外显互动任务法应用于高中英语语法教学的实验研究--以定语从句为例 105页

分类号学校代码：11078UDC密级学号：2111618034广州大学学位论文外显互动任务法应用于高中英语语法教学的实验研究——以定语从句为例翁倩玉学科专业（领域）:教育硕士学科教学·英语研究方向：学科教学·英语论文答辩日期：2018年05月30日指导教师（签名）：答辩委员会主席（签名）：答辩委员会委员（签名）： AnExperimentalStudyontheExplicitInteractiveTaskInstructionintheTeachingofEnglishGrammaratSeniorHighSchool:ACaseStudyofAttributiveClausesAThesisSubmittedinPartialFulfillmentoftheRequirementsfortheMaster’sDegreeBySupervisor：JiangXiaopingGuangzhouUniversityMay.2018 AcknowledgementsIwouldliketoexpressmysinceregratitudetoallthosewhohavehelpedmeworkoutthisthesisdirectlyorindirectly.Mostimportantofall,pleaseallowmetoexpressmygratitudetoProf.JiangXiaoping,mysupervisor,withoutwhosepainstakingandprofessionalinstructionsandcontinuousencouragement,thecompletionofthisthesiswouldhavebeenimpossible.Atthesametime,IwouldalsoliketoshowmygreatappreciationtoProf.LiJuyuan,Assoc.Prof.QinHonghuai,Assoc.Prof.ChengYuezhen,Assoc.Prof.YuMinandmanyotherinstructors,whohavetaughtmeinthepasttwoyears.Ihavebenefitedalotfromtheirprofessionalinstructionsandvaluablesuggestionsinthepasttwoyears.Besides,Iamalsogratefultomylovelystudents.Itwastheirenthusiasticparticipationthatmademyempiricalstudyconductedsmoothly.Finally,Ideeplyappreciatetheunderstandingandencouragementthatmyparentsandmyhusbandhavegivenme.Butforthem,Iwouldhavenotcompletedthisthesissosmoothly.I II AbstractGrammarteachinghasalwaysbeenmuchdiscussedinthestudyofsecondlanguageacquisition.Inthemid-1970s,theemergenceofCommunicativeLanguageTeachingmethod(CLT)advocatedgrammarteachingshouldbeweakened.Whileinthe1980s,theemergenceofthePPPteachingmethod(presentation,practice,production)suggestedthatgrammarshouldbelearnedintheformalclass.Infaceofthesetwocontradictoryviewsongrammarteaching,andthecurrentgrammarteachingsituationwhichseparatestherelationshipbetweenlanguageformandmeaninginChinesehighschool,theExplicitInteractiveTaskInstruction(EITI)wasputforwardbytheChineseresearchersDaiWeidongandRenQinmeibasedonthetheoryof“ExplicitConsciousness-RaisingTask”(ECT)modelraisedbyRodEllis(2003).Thethreedimensionsoftheform,meaningandfunctionofthegrammarhavebeencombinedintheExplicitInteractiveTaskInstruction,whichisaninnovativeandviableteachingmethodforhighschoolteacherstoadapttothenewrequirementsofEnglishgrammarteachinginhighschool.ThisthesisintendstomakeanexperimentalstudytofindoutwhethertheapplicationoftheExplicitInteractiveTaskInstructioncanfacilitatetheseniorhighschoolstudents’Englishgrammarlearning.Theattributiveclauseplaysanimportantroleinhighschoolstudents’Englishlearning.Intheresearch,theauthorchosetheattributiveclauseforexampletoanalyzetheeffectsoftheExplicitInteractiveTaskInstructionintheteachingofEnglishgrammar.Tobemorespecific,thisthesisattemptstoaddressthefollowingtworesearchquestions:(1)CantheExplicitInteractiveTaskInstructionarousethehighschoolstudents’interestinlearningEnglishgrammar?(2)CantheExplicitInteractiveTaskInstructionhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause?100studentsarechosenasthesubjectsfromtheauthor’stwoparallelclassesinIII thisthesis.Class3ofSeniorOneisassignedasthecontrolclass(CC)whileClass4ofSeniorOneisassignedastheexperimentalclass(EC).Thenewteachingmethod:theExplicitInteractiveTaskInstructionwasappliedintheexperimentalclassduringthsttheexperimentalperiodof8weeksfromOctober.9,2017toDecember.1,2017.ThematerialsareallchosenfromNewSeniorEnglishforChinaStudent’sBook1.Inordertoensuretheintegrityofthedata,asetofcompleteresearchprocedureisdesigned,whichincludesthepre-test,thepost-test,thepre-questionnaire,thepost-questionnaire,interviewsandthetwomonths’teachingexperiment.AllthecollecteddataareputintoacomputerandanalyzedbytheSPSS19.0software.ThestudyresultsshowthattheExplicitInteractiveTaskInstructioncannotonlyarousethehighschoolstudents’interestinEnglishgrammarlearning,butalsohelpthehighschoolstudentsbetterunderstandandusetheattributiveclause.Thefollowingimplicationscanbefoundinthethesis:(1)TheEITIshouldbewidelyusedinChinesegrammarlessonstoraisestudents’awarenessoftheexplicitknowledgeofthetargetgrammar.(2)Teachersshouldfocusoncreatingvariouskindsoftaskstohelpthestudentsestablishtheirexplicitknowledge,andletthestudentsformtheirimplicitknowledgethroughvariousinterestingtasks.(3)IthelpsstudentshaveagoodcommandofboththefluencyandaccuracyofEnglishgrammarinagrammarlesson.Keywords:Englishgrammarlearning,theExplicitInteractiveTaskInstruction,theattributiveclause,highschoolstudentsIV 摘要语法教学长期以来是二语习得研究领域中的热门话题。19世纪70年代中期提出的交际法建议英语教育者弱化语法教学；19世纪80年代提出的PPP教学法（presentation,practice,production）强调语法应该在正式的英语教学课堂中进行系统的学习。针对这两种语法教学中的相反观点，及当下中国高中英语语法教学割裂了语言形式和语言意义的关系的教学现状，中国学者戴炜栋、任庆梅在Rod.Ellis（2003）提出的“外显意识增强式任务模式”的基础上，于2006年提出“外显互动任务教学法”。外显互动任务教学法将语法的形式、意义和功能结合起来进行教学，是一种具有创新性和可操作性的教学方法。此教学方法有利于促进高中英语教师在新时代适应高中英语语法教学的新要求。本研究试图通过实验研究来验证外显互动任务法的应用是否能促进高中学生的英语语法学习。定语从句是高中英语学习的重点和难点，所以，作者在教学实验中以定语从句为例来分析外显互动任务教学法应用于高中生英语语法学习中的效果。具体而言，本研究的两个研究问题如下：1.外显互动任务教学法能激发高中学生对英语语法学习的兴趣吗？2.外显互动任务教学法能帮助高中学生更好地理解和运用定语从句吗？本研究选取了笔者所执教的两个平行班的100名学生作为研究对象。其中高一（3）班是控制班，高一（4）班是实验班。笔者在实验班从2017年10月9日至2017年12月1日的8周实验期间采用外显互动任务教学法进行定语从句的专项语法教学。所有资料均选自人教版的《高中英语必修一》。为保证数据的完整性，笔者设计了一套完整的研究程序，包括前测、后测、前调查问卷、后问卷调查、采访和两个月的教学实验。所有收集到的数据都存入计算机，并通过SPSS19.0软件进行分析。研究结果表明：外显互动任务教学法不仅可以激发高中生对英语语法学习的兴趣，而且可以帮助高中生更好地理解和运用定语从句。本次实验研究可以得出以下教学启示：(1)外显互动任务法应广泛应用于中国英语语法课堂教学，以提升学生对目的语的外显知识的意识。（2）教师应着V 重创造各种学习任务，以帮助学生建立外显知识并最终转化为他们的内隐知识。（3）外显互动任务法能很好地帮助学生在英语语法课堂上更好地掌握英语语法的流畅性和准确性。关键词：英语语法学习外显互动任务法定语从句高中生VI ContentsAcknowledgements..............................................................................................IAbstract..............................................................................................................III摘要......................................................................................................................VListofTables......................................................................................................XIChapterOneIntroduction..................................................................................11.1ResearchBackground..............................................................................11.2ResearchObjectives.................................................................................31.3ResearchSignificance..............................................................................41.4StructureoftheThesis.............................................................................6ChapterTwoLiteratureReview.........................................................................92.1PreviousStudiesonGrammarTeachingModesoutsideChina...............92.2PreviousStudiesonGrammarTeachingModesinsideChina...............102.3CommentsontheStudiesofGrammarTeachingModes.......................112.4PreviousStudiesontheExplicitInteractiveTaskInstructionoutsideChina....................................................................................................................122.5PreviousStudiesontheExplicitInteractiveTaskInstructioninsideChina....................................................................................................................142.6CommentsontheStudiesoftheExplicitInteractiveTaskInstruction..162.7UnresolvedProblemsinthePreviousStudies.......................................16ChapterThreeTheoreticalFramework...........................................................193.1RelatedConcepts...................................................................................193.1.1ExplicitKnowledgeandImplicitKnowledge.............................193.1.2ExplicitLearningandImplicitLearning.....................................203.1.3ExplicitConsciousness-RaisingTask(ECT)..............................213.2KeyConcept:ExplicitInteractiveTaskInstruction(EITI)....................223.2.1TheDefinitionofEITI................................................................22VII 3.2.2TheCharacteristicsofEITI.........................................................233.2.3TheProceduresofEITI...............................................................263.3TheDifferencebetweenEITIandECT.................................................283.4TheoreticalFramework:NoticingHypothesis.......................................293.5InteractionTheory..................................................................................313.6Task-basedLanguageTeaching.............................................................31ChapterFourMethodology...............................................................................334.1ResearchQuestions................................................................................334.2ResearchSubjects..................................................................................334.3ResearchInstruments.............................................................................344.3.1Tests............................................................................................344.3.2Questionnaires.............................................................................364.3.3Interviews....................................................................................394.4ResearchProcedures..............................................................................394.4.1Pre-test........................................................................................404.4.2TeachingExperiment..................................................................404.4.3Post-test.......................................................................................494.4.4Questionnaires.............................................................................504.4.5Interviews....................................................................................504.4.6DataCollection...........................................................................51ChapterFiveResultsandDiscussion...............................................................535.1ResultsoftheTests................................................................................535.1.1ResultsofPre-test.......................................................................535.1.2ResultsofPost-test......................................................................545.1.3ComparisonofPre-testandPost-testScoresofCC....................555.1.4ComparisonofPre-testandPost-testScoresofEC....................565.2ResultsofQuestionnaires......................................................................575.3ResultsoftheInterviews........................................................................59VIII 5.4Discussion..............................................................................................615.4.1EffectsoftheExplicitInteractiveTaskInstructionontheStudents’InterestinLearningEnglishGrammar.........................................625.4.2EffectsoftheExplicitInteractiveTaskInstructionontheStudents’LearningoftheAttributiveClause...............................................63ChapterSixConclusions...................................................................................656.1MajorFindings.......................................................................................656.2ResearchImplications............................................................................676.3ResearchLimitations.............................................................................686.4SuggestionsforFurtherResearch..........................................................69References...........................................................................................................71AppendixI..........................................................................................................75AppendixII.........................................................................................................77AppendixIII.......................................................................................................79AppendixIV.......................................................................................................81AppendixV.........................................................................................................83AppendixVI.......................................................................................................87AppendixⅦ.......................................................................................................91IX X ListofTablesTable3-1ProceduresofGrammarTeachingThroughEITI.......................................26Figure1TheProcessoftheAcquisitionoftheImplicitKnowledge...........................30Table4-1ComparisonbetweenECandCC................................................................34Table4-2ReliabilityTest.............................................................................................38Table4-3KMOandBartlettTestofPre-questionnaire................................................38Table4-4KMOandBartlettTestofPost-questionnaire..............................................39Table4-5TheScheduleoftheResearchProcedures...................................................41Table4-6TheUsageofAttributiveClause..................................................................46Table5-1GroupStatisticsofPre-test...........................................................................53Table5-2IndependentSamplesT-TestofPre-testforECandCC..............................54Table5-3GroupStatisticsofPost-test.........................................................................54Table5-4IndependentSamplesT-TestofPost-testforECandCC............................55Table5-5PairedSamplesStatisticsofPre-testandPost-testforCC..........................56Table5-6PairedSamplesStatisticsofPre-testandPost-testforEC...........................56Table5-7theDimensionsoftheQuestionnaire...........................................................57Table5-8PairedSamplesStatistics.............................................................................58Table5-9PairedSamplesTest.....................................................................................58XI XII ChapterOneIntroductionChapterOneIntroductionThischaptermainlyintroducesthethesisbydescribingtheresearchbackground,researchobjectivesandresearchsignificance,andthestructureofthisthesisisalsostatedinthelastsection.1.1ResearchBackgroundGrammarteachinghasbeenmuchdiscussedinthestudyofsecondlanguageacquisition.People’sattitudetowardsgrammarteachingreflectsthehistoryofmodernforeignlanguageteaching.Inthesecondlanguageacquisition,peoplehavebeencontroversialaboutwhetherornottoteachgrammar.TheNaturalApproachbelievesthatcommunicativecompetenceismainlydependentonacquisition,andgrammarteachinghasnotmuchspecialvalue.Itconsidersthataslongasthelearnersacceptcomprehensibleinputwhichcaneffectivelystimulatesthelearners’learningmotivation,thenthelearner’slanguageskillswillautomaticallydevelopintotheirinternallanguageablility(Ellis,2006).Formalgrammarteachingcanonlyenablestudentstoobtainthedeclarativeknowledgeofthegrammaticalforms,butcannotdevelopstudents’proceduralabilityofcorrectlyusingthegrammaticalforms,becausethesetwokindsofknowledgeexistinthebrainwithdifferentsystems,duringwhichthereisnointerface(NassajiandFotos,2004).However,withthecontinueddevelopmentofthesecondlanguageacquisitiontheory,peoplehaveanewdiscovery.Larsen-FreemanandLong(1991)showedthatgrammarteachingisuseful.Althoughgrammarteachingcan’tchangethestudents’naturalorderofacquisition,itcanstimulatedifferentmentalcognitiveprocessesandacceleratestudents’masterofthegrammarstructures,andaffecttheprogressandspeedofgrammaracquisition.Theorderofgrammarteachingshouldbeconsistentwiththelearner’snaturalorderofacquisition(Long,1988).Allinall,thesestudiesdiscussedwhethergrammarisacquiredorlearned,andwhethergrammarteachingisnecessaryornot.Foralongtime,Chineseforeignlanguagegrammarteachinginhighschoolcut1 广州大学硕士学位论文therelationshipbetweenlanguageformandmeaningapart.UnderthepressureoftheCollegeEntranceExamination,mostofteachersinhighschoolsmainlyexplaintheexplicitgrammarrulesanddrillthemmechanically.Instudents’view,learninggrammarisjustaslearningcountlessrulesandpracticingnumerousmultiplechoices.Withtheintroductionofthenewconceptofforeignlanguageteachingforcommunicationpurposes,manypublicclassesdonotexplaingrammarrules,butjustfocusonthemeaningofgrammarandtheiruse.Infaceofthesetwocontradictoryviewsongrammarteaching,weneedtore-examinethehighschoolgrammarteachingfromtheperspectiveofthecombinationofform,meaningandfunctionofteaching.Grammarteachingshouldnotonlyfocusesontheteachingandlearningofgrammarknowledge,butshouldcombinethelanguageform,meaningandcommunicativefunctionsoastoenablethestudentstousethesegrammarknowledgeconsciouslyintheauthenticinterculturalcommunication.Thegrammarteachersinhighschoolsshouldnotonlyallowthestudentstodealwithexaminations,butalsofullydeveloptheirimplicitlanguageability.Highschool’sgrammarisnotonlyabundantbutalsocomplex.Asahighschoolteacher,weshouldnotonlyteachstudentssomerelatedgrammarknowledge,butalsoteachstudentshowtousethemintheauthenticcommunicativesituationtodevelopthestudents’learninginterestandlearningability,whichcanlayafoundationforthestudentstolearnindependentlyinfuture.TheExplicitInteractiveTaskInstruction(EITI)isaninnovativeandviableteachingmethodforhighschoolteacherstoadapttothenewrequirementsofhighschoolgrammarteaching.Thethreedimensionsoftheform,meaningandfunctionofthegrammarhavebeencombinedintheExplicitInteractiveTaskInstruction.Explicitgrammarknowledgecanbetransformedintoimplicitgrammarabilityintherealsituationoftask.Studentscanraisetheirawarenesstowardsthegrammarformintheinteractivefeedback,thenproduceeffectiveoutputinthenegativefeedbacksoastoacceleratethestudents’internalizationofthegrammarknowledge.Inaddition,theExplicitInteractiveTaskInstructionismorefocusedontheteacher’sguidanceandthe2 ChapterOneIntroductionstudent’ssubjectivity.SotheExplicitInteractiveTaskInstructionshouldbepaidmoreattentionandfurtherstudied.1.2ResearchObjectivesInthemid-1970s,theemergenceofCommunicativeLanguageTeachingmethod(CLT)advocatedstudentstoacquirethetargetlanguagethroughtheauthenticcommunicativeactivitiesratherthanteachstudentsgrammarintheformalclassdirectly.Thisteachingmethodconsideredgrammarteachingshouldbeabandoned.ButCLTignoredtheaccuracyofthelanguage.Inthe1980s,affectedbythetheoryofCLT,thePPPteachingmethod(presentation,practice,production),atraditionallanguageteachingmethodappearedandlastedforalongtimeinChina,advocatedthegrammarteachingmethodshouldfollowthreesteps“presentation,practice,production”.This“structure-function-communication”orientedcharacteristicsofPPPteachingmethodmakethegrammarteachingbecomeaprocessofdrillingthegrammaticalrulesmechanicallyintheclassroom.Theteachersmainlyfocusonthegrammarrulesandignorethegrammarmeaningandtheuseofthegrammar.Thestudentspassivelylearnthegrammarrulesintheclassroomandtheyarelackofauthenticcommunicativeopportunities.Thegrammarlearningclassisactuallya“teacher-center”classwhichultimatelyleadstoineffectivegrammarteaching.Alargenumberofstudiesandpracticalteachingsituationprovethatfocusingonlanguagemeaningorlanguageformaloneisinsufficientforstudentstoacquirethetargetlanguage.Accordingtothehighschoolstudents’grammarlearningproblemssummarizedbypreviousscholarsinChina,mostofstudentsarelackofinterestingrammarlearning.Theythinkgrammarclassisjustaruleclass.Theydonotknowthesignificanceoflearninggrammarandlearnthegrammarjustfortheexamination.Besides,theEnglishteachersarelackofaneffectivegrammarteachingmethodtoguidestudentstolearnthegrammarinsomemoreinterestingandeffectiveway.Therefore,itisnecessaryforEnglishteacherstoexploreaneffectivewaytoteach3 广州大学硕士学位论文grammarandimprovetheefficiencyofgrammarteaching.Inthisthesis,theauthorintendstoinvestigatetheeffectsoftheExplicitInteractiveTaskInstructionintheteachingofEnglishgrammarforthehighschoolstudents.Furthermore,inthepast,thescholars’researchontheExplicitInteractiveTaskInstructionismorelimitedtothecomparisonbetweentheExplicitInteractiveTaskInstructionandthetraditionalteachingmethodinthemiddleschool,butlittleresearchonwhethertheExplicitInteractiveTaskInstructioncanarousethehighschoolstudents’interestinlearningEnglishgrammarandhelpthestudentsbetterunderstandandusetheEnglishgrammarhasbeenconducted.ThepreviousresearchfocusesonlyonwhethertheExplicitInteractiveTaskInstructionisbetterthanthetraditionalteachingmethodformiddleschoolstudents.Thus,tomakeupforthislimitation,theauthorintendstoaddressthefollowingtwoquestions:(1)CantheExplicitInteractiveTaskInstructionarousethehighschoolstudents’interestinlearningEnglishgrammar?(2)CantheExplicitInteractiveTaskInstructionhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause?1.3ResearchSignificanceAsHuChundong(1990:67),aChineseexpertintheareaofforeignlanguageteachingmethodstates,“Languageisbothatoolofcommunicationandatoolofthinking;Grammarknowledge,especiallythegrammarknowledgewhichhasstrongpracticalitycanmakestudentsbemoreandmoreintelligent,learnmoreandmoreunderstandable,moreandmoreeasily,andmoreandmorerelaxedsoastostimulatestudentsdeepandlastinglearninginterest.Grammarteachingcannotbeneglectedatanytime,anyperiodandany1situation.”Similarly,Cellee-Murcial(1991:120)oncecommented4 ChapterOneIntroduction“Theattractiveandconvincingevidencesuggeststhattheteachingwithoutgrammar,nomatterwhichisbasedoncomprehensionorcommunication,willjustleadtoacrappy,non-grammaticalPidginEnglish.Itisdifficultforstudentstogobeyondthisstageandmakeany2progress.”Theabovestatementshighlighttheimportanceofteachinggrammarinthesecondlanguageacquisition.Sincethe1970s,twokindsofgrammarteachingtendenciesinChinaaremoreprominent:thetraditionalPPP(presentation,practiceandproduction)teachingmethodandCommunicativeLanguageTeachingmethod.ThetraditionalPPPteachingmethodemphasizedtoomuchontheexplanationofgrammarknowledge,memoryofgrammaticalrulesandpracticeofsentencerules,butignoredthecultivationofstudents’communicativecompetence.However,theCommunicativeLanguageTeachingmethodonlyfocusesonthecommunicativefunctionofthelanguage,ignoringtheaccuracyoflanguageandthegrammarteachingintheclassroom,leadingtothephenomenonoflanguagefossilizationandaffectingthedegreeoflanguageoutput’saccuracy.Thesetwoteachingmethodshaveobviousdrawbacks,soitisnecessaryforustofindaneffectiveandviablegrammarteachingmethodtobalancetheformandmeaning,theaccuracyandfluencyofthelanguage.Againstthebackdrop,DaiWeidong(2006)proposedtheExplicitInteractiveTaskInstructiontoseekthisbalance.TheEITIenrichesthelanguageteachingtheoriesandprovidesanewresearchperspectivefortheteachingofEnglishgrammarinChina.ThetraditionalEnglishgrammarclassisbasedonthemodeoftheteachers’explanationandthestudents’practice.Theteacherplaysanactiveroleintheclassroom.Thestudentssitintheirtablesandlistentotheteachers’explanationofnumerousgrammarrulespassively.Theteachersforcethestudentstoacceptthegrammarknowledgewhichthestudentsdonotknowwhatthesegrammarrulesmeanandhowtherulesshouldbeused.Theteachingcontentisnothingmorethan5 广州大学硕士学位论文memorizinggrammarrules,learningexamplesanddoingexercises.ThestudentslosetheirinterestinlearningEnglish.Overtime,thestudents’situationoflearninggrammarisgettingworseandworse,consequentlyaffecttheirlearningofEnglishlanguage.Students’passivelearningbehaviorwillseriouslyaffectthequalityoftheirlearninginthefuture.AsahighschoolEnglishteacher,weshouldchooseinteresting,efficientandpracticalEnglishgrammarteachingmethodonthebasisofthestudents’currentlearningsituation.ThegrammarteachingadvocatedbytheEnglishCurriculumStandardisdifferentfromthetraditionalgrammarteachingmethodeitherintermsoftheteachinggoalorintheteachingmethod.Englishcurriculumstandardrequiresteacherstore-understandthepurposeofsecondaryschoolgrammarteaching,changethewayofgrammarteaching,notregardgrammarlearningasasimplememoryofsomelanguagerules,butshouldcombinethelanguageform,meaningandcommunicationfunctionorganicallysothatstudentscaninternalizethelanguagerulesintheactualuseoflanguageandcancorrectlyusethelanguagetocommunicatewithothers.TheExplicitInteractiveTaskInstructioncombinestheformalteachingandthemeaningteachingeffectively,andprovidesthenewresearchperspectiveandpracticalguidancefortheEnglishgrammarteaching.1.4StructureoftheThesisThethesisconsistsofsixchapters.ChapterOneprovidestheintroductionoftheresearchbackgroundandmainlydealswiththeresearchobjectivesandresearchsignificance.InChapterTwo,aliteraturereviewfocusesonthepreviousstudiesongrammarteachingmethodsandtheExplicitInteractiveTaskInstructioninpast30years,andidentifiestheunsolvedproblemsonthestudiesofgrammarteachingmodesandtheExplicitInteractiveTaskInstructionoutsideandinsideChina.ChapterThreepresentsthetheoreticalframeworkfromtheNoticingHypothesisperspective.Specifically,thedefinitionoftheExplicitInteractiveTaskInstructionisexamined6 ChapterOneIntroductionwithamainfocusontheNoticingHypothesisandanoverviewofrelatedtheoriesabouttheExplicitInteractiveTaskInstruction.InChapterFour,thecoreofthethesis,theexperimentaldesignispresented.Itincludestheresearchquestions,theresearchparticipants,theresearchinstruments,andresearchprocedures.InChapterFive,theresearchdataiscollected.Andtheresultsareanalyzedanddiscussed.ChapterSixprovidesaconclusionoftheresearch,includingasummaryofthemajorresearchfindings,theimplicationsoftheresearch,thelimitationsoftheresearchandsomesuggestionsforthefuturestudyofthissubject.7 广州大学硕士学位论文8 ChapterTwoLiteratureReviewChapterTwoLiteratureReviewInthischapter,theauthormainlyreviewsthepreviousresearchonEnglishgrammarteachingandtheExplicitInteractiveTaskInstructioninsideandoutsideChina.2.1PreviousStudiesonGrammarTeachingModesoutsideChinaSpada(1997)discoveredthatcognitionformedbygrammarknowledgethatisexposedtoteacher’sexplicitinstructioncanbepreservedinmemorylongerintheprocessofcommunicativelanguagelearning,andtheaccuracyofusingtheknowledgewillalsobeimprovedintheprocessoflanguageoutput.Ellis(2004)calledtheexplicitknowledgeasthelearner’sawarenessofthecompositionofalanguageandtheroleofthelanguageinhumanlife,namelytheexplicitknowledgeisknowledgeaboutlanguageandlanguageuse.Thegeneralapproachtogrammarlearningisinductiveanddeductive,andMohamed(2004)showedthatthereisnosignificantdifferenceinthedegreeofrecognitionofthesetwomethodsbyanalysisofvarianceinempiricalstudies.DeKeyser(1995)suggestedthatlearningtasksthatfocusonlanguageoutputcanhelplearners’practiceandautomationofthelanguageformsthatthelearnerhastouched,andthecomprehensiblelearningtasksaremorehelpfulinmasteringnewlanguageforms.BurgessandEtherington(2002)arguedthatthefocusofthedebateisonthedegreeofexplicitteachingingrammarteachingandtherelationshipbetweengrammarformsandotherprioritiesinteachingactivities.GreenandHecht(1992)pointedoutthatexplicitgrammarteachingandimplicitgrammarteachingshouldbedecidedaccordingtothedifficultyofgrammarrules.Simplerulescanadoptimplicitteachingmethodanddifficultgrammarprojectscanadoptexplicitteaching.Scott(1989)studiestheteachingofbothexplicitandimplicitgrammar,andtheexperimentalresultsshowthatthestudentswhoacceptexplicitgrammarteachingmethodgetbetterachievementthanthosewhoacceptimplicitgrammarteachingmethodingeneral.FotosandEllis(1991)studiedthe“Grammar9 广州大学硕士学位论文Wake-upMission”,whosepurposeandcontentaretoenablethestudentstodiscoversomekindsofgrammaticalrules,buttheformandthenatureofthetaskpertainstocommunicativetype.Nunan(1998)studiedthegrammatical“Consciousness-Raising”teachingmethod(C-R),whichconsciouslyattractedlearners’attentiontotheformalcharacteristicsofthetargetlanguage.2.2PreviousStudiesonGrammarTeachingModesinsideChinaHuangHebin(1999),HaoXingyue(2004)studieddomesticandforeignEnglishgrammarteachingrespectively.HuangHebinfocusesontheanalysisoftheadvantagesanddisadvantagesofEnglishgrammarteachingcontentandmethodsinththe20century.HaoXingyuepointedoutthatsincethe1990sthestatusofgrammarinforeignlanguageteachingarousesthescholars’concernonceagain.Aftertheexplicitgrammarteaching,whichiscenteredontheform,isreplacedbytheimplicitgrammarteachingwhichfocusesonmeaning,withrecoverofthestatusofthegrammarteaching,theexplicitwhichincenteredontheformhasatendencytoberestored.WangDongbo(2004)pointedoutthatGrammarTranslationmethodhasincomparableadvantagescomparedwithotherEnglishteachingmethods.TheconnotationandcharacteristicsofGrammarTranslationmethodhascertainapplicabilityinChineseforeignlanguageteaching.DaiWeidong(2006)proposedanewperspectiveofgrammarteaching,thatis,ExplicitInteractiveTaskInstruction.ThestudycombinedwithChineseforeignlanguageteachingpractice,andproposedanewmethodcalled“ExplicitInteractiveTaskInstruction”(EITI)whichisadapttoChineseactualteachingsituationandcaneffectivelyimprovethestudents’grammarlearningandteachers’grammarteaching.LiuDongmei(2008),LiuDan(2007),LiJianxiang(2007)studiedrespectivelytheEnglishgrammarteachingmethodwhichtheythinkiseffective.LiuDongmeistudiedtheapplicationof“discovery”inEnglishgrammarteaching,andpointedout“discovery”learningisaneffectivemethodofEnglishgrammarteaching.LiuDanmadeanempiricalstudyontheapplicationof10 ChapterTwoLiteratureReviewCommunicativeLanguageTeachinginEnglishgrammarclass.ThepurposeofthisstudyistoexplorethefeasibilityofapplyingCommunicativeLanguageTeachingingrammarteachingtoexploreitsmultipleimplementationways.ThismethodcannotonlyhelpEnglishteachertofindamoreeffectivemethodtoteachgrammar,butalsocanimprovethestudents’abilityofapplyingthislanguage.LiJianxiang(2007)usedtheSituationalTeachingApproachtodesignanewteachingmodewiththeattributiveclauseastheteachingobject,soastoimprovethestudents’Englishlearninginterestandtheteachers’teachingeffectiveness.LuYadan(2013)arguedthathighschoolgrammarteachingshouldcreateasmuchmoreEnglishgrammarsituationalstrategiesandgrammaticalknowledgecomparativeinductivestrategiesaspossible.ZhangXueqiong(2015)statedthathighschoolEnglishgrammarteachingstrategiesincludeadvocatingthegrouptoconductthecooperativeinquirystudy,usingthestudents’existingknowledgetodeepen,highlightingthefocus,andpayingattentiontoelaboratingtheknowledge.ChenLing(2015)consideredthatteachersintheprocessofteachingshouldallowstudentstotaketheinitiativetoparticipateinlearningandmakethestudents-centered.Therefore,inordertoachievetheseobjectives,teacherneedstousetheTask-basedTeachingmethod,startfromtheperspectiveof“learning”point,anddesignreasonableteachingtaskssoastoimprovethestudents’learningefficiency.2.3CommentsontheStudiesofGrammarTeachingModesWhetheritisinsideoroutsideChina,grammarteachingisalwaysanimportantandcontroversialissueinthehistoryofsecondlanguageacquisition.Thetopicof“howtoteachgrammar”hasalwaysbeenheatedlydiscussedsince1990s.Thecontentoftheirdiscussionmainlyfocusesontwoissues:explicitgrammarteachingandimplicitgrammarteaching.Someresearcherssuggestedtheimplicitgrammarteaching,someresearchersassertedtheexplicitgrammarteaching.Butwiththedevelopmentofsecondlanguageacquisitiontheory,theresearchersdiscoveredthat11 广州大学硕士学位论文theexplicitgrammarteachingonlyortheimplicitgrammarteachingonlygraduallyrevealstheirrespectiveproblems.Theon-goingtrendofgrammarteachingistocombinetheexplicitgrammarteachingandimplicitgrammarteachingtogether,namelycombinelanguageformsandcommunicativeskillstogether.EspeciallyinChina,moreandmoreresearchersareawareoftheimportanceofcombiningtheadvantagesoftheexplicitteachingandcommunicativeteaching.2.4PreviousStudiesontheExplicitInteractiveTaskInstructionoutsideChinaTheteachingmodeofExplicitInteractiveTaskInstructionisbasedonthestudiesofexplicitandimplicitlearning,andthoseontheteachingmodecalled“Awareness-enhancedTaskMode”outsideChina.ThestudyaboutexplicitgrammarlearningandimplicitgrammarlearningoutsideChinabeganinthe1990sandtherearethreedifferentviewsinthefieldofsecondlanguageacquisitionstudy:oneisKrashen’s(1981)“Thenon-interfacetheory”astherepresentative;thesecondisDekeyser’s(1998)“Thestrong-interfaceposition”andthelastoneisrepresentedbyRod.Ellis’s(1993)neutralview“Theweak-interfaceposition”,whichproposesthatexplicitknowledgecanhelplearnerstonotethedifferencesbetweenlanguageinputandlanguageoutput,andfunctionsasafacilitatortohelplearnersbetterinternalizetheirimplicitknowledge.Theresultsofsystempracticeswillonlyachievetheimprovementintheaspectofprojectlearningandlanguagefluency.SoEllis(2003)proposedtheteachingmodecalled“ExplicitAwareness-raisingTask”forthesecondlanguagelearning.Hebelievedthattheideallanguageteachingshouldnotonlyhelplearnerstolearnvariousformsoflanguage,butalsoimprovetheirexplicitunderstandingtothelanguageformswhilenotignoringthecultivationoftheabilityoflinguisticperformance.Thismodeisjusttheprototypeofthemode“ExplicitInteractiveTaskInteraction”firstlyproposedbyChineseresearcherDaiWeidong(2006)incombinationwiththeactualteachingsituationinChina.Therefore,the12 ChapterTwoLiteratureReviewstudyoftheExplicitInteractiveTaskInstructioninforeigncountriesshouldstartwiththeExplicitConsciousness-raisingTaskmode.SharwoodSmith(1981)isthefirstresearcherwhoputforwardthenotionof“Consciousness-Raising”(C-R),whichmeansdrawingthelearners’attentiontothegrammaticalrulesbytheteachers’consciouslyexplicitteaching.Itfacilitatesthelearners’intakeanddevelopmentofimplicitlanguage.Willis(1996)pointedoutthatthe“Consciousness-Raising”taskencourageslearnerstodiscoverthecharacteristicsoftargetlanguageindependently.Learnersdrawconclusionsfromtheirownobservationsandformtheirownunderstandingoftargetlanguage.SharwoodSmithandRutherford(1998)foundthatC-Rlearninghelplearnersdiscoverthedifferencesandgapsintheiroutputlanguageandtargetlanguage.Nunan(2000)arguedthattheconsciousnessoflanguageformisthekeytosecondlanguageacquisition.Itfocusesontheprocessofsecondlanguageacquisition,notjusttheresult,andC-Remphasizesgrammarlearningfromahigherlevel.SandraFotos(2001)emphasizedstructure-centeredinteractivetaskimprovethelanguageformlearning,enhancegrammarlearningeffectiveness,andisusedincommunication.Mohamed(2004)comparedtheinductiveanddeductivemethodintheempiricalstudy,discoveringthattheExplicitConsciousness-RaisingTaskwhichcombinesthesetwomethodscanhelplearnersnoticethelanguageforms,soitisaneffectivelyteachingmethod.EvelynDoman(2007)designedsixstepsinhisstudytocombinethegrammarteachingandcommunicativetaskwithExplicitConsciousness-RaisingTaskmodelandfinallyconcludedthatExplicitConsciousness-RaisingTaskcanreduceslearners’anxietyintheprocessofgrammarlearningandfacilitatesthestudents’languagelearningprocess.PBehrouz,andFKazemirad(2012)validatedtheeffectofExplicitConsciousness-RaisingTaskontheacquisitionofsyntaxforIranianprimaryEnglishlearnersbyempiricalstudy.Theexperimentalresultsshowedthatthescoreoftheexperimentalgroupinthepost-testisimprovedmoresignificantly.KSSAI-Jardani(2012)focusedonsomeconceptsrelatedtoExplicitConsciousness-RaisingTask,suchasexplicitlearning,language13 广州大学硕士学位论文awareness,languageacquisition,etc.,andillustratedtheintrinsiclinkbetweentheseconceptsandExplicitConsciousness-Raising,withtheaimofhelpinglearnerspayattentiontogrammaticalfeatures,emphasizingthatitistheinitialstageoflanguageacquisition.F.HeidarizandN.Mansourzadeh(2014)usedthepresenttenseoftheverbasateachingexampletoseewhethergenderdifferenceshaveimpactontheteachingeffectofExplicitConsciousness-Raisingmethod.Theresultshowsthatmalelearners’grammarscoreisimprovedmoresignificantlythanfemalelearnersthroughthelearningofExplicitConsciousness-Raisingmethod.AAzizifarandMBabaei(2015)studiedtheeffectofthegrammarteachingofExplicitConsciousness-RaisingmodelonEnglishlearners’readingability,whichresultshowsthatthegrammarteachingofExplicitConsciousness-Raisingmethodcanhelplearners’improvetheEnglishreadingcomprehensionability.2.5PreviousStudiesontheExplicitInteractiveTaskInstructioninsideChinaDaiWeidong,andRenQingmei(2006),basedontheExplicitConsciousness-RaisingTaskmodelproposedbyR.Ellis(2003),combinedwiththeconcretepracticeofforeignlanguageteachinginChina.TheyputforwardtheExplicitInteractiveTaskInstruction(EITI),andthesiximplementationstepsofthisteachingmethod.ThepurposeofthesixstepsistoexploretheEITIwhichisundertheguidanceofexplicitknowledgeresearchtheorybringsanewperspectivetoChineseforeignlanguage’sgrammarteaching.WuFang(2007)conductedanempiricalstudybyexplainingtheexplicitteachingmethod,interactiveteachingmethod,andExplicitInteractiveTaskmethodtoteachEnglish,comparedtheeffectofthesethreeteachingmethodsintheexperimentalclassandcontrolclass,anddrewaconclusionthattheEITIisbetterthanexplicitteachingmethodandinteractiveteachingmethod.WangCaiyun(2009)tookthefreshmeninhighschoolastheexperimentalsubjecttocarryonthecomparativestudybetweentheEITIandtraditionalgrammarteaching.It14 ChapterTwoLiteratureReviewwasfoundthatthereexistsignificantdifferencesinimprovingthestudents’Englishgrammarlevelinthesetwoteachingmethods,andEITIcanlargelyraisethestudents’interestingrammarlearningmoregreatly.Inthisstudy,however,theauthor’sconclusionthattheEITIcanraisethestudents’interestingrammarlearningisonlybasedontheauthor’sobservationbutnotconductanyrelevantspecificinvestigation.LiuPengli(2010)statedthattheEITIhavesomepositiveimpactsonsecondlanguagegrammarteachingfromfourdifferentaspects.JiaFang(2010)analyzedtheadvantagesanddisadvantagesofexplicitteachingandimplicitteachingfromtheperspectiveofcognitivepsychology,combinedwiththepracticalgrammarteachingsituationinChina,andthenputforwardthefeasibilityoftheEITIinourChinesegrammarteaching.TanYujie(2011)tookthefreshmenoftwoclassesinahighschoolastheexperimentalsubjects,andappliedExplicitConsciousness-RaisingTaskmodel(ECT)totheexperimentalclass’teachingofEnglishattributiveclause,soastoverifythefeasibilityandeffectivenessofECT.ZhangJingyu,andZhangYe(2012)tookthebe-typeandwere-typevirtualstructuresasexamplesinthegrammarclassofthefirst-yearcollegestudentswhomajorinEnglish,andanalyzedtheeffectsoftheEITIintheprocessofclearingthestructureofexplicitknowledgefromtheperspectiveofcognitivepsychology,andshowedtheteachingdesignoftheEITIintheauthor’spaper.AlthoughthisstudyverifiedthefeasibilityoftheEITIinthegrammarteachingfromthetheoreticalperspective,thestudydidnotpresentthepracticalsituationandspecificconclusionoftheEITIintheprocessofgrammarteaching.ZongXiaojing(2014)tookthehighschoolstudentsinGradeTwoastheexperimentalsubjects,whichprovedthattheEITIismorehelpfultothestudents’writtenlanguageoutputaccuracythantraditionalgrammarteachingmethod,andtheEITIimprovesthestudents’enthusiasmoflearninggrammarandhelpsthestudentstoformtheautonomouslearningability.TheGaoRuofeng(2015)appliedtheEITItoconductateachingexperimentinamountainhighschool’sgrammarteachingclasstwomonths.TheresultsshowedthattheEITIcanimprovethehighschoolstudents’levelof15 广州大学硕士学位论文grammaracquisitionmoreeffectivelythantraditionalPPPteachingmethod.MaXiao-yan(2016)comparedthegradeonestudentsintwoclassesinahighschoolbytheEITI.TheresultsshowedthattheEITIhasobviouseffectonthestudents"Englishgrammartest.Itisprovedthatthemethodhasasignificanteffectonthestudent’slexicalandsyntacticperformance.2.6CommentsontheStudiesoftheExplicitInteractiveTaskInstructionInthe1990s,thestudyofgrammarteachingoutsideChinamainlyfocusedonexploringwhethergrammarknowledgeisexplicitknowledgeorimplicitknowledge.The“non-interfaceposition”theorywhoserepresentativeisKrashenwasalltherage,atthattimethestudytendedtotheviewpointofimplicitgrammarteaching,noneedforthegrammarteachingintheclass.Withthestudyofgrammaticalknowledge,itisrealizedthatgrammarteachingcannotonlyemphasizethemeaningteachingorformteaching.Inthepast,relevantresearchseparatedthemeaningteachingandformteachingingrammarteaching.WithEllis(2003)putforwardtheExplicitConsciousness-RaisingTaskModel,someforeignscholarsgraduallyrealizedthe“Consciousness-Raising”andtheimportanceofexplicitteaching,sotheybegantoadvocatecombingtheformteachingwithmeaningteachingthatcancultivatethestudents’actualutilizationability,whichhasarousedmorescholars’concerninsideandoutsideChinaontheexplicitgrammarteachinganddoaseriesofstudiesmoredeeply.DaiWeidongandRenQingmei(2006),combiningwiththepracticalteachingsituationinChina,putforwardtheExplicitInteractiveTaskInstructiononthebasisofEllis’“ExplicitConsciousness-RaisingTaskModel”in2003,sincethenanewperspectiveontheteachingofforeignlanguagegrammarhasemerged.2.7UnresolvedProblemsinthePreviousStudiesThestudyoftheEITIismainlyusedinthestudyofEnglishgrammarteachingatSeniorHighSchool.Butingeneral,thestudyofEITIhasnotpaidenoughattentionin16 ChapterTwoLiteratureReviewChina.LittleresearchontheEITIhasbeenconducted.Also,thelimitedresearchismainlytheory-oriented.ThroughtheliteraturesearchinCNKI,thespecializedresearchontheEITIaremainlymaster’stheses,andthesearchresultsareonly9papers.TheEITIintheteachingofEnglishgrammaratSeniorHighSchoolisnotwidelyapplied.ItisnecessaryfortheteacherstousethisnewteachingmethodtoteachstudentsEnglishgrammar.Althoughmostoftheresearchsubjectsaremostlyhighschoolstudentsandtheresearchcontentismainlythesecondlanguagegrammarteachingeffects,mostoftheseresearchintendstoverifythegrammarteachingeffectsbycomparingtheEITIandthetraditionalGrammarTranslationmethod,andtheexperimentalresultsshowthattheEITIismoreeffectivethanthetraditionalGrammarTranslationmethod.Buttheteachingexperimentsoftheseresearchuseasinglegrammarproject,andpre-testandpost-testusetraditionalsingle-topictestmethods,whichdonotmeettherequirementsofhighschool’scurriculumofdevelopingthestudents’comprehensivelanguageapplicationability.Therefore,theresearchontheEITIisnotin-depth,andneedstoconductmorestudiesfromdifferentaspects.17 广州大学硕士学位论文18 ChapterThreeTheoreticalFrameworkChapterThreeTheoreticalFrameworkInordertobetterunderstandtheExplicitInteractiveTaskInstruction,thischapterfirstlydescribessomerelatedconceptsabouttheExplicitInteractiveTaskInstruction(EITI),suchastheexplicitknowledgeandimplicitknowledge,explicitlearningandimplicitlearning.Afterlearningtheserelatedconcepts,theauthorintendstointroducetheconceptabouttheExplicitConsciousness-RaisingTask(ECT).Secondlytheauthorintroducesthekeyconceptofthisthesis:theExplicitInteractiveTaskInstruction(EITI)withtheexplanationofitsdefinition,characteristicsandprocedures,finallydemonstratesthedifferencebetweentheEITIandtheECT.Afterpresentingtheaboveimportantconcepts,theauthorshowsthetheoreticalframeworkofthisthesis:NoticingHypothesistothereader,thensupplementsomerelatedtheories:InteractiontheoryandTask-basedtheoryinordertobetterunderstandtheEITI.3.1RelatedConceptsTherelatedconceptsabouttheEITIareexplicitknowledgeandimplicitknowledge,explicitlearningandimplicitlearningandtheExplicitConsciousness-RaisingTask(ECT).3.1.1ExplicitKnowledgeandImplicitKnowledgeThetermexplicitknowledgeisbroadlydefinedas“knowledgeabouttheL2”.ItreferstoaprocessofinternalizingtheL2(Schmidt,1994).Differentresearchershavedifferentdefinitionsabouttheexplicitknowledge.Buttheyallhavethecommonviewthatitisthedeclarativeknowledgeincludingphonology,grammarandvocabularythatcanbelearnedconsciouslyandcanbeverbalizedclearly.AsEnglishlearnersinChinadon’thavetherealcontextualizedlanguageenvironment,thelearnersshouldpaymoreattentiontotheexplicitknowledgeinordertofacilitatetheprocessofimplicitknowledgeacquisition.Itcanbebrokendownintoanalyzedknowledgeand19 广州大学硕士学位论文metalanguage(Bialystok,1994).Itinfluencesthelearners’Englishproficiency.Thetermimplicitknowledgeisbroadlydefinedas“knowledgeoflanguage”.Itreferstoaproductwhichmeanstheknowledgehasexistedinthemindofthelearner.AccordingtoBialystok(1990),implicitknowledgeisshownintheformofsomenaturallyoccurringlanguagebehavior(e.g.conversation)anditisdifficulttoaccessitseparatelyfromthisbehavior.Mathewsetal.(1989)proposedthatimplicitknowledgeis“memory-based”ratherthan“rule-based”.Insummary,implicitknowledgeexistsinthemindoflearnerunconsciously,butthelearnercanexpressthemselvesinEnglishfreely.Itistheabstractknowledgewhichiscomposedofexistinglanguageblocksorcanbeinternalizedbythelearner.Itinfluencesthelearners’Englishfluency.TherearethreedifferentpositionsabouttheroleofexplicitandimplicitknowledgeinthelearningofL2.Theyarethenon-interfaceposition,thestrong-interfacepositionandtheweak-interfaceposition.Inthenon-interfaceposition,Krashen(1981)hasarguedthatexplicitandimplicitknowledgeareentirelydifferent,andtheexplicitknowledgecannotbeconvertedintoimplicitknowledge.Soinstructionshouldnotbedirectedatexplicitknowledgeratherthanimplicitknowledge.Inthestrong-interfaceposition,DeKeyser(1998)claimedthatL2asakindofdeclarativelanguagecanbechangedintoprocedurallanguageundertheauthenticcommunicativeconditions,soexplicitknowledgecanbeconvertedintoimplicitknowledge.Intheweak-interfaceposition,Ellis(1993)proposedthatexplicitknowledgecanfacilitatetheacquisitionofimplicitknowledge.Sotheexplicitknowledgeshouldbetaughtthroughconsciousness-raisingtasksandimplicitknowledgethroughtask-basedteaching.Thesethreepositionsofferverydifferentviewsontheroleofexplicitandimplicitknowledge,anditisahighlycontroversialpointaboutthesetwokindsofknowledge.3.1.2ExplicitLearningandImplicitLearningNick.Ellis(1993)describedexplicitlearningisaprocessofacquiringsomethingintentionallyandconsciously.Learnerslearnlanguageknowledge(e.g.vocabulary20 ChapterThreeTheoreticalFrameworkandgrammar)inanexplicitway(e.g.grammaticalanalysis).Learnerscanexpressthemselveshowtheylearnintheprocessoflearning.Onthecontrary,implicitlearningwasdefinedas“aprocessofacquiringcomplexstimulusunconsciously”bytheAmericanpsychologistA.S.Reberin1967.Frenseh(1998)redefineditas“non-intentionalautomaticacquisitionofknowledgeaboutstructuralrelationsbetweenobjectsorevents”.N.Ellis(1993)describeditasanacquisitionofcomplexunderlyingknowledgestructureunintentionally,naturallyandunconsciously.Ingeneral,implicitlearningmeansthelearnerslearnsomethingunconsciously.RobertDeKeyser(2004)summarizedthedifferencebetweenexplicitknowledgeandimplicitknowledgeiswhetherthereistheexistenceof“consciousoperations”or“awarenessatthepointoflearning”.Tosumup,explicitlearningistheconsciousandintentionalbehavior,butimplicitlearningistheunconsciousandinitiativebehavior.3.1.3ExplicitConsciousness-RaisingTask(ECT)ThetermconsciousnessinvolvesthreeelementsinSLAtheory:levelsofperception,noticing,andunderstanding.“Levelsofperception”isthelevelsofaprocessofobtainingorprocessinginformation;“Noticing”isrehearsalinshort-termmemory;“Understanding”isgraspingtherulesthoroughly.Thetermconsciousness-raising(C-R)wasfirstlyputforwardbySharwoodSmith(1981)whichisanapproachtolanguageteaching.Ellis(2002)presentedtheviewsthatconsciousness-raisingisawaytoequiplearnerswithanunderstandingofaspecificgrammaticalfeature.Inhistheory,consciousness-raisingisapedagogicaldeviceforlearners’languagelearning.Learnerscannoticethesespecificgrammaticalfeaturesoftargetlanguagethroughformalinstruction.Ellis(2003:163)identifiedthemaincharacteristicsoftheExplicitConsciousness-RaisingTasksasfollows:“1.Thereisanattempttoisolateaspecificlinguisticfeatureforfocusedattention.2.Thelearnersareprovidedwithdatathatillustratethetargetfeatureandtheymayalsobeprovidedwithanexplicitruledescribingorexplaining21 广州大学硕士学位论文thefeature.3.Thelearnersareexpectedtoutilizeintellectualefforttounderstandthetargetfeature.4.Learnersmaybeoptionallyrequiredtoverbalizearuledescribingthe3grammaticalstructure.”Insummary,ExplicitConsciousness-RaisingTaskneedstheteachertoprovidelearnerswithsomeactivitiesthatcanraisestudents’consciousnessofparticularlanguagefeatures,inordertohelpthestudentsgraspthenewgrammaticalfeatures.Furthermore,aftergraspingthosegrammaticalfeatures,studentsshoulddrawtheirownconclusionsaboutthetargetlanguage,buttheteacherwillnotrequirehis/herstudentstoproduceorcommunicatethecertaingrammarknowledgetaught(WillisandWillis1996).3.2KeyConcept:ExplicitInteractiveTaskInstruction(EITI)ExplicitInteractiveTaskInstructionisthemainteachingmethodinthisresearch.Asthekeyconceptinthisthesis,itisnecessarytograspitsdefinition,characteristicsandprocedures.ThroughtheanalysisoftheEITI,wecandrawaconclusionofthedifferencebetweentheEITIandtheECT,whichisimportantfortheresearchersandteacherstodistinguishthesetwosimilarconcepts.3.2.1TheDefinitionofEITIBasedontheguidanceofthetheoryofexplicitknowledge,Ellis(2003)believedthattheidealteachingmethodshouldnotonlyhelplearnersengageinvariouslanguageformtoimprovetheirexplicitknowledge,butalsoshouldnotneglectthecultivationofthestudents’languageskills.Soheproposedtheteachingmethod“ExplicitConsciousness-RaisingTask”whichbringsnewperspectivesandconceptsforgrammarteaching.ThenDaiWeidongandRenQingmei(2006)combinedtheEllis’sExplicitConsciousness-RaisingTaskandthepresentactualsituationofforeignlanguageteachinginChina,andthenputforwardthenewconcept“Explicit22 ChapterThreeTheoreticalFrameworkInteractiveTaskInstruction”(EITI)inordertofacilitatetheinterlanguagedevelopmentofforeignlanguagelearners.Inotherwords,theEITIisakindofgrammarteachingmethodwhichcombinestheexplicitteachingandcommunicativeteachingunderthepremiseoffinishingvarioustaskssetbytheteachers.Itraisesthelearners’consciousattentiontothegrammaticalstructureofthetargetlanguageonthebasisofthediscourse.Atthesametime,withtheauthenticpracticeofcommunicativeactivities,andtheexistinginterlanguagesystem,thelearnerscanconverttheirexplicitgrammarknowledgeintoimplicitknowledgebycomparingtheirobservedinputwithtargetlanguageduringtheperiodoftheseactivities.Andthroughthemeansofexplicitnegativefeedback,theEITIcanhelplearnersinducethegrammarknowledgetheyhavelearned,whichcanletthelearnersuseexplicitknowledgetomonitortheirlanguageoutputactively,andfinallyachievethepurposeofself-learning.TheEITIapproachisacombinationofexplicitform-centeredinstructionandmeaningfullanguageteachingapproach(WangCaiyun,2009).3.2.2TheCharacteristicsofEITIExplicitInteractiveTaskInstructionisdifferentfromtheCommunicativeLanguageTeaching,thePPPApproach,andtheTask-basedLanguageTeaching.CommunicativeLanguageTeaching(CLT)whichispopularinmid-1970sencouragesstudentstoacquiregrammarthroughtherealcommunicativeactivitiesornaturalsituationratherthanteachstudentsgrammarintheformalclassdirectly.Studentslearntargetlanguagethroughcommunication.InthetheoryofCLT,itconcentratesontheprocessofstudents’useofthetargetlanguagetocommunicate,nottheresultoflearning.Itpaysmoreattentiontothecompetenceoflanguageuseotherthansimplytolanguageform,anditemphasizesonthelanguagefluencyratherthanaccuracy.Languageisviewedasavehicleofconveyingmeaning.Itsultimategoalistocultivatethestudents’communicativecompetence.ButtheCLTignorestheimportanceofgrammarteaching,consideringteachersshouldnotteachgrammarintheclassroom,whichleadstothelanguagefossilizationandinaccuracyoflanguage23 广州大学硕士学位论文ThePPPApproachisateachingapproachaffectedbytheCommunicativeLanguageTeachingApproachin1980s.TherearethreeprocessesinthePPPapproach:presentation,practice,andproduction.Firstlytheteacherintroducesanewlanguageitem,andthenstudentspracticethenewlanguageitem,finallystudentslearntousethenewlanguageitem.Its“structure-function-communication”orientedcharacteristicsmakethestudentsacquirealargenumberofopportunitiestodrillthelanguageitemintherealsituation.Butitalsoignoresthestudents’lawoflanguageacquisitionanddominantpositioningrammarlearning.Thiskindof“teacher-centered”teachingmethodmakestheclassroomlackofrealcommunicativeopportunities,ultimatelyleadingtotheinefficientclassroomgrammarteaching.TheTask-basedLanguageTeaching(TBLT)whichprevailedinlate1980sreferstoanapproachbasedontheuseofreal-worldtasksasthecoreunitofplanninginlanguageteaching.ItdiffersfromthePPPapproachinthefollowingaspects:(1)DuringtheperiodofTask-basedLanguageTeachingmethod,studentsneedtofinishallthetaskswhileintheprocessofthePPPapproach,teachersjustdesignafewtasks.(2)InthePPPapproach,thenewlanguageitemisselectedandcontrolledbyteachersbeforetheclass,studentsarepartlyrestrictedtousethelanguageinproductionwhereasinTask-basedLanguageTeachingmethod,theclassroomisfreeoflanguagecontrolwhichreliesonlearners’linguisticresources,andstudentscanexchangetheirideasfreely.(3)InthePPPapproach,teacherspresentanewlanguageitemfirst,thenletstudentspractice,atlastletstudentsapplythenewlanguageitem.Thethreestagesdonothavespecialfocus.AndallthestagesareequallyimportantwhileintheTask-basedLanguageTeachingmethod,itdoesnothavethestageofpresentation,insteadofemphasizingonthefunctionofpractice,andexpression.(4)TheactivitiesofthePPPapproachareimplementedcenteringonasinglelanguageform,soitisanexerciseinessence.TheTBLTpaysmoreattentiontomeaning,communicationingeneral,notjustthesinglelanguageform.Itsuppliesagenuineneedforstudentstouselanguageinrealworld.(5)ThePPPapproachisa“teacher-centered”modelin24 ChapterThreeTheoreticalFrameworkwhichateacherplaysadominantrolewhileintheTBLT,itisa“student-centered”model,whichemphasizesmoreonthefunctionofactivitiesandexpression.TheEITIisnotonlythecombinationoftheabovethreelanguageteachingmethodbutalsoaddupitsowncharacteristics:(1)TheEITIemphasizesthedominantpositionoftheexplicitknowledgewhenstudentslearngrammarrules.Throughthecombinationoftheteachers’explicitandimplicitteaching,studentsaremotivatedtoformtheirownspecificexplicitknowledgesystem.Teachersjudgewhetherthestudentsgraspsomerelativeexplicitgrammarknowledgebyexaminingwhethertheycanstatethemwiththehelpofsometipsgivenbytheirteachers.Thegoaloflearningtheexplicitgrammarknowledgeistomakethestudentslearntousethemtomonitortheirlanguageoutput.(2)TheEITIemphasizestheconstructionofgrammarknowledgesystem.Itisa“student-centered”modelwhichfocusesmainlyontheconstructionoftheform,meaningandapplicationofsomerelatedgrammarknowledge.BoththeConstructiveLearningTheoryandCognitiveLearningTheoryemphasizethealternationoftheoldandnewknowledgeintheprocessoflearning.Theybelieveknowledgecanbedevelopedintheprocessofadaption,assimilation,andbalance,thenfinallyachievetheconstructionofthenewknowledgesystem.TheEITInotonlyrequiresstudentstohavecertainoutputofsomerelativegrammarknowledge,butalsopayattentiontothestudents’constructionofmulti-anglegrammarknowledgeoflanguageform,meaningandfunction.SotheEITIcanhelpstudentsrealizetheprocessoftheconstructionofsecondlanguagesystem,andstimulatestudentstomonitortheirowngrammarsystemconstantly.(3)TheEITIconcentratesonthepositiveeffectofreadingingrammarlearning.Throughreading,studentsacquirecontextuallanguageandunderstandthelanguageformsinthecontext(Ann,1998).(4)TheEITIhelpstostimulatestudents’learningpotential.Itfollowsthestudents’cognitivelawoflearningandrespectsthestudents’emotionaldevelopment.25 广州大学硕士学位论文Theinteractiveprocessofquestionsandanswersbetweenteachersandstudentsandpeerdiscussionect.helpstudentsexplorethelanguageform,meaningandapplicationactively.3.2.3TheProceduresofEITITheproceduresoftheEITIwerepresentedbytwoChineseresearchersDaiWeidongandRenQingmei(2006)asshownbelow:Grammaticalpoints(explicitknowledge)coveredinthepassage↓Grammaticalpointstobenoticedbythelearner↓Establishingexplicitknowledge↓Tasksofthegrammaticaljudgement↓Theautomationofexplicitknowledge↓ReflectiononthelearningcontentandstrategiesTable3-1:ProceduresoftheEITIFirst,learnersneedtoreadapassagecoveringthegrammaticalpointsthatthelearnersshouldgrasp.Duringreadingthepassage,learnersshouldnoticethepassage’sinformationfirstlyandthenthegrammaticalpoints.Second,teachersshouldprovidethestudentswithsomeclozetestswhichisdesignedreasonablybasedonthepassagethestudentslearned.Studentsneedtofillinthegapsbyfindingouttheanswersthroughreadingthepassagecarefullyinsteadofbytheirownlanguagecompetenceatthisstage.Thegrammaticalpointswhichshouldbefilledinarethegrammarpointsthatthelearnershavetograsp.Thefirsttwostepsmainlyfocusonthecomprehensibleinput(e.g.toincreasethe26 ChapterThreeTheoreticalFrameworkgrammaticalpoints’prominenceandfrequency)inordertoincreasethelearners’awarenessonthenewlanguagepoints,rulesandfeatures,whichhelpdeepenthelearners’understandingofthislanguagepoints.Inputfloodisanimportantwaytoincreasefrequency.Buttheteachersalsocanusethesimplerway(e.g.thecolorletters,boldoritalic)toraisethelearners’awarenessofthelanguageformandatthesametime,toincreasethestudents’interestoflearninggrammar.Thethirdstepfocusesonhelpingthelearnerscomprehendthegrammarforms,whichcanfacilitatethedevelopmentoflearners’explicitknowledge.Teachers,oughttoguidelearnerstoanalyzethereadingmaterialsandthensummarizesomegrammaticalrulesbythemselves.Byfinishingdifferentkindsoftasks,thelearners’abilityofanalyzinglinguisticdatacanbeimproved.Learnersformtheirexplicitknowledgebyinquirymethod,whichcandevelopthelearners’independentlearningabilitywell,suchastheirlearningmotivationandlearninginitiative.Then,ananotherpassageinvolvinglotsoferrorsrelatedtothegrammarpointsshouldbeprovidedtothelearners,andtheyhavetobefoundandcorrectedbythelearners,whichcanraisethelearners’awarenesstothelanguageform,finallytheirabilitiestomakeoutputactivelycanbecultivatedgreatly(e.glikeusingexplicitknowledge).Furthermore,thisprocesscanalsomonitorthelearners’processofoutputandthenpromotetheirformationoftheexplicitknowledge.Thefifthsteptheopportunitiessuchasroleplay,realcommunicativecontext,etc.shouldbeprovidedbytheteachers,whichisthenecessarystageforthelearnerstoformexplicitknowledge.Throughtheproceduresoftheseauthentictasks,therateofmakingtheexplicitknowledgebecometheautomaticknowledgecanbeaccelerated.(Dekeyser,1998)Finally,itisimportantforlearnerstoreflectontheirlearningprocessandlearningstrategies.Duringthelearningofgrammarpoints,learnerstrytheirbesttoreviewwhattheyhavelearnedandwhichlearningstrategiestheyhaveusedsoastoimprovetheirabilitiesofself-monitoring.Thelasttwostepsbelongtothestageof27 广州大学硕士学位论文automationofexplicitknowledge.3.3TheDifferencebetweenEITIandECTComparedwiththeExplicitConsciousness-RaisingTask(ECT),theEITIhasthefeatureoffocusingontheinteractiveactivities.Interactiveactivitiesareactuallytheprocessofinterpersonalcommunication.Itusuallytakesplacewheninterlocutorshavedifficultiesinunderstandingeachotherduringtheprocessofcommunication.Theywillhaveaself-regulationrelatedtotheirmeaning,suchasmodificationoftheinteractivestructuresandlinguisticadjustments.TheChineseresearcherRenQingmei(2007)haveproposedthattherelationshipbetweeninteractionandlanguagelearningisjustasarelationshipinwhichinteractivemodificationmakesinputcomprehensible,andthencomprehensibleinputpromotesacquisitionontheother,whichmeansthatitistheinteractivemodificationthatpromotesacquisition.Withthisconclusion,speakerscanbeforcedtomodifytheirownoutputbythecorrectivefeedbackinordertomaketheirinputmorecomprehensible.Hatch(1978)alsostatedthatonelearnshowtodoconversation,onelearnshowtointeractverbally,andoutoftheinteractionsyntacticstructuresaredeveloped.Asisshownintheresearch,itismorelikelytohaveextendedtalkbyusingaclauseinclassroomcontextwhilelearnersinitiateinteractionsintheclassroomwheretheyhavetofindtheirownwords.Thisisbestachievedbyaskinglearnerstoperformoralandwrittentasks.Johnson(1995;quotedfromEllis2005)identifiesfourkeyrequirementsforinteractiontocreateanacquisition-richclassroom:“(1)Creatingcontextsoflanguageusewherestudentshaveareasontoattendtolanguage.(2)Providingopportunitiesforlearnerstousethelanguagetoexpresstheirownpersonalmeanings.(3)Helpingstudentstoparticipateinlanguage-relatedactivitiesthatarebeyondtheircurrentlevelofproficiency.28 ChapterThreeTheoreticalFramework(4)Offeringafullrangeofcontextsthatcaterfora‘fullperformance’in5thelanguage.”Therefore,thattheEITIhasthefeatureoffocusingontheinteractiveactivitiesisveryhelpfulforthelearnerstolearngrammarbetterintheclassroom.3.4TheoreticalFramework:NoticingHypothesisNoticingHypothesisisfirstlyproposedbyRichardSchmidt(1990).Itisatheoryconsideringthattheroleofawarenessisthemostimportantthinginlanguagelearning.Learnersmustfirstlyconsciouslynoticebeforetheyacquiresomesubsequentformintheinput.NoticingHypothesisbelievesthatlanguagelearningisaprocessinwhichinformationgoesfrominputtointakeandtooutput.Noticingoccursatthestagebetweeninputandintake(seeFigure1).Noticingisanecessaryandsufficientconditionforconvertinginputtointake.JustasSchmidt(1990:129)concludesthat“Subliminallanguagelearningisimpossible,andthatnoticingisthenecessaryand6sufficientconditionforconvertinginputtointake.”AccordingtoSchmidt,learnerscannotlearnthegrammaticalformswithoutconsciousawareness,butitdosenotmeanlearnerswillautomaticallyacquirethelanguage.Inotherwords,NoticingHypothesisclaimsthatlearningwithoutnoticing(awareness)isimpossible.Noticingisthecoreofsecondlanguageacquisitionandplaysakeyroleinlanguagelearners’developmentoftheirpragmaticcompetence.ThelinguistBatstonealsobelievesthatlearners’awarenesstothelinguisticformandmeaningintheinputprocesscontributestotheinternalizationofrules(Batstone,1996).Intheprocessoflanguageinputtointake,notallinputinformationhasequalvalue.Cognitivepsychologybelievesthatonlyinformationthatisnoticedcanbeabsorbed.Learnersoftennoticetheinformationtheyareinterestedinandwillingtoacceptorconsiderasvaluableinformation.Thiskindofinformationwillultimatelyenterthelearners’short-termmemoryafterbeingselected.Sotheshort-termmemoryistheresultofnoticing.Informationthenentersshort-termmemory,undergoingcomparing,reinforcement,29 广州大学硕士学位论文thenenterslong-termmemory,undergoingintegration,outputandfinallybecomespartofthelearners’implicitknowledge.Theprocessoftheacquisitionofimplicitknowledgeispresentedasfollows:Figure1:TheprocessoftheacquisitionofimplicitknowledgeKrashen(1985)maintainsthatprocessinginputforthecomprehensionofmessagemeaningisnecessarytoconvertinputtoacquiredknowledge,butheconsidersthatconsciousknowledgeoflinguisticrulesisirrelevantforacquisition.NoticingHypothesisprovidesatheoreticalsupportfortheexplicitteachingofgrammar.Schmidt(1993)proposesthattherearefourdimensionstotheconceptofconsciousness:intention,attention,awarenessandcontrol.Thesefourdimensionsarecloselyrelatedtoimplicitandexplicitlearning.Laterhefurtheridentifiestwodifferentaspectsofawareness:awarenessatthelevelofnoticingandawarenessatthelevelofunderstanding.Theformerisalowerlevelofawarenesswhilethelatterisahigherlevelofawareness.Schmidt(1993)claimsthatlearningrequiresawarenessatthelevelofnoticing,andthatwhatlearnersnoticeininputwillfinallybecomeintakefrominputforlearning.Inshort,NoticingHypothesissimplyimpliesthatonlyexposuretoinputisnotenoughforlearninglanguageknowledge.Besides,consciousawarenessalsoneedstobejoinedintheprocessoflearninglanguageknowledge.ThustheNoticingHypothesisisatheoryforexaminingtheeffectsofteachingongrammarcompetence.Moreover,itcanfacilitatethelearner’sgrammarcompetencedevelopment.30 ChapterThreeTheoreticalFramework3.5InteractionTheoryInteractionTheory,firstlyproposedbyMichaelLong(1981)basedonKrashen’sInputHypothesisiswidelyconsideredastheexpansionofit.Krashen’sInputHypothesisholdsthatcomprehensibleinputistheonlywaytoacquirelanguage.IntheInputHypothesis,“i”equalstothelevelofanon-nativespeaker,andinteractionmakesthelanguagelearnersgettheinformationof“i+1”,thenreachingthedegreeofcomprehensibleinput.Long’sInteractionTheoryaffirmstheimportanceofcomprehensibleinputinthecourseoflanguageacquisitionandinthemeantimeemphasizesmoreontheinteractioninthecourseoflanguageacquisition,namely,thenegotiationofmeaninginthecourseoflanguageacquisition.Negotiationofmeaningmeansinthecourseofinteractionactivitieswhenthespeakersmeetcommunicativedifficultiesorobstacles.Toovercomethesedifficultiesorobstacles,twospeakershavetomodifytheirownlanguagebydifferentkindsofinteractivefeedbackstrategies.VanLier(1988)studiedtheeffectsofnegotiationonlanguagelearners’output.Theresultsrevealedthatifspeakersreceivesometypeofnegativefeedback,theywillmodifytheiroutputduringnegotiationaccordingtothesefeedback.Therefore,interactioncanfacilitateacquisition.Itisduringtheinteractionthatinput,negotiation,feedbackandoutputcometoworktogethertodrivesecondlanguageacquisiton(SLA)forward.3.6Task-basedLanguageTeachingTask-basedLanguageTeaching(TBLT)developedfromtheCommunicativeLanguageTeachinginthemid-1980s.TBLTistoorganizeteachingbytasks.Duringtheprocessofaccomplishingthetasks,takingtheparticipation,experience,interaction,communicationandcooperationasameansoflearning,learners’cognitiveabilityissufficientlydevelopedandtheycanmobilizetheirexistingresourcesofthetargetlanguagesoastoperceive,recognizeandapplythetargetlanguageinthegenuinecontext.31 广州大学硕士学位论文TheprinciplesofTask-basedLanguageTeachingweresummarizedbymanylinguists,includingtheauthenticityprinciple,thetaskdependencyprinciple,therecyclingprinciple,learningbydoing,theform-functionprinciple,reflectionandcreationprinciple.Inwhichtheform-functionprincipleholdsthatlanguageformsandmeaningsareindivisible.Itemphasizestherelationshipbetweentheimplicitandexplicitknowledge.Ontheonehand,theTBLTisdifferentfromthetraditionalteachingmethodwhichteachesgrammarmainlythroughexplainingandpracticingtherules.Instead,itorganizesthestudentstoapplythetargetlanguageintherealcontextthroughclassroomactivities.Ontheotherhand,theTBLTisdifferentfromtheCLT,fortheTBLTemphasizesontheExplicitConsciousness-Raisingduringthegrammarteaching.Itfocusesonthelanguageform.ThereisacloselinkbetweentheTBLTandtheExplicitInteractiveTask-basedInstructionbecauseintheframeworkoftheTBLT,thetaskofempowermentisoneofthemostimportanttasks.Thetaskofempowermentistheteachingactivitiesfocusingonthelanguageform.Thetaskofempowermentisdividedintotwoactivities:drillinglanguageformsandcommunicativeactivities.Afterfocusingonthelearningofthelanguageformthroughthecommunicativelanguageactivities,thestudentscancreativelyapplytheirfamiliarvocabulariesorsentencesstructures.TheTBLTisbasedonthetheoriesoflanguageinput,outputandnegotiationofmeaning,whichiscreativelyappliedbytheEITIintheteachingsteps.32 ChapterFourMethodologyChapterFourMethodologyThischapteristhedesignofthisresearch,whichiscomposedoffiveparts:researchquestions,researchsubjects,researchinstruments,researchprocedures,andasamplelessonplan.Therearethreekindsofinstrumentsincludingquestionnaires,testsandinterviews.4.1ResearchQuestionsBasedontheresearchofExplicitInteractiveTaskInstruction,theauthorintendstofindoutwhethertheapplicationoftheEITItotheteachingofEnglishgrammarhasapositiveeffectonthegrammarlearningofhighschoolstudents.Inthisthesis,theauthortakestheattributiveclauseasanexampletoteachintheprocessoftheexperiment.Thequestionsinthestudyareasfollows:(1)CantheExplicitInteractiveTaskInstructionarousethehighschoolstudents’interestinlearningEnglishgrammar?(2)CantheExplicitInteractiveTaskInstructionhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause?4.2ResearchSubjectsThesubjectsconsistof100studentsfromtwonaturalclassesinDongjiangHighSchoolwhereEnglishteachingconditionsandEnglishlearningatmospherearelessdevelopedthanthoseinsomedevelopedcities.TheyareinGradeOneofthehighschool.Eachofthetwonaturalclassesconsistsof50students.TheirEnglishproficiencyissimilar.Theyhavesimilarknowledgebackgroundandgrammarlearninglevel.Class3wasthecontrolclassinwhichthetraditionalPPPlanguageteachingmethodwasapplied.AndClass4wastheexperimentalclassinwhichtheExplicitInteractiveTaskInstructionwasapplied.Bothtwoclassesweretaughtbythethauthorduringtheexperimentalperiodof8weeksfromOctober9,2017toDecemberst1,2017.Theywereallinthefirstsemesterofthefirstyearinhighschool.Both33 广州大学硕士学位论文classesaretwowell-establishedclassescomparedwithotherclassesinDongjiangHighSchool.Thestudentsofthetwoclasseshadlearntsomeknowledgeabouttheattributiveclauseinmiddleschool.Mostofthestudentshaveacertainunderstandingoftheattributiveclausebutmostofthemdon’thaveinterestinEnglishgrammarlearning.Theythinkthegrammarlessonisextremelydullandmostofthemintendedtoescapefromthegrammarlesson.Bothclassesusedthesameteachingmaterial:NewSeniorEnglishforChinaStudent’sBook1andlearntthesamecontent:theattributiveclause.Theauthortriedherbesttomakesurethecomparisonbetweenthetwoclassesisobjective.Table4-1:ComparisonbetweenECandCCClassExperimentalClassControlClassApproachExplicitInteractiveTaskInstructionTraditionalPPPApproachNumber5050MaterialBook1Book1LearningcontentTheattributiveclauseTheattributiveclause4.3ResearchInstrumentsTherearethreekindsofinstrumentsinthisresearch.Theyaretests,questionnairesandinterviews.TestswereemployedtoknowwhethertheEITIcanhelpthestudentsunderstandandusetheattributiveclausebetter.Questionnairesandinterviewswereemployedtotestifythechangeofthestudents’grammarlearninginterestbeforeandaftertheresearchintheexperimentalclass.4.3.1TestsThetestsweredesignedtoinvestigatethestudents’acquisitionoftheattributiveclause.Thepre-testwasusedtoinvestigatewhetherthestudentsintwonaturalclasseshadsimilarEnglishgrammarlevel(Inthisresearch,theauthormainlyusetheattributiveclauseasthecontentofthetest)beforetheexperimentinorderto34 ChapterFourMethodologyguaranteethedatafromtheexperimentareavailable.Thepost-testwasusedtotestifywhethertherearesignificantdifferencesinthestudents’learningoftheattributiveclauseaftertheexperimentbetweentheECandCC.Theeffectsongrammaracquisitioncanbeexaminedandanalyzedfromthetwodimensions:comprehensionandproduction(LiRuzhu,2017).Therearetwosametypesoftaskstotestthecomprehensionandproduction.OneisformrecognitioncombinedwithE-to-Cinterpretationtask(tomeasurecomprehension)whichisdesignedandmodifiedbasedonthedesignofformrecognitiontaskusedinOverstreet’s(2002)study.TheotherisC-to-Einterpretationonwritingtask(tomeasureproduction)whichisdesignedbyreferencetoIzumi’s(2002)studyinwhichitwasusedtoaccesstheparticipants’productionoftheattributiveclauses.Thetestiscomposedofeightitemsineachkindoftask,whicharesomekindsofEnglishattributiveclausesthatthestudentshavelearned.(seeAppendixI)IntheformrecognitioncombinedwithE-to-Cinterpretationtask,whatthesubjectshavetodoistomarkofftheantecedentwithunderline,tomarkofftheattributiveclausewithbracket,andtotranslatethesentenceintoChinese.Thiskindoftaskistotestthestudents’comprehensionoftheattributiveclausesaftertheexperiment.Anexampleisshowninthefollowing:“Item2.Theletter[whichIreceivedyesterday]wasfrommybrother.”我昨天收到的信是我弟弟寄给我的。Studentscangetonepointforeachappropriatemarkingofftheantecedent,oneforeachappropriatemarkingofftheattributiveclause,andoneforeachappropriateinterpretationofthesentence.Eachitemhas3pointsintotal.Itisdeemedacceptableeventhestudents’interpretationsarelessaccurate.Forexample,thefullyaccurateanswer“我昨天收到的信是我弟弟寄给我的。”andthelessaccurateanswer“我昨天收到的信是从我哥哥那里过来的。”areacceptable.Itisgradedfortherationale35 广州大学硕士学位论文thatbothanswersequallydemonstratestudents’understandingoftheattributiveclause.IntheC-to-Einterpretationwritingtask,thestudentsarerequiredtotranslatethegivenChinesesentencesintoEnglish.Itisgradedfocusingonstudents’translationoftheattributiveclause.Theycangetonepointfortranslatingtheantecedent,onepointforusingtheappropriateconnectives,onepointforproducingthestructureoftheattributiveclause.Eachitemalsohas3pointsintotal.Inordertoavoidtheobstacleofvocabularyorthepressureofansecondlanguagewritingtaskwoulddiscouragethestudentsfromproducingthetargetform,theauthorwoulddirectthestudentstouseEnglishasmoreaspossible,andtheauthorwouldwritedowntheChineseinterpretationofthedifficultwordsinthetest.Theitemswereselectedfromthestudents’textbook,exercisebook,andtheexampaperandmadereferencetothetestsdesignedbythepreviousresearcherLiRuzhu(2017)inherMaster’sthesis.Someofitemshavebeenmodified.Mostofthewordsinthetestarefamiliartothestudents.SomewordsthatmaybeunfamiliartothemweregivenChineseinterpretation.Inordertomakethedegreeofdifficultyoftwokindsoftestsequal,pre-test(seeAppendixI)andpost-test(seeAppendixII)usedthesamestructuresoftheattributiveclausesbuttheordersoftheitemsandsomewordsweresubstitutedinthepost-test.Thetestweregiventoall100studentsintwonaturalclasses:theexperimentalclassandthecontrolclassbeforeandattheendoftheexperiment.Thereare16itemsinthetestwhichis48pointsintotal.Thedesignandtherevisionofthetestshadbeendonethroughthewayofdiscussionbytheresearcher,hersupervisor,andthreeexperiencedEnglishteachers.Aftertheexperiment,thescoresoftwopost-testswereanalyzedbytheauthor(seeAppendixIV).4.3.2QuestionnairesInordertomaketheresultsofthepre-questionnaireandpost-questionnaireconsistent,theauthordesignedtwosamequestionnaires(pre-questionnaireand36 ChapterFourMethodologypost-questionnaire)inwhichonlythestudentsfromtheexperimentalclasswillparticipate.Thepre-questionnairewasheldtoinvestigatethestudents’attitudetowardtheEnglishgrammarlearningbeforetheexperiment.Thepost-questionnairewasusedtoinvestigatewhetherExplicitInteractiveTaskInstructioncanarousethehighschoolstudents’interestinlearningEnglishgrammaraftertheexperiment.Thequestionnaireisguidedbytheconstructionofthefour-stagetheoryoflearninginterestbyHidiandRenning(2006),andmakesreferencetothequestionnairedesignedbythepreviousresearchersWuHongyanandLiuXiaolin(2017)inthearticleDevelopmentofMathematicsLearningInterestQuestionnaireandtheInvestigationonJuniorHighSchoolStudentsinwhichthereliabilityandvalidityofthequestionnairehavebeenanalyzedindetail.Sotheauthorformedanewquestionnairebasedontheappropriateadditionsandmodificationsonthepreviousquestionnairetoinvestigatethedifferenceofthegrammarlearninginterestbeforeandaftertheexperiment.ThequestionnaireiswritteninChinesesothatthestudentscanhaveabetterunderstandingofthestatements.EachquestionhasfivealternativesfromAtoE,standingforscale5toscale1whichrepresented“stronglyagree,agree,undecided,disagree,stronglydisagree”(seeAppendixIII).4.3.2.1ReliabilityofQuestionnaireThisthesisusedCronbach’salphatotestwhetherthereliabilityofthedataisuptostandard,andtesttheconsistencyofthesubjects’answerfortheitemsinthescale.Inordertoverifytheaccuracyofthedata,thereliabilityofthetestwasmeasuredbythewayofCronbach’salpha.Theresultwasthatthereliabilityvalueofthepre-questionnairewas0.901>0.60,andthatofpost-questionnairewas0.931>0.60,whichmeansthatthequestionnairehasexcellentinternalconsistency.37 广州大学硕士学位论文Table4-2：ReliabilityTestFactorsCronbach"sAlphaNReliabilityof.90117pre-questionnaireReliabilityof.93117post-questionnaire4.3.2.2ValidityofQuestionnaireWhenusingfactoranalysistotestvalidity,wemustfirstlymeetthepreconditionsforfactoranalysis,thatis,thereisastrongcorrelationbetweentheitems,whichisreflectedinthetwotestindicators:1,KMOvalue.2,Bartlettspheretestvalue.Amongthem,theKMOvalueisusedtocomparethesimplecorrelationandpartialcorrelationcoefficientbetweentheitems,andthevalueisbetween0and1.Thecriteriaforwhetheritissuitableforfactoranalysisare:thevalue>0.9,verysuitable;0.7-0.9,suitable;0.6-0.7,littlesuitable;<0.6,notsuitable.Bartlett’sspheretestvalueisusedtotestwhetherthecorrelationcoefficientbetweenitemsissignificant.Ifitissignificant(sig.<0.05),itissuitablefordoingfactoranalysis.Table4-3：KMOandBartlettTestofPre-questionnaireKaiser-Meyer-OlkinMeasureofSamplingAdequacy..799Bartlett"sTestofSphericityApprox.Chi-Square707.780df136Sig..000FromTable4-3,wecanseethatthevalueofKMOis0.799(>0.70),whichindicatethatthisscaleissuitablefordoingfactoranalysis.Bartlett’sspheretestresultsare:TheChi-Squarevalueis707.780,alargevalue,whichtestifiesthatthecorrespondingP-value<0.01.Therefore,Bartlett’sspheretesthassignificantmeaning,andthismeasurementscaleissuitablefordoingfactoranalysis.Sothevalidityofthestructureofthepre-questionnaireisgood.38 ChapterFourMethodologyTable4-4：KMOandBartlettTestofPost-questionnaireKaiser-Meyer-OlkinMeasureofSamplingAdequacy..717Bartlett"sTestofSphericityApprox.Chi-Square700.011df136Sig..000AsisshownintheTable4-4,thevalueofKMOis0.717(>0.70),whichindicatesthatthisscaleissuitablefordoingfactoranalysis.Bartlett’sspheretest’sresultsare:TheChi-Squarevalueis700.011,alargevalue,whichtestifiesthatthecorrespondingP-value<0.01.Therefore,Bartlett’sspheretesthassignificantmeaning,andthismeasurementscaleissuitablefordoingfactoranalysis.Sothevalidityofthestructureofthepost-questionnaireisgood.4.3.3InterviewsTheinterviewswerecarriedoutonlyintheexperimentalclassaftertheexperimenttofindoutthestudents’attitudestowardsthenewteachingapproach:theEITI.TheinterviewswereintendedtorevealwhethertheEITIcanhelparousestudents’interestinlearningEnglishgrammar.Theauthorrandomlychoseeightstudentsofdifferentlevelsfromtheexperimentalclassateasetimeandinterviewedthemwiththefollowingopen-questions:1)HasthenewgrammarteachingmethodarousedyourinterestinlearningEnglishgrammar?2)Whatadvantagesanddisadvantagesdoyouthinkthenewgrammarteachingmethodhascomparedwiththetraditionalgrammarteachingmethod?3)Doyouhaveanysuggestionsforteacherstoteachwiththenewgrammarteachingmethod?4.4ResearchProceduresTheexperimentwasaclass-basedstudyandkeptonforabouttwomonths.The39 广州大学硕士学位论文thstexperimentwascarriedoutfromOctober9,2017toDecember1,2017,whichlastedforatotalofeightweeks.Theexperimentalclass(Class4)wasgivenoneperiodofgrammarlessoneachweek,whilethecontrolclass(Class3)receivedoneperiodoftraditionalgrammarlessoneachweek.Duringtheexperimentalperiod,theauthortaughttwoclassesforthewholeexperimentalperiodwiththeNewSeniorEnglishforChinaStudent’sBook1(Book1forshort),whichgreatlyfacilitatestheimplementationofthefollowingexperiment.Theauthordidn’ttellthestudentsintheexperimentalclassthepurposeofthepresentstudy.4.4.1Pre-testBeforetheexperiment,apre-testwasconductedinordertoguaranteethatthereisnosignificantdifferencebetweenthetwoclassesintheattributiveclauseproficiency.Inthepre-test,allthestudentswereaskedtotakethepre-test,theattributiveclauseproficiencytest.Thestudentsweregiventhepre-testrespectivelyintheirclassroomsandtheyhadtofinishthetestwithin30minutesontheafternoonofthOctober13,2017.Thepre-testissupervisedbytwoteachers:oneistheauthorintheECandtheotheristheirEnglishteacherintheCC.Thetestshave16itemswhichis48pointsintotal,andallofthetestwerescoredbytheauthor.Toguaranteethereliabilityandvalidityofthetest,thestudentsweren’tinformedofthetestsinadvancebuttheyweretolditsobjectiveandexplainedthetestwillnotaffecttheirperformanceduringthetest.Atthemeanwhile,theywerealsoencouragedtocompletethetestbythemselves.Allpaperswerecollectedwhentimewasupandscoredbytheauthoraftertheexamination.Bymeansofthepre-test,thescoresofboththeECandtheCCweretakentoanalyzewithaviewtorevealwhethertheyhadsignificantvarianceintheattributiveclauseproficiency.4.4.2TeachingExperiment40 ChapterFourMethodologyTable4-5:ThescheduleoftheresearchprocedureTimeResearchthOct.9,2017Questionnaire1thOct.13,2017Pre-testththOct.16,2017---Nov.17,2017ExperimentndNov.22,2017Post-testthNov.24,2017Questionnaire2thstNov.27---Dec.1,2017DatacollectionthTheteachingexperimentsofthestudystartedfromOctober9,2017tostDecember1,2017,whichlastedeightweeks.Duringtheexperiment,therewerefiveEnglishlessonsaweek,buttheywouldonlyhaveonegrammarlessonaweekwhichlasted40minutes.Alltheteachingmaterialswerechosenfromthestudents’textbookNewSeniorEnglishforChinaStudent’sBook1publishedbyPeople’sEducationalPress.TheauthorchosetheEnglishgrammarpointsinNewSeniorEnglishforChinaStudent’sBook1---theattributiveclauseasthemainteachingcontentaccordingtotheirroutinelessonplan.ThelearningactivitiesweredesignedbytheauthorbasedontheTBLtheory,whichwasconsistentwiththeirlearningcontentandtheteachingmethodoftheEITI.Duringtheexperiment,boththeECandtheCCwereunderthesamelearningcircumstances.Bothofthemweretaughtbythesameteacherwiththesametextbooks,thesamegrammaritemandthesameteachingpace.TheonlydifferenceofthetwoclasseswasthatstudentsintheECreceivedtheExplicitInteractiveTaskInstructiontolearntheattributiveclausewhilethestudentsintheCCreceivedthetraditionalPPPteachingmethodtolearnattributiveclauseonceaweek.AfterapplyingtheEITItotheteachingofEnglishgrammarabout5weeks,thepost-testwillbeconductedonndNovember22,2017inboththeECandtheCC.AdetaileddescriptionoftheteachingproceduresforboththeECandtheCCareshownasfollows:41 广州大学硕士学位论文SampleteachingplanfortheexperimentalclassBook1Unit4EarthquakeTeachingclass:Class4Senior1Teachingaims:1)Toknowtheconceptoftheattributiveclause2)Toknowthebasicusageofthethreeconnectives“which,that,who”3)Tofree-usethethreeconnectivesintheattributiveclause4)Toarousethestudents’interestinlearningEnglishgrammarTeachingMethod:ExplicitInteractiveTaskInstructionImportantPoint:Learnthebasicusageofthethreeconnectives“which,that,who”DifficultPoint:Free-usethethreeconnectivesintheattributiveclauseTeachingMaterial:Book1Unit4EarthquakeTeachingprocedures:Step1:Grammaticalpoints(explicitknowledge)coveredinthepassageFirst,afterthewarmingupexercises,theauthorasksthestudentstoreadthepassagequicklyonPage26oftheirtextbook,whichincludesseveralattributiveclauseswhoseconnectivesare“which,that,who”.Beforereading,theauthortoldthestudentstheyshouldonlynoticethepassage’sinformation.T:Nowpleasereadthepassagequicklyandtellmewhatthepassageismainlyabout?S:It’saboutaterribleearthquakeofTangshan.T:That’sright!Thendoyounoticesomerepeatedgrammaticalstructurecoveredinthetext?S:No!Itisdifficulttodiscover!T:Itdoesn’tmatter!Iwillleadyoudiscoverthemgradually.Step2:GrammaticalpointstobenoticedbythelearnerSecond,theauthorshowedthestudentssomeclozetestsdesignedreasonably42 ChapterFourMethodologybasedonthepassagethestudentshadlearned.Thestudentsneededtofillinthegapbyfindingouttheanswersthroughreadingthepassagecarefullyinsteadofbytheirownlanguagecompetenceatthisstage.Thetargetgrammaticalpointstobefilledinaretheonesthatthelearnersshouldacquire.Hereistheoneofthesamplesoftheclozetest:“At3:42ameverythingbegantoshake.Itseemedasiftheworldwasatanend!thElevenkilometersdirectlybelowthecityoneofthegreatestearthquakesofthe20centuryhadbegun.ItwasfeltinBeijing,_______ismorethantwohundredkilometersaway.One-thirdofthenationfeltit.Ahugecrack______waseightkilometerslongandthirtymeterswidecutacrosshouses.roadsandcanals.Steamburstfromholesintheground.Hardhillsofrockbecameriversofdirt.Infifteenterriblesecondsalargecitylayinruins.Thesufferingofthepeoplewasextreme.Two-thirdsofthemdiedorwereinjuredduringtheearthquake.Thousandsoffamilieswerekilledandmanychildrenwereleftwithoutparents.Thenumberofpeople_______werekilledor7seriouslyinjuredreachedmorethan400,000.”T:Nowyoushouldfillinthegapbyfindingouttheanswersthroughreadingthepassagecarefully,thenthinkaboutthegrammaticalstructureyoufillinthegap.Youcandiscusswithyourpartners.S:OK!Afterthestudentsfinishedthework.Theauthorhelpedthestudentschecktheanswersinordertomakethemunderstandthemeaningoftheseconnectives.Inthisperiod,thestudentsstartedtonoticethetargetgrammaticalstructure.Thenwhattheauthorshoulddowastohelpthestudentsestablishtheexplicitknowledgeabouttheattributiveclause.Step3:EstablishingexplicitknowledgeThird,afterfillingthegap,thestudentsstartedtonoticetheattributiveclause.Buttheattributiveclauseinthepassageisnotsufficientforstudentstoestablishtheirexplicitknowledgeabouttheattributiveclausebythemselves.Therefore,theauthor43 广州大学硕士学位论文listedseveralattributiveclauseswhoseconnectivesare“which,that,who”tothestudentssoastomakethestudentsknowmoreclearlyaboutthestructureoftheattributiveclausesothattheycouldsummarizethefeatures(establishtheirexplicitknowledge)oftheattributiveclausebythemselves.1.Maryisthegirlwho/thatlivesnextdoor.2.Davidhastwosonswho/thatworkinthesamecompany.3.Theworkwhich/thathasjustbeenfinishedisveryimportant.4.Thatisthebookwhich/thatIwanttoread.5.Xiaomingfailedinthematch,whichwasagreatpity.T:Doyouthinkthestructureofthesesentencesissimilartothatofthesentencesthatyouneedtofillthegapinthepassage?S:Maybe/Yes!T:NowpleaseobservethesentencesthenIwillclosethePPTandIwillgiveyousomeriddles.Youshouldguesstheriddlesonthebasisofyourmemory.S:OK!T:WhatinformationdoyouknowaboutMary?S:Maryisthegirlwho/thatlivesnextdoor!T:That’sexcellent!Therestfourattributiveclausecanbedoneinthesamemanner.Atthismoment,theauthorhelpedthestudentssummarizethefunctionsofattributiveclausebyconcludingfromtheaboveriddles.T:Canyougettheanswerofthequestionifthesentencesdon’thavethelatterpartconnectedbythewords“which,that,who”?S:No,Ican’t.T:OK,nowwecangettheanswerswiththehelpofthelatterpartconnectedbythewords“which,that,who”.Wecallthesesentencesasattributiveclause.Now,let’slearnabouttheuseofattributiveclause.Now,pleasegobacktoourtextbook,andfindouthowmanyattributiveclausethereareinthetext.44 ChapterFourMethodologyS:Thenumberofpeoplewhowerekilledorobviouslyinjuredreachedmorethan400,000.T:Canyoupointouttherelativepronounofthissentence?S:Who.T:Yes!Canyoutellmewhichwordtheclausemodifies?S:Thenumberofpeople.T:Thenumberofpeople?Areyousure?Well,wecall“thenumberofpeople”astheantecedentandtheword“who”istheconnectiveintheattributiveclause.Therestoftheattributiveclauseswerediscussedinthesameway.Duringthediscussion,theauthorusedlotsofcorrectivefeedback,suchasrepetition,clarification,ect.inordertohelpthestudentestablishtheexplicitknowledgeoftheattributiveclausebythemselvesgradually.Finallytheauthorledthestudentstodefinetheattributiveclauseasaclausethatmodifiesanouninthesamewayanadjectiveorprepositionalphrasedoes,andthenounitmodifiesiscalled“antecedent”.Fourth,theauthorgaveatasktothestudentsthatdiscussedwiththeirpartnershowtousetherelativepronouns“which,that,who”andthenfillinthefollowingblanks.a._______,_______or_______isusedtointroduceanattributiveclauseaboutthings,b._______,_______or_______isusedtointroduceanattributiveclauseaboutpeople.c._______isusedtointroduceanattributiveclauseaboutthingsorpeople.T:Pleasefillinthegapbyobservingtheattributiveclauseyoulearnedabovetofindouttheusageofrelativewords.Theauthorcheckedtheanswersafterthestudentsfinishedthetaskstomakesuretheyunderstoodthebasicusageofattributiveclause.Step4:TasksofthegrammaticaljudgementAfterfillingthegap,theauthorledthestudentstofindoutthebettersystematic45 广州大学硕士学位论文rulesoftheattributiveclausewithatable.T:Excellent!Afterfillingthegaps,youhaveknownthebasicusageoftheattributiveclause.Nowlet’sgeneralizeitsusagetogether.Iwillshowyouanincompletetable,andyouhavetofinishitbyyourself.Table4-6:theusageofattributiveclauseAntecedentRelativepronounssubjectpeopleobjectpossessivesubjectthingobjectpossessiveTheauthordividedthewholeclassintothreegroups.Eachgroupselectedonestudenttogivetheiranswersontheblackboard.Thebestperformancecouldgetarewardaftertheclass.Afterfinishingthetable,theauthorprovidedthestudentswiththepassageinwhichtheattributiveclausetheyhadjustlearnedwerewronglyused.Theauthorneededthestudentstoworkingroups,findoutthemistakesandcorrectthem.Forexample“At3:42ameverythingbegantoshake.Itseemedasiftheworldwasatanend!thElevenkilometersdirectlybelowthecityoneofthegreatestearthquakesofthe20centuryhadbegun.ItwasfeltinBeijing,whichismorethantwohundredkilometersaway.One-thirdofthenationfeltit.Ahugecrackwhowaseightkilometerslongand8thirtymeterswidecutacrosshouses.roadsandcanals.”Step5:TheautomationofexplicitknowledgeAfterleadingstudentstoestablishtheexplicitknowledgeoftheattributiveclause,theauthorassignedthestudentsthefollowingtaskstocheckiftheyhadgraspedtheusageoftheattributiveclause.Task1.Marygotmarriedlastmonth.Sheislearningtobeagoodwife,butshe46 ChapterFourMethodologyreallyhasaheadacheaboutbuying,keepingandcookingfood.Canyougivehersomeadvice?a.arealwaysbusy/fromshopkeepers/thefreshfish/chooseb.thepotatoes/don’tbuy/aregreenc.puteverything/inaplace/finditeasily/whilecookingd.fromshopkeepers/arealwaysbusy/buyyourfoodTask2:Rewritethefollowingshortpassage“Mary’sparty”byusingattributiveclauseifnecessary.“EverybodywenttoMary’spartylastSaturdayevening.Everybodyhadagoodtime.Marycookedthefood.Itwassuper.Ilikedthedress.Lucywaswearing.Itsuitedherwell.Ialsometsomeone.Ihadnotseenhimforyears.HisnameisJames.HehadbeenlivinginGreeceforthepastfiveyears.Hecamebackheretogiveanexhibition.7TheexhibitionisaboutGreekart.”Step6:ReflectiononthelearningcontentandstrategiesAftertheaboveform-focusedtasks,thestudentscouldusetheexplicitknowledgeoftheattributiveclausetodealwithdifferentkindsoftestsabouttheattributiveclause.Inordertocultivatethestudents’abilityofactivelyusingtheexplicitknowledgetomonitortheiroutput,theauthorintendedtoprovidesomechancesforthestudentstousetheattributiveclausesuchasroleplay,thedialoguedesignedaccordingtothegenuinecontext.T:Now,Iwillinviteseveralstudentstocometotheblackboardtohavearoleplay.Iwillgiveyouatopic“Titanic”.OnestudentisJackandtheotherstudentisRose.OnestudentisRose’smother,andtherestofpeoplearethemasses.Pleaseusetheattributiveclausestocommunicatewitheachother.S:Thatsoundsgreat!47 广州大学硕士学位论文SampleteachingplanforthecontrolclassBook1Unit4EarthquakeTeachingclass:Class3Senior1Teachingaims:1)Toknowtheconceptoftheattributiveclause2)Toknowthebasicusageofthethreeconnectives“which,that,who”3)Tofree-usethethreeconnectivesintheattributiveclause4)Toarousethestudents’interestinlearningEnglishgrammarTeachingMethod:TraditionalPPPteachingmethodImportantPoint:Learnthebasicusageofthethreeconnectives“which,that,who”DifficultPoint:Free-usethethreeconnectivesintheattributiveclauseTeachingMaterial:Book1Unit4EarthquakeTeachingprocedures:Step1:PresentationTheauthorpresentedtheattributiveclausesthatthestudentsshouldlearninthepassageonthePPT,andinvitedsomestudentstotranslateintoChinese.a.ItwasfeltinBeijing,whichismorethantwohundredkilometersaway.b.One-thirdofthenationfeltit.Ahugecrackwhichwaseightkilometerslongandthirtymeterswidecutacrosshouses.roadsandcanals.c.Thenumberofpeoplewhowerekilledorseriouslyinjuredreachedmorethan400,000.”T:Therearethreeimportantsentencesinthisparagraph.Doyouknowwhattheymean?S:Iknow!T:Great!Thesekindofsentencesarecalledtheattributiveclause.Theattributiveclauseasaclausethatmodifiesanounthesamewayanadjectiveorprepositionalphrasedoes,andthenounitmodifiesiscalled“antecedent”.NowIwilllistmore48 ChapterFourMethodologyexamplesforyou.a.Thegirlwholivesnextdoor.b.Theworkwhich/thathasjustbeenfinishedisveryimportant.Theauthorwouldexplaintothestudentswhichisanantecedentandwhichisconnectiveandthedifferentfunctionofthem.Step2:PracticeAfterexplainingclearlytothestudentthesentencestructure,theauthorwouldlistmoreattributiveclausesforthestudentstopractice.Forexample,a.Maryisthegirlwho/thatlivesnextdoor.b.Davidhastwosonswho/thatworkinthesamecompany.c.Thatisthebookwhich/thatIwanttoread.d.Xiaomingfailedinthematch,whichwasagreatpity.Step3:ProductionAfterthepractice,theauthorwouldgivesometestsforthestudentstofinishsoastoleadthestudentstoproducetheattributiveclausebythemselves.Throughthethreesteps“presentation,practiceandproduction”,thestudentsalsocouldgrasptheattributiveclauses.Butthisteachingmethoddidnotfocusonleadingstudentstoanalyzethetargetgrammaticalstructurestepbystepinsteadoftellingthemtherulesdirectly.TheEITIfocusesonhelpingthestudentsestablishtheexplicitknowledgeaboutthetargetgrammaticalstructure.Throughtheinternalizationoftheexplicitknowledge,thestudentswillgraduallyformtheirownknowledge,whichismoresuitableforthestudents’cognitivedevelopment.Afterhelpingthestudentsestablishtheirexplicitknowledge,theycanusetheseexplicitknowledgetomonitortheiroutput,whichultimatelytransferintotheirimplicitknowledge.ThegreatestdifferencebetweenthetraditionalPPPteachingmethodandtheEITIliesintheirdifferentemphases.4.4.3Post-testAftertheexperiment,allthestudentstookapost-testwithapurposeofknowing49 广州大学硕士学位论文whethertheEITIhasapositiveeffectonthestudents’learningabouttheattributiveclauseintheECcomparedwiththetraditionalteachingmethodintheCC.Thepost-test(seeAppendixⅡ)whichisthesameasthepre-testwasgiventoboththeECandtheCCsoastobettercomparetheresultsofthetwotests.Thestudentswerealsorequiredtocompletethetestwithin30minutes.4.4.4QuestionnairesThepre-questionnaireandpost-questionnairearethetwosamequestionnairesintheresearchwhichiswritteninChineseandcontains17close-endedquestions.Thepre-questionnairewasusedtoinvestigatethestudents’attitudetowardtheEnglishgrammarbeforetheexperiment.Theauthorintendedtogivethepre-questionnairetoththestudentsintheirself-studycourseonOct.9,2017.Thepost-questionnairewasmeanttoinvestigatewhethertheExplicitInteractiveTaskInstructioncouldarousethehighschoolstudents’interestinlearningEnglishgrammaraftertheexperiment.Theauthorintendedtogivethepost-questionnairetothestudentsontheafternoonofNov.th24,2017.Thestudentsarenotrequiredtowritedowntheirnamesontheirquestionnaireinordertoassurethattheiranswersaretheirrealideas.Besides,theteachershouldemphasizethesignificanceofthisquestionnaireandletthemfinishthequestionnairebythemselveswithoutexchangingideaswitheachother.Itonlylastedabout10minutes.Allthedatacollectedfromthequestionnaireswouldbeanalyzedbytheauthor.4.4.5InterviewsAfterthepost-testsandpost-questionnaires,aninterviewwascarriedoutonlyinexperimentalclasstofindoutthestudents’attitudestowardsthenewteachingapproach:theEITIandwhethertheEITIcanhelparousestudents’interestinlearningEnglishgrammar.EightstudentsofdifferentEnglishlevelswhoarerandomlychosenfromtheexperimentalclasswereinterviewed.Theyare4boysand4girls.Theauthorinterviewsthestudentsonebyone.Theyareaskedwiththefollowingopen-questions:50 ChapterFourMethodology1)HasthenewgrammarteachingmethodarousedyourinterestinlearningEnglishgrammar?2)Whatadvantagesanddisadvantagesdoyouthinkthenewgrammarteachingmethodhascomparedwiththetraditionalgrammarteachingmethod?3)Doyouhaveanysuggestionsforteacherstoteachwiththenewgrammarteachingmethod?4.4.6DataCollectionAfterthetests,thetestscoreswerecollected:thepre-testandthepost-testscoresofbothclasses.AllthescoreswereputintoacomputerandanalyzedbySPSS19.0.TheauthorusedIndependentSamplesT-teststofindoutwhetherthereisstatisticallysignificantdifferencebetweentheECandtheCCbeforeandaftertheteachingexperimentswhileParedSampleT-testsareusedtoindicatewhetherthereisstatisticallysignificantdifferencebetweenthepre-testandpost-testsintheexperimentalclass.Theauthorgaveout50pre-testsandpost-testsrespectively,andallthetestswerecollectedaftertheexperiment.Thatwastosayallthedatawerevalidintheprocessofcollectingthedatafromthetestpapers,andeachclasshad50validdatatobeusedinthedataanalysisofthetests.Twoquestionnaires:thepre-questionnaireandthepost-questionnairewereconductedonlyintheexperimentalclassrespectivelybeforeandaftertheteachingexperiment.Thepre-questionnairewasconductedbeforetheexperimentwhilethepost-questionnairewasconductedaftertheexperiment.AllthequestionnairesinthetwoclasseswerecollectedandtheywerevaliddatawhichwereanalyzedbyIndependentSampleT-test.ThentheresultoftheECbeforeandaftertheexperimentwereanalyzedbytheauthorwithPairSampleT-test.AninterviewwascarriedoutintheECaftertheexperimenttoindicatethestudents’attitudestowardstheapplicationoftheEITItotheteachingofEnglishgrammarandwhethertheEITIcanhelparousestudents’interestinlearningEnglishgrammar.Alltheanswerswerewrittendownandanalyzedbytheauthor.51 广州大学硕士学位论文52 ChapterFiveResultsandDiscussionChapterFiveResultsandDiscussionThischapterconsistsoffoursections.Inthefirstsection,theresultsofthetestsabouttheattributiveclauseoftheexperimentalclassandthecontrolclassareillustratedinthetables.Theresultsofthepre-testandthepost-testscoresoftwoclassesandthecomparisonofpre-testandpost-testscoresbetweentwoclassesarealsodiscussed.Thesecondandthirdsectionsfurtherdiscusstheresultsofthequestionnairesandtheinterviews.SectionFourisabouttheanalysisanddiscussionofthetests,includingtheeffectsoftheExplicitInteractiveTaskInstructiononthestudents’learningoftheattributiveclauseandonthestudents’interestinlearningEnglishgrammar.5.1ResultsoftheTestsTheresultsofapre-testandapost-testscoresareillustratedinthispart.Intheresearch,theauthorusedtwoIndependentSamplesT-testsandtwoPairedSamplesT-teststoanalyzethedatabySPSS.19withtheviewofaddressingtheresearchquestionsonwhethertheExplicitInteractiveTaskInstructioncanhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause.TheauthorattemptstoverifythepositiveeffectsoftheEITIontheteachingandlearningEnglishgrammarbyacarefulanalysisoftheresultsofthestudents’testscores.5.1.1ResultsofPre-testTable5-1:GroupStatisticsofPre-testGroupNMeanSDStderrormeanPre-testEC5025.5612.5831.780CC5025.7812.4231.75753 广州大学硕士学位论文Table5-2:IndependentSamplesT-TestofPre-testforECandCCMeanStd.errorFSigtSig(2-tailed)differenceDeviationEqualVariances.024.876-.088.930-.2202.501AssumedPre-testEqualVariances-.088.930-.2202.501NotAssumedInordertotestifywhetherthereisanystatisticaldifferencebetweentheECandtheCCintermsofthegrammarproficiency(Taketheattributiveclauseasthecontentofthetest)beforetheteachingexperiments,theT-testwascarriedout.FromtheTable5-1,wecanseethatthemeanoftheECis25.56andthatoftheCCis25.78,sothemeanoftwoclassesisveryclose.Besides,Table5-2showsthattheresultsoftheT-Test,F=0.024,sig=0.876(p>0.05),whichmeansthatthemeanofthetwoclassesdon’thavegreatsignificantvariabilityatthelevelof0.05,andthetwosampleshaveequalvariancesandthedatacorrespondstotheresultsofthecolumnofequalvariancesassumed.Theobservedsignificancelevel(two-tailed)connectedtoat-valueis0.930(p>0.05).Therefore,thereisnostatisticalsignificancebetweentheexperimentalclassandthecontrolclass.5.1.2ResultsofPost-testTable5-3:GroupStatisticsofPost-testGroupNMeanSDStderrormeanPost-testEC5031.1210.0641.423CC5026.7011.5461.63354 ChapterFiveResultsandDiscussionTable5-4:IndependentSamplesT-TestofPost-testforECandCCMeanStd.ErrorFSigtSig(2-tailed)differenceDeviationEqualVariances3.104.0812.040.0444.4202.166AssumedEqualPost-testVariances2.040.0014.4202.166NotAssumedTheT-testtriestoanswerthequestionwhethertheapplicationofExplicitInteractiveTaskInstructiontotheteachingofEnglishgrammarwithaspecialreferencetotheattributiveclausecanhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause.AsisshowninTable5-3,itcanbeseenthatinthepost-test,themeanscoreoftheECis31.12whilethatoftheCCisjustonly26.70.Fromthetable,wecanseethatthemeanscoreoftheECismuchhigherthantheCC,whichshowsthattheECmadeagreaterprogressthantheCCaftertheteachingexperiments.However,westillcannotdrawaconclusionthattheapplicationofExplicitInteractiveTaskInstructioncanhelpthehighschoolstudentsgrasptheattributiveclausebetteryet.FromtheTable5-4,wecanseethatt-valueis2.040andSig(2-tailed)is0.044,whichissmallerthanthestandardof0.05,anditmeansthattheECandtheCChaveagreatdifferenceintheattributiveclauseproficiency.Fromtheaboveresults,itiseasytocometotheconclusionthattheECperformedbetterthantheCCinlearningtheattributiveclause,whichmeansthattheapplicationofExplicitInteractiveTaskInstructioncanhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause.5.1.3ComparisonofPre-testandPost-testScoresofCC55 广州大学硕士学位论文Table5-5:PairedSamplesStatisticsofPre-testandPost-testofCCMeanNSDtSig(2-tailed)CCPre-test25.785012.4232.106.040Post-test26.705011.546Inordertomakeacomparisonofthepre-testandpost-testscoresfortheCC,pairedsamplest-testwascarriedout.AsshowninTable5-3,itisfoundthatthoughtheCCmadeanimprovementinthetwotestsbutthereisalittleimprovementintheCC’sscoresofEnglishgrammarproficiencyinthepost-test.Themeanscoreofthepre-testis25.78andthemeanscoreofthepost-testis26.70.Themeanscoreofpost-testinCCisonlyabout0.92higherthanthatofpre-test.Furthermore.fromtheTable5-5,thetwo-tailedsignificanceis0.040.Thoughtheresultshowsthatthecontrolclassalsomakeaprogressaftertheteachingexperiment,thisprogressisnotsignificant.Thatistosay,itcannotbeconcludedthatthetraditionalreadingteachingmethodcangreatlyimprovestudents’grammarproficiencyandthereisnosignificantdifferencebetweenthescoresofthepre-testandthepost-testofthecontrolclass.Therefore,withthepurposeoffindingoutwhichclassmadeagreaterprogressaftertheteachingexperiment,theanalysisshouldbefurtherconfirmedbythefollowingdata.5.1.4ComparisonofPre-testandPost-testScoresofECTable5-6:PairedSamplesStatisticsofPre-testandPost-testofECMeanNSDtSig(2-tailed)Pre-test25.565012.583-5.606.000ECPost-test31.125010.064InordertotestifywhethertheprogressintheECismuchgreaterthantheCC,thecomparisonofthepre-testandthepost-testwascarriedout.Fromtheabovedata,itcanbeeasytofindthatthemeanscoreofEC(31.12)inthepost-testisobviouslyhigherthanthat(25.56)inthepre-test,whichmeansthattheECmadeagreaterprogressintheattributiveclauseproficiencythantheCC.Andthep-value=0.00056 ChapterFiveResultsandDiscussion(p<0.05)byPairedSampleT-testfortheECshowsthatthereissignificantdifferencebetweenthemeanscoreofthepre-testandpost-test.TheresultsshowthattheECmadeagreatachievementduringtheexperimentalperiod.Thus,theresultsdemonstratethattheEITIcanhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause.5.2ResultsofQuestionnairesFromtheresultsoftheabovetests,wehavedrawnaconclusionthattherewasgreatsignificantdifferenceintheattributiveclauseproficiencybetweentheECandtheCCaftertheteachingexperiment.Therefore,theEITIcanbeseenasaneffectiveteachingmethodforhighschoolstudentstolearnEnglishgrammar.However,thereisanactualsituationthatthehighschoolstudentsarelackofinterestinlearningEnglishgrammar.Therefore,thetwoquestionnaireswerecarriedoutintheexperimentalclassinordertoknowwhethertheEITIcanarousethestudents’interestinlearningEnglishgrammar.Theresultsofthequestionnairearedisplayedasinthefollowingtables.Table5-7:TheDimensionsoftheQuestionnaireDimensionsItemsTriggeredsituationalinterestQuestion1,2,3,4,5MaintainedsituationalinterestQuestion6,7,8,9,10IndividualinterestQuestion11,12,13,14,15,16,17HidiandRenninger(2006)putforwardthetheoryoffour-phasemodelofinterestdevelopment.Fromthistheory,weknowthatthereare4phasesinthedevelopmentofthelearner’sinterest.Theyarerespectivelytriggeredsituationalinterest,maintainedsituationalinterest,emerging(less-developed)individualinterest,andwell-developedindividualinterest.Intheresearch,theauthorcombinedtheemerging(less-developed)individualinterest,andwell-developedindividualinterestintooneinterest:individualinterest.Therefore,inthequestionnaire,thereare17questionswhicharedividedintothreedimensions.Theyaretriggeredsituational57 广州大学硕士学位论文interest,maintainedsituationalinterest,individualinterestwhicharethreedimensionstheanalysisofthequestionnairecomesfrom.TheauthorusedSPSS19.0toanalyzethequestionnaireandtheresultsareasfollowing:Table5-8:PairedSamplesStatisticsMeanNStd.DeviationStd.ErrorMeanPair1Pre-questionnaire3.280050.68452.09681TriggeredsituationalPost-questionnaire3.524050.73389.10379interestPair2Pre-questionnaire2.944050.84277.11919MaintainedsituationalPost-questionnaire3.204050.88478.12513interestPair3Pre-questionnaire3.185750.93042.13158IndividualPost-questionnaire3.465750.89229.12619interestTable5-9:PairedSamplesTestPairedDifferences95%ConfidenceSig.Intervalofthe(2-tDifferencetdfaileStd.Std.d)MeanDeviatErrorLowerUpperionMeanPair1Pre-questionnaTriggeredire-Post-questi-.244.5603.07924-.40324-.08476-3.07949.003situationalonnaire001interestPair2Pre-questionnaMaintainedire-Post-questi-.260.6430.09094-.44274-.07726-2.85949.006situationalonnaire002interestPair3Pre-questionna-.280.6012Individualire-Post-questi.08503-.45087-.10913-3.29349.002003interestonnaireInordertoexplorethedifferenceamongthethreedimensionsinthequestionnairebeforeandaftertheexperiment,theauthormadepairedSamples58 ChapterFiveResultsandDiscussionStatisticsandPairedSamplesTest.AsisshowninTable5-8,themeanofthepost-questionnaireinthethreedimensionsareallhigherthanthatofpre-questionnaire.ThemeanofPost-questionnaireis0.24higherthanthatofpre-questionnaireinthepair1triggeredsituationalinterest,andaccordingtoTable5-9,P(triggeredsituationalinterest)=0.003<0.05,whichrevealsthatthereissignificantdifferenceinthetriggeredsituationalinterestbeforeandaftertheexperiment.Themeanofthepost-questionnaireis0.26higherthanthatofpre-questionnaireinthepair2maintainedsituationalinterest,andaccordingtoTable5-9,P(maintainedsituationalinterest)=0.006<0.05,whichrevealsthatthereissignificantdifferenceinthemaintainedsituationalinterestbeforeandaftertheexperiment.Themeanofpost-questionnaireis0.28higherthanthatofpre-questionnaireinthepair3individualinterest,andaccordingtoTable5-9,P(individualsituationalinterest)=0.002<0.05,whichrevealsthattherearesignificantdifferencesintheindividualinterestbeforeandaftertheexperiment.Allinall,therearesignificantdifferencesinthegrammarlearninginterestbeforeandaftertheexperiment.Thatistosay,theEITIcanarousethestudents’interestinlearningEnglishgrammar.Inaddition,comparingtheP-valueamongthethreedimensions,theauthorfindsoutthedegreeoftheimprovementofsituationalinterestishigherthanthatofindividualinterest,whichrevealsthatthestudents’interestofimprovementmaymainlycomefromthechangeofthenewteachingmethod.5.3ResultsoftheInterviewsTheinterviewwasconductedonlyinexperimentalclassaftertheexperimenttofindoutthestudents’attitudestowardsthenewteachingapproach:EITIandwhethertheEITIcanhelparousestudents’interestinlearningEnglishgrammar.Afterthestudentsfinishedthepre-testpaper,theauthorrandomlychoseeightstudentsofdifferentlevelsfromtheexperimentalclassafterclassaccordingtotheirtestscoresandinterviewedthemwiththefollowingopen-questions:(1)Hasthenewgrammar59 广州大学硕士学位论文teachingmethodarousedyourinterestinlearningEnglishgrammar?(2)Whatadvantagesanddisadvantagesdoyouthinkthenewgrammarteachingmethodhascomparedwiththetraditionalgrammarteachingmethod?(3)Doyouhaveanysuggestionsfortheteachertoteachwiththenewgrammarteachingmethod?Accordingtothepre-testandpost-testscores,theauthorchosefourstudentswhogothigherscoresandfourstudentswhogotlowerscoresinthetestandaskedthemtoanswerthethreequestionsonebyone.Inordertomaketheinterviewmoreeffective,theauthortoldthemthattheiranswerswouldbeveryhelpfulfortheteacher’sresearch.Therefore,thestudentspromisedtosharetheirtruefeelingsandtobeactivelyinvolvedintheinterview.Intheprocessofinterview,theauthortookdownnotesimmediatelyinordertogetindividual’sdeepanddetailedthoughts,attitudesandsomesuggestionsonthenewgrammarteachingmethod.Asforthefirstquestion,HasthenewgrammarteachingmethodarousedyourinterestinlearningEnglishgrammar?Fourstudentssaidthatbeforebeingexposedtothenewgrammarteachingmethod,theyhadtheEnglishgrammarclasspassively.TheysaidmostofthestudentsintheirclasshadnointerestinEnglish,letalonethegrammarlesson.Theythoughtthatlearninggrammarisjustaslearningcountlessrulesandpracticingnumerousmultiplechoices.AftertheEITIwasappliedtotheteachingofEnglishgrammarinclass,theythoughtitwasmorehelpfulforthemtolearnEnglishgrammar.Theybecamemoreactivelyparticipateinthegrammarlessonandtheclassroomdiscussion.Theyaremorewillingtolearngrammarandusethelearnedgrammartocommunicatewiththeirpartners.AnothertwostudentsthoughttheEITImakethemchangetheattitudeabouttheEnglishgrammarlesson,theythoughtitgavethemstrongmotivationtolearnEnglishgrammarinthefuture.Asforthesecondquestion,Whatadvantagesanddisadvantagesdoyouthinkthenewgrammarteachingmethodhascomparedwiththetraditionalgrammarteachingmethod?Mostofthestudentsthoughtthemostoftheteachersinhighschoolmainlyexplainthegrammarrulesanddrillthemmechanically.Theprocessoflearning60 ChapterFiveResultsandDiscussionEnglishgrammarismerelylearningcountlessrulesandpracticingnumerousmultiplechoices.Theteacherplaysanactiveroleintheclassroom.Theyjustlistentotheteachers’explanationsofnumerousgrammarrulespassively.Theteachersforcethemtoacceptthegrammarknowledgethattheyevendidn’tknowwhattheymeanandwhytheyshouldlearnandhowtheyusetherules.Theteachingcontentisnothingmorethanmemorizingthegrammarrules,learningtheexamplesanddoingexercises.TheygraduallylosetheirinterestinlearningEnglish.Overtime,thesituationoftheirgrammarlearningisgettingworseandworse.Whilethenewgrammarteachingmethod:theExplicitInteractiveTaskInstructionletthemknowthegrammarclassroomisnotonlytheexplanationofrulesbutalsoausefultoolforcommunicationandhasinterestingknowledge.TheythoughtthattheEITIcombinesthelanguageform,meaningandcommunicationfunctionorganicallysothattheycaninternalizethelanguagerulesintheactualuseoflanguageandcancorrectlyusethelanguagetocommunicatewiththeirpartners.Comparedwiththetraditionalteachingmethod,theypreferthenewteachingmethodtothetraditionalteachingmethod.Andwhenthelastquestion,Doyouhaveanysuggestionsfortheteacherstoteachwiththenewgrammarteachingmethod?Someofthemsaidtheylikethedifferenttaskssetbytheteacherintheclass,andtheyhopetheteachercansetmoreinterestingandhelpfultasksforthemtolearngrammar.Besides,theythoughttheteachershouldpracticetheirspokenEnglishmorefrequentlyintheclassroomsothattheycanhaveagreatimprovementintheiroralEnglish.Somestudentsalsogavesomedifferentsuggestions.Theythoughtheexplicitgrammarrulesarehelpfulforthemtounderstandthegrammar.Theywantedtheauthortolistthegrammarrulesmoreclearlyintheclass.5.4DiscussionTheresultsshowninthepreviouspartindicatedthattheExplicitInteractiveTaskInstructioncanhelpthehighschoolstudentsbetterunderstandandusetheattributive61 广州大学硕士学位论文clauseandarousetheirinterestinlearningEnglishgrammar.Inthissection,theauthorintendstodiscusstheresultsofthestudy.5.4.1EffectsoftheExplicitInteractiveTaskInstructionontheStudents’InterestinLearningEnglishGrammarAccordingtotheresultsofthepre-questionnaireandpost-questionnaire,themeansofthepost-questionnaireinthethreedimensionsarehigherthanthatofpre-questionnaire,whichrevealsthattherearesomesignificantdifferencesintheindividualsituationalinterestbeforeandaftertheexperiment.Allinall,therearesignificantdifferencesinthegrammarlearninginterestbeforeandaftertheexperiment.Thatistosay,theEITIcanarousethestudents’interestinlearningEnglishgrammar.Inaddition,comparingtheP-valueamongthethreedimensions,theauthorfindsoutthedegreeoftheimprovementofsituationalinterestishigherthanthatofindividualinterest,whichrevealsthattheimprovementofthestudents’interestmaymainlycomefromthechangeofteachingmethod.Therefore,aconclusioncanbedrawnthattheEITIcanarousethestudents’interestinlearningEnglishgrammaranditisaneffectiveteachingmethodforhighschoolstudentstolearnEnglishgrammar.Fromtheresultoftheinterview,wecouldalsoseethesubjectsofdifferentlevelshadchangedtheirnegativeattitudestoEnglishgrammarlearningtopositiveaftertwomonths’experiments.Theynotonlyshowedinterestingrammarlearning,butalsobuiltuptheirconfidenceinlearningEnglishgrammar.Havingacceptedthenewgrammarteachingmethod,theysaidthatthisteachingmethodwashelpfulforthemtomoreactivelyparticipateinthegrammarlesson.Theyaremorewillingtodiscusswiththeirpartnersandfollowtheteacher’pace.ThroughtheEITI,theyhaveestablishedasteadyexplicitknowledgeaboutthetargetgrammar,whichcanbeultimatelyconvertedintotheirimplicitknowledgeandthenmonitortheiroutput.Theycouldnotonlylearnthegrammarbythemselvesbutalsohelpeachother,learnfromeachotherandcooperatewitheachother.Therefore,theEITIshouldbetreated62 ChapterFiveResultsandDiscussionseriouslyandusedwidelyinEnglishgrammarclassroomandevenotherclassrooms.5.4.2EffectsoftheExplicitInteractiveTaskInstructionontheStudents’LearningoftheAttributiveClauseAsisshownintheresultofthepre-test,themeanscoresofthecontrolclassis25.78andthemeanscoreoftheexperimentalclassis25.56,whicharenearlyequal.TheIndependentSampleT-testrevealedthatthesig=0.876(p>0.05),whichmeansthatthemeanofthetwoclassesdon’thavesignificantvariabilityatthelevelof0.05.Duringtheexperiment,theauthorappliedthenewteachingmethod,theEITItoteachstudentstheattributiveclause.Aftereightweeks,themeanscoresofthetwoclassesbecamedifferent.Withthesameteacher,thesimilarproficiencyintheattributiveclauseandthesameteachingpace,themeanscoreoftheexperimentalclasshadbeenimprovedgreatlythanthecontrolclass.Thoughtherewasadifferencebetweenthemeanscoreofthecontrolclassbeforeandaftertheexperiment,theimprovementofthecontrolclassislessthanthatoftheexperimentalclass.FromtheIndependentSampleT-testofpost-test,wecouldfindthatthemeanscoreofthecontrolclasswas26.70andthemeanscoreofexperimentclasswas31.12,whichwas4.42higherthanthatofthecontrolclass.Thesigis0.044(P<0.05)whichmeansthatthereisasignificantdifferencebetweenthecontrolclassandtheexperimentalclass.AnotherPairedSampleT-testsoftheexperimentalclasswascarriedouttosupporttheconclusion.TheresultsofthePairedSampleT-testsalsodemonstratethattheexperimentalclassmadegreatprogressintheirattributiveclauseproficiencyduringtheexperimentalperiodandshowedthepositiveeffectoftheEITIonthehighschoolstudents’attributiveclause.Therefore,itcancometotheconclusionthattheEITIcanhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause.Duringtheexperiment,theauthorappliedtheEITItoteachthestudentstheattributiveclauseintheexperimentalclass.TheprocessoftheEITIhassixsteps:(1)grammaticalpoints(explicitknowledge)coveredinthepassage;(2)grammatical63 广州大学硕士学位论文pointstobenoticedbythelearner;(3)establishingexplicitknowledge;(4)tasksofthegrammaticaljudgement;(5)theautomationofexplicitknowledge;and(6)reflectiononthelearningcontentandstrategies.Inthefirsttwosteps,apassagewaspresentedtothelearners.Theauthordidnottellthestudentsdirectlythetargetgrammartheywouldlearninsteadofbyadesignedclozetesttoguidestudentstofindoutthetargetgrammarbythemselves.Thesetwostepsfocusedontheprocessoflanguageinputandemphasizeonraisinglearners’consciousawarenesstofindthenewlanguageitem,whichcouldhelpthelearnersbetterunderstandthetargetlanguageform.Inthethirdstep,theauthorlistedseveralanotherattributiveclausestohelpstudentsknowbetterabouttheformoftheattributiveclause,thenleadingstudentstodiscusstheusageoftheattributiveclause,whichisthemostcrucialstepintheEITI.Thisstepfocusedonimprovingstudents’comprehensionofthetargetgrammaranddevelopingtheirexplicitknowledge.TheEITIisdifferentfromtheotherteachingapproaches,itemphasizesmoreontheestablishmentandformationoftheexplicitknowledgestepbystep.Theteacher’scharacteristoguidethestudentsfindoutandformtheirownexplicitknowledgestepbystep.Inthefourthstep,theauthorguidedthestudentstodiscoverthesystematicrulesoftheattributiveclausebythemselvesaftertheirfullunderstandingofthetargetstructures.Thisstepaimsatguidingthestudentsconverttheirexplicitknowledgeintoimplicitknowsoastomonitortheirlanguageoutputafterlearningthenewlanguageusage.Afterthefourthstep,thestudents’automationofexplicitknowledgehadbeeneffectivelyrealized,whichisimportantforforeignlanguageacquisition.InthewholeprocessoftheEITI,theinteractionsbetweentheteacherandthestudentsandthevarioustaskswerecarriedoutallthetime.Taskswerearrangedfromform-focusedtomeaning-focused,whichcouldlowerstudents’anxietyandguaranteetheirappropriateandfreeoutputinarealcontext.Therefore,throughthewholeteachingintheexperimentalclass,theeffectsoftheExplicitInteractiveTaskInstructiononthestudents’learningoftheattributiveclausearepresentedintheresultsofthetests.64 ChapterSixConclusionsChapterSixConclusionsInthepresentstudy,theauthorintendstoinvestigatetheeffectsoftheExplicitInteractiveTaskInstruction,anewEnglishgrammarteachingmethodonhighschoolstudents.TheauthorintendstofindoutwhethertheEITIcanhelpthehighschoolstudentshaveabetterunderstandinganduseoftheattributiveclauseandwhetheritcanarousethehighschoolstudents’interestinlearningEnglishgrammar.Someconclusionscanbedrawnfromtheresultsofthestudyandthediscussionintheprecedingchapter.Inthisconcludingchapter,firstofall,themajorresearchfindingsofthestudyaresummarized.Followingthis,theresearchpedagogicalimplicationsforforeignlanguagesarefurtherexplored.Inaddition,thelimitationsofthestudyarealsopointedout.Finally,somesuggestionsforfurtherstudyinthisareaareprovided.6.1MajorFindingsBasedontheauthor’sanalysisanddiscussionoftheresultsofthepre-testsandpost-tests,twoquestionnairesandtheinterviews,twomajorfindingscanbeconcludedasfollow:Firstly,theEITIcanarousethehighschoolstudents’interestinlearningEnglishgrammar.Theresultsofthequestionnairesandinterviewsshowthattherearesomesignificantdifferencesinthestudents’interestinlearningEnglishgrammarbeforeandaftertheexperiment,whichanswersthefirstresearchquestionofthethesis.Basedonthestudents’responsesofthepre-questionnairecompletedbeforetheexperiment,theauthorfindsthatmostofthestudentsoftheexperimentalclasslackedtheinterestinlearningEnglishgrammar.Itwasdifficulttoarousethestudents’interestinlearningEnglishgrammarinthetraditionalgrammarclass.Aftertheteachingexperimentintheexperimentalclass,thestudentssaidthattheEITIteachingmethodwashelpfulforthemtoparticipatemoreactivelyinthegrammarclass.Theyaremorewillingtodiscusswiththeirpartnersandfollowtheteachers’pace.ThroughtheEITI,theyhave65 广州大学硕士学位论文establishedasteadyexplicitknowledgeaboutthetargetgrammar,whichcanbeultimatelyconvertedintotheirimplicitknowledgeandthenmonitortheiroutput,sotheycannotonlylearnthegrammarbythemselves,butalsocanhelpeachother,learnfromeachotherandcooperatewitheachother.Therefore,wecandrawaconclusionthattheEITIcanarousethestudents’interestinlearningEnglishgrammaranditisaneffectiveteachingmethodforhighschoolstudentstolearnEnglishgrammar.TheynotonlyshowedtheirinterestinlearningEnglishgrammarbutalsobuiltuptheirconfidenceinEnglishgrammarstudies.Therefore,theEITIshouldbetreatedseriouslyandusedwidelyinChinesegrammarclassroomevenothertypeofclassroom.Secondly,theapplicationoftheExplicitInteractiveTaskInstructiontotheteachingofEnglishgrammarcanhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause.Thatistosay,theEITIhasapositiveeffectonthehighschoolstudents’Englishgrammarlearning,whichanswersthesecondresearchquestionofthethesis.Theconclusioncomesfromtheanalysisanddiscussionofthetestpapers.Asisshownintheresultsofthepre-testsinthepaper,themeanscoresofthecontrolclassis25.78andthemeanscoresoftheexperimentalclassis25.56.Theirmeanscoresaresimilar.Theindependentsamplet-testrevealedthatthesig=0.876(p>0.05),whichmeansthatthemeanofthetwoclassesdon’thavesignificantvariabilityatthelevelof0.05.Duringtheexperiment,theauthorappliedthenewteachingmethod,theEITItoteachthestudentstheattributiveclause.Aftereightweeks,themeanscoresofthetwoclassesbecamedifferent.Withthesameteacher,thesimilarproficiencyintheattributiveclauseandthesameteachingpace,themeanscoreoftheexperimentalclasshadbeenimprovedgreatlythanthecontrolclass.Thoughtherewasadifferencebetweenthemeanscoresofthecontrolclassbeforeandaftertheexperiment,theimprovementofthecontrolclassislessthanthatoftheexperimentalclass.FromtheIndependentSampleT-testofthepost-test,wecouldfindthatthemeanscoreofthecontrolclasswas26.70andthemeanscoreofthe66 ChapterSixConclusionsexperimentalclasswas31.12,whichwas4.42higherthanthatofthecontrolclass.Thesigis0.044(P<0.05)whichmeansthatthereisasignificantdifferencebetweenthecontrolclassandtheexperimentalclass.AnotherPairedSampleT-testsoftheexperimentalclasswascarriedouttosupporttheconclusion.TheresultsofthePairedSampleT-testsalsodemonstratethattheexperimentalclassmadegreatprogressintheirattributiveclauseproficiencyduringtheexperimentalperiodandshowedthepositiveeffectoftheEITIonthehighschoolstudents’acquisitionoftheattributiveclause.Therefore,itcancometotheconclusionthattheEITIcanhelpthehighschoolstudentsbetterunderstandandusetheattributiveclause.6.2ResearchImplicationsThestudyfindsthattheapplicationoftheExplicitInteractiveTaskInstructiontotheteachingofEnglishgrammarhasapositiveeffectonthehighschoolstudents’acquisitionofEnglishgrammaringeneralandtheattributiveclauseinparticular.Theresultsofstudyaresignificantfortheteachingofgrammartothehighschoolstudentsparticularlyintermsoftheimprovementofthestudents’explicitknowledgeoftheEnglishgrammar.Basedonthetheoreticalconceptsandtheresearchproceduresinthisstudy,somepedagogicalimplicationscanbedrawn.Firstofall,Schmidt(1990:129)statedthat“noticingisthenecessaryand9sufficientconditionfortheconversionofinputtointake.”TheEITIemphasizestheimportanceofnoticingandfocusesonraisingthestudents’awarenessoftheexplicitknowledgeofthetargetgrammaticalstructures,whichcanhelpthestudentsunderstandthetargetgrammarsaccurately,andultimatelyhelpthestudentsusethetargetgrammarbetter.Therefore,theEITIshouldbewidelyusedinChinesegrammarlessontoraisestudents’awarenessoftheexplicitknowledgeofthetargetgrammar.Secondly,theacquisitionoftheimplicitknowledgeistheultimategoaloflanguagelearningandtheimplicitknowledgecanbeconvertedfromtheexplicitknowledge.TheEITIfocusesontheestablishmentanddevelopmentoftheexplicit67 广州大学硕士学位论文knowledgewhichmeetstherequirementsoftheconversionfrominputtointake.Therefore,theteachersshouldfocusoncreatingvariouskindsoftaskstohelpthestudentsestablishtheirexplicitknowledgeandletthestudentsformtheirimplicitknowledgethroughvariousinterestingtasks.Lastbutnottheleast,theEITIcoordinatesthecommunicativetaskswiththeform-focusedinstructionadvocatedbythetraditionalteachingmethod(Fotos,1994).Ithelpstheteacherssolvethetwoextremes(abandongrammarteachingandteachnumerousgrammarrulesmechanicallyintheformalclass)ingrammarteaching.Inthemeanwhile,ithelpsthestudentsnotonlygraspthefluencyofthegrammarbutalsotheaccuracyofthatinagrammarlesson.6.3ResearchLimitationsEventhoughtheauthorhastriedherbesttodoagoodjobandsomeinsightfuloutcomesareobtainedinthisstudy,somelimitationsinevitablyexist.Firstly,duetothelimitationoftheobjectiveconditions,thedurationofexperimentalteachingdidnotlastlongenough.Inordernottoaffectthestudents’routineteachingplanintheexperimentalclass,andtoreducethenegativeeffectsontheexperimentalclass,theauthorconductedtheexperimentalteachingfortwomonths.Additionally,notalltheeightweekswereusedontheteachingoftheattributiveclausebecausethestudentshadtostudyothersubjects,whichaccountedforaboutonequarterofthetotaltime.Secondly,thesampleofthesubjectsincludesonly50studentsineachofthetwoclassesrespectivelyinSeniorOne,whichisnotlargeenough.Namely,thesmall-scalesamplesizemightresultinthedifferentoutcomesofthestudy,whichmeanstheresultsoftheresearcharenottypicalandpersuasiveenough.Atthesametime,asthestudywascarriedoutbyanindividualratherthanalinguisticteam,theremightbesomepersonalmisjudgmentsintheanalysis.Lastbutnotleast,therearemanyotherfactorsthatmayinfluencethestudents’68 ChapterSixConclusionsscores,suchashowhardtheystudied,theirmoodwhentheyweredoingthetests,aswellastheenvironmentinwhichtheywerewhentheyweredoingthetests.Therefore,itisnotcompletelycorrecttoattributestudents’greaterimprovementintheattributiveclause’scoresintheexperimentalclassthaninthecontrolclassonlytotheExplicitInteractiveTaskInstruction.6.4SuggestionsforFurtherResearchExplicitInteractiveTaskInstructionisanewteachingmethodinthefieldofsecondlanguageacquisitionputforwardbyChineseresearcherDaiWeidongandRenQingmeiin2006.Itisaneffectivegrammarteachingmethodforhighschoolstudentstestifiedinthisresearch.Althoughsomeachievementshavebeenmadeinthisstudy,duetosomelimitationsstatedintheprevioussection,somesuggestionsaregivenforfuturestudy.Firstly,weshouldkeepthepresentstudy.TheExplicitInteractiveTaskInstruction,asarelativelynewperspectiveofforeignlanguageteaching,hasn’tbeenpaidenoughattentionto.ThegrammarteachingmethodsinChinesehighschoolhavetheirsimilaritieswiththeEITI,butthetheoreticalstudiesoftheEITIhavenotbeenstudiedin-depthenough.TheteachingprocessesoftheEITIaren’tfullyappliedbytheChineseforeignlanguageteachers.AlthoughtherearesomestudiesonthepracticaleffectsoftheEITItogrammarlearninginmiddleorhighschoolinChina,veryfewstudieshavebeenconductedonthetheoreticaleffectsoftheEITIinmiddleorhighschoolinChina,theEITIrequiresmoreapplicationandrevisiontobetterfittheforeignlanguagelearnersinChina.Second,thesamplesizefortheresearchshouldbelarger.Ifthesamplesarelargeenough,theresultsoftheresearcharemorepersuasiveandcansupportthefeasibilityoftheEITI.Furthermore,theexperimentalteachingshouldlastatleasthalfayear.Thelongertheexperimentlasts,themorecredibletheresultswillbe.Finally,inthisresearch,theauthorfocusesonlyontheeffectsoftheEITItothe69 广州大学硕士学位论文highschoolstudents’Englishgrammarlearning,buttheeffectsofthismethodinotheraspectsofforeignlanguageteachingshouldalsobestudied.70 ReferencesReferences[1]Al-Jardani,K.ELTandConsciousnessRaising[J].JournalonEnglishLanguageTeaching,2012,(2).[2]Azizifar,A.,Babaei,M.&Jamalinesari,A.,Gowhary,H.TheEffectofGrammaticalConsciousnessRaisingTaskonIranianEFLLearners’ReadingComprehe-nion[J].Procedia-SocialandBehavioralSciences,2015,(192):251-257.[3]Behrouzi,P.&Kazemirad,F.TheEffectofConsciousness-RaisingTasksonIranianElementaryEFLLearner’sSyntaxAcquisition[J].InternationalJournalofLinguistics,2012,(334).[4]Dekeyser,R.M.LearningGrammarRules：AnExperimentwithaMiniatureLinguisticSystem[J].StudiesinSecondLanguageAcquisition,1995,(17):379-410.[5]Dekeyser,R.ImplicitandExplicitLearning[M].Beijing:ForeignLanguageTeachingandResearch,2003.[6]Doman,E.GrammaticalConsciousness-Raising:SixStepstoLanguageLearning[J].ForeignLanguageTeachingandResearchinBasicEducation,2007,(1):35-39.[7]Ellis,R.UnderstandingSecondLanguageAcquisition[M].Shanghai：ShanghaiForeignLanguageEducationPress,2000:142-144,216-217.[8]Eills,R.Tasked-basedLanguageLearningandTeaching[M].Oxford:OxfordUniversityPress,2003.[9]Eills,R.TheDefinitionandMeasurementofL2ExplicitKnowledge[J].LanguageLearning,2004,(2):227-275.[10]Eills,R.ModelingLearningDifficultyandSecondLanguageProficiency:TheDifferentialContributionsofImplicitKnowledge[J].AppliedLinguistics,2006,(3):431-463.71 广州大学硕士学位论文[11]Ellis,R.ExplicitKnowledgeandSecondLanguageLearningandPedagogy[J].EncyclopediaofLanguageandEducation,2008(6):143-153.[12]Fotos,S.&Nassoji,H.CurrentDevelopmentsinResearchoftheTeachingofGrammar[J].AnnualReviewofAppliedLinguistics,2006,(4):24.[13]Gass,S.&Lemelin,S.DifferentialEffectsofAttention[J].LanguageLearning,2003,(3):497-545.[14]Gasparini,S.ImplicitVersusExplicitLearning:SomeImplicationsforL2Teaching[J].EuropeanJournalofPsychologyofEducation,2004,(2):203-219.[15]HidiS.&RenningerK.A.TheFour-PhaseModelofInterestDevelopment[J].EducationalPsychologist,2006,(2):111-127.[16]Hama,M.&Leow,R.LearningWithoutAwarenessRevisited[J].StudiesinSecondLanguageAcquisition,2010,(32):465-491.[17]Heidari,F.&Mansourzadeh,N.TheEffectofConsciousness-RaisingActivitiesonLearningGrammaticalStructuresbyIranianGuidanceSchoolEFLLearners[J].PertanikaJournalofSocialSciences&Humanities,2014,(4):10.[18]Leow,R.ComputerizedTask-BasedExposureExplicitness,TypeofFeedback[J].TheModernLanguageJournal,2003,(88):192-216.[19]Larsen-Freeman,D.TeachingGrammar[M].Beijing:ForeignLanguageTeachingandResearchPress,2010.[20]Mohamed,N.Consciousness-RaisingTask:ALearnerperspective[J].ELTJournal,2004,(58):228-237.[21]Numan,D.Task-BasedLanguageTeaching[M].Beijing:ForeignLanguageTeachingandResearch,2014.[22]Raims,A.HowEnglishWorks:AGrammarHandbookwithReading[M].Cambridge:CambridgeUniversityPress,1998.[23]Smith,S.,M.Consciousness-RaisingandtheSecondLanguageLearner[J].AppliedLinguistics,1981,(2):159-68.[24]Sharwood-Smith,M.InputEnhancementinInstructedSLA[J].Studiesin72 ReferencesSecondLanguageAcquisition,1981,(15):165-179.[25]Schmidt,H.W.&Frota,S.N.DevelopingBasicConversationalAbilityinaSecondLanguage:ACaseStudyofanAdultLearnerofPortuguese[A].R,Day.TalkingtoLearn:ConversationinSecondLanguageAcquisition[C].Rowley,MA:NewburyHouse,1986:237-326.[26]Schmidt,R.W.TheRoleofConsciousnessinSecondLanguageLearning[J].AppliedLinguistics.1990,(11):129-158.[27]Schmidt,R.W.AwarenessandSecondLanguageAcquisition[J].AnnualReviewofAppliedLinguistics.1993,(13):206-226.[28]Schmidt,R.W.DeconstructingConsciousnessinSearchofUsefulDefinitionsforAppliedLinguistics[J].AilaReview,1994,(11):11-26.[29]Schmidt,R.W.ConsciousnessandForeignLanguageLearning:AtutorialontheRoleofAttentionandAwarenessinLearning[J].Honolulu,HI:UniversityofHawaii,SecondLanguageTeachingandCurriculumCenter.1995.[30]Thornbury,S.HowtoTeachGrammar[M].America:PearsonESL,2000.[31]William,J.N.LearningwithoutAwarenessStudiesinSecondLanguageAcquisition[J].AppliedLinguistics.2005,(27):260-278.[32]陈艳华.高中英语语法教学设计的思考[J].现代教育科学,2011,(3):132-133.[33]陈斌蓉.外显互动任务法应用与中国高职英语教学的研究[MA].湖南：中南大学,2008.[34]戴炜栋、陈莉萍.二语习得内隐/外显学习研究[J].中国外语教育.2008,(1):13-20.[35]戴炜栋、陈莉萍.二语语法教学理论综述[J].外语教学与研究，2005,（37）：92-98.[36]戴炜栋、任庆梅.语法教学的新视角：外显意识增强式任务模式[J].ForeignLanguageWorld,2006（6）:7-13.[37]高若凤.外显意识增强式任务模式在山区高中英语语法教学中的应用[MA].73 广州大学硕士学位论文山西：山西师范大学，2015.[38]宫盈盈.互动任务-意识提升式语法教学——初中互动交际英语语法教学实证研究[MA].兰州：西北师范大学,2012.[39]胡春洞.英语教学法[M].高等教育出版社，1990.[40]黄连军.对显性与隐性教学法在高中英语语法教学中应用的研究[MA].辽宁：辽宁师范大学,2010.[41]黎如珠.篇章强化对高中生定语从句习得的影响的实验研究[MA].广州：广州大学，2017.[42]谭玉洁.外显意识增强式任务模式在中国高中英语语法教学中的应用[MA].湖北：华中师范大学,2011.[43]王初明.补缺假说与外语学习[J].外语学刊，2003，（1）：1-5.[44]王蔷.英语教学法教程[M].北京：高等教育出版社.2006:103-106.[45]王彩云.显互动任务法在高中英语语法教学中的应用[MA].重庆：西南大学,2009.[46]吴芳.外显互动任务法在中学英语语法教学中的作用[MA].江西：江西师范大学,2006.[47]吴洪艳、刘晓琳.初中生数学学习兴趣问卷编制与现状调查[J].数学教育学报,2017,（2）：50-53.[48]杨烈祥.外显语法指导的认知宏处理和微处理模式综述[J].外语教学理论与实践，2008（2）：68-71.[49]杨烈祥、阳志清.外显知识在语法习得中的认知作用[J].外语学刊，2007（5）：129-132.[50]张靖宇、张烨.认知主义视角下的外显任务式英语语法教学设计：以虚拟语气为例[J].扬州教育学院学报.2012,(30):70-73.[51]宗小静.外显互动式任务法在高中英语语法教学中的应用[MA].南京：南京师范大学,2014.74 AppendixⅠAppendixI定语从句测试题(前测)定语从句测试（说明：测试分为两个部分，第一部分有8小题，每小题3分，一共24分；第二部分也有8小题，每小题3分，一共24分。整份测试的总分是48分，用时30分钟）。一、找出下列句子中的从句和先行词，用“[]”划出从句（1分），用“”划出被从句修饰的先行词（1分），并写出句子的中文意思（1分）。例如：Thenoodles[thatIcooked]wereverydelicious.我煮的面条非常好吃。Youmusttellmethereason[whyyouwereagainlateforthemeeting].你必须告诉我你再一次会议迟到的原因。1.Thisisthebookthatshewaslookingfor.2.HehaswrittenabookwhosenameI’veforgotten.3.Themanwhowastalkingtoyoujustnowisourheadmaster.4.TheletterwhichIreceivedyesterdaywasfrommybrother.5.ThisisJessicawhomwemetinthehalljustnow.6.Thisisthehouse.whereIlivedtwoyearsago.7.IwillneverforgetthedaywhenNewChinawasfounded.8.Thereasonwhyhewasabsent(缺席的)wasnotconvincing.(令人信服的)75 广州大学硕士学位论文二、用英文写出下列句子。（每个句子必须使用定语从句，先行词使用正确，1分，连接词使用正确，1分，定语从句使用正确，1分。）1.我们昨天买的鱼不新鲜。2.我们在农场一起工作的时光是难以忘怀的。3.受伤的人数达到100,000以上。4.我住在一个窗户朝南的房间里面。5.这就是我出生的地方。6.我们第一次用和平的方式打破那些法律。7.我们昨天看到的那个女孩是Lucy的姐姐。8.John上学迟到的原因是难以令人置信的。76 AppendixⅡAppendixII定语从句测试题(后测)定语从句测试（说明：测试分为两个部分，第一部分有8小题，每小题3分，一共24分；第二部分也有8小题，每小题3分，一共24分。整份测试的总分是48分，用时30分钟）。一、找出下列句子中的从句和先行词，用“[]”划出从句（1分），用“”划出被从句修饰的先行词（1分），并写出句子的中文意思（1分）。例如：Thenoodles[thatIcooked]wereverydelicious.我煮的面条非常好吃。Youmusttellmethereason[whyyouwereagainlateforthemeeting].你必须告诉我你再一次会议迟到的原因。1.Thisisthescientistwhosenameisknownallovertheworld.2.ThehousewhereIlivedwastwokilometersawayfromhere.3.ThewomanwhowastalkingtoJackjustnowishismother.4.ThisisafilmthatI’dliketosee..5.Tellmethereasonwhyyouwereabsentyesterday.6.Wewillneverforgetthedaywhenweworkedhardtogether.7.ThepresentwhichIreceivedyesterdaywasfrommymother.8.Theteacherwhomyouarewaitingforiscoming.77 广州大学硕士学位论文三、用英文写出下列句子。（每个句子必须使用定语从句，先行词使用正确，1分，连接词使用正确，1分，定语从句使用正确，1分。）1.那个打坏窗户的人的名字叫做Micheal。2.那所他经常看书的图书馆离家4千米远。3.这就是为什么我昨天不参加会议的原因。4.孩子们得不到他们想要的奖励。5.我们曾经在一起玩耍的时光是难以忘怀的。6.他们第一次用和平的方式解决问题。7.这就是那本封面是蓝色的书。8.上学迟到的学生人数达到10个以上。78 AppendixIIIAppendixIII调查问卷亲爱的同学:你好！欢迎你们参加此次问卷调查！为了了解同学们现阶段对英语语法学习的兴趣，我需要你的支持和帮助。本调查仅用于英语语法学习兴趣的研究，答案没有对错好坏之分，不用署名，与你的考试成绩无关，绝不会对你的学业有任何影响，无须顾虑。请如实回答下列各个问题，每道选择题设A、B、C、D、E五个级别的答案，你只需要把你认为和你的情况相符的选项填在序号左边括号中即可，另外，你有10分钟的作答时间。谢谢同学们合作和支持！说明:每道选择题设A、B、C、D、E五个级别的答案，你只需把你认为合适的答案的字母写在该题目前面的括号了。A.非常符合B.符合C.一般D.不符合E.非常不符合（）1.我认为英语老师有趣。（）2.我认为英语语法课堂气氛轻松愉快。（）3.我认为英语语法课有趣。（）4.我认为英语语法课堂气氛单调沉闷。（）5.我认为英语语法课堂和谐融洽。（）6.英语语法课上，我容易走神。（）7.我学习语法时需要别人的督促。（）8.碰到语法难题我会放弃。（）9.我对英语语法规则不熟悉。（）10.我学习英语语法就是为了考试。（）11.我喜欢探究语法规则的来龙去脉。（）12.我喜欢不断尝试新的、更有效地学习和研究语法的方法和策略。（）13.如果有语法知识竞赛活动，我会主动报名参加。（）14.谈起语法的相关知识，我会才思如泉涌，口若悬河，滔滔不绝。（）15.伟大的语法家是我奋斗的榜样。79 广州大学硕士学位论文（）16.我喜欢做语法难题。（）17.我以后想从事与英语语法相关的职业。80 AppendixIVAppendixIV实验班和控制班前后测成绩Class3(CC)PretestPosttestClass4(EC)PretestPosttestS11215S11230S21620S21424S3814S3835S477S4711S588S5810S6912S6715S7610S7616S866S868S91412S91215S101010S101014S111014S111025S121113S121132S131218S131228S141415S141435S151421S151424S161815S161518S173030S173030S183228S183232S194048S194048S204745S204545S214540S214646S223640S224042S234242S23424281 广州大学硕士学位论文S244343S244343S254141S254142S264341S264141S273028S273041S283739S283940S293838S293839S303838S303839S313737S313740S323636S323636S331520S333435S343430S341534S353232S353232S363232S363232S373232S373232S383131S383131S392828S392830S402828S402831S412727S412730S422728S422732S432636S432641S442926S442630S452525S452530S462022S462035S473232S473232S483131S483131S494038S493838S501013S50101482 AppendixVAppendixV前调查问卷数据统计（实验班）学第第第第第第第第第第第第第第第第第总号/1234567891011121314151617分题题题题题题题题题题题题题题题题题题号13233244341443434354244344443134433333573333434233311111113844444412111444444454544334433334444444626443334333355535356473334333333433333353844533444144444444649333331212233333334410243334222233434345111515535554454555557612455244544454545457313443333233344444445914242342222244232324515444444333334323235616444332233223232324717121114432244242424318444444441444444446519323324444412111114120343543341445454546521233233324443232324883 广州大学硕士学位论文22442444444444444446623443341211234444445224444444444444244446625343441212243434345126332333333333333335027222222222222222223428333433353344333335629444443333334333335730433333333312323334831443333333333333335332434334434443424425933444444441444444426334155555555555555558135323223224414212124036233232222223222223837324423233334242124738333333133343333234939444343413344222225140333232232133222224041121113332322222223442444444441444444446543323324444412111114144343543341422222224845233233324443232324846442444444444444446647443341211234444445248444443333344244446184 AppendixV49343441212243434345150332332222233333334585 广州大学硕士学位论文86 AppendixVIAppendixVI后调查问卷数据统计（实验班）学第第第第第第第第第第第第第第第第第总号1234567891011121314151617分/题题题题题题题题题题题题题题题题题题号13233244344443434357244344443334433333593333434233311111134045555512111444444459544334433334424444606443334333355535356473334333333433333353844533444444444444679333331212233333334410243333333333434345411555535554454555558012455544545424545457413443333233355555256314242342222244232324515555554444434323236516444332233223232344917141114532244242424618444444444455555557519323324444423232224920343543344445454546887 广州大学硕士学位论文21233233324443232324822444444444444444246623443341211234443445124444444444444444446825343441212243434345126332333333333333335027222222222222222223428333433333344333335429444443333334333335730433333333312323334831443333333333333335332434334434443444426133444444444444444426634555555555555555558535323223224414212124036344442222223222224437324423233334242124738333333333343333235139444343443344222225440333232232133222224041444443333334555556742433333333344444445943443333333333333335344434334434443444426145444444444444444426646444444444444444446847555535554454555558088 AppendixVI48455544544454545457649443334444455555557250333342222244444445489 广州大学硕士学位论文90 AppendixⅦAppendixⅦ采访1.新的语法教学方法有激发你学习英语语法的兴趣吗？2.你认为和传统的语法教学方法相比，新的语法教学方法有什么优点和缺点？3.你对教师使用新的语法教学方法教学有什么建议吗？91