任务型语言教学法在初中英语语法教学中的应用研究 66页

＂＇Ｍ｛ｉ＾互Ｉｆ；分类编号：单位代码：１Ｄ１６７：密级：学号：２０１４０５６１０７游海丈緣专业硕±学位论文雜ｕｄｏｎｅ－论文题目化ＡｌｉｃａｔｉｏｎｏｆＴａｓｋｂａｓｅｄＬａｎｕａｅ：乂ＳｔｙｐｐｇｇＴｅａｃｈｉｎｇｔｏＥｎｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｉｎＪｕｎｉｏｒｇｇＨｉｇｈＳｃｈｏｏｌ任务型语言教学法在初中英语语法教学中的应用研究作者姓名：周晓宁繁指导教师：史梅教授实践指导教师：间苹教授—专业名称：学科教学（英语）研究方向：英语教学学院年级：外国语学院２０１４级完成日期：２０１６年６月潮海大学研究生学院 原创性声明本人郑重承诺；所呈交的硕±学位论文是本人在导师指导下进行的研究工作和取得的研究成果。尽我所知，除了文中已经注明引用的内容外，本论文不包含其他个人或集体已经发表或撰写过的硏究成果。对本文的研究做出重要贡献的个人和集体，均己在文中Ｗ明确方式标明。本人完全意识到本声明的法律结果由本人承担。？）论义作者签名；日期：从＾年６月日＾ 关于论文使用授权的说明全、学位论文用论，即：研作者完了解潮海大学有关保留使学位文的规定究生论文工知于。在读学位期间进行作的识产权单位属潮海大学潮海大学有权校攻论文和磁盘论查口或机构送交的复件，允许学位文被阅和保留并向国家有关部印。潮海大学公布学位论文的全分内容，Ｗ将位借阅本文作者授权可Ｗ部或部可学论全或据并进行，Ｗ用印、印、扫文的部部分内容编入有关数库检索可采影缩描、汇。或它段保编学位论文保密的学位论文在解密后遵守此规定其复制手存（）□，后适用。保密在年解密本授权书本于论文属密回ｆｌｉ。不保用本授权书＂＂□Ｖ）（请在内打ｔ：签：论文作者签名指导教师名；户曰；＾＾月曰曰期年期年＞＾ AStudyontheApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolBYZhouXiaoningProf.ShiMei,SupervisorAThesisSubmittedtoCollegeofForeignLanguagesInPartialFulfillmentoftheRequirementsfortheDegreeofM.Ed.inSubjectPedagogyAtBohaiUniversityJune,2016 AbstractInthepartof“TeachingSuggestion”ofthe2011EnglishCurriculumStandards,task-basedlanguageteaching(TBLT)isrecommendedinChina.TBLT,afurtherdevelopmentofcommunicativelanguageteaching(CLT)andtheoriginalresultofTheBangaloreCommunicativeTeachingProject(1979-1984),wasfirstproposedin1983byPrabhu,aBritish-Indianlinguist.Itstresses“learningbydoing”,communication-orientedlearningandteachingwithauthenticmaterials.ComparedwithTBLT,thepresentation-practice-production(3P),asatraditionalapproach,presentsgrammarrulesinasimplifiedandclearway,whichiswidelyusedinlanguageteachingforseveraldecades.However,3PapproachproducinggrammarinanisolatedwaywillnothelpstudentsacquireEnglishforcommunication.Therefore,theauthorattemptstoimprovethegrammarteachingmethodintheclassroomandappliesTask-basedLanguageTeachingtoEnglishgrammarteachinginjuniorhighschool.Theresearchquestionsareasfollows:(1)DoestheapplicationofTask-basedLanguageTeachingtotheEnglishgrammarclassroomarousetheinterestofstudentsinlearningEnglishgrammar?(2)DoestheapplicationofTask-basedLanguageTeachingtotheEnglishgrammarclassroomhelpthestudentsdobetterinthetestsofEnglishgrammar?61participantsfromtwoclassesinjuniorhighschool,Tangshan,HeibeiProvince,tookpartintheexperimentforfifteenweeks.Theexperimentalclasswith31studentsistaughtbyTBLT,whilethecontrolledclasswith30studentsistaughtby3Papproach.Theresearchinstrumentsincludequestionnaire,testsandinterview.TheresultsofquestionnaireandinterviewindicatethattheparticipantsinECaremoreinterestedinEnglishgrammarlearningthanthatinCC.Accordingtothedatacollectedbypre-testandpost-test,theparticipants’EnglishgrammarproficiencyinCCdonotmakemuchprogress.However,theparticipantsinECimproveobviouslytheEnglishgrammarproficiency.Theresearchfindingalsoshowsthatcomparedwith3Papproach,TBLTisaneffectiveapproachforEnglishgrammarteachinginjuniorhighschool.Keywords:task-basedlanguageteaching;Englishgrammarteaching;juniorhighschooli 摘要英语课程标准(2011版)在“教学建议”部分指出“教师要采用循序渐进的语言实践活动，以及各种强调过程与结果并重的教学途径和方法，如任务型语言教学途径等，培养学生用英语做事情的能力”。任务型语言教学是交际语言教学的进一步发展，英籍印度语言学家珀拉胡于1983年首次提出“任务”。1979年至1984年，他在班加罗尔交际教学实验里强调“用中学”，强调教学的交流性和真实性。与任务型教学法相比，在过去的几十年里传统的“讲解-练习-运用”教学法广受使用因为它能简单、明了地呈现语法规则。但是，这种教学法却分裂了语法的形式和意义，因而在实际生活中无法帮助学生有效地进行语言交流。因此，本文作者尝试改进课堂教学方法，将任务教学应用于初中语法教学。研究的问题有如下2个：（1）任务型语言教学法应用于初中英语语法教学能否提高学生对英语语法的学习兴趣？（2）任务型语言教学法应用于初中英语语法教学能否更好地提高学生在水平测试中的英语语法成绩？来自河北省唐山市的61名初中受试者参加了此次实验，该实验历时15周。实验班31人采用任务型语法教学，控制班30人采用传统语法教学方式。数据收集方法包括调查问卷、前后测验和访谈。问卷调查和访谈表明，实验组的受试者对英语语法的学习产生了更大的兴趣，但控制组在语法学习兴趣方面的变化不太明显。根据前后测的数据，控制组的英语语法成绩没有明显的提高，但是实验组的成绩有明显的提高。研究发现，与传统的“讲解-练习-运用”教学法相比，任务型语言教学法应用于初中英语语法教学具有更好的教学效果。关键词：任务型语言教学；英语语法教学；初中ii ContentsAbstract.............................................................................................................................iContents...........................................................................................................................iiiChapterOneIntroduction..............................................................................................11.1Backgroundofthestudy.......................................................................................11.2Significanceofthestudy......................................................................................21.3Purposeofthestudy.............................................................................................21.4Theoutlineofthestudy........................................................................................3ChapterTwoLiteratureReview.....................................................................................42.1Englishgrammarteaching....................................................................................42.1.1Definitionofgrammar................................................................................42.1.2Englishgrammarclassifications.................................................................42.1.3HistoryofEnglishgrammarteaching.........................................................52.1.4TheroleandstatusoftheEnglishgrammar...............................................62.1.5Englishgrammarteachingstrategiesandclassroomteachingmode..........62.2Task-basedlanguageteaching(TBLT).................................................................62.2.1Introductionoftask.....................................................................................72.2.2DefinitionofTBLT.....................................................................................92.2.3TheoreticalbasisforTBLT.........................................................................92.2.4PrinciplesforTBLT..................................................................................112.2.5ModelofTBLT.........................................................................................122.3StudiesonTBLTabroadandathome.................................................................132.3.1StudiesonTBLTabroad...........................................................................132.3.2StudiesonTBLTathome.........................................................................14ChapterThreeMethodology.........................................................................................163.1ResearchDesign.................................................................................................163.1.1Researchquestions...................................................................................163.1.2Subjects.....................................................................................................163.2Instruments.........................................................................................................173.2.1Questionnaire............................................................................................173.2.2Tests..........................................................................................................183.2.3Interview...................................................................................................183.2.4SPSS17.0..................................................................................................19iii 3.3Experimentprocedures.......................................................................................193.3.1Pre-experiment..........................................................................................193.3.2While-experiment.....................................................................................193.3.3Post-experiment........................................................................................203.4Processofteachingexperiment..........................................................................213.4.1Teachingdesign........................................................................................213.4.2Teachingprocedures.................................................................................223.4.3Teachingcase............................................................................................24ChapterFourDataAnalysisandDiscussion...............................................................304.1Analysisanddiscussionofquestionnaire...........................................................304.1.1Analysisanddiscussionofparticipants’interestinEnglishgrammarknowledge..........................................................................................................304.1.2Analysisanddiscussionofparticipants’emotionaltrend.........................324.1.3Analysisanddiscussionofparticipants’interestintask-basedgrammarteaching..............................................................................................................334.1.4Comparisonbetweenpre-questionnaireandpost-questionnaireinEC....344.2Analysisanddiscussionoftests..........................................................................354.2.1Analysisanddiscussionofpre-testbetweenECandCC.........................354.2.2Analysisanddiscussionofpost-testbetweenECandCC........................364.2.3Analysisanddiscussionofpre-testandpost-testinCC...........................374.2.4Analysisanddiscussionofpre-testandpost-testinEC...........................374.3Analysisanddiscussionofinterview..................................................................38ChapterFiveConclusion...............................................................................................415.1Majorfindingsofthestudy................................................................................415.2Suggestionsforthestudy....................................................................................425.3Implicationsofthestudy....................................................................................425.4Limitationsofthestudy......................................................................................43Bibliography...................................................................................................................44AppendixIReliabilityofQuestionnaire......................................................................47AppendixIIQuestionnaireonGrammarTeachingandLearning...........................48AppendixIIIPre-test.....................................................................................................49AppendixIVPost-test....................................................................................................52AppendixVInterview...................................................................................................55Acknowledgements........................................................................................................56Thelistoftheresearchpaperspublishedbytheauthoriv AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolChapterOneIntroductionTBLT,theabbreviationoftask-basedlanguageteaching,animportantbranchofcommunicativeteachingandagreatfindingofsecondlanguageacquisition,wasfirstproposedin1983.The2011EnglishCurriculumStandards(The2011ECS)inChinarecommendedTBLTforcompulsoryeducation.TheapproachhasbeenwidelyusedinteachingEnglishlistening,speaking,readingandwriting,butrarelyusedingrammarteaching.Therefore,thethesisaimstoexploreifTask-basedLanguageTeachingarousesstudents’learninginterestinEnglishgrammarclassroom,andifTask-basedLanguageTeachinghelpsthestudentsdobetterinthetestsofEnglishgrammar.Thischapterconsistsoffourparts:backgroundofthestudy,significanceofthestudy,purposeofthestudyandtheoutlineofthethesis.1.1BackgroundofthestudyThevalueofgrammarinforeignlanguageteachinghasbeendebatedfordecades,Wang(2006)claimsthefocusesofthedebateare:(1)theroleofgrammarinlanguageteaching.Someresearchersbelievestudents’grammarcompetenceisimportantforcommunication,whilesomeresearchersarguethatteachinggrammarislessessentialforchildrenthanadults.(2)Themethodsofgrammarpresentation.Thedeductivemethods,theinductivemethodsandtheguideddiscoverymethodsarefrequentlyusedanddiscussedwithadvantagesanddisadvantagesinEnglishgrammarclassroom.The2011ECSstatestheabovetwodebates.Ontheonehand,theroleofgrammarinlanguageteaching:grammarbelongstolinguisticknowledge,servingEnglishskills,likelistening,speaking,readingandwriting.Ontheotherhand,themethodstoteachgrammar:TBLTwasrecommendedinThe2011ECS.Englishteachingshouldstimulatestudents’learninginterestanddeveloptheirpositiveattitudesothatEnglishlearningconfidenceisbuilt.Therefore,howteachersstimulatestudents’EnglishlearninginterestandwhatteachingmethodscanmaintaintheirEnglishlearninginterestaresituationsneededtobeanalyzed.ThecoreofTBLTis“learningbydoing”,whichisessentialforstudents’learningdesire.However,thestudiesaboutTBLTinEnglishgrammarinstructionarefewinnumber.Therefore,thestudiesonTBLTtoEnglishgrammarclassroomneedtremendouslyempiricalresearch.1 M.E.dThesisofBohaiUniversity1.2SignificanceofthestudyThesignificanceofthestudyispresentedfrommacroviewsandmicroviews.Inmacroviews,first,thethesis,asanempiricalresearch,enrichesthetheoreticalresearch.Indomesticstudy,Englishgrammarisusuallytaughtby3Papproach,whiletheTBLTisnotmatureindomesticstudy.Thus,thethesisaimstoexploretheTBLTtoEnglishgrammarclassroom.ThecoreconceptofTBLTis“learningbydoing”,whichadvocatestodevelopstudents’communicativeability.Second,thethesismeetstherequirementofpoliciesinChina.InThemiddleandlongtermeducationreformanddevelopmentoutline(2010-2020),Chinahasalwaysbeencommittedtoeducationreform,andencouragededucationinnovation.Inthe2011ECS,differentfromlanguageskills(listening,speaking,readingandwriting),grammaristhelanguageknowledge.Grammarplaysanessentialroleinlanguageteaching.Inmicroviews,thethesishassignificanceforbothjuniorhighschoolstudentsandteachers.First,students’learninginterestandconfidenceareimportanttoEnglishgrammarlearning.Butjuniorhighstudents’learninginterestisnottoomuch.Second,itisbeneficialforteacherstoimprovetheirteachingmethods.Thethesisfocusesonjuniorhighschoolstudents’learninginterestinEnglishgrammarandtheirperformanceingrammartests,whichattemptstofindoutahelpfulteachingmethodforteachers.1.3PurposeofthestudyInthisthesis,theauthorraisestworesearchquestions:first,doestheapplicationofTBLTtotheEnglishgrammarclassroomarousetheinterestofstudents’inlearningEnglishgrammar?Second,doestheapplicationofTBLTtotheEnglishgrammarclassroomhelpthestudentsdobetterinthetestsofEnglishgrammar?Thepurposesofthestudyareexplainedasfollow:First,learninginterest,especiallyintrinsicinterestbelongstomotivation.Generallyspeaking,interestisadimensionofmotivation.Inordertostimulatestudents’learningmotivation,cultivatetheirlong-termlearninginterestandhaveagoodlearninghabit,theauthordesignsaquestionnaireandaimstoanalyzeEnglishgrammarinterestamongjuniorhighschoolstudents.Threedimensionsareproposed,theyaretheEnglishgrammarknowledge,theparticipants’emotionandattitudeonTBLTsothatthequestionnairecanbeanalyzedinanall-roundway.2 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolSecond,oneofthemainpointsfortestsisthatscorescanshowparticipants’performanceinschool.Meanwhile,teachersandparentsareinapositiontoevaluateparticipants’learningsituation.TowhatextentTBLTongrammarteachingcouldaffectparticipants’performance.Third,thethesisappliesTBLTinEnglishgrammarclassroom,whichwillgiveteachersconstructivesuggestionsforfutureinstruction.Theclassroomfocuseson“learningbydoing”andencouragingstudentstocommunicatewitheachothersothatstudents’self-confidencecanbebuilt.1.4TheoutlineofthestudyThethesisconsistsoffivechapters:ChapterOnegivesabriefintroduction,whichincludesbackgroundofthestudy,significanceofthestudy,purposeofthestudyandtheoutlineofthestudy.ChapterTwostatestheliteraturereview.Thepreviousresearchanddevelopmentabroadandathomeareintroducedconcerningtask-baskedlanguageteachingandEnglishgrammar.ChapterThreefocusesonmethodology,whichadoptsresearchdesign,researchinstruments,experimentproceduresandtheprocessofteachingexperiment.ThedetailedinformationaboutTBLTtoEnglishgrammarclassroomisgiven.ChapterFournotesdataanalysisanddiscussioninquestionnaireandtests,dataareanalyzedbySPSS17.0IndependentSamplesTestsaretreatedbetweenECandCC,PairedSamplesTestsaretreatedtopre-stageandpost-stageinECorCC.ChapterFiveisconclusion,whichisillustratedbymajorfindingsofthestudy,suggestionsforthestudy,implicationsandlimitationsofthestudy.3 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolChapterTwoLiteratureReviewEnglishgrammarteachinghasalonghistory,whichislongerthanTask-basedLanguageTeaching(TBLT).TBLTemphasizes“learningbydoing”andadopts“taskoutline”intheclassroomteachingorganization.Inrecentyears,TBLTreceivesawideattentionandisstudiedbydomesticandforeignresearchers.Thischapterintroducesliteraturereviewfromthreeaspects:Englishgrammarteaching,Task-basedLanguageTeaching(TBLT),StudiesonTBLTabroadandathome.2.1EnglishgrammarteachingTherearefivepartsinthispart:thedefinitionofgrammar,Englishgrammarclassifications,historyofEnglishgrammarteaching,theroleandstatusoftheEnglishgrammar,Englishgrammarteachingstrategiesandclassroomteachingmode.2.1.1DefinitionofgrammarLarsen-FreemanandLong(1991:31)definite:“grammarisoneofthreedimensionsoflanguagethatareinterconnected,includingform,meaningandpragmatics”.Brown(2001:347)believes:“grammarisasystemofrulesgoverningtheconventionalarrangementandrelationshipofwordsinasentence”.Richards,PlattandWeber(2003)believethatgrammarisadescriptionofthestructureofalanguageandthewayinwhichunits,suchaswordsandphrases,arecombinedtoproducesentenceinthelanguage.Thetermgrammarhasmultiplemeanings.Thecommoncharacteristicofgrammardefinitionisthatgrammarwithcertainrulesconsistsofform,structure,meaningandfunctions.2.1.2EnglishgrammarclassificationsInlinguistics,thereareprescriptivegrammaranddescriptivegrammar;transformational-generativegrammarandsystemicfunctionalgrammar.Prescriptivegrammariansidentifywhatisrightandwhatiswrong.Descriptivegrammariansattempttodescribeandexplainthewaypeopleactuallyuselanguageratherthanavoidmakingjudgments(Nunan,2013).Transformational-generativegrammarisdevelopedbytheAmericanlinguist,Chomsky(1972).Inhisview,agrammarisanabstractsetofrulesandhasindependentofmeaning.Forexample,thecoinedsentences“Colorlessgreenideassleepfuriously”.Chomsky(1972)arguesthatsuchsentencesaremeaninglessand4 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolnotgrammatical.Thesystemicfunctionalgrammarrejectstheseparationofformandmeaning(citedinHu,1988).Theaimofthesegrammariansistoshowhowform,meaninganduseareinterrelated.Accordingtotheclassifications,theEnglishgrammarteachingcontentsforjuniorhighschoolinChinaincludeobjectiveclauses,relativeclauses,passivevoiceandpresentperfecttenseandsoon.Englishgrammarteachingisnotonlytoenablestudentstomasterlanguageformandmeaning,butalsoenablestudentstounderstandtheuseofgrammarformsandtousegrammarwithcommunicativemeaning.2.1.3HistoryofEnglishgrammarteachingInthe18thand19thcentury,LatinwastaughtbytheClassicalMethod,whichfocusedongrammar’srules,vocabularymemorization,translationsandwritingexercises(Brown,2001).Thismethodwaspopularinthewesternworldforcenturiesbecauseoflackingtheoreticalfoundationforlanguageteachingmethodology.Inthe19thcentury,theClassicalMethodwasknownastheGrammarTranslation,communicativeabilityofstudentswasnotenhanced,itwasraisedforrequiringfewspecializedskills,easilyconstructinggrammarrulesandobjectivelygettingscores.Attheendof19thcentury,theDirectMethodenjoyedmuchpopularity,whichaddressedthelearningprocessofthesecondlanguageshouldbemorelikethatofthefirstlanguagewherealotoforalinteraction,spontaneoususeofthelanguage,littletranslationandlittlegrammaticalrules.ButtheDirectMethodwaswidelyacceptedinprivateschoolratherthaninpublicschoolswheretheteachers’background,classroomsizeandtimewerehighlyrequiredanditwasgraduallydeclinedintheEuropeandintheUSA.DuringtheWorldWarII,theAudio-lingualMethodwasfirsttreatedinU.S.militaryheighteningtheneedforalliesandenemieswithorallyproficientinthelanguage.TheAudio-lingualMethodwasbasedonthestructurallinguisticsandwascharacteristicoflotsoforalactivities,suchasdrillsaboutpronunciationandpattern,practicesforconversations;noneofgrammarrulesandtranslations.Butsomepsycho-linguistsdiscoveredsecondlanguagewasnotreallyacquiredthroughaprocessofhabitformation;structurallinguisticsdidnottelleverythingaboutlanguageweneededtoknow(Brown,2001).ThepresentapproachiscapturedbyCommunicativeLanguageTeaching(CLT).ComparedwiththeAudio-lingualMethod,CLTfocusesonmeaningratherthanstructure;translationmaybeusedaccordingtostudents’need;communicativecompetenceisthedesiredgoal.Generallyspeaking,learner-centeredteaching,5 M.E.dThesisofBohaiUniversitycooperativelearning,interactivelearningandtask-basedlearningarelabeledwithinaCLTframe.Throughhistory,methodsofteachinggrammarhavebeenchangedfromformtomeaningandnowthecommunicativecompetenceingrammarinstructionisemphasized,howtoteachEnglishgrammareffectivelyisimportant.2.1.4TheroleandstatusoftheEnglishgrammarWang(2006)holdsthatthereisapositiveroleofinstructionforgrammarlearning.However,someproblemsstillarefaced,suchasthelackofthecorrespondingEnglishlanguageenvironment,materEnglishlanguagebecomedifficult.Howtomakeacertaincontextforstudentsandbywhatteachingmethodstoteachgrammarisimportant.ThestatusoftheEnglishgrammarcanbeshowninthe2011ECS.Englishgrammarislanguageknowledge,whichisdifferentfromEnglishskills.Inaddition,Englishgrammarlearningisnot,andcannotberegardedastheultimategoalofjuniorhighschoolEnglishclassroomteaching.EnglishgrammarservestoEnglishskills,andstudentscansmoothlycommunicatewiththelearnedEnglishgrammar.2.1.5EnglishgrammarteachingstrategiesandclassroomteachingmodeLuo(2011)holdsthatastoEnglishgrammarteachingstrategies,threewaysarewidelyused:explicitandimplicitgrammarteachingstrategies,task-baskedgrammarteachingstrategiesanddiscoursegrammarteachingstrategies.Eachstrategyhasitscharacteristic.First,theimplicitgrammarteachingrequiresstudentstoexploreplentyoflanguagematerials,suchasinductiveteachingmethod;whiletheexplicitgrammarteachinggenerallyfocusesonlanguageform,suchasdeductiveteachingmethod.Second,Task-basedLanguageTeachingwillbeintroducedinthisthesis.TheteachingmodeforTBLTispre-task,while-taskandpost-task.Inpre-task,instructionpreparationsareconducted;inwhile-taskstage,varioustasksserveteachinggoals;inpost-taskstage,assessmentorevaluationaregiventostudents’performance.Finally,thediscoursegrammarteachingemphasizestheimportanceofcontextorlanguageenvironment,butEnglishintheclassroomisregardedasaforeignlanguageinChina,howtocreateanauthenticcontextforstudentsrequiresalotforteachers.2.2Task-basedlanguageteaching(TBLT)Fourpartsarementionedinthissection:introductionoftask,definitionofTBLT,6 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchooltheoreticalbasisforTBLT,principlesforTBLTandmodeofTBLT.2.2.1IntroductionoftaskTaskisaspecificactivityusedinTBLT.Theintroductionoftaskconcludesdefinitionoftask,typesoftask,andcharacteristicsoftask,comparisonamongtask,activityandtechnique.2.2.1.1DefinitionoftaskTheterm“task”isdescribedbymanyscholarsinthefieldofsecondlanguageteaching.Foryears,thereareanumberofdifferentdefinitionsabouttask.Long(1985)framesthetargettasksasthehundredandonethingspeopledoineverydaylife,atworkandatplay(citedinMo,2011).Nunan(1989)emphasizesataskisaworkplan,underwhichlearnerscanhandlelanguagepragmaticallysothatlanguageoutputcanbeachievedandlearningcontentscanbeappropriatelyassessed.Richards,PlattandWeber(2003)assertataskisanactivity,whichisdesignedtoachieveaparticulargoal.Ellis(2003)showsataskisaworkplanthatdemandslearnerstohandlelanguagepragmaticallysoastoachieveanoutcomethatcanbeassessedinthelightofwhetherthecorrectorappropriatepropositionalcontenthasbeentransformed.Thecommonoftask’sdefinitionsfocusesontheauthenticuseoflanguageformeaningfullycommunicationbeyondthelanguageclassroom.Fromthedefinitionsoftasks,scholarsfocusondifferentdimensionsoftasks.Butsomecharacteristicsoftasksaregranted:themeaningisbeyondtheformandtakesthedominantplace;activitiesarerealistic,interactive,communicativeandgoal-oriented.2.2.1.2TypesoftaskThetypesoftasksthatcanbeusedtoEnglishclassroomteachingarealsolarge.Long(1985)dividesthetasksintoclosedtasksandopentasks.Later,manysecondlanguageacquisitionresearchersbegintostudytypesoftasks,relationshipbetweencomplexityoftasksandtaskeffectiveness.Task-basedLanguageTeachingscholars(Nunan,1989;Richard＆Platt2003)alsomakeadistinctionbetweentargettasksandpedagogicaltasks.Thetargettasksarewhatstudentsmustcompletebeyondtheclassroom;thepedagogicaltasksformthecoreoftheclassroomactivity.Brown(2001)statestypesoftasksareidentifiedfromthefollowingaspects:toenhancelearning(forexample,open-ended,pairwork),todefinetask-specificlearnerfactors(roles,proficiencylevels,styles)andteacherroles.SomeofpopulartasktypesinEnglishclassroomincludes:role-plays,simulations,problem-solving,listeningtoauthenticmaterial,groupdiscussion(Nunan,2013).However,thesetasksvirtuallyimplyseveralskillareas(listening,speaking,readingand7 M.E.dThesisofBohaiUniversitywriting),notjustone.Thatistosay,thetask-basedgrammarteachingshouldcombinethegrammarwithEnglishskillssothatanultimategoaloncommunicationcanbeachieved.2.2.1.3CharacteristicsoftaskThecharacteristicoftaskarepresentedasfollow:Nunan(1989)andSkehan(1998)proposefivecharacteristicsoftask:(1)Ataskisregardedasanactivitywheremeaningisprimary.(2)Inordertocommunicate,problem-solvingneedstobeconducted.(3)Thetaskshaveacloserelationshiptorealworld.(4)Taskaccomplishmenttakessomepriority.(5)Assessmentoftaskperformanceisbasedontaskoutcome.Nunan(1991)givesfivecharacteristicsoftask-basedapproachtolanguageteaching:(1)Learningisforcommunicationinthetargetlanguage.(2)Authenticmaterialsareusedintothelearningsituation.(3)Opportunitiesareprovidedforlearnerstofocus,notonlyonlanguage,butalsoonlearninglanguageitself.(4)Personalityasanimportantcontributingelementconductstoclassroomlearning.(5)Connectioninsideclassroomlearningwithoutsideclassroomlearningisnecessary.Inconclusion,thetaskischaracteristicofcommunicativeactivities,authenticorreal-lifesituations,learner-centeredandgoal-orientedclassroomteachingandevaluationsothatwhatknowledgelearnedinclassroomcanexpandtooutsideclassroom.2.2.1.4Comparisonamongtask,activityandtechniqueThedefinitionsoftask,activityandtechniquearevariousdependingonwhosedefinitiontheresearcheryouconsult.Brown(2001)putsforwardthatataskreferstoaspecializedformoftechniquescloselylinkedwithcommunicativecurricula,andhascommunicativegoals.Anactivityreferstowhatlearnersactuallydointheclassroom,butitgenerallynotincludessomecertainbehaviorsliketeachers’saying“goodmorning,everyone”.Thetechniqueisacceptedasasuperordinatetermconcerningvariousactivitiesthateitherteachersorstudentsperformanceintheclassroom.Mckay’s(1985)claimsfive-foldclassificationonsometechniquesforteachinggrammar:usingcharts,usingobjects,usingmapsandothersimpledrawings,usingdialoguesandusingwriting8 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchooltexts.Comparedwithtaskandactivity,ataskfocusesonlanguagecommunication,whileanactivitywithalargerangecanbecommunicativeoruncommunicative.Inotherwords,techniquesincludealltasksandactivities.2.2.2DefinitionofTBLTInLongmanDictionaryofLanguageTeachingandAppliedLinguistics,TBLTisdefinedas“ateachingapproachbasedontheuseofcommunicativeandinteractivetasksandasthecentralunitsfortheplanninganddeliveryofinstruction”(Wilkins,1974).Cheng(2004)pointsoutthatTBLTisanapproach,notaspecificmethod.Accordingtoresearchers’definitions,TBLTisregardedasanapproachandtasksarethekeypartsinTBLT.2.2.3TheoreticalbasisforTBLTThetheoreticalbasisforTBLTisdiscussedfromtwoaspects:oneisthepsycholinguistics;theotheristhesecondlanguageacquisition(SLA)theory.Ellis(2003)believesthattheinteractionhypothesisandcognitiveapproacharetheoreticalfoundationofTBLTinpsycholinguistics.Social-constructivisttheory,abranchofsocial-culturaltheoryintheSLA,providestheoreticalbasisforTBLT.2.2.3.1PsycholinguisticsbasisforTBLTTheinteractionhypothesisandthecognitivetheoryconsistofthepsycholinguisticsbasisforTBLT.Researchideasandthecontentsareasfollow:1.TheinteractionhypothesisTheinteractionhypothesisisatheoryproposingpersonalanddirectinteraction,whichiswidelyappliedtosecondlanguageacquisition.ItwasfirstputforwardbyMichaelLonginthethesisentitledTheRoleoftheLinguisticEnvironmentinSecondLanguageAcquisition.Heillustratesthehypothesisandemphasizesthemeaningnegotiation:communicatorsmayencountercommunicativeobstacles,andinordertosolvethedifficulties,meaningnegotiationmustbeinvolved.Meaningnegotiationisaseriesofconsultingprocesswherecommunicatorscan’tsuccessfullyandimmediatelyexpressmeaningorconveyinformation,ratherthanbyquestions,conform-abilityandretellingincommunication.LongandRobinson(1998)pointoutthatmodifiedlanguageoutput,inwhichexistingknowledgeandskillscanbeadjusted,originalknowledgesystemcanbecorrected,whichcontributestolanguageacquisition(citedinLiu).Therelationshipbetweenmodifiedlanguageoutputandinteractionalmodificationmakesinputcomprehensible,thuspromoteslanguageacquisition.Inaword,interactionistsemphasizetheimportanceofmeaningnegotiation,9 M.E.dThesisofBohaiUniversitymodifiedlanguageoutput.Theinteractivetaskshelpstudentsnegotiatemeaning,outputthemodifiedlanguagesothattheycontributetoEnglishacquisition.Forexample,interactivetasksinvolvecooperationtosolveproblems,whichisdonebymeaningnegotiation;bothmeaningnegotiationandinteractivetasksexpressaseriesofprocess,suchasreceivinginformation,dealingwithinformation,passinginformationandexpressingmeaning.2.ThecognitivetheoryInpsychologycognitionreferstothementalprocessofanindividual,withparticularrelationtoaviewthatthemindhasinternalmentalstate.Inpedagogy,thesocialcognitivetheoryanswersthreequestionsonTBLT:first,howlearnersdistributeanduseattentionresources;second,therelationshipbetweencharacteristicsoftasksandtaskperformance;third,howenvironmentorconditionsaffecttaskperformance(Cheng,2004).Thesocialcognitivetheorybelievesthatmoredemandingtasksshouldbedesignedtoavoidattentionchannelingandattentionpaidtolanguageforms;whilelowerdemandingtaskscanbedesignedforlearnerstofocusonlanguageformsandlanguageaccuracy.Manyresearchershavedemonstratedthatindividualinterestcanleadtoahighlearner-taskengagement.Piagetinhisbook,TheTheoryofCognitiveDevelopment,definesinterestas“themostcommonandpowerfulexampleofaffectatworksinfluencingourselectionofintellectualactivities”(citedinWadsworth,1989).2.2.3.2Social-constructivisttheoryforTBLTSocial-constructivisttheoryisabranchofsocial-culturaltheoryinsecondlanguageacquisition.Thefigureofsocial-culturalresearchisVygotsky,hisconsiderablepopularitytheory“ZoneofProximalDevelopment”isdefinedasaregionofactivitiesthatindividualscannavigatewiththehelpofmorecapablepeers,adults,orartifacts(Gong＆Luo,2006).InVygotsky’sview,peerinteraction,scaffolding,andmodelingareimportantwaystopromoteindividualcognitionandknowledgeacquisitiondevelopment,whicharesuccessfullyemployedinthestudyofacollaborativelearningenvironment.Theconstructivismincludesthecognitiveconstructivismandsocialconstructivism,bothofthememphasizelearner-centeredwherestudentsshouldactivelyexplore,findandconstructknowledge.Theformerconcernswithindividuals’conceptualreorganizations(reorganizationandrestructuringofexperience),whilethelattertakestheindividual-in-social-actionastheunitofanalysisandtheyexplainshowparticipationinsocialinteractionsandculturalactivitiesinfluencesmentaldevelopment10 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchool(Wertsch,1997).Social-culturaltheoryfocusesonlearners’andteachers’performanceandwaysofparticipantsintasks,whichdoesn’tfocusontasksitself.Socialconstructivists,asthecoretopicofsocial-culturaltheoryemphasizescooperativelytaskinvolvementandmeaningconstruction,solearnerscanhelpandsupporteachother(Lantolf,2000).Inabrief,socialconstructivisttheoryisoneofthemostsupportivetheoriesofTBLT.Ontheonehand,learningisanactiveandmeaningfulprocesswherelearnersconstructnewconceptsbythepreviouslearningexperiencesinsocialinteraction.Ontheotherhand,learners’knowledgeisnotabsolutelyachievedfromtheteachers,butconstructedknowledgebycooperativeactivities,communicationandmeaningfulinstructions.IntheprocessofTBLT,taskscanmakelearnersinputandoutputalanguageandstimulatelearningmotivation;thedifficultydegreeoftaskscanberangedbyteachers,dependingonaseriesoffactors,suchaslearners’previousexperiences;thecomplexityoftasksandtherequirementoftasks,whichpromotethesecondlanguageacquisition.2.2.4PrinciplesforTBLTTheprinciplesforTBLTareusefulforteachers;manyscholarspayattentiontothisaspect.Willis(1996),Skehan(1998),Ellis(2003)andNunan(2004)providetheirviews.Willis(1996)offersfiveprinciplesonhowtoimplementTBLT.(1)Authenticlanguageshouldbeexposedinclass.(2)Useoflanguageissuggested.(3)Motivatelearnerstotakepartinlanguageuse.(4)Somepointsshouldbefocusedinataskcycle.(5)Thefocusonlanguageshouldbemoreorlessdifferent.Skehan(1998)alsoproposesfiveprinciplesforTBLT:(1)ArangeoftargetstructuresareusedinTBLT.(2)Taskskeepabalanceoflearners’development.(3)Selectandsequenceofthetasks.(4)Maximizeopportunitiesoflanguageforminthecontext.(5)Usecyclesofaccountability.Getlearnersself-assessmentregularly.Fromtheclassroomteachingandassessmentpointofview,Ellis(2003)proposes8principles:(1)Keepanappropriateleveloftaskdifficulty.(2)Establishcleargoalsforeachtask-basedlesson.11 M.E.dThesisofBohaiUniversity(3)Developanappropriateorientationtoperformthetask.(4)Ensurestudentsplayapositiveroleintask-basedlessons.(5)Ensurestudentstotakerisks.(6)Encouragestudentsmainlytofocusonmeaningwhenperformingatask.(7)Provideopportunitiesbyfocusingonform.(8)Studentsevaluatetheirperformanceasaprogress.Nunan(2004)holdssevenprinciplesforTBLT:formandmeaning,authenticity,recycling,thetaskdependency,learningbydoing,scaffoldingandinteraction.Accordingtotheaboveprinciples,tasksplaythecoreroleinTBLT,whichinvolverealcommunicationandauthenticlanguage;addresstheprocessratherthantheproduction.Tasksaredesigned,sequencedandmodifiedconcerninglearners’Englishproficiencyandtextbooks’difficulty.Ifnecessary,theteachergetsinvolvedinthetasks.2.2.5ModelofTBLTTheresearchonthemodelofTBLTisfew.InthebookAFrameworkforTask-basedLearning,Willis(1996)proposesthreephase’scategorypre-task,taskcycle,languagefocus.Infact,thismodelisfamiliarwithpre-task,during-taskandpost-task(Skehan,1998;Ellis,2003).Nunan(2004)dividesTBLTintosixprocedures:schemabuilding,controlledpractice,authenticlistening,focusonlinguisticelements,providefreerpracticeandintroducepedagogicaltask(Gong,2006).Willis’TBLTmodelispresentedasfollow:(1)Pre-task:Itincludestopicandtask.Atthisstage,tasksareintroducedbytheteachersoastohelpstudentsrecallorlearnusefulwordsandphrases.(2)Taskcycle:Ithasthreeprocedures:task,planningandreport.Itgiveslearnerstheopportunitytousewhateverlanguagetheyalreadyknowsoastocarryoutthetask,andthentoimprovethatlanguagelevelwhenplanningtheirreportsofthetask.(3)Languagefocus:Itincludesanalysisandpractice.Somespecificfeaturesoflanguagearecloselystudiedduringthetaskcycle.Analysis:consciousness-raisingactivitiesaredonebystudentssoastoidentifyandprocessspecificfeaturesortranscriptoftherecording.Otherfeaturesmaybeaskedwiththeirnotice.Practice:theteacherconductspracticeactivitiesafteranalysisactivities.Thestudentspracticewords,phrasesandpatternsfromtheanalysisactivitiesandpractice.Theyalsoenterusefullanguageitemsintheirlanguagenotebooks.12 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolInconclusion,theTBLTmodelprovidestheoreticalfoundationsforotherresearchers.Willis’threestagemodelisusedwidelyinclassroominstruction.Butthisisnotaspecificmodel.Teacherscanadjustprocedureswithstudents’age,students’Englishproficiencyandteachingcontents.2.3StudiesonTBLTabroadandathomeInthispart,foreignstudiesanddomesticstudiesareintroduced.2.3.1StudiesonTBLTabroadTBLTisafurtherdevelopmentofcommunicativelanguageteaching.PrabhufirstputforwardTBLTduringhisexperimentfrom1979to1984,whichemphasized“learningbydoing”.Fotos(1995)inhisbookCommunicativetasksforgrammarconscious-raisingarguesthatcommunicationisproducedbythefollowingthreetaskcomponents:first,aninformationgapinvolved;second,studentsaregiventimetoplanwhatistosay;finally,tasksrequireasolutionwhereallstudentsagreed.Thefirsttwosuggestionsareuseful,butthelastoneisdifficultinChinabecauseofthelargeclasssize.Willis(1996)explainsthedifferencebetween3Pmodel(presentation-practice-production)andTBLTmodel;first,thewaystudents’useandexperiencelanguageinTBLTisradicallydifferentfrom3P.Forexampletask,planningandreportinTBLTareusedforagenuinepurpose;second,TBLTcanprovideacontextforgrammarteaching,whileform-focusedactivities3Pisdifferentinthisaspect(Wang,2006).Intotal,3Papproachsimplyproducesgrammarforms,whichwillnothelpstudentsacquirethelanguageforcommunication.TBLTisfreeoflanguagecontrolandemphasizesthecommunicativecompetenceofstudents.3Papproachleadsfromaccuracytofluency,whileTBLTleadsfromfluencytoaccuracy.Celce-MuricaandOlshtain(2001)teachEnglishgrammar“goingto”and“will”indiscourseextract.Bysuggestingsomequestions,theyassumethatitmightbesimplytoinstructtheadvancelearnerswhoaresufficientlysophisticatedinanalyzingdiscourse,butmostbeginnersneedsomeguidancetocompletesuchatask.Inrecentyears,thescholarsabroadstilldolotsoftheoreticalresearchaboutTBLT.Ellis(2003)publishesabook,namedTask-basedLanguageTeachingandLearning.HeaimstobringSLAandlanguagepedagogytogether.Therefore,hereviewsthedefinitionsoftasks,adoptstheoreticalperspectivetask-basedresearchandlearning.DavidNunan(2004)publishesabookTask-basedLanguageTeachingasasupplement13 M.E.dThesisofBohaiUniversityandextensionforthebookDesigningTasksfortheCommunicativeClassroom,whichwaspublishedin1989.TBLTisexplainedfromtheaspectsofthedefinitions,framework,andcomponentsoftask,experiencefoundationandassessmentofTBLTandsoon.TavakoliandFoster(2008)inarticleTaskDesignandSecondLanguagePerformance:TheEffectofNarrativeTypeonLearnerOutput,supportthefindingsofpreviousresearchthattighttaskstructureisconnectedtoincreasedaccuracy.Nunan(2013)describesandexemplifiesarangeoftasksandexercisesthatcanbeusedwithbeginninglearners.Conversationscramble,sentencecues,comprehensionquestions,surveys,games,grammardictationandgrammarchartscanbeusedasmodelsforclassroomteaching.Healsosuggeststhattasksinvolvingpersonnalizationencouragethelearnerstobringintheirownideas,feelingsandopinions.Inabrief,studiesonTBLTabroadstartrelativelyearly,whicharematureintheoretical.Thetypesoftasksincreasetremendouslyfrom20centuryto21century.ButtheresearchfocusonEnglishgrammarisfew,especiallytheresearchonjuniorhighschoolstudentswhoseEnglishproficiencyisbeginninglevel.2.3.2StudiesonTBLTathomeThedomesticresearchbeganrelativelylate.In1996,theEducationDepartmentofHongKongmadeEnglishSyllabusofPrimaryandSecondarySchoolswhosesyllabusputTBLTasoneofthedominant.Forthetwodecades,muchachievementhasbeenmadeinthefieldoftask-basedlanguageteaching.In2001,theMinistryofEducationpromulgatedtheNewEnglishCurriculumStandard(experimentaldraft),whichsetuptheguidingideologyof“student-centered”inthephilosophyofeducation.Therearemajorchangesandgreatbreakthroughsincurriculumgoals,curriculumcontents,curriculumtasks,curriculumevaluationtasks.Itputs“advocatingTBLTandcultivatingstudents’comprehensiveability”intoimplementationadvice.Sincethen,researchonTask-basedTeachingChinesescholarsisbecomingmorepopular.Wei(2004)illustratesabook,ForeignLanguageTeachingofTBLT.Fromthecognitivepsychologypointofview,shegivesacomprehensiveanalysisofthetaskbasedteachingtheoryandillustratesthespecificstepsoftask-basedteaching,whichprovidereferencesforteachers.Cheng(2004)publishesabooknamedtask-basedlanguageteaching,thetheoreticalbasisoftask-basedlanguageteaching,themainfeaturesofthedefinition,characteristicsandtypes,task,taskdesignandevaluation,implementationoftask-basedlanguageteachingareintroduced.Zhou(2004)emphasizestheoreticalbasisofTBLTandappliesTBLTinjuniorhighschool.Thebook14 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolTask-basedLanguageTeachingiswrittenbyGongandLuo(2006).ExceptthetheoreticalcontentaboutTBLT,theauthorsintroducetask-basedassessmentandfactorsthataffectlanguagetaskdifficulty,whichcontributestotheempiricalresearch.In2007,InternationalConsortiumonTask-basedLanguageTeachingwasofficialestablished.YanandPei(2013)makeaTBLT2011Corpusforthe4thInternationalConsortiumonTask-basedLanguageTeaching.Thetopfrequencyofsubjecttermsistask.Theoral,writingandreadingintaskfactorsaretopthreesubjectterms,whilethegrammarisnotincludedintheTBLT2011Corpus.In2011,theEnglishCurriculumStandardsinChinaforcompulsoryeducationwereemerged,andTBLTwasrecommended.Li(2005),Yang(2007),Li(2010),Meng(2013)andotherresearchersarediscussedtheapplicationofTBLTinEnglishclassroomteaching.TheresearchindicatesthatTBLTispositiveinEnglishclassroomandstudentsactivelytakepartinvarioustasksdesignedbyteachers,butmostofresearchistakeninseniorhighschoolstudents,researchonTBLTtoEnglishclassroominjuniorhighschoolisnottoomuch.Toconclude,thepreviousresearchmakesareferenceforTBLTtoEnglishgrammarteachinginjuniorhighschoolinboththeoryandpractice.TBLTalsoreceivessupportfromeducationpolicy.15 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolChapterThreeMethodologyTheresearchprojectwasconductedduringthefirstsemesterofthe2015forfifteenweeksatjuniorhighschoolinHebeiProvince.Theresearchinstrumentsincludequestionnaire,testsandinterview.AllthedataarecollectedbytheauthorandareanalyzedbySPSS17.0.3.1ResearchDesignThepurposeofthisstudyistoexploreifparticipantsunderTask-basedLanguageTeaching(TBLT)aremoreinterestedinlearningEnglishgrammarthanparticipantsunderpresentation-practice-productionapproach(3Papproach);throughcomparedthetwoteachingapproachesandparticipants’Englishgrammarperformanceintests,thestudyalsoexplorestheeffectivenessofteachingmodel.3.1.1ResearchquestionsTworesearchquestionsareproposed,theyare:(1)DoestheapplicationofTask-basedLanguageTeachingtotheEnglishgrammarclassroomarousetheinterestofstudentsinlearningEnglishgrammar?(2)DoestheapplicationofTask-basedLanguageTeachingtotheEnglishgrammarclassroomhelpthestudentsdobetterinthetestsofEnglishgrammar?3.1.2SubjectsTheresearchparticipantsarefromthethird-yearstudentsinNo.3JuniorHighSchool,TangshanCity,HebeiProvince.Inordertokeepthestudyreliableandvalid,twoclasses(theclass1andtheclass3)arechosenrandomly.RegardingtheirEnglishproficiency,althoughtheyhavestudiedthelanguagefor5yearssincetheprimaryschool,theEnglishproficiencyisatanelementarylevel.Theclass1consistsof31studentswhoaretaughtbyTBLTregardingastheexperimentalclass(EC);whiletheclass3iscomposedof30studentswhoaretaughtby3Papproach,thecontrolledclass(CC).Theteachingenvironmentissimilarfortwoclasses,includingtheteachingtime,teachingmaterialsandteachingcontents.TheteachingtimelastedforfifteenweeksfromSeptember7thtoDecember18th,2015.Theteachingmaterialis“Goforit(9thgrade)”.TheEnglishgrammarteachingisadoptedonceaweek.16 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolTable3.1DistributionofParticipantsInformationExperimentalclass(EC)Controlledclass(CC)Numberofparticipants3130TeachingapproachesTBLT3PapproachGradeofparticipantsGradenineforthefirstsemesterTeachingmaterialGoforit(9thgrade)TeachingtimeSeptember7thtoDecember18th,2015Englishgrammar,onceaweekTeachingcontents3.2InstrumentsTheresearchinstrumentsincludequestionnaire,tests,interviewandSPSS17.0.3.2.1QuestionnaireThequestionnaireisadministeredatthestartandattheendoftheresearchexperimentsothattheResearchQuestion1,students’learninginteresttoEnglishgrammarisinvestigated.Informationaboutbothdimensionsofquestionnaireandreliabilityofquestionnaireisidentifiedtomakethequestionnaireconvincing.3.2.1.1DimensionsofquestionnaireThequestionnaireofthestudyismodifiedbasedonClement,DörnyeiandNoels’(1994)questionnairemotivation,self-confidenceandgroupcohesionintheforeignlanguageclassroomwhere“motivation,self-confidenceandgroupcohesion”areconcernedfromthreedimensions:thelanguagelevel,thelearnerlevelandthesituationlevel(citedinDörnyei＆Taguchi,2011).Inthethesis’questionnaire(AppendixII),interestisalsoinvestigatedfromthreedimensionstheEnglishgrammarlevel,thelearners’emotionaltrendlevelandtheteachingapproachlevel.Therearethreedimensionsandfifteenitemswhereeachlevelhasfiveitems.Dimension1:Questions1to5aretheEnglishgrammarlevel(dotheparticipantshaveinteresttoEnglishgrammarlearning).Dimension2:Questions6to10,thelearners’emotionaltrendlevel(whatemotionaltrenddotheparticipantsholdtoEnglishgrammar).Dimension3:Questions11to15,theteachingapproachlevel(aretheparticipantsinterestedintask-basedgrammarteaching?).5-rankscaleisadoptedforeachquestioninthequestionnairewhere1isstronglydisagree,2isdisagree,3isneutral,4isagreeand5isstronglyagree.Therank“3”is17 M.E.dThesisofBohaiUniversitythemedianscore.Therefore,ifthemeanvalueislowerthan3,theoverallopinionisnegativewherethestudentsdonotagreewiththeteachingmethod.Butifthemeanvalueishigherthan3,itispositivetoimplythatthestudentsagreewiththeteachingmethod.3.2.1.2ReliabilityofquestionnaireThepilotquestionnaireisconductedamonganother60students(exceptstudents’intheECandCC)beforetheexperimenttotestthereliabilityofthequestionnaire.60questionnairesarehandedoutandallofthemarecollected,thereliabilityofthequestionnaireisanalyzedbySPSS17.0.Theresultisshowninthefollowingtable.Table3.2ReliabilityStatisticsofthequestionnaireCronbach’sAlphaNumberofItems.79415SeenfromTable3.2,Cronbach’sAlphais0.794,whichishigherthan0.07.Itstatesthatthequestionnaireisreliableandcanbeusedinthefollowingexperiment.ThedetailedreliabilitystatisticsareshownintheAppendixI.3.2.2TestsPre-test(AppendixIII)isadministratedatthestartoftheexperiment;Post-test(AppendixIV)isconductedattheendoftheresearchexperiment.Thepurposeofpre-testistochecktheEnglishproficiencyintheECandCC.Thepurposeofpost-testistomakesureparticipants’learningsituationundertwodifferentteachingmethods.Throughcomparisonbetweenpre-testandpost-test,ResearchQuestion2:(doesTBLThelptheexperimentalgrouptolearnEnglishgrammarbetterthanthecontrolledgroup?)canbeidentified.Thepre-testandpost-testaremodifiedfromtheHighSchoolEntranceExaminationandthecontentsrelatedtotheEnglishgrammararekept.Thentestspapersarecalculatedandconvertedtothehundred-mark.Thepre-testandpost-testaresimilarintermsofparticipants’answeringtime,difficultydegree,grammarknowledgeandquestiontypessothattheexperimentcanbeauthoritative.Theanswertimeis45minutes;therearefiveitemsfocusedongrammarknowledge,includingmulti-choice,fill-intheblank,task-basedpassage,wordcompletionandwordorderinpre-testandpost-test.3.2.3InterviewTheinterviewisconductedduringtheresearchexperimentforthefollowingpurposes.First,respondentsmaygivesimpleandsuperficialanswersindoing18 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolquestionnaire,interviewcanberegardedasasupplementarymeasures.Second,interviewbelongstoqualitativeresearch.Qualitativeresearchcombinedwithquantityresearchmakethefindingsmoreconvincing.Therefore,intervieweescantalkfreely,respondents’realthinkingcanbeunderstood.Fiveintervieweesineachexperimentalclassandcontrolledclassarechosenaccordingtotheirscoresinpost-tests.Twoparticipantsarechoseninmiddle-levelgroup,whileoneparticipantischosenineachhigh-levelgroupandlow-levelgroup.TheInterviewQuestionsinclude:(1)HowdoyouthinkoftheEnglishgrammarclass?Whatareyourchangescomparedwithbefore?(2)AreyousatisfiedwiththeteachingmodeinEnglishgrammarclass?3.2.4SPSS17.0SPSS17.0,theabbreviationofStatisticalPackagefortheSocialScience17.0,isusedafterthedatacollectionfordataanalysis.WiththehelpofSPSS17.0,IndependentSampleTestandPairedSamplesTestarepresentedtoanalyzethedataofquestionnaireandtestsinthisthesis.3.3ExperimentproceduresThispartfirstgivesabriefdescriptionoftheexperimentprocedure.Theexperimentconsistsofthreestages:pre-experiment,while-experimentandpost-experiment.Inpre-experimentstage,theauthorfocusesonpreparations,suchasdesigningteachingplan,questionnaireandtests.Inwhile-experimentstage,thedetailsschedule(Table3.3)ispresented.Thepost-experimentstageincludesdatacollection,dataanalysisandthesiswriting.3.3.1Pre-experimentAtthisstage,theauthormadepreparationsfortheexperiment.First,questionnaireandtestswerewell-organized,teaching-planswerewell-designedsothattheexperimentwentsmoothly.Second,thepilotquestionnairewasconductedtoanothertwoclassesbeforetheexperiment.60questionnaireswerehandedoutandallofthemwerecollected.Finally,Class1andClass3wererandomlychosenastheparallelclasses.3.3.2While-experimentTheexperimentlastedforfifteenweeksfromSeptember7thtoDecember18th,2015.Therewere31participantsinECand30participantsinCC.Theexperimentwasconductedinajuniorhighschool,HebeiProvince.OnSept.7th,pre-questionnaireandpre-testwereadministratedtoECandCC19 M.E.dThesisofBohaiUniversitybeforetheexperiment.Theresponsetimeswere20minutesforpre-questionnaireand45minuteswerepre-test.FromSept.8thtoDec.16th,theclassroomexperimentwasconducted.TheEnglishgrammarwastaughtonceaweekwhereTBLTwasusedforECand3PapproachwasusedforCC.InterviewwascarriedoutduringtheteachingforbothECandCC.OnDec.17th,thepost-questionnaireaboutEnglishgrammarinterest,whichwasthesamewithpre-questionnaire,wasconductedfor20minutesinECandCC.OtDec.18th,apost-testwastakenfor45minutes.Studentscouldnotconsultanyreferencebooksorphones.Aftertheexperiment,thedatawerecollectedbytheauthor.ThedetailedschedulewasshowninTable3.3.Table3.3TheDetailedSchedulefortheExperimentDateActivityTimeECCCPre-Questionnaire20minutes√√Sept.7thPre-test45minutes√√Verbs(passivevoice,pastperfecttense,modal-verbs)45minutes/duration,ObjectiveclausesSept.8th–Dec.16thonceaweekTBLT3PrelativeclausesWord-formation(compounding,derivation,conversion)Dec.17thPost-questionnaire20minutes√√Dec.18thPost-test45minutes√√3.3.3Post-experimentThisstagewasdatacollection,dataanalysisandthesis-writingperiod.(1)Datacollection:61completedquestionnairesfrom61distributedquestionnaireswerecollected,witharesponserateof100%.Theresultsofinterviewwerefaithfullyrecorded.(2)Dataanalysis:theIndependentSampleTestwasusedtoanalysesthedataofpre-questionnaire(EC)andpre-questionnaire(CC);pre-test(EC)andpre-test(CC);post-questionnaire(EC)andpost-questionnaire(CC);post-test(EC)andpost-test(CC)sothatagapcouldbetested.ThePairedSamplesTestwasusedtoanalyzethedataofpre-questionnaire(EC)andpost-questionnaire(EC);pre-test(EC)andpost-test(EC);pre-questionnaire(CC)andpost-questionnaire(CC);pre-test(CC)andpost-test(CC)sothattheparticipantsprogresscouldbetested.(3)Paperwriting:researchintroduction,literaturereview,methodology,dataanalysisanddiscussion,conclusionwillbewritten.20 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchool3.4ProcessofteachingexperimentInthispart,teachingdesign,teachingproceduresandteachingcaseareintroduced.3.4.1TeachingdesignTheteachingdesignincludesteachinggoalsandprinciples,teachers’role,teachingmethods,teachingcontents.3.4.1.1TeachinggoalandteachingprinciplesTheteachinggoalistoarousetheinterestinEnglishgrammarlearningandcultivatetheirlanguagelearningabilityandlearningautonomy.Meanwhile,goodlearninghabitscanbecultivatedandlifelonglearningconsciousnesscanberaised.TheteachingdesignshouldmeetbothprinciplesofTBLTandprinciplesofthe2011ECS.The2011ECSrequiresthatTBLTshouldstimulatestudents’interestinstudyingEnglishanddevelopstudents’practicalabilities.Candlin(1987)claims,whendesigningthelearningtasks,theteachershouldpayattentiontoboththecontentandthelearningprocess.Nunan(2004)holdssevenprinciplesforTBLT:formandmeaning,authenticity,recycling,thetaskdependency,learningbydoing,interaction.3.4.1.2Teachers’roleInmostapproaches,theteacherissomewhatacontroller,aplanner,anassessor,anorganizer,aprompter,aparticipantandsoon.However,differentapproachesstipulatedifferentteacherroles.Withtheimplementationofthe2011EnglishCurriculumStandards,teachersareexpectedtoputonnewroles:facilitators,guiders,researchers.Wang(2006)specifiesthethreeroles.Asthefacilitators,teachersneedtocreateapositivelearningenvironment,tomotivatelearnersandguidetheminplanningandassessingtheirownlearning.Astheguiders,teachersactivatestudents’priorknowledge,toacknowledgeandrespecttheirdifference,togivethemequalopportunitiesinlearning.Astheresearchers,teacherstrytheirbesttomeetstudents’needandimprovetheirprofessionalteachingskillsinclass.3.4.1.3TeachingmethodAsweknow,themoderntrendinthedevelopmentofEnglishteaching:student-centered,forthepurposeofcommunication.Sotheteacheradoptstheactivity-basedseven-stepgrammarteachingmethodguidedbythetheoryofTBLT.Theteachertakesstudentsasthecenterfromthebeginningtotheend.Shealsodevisesalotoftaskswhileteachingandstimulatesthestudents’subjectiveinitiativeofself-studyinandoutoftheclassroom.Thelearningtaskscoverreading,translating,discussing,analyzing,writingandsoon.Meanwhile,studentsaredividedintoseveralgroupsin21 M.E.dThesisofBohaiUniversityclasssothatgroupdiscussionorgroupcooperationcanbeadministrated.3.4.1.4TeachingContentsModule3,Goforit(9thgrade)is“Couldyoupleasetellmewheretherestroomsare?”whosegrammarstructurefocusesonobjectiveclauseswithwh-questions,grammarfunctionsfocusesonaskingforinformation(followdirection)politely.Forexample“excuseme,doyouknowwhereIcanbuysomemedicine?”Table3.4statesmodule1tomodule9indetail.Table3.4Goforit:Module1toModule9ModuleUnitsGrammarstructureTargetlanguageFunctions1HowcanweVerb+by(with)HowdoyoulearnTalkabouthowtobecomegoodDoingEnglish?studylearnersIlearnEnglishbystudyingwithagroup2IthinkthatmoonObjectiveclausesIknowthattheWaterGiveapersonalcakesarewiththat,ifandFestivalisreallyfunreactiondeliciouswhether3CouldyoupleaseObjectiveclauses-excuseme,doyouknowAskfortellmewherethewithwh-questionswhereIcanbuysomeinformationrestroomsare?medicine?politely-Sure.There’saFollowdirectionsupermarketdownthestreet.4IusedtobeafraidUsedtoIdidn’tusetobepopularTalkaboutwhatofthedarkinschoolyouusedtobelike5WhatarethePassivevoice-AreyourshirtsmadeofTalkaboutwhatshirtsmadeof?(presenttense)cotton?productsaremade-Yes,theyare.AndtheyofandwheretheyweremadeintheUS.weremade6WhenwasitPassivevoice(past-WhenwasthezipperTalkabouttheinvented?tense)invented?historyof-Itwasinventedin1893.inventions7TeenagersshouldShould+beallowedIdon’tthinkTalkaboutwhatbeallowedtotosixteen-year-oldsshouldyouareallowedtochoosetheirownbeallowedtodrive.doclothesAgreeanddisagree8ItmustbelongstoMust,might,couldWhosevolleyballisthis?MakeinferencesCarla.andcan’tforItmustbeCarla’s.Shemakinginferenceslovesvolleyball.9IlikemusicthatIRelativeclausesWhatkindofmusicdoExpresscandanceonwiththat,whoandyoulike?preferenceswhichIlovemusicthat/whichIcansingalongwith(Source:Goforit(9thgrade),2014:I)3.4.2TeachingproceduresAlllearningtasksincludethreekinds:pre-tasks,while-tasksandpost-tasks.Soaccordinglytheteachingprocessisdividedintothreestages:pre-taskstage,while-taskstageandpost-stage.Itstressesthattheteacherandthestudentsshouldtakepartinthewholeinstructionwhoseteachingproceduresadvocatetheideaof“learningbydoing”.22 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolToachievetheteachinggoalofandsatisfytheneedofthestudents’development,theteacherfocusestheattentiononteachingbasicgrammaticalknowledgeandalsoondevelopingthestudents’learningabilityandgoodlearninghabit.Inthepre-taskstage,therearetwosteps:Check-upandGroupdiscussion.Thedetailsareasfollows:Step1:Check-upIntheclassroom,theteacherisanexaminer.Beforeclass,theteachercheckswhetherthestudentshavefinishthepost-tasksoflastclass.Thecontentsofrevisionincludevocabulary,phrasesandsentences.Teachingorganizations,suchasdictation,sentence-makingandteachingtools,forexamplepicturesandmulti-mediaareusedsometimes.Thepurposeofcheckistoenrichstudents’Englishknowledgeandtomakethefollowingteachinggosmoothly.PearsonandJohnson(1978)definelearningas“buildingbridgesbetweentheknownandthenew”.Step2:GroupdiscussionInthisstep,theteacherisanorganizerordirectorandevaluator.Andthestudentsareaskedtoreadthetextanddiscusssomequestionsaboutthetextintheirowngroups.Andthenthemembersfromdifferentgroupsgivetheiranswersinturn.Suchgroupactivitiescanhelpthestudentsgetgeneralinformationofthetextandmakegoodpreparationsbeforehands.Thetasksinclassconsistoftwoparts:doingcomprehensionexercisesandpreviewinggrammarfocus.Afterthattheteachermakesadjustmenttotheirmistakes,evaluatestheirperformanceandencouragesstudentssoastobuilduptheirconfidence.Inthewhile-taskstage,therearethreesteps:Grammarstudy,WordstudyandSkilltraining.Thedetailsareasfollows:Step3:GrammarstudyInthisstep,theteacherisanimparterandaguide.Thestudentsarerequiredtomakenotescarefullyanddothetranslationexercises.Grammarknowledgeisanalyzedingrammarform,meaningandfunctions.Pictures,listeningmaterials,audiomaterialscanbeusedtopresentEnglishgrammar.ThematerialsfortranslationexercisesareauthenticsothatEnglishaccuracyandEnglishfluencycanbeachieved.Meanwhile,undertheteacher’sguide,positivelearningattitudesshouldbecultivated.Step4:WordstudyHeretheteacherisalsoanimparterandaguide.Thestudentsarerequiredtolearnwords,becausewordisaunitofgrammar.Students’learningfocusesonpronunciation,meaningandspelling.Inthisstep,pictures,realobjectsandotherteachingtoolscanbe23 M.E.dThesisofBohaiUniversityused.Role-play,conversation,pronunciationdrillscanbeorganizedinclass.Thepurposeofthisstepistohelpthestudentslearnhowtousewordsandexpressionsandhaveabetterunderstandingofthegrammaritemsandthetext.Theteacherkeepsdoingsoalsowillcertainlyhelpthestudentslayagoodfoundationfortheirfuturestudy.Step5:SkilltrainingInthisstep,theteacherisadeviserandahelper.Thestudentsarerequiredtousethegrammarandwordinclassandfinishtherelevanttasks.Andsomestudentswillbethevolunteerstogivetheanswersgivenbytheirgroupsordosomepresentation.Thetasksincludedoingpairs,doingasurvey,makingsentences,translatingsentences,listeningconversations,correctinggrammaticalerrors,writingpapersandsoon.Thepurposeofthisstepistocultivatestudents’communicativeability,tofacilitategroupcooperationandtohelpstudentsuseEnglishinanappropriatesituation.TheteacherwillgivestudentsequalopportunitiesandgivestudentsmorespacetospeakEnglishinclass.Inthepost-taskstage,therearetwosteps:Sum-upandAssignment.Thedetailsareasfollows:Step6:Sum-upInthisstep,theteacherisaguideandafacilitator.Thestudentsarerequiredtowritedownthegrammarfocusgiveninclassandanswersomerelevantquestions.Thepurposeofthisstepistocheckifstudentsunderstandgrammarpoints,mastergrammarfunctions,whichwillfacilitatethenextclassroomlearning.Step7:AssignmentInthisstep,theteacherisalsoadevisorandahelper.Thestudentsarerequiredtofinishsomepost-tasksafterclassandpreviewthenewtextfornextclass.Thegrammarlearningcanbeconsolidated.Goodlearninghabitsandlearningautonomycanbecultivated.3.4.3TeachingcaseTherearetwoteachingcases,oneofthemissampleplanwithTBLTapproachinEC,andtheotheristhesampleplanwith3PapproachinCC.3.4.3.1SampleplanwithTBLTapproachTextbook:Goforit(9thgrade),unite3Teachingcontent:Couldyoupleasetellmewheretherestroomsare?Teachingtools:Multi-media,blackboard,textbook,PPTGrammarstructure:Objectiveclauseswithwh-questionsTeachinggoals:Attheendoftheclass,studentscanachievethefollowinggoals:24 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchool(1)knowledgegoals:bank,bookstore,restroom,stamp,beside,postcard,pardon,bathroom,rush,suggest,central,nearby,east,convenient,corner,polite,impolite,direction,underground,passby,pardonme,parkinglot.(2)abilitygoals:developstudents’abilityofusinglanguagehospitalityandlanguageappropriateness.(3)emotionalgoals:tofollowdirectionsandtobepolitewhenaskingforinformation.Teachingapproach:Task-basedgrammarteachingmethodParticipants:31studentsinexperimentalgroupofGradeThreeinNo.3JuniorHighSchool,HebeiProvince.Time:45minutesInthepre-taskstage,therearetwosteps:Check-up,Groupdiscussion.(15minutes)Step1:Check-upThestudentsarerequiredtoreviewlocationvocabularybydictationandreviewprepositionphrasesbymakingsentencesinpost-taskstageoflastclass.First,fourvolunteersingroupsarechosentodothedictationontheblackboard,otherstudentsdictatewordswithapieceofpaper.Thenanotherfourvolunteerschecksthewordswrittenontheblackboard.Finally,theteachermakesadjustmenttostudentsmistakes.Step2:GroupdiscussionThestudentsareaskedtoreadthetextanddiscusssomequestionsaboutthetextintheirowngroups.Andthenthemembersfromdifferentgroupsgivetheiranswersinturn.Readtheconversation“FunTimesPark—AlwaysaFunTime”betweenAliceandHeWei,andthenanswerquestionsbelow.Q1:WhereareHeWeiandAlice?Q2:Whichwordswillyouthinkofthetitletellusthattheyalwayshavefun?Q3:WhatdidHeWeisuggestAlicetodoifAliceisscaredduringtheride?Q4:Inthelastconversation,“whendoesthebankstart?”Isitpolitetosaythatifyouaskastrangerorevenafriend?Howcanwemakeitpolite?Membersfromdifferentgroupanswerquestions,thenunderstandthemeaningofthetextandpayattentiontocertaingrammarfocus.Theteacherevaluatesstudents’performanceandencouragesthemtoanswerquestions.Inthewhile-taskstage,therearethreesteps:Grammarstudy,WordstudyandSkill25 M.E.dThesisofBohaiUniversitytraining.(20minutes)Step3:GrammarstudyTheteacherpresentsgrammarwithapictureaboutlocationsasabackgroundonPPT.Andthencomparetwosentences:wh-questionandobjectiveclauseswithwh-question.Thestudentsarerequiredtomakenotescarefullyanddothetranslationexercises.T:Whereisthebank?S:Thebankisbetweentherestaurantandthebookstore.Lookatthefollowingthreepairedsentences.Pleasemakedistinctionsbetweenthem.1.WherecanIbuysomemedicine?Excuseme;doyouknowwhereIcanbuysomemedicine?2.WherecanIbuysomegrapesorotherfruit?Pardonme;doyouknowwhereIcanbuyanygrapesorotherfruit?3.HowdoesthisCDplayerwork?CouldyoutellmehowthisCDplayerworks?T:Thefirstsentenceineachgroupisthedirectsentence,whilethesecondsentenceisobjectiveclause.First,“Excuseme”,“Pardonme”,“Doyouknowwhere/how...”and“Couldyoutellmehow...”arepoliteexpressions.Second,“Doyouknowwhere/how...”and“Couldyoutellmehow...”areobjectiveclausewithwh-question.Inobjectiveclause,wh-questionaredeclarativesentence,thesubjectisfrontofthemodalverbs.Comparedwiththedirectsentence,thepositionofsubject“I”andmodalverbs“can”ischanged.Also,“where,how,if”canleadtheobjectiveclauses.TranslatethefollowingChineseintoEnglish.1.劳驾，您能告诉我就近的餐馆怎么走吗？2.打扰一下，您知道附近有餐馆吗？3.请问，去书店怎么走？Answers1.Pardonme,canyoutellmehowIcangettoanearbyrestaurant?2.Excuseme,doyouknowifthere’sarestaurantaroundhere?3.Pardonme,couldyoutellmewherethebookstoreis?Step4:WordstudyThestudentsarerequiredtolearnnewwords,becausewordisaunitofgrammar.26 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolStudents’learningfocusesonpronunciation,meaningandspelling.Inthisstep,pictures,realobjectsandotherteachingtoolsareused.Newwords:bank,bookstore,restroom,stamp,beside,postcard,pardon,bathroom,rush,suggest,central,nearby,east,convenient,corner,polite,impolite,direction,underground.Step5:SkilltrainingThestudentsarerequiredtousethegrammarandwordtofinishrole-playconversationwithgrouppartners.ListentheconversationbetweenHeWeiandAliceagain,andthentrytoimitatetheirpronunciationandintonation.Twovolunteersplaytheroleandthenchangetherole.HeWei:Excuseme,couldyoupleasetelluswhenthebandstartsplayingthisevening?Alice:Eighto’clock.Therestaurantisalwaysbusyathattime,comealittleearlierInthepost-taskstage,therearetwosteps:Sum-upandAssignment.(10minutes)Step6:Sum-upThestudentsarerequiredtowritedownthegrammarfocusgiveninclassandanswersomerelevantquestions.Step7:AssignmentThestudentsarerequiredtodoasurvey“Whatareyourpartners’routesfromschooltohome?”andpreviewModel4afterclass.3.4.3.2Sampleplanwith3PapproachTextbook:Goforit(9thgrade),unite3Teachingcontent:Couldyoupleasetellmewheretherestroomsare?Teachingtools:Multi-media,blackboard,textbookGrammarstructure:Objectiveclauseswithwh-questionsTeachinggoals:Attheendoftheclass,studentscanachievethefollowinggoals:(1)knowledgegoals:bank,bookstore,restroom,stamp,beside,postcard,pardon,bathroom,rush,suggest,central,nearby,east,convenient,corner,polite,impolite,direction,underground,passby,pardonme,parkinglot.(2)abilitygoals:developstudents’abilityofusinglanguagehospitalityand27 M.E.dThesisofBohaiUniversitylanguageappropriateness.(3)emotionalgoals:tofollowdirectionsandtobepolitewhenaskingforinformation.Teachingapproach:3PapproachParticipants:30studentsincontrolledgroupofGradeThreeinNo.3JuniorHighSchool,HebeiProvince.Time:45minutesStage1:Review(10minutes)Studentsareaskedtoreviewpreviouscurriculumwordsandusefulexpressions(1)Recitation:theteachergivesstudents1minutestoreview10curriculumwordsandusefulexpressions,suchasrestroom,bookstore,beside,passby,pardonme.Studentstrytorememberthemasmanyaspossible.(2)Dictation:Fourvolunteersarechosentodothedictationontheblackboard,otherstudentsdictatewordswithapieceofthesis.(3)Anotherfourvolunteersarecheckedthewordswrittenontheblackboard.Stage2:Presentation(15minutes)Grammarfocusarepresentedbytheteacher.T:Readthefollowingsentencesin3groupsandthinkaboutwhichsentencesarepoliteorimpolite?Thendiscussthecharacteristicsofthepolitesentenceswithgroupmembers.1.WherecanIbuysomemedicine?Excuseme;doyouknowwhereIcanbuysomemedicine?2.WherecanIbuysomegrapesorotherfruit?Pardonme;doyouknowwhereIcanbuyanygrapesorotherfruit?3.HowdoesthisCDplayerwork?CouldyoutellmehowthisCDplayerworks?S1:“Excuseme”ispolite.S2:Thepositionof“I”and“can”ischangedtheposition;S3:theword“does”disappearinpolitesentence.Theteacherwritesstudents’summaryofcharacteristicsofthepolitesentencesontheblackboard,andcheckstheiranswers.T:Thefirstsentenceineachgroupisthedirectsentence,whilethesecondsentenceobjectiveclause.Nowlet’slookatthesecondsentencesonebyone.First,“Excuseme”,“Pardonme”,“Doyouknowwhere/how...”and“Couldyoutellmehow...”arepolite28 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolexpressions.Second,“Doyouknowwhere/how...”and“Couldyoutellmehow...”areobjectiveclausewithwh-question.Inobjectiveclause,wh-questionaredeclarativesentence,thesubjectisfrontofthemodalverbs.Comparedwiththedirectsentence,thepositionofsubject“I”andmodalverbs“can”ischanged.Meanwhile,“where,how,“if”canleadtheobjectiveclauses.Stage3:Practiceandproduction(20minutes)Thestudentspracticeandapplytherulestoproducesentences.1.Substitutiondrills:rewritethequestionstomakethemmorepolite.(1)WherecanIparkmycar?(2)Howtogetthebookstore?(3)Whendoesthelibraryclosetoday?S4:CouldyoutellmewhereIcanparkmycar?S5:Doyouknowhowtogetthebookstore?S6:Couldyoupleasetellmewhenthelibraryclosetoday?2.Transformationdrills:Whatshouldeachpersonaskinthefollowingsituation?Situation1:Timisveryhungry.S7:CouldyoutellmewhereIcangetsomethingtoeat?Excuseme,canyoutellmehowIcangettoanearbyrestaurant?Pardonme,doyouknowifthere’sarestaurantaroundhere?Situation2:Sallyneedstomailaletter.Situation3:Helenneedstoknowwhenthebikeshopcloses.Situation4:Beniswonderingifthere’sabankintheshoppingcentre.Stage4:Homework29 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolChapterFourDataAnalysisandDiscussionAllthedata(questionnaireandtests)arecollectedbytheauthorandareanalyzedbytheSPSS17.0.Thestatisticalanalysisproceduresare:first,theIndependentSamplesTestiscalculatedtocomparetheEnglishproficiencydifferencesbetweenECandCC.Second,thePairedSamplesTestsarecomputedlongitudinallyandrespectivelytocomparetheresultsfromECandCC.AllthedatacanprovethecorrelationbetweenTask-basedLanguageTeaching(TBLT)andEnglishgrammarlearningsothatthefollowingresearchquestionscanbeanswered:(1)DoestheapplicationofTBLTtotheEnglishgrammarclassroomarousetheinterestofstudentsinlearningEnglishgrammar?(2)DoestheapplicationofTBLTtotheEnglishgrammarclassroomhelpthestudentsdobetterinthetestsofEnglishgrammar?4.1AnalysisanddiscussionofquestionnaireTheanalysisanddiscussionofquestionnairegetcorrespondedtothethreedimensionsofquestionnaire.Therefore,thispartincludesanalysisanddiscussionofparticipants’interestinEnglishgrammarknowledge;analysisanddiscussionofparticipants’emotionaltrend;analysisanddiscussionofparticipants’interestintask-basedgrammarteaching;comparisonbetweenpre-questionnaireandpost-questionnaireinEC.4.1.1Analysisanddiscussionofparticipants’interestinEnglishgrammarknowledgeQuestions1to5arethefirstdimension,concerningparticipants’interestinEnglishgrammarlearning.Question1focusesonparticipants’Englishgrammarlearninghabit.Question2paysattentiontospecificEnglishgrammarknowledge.Question3andQuestion4attempttoexploreparticipants’grammaruseinclassandafterclass.Question5isconcernedatEnglishgrammarknowledgeappliedinEnglishskills.Analysisanddiscussionofparticipants’interestinEnglishgrammarknowledgeareshowninTable4.1.30 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolTable4.1Participants’InterestinEnglishGrammarKnowledgeDimension1Pre-questionnairePost-questionnaireM(EC)M(CC)M(EC)M(CC)1.Iwillreviewgrammarbeforeclass.2.812.833.232.912.Icanmastergrammarinclass,suchasfind3.002.573.592.50sentencecomponentanddistinguishwordclass.3.Grammarinclasscanbeeffectivelyapplied2.973.003.213.06afterclass.4.Ithinkthehomeworkismucheasierforme3.923.844.203.12afteracquiringEnglishgrammar.5.Ithinkgrammarisbenefitforlistening,3.113.273.503.27speaking,readingandwriting.Totalmean3.163.103.552.97Sig..739.643t-.206-2.580df88Sig.(2-tailed)/p.842.03395%ConfidenceIntervalofLower-.733-1.087theDifferenceUpper-.613-.061note:Sig.(2-tailed)=pTable4.1clearlyshowsthatthereisnosignificantdifferencebetweenECandCCbeforeteachingexperiment(t(8)=-0.206,p>0.05).Thetotalmeanvalueofpre-questionnaireinECis0.06,higherthanthatinCC.Afterfifteenweeks’teaching,thereisasignificancedifferencebetweentwoclasses(t(8)=-2.580,p<0.05).Thetotalmeanvalueofpost-questionnaireinECis3.55,while2.97inCC.Allthesedataaddressthatparticipants’interestinECareimproved.Inpost-questionnaire,participants’answersaresignificantlydifferent.(1)ReviewgrammarbeforeclassandEnglishgrammarrelatedtospecificknowledge(Question1andQuestion2):themeanvaluesinECandCCinclinetoneutralanddisagreerespectively.ItisobviousthoseparticipantsinECaremoreinterestedingrammarknowledgethanthatinCC;ItsuggeststhatparticipantsinECwouldliketoreviewgrammarbeforeclass.Reviewasagoodlearninghabit,whichcanstimulatestudents’long-terminterestinEnglishgrammar.(2)Grammaruseinclassandafterclass(Question3andQuestion4):themeanvaluesinECarehigherthanthatinCC,whichindicatesthatthegrammarlearnedinclasshaveagreateffectongrammarappliedafterclass.Itindicatesthatparticipants’learningneedscanmotivestudent’Englishgrammarinterest.(3)Englishlearningskills(Question5):themeanvaluesinECandCCleantowardsneutralandagree,butthatinECisrelativelyhigherthanthatinCC.Besides,LongandRobinson(1998)believemodifiedlanguageoutput,inwhichexisting31 M.E.dThesisofBohaiUniversityknowledgeandskillscanbeadjustedandoriginalknowledgesystemcanbecorrected,contributestolanguageacquisition.4.1.2Analysisanddiscussionofparticipants’emotionaltrendQuestions6to10aretheseconddimension,focusingonparticipants’emotionaltrend.Question6focusesonparticipants’learninganxiety,whileQuestion8andQuestion10attemptstobuildstudents’learningconfidence.Question7showsparticipantsconcentrationinEnglishgrammarclassroom.Question9paysattentiontoparticipants’self-assessmentinEnglishgrammarlearning.Table4.2Participants’EmotionalTrendDimension2Pre-questionnairePost-questionnaireM(EC)M(CC)M(EC)M(CC)6.Idon’tfeelanxiouswhenanswer3.002.563.702.71grammarquestionsinclass.7.Ingrammarclass,Icanconcentrateon3.253.463.513.40theteacher.8.AlthoughIfeelhardtolearnEnglish4.423.994.553.50grammar,Ihaveconfidencetolearnitbetter.9.Iamsatisfiedformycurrentsituation3.073.153.573.23oflearninggrammar.10.Iamgladtohelpstudentswhohave4.074.214.403.40difficultytolearngrammar.Totalmean3.563.473.953.25Sig..807.092t-.213-2.674df88Sig.(2-tailed)/p.836.02895%ConfidenceIntervalLower-1.038-1.299oftheDifferenceUpper.863.096SeenfromTable4.2,thetotalmeanvalueofthepre-questionnaireinECis3.56,while3.47inCC,thereisnosignificantdifferencebetweentwoclasses(t(8)=-0.213,p>0.05).Inthepost-questionnaire,themeanvalue3.95inECis0.7higherthan3.25inCC,thereissignificantdifferencebetweenECandCConemotionaltrendtogrammarlearning(t(8)=-2.674,p<0.05).Inpost-questionnaire,theemotionaltrendisfoundtobesignificantlydifferentandparticipantsinECarefoundtobemorepositively.(1)AnxietyasoneofemotionisinvestigatedbyQuestion6.ThemeanvalueinECis3.70,whilethatinCCis2.71.Question6showsthatparticipantsinECarelessanxiousthanparticipantsinCC.32 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchool(2)Question7focusesonparticipants’concentrationinclassandQuestion9focusesonparticipants’self-assessment.ThemeanvaluesoftwoquestionsinECandCCareabove3,butthevaluesinECarealittlehigherthanthatinCC.ItindicatesparticipantsinECaremoreconcentratedontheteacher’sinstructionandmoresatisfiedtheirperformanceinEnglishgrammarlearning.(3)Question8andQuestion10payattentiontoparticipants’learningconfidence.ThemeanvaluesofECare4.55and4.4inthetwoquestions,whichincreasesnearly1scorethanCC.ItsuggeststhatparticipantsinECwouldliketohelpothersandgainconfidenceinlearninggrammar,whileparticipantsinCCarenotobviousintheseaspects.Somecognitiveresearchersbelievethatenvironment,behaviorandcognitionarecrucialfactorsininfluencingdevelopment.4.1.3Analysisanddiscussionofparticipants’interestintask-basedgrammarteachingQuestions11to15arethethirddimension,focusingonparticipants’interesttotask-basedgrammarteaching.Question11andQuestion15areconcernedaboutteachingorganizationsinECandCC.Question12andQuestion13noticetheteachingatmosphereinTBLTclassand3Papproachclass.Question14attemptstoexplorethenecessityofteachers’immediatefeedback.Table4.3TheInterestinTBLTtoEnglishGrammarTeachingDimension3Pre-questionnairePost-questionnaireM(EC)M(CC)M(EC)M(CC)11.Theteachingorganizationsarevarious,I3.093.123.693.13likeroleplaybest.12.Thegrammarclassisactiveandeasy.4.354.214.624.0013.Iamsatisfiedwithlearningenvironment,4.214.254.704.09suchasmulti-media.14.Iwouldlikereceiveteachers’immediate3.892.504.202.71feedbackandevaluationstomyperformance.15.Ilikegrouplearning,because3.513.574.303.62competitionswouldincreaseenthusiasm.Totalmean3.813.534.303.51Sig..422.271t-.692-2.494df88Sig.(2-tailed)/p.512.03795%ConfidenceIntervalofLower-1.213-1.524theDifferenceUpper.654-.059Dimension3inTable4.3focusesontheteachingmethods.Inthepre-questionnaire,comparedwith3.53inCC,themeanvalueinECis3.81,thereisnoobviously33 M.E.dThesisofBohaiUniversitydifferencebetweentwoclassesabouttheinterestinteachingmethods(t(8)=-0.692,p>0.05).Inthepost-questionnaire,themeanvalueinECisincreased,whichcanpredicatethattheTBLTtogrammarteachingiswelcomedbyparticipants’(t(8)=-2.494,p<0.05).Inpost-questionnaire,thestatementsofECandCCaresignificantlydifferent,thespecificanalysisarefollowed:(1)Theteachingorganizations(Question11andQuestion15):Asaresult,themeanvalueinCCis3.13and3.62andstudents’answersindicatingtheneutral,whilethatinECarebetweenneutralandagree.Roleplayandgroupcompetitionsareinvestigated,checkingtowhatextentparticipantsaresatisfiedwithtask-basedlanguageteaching.Actually3PapproachinCCseldomusesroleplayandgroupcompetitions.(2)ThelearningatmosphereinEnglishgrammarclass(Question12andQuestion13).ThemeanvaluesinECareincreased,whilethoseinCCarereduced,butalldatainECandCCareover4,indicatingalthoughtheteachingmethodsaredifferent,participantsaresatisfiedwithlearningatmosphere.(3)Theteacher’simmediatefeedback(Question14):themeanvalueinECis4.20,whilethatinCCis2.71.ParticipantsinECarepreferredtoteachers’feedback.Wiilis(1996)explainsthedifferencebetween3PapproachandTBLT.First,thewaystudents’useandexperiencelanguageinTBLTispurpose-oriented.Second,TBLTprovidesacontextforgrammarteaching,whileform-activitiesfor3Papproach.4.1.4Comparisonbetweenpre-questionnaireandpost-questionnaireinECThepre-questionnaireandpost-questionnaireinECareanalyzedbyPairedSamplesTeststatistics.Table4.4Pre-questionnaireandPost-questionnaireinECMeanDimension1Dimension2Dimension3Pre-Q(EC)3.163.563.81Post-Q(EC)3.553.954.30Sig.(2-tailed).033.028.037InDimension1,theinterestinEnglishgrammarknowledgeinthepre-questionnaireandpost-questionnaireisraised,whichindicatesthereisasignificancedifferenceaftertheexperiment(p<0.05).IntheDimension2,themeanvalueisraised,whichshowsthelearners’emotionaltrendisenhanced(p<0.05).ThereisasignificancedifferenceinDimension3(p<0.05)thataimstotestifstudentsare34 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolsatisfiedwiththecurrentgrammarteachingmethod.IntheEC,comparedwiththetraditionalmethod,participants’aremoresatisfiedwithTBLT.4.2AnalysisanddiscussionoftestsInthispart,pre-testbetweenECandCC,post-testbetweenECandCC,pre-testandpost-testinCC,pre-testandpost-testinECareanalyzed.ThepurposeoftestsistoanswertheResearchQuestion2.4.2.1Analysisanddiscussionofpre-testbetweenECandCCPre-testbetweenECandCCisanalyzedbyIndependentSamplesTesttoshowiftherearesignificantdifferencesinparticipants’Englishgrammarproficiency.Theexperimentalclassandthecontrolledclassareregardedastheparallelclasses.ThedetailedresultsofthetwoclassesarerecordedandshowninTable4.5andTable4.6.Table4.5GroupStatisticsofpre-testinECandCCGroupNMeanStd.DeviationStd.ErrorMeanPretest1.003177.7415.4222.7702.003078.4713.0382.380Notes:Group1.0=experimentalclassGroup2.0=controlledclassN=numberTable4.6IndependentSamplesTestofpre-testt-testforEqualityofMeansLevene"sTestfor95%ConfidenceEqualityofIntervaloftheVariancesDifferencePretestSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceLowerUpperEqual.378.541-.19859.844-.7243.662-8.0536.603variancesassumedEqual-.19857.966.843-.7243.652-8.0356.586variancesnotassumedAsisshowninTable4.5,themeanvalueofCC(MeanValue=78.47)is0.73higherthanthatofEC(MeanValue=77.74).InTable4.6,thereisnosignificantgapbetweenthescoresofthetwoclasses(t(59)=-0.198,p>0.05),95%ConfidenceIntervaloftheDifference(-8.053to6.603)includes0.Whichcanclarifythestudentsin35 M.E.dThesisofBohaiUniversitythetwoclassesareonthesamelevelbeforetheexperiment.Therefore,conclusioncanbedrawnthatthereisnogreatdifferencebetweenthetwoclassesingrammarknowledgebeforetheexperiment.Therefore,theexperimentcanbeconsideredvalid.4.2.2Analysisanddiscussionofpost-testbetweenECandCCAttheendoftheexperiment,fifteenweekslater,apost-testongrammarknowledgeistakeninthetwoclassessoastocheckiftask-basedgrammarteachingismoreaccelerative,effectivethantraditional3Papproach.Theresultsofthepost-testareshownasfollows:Table4.7GroupStatisticsofpost-testbetweenECandCCGroupNMeanStd.DeviationStd.ErrorMeanPost-test1.003185.039.2921.6682.003078.689.8791.803Table4.8IndependentSamplesTestofpost-testbetweenECandCCt-testforEqualityofMeansLevene’sTest95%ConfidenceforEqualityIntervaloftheofVariancesDifferenceSig.MeanStd.ErrorposttestFSig.tDfLowerUpper(2-tailed)DifferenceDifferenceEqualvariances.631.4302.58659.0126.3482.4541.43611.261assumedEqualvariancesnot2.58458.478.0126.3482.4571.43011.267assumedSeenTable4.7,themeanvaluesoftwoclasseshaveobviouslygap.Themeanvalueoftheexperimentalclassis85.03,whichincreasedsignificantlycomparedwithitspre-test.However,themeanvalueofthecontrolclassis78.68,whichonlyincreasesslightlycomparedwithitspre-test.InTable4.8,thereisasignificantdifferencebetweenECandCC(t(59)=2.586,p<0.05),95%ConfidenceIntervaloftheDifference(1.436to11.261)doesnotinclude0.whichindicatestheteachingexperienceismeaningful.Inthiscase,therearesignificantdifferencesbetweenthetwoclassesinthepost-testofgrammarknowledge.Thus,wecansafelydrawaconclusionthatthetask-basedgrammarteachingismoreaccelerativeandeffectivethantraditional3Papproachinstudents’grammarlevel.36 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchool4.2.3Analysisanddiscussionofpre-testandpost-testinCCTheresultsofpre-testandpost-testinCCareanalyzed.Table4.9PairedSamplesStatisticsofpre-testandpost-testinCCMeanNStd.DeviationStd.ErrorMeanpretest78.473013.0372.380posttest78.68309.8791.803Table4.10PairedSamplesCorrelationsofpre-testandpost-testinCCNCorrelationSig.Pair1pretest&posttest30.940.000Table4.11PairedSamplesTestofpre-testandpost-testinCCPairedDifferences95%ConfidenceIntervaloftheSig.Std.Std.ErrorDifferencetdf(2-tailed)MeanDeviationMeanLowerUpperPair1Pretest-posttest-.2165.045.921-2.1001.667-.23529.816FromTable4.9,themeanvalueofCCinpre-testis78.47.Itisalittlehigher(0.21)thanthatinpost-test.Therefore,theparticipantsinCCmakealittleprogressinEnglishgrammarlearning.InTable4.10theSig.-valueis0,smallerthan0.05,whichindicatesthedataforpre-testandpost-testarecorrelation.Table4.11shows95%ConfidenceIntervaloftheDifferenceincludes0,whichindicatesthereisnosignificantdifferencebetweentwoscores(t(29)=-0.235,p>0.05).Thatistosay,participants’performanceinEnglishgrammarlearningwith3Papproachdoesnotmakeobviouslyprogress.4.2.4Analysisanddiscussionofpre-testandpost-testinECDuringfifteenweeksexperiment,theeffectofTBLTtoEnglishgrammarteachingissignificant,thefollowingtablesprovideevidence.Table4.12PairedSamplesStatisticsofpre-testandpost-testinECMeanNStd.DeviationStd.ErrorMeanPair1Pretest77.743115.4222.770Posttest85.03319.2921.66837 M.E.dThesisofBohaiUniversityTable4.13PairedSamplesCorrelationsofpre-testandpost-testinECNCorrelationSig.Pair1pretest&posttest31.514.003Table4.14PairedSamplesTestofpre-testandpost-testinECPairedDifferences95%ConfidenceIntervaloftheDifferenceStd.Std.ErrorSig.MeanDeviationMeanLowerUppertdf(2-tailed)pretest-7.29013.3002.388-12.169-2.411-3.052.005posttest20Fromtheabovetables,themeanvalueinpre-testis85.03,whichismuchhigher(7.29)than77.74inpost-testforEC,sotheparticipantsmakemuchprogressinEnglishgrammarlearning.InTable4.10,theSig.-valueis0.03,smallerthan0.05,whichsuggeststhedataforpre-testandpost-testarecorrelation.InTable4.14,95%ConfidenceIntervaloftheDifferencedoesnotinclude0,whichcanfurtherprovethatthereisasignificantdifferencebetweentwopairsofscores(t(20)=-3.052,p<0.05).Thatistosay,participants’performanceinEnglishgrammarlearningwithTBLTmakesobviouslyprogress.TBLTonEnglishgrammarteachingiseffectiveforjuniorhighschoolstudents.Therefore,TBLTisregardedasaneffectiveapproach.Ontheonehand,participants’communicativecompetenceimproves;ontheotherhand,participants’grammarknowledgeismastered.4.3AnalysisanddiscussionofinterviewFiveparticipantsincontrolledclassandfiveparticipantsinexperimentalclassareinterviewedafterexperiment.Interviewasasupplementarymeasureforquestionnaire,twoInterviewQuestionsareproposed:(1)howdoyouthinkoftheEnglishgrammarclass?Whatareyourchangescomparedwithbefore?(2)AreyousatisfiedwiththeteachingmodeinEnglishgrammarclass?Interviewees’answersinInterviewQuestion1arepresentedinTable4.15andtheiranswersinInterviewQuestion2areshowninTable4.16.38 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolTable4.15AnswersandAnalysisforthefirstinterviewquestionParticipantsECCC1IthinkEnglishgrammarisimportant;theIthinkEnglishgrammarclassisboring,changeonmeisthatIambravetospeakbecausewealwaysdomuchexercises.TheEnglishinclass.changesarenotobvious.2IthinkEnglishgrammarisnecessaryforIthinkEnglishgrammarclassisimportant.metolearn.ThechangeisImayreviewThechangeisIcanmaketherightthedialoguesintextbookswithmysentenceswithcertaingrammarstructures.partners.3IthinkEnglishgrammarismucheasierEnglishgrammarclassisnothingspecialthanbefore.What’smoreimportant,IcomparedwithotherEnglishclasses.Ialsodon’tfeelanxiousanymore.recitevocabularyandgrammarrule,whichmakesmetired.4IliketheEnglishgrammarclass,becauseIthinkEnglishgrammarisimportant.Oncetheexercisesareinteresting,whichIconfused,Imayfailtocatchthelearning.makesmeexcited.5IbelievetheEnglishgrammarisIdon’tthinktheEnglishgrammarclassisnecessary.Becauseitishelpfulformetointeresting.Butitisveryusefulformetodohomework.learnit.Ipaylotsofattentionongrammar.However,Idon’tmakemuchprogress.AccordingtoTable4.15,theInterviewQuestion1showsallintervieweesbelieveitisnecessarytolearnEnglishgrammar.IntervieweesinCChavelittleinterestandfeelEnglishgrammarishardtounderstand,partsoftheintervieweessaytheyaretiredofrecitingthecertaingrammarrules.Oncetheyareconfused,theymayfailtofocusontheteacherandtheteachingcontents.Accordingtointerviewees’respondsinexperimentclass,theythinkthelessonisinterestingandimportant,partsofintervieweesexpresstheyarelessnervousthanbefore,becausetheyliketheinteractionbetweengroupmembersandopinions-sharingwithpartners.TheybelievevarioustasksarehelpfultooutputEnglishasmuchaspossible.Table4.16AnswersandanalysisforthesecondinterviewquestionParticipantsECCC1Iamsatisfiedwiththeteachingmode,whichmakesIamsatisfiedwiththeteaching,melearngrammareasily.IhopeaddtheEnglishbutIhopeitcanbemoregrammarclasstwiceaweek.interesting.2Iamalsosatisfiedwiththeteachingmode.Idon’tknow,EnglishgrammarisEspeciallythereviewandpreview,whichmakesalwaystaughtlikethis.merememberthecontentsdeeply.3IthinktheteachingmodemakesustakepartinTheteachingparttakestoomuchvariousexercisesbyspeakingEnglish,ratherthantime;Ihopetodomoreexercises.reciteit4Iamsatisfied,becausemygroupmembersandIIamsatisfiedwiththeteachingperformwellinEnglishgrammarclass.mode,5Iamsatisfied,IthinktheclassisinterestinganditIthinktheteachingmodeiscanbuildmyconfidence.boring.IwanttospeakEnglishasmuchaspossible.TheInterviewQuestion2(areyousatisfiedwiththeteachingmode?),mostof39 M.E.dThesisofBohaiUniversityintervieweesinECaresatisfiedwithTBLTinEnglishgrammar.Ontheonehand,theteachergivesthemmorespaceoninteractionandcommunicationwithgroupmembers.Someintervieweesbelievetheymakemuchprogressandbuildself-confidenceinlearningEnglishgrammar.TheanswersinCCaredifferentfromthatinEC,partsofintervieweesdonotlike3Papproach,thereasonsfocusonthattheclassisboring,students’speakingtimeisless,andthecommunicationbetweenstudentsislack.Onlyoneoutoffiveintervieweesissatisfiedwith3Papproach.Inconclusion,thedataandinterviewinchapter4addressthatTBLTgainsstudents’interestingrammarlearningandimprovesstudents’scoresingrammartest.Therefore,theteachingmodeinEnglishgrammarguidedbyTBLTiseffective.40 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolChapterFiveConclusionThischaptermakesaconclusionforthewholethesis,includingfourparts:majorfindingsofthestudy,suggestionsforthestudy,implicationsandlimitationsofthestudy.5.1MajorfindingsofthestudyAfterfifteenweek’sexperiment,therearesignificantchangesinparticipants’grammarlearning,whichindicatestheadvantagesofTBLTinEnglishgrammar.Basedontheanalysisofdataandtheobservationofparticipants’classroomperformance,thefollowingfindingsaredrawn:First,TBLTarousesparticipants’learninginterestinEnglishgrammar.Accordingtothedataofquestionnaire,participantsinECaremoreinterestedinlearninggrammar.Theyagreedthattheycanmasterandapplygrammarknowledgeinandoutofclass.Theyhaveapositivelyemotional-trend.Forexample,theybelievetheycanconcentrateontheteacherandhaveconfidencetolearnEnglishgrammarwell.TheyholdthatTBLTisaninterestingteachingmethodwherearelaxedatmosphereandvariousinstructionorganizationsareprovided.Observedparticipants’classroomperformanceinECandcomparedwithparticipantsinCC,ECismoreactiveinansweringquestions,makingdialogues.Second,accordingtothedataofpre-testandpost-test,TBLTimprovesparticipants’EnglishproficiencyinEnglishgrammar.Atthestartoftheexperiment,participants’EnglishproficiencyinECandCCissimilar,whilefifteenweekslater,thereisariseinEnglishgrammartestinEC,whichsuggeststhatTBLTcontributestoparticipants’Englishproficiency.ItprovestheviewofTavakoliandFoster(2008)thattighttaskstructureisconnectedtoincreasedaccuracy.Third,theTBLTcanbeeffectivelyusedinEnglishgrammarclassroominjuniorhighschool.Thereviewstageinpre-taskpromotestheinteractionbetweentheteacherandstudents.Inwhile-taskstage,tasks(role-play,translationexercises)emphasis“learningbydoing”,participants’learningautonomyarepromoted.DifferentfromTBLT,3Papproachisatraditionalteachingmethod.Activities(substitutiondrills,transformationdrills)aretoomechanicalin3Papproach,whichfailtoarouseparticipantslearninginterestsothattheirEnglishachievementisaffected.Nunan(2013:7)said“thetraditionalapproachtogrammardescribedintheprecedingsection41 M.E.dThesisofBohaiUniversityanalyzedlanguageatthelevelofthesentence”.5.2SuggestionsforthestudyToconclude,thisthesisbasicallyachievesitsaims.ItisbelievedthatTBLTtoEnglishgrammarclassroomarousesstudents’learninginterestandimprovesstudents’Englishproficiency.ButhowtoapplyTBLTtoEnglishgrammarclassroommoreeffectivelystillneedsexplorationsandpractices.Therefore,somesuggestionsarementionedasfollows:First,theteachingstepsshouldbaseonthreestagesofTBLT,andthetasksdesignedbyteachersshouldbaseontheprinciplesofTBLTandteachinggoals.However,theteachingstepsandthetasksarenotfixed,whichcanchangeflexiblywithstudents’Englishproficiencyandlearningneeds.Second,Inordertogetstudents’realthinkingandfacilitatestudents’Englishdevelopmentinfuture,questionnaireandinterviewarecombinedtogether.Thechosenintervieweesshouldhavearangefromhighscorestolowscoressothattheteachercansolvevariousstudents’learningproblemsandgivethemanaccuratefeedbackwithdifferentEnglishproficiency.Third,TBLTishighlyrequiredforteachers’professionallevel,soitisimportantforteacherstoprepareboththetheoryofTBLTandlessonplans.Tosumup,TBLTcaneffectivelybeappliedtoEnglishgrammarclassroom.Students’learninginterestcanbearousedandEnglishgrammarproficiencycanbeachieved.5.3ImplicationsofthestudyAlthoughtheempiricalresearchisfarmoreperfect,someimplicationsforfutureresearchareconductedfromtwoaspects,oneisthepurposelanguageteachingandtheotherissomesuggestionsforteacherstodesigntasks.First,accordingtothe2011EnglishCurriculumStandards,thepurposeoflanguageisforcommunication,soitisimportanttofocusonstudents’communicativecompetence.Wang(2009)holdslanguageshouldbetaughtbasedonhowitisusedinreallifesothatlearnerswilldevelopcommunicativecompetence,theabilitytouselanguageappropriatelyinsocialsituation.Thatisthereasonwhythe2011ECSsuggeststask-basedlanguageteachingshouldbeused.Throughtheempiricalresearchandanamountofempiricalresearchontheeffectivenessoftask-basedlanguageteaching,the42 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchooltask-basedlanguageisapositiveapproachforteachers.Second,implicationsforteachers,task-basedlanguageteachingisaveryflexibleformandthemethodiseffectivelyonlywhenitisappropriatetotheteachingcontext,sothetasksdesignedbyteachermustconsiderstudents’Englishproficiency,andprovideasmanyasauthenticandopen-endedtasksforstudents.AtthebeginningofTBLT,theteachercancombinesomemeritsoftraditionalapproachwithTBLTsothatstudentscanhaveatransitionperiodandteachers’attentionshouldbeenergizedtostudents’need,abilitiesandinterest.5.4LimitationsofthestudyThethesisstillhassomelimitations;findingoutthelimitationswillcontributetofurtherresearchandraisetheworthoffurtherresearch.First,thesampleofparticipantsisrelativelysmall;thereare30studentsfromcontrolledclassand31studentsinexperimentalclass.Allparticipantsarerandomlychosen.Second,theteachingdurationisrelativelyshort,fifteenweeksfortheexperiment.Whenanewapproachconducts,itisunwisetocastawaythetraditionalmethod.Thus,atthebeginningoftheteaching,theteachershouldcombinesometraditionalmethods.Third,Thedifficultylevelofpre-testandpost-testisnotanalyzed,principallythedifficultyleveloftwotestsshouldbesimilar.Meanwhile,students’achievementshouldbeevaluatedwiththeirperformanceinclass,notjustthescoreintests.43 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AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolAppendixIReliabilityofQuestionnaireCaseProcessingSummaryN%CasesValid60100.0Excludeda0.0Total60100.0a.Listwisedeletionbasedonallvariablesintheprocedure.ReliabilityStatisticsCronbach"sAlphaNofItems.79415Item-TotalStatisticsScaleMeanifItemScaleVarianceifItemCorrectedItem-TotalCronbach"sAlphaifDeletedDeletedCorrelationItemDeletedan137.050084.862.300.791an237.250084.055.403.782an337.366783.931.380.784an437.383384.139.303.791an537.200085.315.299.790an637.516788.559.253.792an737.050085.167.401.782an836.966782.914.461.777an937.416780.993.456.777an1036.933380.775.500.774an1136.983380.152.492.774an1237.433387.572.271.791an1336.800083.654.487.777an1436.933381.487.535.772an1537.150081.113.493.77447 M.E.dThesisofBohaiUniversityAppendixIIQuestionnaireonGrammarTeachingandLearning班级：姓名：分数：亲爱的同学们：你们好，本问卷目的是了解初中生目前在语法学习的兴趣与自信，以便提高语法教学的质量。本问卷为不记名，请大家根据自身的实际情况如实填写。谢谢同学们的支持和合作。题目1强烈2不同意3中4同5强烈不同意立意同意1我会课前预习语法2.我能掌握课上语法知识，如划分句子成分，区分词性等。3.课上习得的语法能有效地运用到课下。4.我认为学习英语语法后，课后作业越来越简单。5.我认为，语法知识能提高听说读写技能。6.课上用英语回答问题或完成对话，我不会感到焦虑。7.语法课上，我能做到集中注意力听讲。8.我认为英语语法虽难，但有信心学好。9.对自己目前学习语法的情况感到满意。10.我愿意主动帮助语法学习有困难的学生解答问题。11.教学组织形式多样，喜欢角色扮演等真实的活动12.语法课上，课堂气氛活跃，轻松13.我对英语课的环境感到满意，尤其是多媒体的使。14.对于自己课上的表现，愿意老师给予及时反馈或评价。15.喜欢分组教学，各组竞争增加了学习积极性48 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolAppendixIIIPre-test班级：姓名：分数：英语测试1（本试卷来源于：2014年河北省初中毕业生升学文化课考试，保留了与语法有关的题目并调整了分数）本试卷共5大题，总分100分，考试时间45分钟。I.单项选择（共20小题，每小题2分，计40分）选出可以填入空白处的最佳选项。1.Let’stake______photo!Everyone,cheese!A.aB.anC.theD.不填2.Wemustprotectplants.Theyarefriendsof______.A.weB.usC.ourD.ours3.Yousee,Keviniswriting______hislefthand.A.atB.asC.forD.with4.Doyouhavetoys?I’dliketobuy______formycousin.A.itB.oneC.thisD.that5.Iwantsweetmilk.Putsome______inmycup,please.A.iceB.soupC.saltD.sugar6.How______Cindygrows!She’salmostastallashermothernow.A.cuteB.strongC.fastD.straight7.Dianaisn’there,______leaveamessageonherdesk.A.orB.soC.andD.but8.Don’tforget______thankswhenotherpeoplehelpyou.A.acceptB.toacceptC.sayD.tosay9.I______followyou.Wouldyoupleaserepeatit?A.can’tB.mustn’tC.needn’tD.shouldn’t10.Momiscookingdinner.It______sonice.A.smellsB.tastesC.feelsD.sounds11.Steven,weshould______thebusatthenextstop.A.getupB.getoffC.gettoD.getin12.Someone______atthedoor.Canyouopenit?A.knocksB.knockedC.isknockingD.wasknocking13.Ericarrivedontime,______itwastherushhour.A.althoughB.becauseC.whileD.unless14.I’mbusynow.I______toyouafterschoolthisafternoon.A.talkB.talkedC.willtalkD.havetalked15.Theteacherisalreadystandinghere.Doyouknowwhenshe______?A.comesB.cameC.iscomingD.wascoming16.Wateristhecheapestdrink.Anditisalso______.A.healthierB.healthiestC.thehealthierD.thehealthiest17.Monica,you______theexam!Congratulation!49 M.E.dThesisofBohaiUniversityA.passB.havepassedC.willpassD.arepassing18.Thepetdogiswarmandloving,It______asadaughterofmyfamily.A.treatsB.treatedC.istreatedD.wastreated19.IsawKeninthemeetingroom,he______Joefortheschoolmagazine.A.interviewsB.interviewedC.hasinterviewedD.wasinterviewing20.Ihavesometicketsforthebasketballmatch.Iwonder______.A.whereyoubuytheticketsB.whyyouliketogothereC.ifyou’dliketocomealongD.whenyouwatchthematchII.完型填空（共10小题，每小题2分，计20分）阅读下面短文，掌握其大意，然后从各小题所给的四个选项中选出最佳选项。Haveyoueverofferedahelpinghandtothosewhoareintrouble?Oneday,two______(21)werewalkingalongtheroadtoschoolwhentheysawanoldwomancarryingalargebasketofpears.Theythoughtthewomanlookedvery______(22).Theywentuptoherandsaid,“Areyougoingtotown?Ifyouare,wewillhelpcarryyourbasket.”“Thankyou,”______(23)thewoman,“youareverykind.YouseeI’mweakandill.”Thenshetoldthemthatshewasnowgoingtomarketto______(24)thepearswhichgrewontheonlytreeinherlittlegarden.“Weareallgoingtothe______(25).”saidtheboys.“Letushavethebasket.”Andtheytookholdofit,oneeachside.Theywalked______(26)withtheheavybasket,buthappily.Theotherday,Isawalittlegirlstopand______(27)apieceoforangepeel(皮),whichshethrewintothedustbin(垃圾桶),“Iwish______(28)wouldthrowthatonthesidewalk,”saidshe.“Someonemaysteponitandfall.”Perhapssomemaysaythatthesearenot______(29)things.Thatisright.Butsuchalittlethingshowsthatyouhaveathoughtfulmindandafeelingheart.Wemustnotwaitforthe______(30)todogreatthings.Wemustbeginwithlittlethingsoflove.21.A.boysB.girlsC.menD.women22.A.boredB.tiredC.pleasedD.surprised23.A.askedB.toldC.repliedD.spoke24.A.bringB.buyC.takeD.sell25.A.townB.marketC.gardenD.school26.A.weaklyB.quicklyC.slowlyD.quietly27.A.takeoutB.cutoffC.putdownD.pickup28.A.nobodyB.everybodyC.somebodyD.anybody29.A.littleB.goodC.greatD.bad30.A.payB.timeC.adviceD.loveIII.任务型阅读（共5小题，每小题4分，计20分）阅读短文，并按要求完成31-35题。Intoday’sworldofmobilephones,mostpeoplehaveatleastonetime-tellingtoolwiththem.Sincethesesmallmachinesaresocommon,willpeoplestopwearingthe500-year-oldwatches?Accordingtosomepeople,ateenagersaysit’sunnecessarytowearawatch.Manyyoungpeopleagree-andusetheirmobilephonestotelltime.LouisGalie,apresident,saidthatfeweryoungpeoplewearwatchestodaythanfiveyearsago.However,watchmakerssaythatwatchesgetpopularagainwhenpeoplereachtheir20sand30s.Bythen,theywanttospendmoneyonanicetime-tellingtoolwhichdoesn’tjustkeepagoodtime.50 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolForthisreason,thewatchindustryhasbecomeanaccessorybusiness(配件业)inrecentyears.Today’s______offeralotofusesthatmeettheneedofalmostanypersonality(个性).Theycanbeusedascompasses(指南针),calendars,andevenUSBdrivers…Peoplearealwaystryingtheirbesttocreatenewkindsofwatches.Acertainwatchmakerbusinesswatchesthatdon’tevenlooklikewatches.Theirpopularmodelusesdifferentcolorlightstotellthetime.Anotherwatchmakerbusiness,makea“handless”watch,usingaringofcirclestokeeptime.Thiswatchmakespeopletalkalotaboutmodernwatches.Whetherawatchexpressfashionsense,creativeabilityofaloveofsports,peoplewanttheirtime-tellingtoolstobebeautiful,fashionableandpractical.Allinall,awatchhasbecomemoreimportantthanthetimeittells.31.题完成句子；32题简略回答问题；33题将文中横线处空缺的一个单词填写在下面的答题纸上；34题找出并写出全文的主题句；35题将文中画线句子译成汉语。31.Manyyoungpeopleagreethatit’sunnecessaryto__________________.32.Whendowatchesgetpopularagainaccordingtowatchmakers?______________________________________________________________33.___________________________________________________________34.___________________________________________________________35.___________________________________________________________IV.词语运用（共5小题，每题2分，计10分）根据句意，用所给单词或短语的适当形式填空（每词或短语只限使用一次）。winserveturnonfivepolite36.Lindaisthebig____________ofthecarrace.37.Artismy____________classinthetimetabletoday.38.Weshouldalwaysspeak____________toourparents.39.Jim____________theTVandwatchedthefootballgame.40.Mr.Zhangownsateahouse.It____________teainspecialbowls.V.连词成句（共5小题，每小题2分，计10分）将所给词语连成句子，标点已给出，要求：符合语法，语句通顺，大小写正确，词语不得重复使用。41.night,did,last,rain,it______________________________________________________________42.your,what,is,shirt,size______________________________________________________________43.gift,him,birthday,gave,a,I______________________________________________________________44.flower,what,are,beautiful,they______________________________________________________________45.tennis,a,Nancy,twice,week,play______________________________________________________________51 M.E.dThesisofBohaiUniversityAppendixIVPost-test班级：姓名：分数：英语测试2（本试卷来源于：2015年河北省初中毕业生升学文化课考试，保留了与语法有关的题目并调整了分数）本试卷共5大题，总分100分，考试时间45分钟。I.单项选择（共20小题，每小题2分，计40分）选出可以填入空白处的最佳选项。1.Lookat_________calendar.It"sJune22.A.aB.anC.theD./2.Mybrotherlikespainting.It"soneof_________hobbies.A.myB.herC.hisD.your3.There’sanimportantfootballmatchtoday.I_________missit.A.mayB.can’tC.mustD.needn’t4.Couldyoupleasetakemypicture?Hereismy_________.A.printerB.radioC.playerD.camera5.Mom,I’mvery_________forallyourlove.A.thankfulB.carefulC.usefulD.helpful6.I_________theshops.CanIgetyouanything?A.gotoB.wenttoC.havegonetoD.amgoingto7.Paulaispleasedthatshe_________herlostwatch.A.findsB.foundC.hasfoundD.willfind8.ThemoviecoversallofChinesehistory.Itis_________worthseeingagain.A.mainlyB.reallyC.possiblyD.hardly9.We’reproudthatChina_________strongerandstrongertheseyears.A.willbecomeB.becameC.isbecomingD.wasbecoming10.Thisfoodisfree.Youdon’thaveto_________it.A.lookforB.payforC.askforD.waitfor11.Grace_________thisgameeverytimeweplay.A.winsB.wonC.willwinD.haswon12.IsawJeffinthepark.He_________onthegrassandreadingabook.A.sitsB.satC.issittingD.wassitting13.Everybody_________deeplyaftertheyheardthestory.A.movesB.movedC.ismovedD.wasmoved14.－It’simportantforustoknow_________allthesubjects.－Yeah,groupworkismyfavorite.A.howtostudyB.whentostudyC.whichtostudyD.whattostudy15.－Couldyoutellme_________?－Talkingaboutfestivals.A.howtheyareplayingC.wheretheyaregoingB.whattheyaredoingD.whytheyarepracticing16.ThebeachinHainanisagoodplaceforus_____.52 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolA.relaxB.relaxingC.torelaxD.relaxes17.Thestoneis______heavy______Ican’tcarryit.A.too…toB.so…thatC.such…thatD.not…until18.Thoughhewasbadlyhurt,hekept______otherpassengers.A.helpB.helpingC.tohelpD.helped19.Youdon’tneedtodescribeher.I______herseveraltimes.A.meetB.ammeetingC.havemetD.willmeet20.Janesawapieceofpaperontheplayground.She_____andputitintothedustbin.A.pickupitB.pickitupC.pickedupitD.pickeditupII.完形填空（共10小题，每小题2分，计20分）阅读下面短文，掌握其大意，然后从各小题所给的四个选项中选出最佳选项。Ateacherwasgivingatalktohisstudentsonstress(压力)management.Heraisedaglassofwaterandaskedthem,“How21doyouthinkthisglassofwateris?”Thestudentsbegantothinkand22.Theiranswersaredifferent,from20gto500g.“Itdoesnotmatteronthereal23.Itdependsonhowlongyouholdit.IfIholditfora24itisOK.IfIholditforanhour,Iwillhaveanacheinmyrightarm.IfIholditforaday,youwillhavetocalla25.Itistheexactsameweight,butthelongerIholdit,theheavieritbecomes.Whatwehavetodoistoputtheglassdown,26forawhilebeforeholdingitupagain.”“Ifwecarryourburdens27soonerorlater,wewillnotbeabletocarryon.Theburdenwillbecomeincreasinglyheavier.Wehaveto28theburdeneverynowandthen,sothatwecanberefreshedandareabletocarryon.”So29youreturnhomefromworktonight,puttheburdenofworkdown.Don’tcarryitbackhome.Youcanpickituptomorrow.Whateverburdensyouhave,letthemdownforamomentifyoucan.Andlearnto30ourselves.Lifeisshortbutamazing.Enjoyit!21.A.heavyB.fullC.muchD.long22.A.readB.watchC.guessD.listen23.A.glassB.weightC.waterD.height24.A.minuteB.nighC.dayD.week25.A.motherB.teacherC.doctorD.friend26.A.restB.shakeC.lookD.work27.A.thistimeB.someothertimeC.nexttimeD.allthetime28.A.giveupB.putdownC.pickupD.thinkabout29.A.afterB.sinceC.beforeD.until30.A.saveB.helpC.careD.relaxIII.任务型阅读（共5小题，每小题4分，计20分）阅读短文，并按要求完成31~35题。Manypeoplebelievethatyellowingandwetnessisthegreatestenemyofstamps.Infact,stampsareafraidofnotonlywetness,butalsolightanddirtythings.Peopleprotecttheirstampsinseveraldifferentways.Toprotectstamps,weshouldnevertouchthestampswithourhands.Thisavoidsmovingdirtythingsontothem.Stamptweezers(镊子)shouldbeusedinallconditions.Stampsareprintedthings.Thecolourwillslowlydisappearifthestampsareputinthelightforalongtime.Soweshouldnotputstampsinthelightforlong.Directsunlightmustbeavoidedas53 M.E.dThesisofBohaiUniversitywell.Wetnessisanimportantproblemforstamps.Somecollectorswillputstampsinseparateplastic(塑料)bags.However,itispossiblethatsomestampshavetakeninsomewaterfromtheairbeforetheyareputintotheplasticbags.Stampsbecomeyelloweasilyandrapidlyaftertheytakeinwetair.Toprotectthestamps,somepeoplealsoputthestampsintoaspecialroomwhichhasamachinetokeeptheaircoolanddry.However,notmanypeoplecanaffordthat.Tokeepstamps,stampcollectorsusuallyputthemunderplasticcovers.Itisacommonandsimpleway.Thishelpsbecausetheplasticcoverkeepsthestampsoffthewetair.Italsostopsthefingersfromtouchingthestamps.Somecollectorsprefertostorestampsinsideaplasticboxwithdesiccants(干燥剂).However,weshouldtakecarenottoletthestampstouchthedesiccants.Ontopofthat,don’ttakeyourstampsoutonawetday.31题完成句子；32~33题简略回答问题；34题找出并写下全文的主题句；35题将文中画线句子译成汉语。31.onewaytoprotectstampsisthatweshouldnevertouchthem__________________32.Whatwilldisappearifweputthestampsinthelightforlong?_______________________________________________________________33.Whendostampsbecomeyelloweasilyandrapidly?_______________________________________________________________34.____________________________________________________________35.____________________________________________________________IV.词语运用（共5小题，每题2分，计10分）补全文中单词或用所给单词的正确形式填空。DearAuntGraceandUncleJohn,Iam36.(write)totellyouthatIarrivedhome37.(safe).Igotverytiredonthetrainandnearlyfell38.aandmissedmystation!Thankyousomuchforinvitingmetothefarm.Youwereverykindtome.Ienjoyedeveryminute,especiallygoingtothe39.!wherewefishedtogether.MumandDadsendtheirbest40.(wish).Iwillneverforgetmylovelyholidaywithyou.Lotsoflove,SusanV.连词成句（共5小题，每小题2分，计10分）将所给词语连成句子，标点已给出，要求：符合语法，语句通顺，大小写正确，词语不得重复使用。41.I,goon,yesterday,atrip_______________________________________________________________42.it,I,was,schooltrip,first_______________________________________________________________43.we,happy,sang,ontheway[_______________________________________________________________44.interestingactivity,many,therewere_______________________________________________________________45.what,we,a,wonder,time,had______________________________________________________________54 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolAppendixVInterview1.你认为英语语法课堂怎么样？与之前的学习相比，你有哪些进步？2.你对英语语法教学的模式满意吗？55 M.E.dThesisofBohaiUniversityAcknowledgementsIwouldliketoexpressmyappreciationtoallwhogavemeassistanceduringmygraduatestudy.Firstofall,IwouldliketoextendmysinceregratitudetoProfessorShiMei,mysupervisor.Withhersupport,encouragementandpatientguidance.Imadegreatprogressintermsofacademicabilityandteachingability.Itisherconstructivesuggestionsthatmadethethesismuchbetterthanitwouldhavebeenbefore.Second,IwouldgivethankstotheteachersinForeignLanguageCollegeandmyroommatesPangDandan,BaiYingandMaXiaoxiao.WhateverproblemsImetinstudyandlife,theyalwaystrytheirbesttohelpme.Thecompletionofthethesiscontainsalloftheircontribution.Third,Iamgratefultomybelovedfamilyfortheirconsiderationsandgreatconfidenceinmeforyears.56 AResearchonApplicationofTask-basedLanguageTeachingtoEnglishGrammarTeachinginJuniorHighSchoolThelistoftheresearchpaperspublishedbytheauthor1.周晓宁.“翻转课堂”教学模式在中国发展的原因分析[J].读与写,2015,08,89.（第一作者）2.周晓宁.论听写在英语听力教学中的应用[J].山西青年,2015,12,24.（第一作者）3.周晓宁.新课标下任务型语法教学在初中英语的研究现状[J].佳木斯职业学院学报,2016,03.57 ■？－？：；＇厚一－‘矮，齊傅一；一一＾－門Ｖ一ｖ：■：＾世擧寡猜一一，７一二一：Ｖ７；－：＇：一－－！－－＼一一一－．一。－一Ｉ；：－一；＇■；－：：ｒ：＾一一，片：－一－■一一－一Ｉ＿＾－／：一＇－－．一＾Ｌ■＾－，ｔ一．一－．■Ｖ－；？－Ｉ一＇：ｒ一．一一一：一：？＾ｌ．■－－／，＇ｙ：－■Ｍ一＾‘一７Ｍ＾ｖ．一ｖ．ｌ古Ｉ＾ｖ