationshipbetweencontexttheoryandgrammarteaching.Inthispart,theresearcherwillmakeaconclusionofthisresearch,whichiscomposedofthemajorfindings,thepedagogicalimplications,thelimitationsofthestudyandthesuggestionsforfurtherresearch.Thedetailedinformationisdemonstratedasfollows.5.1MajorfindingsContext-basedgrammarteachingmethodisinaccordancewiththemoderneducationalideasanddemand.Justaswhattheresearcherthrewlightoninchapterone,thisthesisaimsatverifyingtheeffectivenessofcontext-basedgrammarteachingmethod.Throughaseriesoftestsanddatacollectionandanalysis,thestudentsaswellastheteachershaswitnessedtheeffectivenessofthecontext-basedgrammarteachingmethod.Themajorfindingsofthestudywillbelistedinthefollowingparts.Firstly,significantchangehasoccurredtostudents’attitudesoftheECtowardsEnglishgrammarteachingaftertheresearcheremployedcontext-basedgrammarteachingforthreemonths.Bycontrast,thecontrolledclassinwhichthePPPgrammarteachingapproachwasemployedforthreemonthsdoesn’thaveobviouschangeonstudents’attitudesincomparisonwiththepreviousEnglishgrammarclass.Thefollowingperspectivesareamainlyreflectionaboutthechangesofstudents’attitudesoftheEC.77 Fromtheperspectiveofthestudents’viewandinteresttowardsgrammarlearning,thenumberofstudentswhohaverealizedtheimportanceofgrammarintheprocessofEnglishlearninghasgrowninarapidspeed.TheyhaverealizedthecrucialpartthegrammarplaysintheprocessofEnglishlearning.Furthermore,morethanhalfofthestudentsdon’tconsiderEnglishasabigheadachewhilelearningEnglishundertheguidanceofcontext-basedgrammarteaching.What’smore,withthecontext-basedgrammarteaching,studentscanbeexposedtotherealcontextofdifferentgrammarpoints,bythisway,learninggrammarisn’tdullanymore.Therefore,students’interestingrammarlearninghasbeenimprovednaturallyandobviously.Fromtheperspectiveoftheactualsituationofstudents’grammarlearning,thenumberofthestudentswhosupporttheviewthatthepurposeofgrammaristocultivatetheircommunicativeabilityhasincreasedandtheyalsohavechangedtobecontentwiththenewwayofgrammarteachingandtheirowngrammarlearningbasicallyafterthethree-monthexperiment.What’smore,theirlearninginterestwassuccessfullyarousedandtheirlearningpurposewasobviouslystrengthened.Intheaspectofstudents’performanceinclassaftertheimplementationofcontext-basedteachingmethod,studentsbecomemoreactiveingrammarclass,becausetheyarewillingtomakeinteractionwiththeirteachers,notjustlimitedtolisteningtotheteacherspassivelyinclass.Inaddition,anincreasingnumberofstudentsreflectthattheybecomemoreconfidentandfreetoexpressthemselvesingrammarclassthanbefore.Inaword,thecontext-basedgrammarteachingmethod78 hasimprovedthepassiveperformanceofstudentsingrammarteachingclass,whichbenefitsalotfortheirgrammarlearning.Secondly,aftertheteachingexperiment,theresearcherfindsthatthegrammarcompetenceofbothstudentsintheCCandEChaveobtainedcertainimprovementtosomeextentthroughthethree-monthteaching.Whereas,bycomparison,theexperimentalclasshassignificantimprovementwhilethecontrolledclassjusthasarelativelysmallimprovementingrammarcompetence.Therefore,thereisnodenyingthattherearetheeffectsofcontext-basedgrammarteachingonstudents’Englishgrammarcompetence.Tobemorespecific,thetestconsistsofthreecategories,namelymultiple-choicequestion,clozeandblankfilling,whichaimstoteststudents’abilityofgrammaticalrecognitionandgrammaticalcohesion.Whenthewholesemester’sexperimentaccomplished,thestudents’capabilityoflearninghasbeencultivatedalot.Incomparisonwiththecontrolledclass,thescoresofexperimentalclasshavebeenimprovedineveryaspect,whethertheaveragescoreorthehighestscore.What’smore,thethreecategoriesofitemsinvolvedinthetestallhavebeenimprovedtosomedegree.Meanwhile,thestudentsarebothsatisfactoryabouttheirscoreintheposttest.Therefore,itcanbeconcludedthatthecontext-basedgrammaticalteachingmethodreallyhascertaineffectonstudents’grammaticalcompetence.Allinall,thecontext-basedgrammarteachingmethodisaneffectiveteachingmethodwhichshouldgainfavorfromjuniorhighschoolEnglishteacher.Foritnotonlyhelpstudentschangetheirnegativeattitudestowardgrammar,butalsoincrease79 theirscoreandcultivatetheirself-confidence.5.2PedagogicalImplicationsTheultimategoalofgrammarteachingshouldnotjustbelimitedtomasteringgrammarrulesandstructures;theteachershouldstudytheNewEnglishCurriculumStandardsdeeplyandtrytoimpartEnglishknowledgeinaccordancewiththedemandsofNewEnglishCurriculumStandards.Thetraditionalgrammarteachingmethodwhichjustfocusesonthemechanicalmemorizationofthegrammaticalrules,whileasamatteroffact,therearethreedimensionsofgrammarpedagogy,involvingformuseandmeaning,thusthetraditionalgrammarteachingmethoddonotmeetthedemandoftheNewEnglishCurriculumStandardsanymore.Bycontrast,thecontext-basedgrammarteachingmethodhasreallyexertedapositiveeffectongrammarlearningofjuniorhighschoolstudents.Therefore,basedontheteachingexperimentmentionedabove,somepedagogicalimplicationsarefoundbytheresearcherfortheEnglishteacherswhowillapplythecontext-basedgrammarteachingmethodinEnglishgrammarclassinthefuture.Firstandforemost,Englishteachersshouldmanagetoformacorrectgrammaticalperspective.InthelightoftheNewCurriculumStandards,itisn’tadvocatedthattheEnglishgrammarteachingshouldbeinaninferiorposition,andthattheteachershouldnotemphasizetoomuchonthepureexplanationofgrammaticalrulesbeyondcontext.Notonlyshouldteachersattachsignificancetogrammarknowledge,butshouldtheytaketheuseoflanguageintoconsideration.80 Onlyinthisway,canteacherstakeinthetextbookbetterandteachgrammareffectivelyandefficientlyundertheguidanceoftherightconcept.Secondly,theteachershouldsetmeaningfulcontextsforEnglishgrammarteaching.ThelearningeffectwillbemuchbetterifEnglishgrammarisimpartedinrealcontextsandactualsituations.Englishteachersneedtodesigndistinctcontextscloselyrelatedtoreallifesothatstudentscouldlearngrammarinarelaxedandintriguinglearningatmosphere,whichcanmakegrammarteachingmeaningfulandchangethesituationofsimplymemorizinggrammarrulesandstructuresmechanically.Theteachercanguidestudentstocompareandsummarizethegrammaticalrulesandregulationsindifferentdiscoursesandwithregardstothebasicgrammarknowledgeliketenses,useofarticles,verborrelativeclauses,theteachershouldpickoutsomespecifictextsanddiscoursestopresentandpracticethem.Thirdly,theapplicationofvariousteachingaidsplaysaveryimportantroleingrammarteaching.BymeansofPPT,pictures,sounds,cards,flashes,shortvideoclipsetc.,multimediashouldallbetakenintoconsideration.Inaddition,withthehelpofsomerealdebates,speechesorforum,theexplanationofsomecomplexgrammarmaybecomemuchmoreconvenientandsignificant.ForChinesestudents,itishardtolearnEnglish,andthemainreasonisthattheteachersdonottakelanguageenvironmentandsituationalcontextintoconsiderationwhenimpartinglanguageknowledgetostudents.Inordertoimprovethissituation,naturalsituationsandsocialsituationsshouldbeofferedtostudentsbytheteacher.Differentmultimediacancreatetherealsound,image,figuresforstudents,asiftheywereintheactual81 languageenvironment.Lastbutnottheleast,thegrammarteachingshouldbelearner-centeredratherthanteacher-centered,inotherwords,thetraditionalteachingmodelinwhichteacheriscentershouldbechanged.Undertheguidanceofcontext-basedgrammarteaching,theteachershoulddesignvariousactivitiesinaccordancewithdistinctcontexts.Theteachersareregardedasthedirectoringrammarclasswhoguidethelearnerstotakepartinthoseactivitiestolearngrammarthroughcontext-basedgrammarteaching.Allinall,context-basedgrammarteachingmethodisaneffectivegrammarteachingmethod,whichcannotonlyhelpEnglishteachersimprovetheirowngrammarteachingmethods,butalsohelpthelearnerstolearngrammarwithreasonablestrategiessoastocultivatetheirpracticalabilityoflanguageuse.5.3LimitationsoftheStudyAlthoughagreatnumberofadvantageshavebeenmentionedduetotheresultsofteachingexperiment,itisinevitablethattherearelimitationsinthisresearchduetothelimitationofsomeobjectivefactorstogetherwiththerestrictionofthepresentleveloftheresearcher.ThelimitationsareseepingintothefollowingperspectivesTobeginwith,strictlyspeaking,allthesubjectsinthisstudyarenotchosenatrandom,becausetheyarejuniorhighschoolstudentsfromajuniorhighschoolinShenyangandtheteachingclassoftheresearcher,ratherthanfromdifferentjuniorhighschoolsandclassesinalargescale.Also,thatalsoexertsacertaininfluenceontheresultsoftheteachingexperiment,ofwhichthegeneralizationcouldnotbe82 guaranteed.Therefore,tosomedegree,theeffectsofapplicationofcontext-basedgrammarteachingmethodcannotbeaccuratelyreflectedinallthejuniorhighschool,whichobviouslyresultsinacertaindegreeoflimitationsonthescaleofapplicationofthisthesis.Secondly,theteachingexperimentonlylastsforthreemonthsinthepracticalstage,whichisnotlongenoughforthestudentsandtheresearchertotakealong-termcooperativelearningandteachingsoastotestthevalidityofthecontext-basedgrammarteachingmethodinthelongrun.Thus,inotherwords,theinsufficienttimeoftheteachingexperimentcannotguaranteethevalidityoftheresultsoftheteachingexperiment.Studentsareverylikelyinterestedincontext-basedgrammarteachingmethodatthebeginning,butit’shardtoidentifywhetherapplyingthiskindofteachingmethodforalongtimewillreducestudentsinterestornot.Thusthereliabilityoftheexperimentremainstobeexaminedinthefuturepedagogy.Thirdly,theresearchersshouldspendmoretimeonthedesignofpre-questionnairesandpost-questionnairesaswellaspre-testandpost-test,forthequestionnairesandinterviewofthisresearchmaynotreflectallthefactorsthatcouldhaveinfluenceontheresultofgrammarteaching.Inaddition,thetestingpaperusedintheexperimentmaynotbestandardandappropriateinexplainingtheresultoftheteachingexperiment,fortheresearcherarenotexpertinsuchareas.Finally,somenon-affectivefactorswerenottakenintoconsiderationbytheresearcher,whiletheyreallyplaysomeessentialrolesinstudents’grammarlearning.Theignoranceofnon-affectivefactors,suchasindividualdifferencesandmotivation,83 willdefinitelyexertcertaineffectonthevalidityoftheexperiment.Thereisnodenyingthatthelimitationsmentionedabovewerenotstudieddeeplyinthisthesis,butfortunately,theyprovideusefuldirectionsfortheresearcherinthefuturestudy.Besides,withthedevelopmentofknowledgeandpractice,thelatterresearcherscanpossiblybreakoutthoselimitationsexistinginthisthesisandbetterresearchcanbeputforwardinthenearfuture.5.4SuggestionsforFutureResearchGenerallyspeaking,thecontext-basedgrammarteachingmethodisausefulgrammarteachingmethod,whichcanbeprovedbytheresultsmentionedintheabovechapters,althoughthereisnodenyingthattherearestilllimitationsinthisthesis.However,astheoldsayinggoes,“Romewasnotbuiltinoneday”,weshouldnotbetooanxiousforsuccess.Aslongaswedonotstopourstepsandcontinuestocarryoutfurtherresearchesandstudies,therewillbemoreandmoreimprovementontheresearchofcontext-basedgrammarteachingmethod.Thus,theresearcheroffersthefollowingproposalsforthefurtherstudy.Tobeginwith,theparticipantsofthisstudyonlycomefromthejuniorhighschoolinShenyang,whicharenotrepresentative,fortheirbackgroundknowledgeandEnglishleveldifferfromjuniorhighschoolstudentsinothercities.Inotherwords,theresultsofthisthesiscannotstandforalljuniorstudentsindistinctsituations.Furthermore,thesubjectsofthisstudyarefromthesameschool,sothesampleisnotbigandwideenough.Therefore,thefirstsuggestionforfurtherstudyis84 toputforwardtheteachingexperimentinalargescale,forinstance,pickingoutparticipantsfromdifferentschoolsindifferentprovinces,theresultswouldbemorebelievablethanthepresentstudy.Thatwouldmakegreatcontributionstothestudentsinjuniorhighschool.What’smore,theresearcherinthefutureshouldpourmoreattentionontherangeofthesample,andtheeffectwillbemuchbetteriftheycouldchoosestudentsofvariouslevels,theuniversalityoftheexperimentresultscanbeguaranteedaswell.Secondly,thefutureresearchershouldextendthetimeofteachingexperimentsoastoevaluatethelong-termeffectsofthecontext-basedgrammarteachingmethodappliedintheEnglishgrammarteachinginjuniorhighschool,whichcanmakesurethereliabilityoftheresults.Thirdly,inthefuturestudy,theresearchershouldfurtherimprovethedesignofthequestionnairesandthetestsbeforeandaftertheexperiment.Inthisthesis,thetwoquestionnairesandtwotestsonlyfocusonstudents,sotheresearchercanfindouttheviewofteachersonthecontext-basedgrammarteachingmethodbyinterviewingthem.Finally,theresearcheraswellastheteachershouldtrytheirbesttoexploremoreproperteachingmaterialsforcontext-basedgrammarteachingsothattheresearchandpracticeundertheguidanceofcontext-basedgrammarteachingcouldbemoresystematic.Inaddition,theresearchershouldcultivatehisorherownprofessionalknowledgesoastomaketheteachingprocedureeffectiveandaccurateasmuchaspossible.85 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胡壮麟(Hu,Zhuanglin).(2002).语境研究的多元化,第3期.北京：外语教育与研究出版社.申屠菁(ShenTujing).(2000)功能语法探讨与大学语法教学.山西:山西财经大学学报.唐灵芝,撒忠清(TangLingzhi&SaZhongqing).(2004).语用能力与语法教学.青海师专学报,第6期.西稹光正(XiZhenguangzheng).(1992).语境研究论文集.北京:北京语言学院出版社.周祖礼(ZhouZuli).(1991).传统语法、功能语法和语法教学.大连:外语与外语教学出版社张正东(ZhangZhengdong).(1999).外语教学技巧新论.北京:科学出版社中华人民共和国教育部.(2011).义务教育英语课程标准.北京:北京师范大学出版社.88 AppendixAPre-questionnaire英语语法学习调查问卷（实验前）亲爱的同学们，大家好：感谢您在百忙之中抽出时间来完成这份问卷，本问卷旨在了解当前初中生英语语法的学习状况，以便帮助大家更好地学习。本调查仅用于调查研究，无需填写姓名，答案无正误之分，对于您提供的信息予以保密，感谢您对本研究的支持。1.在学习英语的过程中，学习语法是必要的。A.非常同意B.同意C.不一定D.不同意E.非常不同意2.掌握英语语法对于英语表达很有用。A.非常同意B.同意C.不一定D.不同意E.非常不同意3.我认为语法学习很难，它是我学习英语的一大障碍。A.非常同意B.同意C.不一定D.不同意E.非常不同意4.我不喜欢学习语法，它太枯燥了。A.非常同意B.同意C.不一定D.不同意E.非常不同意5.我能在语法课上认真听讲。A.非常同意B.同意C.不一定D.不同意E.非常不同意6.在语法课上，我愿意回答问题。A.非常同意B.同意C.不一定D.不同意E.非常不同意7.在语法课上，我能保证集中注意力。A.非常同意B.同意C.不一定D.不同意E.非常不同意89 8.在语法课上，老师讲的知识点我都能接受。A.非常同意B.同意C.不一定D.不同意E.非常不同意9.老师讲解语法时，只是纯粹地罗列语法规则。A.非常同意B.同意C.不一定D.不同意E.非常不同意10.老师在教授语法时，会通过上下文语境来进行讲解A.非常同意B.同意C.不一定D.不同意E.非常不同意11.我喜欢老师现在使用的语法教学方法A.非常同意B.同意C.不一定D.不同意E.非常不同意12.目前的语法教学法能够促进我语法知识的学习。A.非常同意B.同意C.不一定D.不同意E.非常不同意13.我希望老师能探索新的语法教学方法A.非常同意B.同意C.不一定D.不同意E.非常不同意14.对于现在的语法课，你有什么建议？90 91 AppendixBPost-questionnaire基于语境理论的语法教学效果调查问卷（实验后）亲爱的同学们：本次调查主要是了解基于语境理论的英语语法教学的效果。以下问题不涉及您的隐私，请放心作答!问卷采用匿名方式，如实作答即可，请选择你的答案，谢谢您的参与。1.在学习英语的过程中，学习语法是必要的。A.非常同意B.同意C.不一定D.不同意E.非常不同意2.通过基于语境理论的语法学习后，我认为掌握语法对英语表达很有用。A.非常同意B.同意C.不一定D.不同意E.非常不同意3.在老师设置的不同语境中学习语法，我觉得学习语法变容易了。A.非常同意B.同意C.不一定D.不同意E.非常不同意4.基于语境理论的语法教学能够激发我学习语法的兴趣，我觉得语法学习不枯燥了A.非常同意B.同意C.不一定D.不同意E.非常不同意.5.语法课上，我能够认真听讲了。A.非常同意B.同意C.不一定D.不同意E.非常不同意6.语法课上我能够大胆地发言了。A.非常同意B.同意C.不一定D.不同意E.非常不同意7.相比之前，我能够在语法课上更长时间地集中注意力了。A.非常同意B.同意C.不一定D.不同意E.非常不同意8.我认为基于语境理论的语法教学有助于提高我的语言实践运用能力。A.非常同意B.同意C.不一定D.不同意E.非常不同意92 9.我认为基于语境理论的语法教学能够提高我对语言知识的理解。A.非常同意B.同意C.不一定D.不同意E.非常不同意10.我在交际中能够有意识地运用新学到的语法知识。A.非常同意B.同意C.不一定D.不同意E.非常不同意11.我希望老师今后继续用这样的形式教语法。A.非常同意B.同意C.不一定D.不同意E.非常不同意12.对于这学期基于语境理论的语法教学模式，你认为哪种类型的语境对你的语法学习更有帮助呢？93 AppendixCInterviewquestions1.在实行教学实验之前，你平时喜欢上语法课吗？为什么？2.在实行教学实验之前，你是如何学习英语语法的？3.你能发现本学期的语法教学和之前的语法教学的不同之处吗？4.你觉得这学期这种语法教学方式如何？请给出一些评价。5.这种方法与之前的语法教学相比，能够提高你的兴趣吗？94 AppendixDPre-test一、单项填空(每题2分，共20分)1.Look!Theboys______footballintheplayground.A.isplayingB.playsC.playD.areplaying2.—Howmany_______wouldyoulike?—Three,please.A.glassofmilkB.glassesofmilksC.glassofmilksD.glassesofmilk3.—Who’sthegirlinred?Sorry,Idon’tknow____.Ithink____isnew.A.her;sheB.her;herC.she;herD.she;she4.He________herabeautifulhatonhernextbirthday.A.givesB.gaveC.willgivingD.isgoingtogivin5.–What______those?–_____rulers.A.is;It’sB.are;It’sC.is;They’reD.are;They’re6.–WhatcanIdoforyou?–Iwanttwo_____.A.bottlesofjuiceB.bottlesofjuicesC.bottleofjuiceD.bottleofjuices7.Thetwins_______inDalianlastyear,butnowthey________here．A.are;wereB.were;areC.was;areD.were;was8.Who________we________swimwithtomorrowafternoon?A.will;goB.do;goC.will;goingD.shall;go9.We________theworkthiswaynexttime.A.doB.willdoC.goingtodoD.willdoing95 10.There____alovelyclockonthewallbehindtheclassroom.A.isB.areC.amD.be二.完形填空（每小题2分，共20分）Doyouwanttoknowmyfamily?Let__1__tellyou.Thereare__2__peopleinmyfamily.Myfatherisadriver.Mymotherisa___3__.Sheworksinamachinefactory.Ihaveasister.Sheisonlyeightyears__4___.We___5__inthesameschoolI’minGradeThree,but_6__inGradeOne.Welikesports.Wehavelunch_7___school.Sometimeswe__8__ourhomeworkintheafternoon.On__9___wegotoparks.Weareveryhappy.Wework__10__.()1.A.weB.usC.meD.I()2.A.twoB.threeC.fourD.five()3.A.teacherB.workerC.driverD.farmer()4.A.youngB.newC.oldD.long()5.A.isB.amC.areD.be()6.A.I’mB.they’reC.we’reD.she’s()7.A.onB.aboutC.ofD.at()8.A.writeB.doC.makeD.study()9.A.FridaysB.ThursdaysC.MondaysD.Sundays()10.A.easyB.hardC.heavyD.light96 三.用括号中所给词的正确形式填空（每题3分，共30分）FangFangisaGrade7student.She__1___(getup)at6:30a.meveryday.Thenshe_2__(washherface)and___3___(brushherteeth).At7a.m.,she__4__(havebreakfast).Sheofteneatssomebreadanddrinksaglassofmilk.FangFanglivesclosetoschool,soshealways___5__(gotoschool)onfootat7:30a.m.She__6__(haveclasses)from8:30a.mto4p.m.Afterschool,she__7___(playbasketballwithherfriends.She__8__(gohome)at4:45p.m.FangFangusually__9__(havedinner)at6:30p.m.ShesometimeswatchesTVintheevening.Shealways__10__(gotobed)at9p.m.1.__________2.__________3._________4._________5.__________6.__________7._________8._________9._________10.__________97 AppendixEPost-test一、单项填空(每题2分，共20分)1.–___,Sam.Isthisyourbag?–No,itisn’t.Ithinkit’s___.A.Sorry;Jack’sB.Excuseme;JackC.Sorry;JackD.Excuseme;Jack’s2.Listen!Someone___inthenextroom.A.singsB.singingC.aresingingD.sang3.–Whatisitonthedesk?–Itis___Englishbook.A.aB.anC.thisD.the4.Heis___universitystudent.A./B.aC.anD.the5.–___youfromChina?–No,I___.IamfromCanada.A.Is;amB.Are;amnotC.Are;amD.they;aren’t6.There___twopensinmypencil-box.A.isB.areC.hasD.have7.Thereissomebodyatthedoor.I___andopenit.A.goB.amgoingtoC.willgoD.amgoingto8.–Wheredoeshelive?–He___inChina.A.liveB.livingC.livesD.lived9.Isthere___onthatplate?A.somechickensB.anychickensC.somechickenD.anychicken98 10.Heoften___thecomputergamesonSundays.A.playingB.playsC.hasplayedD.isplaying二.完形填空（共10小题：每小题2分，满分20分）LiHuais__1_goodfriend.Weare_2__No.12MiddleSchool.Wecometoschoolatseven_3__andgobackhome__4_fiveo’clockintheafternoon.We_5_amapin__6_classroom.Itis__7_.Itis__8_wall.MissZhaoisourteacher.Sheis_9__teacher.Wealllike_10_verymuch.()1.A.IB.meC.myD.mine()2.A.inB.afterC.underD.behind()3.A.atmorningB.inthemorningC.onthemorningD.onmorning()4.A.onB.inC.atD.about()5.A.areB.haveC.lookD.like()6.A.ourB.oursC.weD.us()7.A.amapofChinaB.ChinamapC.amapofChineseD.Chinesemap()8.A.inaB.onaC.intheD.onthe()9.A.goodB.oursC.EnglishD.anEnglish()10.A.SheB.herC.HersD.teacher99 三.用括号中所给词的正确形式填空（每题3分，共30分）Brianwasnotgoodatpublicspeaking.Oneday,someone____(invite)himtomakeaspeechatachurch.Hisyoungersister,Annknewhewasnervousandtriedtocalmhimdown.“Don"tworry.Everything__2_(be)fine.”Whenthedaycame,Brian"scarhadanaccidentonthewaytothechurch.Luckily,hewasnot__3_(bad)hurtandarrivedatthechurchontime.Itwas__4_(he)turn.Whenhestoodup,hiscoatbecametangled(缠绕)withhischair.Afterafew_5__(minute),hefinallybeganhisspeech.Buthewassonervousthathedroppedhisbook.Manypeoplethoughthewouldgiveup,buthewenton.Suddenly,people_6__seesomethingunusualrundownfromhisnose,blood!Hestopped__7_(speak)whenhesawtheblood.Buthestilltriedtofinishhisspeech.ThenAnnquietlymovedtothefrontandhandedhimherhandkerchief.Thenshegavehimasmileand_8__(return)toherseat.Itwasa__9_(real)simplegesture,andmightbeagreatbehavior.Shejustsawsomeoneinneed,andgavehimahand.Intheend,Brianfinishedhistalk,withmore_10__(confident).1.__________2.__________3._________4._________5.__________6.__________7._________8._________9._________10.__________100