探究性教学在高中英语语法教学中的应用研究.pdf 89页

５先知伸技夫营单位代码：１０１６６？ＳＨＥＮＹＡＮＧＮＯＲＭＡＬＵＮＩＶＥＲＳＩＴＹ学号．１５８１３０２８教育硕士学位论文ＡＳｔｕｄｙｏｎｔｈｅＡｐｐｌｉｃａｔｉｏｎｏｆＩｎｑｕｉｒｙＴｅａｃｈｉｎｇｔｏＥｎｇｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｇｉｎＳｅｎｉｏｒＨｉｈＳｃｈｏｏｌｇ论文题目：探究性教学在高中英语语法教学中的应用研究作者姓名：崔晓蕾ｅ专业领域：学科教学（英语）指导教师：张萍韩先举完成日期：２０１７年６月５曰沈阳师范大学教育硕士研究生院＇ 沈阳师范大学教育硕士学位论文独创性声明本人所呈交的学位论文是在导师的指导下取得的研宄成果。据我所知，除文中己经注明引用的内容外，本论文不包含其他个人己经发表或撰写过的研究成果，。对本文的研究做出重要贡献的个人和集体均已在文中作了明确说明并表示了谢意。作者签名：曰期：少＿沈阳师范大学教育硕士学位论文著作权使用声明本人授权沈阳师范大学教育硕士研究生院，将本人硕士学位论文的全部或部分内容编入有关数据库进行检索；有权保留学位论文并向国家主管部门或其指定机构送交论文的电子版和纸质版，允许论文被查阅和借阅；有权可以釆用影印、缩印或扫描等复制手段保存、汇编学位论文。保密的学位论文在解密后适用本规定。作者签名：日期：ｙ 类全日制教育硕士∨别在职教育硕士编号：教育硕士学位论文题目：AStudyontheApplicationofInquiryTeachingtoEnglishGrammarTeachinginSeniorHighSchool探究性教学在高中英语语法教学中的应用研究专业教学部：英语专业教学部专业名称：学科教学（英语）指导教师：张萍韩先举研究生：崔晓蕾提交时间：2017年6月5日 AStudyontheApplicationofInquiryTeachingtoEnglishGrammarTeachinginSeniorHighSchoolAthesisSubmittedtotheSchoolofForeignLanguagesShenyangNormalUniversityInPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducationByCuiXiaoleiUndertheSupervisionofProfessorZhangPingJune2017 AcknowledgementsTobeginwith,Iwouldliketoexpressmysinceregratitudetomysupervisor,ProfessorZhangPing,forherpatientguidanceandinstructivesuggestions.Sheisaresponsibleandstricttutor,andherconstantencouragementslastallthestagesofthewholethesis,fromeachdrafttothefinalpaper.Shespentmuchtimeinreadingmythesis,withoutherexpertguidanceandinsightfulcomments,thisthesiscannotreachitsfinalcompletion.Secondly,IwouldliketoshowthesincerethankstoallmyteachersatShenyangNormalUniversity.TheircharminglecturesandprofoundknowledgeimpressedmostsothatIlearnedalotofknowledge.Theysetgoodexamplesforallofus,sothanksfortheircontribution.Moreover,IwanttoexpressmythankstoalltheteachersandstudentsatPuyangfirstseniorhighschool.Theyhelpmecarryouttheexperiment.Withtheirhelp,thedataofmythesiscouldbecollectedsmoothly.Finally,Iamalsogratefultoallmyfriendswhohelpmecorrecttheentiremistake,includingthegrammarmistakes.Alsomyparentsgivemecontinuoussupportduringthewholewritingofthethesis.iii AbstractGrammarlearningisanessentialpartoflanguage.Italsoplaysanimportantroleindailylifecommunication.Morespecifically,grammaristhefoundationofEnglishlearning.Itcandirectlyinfluencethestudents’listening,speaking,readingandwritingskills.ThereisnodoubtthatitisalsoabigchallengeforChinesestudentstolearnEnglishgrammarwell.MostEnglishteachersjustlistthegrammaticalrulesontheblackboardduringclassroomteaching,whilestudentstakeinthegrammarpointspassively.However,InquiryTeachingencouragesstudentstoexploreknowledgewiththehelpofteachers’guidance.Thestudentsarethecoreofclassroomlearning,andtheycancultivatetheirindependentthinkingbyindividualstudyandgroupwork.Thisstudytriestotesttwoproblems:(1)WhataretheeffectsofInquiryTeachingApproachonstudents’grammarlearningproficiency?(2)Whatarethechangesofstudents’interestsingrammarlearning?Inordertoanswerthosequestions,thisstudyadoptedtwoquestionnaires,twotests,andinterview.Theconclusionisbasedonthoseinstruments.Accordingtotheanalysisofdatacollection,InquiryTeachingcannotonlyhelpstudentsimprovetheirgradesbutalsogetthestudentsinvolvedinEnglishlearning.Comparedwiththetraditionalwayofgrammarteaching,InquiryTeachingcanevokethestudents’learningintereststothefullestpotential.Atthesametime,thestudents’inquiryandcooperativelearningabilitiescanbeimprovedaswell.What’smore,thestudents’independentthinkingabilitiesarealsoimprovedthroughthisexperiment.Dependontheresultofinterviewiv andpost-questionnaire,thestudentswelcomedthiswayofgrammarteaching.Thispaperisbasedonexperimentinashorttime,sothereisnodoubtthispapercontainssomelimitations,butitcanalsoprovideusefulguidancetoseniorhighschoolgrammarteaching.Keywords:InquiryTeaching,grammarteaching,grammarinseniorhighschoolv 摘要语法是语言教学的重要组成部分。它在日常交流中也扮演重要的角色。更进一步说，语法是英语学习的基础，它能直接地影响学生的听说读写能力。毫无疑问，中国学生要学好英语的语法也是一个巨大的挑战。大部分英语教师在课堂传授语法知识的时候仅仅罗列一些语法规则，而学生只是被动地接受语法知识点。然而，探究性教学鼓励学生在老师的指导下自主探究。学生成为了课堂的中心，所以他们能通过自主学习和小组合作来培养他们的独立思考能力。本文立足于解决两个问题：（1）探究性教学对于英语语法学习能力的影响是什么？（2）学生对于英语语法学习的态度有哪些转变？为了回答这两个问题，本研究采用了两个问卷调查，两个测试,访谈法。通过对数据的分析，探究性教学不仅能提高学生的成绩，同时也能让学生积极参与到英语学习中去。与传统的语法教学相比，探究性教学在语法教学中的运用能最大限度地激发学生的潜能，同时提高探究能力和团队合作精神。通过访谈法和后测的结果，可以知道学生也非常欢迎老师使用探究性教学方法教授语法知识。同时学生的独立思考能力也得到了提高。不可否认，本文也包含一些缺陷，但是它还是能为高中语法教学提供有效的帮助。关键词：探究性教学；语法教学；高中英语vi ContentsAcknowledgments.......................................................................................................iiiAbstractinEnglish......................................................................................................ivAbstractinChinese.....................................................................................................viListsoftable..................................................................................................................xChapter1Introduction................................................................................................11.1BackgroundoftheStudy..................................................................................11.2SignificanceoftheStudy.................................................................................31.3PurposeoftheStudy.........................................................................................51.4OverallStructureoftheThesis.........................................................................6Chapter2LiteratureReview.......................................................................................82.1InquiryTeaching..............................................................................................82.1.1TheDefinitionsofInquiryTeaching.....................................................92.1.2TheFeaturesofInquiryTeaching.......................................................112.1.3TheBasicImplementationProcessofInquiryTeaching....................132.2TheoreticalBasisforInquiryTeaching..........................................................152.2.1ConstructivistTheory..........................................................................152.2.2TheDiscoveryTeachingTheory.........................................................162.2.3CooperativeTeachingTheory.............................................................172.2.4TheStudent-CenteredTheory.............................................................172.3GrammarTeaching.........................................................................................18vii 2.3.1TheDefinitionsofGrammarTeaching...............................................182.3.2TheDevelopmentofGrammarTeaching............................................202.3.3ModelsofGrammarTeaching............................................................232.4RelationbetweenInquiryTeachingandGrammarTeaching........................242.5PreviousStudiesonInquiryTeachingAppliedinGrammarTeaching.........252.5.1PreviousStudiesatHome....................................................................252.5.2PreviousStudiesonAbroad................................................................27Chapter3Methodology.............................................................................................293.1ResearchQuestions........................................................................................293.2ResearchSubjects...........................................................................................293.3Instruments.....................................................................................................303.3.1Questionnaire.......................................................................................303.3.2Interview..............................................................................................313.3.3Pre-test.................................................................................................313.3.4Post-test...............................................................................................313.4Procedure........................................................................................................323.4.1ProcedureofInquiryTeachingingrammarteaching..........................323.4.2Teachingprocedureinexperimentalclass..........................................363.5DataCollection...............................................................................................373.6DataAnalysis.................................................................................................39Chapter4ResultsandDiscussion.............................................................................404.1Results............................................................................................................40viii 4.1.1ResultsoftheQuestionnaires..............................................................404.1.2Resultsoftheinterview.......................................................................454.1.3ResultsofthePre-test..........................................................................474.1.4ResultsofthePost-test........................................................................494.2Discussion......................................................................................................534.2.1DiscussiononEffectsofInquiryTeachingonStudents’GrammarLearningProficiency....................................................................................534.2.2DiscussiononchangesontheStudents’InterestsinGrammarLearning........................................................................................................55Chapter5Conclusion.................................................................................................585.1MajorFindings...............................................................................................585.2PedagogicalImplications........................................................................605.3LimitationsoftheStudy.................................................................................615.4SuggestionsforFurtherResearch...................................................................62References...................................................................................................................64AppendixApre-questionnaire..................................................................................67AppendixBPost-questionnaire.................................................................................68AppendixCInterviewQuestions..............................................................................69AppendixDPre-test...................................................................................................70AppendixEPost-test..................................................................................................74ix ListsoftableTable4.1TheDescriptiveDataofpre-questionnaire.................................................41Table4.2TheDescriptiveDataofpre-questionnaire.................................................41Table4.3TheDescriptiveDataofpre-questionnaire.................................................42Table4.4TheDescriptiveDataofpre-questionnaire.................................................42Table4.5TheDescriptiveDataofpre-questionnaire.................................................43Table4.6TheDescriptiveDataofpost-questionnaire...............................................43Table4.7TheDescriptiveDataofpost-questionnaire...............................................44Table4.8TheDescriptiveDataofpost-questionnaire...............................................44Table4.9TheDescriptiveDataofthePre-test...........................................................48Table4.10IndependentSamplesTestofthePre-test.................................................48Table4.11TheDescriptiveDataofthePost-test.........................................................49Table4.12IndependentSamplesTestofPost-test......................................................50Table4.13PairedSamplesTestoftheCC..................................................................51Table4.14PairedSamplesTestoftheEC.................................................................51x Chapter1Introduction1.1BackgroundoftheStudyItiswidelyacceptedthatEnglishisaworldwidelanguage.Infact,itisnotonlythemostwidelyspokenlanguageintheworld,butalsoanessentialpartofcollegeentranceexaminationinChina.InChina,thecollegeentranceexaminationprovidesacomparativelyfairplatformforChinesestudentstochangetheirfates.ItisnecessaryforChinesestudentstolearnEnglishwell.AsfortheEnglishteaching,themostimportantpartisgrammarteaching.Inotherwords,grammarteachingisaprocessthroughoutthewholeseniorschool,solearninggrammarisanimportanttaskforseniorhighschoolstudents.Underthisnewcircumstance,theneweducationalreformhasbeenputforward,whichpaysmoreattentiontoimprovethestudents’integratedskills.Basedonthisreality,grammarlearningsetsahighdemandforbothEnglishteacherandtheirstudents.GrammarlearningisthenecessarypartofEnglishteaching.Present,however,theEnglishteacheristhecontrollerofthewholeclasswhilethestudentsarestillinapassiveposition.Thatistosay,theteachersdonotputthestudentsinthecenterpositionoftheirclasses.Especiallyinthegrammarteachingclass,theyhaveformedthefixedpatternofgrammarteaching.Inthefirststep,teachersoftenintroducethebasicrulesofgrammartotheirstudents.Inthenextstep,theteacherwillmakeaspecificexplanationaboutthegrammaticalrule.Atlast,thestudentswillbetestedbysomeexerciseswhichhavebeenpreparedinadvance.This1 kindofpoorleaninghabitleadstoabadresult:thestudentsdidnotacquiretheabilitytodealwithproblemsflexibility,andtheygotusedtoacceptingtheirteachers’pointwithoutanythinking.Littlebylittle,thestudentswilllossthepotentialofindependentthinkingandcreativeability.Nobodycandenythefactthatthiskindofteachingisbadforseniorhighschoolstudents.Thispassivelearningpatterndoesruncountertoeverypointofnewcurriculumreform.ManyhighschoolEnglishteachersreflectthattheirstudentsdonothaveasolidandcompletegrammarsystem.Evenifthestudentshaveenteredseniorhighschool,theycannotfigureoutthesentencestructuresorsomebasicgrammaticalrulesbythemselves.Gradually,boththeteachersandthestudentsareindeedinadilemma.Thestudentsloseinterestsingrammarlearning,whiletheteacherfeelgreattopressuretochangethetraditionalwayofgrammarteaching.Therearemanyreasonsforit.Asforthestudents,theyarenotinterestedingrammarlearning.Intheirmind,grammarlearningisnotonlyboringbutalsodifficult.TheyregardgrammarasthemostdifficultpartofEnglishlearning.Duringmiddleschool,thestudentsjustrecitesomebasicgrammaticalrulestopassthehighschoolentranceexamination.Inotherwords,inmiddleschool,thestudentsonlyabsorbknowledgemechanically.Theresultisnotgoingwell.ThehighschoolEnglishteachersfeelgreatpressurewhentheybegintopassonknowledgetothehighschoolstudents.Becausethestudentscannotunderstandtheform,meaningorusageofsomebasicgrammaticalrules,letalonetherelationshipbetweenmiddleschoolknowledgeandhighschoolknowledge.Whatisworse,thehighschoolstudentswillloseinterest2 ingrammarlearninglittlebylittle,orevengiveuplearninggrammar.ThereisnodoubtthatEnglishgrammarplaysanimportantroleinEnglishlearning,especiallyinseniorhighschool.Comparedtomiddleschool,studentswillengagemuchmorecomplicatedsentencesthaneverbefore.Asfortheteachers,theystilladopttraditionalwayofgrammarteaching.Thetraditional“stuffingducks”methodpaysmoreattentiontotheteachers’explanationinsteadofstudents’exploration.Itishightimethatthehighschoolteachershouldchangetheirtraditionalconceptandbehavior.Eventhoughthegovernmenthasadvocatededucationalreformforalongtime,mostEnglishteachersremainthetraditionalwayofgrammarteaching.Accordingtoasurvey,sincetheeducationalreformcarriedoutforalongtime,therealityislessthansatisfaction.MostEnglishteachersdidnotchangetheirtraditionalwayofteaching.Theonlythingtheyhavechangedisthattheydidn’tneedtolistthegrammaticalrulesontheblackboard;insteadtheyusePPTtotaketheplaceofblackboard.TheystilldirectlylistalltherulesonPPTwithoutanystudents’involvement.Morespecifically,thehighschoolteachersdidn’tputforwardtheInquiryTeachingwhichhasbeenadvocatedbytheeducationalreformnowadays.1.2SignificanceoftheStudyTheseniorhighschoolknowledgewillpavethewayforthestudents’furtherstudy.Englishleaningisalsoanimportantperiodforhighschoolstudents.Duringthisperiodoftime,thestudentscannotonlystoreknowledge,butalsocultivatethe3 comprehensiveability,whichcanlayanimportantfoundationfortheirlifelonglearning.InquiryTeachingisanewtendencyofeducationreform.ThroughInquiryTeaching,thestudentscannotonlygainknowledgebutalsoimprovetheirindependentthinking.TheInquiryTeachingencouragesstudentstoraiseproblems,workwiththeirgroupmembers,andfinallysolvetheproblemstogether.Thiskindoflearningcanmakefulluseofthestudents’potential.Italsocancreatewidespaceandcomfortableenvironmentforstudents.StudentswillfeellesspressurethroughInquiryTeaching.Thestudentslearninginterests,curiosityandcooperationcanbeimprovedaswell.Fromtheteachers’perspective,inquiryleaningcanalsobenefitthem.ItcanhelptheteachergraspthemainideaofReformingProgramofBasicEducation(RPBE)andtheNewEnglishCurriculumStandardsothattheycanbreakthroughtheobsoleteteachingmethod.InquiryTeachingprovidesmorespacefortheteachertobypassthedisadvantagesoftraditionalleaningpatterns,whichmainlyputmoreattentiononteachers,textbooks,andtextbooks.InquiryTeachingadvocatesanewwayoflearningwhicharousestudents’intereststoexploreandfindoutanswersbythemselvesratherthanbyteachers’overdoneexplanationandmechanicpractice.ThestudywillimproveorarouseboththeteachersandstudentsawarenessaboutInquiryTeaching.Thenewteachingreformemphasizestheimportanceofstudents’self-involvement,self-explorationbyraisingquestionsbythemselvesratherthanthatofexternalenvironment.4 1.3PurposeoftheStudyAsisdiscussedabove,inChina,thestudentsarestilllearningEnglishgrammarbythetraditional“stuffingducks”method,whichpushesthestudentstoreciteallthegrammaticalrulesmechanically.Asamatteroffact,thestudentcomprehensivecompetenceisstilllessthantheexpectationoftheteacherandtheNewCurriculumStandard.Soitisurgenttochangethetraditionalwayofgrammarteachinginordertocopewiththecurrentdevelopment.Theteachingemphasisshouldnotonlybefixedonacquireknowledgebutalsotoimprovestudents’competences.ThisstudywantstofindouttheadvantageofInquiryTeaching,whichcanbeplayedasaconnectionbetweentheoryandpracticeinhighschoolgrammarteaching.InquiryTeachingcanalsoservethepurposeoftheRequirementsinNewEnglishCurriculum(2012).Fromatheoreticalpointofview,thisresearchthrowslightoneffectiveevidencesofInquiryTeaching,especiallyinrealclassroomsetting.ItwillintroducemoretheorypointsofInquiryTeaching,includingtheoriginal,theprocessandproceduresothatthehighschoolEnglishcouldknowandhandleitmoreindetails.Soitcanenhancethesignificanceofhighschoolgrammarteachingtheoretically.Practically,thispapercanprovidethestepsonhowtoputforwardInquiryTeachinginclassroomprocedures.ThisstudyalsodevotestosolvingtheproblemingrammarteachingwhichthehighschoolEnglishteachershaveincommon.Bytheway,InquiryTeachingisthemostefficientwaytoimprovethestudents’learningabilitiestothefullestpotential.5 Sincethenationaleducationalreformhasbeenaheatedtopic,alotofattentionshavebeenputontotheInquiryTeaching.TheInquiryTeachinghasbecomethebuzzwordandtendencyforhighschoolteaching,letaloneinhighschoolgrammarteaching.Whatismore,moresuggestionsandadvicewillbeaddedtotheapplicationofInquiryTeaching.1.4OverallStructureoftheThesisThestudycanbedividedintofiveparts.Thekeypointofthispaperliesinthrowinglightonanefficientsolutiontochangethestudents’wayofgrammarlearning.Tobeginwith,thefirstpartismainlyaboutintroductionofthisthesis,whichincludesthebackground,significance,purpose,andoverallstructureofthisthesis.Chaptertwoisliteraturereview.ThischapterintroducesthedetailedinformationaboutInquiryTeaching,includingitsdefinition,feature,andthebasicimplementationprocessofInquiryTeaching.Apartfromthis,thischapteralsocontainstheoreticalbasisforInquiryTeaching,grammarteaching,relationbetweenInquiryTeachingandgrammarteaching,andpreviousstudiesonInquiryTeachingappliedingrammarteaching.Chapterthreeisconcernedwithmethodology.Thischapterincludesresearchquestions,researchsubjects,instruments,procedure,datacollectionanddataanalysis.6 Chapterfourstressestheresultsanddiscussionaboutthethesis.Thischaptershowsthefinalresultofthisstudyandalsohasadiscussiononeffectsonstudents’grammarlearningproficiencyandimprovementonthestudents’interestsongrammarlearning.Finally,inthelastchapter,chapterfivegivesaconclusionaboutthisstudy,whichconcludesthethesisbymajorfindings,pedagogicalimplication,limitationsofthestudyandsuggestionsforthefurtherresearch.7 Chapter2LiteratureReviewThischapterdwellsonthebriefhistoryofInquiryTeaching,whichincludesitsdefinition,feature,basicimplementationprocessofInquiryTeaching.ThenitintroducestheoreticalbasisforInquiryTeaching.Inthefollowingpart,thischapteralsostressestheoreticalbasisforInquiryTeaching,grammarteaching,relationbetweenInquiryTeachingandgrammarteaching,andpreviousstudiesonInquiryTeachingappliedingrammarteaching.2.1InquiryTeachingAtpresenttime,InquiryTeachingisaheatedwordineducationalreform.InquiryTeachingrepresentsanewtendencythattheteachersshouldinspirethestudents’learninginterests,whichcanputthestudentsinthecenterroleofthelearningprocess.Thestudentscanacquireknowledgebytheirownexploration,discussingwiththeirpartners,andcometoaconclusionwiththehelpofteacher’sguidance.InquiryTeachingconnectstheindividuallearningwithcollaborativeteamwork.SotheInquiryTeachingisadvocatedbytheauthoritativeeducators.NotonlytheeducatorsbutalsotheteachershaverecognizedtheimportanceofInquiryTeaching.InquiryTeachingcanreasonablybetracedasatendencynowadays.ThispartshowsthedetailedinformationaboutInquiryTeaching.Throughthispart,thelearnercanfigureoutthedefinition,thefeature,andthebasicimplementationprocessofInquiryTeaching.8 2.1.1TheDefinitionsofInquiryTeachingInquiryTeachingcanbetraceableto18thcentury,whenlotsofscholarsadvocatestheideaofInquiryTeaching,suchasSocratesfromancientGreece,orConfuciusfromChina.Atthattime,thosescholarsuseInquiryTeachingtoteachtheirstudents,buttheydidn’tgiveavividdefinitionaboutInquiryTeaching.InquiryTeachingdidn’tformlogicalpatternuntil1835,GermaneducatorF.A.W.Diesterwegcameupwith“Discovery”teachingmethodforthefirsttimeandproposedinquiryanddiscoveryasthefoundationandnecessaryprocedureineducation.ThenInquiryTeachingcametoitsowngradually.AsforthedefinitionofInquiryTeaching,differenteducatorsgiveadifferentdefinition.Firstofall,thevocabularyinquirystemsfromLatinwords,whichshowsthemeaningof“inwardandquaerere”.SotheOxfordAdvancedLearner’sEnglish-ChineseDictionarymakesadefinitionofInquiryTeaching.Thatis,theactofaskingquestionsorcollectinginformationaboutsomething.Sothefirstkeyprocedureofinquiryistofindaquestion.Morespecifically,mostdefinitionsarebasedontheNationalScienceEducationStandards(NSES)(NRC,1996),whichshowsthatinquiryisamultifacetedactivitythatinvolvesmakingobservations;posingquestions;examiningbooksandothersourcesofinformationtoseewhatisalreadyknown;planninginvestigations;reviewingwhatisknowninlightofexperimentalevidence;usingtoolstogather,analyze,andinterpretdata;proposinganswers,explanations,andpredictions;andcommunicatingresults.Inquiryrequiresidentificationsofassumptions,useofcriticalandlogicalthinking,andconsideration9 ofalternativeexplanations.(NSES,page23).TheOxfordDictionary(1928:1053)givesadefinitionthatInquiryTeachingisateachingactivitytoaskquestionandqueryaswell.AsfortheChineseDictionary(2001:957),inquirydefinedasanexploratoryresearch,whichshowsmakeone’salleffortstoexploresoastosolveproblemsandfindsolutions.Schwab,whoisthemainadvocateofInquiryTeachingdefinedthatInquiryTeachingissuchanactivitythatchildrengraspnecessaryinquiryabilitytoreachthenaturethroughautonomousparticipationofknowledgeacquisitionprocess;fromthescientificconceptatthesametime;thencultivatetheactiveattitudetoexploretheworld(ZhongQiquan,2002).InChina,JinYule(2005)holdstheopinionthatinquirycanbedividedintotwocategories--themacrosenseandthemicrosense.Inbroadsense,inquiryistheabilitytosolveallkindsofproblemsindependently.Thesekindsofstudentsarefullofenthusiasmandcuriosity.Atthesametime,theyhavehighpassiontoaskandexploredifferentkindsofquestions.Accordingtomicrosense,inquiryreferstoscientificinquiry,whichappliedtosocialstudies.AlthoughtherearelotsofdefinitionsaboutInquiryTeaching,itvaluestheinvolvementofstudents,whichputmoreattentiontoencouragestudentstoseekinformationbyraisingquestions,questioning,solvingproblemsbythemselves.Insum,Studentsplaysanactivepartintheconstructionofknowledgethroughefficientinvolvement.Thesystemismorestudentscentered,whiletheteacherservesasafacilitatoroflearning.InquiryTeachingvaluesmoreon"howwecometoknow"ratherthan"whatweknow."10 2.1.2TheFeaturesofInquiryTeaching1.Students-centeredprincipleInquiryTeachingthrowshighlightonthecenteredpositionofstudents.Itadvocatesthatduringtheclassroomteachingmakesureeverylearnertakespartinthelearningactivityanddevotesinputtingforwardthelearninggoals.Thisisagroupwork,sothegroupmembersshouldworktogethertosolvetheproblemtheyarefacestogether.2.DevelopmentprincipleThekeyprocessofInquiryTeachingisquestioning.RenChangsong(2005)pointedthantheteacherarousesthestudents’interestsbyarisingquestions.SothequestionswhichwereusedinInquiryTeachingmustbeservedasalinkbetweentheknownknowledgeandunknownknowledge.Thepurposeofthosequestionsshouldbehelpfulforstudentstoelicittheknowledgebythemselves.Finally,thestudentcansummarizetheunknownknowledgeeffectivelybyusinginquiryleaning.Risingquestionisanimportantstepforthestudents.3.Students’freedomAsRichardsandRodgers(1986)pointedoutthatteacherrolesarerelatedultimatelytoassumptionsaboutlanguageandlanguagelearningatthelevelofapproach.SoduringtheInquiryTeachingprocess,everylearnershouldbeputinthecenterofthewholelearningactivity,whileteachersshouldbeputinthepositionoforganizersorfacilitators.Underthiscondition,thestudentsshouldbefreefromthetraditionalwayoflearning.Thatistosay,thestudentsarefreetoexchangeand11 expresstheirownopinionssothatafterthediscussion,theycancometoaconclusionwiththehelpofteachers.4.QuestionfocusedAnothermaincharacterofInquiryTeachingisquestionfocused.RaisingquestionisthemainwayofInquiryTeaching.Thequestionwhichwasusedbytheteachersistoarousestudents’interestssothatthestudentscanbeinspiredbythosequestions.Thewholeclasswillbefilledwithquestions(LiSen&Yuzeyuan,2002).Throughtheteacher’squestions,thestudentswillexplorethefinalsolutionstotheproblems.Underthisatmosphere,thestudentswillcomeupwithquestionsandfindsolutionsactively.Therefore,InquiryTeachingsetahighstandardfortheteachers’preparationforaclass.5.Students’interactionInquiryTeachingrequiresgroupwork.Thegroupmemberneedtoworktogethertodiscussandfindsolutionstotheproblems.Duringthewholeteachingprocess,thestudentscannotonlyworkcooperativelywiththeirgroupmemberbutalsotheirteachers(Cook,2000).Bytheway,InquiryTeachingcancultivatethecooperativespiritofstudents.6.LearningmaterialopennessOpennessisanimportantcharacterofInquiryTeaching,sothelearningmaterialshouldbebasedonstudents’experience,whichiscloselyrelatedtostudents’dailylife.Inaddition,InquiryTeachingtriestoconnecttheorywithpractice.Theopennessisusefultocultivatestudents’creativethinkingability.12 7.Teachers’participationHarmerdisagreedwiththeopinionthattheteacherserveascontroller,assessor,organizer,prompter,participantandresource-provider(Harmer,1983).Thenewroleoftheteachercanserveasfacilitator,organizer,cooperatorandhelper.Dependingonthenewroleoftheteacher,thestudentsplayanimportantroleduringInquiryTeaching.Itisnecessaryforstudentstotakeanactivepartinthelearningactivity.2.1.3TheBasicImplementationProcessofInquiryTeachingAccordingtothedefinitionoftheInquiryTeaching,thebasicimplementationoftheinquiringlearningcontainsseveralsteps.MostscholarsputforwardtheprocessofInquiryTeaching.Deway(1916)connectedInquiryTeachingwitheducation.Fromthenon,manyscholarshavedevelopedcertainmodelsofinquiryleaning.HerethispaperwilllistseveraluniversalInquiryTeachingmodels.TheLearningCycleistraceableto1960s,whichhasdevelopedbyKarplus.Originally,InquiryTeachingwasrootedinthepracticalneedofimprovingsciencecurriculum.Fromthenon,thismethodhasbeenwidelyusedinscienceteaching.Atthebeginning,LearningCyclecontainsthreestages:preliminaryexploration,invention,anddiscovery.Later,Piaget’s(1970)TheoryofCognitiveDevelopmentlaysthefoundationforLearningCycle.KarplusgottheadvantagesofPiaget’stheoryandappliedittoenrichlearningcycle.Karplus(1977)developedLearningCyclemorespecifically.Withfurtherstudy,LearningCyclewasdividedintothreestages:conceptexplanation-----conceptintroduction---conceptapplication.Inthefirststage,thestudentsgettoknowthenewconceptthroughtheirownexperience.Thesecond13 stageisconceptintroduction.Studentstriedtomasterconceptwiththeirteacher’sguidance.Thelaststageisconceptapplication.Herestudentsaregivenenoughopportunitiestoapplythenewconcepttotheirdailylifesituations.Throughthesethreesteps,thestudentscanmasterandconsolidatethenewconceptswhichwerebasedonteacher’sexplanationandtheirexperience(Brown,2001).InquiryTrainingModel.ThismodelwasproposedbyRichardSuchman(1959).Itconsistsoffourstages:presentthequestion---bringuphypothesisandcollect---test---makeconclusions.ThenInquiryTrainingModelwasimprovedbyJosephSchwab.JosephSchwab(1956)stressedthat:“theessencethenofateachingofscienceasinquiry,wouldbeindicatesseveralscienceconclusionsintheframeworkofthewaytheyariseandaretested.Thiswouldmeantotellstudentsabouttheideasposedandtheexperimentsperformedtoindicatethedate.Thusfound,andtofollowtheinterpretationbywhichthesedateswereconvertedintoscientificknowledge.”Throughthiswayoflearning,learnersformconceptbycollectingdata,makingstudentsacquireacademicskills,andteachingthemtoexploreandexplainabnormalphenomenon(LiuRude,2005).Sothiswayofteachingpaysmoreattentiontocultivatelearners’scientificthinkingabilities.5Emodeloccupiedthedominantpositionamongthem.5Emodel,thefurtherdevelopmentoflearningcycle,canmeetthestudents’cognitivefeatures.5Estandsforfivestages.TheyareEngagement,Exploration,Explanation,Elaboration,andEvaluation.14 Engagement:inthisstep,teachershouldcreatesomemeaningfulcontexttoarousethestudents’curiositytotakepartintheclassroomactivities.Student’sinvolvementisoneveryeffectivewaytoimproveclassroomlearning.Sothestudentsshouldhaveavividteachingaimwhichiscloselyrelatedtotheirpriorknowledge.Exploration:withthehelpoftheirteacher,thestudentswillstarttoexploretheknowledge.Inthisstep,theteacherservesasaguide.Explanation:inthisprocess,studentshavetheopportunitytoexpresstheirfindings.Theycanmakeapresentationinfrontoftheclasstoshowtheirfinalresults.Elaboration:withthedevelopmentoftheInquiryTeaching,studentsaregivenchancetomakeuseoftheirconceptinnewsituations.Theycaninvestigatedeepunderstandingaftertheirexplorations.Evaluation:duringthefinalstep,studentsneedtoevaluatetheirownabilities.Timelyevaluationisbadlyneededtohelpthem.Onlyinthiswaycanstudentsassesstheirfinalachievements.Inawhole,thoseusefulmodelspavethewayforthefront-lineteacherandscholartocreatetheirownwayofteaching.Basedonthosetheories,theycanapplyInquiryTeachingmoreefficiently.2.2TheoreticalBasisforInquiryTeachingTherearemanytheoreticalbasesforInquiryTeaching,sothispartwillintroducesomebasictheoryofInquiryTeaching.2.2.1ConstructivistTheory15 ConstructivisttheoryprovidestheoreticfoundationforInquiryTeaching.Constructivisttheoryholdstheviewthatstudentstakeintheknowledgeinawaywhichmainlybasedontheirlifeexperiences.Itisbelievedthateducationisusedtoformatransitionbetweentheunknownknowledgetotheirfamiliarknowledge.Thesupremepurposeoflearningistocultivatethestudent’sabilityratherthantorecitewhatislearned.JohnDewey,whoprovidesafoundationforconstructivism,thinksthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Whenthelearnersengageinnewknowledge,theyneedtoreconcilethisknowledgethroughtheirpreviouslifeexperiences.Teachersneedtodesignenvironmentsandinteractwithlearnerstoinspirethecreativethinking.Teachersneedtotakethestudentsindividualpersonalityintoseriousconsiderationsothattheteachingactivitiescouldarousestudentsfullyinvolvement(Archambault,1964).Sotheteachingshouldbeginwiththeenvironmentwhichiscloselyrelatedtostudents’dailylife.Onlyinthiswaycanthelearningmakethefullestpotential.Trytomakesureallthestudentscantalkabouttheirunderstandingofnewknowledgefreely.2.2.2TheDiscoveryTeachingTheoryThefatherofthediscoverylearningtheoryisJerome.s.Bruner.Bruner(1961)proposesthatlearners’constructtheirownknowledgeanddothisbyorganizingandcategorizinginformationusingacodingsystem.Brunerbelievesthatthemosteffectwaytodevelopacodingsystemistodiscoveritratherthanbeingtolditbytheteacher.Thedefinitionofdiscoverylearningshowsthatstudentsabsorbthe16 knowledgeontheirown.Tosomeextent,discoverylearningequalstoInquiryTeaching,especiallywhenstudentstrytosolveproblemsthattheyarefacewith.Throughdiscoverylearning,thestudentcanmakefulluseoftheirlifeexperiencestoexploreanddiscoverythetruth.Finally,studentsprefertounderstandtheunknownknowledgebythemselves.Accordingtothisconcept,themostimportantthingistocultivatethestudents’explorationabilities.Withtheguidanceandhelpoftheirteacher,thestudentscanfindouttherelationshipbetweenexperienceandknowledge,andthencometoaconclusionbythemselves.2.2.3CooperativeTeachingTheoryItiswellknownthat“Threesimple-mindedpeoplethinkingtogethercanbesmarterthanonecleverperson.”Cooperativeteachingelicitsfromthistheory.Teamworkspiritisaheatedwordnowadays.Asforthemeaningofcooperativeteaching,differentscholarshelddifferentstands.Slavin(1980)proposedthatCooperativeTeachingisavarietyofteachingtechniquesinwhichstudentscarryouttheactivityoflearningwithingroupsandtheyareawardedbytheirgroup’sachievementandproficiency.AccordingtoJohnson,D.W.&Johnson,R.T.(1993),Cooperativelearningisdefinedastheinstructionaluseofsmallgroupssothatstudentsworktogethertomaximizetheirownandeachothers’learning.InquiryTeachingprocessisagroupwork,sothestudentsneedtocooperatewiththeirgroupmembertoexplorethenewknowledge.2.2.4TheStudent-CenteredTheory17 Comparedwiththetraditionalwayofteaching,whichputstheteacher,class,andtextbookinthecentralrole,theInquiryTeachingmakesthestudentsthecenteroftheclassroomlearning.Humanismtreatsthelearnerasawholeperson.Thewholepersoncanexploitallkindsofresourcearoundhim.Fromtheviewofhumanism,thelearnerisa“wholeperson”whousesintellectual,social,emotional,andphysicalresourcesandisthereforenotmerelyacognitiveinformation-processingmachine(Nunan,1999:300).Duringtheclassroomlearning,thestudentsshouldoccupythedominantposition,becausetheyaretherealhostofthewholeclass.OneofthegreatestHumanisticeducatorsisRogers,andhestressedthetheorythatallthestudentsshouldbetreatedasawholepersonshouldbeputinthecenterroleofthewholeclass.Thistheorycanbecalledasfullyfunctioningperson.Inotherwords,thefinalgoaloftheeducationistocultivatetheeachstudent’sallrounddevelopment,notonlythementaldevelopment,butalsothephysicaldevelopment.Soformthispointofview,eachstudentisanindependentindividuality.Theteachersneedtoshowrespecttothestudents’position.2.3GrammarTeachingInthefollowingpart,thisstudypaidmoreattentiontothedefinition,development,andmodelsofgrammarteaching.2.3.1TheDefinitionsofGrammarTeaching18 Therearethreemajordefinitionstowardsgrammarteaching(ShuBaimei,2005:102-108).Thatisteachinggrammarasproduct,teachinggrammarasprocessandteachingasskill.Thefirstpointstressesthatgrammarteachingreflectsintheteachers’explanationaboutgrammaticalrules.Itcostslotsoftimetomakeanexplanationaboutgrammaticalrules.Thenstudentsdosomerelatedexercisestofollowtheruleswhichweregivenbytheirteachers.Finally,throughalotofpractice,thestudentscangraspthegrammaticalrules.Duringthewholeprocess,teachersneedtocreateameaningexamplesothatthevividcontextcouldattractstudents’attention.Anotherpointistomakesurethestudentshaveenoughopportunitytopracticemore.Onlyinthiswaycanthestudentsacquireknowledgebysolidpractice.Teachinggrammarasprocesscanalsobecalledastask-basedlanguageteaching.Thiswayofteachingalsoperformsasthebridgebetweenclassroomlanguageteachingandreallifecommunication.Itenablesthestudentstousetheforeignlanguageinlife.Hedge(2000)discussesfivemaincomponentsofcommunicativecompetence.Namely,linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.Sounderthiscircumstance,theteachersneedtobegintheteachingwithexamplesformthereallife.InHymes’s(1979)words,thereare‘rulesofusewithoutwhichtherulesofgrammarwouldbeuseless’.Itsimplymeansthatgrammarteachingisgovernedbyrulesofuseindailylifeinsteadofgrammaticalrules.Thiskindofgrammarteachingsetahighstandardforbothteachersandstudents.Itentailsknowingnotonlythelanguagecodeorform19 oflanguage,buttheusageinanygivencontext.Sothestudentsacquiregrammaticalknowledgeintermsofreallifeuse.However,itisimportanttonotethatCLTrequiresahigherlevelofcommunicativecompetenceonthepartoftheteacher.Itisalsorequiresthattheteacherdevelopsawiderrangeofskillsbeyondthepresentationandexplanationofgrammaticalstructures(LiuShuzhen,2005).Thethirdview,whichdefinesgrammarteachingasskill,pointsoutthatteachersneedtocreativemorerealcontext.Itisclearthatthelearningcontextsareaimedatdevelopingthestudents’communicativecompetence,whichcanalsoacquiregrammarknowledgethroughit(HuZhuanglin,2011).Allthesethreemethodshaveitsownadvantagesanddisadvantages,soitisnecessarytofindabalanceamongthem.ThispapertriestotesttheInquiryTeachingisthebalancepoint.2.3.2TheDevelopmentofGrammarTeachingGrammarteachinghasalonghistory,anditcanalsobetracebacktoancienttimes.Inthispart,thispaperwillmakeabriefrevisionaboutthedevelopmentofgrammarteachingthathaveagreatinfluenceonforeignlanguageteaching.GrammarTranslationMethodInwesternhistory,French,ItalianandGreekgainedinimportanceasaresultofpoliticalchange.Latinbecameirreplaceableinboththespokenandwrittencommunication.AfterthedeclineofLatin,Latingrammarteachingbecameanend.ThenanewapproachbecametheoffspringofGermanScholarship.GrammarTranslationMethodistheproductofGermanScholarship.Asamatteroffact,it20 becamewellknowninAmericaasthePrussianMethod.TheGrammarTranslationMethodreferstothewayoflearninggrammarbydetailedexplanationofitsgrammaticalrules.Itsmajorfocusarereadingandwriting,whilethespeakingandlisteningabilitiesareignored.BrownandGeorge(1983)summarizedsomeprinciplecharacteristicsofGrammarTranslationMethod.Asfortheteachingprocess,itthinkshighlyofgrammartranslation,vocabularymemorization,andexercises.Duringtheclass,theteacherfirstlyexplainsthegrammaticalrulesbyusingmothertongue.Theyseldomusetargetlanguagewhentheyteachsomenewwords.Theydepartthewordsfromthereallifeusage.Thiskindofteachingcannotenablestudentstousetheforeignlanguageinreallife.TheDirectMethodTowardstheendofthe19thcentury,theDirectMethodbecamethefocus,whichalsobeknownasthenaturalmethods.ThesupportersofthismethodintroduceditinFranceandGermany,anditbecamewellknownAmericathroughtwofamousscholars---SauveurandMaximilianBerlitz.Asforthemaincharacters,itcontainsseveralprocedures:1.Theteacherteachesgrammarinductively.2.Theteachersusetargetlanguagetoteach.3.Whenteachinggrammar,theteacherwilldemonstrateinsteadoftranslate.4.Theteacherwillactratherthanexplain,andtheyspeaknaturally.5.Theteacherusescontrastiveanalysissothatthestudentscanfollowandmemorizethelanguagepointnaturally.21 Thiscanbetreatedasanimprovementwayofteaching,buttheDirectMethodwasmoresuccessfulinprivateschool.Soitisdifficulttocarryoutinpublicschool.Itmarkedthenewbeginningof“methodera”,butnoteveryoneacceptedittothefullestheart.CommunicativeLanguageTeachingTheoriginsofCommunicativeLanguageTeaching(CLT)candatefromthelate1960s.Inordertoremovethegapbetweenschoollearningandreallifeusing,onepossiblesolutionistoadopttheCLT.ThefinalgoalofCLTistocultivatestudents’communicativecompetencesothatthestudentscanusethelanguageappropriatelyinreallife,eventhoughmanyscholarsheldthedifferentopinionstowardsit.RichardsandRodgers(1986)summarizesthemainprincipleswhichhavegenerallyagreedon:1.Communicationprinciple:theteachingactivitiesshouldinvolverealcommunicationwhichcanpromotestudentstotakepartinthelearningactivities.2.Taskprinciple:studentscanacquireknowledgethroughputtingforwardmeaningfultasks.3.Meaningfulnessprinciple:teachershouldcreatemeaningfulcontexttoattractthestudents’attention.Comparedwithothermethods,itmainlydevelopsstudents’listening,speaking,readingandwritingskills.CLTrequiresahigherlevelonthepartofteacher.Italsorequiresthattheteacherdevelopawiderrangeofskillsbeyondthepresentationandexplanationofgrammaticalstructures(Hedge,2000).However,studentsmayneglectthegrammaticalrules,sotheymaymakemanymistakesduring22 communication.Teachersneedtotakethestudents’individualpersonalityintoseriousconsiderations.2.3.3ModelsofGrammarTeachingInclassroomteaching,grammarcanbepresentedindifferentways.Amongthemthedeductivemethodandtheinductivemethodenjoyedthemostpopularity.Herethepaperwilllistmoredetailedinformationaboutthem.2.3.3.1DeductiveMethodThewayofdeductiveteachingisbasedonreasoning,analyzingandcomparing.Firstly,theteacherwillwriteanexampleonblackboard.Thenmakeanexplanationaboutthegrammaticalrulesregardingtheformsandpositionsofcertainstructuralwords.Incommon,theteacherusesnativelanguagetoexplaintherules.Alsotheteacherwillguidestudentstomakeacomparisonbetweennativelanguageandtargetlanguage.Finally,thestudentsapplythisknowledgetomakeupsentenceswithtimelyexercises.JustlikewhatWenQiufang(2000)saidthetheorygivenfirstly,andthenthedetailsinferredsecondly.Thedeductivemethodteachesgrammarinanisolatedsituation.Sometimes,thelearningactivityismeaningless.Asaresult,studentspracticegrammarknowledgemechanically.2.3.3.2TheinductivemethodComparewithdeductivemethod,theinductivemethodemphasizesthenaturalwaytoacquiregrammar.Thatis,studentsgainthecomplicatedgrammarrules,iftheyaregivenenoughappropriateexamples.Churchman(1971)concludedthatinductivemethodcanbecalledasdowntotoplearningmethods.Teachermayelicitthe23 grammarrulefromthestudents.Decco(1996)madethedefinitionmorespecifically:teachercreatestheauthenticlanguagedataforstudentsandtriestoinducethelearnerstoconcludetheruleswithoutmanyexplanations.2.4RelationbetweenInquiryTeachingandGrammarTeachingFromtheanalysisoftheformerchapter,grammarlearningisoneoftheessentialpartsinEnglishteaching.Butthehighschoolstudentsfaceabigchallengetolearnthegrammarwell.Itisnoteasyforthestudentstorememberallthegrammaticalrulesmechanically.Eventhoughsomestudentscanremembertherulesduringclass，astimegoesby,theycanforgettherulesafterclass.Itisahightimetochangethetraditionalwayofgrammarteaching,andthestudentsshouldbeputinthecentralwayoftheclassroomteaching.Theyshouldbeencouragedtolearnthegrammarpointbyindividuallearningandgroupwork.InquiryTeachingpaysmoreattentiontothestudents’exploration,whilethegrammarteachingdrawsitsattentiontothebasicrule.Whenstudentsmakefulluseofwhattheyhavelearnedtoexplorethegrammaticalrule,theymaketheInquiryTeachingtothefullestpotential.Afterexploringtherules,itismeasurabletotexttheirexploration.ItisvaluabletocombineInquiryTeachingwithgrammarteaching.InquiryTeachingisflexible;itisusefultocultivatethestudents’creativethinking.Asforthebasicruleofgrammar,itisthestandardtoguidethestudentstoexplorethetruthstepbystep.24 BasedontheInquiryTeaching,whenteachinggrammar,teachersshouldpaymoreattentiontothestudents’ownexploration,whichcanhelpstudentstounderstandtheusageofgrammaticalrulesactively.TheInquiryTeachingcontainsseveralsteps,butthemaincourseofthemethodistomakefulluseofthestudents’independentthinking,self-explorationandteamworkspirit.Inaddition,InquiryTeachingcanhelpthestudentsformagoodhabitofgrammarlearning.NumerousresearcheshaveprovedthatInquiryTeachingplaysanimportantroleingrammarteaching.Inotherwords,InquiryTeachingpaysmoreattentiontothestudentscomprehensivelearningabilities.Withtheteacherguidance,thestudentscanobtaingrammarknowledgeactively.Theycanmakefulluseoftheirformerknowledgeandlifeexperiences.Oncethegrammaticalrulesareformedintheirmindcorrectly,theywillrememberthegrammarpointslongerandeasier.Consequently,thestudents’understandingofthegrammarpointwillbedeepenedwiththehelpofInquiryTeaching.Littlebylittle,thestudents’interestsingrammarlearningwillbeimproved.Forthemore,thestudents’scorecanalsobeincreasedbyInquiryTeaching.2.5PreviousStudiesonInquiryTeachingAppliedinGrammarTeaching2.5.1PreviousStudiesatHomeInChina,InquiryTeachingcanbetracedbacktoancienttimes.Confucius,whoplaysanimportantroleinancientChina,hascomeupwiththeideaofheuristic25 teaching.Heencouragedhisstudentstolearnknowledgebyformingtheirownquestions,andexploringtheanswersbythemselvesratherthantheteachers.Teacherwouldnotgivestudentshintandhelpuntiltheyhavegonethroughactiveandinvestigativelearningsothatstudentscouldhaveadeeperunderstandingtowardswhattheyhavelearned(LinLi&WangZhijiang,2005).Mencius,anothergreateducatorinancientChinapointedthatstudentsshouldnotblandlybelievethebooks’theorywithoutanythinking.Xunciusholdtheviewthatstudywasalifelonganddependentlearningprocess.Whenitcomestomoderntimes,LiangQichaostilladaptedtheheuristicteachingwhentheypouredtheirtimeinputtingforwardtheeducationalreform.Sotheyfoundedmanynewschoolstoputforwardtheirnewpolicies.Infact,TaoXingzhiintroducedthetheoryInquiryTeachingatthebeginningof20thcentury.AfterthatInquiryTeachingcameintobeinginChina.In1999,ChinabegantocarryoutthefirstBasicEducationCurriculumReform,whosemainpurposewastoimprovetheteachingandlearningconceptandchangetheoutofdatelearningmethods.TheBasicEducationCurriculumReformOutline(2001)attachesattentiontoputtingforwardInquiryTeachingindifferentsubjects.TheEnglishCurriculumStandard(2003)pointsoutvividlythatthelearningobjectsforseniorhighschoolistodevelopstudents’integrativelanguageskillsofapplyingEnglishintopractice.TheEnglishCurriculumStandard(2011)statedthatEnglishteachingatseniorhighschoolshouldencouragecultivatingtheirownEnglishlearningmethodsthroughInquiryTeaching.Sincethen,InquiryTeachinghasbeen26 introducedintoalmostalltheschoolsubjects,andteachersarelongingtolearnandapplythisnewmethodintotheirteaching.2.5.2PreviousStudiesonAbroadAsfortheoriginofInquiryTeachinginwesterncountries,theInquiryTeachingcanbedatedbackto18thcentury.Atthattimemanypeopledidn’tappreciatethevalueofInquiryTeachinguntiltheGermaneducatorF.A.W.DiesterwegandtheEnglisheducatorH.E.Armstrongcombineditwitheducation.Atthebeginningof20thcentury,afamousAmericaneducatorJ.DeweyputtheInquiryTeachingintopractice.Deweysaidthatscienceismorethanabodyofknowledgetobelearned.In1933,helaidthefoundationandbasisforthefuturestudy.ThenInquiryTeachingbegantoenjoytherecognitionuntil1950sto1960s.AnotherAmericaneducatorJ.J.Schwabstudiedinquirythismethodmorespecifically.Thereisnodenyingatthefacthisresearchmakethepatternmorelogically.In1964,J.J.Schwabfirstlynameditas“InquiryTeaching”.Atthesametime,manyeducatorssuchasJ.Piaget,J.R.Suchman,R.Gagne,J.S.Bruner,D.P,AusubelallmadecontributionstotheimprovementofInquiryTeachinginAmerica.Towards1920s,J.Piagetputforwardthetheoryof“DiscoveryLearning”,whichwasconsistentwiththetheoryofJ.J.Schwab.Fromthe1970sand1980s,accordingtotheeffortsofmanyeducators,InquiryTeachingwasputintoactualpractice.InquiryTeachingmakesagreatcontributiontoAmericaneducation.FromthenonInquiryTeachingembracedthepopularityallovertheworld.InquiryTeachingbegantobecomepopularamongseniorhighschool’seducation.Studentslearnedknowledgebygroupwork,gathering27 informationandexploreproblemsandsoon.Alsoin1999,theministryofeducationinJapanpronouncedthatadding“comprehensivelearningtime”,whichrequiredstudentstoformtheintegratedsocialpracticalabilityandsocialresponsibilitythroughinterpreting,experiencing,apperceptionandexplorationofnatureandsociety.Throughthiskindoflearning,thestudents’cooperativespiritandinquiryabilitycanbeimprovedlittlebylittle.28 Chapter3MethodologyBasedonwhatismentionedinchapter2.Inthischapter,thestudystartedanexperimenttotesttheInquiryTeaching.Itiswellknownthattheoryoriginatesfrompractice.Inreturn,theorycanimprovepractice.Inthischapter,thispaperattemptedtoprovethevalidityofInquiryTeachingthroughanexperimentalstudy.3.1ResearchQuestionsFromtheunderstandingandexplanationofInquiryTeaching,thispapercarriedouttheexperimenttoimprovestudents’grammarlearningthroughInquiryTeaching.Thosearetheresearchquestions:(1)WhataretheeffectsofInquiryTeachingApproachonstudents’grammarlearningproficiency?(2)Whatarethechangesofstudents’interestsingrammarlearning?3.2ResearchSubjectsThesubjectsare98studentsfromNo.1SeniorhighSchoolinPuyang,HenanProvince.No.1SeniorhighschoolisakeyschoolinPuyang,andthestudentsareinGradeone.FiftyofthemareinClassfive,while48studentsarefromClass6.Class5isthecontrolclass,whostillusesthetraditionalwayofgrammarteaching.Class6istheexperimentalclass,wheretheInquiryTeachingisapplied.Basedontherandomsamplingprinciple,inthecontrolclass,thereare25boysand25girls.Inthe29 experimentalclass,thereare23girlsand25boys.Theyareallinthefirstsemesterofgradeoneinseniorhighschool.3.3InstrumentsThisstudyadoptedthreekindsofinstrumentsduringtheresearch.Theyarequestionnaire,pre-testandpost-testinterviewandclassroomobservation.Throughthoseinstruments,theexperimentwillbemorevalid.Thepurposeoftheseinstrumentsistotesttheexperiments’influences.Thequestionnairewillbeusedtwice.Beforethestudy,thequestionnaireisusedtofigureoutthestudents’learningobstaclesandexpectationingrammarteaching.TheinstrumentscanshowwhethertheInquiryTeachingcanbeimprovedornot.Alsothepre-testandpost-testaretotestifytheeffectivenessofInquiryTeachingingrammarteaching.3.3.1QuestionnaireThisstudyadoptedtwokindsofquestionnaires,thatis,pre-questionnaireandpost-questionnaire.Pre-questionnairewascarriedoutbeforetheexperiment.Post-uestionnairewashandedoutattheendoftheexperiment.Eachquestionnaireconsistsof10questions.Allthosequestionsaredesignedtoknowthestudents’attitudetowardsgrammarlearning,includingtheirmotivationsanddifficultiesandtheirlearninghabits.Thisstudyusesboththepre-questionnaireandpost-questionnaire,whichareusedbeforeandafterthestudy.ThisstudyusesthemtotestifytheinfluenceofInquiryTeachingandthestudents’attitudetowardsgrammarlearning.Thepre-questionnaire(seeAppendixA)whichcanbeusedatthe30 beginningoftheexperimentcontainstenmultiplechoiceswhichfocusonthestudents’wayofgrammarlearning,andtheirattitudetothepresentgrammarteachingmethod.Thepost-questionnaire(seeAppendixB)paysmoreattentiontochangesaboutgrammarlearningandwhetherthestudents’attitudestowardsgrammarlearninghavebeenchangedcanbeseenthroughtheimplicationofInquiryTeaching.Beforetheauthorstarttheexperiment,thestudentsinexperimentalclasswillbeinvitedtofillthepre-questionnaire.3.3.2InterviewTenstudentswereselectedrandomlyfromtheECtohaveaninterview.Theaimoftheinterviewwastotestthestudents’attitudetowardsthegrammarlearningaftertheteachercarriedouttheInquiryTeachingmethod.Thereare4questionsintotal,andallthosequestionspaymoreattentiontothechangeofstudents’interests.3.3.3Pre-testThetestisdesignedtotestthesignificantdifferencesbetweenthetwoclassesaftertheexperiment.Thetestwasselectedfromtheformalend-termexamination,whichcontainserrorcorrection,closeandblankfilling.Thefullscoreis75points.Beforetheexperiments,thepre-resultshowsthatboththetwoclasseskeepalmostthesamelevel.Theyacquiredthesamestandardofgrammarknowledge.Incaseofthestudents’preparationaboutthetest,theytookthepre-testinthefirstEnglishclass.3.3.4Post-test31 Thepost-testadaptedthesamepatternofpre-test.Thepost-testaimstoinvestigatewhetherthereexiststheimprovementsintheirgrammarlevel.Thepost-testwastakenintheendoftheexperiment.Thefinalresultcanturnoutwhetherthestudentsinexperimentclasshaveagoodcommandofgrammarornot.Thepost-testpaperkeepsinthesamestandardwiththepre-testpaper.3.4Procedure3.4.1ProcedureofInquiryTeachingingrammarteachingTheexperimentstartedfromSeptember1st,2016toDecember31,2016,whichlastedforalmost4months.Boththeclasstookpartintheexperiments,andtheystronglysupportedandcooperatedwiththeirteachers.ThefollowingisthebasicprocedureofInquiryTeachinginexperimentalclass.Step1:ExposureThefirststepisexposure;theteachermadefulluseofcontexttoarousestudents’learningintereststhroughseveralrelatedquestions.Atthesametime,theteachersetupthecentralproblem.Iftheteacherwantedtoattractthestudents’attention,theyneededtomakewellpreparationaboutthegrammar.Whendesigningquestion,theteachershadtostudythetextbookdeeplysothattheycouldgettoknowmoreclearaboutthelearningaims.Thenalotofattentionswerepaidtothestudents’priorknowledgeinorderthatthosequestionscouldmeetthestandardofthezoneofproximaldevelopment,whichmeansaspacebetweenthecurrentdevelopmentsofthe32 potentialdevelopmentofstudents.Finally,teachersalsocreatedmoremeaningfulcontexttogetclosertotheirlearningpoints.Step2:IndividualstudyAfterthestudentshavethedesiretoinquiry,theyhavethechancetothinkandsolvetheproblemsindividually.Thefirststeppavedthewayforstep2.Thestudentswereinspiredbythemeaningfulquestions,whichwasraisedbytheirteachersinthefirststep.Thestudentswereallowedtothinkupanyquestionswiththeteachers’guidance.Theteachershowedsomequestionsorsomepicturestoguidethestudentstomoveforwardtotheteachingobjectives.Ifthestudentsdidhaveanyproblemsabouttheteachingmaterial,theycouldunderlinethepointsthattheywerenotfamiliarwith,andthentriedtoselectthemostusefulandvaluableoneswhichareworthdiscussing.Intheend,thestudentsrethoughtthequestionscarefully,andfoundtheanswersbythemselves.Step3:DiscussionandexplorationThiswasagroupwork.Atthebeginningofthesemester,thestudentshavebeenputintoseveralgroupsaccordingtoCooperativeLearningPrinciples.Inthisstep,studentshavethechancetotalkwiththeirgroupmemberstoexchangetheirideas,ortrytoexpresstheiropinionsclearly.Somestudentsneedtheirgroupmembers’helptosolvetheproblemstheyarenotfamiliarwith.Allinall,theyworkedtogethertosolvetheproblemstheywerefacedwithtogether.Asforthestudents,theytriedtheirbesttocollectdateforsupportingtheirideas.Asfortheteachers,theywalkedaroundtheclassroomsothattheycouldhelportakepartinthestudents’discussionintime.Each33 groupneededonepresentertoshowtheirfinalresults.Sothepresentershouldbereadytowritedownthemeaningfulinspirationoftheirgroupmembers.Inaddition,eachgroupmemberhadtheequalopportunitytoshowtheirfinaldiscoveries.Step4:presentationThepresentersofeachgroupwereinvitedtothefront,andshowedtheirmajorfindingsontheblackboard.Beforetheycametothefront,theteacheradvisedthestudentstopaymoreattentiontothemannersoftheirpresentation,includingtheireyecontactandbodylanguage.Thestudentwhowasinchargeofthepresentationmadeanexplanationabouttheirfindings.Theirgroupmembersenrichedthesummarywhileothergroupsmadecommentsoraskedquestionsabouttheirpresentation.Inthisstep,teacherstooknotesinordertomakecommentsabouttheirpresentation.Bytheway,theyteacherfoundthesimilarmistakeswhichthestudentshavemadetogether.Step5:ExplanationFirstofall,theteachermadeacommentonthestudents’performances.Afterthelaststep,theteacherhadalreadygottoknowmoreclearlyabouttheirstudents.Sointhisstepstudentswereencouragedtoaskanyquestionstheywerenotfamiliarwith.BasedontheInquiryTeachingprinciples,thestudentsweregiventheopportunitytofindouttheanswerbythemselves.Ifstudentscouldn’tsolvetheproblemsindividually,teachersguidedthemtoexplorethecorrectanswer.Greateffortswerepaidtotheteachers’explanationnext.Aftertheheateddiscussion,theteachermadecommentsandexplainedtherulesmorespecifically.Duringthisstep,thebasicrule34 wasthattheproblemswerefirstlyansweredbythestudents.Ifthestudentscouldn’tfindouttheanswerwithintheirpower,theteacherthenguidedthestudentstoexploretheanswertogether.Step6:EvaluationThereweretwomainpointsinthisstep:self-evaluationandteacher-evaluation.Inordertotestwhatstudentshavelearned,studentswereencouragedtomakeupexercisesbythemselvesandaskedotherstudentstofinishthem.Thenthestudentswereinvitedtofinishtheexerciseswhichwerepreparedbyteacherinadvance.Accordingtothelearningaims,thestudentswereencouragedtomakeupsomeexercisesbythemselves.Basedonthestudents’exercises,teachersenrichedtheexercisestotesttheconsolidationofthegrammarrules.Thisstepalsorequiresahigherstandardoftheteachers’preparationforthisclass.Step7:HomeworkSomecoherentandrelevantexerciseswerewantedinthestudents’freetime.Iftheydidn’thaveenoughtimetocompletetheexercisesinclass,theycouldputitafterclass.Homeworkwasalwaysnecessaryforstudentstoconsolidatewhattheyhavelearnedduringclass.Moreover,homeworkcouldbetreatedastheusefulfeedbackofclassroomlearning.ThisisthebasicprocedureofInquiryTeachingongrammarteaching.Whenteachinggrammar,theteachercanusethosestepsinamoreflexibleway.Thosestepsmadetheclassroomlearningmoreinterestingsothatthestudents’comprehensiveabilitiescouldbeinspiredtothefullestpotential.ItismorelikelythatInquiry35 Teachingisanecessarysupplementforthetraditionalwayofgrammarteaching，becausesomegrammarpointscannotbeexploredbythestudentsindividually.Atthatcase,theteachercancombinethetraditionalwayofteachingwithInquiryTeachingtogether.ThispaperhaslistedthecomplicatedprocessofInquiryTeachinghere,sotheteachercanfollowandpickouttheusefulprocesswhenteachinggrammar.3.4.2TeachingprocedureinexperimentalclassTheteachingprocessmadethestudentsmoreinterestedingrammarlearning.Forexample,thepassivevoiceisanimportantgrammarpointinhighschool.Theteacherattractedthestudents’learninginterestsbyusingInquiryTeaching.Firstly,theteachergavethestudentssomeexamplestoarousethestudents’learninginterests.Allthosepictureswereallrelatedtothepassivevoice,sothestudentscouldlearnthegrammarstepbystep.Firstly,thestudentscouldusetheirpriorknowledgetofillintheblanks.Eg:1.TheGreatWall__wasbuilt__byChinesepeople.2.English__isspoken__bythemostpeopleintheworld.Theumbrella__isused__forkeepingofftherain.Thelight__wasinvented_byThomasEdison.Step2,individualstudy.Sincethestudentswereinspiredbythosemeaningfulquestions,theyneededtoconcludethebasicstructureofpassivevoicebythemselves.Thenthoughtaboutthequestionhowtoexpressthefuturepassivevoice.Thestudentselicitedandexploredthenewknowledgebasedontheformerexamples.Thenextsteptheydiscussedandexchangedtheirideaswiththeirpartners,andtheyalsosummarizedtheirfinalanswers.Step4waspresentation,soeachgroupneededonepresentertoshowtheiranswersaswellassomeexamplesontheblackboard.Step5wasexplanation,inthis36 steptheteachermadeacommentsoneachgroup’sperformance,andtheteacheralsocorrectedandenrichedthestudents’finalresult.Inthenextstep,thestudentsmadeaself-evaluationfirst,andthestudentsalsousedtheexercisesontheirlearningmaterial.Atthesametime,theteachermadeasummaryaboutwhattheyhavelearnedinthislesson.Finally,thehomeworkwasafeedbackaboutthegrammarpoint.Throughtheteachingprocess,thestudents’interestscouldbearousedtothefullestpotential,andtheteachingobjectivecouldbeachievedsuccessfully.Ineachstep,thestudentscooperatedwithboththeirclassmatesandteachers.Thestudentsinvolvedintheclassroomlearning.3.5DataCollectionThedataarecollectedfromthefirsthighschoolofPuyang.Thisstudyemployedtwoquestionnaire,twotests,classroomobservationandinterviewtofigureoutthefinalresult.Firstofall,thequestionnairewascarriedoutbeforetheexperiment,andthestudentsinExperimentalClass(EC)wasinvitedtohavethepre-questionnaire.BecausetheECwasthemainsubjectoftheexperiment,theyneedtogettoknowmoreabouttheInquiryTeachinginthissemester.ThestudentsinECwereaskedtofinishthequestionnairewithinfifteenminutes.Therearetenquestionsintotal,and48questionnairesweregivenouttothesubjects.Finallyallthepaperwerehandedback,allofwhicharevalid.Thepre-questionnairewasanalyzedinpercentageandthe37 resultsareshowedinpercentage(SeeTable4.1).Whentheexperimentcametoanend,thepost-questionnairewasusedtotesttheexperimentalclassagain.AlsointheEC,48questionnairesweregivenouttoclass6.Thestudentswereaskedtofinishthepost-questionnairewithin15minutesintheirclassroom.Tosumup,48papersweredistributedintheexperimentalclass,allofwhichwerecollectedandvalid.Thedatacollectionwhichbasedonthepost-questionnairewasallputintothetable4.2(Seetable4.2).Differentfromthequestionnaire,thepre-testandpost-testwouldbeheldinbothclasses.Thereisnodoubtthatthepre-testwouldbeusedbeforetheexperimentwhilethepost-testwasusedattheendoftheexperiment.Thestudentsinbothclasseswereaskedtofinishthetestinclasswithinonehourinboththetests.Asitmentioned,thepaperconsistsoferrorcorrection,cloze,andblankfilling,whicharecloselyrelatedtogrammarlearning.Thepaperswerescannedandthenstoredintothecomputer,andfinallyanalyzebySPSS.18.0.Thescoringcriterionofthetestisthesameasthatinthecollegeentranceexamination.Asfortheobservation,thestudents’enthusiasmandattitudetowardcouldbevividlyfeltthroughthestudents’performance.Inordertocollectmorevaliddata,theauthorobservesmoreclass,thentakenotesabouttheparticipationofthestudentsduringthegrammarleaning.DuringtheECactivities,thestudentswouldtakeanactivepartinthediscussionandtheywerewillingtofollowtheteacher’sguidance.Thentheyworktogetherwiththeirgroupmemberstoexplorethetruth.38 Finally,tenstudentswerepickoutrandomlyformtheexperimentalclass.Theywereinvitedtoanswerseveralquestionswhicharecloselyrelatedtotheattitudetowardsgrammarlearning.ThosequestionspaymoreattentiontothechangeoftheirattitudebeforeandaftertheimplicationofInquiryTeaching.3.6DataAnalysisFiguresarethemostpowerfulprovetoshowthefinalresult.Afterthedatacollection,SPSSsoftwarewasusedtoanalyzethedata,whichwascollectedfromboththeECandCC.TheresultofthedatacollectioncouldshowwhethertheInquiryTeachinghasimprovednotonlythestudents’grammarlearninginterestsbutalsotheleveloftheirgrammarlearning.Besides,theresultofquestionnairewillfigureouttheInquiryTeaching’sinfluencesandchangestoEC.Allinall,theresultsofthetwotestsscores,twoquestionnairesobservationsandinterviewwillbepresentedandanalyzedinthenextchapter.39 Chapter4ResultsandDiscussionThischaptermainlytalksaboutthefinalresultandthediscussion.Itcanbedividedintotwoparts.Thefirstpartincludestheresultsofallkindsofinstruments,whilethesecondpartisthediscussiononeffectsonstudents’grammarlearningproficiencyandtheimprovementonthestudents’interestsongrammarlearning.4.1ResultsInchapterthree,thestudyhasshownthedatacollectionprocedures,sointhischapterthefinalresultofinstrumentwillbedrawnhere.Afterthedatacollection,thevalueofthisexperimentcouldbetestedclearly.Thenextworkistomakeacomparisonbetweenthecontrolclassandexperimentalclass.Sointhispartthedataanalysisofalltheinstrumentswouldbelistedinanobjectiveway.4.1.1ResultsoftheQuestionnairesThisstudyadoptedtwoquestionnaires,whichwereusedbeforeandaftertheexperiment.Thepre-questionnairewashandedoutatthebeginningofthissemester,andthepost-questionnairewascarriedoutonDecember31th.Thedataofallthecopiesthatwerecollectedwasvalid,becausethesubjectsansweredthesequestionshonestlyandsincerely.4.1.1.1Resultsofpre-questionnaireThequestionnaireincludedtenquestions.Onlytheexperimentalclasstookpartinfinishingthequestionnaire,becausetheywitnessedandexperiencedthewhole40 processofthetest.Thesequestionsweredesignedtofigureoutthestudents’attitudestowardsgrammarlearning.Eachquestionconsistsoffourchoices,thatis,stronglyagree,agree,disagreeandstronglydisagree.Eachchoicecanreflecttheparticipants’attitudestowardsthepresentwayofgrammarteaching.Thenumber(N)andthepercentage(P)aredrawninthefollowingtables.Thefollowingtable4.1reflectsthesubjects’answerstothosetenquestions.Table4.1TheDescriptiveDataofpre-questionnaireStronglyStronglyChoicesAgreeUncertainDisagreeagreedisagreeQuestionsNPNPNPNPNPQuestion1510%1838%48%1838%36%Question2510%36%36%1634%2144%N=Number,P=PercentageThefirsttwoquestionsareaboutthestudents’overallattitudetowardsEnglishlearning.Fromthetable,48percentstudentsholdtheviewthattheyliketolearnEnglish,butthestudentsarenotwillingtospendtheirsparetimetolearnEnglish.Becauseitistoodifficulttolearnitwell.Only16percentstudentlikelearnEnglishafterclass.Table4.2TheDescriptiveDataofpre-questionnaireQuestion31021%2042%24%1021%612%Question42042%1225%12%48%1123%Question3andquestion4showsacontradictionwhilethestudentsarelearninggrammar.Thereare30studentsheldtheopinionthatgrammarisveryimportantin41 highschoollearning.Thatistosayonly33%studentsthoughtlittleofgrammarlearning.Althoughmorethan63%studentsthoughthighlyofgrammarlearning,67%thoughtthatgrammarlearningistheirbiggestobstacleinEnglishlearning.Inotherwords,thestudentsfeelconfusedtowardsgrammarlearning.TheyeagertofindagoodwaytolearnEnglishgrammarwellsothatmoreconfidencewouldbeincreasedandgetahighscore.Table4.3TheDescriptiveDataofpre-questionnaireQuestion51735%1532%24%510%919%Question61635%1735%36%612%612%Question71633%1225%510%510%1022%Dependonquestion5-7,thosequestionshavereflectedthatatpresent67%studentsthoughtthattheirteacherjustlistthegrammaticalrulesontheblackboardsothatthejustrecitetherulesafterclass.Thatistosay,theyreceivedthegrammaticalrulespassivelyintheclassroomlearning.Itseemsthatallthestudentsdidnotfindtherightwaytolearngrammar.Theylearngrammarmechanically.Thereisnodoubtthatthequestion7hasshownthefinalresultthat58%studentscannotabsorbthegrammarknowledge.Table4.4TheDescriptiveDataofpre-questionnaireQuestion81021%919%48%1531%1021%Question8reflectedthestudents’reactionsduringtheclassroomlearning.53%studentscouldnottakepartintheclassroomactivities.Theylearngrammarpassively,andtheteacheristhecoreofthewholeclass.42 Table4.5TheDescriptiveDataofpre-questionnaireQuestion9919%48%48%1633%1532%Question102042%1225%12%48%1123%Question9-10aredesignedtoknowthestudents’attitudetowardsthecurrentwayofgrammarteachinginseniorhighschool.Thosequestionsarecloselyrelatedtothestudent’expectationaboutthefurtherstudyaboutgrammarteaching.Fromquestion9,65%ofthestudentswantanewchangeaboutthepresentwayofgrammarteaching.Whilequestion10showedthat67%studentseageranewwayofgrammarlearning.Thepost-questionnairewasusedattheendoftheexperiment.AnewquestionnairewasdistributedtothestudentsfromtheEC.Forthistime,thepost-questionnairewastoinvestigatetheeffectsoftheapplicationoftheInquiryTeachingongrammarlearning,andalsototestthestudents’attitudestowardstheInquiryTeaching.Theresultsareshowninthefollowingtables.Table4.6TheDescriptiveDataofpost-questionnaireStronglyStronglyChoicesAgreeUncertainDisagreeagreedisagreeQuestionsNPNPNPNPNPQuestion12042%2042%12%48%36%Question22042%1941%23%48%36%Question32246%1736%36%36%36%Asforthequestion1,thestudents’attitudestowardstheimportanceofEnglishlearningdonotchange.Butaccordingtoquestion2,morethan80percentstudents43 tendtolearnEnglishafterclass.Itcanbeprovedthatthestudents’learninginterestshavebeenimprovingbytheInquiryTeachingapproach.Soattheendofthisstudy,theyliketolearnEnglishintheirsparetime.Asaresult,fromthequestion3,thestudents’attitudetowardgrammarlearninghasbeenchangedbytheway.39studentsliketolearnEnglishgrammar.Table4.7TheDescriptiveDataofpost-questionnaireQuestion42042%1225%48%510%715%Question51736%1531%48%715%510%Question61123%2042%510%612%613%Fromthefourthquestion,itcanbeseenthatthestudents’positioninclassalsohavechanged,67%studentsdidnottakeinthegrammarknowledgemechanically,andtheycouldtakepartintheclassroomdiscussion.Theycouldalsostarttoexplorethegrammarpointsbythemselves.Question5showedthat67%studentsthoughtthatgrammarlearningismoreinterestingthaneverbefore.Teachersusethenewwaytoinspiretheirstudentstoexploregrammarrulesduringclass.Fromquestion6,the65%couldtakepartintheclassroomdiscussion.Table4.8TheDescriptiveDataofpost-questionnaireQuestion72246%2042%24%24%24%Question82042%2246%12%24%36%Question91838%2042%24%48%48%Question102042%1225%510%613%510%44 Fromquestion7,teachers’encouragementalsoplaysanimportantroleinstudents’learning.AftertheyhavelearnedgrammarknowledgeundertheapplicationofInquiryTeaching,theyareeagertochangethetraditionalwayatonce.Thefigureinthelastthreequestionsprovideasasupporter.Sothereisneedtocarryoutthestudent-centeredteachingmodeandleaveroomforstudentstothinkandteachthemselves.Theresultshowninthequestion8manifestedthatabout80%ofthestudentsareinfavorofthepresentmethodbasedontheInquiryTeaching.Besides,manystudentssaidthattheydonotuseEnglishindailylifebecausethereisnotthecertainenvironment.Andalsotheirlearningneedandinterestwerenotcultivatedunderthegrammar-translationmethod,andquestion9showedthatthestudentscouldmakeuseofwhattheyhavelearnedtoexploretheunknownknowledge.Lastbutnotleast,67%ofthestudentshopethattheteachercancontinuetoadoptthisteachingmethodtoteachgrammar.Eventhoughbeforetheexperiment,thestudentscannotfigureoutthedefinitionaboutInquiryTeaching,buttheystillhavetheeagernesstolearnandsummarizethegrammaticalrulesbythemselves.Inshort,thereisatendencythatthestudentswanttolearnthegrammarmoreactively.Theywanttochangethetraditionalwayofgrammarlearningandshowhighenthusiasmtowelcomethenewwayofgrammarteaching.4.1.2ResultsoftheinterviewTheindividualinterviewwasputforwardonafterthepost-questionnaire.TenstudentswerechosenrandomlyfromtheECtohaveaninterview.Theaimofthe45 interviewwastotestthestudents’attitudetowardsthegrammarlearningaftertheteachercarriedouttheinquiryleaningmethod.Thereare4questionsintotal.Theinterviewquestionswerelistedasfollows:1.WhatisthemostdifficultpartwhenlearningEnglish?2.HowdidyoulearnEnglishgrammarinthepast?3.Doyouthinkthereisabigdifferencebetweenthissemester’sgrammarlearning?Canyoulistsomedifferences?4.Doyoulikethiswayofteaching?Canthiswayincreaseyourintereststowardsgrammarlearningthaneverbefore?Accordingtothefirstquestion,allthestudentspointedthatgrammarlearningwasthemostdifficultpartinEnglishlearning.Amongthem,threeintervieweesinsistedthattheylostintereststowardsEnglishlearningbecauseofthedifficultgrammar,whichmadethemfeelconfusedeventheyhavemadealotofpractice.TwoparticipantsmanifestedthattheyevenwantedtogiveupEnglishlearning,becausetheycouldnotrememberthegrammaticalrules.Theotherfivestudentsconfessedthatthegrammarlearninginhighschoolishardforthem.Whenitcametothesecondquestion,mosttheparticipantsansweredthatwhenfacedanewgrammarpoint,theyjusttooknotesduringclass.Theirteacherjusttoldthemtherulesofgrammar,andthengavethemsomeexampleswhichwerepreparedbytheteacherinadvance.Thenafterclass,thestudentsneededtoreciteallthegrammaticalrulesintheirnotebook.Finally,theyhadtocompletetheexerciseson46 learningmaterials.Theonlywaytheyusedinthepastwastodomechanicalmemorization.Daybyday,theyformedthesinglewayofgrammarlearning.Asforthethirdquestion,thestudentsinECcouldansweriteasily,becausethedifferencewastoovividbetweenlastsemesterandthissemester.Morethanhalfstudentspointedthattheybecamethecoreofthewholeclass,whiletheirteacherdidnotpossessthewholeclass.Theteachergavemoretimetotalkaboutandsummarizethegrammaticalrulesbythemselves.Onestudentexpressedthattheyfeltthatthegrammarlearningbecamemorediverse,andthegrammarwasmoreclosetotheirdailylife.Twostudentsmentionedthattheirspeaking,listening,andwritingskillswereimprovedbytheway.Whentalkedaboutthelastquestion,almostalltheparticipantsagreedthattheylikedthegrammarteachingmethodwhichwasbasedonInquiryTeaching.Twostudentssaidthattheywerenotafraidofgrammarlearninganymore,andtheybecamemoreinterestedingrammarlearning.Onestudentpointedthattheclassroomatmospherewasmoreactivethanbefore,becausegrammarlearningwasmorecolorfulthanbefore.Intotal,theinformationformtheinterviewshowedthatstudentslikedthiswayofteaching.TheInquiryTeachinginspiredthestudents’independentthinking,andteamworkspirit.Besides,studentsbecamemoreactivethanbefore.4.1.3ResultsofthePre-testThepre-testandpost-testaimedtotestwhetherthegrammarlevelofboththeECandtheCCimprovedthroughInquiryTeaching.Thisstudyanalyzedthedataby47 SPSS.TheECandCCstudentsalltookpartinthetests.Theresultofthepre-testwasshownbelow.Table4.9TheDescriptiveDataofthePre-testStd.Std.ErrorClassNMeanDeviationMeanCC5027.6807.58541.0727EC4827.3656.6210.9557Thefiguresinthetable4.3demonstratesthattherearerespectively48subjectsfromECand50subjectsfromCC.TheabovetableclearlyshowsthatthemeanscoreoftheECis27.365andthestandarddeviationoftheECis6.6210,whichdemonstratesthatthedifferenceofstudents’scoresoftheexperimentalgroupisnottoolarge.TheaveragescoreoftheCCis27.680,andthestandarddeviationfortheCCis7.5854.TheStd.ErrorMeaninCCisonly0.117higherthanEC,sothetwoclassesareinthesamelevel.Table4.10IndependentSamplesTestofthePre-testStd.Sig.TypeNMeanDeviatiot(2-tailed)n5020.1603.181cloze-.813.4184820.6883.245Blank504.6804.883.483.630filling484.2194.555Error502.8402.262.925.358correction482.4581.786Thefigureinthetable4.4demonstratestheanalysesofeachtype.Accordingtotheanalysesofeachtype,themeanscorebetweenECandCCisnottoobig,whichrevealsthattheboththeECandCCmaintainedthesamelevelbeforetheexperiment.48 Forexample,themeanscoreofclozeinECis20.160,whilethemeanscoreofclozeis20.668,whichsuggeststhatthedifferencebetweenthosetwoclassesisnotsobroad.Morespecifically,whatdeterminesthestudents’leveldependsonthecorrespondingSig.(2-tailed)Value.Thatistosay,ifSig.Valueismorethan0.05(＞0.05),orwecansaythePvalueisgreaterthan0.05,thevariancesofthetwosamplesareequal.Otherwise,thedescriptionofthetwosamplesisnotequalvariances.Theresultisclearlyshowninthetable,eachtype’stvalueislargerthan0.05(＞0.05),whichmanifeststhatthetwosamplesareequalvariances.Thatistosay,thestudentsfromtheECandtheCChavenostatisticallysignificantdifferenceingrammarlevelbeforetheexperiment.Therefore,theexperimentisastudythathascomparability.Itisreasonablycometotheconclusionthatthestudentsareinthesamelevelbeforetheexperimentcarriedout.4.1.4ResultsofthePost-testAftertheexperiment,thepost-testwasalsoputforwardinthebothofthetwoclasses.Theauthorcollected98students’scoresandmadeananalysisbymeansofSPSSsoastofindoutwhethertheapplicationoftheInquiryTeachingcanimprovethehighschoolstudents’grammarlevelornot.Table4.5describedtheresultsofthepost-testofboththeECandtheCC.Table4.11TheDescriptiveDataofthePost-testClassNMeanStd.DeviationStd.ErrorMeanCC5034.4306.8683.9713EC4843.5634.0694.5874Thetable4.5showsthatthemeanscoreoftheECis43.563,whichishigher49 thantheCCclass.Theirmeanscoreofpost-testismuchhigherthanthepre-test.Bothclassgetanimprovementafterthewholesemester’slearning.ComparedwithCC,themeanscoreofECisnearly9point.However,themeanscoresoftheECachievedahigherincreasethanthatoftheCC.Therefore,itprovesthattheapplicationoftheDCTonvocabularyteachingachievesabetterresult.Inordertoshowthestaticsmoreclearly,theindependentsampleofpost-testofeachtypeislistinthefollowingpartmorespecifically.Table4.12IndependentSamplesTestofthePost-testStd.Sig.TypeClassNMeanDeviatiot(2-tailed)nCC5021.5905.046cloze-3.719.000EC4824.8753.606BlankCC509.6002.744-6.679.000fillingEC4812.7501.857ErrorCC503.2401.891-7.655.000correctionEC485.9381.577Thetable4.6showsthefinalresultoftheexperiment.Asitshowsinthetable,thescoreofeachtypeshownthatPvalueissmallerthan0.05,thevariancesofthetwosamplesdonotmaintaininthesamelevel.Dependonthefigureinthetable;theECstudents’scoreismuchhigherthantheCCstudents’score.Thatistosay,theinquirelearningishelpfulforstudentstoimprovetheirgrammarlevel.Inordertoconfirmthisresult,theauthormadeafurtheranalysis.Theauthorcomparedallthedatabeforeandaftertheexperiment,thenmakeanpairedsampletest.Theresultislistedinthefollowing.50 Table4.13PairedSamplesTestoftheCCStd.Sig.TypeTestNMeanDeviatiot(2-tailed)nPre-test5020.1603.181cloze-1.684.098Post-test5021.5905.046Pre-test504.6804.883Blankfilling-7.246.000Post-test509.6002.744ErrorPre-test502.8402.262-1.329.190correctionPost-test503.2401.891Dependonthefiguresintable4.7,asfortheclozeandblankfilling,comparedwiththepre-test,thescoreofclass5inpost-testdidnotimprovealotafterthewholesemester’learning(P>0.05).Asfortheerrorcorrection,ItindicatesthatTvalueis-7.426andthecorrespondingPvalueissmallerthan0.05,sotheerrorcorrectionhasimproveinthepost-test.Sotheconclusionisthattheclass5gotanimprovementinerrorcorrection.Itmeansthatthescoresofthepre-testandthepost-testintheCChavenosignificantdifferences.Likewise,thepairedsamplest-testisalsocarriedoutsoastofurthertestifythattherearesignificantdifferencesintheEC.Thenexttableexpoundsthedifferencebetweenthepre-testandthepost-testintheEC.Theresultislistedhere.Table4.14PairedSamplesTestoftheECStd.Sig.TypeTestNMeanDeviatiot(2-tailed)nPre-test4820.6883.245cloze-6.380.000Post-test4824.8753.606BlankPre-test484.2194.555-13.208.000fillingPost-test4812.7501.857ErrorPre-test482.4581.786-10.249.000correctionPost-test485.9381.57751 Fromtable4.8,thestudyanalyzedthepairedsampleofEC.Dependonthefiguresinthetable,thestudentsfromclass6maintainedabigdifferencecomparedthepre-testandpost-test.TheirPvalueis0.000<0.05,whichindicatesthatthepost-testscoreismuchhigherthanpre-test.Inotherwords,theInquiryTeachingongrammarteachingisusefultoimprovethestudents’grammarlevel.Afterthewholesemesterapplication,thestudents’scoreoncloze,blankfillinganderrorcorrectionhaveimprovedalot.Tosumupallthetabletogether,thisstudycomestotheconclusion:(1)Asforthecloze,bothECandCChaveimprovedtheirscore,eventhoughtheyputforwarddifferentteaching.Nomatterhow,thetvalueinCCis7.246,whilethetvalueinECis13.208,sotheteachingmethodinECismuchbetterthanCC.(2)Asfortheblankfillinganderrorcorrection,comparedwithCC,thestudentsfromECimprovedalot.Theygotahigherscoreinthepost-test.ItreflectsthatthestudentsfromtheEChavemadegreatprogressundertheguidanceandinfluenceofInquiryTeaching.ItisreasonablycometotheconclusionthatthereisnostatisticalsignificanceinCC.Therefore,theEnglishgrammarlevelofthesubjectsintheCCdoesn’timprovemuchundertheguidanceofthetraditionalmethodinthissemester,whiletheteachingmethodinEChavemadegreatprogressintheend.52 4.2DiscussionTheexperimentlastedforalmostfourmonths.Thefigurewhichcamefromtheabovetableshowedthatalltheparticipantsinthisexperimenthaveachievedsomeprogressthroughthissemester’shard-workingspirit.Thestudents’attitudestowardsgrammarlearninghavechangedalot.Fromthecomparisonsofthefinalresults,itisclearthatboththeECandCCstudentsgetahigherscorethanbefore.However,thereisnodenyingatthefactthattheECstudents’meanscoreismuchhigherthanthestudentsinCC.Fromthedatacollectionandanalyses,theapplicationofInquiryTeachingongrammarteachingproducedanactiveimpactonstudents’grammarlearning.Moredetaileddiscussionwillbelistbelow.4.2.1DiscussiononEffectsofInquiryTeachingonStudents’GrammarLearningProficiencyAfterthefour-monthstudy,theapplicationoftheInquiryTeachingongrammarteachinghasagreatimpactonstudentsinmanyaspects.Thisstudywilltalkabouttheinfluenceandeffectsonstudents’grammarlearningproficiencyfromthefollowingaspects.Firstofall,thereisnodoubtthatInquiryTeachingisagoodwaytoimprovethestudents’marks.Throughthewholesemester’sapplication,thestudents’finalscoreshaveimprovedalot.Dependonthepre-testandpost-testresults;thestudentsgetamuchhigherscoreintheend.ComparedwiththeCC,theECreachesamuchhigherlever.Thatistosay,thestudentsbenefitalotfromtheInquiryTeaching,andtheirfinalscoresareagoodprooftosupporttheexperiment.53 Secondly,inquiryleaningalsoplaysanimportantroleinimprovethestudentscooperationspirit.DuringInquiryTeaching,thestudentscooperatewiththeirgroupmembers,sotheycandiscussandfindoutsomeusefulmethodstosolvetheirproblems.Thirdly,thestudents’creativeanddependentthinkingabilitiescanalsoreachahigherlevel.Oncethestudentshavethechancetoexploretheanswerswiththeirgroupmembers,theywillstartaheateddiscussion.Thestudentswillmakefulluseoftheiralready-knownknowledgetoelicittheunknownknowledge.Theycanformastatementwhichismorebasedontheirownunderstanding.Iftheirgroupmembersdonotagreewiththeirideas,theywilltrytheirbesttopersuadeotherstudentstoaccepttheirownopinion.Thediscussionwillbelastedforalongtimeuntiltheyfindoutthecorrectanswers.Soallkindsofcreativeandindependentideaswillsproutbytheway.What’smore,InquiryTeachingalsoincreasedthestudents’confidentingrammarlearning.Comparedwiththetraditionalwayofgrammarteaching,thestudentswereallowedtoexpresstheirownideaswhensolvingthecommonproblems.Thisteachingmethodplayedmoreattentiontothestudents’independentandcreativethinking.Theycouldargueanddiscussthegrammarpointswiththeirgroupmembers,allofthemtriedtopersuadethedisagreedstudents.Tosumup,thestudents’comprehensiveabilitieshaveimprovedalotwiththehelpofInquiryTeaching,letalonethestudents’finalscore.Fromtheresultofthepost-test,thestudentsinEChavegotmuchhigherscoresthantheCCstudents.54 SoInquiryTeachinghasformedavirtuouscycleoflearninggrammarandlearningEnglish.TheInquiryTeachingmethodisofgreathelpforthesubjectsintheECtolearngrammareasilyandefficientlyandtoimprovetheirgrammarproficiency.4.2.2DiscussiononChangesontheStudents’InterestsinGrammarLearningFromthebeginningoftheexperiment,boththeECandCCalmostmaintainedthesamelevel.Boththetwoclassesadoptedthetraditionalwayofgrammarteachingbefore.However,afterthewholesemester’sapplicationofInquiryTeachingatEC.Thestudentsshowsahighenthusiasmaboutgrammarlearning.Fromthedatapre-questionnaire,themajorityofstudentswantedtochangethepresentwayofgrammarlearning.Thepre-questionnairehaveshownthatmostteachersadoptedtheoldwayofgrammarteaching,whichneglectedthestudents’requirementsofgrammarlearning.Asaresult,somestudentsloseinterestsingrammarlearning,eventhoughtheyhaverealizedtheimportantofgrammarleaning.Butdependedonthepost-questionnaireandinterview,thestudents’learninginterestshaveimprovedalotinEC.Thatistosay,thestudentslikethenewwayofgrammarteaching.Inreturn,theirhighscoresinthepost-testalsoincreasedtheirlearninginterests.ThestudentsinCCalwaysfeelfrustratedwhentheygetlowscoresaftertheirhard-workingperformance.InEC,whichprovidemoreopportunitiesforstudentstoexplore,thestudentscangetmoreeasilytounderstandandrememberthegrammarpoint.55 Inaddition,throughconstantclassroomobservation,thestudentsstilllearngrammarinatraditionalway,sotheyshowlittleattentiontotheclassroomactivities.Theirteacherthinkslittleofthestudentsinterestswhenteachinggrammarpoint.Sotheviciouscyclebegins.UnliketheCCatmosphere,thestudentsinECtakeanactivepartinthegroupdiscussion.Theirhighlearninginterestscanbewitnessedbytheirheateddiscussion.Fromthequestionnaireandinterview,moststudentswanttolearnEnglishwell,buttheirfinalscorealwaysfrustratedthemafterexamination.Asforthedeepreason,thetraditionalwayofgrammarteachingmethodissoboringthatthestudentscannottakepartintheclassroomdiscussion.Thestudentsjustwritethegrammaticalrulesdown.Soitisimportantforboththeteacherandstudentstofindaneffectivewaytochangethissituation.TheInquiryTeachingaidsthestudentstoexploreknowledgebasedontheirownknowledge.Theteacherjustactsasahelper.WiththehelpofInquiryTeaching,thestudents’interestshaveevokedbytheteachers’inspiration.Duringtheteachingprocess,thestudentwillmakefulluseofindividualstudyandteamwork,sogrammarlearningismuchmoreinterestingthaneverbefore.Unlikethetraditionalwayoflearning,thestudentscannotabsorbknowledgepassively;theybecamethemasteroftheclassroom.Thestudentscanexpresstheirownideasandunderstandingmorefreely,andtheycanalsotakefulladvantageofwhattheyhavelearnedtoexplorenewknowledge.56 Inaword,thisnewteachingmethodismuchmoreeffectivethanthetraditionalteachingmethod.ThestudentsliketheapplicationofInquiryTeaching,andtheirgrammarlearninginterestsimprovedalotthroughInquiryTeaching.57 Chapter5ConclusionThemainpurposeofthisstudyistoinvestigatetheeffectofInquiryTeachingongrammarteaching.ThispapertriestofigureouttherelationshipbetweenInquiryTeachingandgrammarteaching.Inthispart,thestudywillmakeaconclusionaboutthemajorfindings,whichalsocontainspedagogicalimplications,limitationsandsuggestionsforfurtherstudy.5.1MajorFindingsJustlikewhattheauthorthrewlightonthefirstchapterthatthepurposeofthisthesisistoverifytheinfluenceandeffectivenessofInquiryTeachingongrammarlearning.Afteraseriesoftestsanddatacollections,notonlythestudentsbutalsotheteachershavewitnessedtheeffectivenessoftheInquiryTeachingApproach.Inlastchapter,theresultsofalltheinstrumentshavebeendiscussedlogically.Reliedonthelogicaldataanalyses,thisstudycanreasonablycometotheconclusionthattheapplicationsofInquiryTeachingongrammarteachinginhighschoolhavereachedthestandardofNationalNewCurriculum.Themajorfindingswillbelistinthefollowingpart.Firstofall,theapplicationofInquiryTeachingongrammarteachingisveryuseful,asitreallyhelpsstudentslearnandusethegrammarpointstoexpresstheirownfeelingindailycommunication.Beforeclass,boththeteachersandthestudentshavetomakewellpreparationforthenewlesson.Littlebylittle,InquiryTeachingteachingmethodhelpsthestudentsformagoodlearninghabit.Itiswellknownthat58 theorycomesfrompractice,andpracticebeusedtosupportthetheoryinreturn.TheapplicationsofInquiryTeachingongrammarteachinghavebeenprovedbothintheoryandpractice.Thestudentsintheexperimentalclassshowhighenthusiasmaboutgrammarlearning.Inaddition,thestudents’comprehensiveabilitycanalsobeimprovedduringtheexperiment.InquiryTeachingalsoadvocatesthenewroleofbothteachersandstudents.Comparedwiththetraditionalwayofgrammarteachingatmosphere,thestudents’involvementshavebeenimprovedalot.Thestudentturnsintotheowneroftheirclassroomlearning.Theytakeanactivepartinthegrammarlearning;meanwhiletheteachersserveasanorganizer,guide,helperandassessor.Thestudentshavebecomethecenteroftheclass.Theymakethefulluseoftheteamworkspirittoexploreknowledgewiththehelpoftheirgroupmembers.SotheInquiryTeachingishelpfultocultivatethestudents’comprehensiveabilities.Students’intelligentandindependentcharactershavebeenplayedtothefullestpotential.Secondly,theresultsofpre-testandpost-testalsoshowthattheInquiryTeachingcanimprovethestudents’grammaticallevel.Afterthewholesemester’sexperiment,thestudents’academicachievementshavebeenimprovedalot.Comparedtothecontrolclass,thescoreofexperimentalclasshavebeenimprovedinallaspects,includingtheaveragescore,andthehighestscore.Atthesametime,thestudentsinexperimentalclassarealsosatisfiedwiththeirfinalscores.Wecouldgetthestudents’improvementinEnglishgrammarlearningthroughobservingthechangeofthetwotests.59 Allinall,theInquiryTeachingisusefulteachingmethodwhichshouldbeadvocatedbyhighschoolEnglishteacher.Foritcannotonlyhelpstudents’formagoodlearninghabit,butalsoimprovetheirscoresandconfidence.5.2PedagogicalImplicationsTheapplicationoftheInquiryTeachinghasreallyproducedapositiveinfluencetohighschoolstudents.Sincethisstudyattemptstosolvetheprobleminhighschoolgrammarteaching,thismethodshouldbeadvocatedbyhighschoolinapracticallyway.Therearesomepedagogicalimplications:Firstly,eachstudenthasdifferentpersonality,sotheymaynotstayinthesamelevel.Consequently,whentheteacherattemptstoadoptanewwayofteaching,theyneedtogivethestudentsenoughtimetoadaptit,sotheteacherneedtotakethestudents’cognitiveandpsychologicalleverintoseriousconsideration.Onlyinthiswaycanstudentsacceptthenewteachingmethodgradually.Everystudentlikeshumanisticeducation,somakesurethattheywillnotcompeltochangetheoldwayofteaching.Secondly,astheproverbsays“Teachingassociatestofishratherthansimplygivingthemafish.”SoduringInquiryTeaching,theteachershavetheresponsibilitytocultivatethestudents’explorationabilities,andguidethemtoformgoodlearninghabits.Asfortheteacher,thelearningmaterialshouldbecarefullychosen,becauseInquiryTeachingsetahigherdemandforEnglishteachers.Theteachersneedtoprepareallkindsoflearninginadvance,andmakefulluseofthestudents’feedbacktoreviseandimprovetheirguidanceproblem.Asforthestudents,InquiryTeaching60 demandsthemtoreleasetheirpotentialabilities,sotheyneedtoreviewandpreviewthelessonintime.Lastly,whenteachinggrammar,teachersshouldabidebytheprincipleofgradualimprovement,becausethestudentstakeinthenewknowledgestepbystep.Sothelearningprocessshouldfollowthedevelopmentofstudents’cognitiveabilities.Inconsiderationofstudents’learningcapacity,controllingthedifficultylevelisgoodforthelearners.Insummary,theInquiryTeachingongrammarteachingisusefulforthestudentsinhighschool.Itisalsoaneffectivemethodwhichisadvocatebynationalnewcurriculumreform.5.3LimitationsoftheStudyThisthesishascarriedoutanewgrammarteachingmodelwhichisbasedontheInquiryTeaching,andthestudyshowsthattheInquiryTeachingongrammarteachingproducesagreatinfluenceontheeffectofgrammarlearning.Theresultsofthedatacollectionclearlyindicatethatthisnewteachingmethodiseffective.However,therearestillsomelimitationsandproblemsinthisresearch.Firstly,thestudyshowsthattheauthorputforwardtheInquiryTeachingintheEC,buttheauthordidn’ttakethestudents’motivationanddifferencesintoseriousconsideration.Thenon-cognitivefactoralsoplaysanimportantroleinstudents’grammarlearning.Allthosenon-cognitivefactorscouldalsoinfluencethefinalresults.ItisinevitablythatsomestudentsinECstillusethetraditionalwayof61 learning,sotheirpost-testscoremaybeaffectedtosomeextent.Sothevalidityoftheexperimentmaybeaffectedintheend.Secondly,thereare98studentsintotaltookpartintheexperiment.Fromtheperspectiveofstatisticalanalyses,thescaleofthesubjectsisinasmallscale.Thestudents’originalEnglishlevelisdifferent;becausesomestudentscomefrombigcitieswhoseEnglishlevelismuchhigherthanthestudentsfromcountryside.Thesubjectdidnotchangeatrandomduetosomereasons.Dependontheabovefactors;thesamplecannotreflecttheaverageperformanceofalltheseniorhighschoolstudentsinChina.Finally,theexperimentonlylastforfivemonths,sothetimeistoolimitedthattheauthorcannotexploreandstudytheresultmorespecifically.What’smore,thestudents’abilitiesaredifferent,sosomestudentscannotmakefulluseoftheInquiryTeachingongrammarteaching.Besides,theInquiryTeachingrequireshigherdemandforbothteachersandstudents.Theteacherneedstomakewellpreparationforthegrammarpointsinadvance.Apartfromthis,theteachersalsoneedtotakethestudents’levelintoseriousconsideration.5.4SuggestionsforFurtherResearchThereisnodenyingatthefactthattherearesomelimitationsinthisthesis,theresultofthestudyhavebeenprovedintheabovechapter.Asawhole,InquiryTeachingisausefullearningmethodongrammarteaching.Itplaysanactivepartinthestudents’grammarlearning.Thisstudy,toalargedegree,isofgreatsignificance62 forEnglishgrammarinstructioninseniorhighschool.However,alotoffurtherresearchesandstudiesneedtobedone.Hence,therearesomesuggestionsforthefurtherstudy.Firstly,accordingtotherealityofapplication,itisnecessaryfortheteachertolearnhowtoevokestudents’curiositiesbyraisingsomeinterestingquestions.Theymaysetafamiliardailylifesituationtogetthestudentsfeelmorecloselytothelearningmaterials.Secondly,thisthesishasbuiltanewteachingmodel,whichattemptstousethenewEnglishgrammarteachingmethodintheseniorhighschoolandimprovetheefficiencyofgrammarteaching.Thenwecanexploremoreonhowtoimprovetheefficiencyofgrammarteaching.Atthesametime,thefurtherstudycanconnecttheInquiryTeachingwithothertypeclassesofEnglishteaching.Lastly,sinceparticipantsinthestudycomefromasmallcounty,sotheirbackgroundknowledgeandEnglishleveldifferfromthosewhocomefrombigcities.Asaresult,theycannotrepresentallstudentsindifferentsituations.Moreover,becausethesubjectsinthestudyarefromthesameschool,sothesampleisnotbigenough.Inthefutureresearch,iftheexperimentcouldputforwardinalargescale,suchasmoreschoolsfromdifferentprovinces,theresultswouldbemorecrediblethanpresent.Thiswouldmakeagreatcontributiontothestudentsinhighschool.Inthefuture,thefurtherstudyshouldpaymoreattentiontothescaleofsample,andtheyhadbetterchoosemorestudentsindifferentlevels.63 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期.任长松(RenChangsong).(2005).探究性学习18条原则.福州：福建教育出版社.舒白梅(ShuBaimei).(2013).现代外语教育学.上海：上海外语教育出版社.文秋芳(WenQiufang).(2000).英语学习策略论.上海：外语教育出版社.叶澜，杨小微(YeLan&YangXiaowei).(2007).教育学原理.第1版:人民教育出版社.袁昌寰(YuanChangyuan).(2002).研究性学习在高中英语教学中的实施.课程、教材、教法.第2期.66 AppendixApre-questionnaire英语语法教学调查问卷表为了深入了解学生对于语法教学的态度、困难和期望，我们选取高一一个班级的学生进行问卷调查。本调查仅为研究所用，不会对学生造成任何影响，请如实填写，不计姓名，谢谢！每道题均为单选题，请将符合自己选项的方框里打“∨”。选非常不确不同非常不题项同意目同意定意同意1.我喜欢学习英语。2.我会在课下时间主动学习英语。3.我认为语法在高中很重要。4.我认为高中语法比较难，语法是我学习英语的一大障碍。5.老师在课堂上会罗列很多语法规则，以便课下背诵。6.我是通过反复背诵语法规则来学习语法。7.老师在课上所讲的语法知识点我都能接受并掌握。8.我能在课堂上积极回答问题。9.我喜欢目前的语法教学方法。10.除了目前的语法教学方法，我还希望老师探索新的语法教学方法。67 AppendixBPost-questionnaire亲爱的同学:你好!本调查问卷旨在调查同学们对于探究性教学在语法课堂中运用的效果及其态度。本调查仅为研究所用，不会对学生造成任何影响，请如实填写，不计姓名，谢谢！每道题均为单选题，请将符合自己选项的方框里打“∨”。选非常非常不确不同题项同意不同目同意定意意1.我喜欢学习英语。2.我会在课下时间主动学习英语。3.我喜欢学习英语语法。4.现在学习英语语法时我不再机械性地背诵语法规则。5.现在我认为语法学习很有趣。6.我现在能参与到课堂的讨论中。7.学生在课堂上的自主探究让我对语法产生兴趣，课堂上老师的语法教学能吸引我的注意力。8.我喜欢现在的语法教学方式。9.我能运用以前学过的知识进行探究。10.我希望老师能继续采用现在的方法来进行语法教学。68 AppendixCInterviewQuestions1.你在英语学习中最大的障碍是什么？2.你以前是怎样学习语法的？3.你认为本学期的英语语法教学方法与以前的教学方法有差别么？差别在哪里?4.你喜欢现在所采用的语法教学形式吗？这种方法让你感觉语法学习比以前更感兴趣吗？69 AppendixDPre-testPre-test一.完形填空（共20小题：每小题2分，满分40分）阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。An11-year-oldboy,HenryPatterson,soldmanure(肥料)beforeandlatermovedontosweets.TheboyfromEnglandfoundedhisown__1__,SherbertPip,sellingbasketsof_2_andcreativechocolate.Nowheis_3__morethan£1,000perweek.Hissweetshophas_4__intoachildren’slifestylebrandcalledNotBeforeTea,which_5__sellsbags,pens,clothesandhisfirstpublishedbook.Pattersonbeganhisfirst_6__attheageofseven,whenhestartedsellingbagsof_7_for£1.Hesaid,“Istarted_8__businessideaswhenIwasfive.ThenIstartedsellingmature.Ilovedit,evenifithada(n)_9__smell.”HethensetupaneBaystoresellingitemshehadthoughtfromcharityshops.“Myfriendscouldn’t__10_itwhenIsetupthesweetshop,”Pattersonsaid.“ButIdon’tthinktheywerereally_11_becauseIhadsetupmyotherbusinessbefore.They_12__mybusinessadventures,butIdon’t_13__moneyortalkaboutmybusinesstoomuch.”Patterson’sfirstbook,PipGetsaJob,isaboutamousewhotriestomakehimself_14__intheshop.The11-year-oldboysaidabouthisbook,“Ithinkchildrenwill_15_thestory,becausetheymayhavethe_16_tobehelpfulafterreadingit.”70 The_17_businessmantoldusthathisannualsaleswereover£65,000.Besides,his_18_arenowstocked(存货)bymorethan70different_19_includingFenwickandNotontheHighStreet.Afterusinghismoneytobuyhimselfalittledog,Pattersonhasnowstartedhisown_20_onYouTube,broadcastingforchildren.1.A.factoryB.storeC.groupD.webside2.A.candiesB.flowersC.fruitsD.clothes3.A.spendingB.earningC.borrowingD.lending4.A.dividedB.carriedC.developedD.recorded5.A.exactlyB.probablyC.frequentlyD.mainly6.A.careerB.creationC.bookD.business7.A.manureB.sweetsC.pensD.chocolate8.A.learningfromB.payingattentionC.discussingD.cominguptoaboutwith9.A.specialB.unpleasantC.niceD.unknown10.A.realizeB.believeC.affordD.make11.A.surprisedB.interestedC.frightenedD.excited12.A.supportB.dislikeC.refuseD.understand13.A.wasteB.donateC.saveD.mention14.A.cleverB.prettyC.usefulD.proud15.A.misunderstandB.loveC.introduceD.write16.A.confidenceB.chanceC.honorD.excuse71 17.A.poorB.successfulC.suitableD.skillful18.A.groceriesB.brandsC.productsD.names19.A.governmentsB.countriesC.universitiesD.companies20.A.advertisementB.campaignC.projectD.channel二．阅读下面材料，再空白处填入适当的内容（不多于三个单词）或用括号内单词的正确形式填空。(每小题1.5分，满分15分)FallinlovewithEnglish1._____(hide)behindtheloose2____(dust)curtain,ateenagerpackeduphisovercoatintothesuitcase.Heplannedtoleavehomeatdusk3____therewasthunderandlightningoutdoors.Hehadgottodothisbecausehewastired4____hisparents’naggingabouthisEnglishstudyanddidnotwanttogothrough5_____anylonger.Hecouldn’tgetalongwellwithEnglishanddislikejoininginEnglishclassesbecausehethoughthisteacherignoredhimonpurpose.As6____result,hisscoreineachexamneveraddeduptoover60.Becauseofthesereasons,hedidn’twanttogotoschoolanddecidedtoleavehomeatonce.Hispartner,Anny,gotthenewsandwasconcernedabouthimverymuch.Sheunderstoodexactly7____hewassufferingfrom,but8____(entire)disagreedwithhisidea.Inordertocalmhimdownandsettlehisproblem,shetalkedwithhimfacetofaceandaseriesoflearningtips9____(swap)withhim.Theitems10____shesetdownhelpedhimfindthewaytostudyEnglishwell.Finally,withthehelpofhispartner,hefellinlovewithEnglish.72 三．短文改错假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写下的作文。文中有10处错误，每句中最多有两处。错误涉及一个单词的增加，删除或修改。增加：在缺词处加一个漏字符，并在其下边写处该加的词。删除：把多余的词用斜线划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。注注意：1.每处错误及其修改均仅限一词。2.只允许修改10处，多者（从第11处起）不记分。Everyoneneedsfriends.Friendsplayanimportantpartinourlives.Althoughyounaytakethefriendshipforgranted,youoftendon’ttrueknowhowtomakefriends.Tomakefriends,youmustbefriendlytoothers.Smilingatothersandyouaresuretogetasmileinreturn.Youshouldtrytomakeastrangerfellathomewheneverhehappenstobe.Thinklessofothersthanofyourselfandneverjudgeapersonbyhiappearanceorclothes.Neverbelieveinthosewholeavesyouwhenyoumeetdifficulties.Andneverleaveyourfriendswhenheisinthetrouble.Rememberafriendinneedisafriendindeed.Actually,thereisnopleasurelivingwithoutagoodfriend.Therefore,notallofuscanrealizeit.Allinall,friendsshouldbefaithfultoeachother.Onlywhenyoucanputyourfriend’sinterestsinfrontofyours,youhavealotofgoodfriends.73 AppendixEPost-test一.完形填空（共20小题：每小题2分，满分40分）阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。WhenIwasonlynineyearsold,mydadsaidhewouldworkinPuertoRicoforthreeyears.In_1_theonlyreasonwhyhe_2__toleaveuswasthathewantedtomakeafortune(财富).Atthatage,Icoulddo_3__butthinkitwasmyfaultandjustsaidokay.Thenextdaycameso_4__thatmycheekswereredandtearsrandownmyface.Ineverthoughtthisdaywould_5__.Whydidithurtsomuch?Acoupleofmonths_6__andIneverstopped_7__him.ThenextdaycamewhenmymomsatmedownandIcouldalreadytellsomethingwasgoingonbythe_8__intheroom.MymomaskedmeifIwouldliketoseemydad.Withtearsrunningdownmyface,Itoldhermydadwasalways_9__tomeinmydreams,butIcould_10__nobodywhenIwokeup.Ibeganto_11__whetheritisrightforustobe_12__withmydeardadfarawayfromhome.Iwasscared(害怕的)of_13__.EventodayIamscaredtoget_14__.Itend(倾向于)topushpeopleaway_15__Idon’twanttogettooattached(依恋的)andthenthesamethinghappensalloveragain.IfeellikeIcan’tmoveonbecauseofthehurtIwentthrough_16_mydadaccompanying(陪伴)me.Ihavea_17__ofpeoplecomingintomylifeand_18__sosoon.SometimesI74 findloveinallthewrongplaces.Iwanttotellmy_19__thatmygrowthiswaitingforhisgoingwithmeratherthanthe_20__heearnsforus.1.A.powerB.angerC.orderD.fact2.A.choseB.forgetC.regrettedD.learned3.A.somethingB.nothingC.anythingD.everything4.A.wellB.safelyC.busilyD.fast5.A.endB.comeC.workD.run6.A.passedbyB.turnedupC.tookoffD.pickedup7.A.hatingB.judgingC.missingD.asking8.A.warmthB.silenceC.cleannessD.space9.A.pointingB.shoutingC.talkingD.agreeing10.A.sendB.considerC.teachD.touch11.A.hopeB.dreamC.suggestD.doubt12.A.richB.easyC.politeD.important13.A.rudenessB.brightnessC.lonelinessD.sickness14.A.calmB.hurtC.proudD.ready15.A.untilB.thoughC.beforeD.because16.A.withoutB.againstC.oppositeD.beside17.A.topicB.fearC.speechD.mark18.A.workingB.answeringC.thinkingD.leaving19.A.dadB.brotherC.uncleD.neighbor75 20.A.painB.kindnessC.moneyD.advice二、阅读下面材料，再空白处填入适当的内容（不多于三个单词）或用括号内单词的正确形式填空。(每小题1.5分，满分15分)Iwasflyingbacktomyhometownandsatnexttoanoldlady,_1__agewasabout70.Icouldseethatshewasfrightened.Theairhostesspointedtothebagthatbelongedtoherandtriedtopersuadeher_2__(put)itonthefloorbutsherefusedtodosoandhelditonherlap.Itseemedas_3__thethingsinthebagwerevery_4__(value).Istartedchattingandtoldheraboutthebirthofmygrandson,etc.Shestartedtalkingaboutherlife.ShesaidSanFrancisco,whereshewasliving,wasaverygoodcoastalcity.Isaidtoher,“Howareyounow?”Theoldladydidn’thearmeclearlyandIaskedheragainhowshewas_5__.Shesaidshewassufferingalotbecauseofherheartdisease(心脏病)andhowshehopedshecouldrecover_6__it.Shealsotoldmeshe_7__(meet)herdaughterandgranddaughterattheairportwheretheplanewouldland.Andsheplannedtomake_8__ofthetimetoseesomeofherrelativesinthecity.Beforeweknewit,theflightwasover.Ialsohelpedhercollectherluggage_9__(willing)andshecouldn’tthankmeenough,especiallyforthechat.Onourwayout,Iwavedandshepointedveryproudlytothetwopeoplewith_10__shewasstandingtogetherandmouthedthatthosewereherdaughterandgranddaughter.Shekeptonturningbackandwavinguntilwecouldn’tseeeachotheranylonger.Ibelievewehavetotryandmakeadifferencetootherpeople’slifethoughwewillneverseethemagain!76 三、短文改错假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写下的作文。文中有10处错误，每句中最多有两处。错误涉及一个单词的增加，删除或修改。增加：在缺词处加一个漏字符，并在其下边写处该加的词。删除：把多余的词用斜线划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。注意：1.每处错误及其修改均仅限一词。2.只允许修改10处，多者（从第11处起）不记分。Ourschoolissetupin1990anditliesinthecitycenter.Thoughthereweregreentreesandflowersgrowinghereandthere,itisknownasa“GreenCampus”.Theyare60classeswith3200studentsinit.Whenyouentertheschool,youcanseethelibrarywithover200,000books.Inthesciencehall,therearesomephysicsandchemistrylabsandfoursoundlabs.Theteachingbuildingcanholdsixtyclass.NowI’mstudyinginClass2,Grade1.Ihavegotusedoverthenewenvironmentandgetalongquitewellmyclassmates.ThemainlysubjectsincludeChinese,math,English,physics,chemistryandcomputerscience.Ofallthesubjects,IlikeEnglishbetter.AndIamverymuchgoodatit.Inmysparetime,Ienjoylistentopopularmusic,swimmingandskating.77