认知策略在初三英语语法教学中的运用 81页

摘要语法是对词的变化及句子组织规则的研究，是语言交际的基础，它决定了交际的流利性和准确性。英语在中国又是作为一种外语而不是第二语言来教学的，因此，语法教学非常重要。但近些年，由于受西方交际法教学思潮的影响，我们在英语教学中过多地强调了意义的协商和交流而忽视了语法能力培养的重要性。面对英语教学中出现的一些问题，笔者运用认知策略的一些方法对初三复习阶段的语法教学进行了探索，目的在于帮助学生建构基本的语言体系，初步系统地归纳语法基础知识，提高他们对语言知识的理解、掌握和运用。本文包含四个部分。首先，笔者指出了研究语法教学的重要性，并提出了此论文的假设：在语法教学中如果我们运用认知策略的一些方法，就能够提高学生的语法学习效果，增强学生的语言运用能力。其次，笔者试图通过对认知心理学、认知理论以及语法教学的一些主要观念的回顾，为论文提供理论基础一“认知策略”。“认知策略”就是学习者用来选择和调节自己的注意、学习、记忆和思维方式等内部过程的技能。接着，笔者运用认知策略的一些方法对初三年级的语法教学进行实验。在语法教学过程中，笔者就教学中的不同阶段、不同内容，采取认知策略中的不同方法，对实验班进行语法教学，而控制班是由另一位老师用惯用的语法教学法、题海战术进行语法教学。经过一学期的实验，笔者采用SPSS统计软件，对两班的实验数据进行T检测，其主要结果如下：1)利用认知策略进行语法教学不但可以帮助学习更系统全面的掌握语法知识，而且还可以提高他们对英语的学习兴趣和学习效率，增强他们对英语整体知识的掌握和运用。 2)经过认知策略指导下的语法教学，实验班在学习方法上更具科学性，他们会全面、系统地对待所学得内容，善于分析、归纳、总结、比较，把知识学活、学精，从而成为有效的学习者。关键词：认知策略；语法教学；语言运用能力；英语语法知识体系 AbstractGrammaristhestudyoftherulesbywhichwordschangeformsandarecombinedintosentences：itisalsothebaseofcommunicationanddeterminesitsfluencyandaccuracy．What’Smore，Englishistaughtandlearntasaforeignlanguagebutnotthesecondlanguage，SOgrammarteachingisveryimportanttoUS．However,affectedbywesterncommunicativeteachingapproach，ourEnglishteachingfocusestooheavilyOnmeaningapproachandcommunication，thus，theimportanceofcultivationofstudent’Sabilityingrammarhasbeenneglected．InfrontofsomeproblemsinEnglishteaching，theauthorattemptstousethemethodsofcognitivestrategytoexploreEnglishgrammarteachinginthe3rd-yearjuniorhighsch001．Thepurposeistohelpthestudentsconstructtheirlanguagesystem，enhancetheirlanguagecompetence，cultivatetheircomprehensiveabilitiesofusingEnglish，Thisthesiscontainsfourparts．Firstly,theauthorindicatestheimportanceofresearchofEnglishgrammarteachingandputsforwardsuchahypothesis，i．e．ifweusethemethodsofcognitivestrategyinEnglishgrammarteaching，wecanenhancestudents’learningeffectsandboostuptheirall·aroundabilitiesinEnglishlearning．Secondly,theauthortriestosettleatheoreticbaseforthearticle，byretrospectingthemainideaofcognitivepsychology,themainideaofthecognitivetheory,andthatofgrammarteaching．Cognitivestrategyisthetechniquestoconducttheinformadonprocessinginlearners’mind．Thethirdpartistheexperiment．Intheexperiment，theexperimentclassistaughtbytheauthorbyusingcognitivestrategiesingrammar revision，theauthorUSeSdifferentstrategymethodsaccordingtodifferentteachingcontentsandcond曩C璐，whilethecontrolclassistaughtbyanotherteacherbyutilizingdaily-usedgrammarteaching．Onesemesterlater，rawdataarecollectedvalidlyandreliably．SPSSll．5isadoptedtodothedataanalysis．Finally,throughindependent-samplet-test，paired—samplet-testandcorrelationstatistics，theauthorconcludesthat：1)Applicationofcognitivestrategiesingrammarrevisioncannotonlyhelpmasteroverallsystematicknowledgeofgrammarrulesbutalsoimprovethestudents’interest，motivationandlearningefficiency,whichcontributegreatlytOthemasteryofthewholestructureofforeignlanguage．2)Throughapplicationofcognitivestrategiesingrammarexperimentclasshasimprovedtheirlearningmethods，whichalebecomingmorescientific．TheyCalltreatwhattheyhavelearnedsystematicallyandstrategicallybyemployinganalysis，induction，summary,comparisonetc．Allofthiscontributesalottoenrichandperfectthestudents’knowledgeandtomakethembecomeeffectivelanguagelearners．KeyWords：cognitivestrategy,grammarteaching,Englishcomprehensivecompetence；thesystemofEnglishgrammarknowledge 独创性声明本人声明所呈交的论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得苤鲞堙整表堂或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均己在论文中作了明确的说明并表示了谢意。学位论文版权使用授权书本人完全了解天津师范大学有关保留、使用学位论文的规定，即：学校有权将学位论文的全部或部分内容编入有关数据库进行检索，并采用影印、缩印或扫描等复制手段保存、汇编以供查阅和借阅。同意学校向国家有关部门或机构送交论文的复印件和磁盘。(保密的论文在解密后应遵守此规定)签名导师躲马墨丝臼期： AcknowledgementsIamsincerelygratefulinthefh"stplacetomysupervisor-．．．．ProfessorMaChanglong．Itishewhoalwayshelpsmeandencouragesmetoundertakethewritingofthisthesis．Hiscommentsandsuggestionsaboutmythesis，fromthe6rganizationalstructuretodetailedcontent，arealwaysconstructive，helpful，andvaluabletOme．IamgratefultoalltherespectableteacherswhohavetaughtmediligentlyinTi删inNormalUniversity．TheyareProfessorGuGang，ProfessorZhangkui，ProfessorChengZhijie，ProfessLuying，ete．Withtheirhelp，Ihaveobtainedmuchknowledgeaboutthisfield．Thanksarealsorenderedtothoseteachersworkinginthelibraryandreferenceroomoftheuniversity,whohavepatientlyassistedmeinfindingrelevantreferencebooks．ThanksalealsogiventomyformercolleaguesSunXiaohongandDongLihui，inAttachedMiddleSchoolofNankaiUniversity．Finallymysincerethanksgotomyhusbandandmydaughter"whosesupporthasencouragedmetocompletemythesis． ChapterIIntroduction1．1BackgroundoftheResearchAlthoughtheresearchofforeignlanguageteachinghasahistoryoftwentycenturies，withgreatmanyviewsandtheoriessproutedsuchasGrammar-TranslationMethod，thecontextualteachingapproachprevailedinthe1990s，form-focusedmethodanddiscoursemethod，thereisstillnOcommonlyreachedagreementthat、whichapproachisthemosteffective，andlinguistshaveprobedintothelanguageteachingmethodindifferentperiodsandangles．Butwhatevermethodhasthevarietieswithadvantagesanddisadvantages．Withtheinfluenceofcommunicativemethodinthe1960s，wehaveover-emphasizedcontextualandcommunicativesettinginforeignlanguageteaching，thusgrammarteachingWasignored．Fromtheperspectiveofcommunicativemethod,studentsgreatlyrelyonthevocabularyandlexicalchunksandotherlingualandverbalcommunicativestrategies，SOthatgrammarbecomesnot·SO—important，andthestudentsignorefosteringthegrammarability．However,guidedbythecommunicativemethod，ourstudentshavecommittedvariousgrammarerrors，soastOinfluencetheirlanguagecompetence，suchphenomenonimpulsespeopletOintrospecttheimpo／"tanceofgrammarinlanguagelearning，andgrammarteachingbecomesahotissueagain．EnglishistakenasaforeignlanguagetolearnandteachinChina,anditisunrealistictomastertheEnglishwellpurelythroughtask—basedactivities，withthehopethatstudentsCalllearnEnglishnaturallyastheirmotherlanguage．Recentyears，followingthecommunicativeapproachproposedbywesternscholars，Chinese scholarshaveover-emphasizedtheimportanceofmeaningfulcommunicationandcooperation，andignoredthedevelopmentofgrammarability．TheybelievethatitisunnecessarytoteachEnglishgrammar．However,mostEnglishteachershavehadtheexperience：Astothejunior-threehighschoolstudentsinChina,theyhavelearnedmostbasicgrammarrules，butwhenconcerningtotheemploymentofintegrativegrammarknowledge，suchasinthetestof‘‘clozetest’’and‘‘choosingtheproperwords’’，theymayfeelbewilderedandfrustrated，eventheycanrecallandwritedownthewords，theystilldon’tknowhowtousethewords．Eventhoughthestudentshavemechanicallymemorizedsomegrammarconceptsandprinciples，theymaystillfeelpuzzledintheactualpractice(Huang，2007)．Thestudentsfinditdifficulttolearngrammarrules，mostofthestudentsareshortofsystematicknowledgeofgrammar,andmostofthemloseinterestandconfidence．Graduallytheybecomepassiveingrammarlearning．So，what’StheproperpositionofgrammarinEnglishteaching?Howtoteachitwell?Whatprinciplesandmethodsshouldwefollow7ThesequestionshaveperplexedmostmiddleschoolEnglishteachers．1．2SignificanceandPurposeoftheResearchGeneralspeaking,masteryofalanguagemeansmasteryofthecomponentpartsofthelanguagesuchasrules，lexisandphoneticofthelinguisticskillssuchaslistening，speaking，readingandwriting；andofpragmaticfunctionssuchasgreeting，apologizingandtransferringinformationtoachieveeffectivesocialcommunicationbyapplyingthelanguageasatoolcorrectly．Therefore，grammarteachingshouldhaveits2 ownstatusinEnglishlanguageteaching．Theconcentrationinforeignlanguageteaching,inthelongrun，isnotonlyonhowtoteachgrammaticalknowledgebutalsoontheattentiontotheuseoflinguisticcompetence．SomeresearcherslikeHymes(1971)，Bachman(1990)viewgrammaticalcompetenceasonecomponentofcommunicativecompetence．Poorgrammarisdetrimentalnotonlytoourreadingandwriting，butalsotoourspeakingandlistening．In25mIATEFL(InternationalAssociationofTeachersofEnglishasaForeignLanguage)，researchershavepointedoutthatthestudentsdonotonlygaillsomeinformationintheclassroom，butlearnthelanguage．Allthecommunicativeactivitiesadvocatedandinformationpresentedintheteachingprocess，arethemethodsandapproaches，aimingtohelpthestudentslearnlanguageeffectively(YuandWang1991)．Averagely,theresearchersagreethatwhateverteachingmethodshouldinvolvethegrammarteaching．Grammarteachingistheimportantelementtopromotethelearners’communicativeabilityandthelanguagecompetence，aswellasthelanguageskills．Wilkins(1974：84—87)believesthat“acquiringthegrammaticalsystemisofcentralimportance，becauseaninadequateknowledgeofgrammarwouldseverelyconstrainlinguisticcreativityandlimitthecapacityforcommunication．’’Mostresearcheshavedemonstratedthatthoughpureempiricism-orientedandcommunication-centeredsecondlanguagelearningcanprovidethelearnerswithplenteousopportunitiestounderstandtheinputinformationandtocommunicate，theystillcannotacquirethesystematicstructureSOastoconducthigh—levelcommunicativeactivitieswithothers．Grammartoalargeextentdeterminesacademiclevel．The3 necessityofgrammarteachingwasrealizedandrecognizedrecentlyonceagainsinceanincreasingnumberofstudiesshowthatgrammarteachingcouldfacilitatethestudents’accurategraspoftheformofthetargetlanguageinforeignandsecondlanguageteaching．Thisresearchaimstoimprovethestudents’comprehensiveabilityofEnglishlanguage，aswellasthelivelyandeffectivelyapplicationofcognitivestrategiestogrammarlearningwillmaketheEnglishteachingmorelively,andeffectively．Thestudents’cognitiveabilitythroughcomparisonsandanalysisofgrammaticalpointscanbepromoted．Meanwhilethestudentswillchangetheirpassiveattitudetopositivepassionandmotivationoflearninggrammar．Specifictasksbasedoncognitivestrategiesingrammarteachingaledesignedbytheauthortocultivatethestudents’abilityofusingthelanguagecreatively,whichcanhelpthestudentsconstructtheirlanguagesystem，enhancetheirlanguagecompetence，cultivatetheircomprehensiveabilitiesofusingEnglish，thusthegoalofmiddleschoolEnglishteachingCallbeachieved．Instudyingtheprinciplesandmethodsofgrammarteaching，thisthesiscombinescognitivetheorieswithteachingpractice，providesavarietyofpracticalexamplesandtriestoprovidethehi．ghschoolteacherswithsometheoryguidanceandteachingsuggestions．Hopefullyitwillbeofsomehelptothem．1．3HypothesisandResearchQuestionsThehypothesisisraisedbytheauthorasfollows：theapplicationofcognitivestrategiesingrammarteachingCanfacilitateEnglishabilityofthethird—yearJunior4 Hi曲Schoolstudents．Aroundthehypothesis，threeresearchquestionsareproposedbytheauthor：1)Canapplicationofcognitivestrategiesfacilitatethestudents’awarenessofgrammarteaching?2)Canapplicationofcognitivestrategiesimprovethestudents’learningeffect?3)Canapplicationofcognitivestrategiesplayanactiveroleinraisingthestudents’comprehensivecompetenceofusingEnglishlanguage?1．4OverallOrganizationoftheThesisThethesisintroducesthecognitivestrategiesingrammarteachingbasedonthecognitivepsychologyputforwardbyNeisser．Thethesisincludesfivechapters．ChapterOnegivesabriefintroduCtiontothethesis，consistingofthebackgroundoftheresearch，thesignificanceoftheresearchandthegeneralstructureofthepaper"therestofthesisisorganizedinthefollowingway：ChapterTwoistheliteraturereview,whichintroducesthesupportingtheoriesandsomemajordefinitionsrelated．ChapterThreeistheexperimentwhichisdesignedwithspecificprocedurestoverifytheeffectivenessofapplicationofcognitivestrategiesinGrammarteaching．．AnexperimentisadministeredinAttachedMiddleSchoolofNankaiUniversity．Ei曲ty—sevenstudentsareinvolved，whoarejuniorthreestudents．Theyarefromtwoclasses：theexperimentclassandthecontrolclass．Thischapteralsointroducestheexperimentresearchdesign，experimentproceduresandinstrumentaswellasstatisticaltreatmentofthedata．5 ChapterFouristhedataanalysisandtheresultofhypotheses．Theauthorprovidesthemethodologyofdataanalysisincludingquantitativeandqualitativestatistics．Theresultsofpretestandposttestshowthatapplicationofcognitivestrategiesingrammarteachinghaspositiveinfluenceinlanguagelearning．Fivefocusesonthemainfindingsofthisresearch，thepedagogicalimplications，theresearchlimitationsandconstructivesuggestionsforfurtherresearch．6 Chapter2LiteratureReview2．1GrammarandGrammarTeaching2．1．1Def"mitionsofGrammarThestudyofgrammarhasalongrecordedhistory,stretchingbackwellovertwentycenturiestothegreatphilosopher／teachersofAncientGreeceandRome．Forthem，grammaroccupiedacentralroleinthelanguagearts(KollnandFunk2006)．Foreverylanguageteacherandlearner,grammarisnotastrangeterm．Linguistshavebeenstudyingitforcenturies．Whatisgrammar?Whatroledoesgrammaticalinstructionplayinlanguageteaching?AccordingtoOxfordEnglishDictionary,grammaristhedepartmentofthestudyofalanguagewhichdealswithitsinflectionalformsorothermeansofindicatingtherelationsofwordsinthesentence，andwiththerulesforemployingtheseinaccordancewithestablishedusage；usuallyincludingalsothedepartmentwhichdealwiththephoneticsystemofthelanguageandtheprinciplesofitsrepresentationinwriting．LongmanDictionaryofContemporaryEnglish(1995)definesgrammaras‘‘thestudyofuseoftherulesbywhichwordschangetheirformsandarecombinedintosentences．’’Manylinguistsalsogivedifferentdefinitionsofgrammar．Theterm‘grammar’isusedinanumberofdifferentsenses—thegrammarofalanguagemaybeunderstoodtobeafulldescriptionoftheformandmeaningofthesentencesofthelanguageorelseitmaycoveronlycertain，variouslydelimited，parts7 ofsuchadescription(Huddleston，1984)．Richards(1985)definesgrammarasfollows：adescriptionthestructurealanguageandthewayinwhichlinguisticunitssuchaswordsandphrasesarecombinedtoproducesentencesinthelanguage(quotedinNomatterhowgrammarisdefined，theyhavesomethingincommon，thatis，grammaristheruleaboutsentencemakingandaltemationsyntaxandclauses．Ithelpsunderstandthesentencestructuresandthemeaningsentences，clausesandpassages·2．1．2TheImportanceGrammarandGrammarTeachingGrammarplaysacrucialroleinalanguage，aswellaslearners’abilitieslistening，speaking,readingandwriting，justasstatedbyVictoriaFromkin(2004：14)，“GrammarpresentsOUIlinguisticcompetence．Tounderstandthenaturelanguage，wemustunderstandthenaturegrammar．”Therefore，theimportancegrammarshouldneverbeleftoutconsideration．GrammarcontributesalottOlearners’languageproficiencyandlearners’comprehensibleabilitytouseEnglish，therefore，grammarteachingisanindispensablepartEnglishlanguageteaching．Linguistshavebeenstudyingitforcenturiesandmadeaconclusionthatitisanintegralpartthelanguageweuseineverydaycommunication．Itplaysanimportantroleindevelopingpeople’Slanguageskills．Itcallhelpnotonlyunderstandutterancebutalsoexpressideasexactly(Stem，1983)．Inrespectinputtheory,grammarteachingcanhelplearners’intakelanguagematerialsmoreeasily,thatisgrammarmakesinputcomprehensibleandenableslearnersto8 monitortheirlanguagestudy．2．1．3ReasonswhygrammaristaughtinChinaInordertomakethisquestiongetaclearanswer,weshouldtakenoticeofthedistinctionbetweenTESL(TeachingEnglishasaSecondLanguage)andTEFL(TeachingEnglishasaForeignLanguage)．Asweknow,TESTmeansEnglishistaughtasaSecondLanguageintheEnglish—speakingenvironmentorcountries．Forexample，aChineselearnerlearnsEnglishinAmerica，soeverymoment，thelearnerisexposedtoplentyofEnglishlanguageinput．Inthiscase，maybeitisunnecessaryforthelearnertostudyEnglishgrammarandthelearnerCalllearntouseEnglishverywellthroughconstantlycomingintocontactwithandmimickingtheStandardEnglish．ButinChina，Englishistaughtasaforeignlanguage，SOEnglishlanguageinputissurelylessthantheformer,andintruth,isverylimited．Therefore，grammarastheruleofalanguageplaysaveryimportantroleinteachingandlearningEnglishinChina．Inaviewofpresentstate，manyChineseteacherslaygreatemphasisongrammarteaching．However，onecommonphenomenonexistsingrammarlessonsisthatteachersteachlearnersgrammarinamechanicalway．Theyjustlistthelanguagepointsoneafteranotherontheblackboardandexplainthemwithoutanycontexts．Theyrequirethelearnerstomemorizethoseitemsmechanicallyandaresatisfiedatthelevel．TosettlethecurrentprobleminEnglishteaching，itisimportanttoalterthenotionofgrammarofbothteachersandstudents．Somethingmustbedonetostimulatethe9 interestofthestudentstolearninglanguages．Itisourdutytoletthemenjoythepleasuretolearn，toexploreknowledgeandtosolveproblemsindependently．Also，togrammarteaching,form，meaningandusemustbetaughttogetherorganically．ZhangQinglin(2002)saysthatCognitiveTeachingissuitableforlarge—sizedclassinChinaanditisalsoinaccordancewiththestudents’psychology．Inaddition，accordingtotheruleofcognition，peoplemayperceivetheessenceofruleintheever-changingprocess，withrepeatedconfirmationandperfection．Asaresult，teachersshouldhelpthestudentsinduceandsummarizegrammarknowledge，SOastopromotetheirabilitytogeneralizethegrammarrules．2．2TheoreticalBases2．2．1CognitivePsychologyCognitivePsychologyisabranchofpsychologyconcernedwithhumanmentalprocessesinrelationtohowwethink，learn，process，memorize，feelandbehave，especiallywith_respecttotheinternaleventsoccurringbetweensensorystimulationandtheoVertexpressionofbehavior．(EsgateandGroome，2005．)Cognitivepsychologyisthestudyofhowthebrainprocessesinformation．Inmoreeverydayterms，itisaboutthementalprocessesinvolvedinacquiringandmakinguseofknowledgeandexperiencegainedfromoursenses．Themainprocessesinvolvedincognitionaleperception，learning，memorystorage，retrievalandthinking,allofwhicharetermsthatareusedineverydayspeechandthereforealreadyfamiliartomostpeople．Varioustypesofinformationaresubjectedtocognitiveprocessing，includingvisual，auditory,tactile，gustatoryandolfactoryinformation，dependingon10 thesensorysystemdetectingit．However,humanshavealsodevelopeduseofsymboliclanguage，whichCallrepresentanyotherformofinformation．Thuslanguageconstitutesanotherimportanttypeofinformationthatmaybeprocessedbycognitivesystem。2．2．2CognitiveTheoryCognitivetheoryisalearningtheoryofpsychologythatattemptstoexplainhumanbehaviorbyundemtandingthoughtprocesses．Theassumptionisthathumansarelogicalbeingsthatmakechoicesthatmakemostsensetothem．“Informationprocessing"’isacommonlyuseddescriptionofmentalprocess，comparinghumanmindtoacomputer(Wu，2006)．Cohen(2000)givesadefinitionoflearningstrategies．Hedefinedlearningstrategiesas‘learningprocesseswhichareconsciouslyselectedbylearners．Theelementofchoiceisimportantherebecausethisiswhatgivesastrategyitsspecialcharacter．Thesearealsomoveswhichlearnerisatleastpartiallyawareof,eveniffullattentionisnotbeinggiventothem．Typically,learningstrategiesaredividedintofollowingthreetypes：meta—cognitivestrategies，cognitivestrategiesandsocialaffectivestrategies．Amongstrategiesabove，cognitivestrategyisourconcerninthesis．2．2．3CognitiveStrategiesAsonedimensionoflanguagelearningstrategy,cognitivestrategywasfirstproposedbyBrunerin1956，basedonhisfamousmanualconceptresearch．In1970s，Gagnedevelopednotedinformationprocessingmodelinlearningandmemorizing，11 whichdividesthecourseoflearningprocessintotheprocessesofinformationprocessingandimplementing．Healsostatesthat“cognitivestrategyisthetechniquesthatthelearnersemploytoconducttheinformationprocessingintheirminds”(Gagne，1999)．Toputitexplicitly,cognitivestrategymainlyreferstothestrategiesadoptedbythelearnerstoeffectivelyidentify,understand，maintainandextracttheinformation，aswellasthekindofstrategicabilityfacilitatedbythelearnerstonotice，learn，memorize，andthinkbasedontheconceptsandrulestheyhavemastered．Consequently,‘‘learnhowtolearn’’，and‘‘learnhowtothink’’belongtothedimensionofcognitivestrategy．Cohen(2000：7)statesthatcognitivestrategiesencompassthelanguagelearningstrategiesofidentification，grouping，retention，andstorageoflanguagematerial，aswellasthelanguageusestrategiesofretrieval，rehearsal，andcomprehensionorproductionofwords，phrases，andotherelementsofsecondlanguage．O’MalleyandChamot(citedfromZhangWeiyou2004)saysthatcognitivestrategiesarethosethatdealwithincominginformationSOthatitmayenhancelearning．Learnersmayuseallorsomeofthefollowingcognitivestrategies：1)Repetition：imitatingalanguagemodel，includingovertpracticeandsilentrehearsal2)Resourcing：havingresourcetodictionariesandothermaterials3)Translation：usingthemothertongueasabasisforunderstandingand／orproducing4)Note-taking：writingdownthemainidea，importantpoints，outline，orsummary12 ofinformationpresentedorallyorinwriting5)Deduction：consciousapplicationL2rules6)Contextualization：puttingawordorphraseinameaningfulsequence7)Transfer：usingknowledgeacquiredinL1torememberandunderstandfactsandsequencesinL28)Inferring：usingwhatyouknowtolearnsomethingnew,forexample，whenmatchingallunfamiliarwordagainstavailableinformation(anewword，etc．)9)Classifying：puttingthingsthataresimilaringroupslO)Predicting：predictingwhatistocomeinthelearningprocess11)Inducing：lookingforpatternsandregularities12)Discriminating：distinguishingbetweenthemainideaandsupportinginformationinbothauralandwrittentexts13)Diagramming：usinginformationfromatexttolabeltexts．14)Summarizing：makingamentalorwrittensummaryinformationgainedthroughlisteningorreading．15)Elaboration：relatingnewinformationtopriorknowledge，relatingdifferentpansnewinformationtoeachotherormakingmeaningfulpersonalassociationswiththenewinformation．Insummery,cognitivestrategiesstressthehumanmentalprocesses，whichfacilitatetheperformancelearning．Thisthesiswillprovidethestudentswithappropriatestrategiestoenhancetheirlanguagecompetence．So，thisstudyattemptstOintegratecognitivestrategieswithgrammarteachinginthehopetOimprovethestudent’S13 comprehensivecompetence．2．3TheHistoryofLanguageTeachingMethods2．3．1GrammarTeachingMethodsAbroadThemostcommonapproachtolanguageteachinghistoryhasbeentodescribethemainperiodsoftheevolutionoflanguageteachingfromancientGreeceandRomethroughtheMiddleAgesandthefollowingcenturiesdowntomodemtimes(SternH．H．，1983)．Grammar-Translationmethodisthemosttraditionalmethodfor／．2teachingandhasdominatedChina’Slanguageclassroomforseveraldecades．TodayitisstillapopularpartofmanyL2curricula．GrammarTranslationmethod，asitsnamesuggests，tookgrammarasthestartingpointforinstruction．GrammarTranslationcoursesfollowedagrammarsyllabusandlessonstypicallybeginwithanexplidtstatementoftherule，followedbyexercisesinvolvingtranslationintoandoutofthemothertongue．ThecharacteristicsoftheGrammar-Translationmethodarethatclassesaretaughtinthemothertongue，withlittleactiveuseofthetargetlanguage；Grammarteachingisteacher-centeredinwhichtheteacherisconsideredasanauthority；Theteacheroccupiesmostoftheclasspresentingandexplaininggrammarrules，withtheinstructionfocusingontheformandinflectionofwords，whilelearnershardlyhaveanypracticebutmemorizethegrammaticalinformationmechanically；Thesentenceisthebasicunitofteachingandlanguagepracticeanditistreatedoutofcontext；Memorizationisthebasictechniqueofgrammarteachingandlearnersspendtheirclasstimememorizinglanguagerulesinsteadoflanguageuse．】4 ThemeritsoftheGrammar—Translationmethod：Grammar-translationtextbooksweregraded，thoughnotinthemodemsenseexactly,andpresentednewgrammarpointsonebyoneinanorganizedsequence．Eachstepneededappropriateexamplesandespeciallydevisedsentencesweresimplerthansamplesfrom、reputableauthors’whichcontainedextradifficultiesforthepupils．Thisexemplaryfunctionwasalsotakenoverbythemodemstructualists，thoughusedtodemonstratearatherdifferentkindofgrammar(Howatt，1999)．Itiseasilymaneuveredbyteachers．ThismethodisalsopracticalinthatitgivesprioritytOlanguageaccuracy，whichisamustinmostoftoday’Sformalwrittenexaminations．Butthedrawbackisobvious：ItisSOobsessedintheaccuracyandcompletenessoflanguagethatitneglectsspokenlanguageandlisteningtraining，andevenworse，italmostcompletelyignoreslanguageuseindifferentsituations，whichfailstocultivatethestudents’creativeabilityoflanguage．Originatinginthenineteenthcentury,theDirectMethodmaintainsthatL2learnerscanlearnasecondlanguageexactlylikefirstlanguagelearners．Thusthismethodstressesspokenlanguageratherthanwrittenlanguage．Therefore，intheclassroomteacherspresentnewlanguagebyusingmime，pictures，objectsanddemonstrationinordertoavoidtheuseoflearners’nativelanguage．Muchoftheclasstimeisdevotedtoquestion—and—answerexchangesbetweenteachersandstudents．Grammaticalrulesarenotexplicitlytaught，butteachersencouragestudentstoinducetherulesofgrammar．meritsofDirectMethod：Itstressesthedirectlearningandteachingofforeign15 languageandaimsatafreeuseofitasameansofcommunication．Itlaysemphasisonteachingspokenandpronunciation．Itstartsteachingwithlisteningandspeakingandthenproceedstoreadandwrite．Thisisthenaturalordertolearnalanguage．Itemphasizespracticeandnewhabitformation．Language，asatool，ismainlylearnedthroughpractice．However,inDirectMethod，muchoftheclasstimeisdevotedtoquestion--and··answerexchangesbetweenteachersandstudentsandthegrammaticalrulesarenotexplicitlytaught．Thedirectmethoddoesnotspreadwidelybecauseofconstraintsinvolvingbudget，classroomsize，time，andteacherbackground．Anditiscriticizedforitslackoftheoreticalfoundations．Thedrawbacksofthismethodareasfollows：Grammarteachingfocusesongrammaticalrulesandissentence—oriented．Therefore，grammarcannotbeusedinrealcommunication．Itneglectstofosterlearners’writingandreadingskills．TheAudio·lingualMethodisbasedonboththestructurallinguisticsandthebehavioralpsychologyofthe1950s．Intermsofstructurallinguist，spokenshouldbelearnedbeforewrittenlanguage，asitWasarguedthatlangtiageis“pdmarilywhatisspokenandonlysecondlywhatiswritten”(Brook，1964，asquotedfromRichardsandRodgers，1986)．Andinthelightofbehavioralpsychology,languagelearningisconsideredasamechanisticprocessofhabitformation：stimulus--response--reinforcement．Themostobviousanddirectmerits：asaresultoftheconcentrationonlinguisticforms，agoodcommandofthegrammarorstructureofthetargetonthepart16 ofthestudentsthustrained．Materialsandstructuralpatternsaremorescientificallyselectedandsystematicallyarranged．However,theAudio—lingualMethodalsohasitsdemerits：Asaconsequencetheneglectlanguagecontextorpurposeandtheignorancelanguagefunction，StudentstendtOlackflexibilityandbeunabletouselearnedmaterialwhentheyarefacedwithacontextwhichtheyhavenotlearnedinclass．Anotherdefect，thoughlessobvious，isthatitmakessecondlanguagelearningdullandpainful，duetothepains-takingeffortsitrequiresthestudentsinmemorizationanddrills．Tosumup，traditionalviewholdsthatgrammarisimportantandcentraltotheteachingandlearninglanguages．Bothteachersandstudentshavelonglearnedgrammarsinthetraditionalmethods．Traditionalmethodsfocusongrammaticalrules，memorizationvocabularyandgrammaticalformsandrules，translationtextsandtransmissionlinguisticknowledgethroughthemothertongue．Thoughsometraditionalmethodsdonotclaimthattheyteachgrammar,actually,theydonotignoregrammarteachingfromwhattheyhaveactuallydone．Thesoledifferenceisthewayinwhichtheydealwithgrammar．TheDirectMethodinsistsontheusetargetlanguageinexplaininggrammarrulesbyreasoning，andittendstOmovefromexamplestogeneralizationratherthanfromthememorizationprinciplestotheapplication．TheAudio—lingualMethodemphasizesintenseoraldrills．Allthesemethodsinvolvedsomeformsovertgrammarteaching．TheCognitiveApproachCognitivepsychologydealswiththestudythenatureandlearningsystem17 knowledge，particularlythoseprocessesinvolvedinthought，perception，comprehension，memory,andlearning．Theapplicationsofcognitivepsychologytoforeignlanguageteachingareasfollows：1．TheimportanceofcomprehensionespeciallylisteningcomprehensionishigIllystressed．2．Errorsaleseenasanaturalpartoflanguagelearning，systematicstudy,interpretation，andremediationwherepossibleareofconcern．3．Thewrittenlanguageskillsandthespokenlanguageskillsareviewedasbeingofequalimportance．4．Repetitionisdiscouraged；silenceisrecognizedasusefulandoftennecessary．5．Theuseofthemother·tongueandtranslationarepermitted．6．Theattitudesoftheteacherandthestudentareseenasimportantelementsandthequalityofinteractionbetweenteachersandstudentsassomethingthatmustbeencouragedcarefully．7．Tohaveagoodunderstandingofalanguageanditscultureisseenasthemainalm．Merits：1．Thecognitiveapproachinvolvesmoreactiveuseofthestudents’mentalpower．2．Thestudentsarelearningmeaningfully,andlearninginthiswayismoreenjoyable．3．Theapproachutilizesallthefourskillsoflistening，speaking，readingandwritingfromthebeginningofthecourse．18 4．Itgivesthestudentsopportunitiestodevelopperformanceskills．Drawbacks：1．Teachershaveaheavyburdeninselectingandpreparingmeaningfulpresentation．2．Studentswhoareslowtocomprehenddonotworksuccessfully．3．Practicalactivitiesandproceduresarenotyetcompletedandstilltobeworked0ut．ThecommunicativeapproachSincethe1970s，linguistsshiftedtheirattentionontothecommunicativeaspectoflanguage．Thecommunicativeapproachinlanguageteachingstartsfromatheoryoflanguageascommunicative．ThegoaloflanguageteachingistodevelopwhatHymesreferredtoas“communicativecompetence．”Hymes’(1971)proposalofcommunicativecompetencehastriggeredtheinterestoflinguistsandlanguageeducatorsintheinvestigationintothepragmaticcompetenceoflanguagelearners，attemptedtoabandonthegrammar-accuracyorthodoxyinfavorofmorecommunicative—orientedsyllabusthatfocusedonlanguageuse．ThesyntheticlanguageteachingisunabletohelpL2learnerstransferwhattheyhavelearnedinaclassroomsettingtOactualuseoutsidetheclassroom．Therefore，teachersandtheoristsbegantoabandonthegrammar-basedteachinginfavorofcommunicative-basedteaching，whichfocusesonmeaningwithoutpayingattentiontogrammarinstruction．However,recently,theresearchontherelationshipbetweengrammaticalcompetenceandpragmaticcompetenceattractsgrowingattentionwithina19 comprehensivemodelofcommunicativecompetence(Kasper,1997)．Differentresearchers，basedOiltheirownstudies，holddifferentopinions．InCurrentEnglishGrammar，Chalker(1984)stated：“ThecurrentemphasisonteachingEnglishascommunicationisgood．Butthedangerofsuchamethodisthatthegrammarmaybepresentedasacollectionoffragments．Justastooprescriptiveanapproachmayemphasizerulesfortheirownsake，SOallextremecommunicativeapproachmayconcealtherealnatureoftheserules．”Grammar-Translationmethodstressestoomuchgrammaticalform，whichresultsinpoorcommunicativecompetence．DirectMethodandtheAudio—lingualMethodprefertheauthenticenvironmentforthelanguagelearner,whi．chcontributestorapidacquisitionoflanguagecompetence．However,theyalenotsuitableforChineselanguagelearners．ThecommunicativeapproachprevailsinthecurrentEnglishteaching，whichlayemphasisOncommunicativecompetenceofthelearners．But，itpayslessattentiontogrammarteaching，whichisdeficienttoimprovethestudents’languageaccuracyandcorrectness．Consequently,theauthorattemptstOemploycognitivestrategiestoimprovethestudents’comprehensibleabilityoflanguage．2．3．2GrammarTeachingMethodsinChinaGrammarteachinginChinahasalwaysbeenacontroversyanditsapproacheshavevariedwithsituations．Sincethe1980swhenthecommunicativeapproachtolanguageteachingemerged，grammarteachinghasbeenignored．Incommunicativelanguageteaching，manyteachersseemedtOhavetheideathatstudentscouldassimilatenewstructuresthroughactivepracticeanduse．Atthisperiod，largeamountsofresearchandworkswererelatedtocommunicativeteaching．However，theacquisitionofasecondlanguageisusuallyachievedinanacquisition-- richenvironment．Inanacquisition·poorenvironmentlikeChina，thereisn"tmuchnaturalexposuretothetargetlanguage(Huang，2007)．Wecannotexpectthestudentstoachievegrammaticalcompetencesolelythroughinteractionandcommunication．Sincethe1990sgrammarteachinghasbeengivenmoreattention。Inrecentyears，manylinguistsandteachersinChinahavebeentryingtoexploreeffectiveteachingmethodfromtheangeloflearningstrategies，SOtheauthorsearchedthedatabaseforsomearticleswhichconcernedwithEnglishteachinginlearningstrategies．Itrangesfrom1996to2009．Sixperiodicalsaresearched，theyareForeignLanguageTeachingandResearch,ForeignLanguagesandTheirTeaching,ModernForeignLanguage,ForeignLanguageEducation,ForeignLanguageLearningTheoryandPracticeandForeignLanguageWorld．TheseperiodicalsrepresenttheessentialormaintrendofforeignlanguageteachingresearchinChina，whicharerepresentativeandauthoritative．Then，theauthorclassifiedthosearticlesonthebasisofdifferentlearningstrategiesanddifferentteachingcontent．Thedetailedformisprovidedasfollows：LSLS＆GTCS>CS&Nameof&MSGTperiodicalsETForeignLanguage1964724％2311．7％105．1％TeachingandResearchForeignLanguages4317918．3％5412．5％235．3％andTheirTeaching692739。1％1420．3％45．8％ModernForeignlanguage2737226．4％4914．28％145．13％ForeignLanguage EducationForeignLanguage2967324．7％4816．2％196．4％LearningTheoryandPractice70414120％7110％385．4％ForeignLanguageWrorld[Note：LS=learningstrategy,CS=cognitivestrategy,ET=Englishteaching，GT=grammarteaching,MSGT=middleschoolgrammarteaching．】InForeignLanguageTeachingandResearch，thereare196articlesonlearningstrategyandEnglishteaching,andlearningstrategyusedingrammarteaching,onlyhave47，takeup20％；asforcognitivestrategyandgrammarteaching，23(11．7％)Canbeseen，lessthantheformer．WithregardtOcognitivestrategyandmiddleschoolgrammarteaching，thereareonly10，takingup5％．Theotherperiodicalsarealike．Onthebasisoftheanalysisabove，theresultCallbedrawn：1)Tothestudyoflearningstrategy,fewerarticlesdiscusscognitivestrategyinEnglishteaching．2)Asforcognitivestrategyingrammarteaching，therearcmuchfewerarticles．3)Usingcognitivestrategytoinstructgrammarteachinginjuniormiddleschool，wehavedonetheleastofa11．2．3．3SummaryOnthebasisofthephenomenon，theauthorappliescognitivestrategiesinJuniormghSchoolasaresearchingtopic，facilitatetheircompetencetouseeffectivestrategies，andfinallyimprovetheircomprehensivelanguageability．FromthehistoryofEnglishgrammarinstructionhomeandabroad，wecandrawa22 conclusionthatthefocusofdisputeovergrammarhasshiftedfrom‘‘whethertoteach’’to“howtoteach’’．Thus，itismosturgentforEnglisheducatorsandteacherstodoresearchinto“time—savingbutefficient”modelofEnglishgrammarteaching．Cognitivestrategiesaretechniquestoconducttheinformationprocessinginlearners’mind，whicharehelpfultOimprovetheircognitiveschemaofforeignlanguageandalsocontributetotheirautonomyoflearning．So，thisthesiswillapplycognitivestrategyinstructioningrammarteachinginordertoimprovethestudents’languageproficiency． Chapter3ExperimentInthepreviouschapter,theauthoroutHnestheliteraturereviewconcernedwiththetheoreticalbases，severalkeytermsandthedevelopmentofgrammarteachinghomeandabroad．Basedontheresearchpurposeandspecificproblemsandhypothesis，theauthorwillexplaintheexperimentindetail．3．1DesignoftheExperiment3．1．1TheTimeRangeThisexperimentlasted20weeksfromNovember10of2008tOApril30，2009，whichincludesthreeparts：thedesignoftheexperiment，theimplementationoftheexperimentandthelaterperiodworkoftheexperiment．Two．tailedindependent—samplet-testwasadoptedtochoosetheexperimentclassandthecontrolclass．Bothquantitativeanalysisandqualitativeanalysiswereusedtodothedataanalysis，whichguaranteedthevalidityandreliabilityoftheresearchresults．3．1．2SubjectsEighty-seven3rd-yearjuniorhighschoolstudentsparticipatedintheexperiment．Theywere15or16yearsoldfromtwonaturalclassesofAttachedMiddleSchoolofNankaiUniversity．ThesestudentssharedcommonEnglishexperiences．TheyusedthesametextbookandhadthesameclasshoursofEnglishperweek．Thenumberofexperimentclass(EC)was44andthatofthecontrolclass(cc)was43．AllofthemhadlearnedEnglishforsixyears，andtheyhadneverparticipatedinstructionofgrammarlearningstrategies．Basedonthepre—test(P>O．05)ofmeanscores，Class3waschosenastheexperimentclassandClass4wasofcoursethecontrolclass．In24 ordertoimprovethevalidityandreliabilityoftheexperiment，theECwastaughtbytheauthorandtheCCwastaughtbyanotherteacherMsSun，whowastheauthor’Scolleagueandclassmate，shewassimilarwiththeauthorinEnglishteachingexperienceandEnglishlevel．Bothclassesweregiventhesamegrammaticaltasks：theteachingoftensesandtheteachingofsentencestructures．Thetimedevotedtobothclasseswasthesame．Bothclassesparticipatedinthesametwotests(pre··testandpost·-test)andusedthesameinstructionmaterials．Thesematerialswereallextractedfromthefollowingbooks：Student’SBook6：ForeignLanguageTeachingandResearchPress；2007．Inaccordwiththedemandsofsyllabus，thematerialswerechosentobesuitableforthestudents．Table3．1：DescriptionsofSubjects’BackgroundsClassNumberofGenderLevelofEnglishSubjectsExperimentClass44Femalesubjeets：24JuniorEng]}ishMalesubjeels：20(thirdyear)ControlCIass43Femalesubjects：22JuniorEnglishMalesubjects：21(thirdyear)3．1．3MaterialsThetextbookJuniorEnglishfo，．China,Book3weretaughtinbothclasses．Inaddition，someextraexercisesselectedbyboththeexperimentteacherswereusedinbothclassesSOastoconsolidatethestudents’flexibilitytouseEnglish．The experimentclassappliedcognitivestrategiesinGrammarteachingwhilethecontrolclassWaSstilltaughtintheusualteachingmethodofgrammar．3．1．4ResearchInstrumentsAppropriateinstrumentswereadoptedintheexperiment：questionnaires，interview,pretestandposttestgrammarpapers．Beforetheresearch，theresearchershouldfindoutwhatthesubjectsthoughtandfeltincurrentgrammarteaching,SOitwasnecessarytodesignquestionnaire．Thedesign(seeAppendixI)wasbasedonOxford’SSILL(StrategyInventoryforLanguageLearning)(Oxford，1990)，andsomeinappropriateitemswererevisedbytheauthor．So，thequestionnairewasfairlyvalidandreliable．Thequestionnaireconsistedtwoparts．Thefirstpartwastheinstructionsconcerningtheaimofthequestionnaire．Thesecondpartcomposed20statementsrelatedtolearningstrategiesandgrammarlearning．Thestudentswererequiredtogivetheirauthenticrespondonfive-pointlikerscale：5(completelyoralmostcompletelytrue)；4(usuallytrue)；3(somewhattrue)；2(usuallynottrue)and1(neveroralmostnevertrue)．Thedatawerecollectedviaatestwhichwasdesignedtoexaminethegrammaticalcompetenceofthird—yearjuniorstudentsmainlyfromtheperspectivesofgrammaticalknowledgeandtheabilitytousegrammaticalknowledge．Thepre-testpaper(SeeAppendixII)included50multiplechoiceswithafullmarkof100．Ifthestudentgotoneofthemcorrect,he／shewouldget2marks．Otherwise，he／shewouldget0．AllthemultiplechoiceswerechosenfromTianjinauthoritativeEnglishtest．Generally26 speaking，thesetestswerebetterdesignedandmoresuitableforthestudentsthanother0neS．Thepost-paper(SeeAppendixll-1)includedthreepartswithatotalscoreof100points．Thefirstpartwasthefillingblanks，whichwerecomposedof20items，toaskstudentstogivethecorrectformofthegivenverbs．Thesecondpartwasclozetest，whichcomposedof20items．Thethirdpartwasconsistedof20multiple—choices，relevanttosomecommonly—usedgrammaticalrules．ThecontentofthepaperWasalsochosenfromTianjinauthoritativeEnglishtestofNankaiDistrict．3．2ImplementationoftheExperimentThewholeexperimentprocesswasdividedintothreeperiods：1．PreliminaryWork；2．Applicationofcognitivestrategiesingrammarteaching；3．Practiceofcognitivestrategiesingrammarlearning．3．2．1PreliminaryWorkBeforetheexperiment，questionnairewasconductedamongbothECandCCclasses，whichaimsatmeasuringhowthestudentsthoughtofgrammar,howwelltheyhadmasteredthegrammarstrategiesandwhatweretheproblemsexistingincurrentgrammarteaching．Besides，thepre-testpaperwasdone，aimingatwhethertheECclassandCCclasshadsignificantdifference，andalsotryingtofindouttheexistingproblemswhichwouldbehelpfulforfurtherapplyingcognitivestrategiesingrammarteaching．3．2．2ApplicationofCognitiveStrategiesinGrammarTeachingThisperiodlastedabouttwentyweeksanditwasdividedintosevenstages．Inthe27 experiment，differentstrategieswereappliedaccordingtodifferentteachingcontentsandconditions，suchasinduction，deductive，positivetransferofmotherlanguage，comparison，recalling，note—taking，contextualization，inference，summary，classification，comparisonandSOon．ThepurposeWastohelpthestudentstomastertheknowledgeandstructureofgrammarclearly,andstirtheirlearninginterest．Attemptsweremadetofacilitatethestudents’knowledgeoflanguageandtheabilitytouselanguage．Stage1UsingPositiveTransferofMotherLanguageandComparisonMethodtoLearntheEnglishSpeechesNumerousresearcheshavetestifiedthattransferisoneofthemostimportantmeanstolearnnewknowledge．Thecontents，structuresandconditionscanbemadeclearbyanalyzingandcomparing．LikeChinese，Englishhasitscompletesystemoflanguageandgrammarrules．Grammarconsistsofaccidenceandsyntax．Englishlanguageincludestenpartsofspeech，whicharenoun，verb，adjective，number，pronoun，adverb，preposition，conjunction，auxiliaryandexclamationlikeChinese．JuniorhighschoolstudentsarepronetotheinfluenceoftheirmothertongueintheirEnglishgrammarlearningduetotheshortageofadequateEnglishinputsintheChineselanguageenvironment．However，teacherscanhelpthestudentsbuildupthebasicstructuresofEnglishthroughproperguidanceofpositivetransferofmothertongueeffectively．Positivetransfermeanstheroleofaccelerationofwhatakindoflearningaffectanotherone．Thecriticalpointliesinthatthelearnerscangeneralizethesamenessofprinciplesbetweenthem，whichisthebasicandfundamentalelementoftransfer．Basedonthesesimilarprinciples，wecanusecomparisonstrategytofindoutthe28 samenessanddifferencesbetweenthetwolanguages．So，inthisperiod，comparisonmethodandpositivetransfermethodwenbothemployedtohelpthestudentsmasterthegrammaticalstructures．Thespecificmethodwasasfollows：Thestudentswouldbegivenacertainnumberofmaterials，whichsharedsimilarorcommonstructuresbetweenEnglishandChinese．Atfirst，theteachertooktheleadofthestudents，andthenthestudentsthought，discussed，comparedandsummarizedtheofthetwolanguages．Atlast，appropriateexercisessuchasintensivereading，errorcorrectionorChinese—Englishtranslationetc．weredonetohelpconsolidatethestudents’comprehensionoflexisandsentences．Next，let’StaketheexampleofspeechesofEnglishandsentencestructures．AsisknowntoallthattherearetenpartsofspeechinEnglish，whicharesimilartothoseofChinese，buttherearestillsomedifferencesbetweenthem．SeeTable3．2．Table3．2SpeechofEnglishClassificationDefinitionSyntaxFunctionsExamplesNoun(n．)awordthatreferstoaperson，aplaceorSubject，object．man，dayathing，aqualityoranactivityattributive，idea，Verb(v．)awordorgroupofwordsthatexpressespredictiveanaction，aneventorastatePronounawordthatisusedinsteadofanounorSubject，object．(pron．)nounphraseAdjectiveawordthatdescribesapersonorthingattributive(adj．)Adverbawordthataddsmoreinformationaboutadverbial(adv．)place，time，manner,causeordegreetoaverb，anadjective，aphraseoranotheradverbNumeralasignorsymbolthatrepresentsaSubjoct，object，(Ⅱurn．)numberAttributive，adverbialArticleRestrictnounsa，an，(art．)the Prepositionawordorgroupofwords，usedbeforeaAdverbialnounorpronountoshowplace，position，(prep．)ComplementtimeormethodConjunctionawordthatjoinswords，phrasesor(conj．)sentencesInterjectionashortsound，wordorphrasespokenadverbial(interj．)suddenlytoexpressemotionSincethethird-yearstudentsofJuniorHigllSchoolshadlearnedmostofthebasicgrammaticalknowledge．Centralizedcomparisonandanalysiswereadoptedtoreviewanddifferentiatethetwolanguagegrammar．ThefinalpurposewastohelpthestudentsmakeclearerthestructureanduseofEnglishgrammarandfurtherbuilduptheirownlearningstrategysystemtofacilitatelanguagecompetence．Firstofall，groupsoffourstudentswererequiredtofillintheformofspeechofEnglish(Zhao，2005：1)，afterfinishingtheforms，theinternalmemberswouldsharetheoutcomeinthegroup，andpreliminarycorrectionsweresuggestedtoconduct．Thentheteamleaderwouldcheckthetotalperformanceofhisorhergroup．Fromwhichthestudentscouldrecallandconsolidategrammarknowledgebycomparingandcontrastingthesamenessanddifferencebetweenthetwokindsoflanguages．Intheprocessofcomparingandanalyzing,thestudentscouldtransferthesalnestructuresofChinesetoEnglish，whichwouldcontributetorapidacquisitionofEnglishgrammaticalstructures．Itwasnoticedthatwhenwecomparedthecommonnessofthetwogrammarsystems，theirdifferenceswouldbenaturallyexploded，whichwashelpfulforUStopreventnegativetransferofChinesetoEnglish．Stage2UsingRecalling，SummarizingandComparativeStrategiestoSum-upTenses Inpsychology，recallinghascloserelationshipwithassociations，whichcangeneraterelevantstimulationsorcluesoflearning．Whenrecallingisconducted，severalrelatedinformationcanbegenerated，andtheprocessofdataisactive，whichwillcontributetomemoryandmasteryofgrammarknowledge．Anotherstrategyisclassificationwhichhasbeentestified(ZhangShuzu，1987)bynumerousresearchestObeoneeffectiveclueingrammarteachingandlearning．Amongthepartsofspeech，verbsareveryimportantWithoutverbs，lotsofconceptscannotbewellexpressed，nottomentionofsentences．Asaresult，wecansaythatifonewantstoleamEnglishwell，heshouldmakegreateffortsonthestudyingofverbs(Du，2007：708)．Oneofthespecialcharactersofverbsistense．Firstofall，theteacherintroducedthedefinitionsoftense，functions，structures，timeandplaceadverbialsandSOon．TherearesixteentensesinEnglishgrammar,suchasTable3_3EightTypesofBasicTensesofVerb(Du，2007：788)＼formBasicFormContinueCompleteComplete&＼＼FonnFormContinuetime＼FoITnPresentTerise0PastTense-0FutureTensetFutureComplete0TensethePresentTense，thePastTense，theFutureTense，thePresentContinuousTense，etc．Eightofthemareoftenused．Table3．3showedUS．Secondly，someexamplesofdialogueswereprovidedbytheteacher．ThestudentswereaskedtOthinkactivelyofwhatthetensewas，whatthestructurewasandwhat31 themeaningwas．Also，theywereencouragedtomakeuptheirowndialogues，whichweremoreinteresting,thebetter．Somegooddialogueswouldbepresentedbeforeclassandtheirauthorswouldbegivenappropriateawards．Fromthisprocessoflearning,thestudentscouldanalyzefeaturesofsomespecificgrammarphenomenonandusetheirproperstrategiestoorganizematerials．So，theirsummarizingandcomparativeabilitiesgrewgradually．Nextwasanotherexampletoillustratehowrecalling，classifyingandcomparativestrategieswereused．Theteacherpresentedsentence：Lucyhassentaletterinpostoffice．Andthenaskedstudentstoobservewhetherthereexistedanydifferencecomparedtoknowledgetheylearnedbefore．Inthissentence，thestudentscouldrecognizeitaspresentperfecttense，whichexpressedthingsthathadbeendoneakeady．Fromthe‘sent’，theycouldnaturallyTable3．4RelatedTensesofVerbsrecall‘thepasttense’，anditsstructure，meaning,andtimeadverbialsusedoftenindailylife．Also，someothertenses(seeTable3．4)suchaspresenttense，thepresentcontinuoustensecouldberecalled，associatedandcomparedtogether．Byusingrecalling，classificationandcomparison，thestudentscouldenrichtheir32 cognitiveschema，fostertheirabilitytoanalyzevariousgrammaticalphenomenaandfacultytolearnnewknowledge．Stage3UsingInductionandDeductionMethodstoTeachingTensesAccordingtotheCognitiveTheory,languagerulescabbetaughtbydiscovering．Theteachercallprovidelanguagematerialsforstudentstofindlanguagerules，andleadthemtOdiscoverandsumupgrammaticalrules．Duringthisprocess，thestudentscanusetheirexistinggrammarknowledgetoassimilatenewknowledge，andtheirschemaCanbeenrichedandstrengthened．InductiveMethodmeansthatthecharacteristicsareinferredfromspecificthingstogeneralization．Deductionistheprocessofreasoningfromthegeneraltothespecific，inwhichaconclusionfollowsnecessarilyfromthestatedpremises．Ifthestudentsmasterthesemethodsskillfully,theycanfacilitatetheirinferringthinkinginEnglish，organizelanguagematerialsreasonably,evaluatethewholeprocessofbehavioranddealwiththeproblemsanddifficultieseffectivelyandautonomously．Asweallknowthattheultimategoalofteachingistomakethelearnershowtolearnbythemselvesbutnottolearnonlyknowledge．Therefore，theinductiveanddeductivemethodsaregoodwaystogetthisgoal．HereweresomeexamplesabouthowtOteachgrammarbyusinginductiveanddeduCtiveteachingmethods．Step1．Theteacherpresentedthestudentswithseveralsentenceswhichexpressingthepasttense，forexample：Ilikedplayingfootballwhen1wasayoungman．33 Shedidn’tlikeplayingfootballwhenshewasalittlegirl．Didyoulikeplayingfootballwhenyouwereayoungman?Yes，Idid．(No，Ididn’t)．Thestudentsweresuggestedtoobservethesentencesabove，group-workwasencouragedtodiscussthestructure，meaningandthegeneralrules．Atlast，thestudentsweredirectedtonotedowntheirsummarizationofwhattheyhadcognized．Step2．Theteachershowedthestructureandtherulesofthepastcontinuetenseandfurtherexplainedthemeaningoftheruleexplicitly．Thenthestudentswereencouragedtomakeupsomesentenceusingthepastcontinuetense．Thestudentsofhigherlevelcouldchoosealittlemoredifficulttasksuchasmakingupashortdialogueinthepasttense．Throughthewholeprocessoftense—learning，thestudentscomprehended，analyzedandsummarizedtheinformationandtheybecamemorepowerfulinusinginductiveanddeductivestrategies．Throughthestep·-by··stepdirectionoftheteaching,thestudentsexperiencedthewholeprocessofinductiveanddeductivemethods．Duringthewholeprocess，theteacherworkedasanobserver,consulteranddirector,walkingaroundtomonitorthelearningprocessandprovidinghelpwhereandwhennecessary．Anyway,theteacherintervenedintheirperformanceaslessaspossible．Heretheteacherusedtheinductiveteachingmethodandgotthestudentsinvolvedinexploringtherulesbythemselves．Inthisway,thestudentscouldfacilitatetheirautonomyandactivenessoflearninglanguages．Stage4CentralizedComparisonMethod Amongtheeighttypesofcommonly—usedtensesofverbs，alwaystherearesomepairsoftensewhichtheyaredifficulttobedistinguished，suchasthepasttenseandthepastContinuousTense，thepasttenseandthepresentperfecttense．Herewecancomparethepasttenseandthepastcontinuoustenseonbasesofthestructures，functions，timeadverbialsandexamplesofsyntax．Pleaselookatthefollowingform：*ExampleofComparingTensesTable3．5ComparisonofthePastTenseandthePastContinuousTenseItemsStructure‰eMeaningExamples。ofAdverbialsSyntaxThePastTenseThePastContinuousTenseFirstofall，eachgroupWasaskedtofillintheformastheteacherrequired．Afterquickcheckofthefillings，eachgroupwasrequiredtOmakeashortdialoguebyusingthesetwotensesseparately．Duringtheprocess，theinternalmemberscouldhaveashortdiscussionwhennecessary,fromwhichthestudentscouldsharemoreinterestingtopicsappropriatefortheirage．Atthesametime，theycouldbuildupstrongerconfidenceandmotivationtoexplorenewmeansoflearninggrammar．Afterthis，thestudentswereencouragedtotrymakingupmorecomplicatedstoriesbyintegratingtheseveraltenses．Forexample：Doyoulikestories?1wanttotellyouatruestory．IthappenedtOafriendofminea35 yearago．Whilemyfriend，George，wasreadinginbed，twothievesclimbedintohiskitchen．Aftertheyhadenteredthehouse，theywentintothediningroom．Itwasverydark，SOtheyturnedonatorch．Suddenly,they．．．Eachgroupwouldbeaskedtomonitorandevaluatethelogicthinkingofthedialogue，comparethestructureandmeaningofthetwotenses，pickoutthedifferencesbetweenthemandgivethesummarization，whichwasdirectedtOwritedownintheirnotebook．Stage5UsingContextualizationMethodtoReviseTensesEnglishlanguageincludesphonetic，lexisandsyntax，andsyntaxistheframeworkoflanguagesystem．Asforsentences，agreementoftensesandtheagreementofsubject&predictivearevery，veryimportant．Theagreementoftensesandtheagreementofsubject&predictivearethecoreandbasepointofEnglishgrammar(Chen，2007)．Inordertomakethestudentsmasterthispartwell，andwriteandspeakEnglishsentencescorrectly,thecontextualizationisquiteuseful．ThechoiceofgrammaticalrulesisrestrictedtOcontextualelementsofthetext．So，theteachershouldcreatetheappropriateteachingcontext，attemptingtoattracttheattentionofthestudents，makethemapperceive，comprehendandmastergrammar,anduselanguageincommunicativecontext．Therewereseveralmeanstohelpteachgrammarbyusingcontextualizationstrategy．1)UsingPictures Picturesaredirectandvividforcarryinginformationandcanactivatetheatmosphereofclassroomteaching．Forexample，whenwewanttocultivatetheabilityofthestudentstoexpressthingsorally,picturesofsequentialmeaningscanbeusedtOhelpthemgenerateideas．Besides，groupworkissuggestedtoencouragethemtOopentheirmouthsandexpressthemselves．Afterhotdiscussionofgroupwork，theycansharemoreideasandexpressionmethods，whichcontributegreatlytotheirconfidenceandabilitytOsayandcommunicatewitheachother．2)UsingEnvironmentofDaily—lifeThefinalgoalofgrammarlearningistOcultivatecommunicativecompetencethroughlearninggrammarknowledge．Soteachersshouldmakeeffortstogeneratereal-lifelikeEnglishspeakingsituationsinwhichstudentscanlearngrammaticalstructuresandconsciouslyusethenewly-learnedstrategiesintheirpracticethroughtasksandactivitiesinanaturalwaySOthattheycancommunicateamongthemselves．Forexample，wecouldsetakindofsituationlikethis：Akiteisflyinginthesky．Theboybeneathitiscrying．Thelineisbroken．．．Thestudentswereencouragedtoexpressthepicturesandalsotheycouldcreatenewplotsbyassociatingandimagining．Nextwastheoneexampleofthestudent"s‘product’：Therewasabeautifulkiteflyinginthe．电butthelinewasbroke惕thelittleboybeneathitcouldnotgethislovelykitebackagain,SOhecryingheavily．Justatthatmoment,hisgrandfathercametohimandsaid,"Dear,37 don}worry．Yousee,ourkitecalltryintotheskyashighasaplanecan,butotherscannoLWeshouldfeelluckyandhappy，．Hearingthesewords,thelittleboystoppedcryingandabeautifulsmileappearedonhis扣ce⋯Byreferringtothespecificsituation，thestudentscouldnotonlydescribewhathappenedbutalsoimaginedwhatwouldtakeplace．ThisprocesscontributedgreatlytOtheirabilityofusinggrammarrulesandstrategies．3)UsingContextofDiscoursetoTeachGrammarTensesForexample，NewConceptEnglish(Book2)(Alexander,1997：244)：WrchavejustmovedintoanewhouseandIhavebeenworkinghardallmorning．Ihavebeentryinghardtogetmynewroominorder．nishasnotbeeneasybecauseIownoverathousandbooks．Tomakemattersworse．theroomiSrathersmall，SOIhavetemporarilyputallmybooksonthefloor．Atthemoment，theycovereveryinchoffloorspaceandIactuallyhavetowalkonthemtogetinoroutoftheroom．Ashortwhileago，mysisterhelpedmetocarryoneofmyoldbookcasesupthestairs．Shewentintomyroomandgotabigsurprisewhenshesawallthosebooksonthefloor．”ThisistheprettiestcarpetIhaveeverseen，”shesaid．Shegazedatitforsometimeandthenadded，”Youdon’tneedbookcasesata11．Youcansithereinyoursparetimeandreadthecarpet!”Inthisshortpassage，thepresentperfecttense，thepasttenseandthepresentperfectcontinuoustenseareusedsufficientlyandskillfully,whichcanhelpthestudentsacquirethepropercontextofgrammarrules．Theteachercouldleaveenoughtimetothestudentforunderstandingandletthempickoutthesentenceswiththetensesabove．Wehavejustmovedintoanewhouse．Thishasnotbeeneasy．Ihavebeenworkingallmorning．Ashortwhileago，mysisterhelpedmetocarryoneofmyoldbookcasesup thestairs．Inaword，thestudentsnotonlywentoverdifferenttypesofgrammartenses，butalsostrengthenedperceptionoftext．Stage6UsingElaborationStrategyElaborationStrategymeansadditionofenrichingmeaningorconstructionSOastohelplearnerscomprehendandmemorizebetterwhattheyarelearning(Zhang，Shuzu，1987)，whichisoneofmostsignificantmeanstOacquirestatementknowledgeeffectively．QuestioningisoneofElaborationStrategies．WhatSO—calledquestioningisthattoseeexistedthingsbyasking‘why’orusecriticizedeyeSOastocomprehendthingsmoreproroundly．Theauthorthinksthatabilityofquestioningingrammarteachingdecidesunderstandinglevelofgrammar．Forexample：／When／thestudentsmetasentenceintheirreadinglikethis：7Doyouknownewway五ethoughtoftoexpresshimselfinbedylanguage?Somestudentsmightaskwhytherewasan‘of’beforeinfinitiveinsteadofpresentparticiple．Atthistime，theteacherdidnotneedtoexplainurgently，butletstudentanalyzestructureofsentence．Infact，thissentencewasnotasimplesentencebutacompoundone．Thepartof‘hethoughtof"isoneattributiveclausetomodifyantecedent-····thenewway．Theinfinitive"toexpresshimself"isattributivethatalsomodifies"thenewway"．So，thestructureofsentenceisnowclear．Itcouldberewrittenlikethis：”DoyouknownewwaytOexpresshimselfinEnglish?”Throughanalysisabove，thestudentscouldunderstandwhy‘of’wasbeforeinfinitive．39 Muchpracticehadverifiedthattheiractivethinkmgwashelpfultomasteryofgrammarknowledge．Theyraisedquestionsbythinking,andsolvedtheproblemsbyquestioning，theprocessofwhichcontributedtoperfectandconsolidationoftheirexistedgrammaticalknowledge．Meanwhile，theycouldexperiencethetasteofSUCCESSandbuilduptheconfidenceoflearningintheprocessofdisabusing．Stage7UsingClassifyingandSummarytoSum-uptheSystemofTenseAftergoingovermostofthegrammarpoints，itwastimeforthestudentstosummarizeallthecharacteristicsofthetensesofverbs．TheyweredirectedtocompletetheTable3．6inthefollowingingroupofeightmembers，thentheteacherhelpedtheirstudentscreateauthenticenvironmenttopracticethesetenses．Table3．6TenseofVerbTeriseDefinition／UseConstructionTimeAdverbialsSyntaxThePresentCommonly-doneV．everyday，everyStatement，TenseactionsOrstate／v叫es)morning，often⋯Negative，InterrogativeThePastTensev．edTheFutureTenseThePresentContinuousTenSe，nlePastContinuousTenseThePresentPerfectTenseTbePastPerfectTenseThePastFutureTenseAsisknowntoallthatgrammarrulesaredullandboring,ifthestudentsareaskedjusttodopatterndrillslikeagasmeter,theywillfeelwearyandlosetheinterestinlearning．Also，theultimategoaloflanguagelearningistocommunicate，andgrammar40 teachingand·learningmustbeinaccordancewithcommunication．So，grammarpracticeshouldbeconductedinrealsettings．Nextwassonictaskscarefullydesignedtoconsolidatetheuseofgrammarknowledge．3．2．3PracticetoConsolidateGrammarProficiencyThereisaconsiderablylongdistancebetween”knowingEnglish”and”usingEnglish”，whichcanonlybecoveredbymeansofpractice．Therefore，agreatnumberofactivitiesshouldbecreatedtohelpthestudentsconsolidatewhattheyhadlearned．1)UsingWritingtoConsolidateGrammarProficiencyOfthefourbasiclanguageskills，writingisregardedtobeoneofthemostindicatorsofalearner’Slanguageability．Ifthestudentshaveimprovedtheirwritingability,theycallraisetheircomprehensivecompetenceoflanguage．So，detailedproceduresshouldbedesignedandavarietyofactivitiesbecreatedtohelpthestudentsimprovetheirlanguageabilitybypracticingthenewly—learntstrategies．Firstly,thestudentsofexperimentclasswereguidedtospendtheirtimeefficientlyaccordingtotheirwritinggoalsandplansoutofclass．Byexperiencingthewholeprocedures，thestudentslearnedtobrainstormtopics，organizeappropriatematerials，analyzethestructureofthesentencesandevaluatedtheerrorsofoutput．Allofthewholeprocesshelpedthestudentscometoperceivethenewly—learntstrategiessufficiently．Consequently,theirwritingawarenessandmotivationwerestrengthened，andtheircompetencetousegrammarruleswasgraduallyimproved．Secondly,avarietyofwritingtaskswereassignedtothestudentsafterclassSOastocultivatetheirgrammarabilities．Theyweredirectedtowriteshortpassagesonlinein theirfreetime，andtheteachertookchargeofevaluatingtheir‘works’andgivingvaluablesuggestions．Good‘products’wouldbepublishedinthesharedblog．砧ltheexperimentclassstudentsweregreatlymotivatedtowriteinEnglish，andshowedmoreinterestinwritingthanbefore．Inaddition，sevencompositionswereassignedtOthestudentsbothinexperimentclassandcontrolclass．ThesetopicswerechoserifromtheEntranceEnglishTesttoSeniorHighSchoolsandtheywereclosetolife．Asforshortofspace，severalwritingtopicsarepresented·---—-limeIsMoreValuableThanMoney；ATrafficAccident；VisitingBeifingZoo；AnInvitingLettertoFriendsAbroad；AnIntroductionofMyHometown；Trees,etc．Intheactivities，thestudentsbenefitedgreatlybysharingvariousideas，evaluatingeachother’Sstrategiesandwriting‘works’andmakingadjustmentofwritingmethods．Therefore，theECstudents’grammarabilityhasbeenstrengthened．InCC，thestudentsconventionallywritecompositionsaccordingtOwhatteacherhadrequiredthemtO．Theteacherwouldnottakechargeofthewholewritingprocessofstudents，shejustactedasallorganizer,adirectorandahelperinsteadofacommander．Thestudentswerethecoreoflearningandtheyshouldbearmoreresponsibilitiesforownlearning．2)UsingClassroomTaskstoImproveUsingGrammarAbilityItisalleffectivewaytoadopttaskstoconsolidategrammaruse．BecausepeopleCallnotseparatethemselvesfromdailyactivities，theycansense，understandmoreexplicitly,andthinkandimaginemoreactively,whichwillaccordinglyimprove42 efficiencyofmemory．Forexample：InordertOhelpthestudentstoreviewtheattributiveclauses，theteacherasksthestudentstoplayagame，whichislikethis：Oneofthestudentscomestothefrontoftheclassroomwiththebackfacinghisorherclassmates，andhispartnerdescribesapersonbyusingattributiveclause．Theformerguesseswhatheorshewillbe．“Heisayoungmanwhoisfamousforhissongsandcomposingsongs．Heisinhisthirties．HeisamanwhoSpeakslittleanddoesmore．Heistheonlyyoungmanwhoseworksareeditedinthetextbooksofmiddleschools．Canyoutellmewhoheis?’’Thistaskwasusedtopracticetheattributiveclause．Thestudentscouldlistenandreactwhattheyhadheardandreorganizedtheinformationtoproducetheresult．AlsotheywouldbegreatlystimulatedtOinvolvethemselvesinjoininthetaskofguessing，whichcontributedalottotheirabilityofthinkinginEnglish．Groupswereencouragedtocreatemoretaskslikethis，andtheywouldsharemorefreshideasandexperience．Intheprocessoftasks，thestudentscouldunderstandthegrammarrolesbetterandusethemmorepractically．ThismethodmeetswhatthefinalpurposeofEnglishteachingdemands．Inthisperiod，theteacherplayedtheroleoffacilitatorandassistor,whotookthecontrolofthewholeprocessoflearning．3．3LaterperiodworkoftheExperimentAfteronesemester,thestudentsbothintheexperimentclassandthecontrolclassparticipatedinanothertest⋯post—test．Thepurposewastocheckwhetherthe43 experimentclasshadimprovedtheirEnglishgrammarcompetencehigherthanthecontrolclass．Thepost—testpaper(SeeAppendix[[[)includesthreepartswithatotalscoresof100．However,thecontentwasdifferentfromthepre—test，whichsharedthesimilarlevelasthepre-test．Ifthestudentsgetoneofthemcorrect，he／shewouldgetonemark,otherwise，he／shewouldgetzero．Afterthetest，thescoreswerecollectedbythewriter,whichWasanalyzedinnextchapter．Inshort，thischapterintroducestheprocessincludingsubjects，instrumentsanddetailedprocedures．Inthenextchapter,theauthorwillanalyzethedatacollectedintheexperiment． Chapter4DataAnalysisandDiscussionInthepreviouschapter,theauthorrecommendedtheapplicationofcognitivestrategiesingrammarteachingonthebasisofCognitionTheoryandintroducedthedetailedproceduresofgrammarteaching．Nextthedataanalysiswillbediscussed．QuantitativeanalysiswasadoptedtocomparetheresultsofbothECandCCandqualitativeanalysiswasusedtOhelpexplainthecause—and—effectphenomena．Pearsoncorrelationanalysiswasusedtoexplorehowthecognitivestrategycorrelateswithgrammarcompetence．AllthedatawereprocessedbySPSS11．5．4．1QuantitativeAnalysis4．1．1AnalysisofQuestionnairesBeforetheExperimentThequestionnaireinthisexperimentisbasedonOxford’S(1990)．Thereisnodoubtthatithashighcontentvalidity．Independent—samplet-testisused．Inordertoinvestigatewhetherapplicationofcognitivestrategiessignificantlyimpactgrammarproficiency,attemptsweremadetOgethowthestudentsthinkofgrammar,howtheyhaveusedstrategiesingrammarlearningandwhattheexistinggrammarlearningproblemsinjuniorhighschoolswere?Table4．1ComparisonoftheQuestionnaireofcognitivestrategiesinGrammar(ere-test)ClassNMeanSDSig．(2-tailed)PEC443．321．13．862C433．271．02‘‘-，’meansthatthereisnosignificantdifferenceTable4．1providestheresultsofstudents’cognitivestrategiesusageandgrammar45 learningi’nthepre—testofquestionnaires．TheresultsshowSig．(2-tailed)is．862，．862>0．05，thenP>0．05．ThatmeansthereisnosignificantdifferencebetweenECandCCincognitivestrategiesusageingrammarlearning．Thatis，thestudentsinbothclassesemploysimilarcognitivestrategiesandtheysharenearlythesameabilityofemployinggrammarknowledge．4．1．2Comparisonoftheple·testofbetweenECandCCBesidestheinstrumentofquestionnaireofcognitivestrategies，papertestwasalsoadoptedtotestifythattherewerenosignificantdifferencesbetweentheexperimentclassandcontrolclassingrammarteachingandlearning．Firstofall，thegrammarscoresofbothclasseswereprocessed．Sincethescoresdistributenormally,independent-samplet-testisadopted．TheresultcanbeseeninTable4．2．Table4．2ComparisonofthePre-testbetweenECandCCClassNMeanSDtSig．(2一tailed)PEC4466．545515．14189．．326．745C4367．581414．43909“一”meansthatthereisnosignificantdifferenceTable4．2illustratestheresultsofpre—testofgrammarknowledgeofbo也classes．Thepurposeofthepre-testistojudgewhetherthereissignificantdifferencebetweenthetwoclassesbeforetheexperiment，basedonwhich，theexperimentclasswillbechosen．Thisinvestigationadoptsa=0．05，whichstandsforstatisticalsignificancelevel．FromTable4．2，wecanseethatSig(2一tailed)is0．745，andthet-valueis·0．326，Iti<0．745，thenP>0．05．Thatistosay，thereisnosignificantdifferencebetweenthetwoclassesingrammarcompetencebeforetheexperiment．Therefore，Class3ischosenas theexperimentclass(EC)applyingcognitivestrategiesingrammarteaching．Class4iscontrolclass(CC)receivingdailygrammarteaching．4．1．3ComparisonofPost-testbetweenECandCCAfteronesemester’Sapplicationofcognitivestrategiesingrammarteaching，theresultscanbeseenfromTable4．3，whichillustratesstudents’resultsinusinggrammarknowledge．ThetableshowsthatmeansofECis76．3864，andthatofCCis68．9303．Thet-valueis2．816，whichishigherthanSig-value(o．006)，thenP<0．05，whichmeansthatthereissignificantdifferencebetweenECandCCafterexperiment．IntermsofCCstudents，theyhavealsoprogressinusingEnglishgrammar,whichperhapsresultsfromroleofmaturity．However,applicationofcognitivestrategiesingrammarhadfunctionedmoregreatlyinraisingstudents’grammaticalproficiency．Table4．3DataAnalysisofresults：PosttestofGrammar(EC＆CC)ClassNMeanSDtSig．(2一tailed)PEC4476．386410．150532．816．006●C4368．930212．64609Note：·meansthatthereissignificantdifference4．1．4ComparisonofECbetweenpretestandposttestT0bemorespecific，Table4．4infollowingshowsresultsofgrammarscoresofECbeforeandafterexperiment．Bydoingpaired·samplet-test，themeanofpost·testis76．38，whichishigherthanthatofpre—test(66．55)by9．83points，andt-valueis-9．262，ltl--9．262>．000，thesignificantvalueis．000，whichislessthan0．05，SOP<0．05．Thatmeansthatthereissignificantdifferenceforstudents47 ofECbetweenthetwotests．Inotherwords，thestudentsEChavefrequentlyemployedcognitivestrategiesingrammarlearningandtheirabilitytousegrammarhasbeengreatlyimproved．Moreover,the“gap’’ofEC’Sstandardderivationhasbeenreduced：from15．14to10．15，whichmeansthatthoseunsuccessfulstudentshavebenefitalotandmadeprogressintheirgrammarcompetence．Table4．4PairedSamplest-testGrammarAbility(EC)ECNMeanSDtSig．(2一tailed)PPre．test66．545515．1418944．9．262．000★Post．test76．38“10．15053“幸”meansthatthereissignificantdifference4．1．5ComparisonCCbetweenpretestandPosttestIntable4．5，thecomparisongrammarscoresCCisshowntous．Bydoingthepaired—samplet—test，theresultsrevealsthatthemeanposttestis68．93，whichishigherthanthatthepretest，theSig-valueis0．0973>0．05，thatistosay,thestudentscontrolclasshavemadealittleprogressingrammarcompetence，butthereisnosignificantdifferencebetweenbeforeandaftertheexperimentinCC’Sstudents，mostthestudentsinCChavenotmadeimprovementinusingEnglishgrammarduringthesemester．Table4。5ComparisongrammarscoresCCbetweenpretestandposttestCNMeanSDtSig．(2·tailed)PPretest4367．581414．43909．1．698．097Posttest68．930212．64609‘乞’’meansthatthereisnosignificantdifference48 4．2QualitativeAnalysis4．2．1AnalysisofQuestionnairesaftertheExperimentFigure4．1showedhowECstudentshadbehavedinemployingcognitivestrategiesaftertheexperiment．Moredetailsarepresentedasfollows：Question1—2：95％ofthestudentsagreedthatgrammarwassignificantanddifficult．Onlyseveralstudentsvaluedlessaboutgrammar,andtheyshowedlittleinterestingrammarlearning．Figure4．1FigureofcognitivestrategiesinPost—testofECQuestion3—4：Morethanhalfofthestudentsdidnotthinkthatgrammarlearningwasdullandboring．Theywouldliketotryhardtouseappropriatestrategiestoorganize，analyzeandsummarizethelearningmaterials，theprocessofwhichdidimprovetheirabilitytouseEnglish．Question11-14：93％thoughtthatthegrammarinstructionthattheteacherprovidedwasveryinterestingandeffective．Theyshowedmoreinterestingrammarlearningandactivelyusethestrategiestheyhavelearnedtosolvetheactualproblems．Question15—20：89％studentshadchangedtheirviewongrammarteaching，theyshowedmoreconfidenceinlearninggrammarandpaidmoreattentiontoemploying49 moreeffectivestrategies，andtheyexploredtheirown-styledwaytoconsolidatetheirpreviousgrammarknowledge．Inshort，afteronesemester’Sexperiment，mostoftheexperimentclasshavepositiveattitudetogrammarlearning．Theyinvolvedthemselvesactivelyinvarietyofgrammaractivitiesandadoptedproperstrategiesandcreateauthenticenvironmenttolearn．Attheendoftheexperiment，thestudentsofexperimentclasshadimprovedboththeirgrammarknowledgeandcomprehensiveabilitytouseEnglish．4．2．2InterviewFifteenstudentsfromECwereinterviewedbytheresearcherjustaftertheentranceexaminationtoavoiddisturbingtheirpsychology．Thesestudentsweretherepresentativesofadvanced，intermediateandlowlevels．Mostofthemcanaccuratelydescribewhatcognitivestrategiesareandtheycanquicklylistatleastfiveorcognitivestrategiessuchasusingtablesandfigures，makingnotes，analysisandsummarization．92．5％ofthestudentscantelltheirstrengthsandweaknessesingrammarlearningprocess．Someoftheiranswersarepresentedhere．ZhangYisaid”I"mpooratEnglish，andI"mpooreratgrammar．SoIamafraidofgrammar．ThoserulesareverydifficultformeandIoftenfeelpuzzledaboutthem．However,aftertheapplicationofcognitivestrategyingrammar,Icometorealizethatgrammarisnotthat衔ghtening，andIcanmakecleareightmaintensesofverbs．Ifeelconfidentwithmeinlearninggrammarrules．AndSongZijiansaid，”IknowgrammarknowledgethanbeforeandIcanusethecognitivestrategiessuchassummarizationandanalysistolearnnewknowledge． Sometimes，ICallpreviewnewgrammarrulebymyselfandIfeelveryhappyandsuccessful．”ShenYanansaidthatherChinesewasgoodandshecouldwritebeautifulcompositions，butshefeltfainttoexpressherselfinexactEnglishwords，SOsheturndetOsimplesentences．Aftertheexperiment，shebecamemoreconfidentinexpressingherselfinEnglish，becauseshehadmasteredmoregrammarknowledgeandmoreimportantly,shehadlearnedavarietyofmethodtOmastergrammarrules．Shehadsetupasystematicalnetworkofgrammarrulesinhermindandshecanuseittoexplain，analyzeandsolvethosedifficultproblems．Generallyspeaking，themajorityofthestudentshavelearnedalotintheapplicationofcognitivestrategiesingrammarteaching．Theyhaveshownmoreinterestinleaminggrammarandtheircomprehensiveproficiencyhasbeengreatlyimproved．Tosumup，inthischapter,theauthorhasprovidedthequantitativeanalysis，qualitativeanalysisandthecorrelationanalysistOtestifytheresearchhypothesisofthethesis．Theresultrevealsthatapplicationofcognitivestrategieshasplayedpositiveeffectonthestudents’grammarability,mostofthestudentsofexperimentclasshaveimprovedtheirstrategyawarenessandtheircomprehensiveabilitytouseEnglishhavebeengreatlyimprovedaccordingly．4．3CorrelationAnalysisofApplicationofCognitiveStrategiesandGrammarCompetenceCorrelationisthe”go—togetherness”oftWOsetsofscores．ThepurposeofcorrelationanalysesistOexaminehowthescoresontwotestscomparewithregardto51 dispersing,orspreadingout，thestudents．Correlationanalysescannotonlyheir,determinethedegreeofrelationshipbetweentwosetsofnumbers，butalsowhetherthatrelationshipissignificant(inastatisticalsense)andmeaningful(inalogicalsense)．ThePearson“R’’isacceptedandusedforinvestigatingthedegreeofrelationshipbetweentwosetsofcontinuousscalenumbers．Suchacoefficientisanumericalvaluethatcanreachamagnitudeashigha+1．0iftherelationshipbetweenthescoresontwotestsisperfectandpositive，thatis，inthesamedirection．Alternatively,acorrelationcoefficientcanbenegativewithavalueasstrongas-1．0iftherelationshipisperfectlynegative，thatis，intheoppositedirection(Alderson1990)．Table4．6showsthecorrelationbetweencognitivestrategiesandgrammarability．Fromthetable，wecanseer=0．852．Sig．(2-tailed)<0．05，thenP<0．05．TheresultisthatthereexistsapositivecorrelationbetweenthetWOvariables．Thatis，applicationofcognitivestrategieshasplayedapositiveeffectonimprovingthestudents。abilityofusingEnglishgrammar．Table4．6CorrelationsbetweenCognitiveStrategyandComprehensiveAbilityNSDPearson(r)Sig．(2-tailed)DF(n一2)PCS44O．68．852(¨)．00042●Grammar4410．15¨Correlationissignificantatthe0．01level(2一tailed)．52 5．IConclusionChapter5ConclusionandLimitationAsweallknow,grammarteachingandlearninginJuniorHighSchoolsofChinaisveryimportant，especiallyinthecurrenttestingeducationsystem．However,theUnaptteachingmethodhasbeenprovedtobeimproperforstudentstomastertheforeignlanguage．Inordertosearchappropriategrammarteachingmethod，thethesisprimarilyfocusesontheapplicationofcognitivestrategiestogrammarteaching．Atthebeginningofthisprocess，wemadesomeinvestigationsonstudents’attitudetowardsgrammar．Then，weappliedcognitivestrategiesingrammarteaching，fromtheresultoftheexperimentandthedataanalysis，wegettheconclusions：1)Theapplicationofcognitivestrategiesingrammarteachingcannotonlyhelpthestudentstomasteroverallsystematicknowledgeofgrammarrulesbutalsoimprovethestudents’interest，motivationandlearningefficiency,whichcontributesgreatlytomasteryofthewholestructureofforeignlanguage．．2)Ingrammarteaching，instructstudentstousecognitivestrategiesingrammarlearning，itCallincreasetheirinterestingrammarlearningandenhancetheircompetenceofusinglanguage．3)Fromthequantitativeandqualitativeanalysis，weGallseethattheexperimentclassstudentshavegotmuchmoreprogressthancontrolclassstudentsingrammarproficiency．4)Theapplicationofcognitivestrategiesimprovesthestudents’competencetOuselearningstrategiesinEnglishlearning．53 5)Differentcognitivestrategiescultivatedifferentcapacityofthestudents．6)Throughtheapplicationofcognitivestrategiesingrammarteaching,theexperimentclasshasimprovedtheirlearningmethods，whicharebecomingmorescientific．Theycarltreatwhattheyhavelearnedsystematicallyandstrategicallybyemployinganalysis，induction，summary,comparisonetc．Allofthiscontributesalottorichandperfectthestudents’knowledgeandmakethembecomeeffectivelanguagelearners．Avarietyofstrategiescandevelopthestudents’reasoningcapacity,abilitytoanalyzeandsolveproblems；andincreasetheirabilitytodistinguishtruefromwrong．AnthiswillbenefitChemalltheirlife．5．2LimitationsoftheStudyAlthoughtheexperimentistheoreticallydesigned，itstillexistsomelimitations，partlyduetothelimitedknowledgeofthewriterandpartlybecauseofthefactorsthatarebeyondthecontrolofthewdter．Firstofall，notallthecognitivestrategiescannotbeutilizedsufficientlybecauseoftheshortageoftime，theteachingcontentsandtermarespecial．Secondly,theexperimentsubjectsareconfinedtoeighty—seven3rd-yearstudentsinjuniormiddleschoolsattachedtONankaiUniversity．Thirdly,asforjunior3坩-yearmiddleschoolstudents，itistheverytimeforthemtoreviewwhattheyhavelearnedinclassfortheentranceexaminationtoseniorhighschools．Itisunfittospendtoomuchtimeonstrategytraining．Itissuggestedthatthestudentsreceiveappropriateinstructionofcognitivestrategiesingrammarteaching．54 Thelastisthattheresearchfocusesonthethird—yearstudents，whoarefacingtheentranceexaminationtotheseniorhi曲sch001．Specialstagesusespecialstrategies，SOappropriatestrategiesshouldbesuitableforthestudents’currentlevel，characteristicsandspecificstages．Duringthisone-semesterEnglishteachingexperimentingrammarteaching，wemademeaningfulattemptstostudyandexploreallintegratedwaytorevieworteachgrammar．Weconducteditbydirectingthestudentstoleamgrammarincognitivestrategies．Byutilizingquestionnaireandresearchinstruments，weconductedacomparativelyoverallevaluationofourexperiment．5．3SuggestionsfortheFutureResearchontheapplicationofcognitivestrategiesinjuniormiddleschoolisarelativelynewphenomenon．Thepresentstudyisonlyapreliminaryattempt，andmanyavenuesremaintobeexplored．Todaywearecarryingoutaseriousreformontheeducationinmiddleschools．Especially,theclassroomteachingreformbecomesthefocusofpeople’Sattention．Howforeignlanguageclassroom—teachingenablesmoreeffectiveinhelpinglearnersimprovetheirEnglishabilityisallimportantproblemforeachforeignlanguageteacherinChina．ItisalsoamissionthateveryEnglishteachershouldbedevotedto。Forgrammarinstruction，althoughtherearemanygrammarbooksorcommercialtextbooksavailablenow，teachers，infact，stillcanworkontheirowntomaketheirinstructionmoreeffective．Insteadofcompletelydependingontheseteachingmaterialswhicharealmostoutput—based，teacherscantryadoptingdifferent55 approachesbydesigningtheirowninstructionalpackets，givingmorethoughtstosuchquestionsashowtopresentthestructure，howtodesigntheactivitiesforpractice，etc．Aslongasteachersaregoodatusingproperteachingmethods，theycangetsatisfactoryresults．Tosumup，ourgainsfromthisexperimentarepriceless．ItprovidesmorethoughtfulanddetaileddataforstudyinggrammarteachinginChinesemiddleschools．Thoughtheexperimentwascarriedoutinanordinaryschoolwithanarrowrange，webelieveitisaworthwhileoneandwouldoffermoreorlessinstructiveandhelpfulreferencetOothersimilarlanguagegrammarteachingreformsinmiddleschoolsalloverChina．56 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LanguageEductionPress．YuWeishen，WangQiang．V01．1．1991．，nleNewTrendsofEnglishTeachingandStudyingfromthe25mIATEFLConference．ForeignLanguage肋厂肠．(余渭深、王蔷：《从IATEFL25届大会看英语教学与研究的新趋势》，《外语界》，1991年，第1期)ZhangWeiyou．ed．，2004．ACourseinEnglishLearningStrategiesandStudySkills．ChongqingUniversityPress．(张维友主编：《英语学习策略与技巧教程》，重庆大学出版社。)ZhangShuzu，ShenDeli．1987．BasicPsychology．EducationalSciencePublishingHouse．(张述祖、沈德立：《基础心理学》，教育科学出版社。)ZhangQinglin，YangDong．Ed．2002．HighEfficientTeaching．ThePeople’SEducationPress．(张庆林、杨东主编：《高效率教学》，人民教育出版社。)ZhaoXiaojiang。2005．AComprehensiveStudents’EnglishGrammar．Beijing：NationalDefencingPress．‘(赵小江：《学生英语语法精要》，北京：国防工业出版社。) AppendixIQuestionnaire本问卷旨在调查你是如何看待语法在整个英语学习中的地位以及你目前的英语语法学习状况和你对语法学习的感受。对以下问题的回答，无所谓“对”和“错”，如实回答即可。“1—5”代表你对所列观点的认同程度(1．完全不同意，2．不同意，3．无所谓，4．同意，5．完全同意)，请在最符合你看法的相应数字上打勾。谢谢合作!性别：年级：班级：￡J，不无同冉兀题全同所意全号问题不意谓同意1语法学习对外语学习至关重要。l23452学英语最难的就是语法。12345-3我对英语语法不感兴趣。l234a4我喜欢学语法。12345我对所学过的语法概念、规则很清楚。l23456我对所学过的语法感念、规则很乱、很模糊。123457如果掌握了语法，我的英语水平会进步很快。123458目前的课堂教学对我语法学习很有帮助。123459目前的课堂教学对我语法学习没多大帮助。‘1234510课堂上教师开展的语法活动很有趣。l234511语法应在听说课上学，不必单独讲解。1·234512我更喜欢通过许多例子，自己归纳出语法规则。1234513我希望老师改进教学方法。l234514我会利用推理和归纳等逻辑手段分析来理解语法知12345识。15我会借助利用母语的一些知识来理解英语语法。1234516我能够总结所接触语言材料中的语言规律并加以应l2345用。17我能借助利用已学过的知识来理解新的语言点。1234518借用联想将以前所学的类似的语言点与新语言法知12345识联系起来。19注意观察教师所给的例句，并分析、归纳、主动发12345现语言规律。’20留心自己的英语错误，并备有专门记录和纠正错误12345的复习本。 AppendixIIPre-testPaper初中英语语法练习动词时态专项训练1．NeitherhenorI————fortheplan．2．3．4．a。wereb．isC．arcd．amMyfamilyaswellasI——舀adtoseeyou．a．wasb．isC．ared．amMyfather，togetherwithsomeofhisoldfriends，——therealready．a．willbeb．hadbeenC．hasbeend．havebeenTherearetworoadsandeithertothestation．a．isleadingb．areleadingc．1eadd．1eads5．Nineplusthree————twelve．a．aremakingb．ismakingC．maked．makes6．Twentymiles————alongwaytocover．a．seemtobeb．isC．ared．were7．Veryfew—．．——hisaddressinthetown．a．hasknownb．areknowingc．knowd．knows8．Whenandwherethistookplace————stillunknown．a．hasb．isc．wered．are9．Iknowthatall————gettingonwellwithher．a．wereb．areC．isd．Was10．Therestofthenovel————veryinteresting．a．seemb。is11．Ourfamily——．—ahappyone．a．areb．wasc．ared。is12．Theboysittingbythewindowistheonlyoneofthestudentswho———fromthecountrysideinoursch001．a．wasb．wereC．isd．are13．Morethanoneanswer————tothequestion．a．hadgivenb．weregivenC．hasbeengivend．havebeengiven62 14．Thestudentsinourschooleach—allEn班shdictionary．a．arehavingb．hadC．hasd．have15．Thepairofshoes————WOIIIout．a．hadbeenb．havebeenC．wered．was16．Aprofessorandawriter—presentatthemeeting．a．hadbeenb．werec．isd．was17．Thosewho————singingmayjoinUS．a．isfondofb．e．joyc．1ikesd．areliking18．Thereaknifeandforkonthetable．a．areb．isseemingtobe12．seemtobed．seemstObe19．Over80percentofthepopulation————workers．a．willbeb．arec．isd．Was20．Thewholeclass————greatlymovedathiswords．a．isb．hadC．wered．was21．Thewounded—．——goodcareofherenow．a．istakingb．aretakingc．arebeingtakend．istaken22．Deer————fasterthandogs．a．willrunb．arerunningC．runsd．run23．Thepolice————aprisoner．a．aresearchedforb．issearchingc．aresearchingford．issearchingfor24．Itwasreportedthatsix————includingaboy．a．hadkilledb．waskillingc．werekilledd．waskilled25．TheUnitedNationsin1945．a．wasfoundb．wasfoundedC．werefoundedd．werefound26．I，who—yourgoodfriend，willshareyourjoysandsorrows。a．wasb．arec．isd．am27．Betweenthetwobuildings————amonument．a．isstandingb．standingc．standsd．stand 28．Layingeggs——theantqueen’sfull—timejob．a．haveb．hasc．ared．is29．Peter,perhapsJohn，——playingwiththelittledog．a．seemsb．werec．arcd．is30．Manyastudent————thatmistakebefore．a．hadmadeb．hasbeenmadec．havemaded．hasmade31．TheArabianNights—wellknowntoEnglishlovers．a．isbeingb．arcc．wered．is32．YourIlCWclothesfityou，butmine——ine．a．don’tfitforb．doesn’tfitforc．don’tfitd．doesn’tfit33．Tom’steacherandfriendMrSmith．a．hasb．arebeingc．isd．黜34．砧lthatcanbeeaten—eatenup．a．havebeenb．hadbeenc．hasbeend。arebeing35．Someperson————callingforyouatthegate．a．willbeb．isbeingc．isd．are36．OneachsideofthestreetaIotoftrees．a·aregrownb．isstandingc．growd．stands37．Thenumberofthepeoplewho————cars————increasing．a．owil⋯．al"eb．OWn⋯isc．OWI"IS⋯isd．OWnS⋯are38．NooneexceptJackandTom————theallswt；r．a。areknowsb．isknowingc．knowsd．know39．Nothingbutcars——一intheshop．a．al"egoingtosellb．weresoldc．aresoldd．issold40．HereisamessageofimportancetOeverymailandwomanwho—a．votesb．votec．votingd．arevoting41．Politics———一oneofthesubjectsthatIstudy．a．areb．iSc．wered．was 42．————alreadybeeninterviewed．a．Anumberofapplicantshavec．Thenumberofapplicantshaveb．Anumberofapplicantshasd．Thenumberofapplicantshas43．ismisusedinthesentence．a．Awordortwob．Oneortwowordsc．Oneandtwowordsd．Manywords44．There—pricelessjewelleryOndisplayattheexhibitionhall．a．areb．havec．isd．has45．Iamtheonewhowrong．a．amb．isc．ared．havebeen46．Eachofthefootballers———．over150pounds．a．weighb．weighsc．weightsd．wereweighing47．Thereisrice．a．fewb．afewc．manyd。agreatdealof48．Halfofthematerial————away．a．hasbeentakenb．aretakenc．havebeentakend．weretaken49．Themanagerorhisassistant————planningtogo．a．wasb．werec．bed．will50．Thereinthisroom．a．aretOOmanyfurnituresC．aretoomuchfurnituresb。aretOOmuchfurnitured．istoomuchfurniture跹YS：1-10DCCDDBCBCB11—20DCCDDBBDBC21—30CDCCBDCDDD31．40DCCCCCBCDA41—50BAACBBDAAD65 AppendixⅢPost—testPaper初中英语语法练习动词时态专项训练一、用所给词的适当形式填空(40％)1．He2．Itswimmingintherivereverydayinsummer．(go)youareright．(seem)3．Look，thechildren4．Hebasketballontheplayground．(play)totheradiowhenIcamein，(1isten)5．Itisverycold．Ithinkit6．———Ineedsomepaper．7．Ican’tfindmypen．8．Hesaidthathe．(rain)一Isomeforyou．(bring)Who——it?(take)．backinfiveminutes．(come)9．Ididn’tmeethim．HewhenIgotthere．(1eave)10．I——mybike，SOIhavetowalktosch001．(10se)11．Hedownandbegantoreadhisnewspaper．(sit)12．Heisveryhungry．He13．Ianythingforthreedays．(noteat)withyouifIhavetime．(90)14．Wewillgotothecinemaifit15．1willtellherthenewswhenshe16．“Whca17。We18．Whatyoufine．(be)thecar?”toseemenextweek．(come)“In1998．”(buy)goodfriendssincewemetatsch001．(be)youatfiveyesterdayafternoon?(do)19。Thebikeisnice．Howmuchit20。HeusuallyO’clock．(get)upat7o’clock，but选择最佳答案填空(20％))1．We’11goswimmingiftheweatherA．isB．wasC．wilIbe()2．ItA．was一?(cost)thismorninghefinetomorrow．D．isgoingtobefiveyearssincehehasleftforBeijing．B．hasbeenC．isD．isgoingtobe(get)at6 ()3．Pleasedon’tleavetheofficeuntilyourfriendback．A．cameB．comesC．havecomeD．willcome()4．Bytheendoflastyearheabout1500Englishwords．A．1earnsB．1earnedC．waslearningD．hadlearned)5．Listen!Someoneinthenextroom．A．criedB．cryingC．iscryingD．hascried)6．Youmusttellhimthenewsassoonasyouhim．A．seeB．seesC．willseeD．isseeing)7．Hetoldmethathetoseeusthenextday．B．cameC．willcomeD．wouldcome)8．Wecall’tfindhimanywhere．PerhapsheA．isgoingB．wentC．hascome)9．TheteachertoldUSthattheStillhome．D。wouldcomebiggerthantheearth．A．isB．wasC．hasbeenD．willbe)10．CouldyoutellmewheretherailwaystationA．wasB．isC．willbeD．wouldbe)11．、阮totheGreatWaHseveraltimes．A．goB．weregoingC．havegoneD．havebeen)12。Itseemedthattheoldmanforsomethingoverthere．A．100ksB．100kedC．waslookingD．haslooked)13．Hewassurethathehiswalletintheoffice．A．1eftB．wouldleaveC．hadleftD．hasleft67 14．Youmuststudyhardifyouwanttofailtheexaln．八won’tB．don’tC．haven’tD．hadn’t()15．一I’mafraidyoucan’tsithere．—Sorry，IA．don’tB．won’tC．call’tD．didn’t)16．Asshe——thenewspaper，Grannyread，feUasleep．know．A．read，wasfallingB．fellC．wasreading，wasfallingD。()17．一Jimisnotcomingtonight．promised棚utheA．promises(许诺)B．promisedC．willpromiseD．had()18．一What’shername?—-I．A．forgetB．forgotC．hadforgottenD．amforgetting()19．⋯Didyou——thefirstplaceoftheleaguematch?⋯Ofcoursewedid．Wealltheotherteams．A。beat，beatB．beat，wonC．win，wonD．win，beat．()20．⋯Mustwemovetothenextroom?⋯No，you——．Youmaystilllivehereifyoulike．A．mustn’tB．donlC．don‘thavetoD．WOn。t三、动词时态能力综合测试(40％))1．HeoftenhisclothesonSundays．A．washingB．washesC．haswashedD．wash()2．I’mChinese．Wherefrom?A．doyoucomeB．youarecomingC．youcomeD．areyoucoming)3．Maytosch001．A．IleverwalksB．isneverwalkingC。walkneverD．neveriswalking()4．WewillstartassoonasourteacherA．comesB．willCelTiCC．comeD．iscoming ()5．Howlongago——playingfootball?AhaveyoustoppedB．hadyoustoppedC．didyoustopD．dOyoustop()6．IlhardwhenIleftmyhouse．AisrainingB．rainsC．wasrainingD．willrain()7一thinkthisquestion——toanswer．AeasyB．iseasyC．WaseasyD．willeasy()8．Don’ttalkSOloudly．Yourfather——．A．sleepsB．issleepingC．sleptD．hadslept()9．Howmanypeopledoesthedoctorknowwho——ofthedisease(疾病)?A．aredyingB．isdyingC．hasdiedD．dies()10一——myhomeworknow．A．finishB．finishedC．havefinishedD．hadfinished()11．Heforthreeyears．A．hasjoinedB．hasbeeninthearmyC．joinedD．hasservedthearmy()12．Hisgrandfatherforthirtyyears．AdiedB．wasdeadC．hasbeendeadD．hasdied()13．Ifrommybrotherforalongtime．notA．nothaveheardB．havenotheardC。haveheardD．donothear()14。Maths，oneofthemostimportantsubjects，——alwaysinterestedhim．A．hasB．haveC．aleD．iS()15．—DidyourbrothergotoAmericalastyear?_．A．No，hedidnevergothereB。No，hehasnevergonehereC．No，heneverWasthereD。No，he’Sneverbeenthere()16．Hethatfactorysince1958．A．hasleftB．hasworkedinC．hasgonefromhascometo()17．Ourteacher——toBeijingthreetimes．D． AwentB．hadgoneC．hasgoneD．hasbeen()18．LastweekJohn——hisleg．A．feltandbrokenB．fellandbrokeC．feelsandbreaksD．fallenandbroken()19．Jack——histhickcoatbecauseitwassnowing．putsonB．putonC．takesonD．tookon()20．He——thepictureonthewall．A．hangedB．hungC．hashangedD．washanged()21．Nextmonth——twentyfive．A．hasmysisterB．mysisterwillbeC．mysistershallhaveD．mysisterisgoingtobe()22．Youheragaininafewweeks．A．willseeB．haveseenC．had$eellD．havebeen$eell()23．BytheendoflasttermWe——Englishfortwoyears．A．havestudiedB。havebeenstudiedC。wouldstudiedhadstu【diedD．()24．MrsBrown——inNewY0rkforthreeyearsbeforeshewenttoLondon．A．1ivedB．hadlivedC．haslivedD．willlive()25．WhenWearrived，thedinner：．A．alreadybeganB．hasalreadybegunC．hadalreadybegunD。wasjustbegun()26。1willgohomefortheholidayassoonasImyexams．A．willf"mishB．finishC．finishingD．finished()27．When，I"lltalktohim．．A．doesPetercomeB．PeterwillcomeC．PetercomescanPetercome()28．Mysister——toseeme．She’11behereSOOn．A．comesB．iscomingC．hadcomeD．came()29．Theysaidthey——ouranswerthenextday．A．hadheardB．wouldhearofC．wouldhearD．willhear ()30．Theoldmansaidthatlight——fasterthansound．八wentB．willgoC．travelsD．willtravel()31．TheUnitedStates：11pitssatelliteuntilJanuary31，1958．A．semB．didn’tsendC．hash’tsentD．wasn’tsent()32．Eachboyandeachgirl—anewbook．AhavegoneB．hasgoneC．havegotD．hasgot()33．AmericanandDutchbeer—bothmuchlighterthanBritish．A．aleB．isC．wereD．was()34．ItisnotIbutyouwho—jhefirsttoruntothegoalinthatcompetition．A．isB．wasC．areD．isgoingtO()35．Everymeans—beentriedsincethen．A．hasB．haveC．areD．is()36．Oneandahalfbananasonthetable．A．areleftB．isleftC．haveleftD．hasleft()37．Thereinthisroom．A．aretoomanyroomsC．areplentyofroomsB．aretoomuchrOOmD．isplentyofroom()38．Thechildren——nottOplaywiththefire．A．areoftentoldB．tellC．aretellingD．told()39．⋯MayIgooutwithyoutomorrow?⋯Ifyourjob．bYthen．A．hasbeenfinishedB．finishC．willbefinishedD．willfinish)40．Whatcausedtheaccidentandwhowasresponsibleforit————amysterytoUS．A．hasbeenremainedB．havebeenremainedC。remainD．remains71 Key：——、1．goes2．seems3．areplaying4．waslistening5．israining6．willbring7．took8．wouldcome9。hasleft10．10st11。sat12．hash’teaten13．willgo14．is15．comes16．didbuy17．havebeen18．weredoing19．doescost20．gets，got二、1—10ABBDCADCAB11—20DDCCBAABAB三、1．10．BAAACCBCAC11．20BCBDDBDABA21-30BABBCBCBCC31-40BDACABDAAC AppendixⅣTheResultsofQuestionnaireNOECPre—testPost-testPre．testPost．testl3．53．73．83．724．54．24．133．233．144．2523．12．464．84．544．174．54．94．5832．53．5393．533．5102321111222．8213434144．54．64．54．3154．54．74164．541744．2231833．241942．32．5202．532．6Average3．3683．5563．3103．336 AppendixV．Pre—testandPost-testScoreoftheTwoClassesNoECPre—testPost—testPre-testPost—test1949590912909392903849594774728974805868890674949087780827082882907674972848880106479707211667586701282876460136070686614666770741562656266166076667017687962631866736665196268722070777072217478606322727560642378807072247083727325768076772668757475277482707228607962682972877274306882707331809068703260697033626766753484956872356872687536566554613750695650386460586039245048504032585255415865384236563240435265283244305074 AppendixⅥInterview1．Isitnecessaryandsignificanttolearngrammar?2．Doyouthinkgrammarisdullanduselessnow?3．HowdoyoulikeEnglishgrammarlearningnow?4．Canyoulistseverallearningmethodswhichwereusedduringthisterm?5．Howdoyouthinktheteachingmethodswhichwereusedduringthisterm?6．IsithelpfulforyourgrammarlearningtOusestrategiesappropriately?7．Canyouusethesestrategiesinyourfuturestudy?Why?8．IsitdifficultforyoutomastertheEnglishgrammarknowledgenow?9．Doyouunderstandthesystematicknowledgeofgrammar?10．AreyouinterestedinlearningEnglishnow?11．AreyouafraidofhavingEnglishclassnow?12．DoyouhaveconfidencetOlearningEnglishwell?75