交际教学法在高中英语语法教学中应用情况的调查与研究 98页

AstudyoftheAPplieationofCommunicativeLanguageTeaching加SeniorHighEnglishGrammarTeaehingCaoXiaojuanAThesisSubmittedinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducationlnEnglishEdueationTianjinNormalUniVersityMay2011 AbstraCtWiththedeveloPmentofeeonomyandglobalization，EnglishbeeomesmoreandmorePoPularandsignifieantinChina，andit15imPerativetodeveloPlearners’EnglishcommunieativeeomPetenee.English15aforeignlangUageforChinesePeoPleandthere15alaekofenvironmenttoProvidestUdentswithenoughEnglishinPutandtheoPPo血nitytouseEnglishinChina，unlikethatintheeountrywhereEnglish15themothertongueorsecondlanguage.ThestudentsinChinastudyEnglishbyleamingnotbyaequisition:thereforethestudyofgrammarbeeomesaneeessaryPartforChineselanguagele姗erstoaehievecommunicativeeomPetence.However，thetraditionalgrammarteaehingmcthodsarefarfromtherequirementofthePresentsituation.WiththeintroduetionofCommunieativeLanguageTeaehinginthelate19705，manyChineseexPertsbegantotryaPPlyingCommunieativeLanguageTeaehingingrammarteaehing，whiehhasProvidedsometheoretiealandPraetiealfoundation.ButdotheteachersinChinareallyapPlyCommunieativeLanguageTeachingtograrnmarteaching?HowdotheyaPPlyCommunieativeLanguageTeachingtogrammarteaching?WhataretheProblemstheteaehersconfrontintheProeessofthisaPPlieation?What’retheadvantagesanddisadvantagesabouteommunieativegrammarteaching?ThisPaper15intendedtomakeaninvestigationoftheapPlieationofConununicativeLanguageTeachingtogra力nlnarteaching，takingtheteaehersandstudentsinXinhuaMiddleSehool， No.1MiddleSehool，TianjinExPerimentalSehool，andTheAttaehedHighSehooltoNankaiUniversity，theAttachedHighSehooltoTianjinUniversity，YuhongMiddleSehoolandNo.25MiddleSehoolinTianjinasthesubjects.Questionnaires，elassroomobservationandinterviewareadoPtedtocolleetthedata.Fromthisinvestigation，theeurrentsituationaboutgrammarleamingandteaehingandtheapPlieationofCommunicativeLanguageTeaehingtogra们几rnarteaehingarefound，andthentheauthordiseussestheProblemsteaeherseonfrontineommunicativegrammarteachingfromtheasPeetsofevaluationsystem，teaehingeonditions，teaehersandstudentsandeomesuPwithsomefeasibleadviee.It15sineerelyexPeetedthatthisthesiseangivesomeintrosPeetiontoteacherstoteaehgrammar，andfindanaPProPriatewayforChinesestudentstolearngrammar，andeanbuildaneffeetivewayforresearehersoncommunicativegrammarteaching.Keywords:grammarteaehingCommunieativeLangnageTeaehingeommunieativegrarn们narteaehingeolr『nunicativecomPetence 摘要随着经济和全球化的发展，培养和提高学生的英语语言交际能力就显得非常迫切。基于英语在中国是外语，缺乏真实的语言环境，中国学生英语语言的获得更多靠的是“学习”而不是“习得”，所以语法仍然是中国学生学习英语所必须的工具。然而传统的教学法已不能适应现在的社会需求。70年代末，交际教学法被介绍到中国，中国一些教育工作者开始探索如何在语法教学中引入交际教学法，为中国英语语法教学提供了一定的理论和实践启示。但是交际法在我国实施多年以来，中学教师是否真正将交际教学法应用到了语法教学的实践中?应用情况到底如何?笔者深入教学一线，以天津新华中学、第一中学、实验中学、南开大学附属中学、天津大学附属中学、育红中学和第二十五中学的高中师生为调查对象，通过问卷、课堂观察、访谈的方式对高中英语语法教学中交际教学法的应用情况进行研究，着重分析在交际语法教学中出现的问题，并从评价体系、中国教学环境、教师、学生等方面进行反思，并提出了可行性建议，希望能够开拓出一条适合中国学生的交际语法教学的道路，丰富和充实外语教学理论，提高高中英语语法教学水平和教学效果，提高学生的交际能力。关键词:语法教学交际教学法交际语法教学交际能力 Aeknowledgements1havereeeivedalotgenerousguidanceandvaluableadvieewhilewritingthisthesis.1amhaPPytohavethisoPPortunitytoexPressmysineerethankstoallthosewhohaveofferedmehelP，eneouragementandsuggestions.Firstandforemost，1wouldliketoexPressmysineereaPPreciationtoProfessorGong，mysuPervisor，forhereonstanteneouragement，valuableadviee，andusefulfeedbaek.IlerexcellentacademiestylewillalwaysencouragemetomakegreateffortsandsteadyProgressinmyaeademiePursuits.Also，1amdeePlyindebtedtoalltheProfessorswhotaughtmedi月贻renteoursesandhelPedmemakerapidaeademieProgressduringmytwoyearsofPostgraduatestudyatForeignLanguagesCollegeofTianjinNormalUniversity.Inaddition，1owePartieulargratitudetotheteaehersandstudentsintheAttachedHighSchooltoNanLkaiUniversity，theAttaehedHighSehooltoTianjinUniversity，YuhongMiddleSchool，No.25MiddleSehool，XinhuaMiddleSchool，No.1MiddleSehoolandTianjinExPerimentalSchool.ItwasthemwhohelPedmetofinishthequestiotinaires，elassroomobservationandinterview.1wouldalsoliketothaxlkmybest角endsandroommateswhothoughtful，eonsiderateandhe1Pful.TheygavemetheircommentssuggestionsaboutmyPaPer.Finally，myProfoundthanksareduetomybelovedfanlilyforeontinuoussuPPortandeneouragemeni，withoutwhich1eouldn，thavesuehaehievementsinmystudyatTianjinNormalUniversity. I认bleofContentsChaPter1Intr0ducti0n............................................................……11.1ResearchBackground.......................................................……11.2PurposeoftheResearch.....……，.…，.....................................……21.3OrganizationoftheThesis...................................................……3ChaPter2LiteratureReview....……，.......................................……，二42.1CommunicativcLanguageTeaching....……，...........................……42.1.1CommunicativeCompetence..........................................……42.1.2TheHistoriealBaekgroundandDeveloPmentofCommunieativeLangUageTeaching.....................................................……52.1，3TwoVersionsofCommunieativeLangUageTeaching..........……，…72.1.4PrineiPlesandCharacteristicsofCommunieativeLanguageTeaching.................................................................……82.2GrallllnarandGrammarTeaching..............................................……，112.2.1TheDefinition0fGrammar...........................................................……112.2.2Gralnn几arTeaching........................................................……132.3IntegratingGrammarTeaehingwithCornrnunieativeLanguageTeaching....................................................................……202.3.1TheThe0retica1Bases.................................................……202.3.2StUdiesonIntegratingGranomarTeachingwithCommunicativeLangUageTeaching....................……，..........................……222.3.3ModelsofGrammaxTeachingBasedonCommunicativeLangU多geTeaching.................................................................……25Chapter3ResearchDesign......................................................……283.1Subjects......................................................................……283.2ExPerimentalInstrument......................................……，......……293.2.1Questionnaire……，.................................................……，…293.2.2ClassroomObservation.............................................……、.、303.2.3Interview................................................................……31 3.3ProceduresoftheStudy...............................................……，..…313.3.1TheDataColleetionofQuestionnail·es..............................……323.3.2TheDataColleetionofClassroomObservation.......……，......……323.3.3TheDataColleetionoflnterview二，...........……，...........……，.…33ChaPtcr4DataAnalysis..............................···························……344.1AnalysisofthcQuestionnaires，.‘.，……、............................................……344.1.1AllalysisoftheTeaehers’Questionnaires.....……，..........................……344.1.2AnalysisoftheStudents’Questi0Imaires............................……444.1.3SummaryoftheAnalysisoftheQuestionnaires...................……534.2AnalysisofthcClassroomObservatfon..................................……554.2一salnple一:thePresentSimpleTenseandthepresentContinuous1七nse................................................................……，.....................……554.2.2SamPleZ:Non一finiteVel-b(PartieiPles，Gerund，Infinitives)..…，..…574.2.3SamPle3:FiveBasieSenteneeStrueturesandModalVerbs.……，二604.2.4SamPle4:theRevisionGraln们narLessons...........……，.......……624.2.5SamPles:theTreatmentofGrammarinListening，SPeaking，ReadingandWriting，..........……、......……，..............................……624.2.6SummaryoftheAnalysisoftheClassroomObservation.........……634.3AnalysisoftheInterview…，...............................................……644.3.1AnalysisoftheInterviewwiththeTeaehers.…，……，..…，......……644.3.2AnalysisoftheInterviewwiththeStudents...........……，.......……664.3.3Su们n们naryoftheAnalysisofthelnierview.......................……，二66ChaPter5FindingsandSuggesti0ns...........................................……85.1Findingsinthehivestigation....……，..............……，..................……685.1.1MainFindings...........................................................……685.1.2FactorsAffectingtheAPPlicationofConununicativeLanguageTeachinginGraln们。arTeaching..........................................……695‘2Suggestions..................................................................……725.2.1DevelopinganEffectiveAssessingSystem........................……725.2.2ImProvingtheTeachingConditioninChina.......................……72 5.2.3ImProvingTeaehers’OverallAbility................................……，735.2.4CllangingTeachers’TeachingMcthodofogy，......................……735.2.5BaiancingCommunicativeLanguageTeaehingwithTraditionalTeachingMethods.....................................................……745.2.6ThreeModelswiththeAPPlicationofCLTinGrammarTeaehing…74Chapter6Conclusion、............................................................……826.1C0nc1usi0ns...................................................................……826.2Limitati0ns......................……，.......................................……83References......................................……，.，.……。....................……84Appendix1QuestionnalresforTeachers......................................……88AppendixnQuestionnairesforStudents.....................................……0AppendixnlExtracts.............................................................……92AppendixIVInterview.............................................................……93 ChaPter1Introduction1.1ResearehBaekgroundThestatusofgrammarteaehinghasalwaysbeenaeontroversialtoPieinEnglishteachinginChinathesesdays.AsEnglish15aforeignlan邵lageandthere15alackofEnglishcontexttoProvidestudentswithenoughEnglishinPutandtheoPPortunitytouseEnglishinChina，unlikethatinthecountrywhereEnglish15themothertongueorseeondlanguage.TheChinesestudentsstUdyEnglishbyleamingnotbyaequisition.ThereforethestUdyofgrammar15neeessaryforChineselanguageleamerstoaehieveeommunieativeeomPetenee(Cui&Luo2006).ButhowdotheteachersteaehgrammarinChina?Forsometeaehers，Grammar-TranslationMethod15stilldominant，andgrammar15highlyvalued.Undertheguidaneeofteachers，studentsjustmemorizetherulesofsomegrammatiealitemsanddoanumberofexereises，asaresult，theybeeomeexPertsinanalyZingthesentencestructureanddoingmultiPleehoices，butmanystudentseouldnoteommunieateinEnglishwithothersevenaftermanyyearsEnglishstUdy.Grarnrnarle姗ingbeeomesboringandineffeetive.Forsomeothers，withtheintroduetionofCommunicativeLangUageTeaching，theytotallyneglectgranllnarteachinginPublietoeatehuPwithCommunieativeLanguageTeaching，asaresult，manystudentsmakeungrammatiealsenteneesandmaketoomanymistakesintheirwritingandsPeaking.It15imPerativetodeveloPaneffectivemethodtoteaehgrammar.Since CommunieativeLanguageTeaehingeameoutinlate19605，manylinguistshavetriedtointegrategrammarteaehingwiththeaPPlieationofCLT.Celee一Murcia(1991)holdsthatgrammar15atoolorresoureetoeomPrehendlanguageandtosPeakandwrite…andgrammarteaehingshouldberelatedtomeaning，societyanddiscourse.LiGuan扒(1995)ProPosed”theCommunicativeLanguageTeaehingwithChinacharaeteristies”.In2001，StandardsofNewNational百刀glishCurriculumwasPublishedbytheStateEdueationMinistry.Itstates:‘，theultimategoalofE刀glishteaehingduringtheelementa尽edueationstageistotrainthestudents’overallabili妙touseEngll’shinrealeommunieation.”Grammar，asaPartofit，Providesthebasestoachievethisgoal(StateEdueationMinistry2001:6)、1.2PurPoseoftheResearehIthasbeenmanyyearssincetheeommunicativegrammarteachingwasPutforward.ThisPaperintendstoinvestigatethePresentsituationinEnglishgranuarteachingclassroomtofurthertestifytheapPlieationofCollllnunieativeLanguageTeaehingingrammarteaching:(1)whethertheteaehersreallyapPlyCommunieativeLanguageTeachingtoEnglishgrammarteaehing;(2)howtheyaPPlyCornlnunieativeLangUageTeaehingtoEnglishgrammarteaehing:(3)whatProblemstheteaeherseonfrontintheProeessofapPlyingComLmunieativeLanguageTeaehingtogramarteaching: (4)whattheadvantagesanddisadvantagesofeommunieativegra们nrnarteaehingate.It15sineerelyexPeetedthatthisPaPerwouldgivesomeimPlieationandintrosPeetiontotheteachersingrammarteaehing，andfindawayaPProPriateforChinesestudentsineommunicativegrammarlearning，andhelPstudentsmastergrammaticalknowledgemoreeffeetively50thattheymayimProvetheiroverallabilitytouseEnglishinrealeommunieation，andbuildaneffeetivewayforresearehersoneommunieativegrammarteaehing.1.3Organ往ationoftheThesisThisthesis15eomPosedofsixehaPters，withtheintroduetioninehapter1.ChaPter215tohaveahistoriealreviewofthegrammarteaehing，CommunieativeLanguageTeaehingandtheeombinationofgrammarteaehingandCommunieativeLanguageTeaching，whichservesasthetheoretiealbasis.Chapter315thegeneralintroduetionoftheresearchdesign，inwhichthreewaysareadoPtedfordataeolleetion一questionnaires，elassroomobservationandinterviewtoinvestigatetheaPPlieationofCornn八unieativeLanguageTeachingtoEnglishteaehing.Chapter415themajorP叭withdetailedanalysisofthedatafromquestionnaires，elassroomobservationandinterview.ChaPter515toanalyZeanddiscussthemainfindingsofthisinvestigationandthenPutforwaulsomesuggestionsfortheaPPlicationofCommunicativeLanguageTeaehingtofindaneffectivewayforthegrammarteaehing.Chapter6makesaeonelusionofthisthesisandPointsoutsomelimitationsofthestudy. ChaPter2LiteratureRevieW2.1CommunieativeLanguageTeaehingCommunieativelanguageteaehing15alsoealledCommunieativeAPProaeh.It15anaPProaehtoforeignorseeondlanguageteaehingwhich15basedontheoPinionthat“langnage15communieation，，andholdsthatthegoaloflanguagelearning15“eommunieativeeomPetence，’(H刃11es1972).2.1.1CommunieativeComPeteneeHyllles(1972)eoined“eommunicativeeomPetenee，，，whichinvolvedsoeialalideulturalelemel一tsintolanguage，inordertocontrasta“eo们nlllunicativeview，，oflanguageandChomsky，s“linguistieeomPetenee”(Hynles1972，eitedinRichards&Rodgers2001:159).ChomskymadeadistinctionbetweenlinguistiecomPetenee(alanguageuser，5underlyingknowledgeaboutthesystemofrules)andlinguisticPerformance(theaetualuseoflanguageineoneretesituations)(Chomsky1965，eitedinHu2007:21).HeheldthatthelinguistshouldbeconeemedwiththelinguistieeomPeteneenotthelingUistiePerformanee.Hyllles’eommunieativeeomPeteneeoffereda·muehmoreeomPrehensiveviewthanChomsky’sregarding:1.whether(andtowhat改?g，.ee)s口methingisform“llrPossl’ble，’2.whether(andtowhat决茗ree)something15feasibleinvirtueofthemeansofimplementationavailable，.3.whether(andtowhatdeg理e)somethingis月月，户刀夕riate(adequate，h伪哪乃‘suceessful)inrelationtoaeontextinwhiehit15ltsedandevaluated，·4.whether(andtowhat决茗ree)50脚ethingl’sinfaetdone，aetuallrPerformed，andwhatitsdoingentails.(Hymes1972:281)BasedonHyllles’CommunieativeComPetenee”，CanaleandSwain(1980) extendeditintofourdimensions:1.GrammatiealeomPetenee，whieh15similartoHyllles’“formallyPossible，，andincludeslexicon，syntaxandsemanties.2.Soeio一lingUistieeolnPetenee，whieh15theabilitytounderstandthesoeialcontextinwhichcommunieationtakePlaeeandmakeaPProPriateattitudes，sPeeehaets，nonvethalexPression，andintonationand50on.3.DiseourseeomPetenee，whichreferstotheabilitytomakeaunifiedsPokenorwrittentextbyusing(a)cohesiondeviees，suehasPronouns，translatio，1words，andParallelstructures，torelateutterancesand(b)eohereneerules，suchasrePetition，Progressioneonsistenc又andrelevaneeofideas，toorganlzeme叭1119，4.StrategieeomPetenee，theabilitytousethestrategiestoinitiatetenninate，maintain，rePair，andredireettheeommunieation.H帅es’communieativeeomPeteneeandCanaleandSwain’5exPlanationofeolnlnunieativecomPeteneeProvidedtheoreticalbasesforthedeveloPmentofCorn们nullieativeLanguageTeaching.2.1.2TheHistoriealBaekgroundandDeveloPmentofCommunicativeLanguageTeaehingCo们匡rnunieativeLanguageTeaehingoriginatedfromthechangesintheBritishSituationalLanguageTeachinginthelate19605.Insituationallanguageteaehing，PractieingbasiestrUcturesinmeaningfulsituation一basedaetivitieswasawaytoteach.LinguistfoundthatitwasnotenoughtoPredictlanguageonlyon thebasisofsituationalevents.Theyheldthatthereshouldbeaeloserstu办oflanguageitse犷andareturntothetradl’tionaleoncePtthatutteraneescarriedmeaninginthemselvesandexPressedthe，:eani刀95andintentionsofthesPeakersandwriterswhoereatedthem(eitedinRiehards&Rodgers2001:153).ThiswasalsoaresPonsetoChomsky’5emPhasisonlinguisticcomPetence.TheBritishlingUistsemPhasizedanotherdimensionoflangUage一一thefunctionalandeommunieativePoteniialoflanguage.TheygrewontheworkofBritishfunetionallinguists(e.g.JohnFirth，M.A.K.Halliday)，AmerieanworkinsoeiolingUisties(e.g.DellHylnes，JohnGumPerz，andWilliamLaboV)，aswellasworkinPhilosoPhy(e，9.，JohLnAustinandJohnSearle).AnotherimPetusfortheemergeneeofCommunieativeLanguageTeaehing15theeducationalrealitiesinEuroPe.WithmoreandmoreeommunieationsbetweenEuroPeancountries，therewasaneedtofindeffeetiveteachingmethodsofthemajorlangUagesoftheEuroPeanConunonMarket.In1971，agrouPofexPertsintheCouneilofEuroPegottogetheranddeveloPedaPossiblefunetionalsyllabus，whiehcorresPondedtotheleamers’needs.InhisTheLinguistieandsituationaleontentoftheeo用moneoreinaunit/credl’tsystem，Wilkins(1972)ProPosedafunetionalexPlanatiottoflanguageanddescribedtwotyPesofmeanings:notionalcategoriesandcategoriesofeommunieativefunetion.In1976，co幻n们nissionedbytheCouneilofEuroPe，hewroteNotional匀llabus.LaterTheCouneilofEuroPeincorporateditandPublishThresholdLevelEnglish(vanEk&Alexander1980:6)，whichhadasignifieantinflueneeonthe develoPmentofCommunieativeLanguageTeaehing.Fromthenon，agreatnumberoflinguistsbegantoinvestigateinCLTandtherecameoutadealofinfluentialworksaboutC砚’，suehasWiddowson’sTeaehingLang:‘ageasCo脚用，，nieation(1978)，Candlin’5COm。:‘nieativelanguageteaehingandthedebttoPragmaties(1976)，BrumfitandK.Johnson，TheCo阴munieative/1了7ProaehtoLanguageTeaehing(1979)，Y直lden，5TheCommunicative分llabus(1983)and50on.Littlewood(1981)，inhisCommunieativeLanguageTeaehingProPosedsomeeo们nnnunicativeaetivitiesincludingfunetionalcommunieationactivitiesandsoeialinteractionaetivities.In允nctionaleommunieationaetivities，theteacherereatesthesituationforthelearnerstooVercomeaninformationgaPorsolveaProblem.Socialinteraetionaetivitiesineludeeonversationanddiseussionsessions，dialoguesandrole一Plays，simulations，skits，imProvisations，anddebates.2.1.3TwoVersionsofCommunieativeLanguageTeaehingSineeitsineePtion，CLThasbeenwidelyusedanddeveloPedbyarangeofscholarsinmanyeountries.BecauseofitseomPrehensiveness，there15nosinglemodelthat15universallyaeeePtedasauthoritativeandtherearesomediversitiesofit.Themostfundamentalone15thedistinetionofweakandstrongversion.Howatt(1984)distinguishesbetweenaweakandastTOngversionofCommunieativeLanguageTeaehing.SomelinguistsadvoeatetheweakversionforwhiehlearnersfirstleamlanguageasastrueturalsystemandthenusetheirEnglishforcommunicativePurpose.Iteanbedescribedas“leamingtouse，， English.Wileothersagreewiththestrongversion，whiehclaimsthatlanguage15acquiredthLrougheornlnunieation.Iteouldbedeseribedas“usingEnglishtolearnit，，(Howatt，1984:279).AleadingProPonentofthestrongversion15N.S.Prabhu，whoProPosesTask一basedTeaching.Howevertheirdiversities，theyallembodythebasiePrineiPlesofCommunieativeLanguageTeaehing，whichhasbeenaProminentlanguageteachingmethodandPlayedasignifieantroleinlangUageteaehing.2.1.4PrineiPlesandCharaeteristiesofCommunieativeLanguageTeaehingIt15widelyaccePtedthatCommunieativeLanguageTeachingaimstodeveloPleamers’eolnnnunieativecomPetenee，takingleamers’needastheeore.Aeeordingtothis，manylinguistssummarizethebasicPrinciPlesandeharaeteristiesofCLT.RiehardsandRodgers(2001)ProPosesthreePrineiPlesoflearningtheoryinCommunieativeLanguageTeachingPraetiees:CommunieationPrine动le:Aetivitl’esthatl’nvolverealeommunicationPromotelearning.TaskPrinc勿le.Actl’vitiesl’nwhichla刀g“口g召15usedforca呷动g口盯meanin扩止ltas肋Promotelearning.人介aningfulness夕rineiPle:Lang“口gethat15meanin动被1tothelearnerS艺华，ortsthelearni馆夕roeess.(Rich动s&Rodgers2001:161)ThenhesummarizesthePrinciPlesrefleetingaeo们nrnunicativeviewasfollows:一earnerslearnalanguagethroughusingittocommunicate.一uthentl’eandmeanl’n妙1eommunieationshouldbethegoalofelass加omactivities.一uency15ani呷ortantdimensionofeommunication.一COmmonieationinvolvestheinregrationofdlferentlanguageskills.一Learning15aProeessofereativeconstruetionandinvolvestrialanderro:(Richards&Rodgers2001:172)OneofthemostcomPrehensivelistsofConununieativeLanguageTeaching eharaeteristicseomesfromFinoeehiaroandBrumfit(1983)inaeomParisonofAudiolingualMethodwithCommunicativeLanguageTeaching.HerearetheeharacteristicsofCLrintheirlist:五了匕aningl’sParamountDialogues，护used，eenteraroundeommunieativefunetionsandarenotn口rmal加mem口rl’zed.COntextuall’zation15abasiePremise.Languagelearning15learningtocommunicate.互撰Zetiveco阴munieation1550多lght.Drillingmayoeeu术butPeriPherally.Co刀健PrehensiblePronuneiation15sought.AllydevicewhiehhelPsthelearnersl’saeeePted-varyingaeeordingtothel’r只ge，l’nteI，est，etc.Atte呷tstoeommunieatem即beencouraged‘fromtheve理begl’nnin多Judl’eioususeofnativelang“age15aeeePtedwherefeasible.升“nslationmaybeused，。herestudentsneedo，·ben叨rfromit.Readi塔andwriti叮canstart.fromthe刀rstd似梦J邵ired.Thetargetlinguistiesystemwillbelearnedbestthro之侈人theProeessofStr“gglingtocomm双nieate.CO阴municativecompetenee15thedesiredgoal.Ling“isticvariation15centraleoncePtinmaterialsandmethode.Sequeneing15determinedbyanyeonsiderationofeontent万‘nction，ormeaningwhiehmaintainsl’nterest.TeaehershelPlearnersl’nanywaythatmotivatesthemtowork、irkthelanguage.Langu以ge15created妙theindividual叻enthroughtrialanderro:尺况encyandaccePtablelanguage15thePrima尽goal:aeeuracyisjudgednotintheabstractbutincontext.及“dentsareexl，eetedtointeraetwithotherPeople，eitherinthefiesh，thro“ghpal’:andgrouPwork，orinrkeirwrl’tlngs.’角eteaehereannotknowexaetlywhatla铭uagethestudentswilluse.Intrinsiemotivatl’onwillsPri刀9fromaninterestinwhat15beingeommunieated勿thelanguage(Finoeehiaro&Brumfit1983，eitedinRichards&Rodgers2001:157).AeeordingtothePrineiPlesandeharacteristiessummarizedbythelinguists，eightPointseanbeeoneluded:(1)CommunieativeLanguageTeaching15eontextualizedratherthande一eontextualized.Teachingshouldcomefromtherealcontext，andendwith usingwhathavebeenleamedinrealeontext.Bes记es，thefunetionalmeaningandsocialmeaningofonestructureshouldalsobemadeelear.(2)TheultimategoalofCommunieativeLanguageTeaching15tousethelanguageratherthantheusageofthelanguage.Le脚erslearnalanguagethroughusingittocommunicate.Authentieandmeaningfuleommunieationshouldbethegoalofelassroomaetivities.(3)CommunieativeLangUageTeaehing15meaning一focusedratherthanform一foeused.FormsserveforexPressingmeanings.Therefore，theteaehereanencouragestudentstofoeusonwhattheyexPressandnotwhatgrammaticalformstheyuse.(4)CommunieativeLanguageTeaehingadherestoflueneyratherthanaecuraey.Le确ing15aProeessofcreatiVeconstruetionandinvolveserrors.Teaehersneedn’teorreetlearners’grammatiealmistakestoomuehduringtheircommunieativeactivities，whieheouldenhanceleamers’enthusiasmtoeonlrnunieate.(5)CornrnunieativeLanguageTeaching15student一。enteredandexPerienee一foeusedratherthanteaeher-dominant.TeaehersshouldPrePareforthelessonsonthebasisofleanlers’need.AndteachersshouldallowstudentstoeommunicatewitheaehotherintheProeessofleamingandeneouragethemtousetheirownexPeriencetoformtheintemallanguagesystem.(6)ThetargetlangUageshouldbeusedasateaehingmedium，butstudents，mothertonguecanbeusedwhenneeessaryinCLTelassroom.l0 (7)CommunieativegrammarteaehingProeess15integratedwithlistening，sPeaking，readingandwriting.Theintegrationofthefourlanguageskillseontriblltetotheeommunication.(8)CommunicativeLangUageTeachingadherestoformativeevaluationwhiehevaluatesstUdentsastheeourseProceedsfromamoreeomPrehensivevieweomPosedofknowledge，abilityandaffeetivefaetors，ratherthanthetraditionalsummativeevaluation，inwhlehthescoresinthefinalexamination15theonlystandardofevaluation.2.2GrammarandGrammarTeaehingTheanalysisofgralnnlardatesbaektothesixteentheentury，whengrammarstudy15themodelinforeignlanguagestudy.FromthenounsanumberoflinguistshavehadadeePstudyongrammar.2.2.1TheDefinitionofGrammarCobbett(1819)said:“G川mmarteaehesushowto阴akeofw口矛以夕…肠mustbeacquaintedwitheertainPrineiPlesandrules，andthesePrinc少lesandruleseonstitutewhat15ealledgramma厂”(Cobbet1819，citedin、认119，2008).Inthe一sthandthe1gthlingUistsfocusedonthePrescriPtivegrammarwhiehPrescribeswhatPeoPleshouldsay.Thesedays，linguistsshifttheirfoeusfromPreseriPtivegra们nlnartodeseriPtivegrammar.DavidCrystal(1980)definesgrammaras:asystematl’cdescr勿tl’onofalanguageandthewayinwhiehlinguisticunitssuehaswo矛.d，andPhrasesarel1 eombined10Producesentencesinthelanguage(DavidCrystal1980，citedinYang2008).H.D.Brown(2001:347一348)holdsthat“Gramma，闷l’sasystemofrules90、，erningtheeonventionalarra刀gementandrelationshiPofM，ordsinasentence…TheeomPonentsofwords52刃?x，roots，verbandno;，nendl’ngs，etc.)arel’ndeedapartofgramm二”WiththetimeProeeeding，thenotionofgrammarhasbeenextended.LongmanDietiona理ofLanguageTeachingand了4PI，ll’edLinguisticsgivesthedefinitionofgrarnrnarasadeseriPtionofthestruetureofalang况‘g‘andthew尽yinwhiehlinguistieunitssuchasword夕andPhrasesareeombinedtoProdueesenteneesinthelangoage.Itusuallytakesintoaccountthemeanin名古andfunctionsthesese，;tenceshaveintheoverallsystemofthelanguage.ItmayormaynotineludethedeseriPtionofthesoondeofalanguage.(RichardsandPlat，2000:201，eitedinChen2006).Thombury(2003:13)hasdefinedgranuaras:“adeseriPtionoftherulesforformingsentences，includl’nganaeeountofthe·阴eaningsthattheseformsCO刀v司乙DavidNunan(2001:101)definesgrammaras:thestu即ofhowsyntax加月川，semantics(meaning)，andatics(use)worktogethertoenableindl’vidualstoeommunieatethroughlang“。g召(DavidNunan2001:101).AsfarasYule(2002:xiv)15coneemed，“thegrammar15viewedasasetofl2 eonstructionsinwhiehd淤reneesinformcanbee.切lainedintermsof口沙reneesineoneePtualmeaningorinterPretationineontext.Theframeworkofana加i’s15oneinwhichfornl，meani]lg，anduseareseenasinterconneetedasPeetsofwhatit15languageusersknowwhentheyknowagrammatiealeonstruCtio刀.Larsen一Freeman(2005:142)saysthat:“Grammar15oneofthe办namielinguistieProcesesofPatternformationinlanguage.”AndsheProvidesaeomPrehensiveeoncePtionofgrammar，holdingthatgrammarhasthreCeonneeteddimensions:formorstructure，meaningorsemanties，andUSCOrPragnaties.Basedonthesedefinitionsofgra们nrnarbydifferentlinguists，iteanbeseenthatnotionsofgrarnn匡arhaveehangedfrom“statie，，to“dynamie，，，that15tosay，ithasshifteditsemPhasisawayfromformtotheeombinationofthreedimensions:form，meaninganduse.AllthesechangessuggestthatgrammarteachingshouldPaymuchattentiontothemeaningandfunetionoftheform，eneouragingstudentstouselangUageinrealeontextratherthanrestrietingthestudentstothememorizationofgr田的们natiealforms.2.2.2GrammarTeaehingAsgrarnrnarPlayssuchasignifieantroleinlangUagestudy，lingUistsmayinvestigatehowtoteaehgrarnrnar.2.2.2.11，woBasieMethodsofGrammarTeaehingTherearetwobasicmethodstoPresentgrammar:deduetiveaPProaehandl3 induetiveaPProach.ThedeductiveaPProach15fromgeneralizationtosPeeifieinstanees.ltstarts、，iththePresentationofarz‘leandisfollowed勿examplesinwhiehtheruleis口P尸lied(Thombury，2003:29).Thetraditionalmethod，esPeeiallyGrammar-translationmethod，overemPhasizestheuseofdeduetiveapProaeh.TheinduetiveapProach15fromsPeeifleinstaneestogeneralization.ItstartswithsonZeexa孑双Ples.fromwhieharule15inferred(Thombury，2003:29).Themethodswitha“natural，，route，suehasNaturalAPProachandDireetMethod，aswellasthefirstlanguageleaming，involveinduetiveProeess.2.2.2，2TeaehingMethodsandGrammarTeaehingWiththedeveloPmentoflinguisties，PsyehologyandPedagogy，foreignlanguageteaehingmethodshavebeenevolving，UPtonow，therehavebeenavarietyofsehoolsofforeignlangUageteaehing，andthedeveloPmentofgrammarteaehing15eloselyrelatedtotheteaehingmethods.Grammar-TranslationMethodandGrammarTeaehingTheGranomar-TranslationMcthod15derivedfromtheteaehingofLatinandGreekasearlyasthesixteentheentury，whichwassaidtodeveloPintelleetualabilitiesandthestudyofLatingrammarwasanendinitself.Bythenineteentheentury，thisapProachbecamethestandardwayofteaehingforeignlanguage(Riehards&Rodgers2001:3).Gramar-TranslationeoursesfollowsagrammarsyllabusandlessonstyPieallybeginswiththePresentationandexPlanationofthegrammatiealrules14 andvoeabularyvariations，followedbyexercisestranslatingintoandoutofthemothertongue.Theanalysisofgrammarinthetargetwrittenlanguage15oneofitsmainfeatures(Thombury2003:21).InthehistoryoftraditionalforeignLangUageteaehing，theGrammar-Translationmethod15inadominantPositionforalongtime.Eventodaythismethodstillhasaninflueneeinmanyclassroomsallovertheworid.TheDireetMethodandGrammarTeaehingInthemid一to一late一nineteentheentury，thereformereonsidersoralProfieieneyasaPriorityinforeignlanguageinsteadofthewrittenlanguageGrammar-Translation，leadingtoamethodealledtheDireetMetllod，inwhieheorreetPronuneiationwasemPhasized.ItPaidattentiontonaturalmethodoflanguageleaming，justlikethechildrenleamingtheirmothertongue.TherewasnotranslationbetweenfirstandseeondlangUages，andlittleornoanalysisofgraln们narrules.HoweverPeoPlelaterfoundthatitwasdiffieulttoimPlementinPubliesehool，beeauseofrestrietedtimeavailableforforeignlanguageteachinginsehools，thelimitedEnglishProficieneyofteachersandthePereeivedirrelevaneeofeonversationskills，Bythe19205，theDireetMethodgraduallyinvolvedsomemoreeontrolledgrammar-basedaetivities，butitrejeetedexPlieitgrannlnarteaehing(Richards&Rodgers2001:3).Audio枷gualismandGrammarTeaehingAudiolingualismineo们n们比onwiththeDirectMethod，believeinthe15 PrimaeyofsPeech.ItderiveditstheoretiealbasesfrombehavioristPsyehologyandstrueturallinguisties.AccordingtobehavioristPsyehology，langUagelearning，likeotherkindoflearning，15aProeessofhabitformation，inwhiehhabitsareformedwhenlearnersresPondtostimuliintheenvironmentandthenreinforcetheirresPonsesthroughrePetition·TheAudiolingualsyllabuseonsistedofagradedlistofsenteneePatterns，whiehalthoughnotneeessarilylabeledassuch，werestrueture一based.ThedistinguishingfeatureofAudiolingualelassroom15toPractieethedialoguesandPattern一Praetieetimesandtimesagainuntiltheleamersformthehabitofusingit.GrammarwastanghtinductivelyinAudiolingualism.SomeTeaehingMethodsDeriVingfromtheInnatenessHyPothesisandGrammarTeaehingChomskyheldastrueturallinguistietheory，inwhiehheelaimedthatlanguageabilitywasnothabituatedbehaviorbutaninnatehumaneapaeity.ThiswasealledAequisitionLanguageDeviee，argUingthatehildrenarebornwith比owledgeofthebasicgramlnaticalrelationsandcategories，andthisknowledge15universal(eitedinHu2007:326).LADwasaPowerfuloneinthefirstlanguageaequisitionstudies.However，iteanonlyworkbeforea“eritiealPeriod，，一Puberty，whiehwasarestrietionontheuseoftheideaforforeignlanguageleaming.TOsolvethisProblem，threesuggestionswerePutforwardinthe19605.l6 ThefirstapProaehwascalled“eognitiveanti一method，’，ProPosedbyNewmarkandReibel(1968).Theytriedtoreereatethefirstlanguageenviromnentinforeignlanguageclassroom.LADwillthendoitswork.Inthiswayehildreeeivedthelanguagewhieh15“strueturallyrandom，，andkeePawayfromtherigidlycontrolledgrammaticalteaching(Newmark&Reibel1968eitedinJohnson2002:178).Theseeondonewas“minimalstrategy”whichdeveloPedinNewmark’sanothertwoinfluentialartieles(Newmark1966&1971，eitedinJohnson2002:178).HearguedthatteaehersshouldanalyZethelanguageintosenteneePatterns，choPPingthelanguageuPintolittlePiecestomakeitmoredigestibleforthelearner，andthentheyProdueedeomPlexlangUagelayingdowntheorderofthelanguageitems，whieheanbeworkedoutbyLAD.Thethirdonewasthei们nrnersionteaehing(orbilingualedueation)，inwhiehthefoeuswasnotonlanguagebutonthesubjeetsintheeu币eula.Inotherwords，it15highmessage一focusandlowform一foeus(eitedinJohnson2002:178).TosumuP，inthemethodsderivingfromChomsky，slnnatenessH冲othesis，gra们nrnarPI盯5thefundamentalrolebut15taughtimPlicitiy.TheNaturalAPProachandGrammarTeachingTracyTerrell(1977)ProPosedtheNaturalAPProaeh，andlaterK淦ashenjoinedhim.TheyPublishedabookcalledTheNatural月PProaeh(TraeyTerrell1977，citedinRichards&Rodgers2001:178).NoamChomsky，5InnatenessHyPothesisledtoKrashen，5beliefthatformall7 instructionwasunneeessaryandtheleamersmustbeProvidedeomPrehensibleinPut.Hedistinguishedaequisitionfromleaming，andProPosedthenaturalorderh邓othesis·TheNaturalAPProaeh15basedonthe，lseoflanguageincommz，nicativesituatl’onswithout爬ferencetog厂ammatiealana加l’s，g厂ammaticaldrilling，oraPartieulartheo尽ofgrammar(Richards&Rodgers2001:178).LiketheDireetMethod，theNaturalAPProaehattemPtstorePlieatetheeonditionsofthefirstlanguageaequisition.IteanbeseellthattherewasnogrammarsyllabusintheNaturalAPProaeh.TheCommunieativeLanguageTeaehingandGrammarTeaehingInthelate19605andearly19705theCommunieativeLanguageTeaehingwasdeveloPed.ItPutsforwardCommunieativeComPeteneewhieheonsistsofmorethansimPlythe肋owledgeoftherulesofgrammar(Thornbu以2003:22).Initsweakversion，theCommunieativeLanguageTeaehingdoesn’trejeetgrarnnnarteaching，evenifit15forfunetionalPurpose，suehasaskingtheway，makingfuturePlansand50on.ThestrongversioneomPletelyrejeetsgrammarteaehing.However，Tasked一basedTeachinghasrecentlyrelaxeditsapProachtogrammarteachingbyfocusingonform.FoeusonFormandConseiousness一raisingRiehardSehmidt(2001)，inhisleamingofPortuguese，foundthateonsciousattentiontoformornoticesPokenlanguageitemsinBrazilhelPedhisl8 Portuguese.HiswaywasalsocalledConseiousness一raising，whichrejeetsthesPlitbetweeneonseiousleamingandsubeonseiousacquisitionProPosedby冷ashen.ItPaysmuehattentiontoform·funetionrelationshiPsandalsoattemPtstoPutthegramatiealstrueturesandelementsintoabroadereontext.UnlikethetraditionalapProaehes，Consciousness一raisingfulfilsaProeessratherthanaProduetrole:it15ameanstoanendratherthananendinitself(RiehardSehmidt2001，citedinThornbury，2003).Later，manyinvestigatorsagreethatnotieingoftargetlanguageformsPlayanimPortantroleinforeignorseeondlanguageteaching(e.g.Bialystok1994，Bygateetal2001，R.Ellis2001，Fotos1993，1994，1998etc.)(citedinXu2006:80一82).SummaryFromtheabovereview，iteanbeseenthatdifferentteaehingmethodstreatgrammardifferently，andgramarteachinghashadexPeriencesofbeingvalued，aridbeingnegleeted，andthenbeingre一evaluated.ThetraditionalaPProaehes，esPeciallytheGrammar-translationmethodconsidergral卫们narasanimPortantrole.WiththeriseofCornrnunieativeLanguageTeaching，andinflueneedbyKxashen’5NaturalAPProaeh，theroleofgra们nrnarinstruetion15downPlayed、Howeve几reeentreseareheshaveledtoareeonsiderationoftheroleofgraln们narinforeignorseeondlanguageclassroom.ThemostimPortantresearch15Sehmidt’5Conseious一raising.SomeLZlinguistsfindthatLZlearnersPass19 throughgrammardeveloPmentalsequenee，whieh15takenintoaeeountintheclassroomswithaeommunieativefoeus(Pienemann，1984，1988，1999)Swainandhiscolleagues(1984)showthat，insPiteofexPosuretoeomPrehensibleinPut，thelearnersean’taehieVeaeeuraeyincertaingrammatiealforms，whichwillstoPtheimProvementoftheleamer’5secondlanguageProfieieney.Andsomeresearchers，suehasLarsen一FreemanandLong(1991)suggestthatinstruetedlanguagelearninghasfaeilitativeeffeetsonboththerateandtheultimatelevelofseeondlanguageacquisition.Consequently，thereeomesarevivalofgrarnmarteaehing(citedinXu2006:80一82).However，thisdoesn’tmeanthatg犷ammarshouldbethegoalofteaehing，northatafoe:15onformalone155唠eient(Thornbury，2003:25).Grammarshouldbeawaytoaehievetheultimategoaloflanguageteaching:communieativeeomPeteneeratherthananendinitself.2.3IntegratingGrammarTeaehingwithCommunieativeLanguageTeachingFromtheabovereviewofgrammarteaehing，iteanbeeoneludedthatacombinationofstruetureandfunetion15aneffectivewaytodealwithgrammar..2.3.1TheTheoretiealBasesThere15adistinctionbetweenexPlieit阮owledgeandimPlieit知owledgeinlanguageleaming.Thegrarn们qatiealknowledgeteachersimParttothele姗ers15ealledexPlieit知owledge:whiletheimPlieit肋owledge15aequireduneonseiously，forexamPle，PcoPleeanusetheirmothertonguetoeommunieate20 automatieally.50howtotransformexPlicit知owledgetoimPlieit如owledgebeeomesimPerativeforlinguiststobeeoneerned.SecondLangUageAcquisitionresearchershavebeeninvestigatingtherelationshiPbetweenthele脚er，5grammatiealknowledgeandtheoveralllanguageeomPetenee.BasedondifferentviewsonlearningProeess，JohnClapPer(2005)sutnLmarizesthefollowingProeess:力叨ut一notici刀g一-卡intake一structuringandrestrueturing-~一仁Proce血rall’zatl’口n(JohnClaPPer2005，citedinColeman&KlapPer2005:68)First，theteachersProvidetheleamerswith“eomPrehensibleinPut，，whieheomesfromtherealeontext，andthengetleamersto“notice，’featuresofinPut.SomeoftheinPutbeeomesintake.RePeatednoticingPromotes”strue加ringandrestrUcturing，，ofthele确er，5imPlieitsystemoflinguistieknowledge.LearnersgraduallyworkouttherelationshiPbetweenformandtneaning.ButthisstilleanotleadtotheimPlicitknowledge.ThroughrePeateduseinmeaningfuleornrnunieativeaetivitiesctahgrarnlnatiealknowledgebeeomeintemalized，that15，theleamerscanuselanguageautomatieally，which15knownasProeeduralization.50languageuseincommunicativesituation15thekeyroletotransferexPlieitknowledgetoimPlieitknowledge.ThismakesitPossibletoeombinegrammarteaehingwithCo们n们nunieativeLanguageTeaching.(JohnClapPer2005，citedinColeman&KlapPer2005)21 2.3.2StudiesonIntegratingGrammarTeaehingwithCommunieativeLanguageTeaehingFromtheaboveanalysis，iteanbeseenthatgrarnlnarteachingandCommunieativeLangUageTeachingdon，teontradieteachother.Quitealotoflinguistshavestudiedonthecombinationofgrarn们narteaehingandCommunicativeLanguageTeaehing.2.3.2.1TheStudiesabroadInHyllles’eo幻nlnunicativeeomPetence，“whether(andtowhatdegree)something15formallyPossible，，15thefirstelementofit.CanaleandSwain(1980)Put“grammaticaleomPetence，，inthefirstPlaeeofeommunieativecomPetence.Later，someotherCommunieativeLanguageTeaehingadvoeators(thestrongversion)holdthatCLT15anintegrationofgrammatiealandfunctionalteaching.Widdowson(1978)holdsthatCommunieativeLanguageTeaehingdoesnotrejectgrarnrnar.Ontheeontra以itreeognizesitastheeentralmediatingroleintheuseandleamingoflanguage.Savignon(1972)argUesthateommunieationeannottake.Plaeeintheabseneeofstrueture，orgramma尤asetofsharedassumPtionsabouthowlangUageworks…Littlewood(1981)eonsidersthatoneofrkemosteharaeteristl’efeaturesofcommunieativelang“ageteaehing15thatitPayssystematieattentl’ontofunctionalaswellasstrueturalasPectsoflang“age，eombinl’ngtheseintoamorefullreommunieatl’vevie、Harmer(2007)thinksthateommunieationteachingandgrammarteachingaretwointegratedPartsof22 languageteaching.Theseyears，theresearehersongrammarteaehinghavealsomadeeffortstoteachgrammarwithinCommunieativeLanguageTeaching.Larsen一Freeman，D(2005:142)，aswellasHalliday(1985)，Nunan(2001:101)andyule(2002:xiv)Putforwardthreedimensionsofgrammar:form，meaninganduse.That15tosay，grammar15notonlyaboutaecuraeyofform，butalsoaboutaecuraeyofmeaningandusefordi月七rentfunetionsindif巍rellteontext.Larsen一Freeman(eitedinCele一Mureia:2007)holdsthatfoeusingongralnlnatiealformduringcommunieativeinteraetions15moreeffeetivethanfoeusingformsinisolation.50sheencouragesabalaneebetweengrammarandeommunieation.Ur(1988)saysthatalearnerwho，knowsgrammar’15onewhohasmasteredandean碑PPlytheserulestoe工Presshimorherse犷inwhatwouldbeeonsideredaccePtablelanguagefor从5.HeProvideseomPrehensiveinterestingeommunieativeaetivitiestoPraetieegrammarform.2.3.2.2TheStudiesinChinaWiththedeveloPmentofglobalization，theneedtouselanguageforeornrnunieationbeeomesimPerative.Inlate19705，CornmunieativeLanguageTeaehingwasintrodueedtoChina:manyseholarsbegintohaveatryonthecombinationoftraditionalgranuatiealteaehingandCLT，which15ealled”theCommunicativeLangUageTeaehingwithChinaeharaeteristics，，byLiGuanyi(1995).Inthe19805，someeollegeeommunicativematerialscameout.ForexamPle，23 CommunicativeEnglish.fo:ChineseLearners，CoreCoorso11Teachers’Z了dndbookwaswrittenbyLiXiaoju(1988)，inwhiehsheholdsthatlanguage15eommunieationinitself，50languageteaehingmustineludenotonlyform，butalsouseandeontentwhichmustbebasedontherealneedandbeauthentic…languageteaching15todeveloPthestudents’abilityofunderstanding，negotiationandeommunieation.Sincethe19905，Englishmaterialsformiddleschoolstudentshaveehangedforseveraltimes，buttheyarebasedonthesamesyllabusStruetural一Functionalsyllabus，wliiehfollowsthePrineiPlesofCLT.及“ndard夕ofNewNationalE刀glishCurriculumregards“languageuse，，astheultimategoal.AlthoughittakesalongtimetotakeitintoPraetice，ithasgoodeffectnow.InhisH口wtoTeaehE八glish返万己etively，WUDaocun(1993)makesaeollectionofartieleswrittenbywesternlinguistongrammarteaehing.Theeentralidea15toteachgrarnnnarforeommunieativePurpose.Onthebasicideathattheobjeetiveofgrammarteaehing15touselanguageautomatieally，WuDaoeunalsolistssomesuggestionsaboutsitUationalteaching，suchaslangUageg田nes，theuseofhands，anns，faee，andelothinginteaclling.HuJianmingsuggeststobringgrarnlnarteachingintotheframeworkofeommunieativelanguageteaching，that15，toteaehgrammarthrougheonieni一basedcornrnunieaiiveactivities(citedinXi2002).AndtherearemanyteaehersinjuniorandseniorhighschoolsmakingsomeexPerimentstoaPPlyCLTtogrammarteaching，suehasChen(2006)and、乞ng24 (2008).TheyhaveimProvedthattheaPPlieationofCLT15aneffeetivewaytoteaehgrammarandthestudents，overallabilityhasbeendeveloPed.2.3.3ModelsofGrammarTeaehingBasedonCommunieativeLanguageTeaehingSincetheaPPlieationofCLTtogrammarteachingwasPutforward，manymodelsofgrammarteaehingbasedonithaveeomeout.Harmer，5ModelAnadvoeatorofCLTnamedH~er(1983)ofl七rsangrarn们qarteachingmodel:Illtroduee一Praetice(controlled)一Produee(eo们qlllunieate).HeargUesthattheteachingProcessoflanguageshouldmovefromthenon一eommunieativelanguagestrueturetocommunieativeuseoflangnage.ThekeyPointinHarmer，smodel15thethirdstage一communieativeaetivitiesusinggrammarrules，whicheandeveloPstudents，abilityofeommunieation(Hariner1983，eitedinChen2006).Byme’ModelPresent一Practiee一ProdueeorProduee一Present一Practiee15amodelsuggestedbyByllle(1983).InhisoPinion，Present，Praetiee，Produeearethebasieseetions，butteaeherseanflexiblyarangetheorderaecordingtodlfl七rentlevelsofthestudents.Forthebeginners，teachersshouldteaehthemintheorderof”fromlearningtousing，，adoPtingPresent一Praetiee一Produee.Withregardtothestudentswithbasiegrammarknowledge，teaeherseanstartwitheommunieativeactivities，andteaehtheminthesequenceof”fromusingto25 leaming，，adoPting:Produce一Present一Praetiee.B娜e，5modeleanbeaPPliedflexiblytothestudentswithdifferentlevelsandimProvetheeffieiencyofthegrammarteaehing(B帅e1983，citedinChen2006).Brumfit，s扮10delBrumfit(1985)ProPosesthefollowingeommunieativeteachingmodels:Conununieate一Presentlanguage一DrillPractiee一CommunieateWhenateaeher15goingtoteaehaeertaingrammatiealPoint，sheshouldtrytogetthestudentsinvolvedintheeornrnunieativeaetivitiesthatarerelatedtotheruleinsteadofPresentingtheruledireetlytothestudents，afterthattheteaehereanexPlieitlyexPlainshowtoapPlytherule.AndthenheorsheasksstUdentstodosomesimilarPractieetomakethemmorefamiliarwiththenewlearnedgrammatiealrule.ThemostimPortantstage15thatteachershouldProvideasmanyeorn们nunieativeactivitiesasPossibletomakethestudenisleamhowtousetherUleinrealcornrnunieation(Brurnfit1985，eitedinChen2006)，Ur，ModelUr(1988:7一10)suggestsfourstagesforgrammarteachingingeneral:Presentation:PresenttheelasswithatextinwhiehthegrammaticalstrUetureaPPears.Astoryorshortdialogue15usedheretogetthestUdent，5toeoPyoutandPereeivetheformandmeaningofastructure.IsolationandexPlanation:Moveawayfromtheeontext，andfoeusonwhatrulesgovernthemunderinvestigation.Inthisstage，theteaehereanusetargetlanguageorstudents，nativelanguageaceordingtothediffieultyofthestrueture.26 Praetiee:LetstudentsabsorbthestrueturethoroughlybyPraetieing.TherearethreekindofPraetiee:meehaniealPraetiee(e.g.slot一fillers，transformation)，meaningfulPractice(e.g.deseribingPietures)，andcommunicatiVePraetiee.(e.g.problem一solving，role一Play)Test:Haveleamersdemonstratehowwelltheyhavemasteredthematerialtheyhavebeenle翻ing.Themainobjeetiveoftests15toProvidefeedbaek.Therearetwokindsofevaluation:summativeevaluationandforlllativeevaluation.Thetraditionalfonllalexarnination15sunlnlativeevaluation.Whileformative15doneasthecourseProeeeds，whieh15moreeffectiveinevaluatingleamefs.Thesemodelsarenotthesame，buttheyhavesomethingineommon:theyequallyvaluethestrueturesandthefunetionsoflanguage，andtheyrequireteacherstoteachgrammarbyintegratingthethreedimensionsoflanguage:theform，themeaningandthefunetion.27 ChaPter3ResearehDesignUntilnow，quiteaIotoflinguistsandteaehershaveProPosedtheideaofintegratinggrammarteaehingwithCommunieativeLangUageTeaehing.ButdotheteaehersreallyaPPlyCLTtogrammarteaehing?Howdotheydothat?AndwhatProblemsdotheteaeherseonfront?Whataretheadvantagesanddisadvantagesofeommunieativegrammarteaehing?ThePresentreseareh15designedtoinvestigatetheapPlieationofCLTinEnglishgrammarteaehingandfindoutaneffeetivewaytoteaehgrammarforChineseteaehersandstudents.IttakesdifferentseniorhighsehoolstudentsandteachersasthesubjeetsandadoPtsthreewaysfordataeollection:questionnaires，elassroomobservationandintervie，v.3.1SubjeetsTomakeac01llPrehensiveandreliableinvestigation，researeheovers245seniorhighschoolstudentsand43teachers，whoeomeXinhuaMiddleSchool，No.lMiddleSehool，TianjinExPerimentalSehool，andtheAttaehedHighSehooltoNallkaiUniversity，theAttaehedHighSehooltoTianjinUniversity，YuhongMiddleSchoolandNo.25MiddleSehoolinTianjin，rangingfromGrade1toGrade3.XinhuaMiddleSehool，No.1MiddleSehoolandTianjinExPerimentalSchoolarerePresentativeofkeyhighsehools，theAttachedHighSchooltoNankaiUniversity，theAttaehedHighSchooltoTianjinUniversity，NUhongMiddleSchoolandNo.25MiddleSchoolarerePresentativeofordinaryhighsehools.Thefollowing15somesPecificinformation.28 SSehoolssNumberoffNumberoffSStudentssTeaCherssXXinhuaMiddleSehool，No.1Middlee125(65male，l77SSehool，TianjinExPerimentalSehooll60female))ttheAttachedHighSehooltoNankaii120(46male，266UUniversity，theAttaehedHighSehooltoo74fenlale))TTianjinUniversity，YUllongMiddleeSSehool，No.25Middlee3.2ExPerimentalInstrumentThisresearchadoPtsthreeinst川mentsfordataeolleetion.Theyarequestionnaires，elassroomobservationandinterview.3.2.1QuestionnairesTwoquestionnairesareresPeetivelydesignedforteaehersandstUdentstoinvestigatethePresentsituationofEnglishgrammarteachingandlearningandtheapPlieationoftheCommunieativeLanguageTeachingtogrammarteaching.Thequestionnairesforteaeherseontain22multiPlechoieequestions，whicheanbeelassifiedinto5eategories，Categoryl(item1anditemZ)15intendedtoknowteachers’attitudestowardsgrammarteaehing，ineludingtheimPortaneeandobjeetiveofgrammarteaehing.CategoryZ(item3anditem4)talksaboutteachers，understandingofCommunleativeLanguageTeaching，forexal毛Ple，inwhichwaystheteachersknowaboutCLTandhowdeePlythey知owaboutit.Category3(itemss一14)investigateshowteachersteachgrammarandwhethertheyapPlyCLTtogrammarteaehing.Category4(itemsls一17)investigatesteachers’attitudestowardstheaPPlicationofCLTtogrammarteaching.Categorys(items18一22)investigatesthefaetorsaffeetingtheaPPlieationofCLTtograrnrnarteaching.29 Thequestionnairesforstudentseontains18multiPlechoieequestions，whiehcanbeelassifiedint05categories.Categoryl(iteml)investigatesleamers’Englishlearningasawhole.CategoryZ(itemsZ，3and4)investigatesleamers’attitudestowardsgrammarleaming，suchastheimPortaneeandgoalofgrammarleaming，andhowtheylikegrammarleaming.Category3(items)investigateshowlearnersleamgralnrnar.Category4(items6一13)investigatesleamers，exPectationofgralllnnarteaching，corresPondingtoteaehers’teaehingmethods(itemss一14)inteaehers’questiotmaires.Categorys(items14一18)investigatesleamers’Performaneeincommunieativeelassroom.Someitemscontainan“others，，oPtionineasetherewouldbesomeotheroPinionstheauthorhasn，tthoughtof.InordertoavoidmisunderstandingdaurtotheresPondents’differentEnglishProfieieneylevels，thequestionnaireswritteninChinese.3.2.2ClassroomobserVationInordertoaequirethefirst一handinformation，it15neeessarytohaveelassroomobservations.FromAPriltoNovemberin2010，theauthorregularlyealneintotherealelassroomwitha.notebookandaMP3toreeordtheProeeduresoftheteaehingaswellastheteacher’5aetivitiesandstudents’aetivities.Theauthordidn，ttelltheteaehersbeforehand，50theyneedn’tehangetheirteachingPlans，andjustgivelessonsasusual.EachelasswastaPedfrombeginLningtotheendtobeasuPPlementofthenote一takingforfurtheranalysis.TheseclassroomobservationsfoeusonthefollowingasPeets:30 (l)Whetherthegrammarteaching15ineontext.(2)Whetherthegoalofelassroomaetivities15touse，that15，toeommunicateinreallife.(3)WhethertheteaehingProeess15meaning一eenteredandfluency一oriented.(4)WllethertheteaehingProeess15students一eentered.(5)Theuseoftargetlanguageandstudents’mothertongue.(6)WhethertheteaehingProeess15integratedwithlistening，sPeaking，readingandwriting.3.2.3InterviewTOmakethisinvestigationmoreeomPrehensiveandreliable，theauthormadesomeinterviewswiththeteaehersandstudentsresPeetively.Thequestionsforteaehers’interviewaremainlyasfollows:(l)What，5yourteachinggoalandteaehingmethodologyofeaehgrammarelass?(2)DoyouthinktheapPlieationofCornrnunieativeLanguageTeaehing15aneffeetivewaytoteachgrallllllar?Canyoustiektothiswayineaehmodule(unit)?(3)What，5theobstacleinapPI如ngCornrnunieativeLanguageTeaehing?Thequestionforstudents，interview15“DoyouliketakingPartintheeollllllufliCativeaetivitiesinafelass?，，3·3ProeeduresoftheStudyThisstudyfollowstheProceduresofthedataeolleetionofquestiotmaires，elassroomobservation，andinterview.31 3.3.1TheDataColleetionofQuestionnairesTomakeaeomPrehensiveinvestigation，thequestionnairesaredistributedinkeyhighschools(XinhuaMiddleSchool，No.1MiddleSehool)aswellasinordinarysehools(theAttaehedHighSehooltoNankaiUniversity，theAttaehedHighSehooltoTianjinUniversity，YuhongMiddleSehool).TheteaehersandstudentseomPletedeachquestionearefullywithoutbeinginformedbeforehand，50thefeedbaekrePresenistheteaehersandstudents’realoPinionandattitude.38teaehers’questionnairesaredistributed，andallofthemarevalidquestionnaires，ThesPeeifiedistribution15asfollows:SSch00lssQuestionnaireeEfl’etiveeinitotallquestion-nairessXXinLhuaMiddleSehool，No.1MiddleSehooll144l44ttheAttachedHighSchooltoNanLkaii244244UUniversity，theAttaehedHighSchooltooTTianjinUniversity，YuhongMiddleSehooll261students’questionnairesaredistributed，245ofwhiehareeffectivequestionnaires，andthat15，93.9%ofthestudents’questionnairesareeffeetive.ThesPecifiedistribution15asfollows:SSehoolssQuestionnaireeEl税etiveeinitotallquestionnairessXXinhuaMiddleSchool，No.1Middlee13441255SSchoollttheAttaehedHighSehooltoNankaii12771200UUniversity，，ttheAttaehedHighSehooltoTianjinnUUniversity，，YYuhongMiddleSehooll3.3.2TheDataColleetionofClassroomobservation3teaehersinTianjinExPerimentalSchool，2teachersinNo25MiddleSehooland1teacherintheAttaehedHighSehooltoNaz水aiUniversitywere32 observed，with6grammarlessons，8readinglessons，1sPeakinglessonsandlwritinglessonsfromAPriltoMayin2010.Andthentheauthorlistenedto16gra们n们narlessons，20readinglessons，2listeninglessons，2sPeakinglessonsand5writinglessonsgivenby4teaehersintheAttaehedHighSehooltoNankaiUniversity，3teachersintheAttaehedHighSehooltoTianjinUniversityfromSePtembertoNovemberin2010.Generally，thereare22grammarlessons，28readinglessonswith5oPenelasses，2listeninglessonswith1oPenclass，3oPenelassesforsPeaking，and6writingclasseswith1oPenelass.Amongthemthegra们nrnarlessonsarethefocus，butsomeofotherlessonsdealwithgrammaraswell.3.3.3TheDataColleetionofInterviewTheinterviewedwithsometeachersandstudents，amongwhichthere15aseniorteacherandtwoexcellentteacherswhowonthePrizeinteachingeomPetition.33 ChaPter4DataAnalysisThischapterwillPresentandanalyzethedatacolleetedfromthequestionnaires，classroomobservationandinterview.4.1AnalysisoftheQuestionnairesTwoversionsofquestionnairesaredesignedtoinvestigatetheaPPlieationoftheCommunieativeLanguageTeachingtogrammarteaehinginseniorhighschools.4.1.1AnalysisoftheTeaehers’QuestionnairesQuestionnairesforteaehersmainlyinvestigateteaehers’grammarteaehingandtheaPPlieationofConll刀unieativeLanguageTeaehingtotheirteaching.Categoryone，eomPrisingitem1anditemZ，15intendedtoknowteaehers’attitudestowardsgrammarteaching.Table1Teaehers’AttitudetowardsGrammarTeaehingQQuestionss、乞riablessNumberoftheresPondentssPereentageell..A..338.1%%BB..26670.3%%CC..8821.6%%22..A..17744.7%%BB..15539.5%%CC..4410.5%%DD..225.3%%AeeordingtoFigurel，itcanbeseenthatamajority(91.9%)oftheteachersadmittheimPortanceofgrammarteaehing，arnongwhieh21.6%ofthemstronglyagree.ButtheirPurposeofgrammarteaehing15differentfromeaehother.HapPily，nearlyhalf(44.7%)ofthemregardimProvingstudents’abilitytouselanguageas34 theultimategoalofgrammarteaching，and10.5%ofthemmakeaeombinationofthetwoPurpose，Atthesametime，twoteaeherschoose“others，，.Oneteacherthi吐5thatgrammar15justafaeilitatortohaveabetterunderstandingoflanguage.AteaeherinGrade3holdsthatdifferentgradeshavedifferentobjeetives:grammarteachinginGrade1and2havetheeommunieativePurpose，whileGrade3hasthestruetureandexaminationPurpose.Buttherearestill39.5%ofthemteaehinggrammarjusttoimProvestudents’abilitytoanalyzesenteneestruetureandgetahighseoreintheexamination，which15ineomPletetodeveloPstudents’overallability.50it15ilnPerativetohelPteacherehangetheirteaehingconeePtofthetraditionalaPProaeh.Categorytwo，eomPrisingitem3anditem4，investigatesteaehers’understandingofCommunleativeLanguageTeaching.几ble2Teachers’UnderstandingofConllnunicativeLanguageTeaehingQQuestionssvariablessNumberoftheresPondentssPereentagee33..A..5513.5%%BB..2OO54.1%%CC..l2232，4%%44..A..8822.2%%BB..12233.3%%CC..lll30.6%%DD..5513.9%%AscanbeseenintheresPonsestoitem3，32.4%oftheteachershaveagoodknowledgeofCornrnunieativeLanguageTeaehing，andmorethanhalf(54.1%)ofthembowalittle.Only13.5%ofthemdon，tknowCLTatall.Buthowdotheyknowit?Item4givestheanswer.33.3%oftheteaeherscometo35 如owCLTbyreadingsomeProfessionalbooksaboutEnglishteaehing.39.6%ofthemhaveanunderstandingofitinteaehingreferencebooks.And22.2%ofthemaregiventhe如owledgeofCLTinteaehers’trainingeoursesaboutNewStandard.Inaddition，twoofthemkilowCLTbyattendinggraduateandPostgraduateeourses.AnotherthreeteaeherssaythatavarietyofwayseontributestotheirunderstandingofCLT.Categorythree，eomPrisingitemss一14，investigateshowteaehersteaehgrammarandwhethertheyaPPlyCLTtograrn们以arteaching.肠ble3HowTeaehersTeachGrammarQQuestionss、乞riablessNumberoftheresPondentssPereentagee55..A..00O%%BB..9924.3%%CC..28875.7%%DD..000%%66..A..225.3%%BB..6615.8%%CC..30078.9%%77..A..33389.2%%BB..338.1%%CC..ll2.7%%DD..OOO%%88..A..23360.5%%BB..8821.1%%CC..ll2.6%%DD..6615.8%%EE00O%%99..A..Ill28.9%%BB2ll55.3%%CC..4410.5%%DD..225.3%%110..A..l7745.9%%BB..112.7%%CC..l8848.6% DD..ll2.7%%111..A..35594.6%%BB..225.4%%CC..OO0%%112..A..4410.5%%BB..7718.4%%CC..23360.5%%DD..225.25%%EE..225.25%%113..A..l3334.2%%BB..9923.7%%CC..15539.5%%DD..112.6%%141..A..5513.2%%BB..6623.7%%CC，l7744.7%%DD..7718.4%%Theresultsinitem5showsthatmost(75，5%)oftheteachersbelievesthatgrammarteaehingshouldbeintegratedwithlistening，sPeaking，readingandwriting.Only24.3%ofthemmakegrammarteachingasanindePendenteourseItcanbeeoncludedthatalthough91.9%oftheteachersthinkgrammarisverymPortantinEnglishteaching，noneofthemeonsidergrammarteachingasthedominanee.Granuarcomesfromlistening，sPeaking，readingandwritingandfaeilitatesthem.Item615intendedtoinvestigatetheuseofgrammarteachingmethod.AeeordingtotheresPonses，therearemoreteachersusinginduetivemethodthanthoseusingdeduetivemethod，which15ma沙etheresultoftheinductivewayofgranuarPresentationinPresenttexthookinTianjin(PublishedbyForeignLanguageResearchandEducationPress).Howeve几amajorityoftheteacherschoosetoeombinededuetionandinduction，inaecordancewithdifferent grammatiealitems.TheresPonsesinitem7showthatmost(89.2%)teaeherswouldliketoguidealideneouragethestudentstosummarizetherulesbythemselveswhenusinginductivemethod.Teaehershavelearnedthatstudentsaretheeenteroftheelassroom，whieh15oneeharaeteristieofCommunieativeLanguageTeaehing.Presentation15aeritiealstageingrammarteaching，anddifferentwaysofgramarPresentationreflectdifferentgrammarteachingmethod.TraditionalmethodsPresentthegrammatiealstruetureandrulesatfirst，andthenwhatstudentsdo15tomemorizetheserules.However，CommunieativeLangUageTeachingfirstPresentsarealcontextforstudentstofindoutandSUllllllaflZetheserules.Item8investigatesthewaysofPresentinggrammar.Morethanhalf(60.5%)oftheteaehersusuallybeginwiththesenteneesfromthePreviousreadingorlisteningPartofthetextbook.AfterthattheygUidethestudentstofindoutthegrarnl刀aticalstrueture.AndthentheyhelPandeneouragethes加dentstosummarizetherulesofthisgrammatiealstrUeture.ThereadingorlisteningParthasprovidedaeontextforthefollowinggralnmarstud又50thetexthookPresentsgrammarinthiswayandthis15aneasyandgoodwayforteaeherstouse.Besides，21.1%oftheteachersusethesamewaybuttheywouldliketoereatearealeontextfirstwhieheomesfromthestudents’lifetoarousethestudents’attentionandinterest.Nomatterhowtheychoosethelanguagematerials，alladoPttheinduetivemethodandCommunicativeLanguageTeaching.巧.8%oftheteachersusebothofthesetwokindsofPresentation38 aecordingtodifferentgrammatiealitems.OnlyoneteacherehoosestoPresentgra们nnnarrulesattheverybeginning.AfterPresentation，thereeomestoPractice.Theresultsinitem9indieatethatmorethanhalf(55.3%)oftheteachersusuallyaskstudentstodoanumberofgrammarexereisesintheformofCollegeEntraneeExamination.Only28.9%ofthemwoulddesignavarietyofeommunieativeaetivitiestoletstUdentsuseEnglish，and10.5%ofthemwilldesignbotheommunieativeaetivitiesandgrammarexereisesaeeordingtodifl七rentsituations.Someotherteaeherswouldliketoehoosesomet冲iealexereisestoletstudentstoeonsulatewhattheyhaveleamed.IteanbeseenthatmostofthemPraetieegrammarinformofCollegeEntranceExamination，notinformofeommunieativeaetivities.Whattheydoeontradictstheirobjeetives，beeauseCollegeEntranceExaminationPlaysagreatroleinteaehers，teaehingandwhattheyteaehmustservethisexamination.InthetraditionalEnglishelassroom，esPeeiallythegrammarlessonsstudents，mothertongUe15themajorlanguage:teaehersuseChinesetoexPlainsomegrannlnatiealstructures，andstudentsthinkinChinese.Asaresult，mostofthestudentsean’tdeveloPthehabitofthinkinginEnglishandean，teommunieatefluently.HoweverCommunieativeLanguageTeachingsuggestsusingEnglishasmuehasPossible，butjudicioususeofnativelanguage15aceePtedwherefeasible，FromtheresPonsestoitemlo，it15eanbefoundthatnearlyhalf(48.6%)oftheteacherscanbalaneethetwolanguagesandeonfirmtothePrinciPleofCLT.But45.9%oftheteachersstilladoPtatraditionalwayand39 useChinesemostofthetime.Only1teaeheruseEnglishmostofthetime.InCommunieativeLanguageTeaehing，flueney15moreimPortantthanaeeuraey，50teachersadvoeatingCLTadmitthatlearning15aProcessofereativeeonstruetionandinvolvestrialanderroranddon’teorreetstudents’errorsimmediately.Theresultsinitem11showthat94.6%oftheteachersusethiswaywhendealingwithstudents’error’Inthetraditionalelassroom，teaeher15thedominaneeandmostofthetime15occuPiedbytheexPlanationofteacher，andstudentsarejustPassivereceivers.WhileCommunicativeLanguageTeaehingelassroom15student一centered.AeeordingtotheresPonsestoitem12，84.15%oftheteacherstrytolimittheirteaehingtimetosavemoretimeforstudents.Howeve几only18，4%ofthemsavetimeforstudentstodoeommunieativeactivities，and60.5%ofthemsavetimeonlyforstudentstodomoregrammarexereises，and5.25%ofthemsavetimetodobotheornnnunicativeaetivitiesandgrammarexercises.50there15toolittletimeforeommunicativeaetivities.ASit15knownthatsomegramatiealstructUreshavemanydctailedPoints，Buthowdoteachersdealwithit?IfteachersjustexPlainthegeneralPart，somestudentswouldbeblockedbysomeexereises:iftheteachersexPlaintoosPeeifically，theywilloecuPytoonluchtime.AsfarasCommunicateLanguageTeaehingeoneemed，it15enoughwhenwhatweteaeheontributestoeorreeteo们nrnunieation.Fromtheresultsinitem13，iteanbeseenthatdifferentteachershavedifl七rentoPinions.42.1%wouldliketoexPlainthegrammarassPeeifieas4O Possible50asstudentscanhaVeaeomPrehensiveunderstandingofthisgrammatiealstrueture，while34.2%ofthemdon’tagreeonitIt15knownthatlistening，sPeaking，readingandwritingProvideareallygoodeontextforteaehersandstudentstoteaehandstudygrammar.Fromtheaboveanalysisinitems，iteanbeseenthat75.7%oftheteaeherswouldliketointegrategramarteachingwithlistening，sPeaking，readingandwriting.Butwhat’5theirfoeusintheseParts，esPeeiallythemostimPortantreadingPart?TheresPonsestoitem14givetheanswer.Forabouthalf(44.7%)oftheteaeherstheirfoeus15ontheeomPrehensionofthePassageanddialogueintheirreadinglessons.23.7%ofthemfoeusontheelassroomaetivities.TherearethreeteaehersfoeusingonboththeeomPrehensionandaetivitiesandfourteaehersfocusingonalloftheseasPeets.Theyhaverealizedwhat15imPortantinreadingelass.Buttherestill13.2%oftheteaehersfoeusingonthelanguagePoints(grarnrnatiealstrUeture)andexereises.GrammatiealstruetureeanbeaPartofthereadingelass，butiteannotbethefoeus.Category4，comPrisingitems15一17，15intendedtoknowteachers，atitudestowardstheapPlieationofCLTtogrammarteaching.几ble4Teaehers’AttitudestowardstheAPPlieationofCLTinGrammarTeaehingQQuestionss、乞行ablessNumberoftheResPondentssPereentagee115..A..3ll83.8%%BB..4410，5%%CC..225.3%%4! 116..A..18852.9%%BB..225.9%%CC00O%%DD..l4441.2%%117..A..15541.7%%BB..l2233.3%%CC..4411.1%%DD..5513.9%%AstotheeffectivenessofCollllnunieativeLanguageTeaehingandthetraditionalmethodsingrammarteaehing(initem15)，amajority(83.3%)oftheteachersholdthateachofthemhasadvantages.Besides，10.5%ofthemPreferCLTand5.3%ofthemPreferthetraditionalmethods.ItiseanbeeoneludedthatteachersaeeePtCLT，atthesametime;theystillstiektothetraditionalmethods，whieh15desirableandPraetiealinrealteachingsituation.Item16indicatesthatmostteaehers(94.1%%)admitthattheaPPlieationofCLTeanimProvetheability，buttherearestillsometeachers(41.2%)whoinsistthatthisaPPlicationean’traiseseoresintest.This15trueinsomesituationswhensomestudenismakeagoodPerformaneeineommunicativeaetivitiesbutgetalowseoreinthetest.Thismaybearesultofthetraditionalsununativeevaluation，whileCLTadherestoformativeevaluation.Thiswillbediseussedinitem19.Inaddition，therearestilltwoteaeherswhocomPletelydenythe.aPPlicationofCLTingrammarteaching.Forteachers，attitudetowardstheaPPlieationofCLTingrammarteaching(initem17)，only11.1%oftheteaehersconsiderthatitdoesn’tmeetChina，steachingsituation.41.4%oftheteachersthinkitisagoodwayand33.3%ofthemremainneutral.Amongtheteaehersehoose“others，，，someofthemhold42 thatCLTeannotbeusedaloneanditshouldbeintegratedwiththetraditionalteaehingmethods，andsomeofthemfeelswhetherCLTeanbeaPPliedaredeterminedbytheactual51加ationofstudentsanddifl七rentgrammatiealitems.50mostoftheteachersholdthatCLTeanbeusedbutitmustbeusedinaProPerwayand51加ation.Categorys，eomPrisingitems18一22，investigatesthefaetorsaffeetingtheapPlieationofCLTingrammarteaehing.Table5FactorsAffectingtheAPPlieationofCLTinGrammarTeachingQQuestionss物riablessNumberoftheresPondentssPercentagee118..A..8821.6%%BB..24464.9%%CC..225.3%%DD..337.9%%191..A..5513.25%%BB..337.9%%CC30078.9%%220..A..3ll81.6%%BB..6615.8%%CC..ll2.6%%DD..000%%221..A..1ll28.9%%BB..17744.7%%CC..9923.7%%DD..ll2.6%%222..A..7718.9%%BB..17745.9%%CC，1ll29.7%%DD..225.4%%Item18investigatesthefactorsaffeetingtheapPlieationofCLTingrarn们narteaehing.For64.9%oftheteaehers，thefaetor15thelaekofenvironmenttouselanguageforeollllllunication.21.6%oftheteaehersholdthatit15theresultof traditionalteachingmethods.Only5.3%ofthemeonsiderstudentsthemselvesasthefaetorForsomeotherteachers，it15theCollegeEntraneeExaminationthataffeetstheapPlieationofCLT.TheresPonsestoitem19shownowonly13.25%oftheteachersusethetraditionalsulllmativeevaluation.MostofthemusebothsummativeevaluationandformativeevaluationintheirteachingProcess.Buttheyean，tehangethestatusofCollegeEntranceExamination，whieheanbeseeninitem20.CollegeEntranceExamination15thedireetorofteachers’teaehing.Aceordingtotheresultsinitem21，iteanbeseenthatamajority(73.6%)oftheteaehersthinkthemimberofstudentsinoneelasshasadeePaffeetontheapPlicationofCLTingrammarteaehing.Fromthequestionnaires，iteanbeeasilyfoundthatthenumberofthestudentsineachelassrangesfrom40to50，evenmorethan50insomeelasses，beeauseofwhichteacherscan’ttakeeachs加dentintoaceountineommunieativeaetivities.ComParedtothetraditionalmethods，CLTdemandshighlyonteaehers’languageProficienc又esPeciallytheoralProfieiency.HoweVer，theresPonsestoitem22show.thattherearestill35.1%oftheteaeherswhohaven，trealizedthat50sometrainingeoursesarenecessaryforteachers.4.1.2AnalysisoftheStUdents’QuestionnairesQuestiorinairesforstudentsmainlyinvestigatestudents’gramarleamingandmakeaeomParisonofteachers，teachingandstudenis’exPectationoftheteachers.44 Categoryl，eomPrisingiteml，investigatesleamers’Englishlearningasawhole，that15，whichP叭theyfindthemostdiffieult.几ble6Leamers’EnglishLeamingasaWholeQQuestionss丫妞riablessNumberoftheresPondentssPereefltagee11..A..62225.3%%BB..53321.6%%CC..49920%%DD..3OO12.2%%EE..5ll20.8%%Thestatistiesinitem1inFigure6indieatethatdifferentstudentshavedi月飞rentdifficultiesintheirEnglishstudy.Amongthem，only20%ofthestudentsfindgramar15themostdiffieult，heregrammarmeansthattheyeanjustunderstandtherulesandeanusetheserulestodomultiPleehoieesoreandothereadingeomPrehensionintheexamination.However，21.6%and12.2%ofthemfindsPeakingandwritingaremostdiffieultresPeetively，that15，theyean，tuseEnglishtoeo们nrnunieatebysPeakingandwriting.Iteanbeeoneludedthatmoststudentseanunderstandthesegrammatiealrules，buttheyean，tusethemforProduetion(beeansesPeakingandwritingareeonsideredasProduetiveskills).50it15imPerativetoapPlyConununieativeLangnageTeaehingingrammarteaching.CategoryZ，eomPrisingitemsZ，3and4，investigateslearners’attitudestowardsgra们nlnarleaming几ble7Leamers’AttitudestowardsGrallllllarLearningQQuestionss、乞行ablessNumberoftheresPondentssPereentagee22..A..28811.5%%45 BB..154463.1%%CC..62225.4%%33..A..120049%%BB..110044.9%%CC..772.9%%DD..662.4%%44..A..4ll16.9%%BB..123350.6%%CC..79932.5%%TheresPonsesinitem2showthatmost(88.5%)ofthestudentsagreethatgrammar15ofgreatimPortaneeingrammarleaming.Amongthem，thereare25.4%ofthestudentswhostronglyagree.Itcanbeseenstudents’PersPeetiveontheimPortaneeofgrammarshowsnodiffereneeteachers，oPlnlon·ForthePurPosesofgramlnarleaming，theresPonsesinitem3arequite伪miliarwiththoseinteaehers’questionnaires.DifferentstudentshavedifferentPurposes.49.9%ofthemfoeusonhowtounderstandlanguageeffeetivelytoimProvetheirabilitytouseEnglishtoeommunieatewhenleaminggrammar.2.9%ofthemleamgrammarnotonlytoimProvetheirabilitytouselanguagebutalsotogetahighseoreinexamination.Buttherearestill44.9%ofthemwhoonlyfoeusonthegrammatiealrulestogetahighscoreinexamination.50it15necessaryforteacherstoguidethestudentstorealizetheultimategoaloflanguagelearning15theabilitytouselanguageforeommunication.Aecordingtothefiguresinitem4，only16.9%ofthestudentsthinkgrammarlearning15interesting.50onethingtheteachershoulddo15toarousestudents’interestingralnlnarteaehing.AstheProverbsays，“interest15thebesttCaeher.”46 Category3，comPrisingitems，investigateshowleamerslearngrammar.Table8HowLearnersLearnGrarnmarQQuestionSS、乞找ablessNumberoftheresPondentssPereentagee55..A..169959.3%%BB..37713%%CC..2889.8%%DD..2ll7.4%%EE30010.5%%F.F.00O%%Theresultsinitem5showthatmoststUdentsleamgrammarindifferentways，andlisteningtotheteaeher15themostPoPularwayoeeuP扒ngabout59.3%.50theteaehersPlayanimPortantroleinstudents’grammarleamingandteaehershouldtrybesttobeagoodgUiderforstudents.LeamingfromtheeontexttakesuP17.9%，forexamPle，fromthereadingPartinthetexthook，newsPaPer，TVProgramsand50on.Therearesomeotherwaysforstudentstolearngra们nrnar，readinggrammarbooksaeeountingfor13%anddoinggrammarexereisesoeeuPying9.8%.Thesewaysaredeterminedbytheirgoalandunderstandingofgrammarleaming.Category4，eomPrisingitems6一13，investigatesleamers，exPectationofgrammarteaching，eorresPondingtoitemss一14inteachers’questionnairestalkingaboutteaehers’gra们。们以arteaehing.50thisParteanbeanalyZedcomParedwiththatinteachers，questionnaires.几ble9Leamers’ExPeetationofGrammarTeachingQuestionS、恤月ablesNumberoftheresPondentsPercefitage47 66..A..3ll13.1%%BB..118849.8%%CC..8OO33.8%%DD.OthefSS883.4%%77..A..53321.7%%BB..163366.8%%CC..2008.2%%DD..441，65%%EE441.65%%88..A..159965.2%%BB77731.6%%CC..441.65%%DD..441.65%%99..A..38815.5%%BB..37715.1%%CC..168868.6%%DD..220.8%%110，，A..30012.6%%BB..55523.1%%CC..153364.3%%11..A..49920%%BB..116647.3%%CC..76631%%DD..220.8%%EE..220.8%%121..A..l335.3%%BB..65526.6%%CC..103342.2%%DD..63325.8%%113..A..80033.1%%BB..41116.9%%CC..105543.4%%DD..l666.6%%Dl月七rentfromtheresultsinitem5inteachers’questionnaires，only33.8%ofthestudentsholdthatgrammarleamingshouldbeintegratedwiththeleamingoflistening，sPeaking，readingandwriting(initem6).Abouthalf(49.8%)ofthemthinkthatgrammarshouldbele抑edsPeeially.50whenapPI如ngCLTingranuarteaching，teaehershadbetterhaveanisolationandexPlanationstage， whieh15tomovethestrueturesawayfromthecontext.(Ur.1988)Fromitem8inteachers’questionnairesanaditem7instudents’questionnaires，iteanbeseenthatbothteachersstudentswouldliketoPresentgrammatiealstrueturesineontext.Buttheyarenotidentieal.21.7%ofthestudentshoPeteaeherstobeginwiththesentencesfromthePreviousreadingorlisteningPart，while60.5%oftheteaehersusuallydolikethat.66.8%ofthestUdentswanttheteaeherstostartwitharealeontextbasedontheirinterestswhile21.1%oftheteaehersdolikethat.50teaehersshouldsPendmoretimetoereatesomerealeontextstoarousestudents’interest.Justliketheresultsinteachers，questionnaires，thereareveryfewstudentswhowouldlikethePresenttherulesofgrarnrnatiealstrUeturesattheverybegirming.Besides，therearetillfourstudentswhoehoose“others，，.SomeofthemliketheteacherstoPresentgrammarinexereises，whieh15theresultoftheCollegeEntraneeExamination.Someofthemhavenoideaaboutit，asaresultofthelackofmotivationinstudy.Forgran以们narPraetiee，item9inteachers，questionnairesanditem8instudents’questionnairesshowwhatstudentswantteacherstodoaredifferentfromwhatteachersdo.65.2%ofthestudentswouldliketodocomlnunieativeactivities，whileouly28.9%ofthemwoulddesigneommunicativeactivitiestoletstudentsuseEnglish.31.6%oftheteaeherswouldliketodoanumberofgrammarexercisesinformofCollegeEntranceExamination，while55.3%oftheteachersusuallydothat.Thistellstheteaehersthattheyshoulddesignmoreeommunieativeaetivitiesinadditionexercisestoarousestudents’interestsand49 develoPtheirabilitytouselangUage.Item10inteaehers’questionnaireanditem9instudents’questionnairesshowthattheuseofteaehers’languageandstudents’exPectationsaredifferent.68.8%ofthestudentswouldliketobalancemothertongueandtargetlanguageandeonfirmtothePrineiPleofCLT，while48.6%teachersdoasthisway.15.5%ofthestudenis’wanttousemothertonguemostofthetime，wlllle45.9%oftheteachersadoPtthistraditionalway.ExPlaininggrammarinEnglishrequireshighlyonteaehers’oralProfieiency，50teaehersmusttryhardtoimProvetheiroverallability.Astoerrorcorreetion，theresultsinitem11inteaehers’questionnairesarecomPletelydifferentfromthoseinitem10instudents’questionnaires.94.6%oftheteaehersdon’tcorreetstudents’errorsimmediatelywhentheyaredoingeornrnunieativeactivities，while64.3%ofthestudenisliketeacherstoeorreetthemimmediately.Inseniorhigh，aeeuraeyoflanguagehasPlayedamoresignifieantrole.50aftertheeommunieativeactivities，teaehersshouldPointoutstudents’errorandhelPthemeorrectitinaProPerway.Forthedistributionoftimeinclassroom，bothteachersandstudentsconsiderthestudentsasthecenter.Buttherearesomediffereneesfromitem11instudents’questionnairesanditem12inteachers’questionnaires，47.3%ofthestudentswouldliketeacherstolimitteachingtimetodoeornrnunicativeaetivities，whileonly18.4%ofteachersdoasthestudents’exPectation.31%ofthestudentswantteacherstosavetimetodogralnnoarexereises，while60.5%of50 theteacherswouldliketodo50.50it15neeessarytokeePabalaneeofgrammarexereisesandeommunicativeactivitiestomeetstudents’need.AnotherPhenomenonworthPayingattention15that20%ofthestudentswantteaeherstotakemostofthetimetoexPlainandtheyjustlisteningandtakingnotes.Andtwos加dentshavenoideaaboutit.ThisindicatesthePassiveroleofthestudents，asaresultoflackofmotivation.Theresultsinteachers，(item13)andstudents’(item12)questionnairesshowthatteacherswanttosavemoretimeforstudents，whilemost(68%)ofthestudentswouldliketeaeherstoexPlainthegrammarassPeeifieasPossible.Thisindieatesthestudents’dePendeneeonteachers.Asforthefoeusinreadingelassinteaehers’(item14)andstudents’(item13)questionnaires，mostteaehersandstudentshaverealizedwhat15imPortantinreadingelass，focusingontheeomPrehensionofthePassageandelassroomactivities.ButtherearemorestudentsthanteacherswhofocusonlangUagePointsandexereises.ItwillbediseussedintheinterviewPart.ForsomestudentslanguagePointsarethewholeinEnglishelass.Thismaybetheresultofthetraditionalsummativeevaluationsystem.Categorys，eomPrisingitemsl小18，investigatesleamers’Performaneeineolnnnunieativeelassroom.物ble10Lealllers’PerforlllaneeinCornr以unieativeClassroomQQuestionSS、乞riablCSSNumberoftheresPondentssPereentageel4l4A..32213.2%%5! BB..196681%%CC..l445.8%%115..A..75531.6%%BB..146661.6%%CC..l666.8%%116..A..2ll8.7%%BB..191178，9%%CC..l666.6%%DD..lll4.5%%EE..331.2%%117..A二47719.3%%BB二191178.3%%CC..662.5%%118..A..48819%%BB..177770%%CC..2339.1%%DD..551.9%%AeeordingtotheresPonsesinitem14，81%ofthestudentsthinkthecommunieativeaetivitieseanimProvetheirabilitytouseEnglish，only13.3%holdthattheyarehavenothingtodowiththeexaminationandit’5awasteoftime.Someotherstudenischoose“others，，.Someofthernthinkeommunieativeactivitiesareineffieient，sometimestoonoisyandsometimestooquiet.Someofthemsuggestthatit15dePendentondifferentgratnmaticalitemsandstudents.SomeofthemhavenoideaaboutitandwhatshoulddomusteontributetotheCxarnillatioll.92.2%ofthestudentswouldliketotakePartintheeornmuieativeactivitiesingrarnrnarclass，amongthem31.6%ofthemshowagreatinterest.87.6%ofthestudentswillsaysomethingwhenhavingagrouPdiscussion8.7%ofwllichareeagertosaysomethlng.78.3%ofthestudeniswilllistentoothers’Performanee，listeningearefully52 toleamfromothers’strengthsandavoidothers’shorteomingstomakeanimProvement.19.3%ofthestudentsarebusywiththeirtask，notearingothers’Performanee.Someotherstudentsdon’ttakePartinthetaskatall.GenerallysPeaking，mostofthestudentscanimProvethemselvesintheeommunieativeactiVities.AceordingtotheresPonsesinitem18，thereasonwhystudentshavenothingtosay15notsingle.GenerallysPeaking，thebiggestreason15unfanliliarwiththetoPie，whichoeeuPies60.1%.Theseeondone15thatteaehershaven’tProvidedsenteneePattemoreontrolledPraetice.50beforetheeollllnunieativeaetivities，teaehersshouldaequaintthestudentswiththetoPieorchoosesometoPiesstudentsfamiliarwith，Inaddition，forChinesestudents，thePraetieeshouldfollowtheorderofeontrolledPraetice，meaningfulPracticeandeolnrnunieativePraetice.4.1.3SummaryoftheAnalysisoftheQuestionnairesFromtheaboveanalysis，iteanbeleamedthatbothteachersandstudentsadmittheimPortaneeofgrammarteaching，butabouthalfofthemteaehorleamgrarnrnarjustforexamination，andtheyhaven，trealizedtheultimategoalofgrammarteaehingorleaming.Therearestillsometeacherswhodon，thaveagood比owledgeofCommunicativeLanguageTeaching.OnlyabouthalfoftheteacherwouldliketoaPPlyCommunieativeLangUageTeachingtogrammarteaehing，butmoststodentswouldliketotakePartineornnnunieativeaetivities.53 Astogrammarteaching，mostteachers叩PlysomeasPeetsofCLTtogrammarteaching，suehastheintegratingwithlistening，sPeaking，readingandwriting，takingstUdentsastheeente几Presentinggrammarineontext，immediateerrorcorrection.ButmostteachersPraetieegrammarinformofmultiPlechoiees，whieheontradietthePrineiPleofCLT.Withregardtolanguageuse，abouthalfoftheteaehersuseChinesemostofthetime，whichean，tereateagoodatmosPhereforEnglishleaming.TherearestillsometeaeherswhosPendmostoftheelassroomtimeongrammatiealstructuresandlanguagePoints.Aboutgramarleaming，onlyafews加dentsthinkgramlnarleaming15interesting:moststudentseanunderstandthesegrammatiealrules，buttheycanotusethemforProduetion(writingorsPeaking):andmoststudentsaredePendentonteaehersandlaekofPalticiPation，50teaehersPlayanimPortantroleinstudents’grarnrnarle嫩ing.Fromtheinvestigation，iteanbefoundthatteachers，teaching15ineonsistentwithstUdents’exPectationsinmanyasPeets，forexamPle，thestudentswouldlikeasPeeialgralnnnarelass，whiletheteacherliketheintegratingwithlistening，sPeaking，readingandwriting;thestUdentswantteaehertocreatesomemorerealandinterestingeontext，whiletheteaehersPresentgrammarfromthePrevioussentenees:studentswanttodomoreeolnlnunieativeaetivities，whiletheteachersProvidestoomanyexereises;thestudentswouldlikemoreEnglishinelass，whiletheteaehersuseChinesemoreoften;studentsPreferinonoediateeorreetion，whiletheteaehersPreferflueneyto54 accuracy.TheseineonsistencieseangiveteacherssomeindieationstoimProvetheirgrammarteaehing.TheresultsofthetwoquestionnairesalsorefleetthefaetorsaffectingtheaPPlicationofCLT:traditionalsummativeevaluation(CollegeEntraneeExamination)，thetraditionalteaehingmethod，thenumberofthestudents，teaehers’languageProficieneyandlackofenvironmenttouselanguage.ThesefaetorswillbefurtherdiscussedinnextchaPter.4.2AnalysisoftheClassroomObservationSeveraltyPicalgrainmarelassesandotherelassesdealingwithgrammarareselectedfrom22grammarelassesand39otherelasseswhichhavebeenobserveddunngthetwoterms.TheobservationreeordstheteachingProeeduresaswellasteachers’andstudents’aetivities，foeusingonthefollowingasPeets:(l)Wlletherthegramarteaehing15ineontext.(2)Whetherthegoalofelassroomactivities15touse，that15，toconununicateinreallife.(3)WhethertheteaehingProeess15meaning一eenteredandfluency一oriented.(4)WhethertheteachingProcess15students一centered.(5)Theuseoftargetlanguageandstudents，mothertongue.(6)WhethertheteachingProeess15integratedwithlistening，sPeaking，readingandwriting.4.2.1SamPlel:thePresentSimPleTenseandthePresentContinuousTense55 ThegrammaritemsinModule1inBook1forseniorhighstudents(PublishedbyForeignLanguageEducationandResearehPress)arethePresentSimPleTenseandthePresentContimiousTense.HerearetwoelassesgivenbytwoteaehersinGrade1.TheelassgivenbythefirstteaeherProcedureSSStePProeedureeTeaehers’aetivityyStudents’aetivityy11PreseniationnPresenithemlesabouttheeTakenotesandtrytooaandexPlanationnPresentSimPleTenseanddmemorizetherulesstthePresentContinuoussTTense(whentousethesetwootetnses))22Praeticee1.GiveStudelitSsometimeeDotheexereisesasquiekasstotdosomeeXercisesinfonlllPossibleeoofmultiPlechoieeeChecktheanswersandtelll22.CheektheanswersanddtheteacherwhiehonetheyyeexPlainsomedifficultPointssfinddiffieultandlistentooinitheseexercisesstheteacherr33HomeworkkAskstudentstodosomeemmoreexercisesinfonlloffCCollegeEntranceeEExanninationnThis15atyPiealtraditionalgrammarelass，which15stillPoPularinPresenttime.TheteacherandstudentsuseChineseallthetime.Studentsinthiselasseanhaveaelearunderstandingoftheserulesandcandowellintheexereises，buttheteaeherdon，tProvidethestudentswiththeehaneeswheretheyeanusetherulesinreallife.TheelassgivenbytheseeondteaeherProcedures56 SStePProeedufeeTeaehers’aetivityyStudents’aetivityyllPresentationnRemindthestudentswhattSaysomethingaboutittttheyhavelearnedabouttheePPresentSimPleTenseanddthtePresentContinuoussTTeflsee22ExPlanationnSu们nm丽zetherulessTakenotesandtrytoommemorizetheruless33Practicee1.AskeachstudenttomakeeMakesentences，suchassaasenteneeabouttheirlifee1usuallygetuPat6intheeuusingthePresentSimPleemomlllg·TTenseandthePresenttW亡arehavingEnglishelasssCContinuousl七nseeno从产..22.GivestudentssometimeeDotheexereisesasquiekasstotdosomeexereisesinfolllllPossibleeoofmultiPlechoieeeChecktheanswersandtelll33.ChecktheanswersanddtheteaeherwhichonetheyyeexPlainsomediffieultPointssfinddiffieultandlistentooinitheseexercisesstheteaeherr44HomeworkkAskstudentstodosomeemmoreexercisesinfolllloffCCollegeEntraneeeEEXalninationnComParedwiththePreviouselass，thisonegivesstudentmoretimetothink，aPProaehingthe“student一centered，，inCLT.Besides，theteacherlayssomestressontheuseofthePresentsimPletenseandthePresenteontinuoustenseinreallifebyaskingstod呱5tomakesenteneesabouttheirlife.Inaddition，thisteacherusemoreEnglish.It15heardthatshehasbeentoEnglandfortrainingforoneyear，50shehasahighoralProfieieney.However，thislessonstilladoPtsatraditionalmethodinsomeasPects，suehasattaehinggreatimPortaneetograrn们narexereisesandlaekofeommunieativeaetivitiesandeontext.4.2.2SamPleZ:Non一finiteVerb(PartieiPles，Gerund，Infinitives)ThegrammaritemsinModule2inBook1forseniorhighstudents57 (PublishedbyForeignLanguageEdueationandResearchPress)areaboutv一ingwhieh15aPartofnon一finiteverb.HerearealsotwoelassesgivenbytwoteaehefsinGrade1.TheelassgivenbythefirstteaeherProeedures:SStePPProeedureeTeachers’aetivityyStudents’aetivityyllPresentationnPresentthesentencessLookandlistenneeontainingy一ingfromtheePPreViousreadingPart::BButnow，aftertwoweeks，thteelassreallylikesworkinggwwithhe.r.22Isolationandd1.GuidethestudentstofinddFindandsPeak:someverbssEExPlanationnouttherulessarefollowedby“doing，，ass22.Summarizetherulesanddtheobject..mmakesomesuPPlements::几kenotesandtrytoososmeotherveths，suehassmelnorizetheruless““forget，，，arefollowedbyybboth“doing，，and“todo，，，bbuttheyhavedifferenttmmeanings·33Praetieee1.Gives扭dentssometimeeDotheexercisesasquickasstotdosomeexereisesinforllllPossibleeoofmultiPleehoieeeCheektheanswersandtelll22.ChecktheanswersanddtheteaeherwhiehonetheyyeexPlainsomediffieultPointssfinddiffieultandlistentooinitheseexercisesstheteaeherr44HomeworkkThesamewiththePrevioussOOneSSFromtheabovequestionnairesanalysis，it15knownthatmostteaehersusethiswaytoteachgrammar，guidingthestudentstosurnnnarizethegrammatiealrulesfromthesenteneesinPreviousreadingorlisteningPart.This15at冲ieal58 andeasywaytoPresentgrammarineontext，beeausethetextbookjustPresentgrammarinthisway.ExcePtPresentinggrammarincontext，theteaeherteaehesgrammarinamoretraditionalway，usingChinese，usingmultiPleehoieesasthePraetiee，teaeher-eenteredand50onTheseeondteaeheradoPtsadifferentwaytoPresentgrammar，withthefollowingstePsimilarwiththefirstone.ProeedurCS:SStePProeedureeTeaehers’aetivitvvStudents’aetivityy11Presentationn“1“N.onE一fxinPiltaeinV七trhbe，，tPohralseetet…L。。k，“8‘一d‘h‘nkkstsudentshaveanoveralllimiPressionofit，andPresenttthtreeformsofit:doing，tooddoanddone..22.PresentsometyPieallsesntenceseontaininggNNon一finiteV匕rbinreallifeeWWithourfoodrunningout，wwehadtowalktoavillageefforhelP..WWithtwoexamstoworryyaabout，1havetoworkreallyyhhardthisweekend..WWithmoreandmoreforestssddamaged，someanimalsanddPPlantsarefacingthedangerroofd如ngout..11enjoysPeakingEnglish..HHe，5lookingforwardtoohhearingfromhisPenPal..11sPend2hours(in)revisinggEEnglish..11forgetPostingtheletter..11forgettoPostthelette.r.22Isolationandd1.GuidethestudentstofinddFindandsPeak:therearee59 ““doing，，astheobject.Someevverbsarefollowedbothbyy““doing，’and“todo，，..TTakenotesandtrytoo22.SummarizetherulesanddmVmeermb.orizSeotmheerulveestshsandd一一ExPlanationnmomuatktehesormuleesssuPPlementssPthhrreaeseSfonanresoffollNowone一dfinbityeye33ThisteacherstartswithexPlanation，alldthenereatecontext.Asaresult，thestudentsinthiselassPerformbetterthanthefirstone.50teaehersshouldehoosedi价rentwaysaecordingtodifferentgrammatiealitems.Insummary，thesetwolessonsbothPresentgrammarineontextandthestudentsinthembeeomeanactivethinkernotjustaPassivereceiver4.2.3SamPle3:FIVeBasieSenteneeStrueturesandModalVerbsHerearetwodifferentgrarnlnarlessons.Whattheyhaveineommon15thattheybothcreateaeontextwhiehcomesfromstudents’reallifeandarousestudents，interesttostudy.Thefirstclass15combinedwithwritingforGrade3studentsaboutthefivebasicsenteneestructures.ProeedufeS:SStePPProeedureeTeachers，aetivityyStudents，aetivityyllLead一innCreateaeontext“AtriPtooLook，listenandshowgreattGGuangZhouAsianGames，，interestinthistoPiee22BodyPatrtl·PresentthefirstPartofthissLookandfindoutthebasieePPassage:What1havecanmakeeSelltenCeSlfIJCtureSSmmeavolunteeLThesenteneessaareallthebasiesentencee60 stsructurestogetthestUdentss几几miliarwiththem..22.Prese爪theseeondP甜::sosmethingabouttheAsiannGGanles.MakeaelearrexePlanationofeachbasieeSeSfltCflCCSStmCtufC..33Practieeetranslation:fromEnglishtooTranslatethesenteneesinnCChineseefirstPartandreviewthefiveettranslation:竹。mChinesetoobasiesenteneestmetureeEEnglishhTserseaonnsldateParttheansdenlteeanmceshoiwnwntotusethefivebasieesesntencestrue扭retoexPresssidieassWriting15agoodwaytouselanguage，50this15anexeellentcombination.Besides，thisteaeherereatesaeontext，whieh15notjustinasentencelevelandeomesfromstudents’reeentlifeandarousestheirinterest;asaresult，allofthestudentsinthisclasseageriytakePartintheaetivities.Inaddition，theEnglishtoChinesetranslationPraetieegetstudentsreviewwhattheyhavelearned，andtheChinesetoEnglishtranslationPraeticemakestudentsusethefivebasiesenteneestructurestoexPressideas.IftheteacherassignshomeworktowriteaPassage，itwillbebetter.Theseeondelass15aboutmodalSStePPProcedureeTeachers，aetivityyStudents’aetivityy11PresentationnPresentanextraCtsfrommLook，listenandthinkLkTTheAdventuresofTo脚SSa呷ercontainingsomeeMModal、rethss22.Basedonthis，teacherrcrceatesanewcolltextaboUttttheeomPutergamesanddhhomework，containingsomee6l mmodalverbss22Isolationandd1，AskthestudentstosayyEageriysaywhattheyhaveeEExPlanationnsomethingabouttheseeunderstood..MModalVerbs..Takenotesandtrytoo22.ExPlaineachoftheModallmemorizetherulessVV七rbss33PraeticeeAskstUdentstodomultiPleecchoieessStudentsburstintolaugh，afterseeingadialoguemadeuPbyteachers.Fromthelaughing，theyhaveabeterunderstandingofmodalverbs.This15aeontextbasedonstudents’reallife.It15meaning一eenteredandstudents一eentered.Iftheteacherdesignssomecorn们nunicativeaetivitiesforstudentstousemodalverbs，itwillbebeter.4.2.4SamPIe4:TheRevisionGrammarLessonsTheauthorobservedsomerevisiongrammarlessonsinGrade3.TheyfollowthesameProcedures:teacherPresentrulessystematieallyaboutonegrammatiealitem，andthestudentslistencarefullyandtakenotes，andthenthestudentsdosomeexercisesinformofCollegeEntraneeExamination.Althoughthistraditionalwayhasanumberofdisadvantages，buttheyeansavemuehtimeforGrade3students.4.2.5San1Ples:thel丫eatmentofGrammarinListening，SPeaking，ReadingandWritingFromtheaboveanalysisofquestionnaires，iteanbeseenthatgrammarshouldbeintegratedwithlistening，sPeaking，readingandwriting，buthowdotheydealwithgra们nr以ar?Theauthormakessomeelassroomobservation.Astolisteningandreadinglessons，theteacherwillseleetsomelanguage62 Points(grammaticalstruetures)forstudentstomemorizeattheendoftheelass.ButintheoPenelass，theteaehersneverdealwithgrammatiealPointsatall.ForsPeakingandwriting，besidesthesPeakingandwritingskills，theteacherswillProvidesomestructuresforstudentsbeforestUdentssPeakorwrite.TOsumuP，formostteaehers，grammarteaehingPenetratetheteaehingoflistening，sPeaking，readingandwriting4，2.6SummaryoftheAnalysisoftheClassroomObservationFromtheaboveanalysis，iteanbeeoneludedasfollows:1.SometeaeherseanPresentgrarn们几arineontext，whieh15fromthePreviousreadingorlisteningPart，butthere15stillnotenoughnewereation;2.TheeombinationofgrammarlessonswithwritingorsPeakingtask15agoodehoiee，whiehnotonlyProvidestheeontext，butalsogivesstudentstheoPPortUnitytoProduee.3.TherearenotenougheommunieativeaetivitiesforPraetice，asaresult，allthestudentseandowellinexereisesbutean’tuseEnglishtoeommunieate:4，SomeofthemhaverealizedtlleimPortaneeofstudents’role，buttherearestillalargenumberofteacherstakeuPmostoftheelasstimeandthesavedtime15fortheexercises.This15noteonsistentwiththeinfonllationfromthequestionnaires，5，MostteaehersuseChineseformostofthetimeinelass，whieheannoton七rstudentsarelativelynativeenvironment.This15noteonsistentwiththeinformationfromthequestionnaires.63 6.CLT15notuniversal，andteaehersshouldtreatdi跳rentgrammaritemsdifferentkindofelasses(neworrevisionclass)anddifferentstudentsdifferently7.Mostteachersdealwithgramatiealitemsintheteaehingoflistening，sPeaking，readingandwriting，exeePtfortheoPenelass.4.3AnalysisoftheInterviewTheinterview15designedtomakeadeePerinvestigationasasuPPlementofthequestionnairesandtheelassroomobservation.4·3.1AnalysisoftheInterviewwiththeTeaehers(l)What’5yourteaehinggoalandteaehingmethodologyofeachgramnzarclass?Astothisquestion，mostteaehersagreethatteaehinggrammar15notanendinitself.TheyteachgrammarjusttomakestudentstohaveabettereomPrehensioninreadingandlistening，andtosctanorminwritingandsPeaking.SomeyoungteaehersregarddiseoveryteehniqueastheirteaehingPhilosoPhy，inakingstudentsleamthroughdiseoveringbythemselves.(2)DoyouthinktheaPPlieationofCommunieativeLanguageTeaehingisaneffectivewaytoteaehgrammar?Canyousticktothiswayineaehmodule(unit)?Why?AlltheteachersthinktheaPPlicationofCommunieativeLanguageTeaching15aneffectivewaytoteachgral刀nlar.Ifthestudentseandoeommunieativeaetivitieswell，theyeanalsodowellintheexamination.CLTandtheexarninationdon，tcontradietwitheachother.64 Buttheycan’taPPlyCLTtogrammarteaehingineaehmodule(unit).Someteachersarguethatthere15notenoughtimetodoeommunicativeaetivitiesandtheymustsavetimetofinishotherParts，othe附isetheywouldnoteomPletetheteachingtaskofthisterm.WllileotherteaeherssaythatwhetherapPlyCLTornotdePendsondifferentgrammatiealitems.Suehgrammaritemsasmodalverbs，tenseandvoieecanbetaughtwiththeapPlieationofCLT，butit15lesseffectiveintheteachingofsomeothergrammatiealitems，suehasNon一finiteVerb.AteacherinGrade3holdsthatit15bettertoaPPlyCLTinGrade1andZ，notinGrade3whenthestudentshavenotenoughtimetodocolnmunieativeaetivities.(3)Wllat，5theobstaeleinaPPlyingCommunieativeLangUageTeaehing?FromtheoPinionsoftheteaehersinterviewed，iteanbesummarizedthatthereareavarietyofobstaelesfortheapPlieationofCLT.Someteaehersholdthatit15forthesakeofteaehers.Foronething，theteachers’EnglishProfieieneyimPedetheapPlieationofcornmunieativeaetivities:h八o万nanother，someteaehers’traditionalteaehingmethodologywhichfoeusonlytheimPartationoflanguage如owledgeean’tbechangedinaveryshortPeriodoftime.Otherteaehersthinkthatstudentseanbeanotherfactor.Moststudentsdon，thaveaeorreetunderstandingofgrammarleaming，holdingthatgrammarlearning15justtomemorizesomerulesanddosomeexereises.Inaddition，somestudentsarelaekofmotivationanddon，tdaretoexPresstheirideasineoln们nunicativeaetivities.65 Forsometeaehers，CollegeEntranceExamination15alsoafactoraffeetingtheapPlicationofCLT.AlthoughsometeachersadoPtformativeevaluation，inwhiehtheyevaluatestUdentsnotonlyfromtheirseoresinexamination，butalsofi’OmtheirPerformanceintheProeessofstudy，alltheteaehersandstudentsareunderthePressureofCollegeEntraneeExamination，whichPlaythedominantroleinstudents’entraneetoeollegeoruniversity.Limitedteaehingtime15anotherreason.Teaehersdon’thaveenoughtimetoletstudentsdoeornlnunieativeaetivities;otherwisetheywillnotfinishtheteaehingtask.4.3.2AnalysisoftheInterviewwiththeStudentsDoyouliketakingPartintheeommunieativeaetivitiesingrammarclass?Samewiththeanswersfromthequestiormaires，moststUdentswouldliketotakePartintheeommunieativeaetivities.Butsomeofthemshowtheireoneemabouttheirexamination，becauseeommunieativeaetivitiestakeuPtoomuehtheirtimeofdoingexercises.Andsomeofthemsaythatsometimestheycan’texPresstheirideasinEnglish，instead，theywillusetheirmothertongueingrouPdiscussion，whichcontradictwiththePrineiPleofCLTandeanbeawasteoftime.Iteanbeeoneludedthat，forsomestudents，esPeeiallythestudentsinordinarysehools，theirEnglishProficiency15nothighenoughtoeomPletetheeommunieativeaetivities.4.3.3SummaryoftheAnalysisoftheInterviewFromtheaboveanalysis，itcanbeseenthatmostteaeherandstudents66 wouldliketheapPlieationofCLTingrammarlessons.Buttheycan’tapPlyitallthetime.Thereasonsarethelimitedtime，theCollegeEntranceExamination，teaehers’lowEnglishProficieneyandtraditionalteaehingmethodology，students’ineorrectunderstandingofgrammar，lowEnglishProfieieney，laekofmotivationandreluetaneeofPartieiPation.Andforsometeaehers，thereshouldbedifferenttreatmentfordifferentgrammaticalitemsanddifferentstudents.67 ChaPter5FindingsandSuggestions5.1FindingsintheInvestigation5.1.1MainFindingsFromtheanalysisofquestion-naires，elassroomobservationandinte介iew，itcanbeseenthatmostteachersandstudentsadmittheimPortaneeofgrammarteaehing，buttheyhaven’trealizedtheultimategoalofgrammarteaehingorlearning，andmoststudentsfindnothinginterestingingrammarlearning;it15notdifficultforstudentstounderstandthegralnnnatiealrules，butit15difficultforthemtouse.Themainfindingscanbedrawnasfollows:(1)AbouthalfteaehersandmoststudentswouldliketoaPPlyCLTtogrammarlessons，buttheteachereannotadoPtitallthetimeinrealelassroomandsometeacherssticktothetraditionalgrammarteaehingmethods;(2)CornmunieativeGrammarTeachinghasn’tbeeneffectivelyusedingramarteaehing.TeaehersapPlysomeasPeetsofCLTtogrammarteaehing，suchastheintegratingwithlistening，sPeaking，readingandwriting，takingstudentsastheeenter，Presentinggrammarincontext，ilnrnediateerroreorreetion，butothergoodasPeetsofCommunieativeGrallllnarTeaehinghaven，tbeeneffeetivelyused.ForexamPle，mostteachersPraetieegrammarinformofmultiPleehoiee:mostteaehersuseChineseinelassroom;someteaehersPaymuehattentiontogrammaticalstrueturesandlanguagePointsinordinaryreadingelassroom，butneverdealwiththoseinoPenelasses;andsometeachers68 takeuPtoomuchclasstime.(3)Communieativegrammarteaehinghasitsadvantagesaswellasdisadvantages.Itcanarousestudents’interestanddeveloPstudents’abilitytouseEnglishinreallife，howevertheeommunieativeactivitiestakeuPtoomuchtimeanditcannotmeettheaetUalsituationofEnglishedueationinChina.5.1.2FaetorsAffeetingtheAPPlieationofCommunieativeLanguageTeaehinginGrammarTeaehingTherearealsosomeProblemstheteaeherseonfrontintheProeessofapPlyingCommunieativeLangUageTeaching.5.1.2.1ObstaelesResultedfromtheEvaluationSystemAlthoughmostteaehersholdthattheyusebothsummativeevaluationandformativeevaluationintheirteaehingProeess，CollegeEntranceExaminationwhiehdominatess加dents’fate，15asummativeevaluation.Asaresult，thestudentsarebusywiththeexaminationandsomeofthemareeonfusedwiththeaimofleamingEnglish.Consequently，theyfindnointerestinle抑ingEnglish.Similarly，theteachers，teaehing15examination一oriented.TheyPraetieegrarnrnarinformofmultiPlechoieesinsteadofeommunieativeaetICS.CollegeEnlraneeExalnination15authoritativeandtherehasn，tbeenaflabsoluteevaluationofeommunicativeeomPctenee.50studentsdon’tatachimPortaneetodeveloPingtheireommunieativeability.Thereforethere15laekoftheeffeetiveassessingsystemfortheaPPlicationofCommunieativeLanguageTeaehing.5.1.2.2ObstaelesResultedfromtheTeaehingConditioninChina69 English15aforeignlanguageinChinaandthere15littleenvirotunenttoProvidestudentswithenoughEnglishinPutandtheoPPortUnitytouseEnglishoutsidetheelassroom，50theEnglishclassroombeeomesanimPerativePlacetosuPPlyauthentieEnglish.However，mostteachersuseChineseinelassroomwhichdestroyss加dents’thinkinginEnglish.Besides，large一sizeelassroom15anobstaeleagainstimProvingelassroominteraetionandmanagement.It15foundthatthereare40一50studentsineaehelass，whiehdeereasestUdents’oPPortIJnitytotakePartineommunieativeaetivities.Inaddition，thelimitedteachingtimeresultinlittletimetodoeornlnunieativeactivities.IftheteaehersletstUdentsdomanycommunieativeaetivities，theywillnotcomPletetheteaehingtask.5.1.2.3ObstaelesResUltedfromTeaehersAsit15knownfromtheaboveanalysisofthequestiormaires，teaehersPlayanimPortantroleinstudents’gra们。1llarlea而ng.However，therearestillsomeProblemsamongtheteachers.First，therearestillanumberofteacherswhostiektothetraditionalteaehingmethodology.Fromthedataofquestionnaires，iteanbeseenthat13.5%ofthemdon’tknowCLTatall，and54.1%ofthem肋owalittle.OnlyhalfofthemwouldliketoaPPlyCLT，andtheythinktheaPPlieationofCLTean，timProvestudenis，seoresintest.50it15imPerativetomakeeveryefforttoProPagatetheideaofCLTtoteaeherstolethaveabeterknowledgeofit.70 Seeond，eomParedwiththetraditionalteaehingmethods，CLTdemandshighlyonteachers’EnglishProfieieneyandoverallability，butteaeher’5qualityinseniorhighschoolinPresentChinaseemsnottomeettherequirementsofCLT，forexamPle，mostteaehersuseChineseingrammarelass，50theyean’tereatearealeontextforthestudents.It15leamedthatsometeachersevenhaven’tgotthebaehelor’5degreeuntilnowandsomeofthemgraduatefromteachers’trainingschool，which15farfromtherequirelnentofCLT.5.1.2.4ObstaelesResultedfromStudentsTherearesomecharacteristiCsofChinesestudentsWhicheallbetheobstaeleintheirstudy.Thefirstone15thestudents’treditionalunderstandingofgrammarleaming.Theyholdthatgrammarleaming15justtomemorizesomerulesanddosomeexereises.TheleamingofgramatiealitemsandlanguagePoints15thewholetosomestUdents，whiehimPliesthattheyhaven’tunderstoodtherealmeaningoflanguagestudy.Theseeondone15thelowEnglishProficieneyofthestudents.WhenhavinggouPdiseussion，somestudentscanotexPresstheminEnglish，50theyuseChineseinstead，whicheannotreachtheeffectiveresults.Thethirdone15theaffeetivefaetor.MoststUdentshaveaPassiveeharacter.WhensPeakinginPublic，theyfeelshyandarewo币edaboutmakingmistakes.AlthoughtheyknowtheimPortaneeoflearners’role，theirintrovertedPersonalityimPedesthemtoactivelyinvolveinelassroomaetivities.Theyare71 justdePendentontheteaehersandlistentotheteachersinelass.Fromthequestionnaires，itcanbeseenthatsomestudentsarelaekofmotivation，havingnoideaofthesequestions.5.1.2.5obstaelesResultedfromCommunieativeLanguageTeaehingCommunieativeLanguageTeaehinghasitsadvantages，butit15notalwaysPerfeetlygood.ForexamPle，aeeuracybeeomesmoreimPortantforseniorhighs加dents，50teachersshouldnotignoretheProPereorrection;seniorhighstudentshaveformedabstraetthinking，50deductivemethodandsPeeialgrammarexPlanationcanbeadoPted.5.2SuggestionsBasedonthefindings，somesuggestionsarePutforward.5.2.1DeveloPinganEffeetiveAssessingSystemThere15notanautboritativeassessingsystemmatehingwiththeaPPlieationofCLT.TheCollegeEntraneeExamination，whieh15asummativeevaluation，15theonlystandardtoevaluatestudents.50it15imPerativetobringformativeevaluation，whiehevaluatesstudentsasthecourseProeeedsfroinamoreeomPrehensivevieweomPosedofknowledge，abilityandaffeetivefaetorsintothePresentassessingsystem.Butit15notaneasything.TheexPertsshouldbedeterminedtoworkoutasPeeifieformativeevaluationmatchingCLTandmakeitauthoritative.5.2.2ImProvingtheTeaehingConditioninChinaFirstly，it15toredueethenumberofstudentsPerelass.Thesuitablenumber72 ofstudentsinoneclassinseniorhighschools15from25to40.AlthoughtheeconomyofChinarankslow，weshouldtrytoredueethenumberofstudentsandProvidethestudentswithmoreoPPortunitiestouseEnglishinelassroom.Seeondly，theeontentsinPresentmaterialsshouldbereseleetedandredueedtoleaveteachersandstudentsmoretimetodoeommunieativeaetivities.5.2.3ImProvingTeaehers’OverallAbiTeaehersmustbeexPertsinlanguageandlanguageteaehing.SometrainingcoursesshouldberegularlyheldforteaeherstoimProvetheirlanguageProfieieneyandletthemknowthelatestteaehingtheoryandPraetiee.Sehoolsshouldeneourageteacherstohaveadvancedstudiestoreaehahigheredueationalbaekground.TeaeherseanalsosubscribetosomejoumalsandbooksaboutEnglishteaching.Inaword，teaehershouldmakeeveryefforttoimProvetheirEnglishandteaehingability.Inaddition，teachersoughttodeveloPtheabilitytoarouses拟dents，motivationandhe1PthemtoovereometheintrovertedPersonalityFurthermore，teachersshouldalsodevel0PresearchsPiritintheeourseofteaehing，takingteaching，leamingandinvestigatingasawhole.5.2.4ChangingTeachers’TeaehingMethodologyFirst，theteaehersmustbewillingtoaeeePtnewteaehingtheoryandmakestudentsrealizetheultimategoaloflanguageleaming一eonmiunieativecomPetence.Andthen，theteachersShouldereateinterestingandrealeontextanddesigneonununieativeactivities.Therealeontextereatedbytheteach盯515farfromthestUdents，exPectationandtheamountof73 eommunieativeactivities15muchsmallerthanthegrammarexereises.50realCofltCXtaannUJdcommunicativeactivitiesshouldbedesignedtoarousestudents’interesteventuallydeveloPstudents，eommunieativeeomPetenee.50itrequiresteaeherstodevotemoretimetoPreParetheelass.5.2.5BalaneingCommunieativeLanguageTeaehingwithTraditionalTeaehingMethodsCommunicativeLanguageTeaehing15notuniversal.Asillustratedintheaboveelassroomobservation，PresentingNon一finiteVethinatraditionalway15moreeffectivethanthatinCLT;IntherevisionclassortheelassforGrade3students，thetraditionalwayeangivestudentsaelearillustrationoftherulesandsavemuchtime;Theolderthestudenisget，themoretheythinkabstraetly，50theexPlanationofsomerules15neeessary:Aeeuracyequalsflueneyforseniorstudents.Insurnrnary，difi七renigrarnpnatiealitems，differentkindsofelassdlfl飞rentstudentsneeddifferentteaehingmethods.TheeombinationofCLTandtraditionalmethods15awisewaytoteachgrarn们nar.5.2.6ThreeModelswiththeAPPlicationofCl…JinGrammarTeaehingAeeordingtotheaboveanalysisandthemodelsProvidedbythewesternlinguists，theauthorsuggeststhreemodelsingrammarteaching，whiehareapPreeiatetothestudentsinChina.ModellThefirstmodel，which15fortheteaehingofnewgramatiealitems，isasfollows:74 Presentationincontext:teachersPresentthegrammarinthesenteneesfromthePreviousreadingorlisteningPartorinthecontextcreatedbytheteachers，sucheommunieativeaetivitiesasPresentingPietures，tellingstory，readingPoems，singingasongeanbeadoPted.Makesurethematerialseomefromthestijdents，reallife.DiseoveringgrammaticalstrUcturesbystudents:teaehersshouldguidethestudentstofindoutthegrammarPhenomenonandsurnln丽zetherulesbythernselves.IsolationandexPlanatiollbyteaehers:afterthestudents’induetion，teachersshouldisolatethisgranlmatiealitemfromtheeontextandexPlainhowtoapPlytheserulesasclearasPossible.Practiee:thePraetieecanfollowtheorderofcontrolledPraetiee，meaningfulPractieeandsituationalPractiee(communieativeaetivitie。).AmongthethreePractieeaetivities，cornmunieativeaetiVitiesaredesignedtogetstUdentstouseEnglishinrealeontext.There15avarietyofsuchaetivities，suchasthefunctionaleommunicationactivities一Problem一solving，andthesoeialinteractionaetivities一dialogues，role一Play，discussionand50on·Thefollowing15taking”A而butiveClause，，asanexample·TeaehingProeedures:SStePProeedureeTeachers’activityyStudents’activityy11Lead一inn1.DividetheelassintooLookandsaysomethinggggouPsandletthestudentssaboutit:somestudentswillleeomPleteataskingrouPs..usesimPlesenteneesandd22.PresentsomePicturesoffsomestudentswilluseeooursehooltoarouseeAttributiveClausee75 stsudents’interest..33.AskstudentstodescribeeoourschoolinEnglishh22Ptesentationinn1.Deeorates加dents，ListenandthinLk..CCoflteXttsentencesbyusinggAAttributiveClausewithh““whieh，who，whom，that，，印印urpose:letstudentstookknowwhattheyhaveleameddinijuniorhigh))22.PresentsomeotherrPPicturesandletstudentssmmakesenteneestodeseribeethtembyusingAttributiveeCClausewith“when，where，ww场，，33DiseoveringgHaveadiscussionabouttheeSaywhatevertheyhaveeGGrammatieallstructufCsandeharaeteristiessfound..SStructurebyyofthesesenteneeswiththeestsudentssStudefltss44Isolationandd1.SummarizethegenerallListenearefullyandtakeeeexPlanationbyyrulesofAttributiveClauseenoteswhenneeessary..tetaeherss2，ExPlaintheAttributiveeCClausewithrelativeadverbss(w(hen，where，why))55..Praetieee1.Letstudentsmatchthetwoo1.JointhetwoP叭5ofoneePP叭5oftheeSenteflCCSSseslltenees.(eontrolledorr2.DeseribethefollowinggmmechaniealPraetice))PicturesbyusingAttributivee22.LetstudentstodescribeeClause.(Pairwork))thtefollowingPie拟resbyy3.Describeourelassbyyuusingattributiveelause..usingAttributiveClause..(m(eaningfulPraetiee))33.LetstudentstodescribeeoourclassbyusinggAAttributiveeCClause.(situationalPractiee))66..APPlyingg1.Restatethetask::1.W匕rktogethertoeomPleteeggrarnmarrsuPPosingaforeignleaderrwwerevisitingoursehoolanddyyouweretheguide，whattwwouldyousay?(grouPwork))22.LetthestudentseomPletee76 itusingAttributiveClausethetaskingrouPswithin5minutesingrouPs.3.WalkaroundthestudentstogivethestudentssomeadvieeandhelP4.SeleetZ一3grouPstoshowtheirworks2.S0merePresentatives5.W6rkwiththewholeelassShowtheirworksinfrontoftogivesomeeommentstotheclassthestudents’works3.Otherstudentsgive6.Letothers加dentstoCornrnentStogetherwiththeeorreettheirownworksafterteacherClaSS7Summaryand1.Reviewthestructureandhomeworkuseofattributiveelause.2，Presentthehomework:(1)Deseribeapersonusingnolessthan3subjectelauses(2)Findoutsomeprovel.bswiththestruetureofsubjeetclausesontheinternetorsomeothermediumModeIZTheseeondmodel15designedtosomeeomPlieatedgrammatiealitemssuehasNon一finiteVerb，whicheannotgeteffeetiveresultwhenusingmodel1.Thismodel15asfollows:PresefltationbyexPlanation:teachersPresefltthegralnrnarbyexPlaininggeneralrulesofthismatiealitern.Creatingeontextbyteaehers:afterthat，theteacherscanPresentsomerealcontextforthestudentstoletthemtofeeltherulesofthisgrammatiealitem.SuehcommunieativeactivitiesasPresentingPictures，tellingstory，readingPoems，singingasongcanbeused.DiseoveringgratnmatiealstrUcturesbystudents:teaehersthenguide77 studentstofindoutandsummarizesomeothersPeeificrulesofthisgrammaticalitem.IsolationandexPlanationbyteachers:teaehersguidethestudenttosummarizetherulesandexPlainthemasclearasPossible.Practiee:thesalnewithmodel1.Thefollowing15takingthe“NounClauseastheSubjeet，，asanexamPle.SStePPProeedureeTeacher’5aetivityyStudents’aetivityyllLead一inn1.DividetheclassintogrouPss1.ListentothesonganddaandletthestudentseomPleteaacomPletethetask(grouPPtatskingrouPs..work))22.Playasongg2.Checktheanswerwithh44.Checktheanswerrtheteacherr55.Guides加dentstofindthee3.Findtheeornrnonnccommongroundoftheselyriessgroundoftheselyriess66.LeadtothetoPicofthislessonnaandtask(a“TravelAgeney，，GGame)tobecomPletedd22PresentationbyyExPlainthestruetureoftheseeListenandthinkkeexPlanationnl州csbriefly(nounclauseastheesusbjeet)byusingdiagramm33..CreatingeontexttIctstudentsfindouttheSubjeettFindoutthesubjecttbbyteaeherssClausesinHdwL诉BeganonnclausesinHowL沙ttheEarthingrouPssBeganonrkeEarthinnggouPsandaarerPresentativeofeaehhggouPrePortstheirraanswer(grouPwork))44DiseoveringgPresefltthestudents’answeronnHaveadiseussionabouttGGrarnrnatieallthesereen，andhaveadiscussionnthestruetureanduseoffSStructurebyyaboutthestructure(thewordsstheSubjeetClausewithhstsudentssintrodueingnounelauses，nounnteaeherreleauses，Predicateofmainncclauses)anduseoftheSubjecttCClausewithstudentss55IsolationanddSurn们narizethestructures，useinnListenearefullyandtakeeeexPlanationbyydifl七rentsituationandthreeenotewhenneeessar.y.tetacherssimPortantPointsaboutNounnCClauseasthesubjeet:orde几78 aagreement，“it，，rePlaeestheesusbjeetelausee66Praetieee1.Letstudentsjoinsenteneess1.JoinsenteneesusingguusingSubjeetClausesssubjeetClauseSS(c(ontrolledormechanicall2.DeseribethefollowinggPPraetiee)andehecktheanswer..PicturesusingSubjectt22.LetstudentsdeseribetheeClausesinPairs(PairrffollowingPieturesusingSubjeettwork))CClausesinPairs(meaningfull3.Onestldentsdescribee拼拼碱iee))oneofhisclassmates，33.LCtstudentsdescribeoneoffusingatleastoneSubjecttthteirelassmates，usingatleasttClause，andtheotherssooneSubjeetClause.GiveairihaveaguessseexamPletoPromotestudents’eeonfidenee(situationalPractiee))77APPI户ngg1.Restatethetask:a“‘Travell1.认勺rktogethertooGGramm盯Ageney”Gaxne(grouPwork))eomPletethetaskinn22.Letthest-UdentseomPleteittgOUPSSuusingnolessthan5Subjeett2.SomerePresentativessCClausesingrouPswithin4一55showtheirworksinfronttmminutessoftheelasss33.认值Ikaroundthestudentstoo3.OtherstudentsgiveeggivethestudentssomeadvieeeeommentstogetherwithhaandhelPPtheteaeherr44.SeleetZ一3grouPstoshowwttheirworkss55.W6rkwiththewholeclasstooggivesomeeommentstotheestsudents’workss66.Letotherstudentstoeorreettthteirownworksafterelasss77Su们npoaryandd1.Reviewthestruetureoffhhome丫vorkksubjectelause·22.PfCSentthehomCwork::((l)Describeapersonusingnoolelssthan3subjeetclausess(2()FindoutsomeprovethsWithhtthestructureofsubjectclausessoontheinternetorsomeotherrmmediummModel3Thethirdmodel，whieh15moresystematieandeansavemuehtime，15for79 therevisionelassorforthestudentsinGrade3.It15asfollows:ConeentratedPresentationbyteachers:teachersPresentthegrammatiealitemsasasystem.DiscoveryandexPlanation:teachersguidethestudentstosummarizealltherulesofthisatiealitemandmakeaeontrastwithothergrammatiealitems.Practiee:iteanalsofollowtheorderofthatinmodell，butthereshouldbemoreexereisesinformoftheCollegeEntraneeExaminationforGrade3students.Thefollowing15takingthe”NounClause，，asanexamPle.SStePPProeedureeTeachers’aetivityyStudents’aetivityy11Concentratedd1.ExPlainthegrarnmatieallLIStenandtakenoteswhennPPresentationbyyfunetionofNounClause:theeneCCSSafy..tetaehersselauseareusedasthenounss22.SummarizethefourkindssoofNounClause:SubjeettCClause，ObjeetClause，PPredieativeClause，AAPPositiveClausee33.Surn们narizethelixlkwordssiniNounClause:that，wwhether/if，wh一，whateverreetC..22Diseoveryandd1.Presentsomesenteneess1.Lookanddiseover..eexPlanationnineludingallfourkindsoff2.SummariZetheseNoufllNNollnClause..CI如Sesandtheuseoflinkk22.Letthestudents500wordsfromthesesentenees..sus们nmarizetheseNounn3.ListenandtakenotessCClausesandtheuseof11nkkwhenneeessary..wwords..33.MakeasummaryofeveryykkindofNounClauseandtheeuuseofeach11nkwordsssPsecifieallyy44.ComPareAPPositiveeCCI阴SewithAtlriblltivee80 CClausewith“‘that，，astheererlativePronoun..33PraetieeeBesidestheformsofPraetieeeTrytodosomemeaningful，iniModell，letstudentsdoosituationalanddsosmemultiPleehoiceswhichheommunieativeaetivities..aaremorecomPrehensiveeButatthesametime，doothtanthePrevioustwoosomeexercisesinfonnoffmmodels..CollegeEntraneeeEExarnination..44Homework1、SurnmarizeNounClausessbbyyourselvessystematically..22.WriteaPassageaboutttotday，5lifeusingatleasttennNNounCI如ses..33.DOsomeexercisCs..TOsummarize，it15agiantworkwhichneedstheeffortoftheteaehersandstUdentsinPrimar又juniorhighandseniorhighschools.OnlyiftheedueatorsinChinaworktogether，eanthisgoalbeachieved.Besides，teaehersshouldadoPtdifferentwaysfordifferentgralnlllaticalitems，differentkindsofclassanddifi七rentstudents.81 ChaPter6Conelusions6.1ConelusiollsThisthesismakesaeomPrehensiveinvestigationoftheapPlicationofCommunieativeLanguageTeachingtogrammarteaehingbyUSingquestionLnaires，elassroomobservationandinterviewinseveralseniorhighsehoolsinTianjinincludingordinarysehoolsandkeyhighschools.It15foundthatmostteaeherswouldliketoapPlyCLTtogrammarteaehing，buttheyean’tdoitallthetimeandmostteacherssticktothetraditionalteachingmethods.Furtllermore，CLThasn，tbeeneffeetivelyusedingra们nnoarteaehing.SometeaehersonlyaPPlyseveralasPectsofCLTtogrammarteaehingandsomeotherasPeetsarenotwellused.ForexamPle，teaehersusetoomanygrammarexereisesratherthancommunicativeaetatnlelanguagePointsandgranunaticalitemsaredominantforsomestudentsteachers;Chinese15themajorlanguageinarclass.Inaddition，CLT15notuniversal.ThenthisPaPeranalyzesthefaetorsaffeetingtheaPPlieationofCLTtograrnlnarteaehing，suchastheevaluationsystem，teaehingeonditionsinChina，students’andteachers’factors.AfterthatsomesuggestionsarePutforwardtofindaneffeetivewaytoteaehgrammar，suehasdeveloPinganeffectiveassessingsystem，imProvingtheteaehingeonditioninChina，imProvingteaehers’overallability，ehangingteachers，teachingmethodology，balaneingCLTwithtraditionalmethodsand50on.Later，thisthesisProPosestbreemodelsforeonununieativegramar82 teaehing.Intheend，theauthoraPPealstotheedueatorstoworktogethertodeveloPstudents’eommunieativeeomPetence.6.2LlnlitatiollSBecauseoflimitedtimeandlimitedwordsrequired，thisPaPeronlytakestheteachersandstudentsinTianjinasthesubjeets，andhavePutforwardsomegeneralsuggestions.Andit15notenoughtomakeinvestigationonlyinseniorhighsehool.50somedeePerandmoreearefulstudiesneedtobeea币edoutinthefuture.First，there15agreatneedtomakelargeranddeePerstudiesinvolvingthestudentsandteaehersinotherareaofChina.Seeond，amoreeomPrehensiveinvestigationeanbemadeinjuniorhighandPrimaryschooltoseetheintegrationofgraxTunarteaehingandCommunieativeLanguageTeachingLast，attheendofthisPaPer，threemodelsarejustPutfo洲ardwithoutexPerimentalverifieation.50it15neeessarytomakefurtherinvestigationtotesttheeffeetivenessofthesemodelsandputfo柳ardsomesPeeifiesuggestionsforeachgrammatiealiteminseniorhighschool.83 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APPendixl交际教学法在语法教学中实施情况的调查(教师问卷)尊敬的老师:您好!感谢您在百忙之中抽时间来完成这份调查问卷。本问卷旨在了解目前中学英语语法教学的现状以及交际教学法在语法教学中的实施情况，以便进一步改进和完善英语语法教学。它将与学生问卷配合使用，有关信息和您的评价将会成为我们评估的一个重要参考。本调查仅用于教学研究，您不用填写姓名，答案没有止误之分，我们将按照国家《统计法》的规定，对您提供的信息予以保密。感谢您对我研究的支持。答题方式:本问卷共有24题，根据实际情况选择最接近的选项，并在代表该选项的字母上打勾，如果选择“其他”，请写出您的看法。个人基本资料:性别:—您所在学校:您所教年级:班里学生人数:1.语法教学在英语教学中非常重要，语法应该教。A不同意(8.1%)B同意(70.3%)C非常同意(216%)2.您教语法的目的是A提高学生的语言交际能力，提高学生在语言交流时的准确性和流利性。(44.7%)B我教语法的目的是使学生学会分析句子结构，在考试中得高分。(39.5%)CA和B(10.5%)D其他(5.3%)3.您对交际教学法的了解程度:A、不了解(13.5%)B、有一点了解(54.1%)C、了解(32、4%)4.您对交际教学法的了解是通过何种途径:A专门的新课标教学培训课(22.2%)B白己阅读专业书籍(33.3%)c从与教材相配套的教学参考书上(30.6%)D其他(13.9%)5.根据您的教学经验，语法课在整个英语教学中的形式:A语法占主导地位，英语课应以语法讲授为主。(0%)B语法应该成为独立课。(24.3%)e语法教学应贯穿听力课(listening)、口语课(印eaking)阅读课(reading)、写作课(writing)中，和整个教学过程相结合。(75.7%)D其他(0%)6.您讲解语法时倾向于采用:A演绎法(5.3%)B归纳法(15.8%)C演绎法和归纳法相结合(78.9%)7.在采用归纳法时，A您引导并鼓励学生自己从中总结出规则来。(892%)B您自己总结出规则来(8.1%)eA和B(2.7%)D其他(0%)8.在呈现语法时，A您会从前面课文里出现的句子入手，引导学生找出规则(60.5%)B您会尽量给学生创造一种真实的语境，从语境当中引出语法规则(21.1%)C您直接呈现语法规则(2.6%)nA和B(15.8%)E其他(0%)9.在语法练习时，A您常根据学生需要设计各种各样有意义的、真实的交际活动使学生使用英语。(28.9%)B您要求学生做大量的语法专项练习，题型以高考题型为主。(55.3%) eA和B(10.5%)D其他(5.3%)10.在语法课上，您的语言使用情况是A您和学生基本都是用汉语。(45.9%)B您和学生基本都用英语(2.7%)c您要求白己和学生尽量用英语，但在必要时也可以适当使用汉语。(48.6%)D其他_(2.7%)11.当学生在做交际活动时，A您允许学生犯一些语法错误。(94.6%)B当学生一犯语法错误，您就立即指出并帮学生改正。(5.4%)C其他(0%)12.在语法课上，您的时间分配是A大部分时间都是我讲授，学生听课和记录。(10.5%)B您会尽量控制自己的讲课时间，留给学生更充足的时间说英语以及进行交际活动。(18.4%)C您会尽量控制自己的讲课时间，留给学生更充足的时间去做语法专项练习(60.5%)nB和e(5.25%)E其他(5.25%)13.在语法课上，您会尽量将每个语法项目的各个用法和细节都讲清楚，以使学生掌握得更全面。A不同意(34.2%)B不确定(23.7%)C同意(39.5%)D非常同意(2.6%)14.进行阅读课(reading)、口语课(speaking)教学设计时，针对教学日标您着重于设计:A要讲解的语言点和练习(13.2%)B要组织的活动(23.7%)c要理解的文章或对话内容(44.7%)D其他(l8.4%)15.您认为在提高课堂教学效率上，交际法语法教学模式与传统的语法教学模式，叨肠种更有效?A各有千秋(83.8%)B交际法语法教学(10.5%)C传统语法教学(5.3%)16.您认为在语法教学中引入交际教学法A.既可以提高学生的能力，又可以提高考试成绩(52.9%)B.既不可以提高学生的能力，又不可以提高考试成绩(5.9%)C.有利于提高学生的学习成绩，却不利于提高能力(0%)D有利于提高能力，却不利于提高成绩(41.2%)17你认为中学英语语法教学引入交际法:A非常好(41.7%)B一般(33.3%)C不符合中国国情(11.1%)D其他_(13.9%)18.您认为影响学生运用英语进行交际的能力的主要因素是什么?A传统的教学方法忽视了对学生进行交际能力的培养(21.6%)B.缺乏运用语言进行交际的环境(64.9%)c学生自身的因素(5.3%)D其他(7.9%)19.在教学中，对学生学习效果的评价，您一般采取什么方式?A.考试和等级评定为主(13.25%)B.学习过程表现评价为主(7.9%)C.学习过程表现评价与考试和等级评定相结合(78.9%)20.您认为高考以及现在的考核制度对课堂教学影响如何:A非常大(51.6%)B较大(15.8%)C一般(2.6%)D不大(0%)21.您认为学生的数量对我的课堂教学影响:A非常大(28.90，0)B较大(44.7%)C一般(23.70，0)n不大(2.6%)22您认为您的英语口语能力对您的课堂教学影响:A非常大(18.9%)B较大(45.9%)e一般(29.7%)o不大(5.4%) C直接旱现语法规则(8.2%)nA和B(1.65%)E其他(1.65%)8.老师在设计语法练习时，你希望A根据我们的实际生活设计各种各样有意义的、真实的交际活动使我们学会如何使用所学语法。(652%)B准备大量的语法专项练习，题型以高考题型为主。(31.6%)CA和B(1.65%)D其他(1.65%)9.语法课上，你希望A老师和自己基本都是用汉语。(巧.5%)B老师和白己基本都用英语(15.1%)C老师和白己尽量用英语，但在必要时也可以适当使用汉语。(68.6%)D其他_(0.8%)10.在做交际活动时，一旦你犯语法错误，你希望老师立即指出并帮助自己改止A不同意(12.6%)B不确定(23.1%)C同意(64.3%)11.在语法课上，你希望老师的时间分配是A大部分时间都是老师讲授，我们听课和记录。(20%)B老师尽量控制自己的讲课时间，留给我们更充足的时间让我们说英语以及进行交际活动。(47.3%)c老师尽量控制自己的讲课时间，留给我们更充足的时间去做语法专项练习(3l%)nB不一IC(0.8%)E其他(0.8%)12.在语法课上，你希望老师尽量将每个语法项日的各个用法和细节都讲清楚，以使自己掌握得更全面。A不同意(5、3%)B不确定(26.6%)C同意(42.2%)D非常同意(25.8%)13.在进行阅读课(reading)、口语课(sPeakin助的学习时，你的关注点在:A语法及句式结构、词汇(33.1%)B老师安排的交际活动(16.9%)C对文章或对话内容的理解(43.4%)D其他(6.6%)14.你认为语法课上，老师设计交际活动A很浪费时间，和考试关系不大(13.2%)B很好，切实能提高我们的英语运用能力。(81%)C其他(5.8%)15.上语法课时，你愿意和和同学完成老师设置的交际活动吗?A.非常愿意(31.6%)B.比较愿意(61.6%)C不愿意(6.8%)16.小组讨论时，你通常的做法是A自己抢着说(8.7%)B轮到自己说时就说(78.9%)C人家说我听(6.6%)D似乎与自己无关，不想也不说，旁观(4.5%)E其他—(12%)17.当别的小组进行汇报时，如果你是其他小组的成员，你在做什么?A抓紧时间完成自己的任务，并不在意别的小组的活动(193%)B认真倾听别的小组报告(78.3%)C其他一(2.5%)18.你在完成老师所设定的交际活动过程中，如果感觉无话可说，其原因是:’A老师没有提供相应的语言结构和控制性操练，不知道怎样表达(19%)B白己对于有关话题了解太少，不知如何表达(70%)C怕自己表达不好，被别的同学笑话(9.1%)D其他(1.9%)