三维语法框架在初中英语语法教学中的应用研究.pdf 92页

TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool三维语法框架在初中英语语法教学中的应用研究ByQinMeifangUndertheSupervisionofProfessorNaChengcangAThesisSubmittedtoGraduateSchoolofQinghaiNormalUniversityinPartialFulfillmentoftheRequirementfortheDegreeofMASTEROFEDUCATION AcknowledgmentsFirstofallmydeepestgratitudegoestomysupervisor,ProfessorNaChengcang,forhispatientguidance,invaluablesuggestionsandconstantencouragement.It‟smyhonortohavehimbemysupervisor,hisseriousattitudetowardsacademicresearchandprofoundknowledgehasgreatlysparkedmyinterestandsheduponmystudies.SincerethanksgotoallteachersofSchoolofForeignLanguages,whohavelecturedonmeduringinthelasttwoyearsandlaidasolidacademicfoundationformythesis.Iamequallygratefultomyclassmatesandmyroommatesfortheirinsightfulsuggestionsandassistanceinavarietyofways.Lastbutnottheleast,Iowemygratitudetomyparentsandmyfriends.Itisimpossibletocompletethisthesiswithouttheircontinuousloveandsupport.I AbstractGrammarisveryimportantintheprocessofEnglishteaching.However,manyteachersonlypayattentiontothegrammarrulesinthecurrentteachingprocessofEnglishgrammar,andtheyletthestudentsmechanicallymemorizemanygrammaticalknowledgeanddoalargenumberofgrammarexercises,whichignorestheexplanationofgrammarusage.Therefore,studentsarenotinterestedinEnglishgrammarlearning.Althoughmanystudentshavemasteredalotofgrammarknowledge,theydonotknowhowtouseitcorrectlyandappropriately.Larsen-Freeman‟sthree-dimensionalgrammarframeworkbelievesthatEnglishgrammarteachingisthecombinationoflanguageform,meaninganduse,andtheultimategoalofgrammarteachingistoenablestudentstouselanguageinrealsituationscorrectly,meaningfullyandappropriately,whichisconsistentwiththegoalofimprovingthestudents‟overallcompetenceintheNewEnglishCurriculumStandard(2011)forjuniorhighschool.Furthermore,onlyfewstudiesarerelatedtotheapplicationofthethree-dimensionalgrammarframeworkinthefieldofEnglishgrammarteaching,especiallyinjuniorhighschoolgrammarclasses.Therefore,theauthorthinksitisnecessarytoresearchtheapplicationofthethree-dimensionalgrammarframeworkinEnglishgrammarteachinginjuniorhighschool.Thisstudyattemptstotestthevalidityofthethree-dimensionalgrammarframeworkinjuniorhighschoolEnglishgrammarteaching.Thisstudytakes113studentsofGradeeight(experimentalclassandcontrolclass)inNO.13juniorhighschoolinGuilinastheresearchsubjects,inwhichClasstwoisregardedastheexperimentalclassandClassfourasthecontrolclass.Andtheauthorusesquestionnaires,interviewsandteststotesttheeffectivenessoftheexperimentdataforacomprehensivecomparison.Thisarticlemainlyexploresthefollowingthreequestions:1)WhatisthecurrentsituationofEnglishgrammarlearninginjuniorhighschool?2)Whatarestudents‟attitudestowardtheapplicationofthethree-dimensionalgrammarteachingframeworkinEnglishgrammarteaching?3)Whateffectswilltheapplicationofthethree-dimensionalgrammarframeworkinEnglishgrammarteachinghaveonEnglishgrammarlearning?Thefindingsareasfollows:1)Fromthepre-questionnaires,wecanseethatmostofstudentsarenotinterestedinEnglishgrammarlearningandtheylackconfidenceinII Englishgrammarlearning.Inaddition,manystudentscanmasterthegrammarrules,buttheydonotknowhowtousethemcorrectlyandappropriately.2)Thedataofpost-questionnaireandinterviewsshowthatstudentslikethethree-dimensionalgrammarframework,theybelieveitisnotonlyhelpfultoenhancestudents‟interestinEnglishgrammarlearning,butalsotocultivatethecomprehensivelanguagecompetenceofstudents.3)TherearesignificantdifferencesbetweentheECandCCinpost-tests,themeanscoresoftheexperimentalclassare7.02higherthanthatofthecontrolclassinthegrammarexaminationwhichisdesignedbytheauthor,andthemeanscoresoftheexperimentalclassare6.39pointshigherthanthatofthecontrolclassinthefinalexamination.Inaddition,thestudentsofECgethigherscoresthanthestudentsofEC,whichshowsthatstudents‟grammarscoresandEnglishproficiencyareimprovedandstudentscanbetteruseandconsolidategrammarknowledge,whichconfirmsthevalidityofthethree-dimensionalgrammarframeworkinEnglishgrammarteachinginjuniorhighschool.Keywords:thethree-dimensionalgrammarframework;grammarteaching;juniorhighschoolstudentsIII 摘要语法在英语教学过程中至关重要，然而目前的英语语法教学过程中许多教师只注重语法规则的讲解,再让学生机械的背诵语法知识和做大量的语法练习，这种方式忽略了语法使用语境的讲解，并且学生对语法学习的积极性不高，以至于很多学生掌握了大量的语法知识，但却不知道如何正确、恰当地使用它。Larsen-Freeman的三维语法框架认为在英语语法教学中应将语言的形式、意义和运用这三个维度有机地统一，语法教学的目的是使学生能够正确，有意义并且恰当的使用语言。这与中学英语课程新标准中注重提高学生的综合语言运用能力这一目标相符合。但是关于三维语法框架在英语语法教学课堂的国内实证研究，尤其是在初中语法课堂上的相关研究更是寥寥无几，因此作者认为三维语法框架在初中英语语法教学中的实践研究是十分必要的。本研究试图检验三维语法框架在初中英语语法教学的有效性，以桂林第十三中学的113名初二学生（实验班和控制班）为研究对象，其中初二(2)班为实验班，初二(4)班为控制班，采用问卷调查、访谈和测试等方法，对实验数据进行了综合对比。本文主要探索以下三个问题:1）初中英语语法学习的现状是什么？2）学生对英语语法教学中应用三维语法教学框架的态度是什么？3）三维语法框架在英语语法教学中的应用对英语语法学习有什么影响？研究结果如下:1)从前问卷来看，大部分学生对于英语语法学习没有兴趣并且缺少信心,另外，很多学生能掌握语法规则，但他们并不知道如何正确，恰当地运用语法规则。2)后问卷调查和访谈数据表明，学生喜欢三维语法框架，认为它有助于提高学生的英语学习兴趣和语法的运用，还能培养综合语言运用能力。3)实验班的成绩和控制班的成绩在后测中有显著差异，在作者设计的语法测试和八年级上册期末考试中，实验班的平均分比控制班的平均分高7.02分和6.39分,并且实验班学生的成绩都优于控制班学生的成绩，说明三维语法框架提高了学生的语法成绩和英语水平，帮助学生更好的使用和巩固了语法知识，证实了三维语法框架在初中英语语法教学的有效性。关键词：三维语法框架；语法教学；初中生IV ContentsAcknowledgments...........................................................................................................IAbstract.........................................................................................................................II摘要............................................................................................................................IVChapterOneIntroduction..............................................................................................11.1ResearchBackground.......................................................................................11.2ResearchPurposeandSignificance..................................................................21.3TheOrganizationoftheThesis.........................................................................3ChapterTwoLiteraturereview......................................................................................42.1RelevantConcepts............................................................................................42.1.1TheDefinitionofGrammarTeaching.....................................................42.1.2TheDevelopmentofGrammarTeaching................................................52.1.3TheDefinitionofTheThree-dimensionalGrammarFramework...........82.2RelatedstudiesonGrammarTeachingAboardandatHome.........................112.2.1RelatedStudiesonGrammarTeachingAboard....................................112.2.2RelatedStudiesonGrammarTeachingatHome..................................122.3TheoreticalbasisofResearch.........................................................................142.3.1Constructivism......................................................................................142.3.2DeductiveandInductiveMethod..........................................................15ChapterThreeResearchMethodology........................................................................173.1ResearchQuestions.........................................................................................173.2ResearchSubjects...........................................................................................173.3ResearchInstruments......................................................................................173.3.1Questionnaires.......................................................................................173.3.2Interview...............................................................................................183.3.3Tests......................................................................................................193.4Researchprocedures.......................................................................................193.4.1Pre-questionnaires.................................................................................193.4.2Pre-test..................................................................................................203.4.3TheTeachingsamplesofECandCC...................................................203.4.4Post-questionnaire.................................................................................273.4.5Interviews..............................................................................................273.4.6Post-test.................................................................................................27ChapterFourDataCollectionandAnalysis.................................................................29V 4.1AnalysisoftheQuestionnaires........................................................................294.1.1AnalysisofthePre-QuestionnairesforTeachers..................................294.1.2AnalysisofthePre-QuestionnairesforStudents.................................314.1.3DataCollectionandAnalysisofthepost-QuestionnairesforStudents354.2DataCollectionandAnalysisoftheInterviewsforstudents..........................384.3DataCollectionandAnalysisoftheTests......................................................394.3.1DataCollectionandAnalysisofthePre-test........................................394.3.2DataCollectionandAnalysisofthePost-tests.....................................40ChapterFiveConclusion..............................................................................................435.1SummaryofMajorFindingsinResearch.......................................................445.2Pedagogicalimplications................................................................................455.3LimitationsandSuggestionsforFurtherResearch.........................................46References....................................................................................................................47AppendixⅠ.................................................................................................................51AppendixⅡ.................................................................................................................53AppendixⅢ.................................................................................................................55AppendixⅣ.................................................................................................................57AppendixⅤ.................................................................................................................58AppendixⅥ.................................................................................................................64AppendixⅦ.................................................................................................................70AppendixⅧ.................................................................................................................76AppendixⅨ.................................................................................................................78AppendixⅩ.................................................................................................................80VI TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolChapterOneIntroduction1.1ResearchBackgroundAllexperiencedEnglishteachersandstudentsknowthatgrammarplaysanimportantroleinEnglishlearning.Thefourbasiclanguageskills:listening,speaking,readingandwritingareemphasizedoverandoveragaininEnglishteaching,however,grammaralwaysrunsthroughthewholeteachingcourseofthefourbasiclanguageskills.TheteachingmethodswhichhavebeenusedinChina‟sforeignlanguageteachingwereGrammarTranslationMethod,DirectMethod,AudiolingualMethodandCommunicativeLanguageTeaching,Task-BaskedLanguageTeachingetc.GrammarTranslationMethodisstilldominantinEnglishteachinginmanyjuniorhighschools.Appropriatequantityoftranslationisindispensableforgrammarteaching,especiallyforjuniorhighschoolEnglishgrammarteaching,anditcanhelpstudentstoimprovetheiraccuracyofEnglishlanguageexpression,butitaffectsstudents‟languageacquisitionandlanguageapplicationability(Johnson,2002).Inpracticeteaching,manyteachersexplainthegrammarrulesindetail,andletstudentstakenotesandmemorizealargenumberofgrammarrules,andthismethodisnotright,becausestudentsarepassivereceiversofthegrammarknowledge,andignoretheuseofgrammarsothatgrammarteachingisde-contextualized,teachersandstudentsonlyfocusontheformofgrammar,thenstudentsmemorizemanygrammaticalknowledgeanddoalargenumberofgrammarexercisesregardlessofcontext.Infact,manystudentsdonottrulymastergrammarknowledge.Thethree-dimensionalgrammarframeworkisproposedbyLarsen-Freemanin2003.SheviewsEnglishgrammarteachingasacombinationoflanguageform,meaninganduse.Theultimateteachinggoalofgrammarteachingistoenablestudentsusegrammarinrealsituationscorrectly,meaningfullyandappropriately.Andshealsoproposesthatgrammaringisoneofthedynamiclinguisticprocessofpatternformationinlanguage,whichcanbeusedbypeopleformakingmeaningincontext-appropriateways.TheNewEnglishCurriculumStandard(2001,2011)fortheJuniorHighSchoolaimstohelpstudentmakecleartheaimofEnglishlearningandtoimprovethestudents‟overalllanguagecompetence.ItrequiresthatEnglishteachingmakeareformtochangethetendencythatEnglishteachingistoomuchemphasison1 青海师范大学硕士学位论文vocabularyandgrammarknowledge,andignoresthetrainingofstudents‟languageusingability.WeareabletoseefromthisstandardthatEnglishteachingshouldconsiderstudents‟interestandexperienceinordertoimprovetheircomprehensiveability.Teachersshouldnotonlyimpartlanguageknowledgetostudents,butalsoenablestudentstobetterunderstandlanguagebycreatingagoodlanguagecontextandprovidingagreatdealoflanguagepracticeopportunities.Studentsareabletodiscoverandsummarizethelanguagerulesthroughobservationandinductionundertheguidanceofteachers,sothatstudentscanuselanguagecorrectly,meaningfullyandappropriately.Traditionally,phonetics,vocabularyandgrammararethreeindispensableelements.Studentshavelearnedavastamountofvocabulary,iftheydonotknowgrammaticalrules,theycannotuselanguagecorrectlytoexpresstheirthoughts,andtheexpressivefunctionoflanguagecouldnotbeachieved.Andstudiesathomearehardlyinvolvedwithempiricalstudyofeffectivenessofthethree-dimensionalgrammarteachingframeworkinjuniorhighschool.1.2ResearchPurposeandSignificanceUndertheabovebackground,thepurposeofthisthesisistoinvestigatethecurrentsituationofJuniorhighschoolEnglishgrammarteachingandtoknowthestudents‟attitudestowardtheapplicationofthethree-dimensionalgrammarteachingframeworkinEnglishgrammarteaching.What‟smore,theresearchattemptstoexploretheeffectivenessoftheapplicationofthethree-dimensionalgrammarteachingframeworkinEnglishgrammarteachingandfurtherimprovestudent‟sabilitytousegrammaraccordingtotheNewEnglishCurriculumStandardforjuniorhighschool.Intheory,thisresearchhascontributedtothetheoryofEnglishgrammarteachingmethods,whichoffersareferenceforthefurtherrelatedstudies.Inpractice,theauthorattemptstoprovetheeffectivenessofthethree-dimensionalgrammarteachingframeworkinordertopromotethestudents‟interestinlearninggrammar,helpstudentstouselanguagecorrectlyandproperlyandsolvetheexistingproblemsofEnglishgrammarteachinginjuniorhighschool.Inaddition,theresearchisexpectedtoarousetheteachers‟attentiontoEnglishgrammarteaching,andputforwardsomereasonablesuggestionsforlatergrammarteaching.Onlyinthisway,students‟Englishlearningcanmakegreaterprogressthanbefore,andEnglishcomprehensiveabilitycanbefurtherenhanced.2 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool1.3TheOrganizationoftheThesisThisthesisconsistsoffivechapters.ChapterOneisageneralintroduction,whichintroducesthebackgroundofresearch,thepurposeandsignificanceofresearchandtheorganizationofthethesis.ChapterTwoistheliteraturereviewofthestudy.thedefinitionanddevelopmentofgrammarteachingandsometheoriesaboutthethree-dimensionalgrammarteachingframeworkareillustrated.Thenrelatedstudiesongrammarteachingaboardandathomearelisted.Finally,theoreticalbasisofresearchisbrieflyintroduced,whichistheConstructivism.ChapterThreeisthedescriptionofresearchmethodology,whichincludesresearchquestions,researchsubjects,researchinstrumentsandresearchprocedure.ChapterFourshowsthedatacollectionandanalysisofthequestionnaires,interviewandtests.ChapterFiveprovidesaconclusion,whichconsistsofmajorfindingsinresearch,pedagogicalimplications,limitationsandsuggestionsforfurtherresearch.3 青海师范大学硕士学位论文ChapterTwoLiteraturereview2.1RelevantConceptsGrammarteachingisanessentialpartoflanguageteaching.Grammarhasagreatinfluenceonstudents‟Englishproficiencylevel,soitisnecessarytoknowthedefinitionofgrammarfirstly.Brown(1994)definesgrammarasaseriesofrulesspecifyingthewaythatwordsarecombinedintosentencesandrelationshipofwords.InOxfordadvancedLearner’sEnglish-ChineseDictionary(2004),grammarisdefinedastherulescontrollingtheformationofwordsandjoiningthemintosentencesinalanguage.HuZhuanglin(2000)thinksstudentsshoulduselanguagecorrectlyandappropriately,soheconsidersgrammarasadynamicsystemofreason,ratherthanastaticsystemofarbitraryrules.Larsen-Freeman(2005)viewsgrammarasaskillthathelpstudentstolearnlanguage,whichisadynamicsystem,butnotastaticpointofknowledge.Therearethreedimensionsingrammar:form,meaninganduse,theyrelateeachother.Inaddition,shethinksthatgrammarshouldbeconsideredasaskilllikespeakingandreading.Studentsshouldnotonlyknowandunderstandgrammarknowledgecorrectlybutalsouseitmeaningfullyandreasonablyinordertolearnlanguagebetter.2.1.1TheDefinitionofGrammarTeachingGrammarteachingistheteachingactivitywhichtrainsstudentstogaintherulesoflanguageinternalstructure,anditisthefoundationofstudents‟languageexercises.Celce-Murcia(1991)viewsgrammarteachingastheteachingactivitywhichfocusesontheformoflanguage.Therearethreemainaspectsingrammarteaching,includingmeaning,useandform.Grammaticalknowledgeshouldbetaughtaccordingtodifferentcontexts(Krashen,1981).Learnerscanlearngrammarinasystematicwayandeasierunderstandinputlanguagethroughgrammarteaching(Harmer,2006).GrammarteachingisanindispensablepartofEnglishteaching,however,theeffectivewayofgrammarteachingmakessense,itdoesnotmeanthatteachersteachandexplainindetailgrammartolearners,butlearnersshouldmasterthemtrulyafterlearninggrammarrules(ZhangJianzhong,1998).Specifically,studentscantruly4 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolunderstandthegrammarknowledgetheyhavelearnedandusethemcorrectlyandappropriately.Thatistosay,students‟abilityoflistening,speaking,readingandwritingwillbeimprovedwhentheirEnglishgrammaticalknowledgeisimproved(Thornbury,2003).2.1.2TheDevelopmentofGrammarTeachingGrammarteaching,whichhasaverylonghistory,hasundergonemanychanges.Inthepast,manyChineseandinternationalexpertshavecarriedoutalotofresearchworksonEnglishgrammarteachingandhaveputforwardmanydistinctideasinvarietyofliterature(George,2002).AndthereareallkindsofEnglishgrammarteachingtheoriesandmethodsatdifferenttime,themainmethodsareasfollow:a)Grammar-TranslationmethodTheGrammar-TranslationMethodwasusedwidelyfromthelate19thtomiddle20thcentury,anditplaysaveryimportantroleinthehistoryofChina‟sEnglishteaching,andtheGrammar-TranslationMethodstillhasainfluencetillnow,manyteachersusethismethod.TheGrammar-Translationmethodholdstheviewthatgrammarshouldbeseenasthecenteroflanguageteaching,ithadbecomeabasicmethodofforeignlanguageteachinginclassesbythenineteenthcentury(Harmer,2000).ThemostimportantpartofGrammar-TranslationMethodisvocabularyandgrammar,ifstudentsmastervocabularyandgrammarwell,theywillgraspthemaincontentofaforeignlanguagebetter,andgrammarisatoppriority.WhenteachersteachnewwordsandtextsbyusingGrammaticalTranslationMethod,theyoftentranslatewordsandtextsintothetargetlanguageaccordingtogrammaticalrules.Thismethodmainlyemphasisonreadingandwriting,whileitignoreslisteningandspeaking.ItisundeniablethattheGrammaticalTranslationMethodhasmadeoutstandingcontributionstoforeignlanguageteaching,butitalsorevealsitsdrawbacksdaybyday(MurielSaville-Troike,2008).Specificallyspeaking,itignoresthestudents‟oralandlanguageskillstraining,anditisnothelpfultoimproveastudent‟scommunicativeability,manystudentsthinkthatforeignlanguagelearningisaboringprocessthattheyneedtomemorizelotsofgrammaticalrulesandvocabularyandtrytotranslatesentencesandtexts.Soitisnotsurprisedthatmanystudentscannotusetheknowledgetheyhavelearnedtocommunicateproperly.(Richards&Rodgers,2001).5 青海师范大学硕士学位论文b)DirectMethodTheDirectMethod,whichisoppositetotheGrammarTranslationMethod,originatedfromthereformofforeignlanguageteachinginWesternEuropeattheendofnineteenthcentury.TheDirectMethodproposesthatforeignlanguagesshouldbedirectlyrelatedtopeople‟sthinking,theuseofnativelanguagesisforbidden,andteachersshouldteachstudentsspokenlanguagefirstly.Intheteachingofthedirectmethod,thegrammariscompletelyinasecondaryposition,foreignlanguagesarebelievedtobelearntinnaturalwayslikethefirstlanguage,teacherencouragestudentstouseforeignlanguagesdirectlyratherthananalyzinggrammarrules.Atthesametime,teachersteachlanguageinthetargetlanguage,andtheyteachgrammarinductively,thereforethestudentscansummarizethegrammarruleswithoutteacher‟sexplicitexplanation.However,theDirectMethodhasnotbeenusedwidelyallovertheworld,becausemanypeoplethinkitlacksthetheoreticalbasis,andstudents‟readingandwritingskillscanbeneglected.c)AudiolingualMethodAttheendofthe1950s,theAmericanMinistryofEducationwasawarethattheyshouldfocusonforeignlanguageteaching,sothatpeoplecanbepreventfrombecomingisolatedscientificprogressesmadeinothercountries,solinguistsatMichiganbegantodeveloptheAudiolingualMethodinAmerica.TheAudiolingualMethod,whichbased,tosomeextent,onthebehavioristpsychologyandstructurallinguistics.Fromthestructurallinguisticstheory,studentsshouldlearnspokenlanguagefirst,thenwrittenlanguage,auraltrainingshouldbedonebeforespeakingtraining,followedbyreadingandwriting.Justlikelanguageisfirstlywhatisspokenandsecondlywhatiswritten,butthismethodisnotagainsttheimportanceofEnglishgrammarteaching.Andaccordingtothebehavioristpsychology，thecourseofforeignlanguagelearningcanbeviewedasamechanicalhabitformation,suchas,stimulus,responseandreinforcement.Sincethismethodemphasisonlanguageformsandstructures,drillingthesentencepatternsisanimportantwayoflanguagelearning,studentscarryoutmanypracticeactivitiesbymemorizinganddrillingbasicstructures,theirspeakingabilityandlearningefficiencycanbeimprovedgreatly.However,thismethodpaystoomuchattentiontomechanicaltrainingandtheformoflanguagestructurewhileneglectslanguageruleandmeaning,ifstudentsmeetcontextthattheydidnotlearninschool,theyareunabletousesentencepatterns6 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolflexibly.What‟smore,AudiolingualMethodmakesforeignlanguagelearningboringandunsatisfying,becausethestudentsneedtospendtoomuchtimeinmemorizingandpracticingdialoguesandsentencepatternsofforeignlanguagemechanically.(Richards&Rodgers,2008).d)CommunicativeTeachingMethodInthelate1960s,inordertodevelopthelearners‟communicativeability,CommunicativeTeachingMethodwasfoundintheWesternEuropeanCommunitycountriesandmainlyinBritai.TheCommunicativeTeachingMethodisalsoknownastheFunctionalApproach.(Richards&Rodgers,2008).WiththeprevalenceofCommunicativeTeachingMethodinforeignlanguageteaching,thestatusofgrammarteachinghasbeengraduallyweakened.TheCommunicativeTeachingMethodregardslanguagefunctionsasaguideline（Berns,1990).Languageisseenasasocialtoolforhumancommunication,languageteachingshouldfocusontheprocessesofcommunication,ratherthanlanguageform(Brumfit,2000).Thismethodaimstodevelopstudents‟communicativecompetenceandcultivatestudents‟abilitiestousecorrectdiscoursetocommunicate.Inthepracticeofforeignlanguageteaching,thedominantpositionofteachershasbecometheleadingposition(Allright,1981).Thestudentscanhavemorechancetotakepartinclassactivities,ratherthanonlylistentoteachers,andtheyhavebecomethecenteroftheclassroom(Littlewood,1981).TheCommunicativeTeachingMethodopposestheviewthatgrammarisseenasthecenteroflanguageteaching,anditadvocatesthatteachingactivitiesshouldbebasedonideafunction.Inaddition,thecommunicativeapproachviewslearnersasthecenterandemphasisonthecultivationofstudents‟communicativecompetence(Widdowson,1979).Intheory,CommunicativeTeachingMethoddoesnotopposegrammarteaching,however,grammarteachingcaneasilybeneglectedintheprocessofcommunicativeteaching.Therearethreestepsinthecommunicativeapproach:First,learnerstouchthelanguage,thenimitatethelanguage,practiceexercisesrelatedexamples,andthestudentsuselanguagetocommunicatewithothers(LiuZhihui,2004).Guidedbythisapproach,learnersgainmoreopportunitiestoparticipateinvariousactivitiesintheclassroom,andtheirlearningattitudesaremoreproactivethaneverbefore.7 青海师范大学硕士学位论文2.1.3TheDefinitionofTheThree-dimensionalGrammarFrameworkThethree-dimensionalgrammarframeworkwasputforwardbyAmericanscholarLarsen-Freemanin2003inherbookentitledGrammarTeaching:FromGrammartoGrammaring,whichconsidersgrammarasadynamicsystemwhichconsistsoflanguageform,meaninganduse.Sheputsforwordtheterm„grammaring‟andregards„grammaring‟asthefinalgoalofgrammarteaching.Shebelievesthatgrammaticalrulesandstructuresshouldbeexplainedandusedunderthe„form-meaning-use‟frameworkincontexts.Thispartisexpectedtointroducethethree-dimensionalgrammarframeworkindetail.Larsen-Freemantakesathree-dimensionalviewoflanguageintermofitsform,meaninganduseinherbookofTeachingLanguage:FromGrammartoGrammaring.Thefollowingpiechart(figure2.1)showstheprototypicalunitsofthethreedimensions.Figure2.1PrototypicalUnitsoftheThreeDimensionsAccordingtothepiechart,wecanclearlyseethatthatLarsen-Freeman(2001)viewsgrammarasthethreedimensionsofform,meaning,anduse.Thefirstdimension,theformofalanguage,whichincludesvisibleoraudibleunits:thesounds,writtensymbols,inflectionmorphemes,functionwordsandsyntacticpatterns.Theseconddimension,meaning(semantics),whichreferstothemeaningofwords,8 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolphrasesandgrammarindecontextualizedsituations,includingwordsense,sentencemeaningandgrammaticalmeaning.Thethirdpragmaticdimension,concernedwithuse,whichreferstothegrammarandlanguagepeopleuseincontexts.Thethreedimensionsarenotindependent,butcloselylinked.Larsen-Freeman(2000)stressesthatthethreepartscanbebrieflydescribedwiththreequestionstorepresentthethreedimensionswhichaffectsoneanother(seefigure2.2):Form:Howistheunitformed?Meaning:Whatdoesitmean(itsbasicmeaning)?Use:Whenandwhyisitused?Figure2.2Inaddition,fromtheabovepiechart,wecanseethatthesethreedimensionsformadynamicandholisticgrammaticalsystem,andthethreedimensionsinfluenceoneanother.Iftheformoflanguagechanges,themeaningoruseoflanguagewillalsochange.Therefore,asLarsenFreemansays,theabilitytousegrammaticalstructuresnotonlymeansusingtheformoflanguagecorrectly,butalsomeansusingthemmeaningfullyandproperly.2.1.TheCharacteristicsofTheThree-dimensionalGrammarFrameworkTherearetwocharacteristicsinthetraditionalgrammarteaching,Firstofall,itonlyemphasizesstructuresandrulesoflanguage.Second,itconsidersthemeaningof9 青海师范大学硕士学位论文languagebutignoresthecommunicativefunctionofthelanguage.Inresponsetotheshortcomingsoftraditionalgrammarteaching,Larsen-Freemanproposedthethree-dimensionalgrammarframework.Thistheorynotonlyindicatestheimportanceofthegrammaticalstructure,butalsolaysstressonthecultivationofabilitytousegrammar.(Larsen-Freeman,2005).Larsen-Freeman(1991)believesthatgrammarisnotasetofrigidrulesaboutlanguagestructure,butasetofmeaningfulanddynamicsystems,andwhichisalsoameanforconstructingmeaningandrealizingthecommunicativefunctionoflanguage.Thethreedimensionsofform,meaningandusebelongtothethreepartsofthelinguisticsystem.Accordingtothethree-dimensionalgrammarframework,theimportanceofgrammaticalstructuresandruleshasbeenaffirmed.Atthesametime,grammarmeaningisusedtolinkstructuresandrulestotheabilityofcomprehensivelanguageusage,whichhighlightstheopinionthatFreeman‟sgrammarisnotonlyalinguisticknowledge,butalsoaskillorability,justlikelistening,speaking,readingandwriting,itiscalledgrammaring.Larsen-Freemanarguesthatgrammarisameaningful,dynamicsystem,andgrammarteachingshouldbeadynamicteaching,theultimategoalofgrammarteachingistousethegrammaraccurately,meaningfullyandappropriately.Inthemeantime,Larsen-Freeman(2015)stressesthatdifferentgrammarlearnersshouldlearndifferently,especiallygrammarlearnersatdifferentstages.Ontheonehand,asateacher,weshouldpayattentiontothelearners‟mothertongue,culturalbackground,thepresentleveloflanguagegrammarandlearners‟learningprogress,weshouldteachstudentsandjudgethedifficultyoflearnerlearningaccordingtotheiraptitudeandlocalconditions.Ontheotherhand,asalearnerofgrammar,wemustfirstknowtheformandclarifythelanguagestructureandrules,andlearnthegrammaroflanguagethroughrepetition,imitationandotherdrills;thencarryingoutmeaningfultraining;finally,thepurposeofusinggrammaticalknowledgecorrectlyincontextisachieved.Thethree-dimensionalgrammarframeworksystematicallyandcomprehensivelyintroducesgrammarandgrammarteachingintermsofform,meaninganduse.IthaspositiveeffectsonjuniorhighschoolEnglishteaching,especiallyunderthenewcurriculumidea.10 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool2.2RelatedstudiesonGrammarTeachingAboardandatHome2.2.1RelatedStudiesonGrammarTeachingAboardChildpsychologistJeanPiaget(1970)proposesthecognitiveconstructivismtheory,whichholdstheviewthatstudentsacquireknowledgethroughactiveexplorationanduseofthecontexts.Inhisview,therealgoalofeducationistoprovidestudentswithdifferent,life-likeandinterestingsscenessothattheycanexploreandgainknowledge.Thistheoryemphasizestheprincipleofstudent-centered,studentsarethesubjectsofactivelearning.Whenteachinggrammar,teachersshouldnotblindlyandobliginglyinstillintogrammarknowledgetotheirstudents.Instead,teachersshouldcreatesituationsclosetostudents‟life,andshowstudentssomematerialsthatcanraisetheirinterestofstudying,givefullplaytotheirinitiativeandallowthemtoexploreandacquireknowledgebythemselves.ThecognitiveconstructivismtheoryhasagreatcontributiontoEnglishgrammarteaching.Schmidt(1990)proposestheNoticingHypothesistheory,andhethinkswhenstudentslearnaforeignlanguage,theyshoulddeliberatelypayattentiontoitsform,whichconfirmsthenecessityofexplicitgrammarteaching,andconsciouslearningisveryimportantinsecondlanguageacquisition.AndPienemann‟sTeachHypothesisalsoarguesthatsomestagesofdevelopmentarefixedinsecondlanguageacquisitionandlanguagelearning,butgrammarteachingwillnotchangethestagesofdevelopment,butsomegrammaticalframeworksandstructurescanbeimprovedthroughgrammarlearning.Swain(1995)didagreatdealofresearchonimmersiveteaching,andhefoundthatlearnerswerepurposelyexposedtoalargeamountofsecondlanguageinput,butitwasstillverydifficulttoachievethedesiredaccuracy,soEnglishgrammarteachingandlearningisveryessential.Larsen-Freeman(2005)proposesathree-dimensionalframeworkofgrammarteaching.The“three-dimensionalgrammar”includesthreeaspects:form,meaninganduse.Theform,meaninganduseoflanguagearenotseparate,butconnectedwitheachother.Englishgrammarteachingshouldcombinetheform,meaninganduseofthelanguage.Sheproposedanewconcept:“grammaring”,askillthatisparalleltolistening,speaking,readingandwriting,whichreferstogrammaticalstructurescanbe11 青海师范大学硕士学位论文usedaccuratelyandmeaningfully.Larsen-Freemanarguesthatgrammarcannotbeseenasameaninglessanddecontextualizedlanguagerules,grammarteachingisadynamicprocessoflinguisticform,peopleuselanguagetoexpresstheirthoughtsandcommunicatewithothersinappropriatecontexts,itaimstoenablestudentsusethegrammarcorrectly,meaningfullyandappropriately.Shealsostressesthatthethreedimensions:form,meaninganduseareequallyimportantinpracticalteaching.Itisnecessarytotakeintoaccountanyonedimensionofthethreedimensions,theform,meaningandusecomplementoneanother(LiuWei,2011).Ifanyonedimensionchanges,whichwillinfluencetheothertwo,thethreedimensionsareallindispensableforEnglishgrammarteaching,sothatlearnerscanusethelinguisticstructureproperly,meaningfullyandappropriately.Thereisnotstudythatrelatestoapplicationofthree-dimensionalgrammarframeworkinthefieldofEnglishgrammarteachinginforeigncountry,becausetheauthor‟sabilityandtherelatedmaterialsarelimited,sorelatedstudyonthethree-dimensionalgrammarframeworkaboardcannotbeshown.2.2.2RelatedStudiesonGrammarTeachingatHomeForeignlanguageteachinghasundergonemanyreformsandimprovementsinChina.ThroughoutthehistoryofforeignlanguageteachinginChina,thestatusandroleofEnglishgrammarteachinghavebeenneglected,manyeducatorsthinkthatgrammarteachingistraditionalandconservative,whichleadstoarelativereductionofrelatedresearchingrammarteaching.Butitiscomfortingtoknow,thereisanincreasedemphasisonthestudyofEnglishgrammarteachinginrecentyears(ShuDingfang,1996).However,inthestudyofEnglishgrammarteaching,thenumberofempiricalresearchissmall,especiallyempiricalresearchongrammarteachingofmiddleschoolstudents.HuZhuanglin(2005)emphasizestheimportanceofgrammar.Hepointsoutthatgrammarshouldnotbeneglectedinforeignlanguageteaching.Grammarplaysanimportantroleinforeignlanguageteaching,andhequestionsaboutthesayingthat“grammarteachingweakensthedevelopmentofstudents‟communicativecompetence”.Hebelievesthatpayingattentiontogrammarteachingisnotthereasonthatleadstotheweakcommunicativecompetenceofthestudents.Healsocompiles“EncyclopediaofEnglishGrammarinMiddleSchool”,whichincludesallgrammarknowledgeinthemiddleschool.12 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolDaiWeidongandChenLiping(2001)arguethatthegrammarteachingshouldprovideplentyofopportunitiesforlearnerstogetintouchwithdifferentformsandusethem.Theyeventuallycometotheconclusionthatexplicitteachingandgrammarteachingcombinewithdiscoursescenariosshouldbesuperior,theyalsoarguethatadvocatinggrammarteachingisnotopposedtothecommunicativeapproachandthetwowereactuallycompatible.HuangHongyang(2009)beilievesthatmanyteacherssimplyteachgrammaticalknowledgebutneglecttodeveloptheirabilitytousegrammar.Manypreviousstudieshaveshownthatthisisdetrimentaltotheoveralldevelopmentofstudents.OnthebasisofthenewEnglishcurriculumstandards,manyteachersareconscientiouslyimplementingnewteachingconcepts,theybegantofocusoncultivatingstudents‟abilitytouselanguage.Thecreativecombinationofthree-dimensionalgrammarframeworkandteachingmaterialscanimprovestudents‟languagecommunicativeabilityandcultivatetheircomprehensivelanguagecompetence.LiuWeiying(2011)designedactivitiesabout“will”and“begoingto”byusingLasen-Freenan‟sthethree-dimensionalgrammarframework.Forexample,languageteachingshouldfocusonformfirstly,teachersaskedstudentstowritethreesentencesaboutthefutureoftheirclassmates.Thethreesentencesincludesaffimativeandinterrogativesentences,thenonestudentsaidthepredictionoftheirfuture,anotherstudentreplieditwithaquestion.Intheempiricalstudyofgrammarteachingunderthethree-dimensionalgrammarframework,SuXuemei(2012)carriesoutanexperiment,thetraditionalgrammartranslationmethodisusedinthecontrolgroup.Thethree-dimensionalgrammarframeworkisusedintheexperimentalgroup,andtwogrouplearninggrammarknowledgethattwogrouplearnissubjunctivemood.Theresultsshowthattheexperimentalgroupissuperiortothecontrolgroupinlanguageperceptionandrecognitionandtheoutputoflanguagelearning.Thethree-dimensionalEnglishgrammarframeworkcanbetterimprovestudents‟grammarmonitoringanduseability.Therefore,SuXuemeialsobelievesthatthereformofEnglishteachingisnotjustthereformofteachingmaterialsandteachingmethods,buttheeffectivemeansofassessmentshouldbechanged.OnthebasisofLarsen-Freeman‟sthethree-dimensionsgrammarframework,HouShuchen(2013)constructsagrammarteachingmodel,whichconsistsofthreestages:PresentTargetGrammarPoint,DecontextualizedMeaningTrainingandIntegratedUseofGrammaraccordingtotheContext.Accordingtotheteaching13 青海师范大学硕士学位论文model,sheproposestheteachingprinciplesofnetworkdeclarativeknowledgeandautomateproceduralknowledge,anddescribesthetypicalteachingstrategiesusedinalldimensionslikemeaningfullead-in,controlledmechanicalexercise,properoutputoftargetgrammarineachcontext.2.3TheoreticalbasisofResearch2.3.1ConstructivismConstructivismwasfirstproposedbyPsychologistPiagetandwasdevelopedbyPsychologistLevVygotsky,JeromeBrunerandsoon.Thistheoryholdstheopinionsthatlearnerslearnlanguageinasituationwhichissimilartothesubjectofthestudy,orisrelatedtotheiractuallife,itismoreefficientthanmemorizinggrammarrules.Learningisseenasadynamicprocessthatcanbeconstructed,creatinglanguageenvironmentsisessentialforgrammarteaching.Thistheoryemphasizesthestudent-centeredprinciple,studentsarethesubjectsofactivelearningandinformationprocessing.Andinordertohelpstudentstousegrammaticalknowledgeaccuratelyandflexibly,theteachersshouldprovidestudentswithmoreopportunitiestopracticedialoguesanddesignlanguagesituationsthroughinterestingandmeaningfulactivities.Atthesametime,studentsshouldexploreknowledgebycooperatingandcommunicatingwithothersinthisprocess.Inaddition,thistheoryishelpfulforstudentstolearntheboringgrammaticalrules.Whenthestudentslearngrammarknowledgeindifferentrealsituations,theycannotonlyremembergrammarrules,butalsolearnhowtousegrammarrules,soitiseasierforstudentstounderstandandapplythem(Richardson,2003).Grammarteachingshouldberelatedtotheiractuallifesothatstudentscanbetterunderstandandusegrammaticalknowledge.AccordingtotheConstructivism,teachersarenotthecontrollersanymoreintheteachingprocess,theybecomesleadersandfacilitators,andtheyshouldtrytheirbesttocreatestudents-centeredenvironmenttoencouragestudentstoconstructtheirunderstandingtowardsEnglishability(Nunun,2001).Therefore,theteachersshouldletstudentsdomanyexercisesthatarecloselyrelatedtostudents‟learningandlife,whichiseasiertobeunderstoodandmastered.14 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool2.3.2DeductiveandInductiveMethodInthepracticalactivitiesofEnglishgrammarteaching,thereareseveralEnglishgrammarteachingmethodsthathaveagreatinfluenceallpartsoftheworld.However,theinductivemethodandthedeductivemethodarethemajormeansofEnglishgrammarteaching.Theinductivemethodholdstheopinionthatteachersusuallyprovidestudentswithenoughspecificlanguagelearningmaterialswhichcontainsomeexamplesentencesorexamplewords,studentscanobserveandanalyzetheselanguagematerialswiththehelpofteacher,thentheygraduallyrecognizeandsummaryabstractgrammaticalrulesthroughalotofexercises.Theinductivemethodcanberegardedasalanguageteachingprocessfromspecificgrammaticalknowledgetoabstractgrammaticalrules.Thismethodrequiresstudentstoactivelyparticipateinthegrammarlearningactivities,whichisconducivetoarousingstudents‟initiativeandenthusiasminlearningEnglishgrammarknowledgeandcultivatingstudents‟independentlearningability.Theinductivemethodallowsstudentstoobtainthelanguagematerialfirst,andtogettherationalcognitionfromtheperceptualknowledge,whichisgoodforthestudentstounderstandandmasterthegrammarrules.However,ittakesacertainamountofteachingtime,theteacherneedstodomoreteachingpreparationofthelanguagematerials,teachersneedtoteachfromacontextualandpragmaticperspective,ratherthanteachfromtheconceptofgrammarandgrammarrules,anditisnotsuitableforstudentswholackstronggrammaticalknowledgebasis.Inaddition,thescopeoftheimplementationoftheinductivegrammarteachingislimited,whenteachersexplainabstractandcomplexgrammaticalknowledgebyusingtheinductivemethod,itisdifficulttoachievethedesiredeffect,anditiseasytoproducelesseffectiveresults.Thedeductivemethodisateachingmethodfromtheabstractgrammaticalrulestothespecificuseofgrammaticalknowledge.Teacherspresentgrammaticalconceptsandgrammaticalfunctionstostudentsandgivespecificexamples,thenexplainthegrammaticalrulesbymeansofexamplesentencesandletstudentspracticeandconsolidategrammaticalknowledgeaccordingtogrammaticalrules.Teachersneedtoexplainandteachgrammaticalknowledgecarefully,sothatstudentscanunderstandperfectlygrammaticalrulesandusethemcorrectly.Thedeductivemethodismoresuitableforstudentswholackstronggrammaticalknowledgebasis,especiallywhenteachersexplainandteachdifficultgrammarknowledge.Althoughthedeductivemethodhastheadvantagesofsavingtimeandeffort,anditcanreducestudents‟15 青海师范大学硕士学位论文unnecessarygrammaticalerrors.However,therearemanydeficienciesinthedeductivegrammarteachingmethod.Grammaticalknowledgeismainlyexplainedandtaughtbyteachers,andthestudentspassivelyacceptthegrammaticalknowledge.Besides,theboringclassroomatmospherewillreducetheenthusiasmandinitiativeofstudentslearning,anditisnotconducivetothecultivationofstudents‟abilitytolearnindependently.Itishenceacceptedthatthedeductivemethodismoresuitableforstudentstoconsolidateknowledgetheyhavelearned.Comparedwiththedeductivemethod,theinductivemethodismoreconducivetoreducingthelearningburdenandlearningdifficultieofstudent.Thedeductivemethodismoreconducivetoshorteningstudents‟learningtimeandreducingstudents‟learningerrors.Theinductivemethodismorebeneficialforstudents‟learning,thedeductivemethodismoreconducivetotheteachingofteachers.Inaddition,theinductivemethodismoresuitableforteacherstoteachnewknowledge,thedeductivemethodismoresuitablefortheconsolidationandstrengtheningofknowledgestudentshavelearned.Sointhespecificgrammarteachingactivities.Teachersshouldusethedeductiveandinductivemethodsflexibilityaccordingtothecharacteristicsofgrammaticalknowledgeandthedifferentconditionofeverystudent,inordertomakestudentsbetterunderstandandusegrammaticalknowledge.16 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolChapterThreeResearchMethodology3.1ResearchQuestionsTheresearchisdesignedtoprovideanswerstothefollowingthreequestions:1)WhatisthecurrentsituationofEnglishgrammarlearninginjuniorhighschool?2)Whatarestudents‟attitudestowardtheapplicationofthree-dimensionalgrammarteachingframeworkinEnglishgrammarteaching?3)Whateffectswilltheapplicationofthethree-dimensionalgrammarframeworkinEnglishgrammarteachinghaveonEnglishgrammarlearning?3.2ResearchSubjectsTheparticipantsofthisstudywere113studentsintwoparallelclassesinGradeeightfromNO.13juniorhighschoolinGuilin.TheywereClassTwoandClassFour.ClassTwowaschosenastheexperimentalclassandClassTwowasselectedasthecontrolclass.Thereare56studentsinClassTwoand57studentsinClassFour.Thethree-dimensionalteachingframeworkisusedintheexperimentalclass,whilethetraditionalgrammarteachingisusedinthecontrolclass.Thedeterminationofthesubjects‟Englishproficiencylevelsisbasedontheirfinalexamattheendoflastterm.Beforetheexperiment,therewasnoobviousdifferencebetweenaveragescoreoftwoclassesinthefinalexamattheendoflastterm.Thefullscoreofthefinalexamis100,andtheaveragescoreintheexperimentalclassis71.46,theaveragescoreinthecontrolclassis71.47.3.3ResearchInstrumentsTheinstrumentswereusedintheresearch:questionnaires(pre-questionnairesandpost-questionnaires),interviewsandtests(pre-testandpost-test).3.3.1QuestionnairesThepre-questionnairesincludetheteachers‟questionnaires(seeappendixⅠ)andstudents‟(seeappendixⅡ).ThequestionnairesarereferredtoRenYushuang‟s17 青海师范大学硕士学位论文questionnaireaboutEnglishgrammarteaching,whocomesfromQufuNormalUniversityandmakesomeadjustmentsbasedonthepracticalsituations.Thequestionnairesofteachersconsistsoffourparts:theunderstandingofgrammar‟sstatusandfunctions,themodelsofEnglishgrammarteachingandtheEnglishgrammarteachingeffects.Inaddition,thequestionnairesofstudentsconsistsofstudents‟understandingofgrammar‟sstatusandfunctions,students‟attitudetowardsEnglishgrammarlearning,themodelsofEnglishgrammarlearningandtheEnglishgrammarlearningeffects.ThePost-questionnaire(seeappendixⅢ)wascarriedoutinECaftertheexperimenttofindoutstudents‟attitudestowardthethree-dimensionalgrammarframework.ThequestionnaireisreferredtoJiangHuijing‟squestionnaireaboutEnglishgrammarteaching,whocomesfromJiangxiNormalUniversityandmakesomechangesaccordingtopracticalsituations.Thequestionnairemainlyincludesfouraspects,whichhas14questions(seeAppendixⅢ),andeachquestionhasfiveoptions(A:strongagreement,B:agreement,C:uncertain,D:disagreementandE:strongdisagreement).56questionnaireswerehandedouttothestudentsinECduringthebreaktime.Studentsintheexperimentalclasswereaskedtofinishallthequestionswithin5minutesaccordingtotheirlearningsituations.Beforefillingoutthequestionnaires,thestudentsshouldbeaskedtoanswerthequestionsbasedonthepracticalsituationoftheirgrammarlearning.ThequestionnairewaswritteninChinesesothatstudentscanunderstandthequestionsclearly.Inaddition,thecollectionandanalysisofdatawereshowninthenextchapter.3.3.2InterviewAftertheteachingexperiment,aninterview(seeappendixⅣ)composingofsixquestionswasdesignedtofurtherinvestigatestudents‟attitudestowardgrammarteachingbasedonthethree-dimensionalgrammarteachingframeworkinjuniorhighschool.Thefirstquestionwasusedtoknowthedifferencesbetweentheexperimentallessonsandpreviousgrammarlessons.Question2,3and4aimtolearnthestudents‟attitudestowardthethree-dimensionalgrammarteachingframeworkcomparedwithpreviousgrammarlessons.Question5and6weredesignedtogetreflectionsabouttheexperimentalgrammarlessonsbasedonthethree-dimensionalgrammarteachingframework.Theinterviewwascarriedoutamong20studentsinexperimentalclasswithdifferentEnglishlevelsintheclassroom.18 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool3.3.3TestsThisstudyadoptedapre-testandpost-teststomakeacomparisonbetweenexperimentalclassandcontrolclassinmasteringthegrammarknowledgeandEnglishperformance.Thetestsresultswerethencollected.Beforetheexperiment,apre-test(seeappendixⅤ)wasadoptedtocheckwhetherstudentsinexperimentalclassandcontrolclasswereinthesameEnglishproficiencylevel.Inconsiderationofthereliabilityandthevalidityofthetest,thedataofpre-test(seeappendixⅧ)waswhattheyhadachievedinthefinalexaminationofGrade7carriedoutbeforetheexperimenttocheckwhetherthestudentsinthetwoclassesareatthesamelevelornot.Thepaperconsistsofeightparts一listening,multiplechoices,close,readingcomprehension,vocabularyuse,fillintheblanksaccordingtothesituation,completionsaccordingtopassageandawriting,withatotalofonehundredscores.Studentsinexperimentalclassandcontrolclassfinishedthetestwithin120minutes.Apost-testwascarriedoutinexperimentalclassandcontrolclassaftertheexperiment.Thetestwastoidentifywhateffectstheapplicationofthethree-dimensionalframeworkinEnglishgrammarteachingwillhaveonEnglishgrammarlearningandwhetherstudentsinexperimentalclassweremoreeffectiveinacquisitionofgrammarthanstudentsincontrolclass.Inconsiderationofthereliabilityandthevalidityofthetest,thedataofpost-testwasthetestscores,includingwhattheyhadachievedinthegrammarexaminationdesignedbytheauthor(seeappendixⅦ)aftertheexperimentandwhattheyhadachievedinthefinalexaminationofGrade8carriedout(seeappendixⅥ).Thestructureofthepost-testpaperwasthesameasthatofpre-test.3.4Researchprocedures3.4.1Pre-questionnairesInthefirststage,thepre-questionnairesaredesignedforteachersandstudents,andtheywerecarriedoutbeforetheexperiment.ThepurposeofthequestionnairesistoinvestigatethecurrentsituationofJuniorhighschoolEnglishgrammarteaching.Atthesametime,thisresearchhasrandomlychosen20Englishteachersand100studentsfromGuilinNo.13JuniorHighSchool,anddelivered20questionnairesof19 青海师范大学硕士学位论文teachersand113questionnairesofstudents,andtheyareaskedtofinishwithin15minutes.Finally,theauthorhastakenback20and113validquestionnairesrespectively.Toguaranteethevalidityandreliabilityoftheresearchandtheaccuracyandauthenticityofinformation,calculatorwasusedinthisprocess.3.4.2Pre-testBeforetheexperiment,apre-testwasadoptedtocheckwhetherstudentsinexperimentalclassandcontrolclasswereinthesameEnglishproficiencylevel.Inconsiderationofthereliabilityandthevalidityofthetest,thefinalexaminationbeforetheexperimentischosenasthepre-test(seeappendixⅤ),andthedataofpre-testwaswhattheyhadachievedinthefinalexaminationofGradesevencarriedouttocheckwhetherthestudentsinthetwoclassesareatthesamelevelornot.Studentsinexperimentalclassandcontrolclassfinishedthetestwithin120minutes.3.4.3TheTeachingsamplesofECandCCInordertogetaccuratedatainexperimentandbettertestifytheeffectivenessofthree-dimensionalgrammarteaching,theteachingplansofsamplelessonsofECandCCwererespectivelydesignedaccordingtotwodifferentmethodsofgrammarteachingintwoclasses.TheECwasappliedtothethree-dimensionalgrammarframework,andtheCCwasappliedtonormalgrammarteachingbasedonhowotherteachersteachingrammarclasses.Thewholeteachingprocedureswereimplementedbytheauthor,andwerestrictlyfollowedtheteachingplans.Therearetwoteachingsamplesasfollows:20 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolTeachingsample1ProceduresECCCStep1LeadinLeadinTheteacher:TherearemanyEnjoyabeautifulsong:thatisTeachingactivitiessimplefuturesentencesinthisDoyouknowwhereyouareunit,andtodaywecometolearngoingtodo.thesimplefuture.PurposeToleadinthegrammaticalruleStudentscanimprovetheirinterestsinlearningEnglishgrammarthroughasong.Step2Pre-taskPairworkTeachingactivitiesTheteachershowstherule:Studentslistenandreadthe1.shall/will+therootformsongandfindoutthesimple2.begoingto+therootformfuturesentences.PurposeStudentsareabletoknowtheStudentscannoticegrammaticalstructureofthegrammaticalknowledgeaboutsimplefutureclearly.thesimplefuture.Step3While-taskGroupworkTheteacheroffersstudentsDividestudentsintothreeexamplestoexplainthesimplegroupsandaskthemtofillinfuture.thegrammarformbasedon1.Iwill/shallbefreeonMonday.thesentencesfoundintheTeachingactivities2.HewillgotoBeijingnextsongsinstep1andtheyear.sentencespresentedinstep2.3.Lindaisgoingtobeadoctorwhenshegrowsup.PurposeStudentscanbetterunderstandStudentscanbettermasterthegrammaticalrule.grammaticalstructuresbydesigningatable.Step4PresentationPractice21 青海师范大学硕士学位论文TeachingactivitiesTheteacherexplainindetailthe1.teacher:Whatdoyouwantmeaningofthesimplefuturetobeinthefuture?andthedifferenceofwill/shallStudentA:Iwanttobeaandbegoingto.scientistAlthoughwillandbegoingtoStudentB:Iwanttobeabothshowthesimplefuture,policeman.willshowstheirwillandTeacher:Verygood!Idetermination,begoingtothinkAwillbeafamousshowstheplantheyhadmadeinscientistandBwillbeabraveadvance.policeman.Whatwillyou/yourdeskmate/yourbestfriends...beinthefuture?2.Choosethecorrectoption.1.There___ameetingnextMonday.A.WillbegoingtoB.isgoingtobeC.willgoingtobeD.willgotobe2.Mary___toshanghaitomorrow.A.willgoB.wentC.willgoingtoD.Go3.Myfather___measpecialpresentonmynextbirthday.A.givesB.willgiveC.gaveD.willgives22 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolPurposeStudentscanbettermastertheStudentscanbetterunderstandsimplefuture.thegrammaticalstructuresandtheirmeaningsthroughvariousformsofexercises.Step5PracticeGroupworkTeachingactivitiesTheteacherletstudentstranslateAgroupoffourstudents,takesentences:upthestory,thebeginningof1.明天将会下雨。thestoryisasfollows:2.他在周末将要去看望他的爷Tenyearslater,Iwillhavea爷。robot.....3，李明将要给他的妈妈买一个生日礼物。PurposeStudentscanpracticetheStudentscandevelopgrammaticalruletheyhavecomprehensivelanguageuselearned.abilityofthesimplefutureindailylife.Step6PairworkSummaryTeachingactivitiesStudentA:WhatwillyoudoonThestudentsingroupsmakeaSunday?summaryfirst,thentheteacherStudentB:Iwill......onSunday.makesacomplementPurposeStudentscanimprovetheirStudentscanimprovetheirspeakingability.abilityofindependentlearning.Step7HomeworkHomeworkRememberthegrammaticalWriteanessayaboutwhatwillstructureandmeaningoftheyoudoonnextweekend.Simplefuture.PurposeToconsolidatethegrammaticalToencouragestudentstoapplyrulewhattheyhavelearned.thegrammarpointslearnedtoexpressthemselves.23 青海师范大学硕士学位论文Teachingsample2ProceduresECCCStep1LeadinLeadinTheteacherasksstudents:Enjoyabeautifulsong:thatisTeachingactivitiesQuestion1:Ifyouarehappy,IfILoseMyselfbyOnewhatwillyoudo?Republic.Question2:Ifyouarehappy,whatwillyoudo?PurposeToleadinthegrammaticalToarousestudents‟interestsinstructureoftheadverbialclauselearningEnglishgrammarofconditionwithif.throughsongs.Step2Pre-taskpresentationTeachingactivitiesTheteachershowstheruleintoaTeachershowssomepicturesformula:SPT+SFTtopresenttheadverbialclauseofconditionwithif.PurposeStudentscanknowgrammaticalStudentscannoticeruleclearly.grammaticalstructureoftheadverbialclauseofconditionwithif.Step3While-taskGroupworkTheteacheroffersstudentsDividestudentsintothreeexamplestoexplainthegroupsandaskthemtofillingrammaticalrule.thegrammarformbasedonthesentencesfoundintheTeachingactivitiessongsinstep1andthesentencespresentedinstep2.PurposeStudentscanbetterunderstandStudentscanbettermasterthegrammaticalrule.grammaticalstructuresbydesigningatable.24 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolStep4TranslationPracticeTeachingactivitiesTheteacherletstudentstranslate1.Fillintheblankswithpropersentences:formofthegivenwords1,如果明天下雨，我们将呆在1)Ifshe___(study)harder,she家。willcaughtupwithussoon.2,如果我努力学习，将取得优2)IfJim___(drink)milk异的成绩。everyday,he___(be)more3,如果他起床晚了，将会上课healthy.迟到。3)IfI___(have)timetonight,Iwillfinishthebook.2.FollowtheexamplesentencetorewritethesynonymoussentenceExample:Workhard,andyouwillmakeyourEnglishbetter.→Ifyouworkhard,youwillmakeyourEnglishbetter1)Helpme,andIwillhelpyou,too.2)Wearjeans,andtheteacherwillnotletyouin.3)Hurryup,oryouwillmisstheearlyflight.PurposeStudentscanbettermastertheStudentscanbetterunderstandadverbialclauseofconditionthegrammaticalstructuresandwithif.theirmeaningsthroughvariousformsofexercises.25 青海师范大学硕士学位论文Step5PracticeGroupworkTeachingactivities1.如果他迟到了将会发生什么Accordingtothegroups事呢？dividedinstep3,playagameWhat______ifhe___late.withinthegroupusing“If2.如果他看电视时间太长，他I...，Iwill...”sentencepattern.的爸妈将会不高兴。ThebestgroupcouldmakeaIfhe___TVtoomuch,hispresentationinclass.parents______happy.Example:IfIhaveenough1.如果我们为他举办生日聚money,Iwillbuyacar.会，大家都会来的。Everyone______ifwe___birthdayparty___him.PurposeStudentsareabletobetterStudentscandevelopmasterthegrammaticalruletheycomprehensivelanguageusehavelearnedbypracticing.abilityoftheadverbialclauseofconditionwithifindailylife.Step6PairworkSummaryTeachingactivitiesStudentA:Ifitrainstomorrow,Thestudentsingroupsmakeawhatwillyoudo?summaryfirst,thentheteacherStudentB:Ifitrainstomorrow,Imakeacomplementwill......PurposeStudentscanimprovetheirStudentscanimprovetheirspeakingability.abilityofindependentlearning.Step7HomeworkHomeworkRememberthegrammaticalWriteanessayaboutyourstructureandformulaoftheidealusingtheadverbialadverbialclauseofconditionclauseconditionalwithif.withif.PurposeToconsolidatethegrammaticalToencouragestudentstoapplyrulethegrammarpointslearnedtoexpresstheyownopinions.26 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool3.4.4Post-questionnairePost-questionnairewascarriedoutinECafterexperiment,allstudentsinECweredemandedtofinishpostquestionnaires,Inthisstage,thequestionnairewasconductedtosurveystudents‟attitudestowardsthethree-dimensionalgrammarteachingframeworkinjuniorhighschoolduringfour-monthexperiment.56questionnaireswerehandedouttothestudentsinECatthebreaktime.Studentswereaskedtofinishallthequestionswithin5minutesaccordingtotheirsituationintheexperimentalclass.Beforefillingthequestionnaire,studentsweretoldthattheyshouldanswerthequestionsaccordingtotheactualsituationoftheirgrammarlearning.Atthesametime,questionnairewaswritteninChinesesothatstudentscanunderstandthequestionsclearly.Thedataofpost-questionnairewascollected,andtheanalysisofpost-questionnairewasshowninthenextchapter.3.4.5InterviewsTheinterviewwasmadeattheendoftheteachingexperimentasasupplementforthepost-questionnaire.Thestudyhasalsomadeinterviewsfor20studentsofdifferentlevelswhocamefromexperimentalclassinGuilinNo.13JuniorHighSchool,itaimstofurtherlearnaboutstudents‟attitudestowardgrammarteachingbasedonthree-dimensionalgrammarteachingframeworkaftertheexperiment,andgraspstudents‟opinionsandsuggestionsontheimplementationofthree-dimensionalgrammarteachingbydifferentquestions.Aface-to-facesemi-structuredinterview(seeAppendixⅣ)wasadoptedinthestudy.TheycanbeallowedtospeakinChineseintheconversationsothattheycouldexpresstheirideasmoreclearlyandfluently.Eachinterviewwasconductedandrecordedseparatelyandlastedabout10minutes.3.4.6Post-testApost-testwascarriedoutinECandCCrespectivelyaftertheexperiment,andthepost-testsincludetwoexams:thegrammarexaminationdesignedbytheauthoraftertheexperimentandthefinalexaminationofGradeeightcarriedout.Thecontentsofthegrammarexaminationdesignedbytheauthorcontainedthegrammarknowledgethattheyhavelearnedduringtheexperiment.Thetotalscoreis100,whichincludesfourparts:multiplechoices,fillintheblanksaccordingtothesituation,27 青海师范大学硕士学位论文completionsaccordingtoChinesesentences,sentencetranslation.ThecontentsofthefinalexaminationofGradeeightincludednineparts:listening,multiplechoices,close,readingcomprehension,vocabularyuse,fillintheblanksaccordingtothesituation,completionsaccordingtopassageandawriting.Thetestwasdesignedtoinvestigatetheeffectivenessofthethree-dimensionalgrammarframeworkinEnglishgrammarteachingbycomparingthescoresofCCandEC,namelytofindtheanswerstoresearchquestion3,andtheresultswerecollected.Inconsiderationofthereliabilityandthevalidityofthetest,thedataofpost-testwasthetestscores,includingwhattheyhadachievedinthegrammarexaminationdesignedbytheauthoraftertheexperimentandwhattheyhadachievedinthefinalexaminationofGradeeightcarriedout.Thestructureofthepost-testpaperwasthesameasthatofpre-test.28 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolChapterFourDataCollectionandAnalysis4.1AnalysisoftheQuestionnaires4.1.1AnalysisofthePre-QuestionnairesforTeachersThepre-questionnairesforteachersiscomposedof18questions.ItaimstoinvestigatethecurrentsituationofjuniorhighschoolEnglishgrammarteaching.Thecontentofteachers‟questionnairesmainlyincludefouraspects:theunderstandingofgrammar‟sstatusandfunctions,students‟attitudetowardsgrammarlearning,EnglishgrammarteachingmethodsandtheeffectsofEnglishgrammarteaching.Table4.1Teacher’UnderstandingofGrammarStatusandFunctionTheimportanceofGreatMuchOrdinaryLittleHardlygrammar30%45%20%5%Theeffectsofgrammar5%15%55%15%10%haveoncultivatingstudents‟languageskillsTheeffectsofgrammar15%45%25%10%5%hasonstudents‟EnglishscoresThegoalofgrammarToTohelpToHavenoteachingimprovestudentsimproveidealanguagelearntestskillsgrammarscoresknowledge65%25%10%ItcanbeseenfromTable4.1thatnearlyallteacherscanbeawareoftheimportanceofgrammarinEnglishteaching,only5%ofteachersthinksthatEnglishgrammarislessimportant.Morethan75%oftheteachersthinkthatlearningEnglishgrammarknowledgeishelpfulforstudentstocultivatetheirlanguageskills.Only5%oftheteachersthinkthatgrammarknowledgeplaysalittleroleintheprocessofEnglishteaching.Theydonotrealizetheimportanceofgrammarknowledge.60%ofEnglishteachersthinkthatEnglishgrammarknowledgeplaysaimportantroleinstudents‟testscores.OnlyaminorityofEnglishteachersthinkthattheeffectof29 青海师范大学硕士学位论文grammarknowledgehasonstudents‟Englishscoresissolittle.65%ofteachersthinkthegoalofEnglishgrammarteachingistotrainstudents‟languageskills,somostofteacherscancorrectlyunderstandthestatusandgoalofEnglishgrammarteaching,grammarlearningcanimprovestudents‟languageskillsandcomprehensiveability,butasmallpercentageofteachersstilldonotunderstandcorrectlythegoalofgrammarlearning.Table4.2Students’AttitudetowardsGrammarlearning(Forteachers)Students‟interestinGreatMuchOrdinaryLittleHardlylearninggrammar5%15%45%25%10%Students‟confidencein5%15%50%25%5%learninggrammarAccordingtoTable4.2,mostteachersthinkthatstudentshavelittleinterestandconfidenceinlearningEnglishgrammarknowledge.Only5%ofteachersbelievethatstudentsareinterestedinEnglishgrammarknowledgeandtheyhavehighconfidenceinlearningEnglishgrammarknowledge.Inteachers‟opinion,thereisalackoftheinterestandconfidenceforstudentsinEnglishgrammarlearning.Table4.3TheEffectsofEnglishGrammarTeachingDifficultyofgrammarGreatMuchCommonLittleHardlyteaching5%55%35%5%FrequencyofmakingAlwaysOftenSometimeSeldomNevergrammarerrorss25%45%25%5%AbilityofsummarizingVerystrongStrongCommonWeakVeryweakgrammarrules5%10%30%45%10%Abilityofusing5%15%25%40%20%grammarknowledgeEnglishgrammartestVeryhighHighCommonLowVerylowscores5%10%45%30%10%FromTable4.3,wecanseethatmostofteachersthinkthatgrammarteachingisdifficultforthemselves.AndmorethanhalfofEnglishteachersbelievestudentsoftenmakegrammarerrors,only5%ofEnglishteachersthinkstudentsseldommake30 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolgrammarerrors.Inteachers‟opinion,mostofstudents‟abilityofsummarizingandusinggrammarknowledgeisweak,onlyasmallgroupofstudentscansummarizeandusegrammarruleswell.Inaddition,mostofteachersthinkstudents‟grammartestscoreisnothigh.Table4.4EnglishGrammarTeachingMethods（Forteachers)SummarizeAlwaysOftenSometimSeldomNevergrammarrulesbyesstudents15%30%40%10%5%Studentsdiscuss10%35%45%10%grammarteachingCorrectgrammar15%55%25%5%errorsGrammarteachingTotallyBasicallyGenerallyBasicallyTotallymodelsStudentsstudentsteachers-teachers-teacher-self-studyself-studycenteredcenteredcentered10%45%40%5%MethodofteachingDeductionInductiongrammar70%30%FromTable4.4,wecanseethatmostofteacherslikeusingtraditionalEnglishgrammarteachingmethods,Englishgrammarknowledgeistaughtbyteachergenerallyorbasically.Intheiropinion,mostofstudentscansummarizegrammarrulesandparticipateintheclass,teachersshouldexplaingrammarknowledgeandguidestudentstosummarizegrammarknowledgeinEnglishgrammarteachingclasses,whichshowstheenhancementofstudents‟self-studyawareness,anditisgoodfortheinnovationofEnglishgrammarteachingmethods.Inaddition,mostofteachersoftenusethedeductionmethodinEnglishgrammarteaching.4.1.2AnalysisofthePre-QuestionnairesforStudentsThequestionnaireforstudentsincludesatotalof19questions,Thecontentofstudents‟questionnairesmainlyincludefouraspects:theunderstandingofgrammar‟sstatusandfunctions,students‟attitudetowardsgrammarlearning,EnglishgrammarteachingmethodsandtheeffectofEnglishgrammarteaching.31 青海师范大学硕士学位论文Table4.5Students’UnderstandingofGrammarStatusandFunctionTheimportanceofGreatMuchCommonLittleHardlygrammar23%38%19.5%14.2%5.3%Theeffectsofthegrammarhaveon27.4%49.6%10.6%8%4.4%cultivatingstudents‟languageskillTheeffectsthegrammarhasonEnglishscores17.7%37.2%23%15.9%6.2%ThegoalofEnglishToToToHavenogrammarlearningimprovemasterimproveidealanguagegrammarEnglishskillspointsscores38.3%41.2%16.1%4.4%AccordingtoTable4.5,mostofthestudentsthinkgrammarknowledgeisimportantinEnglishlearning,onlyasmallgroupofstudentscannotrealizetheimportanceofgrammarknowledge.However,theirunderstandingoftheimportanceisdifferent.Mostofstudentsthinkthatgrammarknowledgehasagreateffectontheirlanguageskills,itishelpfultoimprovetheirlanguageskills,and54.9%ofstudentsthinkthatEnglishgrammarknowledgeplaysaroleintheirEnglishtestscores.OnlyfewstudentsbelievethatgrammarknowledgehavetherelativelysmalleffectontheirEnglishtestscores.16.1%ofstudentsthinkthattheaimoflearninggrammaristoimprovetheirEnglishtestscores,mostofstudentscanrealizecorrectlythatgrammarlearningcanhelpthemtoexpressthemselvesaccuratelyincommunication,andnearlyonethirdofstudentsareabletorealizethatlearninggrammaristopromotedevelopmentoftheirlistening,speaking,readingandwritingskills,while4.4%ofstudentsdonotknowtheaimoflearningEnglishgrammar.Students‟interestinGreatMuchOrdinaryLittleHardly32learninggrammar TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool5.3%28.3%39.8%18.6%8%Students‟confidencein9.7%15.9%44.2%23.1%7.1%learninggrammarTable4.6Students’AttitudetowardsGrammarLearningFromtheTable4.6,itcanbeseenthatonly33.6%and25.6%ofstudentshavesomeinterestsandconfidenceinEnglishgrammarlearning.Inaddition,mostofstudentsarenotinterestedinEnglishgrammarlearningandlackoftheconfidenceinEnglishgrammarlearning.Table4.7TheEffectsofEnglishGrammarLearning（ForStudents)FrequencyofmakingAlwaysOftenSometimeSeldomNevergrammaticalerrorss15.9%44,3%28.3%11.5%Students‟languageVeryStrongCommonWeakVerysensestrongweak9.7%20.4%33.6%28.3%8%Students‟abilityofusinggrammar3.5%17.7%31%34.5%13.3%knowledgeStudents‟abilityofsummarizing5.3%15.9%34.5%31%13.3%grammarrulesGrammartestscoresVeryhighHighCommonLowVerylow2.7%10.6%36.3%33.6%16.8%GrammarlearningGreatMuchOrdinaryLittleHardlydifficulty15.9%11.5%29.3%39.8%3.5%AccordingtotheTable4.7,whichshowsthat60.2%ofstudentsfrequentlymakegrammarerrorsinEnglishlanguagelearning,only11.5%ofstudentsseldommakegrammarerrors.Inaddition,mostofstudents‟languagesensitivityonEnglishgrammarisnotstrong,andtheirabilityofusingandsummarizinggrammarrulesisweak.Mostofstudents‟grammartestscoresarelow,onlyasmallnumberofstudentscangethightestscores.Ingeneral,students‟grammartestscoresarenotgood.MorethanhalfofstudentsthinkthatlearningEnglishgrammarisdifficultforthem,onlya33 青海师范大学硕士学位论文smallnumberofstudentscanlearnandmasterEnglishgrammarwell.Table4.8EnglishGrammarLearningMethods（ForStudents)SummarizegrammarAlwaysOftenSometimesSeldomNeverrulesbystudents5.3%10.6%42.5%25.7%15.9%Discussgrammarteaching4.4%36.3%43.4%8.8%7.1%Correctgrammar7.1%26.5%40.7%23%2.7%errorsgrammarteachingTotallyBasicallyGenerallyBasicallyTotallymodelsstudentsstudentsteachers-teachers-teacher-self-studyself-studycenteredcenteredcentered17.7%39.8%26.5%15.9%FromtheTable4.8,wecanseethatfewstudentsdiscoverandsummarizegrammarknowledgebythemselves,15.9%ofstudentsneversummarizegrammarknowledge.AbouthalfofstudentssometimesparticipateintheclassofEnglishgrammarteaching,only7.1%ofstudentsneverparticipateintheclass.Nearlyhalfofstudentssometimescorrectgrammarerrors,onlyfewstudentsalwayscorrectgrammarerrorsbythemselves.Instudents‟opinion,teachersusuallyusetraditionalmethodtoteachEnglishgrammar,Englishgrammarknowledgeisoftentaughtandexplainedbyteachersdirectly,soasmallnumberofstudentcanactivelydiscoverandsummarizeEnglishgrammarknowledge.Inconclusion,students‟viewsandteachers‟viewsareverysimilar.TheyallcanrealizetheimportanceofEnglishgrammar,andafoundationofsolidgrammarknowledgeisthebasisforlearningEnglishwell.Furthermore,strongabilityofcommunicationshouldbebasedonsolidgrammarfoundationandgrammarishelpfulforimprovingstudent‟Englishproficiencyanddevelopingtheirskillsoflistening,speaking,readingandwriting.However,someteachersandstudentsarenotclearabouttheaimofEnglishgrammarlearning.TheythinkgrammarlearningisjustforgettinghighergradesinEnglishtests.Mostofstudentsbelievethatgrammarisrigidrules,andtheyhavenointerestinlearninggrammarknowledge.Inaddition,itishardforstudentstounderstandgrammarrulesandconcepts.Althoughstudentsareableto34 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolmasterlotsofgrammarrules,theydonotknowhowandwhytoapplythesegrammarrulesintopracticalcommunication,sostudents‟languageapplicationabilityshouldbeimproved.Fromtheviewsofteachersandstudents,itcanbeseenthatmostofteachersandstudentsallthinkgrammarknowledgeisofgreatimportanceinEnglishlearning,butmanystudentsarenotinterestedinlearninggrammar,becausetheythinkthegrammarlearningisveryboring,sostudents‟Englishgrammarlearningsituationisnotoptimistic.InEnglishtests,mostofstudentsmakegrammarerrorsfrequently,sothattheirEnglishscoresarenothigh.Inaddition,students‟grammarusingabilityisweak,andmanystudentsdonotknowhowtoapplygrammarrulesintopractice.Ingeneral,grammarknowledgeisveryimportant,anditisthekeypointandthedifficultpartinEnglishteaching.4.1.3DataCollectionandAnalysisofthepost-QuestionnairesforStudentsThepost-questionnaireconsistsof14questions,whichwascarriedoutinECaftertheexperimenttofindoutstudents‟attitudestowardthethree-dimensionalgrammarframework.Table4.9Students’AttitudestowardtheFormofThreeDimensionalGrammarFrameworkQuestionsABCDE1.Likediscoveringandsummarizinggrammarrulesinrealcontexts.21.4%23.2%23.2%25%7.2%2.Likecommunicatingwithnewgrammarrulesinrealcontexts25%44.6%26.8%3.6%3.Likematerialstobetterunderstandgrammarrules.33.9%32.1%21.4%8.9%3.7%4.Liketeacherstoexplainthegrammarrulesandreasonsindetail.60.7%28.6%10.7%FromTable4.9,itcanbeseenthatnearlyhalfofthestudentsliketeacherstoguidethemtodiscoverandsummarizeEnglishgrammarrulesinrealcontexts,onlya35 青海师范大学硕士学位论文smallnumberdonotlikeit,theyhopethatgrammarrulesarepresentedandtaughtdirectly,becausetheythinkitisdifficulttodiscoverandsummarizegrammarrules,andtheycannotsummarizegrammarruleswell,besides,theyareafraidoflosingfaceinfrontoftheirclassmates.Morethanhalfofthestudentslikecommunicativewithnewgrammarrulesinrealcontexts.Becauseanumberoflanguagematerialsthatisrelatedtothestudents‟lifeishelpfulforimprovingtheirinterestinEnglishlearning,mostofthestudentshopethatteachersprovidelanguagematerialsclosetotheirlifesothattheycanbetterunderstandEnglishgrammarrules,only3.7%ofthestudentsdonotlikelanguagematerials.Inaddition,mostofthestudentsliketeacherstoelaborategrammarrules,andexplaininwhatcontextthegrammarrulesshouldbeusedandthereasonsofit,sothattheycannotonlyknowwhatgrammarruleshouldbeused,butalsoknowhowandwhyitbeused.Table4.10Students’AttitudestowardtheMeaningofThreeDimensionalGrammarFrameworkQuestionsABCDE5.Likepracticinggrammarrulesinarealsituationonthebasisof42.9%23.2%14.3%10.7%8.9%understanding.6.Likepracticingnewgrammarrulesthroughquestions19.6%26.8%25%12.5%16.1%7.Learngrammarrulesthroughmanyactivities55..4%30.3%12.5%1.8%AccordingtoTable4.10,wecanseethatmostofstudentslikepracticingtheminalivelyandrealcontextonthebasisofunderstandinggrammarrules,becausetheycanbetterunderstandEnglishgrammarrulesthroughmanyvariousactivitiesinrealsituations.Onlyfewstudentsdonotlikealivelyclass.Nearlyhalfofstudentsliketopracticenewgrammarrulesthroughquestionsinrealsituations,whileaboutathirdofstudentsdonotlikeit,becausetheirbasicEnglishgrammarknowledgeisweak,andtheyareafraidofmakingmistakes.Inaddition,mostofstudentsliketolearngrammarrulethroughmanyinterestingactivitiesinrealcontexts,becausetheycanbetterunderstandgrammarknowledgethroughvariousactivities,whileonly1.8%ofstudentsdislikevariousactivities.Table4.11Students’AttitudestowardtheUseofThreeDimensionalGrammarFramework36 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolQuestionsABCDE8.Likefinishinggrammartasksthroughcommunicativeactivities37.5%26.8%17.9%10.7%7.1%9.Likedoingvariousactivitieswithnewgrammars21.4%10.7%35.7%26.8%5.4%10.Likemasteringgrammar48.3%23.2%12.5%7.1%8.9%knowledgethroughmaterials11.Usegrammarrulestothe16.1%19.6%21.4%32.1%10.7%practice.FromTable4.11,wecanseethatmorethanhalfofstudentslikefinishinggrammartasksthroughvariouscommunicativeactivities,whileapartofstudentsdonotlikeit,becausetheirspokenEnglishispoor,theyareafraidofcommunicatingwiththeirclassmatesinEnglish.Aboutathirdofstudentslikedoingmanyvariousactivitieswithnewgrammarrules,becausetheirinterestinlearninggrammarcanbeimprovedduringtheprocess,sothattheycanbetterunderstandgrammarknowledge,while32.2%ofstudentsdonotlikedoingvariousactivities,becausetheyareafraidofmakingmistakesandbeinglaughedatbytheirclassmates.Atthesametime,mostofstudentslikemasteringandconsolidatinggrammarrulesthroughrealmaterials,onlyfewstudentsdislikeit.Inaddition,onlyasmallnumberofthestudentsareabletoapplygrammarrulestothepracticalcommunicationintheirdailylife,however,mostofthestudentsdonotknowhowtousegrammarrulestheyhavelearned.Table4.12Students’AttitudestowardtheThree-DimensionalGrammarFrameworkQuestionsABCDE12.Thethree-dimensionalgrammarframeworkishelpfulfortheir33.9%39.3%17.2%5.4%3.6%grammarlearning.13.Thethree-dimensionalgrammar30.4%35.7%23.2%8.9%1.8%frameworkcanhelptogethighscores.14.Likethethree-dimensional42.8%41.1%12.5%1.8%1.8%grammarframeworkAccordingtoTable4.12,whichshowsmostofthestudentsthinkthatthethree-dimensionalgrammarframeworkishelpfulfortheirgrammarlearning,whilestill9%ofthestudentsdonotthinkso.Morethanhalfofthestudentsbelievethatthe37 青海师范大学硕士学位论文three-dimensionalgrammarframeworkisabletohelpthemgethighscoresinEnglishtests,whilestill10%ofthestudentsdisagreewiththisidea.Atthesametime,mostofthestudentslikethethree-dimensionalgrammarframeworkbecauseoftheinterestingactivitiesandthelanguagecommunicativeopportunitiesinclass,only3.6%ofthestudentsdonotlikethethree-dimensionalgrammarframework.Instudents‟opinion,thethree-dimensionalgrammarframeworkcannotonlyimprovetheirEnglishtestscores,butalsodeveloptheircomprehensivelanguageuseabilitysothattheycanuseEnglishgrammarrulescorrectly,meaningfullyandappropriately.4.2DataCollectionandAnalysisoftheInterviewsforstudentsAccordingtotheinterviewsforstudents,theauthormakesasummaryoftheresults.Aboutquestion1,mostofstudentsthinkthatthreedimensionalgrammarframeworkisdifferentfromthepreviousgrammarteaching,theythinkthatlearninggrammaraccordingtothethree-dimensionalgrammarframeworkismoreinteresting,becausetheycanbetterunderstandandmastergrammarknowledgethroughvariousactivitiesandlanguagecommunicativeopportunitiesinclasses,andtheycanlearngrammarrulesinrealcontexts,sotheycanknowhowtouseEnglishgrammarknowledgecorrectly,meaningfullyandappropriately.Accordingtotheanswerstothequestion2,3and4,mostofstudentsbelievedthattheycanimprovetheinterestofEnglishlearning,languageskillsandEnglishtestscoresthroughthethree-dimensionsgrammarframeworkcomparedwithnormalgrammarteaching,andtheycanusegrammarrulesmoreaccurately,meaningfully,appropriately.Aboutquestion5,mostofstudentslikethethree-dimensionalgrammarteachingframeworkbecauseofinterestingactivitiesandlanguagecommunicativeopportunitiesinclasses.Theyhopetobetaughtbyteacherwiththethree-dimensionalgrammarframework,theythinkthethree-dimensionalgrammarframeworkishelpfulforimprovingtheirEnglishtestscoresanddevelopingtheircomprehensivelanguageuseability.Forthelastquestion,manystudentshopethatteachersprovidemorelanguagecommunicativepracticeswithinthegroups.Andtheyalsorequiremorerealcontextssothattheycanbetterlearnandunderstandgrammarrulesinarelaxedatmosphere.Inaddition,studentsliketeacherstoexplainthegrammarknowledgeandhowandwhytousethesegrammarrulesindetail.Theyhopetopracticetheminlivelycontextsonthebasisofunderstandinggrammarrules,becausetheycanbetterlearn38 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolandunderstandgrammarrulesthroughvariousactivitiesclosetotheirlife.However,asmallnumberofthestudentsareafraidofperformingtheirEnglishinpublic,becausetheirbasiclanguageabilityispoor.Furthermore,manystudentshopethatteacherscanunderstandtheirbehaviorsfromtheperspectivesofstudentsandprovidestudentswithmanylearningandpracticeopportunities.Teachersshouldteachstudentsthelanguagerulesindetailandthereasonsforit,sothatstudentscanknowwhatgrammarsruleshouldbeusedandknowhowandwhytheycanbeused.Ingeneral,mostofstudentslikethethree-dimensionalgrammarframework,theycanbetterunderstandandmastergrammarrulesthroughthethree-dimensionalgrammarframework,sothattheyuselanguagecorrectly,meaningfully,appropriately.4.3DataCollectionandAnalysisoftheTests4.3.1DataCollectionandAnalysisofthePre-testThepre-testisthestudents‟previousfinalexamination(seeappendixⅧ).Thepre-testtotalscoreis100points.Thenumberofstudentsintheexperimentalclassis56.Thehighestscoreis96,andthelowestscoreis30.Whilethenumberofstudentsinthecontrolclassis57.Thehighestscoreis97,andthelowestscoreis28.Formoredetailedanalysis,pleaseseethefollowingtable.Table4.9GroupStatisticsforECandCCinPre-testGroupNMeanStd.DeviationStd.ErrorMeanEC5671.464319.044412.54492CC5771.473720.327772.69248Fromtable4.9,wecanseethatthemeanscoreofECis71.46,andthemeanscoreinCCis71.47,whichis0.01higherthanthatof71.47inEC,thedifferencebetweenthemeanscoreofthetwoclassesisverylittle.However,onlytheabovedatacannotbeenoughtojudgethatthetwoclassesareinthesameEnglishandgrammarlevel.Soanindependentsamplet-testareneeded.Table4.10IndependentSampleT-testforECandCCinPre-test39 青海师范大学硕士学位论文Levene‟sItemsTestfort-testforEqualityofMeansEqualityofVariances95%ConfidenceStd.IntervaloftheVariancesMeanErrorDifferenceFSig.tdfSig.(2-tDifferenceMeanLowerUpperailed)Equal.552.459-.003111.998-.009403.707-7.3557.3363variances02111assumedEqual-.003110.7.998-.009403.704-7.3517.3322variances5287022notassumedAccordingtotheTable4.10,itcanbeseenthatTestforEqualityofVariancesisSig.=0.459>0.05,whichmeansthatthevariancesofthesetwoclassesareequal.Besides,t=-.003,theSig.(2-tailed)is0.998>0.05,whichmeansthereisnosignificantdifferencebetweenECandCCinEnglishlevel.Inotherwords,atthebeginningoftheexperiment,theEnglishlevelofstudentswhocomefromECandCCisalmostthesame,whichprovesthestudyisfeasibleandreliable,Sothestudycanstartexperimentinthesetwoparallelclasses.4.3.2DataCollectionandAnalysisofthePost-testsThepost-testswerecarriedoutinthetwoclassesaftertheexperimenttoidentifywhateffectstheapplicationofthethree-dimensionalframeworkinEnglishgrammarteachingwillhaveonEnglishgrammarlearningandwhetherstudentswereeffectiveingrammarteachingbyusingthree-dimensionalgrammarframework.Inconsiderationofthereliabilityandthevalidityofthetest,thepapersinpost-testincludethegrammarexaminationdesignedbytheauthor(seeappendixⅩ),andthe40 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolfinalexaminationaftertheexperiment(seeappendixⅨ).Thestructureoffinalexamisthesameasthepre-test‟s.Datacollectedinpost-testareanalyzedasfollows:Table4.11GroupStatisticsforECandCCinPost-test(thefinalexamination)GroupNMeanStd.DeviationStd.ErrorMeanEC5678.3211.6261.554CC5771.9311.6511.543Table4.12IndependentSampleT-testforECandCCinPost-test(thefinalexamination)Levene‟sItemsTestfort-testforEqualityofMeansEqualityofVariances95%ConfidenceMeanStd.IntervaloftheFSig.tdfSig.(2-tailDifferenErrorDifferenceVariancesed)ceMeanLowerUpperEqual.007.9322.919111.0046.3922.1902.05210.73variances1assumedEqual2.919110.9.0046.3922.1902.05210.73variances731notassumedAsisshownintheTable11above,themeanscoreofCCinpost-testis71.93,farlessthan78.32ofEC.Inaddition,itcanbeseenfromTable4.12thatSig.(2-tailed)is.004<0.05.whichshowsthedifferencebetweentheECandCCisobviousinthefinalexaminationaftertheexperiment.Basedonthedataandanalysisabove,itcanbeconcludedthatstudents‟EnglishperformanceinECaresignificantlybetterthanthatinCCaftertheexperiment.SincestudentsinECandCChadalmostthesameEnglishlevelbeforetheexperiment,andtheirteachingconditionsweresimilar,soitcanbeconcludedthatthesignificantdifferencesbetweenECandCCisduetotheunequalteachingeffect,andthethree-41 青海师范大学硕士学位论文dimensionalgrammarframeworkiseffectiveinimprovingstudents‟Englishperformance.Tosomeextent,itcanhelpstudentstolearnEnglishgrammarmoreeffectivelyandcorrectly,sothatstudentscanusegrammarknowledgeaccurately,meaningfully,appropriately.Table4.13GroupStatisticsforECandCCinPost-test(thegrammarexaminationdesignedbytheauthor)GroupNMeanStd.DeviationStd.ErrorMeanEC5678.1611.5011.537CC5771.7410.7111.419Table4.14IndependentSampleT-testforECandCCinPost-test(thegrammarexaminationdesignedbytheauthor)Levene‟sItemsTestfort-testforEqualityofMeansEqualityofVariances95%ConfidenceIntervaloftheStd.DifferenceVariancesMeanErrorLowerUpperFSig.tdfSig.(2-tDifferenMeanailed)ceEqual.105.7473.073111.0036.4242.0902.28210.566variancesassumedEqual3.071110.1.0036.4242.0922.27910.569variances30notassumedAsisshownintheTable4.13,themeanscoreforECandCCinpost-test(thegrammarexaminationdesignedbytheauthor)are78.16and71.74respectively.SothemeanscoreofECis7.02higherthanthatofCC.Furthermore,Table4.14showsthatSig.=747>0.05,whichshowsthatthevariancesofthetwoclassesareequal.42 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolFurthermore,theSig.(2-tailed)is.003<0.05,whichmeansthattherearesignificantdifferencebetweentheECandCCinthegrammarexamination.Consequently,wecanconcludethatthethree-dimensionalgrammarframeworkemployedinECcanimprovestudents‟grammarachievementmoreefficientlythanthetraditionalteachingmethodemployedinCC.Itisfurtherconfirmedthatthethree-dimensionalgrammarframeworkishelpfulforimprovingstudents‟grammarproficiency.ChapterFiveConclusion43 青海师范大学硕士学位论文Thischaptermakesaconclusionoftheresearch.Pedagogicalimplicationsarepresented.Theninthelastpartofthischapter,somelimitationsandsuggestionsofthestudyforfuturestudyareshowed.5.1SummaryofMajorFindingsinResearchThisresearchaimstoinvestigatethecurrentsituationofEnglishgrammarlearninginjuniorhighschoolandstudents‟attitudestowardtheapplicationofthree-dimensionalgrammarteachingframeworkinEnglishgrammarteaching,anditalsotriestofigureouttheeffectsoftheapplicationofthethree-dimensionalgrammarframeworkinEnglishgrammarteachinghaveonEnglishgrammarlearning.Throughanalysisanddiscussionofthedatacollectedfromtests,questionnairesandinterviews,themajorfindingsareasfollows.Firstly,fromthecomprehensiveevaluationofpre-questionnaires,itcanbeconcludedthatmostofEnglishteachersandstudentsofjuniorhighschoolsallknowtheimportanceofgrammarlearning.However,mostofstudentsarenotinterestedinEnglishgrammarlearningandlackconfidenceinEnglishgrammarlearning.Manystudentsthinkthatgrammarissoboringthattheydonotliketolearngrammar,whichisalsoanimportantreasonforstudents‟poorEnglishgrammarlevel.Infact,thesimpleteachingmethodofteacheralsohasaneffectonstudents‟interestandconfidenceinEnglishgrammarlearning.Inaddition,manystudentscanmastergrammarrules,buttheydonothowtoapplythemintopracticecorrectlyandappropriately.Forteachers,themethodsofEnglishgrammarteachingaresingleandlackofdiversity.Studentslearngrammaticalknowledgepassively,sothatmanystudentsdonotwanttolearnEnglishgrammar.Secondly,fromtheoverallevaluationofpost-questionnairesandinterviews,itisconcludedthatmoststudentslikethethree-dimensionalgrammarframeworkbecausetheyinsistthethreedimensionalgrammarframeworkcanimprovetheirinterestoflearningEnglish,studentsaremoreinterestedinlearninggrammarthanbeforebecauseofthevariousactivitiesandthelanguagecommunicativeopportunitiesinclass,andtheycanlearngrammarrulesinrealcontexts.Inaddition,manystudentsbelievethatthethree-dimensionalgrammarframeworkishelpfulforimprovingtheirtestscoresandcomprehensivelanguageapplicationability.Furthermore,theycanbetterunderstandandmastergrammarrulesthroughthethree-dimensionalgrammarframework,andusegrammarknowledgeandlanguagecorrectly,meaningfullyand44 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolappropriately.Thirdly,thedataofthepre-testandpost-testsshowsthatthreedimensionalgrammarteachingframeworkiseffectivetoimprovestudents‟Englishperformanceandgrammarproficiency.ThestudentsinECgotbetterscoresthanthestudentsinECinthegrammarexaminationdesignedbytheauthorandthefinalexamination,thestudentscouldimprovethescoresforthegrammarknowledgeandthetotalscores.BecausetheEnglishlevelofstudentsinECandCCarealmostthesamebeforetheexperiment,andtheirteachingconditionsweresimilar.Itisprovedthatstudents‟EnglishperformanceinECarebetterthanthatinCCaftertheexperiment.Thatistosay,thethree-dimensionalgrammarteachingframeworknotonlycanhelpstudentstoimprovestudents‟abilityingrammar,butalsoitcanhelpstudentstoimprovetheirEnglishperformance.Thus,students‟grammarcompetenceandEnglishproficiencywaspromotedthanbefore.5.2PedagogicalimplicationsBasedtheaboveresearchfindings,wecandrawsomeimplicationsforgrammarteachinginjuniorhighschool.Firstofall,teachers‟understandingandattitudesofgrammarteachinghaveagreateffectontheeffectivenessofstudents‟grammarlearning.Accordingtothecontentofthenewcurriculumstandardsandtheresultsofresearch,althoughsometeachersknowthatgrammarteachingplaysanimportantroleinEnglishteaching,theyignorethecultivationoflanguageusingabilityofstudents.Thequestionthatweshouldconsiderishowtoteachgrammarmoreeffectivelyandcorrectlyratherthanwhetherteachershouldteachgrammarornot.Teachersshouldlayemphasisoncultivatingstudents‟comprehensivelanguagecompetenceinEnglishlearning.Second,manystudentsonlymemorizelanguageformsmechanically,theydonotknowhowtouseitdespitehavingagreatdealofgrammarknowledge.Teachersshouldnotonlyguidestudentstodiscoverandsummarizeforeignlanguageformsbythemselves,butalsoencouragethemtofullyunderstandthelogicalreasonsinlanguageandexplainclearlywhenandwhytheyshouldbeusedproperly.Third,Itisnotsuggestedthatgrammarteachingbeconductedinisolationfromcertainsocialsituations.Awell-constructedlearningenvironmentisanindispensableelement.Studentsshouldbeofferedalotofopportunitiestousethetargetlanguagecorrectly,meaningfullyandappropriately.45 青海师范大学硕士学位论文Finally,teachersshouldnotseparategrammarteachingfromcertainsocialsituations.Teachersshouldbuildagoodlearningenvironmentandcreatesimilarsituationstohelpstudentstolearngrammarandtousegrammarrules.Atthesametime,studentsshouldbegivenmanyopportunitiestousethetargetlanguagecorrectlyandproperly.5.3LimitationsandSuggestionsforFurtherResearchInthelightofsomesubjectiveandobjectivefactorsoccurringintheprocessoftheresearch,therearesomeinevitablelimitationswhicharelistedasfollows:Firstly,thenumberofstudentsparticipatingintheexperimentislimited.QuestionnairesandinterviewswereconductedonlybetweenstudentsandteachersatNO.13MiddleSchoolinGuilin,andonly113studentsparticipatedintheexperiment.Therefore,thedataandevaluationcollectedfromthequestionnairesandinterviewscanonlyreflectthesituationanddemandsofasmallnumberofstudents,whichcannotrepresentthelearningsituationofstudentsintheregionorthewholecountry,thefindingsoftheresearchmayonlyreflectthesituationofarelativelynarrowrange,whichisalackofbroadrepresentation.Secondly,thetimeoftheresearchisnotenough.ThisstudylastedatotaloffourmonthsfromSeptember3toDecember30,whichistooshortforgrammarteachingresearch.Whatismore,theresearcherhasfewopportunitiestoputthethree-dimensionalgrammarframeworkintoclassroompractice.Ittakesaverylongtimetocarryoutanempiricalstudyofgrammarteachinginordertoobserveandanalyzeotherimportantfactors.Thirdly,teachingspaceislimited,becausethenumberofstudentsislarge,itcanbeabitdifficulttoarrangestudents‟seatingforsometeachingactivitiesinalimitedclassroomspace,sothattheeffectivenessofteachingactivitiesmaynotbeideal.Atlast,althoughtheresearchsubjectswerecarefullychosenbeforetheexperimenttoensuretheyareonthesamelevelinEnglish,itishardtosayiftheresultsoftheexperimentmaybeaffectedbyotherfactors,suchastheresearchsubjects‟learninghabits,examinationskillsorotherfactors.Whatismore,becauseoftheauthor‟slimitedlanguageteachingabilityandtheoreticalknowledge,sotheteachingeffectcannotbeperfectinteachingpractice.Asmentionedabove,becausetheauthor‟stheoreticalknowledgeandteachingexperienceinEnglishgrammarteachingisnotenough,theresearchdidnotachieve46 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchooltheexpectedresults,whichhassomelimitations.Therefore,theauthorputsforwardsomesuggestionsbasedontheseproblems,hopingthatitcanprovidesomereferencesforotherresearcherstoconductrelevantstudy.Firstly,iftheconditionspermit,thenumberoftheresearchsubjectscanbeenlarged,theparticipantscanbedifferentEnglishlevelstudentsfromdifferentregions,inorderthatthedataandanalyzecollectedfromthequestionnairesandinterviewswillbemorecredible,andtheteachingdesigncanbemorescientificandmoreaccurate,andtheresearchresultscouldbemoreconvincing.Secondly,ifpossible,theexperimentalperiodcanbelonger,sothattheresearchercanhavetheopportunitytobetterobservetheeffectivenessofthethree-dimensionalgrammarframework,tomakefulluseoftheteachingpracticeinclassroomstofurtherimprovetheexperiment,sothattheresultsoftheresearchcanbemorereliable.Finally,thisstudymerelytriestoteachEnglishthroughuseofthethree-dimensionalgrammarframework,whichdoesnotdenyotherapproachesormethodsofEnglishteaching.Infact,teachersshouldcombinedifferentteachingmethodsflexiblywhenteachingdifferentgrammarrules.Therefore,teacherscanalsoknowwhatkindofgrammarprojectsaresuitableforwhatteachingmethods.Itishopedthatthisthesiswillbehelpfulfortheresearcherswhostudyrelevantgrammarteachingmethodlater.References[1]Allright,R.Communicationintheclassroom[M].Landon:Longman,1981.47 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青海师范大学硕士学位论文[49]章兼中.英语教育心理学[M].北京：警官教育出版社，1998.[50]中华人民共和国教育部.义务教育英语课程标准.北京师范大学出版社,2011.50 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolAppendixⅠ中学英语语法教学现状调查(教师问卷)尊敬的老师:您好!感谢您在繁忙之中抽出时间填写一份关于英语语法教学状况的调查问卷，请您对照题目，选择符合您情况的答案。本调查仅作科学研究使用，其目的是了解现实中中学英语语法教学中的一些情况，从中总结经验，找出问题，为改善您的教学提供依据。因此您无须有任何顾虑，请如实作答。谢谢您的合作!一、选择题您认为初中英语教学中，语法的重要程度如何?A.很大B.比较大C.普通D.比较小E.很小2.您认为语法知识对英语听、说、读、写能力培养的作用如何?A.很大B.比较大C.普通D.比较小E.很小3.在您看来语法教学的目的是什么?A.为了促进学生英语听、说、读、写技能的发展B.为了提高学生的考试分数C.为了让学生全面掌握语法知识D.不清楚4.您认为英语语法对学生语感影响如何?A.很大B.比较大C.普通D.比较小E.很小5.在课上教授语法内容时，学生的兴趣度如何?A.很高B.比较高C.普通D.比较低E.很低6.在课上教授语法内容时，您让学生参与讨论吗?A.总是B.经常C.偶尔D.很少E.从不7.您要求自己的学生对所学的英语语法知识进行归纳总结吗?A.从不B.很少C.偶尔D.经常E.总是8.学生学习英语语法时的信心如何?A.很高B.比较高C.普通D.比较低E.很低9.您通常是如何教授语法的?A.演绎法B.归纳法。10.您主要采用哪种方式教授语法?A.完全由学生自主学习B.基本由学生自学C一般由教师讲解D.基本由教师讲E完全由教师讲解51 青海师范大学硕士学位论文11.您通过多种暗示方法(如粗体、斜体、下一划线、大写等方式)引起学生对语形式的注意吗A.从不B.很少C.偶尔D.经常E.总是12.在必要时，您对语法知识进行集中讲授吗?A.总是B.经常C.偶尔D.很少E.从不13.有时是不是您反复纠错，学生却还是犯同样的语法错误?A.总是B.经常C.偶尔D.很少E.从不14.是不是出现过有学生知道语法规则却不会运用的情况?A.总是B.经常C.偶尔D.很少E.从不15.您认为学生总结、归纳英语语法知识的能力怎么样?A.很强B.比较强C.普通D.比较弱E.很弱16.在考试中，相比其它方面的试题，学生语法方面的考题得分情况如何?A.很好B.比较好C.普通D.不太好E.很不好17.您花费在英语语法教学上的时间与花费在其他方面的时间相比:A.很多B.比较多C.相当D.比较少E.很少18.您认为相对于其他方面的教学，英语语法教学难易程度怎么样?A.很容易B.比较容易C.普通D.比较难E.很难52 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolAppendixⅡ中学语法教学现状调查(学生问卷)亲爱的同学:您好!轻松一下，做份调查问卷吧!这是一份关于英语语法学习状况的调查表，请根据自己的情况对照题目，选择符合您情况的答案。本调查仅作学科研究使用，其目的是了解初中学生在英语语法学习中的一些现实情况，您无须有任何顾虑，请如实作答。谢谢您的合作!一、选择题1.您认为在初中英语学习中，语法的重要性如何?A.很大B.比较大C.普通D.比较小E.很小2.您认为英语语法知识对听、说、读、写能力的培养作用如何?A.很大B.比较大C.普通D.比较小E.很小3.就目前来看您认为英语语法学习的目的是什么?A.为了学好英语B.培养语感C.为了考试得高分D.不清楚4.您认为语法对语感影响如何?A.很大B.比较大C.普通D.比较小E.很小5.在学习语法内容时，您的兴趣如何?A.很高B.比较高C.普通D.比较低E.很低6.课上学习英语语法时，您参与讨沦吗?A.总是B.经常C.偶尔D.很少E.从不7.您对学好英语语法的信心如何?A.很高B.比较高C.普通D.比较低E.很低8.您对所学的英语语法知识进行归纳、总结吗?A.总是B.经常C.偶尔D.很少E.从不9.每当考试或作业中出现语法错误，您分析出错原因吗?A.总是B.经常C.偶尔D.很少E.从不10.您主要采用哪种方式学习英语语法?A.完全自学B.基本自学C一般靠老师讲解D.基本靠老师讲解E.完全靠老师讲解11.您觉得英语语法规则、术语难懂吗?53 青海师范大学硕士学位论文A.很容易B.比较容易C.普通D.比较难E.很难12.您认为教师及时纠正您所犯的英语语法错误必要吗?A.很有必要B.比较必要C.有必要D.不太必要E.必要13.您在使用英语时犯同样的语法错误吗?A.总是B.经常C.偶尔D.很少E.从不14.您知道英语语法规则但不会运用吗?A.总是B.经常C.偶尔D.很少E.从不15.在用英语进行听、说、读、写时，您能迅速地感觉到语法上的正误吗?A.总是B.经常C.偶尔D.很少E.从不16.您总结、归纳语法知识的能力怎样?A.很强B.比较强C.普通D.比较弱E.很弱17.在英语考试中，相比其它方面的试，语法方面的试题得分情况如何?A.很好B.比较好C.相当D.比较差E.很差18.您花费在英语语法上的时间与其他方面的时间相比:A.很多B.比较多C.相当D.比较少E.很少19.您认为英语语法学习相对于其他方面的学习难易程度如何?A.很容易B.比较容易C.普通D.比较难E.很难54 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolAppendixⅢPost-questionnaireforstudents英语三维语法教学情况调查问卷亲爱的同学:您好!本人目前正攻读青海师范大学教育硕士，因撰写毕业论文所需编制此调查问卷。本问卷旨在了解学生对英语三维语法教学法的态度。本问卷仅供个人研究使用，不记名，无对错，不涉及任何商业用途。衷心希望您按照自己的实际情况认真填写，感谢您的配合!请在符合你实际情况的方框里打A:完全同意B:基本同意C:不确定D:不同意E:完全不同意题目ABCDE1.我喜欢在听力(演讲、歌曲等)，对话(电影片段等)或阅读(诗歌、名著等)等语境中接触新的语法项目。2.我喜欢老师引导我在真实语境中发现并总结语法规则。3.我喜欢课上老师多提供真实的语言材料，让我感受到语言的规律及特点。4.我喜欢老师清楚明白地解释语法规则，并说明在何种语境下如何运用语法规则，以及其理由。5.我喜欢在理解的基础上，在活泼、真实的情境中操练语法规则。6.我喜欢将新学语法规则与真实情境联系起来，通过连线匹配题，限定型对话等类似直接练习的方式操练语法规则。7.在形式多样的语境中练习语法规则，我对语法知识会有更深入的理解。8.我喜欢课上以讨论或小组合作等互动交流的方55 青海师范大学硕士学位论文式共同完成老师布置的语法练习。9.我喜欢用新学习的语法规则进行角色扮演、故事续写等活动，并愿意进行展示。10.我喜欢老师用真实的语言材料，如高考真题电影旁白等练习帮助我们巩固语法点。11.我能将大部分所学的语法知识自觉应用到实际交流中。12.我认为三维语法教学更有利于语法知识的学习。13.我认为三维语法教学能帮助我在英语高考中获得好成绩。14.我喜欢老师采用三维语法进行语法教学。56 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolAppendixⅣ实验组英语三维语法教学情况访谈大纲1.您觉得今天老师上语法课和之前上语法课有什么区别吗?区别在哪?2.您觉得老师今天教授语法的方式与之前的方式相比哪种更能提高你学习语法的热情吗?3.您觉得老师今天的教授语法方式与之前的方式相比哪种更能提高你的英语语言能力?如，听，说，读写或综合语用能力等。4.您觉得老师今天的教授语法方式与之前的方式相比哪种更能提高你的英语学习成绩吗?5.您觉得两种教学方法相比，您更喜欢哪种方式?为什么?6.您对老师之后的语法教学有什么意见和建议?57 青海师范大学硕士学位论文AppendixⅤ2016-2017学年期末考试试卷七年级英语本试卷分第Ⅰ卷(选择题)和第II卷(非选择题)两部分。满分100分。考试用时100分钟。注意事项:1.答题前，考生务必将学校、班级、姓名、考试号填写在答题卷相应的位置上;将学校、姓名、年级、考场、座号、考试号填写(涂)在答题卡相应的位置上。2.考生答题必须在答题卡和答题卷上，答在试卷上和草稿纸上一律无效。第I卷(四大题，共分)一、听力选择(共两部分，满分20分)(请先用两分钟时间熟悉听力试题，然后再动笔答题。做题时，请先将答案划在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卷上。)A)听对话回答问题(共10小题;每小题1分，满分10分)本部分共有10道小题，每小题你将听到一段对话，每段对话听两遍。在听每段对话前，你将有5秒钟的时间阅读题目:听完后，你将有5秒钟的时间选出你认为最合适的答案。t二、单项填空(共10小题:每小题1分，满分10分)从A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑21.Whatgoodweather!Whynotgooutforawalk?.A.aB.anC./D.the22.一Whatareyougoingtodowhenyougrowup?一Asinger,butmyparentswishme____ateacher.A.amB.areC.wasD.were23.Myfamilyhastwodogs.Oneiswhite,isblack.A.otherB.anotherC.theotherD.others24.Theremanytreesinfrontofmyhousenow.A.isB.areC.wasD.were25.MrSmithlivesParkRoad.Hishomeisnotfar___thehospital.A.at,fromB.on,toC.on,fromD.in,to26.rightatthefirstcrossing,andthebankistheleft.A.Go,onB.Turn,inC.Turn,onD.Go,by58 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool27.Jimisalwayssobusyhehaslittletimeforhisfamily.A.IfB.untilC.thatD.which28.—Where‟sTonynow?—Osawhim____inthegardenamomentagoandItoldhim____.A.play,gohomeB.playing,togohomeC.toplay,goeshomeD.play,goinghome29.Don‟t____toolatetonight,oryouwillfellsleepyinclasstomorrow.A.getupB.putupC.StayupDwakeup30.—____cakewouldyoulike?—Strawberrycake,please.A.WhatsizeB.WhatkindC.WhatkindofD.Howmany三、完形填空(共10小题;每小题1分，满分10分)先通读下面的短文，掌握其大意，然后在每小题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。Goodmorning,everyone.Iwantto36youaboutmyneighbor(邻居)，Mr.White.Thereare37peopleinMr.White"sfamily.Mr.Whiteisamanagerofabigshop.Mrs.WhiteteachesEnglishinauniversity(大学).Herstudentslikeherverymuch38sheisinteresting.TheWhiteshavetwo39.ThesonisTim.Heisthirteen.ThedaughterisNell.Sheistwelve.Thereisalsoabrown40intheirfamily.41nameisStella.Mr.Whitelovessportsandheisgoodatplayingtennis.Mrs.Whitelikes42.Shedrawsmanybeautifulpictures.Tim43listeningtomusic.HehasmanyCDs.JustinBieberishisfavoritesinger.44isNell"shobby?Shelikesdoingsome45.Shehasalotofbooksinherroomnow.OnSunday,thentaketheircattothenarkandtheyoftenhavea.goodtimethere.36.A.askB.sayC.tellD.write37.A.threeB.fourC.fiveD.six38.A.whenB.butC.soD.because39.A.studentsB.activitiesC.childrenD.places40.A.catB.rabbitC.dogD.horse41.A.MyB.YourC.TheirD.Its42.A.readingB.gardeningC.drawingD.dancing43.A.followsB.enjoysC.triesD.gives44.A.WhatB.HowC.WhichD.Who45.A.dancingB.swimmingC.cookingD.reading四、阅读理解(共10小题;每小题2分，满分20分)59 青海师范大学硕士学位论文阅读下列短文，从每题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡将该项涂黑。AInachattingroomontheInternet,somechildrenaretalkingaboutwhattheyliketodoatschool.FlyingFish:Ithinkmusicismyfavorite.IlikelisteningtomanybeautifulEnglishsongs.Ineedtofeelrelaxedafteraday"swork.SoIoftenlistentomyfavoritemusicaftersupper.SingingBird:Ilikemusic,too.ButIonlylistentoChinesesongs.Ialsolikedrawing.MaybeIcanbeagreatpainter(画家)whenIgrowup.Ialsolikereading.Readingmakesmeclever.JumpingTiger:Idon"tlikemusicordrawing.Theyareawaste(浪费)oftime,Ithink.1amagoodbasketballplayer.Icanhelpourschoolteamwin.Don"tyouthinkit"scool?RunningFootball:Iamnotagoodbasketballplayer.ButIplayfootballwell.Playingfootballmakesmestrong.IfeelgreatwhenIamonthefootballfield.Ispendhalfanhouradayplayingfootball.SwimmingCat:Iamnotlikemanyotherboys.Idon"tlikesportsverymuch.Ijustthinkreadingismyfavorite.Icanlearnalotfrombooks.Ispendanhourreadingbookseveryday.46.WhatdoesJumpingTigerthinkiscool?A.Music.B.Basketball.C.Football.D.Drawing.47.Wholikesreadingbooks?A.SwimmingCatandSingingBird.B.SingingBird.C.SwimmingCat.D.FlyingFish.48.What"stheChinesemeaningoftheunderlinedword"relaxed"?A.劳累B.忧郁C.放松D.紧张49.Whichisnotmentioned(提到)?A.Sports.B.Art.C.Chinesesongs.D.TV.BEarlytobedandearlytorisemakesamanhealthy,wealthyandwise.ThisisanoldEnglishsaying.Doyouknowitbefore?Itsaysthatwemustgotobedearlyandgetupearlyinthemorning.Thenweshouldbehealthy.Weshouldalsoberich(wealthy)andclever(wise).Thisistrue.Thebodymusthaveenoughsleeptobehealthy.Childrenofayoungageshouldhavetenhours"sleepeverynight.Childrenwhodon"thaveenoughsleepcan"tdotheirworkverywell.Theywillnotbewiseandtheymaynotbecomewealthy!60 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolThebodyalsoneedsexercise.Walking,running,jumping,swimmingandplayinggamesareallexercise.Exercisekeepsthebodystrong.Exercisealsokeepstheblood(血液)movingaroundinsidethebody.Thisisveryimportant.Ourbloodtakesfoodtoallpartsofourbody.Theheadalsoneedsblood.Exercisehelpsustothinkbetter!50.Ifachilddoesn"thave10hours"sleepeverynight,he.A.willbecomewiseB.won"tdowellinhisworkC.willhavetosleepinthedaytimeD.can"tgotoschoolintime51.Apersonneeds.exercisebecause.A.itmakeshimhealthyB.ithasmuchbloodC.itdoesn"tneedtimeD.itisfuntodoexercise52.Whichofthefollowingisnottrue?A.Exerciseisgoodforaperson"sthinking.B.Astudentshouldhave10hours"sleep.C.It"sgoodforyoutogetupearlyandgotobedearly.D.Ifyouhaveenoughblood,you"llbewise.CJohnisfiveyearsoldnow.Heisagoodboy.Heisverycleverandcanreadverywell.Buthecan"ttelltherighttimebyclock.Hedoesn"tsayeighto"clockinthemorning,twelveo"clockorfouro"clockintheafternoon.Healwayssays"breakfasttime"foreighto"clock,"lunchtime"fortwelveo"clockand"tea-time"forfouro"clockintheafternoon.Hismotherwantstoteachhimtoknowthetimebyclock."Canyoucount,John?"hismotheraskshim."Yes.Letmecountforyou.One,two,three,four,five,six,seven,eight,nine,ten,eleven,andtwelve...""That"sgood,John.Nowletmetellyoutosaythetime.Now,look!Iputthelonghandontwelveandtheshorthandonone.Thatisoneo"clock.IfIputtheshortontwo,that"stwoo"clock.Doyouknow?""Yes,Ido."Johntellshismother."Good.IfIputtheshorthandonfour,what"sthat?"hismotherasksandreallyputstheshortoneonfour."Tea-time,Mum.AndIamhungry."53.WeknowJohnisachildfromthepassage.A.badB.goodC.politeD.poor54.Thefirstparagraph(段落)mainlytellsus.A.Johncan"ttelltimeB.JohnisnotagoodboyC.Johncan"tsayanywordsD.Johnwantstolearnsomewords55.Whichofthefollowingisright?A.Johnisasix-year-oldboy.61 青海师范大学硕士学位论文B.Healwayssays"lunchtime"foreleveno"clock.C.John"smotherdoesn"twanttoteachhimtoknowthetimebyclock.D.AtlastJohncantelltherighttimebyclock.第II卷(六大题，共61分)五、情景交际(每小题2分，共10分)A:Jim!__56___B:I‟mreadinganinterestingstory.A:Canyoucomehere,please?__57___B:Sure,Mom.___58__Whatareyoumaking?A:___59__B:Letmehelpyou,Mom.___60__A:Let‟sputthecakesonthetable.B:OK,Mom.A.Wherecanweputthecakes?B.Whatareyoudoing?六、用所给词的适当形式填空(共10小题;C.I‟mcoming.每小题1分，满分10分)D.I‟mmakingsomecakes.61.Whattime____yourgrandpa_____(go)E.Ineedsomehelp.tobed?F.Whereareyoureading?62.The_____(village)arefromasmallG.Canyoumakecakes?village.63.Canthey_____(come)here?64.(they)dreamistohavemoretime.65.Thankyoufor(take)methereinyourcar.66.Tony‟ssisteralways_____(do)herhomeworkfirstwhenshegetshome..67.一WhendoesMaryusuallygotobed?一She_____(go)tobedatninethirty.68.Ice-creamusually(taste)good.69.Myfatheroften(take)awalkintheevening.70.Tonyusuallygetsuplate.Hedoesnothavetime(eat)breakfast.七、短文填空:根据短文内容及首字母提示，补全空格内单词，使短文完整、通顺。(请在答题卡上写出完整单词)(共10空;每空1分，满分10分)Foodisimportant.Everyoneneedstoa71wellifheorshewantstohaveastrongbody.Ourminds(心灵)alsoneedakindoffood.Thiskindoffoodisknowledge(知识).Webegintogetknowledgeevenwhenwearey72.Smallchildrenareinterestedi73everythingaroundthem.Theylearne74whiletheyarewatchingandlistening.Whentheyaregetting62 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoololdertheybegintor75storybooks,sciencebooksandanythingelsetheylike.Whentheyfindsomethingn76，theyhavetoaskquestionsandt77tofindouttheanswers.Whatisthebestw78togetknowledge?Ifwelearnb79ourselves,wewillgetthemostknowledge.Ifwearealwaysgettinganswersf80othersanddon"taskwhy,wewillneverlearnmoreandunderstandwell.八、书面表达（满分10分）根据下面的提示写一段话，不得少于60个词。提示：假设你所在的城市有一个大动物园，周末你们常常去那儿。那儿有很多动物，如大象、老虎、熊猫、狮子和长颈鹿，你认为这些动物不快乐，它们应该生活在森林里(intheforest)，他们应享受自由。可以使用下列词组：therebe,farfrom,onweekends,Ithink,livein,happy,intheforest.....要求：1.词法正确；2.语句通顺。63 青海师范大学硕士学位论文AppendixⅥ64 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool65 青海师范大学硕士学位论文66 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool67 青海师范大学硕士学位论文68 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool69 青海师范大学硕士学位论文AppendixⅦ语法测试题一.单项选择(共40题，每题1分）1._____doIneedtofeedtheperdog?---Twiceaday.A.HowlongB.HowmuchC.HowsoonD.Howoften2.Ifmyfriendshaveanyproblems,mydooris_____opentothem.A.neverB.seldomC.sometimesD.always3.---DidyouvisityourgrandmaonFridayevening?----No,I____toseeawonderfulmoviewithmymother.A.didn‟tgoB.wentC.goD.willgo4.---Whoreachedthestationontime?---I_____!Infact,Iarrivedthere5minutes.A.wasB.reachedC.didD.do5.I_____moneyforataxi,soIwalkedtothehotel.A.don‟thavesomeB.didn‟thavesomeC.don‟thaveanyD.didn‟thaveany6.Sheoften_____totheirmusicwhenshewasalittlegirl.A.listensB.hearsC.heardD.listened7.---IthinksEnglishisas______asmath.---Iagreewithyou.A.moreinterestingB.mostinterestingC.themostinterestingD.interesting8.Iamsorrythiscoatisnotbigenough.Iwanta____one.70 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolA.biggerB.bigC.smtallerD.small9.Meimeithinksmathsis_____thanChinese.A.easyB.easierC.theeasiestD.veryeasy10.---Bothoftheskirtsareinstyle.---ButIthinkthisoneis____.A.popularB.muchpopularC.morepopularD.themostpopular11.Whichisthe____waytoShandong,byplane,bybusorbytrain?A.goodB.wellC.betterD.best12.Ofallthesubjects,chemistryseemstobe____forme.A.difficultB.toodifficultC.moreinterestingD.themostdifficult13.Mayun,headofAlibaba,isoneof____personsintheworld.A.richB.richerC.richestD.therichest14.HainanIslandisverylargeisland.It‟sthesecond____islandinChina.A.largeB.largerC.largestD.thelargest15.Thedriverwanted____hiscarneartheroadsidebutwasaskedbythreepolicemannotto.A.parkB.parkedC.toparkD.parking16.---Don‟t____yourhistoryandpoliticsbookstomorrowmorning.---Thanksalot.A.bringB.tobringC.bringingD.brought17.Tony,remember____withyourmouthfulloffood.．．．．．．．．．．．A.totalkB.nottotalkC.talking18.There____abasketballmatchbetweenClassOneandClassThreethisafternoon.A.isgoingtoB.willhaveC.aregoingtobeD.Isgoingtohave19.Whatareyougoingto_____thisevening?71 青海师范大学硕士学位论文A.doB.doesC.doing20.I_____theshops.CanIgetyouanything?A.gotoB.wenttoC.havegonetoD.amgoingto21.Mr.Smith_____atalkoncountrymusicnextMonday.A.giveB.gaveC.isgivingD.willgive22.We_____anewhousenextyearforthepoorfamily.A.buildB.builtC.willbuildD.arebuild23.—-Myaunt_____metoEuropeanforvocationnextmonth.A.takeB.tookC.willtake24.—Howmany_____canyouseeinthepicture?A.dogB.childC.sheepsD.sheep25.Iamhungry.I‟dliketohavesome_____.A.riceB.sandwichC.dumplingD.egg26.---Couldyoupleasesweepthefloor,Tom?---Sorry,Mum.I______.I‟mdoingmyhomework.A.can‟tB.mustn‟tC.needn‟tD.maynot27.---Jack,_______yourideabike?---yes,Ican.A.canB.mayC.needD.must28.Thegirlintheclassroom_____beMary.ShecalledmefromBeijingjustnow.A.mustn‟tB.needn‟tC.shouldn‟tD.can‟t29.Joe______gotothedoctor.Hislegisbroken.A.havetoB.canC.hastoD.may30.---______Ihelpyou,sir?72 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool---Yes,IwantaT-shirt.A.CanB.ShouldC.MustD.Would31.Stopsmoking,Joe!You_____yourselfifyoukeepondoingitlikethat!A.willkillB.havekilledC.killD.killed32.Whynotlookupthenewwordinadictionary_______youdon‟tknowit?A.ifB.thatC.thoughD.whether33.Theearthwillbemoreandmorebeautifulifeveryone_____hisbesttoloveit.A.tryB.triesC.willtryD.hastried34.Therewillbelesspollution_____morepeopleusepublictransportation.A.butB.thoughC.unlessD.if35.---ShallwehangoutinGreatBazaartomorrow?---I‟mafraidnot.______thefinalgameoftheWorldCuponTV.A.ThereB.TherewillbeC.TherewillhaveD.Thereisgoingtohave36.______IseeyourIDcard,sir?Wehavetocheckyourinformation.A.MayB.MightC.ShouldD.Need37.---______Iswimhere?---No,you____.Lookatthesign“Noswimming”.A.Must;can‟tB.Can;don‟tC.Can;mustn‟t38.---Ididn‟thearyoucomeinjustnow.---That‟sgood.Wetried____anynoise,foryouweresleeping.A.notmakeB.nottomakeC.tomakeD.making39.---Howdoyoulikethebookyoureadyesterday?---Oh!It‟soneof____booksI‟veeverread.A.interestingB.moreinterestingC.mostinterestingD.themostinteresting40.Whynotlookupthenewwordinadictionary______youdon‟tknowit?A.ifB.thatC.thoughD.whether73 青海师范大学硕士学位论文二．用所给单词的适当形式填空。(共15题，每题2分）1.Tomismuch_______(quiet)thanhisfriends.2.Ireadthemostbooksinourclass.Nooneread______(many)booksthanI.3.Johnisas______(careful)ashisbrotherJack.4.Thelargerlibraryyouhaveinyourhead,the____(long)itusuallytakestofindparticularword.5.Winteris_______(cold)seasonoftheyear.6.Heruns_____(fast)ofthethree.7.Heisoneofthe_______（friendly）peopleintheclass，Ithink.8.Iplan_____(buy)anewhousenextyear.9.Wewish______(get)goodgrades.10.Whatbadweatheritis!Wedecide______(notgo)out.11.IfIseehimagain,I_____(tell)himwhatyousay.12.Whatwillhesayifhe_____(find)outthetruth.13.What_____(happen)iftheydon‟tagreewitheachother.14.pleasepromise_____(nottell)liesanymore,willyou?15.I‟mhungry.Givemesomething_____(eat).三．根据要求完成下列各题。(共10题，每题2分）74 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchool1.IvisitedmyfriendsinBeijingtwiceamonthlastyear.(对画线部分提问)____________didyouvisityourfriendsinBeijinglastyear.2.Mikealwaysplayscomputergamesonschoolnights.(改成否定句)Mike__________computergamesonschoolnights.3.Igotoschoolfivedaysaweek.(对画线部分提问)__________________doyougotoschool?4.Heplayedtenniswithhissisteryesterday.(将yesterday改为tomorrow）He________________tenniswithhissistertomorrow.5.Itwon‟train.Iwillgotothepark.Ifit____rain,I____gotothepark.6.Lucywantstowatchatalentshow.(改为一般疑问句）____Lucy____towatchatalentshow.7.Theywilllearntodrawthisterm?________they____thisterm？8.LiLeidoesn‟trunasfastasLiuLei.LiuWei________thanLiLei.9.Youmustputthesethingsintotheblender.(改为祈使句）____________________________________10.MustIdomyhomeworkfirst?(作否定回答）_____,you____.四．将下面的汉语句子翻译成英语。(共5题，每题2分）1.今天晚上他打算做作业。2.John将帮我学英语。3.我哥哥明天将早起。4.Mary是我们办公司里最有钱的。5.如果明天下雨，运动会将被推迟到下周。75 青海师范大学硕士学位论文AppendixⅧECCCS19693S29294S39499S49493S59491S69692S78790S89090S98995S109571S117876S127896S138491S147887S159291S168382S178891S188482S198077S208384S218183S225375S238676S247777S257882S26818376 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolS279067S286474S297673S306392S318277S328386S337174S347355S357986S367786S376249S386860S397351S405342S415254S425760S436080S447128S455865S464142S474769S483741S495635S503649S514649S524040S533040S543238S553140S568334S5797平均分71.4671.4777 青海师范大学硕士学位论文AppendixⅨECCCS19591S28575S39285S48892S59183S69177S78980S88470S99291S109372S118474S127671S139287S147975S158673S168180S177275S188282S199176S208786S217574S228383S238174S247971S25868678 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolS268882S278371S286567S297674S308395S319176S326965S337961S348771S357882S369267S377860S388171S397762S407860S417565S426763S438272S447562S456874S466460S478062S488063S496260S505676S514857S525842S535659S546556S554746S566448S578879 青海师范大学硕士学位论文平均分78.3214285771.92982456AppendixⅩECCCS19490S28886S39082S48691S59281S69373S78976S88872S99193S109075S117276S128381S139091S147986S158284S167475S178673S188379S199272S208184S217663S228481S239072S247963S258065S26828180 TheApplicationoftheThree-DimensionalGrammarFrameworkinEnglishGrammarTeachinginJuniorHighSchoolS276968S287772S297870S308184S319265S327662S337569S348673S357570S368976S378065S388274S397861S408263S418173S425561S437971S446260S456565S466355S477666S488364S497361S505871S515376S526148S534956S547151S554866S566646S5782平均分78.1607142971.7368421181 青海师范大学硕士学位论文82