英语语法教学策略对英语语法能力提高的实证研究 91页

AnEmpiricalStudyontheImprovementofGrammaticalCompetenceBasedontheEnglishGrammarTeachingStrategiesByZhouHaipingUnderthesupervisionofProfessorZhuYheAthesisSubmittedinpartialfulfillmentoftherequirementsforthedegreeofMasterofArtstotheSchoolofForeignStudiesAnhuiUniversityApril2013 独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得安徽大学或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名：J司扔罨签字日期：加，j年箩月‘7日l学位论文版权使用授权书本学位论文作者完全了解安徽大学有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权安徽大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。(保密的学位论文在解密后适用本授权书)学位论文作者签名：闫疡平签字日期：多匆，嫜厂月力口日导师签名：签字日期：学位论文作者毕业去向：安徽科技学院外国语学院工作单位：安徽科技学院外国语学院通讯地址：安徽科技学院外国语学院亿争彬年3A呢电话：13965649879邮编：233100 AcknowledgementsFirstandforemost，1willgivemydeepestandsincerestthankstomyrespectablesupervisorProfessorZhuYue，notonlyforhisvaluableandhelpfulsuggestionsandhiscarefulcorrections，butalsoforhisgreatkindness，never-endingpatienceandconstantencouragementaswell．Mygratitude，then，goestoalltheprofessorswhohavetaughtmeduringmystudyforM．A．TheyareProfessorZhanQuanwang，ProfessorHuJian，ProfessorZhouFangzhu，ProfessorZhangMing,Dr．XuQinghong，Dr．QiTao，andDr．LuZhihong．Theirearnestteachingandcomprehensiveknowledgehavegivenmegreathelpinthewritingofthethesis，too．Myspecialthanksgotoallthoseauthorsofthebooksandarticleswhichhaveprovidedmewithinformationandmaterialsneeded．MyheartfeltthanksshouldandmustalsogotoLiuDonglou,ChenDeyong，ZhangRui’e，andHongMill，whoaremycolleaguesinAnhuiScienceandTechnologyUniversity．WithouttheirhelpofgivingmemanysuggestionsandteachingmetousethesoftwareSPSS，thisthesiswouldneverhavebeenpossible．ThroughouttheprocessofthisresearchIhavehadthesupportofmyothercolleaguesandstudentsinAnhuiScienceandTechnologyUniversity．Theircooperationandunderstandingformedthevitalbackgroundtothisstudy．Lastbutnotleast，Iarngratefultomyfarralyandallthepeoplewhohaveevergivenmeanysupportandhelpintheprocessofcompletingmygraduatethesis．Withouttheirhelp，thisthesiswouldhavebeenimpossible． AbstractGrammarteachinghaslongbeenacontroversialtopic．Asregardshowtoteachandwhattoteach，manyscholarsabroadandathomehaveputforwardanumberofteachingmethods．Butnowadays，themethodsofgrammarteachingarestilltraditional．Manyfactors，suchasoldteachingways，students’lowinterestsandSOon，restricttheimprovementofgrammaticalcompetencegreatly．Sonowanurgentproblemtosolveistofmdouttheeffectivewaystoimprovethestudents’grammaticalcompetence．Atpresent，thewaystoteachEnglishgrammarandimprovethelearners’grammaticalcompetencecanbeoftenfoundabroadandathome，butthereislittleresearchontheconnectionsbetweenthegrammarteachingstrategiesandtheimprovementofgrammaticalcompetencebasedonthestatisticalanalyses．Basedonthepreviousresearch,thisstudydefmesgrammaticalcompetencefromthefollowingtwoparts：basicgrammarknowledgeanditsapplication．Bymeansofthepretest，posttest,questionnaires(teacher’Seditionandstudent’sedition)andinterview,andundertheanalysisofSPSS13．0，thisstudyintendstosolvethefollowingproblems：(1)Cangrammarteachingprovidepositiveeffectongrammarlearning?(2)Isthereanydifferencebetweenthetraditionalgrammarteachingstrategyandthetargetgrammarteachingstrategieswhentheyareusedtoimprovethestudents’grammaticalcompetence?(3)Intheexperimentalgroup(EG)，isthereanydifferenceintheimprovementofgrammaticalcompetencebetweenthegoodstudentsandthepoorstudentsbasedonthetargetgramnlarteachingstrategies?Thisstudyincludesthecontrolgroup(CG)andtheexperimentalgroup(EG)，inwhichtheparticipantsareallfromSchoolofForeignLanguages，AnhuiScienceandTechnologyUniversity．InCG，thereare48studentswith8males，andinEG，thereare47students诵tll5males．Beforethestudy，alltheparticipantsaletestedtofindwhethertheyhavethesameEnglishlevelsornot．InCG，thetraditionalstrategiesareadopted，whileinEG，thestudyadoptsthetargetgrammarteachingstrategies，includinginteractiveactivities，teachercorrectionstrategiesandauthenticmaterials-basedgrammarteaching．ii Aftertheanalysisofthecollecteddataandinformation,thestudyreachesthefollowingresults：(1)Grammarteachingcailprovidethestudentswiththepositiveeffect；(2)Boththetraditionalgrammarteachingstrategyandthetargetgrammarteachingstrategiescarlimprovethestudents’grammaticalcompetence，butthetargetgrammarteachingstrategiescanmakethestudentsproducegreaterinterestingrammarlearning，andmakegreaterprogress；(3)InEG，thetargetgramnlarteachingstrategiesproducedifferentinfluenceonthestudents．Ingeneral，thegoodstudentsCallgetmorebenefitthanthepoorstudents．Thisstudyishelpfultoimprovethestudents’grammaticalcompetence，andcanprovidethegrammarteachingwithacertainbrandofreferenceandguidance．First，thisstudymarksclearlytheconnectionsbetweenthegrammarteachingstrategiesandgrammaticalcompetence；second，thisstudycanhelptheteachertoknowthestudents’learningneedsSOastogivetheguidance．Inaddition,thisstudyca】【1helptheteachertoimprovetheirgrammarteaching．Therearefivechaptersinthisthesis．Chapteroneincludesthenecessity,purposeandthestructure．Chaptertwoisanoverviewoftherelevantstudiesonthegrammarteachingandgrammaticalcompetenceabroadandathome．Chapterthreepresentstheresearchquestions，instruments，subjects，andthecollectionofthedata,especiallythegrammarteachingstrategiesindetailsinEG．Chapterfourreportstheresultofthedata,andthelastchaptermakesaconclusion,andputsforwardpedagogicalimplicationsandsomesuggestionsforthefurtherstudy．Keywords：grammar；grammarteachingstrategies；grammaticalcompetence；difference 摘要语法教学历来是外语界饱受争议的话题，教与不教，如何去教，国内外学者都提出了不同的见解。尽管众多学者提出了很多语法教学的方法、策略，但目前语法教学的方式方法仍沿袭了传统语法教学模式，教学方法陈旧，学生兴趣不高，效果不明显，很大程度上影响了学习者语法能力的提高。因此，探究语法教学策略，提高学生的语法能力，是语法教学面临的一个迫切解决的问题。虽然国内外对语法教学方法研究的比较多，对学生语法能力的研究也很普遍，但通过运用数据对比分析来研究语法教学策略与语法能力提高之间关系的还很少。基于此，本文在总结前人研究的基础上，将语法能力定义分为两大部分，即语法基础知识和语法运用能力。通过运用前测、后测、问卷调查(教师版和学生版)、访谈等方法，对所搜集的数据和信息运用了SPSSl3．0进行了分析，通过定性与定量分析相结合来试图解决以下问题：(I)语法教学能否为学生的语法学习输入正能量?(2)两个班的语法教学策略对学生语法能力的培养是否有差异?(3)目标语法教学策略对实验班好学生和差学生的语法能力的培养是否有差异?本研究设置了控制组和实验组，他们都是来自安徽科技学院外国语学院大一学生，1、2班是控制班，共48人，3、4班是实验班，共47入。在实验前，作者对这两个组进行了前测，目的是确定这两个班在实验前英语水平是否相当，以使实验结果具有可信性。实验中，作者在控制班运用的是传统的语法教学策略，即PPP模式(展示一练习一输出)，在实验班运用了目标语法教学策略，包括交互性教学策略、教师纠错教学策略和基于真实材料的教学策略。本文对所有数据和信息进行分析处理后，得出了如下的研究结果：(1)语法教学能为学生的语法学习输入正能量，能有效提高学生的语法学习成绩；(2)传统语法教学策略和目标语法教学策略都能提高学生的语法能力，但目标教学策略对学生语法能力的提高作用更明显，也更能引起学生的学习兴趣；(3)目标教学策略对实验班好学生和差学生的影响有差异，目标教学策略对好学生的影响优于对差学生的影响。本文通过定性和定量分析证实了有效的目标语法教学策略有助于学生语法 能力的提高，对语法教学具有一定的借鉴意义和指导意义。首先，本研究明确标示了语法教学策略与语法能力之间的关系；其次，本研究有助于教师了解学生语法学习的需求和学习策略，进而对学生不足之处有了针对性的指导；另外，本研究也为教师的教学策略提供了指导意义，从而进行有针对性的教学。本论文共分为五章。第一章介绍本研究的必要性、目的和论文整体结构。第二章回顾了国内外学者语法教学策略和语法能力相关研究。第三章详细介绍了本研究提出的问题、研究对象、研究工具和数据的收集，尤其着重介绍了在实验班所运用的目标语法教学策略。第四章运用SPSSl3．0对所收集的数据进行了分析，并对实验结果进行了讨论。第五章总结了研究结果，讨论了本研究对教学的借鉴意义和指导意义，指出本研究存在的不足，并对今后进一步的研究提出建议。关键词：语法：语法教学策略；语法能力；差异 ContentsAcknowledgements⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·⋯⋯⋯··⋯⋯⋯·⋯⋯⋯⋯⋯⋯·IAbstract⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．Contents⋯⋯⋯⋯⋯⋯⋯⋯⋯．AListofTablesandFigures⋯⋯⋯⋯⋯⋯⋯⋯．ListofAbbreviations⋯⋯⋯⋯⋯．．ChapterOneIntroduction⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11．1OriginoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯“11．2PurposeandSignificanceoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．31．3OrganizationoftheThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·-4ChapterTwoLiteratureReview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62．1EnglishGrammarTeachingStrategies(EGTS)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62。1。1ResearchesOREGTSAbroad⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62．1．2ResearchesonEGTSatHome⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一112．2GrammaticalCompetence(GC)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯”132．2．1ResearchesonGCAbroad⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．132．2。2ResearchesonGCatHome⋯⋯⋯⋯．⋯⋯．⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．172．3Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯18ChapterThreeMethodology⋯⋯⋯⋯⋯⋯⋯⋯3．1AWorkingDefinitionofCrrammaticalCompetence⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯193．2ResearchQuestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．193．3ResearchSubjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．203．4ResearchInstruments⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯．．213．4．1PretestandPosttest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．213．4．2Questionnaires⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．223．4．3Interview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯23 3．5TeachingProcedures⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．．⋯⋯．⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯243．5．1InteractiveActivities⋯⋯⋯⋯⋯⋯⋯．．．⋯．⋯⋯⋯⋯⋯⋯⋯．⋯．⋯．．．⋯．⋯⋯⋯⋯．243．5．2TeacherCorrectionStrategies⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．．263．5．3AuthenticMatedals-basedC_rranlmarTeaching⋯．⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．．273．6DataCollection⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．．．．⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯283．7Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯29ChapterFourResultsandDiscussion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．304．1DescriptiveStatisticsonthePretestandthePosttest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．304．2ExaminingDifferencesinTestPerformancesbetweenGroups．⋯⋯⋯⋯⋯⋯⋯314．2．1AMacroComparison⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．．314．2。2AMicroComparison⋯⋯．．。⋯⋯⋯⋯⋯⋯．⋯．⋯⋯⋯⋯⋯。⋯⋯．．，．⋯⋯⋯⋯⋯⋯．334．3ExaminingDifferencesinTestPerformanceswithinGroups．．．．．．⋯⋯．．．⋯⋯⋯．364．3．1AMacroComparison⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．．364．3．2AMicroCompamon⋯⋯．．．⋯⋯⋯．⋯⋯．⋯，⋯⋯．．⋯⋯．．⋯．⋯．．．⋯⋯⋯⋯⋯．⋯．．374．4ARepofloftheQuestionnaireSurvey⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯404．5AnAnalysisofInterview．⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．484．6Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯．50ChapterFiveConclusion⋯⋯⋯⋯⋯⋯．5．1MajorFindings⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯525．2PedagogicalImplications⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．535．3LimitationsandSuggestionsforFurtherStudies⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯。⋯⋯。．54V17I"rksCited．．⋯⋯⋯．⋯．⋯⋯⋯⋯．．⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯．Appendices⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯．⋯56Appendix1：PaperforthePretest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯63Appendix2：PaperforthePosttest⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．66Appendix3：TheSubjects’ScoresintheTests⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．69Appendix4：TheSubjects’ScoresintheTwoParts⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯71 Appendix5：Questionnaire(Students’Edition)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯736：Questionnaire(Teachers’Edition)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯757：Interview．⋯⋯．．．．．．⋯⋯．．．．．⋯．．．⋯．．．．．⋯⋯．．．⋯⋯．．．⋯．．．．．⋯⋯．．⋯．⋯⋯．．．．．．．．．77Publications⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．78 AListofTablesandFiguresTable1Basicinformationaboutthesubiects．．．．．．．⋯．．．．．．．．．．．．．．．．⋯．．．．．．．．．⋯．．．．．．．．．．20Table2Meanscoresinthetwogroups⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．．．．．．．．．．．⋯⋯．⋯⋯⋯．20Table3Comparisonoftotalscoresofthepretest⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．⋯．．．20Table4Basicinformationaboutthe8studentsinterviewed⋯．⋯⋯⋯⋯⋯．⋯⋯23Table5Descriptivestatisticsontestsbygroup⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯30Table6Totalscoresofthepretests⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．．⋯．．31Table7Comparisonoftotalscoresofthepretest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．。32Table8Totalscoresoftheposttest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯．．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯．32Table9Comparisonoftotalscoresoftheposttest⋯．⋯．⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯33Table10Comparisonofthescoresofbasicgrammarknowledgeofthepretest．．．．．．．．．．．．．．．．．．．．．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．．．．．．．⋯．．．．．．．．．．⋯⋯⋯⋯⋯．．34Table11Comparisonofthescoresofbasicgrammarknowledgeoftheposttest⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．．．．．⋯⋯⋯⋯．34Table12Comparisonofthescoresofapplicationofthepretest．⋯．．⋯⋯⋯⋯．．35Table13Comparisonofthescoresofapplicationoftheposttest．⋯⋯⋯⋯⋯⋯35Table14comparisonofthescoresofCGinthepretestandtheposttest⋯36Table15comparisonofthescoresofCGinthepretestandtheposttest⋯36Table16TotalSCOreSofEGinthepretestandtheposttest．．．．⋯⋯．⋯⋯⋯⋯．．．．．．37Table17AcomparisonofscoresofEGinthepretestandtheposttest⋯⋯⋯．37Table18ScoresofbasicgrammarknowledgeofCGinthepretestandtheposttest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯．38Table19comparisonofscoresofbasicgrammarknowledgeofCGinthepretestandtheposttest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．⋯．．．⋯．．．⋯⋯⋯⋯⋯⋯⋯⋯．．38Table20ScoresofbasicgrammarknowledgeofEGinthepretestandtheposttest．⋯⋯⋯．．．⋯．．．．．．．．．．⋯．⋯⋯⋯⋯⋯⋯⋯．⋯．．．．．．．．．．．．．．．．．⋯⋯⋯⋯⋯⋯．．．．．．．．38Table21comparisonofthescoresofbasicgrammarknowledgeofEGinthepretestandtheposttest⋯⋯⋯⋯⋯．．⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯⋯⋯39lX Table22ScoresofapplicationofCGinthepretestandtheposttest⋯⋯⋯⋯．3923AcomparisonofscoresoftheappficationofCGinthepretestandtheposttest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．3924ScoresofappficationofEGinthepretestandtheposttest．⋯⋯⋯⋯．4025AcomparisonofscoresofapplicationofEGinthepretestandtheposttest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．4026DescriptionofthequestionnaireforCG．．．⋯⋯．．⋯⋯．⋯．．．．⋯⋯．⋯⋯⋯．．．4127DescriptionofthequestionnaireforEG．．．⋯．．．．．．．．．．⋯．．．．．．⋯．．⋯⋯⋯⋯．．4328Descriptionofthequestionnaireforteachers⋯⋯．⋯．．．．．．⋯．．．．⋯⋯⋯⋯46Figure13Pmodel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．9Figure2Willis’task-basedmethod⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．10Figure3CanaleandSwain’Smodelofcommunicativecompetence⋯⋯⋯⋯．．14Figure4Bachman’Smodelofcommunicativecompetence⋯⋯⋯⋯⋯⋯⋯⋯⋯．．14Figure5Larsen-Freeman’Smodelofgrammaticalcompetence⋯⋯⋯⋯⋯⋯⋯15Figure6Meansforthetwotestsbygroup⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．30X ListofAbbreviationsCGControlGroupEGExperimentalGroupEGTSEnglishGrammarTeachingStrategyGCGrammarCompetencePPPPresentation．．Practice．．Production ChapterOneInlroductionOneIntroductionThefirstchapteristheintroductionofthethesis．Inthischapter,theode,inofthestudy,purposeandsignificanceofthestudyandtheorganizationofthethesiswillbediscussedindetail．1．1OriginoftheStudyInthesecondlanguageteaching，Englishgrammarhasbeenthefocusforalongtime．Harmer(1990)oncestated，“Iftherewerenogrammar,alotofthingscouldnotbeconstructedefficiently．”Fromit，EnglishgrammaroccupiesaveryimportantpositioninOUrlearningofspeaking，writingandtranslation，evenoflisteningandreading．Itishelpfulforstudentstoimprovetheirlanguageaccuracy．Butnowthegrammarteachingfacesmanyproblems．Firstly,theteachingmodelisoutofdate．Atpresent，thegrammarteachingmodelisstillmainlythetraditionalmodel．Atthebeginninginclass，theteacherfirstpresentsthelanguagepoints，andthenthestudentsaregivenchancestopractise，andthelaststepistheproductioninwhichthestudentsareaskedtoapplythelanguagepoillttotheirlearning．Thekindofteachingmodelcannotmeetthestudents’needsnow．Secondly,therearefewinteractiveactivitiesinclass．ItiSstillteacher-orientedmodelwhichreducesthestudents’interestsingrammar．Thirdly，theteachingmaterialisinsufficient．Fourthly，manystudentshavecomplaintsthatgrammarisSOboringanddifficultthatsometimesmeyloseinterests．Alltheserestrictthegrammarteaching．AlthoughEnglishgrammarisofimportanceinEnglishlearning，itissometimesneglected，evenabolishedinsomeuniversitiesandcolleges．Somescholarsareagainstgrammarteaching．Overthepastyears，muchgrammarresearchcarriedouthassuggestedthatthegrammarteachingisindispensibleinlanguageteaching．Ellis(1994)oncestatesthatthefocusisthatgrammarislearnedthroughconsciousinstructionsorunconsciousmethodswhenstudentsareexposedtolanguageinput．Krashen(1981)arguesthatgrammarshouldbeacquiredthroughnaturalprocedure，notfromtheformalgrammarinstruction，becausetheformalgrammarinstructionisusedtohelp AnEmpiricalStudyontheImprovementofGrammaticalCompetenceBasedontheEnglishGrammarTeachingStrategiesdevelopdeclarativeknowledge，nottheabilitytoBsethegrammaticalforms．Schwartz(1993)isalsoagainsttheformalgrammarteachingforL2learnersaswellasL1learners．However，thereisstillvoicefortheformalgrammarteaching．Widdowson(1990)oncepointsoutthat，aftermanyyears’languagelearning，learnersCannotalwayswritethecorrectsentencesinaccordance、析mthegrammaticalrulesorgivetheunderstandablevoice，thisisbecausethegrammarisneglected．Sogrammarplaysanimportantroleinclassroomteaching，andmanyeducatorsandlearnersattachimportancetoit．Firstly,grammarteachingwiththeunconsciousmethodswillproducesomeproblems．Schmidt(1990)suggeststhattheconsciousgrammarteachingisnecessaryforlearnerstocontrolthegrammarstructure，andsomeSLAeducators(R．Ellis，2001；Fotos，1993；Nass旬i&Swain，2000；Robinson，2001)viewthatdirectattentionshouldbeplacedontheL2learning．Secondly,educatorshavefoundthelimitationinthemeaning-focusedcommunicationinwhichgrammarisnottaughttolearners．Swainandhercolleagues，intheirresearch，provethat，nomatterhowmuchthelearnersareexposedtomeaningfulinput，theycarlnotacquiretheaccuracyinthecorrectgrammaticalforms．Thirdly,overthelast20years，manyinvestigators(R．Ellis，2001；Larsen-Freeman&Long，1991)haveprovedthepositiveeffectofgrammarteachingintheirresearch．Long(1983)concludesthatgrammarteachingisofimportanceinlanguagelearning．Later,N．Ellis(1995)suggeststhattheformalgrammarteachingishelpfultoimprovethelevelofL2acquisitions．Inbrief,forthesakeofimprovingtheaccuracy，theconsciousgrammarteachingshouldbefocusedonthetargetlanguagelearning．Asstatedabove，theformalgrammarteachingisnecessary．Thatisthereasonwhymanyforeignandchinascholarsaredevotedtodevelopinggrammaticalteachingmethodsandstrategies．HuangHebin(1999)considersthatthegrammarteachingresearchCanbedividedintothefollowingperiods．Thefirstperiodisbeforethe18thcentury，inwhichLatingrammarWasthemaingrammaticalform．Inthe17thcentury，theEnglishgrammarbegantodevelopandprevail．Thesecondperiodisinthe18thcentury,inwhichsomeEnglishschoolsbegantoestablishforthenativespeakers，andmanyEnglishgrammarbookswithregulationswereproduced．Thetypicaloneis2 JosephPriestley’SRudimentsofEnglishGrammar(1761)andRobertLowth’SShortofIntroductiontoEnglishGrammar(1762)．Thethirdperiodisinthe19thcentury，inwhichthetraditionalgrammar-transitionmethodoccupiestheleadingposition．Butbecauseofitslimitation，naturalmethod,directmethodandcommunicativemethodcameintobeing．Thelastperiodisinthe20thcentury,inwhichtheemphasisofgrammarteachingisputonthecontext，situation,thecommunicationandtheapplication．Hymes(1971)considersthatgrammaticalruleswillbenousewithnoapplication．ThissuggeststhatgrammarteachingisindispensableinL2learning．ThepurposeofEnglishgrammarteachingistoimprovethestudents’grammaticalcompetence．However,nowthestudents’grammaticalcompetenceisunderdeveloped．ItCanbeshowedinthefollowingrespects．Firstly,studentscannotrecognizethecorrectgrammaticalrules．Becauseofthis，studentsoftenwritesuchsentencesasWhetheryoucantellmewhathappenedyesterday?orThefriendofthedoctorhasbetrayedhim．Thisisthemajorelementofrestrictingstudents’grammaticalcompetence．Secondly,learnerscannotdistinguishtheliteralandfigurativemeaningsofthesentences．Forexample,learnerssometimescannotfmdthedifferencebetweenthetwosentences：TheyaretheteachersoftheschoolandTheyareteachersofthesch001．Lastbutnottheleast，learnerssometimesproduceambiguoussentenceswithnoawareness．SuchsentencesasThepresidentwillinterviewRichardhimselforMr．andMrs．Smithboughtacollarfortheirdogwithstudsalloverit,areoftenproduced．Manyeducators(Berman，1984；Goodluck,2000；Tang，2006)havestatedthatgrammaticalcompetenceisthefundamentofreadingcompetence，listeningcompetenceandwritingcompetence．1．2PurposeandSignificanceoftheStudyThereasonswhythisstudyisneededandimportantareasfollows．Firstly,Englishgrammar,tosomeextent,isabstract．SomecomplaintsthatEnglishgrammarishardtolearnareoftenheard．ThelearnersthinkthattheEnglishgrammaroftengetsthemconfused．AnotherfactoriStheteachers’instructions．Becauseofthe1imitation3 ofteachingaids，suchaSnorealteachingsituation，noaudio—visualaids，andSOon,itishardforthelearnerstounderstandtheconceptandusetheEnglishgrammar．Asaresult，thegrammarteachingislesseffective．Secondly，grammarisoftentaughtalone．Theyareoftendivorcedfromtheotherlanguageskills，includingsoundandvocabulary．Grammar,asthefundamentlanguagelearning，shouldbeconnected、航t11theteachinglistening．speakingandwriting．Thirdly,grammarplaysanimportantroleinlanguage．Withoutgrammar，manythingscannotbeconstructedcorrectly．Becausethis，manyeducatorspaymoreattentiontothegrammarteaching，especiallytotheresearchonthestrategiesEnglishgrammar．Tosomeextent，thegrammarinstructioninfluencesthelearners’improvementgrammarknowledge．Fourthly,thelearners’grammaticalcompetenceisunderdeveloped,whichmaybeinfl．uencedbythegrammarteachingstrategies．Itisclearthatsomegrammarteachingstrategiescallattractthelearners’attention，butsomeCallnot．Sothisstudyisintendedtofindouttheconnectionbetweenthegrammarteachingstrategiesandthelearners’grammaticalcompetence，SOaStousethetargetgrammarteachingstrategiestoimprovethestudents’grammaticalcompetence．ThisstudyCancertainlyprovidethegrammarteachingwiththeoreticalandpracticalsignificance．First，thisstudyrenewsthegrammarteaching．Itisknownthatgrammarteachinghaslongbeenahardproblemtodealwitll．ThisstudyCallmakegrammarteachingmoreinterestingandmoreeffective．Second，thisstudyeRFIofferasalutarylessonforfurtherresearch．Third，thisstudyisonlyabeginning．Moreandmoregrammarteachingstrategieswillbeproducedtoimprovethelearners’grammaticalcompetence．1．3OrganizationtheThesisThisthesisconsistsfivechapters．Chapteroneisabouttheintroductiontotheorigin，purposeandsignificanceandtheorganizationthethesis．ChaptertwointroducestheliteraturereviewEnglishGrammarTeachingStrategiesandGrammaticalCompetencerespectivelybothabroadandathome．Chapterthreeoffers4 methodology,includingtherelativeresearchquestions，thesubjectsinvolved，instruments，datacollectionanditsanalysis．Chapterfouranalyzesthedatafromdifferentrespectsandreportstheresultofthestudy，aswellasthequestionnairesurveyandtheinterview．Chapterfivecomestothemajorfindings，pointsoutthepedagogicalimplications，andputsforwardsomesuggestionsforfurtherstudies．5 ChapterTwoLiteratureReviewEnglishteachinghaslastedformorethantwothousandyears．Grammarteachingstrategieshavebeenrapidlydeveloped．Thischapter，mainlyabouttheliteraturereview,iscomposedofthreesections．ThefirstsectionisabouttheEnglishgrammarteachingstrategy(EGTS)，includingresearchesonEGTSabroadandathome．Thesecondsectionintroducesgrammarcompetence(GC)，stillconsistingoftheresearchedonGCbominthewestandinChina．Thelastsectionisthesummaryofthischapter．2．1EnglishGrammarTeachingStrategies(EGTS)2．1．1ResearchesonEGTSAbroadInthelastcentury,avarietyofgrammarteachingstrategiesemergedinthefieldofforeignlanguageseducation．Fromthe1980s，astatementthattheteachingmethodwasobsoleteappeared．SomeeducatorsconsideritaStheshiftfromtheepochofmethodofsubstitutiontotheepochofpost-method．ResearchesonEGTSabroadareasfollows：GrammarTranslationMethod，DirectMethod，SituationalLanguageTeaching，Audio—lingualMethod，NaturalApproachandPost-methodsEra．2．1．1．1GrammarTranslationMethodEnglishgrammarteachinginmedievalEuropeismainlytoteachGreekandLatin．Theawarenessoflanguageteachingissuperficial．Pamphletfo，．grammar，writtenbyWilliamBollokarin1586，isconsideredasthefirstgrammarbook，inwhichLatintermsalemainlyused．Corder(1973)oncestatesthatwithoutthereferencetolinguistics，theonlystudyoflanguageteachingitselfisnotuseful，becauselinguisticsisconcernedwiththewholelanguageandprovidesscientificmethodforspecificlanguageteachingorlanguagecommunication．GrammartranslationmethodiSoneoftheoldestmethods，themostimportantandbasicmethod6 aswell．Butithaslimitations．Firstly,itignoresthestudyoflanguageteachingrules．Languageteachingnotonlyincludestheteachingofgrammar,butalsolisteningandoralEnglish．Grammartranslationmethod，throughrepeatedpracticetomasterthegrammarrules，exaggeratestheeffectofgrammar．Secondly,itdoesnotaccordwiththeruleoflanguagedevelopment．Grammartranslationmethodonlyfocusesontheunderstanding，andanalysisofgrammarrules，butignoresthecultivationoflanguageability．2．1．1．2DireetMethodBecauseofthelimitationofgrammartranslationmethod,attheendofnineteenthcentury，directmethodWritsproduced．Thebasicideaisthatpeoplecanlearnaforeignlanguageachildlearnshismothertongue．Indirectmethod，mothertonguecannotbeused，andonlyactionsandpicturesareusedtoexpressthemeaningsofthesentences．Ingrammarteaching，inductivemethodisadoptedinsteadofdeductiveone．Scott(1989)andCelce-Murcia(1992)statethatsomepeopleoncebegintobeinterestedinform-orientedgrammarteaching．Inthisperiod，thechoiceofinductivemethodanddeductivemethodisalwaysargued．Thombury(1997)explfinsthatexplicitapproachemphasizespurposefulstudyofgrammarrulesinordertousethelanguagecompositionefficientlyandaccurately．GreenandHecht(1992)holdthatthechoiceofthetwomethodsshouldbedeterminedbydifferentsituations．2．1．2．3SituationalLanguageTeachingPrevalentinthe1930sto1940s，situationallanguageteachingabsorbstheadvantagesofdirectmethod，paysattentiontotheoverallstructureofteaching，andrequiresstudentstoexpressaccuratelyinoralEnglish．J．R．Firth(1950)putsforwardthetheoryofcontextofsituation，andpointsoutitsimportanceinthelanguagelearning．Manylinguists(Homby,1954；Firth，1950；Pittrnan，1963)makeaseriesofresearchesonthesituationallanguageteaching．Homby(1954)givesdescriptionsindetailsinhisworks，OxfordProgressiveEnglishCoursefo，．Adult．Pittman(1963)7 ChapterTwoLiteratureReviewsummarizestheteacher’Srole，includingthefocusonthetime，review,adjustmentforindividual，andtest．InChina,theverypopularbookatpresent，newconceptEnglish，writtenbyL．G．Alexander,isorganizedaccordingtothetheoryofsituationallanguageteaching．2．1．1．4Audio—lingualMethodIn1940s，audio·lingnalmethod，influencedbythelinguistLeonardBloomfield，originatesinUnitedStates．Richardseta1．(2008)holdthataudio-lingualmethodistheoneinwhichlearnersimprovetheirabilitiesoflisteningandspeakingthroughrepeatedpractice．Audio—lingualmethodisthefirstonetosystematicallycombinethetheoriesofpsychologyandlinguistics．Butaudio-lingualmethodexaggeratesthelanguageforms,putstheemphasisontherepeatedpractice，andignoresthelanguagecontentandmeaning，whichisnotconducivetothestudents’initiativeandcreativity,thestudents’flexibilityintheuseoflanguageandcommunicativecompetence．Inthisperiod，theteachingfocusisonthefluencyoforalEnglish，andrepeatedpracticeofEnglishgrammarrules．Theroleofgrammarteachingisweakened．Asaresult，grammarmistakescarlbeeasilyfoundintheoralexpression．2．1．1．5NaturalApproachTracyTerrell，aSpanishteacher,createsthenaturalapproachinthe1970s．TheoreticalbasisistheKrashen’Stheoryofsecondlanguageacquisition．Naturalapproachemphasizesthecommunicmiveability,opposestotheaudio．1ingualmethodbasedonthestructuralism，andinsiststhatlearnersproducelanguageacquisitiononlythroughthelargeamountsofcomprehensibleinput．AccordingtoKrashen(1981)，thereisnoneedtoanalyzethegrammaticalstructureduringtheteachingprocess．InspokenEnglish，contentissuperiortoformorgrammaticalrules．Therefore，Krashen(1981)stronglyopposestotheexplicitgrammarteaching．2．1．1．6Post-methodsE豫8 Fromgrammartranslationmethodtonaturalapproach，thevariousmethodsareconstantturnovers．Marckwardt(1972)considersitas“changingwindsandshiftingsands”．BrownMitchell(2001)regardsitas“weighingthewaysoftheflow"’．Someeducatorsthinkthe1980sasthebeginningofthepost-methodsera,whichdoesnotmeanthedisappearanceofmethod，buttheextensionoftheconcept．2．1．1．6．1CommunicativeMethodOriginatinginthelate1960s，anddevelopinginthemiddleof1970s，communicativemethodhasbecomethemainEnglishgrammarteachingmethod．Thetraditionalmodelintheearlytimeofcommunicativemethodisfrompresentationtopractice，andthentoproduction(3Pmodel)．ItCanbeshowedasfollows．presentation—呻practice—斗productionFigure13PmodelRichards&Rodgers(2008)statethatsuchteachingmethodsputemphasisonthedifferentaspectsofforeignlanguageteaching．Littlewood(1981)pointsoutthatoneoftheobviouscharacteristicsinthecommunicativelanguageteachingisnotonlytoemphasizethelanguagestructureandalsothefunction．Thecoreofcommunicativemethodiscommunication，andcommunicativeactivitieshavebecomethemainteachingforms．2．1．1．6．2Task-basedMethodTask-basedmethodiscreatedinthe1980s．Prahbu(1980)conductsallexperimentinwhichlearningcontentisdesignedintoclassroomtaskthatlearnersshouldfinish．Later,Willis(1996)makesfurthermsearchonthemodelofrealization．nleframeworkisasfollows．9 Pre-task：introductionofthetopicandtask．J王Taskstage：planandreport．,L盐gugefo∞s：趾由sis越d婵ctic叫Figure2Willis’task-basedmethodAtthebegillIlil玛，itistheintroductionofthetopicandtask．ThepurposeistoprovidethelearnersthehelpfuliIlputSO嬲tobefamiliar谢mthetaskandtherelevantvocabularyandexpressions．Thenitisthetaskstage，atwhichtask，planandreportshouldbeincluded．Learnersfinishthetaskingroupsorinpairswithouttheinstructor’Sdirecthelp．LearnersreporttotheclaSshowtheyhavedoneandwhat廿leyhavefound．Analysisandpracticeshouldbeincludedintheperiodoflanguagefocus．Thetaskistoanalyzethedifficultpoints，andguidethelearnerstopractisethegrammaticalpoints，SOaStocontrolthelanguagerules．2．1．1．6．3Content-basedMethodContent-basedmethodisacomplexsystem、历mvariouscontentsandforms．Itintegratesthelanguagesystemandteachingcontent．OnlyinthiswayCanitachievetheobjectiveofforeignlanguageteaching．Kasper(1998)holdsthatinacontent-basedcourse，ESLstudentsuseEnglishtoexpandtheirexistingknowledgebases．Brinton(1991)explainsthatlearnersarefacedwithinterdisciplinarymaterialinameaningfulforminwhichthebasicfocusisontheacquisitionofcontent．Mohan(1986)alsoaimsatthecombinationbetweenthelanguageandcontent，anditspurposeistoletstudentslearnbothlanguageandsubject．Genesee(1994)holdsthatcontentisnotnecessarilyspecificlearningsubject，alsoCanincludesomeinterestingtopics，whichCanbeadoptedinthegrammarteaching．Generallyspeaking，themainteachingmaterialingral／lmarteachingisthetextbookwhichcannotattractthelearners’interest．AccordingtoGenesee(1994)，grammarteachingCallusesome1n AnEmpiricalstudyOiltheImprovementofGrammmicalCompetenceBasedontheEnglishGrammzrTeachingStrategiesauthenticmaterialsthatthelearnersareinterestedin．Met(1999)alsoconsidersthatcontentreferstowhateverCallattractthelearners’attentions．Content-basedmethodhasthreeteachingmodels．Thefirstoneistheme—basedmodel，inwhichteachingisbasedonthethemeform．Thethemesareusuallyfromwhattheyareinterestedin．Thesecondoneisa由unctmodelwhichrequirestheinstructorstoadjusttheteachingofthelanguageinputtomeetthelearnersneed．Thelastoneisshelteredsubjectmatterteachingmodel，whichmeansthelanguageteacherandthesubjectteachersynchronizewiththesameteachingcontent，but埘t11differentteachingkeypointsandteachingpurposes．Thelanguageteacheremphasizesthelanguagerules，andhoweverthesubjectteacherputstheemphasisontheunderstandingoftheteachingcontent．2．1．2lbsearchesonEGTSatHomeInChina,manyeducatorshavecarriedouttheresearchontheEnglishgrammarteachingforalongtime．HuangHebin(1999)statesthatbefore70s，thetraditionaltranslationgrammarteachingmethodisstillthedominant．Fromthelate1970s，thegrammarteachinginChinatakesanewappearance．ZhuYushan(2007)pointsoutthattheexplorationoftheEnglishgrammarteachingmethodshasbeenbecomingahottopic．SomemaketheresearchontheEnglishmajors，whileothersonthenon-Englishmajors．Zhaomeijuan(1999)andHuanghebin(2002)recommendthatgra／nnlarteachingcannotbedispersedinthebasiccoursessuchasintensivereading，extensivereadingandlisteningcourse．Thegrammaticalrules，basedonthelearners’cognitivepsychologyandcognitiveability，shouldbeintroducedbrieflyandtimely．Intheclassroomofnon-Englishmajors，someeducators(MaZhenmin，1998；SongDewei，1999；AnMeihua,2000；ZhuYushan,2007)statethatpresentuniversitygrammarteachingshouldbereformedinteachingmaterials，methods，andteachers’guidingideology．SongDewei(1999)andZhuYushan(2007)advocatethecombinationofgrammaticalteachingwithintensivereadingcoBrseandwritingcourse．GaoXiaofang(1998)makesanexperiment、viththemethod．dictogloss (grammardictation)，toprovethatlearnerscallimprovetheirEnglishknowledgeandapplicationinarelaxed，andreallanguageenvironment．ZhaoPu(1996)originatestheEnglishgrammarteachingintheblendedlearninggroup．HuangHebin(1999)，fromamicropointofview,reviewsthegrammarteachingfromthe16thcenturytothe20thcentury,andfocusesontheadvantagesandweaknessesofEnglishgrarnlnarteachingmethods．ZhangPen(2004)，DaiWeidong，RenMeiqing(2006)andDaiWeidong，andChenLiping(2005)showtheimplicitcognitiveresearchonEnglishgrammarteachingfromthemicroscopicviewofcognitivepsychologyandinteractivegrammarteachingmodel．GaoYuan(2007)explainsthatgrammarteachingCanimprovethelearners’foreignlanguagecommunicativeabilityandthelanguagecorrectness，andmeanwhileheputstheemphasisontheteachingmethodsandtextbookcompiled．GuiShichun(2010)concentratesonthesignificantpoints，suchasre—formulatingthelanguageteachinginChina,emphasizingthecognitivefoundationoflanguageteaching，exposingthebasicproblemsinforeignlanguageteaching，etc．WuJun(2010)introducestheestablishmentandapplicationofcorpus，analyzesthegramnlarteachingmalpracticeinChina,andelaboratestheeffectofcorpusonEnglishgrammarteaching．Someeducatorsareawareoftheproblemsarisingingrammarteaching．Oneoftheproblemsisfewempiricalstudies．WangLifei(2000)advocatesthattheresearchmethodshouldbeacombinationofquantitativeresearchandqualitativeanalysis，andcoexistenceofnon—materialresearchandempiricalstudy．Anotherproblemisthenarrowrangeandinsufficientdeepness．Therefore，HuangHebin(2002)，andDaiWeidong，etal(2006)developgrammarteachingfromtheperspectiveofpsycholinguisticsandcognitivelinguistics．MaZhenmin(1998)andAnMeihua(2000)touchupontheinfluenceofteachingmaterialonEnglishgrammar,butitisinsll仟icient12 AnEmpiricalStudyOntheImprovementofGrammaticalCompetenceBasedOiltheEnglishGrammarTeachingStrategies2．2GrammaticalCompetence(GC)2．2．1ResearchesonGCAbroadChornsky(1965)，notconcemed谢t11thelanguageuse，originallyputsforwardtheconceptofcompetence．Heproposes(1965)thetermlinguisticcompetence(grammaticalcompetence)，anddisregardstheactualuseoflanguageinspecificsituations．HisideathatknowingalanguageisknowingthegranllTlariscriticizedfornotconsideringthecontextualappropriateness．DifferentlinguistsholddifferentopinionsonChomsky’Scompetence．SomeIxansformational-orientatedlinguists，whoholdthatgrammarmustbeemphasizedinstudy,acceptsitasthebasisingrammarteaching．Therearestillsometodistinguishcompetenceandperformance．Theyextendthenotiontoincludetheknowledgeoflanguageandtheabilitytouseit．Chomskydidnotenablelearnerstousethelanguageappropriately,SOD．H．Hymes(1971)developstheconceptofcompetence，andthusproposescommunicativecompetence，whichisthemoregeneraltermforboththetacitknowledgeoflanguageandtheabilitytouseit．Consideringtheculturalfactorsinthespeechcontext，andthesignificanceofthesituation,he(1971)proposesthattherearecompetences，whichtranscendthelinguisticfielddiscussedbyChomsky．HymesnoticesChomsky’Sconceptoflinguisticcompetence，andregardsitaShisresearchstartingpo硫andbuildsabroaderframeworkoflanguagecompetence．Hymes(1971)holdsthatcommunicativecompetenceshouldincludetheknowledgeandabilitytouseit．Hymes(1971)statesthatcommunicativecompetenceshouldconsistofthefollowingfourfactors：possibility,feasibility,appropriatenessandperformance．ButWiddowson(1989)isagainsttheHymes’compositionofcompetencewhichcombinesbotllknowledgeandability．Widdowson(1989)holdsthatcompetencehaStwofactors：knowledgeandabilityandHymes’fourparameterscanbereformulatedaLsgrammaticalcompetence(theparameterofpossibility)ontheonehand，andpragmaticcompetence(alltheotherparameters)ontheother．CanaleandSwain(1980)proposeamolecomplexframeworkofcommunicativecompetence，includingthreedimensionsandthenin1983Canaleextendsfour13 ChapterTwoLitvralmeRenewdimensions，namelygrammaticalcompetence，sociolinguisticcompetence，discoursecompetenceandstrategiccompetence．Il_Grammatic缸SociolingulsticDiscourseStrategic。competenceJ。competenceJ。cmmpetmce．LcompetenceJFigure3CanaleandSwain’smodelofcommunicativecompetenceInthismodel，CanaleandSwain(1980)considergrammaticalcompetenceasacomponentofcommunicativecompetence．Grammaticalcompetencereferstotheabilityofmasteringthelanguagecodesuchascharacteristicsandrules，whichincludevocabulary,wordformation，syntax，pronunciation，spellingandlinguisticsemantics．Canale(1983)holdsthatgrammaticalcompetenceconcentratesontheknowledgeandabilitytounderstandtheliteralmeaningofthesentence．Bachman(1990)developstheCanaleandSwain’Sidea,andputsforwardamolecomplicatedmodelwitllatreestructureasfollows．Figure4Bachman"smodelofcommunicativecompetenceBachman’Smodelofcommunicativecompetenceincludesthreeelements：languagecompetence，strategiccompetenceandphysiologicalmechanisms．Language14 AnEmpiricalStudyontheImprovementofGrammaticalCompetenceBasedontheEnglishGrammarTeachingStrategiescompetenceisdividedintotwoclasses：organizationalcompetenceandpragmaticcompetence．Organizationalcompetenceiscomposedofgrammaticalcompetenceandtextualcompetence，andcompetenceandsociolinguisticcompetenceconstitutesthepragmaticcompetence．AccordingtoBachman，grammaticalcompetencereferstotheabilityincludingvocabulary,syntax，phonologyandgraphology；inotherwords，grammaticalcompetenceisconcernedwitlltheformalaspectsofthelanguage．Larsen-Freeman(2003)definestheframeworkofgrammaticalcompetence，whichconsistsofthreedimensions，namelyform，meaning(semantics)，anduse(pragmatics)．F0贼H湃isitformed7(Accuracy)ⅧA恩|【NGWhatdoesitmean7(Meaningfulness)USEWhen／Whyisitused7(Appropriateness)Figure5Larsen·Freeman’smodelofgrammaticalcompetenceThedimensionofformiscomposedofthevisibleoraudibleunits：thesounds(orsigns，inthesignlanguage)，writtenmarker,inflectionalmorphemes(noun’Sthepluralforms，genitive，markerofsimplepast，etc)，functionwords(e．g．，奶，andsyntacticstructures．Thedimensionofmeaningreferstothesemanticcodinglanguage，whichisessentialtointerpretthedenotationoutofcontext．Thethirddimensionisthepragmaticuse，whichisnotthecodinglanguage，butwhatlearnersmeanbythelanguagetheyuse．Thedimensionofpragmaticuseincludestwomainunits：oneissocialfunctions(suchaspromising，inviting，apologizingandrequesting)，whichis15 concerned、Ⅳimtheuseofgrammaticalknowledgeinsocialcontext．andtheotheroneisdiscoursepatterns(suchasthosethatcontributetothecohesionoftexts)，whichdealswiththeuseofgrammaticalknowledgeinlinguisticcontext．Therefore，grammaticalcompetencemeansnotonlythemasteryofformal，structuralaspectsofthelanguage．butalsotheappropriateuseofthatlanguageincertaincontext．11lethreedimensionsareinterrelatedandmutuallyinfluenced．Therefore，ifoneischanged，itwillhavetheeffectofchangingoneortheother．Larsen-Freeman(2003)holdsthatthesystemofthethreedimensionsisthewholeone．Celce-Murcia(2002)andYule(2002)suppogLarsen—Freeman’idea．Ⅷe’S(2002)insiststhatgrammarshouldbeconsideredasasetofconstructionsinwhichdifferencesinformCanbeexplainedintermsofdifferencesinconceptualmeaning．Atpresent，grammaticalcompetence，谢也alonghistory,isverypopularinthefieldofSLA．Sincethe1970s，linguistspaymoreattentiontothecommunicativeaspectoflanguage．Hymes(1971)proposescommunicativecompetencehasarousedthelinguists’interestintheinvestigationintothepragmaticcompetenceoflanguagelearners．Kasper(2001)pointsoutthattheresearchontherelationshipbetweengrammaticalcompetenceandpragmaticcompetencehasattractedattentionwithinacomprehensivemodelofcommunicativecompetence．Therearetwostatementsabouttheroleofgrammaticalcompetenceandpragmaticcompetence．Oneisgrammaticalcompetenceisaninsufficientconditionforpragmaticcompetence；theotherisgrammaticalcompetenceisanessentialconditionforpragmaticcompetence．Bardovi—Harlig(1999)consistentlyfindsthatlaJ曲levelsofgrammaticalcompetencedonotagreewiththeconcomitanthighlevelsofpragmaticcompetencewhenheteststheadvancedlearners’pragmaticability．Rose(2000)drawsthesuitableconclusionwhentheyobservethatalearneralreadyknowsaboutlinguisticstructuresbuthasnotyetlearnthowtousethemassomepragmaticstrategies．Takahashi(1996)andFrancis(1997)holdtheopinionthatthenecessityofgrammaticalcompetenceisbasedontheobservationthatalearnerknowstheappropriatepragmaticstrategyforagivencontext，butdoesnotknowhowtorealizeitduetolimitedlinguisticknowledge．Bardovi-Harlig(1999)statesthatgrammaticalcompetencemaynotbeasufficient16 AnEmpiricalStudyOntheImprovementofGrammaticalCompetenceBasedontheEn#ishGrammarTmchmgStrategiesconditionforpragmaticdevelopment；itmaybeanecessarycondition．ButKasper&Schmidt(1994)andKasper(2001)havedifferentopinions．Theyinsistthatgrammarisnotanecessaryconditionforpragmaticcompetence，becauset11eyfindthatevenlearnerswithlimitedgrammaticalcompetenceareoftenfoundtobeabletoperformpragmaticfunctions．2．2．2ResearchesonGCatHomeInChina,theprocessofdevelopmentongrammaticalcompetenceissimilarwithabroad．Fortherecenttwodecades，theconcentrationofresearcheshaschangedfromlearners’grammaticalknowledgetolearners’pragmaticcompetence，andlatertotherelationshipbetweengrammaticalcompetenceandpragmaticcompetence．Recentlysomeeducatorsareawareoftheimportanceofgrammaticalcompetenceinthecultivationoflanguagecompetence．Somescholars，likeHeZiran(1986)，andWangDexing(1990)mainlyexploreChineselearners’pragmaticcompetencefromthelearners’pragmaticfailureanddeficiencyofcross-culturalknowledge．Theydescribethefailureandexplorethecausewithreferencetospeechacttheory,cooperativeprinciples，andpolitenessprinciples．AllthesestudiesPayattentiontothepragmaticcompetence，whichisconsideredasanautonomousformofcommunicativecompetence，whilepayinglittleattentionto，evenignoregrammaticalcompetence．HongGang(1991)beginstoinvestigatetherelationshipbetweenpragmaticcompetenceandgrammaticalcompetence．HefindsthattheEFLlearnershavelowlevelofpragmaticcompetence，whichhasnothingtodowiththelevelofgrammaticalcompetence．However,inrecentstudies，somescholars，likeHuZhuanglin(2002)，HeZiran(2003)，XuHuanrong&LiXuezhen(2003)andRanYongping(2004)，graduallyfindinterconnectionbetweengrammaticalcompetenceandpragmaticcompetence，andbegintorealizetheimportance，andputemphasisontheresearchofgrammaticalcompetence．HeZiran(2003)statesthatforeignlanguageteachingshouldconsidertheeffectivewaytoimprovethelearners’ability,andtoconnectthedimensionof17 ChapterTwoLiteratureReviewgrammaticalknowledgeandpragmaticuseofgrammaticalknowledge．HuZhuanglin(2002)insiststhatthepurecommunicativeapproachshouldbeshiftedtotheobservationofcommunicativegrammarapproach,whichadvocatesthecombinationofgrammarinstructionandcommunicativelanguageteaching．Butalmostnoonehasmadeexperimentalstudyfromtheaspectofgrammaticalcompetence，aimedtoconnectthegrammaticalknowledgeanditsuse，andexploredhowtoputgrammarintocommunicativelanguageteaching．2．3SummaryFromwhathasbeendiscussedabove，thedevelopmentofgrammaticalcompetenceCanbemarkedclearly．FromChomsky’Slanguagecompetence，toHymes’communicativecompetence，toCanaleandSwain’SandBachman’Scomplicatedcommunicativecompetence，andtoLarsen-Freeman’sgrammaticalcompetence，itshowsUSthedifferentopinionsongrammaticalcompetenceindifferentperiods．InChina,theprocessofdevelopmentongrammaticalcompetenceissimilar、玑tllabmad．Thefocusofresearchhasshiftedfromgrammaticalknowie电etopragmaticcompetence，andlatertotherelationshipbetweengrammaticalcompetenceandpragmaticcompetence．Fromwhatisdiscussedabove，itisclearlynotedthatmanyeducatorsabroadandathomehaveobtainedmanyachievementsinthestudy,buttherealestillsomelimitationsandsomefieldsthattheyhavenottouchednow．Intheearlystudies，theeducatorsalmostignoretheimportanceofgrammaticalcompetence．Later,moreattentionhasbeenpaidtotheuseofthegrammaticalknowle始e．Butuptillnow,therearenotstatisticalanalysesofgranlmarteachingstrategies．Thisstudyaimstomakeaquantitativeanalysis，SOastofindouttheconnectionsbetweenthegrammarteachingstrategiesandtheimprovementofgrammaticalcompetencewithsuchinstrumentsaSthepretest，theposttest，thequestionnaire，andtheinterview．Asaresult，thisstudyCanprovidetheteacherssomesuggestionsingrammarteaching．18 ChapterThreeMethodologyInthischapter,adetailedresearchdesignwillbecarriedout．Theresearchquestions，researchsubjects，researchinstruments，datacollectionandanalysisprocedureswillbepresentedonebyoneindetail．3．1AWorkingDefinitionofGrammaticalCompetenceAsmentionedabove，thedefinitionofgrammaticalcompetencehasbeenaquestionofcontroversyforseveraldecades．Differenteducatorsabroadandathome(Chomsky,1965；D．H．Hymes，1971；CanaleandSwain，1980；Bachman，1990；Larsen-Freeman，2003；HeZiran，1986；WangDexing，1990；HuZhuanglin，2002)，havedifferentunderstandingofgrammaticalcompetence．Inthisstudy,grammaticalcompetenceiscomposedoftwoparts：oneisthebasicgrammarknowledge；theotheristheapplicationofthegrammarknowledge．Basicgrammarknowledgereferstotheabilitytounderstandthegrammaticalrules．Theapplicationofgrammarknowledgemeanstheabilitytousethegrammarknowledgetoworkouttheproblems．Sointhisstudy,grammaticalcompetenceisthecombinationofbasicgrammarknowledgeanditsapplication．3．2ResearchQuestionsThestudyisintendedtoanswerthefollowingquestions：1．Cangrammarteachingprovidepositiveeffectongrammarlearning?2．Isthereanydifferencebetweenthetraditionalgrammarteachingstrategyandthetargetgrammarteachingstrategieswhentheyaleusedtoimprovethestudents’grammaticalcompetence?3．InEG，isthereanydifferenceintheimprovementofgrammaticalcompetencebetweenthegoodstudentsandthepoorstudentsbasedonthetargetgrammarteachingstrategies?19 ————————A——n．—E—m——p—ir—i—c—a—l—S—t—u—d．y——o—n——th——e—I—m——p—r—o—v—e—m——e—n—t—o—f—G——r—a—m．—m——at—i—c—a—l—C—o—m——p—e—t—e—n—c—e——B—a—s—e—d——o—n——th—e——English。G——rammarTeachingStrategies——．————3．3ResearchSubjectsTheparticipants．involvedinthestudy,areallEnglishmajorfreshmenfromAnhuiScienceandTechnologyUniversity．Alltheparticipantsarcdividedinto2groups：controlgroup(CG)andexperimentalgroup正G)．CGinvolvesclassesoneandtwo，whichhavetheEnglishgrammarlessonsatthesametime；EGconsistsofclassesthreeandfour,whosegrammarlessonsaretaughtatthesametimeeveryweek．ThebothgroupshavethesatncEnglishgrammarteacher,theauthorofthestudy,andtheyusethesanlcteachingtextbook，ANewEnglishGrammarCoursebook．Theybothhave2Englishgrammarlessonsperweek．CG，inwhichtraditionalstrategiesareused，iscomposedof48pupilswith8malesand40females，andEG，usingtargetstrategies，consistsof47pupils谢廿l5malesand42females．ThebasicinformationofthetwogroupsisshowninTablel．Table1BasicinformationaboutthesubjectsGroupNumberMaleFemaleCG48840EG47542Thescoresinthepretest，obtainedbyindependentsamplest-testthroughSPSS13．0，inthetwogroupsareshowedinthefollowingtables．Table2：MeanscoresinthetwogroupsNMeanStd．DeviationS旧．ErrorMeancg4861．16679．315591．34459eg4762．63838．242061．20223Table3ComparisonoftotalscoresofthepretestLevene’sTestforEqualityofVariancest-tes"forEqualityofMeans95％ConfidenceIntervaIoftheSig．MeanStd．ErrorDi仟eFenceFSig．tdf(2一tailed)Di能renceDiffeFenceLowerUpper ChapterThreeMethodologyEquaIVananCeS0．7830．378．0．815930．417．1．471631．8∞02．5．058032．11477assumedEqualVanan∞S．O．81692．0660．417—1．471631．80368．5．053872．11060nOtassumedFromtable2，themeanscoresinthetwogroupsare61．1667and62．6383respectively．Itisclearthatthemeanscoresinthetwogroupsareveryclose．Statisticsintable3showsthatsig．forequalityofvariancesisO．378．andsig．forequalityofmeansis0．417．Botharehigherthansignificancelevel0．05，whichshowsnosignificantdifferenceintheEnglishlevelinCGandEG，SOfromtheanalysis，therefore，thisstudyCanbecarriedout．3．4ResearchInstruments3．4．1PretestandPosttestThroughtheanalysisofworkingdefinitionofgrammaticalcompetence，itisclearthatinthisstudy,grammaticalcompetenceconsistsoftwoparts：basicgrammarknowledgeanditsapplication．Sothepretestandtheposttestaredesignedfromthesetwoparts．Thepartofbasicgrammarknowledgehas50marks，andconsistsofthreesections：multiplechoice，blankfilling，andcorrection．Inthesectionofmultiplechoice，thereare20itemsinthispart，onescoreforeach．Thesecondsectionistheblankfillinginwhichthestudentsareaskedtofillintheblankswitllthecorrectformsoftheverbsgiveninthebracket．Thereare10itemsinthissection，onescoreforeachblank．Thepurposeistotestthelearners’abilityofmatch．Thelastsectionistocorrecttheerrorsinthesentences．Inthissection，thereare10sentenceswithanerrorineachone．Thepurposeistotestlearners’abilitytotelldifferencesbetweenthesimilarsentences．Thedesignofthesecondpartofthepretestandtheposttestisbasedonthegrammarapplication．Thispartalsohas50marksfortwosections，thefirstofwhich21 —．————————A——n——E—m———p—i—r—ic．—a．1—S——t．u—d—y———o—n——t—h—e——I—m．—p—r—o——v—e—m——e—n．—t—o．—f—G——r—a．m——m———a—t—ic—a——l—C——o—m——p——e—t—e—n—c——e——B—a——s—e—d——o—n——th——e——E——n—g——l—is—h——G——r—a——m——m——ar—TeachingStrategies————————issentencerewriting．Inthissection,thestudentsareaskedtorewritethesentencesaccordingtotheinstructions，notchangingthemainmeaningoftheoriginalsentences．Tenitems，2scoresforeachone，areincludedinthissection．Thelearnersareaskedtorewritethesentences、析mdifferenttermsorstructures．ThepurposeistotestwhetherthelearnerscanfindtheconnectionsbetweenthephraseswiⅡ1thesimilarmeaninginthefigurativestructure．Thesecondsectionisabouttranslationinwhich10Chinesesentences，3scoresforeach,arerequiredtobetranslatedintoEnglish．Alanguagepointisinvolvedineachsentence．Thepurposeistotestthelearners’abilitytoapplythegranmmrrulescorrectlytotheirlearning．Thetranslationgradingprinciplesinthistcstareasf01loWS：1)Thetranslationmatchestheoriginal1I]vimfluentlanguageusesandnogrammaticalandspellingerrors．(3Points)2)Thetranslationcallexpresstheoriginalwimrelativelyfluentlanguageusesandnoseriousgrammaticalandspellingerrors．(2．5-1．5Points)3)Thetranslationcannotclearlyexpresstheoriginal埘也lessfluentlanguageusesandseriousgrammaticalandspellingerrors．(1．5—0．5Point)4)Thetranslationisconfusing谢tllunsmoothlanguageuses，seriousgrammaticalandspellingerrors．(0．5-0Point)Inthepretestandtheposttest,thefirstpartismarkedbytheresearcherandthesecondpartismarkedbytwoteachers,theresearcherandoneofhiscolleagues．3．4．2QuestionnairesThequestionnairesinvolvetwoeditionsinthestudy：oneisforteachers；theotherisforparticipants．Thereasonsareasfollows．Firstly,oneoftheaimsofthepresentstudyisaboutthegrammarteachingstrategies，SOitisnecessarytoinvestigatetheteachers’attitudesandmethodsusedintheteaching．Secondly,teachingandlearningareintegrations．Theaimtodesignthequestionnairesforstudentsistofindoutthelearners’attitudesandthemethodstheyusuallyusewhentheylearnEnglishgrammar．Alsoitaimsatfindingoutthelearners’reactionstotheteacher’Smethods．ItCantestwhetherthelearnersacceptthetargetgrammarteachingstrategies． Thequestionnairesforteachersinvolve4partswith28items．The4partsarerespectively：(1)teachers’attitudetotheEnglishgrammar(iteml-4)；(2)teachers’opinionstolearners’Englishgrammarlearning(item5-12)；(3)teachers’commentsontheEnglishgrammarteaching(iteml3-23)；(4)teachers’attitudetogrammaticalcompetence(item24—28)．Thequestionnairesforstudentsarealsocomposedofthesame4parts，butdifferentitems．Thefirstpartisthelearners’attitudetotheEnglishgrammar(iteml一5)；thesecondpartisaboutthelearners’Englishgrammarlearning(item6-14)；the廿lirdoneisthelearners’attitudetotheEnglishgrammarteachingmethods(iteml5-26)；thelastpartisaboutthelearners’opinionofgrammaticalcompetence．Inresponsetoeachitem，theparticipantsarerequiredtochooseonefromthe5-po缸scales：completelyoralwaysagree(A)，agree(B)，agreereluctantly(C)，disagree(D)，andtotallydisagree(E)．Inordertoavoidthedifficultiesandmisunderstanding，thequestionnairesalewritteninChinesetomakethestudentsunderstandthembeRer．InadditiontheauthoremploysallanonymousquestionnaireSOthattheparticipantshavenopressureandCanexpresstheirtruefeelings．3．4．3InterviewInordertogetfurtherinformationoflearningandteaching，thestudydesignstheinterview,whichiscarriedoutimmediatelyaftertheposttest．Theinterviewispresentedbetweentheteacherandthe8interviewees，ofwhom4(indicatedbyA，B，CandD)haveachievedhighscoresandtheother4(indicatedby如b，candd)havegotlowSCOreSintheposttest．Thebasicinformationof8intervieweesisshowninthefollowingtable．Table4Basicinformationaboutthe8studentsinterviewedNumberABCDabCdGenderfemalemalef宅malefemalemalepretest787478775052posttest8680845253 Beforetheinterview,theauthorinformsthemthattheinterviewismadejusttoinvestigatetheEnglishgrammarteachingandlearning．Ithasnothingtodowitlltheirclassperformanceandthefinalexamination．ItisjustusedtofindtheusefulteachingmethodswhichwillbeusedinthefutureEnglishgrammarclassroomteaching．Asaresult，theintervieweeCallbebraveenoughtotellwhatheorshereallywantstosay．Sotheresultofthestudyismoreobjectiveandreliable．Inthisstudy,theinterviewconsistsofthefollowingmainquestions：(1)WhatisyourfeelingtoleamEnglishgrammar?(2)WhatmethodsaleadoptedwhenyoulearnEngUshgrammar?0)DoyouoftenevaluateyourEnglishlearning?Andhow?(4)Doyouthinkwhetherthegrammaticalknowledgeaffectstheimprovementofgrammaticalcompetence?Howdoesitaffect?(5)Canthepresentgrammarteachingmethodattractyourattention?Why?(6)WhatCanyouobtainfromyourEnglishgrammarteaching?Withtheinterviewees’permission，alltheanswerscanbewrittendowninordertogetanyusefulinformation．3．5TeachingProceduresInCG，theteachingmethodisthetraditionalpresentaton-pracfice-productionmodel(PPPmodel)．InEG，theteacheradoptssometargetteachingstrategies，includinginteractiveactivities，teachercorrectionstrategiesandauthenticmaterials—basedgrammarteaching．Thethreestrategiesalenotisolated，andtheyareusedinterchangeablythroughgrammarteaching．3．5．1InteractiveActivitiesInteractiveactivitiesCanbedescribedaswhathappensinaclassbetweentheteachersandstudentswhentheyaimatachievinggoalsofteachingandlearning．ActivityCanbeone··way,buttheinteractiveactivitiesarenotone-way．Itiscardedoutintheformofpairsorgroupsinwhichsomeleamerseitherhavelittleinformationornoformationatall，andothershavetheinformationusedtofinishthetask．Usually，therearetwoformsofinteractiveactivities：oneisthestudent．．to．．studentinteractive activityandtheotheristheteacher-to—studentone．Inthestudent-to—studentform，thestudentsCanexpresstheirideasandexchangetheinformationothersneed，SOthatallthestudentscanfostersmall—groupdynamicsandpractisethelanguagethroughinteraction．UIllikethestudent．to．studentinteraction．theteacher-to．studentformhastheauthority，theteacher,whoshouldbeopentothestudentsandalewillingtoacceptthedifferentopinions．Comeau(1997)pointsoutthattheteachersshouldallowallthestudentstointeractwiththem．Inclassroominteraction，teachingismorestudent-centeredthanteacher-centered．Notonlytheteachers．butthestudentsmanagetheclassroom．111eteachersshouldnotbeonlyseen嬲theteachers．studentsonlyasthestudents．Brown(1994)considerstherearefourrolesthattheteacherscanplayintheclassroominteraction．111efirstisthecontrollerintheclassroomteaching．砀esecondisthepromoterinthecommunicativeprocess．The“rdistheparticipantduringtheactivity，andthefourthiSresourceforthestudents’learning．Interactiveactivitiesplayallimportantroleingrammarteaching．，nlefollowingiSoneofthesamplestoshowhoWtheinteractiveactivitiesalecarriedout．．T．．．．a．．．．s．．．．k——．studyofsubjunctivemoodParticipant：．ateacherandstudents—Proce—dure：(1)presentationofthe-subjunctivemood：Firstofall，theteacherstatesthelanguagepointthatwillbelearnt，mood．Therearethreekindsofmoods，andthentheteacherpresentsthemrespectively．Subjunctivemoodisinconsistentwiththefacts．TheteachercallgivesomeChineseexamples．(2)grouping：allthestudentsCanbedividedintoseveralgroupsvoluntarily．(3)communication：ineachgroup，thestudentscanexpresstheirideasthatarenotrealinrealityatthismoment．T11isCanattractthestudents’attention．Thestudentsshouldwritedowntheopinions、Ⅳithsubjunctivemood．’气 (4)theteacher：heshouldtakepartineachgroup’Sactivity,andfindthemistakesthestudentsmakeduringthecommunication．(5)explanation：aftertheinteraction，theteachercancoverthelanguagepointsandthestudents’opinionsfromthecommunicativeprocess．Especiallytheteachershouldconcentrateonthemistakesthestudentsmake．(6)interactiononce：a_ftertheteacher’Sexplanation，thestudentscallunderstandtherulesbetter．AnothermoreinteractionCanhelpthems仃engthentheunderstandingofthelanguagepoints．3．5．2TeacherCorrectionStrategiesBrown(1987)holdsthatitisinevitableforthelearnerstomakemistakes／errorsduringthelearningprocess．Herewefirsttelldifferencebetweenmistakeandg—．Dr．Mistakeisnotrela：cedtoone’Scompetence，butrelatedtoone’Sperformancebecauseofcarelessness．ThemistakeCallbecorrectedeasilyoncewhenremindedslightly．However，theerrorisproducedbecauseofinsufficientcompetenceinpronunciation,grammar,vocabulary,andpragmatics．Theoriginoferrorisverycomplicated．Sometimesitisproducedbecauseoftransfer,suchasthefollowingsentences：(1)ItlliIlkheisn’tateacher．(2)Thewaterhasfish．(3)Sheverylikegame．Celce-Murda(1985)comparesmoreeffectiveandlesseffectiveteachercorrectionstrategies： MoreeffectiveLesseffectireteacherelicitsinformationfromclassteacherlectures,givesrule，Orexplainstcacherdicitspeerorself-correctionteachercorrectsdirectlyteachergivesfocusedspecificcuesasteachergivesindirect，diffusecuesontowhatcorrectionisneededandwheretypeandlocationofcorrectionneededteacherconductsmeaningfulpracticeteacherconductsmechanicalofproblematicformdrillofproblematicformteachercorrectsselectivelyteachercorrectseverythingCelce—Murcia’SmoreeffectiveandlesseffectiveteachercorrectionstrategiesInthepresentstudy,theteacherusuzmyusesthetraditionalwayinwhichtheteacherpointsoutthestudents’errorsandtellsthemthecorrectoneinCGclass．ButintheEGclass，theteacheradoptsdifferentways，including．self-correction，student-correction，teacher-correction，peer-correction，group-correction，andthereferencebOokused．Whenstudentsmakeerrors．theteacherus谢lypausesforsecondsandlooksatstudentswiththoughtfulexpression．Sometimesthesentences埘manerrorwillberepeatedformanytimesuntilthestudentsrealizethattheyhavemadeerrors．3．5．3AuthenticMaterials-basedGrammarTeaching11lepurposetolearnEnglishgrammaristocommunicateinreality．SoinEnglishgrammarteaching，onotlehand，weshouldcollectauthenticmaterials，includingtextmaterials．audio—visualmaterialsandelectronicteachingmaterials．nletextmaterialsconsiStofnewspapers，magazines，books，poetry,advertisements，maps，tablesandSOon．Audio—visualmaterialsincludethefilm，Ⅳvideo，DVD，radio，recording．andpictures．WealsocalluseCALL(Computer-AssistedLanguageLearning)tocollectwhatweneedthroughtheIntemet．Forexample,whenteachingthepresentperfectivetense．theteacherCanadopttheObama’Svictoryspeech．7111eteachingprocedureis粥follows．27 ．T．．．．a．．．．s．．．．k——：studyofthepresentperfectivetenseParticipant：ateacherandstudents—Proce—dure：1)presentation：throughthevideoonwhichObamamadehisspeech，theteacherinduesthestructureofthepmsemperfectivetense(howisitformed?)andthentheteachersummarizesthemeaningofthepresentperfectivetense(whatdoesitmean?)2)questionandanswer：Duringthisprocedure，theteacherandthestudentsfindsomedetailsinObama’Sspeech．Forexample，whathasObamalearnedfromthevotemwhosupporthim?Whathashedonetomakehimwintheelection?Thestudentsshouldbeaskedtoanswerwiththepresentperfectivetense．31communication：theteacherencouragesthestudentstodescribeObama’Slifewiththepresentperfectivetense．3．6DataCollectionInthisstudy,thereale48participantsinCGgroup，and47participantsinEGgroup．Theyarealltestedbeforeandafterthestudy,andquestionedandinterviewed．Thedatainstudyconsistsofthefollowingaspects．First，apretestiscarriedoutbeforethestudy,thepurposeofwhichistofredwhethertheEnglishlevelsinthetwogroupsalethesameornot．Inordertogetthereliableinformation，theteachertellsthestudentstheaimofthepretest．Theteacherevenensuresthatthescoreofeveryparticipantwillnotbeannouncedinpublicandtheresulthasnothingtodo诵t11thefinalexamination，SOthatalltheparticipantshavenotanypressureandwillnotcheatiIlthetest．Asaresult，thedataismorereliable．Second，thequestionnaireisadministeredto95participantsingrammarclass．Thestudentsareaskedtospend16minutesfinishingit．Ofcourse，alltheparticipantsareunderthesupervisionoftheteacher．Tomakesurethestudentsunderstandeachitem,theteacherexplainsthepurposeofeachitem．Theteacheralsoinformsthatthequestionnaireisjustusedfortheacademicpurposes．Sotheyshouldanswereach statementaccordingtotheirownsituation,notinfluencedbyothers．Third，astructuredinterviewisdesignedinthestudy．InEG，4studentswithhi【曲scoresand4students谢tlllowscoresarechosenfortheinterview(see3．4．3Interview)．TheintervieweescanspeakeitherEnglishorChinese．Theteacherwritesdowntheiropinionsaboutthegrammarteaching．Thedescriptionisusedintheanalysisofthegl"an"lmarteachingandgrarnmaticalcompetence．Fourth，afterthestudy,aposttestiscovered，thepurposeofwhichistofmdwhetherthetargetgrammarteachingstrategiesinfluencetheimprovementofgrammaticalcompetence．ThedescriptivestatiSticscanbecomparedandthedifferencesCanbeexaminedintheperformancebetweengroupsandwithingroups．3．7SummaryInthischapter,itintroducestheresearchquestion，subjects，andinstnmaentsfortheresearch．Thepersonalteachingproceduresalepresentedingreatdetails．InCGgroup，thetraditionalteachingmodel，PPPmodel，isused，whileinEG，thetargetteachingstrategiesaleadopted．Datafromtheinstrumentiscollectedattentively,andtheresultwillbeanalyzedinthenextchapter． ChapterFourResultsandDiscussionFourResultsandDiscussionInordertoanswertheresearchquestions，thischapterwillanalyzeanddiscussthedataandinformationcollectedfromthepretest，theposRest，thequestionnaireandtheinterview．Thischapteriscomposedofsixsections．Thefirstthreesectionsfocusontheanalysisofthedatainthepretestandtheposttest．Thefourthsectionintendstoreporttheresultofthequestionnaire，andthefifthsectionisplannedtoanalyzetheinterview．Thelastsectionisthesummaryofthischapter．4．1DescriptiveStatisticsonthePretestandthePosttestThissectionintendstofmdthedescriptivestatisticsonthepretestandtheposttest．Theresultsareasfollows．Table5DescriptivestatisticsontestsbygroupCGEGTestScoresmeanSDmeanSDpretest61．16679．3155962．63838．24206posttest63．45838．0343966．63837．3082Nole．sD=StandardDeviationFigure6Meansforthetwotestsbygroup30 Table5presentsdescriptivestatisticsonthetwotestsusedinthestudyforbothgroups．Figure6showsthemeansforbothgroupsinthepretestandtheposttest．CGgroupmeansforthetwotestsareasfollows：61．1667forthepretest，and63．4583fortheposttest．EGgroupmeansforthetwotestsareasfollows：62．6383forthepretest，and66．6383fortheposttest．ItcanbefoundthattheEnglishlevelsinCGandEGarealmostthesame，butafterthestudy,EGperformsbetterintheposttestcomparedtoCG．TheparticipantsinEGprogressbyanaverageof4markswhereasthoseinCGimproveby2．2916marks．Thecomparisonshownintable5andfigure6provesthatthestudentshavemademoreprogressaftertheapplicationofthetargetgrammarteachingstrategies．4．2ExaminingDifferencesinTestPerformancesbetweenGroupsInthissection,scoresofthepretestandthepest-testwillbeexaminedbySPSS13．0betweenCGandEG．Themacroscopicangleandmicrocosmicanglealeadoptedtoanalyzetheresultsinthesetwogroups．4．2．IAMacroComparison(1)AcomparisonofthetotalscoreofthepretestsThispartisintendedtofindoutthescoresofthepretestinCGandEGbeforethestudy．Thepurposeistofindwhethergrammaticalcompetenceisalmostthesameornot．ThescoresofthepretestsinCGandEGhavebeenanalyzedthroughSPSS13．0asisshowedinthefollowingtables．6TotalscoresofthepretestsStd．Sld．ErrorGRNMeanDeviationMeanpretestCG4861．1∞79．315591．34459EG4762．63838．242061．2022331 Table7ComparisonoftotalscoresofthepretestLevene’STestforEqualityofVanancest-testforEqualityofMeans95％ConfidenceInteR／aIoftheSig．MeanStd．ErmrDt目．ererlceFSig．tdf(2-tailed)DifferenceDi仃brsnc8LowerUpperpretestEqualVarlan∞s0．7830．378．O．815930．417-1．471631．80602．5．058032．11477assumedEqualVailail∞S．0．81692．0660．417．1．471631．80368．5．053872．11060notassumedFromtable6，itiScleartofindthatthemeanscoresofCGandEGinthepretestare61．1667and62．6383respectively．Asisshowedintable7，themeandifferenceis1．47163，whichisverylow．Thesig．(2-tailed)forequalityofmeansis0．417，whichishigherthansignificancelevelO．05，SOthetwostatistics(1．47163and0．417)showthatgrammaticalcompetenceinthetwogroupsisnotdistinctivelydifferent丘omeachotherbeforethestudy．(2)AcomparisonofthetotalscoreoftheposttestsAfterthestudy,theposttestiscarriedoutforthetwogroups．ThescoresinCGandEGareasfollows．ThesestatisticsareanalyzedthroughSPSS13．0．Theresultisshowedinthefollowingtables．8TotalscoresoftheposttestStd．Std．ErrorGRNMeanDeviationMeanposttestCG4863．45838．034391．15袋沿EG4766．63837．3∞201．0660132 Table9ComparisonoftotalscoresoftheposttestLevene"sTestforEqualityofVanancest-testforEqualityofMeans95％ConfidenceIntervaIoftheSig．Meanstd．ErrorDifferenceFSig．tdf(2-tailed)DifferenceLowerUpperposttestEqualvanances0．8040．372．2．017930．047．3．179961．57677击．311”．0．04882assumedEqualvariancesnot一2．01992．5040．046．3．179961．57518-6．3∞19．0．05174assumedFromtable8，themeanscorcsofCGandEGmtheposReStare63．4583and66．6383respectively，andthemeandifferenceis3．17996asisshowedintable9，whichishigherthanthatofthedifference(1．47163)inthepretest．mtable9showsthatthesig．forequMityofmeansis0．047，whichislowerthansignificancelevelO．05，whichshowsthatthereiSdistinctivedifferencebetweenthescoresinCGandEGintheposttest．111estatisticsofthemeandifferenceandthesig．forequalityofmeansarethesoundproofthatgrammaticalcompetencehasbeeninfluencedgreatlyinEGafterthetargetgrammarteachingstrategiesareadopted．4．2．2AMicroComparisonThisessaydividesgrammaticalcompetenceintotwoparts：oneisbasicgrammarknowledge；theotherisgrammarapplication．Thepretestpaperandtheposaestpaperaredesignedfromthetwoparts．ThestatisticsofthepretestandtheposttestinthetwopartsarecomparedbytheindependentsampleT-testthroughSPSS13．0．Theresultisshowedasfol|OWS．(1)Comparisonofthescoresofbasicgrammarknowledge33 Table10ComparisonoftheSCOFFSofbasicgrammarknowledgeofthepretestLevene’sTeslforEqualityofVanancest-testforEqualityofMeans95％ConfldenceIntervaIoftheSig．MeanStd．ErrorDiffeFenceFSig．Idf(2-tailed)DiffeFenceDi讦eFenceLowerUpperpretestEqu棚variances0．9550．329—0．803930．424．0．728280．9∞39-2．528201．07164assumedEqualvadances．O．80492．2000．423—0．72828O．90529-2．526221．069∞notassumedllComparisonofthescoresofbasicgrammarknowledgeoftheposttestLevene‘STestforEqualityofVariancest-testforEqualityofMeans95％ConfidenceIntervaIoftheSig．MeanStd．ErrorDiffeFenceFSig．tdf(2-tailed)DifferenceDi仃brenceLowerUpperpostIestEqualvariances3．4470．067．1．280930．204—1．125890．87982-2．873040．62127assumedEqualvariancesnot一1．28389．4460．203—1．125890．87777．2．∞9870．61810assumed10isthecomparisonofthetwogroupsinthepretest舶mtheangleofbasicgrammarknowledge．Intable10，thesig．forequalityofvariancesandsig．(2-tailed)forequalityofmeansale0．329and0．424respectively,botIlofwhicharemuchhigherthansignificancelevel0．05．whichmeansinthepretestslightdifferenceexistsinthefirstpartofgrammaticalcompetence，basicgrammarknowledge．Intable11，thesig．forequalityofvariancesandsig．(2-tailed)forequalityofmeansare0．067and0．204，whicharealsohigherthansignificancelevel0．05，butcompared谢也thoseinthepretest(0．329and0．424respectively)，theyaremuchclosertosignificancelevelO．05，whichshowsthatdistinctivedifferenceexistsinthetwogroups．Thechangeofstatisticsprovesthatthetargetgrammarteachingstrategies haveplayedapositiverole．(2)ComparisonofthescoresoftheapplicationTable12ComparisonofthescoresofapplicationofthepretestLevene。sTeslforEqualityofVanancest-testforEqualityofMeans95％ConfidenceIntervaIoftheSig．MeanStd．ErrorDi竹．erenceFSig．tdf(2-tailed)DifferenceDiffemnceLowerUpperpretestEqualvadances0．2410．625—0．748930．457—0．和圯35O．99421-2_717661．23096assumedEqualvariances．0．74992．364O，456．0．74335O．99311．21715661．22895notassumedTable13ComparisonofthescoresofapplicationoftheposttestLevene"sTestforEqualilyofVariancest-testforEqualityofMeans95％ConfidenceIntervaloftheSig．MeanStd．ErrorDifferenceFSig．tdf(2-tailed)DifferenceD托renceLowerUpperposttestEquaIvariances1．5750．213．2．335930．022—2．054080．87973．3．80106-O．3071OassumedEqualvanancesnot．2．33892．2290．022-2．054080．87868．3．79916-0．30900assumedTable12showstheresultofthesecondpartofgrammaticalcompetencebetweenCGandEGinthepretest．Intable10，thesig．forequalityofvariancesandsig．(2-tailed)forequalityofmeansareO．625and0．457，whicharehigherthansignificancelevel0．05，whichmeansthereisnodistinctivedifferencebetweenCGandEGinthesecondpartofgrammaticalcompetence，grammarapplication．Intable35 ChapterFourResultsandDiscussion13，thesig．(2-tailed)forequalityofmeansis0．022，whichislowerthansignificancelevel0．05，whichmeadsthatsignificantdifferenceexistsbetweenthetwogroupsintheposttest．Alltheseprovethatthetargetgrammarteachingstrategiesaresuperiortothetraditionalones．4．3ExaminingDifferencesinTestPerformanceswithinGroupsThissectionisplannedtofredwhethertherealedifferenceswithingroupsinthepretestandtheposttest．TheresultwillbecomparedfromthemacroscopicangleandmicrocosmicanglebythepairedsamplesT-testthrou曲13．0．4．3．1AMacroComparison(1)TotalscoreoftheCGinthepretestandtheposttestTable14Acomparisonoftheseol"酋ofCGinthep他testandtheposttestMeanNStd．DeviationSId．ErrorMeanCGpretest61．1667489．315591．34459posttest63．4583488．034391．159∞Table15AcomparisonofthescoresofCGinthepretestandtheposttestPairedDifferences95％ConfidenceStd．IntervaIoftheSId．ErrorDifferenceSig．MeanDeviationMearLowerUppertdf(2-tailed)CGtotaIscoreofpretest．2．291674．404820．63578-3．57∞9-1．01264．3．604470．001andposttestTable14andtable15alethestatisticsandcomparisonofscoresofCGinthepretestandtheposttest．Int．able14，themeanscorerisesfrom61．1667to63．4583，andthestandarddeviationsare9．31559and8．03439respectively,whichmeansthe36 AnEmp谢calStudyOBtheImprovementofGrammaticalCompetenceBasedOntheEnglishGrammarTeachingStrategieslearners’grammaticalcompetenceisimprovedandthedifferenceamongthelearnersisreduced．Inaddition,thesig．(2-tailed)intable15is0．001，whichislowerthansignificancelevel0．05，whichmeansgrammaticalcompetenceinCGhasbeenimproved．(2)TotalscoreoftheEGinthepretestandthepost-testTable16TotalscoresofEGinthepretestandtheposRestStd．Std．ErrorMeanNDeviationMeanEGpretest62．6383478．242061．20223posResl66．6383477．308201．Ⅸ沁01Table17AcomparisonofscoresofEGinthepretestandtheposttestPairedD糯rencss95％ConfldenceIntervaIoftheS埘．Std．ErrorDifferenceSig．MeanDeviationMeanLowerUppertdf(2一tailed)EGtotalscoreofpretest_4．∞0003．694880．53895-5．08486-2．91514—7．422460．000andposRestT11ispartisabouttheresultandthecomparisonofscoresofEGinthepretestandtheposttest．Fromtable16，itiscleartofindthatthemeanscoresofEGinthepretestandtheposttestale62．6383and66．6383respectively,andintable17，thesig．(2-tailed)is0．000，lowerthansignificancelevel0．05，whichshowsthatthereissignificantprogressthatEGhasmade．Inaddition,thesig．(2-tailed)f0．000)isalsolowerthanthatinCG(0．001)，whichmeansEGhasachievedgreaterprogressthanCG．4．3．2AMicroComparisonInthispart，amicrocomparisonwillbeadoptedtoanalyzethetwopartsthatgrammaticalcompetenceincludesinthestudy．Onepartisbasicgrammarknowledge，andtheotheroneisgrammarapplication．Thesestatisticsinthepretestandthe37 posttestalecomparedbypairedsamplesT-testthrough13．0．(1)ComparisonofthescoresofthebasicgrammarknowledgeofCGTable18ScoresofbasicgrammarknowledgeofCGinthepretestandtheMeanNStd．DeviationStd．ErrorMeanCGpretest29．2292484．659650．6725630．9167484．730320，68276Table19AcomparisonofscoresofbasicgrammarknowledgeofCGinthepretestandthePairedDifferences95％ConfldenceStd．Intefl／aIoftheSld．ErrorDifferenceSig．MeanDeviationMeanLowerUppertdf(2-tailed)CGpretest&．1．687500．94882O．13695．1．96301．1．41199—12．322470．oD0ThispartisaboutthecomparisonofscoresofthebasicgrammarknowledgeofCG．Fromtable18，themeanscoreofCGinthepretestandthentherisefrom29．2292to30．9167，andthestandarddeviationsale4．65965and4．73032respectively,andthesig．(2-tailed)is0．000asisshowedintable19，whichshowsthatlearnersinCGhavemadeprogress，butthedifferenceamongstudentsiswidened．(2)ComparisonofbasicgrammarknowledgeofEGTable20ScoresofbasicgrammarknowledgeofEGinthepretestandtheStd．Std．ErrorMeaRNDeviationMeanEGpretest29．9574474．154400．6059832．0426473．78186O．55164 Table21AcomparisonofthescoresofbasicgrammarknowledgeofEGinthepretestandtheposttestPairedD№rerlces95％ConfidenceStd．IntervaIoftheStd．ErrorDiffeFenceSig．MeanDeviationMeanLowerUppertdf(2-tailed)EGpretest&．2．085111．626280．23722-2．56260．1．60761-8．79046O．o【)0posseslThispartisaboutthecomparisonofscoresofthebasicgrammarknowledgeofEG．Intable20，theme国tnscoresofEGinthepretestandtheposttestare29．9574and32．0426respectively，andthesig．(2-tailed)is0．000，whichsuggeststhatthelearnershavemademuchprogress．Anothercomparisonisaboutthestandarddeviation．Intable18，thestandarddeviationsofCGinthepretestandtheposttestale4．65965and4．73032respectively,butintable20，thestandarddeviationsofEGare4．15440and3．78186．ThesestatisticsshowthatdifferenceamongCGlearnersiswidened,butinEG，thedifferenceamonglearnersisreduced，whichresultsfromtheapplicationofthetargetgrammarteachingstrategiesinEG．(3)ComparisonofthescoresoftheapplicationofCG22ScoresofapplicationofCGinthepretestandtheposttestStd．ErrorMeanNStd．DeviationMeanCGpretest31．9375485．088190．73442posttest32．5417484．s19270．髓23023AcomparisonofscoresoftheapplicationofCGinthepretestandtheposttestPairedDi饱Fences95％ConfidenceIntervaIoftheStd．Std．ErrorDiffeFenceSig．MeanDeviationMeanLowerUppertdf(2-tailed)CGpretest&-0．604174．286250．61867．1．848760．64043—0．977470．334posttest ChapterFourResultsandDiscussionThispartisintendedtofindwhetherthereisdifferenceinthegrammarapplicationofCGinthepretestandtheposttest．Table22isaboutthescoresofapplicationofCGinthepretestandtheposttest．ItiscleartofmdthatthemeanscoresofCGinthepretestandtheposRestare31．9375and32．5417respectively，andthesig．(2-tailed)asisshowedintable23is0．334，whichshowsthatlearnersinCGhavemadeprogress，buttheprogressisnotobvious．(4)ComparisonoftheapplicationofEGTable24ScoresofapplicationofEGinthepretestandtheposHestTable25AcomparisonofscoresofapplicationofEGinthepretestandtheposttestPairedDifferences95％ConfidenceIntervaIofIheStd．Std．ErrorDifferenceSig．MeanDeviationMeanLowerUppertdf(2-tailed)EGpretest&．1．914892．4弱840．35837．2．63625—1．19354．5．343460．000posttestThisisthecomparisonofEGinthepretestandtheposttestfromtheangleofapplication．Fromtable24，themeanscoresofEGinthepretestandtheposttestare32．6809and34．5957respectively,whichsuggeststhattheleamersinEGhavemademuchprogress．Thesig．(2-tailed)(O．000)inEGislowerthanthatinCGasisshowedintable23(0．334)，whichmeanstheprogressinEGismuchgreaterthanthatinCG．ItsuggeststhatthetargetgrammarteachingstrategiesCanhelplearnersmoreobviouslytoimprovegrammaticalcompetence．4．4AReportoftheQuestionnaireSurveyThequestionnaireinthisstudyincludesquestionnaireforstudentsandquestionnaireforteachers．Thereare95students，48ofwhomareincludedinCGand 47ofwhominEG．16teachersareinterviewed．whoaremainlyinchargeofthefreshmenandthesophomores．Allthe1questionnairesarevalid，andtheresultsarecountedasfollows．(1)QuestiounaireforCGTable26DescriptionofthequestionnaireforCGA--totallyagree；B=agree；C=agree、历tllreluctance；D=disagree；E--totallydisagreeThequestionnaireforCGiscomposedoffourparts．Thefirstpart，including5questions，isabouttheopinionsofgrammaritself．Items6to14belongtothesecond4l part，andthispartaimsatexaminingthestudents’opinionsofgrflnlmarlearning．Studems’opinionsontheteacher’Sgrammarinstructionsareaskedfromitems15to26inthethirdpart．mlastpart，fromitems27to30，isconcerned、】lrimtheopinionsofgrammaticalcompetence．111edetailsofstudems’opinionsofeachitemareexpoundedasfollows．InCG，93．75％oftheparticipantsagreethatgrammarplaysanimportantroleintheirlearning．Almosthalfofthestudentsbelievethatgrammarishelpfultoimprovetheirlearninglevel．81．25％ofthestudentsholdthatgranlmarinfluencesthemarksintheirexams．72．91％oftheparticipantsdisagreewiththeideathatgrammarmistakesdonotdeterminethesuccessfulcommunication．Butonly14．58％considerthattheyareinterestedingrammaratpresent．Sotheconclusioncanbedrawnthatmoststudentsattachmuchimportancetogrammar,andtheybelievethatgrammarCanhelpthemtoimprovetheEnglishlevel，butfewstudemsshowthattlleyatenowmoreinterestedingrammar．Inthesecondpart，somequestionsabout伊跗marlearningarepresentedforthestudents．毋盈enaskedwhethertheyspendtimeonthestudyofgrammar,andwhethertheytouchothergrammarlearningmaterials，only25％and12．5％expresstheirtotalagreement．Halfofthestudentsagreethattheymakelearningplanaheadoftime．Butonly58．33％oftheparticipantsmakethebestoftheclassroomtime,Thereare31．25％ofthestudemswhodonotimprovegrammarlearningstrategies．81．25％ofthestudentsrealizetheimportanceofcorrection，andtheyfeelitnecessarytocorrecttheerrorsinthestudy．Fromthosequestionnairesinthispart，itiscleartoseethatinCGthestudemsdonottakeactivemeasuresintheirgrammarlearning，althoughtheyconsidergrammarisimportantintheirstudy．Allthattheycalldoisjusttofollowtheteachersasfaraspossible，andthereisnocreationingranlmarlearning．Butthemajorityagreewiththeimportanceofcorrection，whichisaneffectivegrammarlearningmethod．Itemsfrom15to26areconcentratedontheteacher’Sgrammarinstructions．Whenaskedtoexpresstheirideasofgrammarteachingmodels，58．33％ofthe42 AnEmpiricalStudyontheImprovementofGrammaliealCompetenceBasedontheEnglishGrammarTeachingSlrateglesparticipantsinCGdislikethepresentgrammarteachingmodels，and87．50％ofthestudentsconsiderthepresentgrammarteachingmodelisalmostthesameasthatinthemiddleschools，SOtherearestill68．75％ofthestudentswhoexpressclearlytheirvapiditywhenlearninggrammar．Only33．33％ofthestudentsconsiderthatthepresentgrammarteachingmodelCanattracttheirattention，and60．42％oftheparticipantsagreereluctantlyordisagreethatthepresentgrammarteachingmodelisnothelpfulfortheirEnglishlearning．They(91．67％)wanttheteachertoputthegrammarintothecontext．75．00％ofthestudentsdisagree、Ⅳiththeopinionsthatinclasstheteacherputsthegrammarintotheinteraction．Asregardsthegrammaticalknowledge，fewstudents(31．25％)believethattheyhavemadeprogressingrammarlearning．Mostofthem(64．58％)disagreewiththeteacher’Smodeltocorrectthestudents’mistake．Fromthedescfiption．itisobvioustofindthatmoststudentsdisagreewiththepresentgrammarteachingmodels，whichcannotattracttheirattention，andtheystillholdtheopinionthatgrammaris，tosomeextent,boring．Theopinionstogrammaticalcompetencearepresentedinthelastpart．Moststudentsconsiderthatgrammaticalcompetenceisimportant(95．83％)．Theeffectivelearningstrategiesandeffectiveteachingarehelpfultoimprovetheirgrammaticalcompetence(95．83％and97．92％respectively)．Butthereareonly18．75％ofthestudentswhobelievethattheycallimprovetheirgrammaticalcompetenceunderthehelpofpresentgrammarteaching．SotheconclusioncarlbedrawnthatgrammaticalcompetenceplaysanimportantroleinEnglishlearning，andthelearningandteachingmethodsinfluencetheeffectivenessoftheimprovementofgrammaticalcompetence．Butthepresentgrammarteachingmodelisalmostunhelpfultoimprovetheirgrammaticalcompetence．(2)QuestionnaireforEGTable27DescriptionofthequestionnaireforEGQuestionspercentageofopinions(％)ABCDEQlQ276．609663．839617．02％25．53％434．26％8．51％2．13％0．00％ Q3Q4Q574．47％17．02％8．51％0．00％0．00％42．55％38．30％17．02％2．13％O．00％6．38％12．77％17．02％44．68％19．15％A--totallyagree；B=agree；C=agreewithreluctance；D=disagree；E---totallydisagreeTable27presentstheresultsofthequestionsinEG．ThequestionnaireinEGstillincludesfourparts．Thefirstpartisaboutthestudents’opinionsongrammar．Thesecondandthirdpartspresentthestudents’feelingsoflearningstrategiesandteachingstrategies，includingitems6to14，andfromitems15to26respectively．Thelastpart，itemsfrom27to30，aimsatfindingtheparticipants’attitudetogrammaticalcompetence．93．62％oftheparticipantsinEGagreethatgrammarisimportant,whichisthesamewiththestudents’opinionsinCG．MoststudentsinEGbelievethatgrammaticalknowledgeisimportanttoimproveEnglishlevel(91．49)，andgrammarplaysan importantroleintheexams(80．85％)．Theyalsoconsidergrammarsometimesdeterminesthesmoothcommunication．ButinEG，thenumberofstudentswhoadmitthattheyarenowmoreinterestedingrammarreaches89．36％，whichismuchhigherthanthenumberofthestudentsinCG(14．58％)，whichprovesthatstudentsinEGaremoreinterestedingrammarthanstudentsinEGafterthetargetgrammarteachingstrategiesareapplied．Items6to14areaboutthestudents’attitudetogrammarlearning．70．21％ofthestudentsadmitthattheyspendmuchtimeongrammarleaming，whichishigherthanthenumberofstudentsinCG(47．92％)．T11enumberwhomakesalearningplaninEG(87．23％and91．48respectively)isalmostthesamewitllthatinCG(85．42％and79．17％respectively)．InEG，72．34％ofthestudentstakefulladvantageoftheclassroomtime，whichishigherthanthatinCG(58．33％)，andonly19．15％ofthestudentsdonotcontinuouslyimprovetheirgrammarlearning，whichislowerthanthatinCG(31．25％)．TheattitudetothecorrectioninbothCGandEGisalmostthesame，andmostofthemconsiderthatcorrectingerrorsamongstudentsishelpfulintheirstudy(81．25％inCGand78．72％inEG)．FromthedifferentattitudesinthesecondpartinCGandEG．itiscleartofindthatthestudentsinbothCGandEGthjlll【itnecessarytomakealearningplanandtoconsultotherlearningmaterials，whichprovethatmostofthemconsidergrammarisofimportance．BUttherearedifferencesinthosequestions’responsesinCGandEG．乃tenumberofthestudentsinEGwhospendmuchtimeonthegrammarstudyandwhoaremoreconcentratedontheclassroomishigherthanthenumberinCG，whichimpliesthatthegrammarteachingmodelinEGcallattracttheirattention,andtheydonotthinkgrammarisboring．Asaresult，theyarewillingtolearngrammarmoreactively．Inthethirdpart，theattitudestosomequestionsinEGdifferfromthoseinCG．78．72％ofthestudentsholdthatthepresentgrammarteachingmodelistotallydifferentfromthemodelinthemiddleschool，and74．46％oftheparticipantslikethepresentgrammarteachingmodel．87．24％ofthestudentsagreewiththeinteractiveactivities，SOtheyholdthatgrammarnOWisnotboring，butinterestingtolearn．Thereare87．24％ofthestudentswhoareoftheopinionthatthepresentteachingishelpful4气 tolearngrammar,whichishigherthanthatinCG(39．58‰．Whenaskedwhethertheteachingmodelcanattracttheirattention，78．72％ofthestudentsinEGprovidethepositiveanswer,butonly33．33％ofthestudentsinCGexpresstheiragreement．82．98％oftheparticipantsagreewiththepresenterrorcorrectingmodels．nlelastquestioninthispartisthegrammarlevelhasbeenimprovedgreatly．78．72％ofthestudentsagree埘廿lthat，butonly31．25％havethisidea．Fromthedetaileddescription，theconclusionscanbedrawnthatthestudentsinEGhavebeeninfluencedmoreactivelyandpositively．Theyalemoreinterestedingrammarlearning，andthetargetteachingstrategiescarlmoremotivatethelearners’interestinlearninggrammar．ThisisthesoundproofthatthestudentsinEGhavemadegreaterprogressintheposttest．Items2730areabouttheattitudegrammaticalcompetence．111eattitudesthefirstthreequestionsinbothCGandEGarealmostthesame．MostofthemmakeclearthatgrammaticalcompetenceisofimportanceinEnglishlearning．11leeffectivelearningandteachingmethodsarehelpfulimprovegrammaticalcompetence．Butwhenaskedwhetherthepresentteachingmodelcallinfluencetheimprovementofgrammaticalcompetence，thestudentspresentthedifferentanswers．93．61％ofthestudentsinEGconsiderclearlythatthepresentteachingmodelCanimprovetheirgrammaticalcompetence，butinCG，only18．75％ofthestudentshavethisopinion．Fromthedifferentopinions，itisclearfredthatthetargetgrammarteachingstrategiesareacceptable，andmorestudentsinEGbenefitfromthem．Table28DescriptionofthequestionnaireforteachersQ5Q6Q7Q8％％Ⅺ％雠喘涨咣mm屹n％％Ⅺ％耄§㈣涨涨&n屹&％％％％O5O57578323l雕嘣嘶叫20O5157323％％％％05027 Q975．00％12．50％12．50％0．00％0．00％Q1081．25％6．25％6．25％0．00％Q1193．75％6．25％0．00％0．00％0．00％Q1281．25％12．50％6．25％0．00％0．00％A--totallyagree；B=agree；C=agreewithreluctance；D=disagree；E--totallydisagreeTable28istheresultofthequestionnaireforteachers，whichaimsatfindingteachers’attitudestoEnglishgrammarteaching．Thisquestionnaireiscomposedoffourparts．Thefirstpartisconcentratedontheopinionstogrammar．Thesecondpartisabouttheattitudestogrammarlearning．Theideasofgrammarteachingareincludedinthethirdpart，andthelastpartisintendedtofmdtheopinionstogrammaticalcompetence．Thefollowingisthedetailedreportofthequestionnaire．Items1to4areincludedinthefirstpart．87．50％oftheteachersconsidergrammarisimportantintheirteaching，SOthereare87．50％oftheteacherswhosuggestthatgrammarlearningshouldbes仃engthenedcontinuously,becausegrammarplaysanimportantroleinthetrainingoflistening，speaking，readingandwriting．56．25％oftheteachersclearlystatethatgrammarworksimportantlyinthesuccessfulcommunication．Sobothteachersandstudentsagreethatgrammarisofimportanceinbothteachingandlearning．Thesecondpartistheopinionstogrammarlearning．75％oftheteachersbelievethatstudentsareactuallyinterestedingrammar,andarefullofconfidenceingrammar47 ChapterFourResultsandDiscussionlearning，butsometimesstudentshardlyfindalleffectivewaytoleamgrammar．Soalltheteachersinterviewedsuggestthestudentsimprovetheirleaningstrategiescontinuously．Asaresult，theinteractivelearningbetweentheteachersandstudentsispresented．Fromwhathasbeendiscussedabove，itiScleartoseethatstudentswanttolearngrammarwell，andtheyalsospendtimeonit．Buttheproblemforthemishowtofindthesuitablewaytolearngranlmar．Thethirdpart，mainlyaboutthegrammarteaching，coversfromitems13to23．87．50％oftheteachersagreethatgranlmarteachingCanhelpstudentstolearngrammar．Tosomeextent，mostoftheteachers(87．50％)admitthatgranllnarteachingstrategiessometimesdeterminethelearners’interests．75．00％oftheteachersdenythetraditionalmethodwhichhardlyattractsthestudents’interestsingrammarlearning．Mostteachersholdthatgrammarteachingshouldbeputintointeractiveactivitiesandintorealsituations(87．50％and93．75％respectively)，whichCanreallyattractthestudents’attention．Thereare87．50％oftheteacherswhoconsiderthatteachers’correctionstrategieshaveinfluenceongrammarlearning．Alltheteachersagreewiththeindirectandintroductorycorrectionstrategies．Theresultsofthequestionnaireprovethatthetraditionalgrammarteachingmodelisnotpopular．Theteachersshouldadoptothergrammarteachingstrategies，includinginteractiveactivities，teachercorrectionstrategiesandauthenticmaterials—basedgrammarteaching，whichCanreallystealthestudents’spotlight，andthusmakethemachievemore．Theattitudestogrammaticalcompetencearestatedfromitems24to28．Mostteachers(81．25％、agreewitlltheimportanceofgrammarinEnglishlearning．Differentgrammarlearningstrategiesandteachingstrategieshavedifferentinfluenceonthecultivationofgrammaticalcompetence．Somestudents’grammaticalcompetenceCanbeimprovedgreatlyandmakegreaterprogressaftertheapplicationofthetargetteachingstrategies．4．5AnAnalysisofInterviewTheinterview,whichiscarriedoutimmediatelyaftertheposttest，aimsatgetting furtherinformationoflearningandteaching．111einterviewispresentedbetweentheteacherandthe8interviewees，whosebasicinformationhasbeenpresentedin3．4．3(seetable4)．mmajorfmdings，asthecomponentoftheresultofthisempiricalstudy，areshownasfollows．1．TheeightintervieweesallagreethatgrammarisimportanttolearnEnglishwell．Meanwhile，theyallconsidergrammarisdifficult．Butthefourinterviewees诵tIlhighSCOreSintheposttestgivetheideathattheynowfeelbetteratpresent，buttheotherfourinterviewees、析t11lowscoresdonothavethisfeeling．2．Eachstudenthashisownwaytolearngranlmar．Thefourstudents、衍t11hi曲scorescallfmdtheeffectiveway，buttheotherfour“tlllowscoresjustfollowtheteacherinclass．3．nleintervieweesseldomevaluatetheirEnglishgrammarlearningconsciously,althoughtheyeonsiderthatgrammarisveryimportantnotonlyindailycommunication，butintests．Theyoftenevaluatetheirgrammarbymeansofthetestsorganizedbytheteacher．砀eintervieweewiththehighestmarkanswerslikethis：when1watchtheforeignfilms,1evaluateit；whenIreadEnglishbooks,Ievaluateit；whenIcommunicatewithothers,Ievaluateit．4．Whenaskedwhethergrammarknowledgeinfluencestheimprovementofgrammaticalcompetence．theyallgivethepositiveanswer．11legrammarknowledgeisthebasisofgrammaticalcompetence．乃eaccumulationofthegrammarknowledgeisveryimportant．5．Asfiurasthefifthquestionisconcerned．theintervieweesareallinterestedinthepresentgrammarteachingmodelwhichcarlattracttheirattention，butthedegreeofinterestisalittledifferent．．nlefourinterviewees诹tllllighscoresagreethattheexamplesgivenbytheteacherareclosetothereallifeorrealsituation，buttheotherfourconsiderthatthepresentgrammarteachinghasnoparticularity．6．Therearedifferencesbetweenthefourinterviewees讪thhighscoresandtheotherfourintervieweeswithlowscoresintheiranswerstothelastquestion：whatCanyouobtainfromthepresentEnglishgrammarteaching?Thefourintervieweeswimmghscoresholdthattheycanobtaingreatlyfromthegrammarteaching，andnow4q theyCalldistinguishthelanguagepointswhichonceconfusedthem，butthefourinterviewees谢thlowmarksconsiderthatobtainverylittle，andarestillconfusedbysomegrammaticalpoints．Fromthemajorfindingsabove，itiscleartofindthatthetargetgrammarteachingstrategiesproducedifferentinfluenceonthestudentsinEG．Thestudentswithhighmarkshavemademoreprogress．Fromtable4，itisobvioustofindthataftertheapplicationofthetargetgrammarteachingstrategies，thegoodstudentsprogressbYanaverageof6．75pointswhereasthepoorfourstudentsjuStimproveby1．25points，whichprovesthatthetargetgrammarteachingstrategieshaveinfluenceonthetopstudentsmoregreatlythanonthepoorstudents．4．6SummaryThischapteranalyzestheresultofthepretestandtheposttestbetweenthegroupsandwithinthegroups，andreporttheresultsofquestionnairesforstudentsinCGandEG，andforteachers．Meanwhilethischaptersumsupthemajorfindingsoftheinterview．From山eanalysisofthetests，questionnaireandinterview,someconclusionsCallbedrawnasfollows．First，grammarteachinghaspositiveeffectonthestudents’grammarlearning，becausethemeansinthetwogroupsprogress．InCG，thestudentsprogressbyallaverageof2．2916marks，andthestudentsinEGprogressby4marks．Grammarteachingalsocanhelpthestudentstoimprovetheirbasicknowledgeandapplication，whichCallbeprovedfromthescoreshaveachievedinthepretestandtheposttest．(seetable18totable24)Second，thegrammarteachingstrategieshavedifferentinfluenceonthecultivationofgrammaticalcompetenceinthetwogroups．ThestudentsinEGinwhichthetargetgrammarteachingstrategiesareadoptedhavemademoreprogress，becauseCGmea／"lSforthetwotestsareasfollows：thepretest(61．1667)，andtheposttest(63．4583)．EGmeansforthetwotestsargasfollows：thepretest(62．6383)，andtheposttest(66．6383)．ItcanbenotedthatEGperformbetterintheposttest comparedtoCG．AnotherprooftoindicatethatthetargetgrammarteachingstrategiesproduceinfluencemoregreatlyinEGistheresultofthequestionnaire．InthequestionnaireforCG，only31．25％ofthestudentsagreethattheyarenowinterestedingrammar,butinEG，thenumberreaches89．36％．InCG，thenumbersofstudentswhofeeltheirgrammarknowledgeandgrammaticalcompetencehavebeenimprovedareonly31．25％and18．75％respectively，butinEG，thetwonumbersare78．72％and93．61％respectively．ThesestatisticsprovethattheinfluencethatthegrammarteachingstrategiesproduceinCGandEGistotallydifferent．Thetargetgrammarteachingstrategiesarebetterthanthetraditionalones．Asaresult，grammaticalcompetenceinEGCanbeimprovedmoregreatlythaninCG．Third，thetargetgralTlmarteachingstrategiesproducedifferentinfluencesonthestudentsinEG，andthisCanbeprovedfromthescoresinthepretestandtheposttest．Thegoodstudentsprogressbyanaverageof6．75pointswhereasthepoorfourstudentsjustimproveby1．25points．TheinterviewalsoCanprovidetheproofthatthetargetgrammarteachingstrategiesaremorehelpfulforthegoodstudentswhoCanoftenfindtheeffectivewaytoleam伊缸峨andthepoorstudentsjustfollowtheteacher．Theyareallinterestedinthegrammarteachingmodel，butthedegreeofinterestisdifferent．Tosomeextent，theyconsiderthatthegrammarteachinghasnonovelty．Asaresult，whatthepoorstudentshaveobtainedislessthanwhatthegoodstudentshaveachieved51 ChapterFiveConclusionThischapterwillmainlyconcludethemajorfmdingsoftheresearch，putforwardtheimplicationsforgrammarteachingandlearning，pointoutthelimitationsoftheresearchandgivesomesuggestionsforfutureresearch．5．1MajorFindingsTheempiricalstudyisintendedtofindthepositiveeffectthatthegrammarteachingproduces，toexploredifferencesoftheeffectivenessofthetraditionalstrategiesandtargetgrammarteachingstrategies，andtoinvestigatedifferentinfluencesthatthetargetgrammarteachingstrategieshavemadeonthegoodstudentsandthepoorstudents．Bymeansoftheanalysisofthedataofthepretestandtheposttest，ofthereportofthequestionnaires，andoftheconclusionoftheinterview,thisthesishasachievedthemajorfindingsasfollows．First，Englishgrammarteachingcallimprovethestudents’levels，whichcanbeprovedfromthecomparisonofscoresinthepretestandtheposttest．Second，thestudentsinEGhavemadegreaterprogressthanthoseinCGbecauseoftheapplicationofthetargetgrammarteachingstrategies，whichprovesthatthetargetgrammarteachingstrategiesaremoreeffectivethanthetraditionalones．Third，thestudentsinEGhavebeeninfluenceddifferently．Comparativelyspeaking，thegoodstudentsCangetmorebenefitthanthepoorstudents．Fourth，theteacher’Scorrectionmodelhascertaininfluenceontheimprovementofthestudents’grammaticalcompetence．Moreover,theresultsofthequestionnairesshowthatthestudents’interestsinEnglishgrammararedifferent．Generallyspeaking，thestudentsinEGalemoreinterestedinEnglishgrammarthanthoseinCGafterthestudy．Inaddition，thestudentsinCGconsiderthatthegrammarteachingmodelisnotnew．ButthestudemsinEGholdthatthepresentgrammarteachingstrategiesCanattracttheirattention．Anothermajorfindingisfromtheanalysisofthequestionnaireforteachers．Mostof52 theteachersfmditnecessarytoimproveEnglishgrammarteachingmodels．5．2PedagogicalImplicationsThemajorfmdingsachievedaboveprovidesomepedagogicalimplicationsforEnglishgrammarteachingandlearning．Firstly,itisessentialtostrengthengrammarteaching，althoughsomevoicethatgrammarteachingshouldbeweakenedorevenabolishedisoftenheard．ItisoftenfoundthatsomestudentsCanspeakEnglishfluently,butthereexistmanygrammarmistakes，which，tosomeextent，harmaccuracy．SomeEnglishmajorsincolleges，particularlyinordinarycollegeslikeAnhuiScienceandTechnologyUniversity,arenotrichingrammarknowledge．Theyareoftenconfusedbysomegrammaticalpoints，andsometimesCannotdistinguishliteralmeaningandfigurativemeaning．Richgrammarknowledgeishelpfulfortheirfuturepersonaldevelopmentaftergraduation．Secondly,grammarteachingneedsstrategies．ThetraditionalgrammarteachingnowCallnotmeetstudents’need,andalsoCannotattracttheirattention．Teachersshouldfredbetterstrategiestobenefitstudentsmost．Franklyspeaking，thegrammarusuallygivesstudentsimpressionthatgrammarisalittleboringandalittledifficultaswell，becausetherearesomanypointstomemorize．Soifteachersstillusedtraditionalteachingmodels，theywouldhardlyreachteachingpurpose．Fromreportofquestionnaireforstudents，itiseasytofinddifferemattitudestoteachers’modelsusedinclass．11lestudentsinEGshowmoreinterestsingrammarteachingstrategies，whichindicatesthatpresentteachingmodelsmeettheirneedsandCanattracttheirattention．Asaresult，theyCanmakemoreprogressinposttest．Thirdly，moreattentionshouldbepaidtoapplicationofgrammarinteachingandlearning．Grammarteachingshouldputbothgrammarknowledgeanditsapplicationintoconsideration．Onlyknowinggra／lllTlarknowledgeisnotsufficient，andthatisreasonwhyrealmaterialsorsituationsshouldbeputintogrammarteaching，thepurposeofwhichistostressapplicationofgrammar．Only53 ChapterFiveConclusioncombinationofthegrammarknowledgeanditsapplicationCanreallyimprovethestudents’grammaticalcompetence．AlthoughthestudentsinCGhaveimprovedbyanaverageof0．60marksintheposttestofapplication，itisnotobvious．InEG，thestudentshaveprogressedbyallaverageof1．91marks．Fromthecomparison,itiscleartofindthebenefitthattheauthenticmaterials-basedgrammarteachingproduces．Fourthly,theteachershouldpayattentiontothecorrectionmodel．Generallyspeaking，theteacherlikestousethedirectandtimelywaytocorrectthemistakesthestudentsmakeinclass．Butthisl(indofcorrectionmodelisnotpopularamongthestudents，becausetheythinkthiswaymakesthemloseface，andmoreimportantly,theyhavenotimetothinkdeeplyaboutthecorrectallswer．Asaresult，theyhavenodeepimpressionofthecorrectanswergivenbytheteacher．Comparativelyspeaking，thestudentsappreciatetheindirectandintroductorywaytodeal、^，imthemistakes．Onlyinthiswaycantlleyunderstandthelanguagepointsdeeply．Moreover,theindirectandintroductorycorrectioncanattracttheirattention，strengthentheinteractionbetweentheteacherandstudents，andpromotereflection，SOastoreachtheteachingpurpose．Anotherimplicationisthatthestudents’grammarlearningstrategiesshouldbeguided．Fromtheanalysisofthequestionnaire，itCanbefoundthatmoststudents(72．91％inCGand74．47％inEGrespectively)considerthatthemainwaytolearnEnglishgrammaristomemorize，which，ofcourse，issubjectiveandone-sided．Becausedifferentstudentsadoptdifferentgrammarlearningstrategies，itisessentialforteacherstohelpstudentsbecomeawareoftheirownlearningstrategiesandhowtoapplythemtotheirOWIIgrammarlearning．Asthestudents，theyshouldfredthewaysofgrammarlearningthataresuitableforthem．Asateacher,heshouldprovidetheguidanceforhisstudents．5．3LimitationsandSuggestionsforFurtherStudiesThisstudyhasitslimitationsinthattheparticipantsofthepresentstudyarerestrictedtothe95freshmanEnglishmajorsatAnlauiScienceandTechnology AnEmpiricalStudyontheImprovementofGrammaticalCompetenceBasedontheEnglishGrammarTeachingStrategiesUniversity,whichhardlyfullyrepresentalltheEnglishmajorsindifferentuniversities．T0bemorevalid．alargernumberofstudentsfromdifferentuniversitiesshouldbeincludedinthiskindofstudy．Inaddition，thecontentofthetestisdesignedonlyonwhatstudentshavelearnedinthisterm，notonallthegrammarpoints，SOthescaleislimited．Thereasonisthattheparticipantsusedinthisstudyareallfreshmen,whoarethebeginnersoftheuniversitylife．Sointhefuturestudy,itisbettertochoosethesophomores，orjuniors，orseniors嬲theparticipants，becausesophomoreshavelearnedallthegramnlarknowledgeinthefirstyearofcollege．Accordingtodifferenteducatorsabroadandathome(Chomsky1965，D．H．Hymes1971，CanaleandSwain1980，Bachman1990，Larsen-Freeman2003；HeZiran1986，Dexing1990，HuZhuanglin2002)，grammaticalcompetencehasdifferentdefinitions．Butinthisstudygrammaticalcompetenceisonlyconfinedtogrammarknowledgeanditsapplication．ItissuggestedthatthefuturestudyshouldbroadentheresearchSCale55 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AnEmpiricalStudyOfltheImprovementofGrammaticalCompetenceBasedontheEnglishGrammarTeachingStrategiesAppendicesAppendixl：PaperforthePretestPartOne：BasicKnowledgeI．MultipieChoice．(20％1Directions：ForeachofthefoUo、忻ngsentencestherearefourchoicesmarkedA，B，CandD．Choosetheanswerthatbestcompletesthesentence．1．ShesaidshewouldtelephonebutwefromherSOfar．A．haven’theardB．didn’thearC．hadn’theardD．won’theard2．YouJimanythingaboutit．Itwasnoneofhisbusiness．A．needn’thavetoldB．needn’ttellC．mustn’thavetoldD．mustn"ttell3．nlevolleyballmatchwillbeput01jFifit．A．willrainsB．rainsC．rainedD．iSraining4．oftlletwinswasarrested，becauseIsawbothatapartylastnight．A．NoneB．BothC．NeitherD．AU5．consciousofmymoralobligationsasacitizen．A．IWasandalwayswillbeB．IhavetobeandalwayswillbeC．IhadbeenandalwayswillbeD．Ihavebeenandalwayswillbe6．natWasnotthefirsttimeheUS．1thinkitiShightimewestrongactionsagainsthim．A．betrayed．．．takeB．hadbetrayed．．．tookC．hasbetrayed．．．tookD．hasbetrayed．．．take7．I"dratheryoubytrainbecauseweatherforecasttherewouldbeheavysnowtomorrow．A．wentB．shouldgoC．willgoD．go8．Themeetinghasbeencancelled．Annallthatwork．A．need：todoB．needhaveC．needn’thavedoneD．needednottodo9．Wecouldhimwithadetachedhousewhenhecame．buthehadspecificallyaskedforasmallflat．A．provideB．haveprovidedC．notprovideD．nothaveprovided10．⋯⋯Doyoulikethematerial?～⋯Yes．itverySOfc．A．iSfeelingB．feltC．feelsD．isfelt11．beforewedepartthedayaftertomorrow,weshouldhaveawonderfuldinnerpmy．A．HadtheyarrivedB．WbuldtheyarrivedC．W|eretheyarrivingD．Weretheytoarrive12．WhenIcaughthim——me，Istoppedbuyingthingsthereandstarteddealingwithanothershop．A．cheatingB．cheatC．tocheatD．tobecheating13．ItisabsolutelyessentialthatWilliamhisstudyinspiteofsomelearning di伍cultiesA．willcontinueB．continuedC．continueD．continues14．IalTlsurprisedthiscityiSadullplacetolivein．A．thatyoushouldthinkB．bywhatyouarethinkingC．thatyouwouldthinkD．withwhatyouwerethinkingl5．Youdon’tneedtodescribeher．Iherseveraltimes．A．hadmetB．havemetC．metD．meet16．Itisimperativethatthegovernment—moreinvestmentintotheshipbuildingindustry．A．attractsB．shallattractC．attractD．hastol7．IfIhadn’tstoodundertheladdertocatchyouwhenyoufell．younow．A．wouldn’tbesmilingB．wouldn’thavesmiledC．won’tsmileD．didn’tsmilel8．mopeningceremonyisagreatoccasion．Itisessentialforthat．A．forustobepreparedB．thatwearepreparedC．ofustobepreparedD．ourbeingprepared19,Ifonlythepatientadifferenttreatmentinsteadofusingtheantibiotics，hemightstillbealivenow．A．hadreceivedB．receivedC．shouldreceiveD．werereceiving20．LoudspeakerswerefixedinthehallSOthateveryone—————anopportunitytobearthespeech．AoughttohaveBmusthaveCmayhaveDshouldhaveII．Fillintheblankswiththecorrectformsoftheverbs．(10％)Directions：Completethesentenceswiththecorrectformsoftheverbsinthebrackets．1．Theboardhasgiveninstructionsthathe——(fly)toShanghai．2．Theeconomicsoftheproject——(be)stillbeingconsidered．3．Heorderedthatallthebooks——————————(send)atonce．4．1willrepairyourbikewhenI(do)theiob．5．ItiSyou，notI，who(be)afraidtopursuethissubjectfurther．6．1wouldratheryou(stay)athomenow．7．Long(1ive)thePeople’SRepublicofChina．8．——(Suffice)ittosaythatOBl"foreignpolicyremainsunchanged．9．Idon’tmindyou(speak)inthatway．10．Practise——(put)thetipofyourtonguebetweenyourteethandblowing：Youwillpronounceperfectthis11II．Correcttheerrorsinthefollowingsentences．(20％1Directions：findouttheerrorineachsentence，andthenwritedownthecorrectsentencebelowtheoriginalsentence．1．111efriendofthedoctorhasbetrayedhim．2．ForeignshipsarenotallowedtofishinOUrterritorialwater．3．Wewillhavetofmisha12一pagesassignmentinaweek．4．ThereiSfewerironinthisminethaninthatone．5．HeiSmybestfriend．mysecondself,asitWaS． 6．WhatIsayorwhatItllinkalenobusinessofyours．7．Thewindowhasgotbrokenforalongtime．8．NosucharecommendationhasSOfarbeenmadebythetechnicians．9．Hegaveuseachencouragement．10．Himrefusingtoaccepttheinvitationisreallysurprise．PartTwo：Application1V．Rewritethefollowingsentencesaccordingtotheinstructions，notchangingthemainmeaningoftheoriginalsentences．(20％)Directions：rewritethesentencewimtheitalicsinthebrackets．1．I"msorrythathedidn’taskanyone’Sadvice．(usingifonly)2．Ifithadn’tbeenforthestorm．wewouldhavebeenthereintime．(usingbutfor)3．Itisbelievedthatheisworkinghard．(using"He括believedto⋯’4．YoumustlayspecialemphasisOilthechoiceofword．(changeitintopassivevoice)5．ThePrimeMinister’Sarrivalisreportedinthemorningpaper．(changegenitiveintoofphrase)6．ItisexpectedthatthePresidentwillspeaktoday．(using"sb．+be+v-ed+inf．")7．Doyouknowwhoheappliedforhelpto?(using"prep．-t-protl．”)8．Ihadrecommendedhimtobeplacedinamoreresponsibleposition．(usingbe-subjunctive)9．Thehousehasbeeninbadrepairsincehelivedinit．(paraphrasethesentence)10．Welostsightofhiminthecrowd．(changingitintopassivevoice)V．TranslatethefollowingsentencesintoEnglish．(30％)Directions：TranslatethemintoEnglish．1．老朋友见面总是谈这谈那。2．他是个彻头彻尾的政治骗子。3．假如我以前学过法语，现在就能给我们的法国朋友当翻译。4．除了他没有人能解决这个问题。5．只有威廉的家庭作业一直做的很好。6．要是我做这件事情，我就要用不同的方法。7．她年轻漂亮，更重要的是，她很幸福。8．十里路对他来说似乎是一个很长的路程了。9．如果我当时在场的话，我就能帮助你了。10．要不是耽误了，我们已经做完家庭作业了。65 Appendix2：PaperforthePosttestPartOne：BasicKnowledgeI．MultipleChoice．(20％)Directions：ForeachofthefollowingsentencestherearefourchoicesmarkedA，B，CandD．Choosetheanswerthatbestcompletesthesentence．1．nleroomisinterriblemess；itcleaned．A．call’thavebeenB．shouldn’thavebeenC．mustn’thavebeenD．wouldn’thavebeen2．WhenIgottothecinema,thefilmfortenminutes．A．hasbegunB．hadbegunC．hadbeenonD．was3．Wewerestruckbytheextentwhichteachers’decisionsservedtheinterestsoftheschoolratherthanthoseofthestudents．A．toB．forC．inD．with4．⋯⋯Wehaven’theardfromJaneforalongtime．⋯一Wbatdoyousuppose——toher?A．washappeningB．tohappenC．hashappenedD．havinghappened5．⋯⋯Wbcouldhavewalkedtothestation．ItWasSOnear．一一Yes．Ataxi——atallnecessary．A．wash’tB．hadn’tbeenC．wouldn’tbeenD．won’tbe6．Yongadults——————olderpeoplearemorelikelytopreferpopsongs．A．otherthanB．morethanC．1essthanD．ratherthan7．Itisalready5o’clocknOW．Don’tyouthinkitisabouttime——?A．wearegoinghomeB．wegohomeC．WewenthomeD。WeCangohome8．Mydictionary—havelookedforiteverywherebutstill——it．A．haslost；don’tfindB．iSmissing；don’tfindC．haslost；haven’tfoundD．iSmissing；haven"tfound9．⋯⋯CaIlIiointheclub，Dad7．．．．．．．．．．．．Youcanwhenyouabitolder．A．getB．willgetC．aregettingD．willhavegotlO．ItiSreportedthatadoptedchildrenwanttoknowwhotheirnaturalparentsare．A．themostB．mostofC．mostD．themostof11．Idon’treallyworkhere．Iuntilthenewsecretaryarrives．A．justhelpoutB．havejusthelpedoutC．amjusthelpingout12．Ineedonemorestampbeforemycollection．A．hascompletedB．completedC．hasbeencomplete13．⋯一thesportsmeetmightbeputoff．⋯一Yes．italldependsontheweather．A．I’VebeentoldB．I’VetoldC．I’mtold14．Asshe——thenewspaper,Granny——asleep．D．iscompletedD．iscompletedD．Itold A．read：wasfallingB．Wasreading；fellC．WaSreading；WaSfallingD．read：fell15．Youcannotbecarefulwhenyoudriveracal"．A．veryB．SOC．tooD．enough16．Idon’tthinkJimsawme：heintospace．A．juststaredB．WasjuststaringC．hasjuststaredD．hadjuststaredl7．IfirstmetLisathreeyearsago．Sheataradioshopatthetime．A．hasworkedB．WasworkingC．hasbeenworkingD．hasworkedl8．Greatchangesinmyhometownsince1iberation．A．havebeentakenplaceB．tookplaceC．havetakenplaceD．weretakenplacel9．He’11beanastronautbythetimehethirty．A．isB．hadbeenC．willbeD．isgoingtobeen20．The100konhisfacesuggestedthathethat．A．surprising；hadn’texpectedB．surprising；hadn’texpectedC．surprising；wouldexpectD．surprising；shoutdn’texpectⅡ．F珊intheblankswiththecorrectfornlsoftheverbs．(10％1Directions：Completethesentenceswiththecorrectformsoftheverbsinbrackets．1．Don’tyouhaveanyobjectiontochildren(read)suchbooks?2．W色werefaced丽t11tlledemandthatthistax(abolish)．3．111epresident,nototherofficials，——(decide)governmentpolicy．4．ICall’timaginetheboy(speak、toyoulikethat．5．Atotalof50．000newbicycles(have)beensoldthisyear．6．Homeishome，仳)iteverSOhomely．7．111efootballteam伯e)beingrecognized．8．A：1wishI(notdriIl蛐SOmuchredvane!B：Yes!Ifonlyyou(notdrink)SOmuchredwine19．nliSWash’tthefirsttimeJohn(try)toffavelinthisstrangefashion．10．Theydenied——(give)anyfurtherinformationtohelpthepolice．Ⅲ．Correcttheerrorsinthefollowingsentences．(20％)Directions：findouttheerrorineachsentence．andthenwritedownthecorrectsentencebelowtheoriginalsentence．1．111isistheChina’Smap．2．Onhearingthedeathofmyprofessor,Isentmysympathy．3．Don’thurry．ThereiSagreatnumberoftimeleR．4．Therearemoreseveralbooksonthedesk．5．Verylargeofquantitiesofmoneywasneeded．6．HeWOreapairoftrousers，whichWasalittlelongforhim．7．Hedoesn’tdenyhimbreakingtheagreement．8．NobodybuthimselfspeaksFrenchhere．9．HaveyougotaMary’Sletter?1‘0．Johnson’SfatherapprovedofhestayinginChinaforanotheryear．67 PartTwo：ApplicationⅣ．Rewritethefollowingsentencesaccordingtotheinstructions，notchangingthemainmeaningoftheoriginalsentences．(20％)Directions：rewritethesentencewiththeitalicsinthebrackets．1．Theparentsgavethebookwhichisthemostpopularthisyeartotheirdaughter．(usingdoubleobjects)2．I"msorrythathedidn’taskanyone’sadvice．(using／fonly)3．WaldenPondisnowthesiteofmanytouriststands．ItwasoncepraisedbyThoreauforitsnaturalbeauty．(combinethetwosentences，usingsubordination)4．nlearrivalofthePrimeMinisterisreportedinthemorningpaper．(changeofphraseintogenitive)5．Isenthimtocollectthemoney．(usingcleftsentencetospotlightthemoneyl6．Unlessyoustartatonce，you’11belate．(using／fnot)7．LordScarmanisamanwhoIhaveimmenserespectfor．(using"prep．+pron．18．Thegeneralcommandedthesoldierstoadvanceimmediately；(usingbe-subjunctive)9．Bylunchtime，hehadpaintedthedoorfortwohours．(changeitintopassivevoice)1O．Idon’thavetogetupearlythismorning．(saythesentence．usinggot)V．TranslatethefollowingsentencesiⅡtoEnglish．(30％)Directions：TranslatethemintoEnglish．1．这件衣服很耐洗。2．他所说的和所做的与你无关。3．假如他不是一向助人为乐的话，那时就不会请他在我外出时帮我照顾孩子。4．要是他知道她的名字就好了。5．我宁愿你昨天呆在家里。6．他总是睁着眼睛睡觉。7．试按一下这个按钮，看看这台机器会不会启动。8．他光明磊落，说了实话。9．如上星期我没给我弟弟寄钱，他眼前的处境一定十分困难。10．你可以留着买衣服后所剩下的钱。 AnEmpiricalStudyontheImgcovementofGrammaticalCompetenceBasedontheEnglishGrammarTeachingStrategiesAppendix3：TheSubjects’ScoresintheTestsCGEGNo．pretestposttestpretestposttestS150527273S2597375S349605758S4697886S57l715760S65162697lS760625866S861645052S97l755253S10625762S11675664S12545162S1353545560S146256747lS1548536362$16676952S1770686266S18545665S1946496570$205867S21727576$2266695259$2353565962$245l555762$2566725167$2651597784$2769725861$2851626972$2962617273$305954667l$3144585052$3274667374$3353565463$3456645966$3557655860$3657616871$3783846370$3858575860$3967667480 $40795165S4155586569$4264616972$4355597884$44737466$4559646671$4675726062$4773766065$487274 Appendix4：TheSubjeets’ScoresintheTwoPartsCGEGpretestposttestpretestposttestNo．partOnetwoonetwoOnetwo0netwoSl242635373637S2283l293036373540S325242733263l2731S432373435394244S535363734292830S6222924383l383338S72832303227313035S829323l33252627S93338354025272830SIO30323029283032Sll3532333421352638S1225292526303231S1326272529262931S14303224·35393536S1524262730333032S1632353435262725S17363438303234S1827292724322738S1920262227313436$2028302832353334$213537383541354l$2231353336252732$23252827292丁322933$2424272629283l$2532343825263235$262526273236413840$27343536283031$28262528343537$293230342732403340$302930312330363239S3120242236262426$3230443234353836$3325282729252934$3427293530293234$35263l283727312931$3629283130333536$374043423l323571 Appcndices$38273l292827313234$393136333638394l$403841403925263134$412431263230353336$4230342833353436$432827293038403940S4435383732343234$4527322935313536$4635403735303l31$47363738293134$4833393539Note：partonereferstothebasicknowledge；parttwomeansapplicationofgrammar． Appendix5：Questionnaire(Students’Edition)英语语法教学调查(学生问卷)同学你好!此问卷旨在了解目前英语语法的教学及学习情况，以便我们提高英语语法的教学，更好地促进同学们对语法的学习及能力的提高。请根据自己的情况问答以下问题，回答无所谓“对”和“错”，如实回答即可并在适当的选项前打对号，每题只选一个答案。感谢同学们配合我们完成这份问卷。PartA：对英语语法的看法1．语法学习非常重要。A．完全同意B．同意c．勉强同意D．不同意E．完全不同意2．通过一学期的语法学习，我现在对语法学习很感兴趣。A．完全同意B．同意c．勉强同意D．不同意E．完全不同意3．掌握好语法知识对提高英语水平很重要。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意4．语法在考试中得高分起到了重要作用。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意5．语法错误对成功交流不重要。A．完全同意B．同意c．勉强同意D．不同意E．完全不同意PartB：对语法学习策略的看法6．语法学习主要靠记忆。A．完全同意B．同意C．勉强同意7．课后我都会花很多时间去学习语法知识。A．完全同意B．同意C．勉强同意8．为了保证学习效果，我提前制定学习计划。D．不同意E．完全不同意D．不同意E．完全不同意A．完全同意B．同意C．勉强同意D．不同意E．完全不同意9．除了老师上课的内容外，课后我还有意识的学习其他语法材料。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意10．我会充分利用课堂上课时间。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意11．我在不断地改进语法学习方法。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意12．我每天会花一定的时间去巩固学过的语法知识点。A．完全同意B．同意c．勉强同意D．不同意E．完全不同意13．我会利用图表等学习策略加深对语法点的理解。A．完全同意B．同意c．勉强同意D．不同意E．完全不同意14．同学之间互相提醒和纠正语法错误是一种有效的学习方法。73 A．完全同意B．同意C．勉强同意D．不同意E．完全不同意PartC：对教师授课的看法15．我喜欢现在语法课的教学模式。B．同意C．勉强同意D．不同意16．课堂上老师让学生通过各种交际活动来学语法。B．同意C．勉强同意D．不同意17．老师应该在语境中讲授语法。B．同意C．勉强同意D．不同意18．现在的语法授课模式和高中时的模式基本相同。B．同意C．勉强同意D．不同意19．通过教师的教学，语法课不再枯燥。B．同意C．勉强同意D．不同意20．教师应注重讲授语法知识点之间的联系。B．同意C．勉强同意D．不同意21．在课堂上老师应多进行语法操练。B．同意C．勉强同意D．不同意22．老师的课堂教学对我学习语法很有帮助。B．同意c．勉强同意D．不同意23．老师的授课方式能吸引我的注意力。B．同意C．勉强同意D．不同意24．我希望老师能帮助我们系统地掌握语法知识点。B．同意C．勉强同意D．不同意25．我赞成老师上课时的纠错方式。B．同意C．勉强同意D．不同意26．我感觉我的语法知识有了很大的提高。B．同意C．勉强同意D．不同意PartD：对语法能力的看法27．语法能力在英语学习中很重要。B．同意C．勉强同意D．不同意28．有效地语法学习策略有助于语法能力的提升。．B．同意C．勉强同意D．不同意29．有效地教学策略有助于语法能力的提升。B．同意C．勉强同意D．不同意30．现在的语法教学模式有助于语法能力的提升。B．同意C．勉强同意D．不同意74E．完全不同意 AnEmpiricalStudyontheImprovementofGrammaticalCompetenceBasedontheEnglishGrammarTeachingStrategiesAppendix6：Questionnaire(Teachers’Edition)英语语法教学调查(教师问卷)尊敬的老师：您好!这是一份关于英语语法教学的调查问卷，试题答案没有对错之分，请根据您自己的教学实际，选择相符的答案。本调查仅作研究使用，与您的教学评价无关，其目的是为了了解英语语法教学中的一些情况，从中总结经验，发现问题，为改善今后的语法教学提供依据，请依实作答。谢谢您的合作!PartA：对语法的看法1．语法教学在英语教学中很重要。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意2．应该不断加强语法学习的理念。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意3．语法知识对英语听、说、读、写技能的培养起到了重要作用。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意4．语法对成功交流很重要。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意PartB：对学生语法学习的看法5．语法对学生的语感有影响。A．完全同意B．同意C．勉强同意6．学生对语法的学习很感兴趣。A．完全同意B．同意c．勉强同意7．学生对语法的学习很有信心。A．完全同意B．同意C．勉强同意8．学生很难掌握有效的语法学习方法。A．完全同意B．同意C．勉强同意9．有些学生知道语法规则，但不会应用。A．完全同意B．同意C．勉强同意10．学生应该花一定的时间去学习语法。A．完全同意B．同意C．勉强同意11．学生应该不断改进语法学习方法。A．完全同意B．同意C．勉强同意12．提倡师生、生生交互学习。A．完全同意B．同意C．勉强同意75D．不同意E．完全不同意D．不同意E．完全不同意D．不同意E．完全不同意D．不同意E．完全不同意D．不同意E．完全不同意D．不同意E．完全不同意D．不同意E．完全不同意D．不同意E．完全不同意 PartC：对语法教学的看法13．让学生了解语法教学的目的很重要。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意14．语法教学有助于提升学生语法的学习效果。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意15．传统语法教学策略很难引起学生的兴趣。A．完全同意B．同意c．勉强同意D．不同意E．完全不同意16．交互活动教学策略更有助于提高学生的积极性。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意17．基于真实材料的语法教学策略更有助于提高学生的兴趣。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意18．语法教学还是应该使用传统教学策略。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意19．传统语法教学策略制约了学生语法学习的积极性。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意20．学生对非传统的语法教学形式(图画、表格、游戏等)比较感兴趣。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意21．教师纠错教学策略影响了学生学习的效果。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意22．教师应该立即直接纠正学生的错误。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意23．教师应该间接、引导性地纠正学生错误。A．完全同意B．同意c．勉强同意D．不同意E．完全不同意D：对语法能力的看法24．语法能力在英语学习中很重要。A．完全同意B．同意c．勉强同意D．不同意E．完全不同意25．应该通过多种渠道(说、读、写、译等)提高学生的语法能力。A．完全同意B．同意C．勉强同意D．不同意E．完全不同意26．不同的教学策略对提高学生语法能力的效果不一样。A．完全同意B．同意C．勉强同意D．不同意27．有效地语法学习策略对提高语法能力有帮助。A．完全同意B．同意C．勉强同意D．不同意28．有效的语法教学对学生提高语法能力有直接影响。A．完全同意B．同意C．勉强同意D．不同意76E．完全不同意 Appendix7：InterviewOutlineforinterview：(1)WhatisyourfeelingtolearnEnglishgrammar?(2)WhatmethodsaleadoptedwhenyoulearnEnglishgrammar?(3)DoyouoftenevaluateyourEnglishlearning?Andhow?(4)Doyouthinkwhetherthegrammaticalknowledgeaffecttheimprovementofgrammaticalcompetence?Howdoesitaffect?(5)Callthepmsemgrammarteachingmethodattraetyourattention?Why?(6)WhatcallyouobtainfromyourEnglishgrammarteaching? Publications周海平．英语词汇教学初探．安徽科技学院学报，2008(4)．周海平．英汉句式的特点及其翻译．科技信息，2008(6)．周海平．认知语言学对语法能力培养的启示．湖北经济学院学报，2013(4)．