中职学生在线英语语法教学效果的实验研究 114页

AnExperimentalStudyontheEffectofOnlineEnglishGrammarTeachingonSecondaryVocationalSchoolStudentsAThesisSubmittedinPartialFulfillmentoftheRequirementsfortheMaster’sDegreeByYeLiSupervisor:XiaoKunxueGuangzhouUniversityMay2018 AcknowledgementsDuringthesethreeyearsofhardworkandexplorationinthestudy,mysupervisor,manyclassmatesandcolleagueshavegivenmeselflessassistance.I’mverygratefulfortheirhelpandencouragement.Firstandforemost,Iwouldliketoexpressmysinceregratitudetomysupervisor,ProfessorXiaoKunxue,whohasrenderedmecontinuousencouragementandconduciverecommendationsduringtheprocessofwriting.Besides,hehasofferedmesomuchprecioussuggestionsandhasalwaysbeenpatientinpointingoutthedefectsofmythesis.WithouttheguidanceofProfessorXiao,mythesiswouldnothavebeencompleted.Furthermore,ProfessorXiaoKunxue’spersonalityandmeticulousspirithaveimpressedmemostduringthethree-yearstudy.Hisrigorousscholarshiphasmademerealizetheessenceoflearningandunderstandthehardshipsofacademicresearch,whichwillproduceprofoundimpactsonmyfuturestudyandlife.Atthesametime,mycordialandsincerethanksalsogotoalltheotherteachersintheSchoolofForeignLanguagesfromGuangzhouUniversity,suchasProfessorSuYuanlian,ProfessorZhuYafu,ProfessorYangWenying,ProfessorXuJunyiandProfessorFanglanwhoseinterestingandinformativecourseshavebroadenmyhorizons.Withouttheirinstruction,Iwouldneverbeabletofinishthisthesis.Iamalsoverythankfulformycolleagues,whohavegivenmealotofhelpindataanalysiswithSPSS19.0.Besides,Ireallyappreciatemypostgraduateclassmatesandwillneverforgetthepleasurablecampuslifewespenttogether.Lastbutnottheleast,Iwouldliketothankmyfamilywhohavesharedmyworries,frustrations,andhappinessintheprocessofwritingthisthesis.I II AbstractMoreandmoreattentionisbeingpaidtogrammarinstructioninEnglisheducation,especiallyinEnglishteachingasaforeignlanguage(EFL)orEnglishteachingasasecondlanguage(ESL).TheSecondaryVocationalSchoolEnglishCurriculumCriteria(2015)putsforwardahigherrequesttomasterEnglishgrammar.Thememorizationanddrillingofgrammararelessemphasizedwhilestudents’practicallanguageapplicationabilityismorestressed.However,moststudentsinsecondaryvocationalschoolsdon’tshowinterestsinEnglishgrammarlessons.Overthepastfewyears,moreandmoreeducatorshavestartedtoproposestudent-centeredteachingmodelandtrytocultivatestudents’learnerautonomy.Withdevelopmentofeducationinformationization,onlineEnglishgrammarteachingissupposedtobeoneofthebestformstoimplementthereformofEnglishgrammarteachingandlearninginsecondaryvocationalschools.ThisstudyintendstoexploretheeffectofonlineEnglishgrammarteachingonsecondaryvocationalschoolstudents.Thespecificquestionstobeansweredare:(1)WhateffectsdoesonlineEnglishgrammarteachingproduceonsecondaryvocationalschoolstudents’Englishgrammarperformance?(2)CanonlineEnglishgrammarteachingbringanychangestosecondaryvocationalschoolstudents’autonomousEnglishgrammarlearningability?Ifyes,whatarethey?Atotalof96subjectsenrolledinthestudyareallGradeOnestudents,majoringinPharmacyinasecondaryvocationalschoolinZhaoqing.Theyarefromtwoclasses(48ineach),oneastheexperimentalgrouptaughtthroughonlineteachingplatformandtheotherasthecontrolgrouptaughtthroughconventionalgrammarteachingmethods.Thepre-andpost-tests,pre-andpost-questionnairesandinterviewareusedtocollectthedataandthenSPSS19.0isusedtoanalyzethedata.Thefindingsofthestudyareshownasfollows:(1)OnlineEnglishgrammarteachingproducedfacilitativeeffectsonthesubjects’Englishgrammarperformance.TheexperimentalgroupsignificantlyoutperformedthecontrolgroupintheposttestIII andinthreeofthefiveimmediatetests.Comparedwiththatofcontrolgroup,theMeanscoresoftheexperimentalgroupincreasedfrom52.69to63.44ingrammarleveltest.(2)OnlineEnglishgrammarteachingcanbringchangestothesubjects’autonomousEnglishgrammarlearningability.Acomparisonofthedatainthepre-questionnaireandpost-questionnairebetweentheexperimentalgroupandcontrolgroupshowedthatthesubjects’autonomousEnglishgrammarlearningabilityhasbeenenhancedduring12-weekonlineinstruction.TheMeanvalueoftheexperimentalgroupweresignificantlyhigherthanthatofthecontrolgroupinfouraspects,i.e.learninginterestsandmotivation,learningobjectives,self-monitoringandlearningassessment.(3)ThemajorityofsubjectsintheexperimentalgroupheldafavorableattitudetowardsonlineEnglishgrammarteaching.Basedonthis,onlineEnglishgrammarteachingiseffectiveonsecondaryvocationalschoolstudents.ItopensupanewpathforthereformofEnglishgrammarteachinganditishopedthatthestudycangivesomeguidanceconducivetoEnglishgrammarteachinginsecondaryvocationalschools.Keywords:onlineteaching;Englishgrammar;teachingeffect;autonomouslearning;secondaryvocationalschoolstudentsIV 摘要语法在语言教学中有着突出的地位，特别是在作为外语的英语教学（EFL）或作为第二语言的英语教学（ESL）中。中等职业学校英语课程标准（2015）对掌握英语语法提出了更高的要求。新标准不再强调语法的记忆和钻取，则更强调学生的语言实际运用能力。然而，大多数中职学生对英语语法课不感兴趣。近几年来，越来越多的教育工作者开始提出以学生为中心的教学模式，并试图培养学生的自主学习能力。随着教育信息化的发展，在线英语语法教学被认为是实施中职英语语法教学改革的最佳形式之一。本研究旨在探讨在线英语语法教学对中职学生的教学效果。具体研究问题如下：（1）在线英语语法教学对中职学生的英语语法成绩产生什么影响？（2）在线英语语法教学能否给中职学生的英语语法自主学习能力带来变化？如果能，是什么变化？本研究共96名受试，均来自肇庆一所中等职业学校一年级药学专业的学生。96名受试随机分成两个组别：实验组和控制组（每组各48人），实验组通过在线教学平台授课，控制组通过传统语法教学方法授课。笔者分别对两组受试先后进行语法试卷前后测、问卷前后测和访谈，然后使用统计学软件SPSS19.0对收集的数据加以分析。研究结果显示：(1)在线英语语法教学对受试的英语语法成绩产生促进作用，实验组受试的英语语法成绩在后测以及三个随堂测验中显著高于对照组，与对照组相比，实验组的平均分从52.69分上升到63.44分；(2)在线英语语法教学能给中职学生的英语语法自主学习能力带来变化，通过实验组和对照组的调查问卷前后测的数据显示，实验组的英语语法自主学习能力得到了提高，在学习兴趣和动机、学习目标、自我监控和学习评估四个方面，实验组的均值均显著高于对照组；(3)实验组的大部分受试对在线英语语法教学持积极态度。基于此，中职学生在线英语语法教学模式是有效的。它为英语语法教学改革开辟了一条新的道路，希望该研究能为中等职业学校的英语语法教学提供一些有益的指导。关键词：在线教学；英语语法；教学效果；自主学习；中职学生V VI ContentsAcknowledgementsAbstract摘要ContentsListofTablesListofFiguresChapterOneIntroduction.......................................................................................11.1ResearchBackground......................................................................................11.2ResearchObjectives.........................................................................................21.3SignificanceofResearch.................................................................................21.4OutlineoftheThesis........................................................................................3ChapterTwoLiteratureReview..............................................................................52.1AReviewofOnlineTeaching..........................................................................52.1.1PreviousStudiesonOnlineTeachingAbroad......................................52.1.2PreviousStudiesonOnlineTeachingatHome....................................72.2AReviewofEnglishGrammarTeaching........................................................72.2.1PositionofEnglishGrammarTeaching................................................72.2.2TraditionalApproachestoEnglishGrammarTeaching.......................82.2.3PreviousStudiesonEnglishGrammarTeachingatHomeandAbroad.........................................................................................................122.2.4AReviewofOnlineEnglishGrammarTeaching...............................132.3ResearchGap.................................................................................................17ChapterThreeTheoreticalBasis...........................................................................193.1ConstructivistLearningTheory.....................................................................193.1.1Constructivism....................................................................................193.1.2ConstructivismandOnlineLanguageLearning.................................203.2AutonomousLearningTheory.......................................................................22VII 3.2.1LearnerAutonomy..............................................................................223.2.2LearnerAutonomyandOnlineLanguageLearning...........................24ChapterFourMethodology.......................................................................................294.1ResearchQuestions........................................................................................294.2Subjects..........................................................................................................294.3Instruments.....................................................................................................304.3.1Tests....................................................................................................314.3.2Questionnaires....................................................................................324.3.3Interview.............................................................................................324.4DataCollectionandTreatment......................................................................334.4.1DataCollection...................................................................................334.4.2Treatment............................................................................................344.5ResearchProcedure........................................................................................354.5.1Pretest..................................................................................................354.5.2Pre-questionnaire................................................................................354.5.3ImplementationofEnglishGrammarTeaching.................................354.5.4Mid-test...............................................................................................494.5.5Posttest................................................................................................494.5.6Post-questionnaire...............................................................................504.5.7Interview.............................................................................................50ChapterFiveResultsandDiscussion....................................................................515.1Results............................................................................................................515.1.1ResultsofTests...................................................................................515.1.2ResultsofQuestionnaires...................................................................545.1.3ResultsofInterview............................................................................585.1.4Summary.............................................................................................615.2Discussion......................................................................................................625.2.1Students’EnglishGrammarPerformanceviaOnlineEnglishGrammarTeaching......................................................................................625.2.2Students’AutonomousEnglishGrammarLearningAbilityafterVIII OnlineEnglishGrammarTeaching.............................................................65ChapterSixConclusion..........................................................................................696.1MajorFindings...............................................................................................696.2PedagogicalImplications...............................................................................706.3LimitationsoftheStudyandSuggestionsforFutureResearches.................71References...................................................................................................................73Appendices..................................................................................................................81AppendixIPretest............................................................................................81AppendixIIPosttest..........................................................................................87AppendixIIITheScoresofPretestandPosttest..............................................93AppendixIVQuestionnaire..............................................................................95AppendixVInterview.......................................................................................97AppendixVITimetablefortheGrammaticalCategoriesTaught.....................98IX X ListofTablesTable1-1AdvantagesandDisadvantagesofDeductiveApproach.................................9Table1-2AdvantagesandDisadvantagesofInductiveApproach................................11Table4-1ResearchInstruments/DataCollectionToolsUsedfortheStudy................30Table4-2Students’EvaluationofLearningObjectClausethroughOnlineEnglishGrammarTeaching...................................................................................................45Table5-1DataAnalysisofPretestinEGandCG........................................................51Table5-2DataAnalysisofMid-testinEGandCG......................................................52Table5-3DataAnalysisofPosttestinEGandCG.......................................................53Table5-4DataAnalysisofPre-questionnaireinEGandCG.......................................54Table5-5DataAnalysisofPost-questionnaireinEGandCG.....................................55Table5-6ComparisonoftheResultsofPre-andPost-questionnaireinEG................56Table5-7ComparisonoftheResultsofPre-andPost-questionnaireinCG................57XI XII ListofFiguresFigure1PrintscreenofUnit1on“WeLearning”............................................41Figure2PrintscreenofMicrolecture-ObjectClause.......................................41Figure3PrintscreenoftheQuizafterStudents’Submission...........................42Figure4PrintscreenofStudents’Assignment.................................................43Figure5PrintscreenofStudents’ScoringRateofUnit1................................43Figure6PrintscreenofTopicsin“Hotspot”Area............................................44Figure7AssignmentsforStudentsafterClass.................................................45Figure8Question1:Isitofhelptomasterthedefinitionofobjectclause?....46Figure9Question2:Isitofhelptomasterthethreeelementsofobjectclause?.....................................................................................................................47Figure10Question3:Isitofhelptomastertheconnectivesofobjectclause?48Figure11Question4:Isitofhelptofinishthecorrespondingexercisesofobjectclause?...............................................................................................49XIII XIV ChapterOneIntroductionChapterOneIntroduction1.1ResearchBackgroundTheSecondaryVocationalSchoolEnglishTeachingSyllabus(2016)haspointedoutclearlythatthepurposeofEnglishteachinginsecondaryvocationalschoolsistohelpstudentsimprovetheirEnglishskills(listening,speaking,readingandwriting)andcultivatetheirautonomouslearningability.However,EFLteachinginChinahasalwaysbeenunfruitful.Despiteyearsofeffort,mostChineseEFLlearnersstillcannotutilizethelanguageinreallife.Thisphenomenonisespeciallyvisibleinsecondaryvocationalschoolstudents’Englishlearning.Asanindispensableaspectoflanguage,grammarisconsideredasacompulsoryanddifficultpartinEFLstudents’learning,especiallyforthesecondaryvocationalschoolstudents.ThusthestudyofEnglishgrammarteachinghasalwaysbeenanimportantissueinthefieldofEnglishteaching.However,studentsintraditionalgrammarteachingclassesaregenerallyconsideredaspassivelanguagelearnersandtheirinterestsingrammarlearningareseldomelicited.Accordingly,anurgentneedforthereformofgrammarteachingisrequested.Alongwiththeenhancementofeducationinformationization,instructorsinanincreasingnumberhopetotakeadvantageoftechnology.Moreandmoreinstructorsaroundtheworldareseekingtoenhancetheirlanguageinstructionthroughactivitiesandexperiencesmadeavailablethroughtechnology.Manyhaveintegratedavarietyoftechnologiesintheteachingofgrammarinforeignandsecondlanguagelearningenvironments,suchaswebsites(Bowen,1999).Although,thousandsofstudentsandinstructorsaroundtheworldareusingOnlineManagementSystemslikeBlackboard,WebCT,OnlineLearning,MoodleandNicenetinteachingallkindsofcoursesincludingEFLandESL,theeffectofusingonlinecoursesingrammarinstructionwaslessinvestigatedbypriorresearch.1 广州大学硕士学位论文1.2ResearchObjectivesSointhisthesis,theauthortriestoexploretheeffectofapplicationofonlineEnglishgrammarcoursesonsecondaryvocationalschoolstudentsinordertoknowwhetheronlineEnglishgrammarteachingisagoodapproachtoteachEnglishgrammarinsecondaryvocationalschoolsornot.Theresearchtakesthesecondaryvocationalschoolstudentsastheresearchsubjects,andtheirEnglishgrammarperformanceasthedependentvariabletoanalyzetheeffectofonlineEnglishgrammarteachingbasedontheonlineteachingplatform.Throughsearching,sortingandanalyzingtheliterature,areviewofonlineteachingandEnglishgrammarteachingarepresented.Thisresearchaimstogatherandinvestigateevidence,performstatisticalanalysisandfinallyfindoutwhateffectsonlineEnglishgrammarteachingproduceonsecondaryvocationalschoolstudents’EnglishgrammarperformanceandwhetheritcanbringanychangestotheirautonomousEnglishgrammarleaningability.1.3SignificanceofResearchSincegrammarisregardedasthebasisforarangeoflanguageskills(listening,speaking,readingandwriting),moreandmoreimportanceisbeingattachedtogrammarinEnglishinstruction,particularlyinEFLandESLteaching.Withdevelopmentofeducationinformationization,greatchangeshavetakenplaceinformsandwaysofEnglishteaching.UtilizingmoderntechnologyinEFLclassrooms,especiallytheInternet,couldbeveryeffectiveinimprovingteachingoutcomesformanyEnglishteachers.Accordingly,inthepastfewyears,Englishteachinginsecondaryvocationalschoolhasgraduallyshiftedfromreadingandwritingskillstolisteningandspeakingskills,andthemodelforEnglishgrammarteachinghasalsochangedfrom“teacher-centered”to“student-centered”.OnlineEnglishgrammarteachingissupposedtobeoneofthebestformstoimplementthereformofsecondaryvocationalschoolEnglishteachingandlearning.2 ChapterOneIntroductionYet,asanunfamiliarconception,thereisnoconsensusofopinionsamongpeopleastoonlineEnglishgrammarteaching.Somepeopledoubtaboutitseffectonsecondaryvocationalschoolstudents.ThestudydemonstratestheeffectofonlineEnglishgrammarteachingonsecondaryvocationalschoolstudents,evaluatestheachievementsthatithasmadeononehandandtheimperfectionsthatstillneedtobeaddressedontheother.Besides,thestudyhelpstofindoutwhateffectsonlineEnglishgrammarteachingproduceonsecondaryvocationalschoolstudents’EnglishgrammarperformanceandwhetheritcanbringanychangestotheirautonomousEnglishgrammarleaningability.Moreover,theresultsfoundoutbythestudycanbepropellingtostimulatethosewhosupportit,andtotransformperceptionsofthosewhoaredoubtfulaboutitseffectand,atthesametime,contributestothefutureresearchesanddevelopmentofonlineEnglishgrammarteaching.Thereforeitisofgreatnecessityandsignificancetoconductthisstudy.1.4OutlineoftheThesisThisstudyiscomprisedofthefollowingsixchapters:Chapter1isthepartofintroduction.Theresearchbackground,theresearchobjectives,thesignificanceofresearchandtheoutlineofthethesisareallpresentedinthispart.Chapter2concentratesonliteraturereviewofpreviousstudies.Firstly,itpresentspreviousstudiesofonlineteachingathomeandabroad.Secondly,itreviewsEnglishgrammarteaching,makingareviewoftwotraditionalapproachestogrammarteaching,andareviewofonlineEnglishgrammarteaching,includingpreviousstudiesofonlinegrammarteachingbothathomeandabroad.Thirdly,itrevealstheresearchgapofpreviousstudies.Chapter3reviewsthetheoreticalbasisofonlineEnglishgrammarteaching:theConstructivistLearningTheoryandAutonomousLearningTheory.Chapter4isastatisticanalysisoftheeffectofonlineEnglishgrammarteachingonsecondaryvocationalschoolstudents.Itpresentsthemethodologyoftheresearchindetail.Thefirstpartproposestworesearchquestions:(1)Whateffects3 广州大学硕士学位论文doesonlineEnglishgrammarteachingproduceonsecondaryvocationalschoolstudents’Englishgrammarperformance?(2)CanonlineEnglishgrammarteachingbringanychangestosecondaryvocationalschoolstudents’autonomousEnglishgrammarlearningability?Ifyes,whatarethey?Thesecondpartgivesashortintroductiontotheexperiment.Thethirdpartshowsalistofresearchdata(testsscoreanalysis,questionnaireanalysis).Partfourprocessesastatisticalanalysisofthedatagatheredwithprecedinginstruments.Partfiveexplainsindetailtheexperimentalprocedures.Chapter5analyzestheresultsoftheexperiment,alongwiththeresultsoftheexperimentdiscussed.Itiscomposedoftheanalysisofthepretest,mid-testandposttest,pre-andpost-questionnaireandinterview.Chapter6drawsthemajorfindingsofthestudy,withthepedagogicalimplicationsandlimitationsofthestudypresented.4 ChapterTwoLiteratureReviewChapterTwoLiteratureReview2.1AReviewofOnlineTeachingOntheeraofInternetplus,onlineeducationandonlineteachingmodelaregraduallyemerging,buttheyhavenotattractedenoughattentioninthewholelanguageteaching.InordertounderstandthecurrentsituationofonlineteachingandEnglishgrammarteachingathomeandabroad,theauthorconductedresearchandanalysisonimportantdatabasessuchasCNKIandWebofScience,andthusobtainedacertainamountofresearchresults.2.1.1PreviousStudiesonOnlineTeachingAbroadIngeneral,studiesononlineteachingabroadcanbecategorizedintofourtypes:(1)Studiesononlineteachingstrategy.Cheng,R.T.J.(2016)reckonedthatcomparedwiththoseunderthetraditionalclassroominstruction,onlineEnglishlearnersweresupposedtohavesignificantdifferenceinthestrategy,whichhadadistinctimpactonthelearningeffect.Anderson(2003)madeasurveytoclarifythefollowingfourquestionsaboutEnglishlearners’onlinereadingstrategies:①whatstrategiesareusedbyforeignlanguagelearnerstoreadonline?②Whichonlinereadingstrategiesarefrequentlyused?③Willforeignlanguagelearningstrategybeaffectedbylanguageproficiency?④Howcanforeignlanguageteachershelpstudentsbroadentheironlinereadingstrategies?Theresultsshowedthatthereweresignificantdifferencesinthefrequencyofstrategyusedamongforeignlanguagelearnerswiththehighestfrequencyandlowestfrequencyofuse.However,therewasnosignificantdifferencebetweenonlinereadingstrategiesandlearners’foreignlanguageproficiency.Park&Kim(2017)analyzedthestrategypatternsandfactorsinfluencingEnglishlearnerstoreadonlineathomeandatschool.Angelova,M&Zhao,Y(2016)proposedtointegratetechnologyofnetworkconferenceintoforeignlanguageeducation.(2)Studiesononlineteachingtoolsandplatforms.Forexample,Jazbec&Kacjan(2016)studiedtheapplicationofonlinedictionaryasalearningtoolin5 广州大学硕士学位论文Germanteaching.Osipov,IVetal.(2015)designedanonlinelearningplatformforforeignlanguages,whichallowedforaudioandvideoconnectionsbetweenlearners,learnersandteachers,andthisplatformintegratedalltherequiredmaterials.Chuang,HHetal.(2012)developedane-TutoringplatformforESLlearners,withaviewtohelpinglearnersimprovetheirlanguageskills.Bao,SB(2015)foundedanopenEnglishtranslationcourseplatformbasedonMoodle.Li,L&Li,YG(2015)studiedthedesignoftheEnglishmobileonlineplatformanddevelopedanonlineplatformbasedonandroidmobilephone.Kucis&Seljan(2014)studiedtheroleoffreeonlinetranslationtoolsinEnglisheducation.(3)Studiesononlineteachingmethod.Forexample,Butler,YG(2014)proposedanEnglishteachingmethodbasedononlinegamemethod,andanalyzedtherelationshipbetweenthebehaviorsandlearningoutcomethroughempiricalresearch.Hong,JSetal.(2016)designedtheEnglishonlineeducationgame,andfurtherconcludedthattheonlinelanguageeducationgamehadasignificantimpactontheimprovementofEnglishability.Lai,Cetal.(2011)studiedthetask-basedonlineforeignlanguageteaching.EAlice&FEsmail(2017)proposedtheintegrationofcorpusintheweb-basedEnglisheducation.(4)Studiesononlineteachingmanagementandevaluation.O’dowd,R(2011)thoughtthatnetworkinteractionhadbeenapproachingtowardsthecoreofeducationinforeignlanguages.Arnold&Ducate(2006)studiedthesocialbehaviorsandcognitivecollaborationpatternsofforeignlanguageteachersintheonlineenvironmentthroughanempiricalapproach,andanalyzedtheinfluenceofthismodelonteachers’cognition.Yanes,LP(2016)analyzedthequalityofonlineoralcommunicationofbusinessEnglishandfiguredouthowtoimproveoralspeakingabilitywhencommunicatingthroughawebcam.Song,D(2016)analyzedtheimpactoflearner’sbasicknowledgeonESL(Englishasasecondlanguage)throughonlineteachingcourses.Jung,Ietal.(2012)analyzedthestressofJapaneselearnersinonlinecollaborativelearninginEnglish,andfoundthatonlinecollaborativelearningmethodshadcreatedunnecessaryorexcessivepressureandhadanegativeimpactonlearning.Thefourkeyfactorsinfluencingonlinecollaborationwere6 ChapterTwoLiteratureReviewanalyzed:self-efficacy,teachingdesign,technicaluseandcollaborativeprocess.Kabilan,MKetal.(2011)studiedtheonlinecollaborationmodelofEnglishteachersforimprovingtheprofessionaldevelopment.Guichon,N(2012)conductedacasestudyonthefeedbackofteacherstolearnersinonlinesynchronizationteaching.2.1.2PreviousStudiesonOnlineTeachingatHomeComparedwiththeachievementabroad,thereismuchlessonthenumberofdomesticresearchresultsandtherichnessofthetheme.Domesticstudiesfocusontheuseofrelevantonlineplatforms.Xia(2010)discussedthecombinationofinteractiveonlineforeignlanguageradioandcollegeEnglishlisteninglearning.Wang(2011)introducedhowtousetheWritingRoadmap2.0automaticscoringsysteminwritingteachingtoprovidetheteachersandstudentswithdiversifiedfeedback.Zhu&Mu(2013)designedanonlineplatformfortranslationandbilingualwritingteaching/self-study.Wenetal.(2014)exploredtheapplicationofguidinge-learningintoteachinginRadio&TVUniversity.Sheproposedalearningmodeofguidinge-learningwiththecomprehensivelearningdesignasthemainline,guidingasastrategy,andopeninteractiveplatformassupport.Chen(2013)studiedtheapplicationofGoodPointtocultivatecollegestudents’Englishonlinelearningability.SomescholarsbelievethatonlineteachinghassignificantinfluenceonEnglishlearningeffect.Guo(2013)carriedoutanexperimentbasedonmobile3Gnetworkplatformmobilelearning.Theresultsshowedthatcomparedwiththestudentsinthecontrolgroup,thepassrateofstudentsintheexperimentalgroupwasgreatlyimproved.Ge(2015)studiedtheuseofmobilenetworkinEnglishteachinginvocationalcolleges,whichindicatedthatmobileassistedlanguagelearningwasbeneficialtoEnglishteachinginhighervocationalcolleges.2.2AReviewofEnglishGrammarTeaching2.2.1PositionofEnglishGrammarTeachingMoreandmoreattentionisbeingpaidtogrammarinstructioninEnglish7 广州大学硕士学位论文education,especiallyinEFLandESLteaching,sincelearners’languagedevelopmenthingesontheirgoodunderstandingofgrammar.Inaddition,grammarisdeemedthebasisforarangeoflanguageskills:listening,speaking,readingandwriting.Inlisteningandspeaking,grammarplaysavitalroleinconstruingandconveyingspokenlanguage(e.g.expressions)sinceonecanonlyproducegrammaticallyacceptablesentencesifheorshelearnsgrammar(Corder,1988).Inreading,learnersneedgrammartohelpthemcomprehendinterrelationshipofaspanofsentences,forexampleinaparagraphoranarticle.Inthecontextofwriting,learnershavetolearngrammartomakesurethatthesentencesareintelligible.Lastly,regardingvocabulary,grammarcanshedlightontheformationofmeaningfulexpressionsandsentencesfromcombiningindividuallexical.Additionally,Doff(2000)maintainsthatlearninggrammarisofimportanceforstudentstoconveymeaningsintheformofphrases,clausesandsentences.LongandRichards(1987)corroboratesthecorerolethatgrammarplaysincultivatingthefourlanguageskillsandvocabularytoaccomplishcommunicativetasks.Hence,teachinggrammarhasbeenregardedascrucialtotheabilitytouselanguage.2.2.2TraditionalApproachestoEnglishGrammarTeachingDuetotheimportanceofEnglishgrammarinforeignlanguageteaching,manyscholarsandinstructorshavebeenconductingresearchesoneffectivegrammarinstructionforyears.Generallyspeaking,therearetwotraditionalapproachesinEnglishgrammarteaching:deductiveapproachandinductiveapproach.(1)DeductiveApproachAdeductiveapproachisbasedonthenotionthatdeductivereasoningworksbyapplyingwhatistrueforthegeneralindecidingwhatistrueforthespecific.Inthisapproach,generalguidelinesandprinciplesarepresentedfirst,andthentheirusecasesandapplications.GrammarTranslationMethod(GTM),SituationalLanguageTeaching(SLT)andAudio-lingualMethod(ALM)arealldeductiveapproachesofgrammarteachingmethods.Thedeductiveapproachusedindealingwithgrammarinstructionisalso8 ChapterTwoLiteratureReviewreferredtoasrule-driventeaching.Whenusingsuchanapproach,theteacherfirstexplicitlytellsthestudentsaboutthedetailsoftherule,andthenusespracticestohelpthemrememberandlearntherule.Thishasalwaysbeenthetried-and-trueapproachinteachinglanguagesaroundtheglobe,soitisnowonderthatitstillenjoysamonopolyinassortedtextbooksandself-learninggrammarbooks(Fortune,1992).Thedeductiveapproachaskstheteachertofirstcomprehensivelyexplaintheruleandthenteachstudentsconcreteexamples.Onceateachermakessurethatthestudentsunderstandtherule,heorshegivesthestudentsseveralexamplesentencesandtellsthestudentstoapplytherules.Naturally,thestudentsaremerelyapplyingtherules,whichisjustlikeanyotherordinarytaskstheyencounterineverydaylife.Therefore,Eisenstein(1987)proposesthatlearnersaremoreconfidentduringpracticewiththedeductiveapproachandlessfearfulofdrawingimproperconclusionsrelatedtohowthetargetlanguageisfunctioning.Inconclusion,thedeductiveapproachbeginswithpresentingrulesandfinisheswithexamplesapplied.Inthisregard,mostoftheengagementoflearnershappenswhentheystudyandmanipulatetheexamples.TheadvantagesanddisadvantagesofthisapproachareevaluatedinTable2-1below.Table2-1AdvantagesandDisadvantagesofDeductiveApproach(1)Thedeductiveapproachistimeefficientsinceitgoesstraightforwardlytothepoint.(2)Itcouldbedifficultandambiguoustoelicitrulesfromitsapplications,especiallywhentheruleiscomplicated,forexample“form”.Advantages(3)Itcouldbehelpfulforthelearnersthatseveralusecasesaregivenpromptly.(4)Manylearners,especiallyadultones,wouldfinditrespectfulthatthedeductiveapproachtruststheirintelligenceandmaturityandrecognizethecognitiveprocessinacquiringalanguageskill.9 广州大学硕士学位论文(5)Manylearners,especiallythosewithananalyticalstyle,alreadyhavetheexpectationofthisclassroomlearningstyle.(1)Manylearners,especiallyyoungerones,mightfindthedetailedtextsofrulesoff-putting.(2)Manylearners,especiallyyoungerones,mightfinditdifficulttograsptheruleswhichareexplainedusingspecialtermsandlogic.(3)Sincethegrammarisalwaysexplainedfirstbyateacher,thedeductiveapproachcouldbedetrimentaltolearners’Disadvantagesinvolvementandimmediateinteraction.(4)Otherformsofpresentation,forexampledemonstration,couldpotentiallybemuchmoreefficientinhelpingthelearnersremember.(5)Learnersareencouragedbythedeductiveapproachtobelievethatlearningalanguageisallaboutlearningrulesasexhaustivelyaspossible,whichisacommonmisconception.(2)InductiveApproachTheinductiveapproachisdevisedfromthenotionofinductivereasoning,whichstatesthatareasoningprogressiongoesfromparticulars(thatis,observations,measurements,ordata)togeneralities(forexample,rules,laws,conceptsortheories)(Felder&Henriques,1995).Thisistosay,westartwithobservingandgatheringdatainseveralparticularcasesandinstancesandtheninferageneralprincipleorrulefromthemwhenweuseinduction.Regardingtopedagogicalgrammar,mostexpertsagreethattheinductiveapproachcanalsobecalledrule-discoverylearning.Thisisbecausetheteachersusingtheinductiveapproachwillstartwithpresentingtohisorherstudentssomeexamplesofsentences.Thelearnersthensummarizeandderivegrammaticalrulesfromthoseexamples.Theteacherscould,attheend,helpthelearnersbystatingor10 ChapterTwoLiteratureReviewwritingtherulesexplicitly.Eisenstein(1987)maintainsthattheinductiveapproachistryingtoutilizetheverystrongrewardvalueofbringingorder,clarityandmeaningtoexperiences.Thisapproachactivelyinvolveslearnersandmakessurethattheytakeanactiveparticipationintheirownintimation.What’smore,learnersareencouragedtodevelophis/herownsetofmentalstrategiesindealingwithassortedlanguagetasks.Naturally,thisapproachstrivestoconveygrammarrulestothelearnersasimplicitlyaspossiblesothattheycanbetterconcludetherulesgivenbytheteacher.TheDirectMethod(DM),Content-basedInstruction(CBI),CommunicativeLanguageTeaching(CLT),andTask-basedLanguageTeaching(TBLT)allbelongtotheinductiveapproachofgrammarteaching.Theinductiveapproach,whichissimilartothedeductiveapproach,possessesbothadvantagesanddisadvantagesaslistedintheTable2.2below.Table2-2AdvantagesandDisadvantagesofInductiveApproach(1)Learnersaretrainedtobefamiliarwithdiscoveringtherulesbythemselves;thiscouldgreatlyenablethemtolearnautonomouslyandindependentlyinthefuture.(2)Learners’cognitivedepthis“exploited”toahigherdegree.(3)Learnersareactivelyparticipatingintheapproachratherthansimplybeingpassiverecipients,whichwillbemuchmoreAdvantagesmotivatingforthelearners.(4)Learners’pattern-recognitionandproblem-solvingabilitiesarechallengedinthisapproach,whichwillbeparticularlyinterestingforsomeofthem.(5)Learnersgetextraopportunitiesforpracticingusingthelanguageifthereiscollaborationintheinducingprocess.11 广州大学硕士学位论文(1)Theapproachislesstimeandenergy-efficientaslearnersareledtotheappropriateconceptoftherulegraduallyinsteadofdirectly.(2)Somelearnersmightmakeincorrectconclusionsattheearlystages.(3)MoreworkneedstobedonebytheteacherspriortoaclassifDisadvantagestheyareusingthisapproach.(4)Teachershavetospendmoretimetodesigndataormaterialscarefullyandsystematically.(5)Thisapproachmightcontradictsomelearners’expectations,especiallythosewhoareusedto,andthuspreferto,betoldtheruledirectly.Inshort,boththedeductiveapproachandinductiveapproachpossessadvantagesanddisadvantages.WhenteachingEnglishgrammarinsecondaryvocationalschools,theteacherfrequentlycombinesthemtwo,thatis,inductive-deductivegrammarteachingapproach.Theinductive-deductiveapproachisacomprehensiveanddynamicapproach,bywhichstudentsfindouttherulesfromdataandintegratethemthroughtheteacher’sdemonstration,andthenpracticeexamplestomastertherules.2.2.3PreviousStudiesonEnglishGrammarTeachingatHomeandAbroadPreviousstudiesabroadcentreoncommunication-orientedgrammarteaching.Foreignscholarshavebeentryingtointegrategrammarteachingandlanguagecommunicationforyears,andtheyproposedavarietyofteachingmethods,whichcanbeclassifiedintofourtypes:(1)“ProcessingInstruction”.It’satypeofinput-basedinstructioningrammar,proposedbyVanPatten(1993).VanPatten(1993)arguesthattheessenceoftheprocessinginstructionistoprocessthelanguageinput,withaviewtohelpingthelanguagelearnersunderstandsomeofthe12 ChapterTwoLiteratureReviewpreviouslyselectedtargetstructures.(2)Interactivefeedbackmethod.ItisamethodproposedbyEllis,R(1997),whichattemptstoenhancethepragmaticissuesthroughinteractionintheprocessofcommunication,sothatlearnersimprovetheirlanguageoutputconsciously.(3)Text-highlightedmethod.Itisamethodthatemphasizesthestructureofthetargetlanguagethroughtextdesign(suchasbold,italicanduppercase,etc.),makingiteasiertobenoted.Fotos’(1994)empiricalresearchshowsthatthedesignoftextstructurehelpslearnerspaymoreattentiontothetargetstructureandthedevelopmentoflanguageskills.(4)Discourse-basedmethod.Thismethodtriestoconnectlinguisticformandmeaningbyprovidingarichsetofpragmaticbackgroundforlearners.Incontrasttotheresearchabroad,domesticresearchmostlyfocusesonspecificgrammar,thatis,content-basedgrammarteachingresearch.Researchoncontent-basedgrammarteachinginChinahasbeenmature,butresearchonthewayormethodofgrammarteachingisrelativelyweak.Althoughasmallnumberofresearchresults(Wang,2007;Hu,2016)givesomeattentiontoit,themajorityofresearchisbasedonresourceconstruction.Forexample,Wu(2010)conductedaresearchontheapplicationofcorpusinEnglishgrammarteaching.Peng,etal.(2014)builtagrammaticalresourcelibraryofscaleandknowledgebaseforgrammarteaching.Thiskindofresearchisessentiallyavariationofthecontent-basedgrammarteaching.Insummary,researchesabroadlaymoreemphasisonpracticalresearch,especiallyfocusingongrammarteachingmethods.Buttheresultsofaboveresearcharemostlybasedonthetraditionalteachingmethods.ItattacheslessimportancetothelearningneedsofcontemporarystudentsandthecorrespondingchangesofteachingmodelintheageofInternetplus.2.2.4AReviewofOnlineEnglishGrammarTeaching(1)DefinitionofOnlineEnglishGrammarTeachingOnlineteachingisagenerictermwhichdesignatesatypeofteachingbymeansofonlinedevices.Moreprecisely,itdescribesteachingdonewiththehelpofa13 广州大学硕士学位论文computerconnectedtotheInternet,whichoffersstudentsandcourse-attendantsanewopportunitytolearnalmostanytimeandanywhere.Onlineteachingcanbedefinedasasynthesiswhichresultsfromusingonlinedevices(electronics)combinedwithinstructionthroughtheInternet(Cerghit,qtd.inStefan,2017:244-249).Since1990s，onlinelanguageteachinghasmadearapiddevelopment.Moreandmorescholarsbegintoconductastudyononlinelanguageteachingandtheygivedifferentdefinitionsaboutitfromdifferentperspectives.Khandefinesthatonlinelanguageteachingisaninnovativeapproach,whichoffersthoseremotelearnersinstructionsviaInternetwhichisregardedasaninstructionaldeliverysystem.Richie&Hoffman(1997)illustrateonlinelanguageteachingfromtheperspectiveofitscharacteristics.Theydefineitasahypermedia-basedinstructionalprogram,whichcreatesakindoflanguageteachingenvironmentwherelearningistrainedandencouragedbyusingthetraitsandresourcesoftheweb.IntermsofonlineEnglishgrammarteachingofthisthesis,itisdefined:OnlineEnglishgrammarteachingisanewinstructionalapproachwhichtakesthenetworkasamediumofEnglishgrammarteaching.Itprovidesstudentswithanenvironmentoflearnerautonomy.Learnerscanaccessdesiredinformationontheonlineteachingplatform,whichincludesrichgrammaticallearningresources(e.g.video,audio,ppt,exercises),andcanbeprovidedwithgrouplearning.Andaninteractionbetweenteacherandlearners,learnersandlearnershasbeenachieved.Additionally,students’grammarlearningcanalsogethelponlineanddoesn’ttaketimeorspaceintoconsideration.Thestudentcanaccessthedesiredinformationatanytime,studyitforaslongashe/sheconsidersitnecessaryanddiscovershortlyalotofsystemizedandconciseinformationwiththehelpofmultimedia.OnlineEnglishgrammarlearningrefersthatlearners(referstosecondaryvocationalstudentsinthisthesis)makefulluseofnetworklearningplatformforakindofinquiry-basedlearningwiththeguidanceofteachers.Itisakindofteacher-guidedself-accesslearning.Intheprocessoflearning,learnersaresupposedtoberegardedasthesubjectsinclassandteacherstrytocultivatestudents’14 ChapterTwoLiteratureReviewautonomousEnglishgrammarlearningabilitysothatstudents’subjectiveinitiativecanbedevelopedandtheirself-consciousnessandlearningmotivationcanbearousedaswell.(2)CharacteristicsofOnlineEnglishGrammarTeachingOnlineteachingisgenerallyknownasavitalmeanstoimprovetheaccessibilityandqualityoftheteaching-learningprocess.AccordingtothedefinitionofonlineEnglishgrammarteachingabove,thecharacteristicsofonlineEnglishgrammarteachingaresummarizedasfollows:①Variouskindsofteachingtools.Byusingcommunicationapplications,e.g.wechat,QQ,e-mail,discussionforums,andsoon,learnersandteacherscommunicateeachotherconveniently.Italsoprovidestheinstructorstospreadthegrammarcoursematerialsandkeepontouchwiththestudentsatanytime.②StudyingEnglishgrammarsynchronouslyandasynchronously.OnlineEnglishgrammarteachingisseenasateachingtechniquewhichenablesstudentstostudyEnglishgrammarandcommunicatewiththeinstructorswithoutrestrictionsatanytimeandanyplace.③Interaction.Sincetheonlineteachingplatformprovideslearnerswithgrouplearning,aninteractionbetweenteacherandlearners,learnersandlearnerscanbeachieved.Learnerscanchecktheirpartners’homework,askquestions,discussfreelyintheforumandsoon.④Learningindividually.OnlineEnglishgrammarlearningisaprocessofteacher-guidedself-accesslearning.Learnerscanchoosewhatgrammaticalitemstolearnontheonlinelearningplatformautonomously.Chancesarethatlearnerswilllearnindividuallyandsolveproblemsontheirown.(3)PreviousStudiesonOnlineEnglishGrammarTeachingatHomeandAbroadStudiesononlinegrammarteachingbothathomeandabroadarescatteredandrelativelyless.StudiesbyforeignresearcherssuchasHubackova(2016),McKinney(2016),Baturayetal.(2010),andAbuseileek(2009),mainlyfocusedononlinegrammarteachingstrategies.Hubackova(2016)studieddigitallearningandits15 广州大学硕士学位论文applicationingrammarpractice.McKinney(2016)believeditcouldusedigitaleducationtosolvestudents’grammardefectseffectively.Baturayetal.(2010)designedanauxiliaryonlinegrammarreviewmaterialsystemwithrichaudio-visualaids,whichcouldbepresentedinthegrammarcontext.Abuseileek(2009)proposedanewmethodofgrammarlearningbasedonthecomplexityoflanguagestructure.Itwasbelievedthatthelearningmethodbasedonthecomputerandtheteachingofdeductivetechniquescouldreflectmorecomplexandelaboratestructure.Additionalstudiesexploredtherelationshipbetweenonlinegrammarteachingandlearningeffects.TheimpactoftechnologyonthedevelopmentoflanguageskillsingeneralandgrammaticaldevelopmentinparticularbyL1andL2elementary,highschoolandcollegestudentswerethefocusofseveralstudies.StudiesbyGrant(1998),Nagata(1996),andCollentine(2000)foundtechnologytobeaneffectivetoolinteachingandlearninggrammar.Grant(1998)conductedastudywithtwogroupsof5thgradestudentsinwhichonegroupreceivedcomputer-basedinstructioninEnglishgrammar,andtheotherreceivedcomputer-basedinstructioninmathematics.Theinstructionalprogramsincludeddrillandreview.Resultsoftheopinionsurveyrevealedthatthecomputer-basedinstructionincreasedstudents’interestinschoolandlearningingeneral.Studentsreportedanincreaseinsatisfactionwithlearningwithimmediateresponses.InastudywithJapanesestudents,Nagata(1996)comparedtheeffectivenessofNihongo-CALI(JapaneseComputerAssistedLanguageInstruction)withnon-CALIworkbookinstruction.Theongoingintelligentcomputerfeedbackwasfoundtobemoreeffectivethansimpleworkbookanswersheetsfordevelopinglearners’grammaticalskillinproducingJapaneseparticlesandsentences.Inathirdstudy,acomputer-assistedlanguagelearning(CALL)softwarecontaininguser-behaviortrackingtechnologiespromotedtheabilitiesofforeign-languagelearnersofSpanishingeneratingindirectspeech(Collentine,2000).AlineofinvestigationwaspursuedbydomesticresearcherssuchasHu(2016),Wang(2007),Pan(2006)andZhuo(1999).Hu(2016)andWang(2007)exploredtheapplicationofnetworkinEnglishgrammarteachingclassinschools.Anew16 ChapterTwoLiteratureReviewmodelcalled“onlinegrammarmoduleteaching”wassetupbyPan(2006),whosestudyshowedthatthismethodboostedlearners’interestsingrammarlearningandmadesubstantialimprovementsintheirgrammarconsciousnessandgrammarperformance.Likewise,Zhuo(1999)examinedtheeffectofhypermediaongrammarinstructionandlearning.ShedevelopedahypermediacoursewarethroughauthoringtoolssuchasMacromediaAuthorwareandDirector.Post-treatmentscoresshowedthatparticipants’achievementsignificantlyincreased,confirmingthepremisesthatthehypermedia-basedinstructionwasveryeffectiveforgrammarteachingandlearning.However,theproficiencylevelandinstructionalsectionsdidnothavesignificanteffectsonlearningtime.Theperformanceoflearnerswithdifferentcognitivestylesdidnotsignificantlydiffer,whichindicatedthathypermedia-basedinstructioncouldaccommodatetheneedsandabilityofdifferentindividuals.2.3ResearchGapInconclusion,therearecertaindeficienciesinpreviousstudies.Tostartwith,domesticresearchesongrammarteachingmostlyfocusonspecificgrammar,whileresearchesabroadlaymoreemphasisonpracticalresearch,especiallyfocusingongrammarteachingmethods.Buttheresultsofaboveresearchesaremostlybasedontheconventionalteachingmethods,whichattachlessimportancetothelearningneedsofcontemporarystudentsandthecorrespondingchangesofteachingmodelintheageofInternetplus.Next,therearemanyresearchesononlineforeignlanguageteachinginpreviousstudies,butfewofthemfocusononlineEnglishgrammarteaching,especiallyontheeffectofonlineEnglishgrammarteaching.Duetotherichnessandcomplexityofgrammar,itissignifiedthatthegeneralonlineteachingcannotmeettheindividualrequirementofEnglishgrammarteaching.Therefore,itisexpectedtoputforwardtargetedonlineEnglishgrammarteachingmethodsandstrategiesbasedonthemechanismandotherbasiccharacteristicsofgrammaritself.Nevertheless,therelatedstudyathomeandabroadhasnotyetreceivedwidespreadattention.17 广州大学硕士学位论文Finally,thesubjectsofthepreviousstudiesaremainlycollegestudentsorhighschoolstudents,anditisraretoseesecondaryvocationalschoolstudentstakenastheresearchsubjects.Hence,previousstudiesbothathomeandabroadofferanimportantreferenceforonlineEnglishgrammarteaching,andthusthisthesistakesthesecondaryvocationalschoolstudentsastheresearchsubjects,tryingtoexploretheeffectofonlineEnglishgrammarteachingonsecondaryvocationalschoolstudents.ItaimstofindoutwhetheronlineEnglishgrammarteachingworksonsecondaryvocationalschoolstudentsornotandtrytoproposeamoreeffectiveteachingstrategy.18 ChapterThreeTheoreticalBasisChapterThreeTheoreticalBasis3.1ConstructivistLearningTheoryConstructivistlearningisanewtheorythathasonlyrecentlybeguntobeappliedtoonlineeducation,whichclaimsthatlearnersinterpretinformationandtheworldaccordingtotheirpersonalreality,andthattheylearnbyobserving,processing,interpreting,andthenpersonalizingtheinformationintopersonalknowledge(Wilson1997).3.1.1ConstructivismConstructivismisatheoryaboutlearning,whosecentralideaisthathumanlearningisaprocessofconstruction,whichmeansthatlearnersbuildnewknowledgeonthefoundationofpreviouslyacquiredknowledge.JeanPiaget(1896-1980),LevSemenovichVygotsky(1896-1934)andJohnDewey(1859-1952)arethemostinfluentialconstructivists.JeanPiaget’stheoryoflearningisfundamentallypsychologicalandfocusesmuchmoreontheindividualsandtheircognitiveabilities.Piaget(1973)claimsthatknowledgeariseswhentherearecontradictionsbetweenwhatisalreadyknowntothelearner,andwhatisnew.Piaget’stheoryoflearningaccentuatesactiveexplorationanddiscovery,aswellasmotivation.Healsoclaimsthatstudentsneedinvolvinginactivitieswhichareinterestingtothem.Anotherthinker,LevSemenovichVygotsky(1978),hasmadeaprominentimpactonconstructivisttheory.Healsoattachesgreatimportancetolearners’cognitiveabilitiesandclaimsthatitistheactiveusageofmemorizedfactsthatenableschildrentocreatetheirownconcepts.Healsolaysgreatemphasistothesocialcontextwherethelearningtakesplace.JohnDewey(1933)isuniversallyacknowledgedasthefatherofconstructivistpedagogy,whosetheoriescanbeeffectivelysummarizedbythephrase“Learningbydoing”,whichmeansthatlearneractivityisseenascrucial.Heemphasizesthatthestudentsmustturntotheirpreviousexperiencesandbackgroundknowledgeformeaningfulinformationsothattheycanunderstandlargerauthenticmaterials,especiallyinthesocialcontextsin19 广州大学硕士学位论文whichthelearninghappens.Constructivismholdstheknowledge,beliefs,andskillswhichanindividualbringsarevitaltotheexperienceoflearning.Itacknowledgestheconstructionofnewunderstandingasamixofpriorlearning,newinformation,andabilitytointegratethetwo.Individualsmakeconsciouschoicesaboutwhatnewideastoacceptandhowtofitthemintotheirestablishedviewsoftheworld.Eachlearner,inthisway,individuallyconstructstheirknowledgeasheorshelearns.Inshort,constructivismemphasizesthatlearningprocessshouldbestudent-centered,respectedforstudents’individualdifferencesandfocusedoninteractivelearning.Thisstudent-centeredlearningmodelisessentiallytobeabletodevelopthestudents’subjectivityandinitiative,topromotethelearners’personalizedandautonomouslearning,andthustopromotetheconstructionofstudents’knowledge.Thetheoryofconstructivismprovidesanimportantenlightenmentformodernforeignlanguageteaching.3.1.2ConstructivismandOnlineLanguageLearningSince1990s,withtheemergenceofInternetandmulti-mediatechnology,constructivismwasregardedasapopulartheoryineducation.Astheschoolswhicharedoingexperimentalstudiesofconstructivistlearningenvironmentareincreasing,constructivismteachingtheoryhasbeenwidelyrecognizedfordirectingforeignlanguageteaching.Constructivismlearningtheoryprovidesarichtheoreticalbasisandprincipleforonlinelanguagelearning,onlinelanguagelearningalsoprovidesanidealenvironmentandconditionforconstructivismlearning.Thecombinationoftheoryiscomprisedofthreeaspects:autonomouslearning,contextuallearningandsolvingproblems:(1)AutonomouslearningConstructivismemphasizesinitiativelearning,anditconcernshowindividualsbuildknowledgeandskillsonthebaseofcurrentexistingexperience.Constructivismdiffersfromstructuralism.Constructivismholdsthebeliefthatknowledgeisacquiredbythelearnerswhodependonothers’help,usethenecessarylearningmaterials,andhavetheactiveselectionandprocessingofexternal20 ChapterThreeTheoreticalBasisinformationinacertaincontext.Onlinelanguagelearninghighlightslearningautonomyandlearninginitiative.Internetprovideslearnerswithconvenienceoflearning,anditstimulatestheirlearningautonomy.Besides,itprovideslearnerswithaflexiblechoiceoflearningtimesothatlearnerscanchoosetheirownlearningcontentandmakethemostoftheirinitiativesoastoimprovetheircognitivestructure.(2)ContextuallearningConstructivismistheideathatlearners’knowledgeisnotanindependentformbutaconstructoflearners’interactionswiththeexternalenvironment.Thatis,incertaincircumstances,withthehelpofothers,suchduringcollaborations,exchangeanduseofnecessaryinformationbetweenpeopleetc.,itisobtainedthroughmeaningconstruction.Thetheoryofconstructivismholdsthatknowledgeiscontextual,knowledgeisconstructedincontext,andcontextisunavoidable.Consequently,learningneedsasuitableexternalenvironmentorsituation,andknowledgecanhelplearnersunderstandmeaningandskills,analysisandconstruction,andeffectivelearningprocesswillinevitablyappearincertainsituations.Learnersmustadaptthemselvestothissituationandmeetthepsychologicalneedsoflearnersforknowledge.Onlinelanguagelearningprovidesstudentsnotonlywithchoiceoftime,space,learningcontenttosuittheirownneedsforappropriatelearningresources,butalsowithamulti-level,multi-dimensionalcontextfromitsownadvantagestothelearners,andthecombinationofnetworkandmultimediatechnologyprovidesmulti-sensorystimulationsituationwhichintegratesvision,hearing,sayingaccordingtomaps,text,sound,andappearance.Itisintheformlikeavividstudyofthissituation,itisabletobeahighdegreeofmobilitytostudents’interest,anditisbeneficialtotheirknowledge,skillsacquisitionandlong-termmemory,whichisespeciallyhelpfulduetothehighintensity,largememorycharacteristicsofforeignlanguagelearning.(3)SolvingproblemsConstructivismemphasizesthattheultimateoutcomeoflearningistocompleteconstructivismmeaning,anditemphasizesthestudentsdiscoverandgeneratethe21 广州大学硕士学位论文linkbetweenthingsinitiativelyfromtheirownlifeexperienceandknownknowledge,whichrequirelearnersaredriventoexplore,analyze,andsolvetheproblemsunderthecollaborationwithothersmoreindependently,whichistheessenceoflearningproblems.Onlinelearningmaysolvetheseproblems,createanidealenvironmentforthelearnerstoexplorewithavarietyofknowledge,discussconvenientandinteractiveconditionstotheoutsideworld.Solvingproblemsisanadvancedandobjectiveprocessforlearning,whichinvolvesapplyingknowledgeinapracticalway.Itisveryconducivetolearners’long-termmemory,whichnaturallyhelpsthemdeveloptheirforeignlanguagelearningandskills.Fosteringthesocialandculturalcapacityofthelearnersissupposedtobetheultimategoalofforeignlanguageteaching,therefore,thebestwayfortestinginEnglishteachingandlearningistoseewhetherlearnerscancommunicateeffectivelyinEnglishinreallife,whichisalsoregardedasEnglishlearningobjective.Usingonlinelearningplatformcaneffectivelyexplorethetwoformsofthedesignoflanguagelearningandproblem-solvingtasks.Oneislanguageskill-basedtraining,inwhichlearnerscanfindinformationonline,acquirenewknowledgeindependentlyorcollaborativelyandunderstandandsolvemeaningfulaspectsoflanguageuse.Theotheristhestudyofdifferentproblem-solvingstyles,inwhichlearnersselectrelevantinformationonlineforanalyzingandsolverealworldproblemssoastoformtheirownviews,simultaneously,learnersuseforeignlanguageintheprocessactivelyandeffectively.3.2AutonomousLearningTheoryWhenitcomestoautonomouslearning,whichisoftenreferredtoaslearnerautonomy,therearemanydifferentinterpretationsonitandvariousdefinitionsweregivenbydifferentscholarsfromdifferentanglesandfocuses.3.2.1LearnerAutonomyTheconstructofautonomyinforeignlanguageteachingandlearninghasbeenarticulatedbyautonomyscholarsanditsconceptscanbefoundintheliteratureof22 ChapterThreeTheoreticalBasislanguageteachingandappliedlinguistics.TheoriginalandwidelycitedconceptofautonomyinlanguageeducationwasechoedbyHolec(1981:3),whodefinedautonomyas“theabilitytotakechargeofone’sownlearning.”Thedefinitionentailsthatautonomouslearnersthemselvesarefullyresponsibleforalllearningdecisions,suchasidentifyingobjectivesandcontents,selectingmaterials,monitoringandevaluatingtheirprogress.Learners’responsibilitybecomesthefirststeptoautonomy(Little,2000).Thoselearningdecisionsandtheirimplementationoccurinanindependentlanguagelearningsituationinwhichlearnersexercisetheirfullresponsibilityfortheirlanguagelearningwithouttheinterventionoftheteacher(Dickinson,1987).Suchasituationenablesstudentstodevelopapsychologicalrelationtothelearningprocessandcontent(Little,1991,2007).Inanutshell,theconceptsofautonomyinlanguagelearningencompassthecomponentsoflearnerresponsibility,learningsituation,andlearnerpsychologicalstate.Benson(2011)arguesthatautonomyisanaturalattributeoflearners.Hebelievesthatlearnersnaturallytendtohaveautonomybuttheexerciseofautonomyisinhibitedbyeducationalinstitution.ModifyingHolec’s(1981)definition,heformulatesautonomyas“thecapacitytotakecontrolofone’sownlearning”(Benson,2011:58).Twodistinctiveelementsofthisconceptarecapacityandcontrol.Theformerindicatesthepotentialwithinlearners,whichconsistsofthreeinterrelatedcomponents:(1)ability,whichhastodowiththeknowledgeofthelanguageandskillspossessedbythestudentstoplan,monitorandevaluatetheirlearning;(2)desire,whichsignifiesstudent’svolitionandwillingnesstolearnthetargetlanguage;(3)freedom,whichindicatesthelevelofcontroloverlearning.(HuangandBenson,2013)Whileacapacitydescribesthelearners’potential,controlimplies“havingthepowertomakechoicesanddecisionsandactingonthem”(Benson,2011:9).AccordingtoBenson(2011),thenotionof“control”ismoreobservabletoinvestigatethanthatoftakingchargeorbeingresponsible.23 广州大学硕士学位论文3.2.2LearnerAutonomyandOnlineLanguageLearningTheabovementioneddefinitionaccordinglyimpliesthatthepromotionofautonomyshouldbecarriedoutbygivinganamplechanceforlearnerstoexercisetheirpotentialstocontrollanguagelearning.TherearethreedimensionsofcontroloverlanguagelearningasarticulatedbyBenson(2011).Thefirstdimension,controloverlearningmanagement,referstostudents’observablelanguagelearningbehaviorsaboutwhere,when,andhowtolearnthetargetlanguage(HuangandBenson,2013).Anotherdimension,controlovercognitiveprocess,hastodowithhowtocognitivelycontrolpsychologicalfactorsrelatedtolanguagelearning,suchasmotivation,belief,andemotions(Benson,2011).Tofacilitatecontrolovercognitiveprocess,learnersareencouragedtothinkaboutandreflectontheirlanguagelearning(Little,2007)sothattheytakecontroloftheirlearningexperiences(Benson,2011).Thereflectiveprocessraisesstudents’metacognitiveawareness,which,inturn,leadstomoresystematicandeffectivelearningmanagement.Lastly,controloverlearningcontentsuggeststhedecisionsmadebylearnerstoselectlanguagelearningmaterialswhichfittheirlearningpurpose.Eventhoughthesethreedimensionsofautonomyareinterdependent,learnersmightshowagreaterdegreeofautonomyinonedimensionthaninothers(Benson,2011;Nakata,2011).Thishappensbecauseautonomycould“takedifferentformsfordifferentindividuals,andevenforthesameindividualindifferentcontextsoratdifferenttimes”(Benson,2011:58).Thisleadstotheconclusionthatdifferentculturalcontextsbringaboutdifferentformsofautonomydisplayedbythelearners.AsoriginatedfromtheWesternculture,theearlierconceptofautonomyisoftenassociatedwithindependence,individualization,sololearningandself-instruction(Benson,2011;Cooker,2013),inwhichlearnershavefullfreedomtodecideaboutalllearningprocessesstartingfromsettingtheobjectivestoevaluatingtheirlearning(Holec,1981)withoutthepresenceoftheteacheroroutsideformallanguageeducation(Dickinson,1987).Thisindependentconceptofautonomyembracestheindividualchoiceanddecisionratherthanthecollectiveones.However,autonomyinlanguagelearningismorethanlearningonone’sown24 ChapterThreeTheoreticalBasisinisolationwithoutanysupportfromtheteacherandpeers.Instead,autonomyisdevelopedthroughinteractingandcollaboratingwithothersinsocialsettings(Benson,2011;Cooker,2013;Little,2000,2007,2009;Murray,2014).Theinteractionallowsthelearnerstousethetargetlanguageandsociallyconstructknowledgebyengagingandcollaboratingwithpeersandteacher,inwhichtheyundertakeacollectivedecisionmakingprocessrelatedtotheirlearning.Duringtheinteraction,bothteacherandlearnersshareresponsibilitiestoachievethegoaloflearning,whichimpliesinterdependence(Benson,2011).AccordingtoCooker(2013:31),theinterdependencewhichisbuiltthroughinteractionhasimpactonthedevelopmentofautonomyas“learnersareabletofullyinteractwithaworldinwhichtheyhavecontrol.”Inthisregard,theyhavemorecontrolovertheirlearningprocessandcontent(Little,2007).TheissueofcultureleadstotwodistinctiveformsofautonomymadebyLittlewood(1999).Thefirstformisproactiveautonomy,whichimpliesthatlearnersthemselvesmanageboththedirectionandlearningactivities.ThisformofautonomyresonatesHolec’s(1981)ideaofautonomy.Ontheotherhand,reactiveautonomyistheforminwhichlearnersaretomanagethelearningactivitiesandresourcesafterthedirectionandobjectivesaredeterminedbytheteacher.Accordingly,ChineseEFLlearnersthataregenerallyseenasobedient,passive,andteacherdependentcoulddisplayautonomyinlanguagelearning.Littlewood(1999:87-88)conveysthefollowingfiveproposalsaboutthepromotionofautonomyinforeignlanguagelearning:(1)Studentshaveahighlevelofreactiveautonomy.Ifthedirectionsandobjectivesaresetbyteachers,thelearnersareabletomanagetheirlearningresourcesbothindividuallyandcollaboratively.(2)Groupsoflearnerscandevelophighlevelsofbothreactiveandproactiveautonomy.Groupworkcanenablelearnerstodevelopahighlevelofautonomy,bothreactiveandproactive,becausetheyareabletoenhanceself-interdependence.(3)Learnerswillexperiencefewlearningcontextsencouragingthemtoexerciseindividualproactiveautonomy.Thisoccursbecausethehighdegreeof25 广州大学硕士学位论文authorityandcontrolmakeslearnershavelittlechancetobeactiveinlearning.(4)Chineselearnershavethesamecapacityforautonomyasotherlearners.Eventhoughtheculturalandeducationaltraditions,pastexperiences,andlearningcontextsaredifferent,learnersfromEastandtheWestareabletodevelopautonomyinlanguagelearningattheindividuallevel.(5)Languageclassroomscanprovideanenvironmentsuitablefordevelopingthecapacityforautonomy.Iflanguageclassroomsprovidelearnerswithampleopportunitiestousetheirfreedomofchoice,studentsaremotivatedtoexerciseproactiveautonomy.Littlewood’s(1999)proposalsimplythatlearnerautonomycanbepromotedinChina.Nowadays,thedevelopmentofautonomyinEFLlearninginChinesecontextsisinevitablyshapedbytherecentadventofonlinelearning.Onlinelearningfacilitatesagreaterleveloflearnercontroloverlanguagelearning.Benson(2011)contendsthate-learningenhancelearnerautonomybyfacilitatingindependentandself-directedlanguagelearning.OnlinelearningalsoextendsEFLlearningbeyondtheclassroominwhichlearnersexerciseautonomyinout-of-classactivities.OnlineEnglishgrammarteachingfullyembodiestheideaofAutonomousLearningTheory.BasedonLittlewood’s(1999)proposalsonpromotionoflearnerautonomy,theauthorproposesonlineEnglishgrammarteachingmethod,makinggrammarteachingmoretargetedandworkable.First,thelearningdirectionsandobjectivesaresetbyteachersononlineteachingplatform,sothatstudentsareabletomanagetheirgrammarlearningresourcesbothindividuallyandcollaborativelyandthushaveahighlevelofautonomy.Second,onlineEnglishgrammarteachingclassroomprovidesstudentswithacontext(e.g.forum,onlinemeetings)inwhichstudentscaninteractandcollaboratewiththeteacherandpeersonline,sincelearnerautonomycanbedevelopedthroughinteractingandcollaboratingwithothersinsocialsettings(Benson,2011;Cooker,2013;Little,2000,2007,2009;Murray,2014).Third,students’controloverlearningcontentsuggeststhattheyareallowedtoselectthegrammarlearningmaterialsonlinewhichfittheirgrammarlevel,whichenablesstudentstodevelopahighlevelofautonomy.Fourth,withtheimmediate26 ChapterThreeTheoreticalBasisfeedbackinonlineteachingclassroom,studentsareencouragedtothinkaboutandreflectontheirgrammarlearningandmotivatedtoexerciseautonomy.Therefore,onlinelanguagelearningisagoodchoiceforpromotinglearnerautonomy.Autonomyisbetterfosteredbyonlinelanguagelearning.Therelationshipbetweenonlinelanguagelearningandautonomyisinterconnected.27 广州大学硕士学位论文28 ChapterFourMethodologyChapterFourMethodologyInchaptertwo,therelatedliteratureconcerningthepreviousstudiesofonlineEnglishgrammarteachinghasbeenreviewedaswellasthetheoreticalbasisofit.WhatstillworthtobeexploredistoapplyonlineEnglishgrammarteachingintheclassroomsofsecondaryvocationalschools,andcomparetheeffectofthenewteachingmethodwiththeconventionalgrammarteachingapproaches.Therefore,inthischapter,thespecificdetailsoftheexperimentalresearcharedescribed,namely,theresearchquestions,subjects,instruments,datacollectionandtreatment,togetherwithdetailedresearchprocedure.4.1ResearchQuestionsToachievetheobjectivesoftheresearch,thefollowingtworesearchquestionsareherebyproposed:(1)WhateffectsdoesonlineEnglishgrammarteachingproduceonsecondaryvocationalschoolstudents’Englishgrammarperformance?(2)CanonlineEnglishgrammarteachingbringanychangestosecondaryvocationalschoolstudents’autonomousEnglishgrammarlearningability?Ifyes,whatarethey?4.2SubjectsAtotalof96subjectsparticipatedinthisstudy.AllthesubjectswereGradeOnestudents,majoringinPharmacyinasecondaryvocationalschoolinZhaoqing.Theirmedianagewas17yearsold,andtherangewas16-18.Eachclasshad48students.Theywererandomlyassignedastheexperimentalgroupwhoreceivedonlinegrammarinstructionandthecontrolgroupwhoreceivedtheconventionalgrammarteachingmethods.Theselectioncriteriafortheresearchsubjectswereasfollows:first,theywerefirst-yearstudents.Allofthemjustgraduatedfrommiddleschoolandthustheyhadsimilareducationalbackgrounds.Andtheyhadnopriorexperiencewithonlineinstruction.Second,themalefemaleratioineachclasswas29 广州大学硕士学位论文approximately1:1.Therewere26boysand22girlsintheexperimentalgroupwhiletherewere23boysand25girlsinthecontrolgroup,whichwasofparticularadvantagefortheexperiment.Third,bothoftheclassesweretaughtbythesameteacher(researcher)byusingthesametextbooks.Therefore,itwouldprovidefavorableconditionsforteachingimplementationanddataacquisitionintheexperimentalprocess.4.3InstrumentsThreeresearchinstruments/datacollectiontoolswereusedforthisstudy.Theywerepretestandposttestanalysis,questionnairesandinterview(SeeTable4-1),whichutilizedbothquantitativeanalysisandqualitativeanalysis.ApretestandaposttestwereconductedrespectivelybeforeandaftertheexperimentandthescoresofthetwotestswereanalyzedthroughSPSS19.0.ThestatisticmethodsincludedIndependentSampleT-testandPairedSampleT-test.Thenaftertheexperiment,aninterviewwasconductedasasupplementtosurveytheeffectsthatonlineEnglishgrammarteachingproducedonthesubjects’Englishgrammarperformanceandtrytogetsomesuggestionsfortheimprovementofonlineteaching.Table4-1ResearchInstruments/DataCollectionToolsUsedfortheStudyQuantitativeQualitativeExamplesdatadataAmeasureoflearningTests√√gainsFiveI’vemasteredEnglishQuestionnairesresponse√grammarlearningscalesstrategies.DoyoulikeonlineInterview√Englishgrammarteaching?30 ChapterFourMethodology4.3.1TestsInthisstudy,thetestsanalysisisperformedasexplainedbelow:ThescoresofpretestandposttestbasedonPRECO(LevelB)betweentheexperimentalgroupandthecontrolgrouparecomparedwitheachother.WhichgroupmakesabetterperformanceingrammarlearningisdeterminedbytheIndependentSampleT-test.ThetestpaperusedinthisstudyisPRECO(PracticalEnglishTestPaper),LevelB(2011&2013).Thispaper,whichincludesthreedifferentquestiontypes(multiplechoice,blankfillinganderrorcorrection),cansurveysecondaryvocationalschoolstudents’comprehensivegrammarperformance.Therefore,thistestpaperischosentoensurethereliabilityandvalidityoftheexperiment.Beforetheexperimentstarted,apretest(seeAppendixI),whichwasusedtofigureoutthesubjects’initialgrammarperformanceoftheexperimentalgroupandcontrolgrouprespectively,wasgiventoallsubjects.Tounderstandthedifferenceofteachingeffectbetweentwogroups,thesubjectsinbothgroupsweregivenaquizforeachgrammaticalitemeverytwoweeksasamid-test.Attheendoftheexperiment,theacademicrecordsoftheexperimentalgroupandcontrolgroupweretestedagainrespectively,aposttest(seeAppendixII)wasgiventothetwogroupstoseewhetheronlineEnglishgrammarinstructionworkeffectivelyornot.SPSS19.0softwarewasusedtocomparethescoresofthetwogroupsbeforeandaftertheexperiment,includingthescoresoftheexperimentalgroupandcontrolgroupbothinthepretestandintheposttest.IntheSPSSsoftware,theIndependentSampleT-testwasmainlyusedtocheckthedifferencebetweentheexperimentalgroupandcontrolgroupbeforetheexperiment,aswellastheexperimentalgroup’sdifferencebeforeandafteronlineEnglishgrammarteaching.Bothquantitativeandqualitativeresearchmethodswereadopted.Theformerwasmainlyusedtostudyandanalyzetheresultsofthetestsandquestionnaires,whereasthelatterwasmainlyusedontheanalysisofinterviewsamongthesubjects.31 广州大学硕士学位论文4.3.2QuestionnairesForthepurposeofgettingabetterunderstandingofthepresentstatusofsecondaryvocationalschoolstudents’autonomousEnglishgrammarlearningability,theauthorchosethesuitablequestionsfromHeMingxia’s(2012)doctoraldissertationquestionnairewhenshegraduatedfromShanghaiInternationalStudiesUniversityandcompiledthesecondaryvocationalschoolstudents’autonomousEnglishgrammarlearningabilityquestionnaireforthisstudy.Thequestionnairewascomprisedof15items.EachsubjectattendingthequestionnairesurveywasaskedtorespondthesequestionsbasedontheiractualEnglishgrammarlearningsituations.ThequestionnaireisintheformofaLikerScalerating:optionl-totallyincompatiblewithmysituation;option2-basicallyincompatiblewithmysituation;option3-uncertain;option4-basicallyincompliancewithmysituation;option5-totallyincompliancewithmysituation.Items1-3aredesignedtoinvestigatesubjects’interestsandmotivation;items4-6aredesignedtoinvestigatesubjects’learninggoalsandplans;items7-9areusedtoinvestigatesubjects’familiaritywithlearningstrategies;items10-13areconcerningaboutsubjects’monitoringofthelearningprocess,items14-15areusedtoinvestigatesubjects’assessmentofthelearningprocessandlearningoutcomes.Atotalof96questionnairesweredistributedand96validquestionnaireswerewithdrawn.Subjects’optionsoneachiteminthequestionnaireswereanalyzedconcretelywithSPSS19.0.ThequestionnaireswerewritteninChinesetoavoidmisunderstandingsduetodifferencesinparticipants’Englishproficiency.PleaserefertoAppendixVfordetails.4.3.3InterviewAsapersonalizedresearchmethod,aninterviewpermits,tosomedegree,in-depthinformationgathering,becauseitgathersfreeandflexibleresponsesthatcan’tbeobtainedbyotherprocedures.InordertosurveytheeffectsthatonlineEnglishgrammarteachingwouldproduceonthesubjects’Englishgrammarperformanceandtrytogetsome32 ChapterFourMethodologysuggestionsfortheimprovementofonlineteaching,aninterview(seeAppendixV)wasarrangedasasupplementaftertheexperiment.Theinterviewtookapproximately10-15minutesintheteacher’sloungeintheformofcasualchatting.Twenty-fourstudentswerechosenfromtheexperimentalgroupatrandomtoparticipateinit.Thesubjectswereaskedquestionslike“DoyoulikeonlineEnglishgrammarteaching?”,“DoyouthinkonlineEnglishgrammarteachingcanimproveyourEnglishgrammarperformance?”and“What’syourgreatestachievementafter12-weekonlineEnglishgrammarinstruction?”etc.Andtheiranswersweretakendownbytheteacher(researcher).4.4DataCollectionandTreatmentInananalysisofthedata,bothquantitativeandqualitativemethodswereapplied.ThedataregardingthemultiplechoicequestionswereenteredintotheStatisticalPackageforSocialSciences(SPSS)19.0andthefrequencieswerecomputed.4.4.1DataCollectionThepretestandposttestpaperswerehandedoutinclass,andthetimewaslimited100minutesbothforthepretestandposttest.Beforeeachtest,theteacher(researcher)informedthestudentsthattheirscoresinthetestswereonlyforthepurposeoftheresearch.Afterthetest,theteachercheckedtheiranswersandrecordedtheirscoresinthecomputer.Thepre-questionnaireandthepost-questionnairewereprintedandhandedoutalsobytheauthor(researcher).Studentswereinformedbeforehandthattheyneedn’twritedowntheirnamesandhadtofinishitaccordingtotheiractualattitudewithoutoffenseoftheteacher.ThequestionnaireswerewritteninChineselestthereshouldbeanymisunderstandingsresultedfromdifferentEnglishproficiency,andthequestionnairewasnotsocomplicatedthatthestudentscouldfinishitwithinseveralminutes.Theresultswererecordedintothecomputerbytheauthor(researcher).33 广州大学硕士学位论文4.4.2TreatmentInthedataanalysis,differentwayswereadopted.Forpretestandposttestofthetwogroups,IndependentSampleT-testwasemployedinanalyzingthecollecteddata,andthemajorstatisticindexesincludedmeanvalue,standarddeviationandsoon.Themeanandthestandarddeviation(SD)inthepretestwerecomparedbetweentheexperimentalgroupandcontrolgroupinordertofigureoutthesubjects’initialgrammarperformanceandwhethertherewassignificantdifferencebetweenthetwogroupsastotheiroriginalgrammarperformance.Thenthedataoftheposttestscoreswasobtainedafter12-weekexperiment.Somecomparisonwasalsoconductedinordertoseewhethertherewassomechangeastosubjects’Englishgrammarperformance.Forthequestionnaire,thequestionswerechosenfromHeMingxia’s(2012)doctoraldissertationwhenshegraduatedfromShanghaiInternationalStudiesUniversity.96questionnaireswerehandedoutasatotalinthisquestionnairesurveyand96questionnairesweretakenback,andallwereeffectiveones.Theauthormadeaconcreteanalysisonsubjects’optionsoneachitemwithSPSS19.0.IndependentSampleT-test,PairedSampleTestanddescriptivestatisticswereusedtoanalyzefivedimensionsofthescalerespectively.Thepre-andpost-questionnaireswereconductedtoseewhetherthesubjects’autonomousEnglishgrammarleaningabilityhadbeenenhancedornot.Theinterview(seeAppendixV)wasarrangedaftertheexperimentasasupplementtosurveytheeffectsthatonlineEnglishgrammarteachingproducedonthesubjects’Englishgrammarperformanceandtrytogetsomesuggestionsfortheimprovementofonlineteaching.Ittookapproximately10-15minutesintheteacher’sloungeintheformofcasualchatting.Twenty-fourstudentswerechosenfromtheexperimentalgroupatrandomtoparticipateinit.Theywereaskedfiveopenquestionsandtheteacher(researcher)tookdowntheiranswers.34 ChapterFourMethodology4.5ResearchProcedure4.5.1PretestAtthefirststep,theexperimentalgroupandthecontrolgroupwerepretestedbyusingthesametestpaper(seeAppendixI)andatthesametime.Subjects’testscoresareanimportantstandardontheirinitialgrammarperformanceanditisalsoareflectionabouttheirEnglishgrammarproficiency.Thetestwasusedtofigureoutthesubjects’initialgrammarperformanceandwhethertherewassignificantdifferencebetweentheexperimentalgroupandthecontrolgroup.Thenthepretestscoresweregatheredandcompared.Fromthecomparisonweknowthattherewasnosignificantdifferencebetweentwogroups,whichwouldbeajustificationforthefollowingprocedures.4.5.2Pre-questionnaireAtthebeginningoftheexperiment,96questionnaireswerehandedouttothe96subjectsinthesamemajor.Theaimofthequestionnairesurveywastosurveythepresentstatusofsubjects’autonomousEnglishgrammarleaningability.Allthequestionnaireswerefilledundertheteacher’soverseeinclasstomakesurethatalloftheparticipantstakeitseriouslysothattheresultsweremorereliable.Thenthequestionnaireswerecollectedandtheresultswereanalyzedcarefully.4.5.3ImplementationofEnglishGrammarTeachingIntheprocessoftheexperiment,theexperimentalgroupandthecontrolgroupreceiveddifferentteachingmethodsrespectively.StudentsinthecontrolgroupweretaughtbytraditionalapproacheswhereasthoseintheexperimentalgroupreceivedonlineEnglishgrammarteachingmethod.Twoperiodsperweekwasavailableforbothgroupsonthepremisethattheteachingcontentsandteachingschedulesremainedthesame.Bothoftheexperimentalgroupandthecontrolgroupweretaughtbythesameteacher(researcher)byusingthesametextbooksEnglishI(BasicModule)editedbyLinLi(2009)andpublishedbyHigherEducationPress,inwhichthetwogroups35 广州大学硕士学位论文completedthesameexercisesandgrammaticaltopics.Thetopicscoveredinclasswere:prepositions,prepositionalphrases,subject-verbagreement,thepasttense,thepresentperfecttense,subjunctivemoodandobjectclause.ThegrammarcoursewastaughtfromSeptember2017toDecember2017for12weeks,eitherthroughonlineteachingplatformorthroughtraditionalapproaches.(1)TheTeachingApproachofControlGroupThecontrolgroupwasexposedtothetraditionalin-classgrammarinstruction,i.e.,thedeductiveapproachandinductiveapproach.Asarule,teacherscombinedthetwoapproachestogether,thatwastheinductive-deductivegrammarteachingapproach.Inclass,theteacherfollowsthefollowingprocedure:Lead-in—Grammarknowledgepresentation—Practice—Summary—Assignment.Firstofall,theteacher(researcher)letsubjectsdosomewarm-upactivitiesasthelead-in.Thentheteacherexplainsthegrammarknowledgeinthisunitanddealswiththerelevantexercises.Thestudentsfinishtheexercisesinclassandhandthemin.Lastcomestheteacher’ssummary.Afteroneperiod’steachingandlearning,theteachergivesstudentssomeassignmentstofinishafterclassforthepurposeofconsolidationofgrammaticalpointsinthisunit.Thencomesthenextunit.Accordingtothegeneralperiodofthewholetermandthecontentsofthetextbook,fiveunits(includingfivegrammaticalitems)willbedeliveredinall.Thetopicscoveredinclassare:prepositions,prepositionalphrases,subject-verbagreement,thepasttense,thepresentperfecttense,subjunctivemoodandobjectclause.Ittakes2sessions(4periods)tofinisheachofthefiveunits(seeAppendixVI).Thestudentsreceivein-classgrammarinstructionfortwoperiods(90minutes)perweekandtheteacherasksthestudentstoprevieworreviewthegrammarafterclass.Studentsmayspendabouthalfanhourongrammarrevisionorprevieweveryweek.SoittakesstudentsinthecontrolgroupabouttwohourstolearnEnglishgrammareachweek.(2)TheTeachingApproachofExperimentalGroupThestudentsintheexperimentalgroupweretaughtgrammarthroughanonlineteachingplatform,thatis,“WeLearning”OnlineTeachingPlatform,developedbyZhaoqingMedicalCollege(http://www.welearning.net.cn/course/view.php?id=2363).36 ChapterFourMethodologyTheclassroomprocedurefortheexperimentalgroupfollowedtheteacher-guidedself-accesslearningmethod,whichhasbeentalkedaboutinchapter2.2.4.Meanwhile,theauthordevelopedamethodcalled“interactivemethod”thatincludestheinteractionbetweenhumanandcomputer,aswellasbetweenstudentsandtheteacher.①Human-computerInteractiveMethodTherearefourfunctionsprovidedintheonlineteachingcenteroncampus.Aweb-basedteachingsystem,whichconsistsofarangeofteachingandlearningsoftware;atestingsystem,whichiscomprisedofgrammarperformancetest,chaptertestandlanguageskillstest;onlineteachingmanagement,whichrecordsthetimeandperformanceofstudents’activities;anonlinelibrary,whichprovidesvariouskindsofmaterialsincludinggrammar,pronunciation,E-dictionary,microlectures,tonameonlyafew.Teacherscanuploadstudymaterialstotheplatform,knowthelearners’learningsituationaccordingtothetraces,andgiveevaluationofthestudents’performance.Priortoonlineinstruction,thestudents’computerliteracyskillswereassessedbyaquestionnaire.Atutorialwasgiventothemforreference.Theonlinecoursecomponentsweredescribedandinstructionsonhowtousecertaincoursecomponentswerealsopostedinthe“Hotspot”area.Everyweek,grammarwebsites(hyperlinks)relatedtothegrammartopiccoveredinclasswasaddedin“WeLearning”onlineteachingplatform.Thelinkscontainedexplanations,examples,exercisesandquizzesandadailygrammarlesson.Questionsthatrequireduseofaparticulartenseorgrammaticalstructurewerepostedinthe“Hotspot”area.Inaddition,thestudentscouldpostshortparagraphsonanytopicoftheirchoice.Thestudentscheckedthespecificgrammarlinkspostedunder“WeLearning”,answeredthequizzesandwereencouragedtocheckthedailygrammarlesson.②Student-teacherInteractiveMethodTherolesoftheteacherandthelearner:whenlearningEnglishgrammarthroughtheonlinelearningplatform,studentsareregardedasthecentralfocusof37 广州大学硕士学位论文theclass,whiletheteacherisconsideredasasupporter,monitorintheonlineteachingprocess.Thedetailedoperatingprocess:thestudentswererequiredtolearnaspecificgrammarthrough“WeLearning”.Theydiscussedwiththeteacherorotherlearnersonlinewhentheywerelearningordoingtheexercise.Theteacher,ononehand,monitorsthelearners’learningtraces.Sheknewwhatthelearnershadlearned,howtheyhaddonetheexerciseandthetimetheyspentinlearningaspecificgrammarpoint.Ontheotherhand,theteacheralsojoinedintheirdiscussion.Shewouldgivesomeguidanceandhelptothelearnersiftheycameacrosssometrouble.Throughoutthesemester,theteacherservedasafacilitator.Sheprovidedtechnicalsupportonusingthedifferentcomponentsoftheonlinecourse,andrespondedtoindividualstudents’needs,commentsandrequestsforcertainsites.Theauthorsentpublicandprivatemessagestoencouragethestudentstointeractandcommunicate.Shehadtolookforrelevantwebsitesandposttheminthe“WeLearning”area,andshealsopostedquestionsanddiscussiontopicsin“Hotspot”areaeveryweek.Theteacherdidnotcorrectspellingandgrammaticalmistakes.Shewouldpointoutthetypeoferrorstheymadeespeciallyinthegrammarthreadsandaskthestudentstodouble-checktheirposts.Studentsinbothgroupsdidallthegrammarexercisesinclass.Whiledoingtheexercises,theauthormonitoredstudents’workandprovidedindividualhelp.Onlyerrorsrelatedtorulesunderstudywerehighlighted.Feedbackwasprovidedonthepresenceandlocationoferrorsbutnocorrectformswereprovided.Thestudentshadtochecktherulesandexamplesinthebookbythemselves.Extracreditwasgiventostudentswhocoulddoalltheitemsintheexercisecorrectlyandwithinthedesignatedtime.Asforassessment,studentsinbothgroupsweregivenfivequizzes.Testsweregraded,returnedtothestudentswithcommentsonstrengthsandweaknesses.Wordsofencouragementweregiven.Theslightestimprovementwasnotedandcommended.Answerswerediscussedinclass.38 ChapterFourMethodology(3)ASampleofOnlineEnglishGrammarTeachingInordertosupplementtheabovepracticalprocessofonlineEnglishgrammarteaching,theauthorwillgiveaspecificsampleabouttheimplementationofonlineEnglishgrammarteachinginUnit1,thetopicofwhichisObjectClause.①LearnerAnalysisStudentslearnedthathowthedirectquotationintheobjectclausechangesintoanindirectonewhentheywereinjuniorhighschool.Fromthefeedbackoftheirexercisesandexaminationpapers,itcanbeseenthatstudentshavenotmasteredtheobjectclausewellandthustheyarenotveryflexiblewithitsapplication.Andtheindividualdifferencesamongstudentshavebecomemoreandmoreobvioussincetheyenteredthesecondaryvocationalschools.②TeachingContentTheobjectclause,thegrammaticalpointofUnit1GrammarFocusinEnglishI(BasicModule)publishedbyHigherEducationPress,isconsideredasoneofthemostimportantcontentsofgrammarknowledgethatsecondaryvocationalschoolstudentsarerequiredtomaster.③TeachingObjectivesKnowledgeobjectives:a)Tomasterthevariousconnectivewordsthatguidestheobjectclause.b)Tograspthewordorderoftheobjectclause.c)Tograsptheechoofthesubjectclauseandclauseinthetense.Abilitygoals:a)Todevelopstudents’grammarabilitytocompletereadingtasks.b)Todevelopstudents’grammarabilitytocompletewritingtasks.Emotionalgoals:Todevelopstudents’autonomousEnglishgrammarleaningabilitiesandcultivatestudents’attitudestowardsEnglishgrammarlearning.④TeachingFocusandDifficultiesFocus:ThewordorderoftheobjectclauseandtheechooftenseDifficulties:thewordorderoftheobjectclauseandtheechointhetense;and39 广州大学硕士学位论文thetransformationofinterrogative+infinitive⑤TeachingProcedureOnlinegrammarteachingincludesthefollowingthreestages:preparationstage,self-learningstageandconsolidationstage.a)(Beforeclass)PreparationStageAboutoneortwoweeksbefore，theteacherprovidesalloftheself-learningmaterialsofUnit1forthestudents.Figure1showsthematerialsthatarepreparedforUnit1,includingvideos(microlectures),PPT,quizandassignment.Withtheprevailingofeducationalinformationization,agreatvarietyofvideoresourcescanbeobtainedfromtheInternet.Thenewbirthofmicro-coursesisalsopushingalotofeducatorstomaketeachingvideosbythemselves,usingallkindsofsoftware.PowerPointfilesarethedetailedexplanationofgrammaticalpointsinthisunit.Themicro-videoadoptedinthisunitisfromMicro-courseContestofForeignLanguagesinChina,whichisObjectClause,byLecturerWangDi,fromLuzhongSecondaryVocationalSchool(SeeFigure2).Thereasonwhythismicrolectureischosenisthatitiscarefullydesignedwithimages,soundsandrealcontexts.What’smore,itadoptsacreativegrammarteachingmethodbyrap,whichwillbebeneficialforstudentstomemorizeboringgrammarpointsinapleasantmood,anditwillbeofgreathelpforthemtomasterthethreeelementsoftheEnglishobjectclauseaswell.40 ChapterFourMethodologyFigure1PrintscreenofUnit1on“WeLearning”Figure2PrintscreenofMicrolecture-ObjectClauseb)(Inclass)Self-learningStageAfterlearningtheobjectclausethroughmicrolecture(quicklearnersmayskipthisstep),studentsarerequiredtofinishtheguidedlearningplanindependently.Accordingtotheguidedlearningplan,studentsfinishtheexercisesanddothequiz41 广州大学硕士学位论文afterwards.Ittakesabout10minutestofinishthequiz,andstudentscanreviewtheiranswersbeforesubmittingthetest.Similarly,bothcorrectandincorrectanswerscanbereviewedimmediatelyaftersubmission(SeeFigure3).Ifstudentsarenotsatisfiedwiththeresultsofthequiz,theymayhaveasecondorthirdtrialforthetestsothattheycangetamoresatisfactoryresultandthusbetoprankingintherankinglist.Alliswellsetbytheteacheron“WeLearning”beforehand.Figure3PrintscreenoftheQuizafterStudents’SubmissionDuringtheprocessofstudents’learningon“WeLearning”,theteachermonitorsstudents’learningtraces.Theteacherknowswhatthey’velearned,howthey’vedonetheexercisesandthetimetheyspendoneachpart.Assignmentsare42 ChapterFourMethodologygraded,witherrorshighlighted.Immediatefeedbackisprovidedonthepresenceandlocationoferrorsbutnocorrectformsarenoted.Wordsofencouragementarealsogivenontheassignment(SeeFigure4).Figure4PrintscreenofStudents’AssignmentFigure5PrintscreenofStudents’ScoringRateofUnit1Fromtheabovescoringratefigure(SeeFigure5),theteacherknowsthestudents’performanceinobjectclauselearning.Theteacherknowsnotonlythe43 广州大学硕士学位论文scoringrateofeachpartbutalsoknowsthescoringrateofeachquestioninthequiz.ItisindicatedclearlyinFigure5thatthemajorityofstudentsfinishthetaskofUnit1well,fortheaveragescoresofthisunitis78.62.Hence,aconclusioncanbedrawnthatstudentshavedoneagoodjobbothinthequizandassignmentpart.Furthermore,studentsarelikelytoparticipateintheforumand“Hotspot”area(SeeFigure6)whentheyfinishtheguidedlearningplan.Theydiscusswiththeirclassmatesonthequestionsthey’vejustencounteredduringtheexercisesorquizzes.Theteacherwouldjoinintheirdiscussionandgivethemsomeguidanceifnecessary.Figure6PrintscreenofTopicsin“Hotspot”AreaAsisshowninFigure6,somestudentspostafewquestionsconcerningthedifficultiesofobjectclausein“Hotspot”areaaftertheirlearning,andotherstudentsvotefortheonestheyhavesimilardifficulty.Inthislesson,thehottesttopicisaboutthemultiplechoicequestions“Julydidn’tknow____”inthequiztheyhavejusttaken.16students,whichtakeup30%ofthewholeclass,findithardtounderstandtheanswer,sotheteacherwillgivea5to10minutes’explanationonthisquestionlateron.c)(Afterclass)ConsolidationStageInStage3,forthepurposeofconsolidation,studentsaregivencertain44 ChapterFourMethodologyassignmentstofinishafterclass(seeFigure7).TheyareaskedtoprevieworreviewthegrammarknowledgebyscanningtheQRcodeon“WeLearning”platform.Figure7AssignmentsforStudentsafterClass⑥TeachingEvaluationInordertoobtainanimmediateteachingfeedbackofthislesson,theauthorconductedaquestionnairesurveyonlineonstudents’evaluationoflearningobjectclausethroughonlinegrammarteachingattheendoftheclass.(SeeTable4-2)Table4-2Students’EvaluationofLearningObjectClausethroughOnlineEnglishGrammarTeachingTremendousBigHardtoLittleNohelphelpsayhelphelpAstothemasteryofthe2816220definitionofobjectclauseAstothemasteryofthree1720641elementsofobjectclauseAstothemasteryof13171251connectivesofobjectclauseAstotheaccomplishment2715321ofcorrespondingexercisesQuestion1isasurveytoseewhetheronlineEnglishgrammarteachingisof45 广州大学硕士学位论文helpforsecondaryvocationalschoolstudentstomasterthedefinitionofobjectclause.AsisshowninTable4-2,28studentsthinkitoftremendoushelptomasterthedefinitionofobjectclause,whichaccountsfor59%ofthewholeclass.16studentsthinkitofbighelptomasterthedefinitionofobjectclause,whichaccountsfor33%ofthewholeclass.2studentsfeeluncertaintothisquestion,andalso2studentsthinkitisoflittlehelptomasterthedefinitionofobjectclause,whichaccountsfor4%ofthetotal.Noneofthemthinksthatitisofnohelptomasterthedefinitionofobjectclause(SeeFigure8).4%4%0%tremendoushelpbighelp33%hardtosay59%littlehelpnohelpFigure8Question1:Isitofhelptomasterthedefinitionofobjectclause?TheaboveresultshowsthatmoststudentsthinkthatonlineEnglishgrammarteachingishelpfulforthemtomasterthedefinitionofobjectclause.Tobespecific,92%ofthestudentsthinkthatonlineEnglishgrammarteachingcanhelpthemtograspthedefinitionofobjectclause.Soconclusioncanbedrawnthatonlinegrammarteachingishelpfulforstudents’masteryofthedefinitionofobjectclause.Question2isasurveytoseewhetheronlineEnglishgrammarteachingisofhelpforsecondaryvocationalschoolstudentstomasterthethreeelementsofobjectclause.FromFigure9,itcanbeseenthat17studentsthinkitoftremendoushelpforthemtograspthethreeelements,accountingfor35%ofthewholeclass.20studentsthinkitofbighelptomasterthethreeelementsofobjectclause,whichaccountsfor42%ofthewholeclass.6students,accountingfor13%ofthewholeclass,feel46 ChapterFourMethodologyuncertaintothisquestion,and4students,accountingfor8%ofthewholeclass,thinkitoflittlehelptomasterthethreeelements.Yet,1studentthinksthatitisnohelptomasterthethreeelements,whichaccountsfor2%ofthetotal(SeeFigure9).2%8%13%Tremendoushelp35%BighelpHardtosayLittlehelpNohelp42%Figure9Question2:Isitofhelptomasterthethreeelementsofobjectclause?Theresultshowsthat77%ofthestudentsthinkthatteachingobjectclausethroughonlineEnglishgrammarteachingishelpfulforthemtomasterthethreeelementsofobjectclause.Only10%ofthestudentsthinkitoflittlehelpornohelpforthemtomasterthethreeelementsofobjectclausethroughonlineEnglishgrammarteaching.Question3isasurveytoseewhetheronlineEnglishgrammarteachingisofhelpforsecondaryvocationalschoolstudentstomastertheconnectivesofobjectclause.ItcanbeseenfromFigure10that13studentsthinkitoftremendoushelptomastertheconnectivesofobjectclause,whichaccountsfor27%ofthewholeclass.17studentsthinkthatitisofbighelptomastertheconnectives,whichaccountsfor36%ofthewholestudents.12studentsfeeluncertaintothisquestion,whichaccountsfor25%ofthewholestudents.And5studentsthinkthatitisoflittlehelptomastertheconnectives,whichaccounts10%ofthewholeclass.Still1studentthinksthatitisnohelptomastertheconnectives,whichaccountsfor2%(seeFigure10).47 广州大学硕士学位论文2%10%27%TremendoushelpBighelp25%HardtosayLittlehelpNohelp36%Figure10Question3:Isitofhelptomastertheconnectivesofobjectclause?Theresultshowsthat63%ofthestudentsthinkthatteachingobjectclausethroughonlineEnglishgrammarteachingisveryhelpfulforthemtomastertheconnectivesofobjectclause.And25%ofthestudentsfeeluncertainand12%ofthestudentsthinkthatitisnotveryhelpfulforthemtomastertheconnectivesofobjectclausethroughonlineEnglishgrammarteaching.Astothisquestion,theproportionofuncertaintyandnegativeisrelativelyhigh,whichmakestheauthorthinkaboutthereasonwhy37%ofthestudentsfeeluncertainorholdanegativeattitudetowardsthisquestion,andtheteacherneedtoconcentratemoreontheconnectivesinobjectclauseteachinginclass.Question4isasurveytoseewhetheronlineEnglishgrammarteachingisofhelpforsecondaryvocationalschoolstudentstodothecorrespondingexercisesofobjectclause.ItcanbeseenfromFigure11that27studentsbelievethatitisoftremendoushelpforthemtodotheexercises,whichaccountsfor57%.15studentsthinkthatitofbighelpforthemtodotheexercises,whichaccountsfor31%.3students(6%ofthetotal)feeluncertaintothisquestion,andalso2studentsthinkthatitisoflittlehelpforstudentstodotheexercises,whichtakesup4%ofthewholeclass.Only1studentthinksthatitisnohelpforstudentstodotheexercises,whichtakesup2%ofthewholeclass.(SeeFigure11)48 ChapterFourMethodology4%2%6%TremendoushelpBighelpHardtosay31%57%LittlehelpNohelpFigure11Question4:Isitofhelptofinishthecorrespondingexercisesofobjectclause?Theresultshowsthat88%ofthestudentsthinkthatteachingobjectclausethroughonlinegrammarteachingisveryhelpfulforthemtodothecorrespondingexercises.Inaword,concerningobjectclause,mostofthestudentsholdpositiveattitudestowardsonlineEnglishgrammarteaching,andtheygetsatisfactoryresultsafterlearningonline.4.5.4Mid-testInordertobetterunderstandthedifferencesinteachingeffectsbetweentwogroupsofsubjects,thesubjectsinbothgroupsweregivenaquizforeachgrammaticalitemeverytwoweeks.Theyhadbeengiven5quizzes,including5grammaticalitems:prepositions&prepositionalphrases,subject-verbagreement,tenses(thepasttense&thepresentperfecttense),subjunctivemoodandobjectclause.4.5.5PosttestTheposttestwasconductedattheendoftheexperimentinDecember2017inboththeexperimentalgroupandthecontrolgroup,exactlyidenticalwithwhathadbeendoneatthebeginningoftheexperiment.Afterthetest,theauthorcountedthescoresanddidthestatisticalanalysisinordertoseetheeffectthatonlineEnglish49 广州大学硕士学位论文grammarteachingproduceonthesubjects’Englishgrammarperformanceorthereweresomedistinctdifferencesbetweenthetwogroupsaftertheexperiment.4.5.6Post-questionnaireBytheendoftheexperiment,thequestionnairesurveywascarriedonagaininthecontrolgroupandtheexperimentalgroup,exactlythesameaswhathadbeendoneatthebeginningoftheexperiment.Afterthequestionnairesurvey,thedatawascollected,andthestatisticalanalysiswasperformedbytheauthorsoastoseewhethertherewassignificantdifferencebetweentheexperimentalgroupandcontrolgrouponstudents’autonomousEnglishgrammarleaningabilityaftertheexperiment.4.5.7InterviewInordertoknowtheeffectsthatonlineEnglishgrammarteachingproducedonthesubjects’Englishgrammarperformanceandtrytogetsomesuggestionsfortheimprovementofonlineteaching,aninterview(seeAppendixV)wasarrangedaftertheexperimentasasupplement.Thepurposeofinterviewwastoobtaininformationbyactuallytalkingtotheinterviewees.Inordertoaddupthecredibledegreeofthequestionnairesurvey,theauthorinterviewedtherandomlyrecruited24studentsintheexperimentalgroupandaskedthemquestions(fiveopenquestionsforeach)ononlineEnglishgrammarteaching.50 ChapterFiveResultsandDiscussionChapterFiveResultsandDiscussionThisresearchhasbeenconductedtoexploretheeffectofonlineEnglishgrammarteachingonsecondaryvocationalschoolstudents’grammarperformanceandautonomousEnglishgrammarlearningability.Inthischapter,whichisastatisticanalysisofresultsanddiscussion,somedatacollectedfromtheexperimentisillustratedanddiscussed.5.1ResultsInthissection,theresultsoftheresearcharepresented.Theyare:resultoftests,resultsofquestionnairesandresultsofinterview.5.1.1ResultsofTests(1)PretestInordertofigureoutthesubjects’initialEnglishgrammarperformanceandwhethertherewassignificantdifferencebetweentheexperimentalgroup(EG)andthecontrolgroup(CG),apretestwasconductedatthebeginningofthestudy.AllthesubjectsfromEGandCG(48subjectsineach)tookthetest.Therearethreequestiontypesinthetest,includingmultiplechoice,(30questions,and1pointforeach),errorcorrection(10questions,30points)andblankfilling(20questions,2pointseach).Thetotalscoreofthetestis100points,andthetimeforthepretestis100minutes.Students’testscoresisacrucialstandardontheirinitialEnglishgrammarperformanceanditisalsoareflectionabouttheirEnglishgrammarproficiency.SPSS19.0isutilizedinstatisticalanalysisintheresearchsoastoprovideaclearandaccuratecontrastbetweenEGandCG.Theresultsofthepretestwouldillustratethemeanandthet-value.Table5-1presentstheIndependentSampleT-testofEGandCGinthepretest.Table5-1DataAnalysisofPretestinEGandCGGroupNMeanStd.dftpEG4852.6914.32994Pretest-0.4480.655CG4853.9412.97593.08951 广州大学硕士学位论文FromTable5-1,itcanbeseenthattheMeanofEGisalmostthesameasthatofCG.Beforetheexperiment,theMeanandtheStd.DeviationinEGare52.69and14.329respectively,andtheMeanandtheStd.DeviationintheCGare53.94and12.975respectively.Thetvalueis-0.448,andpvalueis0.655(>0.05).FromthecomparisonweknowthattherewasnosignificantdifferencebetweenEGandCGintermsofstudents’initialEnglishgrammarperformancebeforetheexperimentinthetwogroups,whichwouldbeaguaranteeforthefollowingprocedures.(2)Mid-testTomakeacomparisoninEnglishgrammarteachingeffectsbetweenEGandCG,thestudentsinbothgroupsweregivenaquizforeachgrammaticalitemeverytwoweeks.Theyhavebeengiven5quizzes,including5grammaticalitems.Table5-2presentstheIndependentSampleT-testofEGandCGinthemid-test.Table5-2DataAnalysisofMid-testinEGandCGVariablesGroupNMeanStd.tpTensesEG486.461.184(Thepasttense&The0.3570.722CG486.381.104presentperfecttense)Subject-verbEG4881.14911.5900.000agreementCG485.251.176PrepositionsEG488.131.084&7.9770.000CG486.291.166PrepositionalphrasesEG4870.989Subjunctivemood0.1050.917CG486.980.956EG486.61.106Objectclause5.8030.000CG485.311.075FromtheresultsofTable5-2,itcanbeseenthatEGreachesasignificantlevelinthegrammaticalitemssubject-verbagreement,prepositions&prepositionalphrasesandobjectclause,andthepvaluesarealllessthan0.05,indicatingthatthescoresofEGhavesignificantdifferencefromthatofCGinthethreegrammaticalitems.AsisshownintheaboveTable5-2,thesubject-verbagreement(M=8)inEGissignificantlyhigherthanthatinCG(M=5.25).Theprepositions&prepositional52 ChapterFiveResultsandDiscussionphrases(M=8.13)inEGissignificantlyhigherthanthatintheCG(M=6.29).Theobjectclause(M=6.6)issignificantlyhigherthantheCG(M=5.31).InthetestsofTensesandSubjunctiveMood,thet-statisticofthegroupvariablesdoesnotreachasignificantlevel,andthesignificantprobabilitypvaluesareallabove0.05,whichindicatethatthereisnosignificantdifferenceinthegrammaticalitemsTensesandSubjunctiveMoodbetweenEGandCG.(3)PosttestThesubjectsinCGhavebeentaughtEnglishgrammarbytraditionalEnglishgrammarteachingmethodswhereassubjectsinEGhavebeentaughtEnglishgrammaronline.TheposttestwasheldattheendoftheexperimentinDecember2017,inordertoseewhethertherewouldbesomeobviouschangesbetweenthetwogroupsaftertheexperiment.Thewaywasidenticalwiththeonethathadbeendoneatthebeginningoftheexperiment.Thequestiontypesoftheposttestwerethesameasthatofinthepretestandthetotalscorewasalso100points.TheIndependentSamplesT-testwasusedtotestifywhetherthetwogroupshadsignificantdifferenceintheposttestaftertheexperiment.ThestatisticalanalysisoftheposttestisshowninthefollowingTable5-3.Table5-3DataAnalysisofPosttestinEGandCGGroupNMeanStd.dftpEG4863.4413.41594Posttest2.0990.038CG4857.5014.28693.631FromTable5-3,itcanbefoundclearlythatattheendoftheexperiment,theMeanofCGintheposttestis57.50whiletheMeanofEGis63.44,whichis5.94higherthanthatofCG.What’smore,thetvalueis2.099whilethepvalueis0.038(<0.05),suggestingthatthescoresoftheposttestinEGhassignificantdifferencefromthatofinCG.Accordingtothestatistics,itcanbedrawnthatsubjectsinEGhavemadegreatprogressintermsoftheirEnglishgrammarproficiencyafterbeinggivenonlineEnglishgrammarinstruction.Itshowsthatthereissignificantdifferenceintermsofsubjects’EnglishgrammarperformanceaftertheexperimentinEGandCG.53 广州大学硕士学位论文Accordingtotheaboveanalysisandcomparison,theauthordrawstheconclusionthatsubjects’Englishgrammarperformancehasbeenimprovedafter12-weekonlineinstruction.Theexperimenthassignificanteffectonsubjects’EnglishgrammarscoresinEG,whichindicatesonlineEnglishgrammarteachingproduceapositiveeffectonthesecondaryvocationalschoolstudents’commandofEnglishgrammarandimprovingtheirEnglishgrammarperformance.5.1.2ResultsofQuestionnairesInordertofigureoutwhetheronlineEnglishgrammarteachingcanbringanychangestosecondaryvocationalschoolstudents’autonomousEnglishgrammarleaningability,theauthoranalyzesthedataaboutthequestionnairebeforeandaftertheexperimentinEGandCG.Theresultsareshownasfollows:(1)Pre-questionnaireThequestionnaireincludesfifteenquestions,whichisconductedtogettoknowthecurrentsituationofsecondaryvocationalstudents’autonomousEnglishgrammarlearningability.ThequestionnaireisadoptedtheformofLikerScalegrading.IndependentSampleT-test,PairedSampleTestanddescriptivestatisticsareusedtoanalyzefivedimensionsofthescalerespectively.Therearefiveaspectstobequestioned.Table5-4DataAnalysisofPre-questionnaireinEGandCGVariablesGroupNMeanStd.tpLearningInterestsEG482.651.1090.0610.951&MotivationCG482.641.104LearningEG482.71.149-0.2420.809ObjectivesCG482.761.1LearningEG482.671.1840.2280.820StrategiesCG482.621.205EG482.71.119Self-monitoring0.1810.857CG482.661.138LearningEG482.761.2670.9370.351AssessmentCG482.521.23854 ChapterFiveResultsandDiscussionTheabovestatisticalresultsinTable5-4showstheanalysisofsubjects’autonomousEnglishgrammarleaningabilityinfiveaspects(learninginterestsandmotivation,learningobjectives,learningstrategies,self-monitoringandlearningassessment)betweenEGandCGinthepre-questionnairesurvey.ItcanbeseenfromTable5-4thatthetestt-statisticofgroupvariablesdoesnotreachsignificantlevel,andthesignificantprobabilitypvalueareabove0.05,indicatingthatsubjectsofdifferentgroupsarenotsignificantlydifferentinlearninginterestsandmotivation,learningobjectives,learningstrategies,self-monitoringandlearningassessmentofEnglishgrammar.What’smore,thescoresofEGandCG(M<2.8)inthefivedimensionareinalowergradetoo,andthereisnosignificantdifference.Itcanbeseenthatthesubjects’Englishabilitiestolearngrammarautonomouslyintwogroupsarebothpoorbeforetheexperiment.(2)Post-questionnaireThequestionnairesurveywascarriedonagaininEGandCGbytheendoftheexperiment.Thewaywasidenticalwiththathasbeendonebefore.Afterthequestionnairesurvey,thedatawascollectedandthestatisticalanalysiswasconductedbytheauthor.ThestatisticalanalysisoftheposttestisshowninthefollowingTable5-5.Table5-5DataAnalysisofPost-questionnaireinEGandCGVariablesGroupNMeanStd.tpLearningInterestsEG483.610.9363.7520.000&MotivationCG482.781.221LearningEG483.311.2992.6640.009ObjectivesCG482.631.175LearningEG482.91.1830.4250.672StrategiesCG482.791.22EG483.580.98Self-monitoring4.0460.000CG482.691.168LearningEG483.361.2192.7250.008AssessmentCG482.681.25355 广州大学硕士学位论文Thetableaboveshowsthedifferenceanalysisoflearninginterestsandmotivation,learningobjectives,learningstrategies,self-monitoring,andlearningassessmentingrammarlearningbetweenEGandCGinpost-questionnairesurvey.ItcanbeseenfromTable5-5thatthescoresofEGarehigherthanthoseofCGinfouraspects,i.e.,learninginterestsandmotivation,learningobjectives,self-monitoringandlearningassessment.Thetestt-statisticofgroupvariablesinthefouraspectsallreachthesignificantlevel,andthesignificantprobabilitypvaluearealllessthan0.05,whichmeansthattherearesignificantdifferencesinlearninginterestsandmotivation,learningobjectives,self-monitoringandlearningassessmentbetweenEGandCG.Thelearninginterestsandmotivation(M=3.61)inEGissignificantlyhigherthanthatinCG(M=2.78);learningobjectivesinEG(M=3.31)issignificantlyhigherthanthatinCG(M=2.63);theself-monitoringinEG(M=3.58)issignificantlyhigherthanthatofCG(M=2.69);thelearningassessment(M=3.36)intheEGissignificantlyhigherthanthatinCG(M=2.68).Thereisnosignificantstatisticalsignificanceofthet-statisticinthelearningstrategies(p>0.05),indicatingthatthereisnosignificantdifferenceinEnglishgrammarlearningstrategiesbetweenEGandCG.Itcanbeconcludedthatsubjects’autonomousEnglishgrammarleaningabilityinEGisimprovedincontrasttothatofCGaftertheexperiment.Table5-6ComparisonoftheResultsofPre-andPost-questionnaireinEGVariablesGroupNMeanStd.tpLearningPretest482.651.109Interests&-4.5760.000MotivationPosttest483.610.936LearningPretest482.71.149-2.4140.018ObjectivesPosttest483.311.299LearningPretest482.671.184-0.920.360StrategiesPosttest482.91.183Pretest482.71.119Self-monitoring-4.1230.000Posttest483.580.98LearningPretest482.761.267-2.3800.019AssessmentPosttest483.361.21956 ChapterFiveResultsandDiscussionTable5-7ComparisonoftheResultsofPre-andPost-questionnaireinCGVariablesGroupNMeanStd.tpLearningPretest482.641.104Interests&-0.5850.560MotivationPosttest482.781.221LearningPretest482.761.10.5380.592ObjectivesPosttest482.631.175LearningPretest482.621.205-0.7020.485StrategiesPosttest482.791.22Pretest482.661.138Self-monitoring-0.1550.877Posttest482.691.168LearningPretest482.521.238-0.6150.540AssessmentPosttest482.681.253Thetwotablesabove(Table5-6&Table5-7)showthedifferenceanalysisofsubjects’autonomousEnglishgrammarleaningabilityofpre-andpost-questionnaireintwogroupsrespectively.ItcanbeseenfromTable5-6thatthepre-andpost-testvariablesrelatedtolearninginterestsandmotivation,learningobjectives,self-monitoringandlearningassessment,thet-statisticvaluesallreachsignificantlevel,andthesignificantprobabilityvaluepislessthan0.05,whichmeansthattherearesignificantdifferencesinlearninginterestsandmotivation,learningobjectives,self-monitoringandlearningassessmentamongthesubjectsinEG.WithrespecttotheMeanintheabovefouraspects,theMeanofpost-questionnairehasincreasedalotasagainstthatofpre-questionnaireinEG:theMeanofthelearninginterestsandmotivation(M=3.61)oftheposttestissignificantlyhigherthanthatofthepretest(M=2.65);theMeanofthelearningobjectivesoftheposttest(M=3.31)issignificantlyhigherthanthatofthepretest(M=2.7);theMeanoftheself-monitoring(M=3.58)issignificantlyhigherthanthepretest(M=2.7);andtheMeanoflearningassessment(M=3.36)intheposttestissignificantlyhigherthanthepretest(M=2.76).Andthereisnosignificantstatisticalsignificanceofthet-statisticinthelearningstrategiesinthepre-and57 广州大学硕士学位论文post-questionnairesurvey(p>0.05).Onthecontrary,asisshowninTable5-7,thereisnosignificantdifferencebetweenthepre-questionnaireandpost-questionnaireinCG.Thisshowsthatdistinctchangesoccurredinsubjects’autonomousEnglishgrammarlearningabilityaftertheexperiment,andusingonlineEnglishgrammarteachingsuggestedbytheauthorisveryhelpfultocultivatesubjects’autonomousEnglishgrammarlearningability.5.1.3ResultsofInterviewInordertoknowmoreabouttheeffectsthatonlineEnglishgrammarteachingproducedonthestudents’Englishgrammarperformanceandtrytogetsomesuggestionsfortheimprovementofonlineteaching,aninterview(seeAppendixV)wasarrangedaftertheexperimentasasupplement.Theauthorinterviewed24studentsatrandominEGandtherecordofinterviewwastakendown.Question1:DoyoulikeonlineEnglishgrammarteaching?Whyorwhynot?Astothisquestion,twenty-twostudentsansweredthattheylikedonlineEnglishgrammarteaching,“BecausethisteachingmethodcanstimulateourinterestsinlearningEnglishgrammar”,saidbyStudentA.Thisisinlinewiththeabovefindingsofthepost-questionnaire.Comparedwiththatofintraditionalclassrooms,learningEnglishgrammarontheonlineteachingplatform,whichprovidesabundantlearningmaterials,withimages,soundsandcontextsintegratedonline,definitelytendtoelicitstudents’interestsinEnglishgrammarlearning.Intheprocessoflearninggrammarthroughtheonlinelearningplatform,asStudentBsaid,“Wefeelrelaxedandconfidentwhereasweoftenfeelboredandintenseintheconventionalgrammarclasses”.AccordinglytheybelievedthatonlinegrammarteachinghelpedthemlearnEnglishgrammarmucheasierandhappier.AstotwostudentswhodislikedonlineEnglishgrammarteaching,StudentCsaidthatshewasnotproficientincomputeroperation,andnotusedtothislearningmethod,whichmightaffecttheefficiencyoflearning.AndStudentDsaidthattherewassomuchdistractiononlinethathefounddifficulttocenteronthetargetEnglishgrammarlearningcontents.58 ChapterFiveResultsandDiscussionQuestion2:DoyouthinkonlineEnglishgrammarteachingcanimproveyourEnglishgrammarperformance?Asforthisquestion,nineteenstudentssaidthatonlineEnglishgrammarteachingcouldimprovetheirEnglishgrammarperformance,whichaccountedforthreereasonstheymentioned.Mostimportantofall,onlineEnglishgrammarteachingmethodwasexpedient.LearningEnglishgrammarthroughonlinelearningplatformmadeitmoreconvenientforstudentstolearn.Next,thisteachingmethodmadegrammarlearningmoreindependent.Atthebeginningoftheclass,thestudentswereassignedtocompletethelearningofoneunit(onegrammaticalpoint).Theycouldchoosewhethertolearnthegrammaticalpoint(watchthemicrolecturesorPowerPointslidesonline)ortofinishthecorrespondingguidedlearningexercisefirst.8studentssaidthismethodhelpedthemenhancetheirlearningefficiency.“Wecanskipthedullandboringpresentationbytheteacherforacertaingrammaticalpointwhichwe’vemastered.Ifwehaveanyquestions,wecanreturntoconsultPowerPointslidesordiscusswithourclassmatesorteacheronline.”,saidbyStudentE.Besides,theycouldmakelearningplansbasedontheirownEnglishgrammarlevelandmadeupthegapingholesingrammarknowledgeinatimelymanner.Inaddition,sixstudentssaidtheycouldtrytodotheexercisesasmanytimesaspossibletogetahigherscore.Theyfeltmoreconfidentwhentheygotasatisfactorymarkafterhavingasecondtrialforthequiz.AsStudentFsaid,“I’msodelightedtoseetheprogressIhavemadeintherankinglist”.SoitisbelievedthatonlineEnglishgrammarteachingisbeneficialtohelpdevelopstudents’initiativeandcreativity,andthusitcanenhancetheirlearningefficiencyandupgradetheirEnglishgrammarperformance.Finally,throughonlineEnglishgrammarteaching,studentswereprovidedmoreopportunitiestohaveinteractionswiththeirclassmatesandtheteacherthanbefore,whichwasofgreathelpinmutuallearning.ThreeintervieweessaidthattheyregardedonlineEnglishgrammarteachingasaneffectivewayinimprovingtheirgrammarperformance,buttheydidn’tmakeobviousimprovementaftertheexperiment.AndtheothertwostudentswhodislikedonlineteachingEnglishgrammardidn’tthinkitcouldimprovegrammarperformance.59 广州大学硕士学位论文Question3:What’syourgreatestachievementafter12-weekonlineEnglishgrammarinstruction?Inregardtothisquestion,intervieweesgaveavarietyofanswers.Twenty-twointervieweessaidthattheyhadgainedalotafter12-weekonlineEnglishgrammarinstruction.EighteenstudentssaidthattheirgreatestachievementwasthattheirinterestsinlearningEnglishgrammarhadbeenrapidlydevelopedandtheyknewhowtomakegrammarstudyplans.Theotherfourstudentssaidthattheimprovementofthescoresinthefinalwastheirgreatestachievementasaresultoftheincreasedself-confidenceintheirEnglishgrammarstudy.Question4:DoyouhavesomesuggestionsfortheimprovementintheonlineEnglishgrammarclass?Surprisingly,concerningthisquestion,alloftheintervieweesparticipatedactivelyingivingresponses.Sevenintervieweessuggestedthatmoreentertainingandinterestingmaterialsbepostedon“WeLearning”onlinelearningplatformsoastomakeEnglishgrammarclassesmoreattractiveandinteresting.ThreeintervieweesproposedthatmoretechniquesorlearningtoolsbeexpectedtobeintroducedinclassestofacilitatetheirEnglishgrammarlearning.Andtheotherintervieweesadvisedthatmoreactivitiesbedesignedtomakethegrammarclassmorelivelyandtoincreasemoreinteractionamongstudents.Question5:AreyouwillingtolearnEnglishgrammarviaonlineteachinginthefuture?Inregardtothisquestion,twenty-twostudentssaidthattheywouldbewillingtolearnEnglishgrammarviaonlineteachinginthefuture.TheysaiditwasagoodteachingmethodandmadeEnglishgrammarlessonsmoreinteresting.Fromtheresultsoftheinterview,itcanbeconcludedthatmoststudentsheldpositiveattitudestowardsonlineEnglishgrammarteaching.Theyexpressedtheirgreatinterestsinthenewteachingmethod.OnaccountofonlineEnglishgrammarteaching,theirlearninginEnglishgrammarhadbecomemoreeffectiveandinteresting.MostofthemreckonedthatonlineteachinghadgreatlyimprovedtheirEnglishgrammarperformance,theycouldnotonlycomprehendthegrammarwell60 ChapterFiveResultsandDiscussionbutalsoputthegrammarknowledgeintopracticeproficiently.Furthermore,theirfourlanguagecapabilities(listening,reading,speakingandwritingcapabilities)hadsimultaneouslyimprovedtosomeextentafterlearningEnglishgrammarwell.Consequently,theconclusioncanbedrawnthatmostsecondaryvocationalschoolstudentslikedlearningEnglishgrammaronlineandtheyheldpositiveattitudestowardsit.5.1.4SummaryInthepresentstudy,bymakingaconcreteanalysisandcomparisonontheresultsfromEGandCG,wehavearrivedatthreemajorconclusions,whichcanbesummarizedasfollows:(1)OnlineEnglishgrammarteachinghasafacilitativeeffectonsecondaryvocationalschoolstudents’Englishgrammarperformance.ThegrammarperformanceinEGdifferssignificantlyfromthatofCGintheposttest,whichindicatesthattheMeanscoresofEGincreasefrom52.69to63.44,byacomparisonofCG.Throughtheanalysisofthescoresoffivetargetgrammarstructures:themeanscoreofthethreetargetgrammarstructure(prepositions&prepositionalphrases,subject-verbagreementandobjectclause)intheEGissignificantlyhigherthanthatofCGandthusthegrammarproficiencyinthesethreetargetgrammarstructureissignificantlydifferentbetweentwogroups.(2)OnlineEnglishgrammarteachingcanbringdistinctchangestosecondaryvocationalschoolstudents’autonomousEnglishgrammarlearningability,andthespecificchangescanbeshowninthefollowing:thestudents’Englishgrammarlearninginterestsboostedandbettermotivated;themajorityofstudentsstartedsettinggoalsanddevisingplansforlearningEnglishgrammar;theycouldmonitortheirownlearningprocessinmostpartsoftheirgrammarstudies;theybecamemoreconsciousinevaluatingtheirEnglishgrammarlearningprogressandoveralloutcomeaswell.(3)ThesecondaryvocationalschoolstudentsholdapositiveattitudetowardsonlineEnglishgrammarteaching.Aftertheexperiment,itisclearlyindicatedinthe61 广州大学硕士学位论文interviewthatthesecondaryvocationalschoolstudents’satisfactioningrammarteachinggreatlyhasincreased,andthemajorityofstudentsaresatisfiedwithonlineEnglishgrammarinstruction.5.2DiscussionTheprevioussectionsarethestatisticaldataanalysisofthepre-andpost-test,pre-andpost-questionnaireandtheinterview.Afteranalyzingthedata,adetaileddiscussionoftheresultsistobedelivered.Thediscussioniscomposedoftwoparts,namelystudents’EnglishgrammarperformanceviaonlineEnglishgrammarteachingandstudents’autonomousEnglishgrammarleaningabilityafteronlineEnglishgrammarteaching.5.2.1Students’EnglishGrammarPerformanceviaOnlineEnglishGrammarTeachingFromtheaboveanalysisofpretest,mid-testandposttest(Table5-1,5-2&5-3),theauthordrawsaconclusionthatstudentsfrombothEGandCGhavemadeprogressinEnglishgrammarperformance,butstudentsinEGmadegreaterprogressthanthoseinCG.TheresultsrevealedastatisticallysignificantdifferenceinEnglishgrammarscoresinfavorofEG,whichshowimprovementsofmeansscorefrom52.69increasedinto63.44duringposttest.Thus,thefirstresearchquestioninthestudycanbeproved:onlineEnglishgrammarteachingproducedafacilitativeeffectonsecondaryvocationalschoolstudents’Englishgrammarperformance.ThefirstresearchquestionaddressedtheeffectofonlineEnglishgrammarteachingonthestudents’Englishgrammarperformance.Theexperimenthadasignificanteffectonstudents’EnglishgrammarscoresbeforeandaftertheexperimentinEG,buttherewasnosignificantdifferenceintermsofstudents’EnglishgrammarperformanceinCG.Theresultsofthisstudywereinlinewiththegeneralconclusionsdrawnfromotherstudies(e.g.,Nagata,1996;Plomteux,2013),whichassertedtheeffectivenessofonlineteachingplatforminlearninggrammar.Therearesomecaveats/explanationstoconsiderwheninterpretingthefindings.First,thematerialsusedbyonlinelearnerswerericher,whichcouldsignificantly62 ChapterFiveResultsandDiscussionaffectwhatstudentslearn.Ononehand,PowerPointslideswereregularlypostedononlineteachingplatformtosupplementthegrammarmaterialscoveredinclass.Theseslidescoveredthebasicstructureanduseinadditiontoprovidinghyperlinkstoextrainformation,activitiesandquizzes,andvideosoneachgrammarpoint.Thestudentswerekeenonviewingtheseslides.Ontheotherhand,sincestudentsmostlyfocusedontheteachingvideosorslides(whicharereferredtoonlyonegrammaticalpoint)forabout5to10minutes,learnerscouldconcentrateononegrammaticalpointwhentheywerelearning.Anotherpossibleexplanationforthesestudents’superiorperformanceistheiractiveengagementastheystudiedslides,didself-assessment,andpostedinforums.Theslidesontheonlinegrammarlearningplatformcontainedself-assessment,completedwithanswerkeys.Onetestwaspostedoneachofthetopicscoveredinclass.Studentsdidthesetestsandgotfeedbackimmediatelyaftersubmissionofresponses.Inaddition,thestudentswerealsoallowedunlimitedattempts,whichenabledthemtogetmoregrammarpractice.B.S.Bloom(1968)’sMasteryLearningTheoryofferedexplanationsforthedistinctperformanceofEGbeforeandaftertheexperiment.OnlineEnglishgrammarteachingclassroomtooktheprinciplesofMasteryLearningTheory.Intheonlinegrammarteachingclassroom,studentsstudiedthecoursebasedontheirownschedule.Theywererequiredtoparticipateinthequizwhentheycompletedthestudyofonetargetgrammaticalstructure.Iftheyfailedinthequiz,theyhavetoreturntolearnthissectionuntiltheypass,sothattheycouldgoontostudythenexttargetgrammaticalstructure.Asaresult,studentsinEGmasteredthegrammaticalstructuresmuchbetterthanthoseinCG.Theresearcheralsopostedoneachgrammartopiccoveredintheclassinthegrammarforums.Moststudentsengagedactivelyintheforums.Whatwasespeciallybeneficialwasthestudents’abilitytoviewanydiscussionandtheirpeers’replies,whichencouragedthemnotonlytopostrepliesbutalsotolearnfromtheirpeers’errorswhichwerecorrectedbytheteacher.Also,online“meetings”sometimesforcedstudentstobemorepreparedandtoparticipatemoreactivelyinthelearningprocessthantheymightbewhilesittingintheclassroom.Theymight63 广州大学硕士学位论文thereforebelesslikelytobecomedetachedandpassiveintheprocess.Forabovementionedreasons,students’EnglishgrammarperformancehasbeenimprovedwithonlineEnglishgrammarteaching.TheseresultsareconsistentwiththosereportedbyBanditvilai(2016),TsaiandTalley(2014),Sun(2014)andYangetal.(2014),whichallreportpositiveeffectsforonlineteachingplatformandonlinelearning.ThisfindingisalsoconsistentwithfindingsofpriorstudiesusingotherformsoftechnologyingrammarinstructionsuchastheNagata(1996),Collentine(2000)andZhuo(1999)studies.Nagatafoundtheongoingintelligentcomputerfeedbacktobemoreeffectivethansimpleworkbookanswersheetsfordevelopinglearners’grammaticalskillinproducingJapaneseparticlesandsentences.Collentinereportedthatuser-behaviortrackingtechnologiespromotedtheabilitiesofforeign-languagelearnersofSpanishingeneratingindirectspeech.Zhuoconcludedthathypermedia-basedinstructionwasveryeffectiveingrammarteachingandlearning.Additionally,inthemid-testofthepresentstudy,asisshowninTable5-2,itcanbealsofoundthatEGsignificantlyoutperformedCGintheposttestandinthree(i.e.,prepositions&prepositionalphrases,subject-verbagreementandobjectclause)ofthefiveimmediategrammaticalitemmid-tests.Meanwhile,itwasfoundintheimmediatemid-teststhattherewasnosignificantdifferencebetweenEGandCGintermsoftwogrammaticalitems(i.e.tensesandSubjunctivemood).Onepossiblefactorthatcausedtheimprovedperformanceisthatwhenknowledgewhichneedsmechanicalmemoryisinstructed,onlineEnglishgrammarteachingismorelikelytobefacilitativeinpromotinggrammarproficiency,whereaswhencomprehensiveknowledge,suchastensesandsubjunctivemood,ispresented,face-to-faceEnglishgrammarinstructionseemstobemoreeffectivethanonlineEnglishgrammarteaching.Anotherpossibleexplanationfortheresultsisthatstudents’Englishgrammarcompetenceareimprovedthrough12weeks’onlineEnglishgrammartraining,whichisconsistentwiththeresultsoftheirsuperiorperformanceintheposttest.Takingintoaccountalltheabovefeatures,wecansafelydrawtheconclusion64 ChapterFiveResultsandDiscussionthatonlineEnglishgrammarteachinghasafacilitativeeffectonsecondaryvocationalschoolstudents’Englishgrammarperformance,especiallyeffectiveonthegrammaritemswhichneedmechanicalmemoryanddrills,suchassubject-verbagreement,objectclause,prepositionsandprepositionalphrases.5.2.2Students’AutonomousEnglishGrammarLearningAbilityafterOnlineEnglishGrammarTeachingSignificantdifferenceswerefoundbetweenEGandCGinstudents’autonomousEnglishgrammarleaningabilityasmeasuredbythepost-questionnairesurvey,suggestingthatachievementinEGimprovedasaresultofonlineEnglishgrammarinstruction.Andthestudents’specificchangesinautonomousEnglishgrammarlearningabilitycanbeshowninthefollowing:thestudents’Englishgrammarlearninginterestsboostsandarebettermotivated;themajorityofstudentsstartsettinggoalsanddevisingplansforlearningEnglishgrammar;theycanmonitortheirownlearningprocessinmostpartsoftheirgrammarstudies;theybecomemoreconsciousinevaluatingtheirEnglishgrammarlearningprogressandoveralloutcomeaswell.Thismeansthatonlineinstructionprovetobeapowerfultoolforimprovingstudents’autonomousEnglishgrammarleaningability.Thereasonsthataccountforstudents’enhancementcanbesummarizedasfollows:First,theflexibilityofonlineEnglishgrammarteachingmethodappealstosecondaryvocationalschoolstudents.UnlikeFrigaard’sstudy(2002)inwhichthestudentspreferredtolearngrammarintheclassroomratherthaninthecomputerlab,themajorityofthesubjectsshowedmoreinterestsandconfidenceinonlineEnglishgrammarinstructionclass.Fromtheresultsofinterview,itcanbeseenthattwenty-two(91.7%)intervieweespreferredonlineEnglishgrammarteaching,becausetheythoughtithadstimulatedtheirlearninginterestsandincreasedtheirself-confidenceinEnglishgrammarlearning.Eighteen(75%)intervieweessaidthattheirgreatestachievementwasthattheirinterestsinlearningEnglishgrammarhadbeenrapidlyimproved,andfour(16.7%)intervieweessaidthattheimprovementofthescoresinthetestwastheirgreatestachievementbecausetheyfeltmoreconfidentintheirEnglishgrammarstudy.Thisisinlinewiththeabovefindingsofthe65 广州大学硕士学位论文post-questionnaire.Twofundamentalfactorsareconsideredforit.Foronething,theteachingcontentisuploadedtoonlineteachingplatformbeforehandandthestudentscanchoosetoworkaccordingtotheirschedule.IntraditionalEnglishgrammarclass,teachersmaybetoofastortooslowinexplanationforcertainstudents.Forquicklearners,theymaygraspimmediately,whileforthosestrugglinglearners,theymayspendmoretimeinprocessing.YetinonlineEnglishgrammarclass,studentscanlearnathis/herownpace.Quicklearnerscanskiptheteachingvideoorslidesthey’vealreadymasteredandchoosetodotheexercisesdirectly,whereasforstrugglinglearners,theycanwatchtheteachingvideoandslidesforseveraltimes,anddotheexercisesoverandoveragainuntiltheymasterthegrammaticalpoint.ThisteachingmethodtendstohelpstudentsbecomemoreautonomousinEnglishgrammarlearning.Foranother,videosorhyperlinksonlineintegratecharacters,sounds,imagesandanimationsinonevideoanditcancreatevariedcontextsforlearnerstolearn.Inthisrealspecificcontext,learnerscanthuslearnunconsciously,andtheirinterestsinEnglishgrammarlearningarearousedwithit.Besides,alearningplanpostedontheplatformhelpsstudentssetclearlearninggoals.Inclass,studentsareaskedtofinishthetasksaccordingtotheschedulebyconsultingtheteachingvideosandlearningmaterials,andtheyarerequiredtocompletethegrammartasksbythemselves.Soit’sthestudentsthemselvesthatcontroltheirownpacetolearn.FromtheperspectiveofAutonomousLearningTheory,teacher-studentrelationshipisnotrestrictedtoasingleteachingandlectures.Itsroleisalsodiverse,anditsconnotationismoreabundant.InonlineEnglishgrammarteachingclassrooms,theteachingvideosandmaterialsseemtohavereplacedthestatusofteachersandtheroleofteachershasbeenweakened.However,infact,throughonlineteaching,teachersnolongerimpartknowledge,andtheyaremoreofalearningguideandfacilitator.Studentsareinitiativetoexplorenewgrammarknowledgeandbecomethesubjectsoflearningactivities.Thisteachingmethodmayhelpthemtoenhancetheirabilityofself-studyandself-monitoring.“Theteacherprovidesteachingmaterialsforustolearnontheonlineplatform，andwearealsoaskedtocompleteself-testexercises”,asStudentXsaid,“sowehaveto66 ChapterFiveResultsandDiscussionstudyindependentlybyusingthematerials”.Furthermore,thescoresofallattemptsarerecorded,andstudentscanreviewtheiranswersbeforesubmittingthetest.Similarly,bothcorrectandincorrectanswerscanbeviewedimmediatelyaftersubmission,whichmaybehelpfulforstudentstodotheself-assessment.Finally,theimmediatefeedbackandself-pacingcapabilitiesofonlineteachingplatformnotonlyreducelearningtimebutalsocontributetoincreasedconfidence,betterattitudes,andasenseofaccomplishmenttowardslearning(Koedingeretal.,1997),hence,improvebothstudents’EnglishgrammarperformanceandautonomousEnglishgrammarlearningabilities.Meanwhile,fromtheresultsofpost-questionnaire,itisalsofoundthattherewasnosignificantdifferencebetweenEGandCGinEnglishgrammarlearningstrategies.Therearetwopossibleexplanationsforit.Oneisthattheteacherdidn’tteachthesubjectsgrammarlearningstrategiesinclasssystematically,sothattheydidn’thaveagrasponit.Theotherexplanationisthatthesubjectsdidn’tmakeclearoftheconceptoflearningstrategyandthustheywouldbeconfusedinmakingachoiceinthepost-questionnaire.OnlineEnglishgrammarteaching,whichprovidesanautonomouswayoflearninggrammar,hasbroughtdistinctchangestosecondaryvocationalschoolstudents’autonomousEnglishgrammarlearningability,andthemajorityofstudentsholdfavorableattitudestowardsit.Thisfindingisalsoconsistentwithfindingsofotherstudies.Forinstance,Lin(2009)foundthatinternationalstudents’attitudestowardsESLwerepositivelyrelatedtotheirattitudestowardcomputers.TheirattitudetowardsESLwasalsopositivelyrelatedtotheirperceivedcomputercompetencyimprovementandtheirexperienceinESLwaspositivelyrelatedtotheirperceivedcomputercompetencyimprovement.InChen’sstudy(2004),freshmenandsophomoresinTaiwanexpressedsignificantlypositiveattitudestowardeducationaltechnologyuseinEFLinstruction.Moreover,Felix(2003)reportedthatonthewhole,studentswerepositivelyinclinedtoworkingwiththewebandfoundituseful,withthemajoritypreferringtousethewebasasupplementtoface-to-face67 广州大学硕士学位论文teaching.Furthermore,intermediatelevelcommunitycollegeESLstudentsandteachersexpressedverypositiveattitudestowardusingLEE(Schnackenberg,1997).AsinSchnackenberg’scomputersoftwareLEE,onlinegrammarinstructioninthepresentstudyprovidedadditionalgrammarpractice,aself-pacedandnon-threateninglearningenvironment.Thestudentsenjoyedusingtheonlinecourseandfeltithelpedthemlearn.68 ChapterSixConclusionChapterSixConclusionInthepreviouschapter,thedesignoftheexperimenthasbeenpresentedalongwiththeresultsoftheexperimentdiscussed.Inthischapter,themajorfindingsoftheresearchwillbefirstlysummarized,andthencomessomepedagogicalimplicationsoftheresearch,aswellasthelimitationsofthestudyandsuggestionsforfurtherresearches.6.1MajorFindingsThisdissertationprobesintotheeffectofonlineEnglishgrammarteachingonsecondaryvocationalschoolstudentswithstatisticanalysisoftheoneinZhaoqingMedicalCollegeasanexample.Withtheresearchinstruments,includingtestsscoreanalysis,questionnaireanalysisandtheinterviewinvestigation,theresearchquestionshavebeensolved.Tobespecific,onlineEnglishgrammarteachingplaysapositiveroleinthefollowingaspects:(1)Itproducesafacilitativeeffectonthesubjects’Englishgrammarperformance.Comparedwiththatofcontrolgroup,theMeanscoresofexperimentalgroupincreasedfrom52.69to63.44,whichshowedsignificantimprovementoftheexperimentalgroupthrough12-weekonlineEnglishgrammarinstruction.IntheprocessofonlineEnglishgrammarteaching,thesubjectsintheexperimentalgroupactivelyparticipatedinlearningactivitiesundertheguidanceoftheteacherandsubjectswereinthedominationinthewholeteachingprocess.Therefore,onlineEnglishgrammarteachingismoreconductivetoimprovesubjects’Englishgrammarperformance.(2)Itcanbringdistinctchangestothesubjects’autonomousEnglishgrammarleaningability.OnlineEnglishgrammarteachingimprovesthesubjects’autonomousEnglishgrammarlearningability,andthedistinctchangescanbeshownasfollows:thesubjects’Englishgrammarlearninginterestsboostedandwerebettermotivated;the69 广州大学硕士学位论文majorityofthemstartedsettinggoalsanddevisingplansforlearningEnglishgrammar;theyhadabettergraspontheprogressoftheirgrammarstudies;theybecamemoreconsciousinevaluatingtheirEnglishgrammarlearningprogressandoveralloutcomeaswell.(3)ThemajorityofsubjectsholdpositiveattitudestowardsonlineEnglishgrammarteaching.Aftertheexperiment,itisclearlyindicatedintheinterviewthatsubjects’satisfactioninEnglishgrammarteachinggreatlyincreased,andthemajorityofsubjectsweresatisfiedwithonlineEnglishgrammarinstruction.6.2PedagogicalImplicationsDespitethefactthatonlineEnglishgrammarteachingisanemergingteachingmethod,ithasproducedprofoundimplicationsfortheteachers,studentsandadministratorsinsecondaryvocationalschools.Therearemainlythefollowingthreeaspectsasforthepedagogicalimplicationsoftheresearch.Firstandforemost,sinceonlineEnglishgrammarteachingappearstobeeffectiveonsecondaryvocationalschoolstudents,EnglishteachersaresupposedtoprimarilyattainbasiccomputerandInternetliteracyskills.InordertoimproveEnglishteachingefficiency,teachersareexpectedtokeeppacewiththetimeandtrytoputmodernscienceandtechnologyintoteachingpractice.Inaddition,teachersneedtolearnonlineteachingstrategiesandhavetheironlineteachingskillstrainedaswell.Mostimportantly,whattheyneedtodoistonotonlygivealecture,butalsohelptheirstudentsineverypossibleway.Onlyinthiswaycantheyprovidetheirstudentswithongoingsupportstartingfrompre-courseinquirythroughtocoursecompletion.Inaddition,forstudents,theyhavesimilarproblemswiththosetheirteachersarefacing.Liketheirteachers,studentsengaginginonlinelearningenvironmentmustfirstfamiliarizethemselveswiththeuseofthecomputerandtheInternet.So,providingthatstudentsprocessbasiccomputerandInternetliteracy,theyaretobecomeautonomousandeffectiveonlinelearners.Furthermore,studentsare70 ChapterSixConclusionencouragedtotakeadvantageofscienceandtechnologyproperly.SincetherearesomedistractionsinonlineEnglishgrammarclassesbecauseitisweb-basedinstruction,studentsmaybelackofself-controlability.Lastbutnotleast,foradministratorsinsecondaryvocationalschools,investmentbothinsoftwareandhardwaredevelopmentisobviouslyofgreatimportance.Butinthecontextofonlineinstruction,teachers’supportisequallycrucialforthelearners.Studentsupportinitiativesandhumanresourcedevelopmentareaccordinglyessential.Forteachers,theyareencouragedtodomoreresearchwiththeresultsofscienceandtechnologyandapplyonlineteachingtoEnglishgrammarinstructioninothersecondaryvocationalschools.6.3LimitationsoftheStudyandSuggestionsforFutureResearchesThoughthestudyhasbroughtfavorableinfluenceofonlineEnglishgrammarinstruction,therearesomelimitationsinit.Firstly,thedurationoftheexperimentisnotverylong.Thetimeofthestudylastsforthreemonths,whichisrelativelyshortandnotpersuasiveinmeasuringtheeffectivenessofinstruction.Chancesarethatitwilldecreasethereliabilityandvalidityofthestudy.Secondly,thesampleofsubjectsintheexperimentislimited.Thereare96studentsfromthesameschoolinZhaoqinginvolvedinthestudywhilethereareonly24studentsinvolvedintheinterview.Thelimitedexperimentsubjectsmayaffecttheoutcomeoftheinstruction.Theresultsofthestudywouldbemorereliableiftherearemoreparticipantsfromdifferentschoolsanddifferentplacesinvolved.Thirdly,thescaleandqualityoftheequipmentinthelanguagelabisrelativelypoor.Sometimestheslownetworkspeedmayaffectteachingandlearningefficiency.Somestudentsreportedthattheyoncespentnearlyhalfanhourinuploadingtheirexerciseson“WeLearning”platform.Thisinconveniencemayinfluencetheprocedureofnormalteachingandlearning.Sofar,theshort-termeffectsofonlineEnglishgrammarinstructionhavebeenrecognizedingrammarteachinginourcountry,andEnglishexpertsandteachers71 广州大学硕士学位论文tendtopaymoreandmoreattentiontoit.Withrespecttotheimplicationsforfurtherresearches,thearearelatedtohowtoimproveteachers’trainingisofinterestandvalue.Nevertheless,itisjustanovelapproachtoteachingandisprobablynotsuitabletoeverycircumstance.Thedecisiononwhatkindofclassroomproceduretobeadoptedissupposedtobemadebasedonactualsituations,withallfactorstakenintoaccount.Endeavorsareexpectedtobemadetoprovetheeffectivenessandincorporatealldifferentmodesofinstruction.Onthewhole,onlinegrammarteachingopensupanewpathforthereformofEnglishgrammarteachinganditislikelytobearmoresatisfactoryfruits.72 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AppendicesAppendixIPretest一、单项选择（共30小题，每小题1分，共计30分）1.Mr.Hawkinsrequeststhatthedata_____byfaximmediately.A.besentB.sendsC.issentD.sent2.EachoftheOlympicathletes______formonths,evenyears.A.havebeentrainingB.weretrainingC.hasbeentrainingD.beentraining3.Thecompanywillupgrade____computerinformationsystemsnextmonth.A.thereB.theirC.it"sD.its4.WhenIgraduatefromcollegenextJune,I___astudenthereforfiveyears.A.willhavebeenB.havebeenC.hasbeenD.willhave5.Ms.Guth_____rathernotinvestthatmoneyinthestockmarket.A.hastoB.couldC.wouldD.must6.Ourworldwidenetworkofservicecentersistheretogiveyoua____hand.A.helpfulB.helpingC.helplessD.help7.Asettlementisaplacewherepeopleliveandcarryoutactivities,______farming,tradingandmanufacturing.A.solikeB.suchlikeC.soasD.suchas8.Communicationsrefertothe___ofmessagesandinformationbetweenpeople.A.changeB.offerC.chargeD.exchange9.Oneway_____peoplearemanaginglandandwaterresourcesisbyincreasingtheirprice.A.whatB.whichC.whereD.inwhich10._____foodshelptomakefoodpreparationandcookingfasterandeasier.A.ConvenientB.ReadyC.ConvenienceD.Cooked11.LunchingataChineserestaurant,myfriendnoticedthathistable___________setwithforksbutnotchopsticks.81 A.wasbeingB.hasbeenC.hadbeenD.be12.Theuniverseismadeofdifferentkindsof______.A.matterB.menC.lifeD.thing13.Thereweresomanythingsinmybagthatittookmequitesometime_____thekey.A.tofindB.findC.havefoundD.found14.AsaLeaguemember,hethinks_____hisdutytohelpotherswhentheyareintrouble.A./B.itC.thatD.this15.Ihave______pleasureinintroducingourspeaker.A.muchB.muchofC.manyD.manya16.Marythoughtshewasgoingtofailtheexam,butshepassed______.A.afterallB.allinallC.forallD.inall17.Thepostmanshouted,——MrGreen,hereisaletter______you.A.ofB.forC.fromD.to18.Massmediareferstothemeansofcommunicationsthat____themasses,thatis,themajorityofpeopleinacountryorthroughouttheworld.A.touchesB.contactsC.arrivesD.reaches19.NotonlyIbutalsoPeterandJim____tiredofhavingoneexaminationafteranother.A.areB.isC.amD.be20.____walking,weallmovefromplacetoplaceusingdifferenttypesofvehiclessuchasthecar,thebusandthetrain.A.BesidesB.BesideC.FromD.Letalone21.—IthinkyoushouldphoneJennyandsaysorrytoher.—________.Itwasherfault.A.NowayB.NotpossibleC.NochanceD.Notatall22.Thewarmthof_______sweaterwillofcoursebedeterminedbythesortof_______woolused.A.the;theB.the;C.;theD.;82 23.Ihate_______whenpeopletalkwiththeirmouthsfull.A.itB.thatC.theseD.them24.ItwasonlywhenIrereadhispoemrecently_______Ibegantoappreciatetheirbeauty.A.untilB.thatC.thenD.so25.Thehomeimprovementshavetakenwhatlittlethereis______mysparetime.A.fromB.inC.ofD.at26.Justafterputtingawaythedishes,_______.A.thedoorbellrangloudB.NancyheardthedoorbellringC.someoneknockedatthedoorD.thedoorbellwasrung27.—Itwascarelessofyoutohaveleftyourclothesoutsideallnight.—MyGod!______.A.SodidIB.SoIdidC.SowereyouD.Sodidyou28.Thenumberofpeopleinvited_______fifty,butanumberofthem_______absentforthedifferentreasons.A.were;wasB.was;wasC.was;wereD.were;were29.E-mail,aswellastelephones,_______animportantpartindailycommunication.A.isplayingB.haveplayedC.areplayingD.play30.Themanagerhasgotagoodbusiness_______sothecompanyisdoingwell.A.ideaB.senseC.thoughtD.thinking二、填空题（共20小题；每小题2分，共40分）31.Bothteachersandparentsbelievethatyoungchildrenshould(teach)roadsafetyrulestoavoidaccidents.32.Youngvolunteersenjoy(help)theseniorcitizensintheireverydaylife.33.Attheendofyesterday’sinterview,she(offer)thepositionadvertisedinthenewspaper.34.We’veagreed(transfer)partofourbusinesstoanewowner.35.Thecompanyoffersavarietyofroles(suit)forthegoals,backgroundsandtalentsofitsemployees.83 36.While(study)atcollege,hegottoknowtheprofessorandlearnedalotfromhim.37.Communicationviaeyecontactseemstobe(particular)importantinsomecases.38.Asmorecustomerswillattendthemeeting,weneedtopreparesome(addition)chairs.39.Theseapartmentsallowolderpeopletokeeptheir(independent),whilehavingmedicalavailable.40.Manypeoplefindtelephoneinterviews(difficult)thanface-to-faceinterviews.41.Thesalesmanageraskshismeneveryweek(inform)himofeverythingconcerningsales.42.Ifyouwanttobe(success)inlife,youshouldbehonestandself-confident.43.Theengineerputforwarda(suggest)atthemeetingtoimprovethepublictrafficsystem.44.Oncethepaymenthasbeenmade,thegoodsshould(deliver)inoneortwodays.45.Inthepastdecadee-mail(become)oneofthemostpopularmeansofcommunication.46.Mostcustomersweresatisfiedwiththewaytheircomplaints(handle)bythecompanylastmonth.47.UKUniversitiesshouldfocuson(provide)overseasstudentswithEnglishlanguageskillsandBritishcultureaswell.48.Acompletelynewidea(deal)withairpollutioninbigcitiesattractedmuchpublicattention.49.Heisoneofthemostqualifiedengineersourcompany(employ)inthelasttenyears.50.Ifyousuccessfullycompletethetrainingprogram,youwill(interview)bythecompanyforthefinaldecision.84 三、短文改错（共10小题；每小题3分，共30分）下面短文中有10处语言错误。请在有错误的地方增加、删除或修改某个单词。增加：在缺词处加一个漏词符号（ʌ），并在其下面写出该加的词；删除：把多余的词用斜线（）划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。MyfriendHenryhasamostunusuallyhobby.51.＿＿＿＿＿Helikesplantflowersinstrangeplaces.52.＿＿＿＿＿Whenthespringcomesround,youcanalwaystell53.＿＿＿＿＿Henryhadbeenbusyworkingbecausethedirtysidesof54.＿＿＿＿＿canals（沟渠）andrailwaybankssuddenly55.＿＿＿＿＿becamefilledofflowers.Inhissparetime,with56.＿＿＿＿＿pocketsfullofseeds,Henrygoesroundbyhisbike.57.＿＿＿＿＿Hehasalongpipewithhimblowseedsintoplaces58.＿＿＿＿＿thatishardtoreach.Whenhisflowersfade（凋谢）,59.＿＿＿＿＿hegoesroundagaintocollectitsseeds.Inthisway60.＿＿＿＿＿healwayshasabigsupply.参考答案：1-5.ACDAC6-10.BDDDC11-15.CAABA16-20.ACDAA21-25.ABABC26-30.BBCBA31.betaught32.helping33.wasoffered34.totransfer35.suitable36.studying37.particularly38.additional39.independence40.moredifficult41.toinform42.seccessful43.suggestion44.bedelivered45.hasbecome46.werehandled47.providing48.dealing49.hasemployed50.beinterviewed51.unusually→unusual52.plant→planting或toplant53.去掉the54.had→has55.√56.filled→full或of→with85 57.by→on或去掉his58.在him前加to59.is→are60.its→their86 AppendixIIPosttest一、单项选择（共30小题，每小题1分，共计30分）1.—Ohdear!I’vejustbrokenawindow.—______.Itcan’tbehelped.A.NevermindB.allrightC.That’sfineD.Notatall2.CarolsaidtheworkwouldbedonebyOctober,_______personallyIdoubtverymuch.A.itB.thatC.whenD.which3.Itistheabilitytodothejob_______mattersnotwhereyoucomefromorwhatyouare.A.oneB.thatC.whatD.it4.Ilike_______intheautumnwhentheweatherisclearandbright.A.thisB.thatC.itD.one5.Noonehelpedme.Ididitall________myself.A.forB.byC.fromD.to6.IfinallygotthejobIdreamedabout.Neverinallmylifesohappy________.A.didIfeelB.IfeltC.IhadfeltD.hadIfelt7.—Eachofthestudent,workinghardathisorherlessons,________togotouniversity.—SodoI.A.hopeB.hopesC.hopingD.hoped8.Ikeepmedicinesonthetopshelf,outofthechildren’s_______.A.reachB.handC.holdD.place9.Don’tleavematchesorcigarettesonthetablewithin________oflittlechildren.A.handB.reachC.spaceD.distance10.Ihope_______thejobshe’sappliedfor.A.she’sgoingtogetB.she’llgetC.sheistogetD.shedecidestoget11.Excusemeforbreakingin,______Ihavesomenewsforyou.A.soB.andC.butD.yet87 12.Themotherdidn"tknow_____toblameforthebrokenglassasithappenedwhileshewasout.A.whoB.whenC.howD.what13.Johnshuteverybodyoutofthekitchen_____hecouldpreparehisgrandsurprisefortheparty.A.whichB.whenC.sothatD.asif14.Don"tbeafraidofaskingforhelp______itisneeded.A.unlessB.sinceC.althoughD.when15.---There"scoffeeandtea,youcanhave_____.---Thanks.A.eitherB.eachC.oneD.it16.---Susan,goandjoinyoursistercleaningtheyard.---Why______?Johnissittingtheredoingnothing.A.himB.heC.ID.me17.Wehaven"tenoughbooksfor______;someofthemwillhavetoshare.A.somebodyB.anybodyC.everybodyD.nobody18._____totakethisadventurecoursewillcertainlylearnalotofusefulskills.A.BraveenoughstudentsB.EnoughbravestudentsC.StudentsbraveenoughD.Studentsenoughbrave19.It"salwaysdifficultbeinginaforeigncountry,___ifyoudon"tspeakthelanguage.A.extremelyB.naturallyC.basicallyD.especially20.Itisgenerallybelievedthatteachingis_____itisascience.A.anartmuchasB.muchanartasC.asanartmuchasD.asmuchanartas21.We"regoingtothebookstoreinJohn"scar.Youcancomewithus___youcanmeetustherelater.A.butB.andC.orD.then22.TheEnglishplay_____mystudentsactedattheNewYear"spartywasagreatsuccess.A.forwhichB.atwhichC.inwhichD.onwhich23.Rosesneedspecialcare___theycanlivethroughwinter.88 A.becauseB.sothatC.evenifD.as24.Youaresayingthateveryoneshouldbeequal,andthisis_____Idisagree.A.whyB.whereC.whatD.how25.Borishasbrains.Infact,Idoubtwhetheranyoneintheclasshas___IQ.A.ahighB.ahigherC.thehigherD.thehighest26.Allenhadtocallataxibecausetheboxwas_____tocarryallthewayhome.A.muchtooheavyB.toomuchheavyC.heavytoomuchD.tooheavymuch27.Marykeptweighingherselftoseehowmuch_____shewasgetting.A.heavierB.heavyC.theheavierD.theheaviest28.---Whatabouthavingadrink?---__________________.A.Goodidea.B.Helpyourself.C.Goahead,pleaseD.Me,too.29.Mostanimalshavelittleconnectionwith_____animalsof_____differentkindunlesstheykillthemforfood.A.the;aB./;aC.the;theD./;the30.—You’veleftthelighton.—Oh,soIhave.________andturnitoff.A.I’llgoB.I’vegoneC.IgoD.I’mgoing二、填空题（共20小题；每小题2分，共40分）31.We(impress)bythehighqualityandfineworkmanshipofyourproductswhenwevisitedyourfactory.32.Workingfromhomeisflexibleandbeneficialnotonlytotheemployeesbutalsotothe(employ).33.Onlyaftertheyhadperformedhundredsofexperimentsdidtheysucceedin(solve)theproblem.34.Thelocalgovernmenthasdecidedtospendmoremoneyonthe(equip)ofthehospitalsintheruralarea.35.Itriedtofixthecomputermyself,buthasjustmadeit(bad)thanIhadexpected.36.Iftheinvestmentisdone(careful)andintelligentlyyoucanearhuge89 wealth.37.AmongalltheInternetServiceprovidersintheworld,KingstonCommunicationsisconsideredtobeoneofthe(good).38.Companiesarerequired(keep)recordsofalltheirfinancialtransactions.39.Pleasereadthroughtheinformationbelowbefore(fill)inyourapplication.40.AtthemeetingImadesomeproposals,butnooneseemedtobe(interest)inthem.41.Don’tforget(lock)thedoorswhenyouleaveyourcarintheparkinglot.42.Overthepastfewyears,thesecompanieshavebeenabletomaintainasteady(grow)intheirbusiness.43.Yourpriceswere(reasonable)thanthoseoftheothertwocompanies.44.Thejobincreaseisa(hope)signforsmallandmediumbusinessesthatemploy90%oftheUSworkforce.45.While(live)intheUK,adrivinglicenseinyourcountryonlyremainsvalidforupto12months.46.Theproposalsthattheheadoftheteammadeatthemeetingsounds(reason).47.Generallyspeaking,onceyou(make)thepayment,thegoodsshouldbedeliveredwithinaweek.48.Itissaidthatadvertisingisthe(expensive)ofallthepromotionalactivitiesundertakenbybusiness.49.Thecompanysufferedgreatlyduringtheeconomiccrisis,withconsiderablelossofits(invest).50.Itisreportedthataninternationalconference(hold)inLondonnextFriday.三、短文改错（共10小题；每小题3分，共30分）下面短文中有10处语言错误。请在有错误的地方增加、删除或修改某个单词。增加：在缺词处加一个漏词符号（ʌ），并在其下面写出该加的词；90 删除：把多余的词用斜线（）划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。Peoplehavedifferenttastesinfood.Somefeeltheyhaven’tamealunlesstheyhavehad51.＿＿＿＿＿＿porkorothermeat;somepreferchickens52.＿＿＿＿＿＿orfish，andeatsoneortheotherateverymeal.53.＿＿＿＿＿＿Othersprefervegetablesandfruitsorgrainsbutwouldenjoyamealofpotatoes,54.＿＿＿＿＿＿noodlesandcarrotsandsomeanotherfruits.55.＿＿＿＿＿＿Otherscouldliveonthefoodsarecalled56.＿＿＿＿＿＿fastfoods,forexample,ahamburgeror57.＿＿＿＿＿＿hotdog,Frenchfriesandasoftdrinks.58.＿＿＿＿＿＿Foodcanbepreparedbysomanyways.59.＿＿＿＿＿＿Everyissatisfactorytodifferentperson.60.＿＿＿＿＿＿参考答案：1-5.ADBCB6-10.DBABB11-15.CACDA16-20.DCCDD21-25.CCBBB26-30.AAABA31.wereimpressed32.employers33.solving34.eqipment35.worse36.carefully37.best38.tokeep39.filling40.interested41.tolock42.growth43.morereasonable44.hopeful45.living46.reasonable47.make48.mostexpensive49.investment50.willbeheld51.haven’t后加had52.chickens→chicken53.eats→eat54.but→and55.another→other91 56.foods后加that或去掉are57.√58.去掉a59.by→in60.Every→Each92 AppendixIIITheScoresofPretestandPosttestExperimentalPretestPosttestControlPretestPosttestGroupGroupStudent017466Student017893Student025360Student025346Student035050Student033841Student044071Student045347Student054261Student054949Student064245Student063938Student078991Student077369Student085580Student085459Student094448Student096861Student105254Student106360Student114658Student114655Student124458Student128682Student136177Student135351Student148378Student146770Student156081Student157181Student167163Student164139Student174970Student175058Student183855Student186064Student195062Student195552Student205269Student205148Student214352Student215044Student224765Student225268Student235579Student233436Student244052Student24586893 ExperimentalPretestPosttestControlPretestPosttestGroupGroupStudent254767Student255875Student264853Student265751Student275676Student276566Student286960Student285669Student295357Student295563Student306568Student304546Student315482Student314344Student321649Student324048Student333955Student335959Student345866Student346167Student355764Student354453Student366287Student364442Student376374Student375976Student386085Student386154Student396672Student394757Student403047Student406471Student415956Student411522Student427669Student424356Student433337Student432633Student443872Student446072Student455662Student454853Student465970Student466663Student476473Student476279Student482123Student48696294 AppendixIVQuestionnaire中职学生英语语法自主学习能力情况调查问卷班级-----亲爱的同学：你好！这是一份关于你英语语法自主学习能力的调查表。本调查仅供学科教学实验和研究使用，与你的学业成绩及表现毫无关系。答案没有对错、好坏之分，因此你无需有任何顾虑，我们将对你提供的答案保密。非常感谢你的合作和参与!请你根据自己学习的实际情况，按照下面数字1、2、3、4、5每个数字代表的含义，对照题目认真、如实地回答，将答案填写在每道题目前的横线上。1—完全不符合我的情况；2—基本不符合我的情况；3—不确定；4—基本符合我的情况；5—完全符合我的情况。1.我能独立自主地分析自己英语语法的学习需要。2.我喜欢上英语语法课。3.我相信通过自己的努力可以将英语语法学好。4.在英语语法学习中，我能根据自身的实际确立学习目标。5.我能根据自己的需要制定长期或者中、短期的适合自己的英语语法学习计划。6.除了老师布置的作业外，我在自主学习英语语法时，大部分时间有具体的学习目标。7.在每次练习中，我意识到了英语语法学习策略非常重要。8.我知道在英语语法自主学习中应该使用哪些语法学习方法。9.我掌握了一定的英语语法学习策略。10.我经常自觉地对个人英语语法学习情况进行反思。11.我在上英语语法课时能够保证注意力集中。12.我在自主上机学习英语语法时能有意识地排除来自其他网页和周围环境的干扰。95 13.为了保证英语语法自主学习的时间，我还制定语法自主学习计划并监控学习进度。14.我能评估自己的英语语法课堂表现，找出不足之处，以便下一阶段更好地学习。15.同伴评估和教师评估能提升我的自我评估意识，并能在英语语法自主学习中评估自己的进步。96 AppendixVInterview1.DoyoulikeonlineEnglishgrammarteaching?Whyorwhynot?2.DoyouthinkonlineEnglishgrammarteachingcanimproveyourEnglishgrammarperformance?3.What’syourgreatestachievementafter12-weekonlineEnglishgrammarinstruction?4.DoyouhavesomesuggestionsfortheimprovementintheonlineEnglishgrammarclass?5.AreyouwillingtolearnEnglishgrammarviaonlineteachinginthefuture?97 AppendixVITimetablefortheGrammaticalCategoriesTaughtWeekGrammarWeek1ObjectClause1Week2ObjectClause2Week3Subject-verbAgreement1Week4Subject-verbAgreement2Week5Tenses1(ThePastTense)Week6Tenses2(ThePresentPerfectTense)Week7RevisionWeek8SubjunctiveMood1Week9SubjunctiveMood2Week10PrepositionsWeek11PrepositionalPhrasesWeek12Revision98