外显意识增强式任务模式在中国高中英语语法教学中的应用 61页

⑨⋯MASTER⋯"STHE溺硕士学位论文外显意识增强式任务模式在中国高中英语语法教学中的应用论文作者：谭玉洁指导教VS-础副教授学科专业：学黼(英语)研究方向：外语教育学华中师范大学外国语学院2011年4月 TheApplicationofExplicitRaisingTaskModelousness-Kt。Omarr’’aching·ChinaSenioImar1eachin霉：innaeniorMiddleSchoolsAThesisSubmittedinPartialFulfillmentoftheRequirementFormeMaster"sDegreeinEnglishEducationByTanYujiePostgraduateProgramSchoolofForeignLanguagesCentralChinaNormalUniversitySupervisor：LiZhenglinAcademicTitle：AssociateprofessorSignatureApprovedApril，2011●llC瞪刚Ul乏T■—●伽并C( 华中师范大学学位论文原创性声明和使用授权说明原创性声明本人郑重声明：所呈交的学位论文，是本人在导师指导下，独立进行研究工作所取得的研究成果。除文中已经标明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在文中以明确方式标明。本声明的法律结果由本人承担。作者签名：年玉佶日期：必，，年占月支日学位论文版权使用授权书学位论文作者完全了解华中师范大学有关保留、使用学位论文的规定，即：研究生在校攻读学位期间论文工作的知识产权单位属华中师范大学。学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许学位论文被查阅和借阅；学校可以公布学位论文的全部或部分内容，可以允许采用影印、缩印或其它复制手段保存、汇编学位论文。(保密的学位论文在解密后遵守此规定)保密论文注释：本学位论文属于保密，在——年解密后适用本授权书。非保密论文注释：本学位论文不属于保密范围，适用本授权书。作者签名：导师签名：日期：办ff年多月0日日期：仁终一年月日本人已经认真阅读“CALIS高校学位论文全文数据库发布章程”，同意将本人的学位论文提交“CAMS高校学位论文全文数据库”中全文发布，并可按“章程"中的规定享受相关权益。圃童途塞握銮厦澄卮!旦主生；旦=生；旦三生蕉查!作者馘详参琵日期：跏77年’6月盆日导师签名：≮二形L—一日期：年月日 ⑧＼一，硕士学位论文MASTER‘STHESISAcknowledgementsFirstandforemost，1wouldliketogivemyheartfeltgratitudetomysupervisor,Prof．LiZhenglin，whogavemealotofstrictinstructionsandvaluablesuggestionsduringthepreparationofthisresearchandintheprocessofwritingandrevisionofthisthesis．Withouthisinstructionandguidance，thisthesiscouldnotbefinishedsosnlooml、LMyspecialthanksalsogosincerelytoalltheotherteachersandcIassmateswh0helpedmealotinmypostgraduatelife．Then，myspecialgratitudeiscontributedtoMissHuang，EnglishteacherinHongWenSeniorMiddleSchoolofXianTao，whoofferedherpassionatehelpduringthepreparationandimplementofthisempiricalstudy．Besides，1wouldliketoextendmvheartythankstothestudentsinHongWenSeniorMiddleSchoolofXianT{lowhotookpartinmyexperiment．Theygavemenotonlygreatsupportandcooperationintheexperimentaltreatment，butalsoalotofenlightenmentinEnglishgrammarteaching．Finally,Iamverygratefultomyparents，whoprovidedmewithconstantsupportandencouragementinthewritingofthisthesis． ⑧＼：：：／硕士学位论文MASTER‘STHESIS摘要在外语教学的发展历程中，语法教学经历了多次的起落：从最初的语法翻译法、直接法、视听法、认知法、交际法到现在的任务型语言教学等。从这个不断更新的演变过程来看，语法在语言学习中一直扮演着不可或缺的角色，所以语法教学在外语教学中也占据着举足轻重的地位。然而，语法教学的现状并不理想，人们对如何教授语法这个问题长期以来无法达成共识。就我国高中英语语法教学而言，主要存在两种较为突出的教学方法：传统的PPP教学模式和交际教学法。传统的PPP教学模式以形式为主，语法及语言点的教学占据着重要的位置；交际法则以意义为主，即用大量的有意义的交际活动练习来教授语法。然而，这两种教学模式都存在着明显的弊端：传统的PPP教学模式忽略了语言的运用，导致学生无法灵活应用学到的语言知识进行流利、自由的交流；交际法教学模式淡化了语法，导致学生在交际活动中的语言准确度无法提高。由此可见，这两种普遍的语法教学法都是片面的，无法使学生取得长足的进步。面对这种或过分强调语法，或过分淡化语法的尴尬局面，我国的中学语法教学亟需更为科学的、开明的教学路径：一种兼顾形式与意义，平衡语言的准确度和流利度的语法教学模式。RodEllis于2003年提出的外显意识增强式任务模式则具有这一特点。外显意识增强式任务模式是一种帮助学习者提高对目标语言的语言形式或结构的有意识注意，使学习者从中找到相关规律并组合成语法规则，同时配以真实交际活动练习，以提高学习者交际能力的教学策略。该模式主张：增加外显语法信息的渠道，提高学习者对语言形式的注意程度，帮助学习者获取归纳性知识，乃是促进语言理解和输出的有效途径。为探究外显意识增强式任务模式在实际语法教学中的可行性和有效性，本论文将这一模式应用于高中英语语法教学实践中，通过实验研究对这一模式进行探讨。本研究采用以实验为主，结合问卷调查的方法在高一学生中进行实证研究。本研究采取了“前测一实验一后测”的准实验设计，选取现有的两个自然班分别作为实验组和控制组来进行实验。实验组学生接受外显意识增强式任务模式，控制组学生接受传统的PPP教学模式。在为期八周的教学实验中，分别对被试学生进行了前后测试以及问卷调查。实验所选语法项目是英语定语从句，因为从句一直是教学难点，中国学生很难完全掌握。最后，在分析实验数据和问卷结果之后，本实验证实了以下两个研究假设： ⑧＼：：／硕士学位论丈MASTER‘STHESl8l、与传统的PPP教学模式相比，外显意识增强式任务模式在高中英语语法教学中的应用更好地提高了学生的英语语法水平。2、与传统的PPP教学模式相比，外显意识增强式任务模式在高中英语语法教学中的应用更好地增强了学生对语法学习的兴趣和动力。简言之，外显意识增强式任务模式是一种更为有效的英语教学方法，它为英语语法教学提供了全新的视角。关键词：外显知识；意识增强法；外显意识增强式任务模式；高中英语语法教学 AbstractDuringthecourseofdevelopmentofforeignlanguageteaching，grammarteachinghasgonethroughmanyupsanddowns：fromtheGrammar-TranslationMethod，theDirectMethod，theAudio—LingualMethod，theCognitive—CodeMethodandtheCommunicativeLanguageTeachingApproachtothetask-basedinstructionandSOon．Seenfromthisconstantlyupgradedevolution，grammarplaysanindispensableroleinforeignlanguagelearning，SOthegrammarteachingoccupiesapivotalpositionintheforeignlanguageteaching．However，thestatusquoofgrammarteachingisnotsatisfactoryenough，resultingfromthepersistentdivergenceonthequestionofhowtoteachgrammareffectively．AsforthecurrentsituationofgrammarteachinginChinaseniormiddleschools，therearetwopopulartendencies：thetraditionalThreeP"smodelandtheCommunicativeLanguageTeachingapproach．ThetraditionalThreeP"smodelfocusesonthelanguageform，whichattachesgreatimportancetothelanguagepointsandgrammaticalrules，whiletheCommunicativeLanguageTeachingmodelfocusesonthemeaning，anditmainlyusesalotofcommunicativetaskstoteachgrammarwithmeaningfulpractice．But，bothoftheapproacheshaveobviouslimitationsandweaknesses：thetraditionalThreeP’SmodelneglectstheuseoflanguageSOthatstudentscannotusethetargetlanguagefreelyandfluentlyinrealcommunication；theCommunicativeLanguageTeachingapproachunderestimatestheroleofgrammar,resultinginthedissatisfactoryaccuracyofstudents’languageoutput．Therefore，thetwocommonpresentgrammarteachingmethodsarebothone—sided，andtheycannothelplearnersmakeconsiderableprogressingrammarlearning．Underthecircumstanceofeitheroveremphasizinggrammarorexcessivelyignoringgrammar,thegrammarteachinginChinaseniormiddleschoolsurgentlyneedsamorescientificandenlightenedwayout：anidealwaywhichcancombinetheformwiththemeaningandalsobalancethefluencyandaccuracyoflanguageUse．Exactly,theexplicitconsciousness·raisingtaskmodel(ECTmodel)putforwardbyEllis(2003)istheonethatresearchershavebeenlookingfor．Theexplicitconsciousness—raisingtaskmodelreferstotheinstructionalstrategiesemployedincommunicative．orientedactivitiestodrawlearners’attentiontotheformof ⑧＼：：：：／硕士学位论文MASTER‘STHESISthetargetlanguageandtoencouragelearnerstoconcludetheirownexplicitgrammaticalno肋sfromthedatatheyareoffered．Themodelsuggeststhatmultiplyingthewaysofexpllcltinformationinput，drawinglearners’attentiontothetargetlanguageformandasslstinglearnerstoacquireinductiveknowledgeisalleffectivemeanstoimprovelearners’languageinputandoutput．Thepresentstudyappliestheexplicitconsciousness．raisingtaskmodeltograll】marteachinginaseniormiddleschoolinordertotestifyitsfeasibilityaI]lde绿jctivenessinthepracticalteachingprocess．Thepresentstudyemployedthe”pre-test-吒xperimen卜呻ost-test"’quasi-experiment，alongwiththequestionnaires嬲asupplementarymeans·Twoready—madeclassesofGradeOne(ClassNine锄dClassTemwereselectedastheExperimentalGroupandtheControlGrouprespectivelv．TheExperimentalGroupacceptedtheexplicitconsciousness-raisingtaskmodel、ⅣhiletheControlGroupreceivedtheThreeP’smodel．Apre．test，apost．testandquestiorulaireswereadoptedduringtheeightweeks’empiricalstudyThetargetgrammaticalstructufeselectedinthisstudyWasEnglishattributiveclause，fortheattributivecIauseisusuallvregardedasaspecialdifficultytoChineselearnerswhoarealwaysconfusedaboutitsusage·Intheend，theresultsoftheexperimentprovedthetwohypothesesoftheresearch：1·ComparedwiththetraditionalThreeP"smodel，theapplicationoftheexplicitconsciousness-raisingtaskmodeltogrammarteachinginseniormiddleschoolsbetterimproveslearners’Englishgrammaticalproficiency．2·ComparedwiththetraditionalThreeP"smodel，theapplicationoftheexplicitconsclousness。rinsingtaskmodeltogrammarteachinginseniormiddleschoolsbetterincreaseslearners’interestandmotivationtogrammarlearning．Inaword，theexplicitconsciousness—raisingtaskmodelisamoreeffectireforeignlanguageteachingmethod，anditprovidestheEnglishgrammarteaching、访t11a行eshperspective．Keywords：explicitknowledge；Consciousness-Raising；Explicitconsciousness．raisingtaskmodel；EnglishgrammarteachinginSeniorMiddlesch001sV ContentsAcknowledgements⋯⋯⋯⋯⋯··⋯⋯·······⋯·⋯⋯⋯⋯·⋯⋯⋯⋯⋯·摘⋯．⋯⋯⋯⋯．⋯．⋯⋯．．．．．i要⋯⋯．。⋯⋯．．．．．⋯⋯⋯⋯．⋯⋯⋯⋯⋯．⋯．．⋯．．⋯⋯⋯．⋯⋯“··⋯⋯···⋯·⋯·”⋯······⋯⋯⋯⋯⋯⋯⋯·lIAbstract．⋯．．．．．．．．．．．．⋯⋯．⋯⋯⋯⋯．．⋯．．．．．．·．··．．⋯⋯⋯··ChapterOneIntroduction⋯⋯⋯······⋯⋯⋯⋯⋯·⋯⋯····⋯·1．1Backgroundofthestudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·11．2Purposeandsignificanceofthestudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．21．3Stmcnlreofthethesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．3ChapterTwoLiteratureReview⋯⋯⋯．．⋯⋯．．．．．．⋯⋯．．⋯⋯··．······⋯···⋯⋯⋯⋯⋯⋯·⋯⋯⋯·52．1AnunderstandingoftheexplicitConsciousness—Raisingtaskmodel⋯⋯⋯⋯⋯⋯．52．1．1TheconceptofConsciousness—Raising⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·52．1．2Distinctionbetweenexplicitknowledgeandimplicitknowledge⋯⋯⋯⋯⋯62．1．3Theemergenceoftheexplicitconsciousness-raisingtaskmodel⋯⋯⋯⋯⋯92．2Relatedtheoriestotheexplicitconsciousness—raisingtaskmodel⋯⋯⋯⋯⋯⋯⋯．．112．2．1Pienamann’STeachabilityHypothesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．·112．2．2NoticingHypothesisandInformationProcessingTheory⋯⋯⋯⋯⋯⋯⋯⋯122．3Studiesrelatedtotheexplicitconsciousness—raisingtaskmodelabroadandathome⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．122．3．1Studiesabroadrelmedtotheexplicitconsciousness·raisingtaskmodel。132．3．2Studiesrelatedtotheexplicitconsciousness—raisingtaskmodelinChina14ChapterThreeApplicationoftheexplicitconsciousness—raisingtaskmodelingrammarteaching⋯⋯··⋯··⋯··⋯⋯⋯·⋯⋯⋯⋯⋯⋯···．．．．．⋯．．．．⋯．．⋯⋯．．⋯⋯⋯．⋯⋯．．163．1Ellis’Stwokindsofconsciousness·raisinggrammarteaching⋯⋯⋯⋯⋯⋯⋯⋯⋯·163．1．1Consciousness．raisinggrammarteachingfornoticing⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯163．1．2Consciousness．raisinggrammarteachingforexplicitknowledge⋯⋯⋯⋯163．2Procedureoftheexplicitconsciousness．raisingtaskmodelingrammarteaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．173．3Asampleteachingplanwiththeexplicitconsciousness—raisingtaskmodel⋯⋯．20ChapterFourMethodology．．．．．．⋯⋯．··．．·．⋯··⋯··⋯⋯⋯····⋯················⋯·········⋯···⋯·····204．1Researchaim⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．26 4．2Researchhypothesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．26g．3Researchsubject⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．274．4Researchinstruments⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．274．5Researchmethod⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．284．6Researchprocedure⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯294．7Datacollectionandstatistics⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．3()ChapterFiveResultsandDiscussion⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．．．⋯⋯．．⋯．．．．．．．．⋯⋯．⋯⋯⋯⋯．．315．1Resultsandanalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯315．1．1Resultsandanalysisofpre—testandpost-test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。315．1．2Resultsandanalysisofquestionnaires⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯325．2Discussionabouttheresultsoftheexperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯34ChapterSixConclusion⋯⋯⋯⋯⋯⋯．⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯386．IMajorfindingsoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．386．2Implicationsoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯386．3Limitationsoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．396．4Suggestionsforthefurtherresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．39Bibliography⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·41AppendixAPre—testPaper⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·44AppendixBPost-testPaper⋯．．．．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．47AppendixCPre—testandPost-testScoresoftheTwoGroups⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．50AppendixDQuestionnaireandresults⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯．．53 ChapterOneIntroduction1．1BackgroundofthestudyThegrammarteachinginChinahadbeengreatlyinfluencedbytheGrammar-Translationmethodforalongtime．Learnerstaughtinthiswayshowexpertknowledgeofgrammarrules，whiletheycannotusetheserulesfreelyandflexiblyinrealcommunication．Therefore，thismethodhasbeenprovedunsatisfactoryinChinaseniormiddleschools．Fromthe1990stothepresent，theCommunicativeLanguageTeachingApproachhasbeenextensivelyacceptedbytheTEFLcircleinChina．TheEnglishtextbookshavebeencomprehensivelyrevisedinaccordancewiththegoalofthecommunicativeapproach．Intheprocessofimplementingthenewtextbooks，however，themajorityofteachersignoredthegrammarteachingbecauseoftheirone—sidedviewsonthecommunicativeapproach．Sincethen,thegrammarteachingisregardedasoutdatedandconservative．Inthisway,learnersmaybegoodatlisteningandspeaking，butpooratreadingandwriting．Asaresult，fossilizationhasbecomethecommonproblemofmostlearners．Underthecircumstanceoffirstoveremphasizinggrammarandthenexcessivelyignoringgrammar,thegrammarteachinginChinaseniormiddleschoolsistrappedinadilemma．Inrecentyears，theimportanceofgrammarteachinghasbeenreconsideredandrecognizedonceagain．Teachersbegintograduallyemphasizegrammarintheprocessoftheforeignlanguageteaching．Then，theystarttoteachgrammarwithintheframeworkoftraditionalThreeP’Smodel．TheThreeP’Smodelmeansthethreestagesofpresentation,practiceandproduction．Atthepresentationstage，theteacherintroducesnewgrammaticalstructureswithreferencetotheircontextualizeduse．Atthepracticestage，thelessonmovesfromcontrolledpracticetoguidedpractice．Attheproductionstage，thestudentsareaskedtousewhattheyhavelearnedtoperformcommunicativetasks．However，thesituationisnotimproved，either．Itdoesnottakethequestionthathowlearnersacquiregrammaticalstructuresintoconsideration．Meanwhile，itmayincreaselearners’anxietybyrequiringstudentstoimmediatelyproducethetargetstructuretheytMlll【difficultandthendirectlycorrectingthemwhentheirmistakesappear．So，itmay ⑧＼：：／硕士学位论文MASTER‘STHESISbeineffectiveinreachingthegoalofstudentsproducingthetargetlanguageaccurately．Accordingtotheabovesituationandproblemswithinthegrammarteaching，itiscleartoseethattokeepthebalancebetweenmeaningandformingrammarteachingisanurgentneedinordertohelplearnerstoacquiregrammarknowledgeanduseiteffectively．Inthissense，researchersandscholarshavebeenworkingforoverrecentyearstofindoutanidealwayofgrammarteachingwhichCancombinetheformwiththemeaningandalsorealizethefluency,accuracyandcomplexityoflanguageuse．Therefore，someoptionsingrammarteachinghavebeengraduallyprovided，suchastask—basedinstruction,form—focusedinstructionandconsciousness-raisingapproach．Task—basedinstructionputstasksatthecenteroftheteachingfocus．Itviewsthelearningprocessasaseriesofcommunicativetaskswhicharedirectlyledtothecurriculargoals．Form—focusedinstruction(quotedin李丽娟2006)attemptstodrawlearners’attentiontotheformalfeaturesofthetargetlanguagewhentheyappearoccasionallyinlessonswhosemajorfocusisonmeaningorcommunication．Likewise，theconsciousness-raisingapproach(Rutherford1987)aimstoraiselearners’awarenesstothefeaturesofthetargetlanguageandencourageslearnerstoexploretherulesbythemselvesthroughkeepinganeyeontheaspectsofthetargetstructures．Amongthesenewtrendsofgrammarteaching，theconsciousness—raisingapproachattractsmoreattentionofresearchersandscholars．Manyresearchershighlightitsnecessity,feasibilityandeffectiveness．Basedontheresearchesabouttheconsciousness-raisingtasks，Ellis(2003)putforwardanewoptionforgrammarteaching：theexplicitconsciousness-raisingtaskmodel(ECTmodel)．Themodeltriestoadopttheinstructionalstrategiestoraiselearners’consciousawarenesstotheformorthestructureofthetargetlanguagewhileimprovinglearners’communicativecompetence．Itseemsthattheexplicitconsciousness-raisingtaskmodeloffersafreshperspectiveforthepresentgrammarteachinginChina．Therefore，thepresentstudymeanstoapplysuchmodeltothegrammarteachinginChinaseniormiddleschoolsSOastofindoutifthiskindofgrammarteachingworksbestforlanguageacquisition．1．2PurposeandsignificanceofthestudyThepresentstudyaimstoapplytheexplicitconsciousness-raisingtaskmodeltothegrammarteachinginChinaseniormiddleschoolsSOastodifferentiatethenewapproach2 fromthetraditionalThreeP’SmodelandtohighlighttheadvantagesandstrengthsofthenewmodelintermsofenhancingEnglishgrammarteachingandlearning．Thethesisreflectsthesignificanceofthepresentstudytwoaspects：Theoretically,theexplicitconsciousness-raisingtaskmodelisrelativelytrendytotheTEFLcircleinChinabecauseofitsfreshperspectiveandconcept．Inthissense，itenriches，tocertainextent，thetheoreticalbasesoftheforeignlanguageteachinginChina；practically,althoughtheoreticalstudiesonconsciousness—raisingtasksbecomepopular,theempiricalstudiesrelatedtoitsapplicationrarelyappear．Thepresentstudyappliestheexplicitconsciousness—raisingtaskmodeltothegrammarteachingpractice，whichaimstodemonstrateitspositiveinfluenceontheforeignlanguageteaching．Inthatcase，thepresentstudyprovidesteachersanewwaytoimprovetheirgrammarteachingpractice．Also．itofferslearnersaneffectivemeanstofacilitatetheircompetenceofthetargetlanguageuse．1．3StructureofthethesisThethesisconsistsofsixpartswhichareorganizedasfollows：Inchapterone，anintroductiontothebackgroundofthestudyisgiven，andthepurposeandsignificanceofthestudyaredemonstrated．Inchaptertwo，literaturerelatedtothepresentstudyisreviewed．First，adescriptionoftIleexplicitconsciousness—raisingtaskmodelispresented；second，thetheoreticalbasesofthemodelaredemonstrated；third．thepreviousstudiesrelatedtothemodelaregeneralizedanddiscussed．Inchapterthree，thepatternoftheexplicitconsciousness-raisingtask’Sapplicationtothegrammarteachingisillustrated，andasampleteachingplanwiththeexplicitconsciousness．raisingtaskmodeliSpresented．Inchapterfour,theexperimentaldesignisdisplayed．Theresearchaim，researchhypothesis，researchsubjects，researchinstruments，researchmethodsandresearchproceduresareexplainedrespectively．Inchapterfive．theresearchdataiScollectedandtheresultsareanalyzedanddiscussed．Inchaptersix，conclusionisdrawnonthebasisoftheempiricalstudy：majorfindings，implicationsandlimitationsofthepresentstudyaleexposed；meanwhile，3 suggestionsforthefurtherstudyaleprovided．4 ，∥7≥＼⑨硕士学位论文MASTER‘STHESISChapterTwoLiteratureReview2．1AnunderstandingoftheexplicitConsciousness—Raisingtaskmodel2．1．ITheconceptofConsciousness-RaisingConsciousness—Raising(C—R)，putforwardbySharwood—Smith(1981，quotedin胡方慧2007)，referstointentionalattemptstodrawlearners’attentiontotheformalstructureofthetargetlanguage．Itemphasizesthetargetlanguageinputmorethanthelanguageoutput：thelanguageinputproceedsstepbystepSOthatlearnersabsorbtheknowledgegraduallyandregularlyandachievethelanguageoutputnaturallyandsuccessfully．Generallyspeaking，therearethreemainwaysofconsciousness—raising，namely,inputenhancement，focusonformandinputprocessing．Inputenhancement(Sharwood-Smith1993)referstothespecialtreatment，suchastheuseofitalic，boldfaceandundedine，forhighlightingcertainaspectsoftheinputSOastomakethemmoreconspicuoustolearners．Focusonform(Doughty2001)holdsthatlearnersareexpectedtobesimultaneouslyawareoftheformofthetargetlanguageintheprocessofmeaning-focusedinstruction．Brieflyspeaking，learnersshouldshedequallightonbothmeaningandform．Likewise，inputprocessing(VanPatten2004)searchesforaconnectionbetweengrammaticalformsandtheirmeaningsatthebeginningofthelanguagelearningprocess．Seemingly,allofthethreemeansofconsciousness-raisingentailonecommonessence：todrawlearners’attentiontotheformofthetargetlanguageinordertomakeformandmeaningbalanced．Sharwood—Smith(1981，quotedin胡方慧2007)believesthatlearners’accuracycouldbepromotedbyapplyingavarietyofconsciousness—raisingactivities．Accordingly,theconsciousness—raisingtaskscomeout．AsEllis(1997：lOO)defines，theconsciousness—raisingtaskis“apedagogicactivitywherethelearnersareprovidedwiththesecondlanguagedatainsomeformandrequiredtoperformsomeoperationonor谢mit，thepurposeofwhichistoarriveatallexplicitunderstandingofsomelinguisticpropertyorpropertiesofthetargetlanguage”(quotedin胡方慧2007：11)．AccordingtoEllis(2003)，inC-Rtasks，learnersarenotexpectedtoproducethetargetstructure，buttOunderstanditbyformulatingsome虹ndofcognitiverepresentationofhowitworks．5 Meanwhile，Mohamed(2004)proposesthattheconsciousness—raisingtaskcanbedeductiveorinductive．Formdeductivepoint，learnersareprovidedwithgrammaticalitemsorlanguageruleswithwhichlearnersarerequiredtocompletesomerelatedlanguageactivities．Whenitcomestotheinductiveapproach，learnershavetofindoutthelanguagerulesforthemselvesfromthegivendataandthenpracticetheminrealcommunicativetasks．Essentially,C-Rtasksaremostlyconnectedwithlearner-centeredclassroomteaching，SOtheyaremorelikelytobeinductive．2．1．2Distinctionbetweenexplicitknowledgeandimplicitknowledge2．1．2．1DefinitionofexplicitknowledgeandimplicitknowledgeAccordingtoEllis(2004：229)，explicitknowledgerefersto‘"theconsciousawarenessofwhatalanguageorlanguageingeneralconsistsofand／oroftherolesthatitplaysinhumanlife；explicitknowledgeisknowledgeaboutlanguageandabouttheusestowhichlanguagecallbeput”(quotedin王彩云2009：9)．T0bespecific．explicitknowledgeincludessuchkindofknowledgeasphonology,svntaxandlexiconwhichexistsinlearners’consciousnessandcallbeverbalizedclearlybylearners．FromEllis(1994，ibid．)，therearetwobasictypesofexplicitknowledge：ontheonehand．1earners’knowledgeaboutthebasiccategoriesofthetargetlanguage，includingtopic，predicate，plurality,tenseandaspect；ontheother"learners’knowledgeaboutthelanguage—specificdetails，includingthelexicalandsyntacticalrulesforcognitionofthebasiccategoriesoflanguage．OntIlecontrary,implicitknowledge(Bialystok1994)，whichexistsinlearners’unconsciousness，enableslearnerstouseEnglishfreelyandproperly．Thosewhohavesufficientimplicitknowledgecannotonlybettermasteralargenumberofruleswhichfacilitatethemtoutilizenewexpressions，butalsobeRerexplainthebasisofgrammar-judgmenttasks．So，itistheimplicitknowledgethatreallydetermineslearners’abilityoflanguageuse．Besides，itcontributestothecultivationoflanguagesense．Themoreimplicitknowledgeisacquired，thebetterlanguagesenseisadvanced．AsEllis(1994)pointsouLimplicitknowledgemainlycontainsformulaicknowledgeandrule．basedknowledge(quotedin王彩云2009)．Formulaicknowledgeistheknownpartsoflanguage，whilerule—basedknowledgereferstotheabstractsummarizedstructuresthatareinternalizedbylearners．Inthissense，implicitknowledgereflectsin6 ⑧＼：／顾士学位论文MASTER‘STHESISrealperformance，itisSOintuitiveandconcealedthatlearnersarenotawareofwhatthevhaveknown．Inordertodifferentiatetheonefromtheotherforabetterrecognition,thedistinctionofthecharacteristicsbetweenexplicitknowledgeandimplicitknowledgeisgeneralizedintermsofthefollowingaspects(Ellis2005：151)：1)．Thedegreeofawareness．Explicitknowledgeexistsinconsciousawarenessoflanguageruleswhileimplicitknowledgedependsontheintuitiveawarenessoflanguage．2)．Typesofknowledge．Explicitknowledgeconsistsofdeclarativerulesandfragments：implicitknowledgeisintheformofproceduralrulesandfragments．31．Levelofsystematicity．Explicitknowledgeismainlydiscreteandinconsistent；implicitknowledgeisvariablebutsystematic．4)．Meansofaccessibility．Explicitknowledgeisaccessedbvmeansofcontrolledprocessing；implicitknowledgeisaccessedthroughautomaticprocessing．5)．Useofself-report．Explicitknowledgeisverbalizedbutimplicitknowledgeisnonverbalized．6)．Durationofleamability．Explicitknowledgecallbelearnedatanage，whileimplicitknowledgeispotentiallyacquiredwithincriticalperiod．2．1·2．2RelationshipbetweenexplicitknowledgeandimplicitknowledgeTherelationshipbetweenexplicitknowledgeandimplicitknowledgemainlyliesintheargumentwhetherexplicitknowledgecanbeconvenedintoimplicitknowledge．Therefore，threetypicalkindsofopinionsontheinterfacebetweenexplicitknowledgeandimplicitknowledgeareposed：theNon-interfacePosition，theStrong．interfacePositionandtheWeak．interfacePosition．TheNon-interfacePosition，representedbyKrashen(I981)，insiststhatexplicitknowledgeandimplicitknowledgearecompletelytwoisolatedsystems，andexplicitknowledgecannotbeturnedintoimplicitknowledge．AccordingtoKrashen。therelationshipbetweenexplicitknowledgeandimplicitknowledgeissimilartothatoflearningandacquisition．Learningdemandslearners’consciouseffortstoabsorbthe“learned"’knowledge，whileacquisitionaccessestoacquiredknowledgebymeansofsubconsciousprocess．Inthatcase，aspectsoflanguageareinternalizedbytwoessentiallydifferentmeans，whichleadstotwobasicallydifferentknowledgebases．TheStrong—interfacePosition，however"holdstheexactoppositeattitude．Thispositionadvocatesacloseconnectionbetweenexplicitknowledgeandimplicitknowledge．ItproposesthatexplicitknowledgeCanbeconvenedintoimplicitknowledge7 硒10ng硒learnersareprovidedwithplentyofcommunicativepractice．DeKeyser(1998)，oneoftherepresentativesoftheStrong．interfacePosition，believesthatitistheprocessofinternalizingexplicitknowledgeintoimplicitknowledgethatpromoteslearners’secondlanguageproficiency．Seenfromtheabovediscussion，theNon．interfacePositionandtheStrong—interfacePositionbelongtotwoextremes：theformerexcessivelydeniestherelationbetweenexplicitknowledgeandimplicitknowledge，whilethelatterexcessivelysimplifiestheconnectionofthetwokindsofknowledge．Asaresult，neitherofthemispersuasiveenoughatpresent．Underthiscircumstance，thethirdposition—·-theWeak—interfacePositionrepresentedbyRodElliscomesout．TheWeak．interfacePositionstatesthat‘‘althoughthelearnerpossessesdifferentkindsofsecondknowledge，thesearenotentirelyseparate，withtheresultthatseepagefromoneknowledgetypetotheotheroccurs”(Ellis1999：234)．ForEllis，explicitknowledgeandimplicitknowledgearetwocoexistingknowledgesystems，andexplicitknowledgeCanchangeintoimplicitknowledgeiftheinstructiontimeisreasonablyarranged．Theinstructionhasthreestepstotake：first，noticing．Learnersareexpectedtonoticethetargetlanguageinputwhichentailssomespecialstructures；second，companng·Learnersarerequiredtocomparethefeaturesofthetargetlanguageinputwiththeirownoutput；third，integrating．Learnersneedtointegratetheinputintotheirowninterlanguagesystemforthelong-termmemory．Thethreestagesfullydemonstratethatexplicitknowledgeplaysapivotalroleintheprocessoftheconversionbetweenexplicitknowledgeandimplicitknowledgeinthatithelpslearnersnoticetheparticularlanguageformwhichmaybeeasilyignored，andalsohelpslearnersnoticethegapbetweeninputandoutput．DifferentfromtheNon—interfacePositionwhichcompletelynegatestheconversionofthetwotypesofknowledgeandtheStrong·interfacePositionwhichoveremphasizesthefunctionofexplicitknowledgeintheprocessoftheconversion，theWeak-interfacePositionobjectivelyaffirmsthepositiveaccelerativeinfluenceofexplicitknowledgeonthebuildingupandaccumulationoftheimplicitknowledge．Inthissense，也emorerationalandscientificWeak—interfacePositiongainsthemostsupportamongthethreepositions．8 ⑧＼：／硕士学位论文MAS’rER‘S’I"HESIS2．1．3Theemergenceoftheexplicitconsciousness-raisingtaskmodelAccordingtoEllis’SWeak—interfacePosition，explicitknowledgecanchangeintoimplicitknowledgebymeansofthegrammarteachingwiththeconditionthatlearnershavereachedthelevelofcomprehendingandmasteringthetargetlanguagerules．Toputitmorespecifically,implicitknowledgewillformafiltertofiltratetheexplicitknowledgeSOastolimittheentrancetoonlytheexplicitknowledgewhichisprofoundenoughandwellintegratedwithlearners’owninterlanguagesystems．However,thefilterwillnotworkifthegrammarrulestaughtinclassarenotcontrolledbythenaturallearningperiod，SOtheexplicitknowledgeCandirectlystepintothefieldofimplicitknowledge．Fromthispoint，theWeak-interfacePositionunderlinesthatgrammarteachingisusefulintermsofhelpinglanguagelearnersmastertheabsorbedgrammaticalstructures．BasedontheWeak-interfacePosition，therefore，Ellis(2003)putforwardtheexplicitconsciousness-raisingtaskmodelinordertofacilitatethegrammarteaching．Theexplicitconsciousness-raisingtaskmodel(Ellis2003)referstotheinstructionalstrategiesemployedincommunicative-orientedactivitiestodrawlearners’attentiontotheformofthetargetlanguageandtoencouragelearnerstoconcludetheirownexplicitgrammaticalnormsfromthedatatheyareoffered．Inthisterm，the“consciousness’’connotestwokindsofmeaning：foronething，beconsciousofthelanguageformwhenacquiringthetargetlanguageinput；foranother,beawareoftheexplicitpropertiesaboutthegrammarpatternsofthetargetlanguage．TheECTmodelsuggeststhatmultiplyingthewaysofexplicitinformationinput，drawinglearners’attentiontothetargetlanguageformandassistinglearnerstoacquireinductiveknowledgeisaneffectivemeanstoimprovelearners’languageinputandoutput．BydoingSO，themodelnotonlyhelpslearnersacquireplentifullanguageformsfordeepeningtheirexplicitunderstanding,butalsohelpslearnersenhancetheirlinguisticproficiency．Whenitcomestothefeaturesoftheexplicitconsciousness—raisingtaskmodel，Ellis(2003：163)generalizeditsmaincharacteristicsasfollows：1．Thereisanattempttoisolateaspecificlinguisticfeatureforfocusedattention．2．Thelearnersareprovided、Ⅳitlldatathatillustratethetargetfeatureandtheymayalsobeprovidedwithanexplicitruledescribingorexplainingthefeature．3．Thelearnersareexpectedtoutilizeintellectualefforttounderstandthetarget9 ⑧＼：／硕士学位论文MASTER‘STHESISfeature．4．Leamersmaybeoptionallyrequiredtoverbalizearuledescribingthegrammaticalstructure．Compared、析ththepresentgrammarteachingwhichoveremphasizesthefunctionofdrillsandthesenseoflanguageoutput，theexplicitconsciousness-raisingtaskmodelisbetterinlinewitlllearners’specialtraitsofcognitivepsychology．Therefore．itprovidesafleshvisionforthegrammarteachingresearches．Tobespecific，theECTmodelissuperiortothetraditionalgrammarteachingwiththefollowingthreeadvantages(戴炜栋&任庆梅2006：11)：Firstofall，itconcernsabouttheestablishmentofcognitivefeatures．Differentfromthetraditionalgrammarteachingwhichoveremphasizesmechanicalexercises，theexplicitconsciousness-raisingtaskmodeldoesnotrequiretheimmediateoutputofthetargetstructures．Instead，ithelpslearnerssetupthecognitivefeaturesabouttheuseofthetargetstructuresinthelanguagesystem，drawslearners’awarenesstothelanguageformandtheform—meaningrelationship，andimprovesleamers’self-monitoringinthelearningprocess．Meanwhile，theexplicitconsciousness—raisingtaskmodelencourageslearnerstoacquiremorerelatedlanguageinputandadvancethedegreeofawarenesstothetargetlanguageform，whichaimstostrengthenandconsolidatetheuseofthetargetlanguageSOthatlearnersCansuccessfullybuildupthecognitivefeaturesofhowthetargetlanguagestructureisusedwithintheoveralllinguisticsystem．Secondly,itconcernsaboutlearners’“intemalsyllabus”．Thetraditionalgrammarteachingsyllabusextremelystressesthelanguageoutputbutneglecttheinfluenceoflearners’“internalsyllabus”ontheinterlanguagedevelopment．Accordingly,learnersendupwithacquiringonlysomegrammaritemsratherthanthecommunicativecompetence．Unlikethetraditionalway,theexplicitconsciousness—raisingtaskmodelunderlinesexplicitknowledge’Saccelerativefunctioninthecourseofimplicitknowledge’Sintake，anditstrivestokeepconsistentbetweenlearners’languageoutputandtheftinternalsyllabus．AsPienamann(1984)claims，onlywhenlearners’interlanguagesystemareclosetotheacquisitionorderofthetargetlanguageinthenaturalcontextCalltheclassroomteachingfacilitatethelanguageacquisition．Therefore，theECTmodelbetterconformstoPienamann’SteachabilityhypothesisandKrashen’S‘"thenaturalorderhypothesis”． Thirdly,itconcernsaboutthelearningprocessandlearners’affectivefactors．Theexplicitconsciousness—raisingtaskmodellaysmoreemphasisonthelearningprocessofhowlearnersintegratethenewgrammaticalfeatureswiththeirpreviousinterlanguagesystem．Thiscomplicatedlearningprocessproposedbytheexplicitconsciousness‘raisingtaskmodelexperiencesthreestages：first，thenoticingstage．Learnershavetonoticethedistinctionbetweenthegrammarformandtheirowninterlanguage，otherwise，learnersarenotwillingtousethenewform；then，theaccommodationstage．Learnersmeantotrythenewhypothesisandreceivetherelatedfeedbacksaftertheyareawareoftheinterlanguagesystemtheyaresettingup；finally,therestructuringstage．Itisthecriticalstageofthelanguagedevelopmentthatmakesleamers’grammaticalsystemconstantlyrevisedandexpanded．Moreover,inthislearningprocess，theexplicitconsciousness．raisingtaskmodeldoesnotrequirelearners’immediateoutputofthetargetlanguagestructure，whicheffectivelylowerslearners’anxiety,promotesthepositiveeffectsofaffectivefactorstothebrain’Smemory,andstimulatestheintegrationofthenewandthepreviousknowledgesystem．So，theexplicitconsciousness—raisingtaskmodelisobviouslyprominenttolanguagelearners．2．2Relatedtheoriestotheexplicitconsciousness—raisingtaskmodelTheexplicitconsciousness-raisingtaskmodeladoptedinthepresentstudyiscardedoutinseniormiddleschoolsOilthebasisoftheteachabilityhypothesis，noticinghypothesisandinformationprocessingtheory．2．2．1Pienamann’STeachabilityHypothesisPienamann(1985．quotedin党秀娟2008：32)madearesearchtofindoutthreeword．orderrules(RulesA，BandC)inGerman．Duringtheexperiment，hetaughtonegrouptheRuleAandRuleC，whileanothergrouptheRuleA，RuleBandRuleC．Asaresult．onlythegroupwhichhadlearntRuleBCanactuallyusedRuleCfreelyoutsideclass．Inaword．1eamershavetolearnRuleAandRuleBfirstbeforetheycanlearnRuleCproperly．Accordingtothisresearch，Pienamann(1985，ibid．)proposestheteachabilityhypothesisthatlearnerswillonlyfundamentallymasterastructureiftheirlearningstagesareclosetotheitemsintheirinternalsyllabus，becauselearnerswillnotacceptanewgrammaticalstructureuntiltheyarereallywillingtodoSO．Exactly,theexplicitconsciousness—raisingtaskmodelconcernsaboutlearners’ll 《|酉i》＼：／硕士学位论文MASTER‘STHESISinternalsyllabusbymeansofaskingnottheimmediateoutputofthetargetlanguage．Instead，ithighlightstheexplicitknowledge’Spositiveinfluenceonimplicitknowledge’Sintake，andkeepsbalancedbetweenlearners’internalsyllabusandtheirlanguageoutput．Formthispoint，theexplicitconsciousness—raisingtaskmodelwelltallieswiththeteachabilityhypothesis．2．2．2NoticingHypothesisandInformationProcessingTheory111enoticinghypothesisproposedbySchmidt(1990)holdsthattheacquisitionofnewformsshouldbeprecededbytheirbeingnoticedinthetargetlanguageinput．Noticingis“thenecessaryandSU硒cientconditionfortheconversionofinputtointake”(Schrnidt1990：129)．Schrnidtgeneralizesthatsecondlanguageacquisitionislargelydrivenbywhichlearnerspayattentiontointhetargetlanguageinputbeforetheyunderstandthesignificanceofthenoticedinput．Schmidt’Sviewpointindicatesthatonlyifthedifferencebetweentheinputandlearners’interlanguagesystemisnoticedCanthelearnersbedevelopmentallywell-preparedtoacquirethetargetstructureoftheinput．Likewise，theinformationprocessingtheory(VanPatten1990)alsounderlinestheimportanceofattention．Thetheoryadvocatesthattheprocessingofcertaininformationchosenamongothersisdeterminedbylearners’attention，andonlytheinformationnoticedbylearnershasaccesstotheshort-termmemoryandthelong—termmemory．Therefore，attentionplaysanimportantroleininformationprocessing．Apparently,theroleofawarenesshasbeenhighlightedinthenoticinghypothesisandtheinformationprocessingtheory．Similarly,theexplicitconsciousness-raisingtaskmodeIdevotesitselftoraiseIearners’awarenesstoparticulargrammaticalstructuresSOastobetterfacilitatelearners’linguisticcompetenceinthecommunicativeoutput。Inthissense，theexplicitconsciousness—raisingtaskmodelbasicallyreflectstheessenceofthetwotheories．2．3Studiesrelatedtotheexplicitabroadandathomeconsciousness—raisingtaskmodelAlthoughtheexplicitconsciousness—raisingtaskmodelisrelativelynew,thestudiesabouttheconsciousness-raisingorabouttheexplicitlearninginthecourseofgrammarteachingdevelopmenthavebeendonebyresearchersandscholarsabroadandathome． ⑧＼：：／硕士学位论文MASTER‘STHESIS2．3．IStudiesabroadrelatedtotheexplicitconsciousness—raisingtaskmodelConsciousness—raising，firstproposedbySharwood—Smitll(1981)，referstopurposefulattemptstofocuslearners’awarenessonthegrammaticalfeaturesoftheta(．一．．getlanguageSharwoodSmithandRutherford(1988)believesthattheconsciousnessraisingtaskshelplearnersexplorethegapbetweentheirtargetlanguageinputandtheirownoutput．Withtheemergenceoftheconsciousness—raising，ithasacquiredalotofapprovalandsupportfromthosewhoareinfavorofit．Nunan(1991)insistedthatdeliberateawarenessofthelanguageformbethekeytothesecondlanguageacquisition，foritshedslightonanorganic，cyclicandnon．1inearteachingprocesswhichpaysmoreattentiontothelearningprocessratherthantotheoutcome．Tocertainextent，theconsciousness—raisingreemphasizesbutadvancesthegrammarteachingfromahigherlevel．WillisandWillis(1996)pointedoutthatconsciousness—raisingwasaproblem·solvingmethod．Itencourageslearnerstoobservethefeaturesoftargetlanguage，todrawconclusionfromtheirobservationandthentoformtheirownunderstandingofthetargetlanguage．Fotos(2002)stressedthatthestructure-basedinteractivetaskcenteredontheconsolidationoflanguageformgreatlyimprovedthegrammarteachingeffects，asitreflectedtheusageofthetargetlanguageformintheprocessofauthenticcommunicativeactivities．Mohamed(2004)alsoconcludedfromhisempiricalstudyonthecomparisonofdeductivemethodandinductivemethod：Consciousness—raisingtaskscombinedbothtypesofmethodstohelplearnersrealizethenewlanguageform，SOitWasaneffectivewaytogrammarteaching．EvelynDoman(2007)providedasix—stepgrammaticalconsciousness—raisingapproachwhichintegratedgrammarteachingwithcommunicativetasks．Heassuredthataconsciousness—raisingapproachtogrammarcouldfacilitatethelanguagelearningprocesswhichaimedtoexposelearnerstogrammarinanon—threateningway．Alanen(1995，quotedin戴炜栋&任庆梅2006)provedfromhisexperimentontheacquisitionofFinnishaffixthattheexplanationofexplicitrulesbeforereadingWasusefulintermsoflanguageacquisition，andthesentence—completiontestresultsofthetwoexperimentalgroupswhichgotgrammaticalexplanationwereobviouslybetterthanthatofothergroups．Rosa&O’Neill(1999，ibid．)explainedthroughtheempiricalstudythatexplicitnegativefeedbackmotivatedlearnerstodiscovertherelationshipbetweenformandmeaning． ⑥硕士擘位论丈MASTER‘STHESIS2．3．2Studiesrelatedtotheexplicitconsciousness—raisingtaskmodelinChinaDingLan(1996)suggestedthattheconsciousness-raisingtaskexertedagreatinfluenceontheteachingofEnglishgrammar,vocabularyandwritinginChina．Itofferedlearnersrichermaterialsandmotivatedlearnerstoexplorelanguagerulesontheirowninordertodeepentheunderstandingofthecompletelanguagesystem．WangYong(1997)analyzedsometeachingplansofthepresentmiddleschoolsinChinaandconcludedthatitwouldbecreativetoapplytheconsciousness—raisingapproachtogrammarteaching．Inthisway,learnerstumedtObeinitiativeintheprocessofexploringandutilizingthetargetlanguage．HuJianwei(2007)madeanempiricalresearchonrelationshipbetweentheconsciousness-raisingtaskandgrammaticalcompetencedevelopment．Hefoundoutthattheconsciousness·raisingenabledlearnerstoshapetheirOwnlanguageability,whichenhancedlearners’understandingandinternalizationofexplicitgrammaticalknowledge．GaoHaiying&DaiManchun(2004)reportedaccordingtotheresearchabouttheacquisitionofEnglishrelativeclausethattheexperimentalgroupsacceptingtheexplicitknowledgeinputweresuperiortothecontrolgroupswhichgottheimplicitinput．Meanwhile，LiuAihua(2008)demonstratedthatexplicitfeedbackoferrorcorrectionWaSmoreeffectiveintheprocessoflearningthenewgrammaticalitems．QiangZhen(2009)exposedfromhisempiricalstudyabouttheinfluenceofexplicitlearningandimplicitlearningonthegrammaracquisitionthattheexplicitgroupusedmoregrammaticalstructuresofthetargetlanguagethantheimplicitgroupoutsideclaSs，whichindicatedthatexplicitlearningwasinclinedtoraiselearners’awarenessoftargetlanguagestructure．Thesepreviousstudiesabroadandathomeononeaspectprovideasoundfoundationforthepresentstudy,butontheother,therestillexistssomeproblemsthathavetobetakenintoaccount：First，themajorityofthepreviousstudiesarelimitedtotheoreticalfacet,SOtheyendup、^ritllonlysometheoreticalpossibilitieswithoutsufficientempiricalevidence．Inthatcase，thepersuasivenessofthesepreviousstudiesmaynotbepowerfulenough．Second，thepreviousstudiesabroadareobviouslymorethantheonesinChina,whichindicatesthatmostofthestudiesarecarriedoutwhereEnglishisused勰thesecondlanguageratherthan弱theforeignlanguage．Therefore，underthecircumstanceofteachingEnglishastheforeignlanguage，suchaLsinChina,the14 relatedresearchesarerelativelyrare．Third，manyofthepreviousstudiesareisolatedandsimple．Somefocusonthefunctionoftheconsciousness-raising，whileothersjustcenterontheinfluenceoftheexplicitknowledgeorexplicitlearning．Inthissense，theyareofsomeone—sidednessandvaguenessintermsofthefeasibilityoftheirresearches．Incontrast，theexplicitconsciousness-raisingtaskmodel，introducedbythepresentstudy,connectstheconsciousness-raisingtaskswitlltheexplicitleamingSOastobetterraiselearners’awarenesstotheexplicitknowledge．Fromthispoint，explicitconsciousness—raisingtaskmodelismorespecific，guidableandfeasiblethanthewayssuggestedbythepreviousstudies．Moreover,thepresentstudyappliestheexplicitconsciousness-raisingtaskmodeltogrammarteachinginChinaseniormiddleschoolsinordertotestifyitseffectivenessinthepracticalteachingprocessandsearchforanewdirectionfortheforeignlanguageteachinginChina． ChapterThreeApplicationoftheexplicitconsciousness．．raisingtaskmodelingrammarteaching3．1Ellis"stwokindsofconsciousness—raisinggrammarteachingAsmentionedabove，Ellisbelievesthatexplicitknowledgecanchangeintoimplicitknowledgebymeansofgrammarteachingwhichdrawslearners’attentiontothefeaturesofthetargetlanguage．Therefore，heemphasizesthatgrammarteachingshouldcenteronconsciousness．raisinginsteadofontheaccuracy—orienteddrillsofthetargetlanguageproduction．Accordingly,Ellis(1993，quotedin李丽娟2006：6)putforwardtwokindsofconsciousness-raisinggrammarteaching．3．1．1Consciousness—raisinggrammarteachingfornoticingConsciousness．raisinggrammarteachingfornoticingreferstoraiselearners’awarenesstothemeaningsreflectedfromspecificgrammaticalfeaturesandtoassistlearnerstointernalizethefeaturesintoimplicitknowledge．Tobegeneral，ittriestoguideslearnerstonoticeandunderstandthegrammaticalfeaturesinthecourseofinputprocessing．Fromthisperspective，suchkindofgrammarteachingissimilartothedeductiveapproach．Deductivemethodmovesonwithsuchovertruleinstructionasdirect，explicitgrammarexplanationandformalanalyticlearningbeforetheguidedpracticeandmeaningfulapplicationOCCur．Sincelearnersarerequiredtogothroughastageofvariousstructure．basedpracticesoftargetgrammaticalfeaturesbeforetheyCanUSeopen．endedandcreativelanguagefreely,thegrammarconsciousness—raisingfornoticingisaneffectiveandconsideratedeductivewayforlanguagelearningandinstruction．3．1．2Consciousness．raisinggrammarteachingforexplicitknowledgeConsciousness．raisinggrammarteachingforexplicitknowledgeaimstoassistlearnerstocomprehendaparticularfeaturebyformulatingallexplicitcognitiverepresentationofhowitworksinthetargetlanguage．Toputitsimple，itistoprovidelearnerswiththedataandthenrequirethemtodiscoverandconcludetherelatedrulesforthemselves．Inthisway,thiskindofgrammarteachingbelongstoinductiveapproach· Witllinducfiveclassroomteaching，learnersmakeconstantobservationtoinferassociatedgovemingrulesorprinciples．TheinductivemethodencourageslearnerstodiscoverforthemselveshowcertainaspectSofthetargetlanguagework，SOitisalsoknownaS“discoverylearning’’whichisregardedasallinitiativelearningprocessinwhichlearnersbuildupnewideasorconceptsaccordingtotheirpresentorpreviousknowledgebymeansofprobingintotheprinciplesindependently．Combiningthepropertiesofnoticinganddiscoverylearningfromthetwokindsofconsciousness—raisinggrammarteaching，therefore，Ellis(2003)raisestheexplicitconsciousness．raisingtaskmodelwhichderivescertainqualitiesfrombeIthtlledeductivemethodandtheinductivemethodwiththepurposethathelplearnersnoticethenewlinguisticformsandusageswithinrealcommunicativeactivities．Inthissense，theexplicitconsciousness—raisingtaskmodelprovidesanewperspectivefortheforeignlanguageteaching，andisworthapplyingtothecurrentgrammarteachinginChina．3．2Procedureoftheexplicitgrammarteachingconsciousness—raisingtaskmodelinBasedonEllis’S(2003)introductionandillustrationtothepropertiesandmeritsoftheexplicitconsciousness—raisingtaskmodel，thepresentstudygeneralizesthemainproceduresoftheexplicitconsciousness—raisingtaskmodelinordertospecifyitsapplicationtogrammarteaching．Here，theprocedure，consistingofsixsteps，ispresentedasfollows： ⑧＼：=／硕士学位论文MASTER‘STHESISFigure3．1ProcedureofgrammarteachingwiththeECTmodelTheprocedureaimstodrawlearners’attentiontothetargetlanguageformandimprovetheestablishmentandconsolidationofexplicitknowledgeSOastoarriveattheinternalizationofexplicitknowledgeintoimplicitknowledgeultimatelyandsuccessfullyToputitmorespecifically,theexplanationofeachstepislikethat：Inthefirststep，teacherguideslearnerstosuccessfullyperceptthetargetstructure．Teachershouldtakeadvantageofappropriatematerialsandmakeuseofcreativeleads．intohelplearnersnaturallymakeaclearandprofoundfirstimpressiononthetargetgrammarpoint．Inthesecondstep，teacherraiseslearners’awarenesstothetargetformwhitthehelpofthetextwherethetargetstructuretobelearntappearsrepeatedly．LearnersarerequiredtofindOutthetargetstructurebasedontheperceptionmadeinthefirststep．Inthisway,learnersbecomeawareofthetargetgrammarpointandstarttocarefullyconsideritsuse．Accordingly,thisstepproperlydrawslearners’attentiontotheformofthetargetlanguage． ⑧＼：：／硕士学位论丈MASTER‘STHESISInthethirdstep，teacherhelpslearnerstoanalyzethetargetstmcture粕d1eadst|lemtodlscoverthefeatureorfunctionofthetargetstructure，wllichmal(esleamers，删绷e88ofthetargetformcontinuouslyincreased．Therefore，thissteplays粕emphasisonthecomprehensionofthetargetgrammaticalstructurethatfkilitatesthe1mpro垤meritofexplicitknowledge．Meanwhile，itpromoteslearners’abilityoflinguisticdataanalysisandenrichestheirlearningstrategies．Atlertheformerthreesteps，learnersinthefourthstepareexpectedtoachievethesystematicmetalinguisiticgeneralizationofthetargetgrammaticalrulesbythemselvesandclarifytheobservedu眈ofthetargetstructure．BydoingSO，learnersdeepentheirunderstandlngofthetargetlanguageandalsoreinforcetheirawarenesstothetarget咖ct眦，astheyputtheseparatepointsintotheirready·madelanguagesystemandmakeitmoreIntegrated·Moreover，itprovidesasoundfoundationfortheconverSionofexplicitknowledgeintoimplicitknowledge．Inthefifthstep，learnersalerequiredtodosomeform．focusedtasksrelatedtothe切唱etstructureSOastoconsolidatetheuseofthetargetstructure，facilitate此deVelopmentofexplicitknowledgeandtestifytheautomatizationofthet弛etf0册．11lisst印1sc绷edouttoenhancelearners’awarenesstothecertainlanguageformonceagain．nnprovelearners’abilityofmonitoringlanguageoutputthroughexplicitknowledgeandstrengthenlearners’explicitcognitionofthetargetlanguage．1Il廿leIaStstep，teacherprovideslearnerswithstructure．basedbutmealling怕cusedcommunicationtasks，forinstance，role-play,dialogueswithrealcontextoraspeechonacenamtopic，totestwhetherlearnersCanusethetargetstructureproperlyandfreeIvintherealcommunicationwithothers．Inthisrespect，learnersc锄lacceleratetheIntemalizationoftheirexplicitknowledgeintoimplicitknowledge，wlljchisseenastheidealresultoftheforeignlanguageteaching．Accordingtotheabovesixsteps，tobebrief,theprocedureoftheexplicitconsciousness。raisingtaskmodelcanbeconcludedintothefollowingthreestages：TheStepOnetotheStepThreefocusontheestablishmentofexplicitknowledge．1上llss魄estressesthetargetlanguageinputwhichplaysanimportantroleinraising1e姗erSattentiontonewitems，rulesandexceptions．Therefore，theinputfloodis锄e豁entlalwaytoincreasethefrequencyoflearners’consciousnesstothetargetl锄guage．Ihemorelanguageinputlearnersareprovided，themoreopportunities1e锄ersc锄jJ』JJiffJ}JfjfIfIIJJJJlJIIlJlIlJI acquireSOastobebetterawareoftherelatedlanguageform．Withthegradualawarenessandcomprehension，learnerswilleventuallyestablishanddeveloptheirexplicitknowledge．TheStepFourconcernsaboutthereinforcementofexplicitknowledge．Accordingtothemetalinguisticgeneralizationofthetargetlanguagerules，learnersmakeasoundfoundationfortheirlanguagesystems；whatismore，theyconsolidatetheirexplicitknowledgeinordertoenrichtheirownlinguisticdatabase．TheStepFivetoStepSixaimstotheinternalizationofexplicitknowledge．Afteraccomplishingtheformerstages，learnersCanactivelyusethetargetlanguagethroughbothform—focusedandmeaning·focusedtasks．Gradually,learners’explicitknowledgewillbeautomatizedandfinallyconvertedintoimplicitknowledge．Tillnow,asaresult，thewholeprocedureeffectivelyacceleratesthelong—termandcomplicatedprocessoftheinternalizationofexplicitknowledge．3．3Asampleteachingplanwiththeexplicitconsciousness—raisingtaskmodelAsmentionedabove，theprocedureoftheexplicitconsciousness—raisingtaskmodelincludessixsteps，namely,perceptionofthetargetgrammarpointtobelearnt,awarenessofthetargetgrammaticalstructurecoveredinthetext，comprehensionofthetargetgrammaticalstructure，metalinguisticself-generalizationofthetargetgrammarrules，practiceofthetargetgrammaticalstructurebyform—focusedtasks，free—useofthetargetgrammaticalstructurebystructure-basedbutmeaning—focusedtasks．Adetailedteachingplanwiththeexplicitconsciousness-raisingtaskmodelispresentedhere．Stepl．Perceptionofthetargetgrammarpointtobelearnt(a)．theteacherprovidesstudentswiththeformerpartsofthefollowingtworiddleswhichincludeattributiveclauseandasksstudentstoguesswhatitisrespectively．①．Itisananimalthatjumpsonitsstronglegsandcarriesitsyounginabagonthefrontofitsbody．②．HeisaplayerwhoWaSborninShanghaiandisplayinginNBAnow．T：Canyouguesswhatitis?S：sorry,I"mafraidICan’t．T：doyouneedmoreinformationabouttheanimal／theperson? ⑧＼：／硕士学位铨文MASTER‘STHESISS：yes．(b)．theteacherpresentsthelatterpartofeachfiddleandasksstudentstoguessagain．T：now,canyouguesswhatitis?S1：Oh，Isee，it’Skangaroo．S2：yeah，I"mstileit’SYaoMing．T：that’Sright．Great!(c)．theteacherhelpsstudentsperceptthefunctionofattributiveclausebyconcludingfromthefiddles．T：canyougettheanswersofthefiddlesifIdon’tgiveyouthelatterpartofeachsentence?S：No，Ican’t．T．OK．Obviously,wegettheanswerswiththehelpofothersentences；wecallthesesentencesasattributiveclause．Now,let’Slearnabouttheuseofattributiveclause．Step2．Awarenessofthetargetgrammaticalstructurecoveredinthetext(a)．theteacherasksstudentstoreadthetextofthisunitquicklyandfindouttheattributiveclausesinthetext．T：justnow,wegotageneralunderstandingofattributiveclause．Now,pleasereadthetextquicklyandfindouthowmanyattributiveclausesthereareinthetext．S1：Chuckisabusinessmanwhoisalwaysbusy．T：verygood．Couldyoupointouttherelativepronounofthissentence?S1：who．T：fight．Then,couldyoutellmewhichwordtheclausemodifies?S1：eh,Chuck．T．Chuck?Well，whichwordiSclosetothepronoun“who”?S1：businessman．T：fight，so?S1：oh，yes，theclausemodifies“businessman”．T．great!Sowecall“businessman"’astheantecedent．Othereightattributiveclausesarediscussedinthesameway．Theattributiveclausesare：①．Chuckisabusinessmanwhoisalwaysbusy．②．XiaoRongtookaphotoofamonkeythatWassittingonmyhead．③．Ane·palissomeonewhomyouwritee．mailsto． ⑧＼：一，硕士学位论文MASTER‘STHESIS④．ThebookthatIreadyesterdayisveryinteresting．⑤．IcalledatravelagentwhosetelephonenumberIhadfoundinanewspaper．⑥．Ilivedinaroomwhosewindowsfacesouth．⑦．Therearemorethan42countrieswherethemajorityofthepeoplespeakEnglish．⑧．We’11neverforgetthedaywhenthePeople’SRepublicofChinawasfound．(9．nereasonwhyshequittedherjobWasnotclear．(b)．theteachermakesabriefconclusionaboutthefeatureofattributiveclauseaccordingtothenineexamplesthatappearinthetext．T：welldone!We’vefoundoutnineattributiveclausesfromthetext．Accordingly,wecandefinetheattributiveclauseasaclausethatmodifiesanounthesamewayanadjectiveorprepositionalphrasedoes，andthenounitmodifiesiscalled“antecedent”．Step3．Comprehensionofthetargetgrammaticalstructure(a)．theteacherpresentsthenineattributiveclausesontheblackboardandasksStudentstodiscussingroupshowtousetherelativepronounsandrelativeadverbsandthenfillinthefollowingblanks．①．——，_一orisusedtointroduceallattributiveclauseaboutthings．．②．——，-——-，一or：isusedtointroduceanattributiveclauseaboutpeople．③．——isusedtointroduceanattributiveclauseaboutplaces．④．——isusedtointroduceanattributiveclauseabouttime．⑤．——isusedtointroduceanattributiveclauseaboutreason．T．pleaselookattheninesentencesagainandfillintheblankstofmdouttheusageofrelativewords．YouCandiscusswithyourpartners．(b)．theteachercheckstheanswersaftertheyfinishthediscussion．Makesuretheyunderstandthebasicusageofattributiveclause．Step4．Metalinguisticself-generalizationofthetargetgrammarrulesAftertheblank—filling，theteacherhelpsstudentstodiscoverthebettersystematicrulesofattributiveclausewithatable．T：good!Accordingtotheblank—filling，you’veunderstoodthebasicusageofattributiveclause．Now,let’Sgeneralizeitsusagetogether．I"llgiveyouanincompletetable，andyouhavetofinishitbyyourselves． ⑧＼：：／硕士学位论文MASTER‘STHESISTable3．1theusageofattributiveclauseantecedentRelativepronounsantecedentRelativeadverbssubjecttimepeopleobjectpossessiveplacesubjectthingobjectreaS0npossessiveAfterthat，somestudentsareinvitedtogivetheiranswersontheblackboard．Theteacherevaluatestheiranswerswithstudentsandthenrequiresstudentstokeepthisusageintheirownways．Step5．Practiceofthetargetgrammaticalstructurebyform—focusedtasksTheteachergivesstudentsthefollowingpracticetocheckiftheyhavemasteredtheusageofattributiveclause．Taskl．Lucygotmarriedlastmonth．Sheislearningtobeagoodwife，butshereallyhasaheadacheaboutbuying，keepingandcookingfood．Couldyougivehersomeadvice?①．don’tbuy／thepotatoes／aregreen②．buyyourfood／fromshopkeepers／arealwaysbusy③．choose／thefreshfish／fromshopkeepers／arealwaysbusy④．whilecooking，puteverything／inaplace／finditeasilyTask2．Rewritethefollowingshortpassage“Mary’Sparty"’，usingattributiveclauseifnecessary．EverybodywenttoMary’SpartylastSaturdayevening．Everybodyhadagoodtime．Marycookedthefood．Itwassuper．Ilikedthedress．LucyWaswearingit．Itsuitedherwell．Ialsometsomeone．Ihadnotseenhimforyears．HisnameisJames．HehadbeenlivinginGreeceforthepastfiveyears．Hecamebackheretogiveanexhibition．TheexhibitionisaboutGreekart．Step6．Free—useofthetargetgrammaticalstructurebystructure—basedbutmeaning—focusedtasksAftertheform．focusedtasks，studentsaregivenrealcommunicativeactivitiestoexpressthemselvesfreelyinformofthetargetstructure． Task：describingoneoftheirclassmateswithattributiveclauseifnecessary．Meanwhile，thestudentwhoisgoodatdrawingpaintstheperson’SportraitwhiletherestofstudentsBl"eguessingwhoitis．Oncetheygetthecorrectanswer,thepicturecanbesenttothefightpersonasagift．T：whowantstohaveatry?SI：1wallttotalkaboutoneofmyfriendsintheclass．TheboywhoI"mdescribinghasblackhair．．．T：doyouknowwhoitis?S2：IthinkitiS⋯S3：No，Idon’tthinkSO，Ithinkit’S⋯Analysis：Inthefirststep，thearrangementoffiddlesnaturallyledstudentstotheattributivecla．useduringtheteacher-studentinteraction，SOstudentscouldsuccessfullyperceptthetargetstructurebymakingadeepimpressiononthefeatureofattributiveclauseaccordingtothefiddle．guessing．Afterthat，thesecondsteprequiredstudentstofindoutthea_ttributiveclauseswhichappearedinthetextandanalyzedthecompositionofeachsentencewimteacher’Sinducement，andthenthedefinitionandcharacteristicofa_ttributiveclausewerenaturallyconcluded．Inthisprocess，studentscouldcontinuouslyfocusonthegrammaticalstructureSOthattheirawarenessofthetargetstructureWaSconstantlypromoted．Basedonthefirsttwosteps，thethirdsteptriedtodeepenstudents’understandingofthetargetstructurebydiscussingtheusageofattributiveclause·Accordingtostudents’groupworkandteacher’sassistance，studentswouldimprovetheircomprehensionoftargetgrammarpointandtheirdevelopmentofexplicitknowledge·Thefirstthreestepsaimedtoestablishstudents’explicitknowledge，whilethefourthstepwastodeveloptheirexplicitknowledgeinordertoconvertitintoimplicitknowledge·TeacherguidedstudentstodiscoverthesystematicrulesbythemselvesafterafullⅦ1derstandingofthetargetstructureintheprevioussteps．BydoingSO，theantomatizationofexplicitknowledgecouldbeeffectivelyrealized，whichWasimportantilltheforeignlanguageacquisition．Tillnow,thefourstepsfocusedontheprocessoflanguageinputbyraisingstudents’awarenesstothetargetstructure·Accordingly,thestepfiveandstepsixfocusedonthelanguageoutputafterthesufficientinputinordertofacilitatetheintemalizationofexplicitknowledgeintoimplicitknowledge．Taskswere24 arrangedfromform—focusedtomeaning·focused，whichcouldlowerstudents’anxietyandguaranteetheirappropriateandfreeoutputinrealcontext．Inthisway,thelanguageinputandoutputwerewellbalancedSOthatstudentswouldfinallydeveloptheirEnglishlanguageproficiencyalongwiththeimemalizationofexplicitknowledgeintoimplicitknowledge． ChapterFourMethodologyThischapterprovidesadetailedandin—depthdescriptionofexperimentaltreatmentofthepresentstudy,includingresearchaim，researchhypothesis，researchsubjects，researchinstrument，researchmethod，researchprocedure，datacollectionandstatistics．4．1ResearchaimAsdiscussedpreviously,thecurrentsituationofgrammarteachinginChinaisnotSOsatisfactoryinthatteachersignoreeitherthecommunicativefunctionofEnglishorthegrammaticalrulesofEnglish．Asaresult，learnersturnouttobe“silent’’Englishspeakersorsuccessfulbutgrammaticallyinaccuratecommunicators．Inordertosolvethisproblem，thethesisadoptsEllis’Sexplicitconsciousness．raisingtaskmodel．ThenewmodelisappliedtogrammarteachinginaseniormiddleschoolinordertotestifyitsfeasibilityandeffectivenessintermsoffacilitatingEnglishgrammarteachingandpromotinglearners’activeattitudestowardsthegrammarlearning．BydoingSO，thepresentstudyismeanttoprovideanewperspectiveormodeforEnglishteachers90astoimproveandperfectthepresentgrammarteachinginChina．4．2ResearchhypothesisThepresentstudyisundertakentoputtheexplicitconsciousness—raisingtaskmodelintopracticeinordertoinvestigatewhetheritbestfacilitatestheEnglishgrammarteachingandlearninginseniormiddleschoolsinChina,therefore，thepresentstudysuggeststwohypothesesandattemptstoverifytheireffectiveness：l1．ComparedwiththetraditionalThreeP’Smodel，theapplicationoftheexplicitconsciousness．raisingtaskmodeltogrammarteachinginChinaseniormiddleschoolsbetterimproveslearners’Englishgrammaticalproficiency．2’)．ComparedwiththetraditionalThreeP’Smodel，theapplicationoftheexplicitconsciousness．raisingtaskmodeltogrammarteachinginChinaseniormiddleschoolsbetterincreasesleamers，interestandmotivationtogrammarlearning． ⑧＼：／硕士学位论文MASTER‘STHESISIIIIII4．3ResearchSUbjectThesubjectsofthepresentresearchwerechosenfromstudentsinHongWenSeniorMiddleSchool，XianTao，HuBei．Twoready·madeclassesofGradeOne(ClassNineandClassTenlwereselectedSOasnottodisturbtheimplementoftheoriginalteachingscheduleofthesch001．Studentsofthetwoclasseshadthesimilareducationalbackground，forallofthemhadlearnedEnglishforthreeyearsinjuniormiddleschools．Moreover,theyhadbeengivenatestbeforetheexperiment，whichshowedthatthetwoclasseshadnotsignificantdifferenceintermsoftheiroriginalgrammarproficiency．Thetwoclassesweredividedintotwogroups：theoneWastakenastheExperimentalGroup(EG)andtheotherastheControlGroup(CG)．ParticipantsofthetwogroupswerebasicallyparallelandmatchedintermsoftheirEnglishgrammarlevel，ageandgenderinordertoguaranteetheexperimentalresultsarefundamentallyaffectedbythetwodifferentteachingmethodsratherthanbyotherfactorsorvariables．Besides，thetwoclassesweretaughtbythesameteacher,whowastoldthedistinctionbetweenthetwoteachingmethodsbeforetheexperimentbegan．Generallyspeaking，thebasicinformationrelatedtotheresearchsubjectsiSillustratedinthefollowingtable：Table4．1InformationabouttheresearchSUbjectsYearsofMethodResearchGroupNumberGenderlearningaccepteddurationEnglishExperimental23malesTheECT6038weeksGroup37femalesmodelControl26malesTheTIlree6038weeksGroup34femalesP’Smodel4．4ResearchinstrumentsTheinstrumentsintlliSresearchincludedapre-test,apost—testandquestionnaires．Thepre—testwasgiventotheparticipantsbeforetheexperimenttoinvestigatewhetherstudentsofbothgroupshadsimilarEnglishgrammarlevelinordertoensurethevalidityoftheexperiment．Thepost-testWascarriedouttotestifythedifferenceofEnglishgrammarlevelbetweentheExperimentalGroupandtheControlGroupaftertheexperiment，whichWasthekeytotheachievementoftheexperiment．Boththepre—test27 ⑧＼一，硕士学位论文MAS’rER’STHESISandpost—testwere25multiple—choicequestionsand15blank-fillingquestions，andallthepost-testitemsweresimilartothepre—-testonesintermsofdegreeofdifficultySOastoguaranteethereliabilityofthetwotests．ThetotalscoreofeachtestiS100．111equestionnaireswereassignedtotheExperimentalGroupaftertheexperimenttofindouttheirattitudestowardsthenewgrammarteachingmethod．Besides，theSPSSsoftwareWasusedtoanalyzethecollecteddatainordertomakeobjectiveandprecisecomparisonbetweentheExperimentalGroupandtheControlGroup．ThetargetgrammaticalstructureselectedinthisstudywasEnglishattributiveclause．SincealltheparticipantsoftheresearchdidnotlearnEnglishattributiveclauseuntiltheywereinthelateperiodofjuniormiddleschools，theyhavehadjustasimpleunderstandingoftheattributiveclause．AccordingtotheEnglishcurriculumsyllabusofseniormiddleschools，however,studentsarerequiredtomasterEnglishattributiveclauseonasystematicalandadvancedlevelSOastoformacompleteandoverallgrammaticalsystem．Therefore，theattributiveclausebelongstooneofthemostimportantteachingitemsforteachers．Accordingly,toclearlyunderstandhowlearnersacquiredifficultgrammaticalstructurescallprovideteacherswithaileffectivewaytoteachcomplicatedgrammarpointsandalsohelpteacherstosolvelearners’grammaticaIproblemsandconfusion．4．5ResearchmethodThepresentstudyemployedaquasi—experimentasthemajorsourcefordatacollection，along晰tIlthequestionnairesasasupplementarymeans．Someobjectivefactors，suchastheschooldisciplinemaybethreatened，ortheoriginalteachingplansmaybeinterfered，makethetrueexperimentaldesignthroughrandomassignmentnotdesirableenough，SOitisdifficulttousethetrueexperimentaldesigntocarryouttheresearch．Inthatcase，thepresentstudychosethequasi—experimentinstead．Aquasi·experiment(刘润清1999)referstotheexperimentaldesignwhosesubjectsareusuallytwoready—madenaturalclasseswhenresearchsubjectscannotbeselectedfreelybytheresearchers．Therefore，thepresentstudychosetwoexistentclassesastheExperimentalGroupandtheControlGrouprespectivelytoimplementthe‘"pre·test---experime岬ost—test"’quasi—experiment．Exceptforthedifferentteachingmethods，thetwogroupsusedthesametextbook(NewSeniorEnglishforChina,Student’SBook2，publishedbyPeople’SEducationalPress)andfinishedthe sameexercisesintheprocessofnormalteaching．TheExperimentalGroupacceptedtheexplicitconsciousness．raisingtaskmodelwhiletheControlGroupreceivedtheThreeP’Smodel．Eightweekslater,thepost—testwasgiventobothgroupstoseeifthegrammarlevelofthetwogroupshadsignificantdifference．Besides．thequestionnaireiSadescriptivemethoduniversallyusedintheeducationalresearch，becauseitCallbeeasilycardedoutwithintheclassroomenvironmentofasmallscale．Therefore．intheendofthepresentstudy,questionnairesweregiventotheExperimentalGroupafterthepost-testinordertocheckwhetherlearnersheldpositiveattitudestowardstheexplicitconsciousness·raisingtaskmodel．4．6ResearchprocedureThewholeresearchgoesthroughexperimentstageandthepost-experiment(1)．Thepre-expedmentstagethreestages：thepre-experimentstage，theIntheweekbeforetheexperiment，apre—testrelatedtothetargetstructure--attributiveclause，WasgiventoboththeExperimentalGroupandtheControlGroupinordertoguaranteetherewasnosignificantdifferencebetweenthetwogroupsintermsoftheoverallEnglishgrammarlevel．AfteranalyzedbyZ-test，thepre-testshowedthattheoriginalgrammarproficiencyoftheExperimentalGroupandtheControlGroupWasalmostthesame，whichconfirmedthevalidityprerequisitefortllenextexperimentaltreatment．Afterthepre．test，thescoresofitwerekeptbytheauthorforlatercomparisonandanalysis．(2)．TheexperimentstageTheexperimentWaSimplementedfromthesecondweektotheseventhweek．Duringtheexperimentaltreatment，theExperimentalGroupreceivedtheexplicitconsciousness-raisingtaskmodelwhiletheControlGroupreceivedthetraditionalThreeP’Smodelforgrammarteaching．Bothgroupslearntthesalnetargetgrammarstructure：attributiveclause．Thetwogroupsweretaughtbytheteacher．(3)．Thepost-experimentstageIntheweekaftertheexperimentaltreatment，apost—testWasgiventoboththeExperimentalGroupandtheControlGroupinthe观irleformofmultiple-choicequestionsandblank．fillingquestionsasthatofthepre—test．Thecontentsofthetestwere abouttheEnglishattributiveclauselearntintheexperimentstage．Besides，thequestionnaireswerealsogiventotheExperimentalGroupacceptingtheexplicitconsciousness-raisingtaskmodeltoreflectstudents’attitudestowardsthenewteachingapproach．Thequestionnaireconsistedof12multiple—choiceitemsrelatedtotheevaluationoftheexplicitconsciousness-raisingtaskmodel．ThequestionnairewasdesignedandanalyzedbytheresearcherandaccomplishedwiththehelpofstudentsoftheExperimentalGroupandtheteacher．4．7DatacollectionandstatisticsTherawdatawascollectedfromthreesources：thepre-testscoresofbothgroups，thepost-testresultsofbothgroupsandthequestionnairestatisticsoftheExperimentalGroup．AllthedataWasprocessedandanalyzedbytheSPSSsoftwaretoindicatewhethertheresultsofthetwotestsandthequestionnairecouldstronglysupporttheresearchhypothesesmentionedpreviously．Meanwhile，Z·testWasperformedonbothpre-testandpost—testscorestotestthesuperiorinfluenceoftheexplicitconsciousness-raisingtaskmodelonimprovinglearners’Englishgrammarlevel．Theresultsofthequestionnaireswerepresentedinformofpercentagetofindoutlearners’attitudeandinteresttotheexplicitconsciousness—raisingtaskmodel． 《|酉i》＼：／硕士学位论文MASTER‘STHESISChapterFiveResultsandDiscussion5．1Resultsandanalysis5．1．1Resultsandanalysisofpre—testandpost—testBeforetheexperiment，thepre-testWaSgiventoensurethestudentsoftheExperimentalGroupandtheControlGrouphadnotsignificantdifferenceoriginallyintermsofEnglishgrammarlevel．Aftertheexperiment，thepost-testWaSusedtocomparewiththepre—testinordertoexploreiflearners’Englishgrammarlevelwasfacilitatedbytheexplicitconsciousness—raisingtaskmodel．Generallyspeaking，theresultsofpre-testshowedtheparticipants’overallEnglishgrammarproficiencyofbothgroupsbeforetheexperiment，whilethecomparisonbetweentheresultsofpre·testandpost—testindicatedtheeffectsoftheexplicitconsciousness—raisingtaskmodelondevelopinglearners’Englishgrammarlevel．Here，theZ-testresultsofpre—testscoresandpost-testscoresofbotllgroupsarepresentedinthefollowingtwotables，includingthemean，thestandarddeviationandtheZ．valueofbothtests．Table5．1datainpre-testofEGandCGGroupNumberMeanScoreStd．DeviationZ-testEG6060．603．84l2．36CG6058．037．508Table5．2datainpost—testofEGandCGGroupNumberMeanScoreStd．DeviationZ-testEG6087．936．2388．58CG6075．978．809InTable5．1，theZ—value(Z---2．36<2．58，P<0．01)indicatesthattheExperimentalGroupandtheControlGroupdonothavesignificantvariability．Meanwhile，themeanscoresofthetwogroupsareveryclose，whichimpliesthetwogroupswereofthesameEnglishgrammarlevelbeforetheexperiment．InTable5．2，theZ—value(Z=8．58>2．58，P