高考英语语法填空题对高中英语语法教与学反拨作用的调查研究 80页

＇＇＇＇一■＂…＇—■＇、－－—＇＇＾■击—－＇－■—■－＝，＞ｖ－．＾＾－＾ｒＴ；＾．一．Ｉ＇＇．’？．作‘．＇‘：？：？－一＇’、＇．、．，．％＇心：皆，＂＂，，二奸／７－—：、＇．‘．．－＇．．＇，ｖ八分类号、：ｒ．，：‘，：：：．产．；＾曲级无；．早．ｙ，片札林‘■—‘＇‘’、、．，＇：－作；ＵＤＣ，／単位代码ｕｒｎｓ．ｉ片Ｖ；ｅ护‘／於．．’、＾－‘．．；門私＇＇＇．沪式－－片批．一．．．＇■＇＂？＂＾■■．＇■－－，＂＾■－？、少、＞ｒ挪冷芯５ＣＳＩ１ｒ：：Ｓ．｜（）５‘－＂■＾．＇．■．－、．ｖｆｅ．．．：．Ｖ：．＞，，货？‘＇产－＇＇ｖｙ卢心齡，‘、：‘‘＼、．＼，．ｉ机７、、乃＼＞办皆：料一＇＇：：－．含山西师范大会：—；．瓦，品［＼戀變儀教育硕±学位论ｉ誦＇．，＞＿＞＊＿？Ｊ、》、－一＇—＇‘．．＇‘－：－、＇．；－．Ｖ．＇．语，ｔ二；Ｖ作？＇－．．；Ｔ‘一＾一占沪＇聲、赢案菜滿淆法壤空想对巧才＇說中菜请墙法巧与学反拔推进餘３、‘、‘？扛等知害雜＇賺磯护户诏誇．：’．‘’‘一．、＇．’心－＇＇．：＇扭、Ｊ＇Ａ‘；；‘，八＾？‘．‘．．ｙ７’’节、Ｉ．－卢Ｌ．＾：．’．＂’戸？夺－．ｆｖ＇Ｖ，：，护１Ｍ＾為指导教筛义捷Ｗ化巧山西师范大举教常科举研《化．：．‘、．ｆ＼、■‘、＾六巧申巧举位级測教《巧去专业名蘇学科教学英诱＼＞：ｉ巧、？：ｆＶ论文提巧日期２０１６年４巧１０日论义答辩曰期２０１６年５月２１目？嗦巧‘‘’；”托扣学位授予单位山西师范大学学位授予曰期２０１６年６月１８日，Ｖ／石’一‘，片部．；，＇‘＾：：斯二－、￣．．；．答辩委员会城帮建風．遞‘．．．黎，增诗．．，；私，养，，巧：疑異＇＂＇■＇■＇＇■＇■＇．Ｊ．，／＾：＾ｒＴ：－评阁人．古哲民＿教搜‘。‘－＇、．＇＊’’＇：－热＇’＇＇＾一＾、山－＇化、＇＜乂、亏、、一，张心晋，，林我，後ｒｒ…＿＿，，，？一；一．，’；［ｉ中、＾Ｕｗ＊‘、、、ｖ、：、、，、．．寸了＇Ｉ’，？Ａ、Ｖ．＊？、、．‘？＾＇？、，户＂．’、．．－声＇、Ｃ作－‘．、．‘；ｖ＇＇’、＇、：、．，／ｕ、一攤‘’兵，＞‘＼＼…：．知＇－，、、■品、－‘．六古Ｖ，沁．ｒ＾：相為Ａ．與Ｖ；：＇．＇：２０１６午．声丹２０＼＼Ｘ＇．、．擎ｉＶ＞；詞批记Ｃ；＾知冰飾屯１、．．．？．．八．：谦、／、；感撕品．．．．，曲＾７＇．’八中．的．辕乂蔡軒，心拍跳如饼种巧、Ｖ祭 独创声明本人郑重声明：所呈交的学位论文是本人在导师指导下进巧的研究工作及取得的研究成果，学位论文的知识产权属于山西师范大学。除了文中特别加标注的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得山西师范大学或其他教育机构的学位或证书使用过的材料。本声明的法律后果将完全由本人承担。１签字日期八．《．会作者签名：莖：》学位论文版权使用授权书本学位论文作者完全了解山西师范大学有关保留、使用学位论文的规定，有权保留并向国家有关部口或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权山西师范大学可将学位论文的全部或部分內容编入有关数据库进行网络出版，可４＾采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书）。、化签字日期作者签名：占；、导师签字；签字日期；《良， AbstractinEnglishTitle:AnInvestigationontheWashbackofGrammarCompletioninNationalMatriculationEnglishTestonGrammarTeachingandLearninginSeniorHighSchoolMajor:SubjectTeaching·EnglishName:LiuHongyanSignature:Supervisor:SongJieSignature:AbstractWashbackusuallyreferstotheinfluenceoflanguagetestingonlanguageteachingandlearning,whichisubiquitousinlanguagetesting.Sincetheendof1980s,thewashbackhasattractedpeople’sattention.TheCollegeEntranceExamination,regardedasthemostimportant,strictestandfairestselectivetestforseniorhighschoolstudentsinChina,ishighlyvaluedbythewholesociety.However,thereareafewempiricalstudiesfocusingonthewashbackofcollegeentranceexamination,especiallystudiesaboutthegrammarpartinNationalMatriculationEnglishTest(NMET).InFebruary,2014,TestExplanationpublishedbyNationalEducationalExaminationsAuthority(NEEA)announcedthatsincethebeginningof2014,grammarcompletionwillreplacemultiplechoicethathavealreadybeenusedforseveraldecades.Theemergenceofnewquestiontypehasreceivedlotsofpeople’sattention.ThisthesisattemptstolookintothewashbackofgrammarcompletioninNMETonteachingandlearning.AccordingtotheeffectsproducedbygrammarcompletioninNMETonteachingandlearning,threequestionsareputforward:1.Whatarethestudents’andteachers’attitudestowardsgrammarcompletioninNMET(nationalversion)?2.WhatisthewashbackofgrammarcompletioninNMET(nationalversion)onEnglishteachinginseniorhighschool?3.WhatisthewashbackofgrammarcompletioninNMET(nationalversion)onEnglishlearninginseniorhighschool?i 山西师范大学学位论文Aimedatresearchquestionsabove,theauthorinvestigated34teachersand583studentsofGrade2fromZhongYangNo.1SeniorHighSchool,Lvliangcity,Shanxiprovince.Intheprocessofsurvey,threeinstrumentsareused--questionnaire,interviewandclassroomobservation.TheresultshowsthatgrammarcompletioninNMEThascertaininfluencesongrammarteachingandlearning,whoseeffectsarecomplicated.Amongthem,positiveandnegativewashbackcoexistsidebysideandinfiltrateandrestricteachother.1)Teachersaspects:Teacherssupportthetransformationofthisquestiontype.Intheprocessofteaching,teachersareusedtoexplaininggrammarpointsaccordingtotestsyllabus,andteachsomeproblem-solvingskills.Ingrammarpractice,teachersaskstudentstodogrammarcompletionsothatitcanimprovestudents’practicalEnglishapplicationabilities.However,undertheguidanceofnewcurriculumstandardsandtheemergenceofnewquestiontype,teachersdonotaltertheirteachingmethods,andcontinuetorepeattraditionalwaysmechanically.2)Studentsaspects:Theattitudesofstudentsareinconsistenttothisquestiontype,and45.6%studentsholdsupportiveattitude.Inthewholelearningprocess,teacherscontrolthewholeclass,whilestudentsplayaratherpassiverole.Theyalsousegrammarcompletiontostrengthentheirgrammarabilities.Basedonthetheoreticalanalysisoftestsandinvestigations,theauthorcomesupwithtwosuggestionstopromotepositivewashbackofgrammarcompletion:1)Teachersshouldreinterpretandreanalyzethecurriculumstandardofseniorhighschoolandtestsyllabus,andputgrammarrequirementsincurriculumstandardintopracticeduringtheirteachingprocess.2)Teachersshouldtrytheirbesttocreateinquiry-basedgrammarclassroomandcultivatestudents’independent-learningabilities.【KeyWords】:Washback;NationalMatriculationEnglishTest;grammarcompletion【TypeofThesis】:Applicationii AbstractinChinese论文题目：高考英语语法填空题对高中英语语法教与学反拨作用的调查研究专业：学科教学·英语硕士生：刘鸿燕签名：指导教师：宋捷签名：摘要反拨作用通常指语言测试对语言教和学所产生的影响，它是语言测试中普遍存在的。自20世纪80年代末，反拨作用就引起了人们的关注。高考对我国高中学生来说是最重要的选拔性测试，被认为是目前国内最严格、最公平的测试，受到整个社会的高度重视。但国内针对高考反拨作用的实证研究还较少，特别是针对高考中语法部分对教和学的反拨作用的研究更少。2014年2月份国家考试中心公布的《考试说明》宣布从2014年开始，课标高考全国卷将以语法填空替代使用了几十年之久的单项选择。新题型的出现受到教师和学生的重视，本文将对高考英语语法填空题对教与学的反拨作用进行研究。本研究针对高考英语语法填空题对高中英语教与学中产生的影响，提出了三个问题：1.教师和学生对于高考英语（全国卷）中语法填空题的看法如何？2.高考英语试卷（全国卷）语法填空题对高中英语教学的反拨作用如何？3.高考英语试卷（全国卷）语法填空题对高中英语学习的反拨作用如何？针对以上研究问题，作者对山西省吕梁市中阳一中的34名英语教师和583名高二学生展开了调查，使用了调查问卷、访谈和课堂观察三种研究工具。研究结果表明：高考英语语法填空题对英语语法教与学存在一定程度的影响,这些影响是复杂的,积极的反拨效应和消极的反拨效应同时存在,并且互相渗透、互相制约。1)教师方面：教师对这一题型的变化持有积极态度。在教学过程中，教师会根据大纲中要求的语法点去教学，并且还会给学生讲语法填空题的解题技巧。在平时语法练习时，教师会专门针对语法填空题让学生练习，从而提高学生的英语实际应用能力。但是在高考新题型的出台和新课标的指导下，教师不但没有顺势调整教学方法,反而继续简单机械地重复着旧体制下的做法。2)学生方面：学生对这一题型变化的态度是不一致的，45.6%的学生表示支持。学生在整个学习过程中是比较被动的，整个学习过程主要还是由iii 山西师范大学学位论文教师掌控，但是学生还是会针对语法填空题去练习。在这些有关测试理论分析和调查研究的基础上，作者提出了促进高考语法填空题正反拨作用的建议：1)教师应该对《高中课程标准》和《考试大纲》再解读和再分析，把课标中的语法要求真正地运用到教学当中；2)努力营造探究式语法课堂，注重培养学生自主学习的能力。【关键词】反拨作用；高考英语语法测试；语法填空题【论文类型】应用型iv ContentsContentsAbstractinEnglish................................................................................................iAbstractinChinese............................................................................................iii1.Introduction.........................................................................................................11.1BackgroundInformation...............................................................................................11.2SignificanceandPurposeofResearch...........................................................................21.3FrameworkofThesis.....................................................................................................22.LiteratureReview.............................................................................................52.1DefinitionofWashback.................................................................................................52.2TheoreticalFrameworksofWashback..........................................................................62.2.1AldersonandWall’sWashbackHypotheses........................................................62.2.2Hughes’sTrichotomyWashbackModel..............................................................72.3ClassificationofWashback............................................................................................72.3.1PositiveandNegativeWashback.........................................................................72.3.2OvertandCovertWashback................................................................................82.3.3InstantandLong-termWashback........................................................................82.4EmpiricalStudiesofWashbackonImportantLanguageTestAbroadandatHome.....82.4.1EmpiricalStudiesofWashbackonImportantLanguageTestAbroad................82.4.2EmpiricalStudiesofWashbackonImportantLanguageTestatHome............112.5GrammarCompletion..................................................................................................152.5.1DefinitionofGrammarCompletion..................................................................152.5.2PropositionCharacteristicofGrammarCompletion.........................................163.ResearchDesign..............................................................................................173.1ResearchQuestions.....................................................................................................173.2ResearchSubjects........................................................................................................173.3ResearchInstruments...................................................................................................17 山西师范大学学位论文3.3.2ClassroomObservation.....................................................................................193.3.3Interview...........................................................................................................203.4ResearchProcedures...............................................................................................204.DataAnalysisandDiscussion...................................................................234.1QuestionnaireforTeachers.........................................................................................234.1.1Teachers’BackgroundInformation...................................................................234.1.2Teachers’PerceptionofGrammarCompletion.................................................244.1.3Teachers’AttitudetoTeachingofGrammarCompletion.................................264.1.4PreparationofGrammarTeaching....................................................................294.1.5AttitudetoUseofTeachingMaterial................................................................294.1.6TeachingProcess...............................................................................................304.1.7TeachingEvaluation..........................................................................................324.2QuestionnaireforStudents..........................................................................................334.2.1Students’PersonalInformation.........................................................................334.2.2Students’PerspectivetoGrammarCompletion................................................344.2.3Students’AttitudetoGrammarLearning..........................................................354.2.4InfluenceofGrammarCompletiononGrammarLearning..............................374.2.5PreparationofGrammarLearning....................................................................384.2.6EvaluationtoGrammarLearning.....................................................................394.3ClassroomObservation...............................................................................................404.3.1TimeSpentonGrammarTeaching...................................................................404.3.2ActivitiesInvolvedinGrammarTeaching........................................................414.3.3GrammarPoints................................................................................................424.4Interview.....................................................................................................................434.4.1Teachers’Interview...........................................................................................444.4.2Students’Interview............................................................................................454.5PedagogicalImplicationsofThesis..........................................................................475.Conclusion..........................................................................................................49 Contents5.1MajorFindingsofThesis.............................................................................................495.2LimitationsofThesis...................................................................................................515.3SuggestionsforFurtherResearches............................................................................51Acknowledgments................................................................................................53Bibliography...........................................................................................................55AppendixA..............................................................................................................59AppendixB..............................................................................................................63AppendixC.............................................................................................................65AppendixD.............................................................................................................67AppendixE..............................................................................................................69AppendixF..............................................................................................................71 Introduction1.Introduction1.1BackgroundInformationInrecentyears,washbackstudiesoflanguagetestforteachinghavebeenpaidmoreandmoreattentionbyforeigneducationalexperts.Atthesametime,moreandmoreforeignlanguageworkersathomeandabroadputintoresearchofthisfield.However,achievementshavingwideimpactarefew,mainlybecauselanguagetestingandresearchesonteachingareextremelyintricateprocess.AsispointedoutbyAlderson&Wall(1993),therearemorediscussionsandhypothesesaboutwashback,butexistlessinvestigationsandconclusions.Domesticresearchesonthewashbackarescarcecomparedwithabroad,andresearchsubjectsalsotendtofocusontheCET4,CET6ortestforEnglishmajor.TheCollegeEntranceExaminationisamorescientificwaytoselectoutstandingstudentsofseniorhighschooltocollegeforfurtherstudy.NationalMatriculationEnglishTest(NMET),asapartofCollegeEntranceExamination,accountsfor150scoresinthecollegeentranceexamination(nationalversionI,II),anditspropositionismadebytheCouncilofEnglishTest.Theimportanceofthetestdeterminesthestatusoftheexamination,anditalsodeterminesthewashbackofEnglishteaching.Whilegrammar,asoneoftheessentialelementsoflanguagelearning,cannotbeseparatedfromlanguage.Meanwhile,grammarplaysanimportantroleinlanguageteaching,whichgivesstructureandformtolanguage.In2014,NationalEducationalExaminationsAuthority(NEEA)releasedamajorreformaboutgrammarpartofNMET(nationalversion).Thisreformdeletesmultiplechoicesthathavealreadybeenusedforseveraldecadesandusesgrammarcompletion.ItemphasizesthepracticalapplicationofEnglishlanguage,andconformstosomerequirementsputforwardbynewcurriculumstandards.ThenewlypublishedEnglishcurriculumstandardsclearlypointedout:thisreformofnewcurriculumstandardsfocusesonatransformationthattheEnglishcurriculumlaidmoreemphasisonteachinggrammarandvocabularyandignoredcultivationofstudents’practicallanguageability.Teachingshouldemphasizestudents’interestandlifeexperienceanddevelopstudents’comprehensivelanguageapplicationabilities.Thiskindoftransformationfromisolatedandstereotypedgrammartesttopractical1 山西师范大学学位论文applicationinessayinevitablyhascertainwashbackontoday’sEnglishgrammarteachingandlearninginseniorhighschool.1.2SignificanceandPurposeofResearchAsakindoflarge-scaleandstandardizedtestinourcountry,thecollegeentranceexaminationhasbeenattractingmoreattentionofsociety,includingtesttypeandcontentoftheexam(typeofquestion,score,ratingcriteriaandsoon).Althoughanumberofwell-knownexpertsworkinforeigneducationalfield,suchasQiLuxia,whohasbeguntomakesomeresearchesaboutwashbackinNMET,theseresearchesareoftencomprehensive.WashbackstudiesaimedatthespecificaspectsofNMETintheclassroomteachingarefew,especiallythelackofresearchonthegrammartestofcollegeentranceexamination.ThisthesiswillconductaresearchaboutwashbackofgrammarcompletioninNMETonteachingandlearning,andfindoutproblemsbroughtbywashbackofNMETandexploresolutions.Inthisstudy,threeinstrumentsareadoptedtoanswerthefollowingquestions,namelyquestionnaire,classroomobservationandinterview.1.Whatarethestudents’andteachers’attitudestowardsgrammarcompletioninNMET(nationalversion)?2.WhatisthewashbackofgrammarcompletioninNMET(nationalversion)onEnglishteachinginseniorhighschool?3.WhatisthewashbackofgrammarcompletioninNMET(nationalversion)onEnglishlearninginseniorhighschool?Inaword,researchpurposeofthisthesisistomakeanin-depthunderstandingthatthetransformationofgrammarcompletioninNMET(nationalversion)producedresonancetoteachersandstudents,andtoknowwhetherthistransformationwillbringwashbacktoEnglishgrammarteachingandlearning,whichcanprovidecertainreferencevaluetopromoteEnglishgrammarteachingofseniorhighschool.1.3FrameworkofThesisThisthesisiscomposedoffivechapters.ChapterOneisabriefintroduction,includingthebackgroundinformation,researchsignificanceandpurposeofresearchandframeworkofthesis.2 IntroductionChapterTwoisliteraturereview.Atfirstitintroducesthedefinitionandtheoreticalframeworkofwashback.Thenitshowscurrentsituationofwashbackathomeandabroad,andlistssomeempiricalstudiesofwashbackonimportantlanguagetestabroadandathome.Thelastpartintroducesgrammarcompletion.ChapterThreestatesresearchdesign.Inthispart,researchquestions,subjectsandinstrumentsarementionedrespectively.First,threeresearchquestionsarepresented;nextitdescribesallthesurveyedteachersandstudents.Attheendofthispart,itgivesadetailedintroductionaboutinstruments,includingquestionnaire,classroomobservationandinterview.ChapterFourisdataanalysisanddiscussionofresults,inwhichdatacomefromteachers’andstudents’questionnaire,classroomobservationandinterview.Themaincontentsconcludeteachers’andstudents’attitudetogrammarcompletionofNMETandperspectivetowashbackofgrammarteachingandlearning.Italsoputsforwardtwopedagogicalimplications.ChapterFivemakesconclusionandpointsoutthefindings,limitationsofthesisandfurtherresearchdirections.3 山西师范大学学位论文4 LiteratureReview2.LiteratureReviewThesecondchaptermakesaliteraturereviewtorelatedresearchdocumentsandtheories.Firstly,itintroducesdefinitionofwashback;secondly,itsummariestheempiricalstudiesofwashbackonimportantlanguagetestathomeandabroad;lastpartmakesanintroductionongrammarcompletion.2.1DefinitionofWashbackLanguagetesting,asaninseparablepartoflanguageteaching,andlanguageteachingsupplementeachother,promoteeachotherandrestricteachother.WashbackorBackwashoftestthatwealwaysrefertoinlanguagecompetencetesthasanaturallinkwithteachingandlearning.Influencesproducedbytestonteachingandlearning(Alderson,J&Wall,D1993;Bailey,K.M1996)wereoftendefinedas“washback”inthefieldoflanguagetesting,andeffectsintheinternationaleducationcirclewascalled“impact”.However,inthefieldofappliedlinguistics,someexpertsandscholarshavemadeacleardefinitionof“washback”and“impact”.AsWallputit(1993),the“washback”isdefinedasaneffectoftestingonteachers’andstudents’teachingandlearningbehaviorintheclassroom,while“impact”isconsideredtohavewiderinfluences(suchaseffectofteachingmaterialsandeducationsystemandsocial).Hamp-Lyons(1997:299)hadthesameviewtoitandhethoughtwashbackshouldberegardedasadimensionofimpact.Manyexpertsandscholarshavetheirownviewsandopinionsonthewashback.1.Washbackisaneffectoftestonteachingandlearning(Hughes,1989:l).2.Washbackisakindofeffectivenessthatexternallanguagetestsinfluenceandpromoteforeignlanguagelearning(Shohamy,1992:513).3.Washbackisaconceptofeffectthattestmaketeachersandstudentstodosomeunnecessarythings(AldersonandWall,1993:213).4.Languagetestnotonlyimmediatelyinfluencesubjectsandtesters,butalsograduallyithasanindirectimpactonthevariouspeople,theeducationsystemandthewholesociety(BachmanandPalmer,1996).5.Washbackisthattestinfluencesteachersandstudentswhoareengagedinlanguage5 山西师范大学学位论文teachingandlearningtodothingsthattheyhadnoneedtodo.Thiseffectiscalledwashback(Messick,1996:241).2.2TheoreticalFrameworksofWashback2.2.1AldersonandWall’sWashbackHypothesesAldersonandWallin1993putforwardthefollowing15hypotheseswhichexpoundteachersandstudents,teachingprocessandlearningprocesshowtobeinfluencedbywashbackoftestindifferentaspects.(1)Atestwillinfluenceteaching.(2)Atestwillinfluencelearning.(3)Atestwillinfluencewhatteachersteach.(4)Atestwillinfluencehowteachersteach.(5)Atestwillinfluencewhatlearnerslearn.(6)Atestwillinfluencehowlearnerslearn.(7)Atestwillinfluencetherateandsequenceofteaching.(8)Atestwillinfluencetherateandsequenceoflearning.(9)Atestwillinfluencethedegreeandthedepthofteaching.(10)Atestwillinfluencethedegreeandthedepthoflearning.(11)Atestwillinfluenceattitudetothecontent,method,etc.ofteachingandlearning.(12)Teststhathaveimportantconsequenceswillhavewashback.(13)Teststhatdonothaveimportantconsequenceswillhavenowashback.(14)Testswillhavewashbackonalllearnersandteachers.(15)Testswillhavewashbackeffectsforsomelearnersandsometeachers,butnotforothers.(Alderson&Wall,1993:120-121)In15itemsabove,1,3,4,7,9and11itemsarewashbackoftestonteachersandteachingprocess.2,5,6,8,10and11itemsarewashbackoftestonstudentsandlearningprocess.Item12,13,14isanintensionofwashbackoftest.Later,AldersonandHamp-Lyons(1996)foundthatwashbackwasalsoinfluencedbyotherfactors,suchasteachingstyleandteachingidea.Therefore,theysupplementeda6 LiteratureReviewhypothesisbasedonoriginalhypothesis:Atestwillproducedifferentdegreeandtypewashbacktodifferentstudentsandteachers.2.2.2Hughes’sTrichotomyWashbackModelOnthebasisofAldersonandWall’stheory(1993),Hughes(1993)proposedawashbackmodel“participants-process-products”,whichisusedtoexploretheworkingmechanismofwashback.Amongthem,the“participants”concludesteachers,students,teachingmanagementanddesignersofteachingmaterialsandpublishers;“process”referstosomeactionstakenbyparticipantstocontributetotheirstudy,suchasthedevelopmentofteachingmaterials,thedevelopmentofthesyllabus,thechangeofteachingmethods,theuseoflearningandexaminationstrategies;“results”referstotheknowledgeorskillslearntbylearners(suchasfluency)(Bailey1996).Hughes’stheruleofthirdscouldbeseenastheinterpretationoftheeducationalsystem.Hughes(1993:2)thoughtthatthesethreecomponentsofwashbackconstructedthebasicmodelofstudyofwashback.2.3ClassificationofWashback2.3.1PositiveandNegativeWashbackAlthoughwashbackisgenerallydefinedasaneffectoftestonteachingandlearning,itsinfluencemaybepositive,alsobenegative.HeatonandHughes(Heaton1988:170,Hughes1989:1)thoughtthatpositiveandnegativewashbackdependoneffectoftestonclassroomactivities.Iftestscanpromoteteachingandlearning,itwillplayapositiverole;conversely,iftestshinderteachingandlearning,itwillplayanegativerole.Bailey(Bailey,1999)alsothoughttestshavingpositivewashbackcanreflectandencouragegoodclassroompractices.Similarly,Alderson&Wallalsopointedoutthatnegativewashbackrefertoatestofpoorqualityconsideredbythepubliccanproduceadverseimpactsonteachingandlearning(Alderson&Wall,1993:116-129).Ashasbeenrecognized,positivewashbakhasbecomeaprimaryconsiderationfactorfortestdesigner.However,negativewashbackhasbeenamajorreason.Whenacertaintestiscriticized,somescholarsthoughtmostwashbackofthistestisnegative.Alderson&Wall(1993)summarizednegativewashbackoftestareasfollows:1)teachersalwaysneglect7 山西师范大学学位论文somecoursesandteachingactivitiesthattheyhavenodirectcorrelationwithstudents’examination,consequentlytestingdistortcourses(Vernon,1956;Madaus,1988).2)Theplanofexaminationcompressesteachingtime,andmakescurriculumandteachingmodelbeingsingle.Thesebehaviorspotentiallyweakenteachers’motivationsofusingteachingmethodsandteachingcontentthatdonotconformtotest.Ontheotherhand,otherscholarsthoughtthatmostwashbackwerepositive.Pearson(1989)regardedtestasaleverofchangeandregulation.2.3.2OvertandCovertWashbackProdromou(1995)dividedthewashbackintoovertandcovertwashback.Overtwashbackreferstodirectexam-orientedteachingandlearning,suchasdoactualquizmaterialsandpracticetests.Covertwashbackisdeep,imperceptibleandsubtleinfluenceonteaching.Itmanifeststhatthedesignoftextbooksissimilartoexaminationpaperandreferencebooks.Italwaysfollowsamodel:textbook+questions(practice)+answerkeys;teachingprocessislikedisciplinedexaminationroom,inwhichteachersaskedsomequestions,thenstudentsgaveanswer,andtherewasnocommunicationamongstudentsintheclass.2.3.3InstantandLong-termWashbackFromtimethattestingimpactonteaching,washbckisregardedasshort-termandlong-term.Instantwashbackmeansinfluenceoftestexistedinpreparationforexam,butitwoulddisappearwhenexaminationfinished;long-termwashbackmeansthisinfluencestillexistafterexamination.2.4EmpiricalStudiesofWashbackonImportantLanguageTestAbroadandatHome2.4.1EmpiricalStudiesofWashbackonImportantLanguageTestAbroadEmpiricalStudiesofwashbackofimportantlanguagetestabroadbeganwithgeneraleducation;itdatesfromattheendof1880s.Hughes(1988)investigatedtheinfluenceofEnglishproficiencytestonteachingatBogaziciUniversityinIstanbul.Asstudents’Englishlevelwasdeclining,theeducation8 LiteratureReviewmanagementdepartmentsdrewaplantodevelopandcarryoutanewEnglishtestandtheMichiganEnglishproficiencytestinordertostimulatestudents’Englishlearningmotivation.Thestudyfoundthatthestudents"EnglishproficiencyhasbeengreatlyimprovedthroughtheimplementationofthenewEnglishtestandtheMichiganEnglishproficiencytest.Thepositivewashbackwasreflectedinteacher"squestionnaire,anditmanifestedthatwashbackofEnglishtestobtaineddesiredeffectonteachingandlearning.WallandAlderson(1993)surveyedimpactofthenewOstandardEnglishexamonteachinginSriLanka.TheeducationmanagementdepartmentwantedtopromoteteachingreformbyusinganewtextbookandnewOstandardEnglishexam.Theresearchersconductedclassroomobservationandinterviewinpre-testandpost-test.Atthesametime,theycollecteddataandconductedatrackingsurveyin49schoolsintheircountry.Bycomparingtheteachingsituationofpre-testandpost-test,itfoundthattheinfluenceoftestonteachingandlearningisnotassimpleasexpected.Becauseoftest,teacherschangedtheirteachingcontent;testdidnotplayaproperroleonteachingmethods.Thisstudyalsofoundthatclassroomobservationwasaneffectivemethodtoresearchwashback,especiallyitcouldfindareasonthatchangingteachers’teachingmethodandusingtesttopromoteteachingreformfailedtoachievedthedesiredgoals.Shohamy(1993)madethreeinvestigationsabouttestwashback,theyareArabictest,oralEnglishtest,andreadingcomprehensiontest.Thethreetestshadacertaininfluenceonteachingandlearning.Teacherspaidmoreattentiontoteachingcontentthattheydidnotattachimportancetobefore.Accordingtotheformandcontentoftest,teacherswrotethenewteachingmaterialsandguidancematerials,andcarriedoutthecorrespondingclassroomactivities.Thesestudiesaboveshowedthatexaminationbroughtcertaineffectonthenormalteachingandlearning,especiallyfortheclassroomteachingcontent.However,thesestudiesdidnotexploreinfluenceofexamonteachers’factors,suchasteachingexperience,teachingbackgroundandsoon.AldersonandHamp-Lyons(1996)didaresearchaboutwashbackoftheEnglishTestasaforeignlanguage(TOEFL).ItselectedsomequalifiedstudentstoAmericaandothercollegesforfurtherstudy.ItwasgenerallybelievedthattheTOEFLcourseisthatteachers9 山西师范大学学位论文teachstudentstomastersomeskills,suchasguessingthetopic,rememberingthevocabularyoftheTOEFL(Qi,2004).ThiskindofclassoftenmisledstudentswithlearningmethodsandwrongfullearningstrategiestoimprovetestscoressothatstudentscannotlearnusefulEnglishknowledge(AldersonandHamp-Lyons,1996).ResearchersinvestigatedtwoteacherswhotaughtbothTOEFLandnormalEnglishclassbyclassroomobservationandinterview.TheresultsfoundthattheTOEFLhadinfluenceontheteachingcontentsandteachingmethods,butthisinfluencedependedonteachers’individualcases.Thedifferenceoftwocoursesdidnotsimplyattributetodifferentteachingmethods.Therefore,theybelievedthatwashbackoftestwasinfluencedbymanycomplicatedfactors.Ifwewantedtoknowrealresults,weshouldcomprehensivelyassessdifferentfactors.Watanab(1996)madeastudyoncollegeentranceexaminationofNihonUniversityandgrammar-translationteaching.Fiveteachersacceptedclassroomobservationandinterview.Theresultsshowedthatinfluenceofteachers’factorsonteachingismorethancollegeentranceexamination,suchasteachers’educationalbackground,personalbeliefsandteachingexperience.Bothinvestigationsabovestudiedthatteachers’personalfactorsproducedinfluenceonteachingandlearning,butthenumberofteacherwastoolittle,sotheconclusionhadcertainlimitation,anditwasdifficulttoapplyforotherstudies.Basedontheresearchoftwokindsoftest,HayesandRead(2004)investigatedalarge-scaleexamInternationalEnglishLanguageTestingSystem(IELTS).ClassAwasashort-termtrainingclasspreparingforIELTSanditjustlastedamonth,classBwasIELTSclasslastedeightmonths.Researcherscollecteddatabyinterview,classroomobservation,andquestionnaire.Theinvestigationfoundthattherehadbeenabigdifferencebetweenthetwocourses.InclassA,teachers’teachingfocusedonIELTStest,butinclassB,teachingcontentswerericherthanthatofclassA.ClassBwasstudents-centeredclass,inwhichstudentscanusesomekindsofskillsandstrategiestocommunicatewithteachers,soclassroomatmospherewasmoreactive.ThemainreasonfordifferencebetweenClassAandClassBwasthedifferenceofteachingtimeandteachingpurpose.TimeofClassAwasshortandthetargetwasspecific,anditscurriculumgoalsweretoletstudentsfamiliarwiththeIELTScontentsandmasterexaminationstrategies.TheclassB’teachingtimewaslong,and10 LiteratureReviewthepurposewastomakestudentsfamiliarwiththeIELTStestandtrainedtheirlearningskills.Althoughtheteacherfactorswereoneofthepurposesofthestudy,theresearchersdidnotgiveafurtherresearch.Comparedwithotherinvestigationsaboutwashbackoftest,Shohamy，DanitsaandFeman(1996)madeacomparativestudyaboutwashbackofArabic(SecondLanguage)testandEnglish(foreignlanguage)examinationusingquestionnaire,interviewandrelevantdocumentanalysis.Thisstudyfoundthatthereexisteddifferentwashbackmodelintwotests.TheArabictesthadfeweffects,becauseitwasnotahighrisktestanditsresultswasnotusedforanydecisionorclassificationofteaching,sostudentsandparentsdidnotgivemoreattentiontoit.WhileEnglishtesthadabigeffectonteachingactivities,distributionoftesttimeandcompilationoftestmaterial.ThisstudywastheonlyonecomparativestudyabouttheArabictestandEnglishtest.Therefore,itcanbeconcludedthatwashbackofhigh-risktestisbiggerthanthatofthelow-risktest.2.4.2EmpiricalStudiesofWashbackonImportantLanguageTestatHomeEmpiricalStudiesofwashbackonimportantlanguagetestathomedatesfromattheendof1880s.TheauthormadeasummaryofthepreviousresearchresultsfromNMET,CET4,andCET6toTEM8.Takingthequestionnaireastheresearchinstrument,LiXiaoju(1990)madeaninvestigationonthewashbackoftheNationalMatriculationEnglishTest(NMET).ThesubjectswereEnglishteachersandteachingresearchfellowsinseniorhighschool.ThissurveyresultsshowedthattheNMEThadachievedanticipatedresultsonEnglishteachingandlearninginseniorhighschool:teachingmaterialswereincreasedandteachingcontentsalsowerereformedfromonlytaughtlanguageknowledgetotaughtlanguageaswellastrainedthestudent"sreadingandwritingskills.ThemostprominentchangewasthatNMETenrichedstudents’extracurricularlearningactivitiessothatstudentscanusevariousmethodstolearnEnglish,suchaslisteningtoEnglishradio,watchingEnglishprogram,andreadingEnglishnewspaper.QiLuxia(2004)madeastudyonexpectedwashbackeffectofNMET.SheconductedacomparativestudytosituationofGrade3preparingforEnglishexamandintentionofexam11 山西师范大学学位论文setterwithquestionnaire,interviewandclassroomobservation.TheresearchindicatedthatNMETexaminerswantedtopromoteteachingreformbyexam.Thisreformtransformedteachingimportantpointsfromteachinglanguageknowledgetocultivatestudents’languageusingcompetence.ThetrueteachingsituationofGrade3wasthatteacherspaidmoreattentiontoknowledgethanexercise,andthereprevailedexercises-stuffedteachingmethod.Inordertoobtainexpectedgoals,itwasnecessarytostrengthenreformoncollegeentranceexaminationandhighschoolEnglishteaching.Sofar,thesetwoinvestigationswererelativelydeepandinfluentialstudiesoncollegeentranceexaminationinChina.LiXiaojuusedquestionnaireashermaininstrument,whileQiLuxiaonlymadeasurveyonstudents’reviewforpreparingfortestofGrade3andshedidnotdoacomprehensivestudyaboutthewashbackeffectofcollegeentranceexaminationontheEnglishteachingofGrade3.Therefore,theresultshadacertainlimitation.JinYan(2000)surveyed358participantsand28spokenexaminerswithquestionnaire.ThisstudyinvestigatedthenecessityofimplementingoraltestinCET4andCET6,evaluationofexaminerandreverberationtriggeredbytest.ItshowedthatdesignoforaltestinCET4andCET6wasscientificandreasonable,andthenecessityofimplementingoraltestwasrecognizedbythemajorityofteachers.Theimplementationoftesthasapositivewashbackeffectonteaching,especiallyoralteaching.HanBaocheng,DaiManchunandYangLifang(2004)madeananalysistoquestionnaires’resultsof1194teachersin40schoolsandrelevantdocuments.ItfoundthattherehadallkindsofproblemsincollegeEnglishtest,includingdesignphilosophyoftest,explanationtotestscores,influenceofwashbackeffectonteachinganddevelopmentofteachers.TheresearchmanifestedthatCET4andCET6hadseriousnegativeeffectsoncollegeEnglishteaching,andstudents’scoreswerenotinaccordwiththeirrealisticEnglishlevel.Usingquestionnaire,GuXiangdongandXiaoGuan(2013)carriedoutaresearchto284non-Englishmajorcollegestudentsinaspectofusingteststrategies.Thisstudyfoundstudentspaidmoreattentiontohowtoprepareforexaminationbutnottouselanguagelearningstrategieswhenstudentstookanexamination.CollegeEnglishtesthadacertainpositivefunctiononusingcognitivestrategy.12 LiteratureReviewThesethreestudiesaboveonlyemployedquestionnairetomakesurveystocollegeoraltest,thewashbackeffectofCET4andCET6,andteststrategyofnon-Englishmajorstudents.Theydidnotuseotherinstrumentstomakeadeepstudy,suchasinterview.ShiXiaojuan(2010)surveyed115non-Englishmajorstudentsaboutafter-effectofcollegeEnglishlisteningtestwithquestionnaireandinterview.Theresultshowedthatthedesignoflisteningtestandincreaseoftestweighthadanimpactonlearners’attitude,time,content,buttheseinfluencespresentedcertaindifferenceamongdifferentlearners.TangXiongying(2013)conductedasurveyonafter-effectofCET4.Theresearchrevealedthatwhenthetestwasregardedasadominatingevaluationmeansofteaching,learnerswouldshowakindofrecognitiontothisexamination.Testnotonlyinfluencedstudents’learningattitude,content,andlearningmethods,butalsoithadacertaineffectonschedule,order,breadthanddeepnessofcontentthattheyhavebeenlearned.However,theseimpactsweredifferentaccordingtolearners’difference.Therefore,designatingreasonableevaluationsystemandusingmultipleassessmentmethodologywouldreducenegativeeffectproducedbytestonteaching.GuXiangdong(2013)didalong-termstudyonwashbackeffectofreformofCET4andCET6usingclassroomobservation,discourseanalysis,interviewandotherinstruments.Thisstudyindicatedthattheorganizationofclassroomteachinghadnotbeenchanged,butteachingplan,contentsandteachingmethodshadaremarkabletransformation.Inthreestudies,thefirsttwoinvestigationsonlyusedquestionnaireandinterviewtomakesurveysaboutstudents’learningattitude,content,andlearningeffectofCET4andlisteningtestofCET4,notgetintotheclassroom.GuXiangdong(2013)’studyonlymadeacontrastiveanalysistothreecollegeteachers’classroomteachingin2003and2009,andinferredreformofcollegeEnglishtestimpactclassroomteaching.Asthenumberofsubjectsofstudyisless,sotheconclusionhadcertainlimitation.GuXiangdong(2007)didanextensiveinvestigationonwashbackeffectofCET4andCET6usingvariousinstrumentsincludingquestionnaire,interview,document,studymaterials,testresults,analysistotestpaper.TheresultrevealedthatCET4andCET6wereeffectivemeanstoinspectcollegestudents’Englishproficiency,andtheirwashbackeffectsweremorecomplicatedthanthatofpeople’simagination.CET4andCET6impactevery13 山西师范大学学位论文aspectofcollegeEnglishteaching,butaccordingtodifferentschools,gradesandteachers,influencewasalsodifferent.Inshort,CEThadmorepositivewashbackeffectthannegativeeffect.Usingthedescriptiveresearchmethod,TangYaocaiandPengJinding(2004)investigatedcollegeEnglishlearnerswithquestionnaire,individualinterviewandclassroomobservation.ThisstudyshowedthatalthoughcollegeEnglishoraltesthadmorepositiveeffectthannegativeeffect,thereexisteddifferenceinlearningattitudeandlearningbehaviorofstudentspreparedfortestandnon-preparedfortest.Theoraltestshadastrongerwashbackeffectonlearningattitude,butithasasubtlewashbackeffectonlearningcontentsandmethods.BothofstudiesmadeinvestigationaboutwashbackeffectofwrittenexaminationandoralexaminationofCET4andCET6usingquestionnaire,interviewandclassroomobservation.TheyfoundcollegeEnglishtesthadmorepositiveeffectthannegativeeffectonteaching.However,thesetwostudiesdidnotmakeadetailedanalysisoncollegeEnglishnormalteachingandsyllabus,sotheconclusionhadcertainlimitation.Moreover,althoughTangYaocaiandPengJinding(2004)’researchesusedvariousinstruments,theydidnotdoacomprehensiveanalysisandverificationagainandagain.ZhouShen(2003)illuminatedaninteractionrelationshipbetweenlanguageteachingsyllabusandlanguagetestthoughthereviewtodesignandimplementationofTestforEnglishMajor-8(TEM8).Thisstudymanifestedteachingsyllabusformulatedteachingaim,teachingprincipleandteachingcontents,Test,asanevaluationmeans,impactteaching,syllabus,teachingaimsandstandard.Therefore,teachingsyllabusandlanguagetestwereaninteractiverelationship.Teachingadministratorandrelatedstafftookadvantageofthisrelationshiptopromotereformanddevelopmentofteachingandtest.XuQian(2012)adoptedquestionnaire,interviewandobservationresearchwashbackeffectofTEM8.Thisinvestigationrevealedmorethan80percentinvestigatorsholdasupportiveattitudetoTEM8.TheythoughtEMT8hadmorepositiveeffectthannegativeeffectoncollegeteachingofEnglishmajor.Thereasonofnegativeeffectwasthattransparencyofevaluationstandardwasnotclearandscorereportcontentwaslimited.However,TEM8wasnotadominantfactoroninfluenceEnglishmajorteaching.14 LiteratureReviewTwostudiesabovemadeanalysistowashbackeffectofTEM8fromdesignandimplementationofexamination,investigationofclassroomobservationandinterview.Thereexistagreatdifferencebetweenconditionofteachersandstudents’levelfromdifferentcollegealloverthecountry,andclassroomteachingsamplewasless,sotheresultwaslimited.Besidesmainland,somescholarsmadeempiricalstudiesonwashbackeffectoflanguagetestinHongKong.AndrewinvestigatedinfluenceofHongKongEnglishoraltestoncurriculumreform.Usingquestionnaire,hesurveyed10testdesignerand95teachers.Thestudyshowedthattesthadacertaineffectoncurriculumreform,suchasadjustmentofclasstime,butthisstudydidnotfoundthattestinfluenceprocessofteachingandlearning.AlthoughAndrewmadeacomparativestudyabouttestdesignersandteachers’viewonpurpose,propertyandgeneralrulesoftest,buthedidnotclearlyexplainresultsanddidnotdrawaconclusion.Thusifyouwanttofoundhowmucheffectproducedbytestonteaching,youshouldresearchrespectivelytestdesigner,languageproficiencyofteachers,teachingstrategyandteachers’belief.Cheng(1997)investigatedeffectofHongKongEnglishcertificatetestonEnglishteaching.Inpro-testandpost-test,Chengusedquestionnaire,classroomobservationandinterview.Thesubjectsofstudycontained234teachersfrom60middleschools,1287studentsfrom35middleschools,examinees,textbookpublisherandschooladministrator.TheresultsfoundthatimplementationofEnglishcertificatetestproducedasignificanteffectontextbookcompilers,teachersandstudents;however,ithadalesseffectonteachingmethods.2.5GrammarCompletion2.5.1DefinitionofGrammarCompletionOnthebasisoftheprincipleofGestaltPsychologyofGermanpsychologistanddiscourseanalysistheoryofEnglishlinguistBrown,grammarcompletionwascalledopen-endeddiscoursefill-inquestion.Itsaimistoteststudents’comprehensivediscoursecompetencefromsentencestructure,grammarform,originalmeaningandtransferredmeaningofvocabulary,transformationofprefixandsuffix,andclueofdiscourseandsignal15 山西师范大学学位论文words.2.5.2PropositionCharacteristicofGrammarCompletionFirstly,grammarcompletionpaysattentiontodiscoursecomprehension.Inthepast,multiplechoiceprovidedasmallcontextthrougharelativelyshortstem,whileanewtype“grammarcompletion”giveanessayandprovidealargercontext.Therewasnodoubtthatitgavestudentabiggerandmorethinkingspace.Thus,requirementsarealsoimprovedfromstemcomprehensiontodiscoursecomprehension.Secondly,grammarcompletionfocusesonwriting.Whenyoumakedetailedunderstandingaroundtopic,youmustmakeagrammarjudgmenttoeachitem,becausewordsfilledin(singlewordorphrase)musthaverightmeaningandlogic(accordwithcontext)andrightgrammarwriting(conformtomorphologyandsyntaxprinciple).Thirdly,grammarcompletiondividestwotypestofill-in.Fill-innotionalwords—fillsintheblankswiththecorrectformgivenwordinbrackets;fillinfunctionalwords—therenowordsaftervacancy.Therearethreetypesofnotionalwords:noun,verbandadjectiveoradverb.Nounwillbecheckedincludingsingular,pluralandchangeofnoun;verb’stense,voice,subjunctivemoodwillbetested;adjectiveoradverb’scomparativedegreewillbechecked.Thefunctionalwordshavepreposition,article,pronoun,conjunctionorintroducer.Prepositionwillbeexaminedfromphraseandregularcollocation.Articlewouldbecheckedfromgeneralreferenceandspecificreference.Pronounmainlyinspectsstudents’useaboutthesubjective,objectivecaseofpersonalpronouns.Conjunctionorintroducersmainlyaretestedtojudgingwhetheritconnectedacoordinatesentenceorasubordinateclause.16 ResearchDesign3.ResearchDesignThischaptergivesadetaileddescriptiononresearchdesign,whichmainlyconsistsofresearchquestions,subjectsandinstruments.3.1ResearchQuestionsBasedonthewashbackeffectoftestingonteachingandlearning,thisthesisdiscusseswashbackeffectofgrammarcompletionongrammarteachingandlearning,andunderstandsteachers’andstudents’opinionstogrammarcompletion.Italsotriestofindsomeeffectivesuggestionstoimprovepositivewashbackeffectofgrammarcompletiononteaching.Theresearchquestionsareasfollows:1.Whatarethestudents’andteachers’attitudestowardsgrammarcompletioninNMET(nationalversion)?2.WhatisthewashbackofgrammarcompletioninNMET(nationalversion)onEnglishteachinginseniorhighschool?3.WhatisthewashbackofgrammarcompletioninNMET(nationalversion)onEnglishlearninginseniorhighschool?3.2ResearchSubjectsThesubjectsofthisstudyare34EnglishteachersandallthestudentsofGrade2(583)fromZhongYangNo.1SeniorHighSchool,Lvliangcity,Shanxiprovince.ThereasontochoosestudentsfromGrade2isthattheirclassroomandlearningactivitiesarerelativelyregular.MoststudentsfromGrade1arenotusedtoschoollife;studentsfromGrade3areinpreparationforcollegeentranceexamination.SoitismoreappropriatetoselectstudentsfromGrade2.34Englishteachersofthisschoolparticipateinthisinvestigation.Theyarefromdifferentgrades,andhaverichteachingexperience.3.3ResearchInstruments3.3.1Questionnaire1.DesignofquestionnaireDesignofquestionnaireinthisstudyusestheresearchachievementofwashbackathomeandabroadasreferences,suchasAldersonandWall’s(1993)fifteenhypothesesof17 山西师范大学学位论文washback,andLuYirong’swashbackresearchonmultiplechoices.Whenquestionnaireswerecompleted,theauthorhandedtheseouttothefront-lineEnglishteachers,andmadecommunicationwitheachotherdirectedatcertainquestionsinquestionnaire.Fromtheircommunication,theauthorknewtheirdeeperthoughts.Ifthisquestiondoesnotreflectrelevantcontent,thisquestionneededtomakecorrespondingmodification.Finally,theauthordidareliabilityanalysisofthequestionnaire.TheCronbachAlphaoftheteachers’questionnaireis0.804,andtheCronbachAlphaofthestudents’questionnaireis0.742,andtwoquestionnairesreliabilityisrelativelyhigh.Thespecificdataareasfollows:Table3-1TheTeachers’QuestionnaireCronbach"sAlphaNumberofItems.80427Table3-2TheStudents’QuestionnaireCronbach"sAlphaNumberofItems.742172.ContentandstructureofquestionnaireThequestionnairesofthisstudycontainteachers’questionnaireandstudents’questionnaire.Bothteachers’questionnaireandstudents’questionnaireincludethreeparts.Thefirstpartisbackgroundinformation.Thesecondpartisthemostimportantpartofquestionnaire.Inteachers’questionnaire,sixdimensionsareconcluded,suchasteachers’perspectivetogrammarcompletion,teachers’attitudetoteachingofgrammarcompletion,preparationofgrammarteaching,attitudetouseofteachingmaterial,teachingprocessandteachingevaluation.Students’questionnaireincludesfivepartssuchasstudents’perspectivetogrammarcompletion,students’attitudetogrammarlearning,influenceofgrammarcompletionongrammarlearning,preparationofgrammarlearningandevaluationtogrammarlearning.ThispartadoptsLikert’sfive-levelscalemethod.Eachitemhasfiveoptions1-5.Number1meansthatteachersandstudentsstronglydisagreewiththisstatement,andnumber2meansthatteachersandstudentsdisagreewithit,andnumber3meansteachersandstudentsarenotcleartothisstatement,andnumber4meansteachersandstudentsagree18 ResearchDesignwithitandnumber5isteachersandstudentsstronglyagreewithit.Thethirdpartismultiplechoiceswhichquestionsalsoaimatthesecondpartandareincludedineachdimensionofthesecondpart.Subjectscanmakechoiceaccordingtotheirowntruthlevel.Table3-3Teachers’questionnaireTeachers’backgroundinformationItem1-5Teachers’perceptionofgrammarcompletionItem6-9Teachers’attitudetoteachingofgrammarcompletionItem10-19PreparationofgrammarteachingItem20-21AttitudetouseofteachingmaterialItem22-23TeachingprocessItem24-26TeachingevaluationItem27Table3-4Students’questionnaireStudents’personalinformationItem1-3Students’perspectivetogrammarcompletionItem4-6Students’attitudetogrammarlearningItem7-10InfluenceofgrammarcompletionongrammarlearningItem11-13,Item16PreparationofgrammarlearningItem14,15EvaluationtogrammarlearningItem173.3.2ClassroomObservationClassroomobservationmakessurethatteachers’andstudents’answersinthequestionnaireareconsistentwiththeiractualclassroombehavior,andfurtherverifieswhethergrammarteachingexistswashback,ifsuchwashbackexists,whichspecificaspectscanbeinfluenced.However,large-scaleclassroomobservationneedstotakelotsofpeopleandtospendmoretime.Becausethetimeislimited,theauthorselectedtwoclassesofGrade2tomakeclassroomobservation.Inordertohavemoretargetedclassroomobservationandgetmorerelevantresults,theauthordesignedaclassroomobservationlist(seeAppendixC).Twoteachers’classes,fromGrade2,wereobservedtenlessonsrespectivelytotallytwentylessons.Thesignificantcontentsinclude:1)Timespentongrammarteaching19 山西师范大学学位论文2)Activitiesinvolvedingrammarteaching3)Grammarpoints3.3.3InterviewInthisstudy,interviewisasupplementaryinstrument.IntervieweesaremainlytwoteacherswhoparticipatedintheclassroomobservationandthreestudentsfromGrade2.Duringtheinterview,keypointsarewrittendownsoastoanalyzeresults.Themainpurposeofinterviewistomakereplenishmentforresultsofclassroomobservationandquestionnaire(seeAppendixDandE).Thecontentsofteachers’interviewareasfollows:1.Pleasetalkaboutcoursearrangementandcompletionofteachingmaterialsinthissemester.2.DoyoulikeusingChineseorEnglishwhenyouexplaingrammar?Why?3.Whatteachingmethodsandteachingactivitiesdoyouadoptinteachinggrammar?4.Howdoyoudealwithgrammarpointsthatnotbeinvolvedincollegeentranceexamination?5.Doyouputforwardspecificdemandstoaccuracyanderrorratesofstudents’exercises?6.Doyouhaveanyadviceongrammarpartincollegeentranceexamination,grammarteachingandgrammarlearning?Thecontentsofstudents’interviewareasfollows:1.WhatinfluencedoesgrammarcompletionhaveonyourEnglishstudy?2.Doyouthinkgrammarmethodsteachersexplainedarehelpfultoyourexercises?3.Doyouhaveanyadviceongrammarlearning?3.4ResearchProceduresThedataofquestionnairewerecollectedforoneweek.Becausethenumberofthesurveyedstudentsandteachersislarge,theauthorissuedquestionnairesinthreetimes.OnOctoberninth,34teachersparticipatedinquestionnairesurvey.Inordertoobtainthetrustandsupportoftheteachers,theauthorexplainedthepurposeofquestionnaireandmattersneedattention.Allthe34questionnaireswerewithdrawnandtheywerevalid.OnOctober20 ResearchDesigntwelfth,allstudentsfromartsclassesofGrade2wereinvolved.308questionnairesweresentout,which304questionnaireswereeffectivequestionnaires.OnOctoberfourteenth,allstudentsfromscienceclassesofGrade2wereinvolved.Totally281questionnairesweredistributedtostudentsandallquestionnaireswerecollected,which279questionnaireswerevalid.ClassroomobservationlastedtwomonthsfromSeptemberfirsttoOctoberthirtieth.Theobservedclasseswereaboutgrammarclass,includinggrammarlesson,grammarexercisesclassandgrammarreviewclass.Twoteachers’classeswereobservedtenlessonsrespectivelytotallytwentylessons.Theinterviewwasconductedwithface-to-faceinterview.OnNovemberfirst,2teachersparticipatedclassroomobservationwereinvolved.OnNovemberthird,3studentsofGrade2tookpartinthisinterview.Duringtheinterview,theinterviewcontentswererecordedbytelephone.Aftertheinterview,audio-recordingsoftheinterviewwereconvertedintowords,andthentheresultsweredisposedandanalyzed.Aftercollectingandsortingthedata,SPSS17.0isusedtoanalyzetheresultsofquestionnaires,classroomobservationandinterview.21 山西师范大学学位论文22 DataAnalysisandDiscussion4.DataAnalysisandDiscussionThischapteriscomposedoffoursectionsandmainlydiscussesandanalyzestheresultsofquestionnaire,interviewandclassroomobservation.4.1analyzesteachers’attitudetogrammarcompletioninNMETandperspectivetowashbackofgrammarteachingandsoon.4.2describesresultsofstudents’questionnaire,includingattitudetogrammarcompletionandperspectivetowashbackofgrammarlearningandsoon.4.3elaboratestheresultsofinterview.4.4describesphenomenonofclassroomteaching.4.5presentspedagogicalimplications.4.1QuestionnaireforTeachers4.1.1Teachers’BackgroundInformationTheteachersparticipatinginquestionnairesurveycomefromZhongYangNo.1SeniorHighSchool,LvLiangcity,andtheyarethefront-lineteachers.Table4-1reflectsallteachers’basicinformation,includinggender,gradethatteachersareteaching,yearsofteaching,gradethatteachershavetaught,andteachers’major.FromTable4-1,itcanbeobservedthat34teachersparticipateinthisquestionnairesurvey.Thenumberoffemaleteachersreaches29accountingfor85.3%ofthetotalnumberofteachers.Thenumberofmaleteachersisonly5accountingfor14.7%.InGrade1,thereare14teachers,whichaccountfornearlyhalfofthetotalnumber,and2ofthemaremale.Grade2has11teachersandhasonly1male.InGrade3,9teacherstakepartinthissurvey,only2male.Intheprocessofcollectingdata,theauthorfindthatsometeachersbothteachGrade1andGrade3,andtheyteach2classesinGrade1,andonly1classinGrade3.SotheauthorputstheseteachersintothenumberofteachersfromGrade1.Onthewhole,theanswersofmaleteachersdonotdeviatefromthewhole,whichmeansthatthereisnodifferencebetweenmaleteachersandfemaleteachersinteachingmethodsandattitudetogrammarcompletion.Sogenderfactor,asavariable,isnotconsideredintothisstudy.Thethirdpartshowsteachers’yearsofteachingandgradesthatteachershavetaught.Only1teacher’steachingageislessthan1yearwhowashiredin2015.26.5%teachershavebeenteachingEnglishfor1-5years.Itisclearthatthenumberofteacherswhohavebeen23 山西师范大学学位论文teachingover6yearsaccountsfor70.6%(35.5%and35.5%).31teachers(accountingfor91.2%ofthetotalnumber)havetaughtGrade1toGrade3.Table4-1BackgroundinformationGenderNumberPercentageMale514.7Female2985.3Total34100.0GradethatteachersareteachingGrade11441.1Grade21132.4Grade3926.5YearsofteachingLessthan1year12.91-5years926.56-10years1235.3Morethan10years1235.3GradethatteachershavetaughtOnlyGrade112.9Grade1andGrade225.9Grade1toGrade33191.2MajorEnglishmajorofnormaluniversity2985.3Englishmajorofnon-educationschool12.9Non-Englishmajorofnormaluniversity25.9Non-Englishmajorofnon-educationschool25.9Aboutgradesthatteachershavetaught,asdatashowsabove,mostteachershaverichteachingexperience.31teachers(accountingfor91.2%ofthetotalnumber)havetaughtGrade1toGrade3,andtheyhaveanin-depthunderstandingandcognitiontoNMETandcan24 DataAnalysisandDiscussionrepresentthemajorityofteachers’views.Thelastpartpresentsalltheteachers’majors.29teachers(accountingfor85.3%ofthetotalnumber)graduatedfromnormaluniversityandlearnedEnglishmajor.Only1teacherisEnglishmajorbutnotfromnormaluniversity.4teachersarenon-EnglishmajorswhoonlyreceivedEnglishtraining.Whenthese4teacherscameback,theybegantoteachEnglish,buttheyhavemorethantenyearsofteachingexperience.Thereisnosignificantdifferenceinmajor,somajorfactor,asavariable,wasalsonotconsideredintothisstudy.4.1.2Teachers’PerceptionofGrammarCompletionThissectionofteachers’questionnairesmainlyinvestigatesteachers’generalperceptionsofgrammarcompletion.ThefollowingTable4-2reflectsteachers’perspectives.Table4-2Teachers’PerceptionofGrammarCompletionItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree622(64.7%)12(35.3%)0(0.0%)0(0.0%)0(0.0%)70(0.0%)6(17.6%)0(0.0%)28(82.4%)0(0.0%)80(0.0%)2(5.9%)1(2.9%)26(76.5%)5(14.7%)94(11.8%)19(55.9%)0(0.0%)11(32.3%)0(0.0%)ItemsNMeanStandardDeviation6344.56.4857342.23.7748342.00.6519343.471.080Inthispart,therearefouritems:Item6referstowhetherteacherssupportthetransformationofgrammarpart;Item7andItem8areaboutquantityanddifficultyofgrammarcompletion;thelastitemiswhethergrammarcompletioncanteststudents’truegrammarlevel.Fromtheresultofquestionnaire,itcanbeseenthatallthesurveyedteacherssupportthetransformationofgrammarpart.Theythinkgrammarcompletionisbetterthangrammarmultiplechoiceanditcancultivatethestudents’Englishcomprehensiveability,suchas25 山西师范大学学位论文readingability,logicalthinkingability.64.7%teachersstronglyagreewithtransformationofgrammarpart,and35.3%teachersagreewithit.Themeanscorereachesupto4.65,whichmeansthatgrammarcompletionispopular.Aboutamountofgrammarcompletion,17.6%teachersagreethattheamountofgrammarcompletionismore,but82.4%teachersdisagreewithit.Themeanscoreis2.35tendingtodisagreement.Teachersmentionthatgrammarcompletionprovidesashortpassage,andstudentscangraspthemeaningofthewholepassagethroughreadonetime,thentheycangivetheanswersquickly.Inthedifficultyaspect,91.2%teachers(stronglydisagreeanddisagree)disagreethatgrammarcompletionismoredifficultthangrammarmultiplechoice.Whenstudentsdogrammarcompletion,morecontextsareofferedsothatstudentscanfillinpreciseanswersquickly.Inthelastpart,55.9%teachersagreethatgrammarcompletioncanteststudents’realgrammarlevel.Itindicatesthatgrammarcompletioncanteststudents’Englishpracticalappliedcompetence.While32.3%teachersdisagreewithit,theyholdthatgrammarcompletionisnotdifficult,andsomevacanciescanbegivenrightanswersbylanguagesense.Themeanscoreis3.47betweenagreeandnotclear.Becausethenumberofsurveyedteachersiscomparativelyrare,theresultisnotobvious.Accordingtomeanscores,itshowsthatteachersholdapositiveattitudetogrammarcompletion.Allsurveyedteachersthinkgrammarcompletionisbetterthangrammarmultiplechoice.Theyapproveoftheamountanddifficultyofgrammarcompletionandthinkgrammarcompletioncanimprovestudents’grammarlevel.4.1.3Teachers’AttitudetoTeachingofGrammarCompletionTable4-3Teachers’AttitudetoTeachingofGrammarCompletionItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree100(0.0%)18(52.9%)0(0.0%)15(44.2%)1(2.9%)110(0.0%)26(76.5%)0(0.0%)8(23.5%)0(0.0%)126(17.7%)27(79.4%)1(2.9%)0(0.0%)0(0.0%)1316(47.1%)18(52.9%)0(0.0%)0(0.0%)0(0.0%)140(0.0%)7(20.6%)0(0.0%)24(70.6%)3(8.8%)26 DataAnalysisandDiscussionItemsNMeanStandardDeviation10343.031.05811343.53.86112344.15.43613344.47.50714342.32.912ThedataofTable4-3presentsteachers’attitudesandbehaviorstoteachingofgrammarcompletion.18teachers(accountingfor52.9%ofthetotalnumber)agreethatitisnecessarytoteachgrammaraimedatgrammarcompletion,becausegrammarpartwasreformedin2014,anditisanewitemtypetostudents.While44.2%teachersdisagreewithit,andthereasonisthatknowledgepointsofgrammarcompletionandmultiplechoicearesimilar.Aslongasstudentsmastergrammarpoints,theycandotherightanswers.Therefore,44.2%teachersthinkthereisnoneedtochangetheirtraditionalgrammarteachingmethod.Themeanscoretendsto3.03,whichshowsthatthereexistsadivergenceamongteacherstoItem10.InEnglishteaching,76.5%teachersapprovethatgrammarteachingisofgreatsignificance.However,23.5%teachersopposeit,andtheyholdthatreadingteachingtakesmoretimeintheirteaching,becausereadingscoresaccountfor40%ofwholeEnglishtestpaper.Therefore,8teacherspayagreaterattentiononreadingteaching.AsforItem12,79.4%teachersagreethatgrammarisrelativelyeasytogetscores,even2.9%teachersstronglyagreewithit.Theymentionthatmostgrammarpointsarebasic,whicharetaughtinclass.Withoutdoubt,allthesurveyedteacherscompletelyagreethatgrammarteachingcanhelpimprovestudents’EnglishcompetencebecausegrammarisafoundationoflearningEnglish.Item14isthatnowEnglishteachingtrendstofocuson“communicativeapproach”anditisnoneedtoteachtoomanygrammarpoints.20.6%teachershavepositiveattitudetoit,andtheyareyoungteacherswhothinkEnglishteachingshouldpaymoreattentiontocommunication.However,70.6%teachersandeven8.8%teachersdisagreeandstrongly27 山西师范大学学位论文disagreewithit.AlthoughEnglishteachingtendstoapplycommunicativeapproach,teachingmoregrammarisindispensable.Inconsiderationofstudents’Englishlevelinthissurveyedschool,teachersstillthinkteachingmoregrammarisneeded.Fromthemeanscore2.32,itindicatesthatitisnecessarytoteachmanygrammarpoints.ThemeanscoreofItem11,12,13,14,exceptItem10,showsmostteachersattachimportancetogrammarteaching.Table4-4InfluenceofGrammarCompletiononTeachingItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree150(0.0%)12(35.4%)1(2.9%)18(52.9%)3(8.8%)160(0.0%)0(0.0%)0(0.0%)30(88.2%)4(11.8%)170(0.0%)0(0.0%)0(0.0%)26(76.5%)8(23.5%)185(14.7%)29(85.3%)0(0.0%)0(0.0%)0(0.0%)195(14.7%)29(85.3%)0(0.0%)0(0.0%)0(0.0%)ItemsNMeanStandardDeviation15342.651.07016341.88.32717341.76.43118344.15.35919344.15.359ThedataofTable4-4revealsinfluencesofgrammarcompletionongrammarteaching.Initem15,35.4%teachersfavorthatgrammarteachingaimedatgrammarcompletionaccountsforahighproportionintheirusualEnglishteaching.Theseteachersthinkthatgrammarshouldbetaughtaccordingtothisformandshouldputthemintoreadingteaching.While52.9%teachersopposethisstatement,even8.8%teachersstronglydisagree;theseteachersthinkitisunnecessarytotakemoretimeinEnglishteaching.Themeanscoreis2.65indicatingnotallteachersadjusttheirteachingmethods.Thisresultissimilartotheresultofitem10.88.2%teachersdisagreethatteachingofgrammarcompletiontakesupteachingtimeofotherlanguageskills,becausegrammarteachingprovidesafoundationforotherskills’28 DataAnalysisandDiscussionteaching.11.8%teachersstronglyopposethisstatement.Themeanscoreis1.88,whichmeansteachingofgrammarcompletiondoesnotinfluenceotherteachingtime.Themeanscore1.76presentsthatallthesurveyedteachersobjectthatteachingofgrammarcompletionhindersstudents’preparationfortest.Grammarteachingdoesnotimpedestudents’anytestpreparation;onthecontrary,itprovidesabasisforotherlearningaspects.TheItem18and19showthatteachingofgrammarcompletionhasapositiveeffectonstudents’learningandteachers’teaching.Allteachersthinkthatthiskindofgrammarteachingformcanhelpteacherstodevelopteachingofotherlanguageskills.Fromthedataabove,itisconcludedthatgrammarcompletiondoesnotimpedeotherteachingactivities,anditpromotesotherlanguageskills’teaching,whichmeansgrammarcompletionhasapositivewashbackonEnglishteaching.4.1.4PreparationofGrammarTeachingTable4-5PreparationofGrammarTeachingItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree206(17.6%)28(82.4%)0(0.0%)0(0.0%)0(0.0%)2110(29.4%)24(70.6%)0(0.0%)0(0.0%)0(0.0%)ItemsNMeanStandardDeviation20344.18.38721344.29.462Table4-5clearlyindicatesthatallthesurveyedteachershaveanadequatepreparationforgrammarteaching.Themeanscorestendto4.18and4.29.28teachers(accountingfor82.4%ofthetotal)knowrequirementsonEnglishgrammarpartintheTeachingSyllabusforNMET,17.6%teachersareveryfamiliarwiththem.AllthesurveyedteachersunderstandgrammaritemsinEnglishCurriculumStandardforSeniorHighSchool(draft).Thisresultprovesthatteachersholdpositiveattitudetogrammarteaching.4.1.5AttitudetoUseofTeachingMaterial29 山西师范大学学位论文Table4-6AttitudetoUseofTeachingMaterialTeachingmaterialcanreachtherequirementsofNMETGradeStronglyDisagreeDisagreeNotClearAgreeStronglyAgreeGrade1010130Grade202090Grade300090UseofotherversionreferencebooksinteachingprocessGrade1113000Grade207030Grade300090Asisshowninthetableabove,differentgradesteachersholddifferentideas.ThetextbookstheyareusingcanreachtherequirementsofNMET.31teacherssupportthisstatement;amongallteachersfromGrade3agreewiththisstatementaccountingforaconsiderableproportion.Grade3’ssometeachingmaterialsaredifferentfromGrade1andGrade2,whichhavemoretargeted.ThereasonwhyteacherswhoteachGrade1and2disagreewiththisstatementisthatgrammarmultiplechoicestillexistinthetextbooktheyareusing,butmostitemstrendtogrammarcompletion.Inthisaspectofusingotherversionsreferencebooks,teachersofGrade3agreethatitisnecessarytoaskstudentstouseotherversionsreferencebooks.Theseteachersholdthatcombinationofdifferentversionsbookscanprovidemorecomprehensiveknowledgeforstudents.Throughinvestigation,teachersofGrade3requirestudentstobuyreferencebooksaboutgrammarcompletionandtoexerciseeveryday.Fromanalysisabove,itisconcludedthattheteachersofGrade3makeaspecialrequirementthataskstudentstobuysomeotherversionmaterialstopracticegrammarcompletion.ThisbehaviorofteachersfromGrade1and2isnotveryobvious,buttheyalsodemandstudentstopracticegrammarcompletion.Therefore,bothteachingmaterialsandreferencebooksarecoincidentwithtestcontents.4.1.6TeachingProcess30 DataAnalysisandDiscussionTable4-7TeachingProcessItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree2411(32.4%)23(67.6%)0(0.0%)0(0.0%)0(0.0%)259(26.5%)25(73.5%)0(0.0%)0(0.0%)0(0.0%)ItemsNMeanStandardDeviation24344.32.47525344.26.448AccordingtodataofTable4-7,23teachersagreeandeven11teachersstronglyagreethattheyteachskillsofsolvingquestionstostudentsintheprocessofteachinggrammar.Whenitcomestoproblem-solvingskills,allthesurveyedteachersfeelthattheseskillscansolvetheproblemmoreeasilyforstudents,andcansavethetimeofexamination.Besidesexercisesinthetextbook,theteacherswouldgivesomeextragrammarpractices.34teachersthinkthatitisinsufficienttopracticegrammarwithtextbook,soextragrammarexercisesshouldbeoffered,especiallygrammarcompletion.Thispartindicatesthatitisimportanttoexplainproblem-solvingskillsandtogiveextragrammarexercisesintheprocessofteachinggrammar.Table4-8showsthecurrentsituationofgrammarteaching.Thisquestionismultiplechoices.Teacherstendtousethesecond,thefifth,andthesixthmethodtoteachinggrammar.Thefirstmethodischosen9timesbyteachersfromGrade1.TheythinkGrade1isanewstartingpointofseniorhighschool,soeverysinglegrammarpointsinthetextbookshouldbeexplained.WhilegrammarpointsinthetextbooksofGrade2andGrade3havelearnedbystudentsbefore,andeachmoduleonlymakeareviewtogrammarpointsthatstudentshavelearned.Thesecondwaycanbeusedbythemajorityofteachersintheprocessofteachinggrammar.Itisveryusefultoexplainalltherelevantgrammarpointsextractedfromonesinglegrammarpointinthetext,whichcanprovideacleargrammarframeforstudents.Thefourthmethodwaschosen25times.TheteachersfromGrade1trendtoexplaingrammarpointsregulatedbytheteachingandresearchgroup.Thissurveyedschoolasksteacherstouselearningplantoteach,solearningplanofeveryunitcanbemadeupbyteachers.The31 山西师范大学学位论文fifthandthesixthmethodarechosen30timesrespectively.Allthesurveyedteachersteachgrammaraccordingtotestsyllabus.Whenstudentsdogrammarexercise,teachersalsoexplainsomerelevantgrammarpoints.Asforotherteachingmethods,teachersdonotgiveanswers.Therefore,itcanbeseenthatallwaysofteachinggrammararecarriedoutaroundtest.Table4-8WaysofTeachingGrammarGradeGrade1Grade2Grade3Total1.Explainsinglegrammarpointinthenew95216moduleofthetextbookWaysof2.Explaincertaingrammarpointandallthe1011829TeachingrelevantgrammarpointsextractedfromsingleGrammargrammarpointinthetext3.Explainimportantgrammarpointsregardedby4048theteachers4.Explaingrammarpointsregulatedbythe147425teachingandresearchgroup5.ExplaingrammarpointslistedintheTest1011930Syllabus6.Explaingrammarpointsaccordingtoexercises10119304.1.7TeachingEvaluationTable4-9reflectsteachers’teachingevaluation.Sincethisreformispublishedin2014,grammarcompletionreplacedgrammarmultiplechoiceintheNMET.Therefore,accuracyofstudents’dailyexercises(multiple-choiceitems)isnotregardedascriteriatoevaluateteaching.Allthesurveyedteachersevaluatetheirteachingfromaccuracyofstudents’dailyexercises(errorcorrection,makingsentenceandsoon),accuracyoftheitemsinexaminationsandusageofacertaingrammarpointinstudents’writingororalcommunication.Amongthem,allthesurveyedteacherschoosethesecondandthethirdway,whichmeansthatteachersevaluatetheirteachingaccordingtoexamcontents.32 DataAnalysisandDiscussionTable4-9EvaluationGradeGrade1Grade2Grade3TotalCriteria1.Accuracyofstudentsdailyexercises0000(multiple-choiceitems)2.Accuracyofstudents’dailyexercises(othertypesof1411934exercise,suchaserrorcorrection,makingsentenceandsoon)3.Accuracyoftheitemsinexaminations14119344.Useofacertaingrammarpointinstudents’writing811928ororalcommunicationFromanalysisofsixdimensionsabove,itcanbeseenthatteachershaveapositiveattitudetogrammarcompletion.Theysupportthetransformationofgrammarpart,andapproveofgrammarcompletion’sdifficultyandamount.IntheprocessofteachingEnglish,teachersalsopaymoreattentiontogrammarteaching,andtheyknowallgrammarpointsintestsyllabusandEnglishcurriculumstandard.Atthesametime,grammarcompletiongivescertainhelpwithEnglishteaching.Ingrammarexercise,teachersusegrammarcompletionasmuchaspossibletoconsolidatestudents’grammarknowledge.Allteachingactivitiesarerelatedtotestcontents.Inteachingevaluation,teachersplacemorefocusonaccuracyofdoingquestionsinexaminations.However,thereexistsadivergenceonwhetheritisnecessarytoteachinggrammaraimedatgrammarcompletion.4.2QuestionnaireforStudents4.2.1Students’PersonalInformationThisstudyinvestigatesstudentsofGrade2fromtheZhongYangNo.1SeniorHighSchool,LvLiangcity.Allstudents’basicinformationincludesgender,artsorscienceandtimeofbeginningtolearningEnglish.Analysisofstudents’basicinformationisshowninTable4-10.33 山西师范大学学位论文Table4-10BasicInformationofSurveyedStudentsGenderNumberPercentageMale26244.9Female32155.1ArtsorscienceArts30452.1Science27947.9YearsoflearningEnglishGradethreeinprimaryschool38465.9Juniorhighschool19934.1Total583100.0Table4-10showsbasicinformationofallthesurveyedstudents.Thefirstpartofthetableliststhenumberofmaleandfemalestudents.583studentsparticipateinthisinvestigation,among262malestudentsaccountfor44.9%ofthetotalnumberofstudents,and321femaleaccountsfor55.1%.Thenumberoffemalestudentsismuchmorethanthatofmalestudents,whichrevealsaproportionofmaleandfemaleinthissurveyedschool.Thesecondpartoftableshowsthenumberofstudentswhoareartsandscience.Fromthedata,artsstudentsaccountfor52.1%,andsciencestudentsaccountfor47.9%.ThelastpartofthetableshowsyearsoflearningEnglish.Themajorityofstudents(65.9%)havelearnedEnglishfromGrade3inprimaryschool.Becauseofthedifferencebetweenindividuals,yearsoflearningEnglisharenotrepresentative,andthisdatanotbetakenintoconsiderationinthefollowinganalysis.4.2.2Students’PerspectivetoGrammarCompletionTable4-11Students’perspectivetogrammarcompletionItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree472(12.3%)194(33.3%)135(23.2%)159(27.3%)123(3.9%)526(4.5%)207(35.5%)165(28.3%)185(31.7%)0(0.0%)627(4.7%)255(43.7%)97(16.6%)204(35.0%)0(0.0%)34 DataAnalysisandDiscussionItemsNMeanStandardDeviation45833.231.09955833.13.91465823.18.970Inthestudents’questionnaire,grammarcompletionwhetherornotwinmoststudents’approval,theresultsareshowninTable4-11.Asawhole,45.6%surveyedstudents(33.3%studentsand12.3%studentsagreeandstronglyagree)supportthetransformationofgrammarpart.Accordingtosurvey,thesestudentsareinterestedinEnglishandfeelthatgrammarcompletionisbetterthangrammarmultiplechoice.23.2%studentsarenotcleartotransformationofgrammarpart.27.3%studentsdisagreewiththisstatement,andtheythinkthatthespeedofdoingmultiplechoiceisfasterthandoinggrammarcompletion;ifencounteradifficultquestion,guessingisapopularchoice.Theamountofgrammarcompletionismuchmorethanmultiplechoice.207students(accountingfor35.5%ofthetotalnumber)agreewiththisstatement,even4.5%studentsstronglyagreewithit.Theymentionthatdoinggrammarcompletionneedsmoretimetoreadthispassage.31.7%studentsopposethisviewandtheythinkgrammarcompletioniseasiertodothanmultiplechoice.Intheaspectofdifficulty,43.7%studentsfeelthatgrammarcompletionismoredifficultthanmultiplechoices.While35%studentsholdoppositeattitude,andtheyconsiderthatgrammarcompletioncanoffermuchcontext,andrightanswercanbedonefromcontext.Fromthedataabove,itcanbeseenthatmoststudentsthinkthattheamountanddifficultyofgrammarcompletionaregreaterthangrammarmultiplechoice,sotheyholdanegativeattitude,andthemeanscoreis3.13and3.18.However,themeanscoreofquestion4reachesupto3.23,45.6%studentssupportgrammarcompletion.Becausethereisalargedistanceamongstudents’Englishlevel,theresultdoesnotpresentaclearattitudetogrammarcompletion.4.2.3Students’AttitudetoGrammarLearning35 山西师范大学学位论文Students’attitudetogrammarlearningincludesfourquestions.ThefirstpartisthatitisnecessarytolearngrammaraimedatgrammarcompletioninNMET;thesecondpartstatesthatlearninggrammarprepareforcollegeentranceexamination;thethirdpartisthatlearninggrammarcanimproveEnglishoverallproficiency.Thelastpartislearninggrammar’sproportioninlearningEnglish.Table4-12Students’attitudetogrammarlearningItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree779(13.6%)345(59.2%)76(13.0%)83(14.2%)0(0.0%)8236(40.5%)304(52.1%)29(5.0%)14(2.4%)0(0.0%)910(1.8%)313(53.7%)213(36.5%)45(7.7%)2(0.3%)100(0.0%)141(24.2%)146(25.0%)296(50.8%)0(0.0%)ItemsNMeanStandardDeviation75833.72.87185834.31.67695833.49.678105832.73.825ThedataofTable4-12reflectsthat345students(accountingfor59.2%ofthetotalnumber)holdthatitisnecessarytolearngrammaraimedatgrammarcompletioninNMET,andmeanscorereaches3.72.Studentsmentiongrammarcompletionisanewexampatternthatwasnotinvolvedbefore,soitiseffectivetopracticegrammaraccordingtogrammarcompletion.14.2%studentsthinkitisunnecessarytolearngrammaraimedatgrammarcompletion.Thesestudentsfeelthatgrammarisdifficulttolearn,nomatterhowtostudy,theydonotmasterthese.52.1%studentsand40.5%studentsagreeandstronglyagreethatlearninggrammaristoprepareforcollegeentranceexamination.Theresultofthispartindicatesthatstudentsregardcollegeentranceexaminationasimportant.AsforItem9,53.7%studentsagreethatlearninggrammarcanimproveEnglishoverallproficiency.Themeanscoreis3.49.Itsuggeststhatmoststudentsthinkitisnecessarytostudygrammar.Thelastpartshowshalfofthestudentsfeelthatgrammarlearningdoesnot36 DataAnalysisandDiscussionoccupyabiggerproportioninlearningEnglish;onthecontrary,theyquiteagreethatvocabularytakesmoreproportionintheirusualstudy.StudentsalsothinkvocabularyisbettertoimprovetheirEnglishlevelthangrammar,sosomestudentsspendmoretimeonvocabulary.Therefore,itcanbeconcludedthatgrammarcompletionhascomplicatedinfluencesonstudents,positiveandnegativeeffectscoexist.Positiveeffectsdisplayinfollowingaspect:72.8%studentsagreethatitisneededforusinggrammarcompletiontolearngrammar.Negativeeffectsreflectlearningforexamination.4.2.4InfluenceofGrammarCompletiononGrammarLearningThispartreflectsinfluencesofgrammarcompletionongrammarlearning,amongitem11anditem12arenegativewashbackeffectsproducedbygrammarlearning,item13ispositivewashbackeffect.Thelastquestionisaboutskillsofsolvingproblemstogrammarcompletion.Theresultisshowninfollowingtable.Table4-13InfluenceofgrammarcompletionongrammarlearningItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree110(0.0%)96(16.5%)182(31.2%)305(52.3%)0(0.0%)120(0.0%)59(10.1%)176(30.2%)348(59.7%)0(0.0%)13152(26.1%)343(58.9%)65(11.1%)23(3.9%)0(0.0%)ItemsNMeanStandardDeviation115832.64.749125832.50.673135834.07.725Grammarlearningdirectedatgrammarcompletionbringseffectsonstudents’learning.Thefirstpartshows52.3%studentsdisagreewiththisstatementthatgrammarlearningaimedatgrammarcompletionhindersstudentstomasterotherskills.Theyholdthatgrammarlearningcanimprovetheirreadingandwritingabilities,whichimpliesthatgrammarhasactivewashbackeffectongrammarleaning.59.7%studentsagreethatgrammarlearningdoesnottakeuptheirtimeofpreparingforotherskills,becausegrammaristhebaseof37 山西师范大学学位论文learningotherskills.Themeanscoreoftwoitems,2.64and2.50,showsthatgrammarlearningaimedatgrammarcompletioncanpromotetheirstudy.FromtheresultofItem13andmeanscore,itisobviousthatgrammarlearningfacilitatesevaluationoflanguageskillssuchasreadingandwriting.Theanalysisaboveindicatesgrammarcompletionplaysapositiveroleinstudents’grammarlearning,andpromotesandencouragesstudents’Englishlearning.Table4-14Situationofusingproblems-solvingskillsGenderMaleFemaleTotalProblem-solving1.Ineverconsiderthisquestion3978117skills2.Idonotspeciallygiveattention53601133.Icanlistencarefullywhenteacherexplained1841823664.Imakesomesummaryaboutgrammarcompletion22022Thisquestionismultiplechoices.Thistableshowsthesituationofusingproblems-solvingskillsinstudents’grammarlearning.Studentsthinkgrammarcompletionisdifferentfrommultiplechoices.Therearenooptionsingrammarcompletion,sotheycannotguesstheanswer.ThedataofTable4-14revealsstudents’attitudestoproblems-solvingskills.Thisoption(Icanlistencarefullywhenteacherexplained)isselected366times,whichmanifeststhatstudentsgivecertainfocusongrammarcompletion.Thereare20femalestudentschooseoption4(Imakesomesummaryaboutgrammarcompletion).Comparedwithmalestudents,femalestudentspaymoreattentiontoproblems-solvingskillsofgrammarcompletion.Fromanalysisabove,itpointsoutteacherscontrolthewholeclass,whilestudents’learningisrelativelypassive.4.2.5PreparationofGrammarLearningTable4-15PreparationofgrammarlearningItemsStronglyAgreeAgreeNotClearDisagreeStronglyDisagree140(0.0%)343(58.8%)186(31.9%)54(9.3%)0(0.0%)150(0.0%)180(30.9%)234(40.1%)169(29.0%)0(0.0%)38 DataAnalysisandDiscussionItemsNMeanStandardDeviation145833.50.660155833.02.774Thispartinvestigatesstudents’preparationforgrammarlearning,includinggrammarpointsinvolvedinEnglishCurriculumStandardforSeniorHighSchoolandtherequirementsaboutEnglishgrammarpartintheTextSyllabusforNMET.MeanscoresofItem14andItem15are3.50and3.02respectively.58.8%studentsacquaintwithspecificgrammarpointsinCurriculumStandard.Theyknowthatwhatgrammarpointsoftenareappearedandwhatgrammarpointsneedtobemastered.Theymentionthatteachersalwaystellthemwhichknowledgepointsareeasytotest.AboutTextSyllabusforNMET,234students(accountingfor40.1%ofthetotalnumber)donotknowrequirementsaboutEnglishgrammarpartintheTextSyllabusforNMET.BecausethisresearchmostlyinvestigatesstudentsfromGrade2,mostteachersdonotexplainthecontentsofTestSyllabus,andonly30.9%studentshaveabasicunderstanding,andthesestudentsaremostlyfromkeyclassesandtheirteacherstalkaboutthemintheclass.Fromanalysisabove,itcanbeseenthatmoststudentsknowgrammarpointsthattheyneedtomaster.4.2.6EvaluationtoGrammarLearningThelastpartisaboutevaluation.Theresultsareshowninfollowingtable.Table4-16EvaluationtogrammarlearningGenderMaleFemaleTotal1.BeingabletoreadallkindsofcomplicatedEnglish208237445Criterionsentences2.Beingabletosayallsortsofnameofgrammar3639753.Beingabletousegrammarrulestowriting/oral64126190communicatingcorrectly4.Doinggreataboutgrammarpartintest/NMET26232158339 山西师范大学学位论文Thisquestionismultiplechoices.FromTable4-16,itcanbeseenthatthenumberofselectingoption1andoption4ismostinalloptions.445studentsfeelthatbeingabletoreadallkindsofcomplicatedEnglishsentencessignifiesgrammarlearntwell.Allstudentschooseoption4thatdoinggreataboutgrammarpartintestorNMET.Thispercentissimilartotheresultofteachers’questionnaire.Allthesurveyedteachersandstudentsholdsuchanideathatteachingandlearningfortest,anddoinggreatintestandNMETmeansstudents’levelishigh.Option3isselected190times,amongthenumberoffemalesismorethanmale’s.Moststudentsthinkthatitismoreimportanttousegrammarrulesinwritingthanoralcommunicating.Fromthisoption,itindicatesthatstudentsdonotpayattentiontoEnglishorallearning.Option2isselected75times,andthetimesselectedbymaleandfemalearesimilar.Accordingtoanalysisabove,itiswidelybelievedthatdoingquestionscorrectlyismoreimportantthanbeingabletosayallsortsofnameofgrammar,anddoinggreatintestisasymboloflearningwell.4.3ClassroomObservationTwoclassesfromGrade2areregardedassubjectstoobserve,classAisthekeyclass,theotheristhenormalclass.Thisclassroomobservationlastsnearlytwo-and-a-halfmonths,whichtwoclasseswereobservedtenlessonsrespectivelytotallytwentylessons.Classroomobservationfocusesonclassroombehaviorrelatingtogrammarteachingandlearning.Thefollowingcontentsareobserved:1)Timespentongrammarteaching2)Activitiesorganizedclassroomgrammarteaching3)GrammarpointsAnalysisofclassroomobservationwillbespreadfromaspectsabove.Detailedandcorrespondingresultsarepresentedinfollowingdiscussion.4.3.1TimeSpentonGrammarTeachingTimespentongrammarteachingisrecorded,whichdecidetheweightofgrammarteaching.TeacherAspendsoneclassteachinggrammarineachunit,andthenchoosesoneself-studyclasstoconsolidategrammarwithgrammarcompletion.WhileteacherBspendstwoclassesteachinggrammar,becausethestudentsfromnormalclassareslowertomaster40 DataAnalysisandDiscussiongrammarpoints.TeacherB’stwogrammarclassesarearrangedthatgrammarofeachunitisexplainedinthefirstclass,inthesecondclasssomeexerciseswillbepresented.Grammarcompletionwillbedoneintheself-studyclass.Throughtheclassroomobservation,theauthorfindsthattheteachersofthisschoolareusedtospendingoneortwoclassesteachinggrammar.Whenthegrammarclassbegan,teachersexplaingrammarandsomegrammar-relatedknowledgeinthewholeclassandothercontentsarenotinvolvedingrammarclasssuchasreadingandwriting.Fromanalysisabove,itcomestoaconclusion:grammarteachingintheclassroomisstilltreatedasanindependentpart,andthereisnocombinationwithlistening,speaking,readingandwriting.HereisatimetablethatteacherA’sandteacherB’sonegrammarclass.Table4-17TimespentongrammarteachingTeacherATeacherB1-10minutesExplaingrammarpointsExplaingrammarpoints11-20minutesExplaingrammarpointsandPatterndrillExplaingrammarpoints21-30minutesExercise(askandanswer)Exercise(patterndrill)31-40minutesExercise(self-determinationexercise)Exercise(askandanswer)4.3.2ActivitiesInvolvedinGrammarTeachingIntheclassroomobservation,themainactivitiesusedbyteachersinclassroomarealsorecorded.Thespecificresultsarepresentedinthefollowingtable.Table4-18ClassroomactivitiesTeacherATeacherBTeacherpresentationExplanationofteacher√√Testtakingstrategy√√PatterndrillGroup√OIndividual√√AskandanswerGroup√OIndividual√√41 山西师范大学学位论文Table4-18indicatesthatteachers’presentationisstillimportantandcommonactivityingrammarteaching.Inthewholeclass,teachersusedtenortwentyminutestoteachgrammarpointsinthisclass.Sothetwoteachershaveacommonpointthatistheprocessofexplaininggrammarrulesdoesnotallowstudentstoparticipate,andthereisnotinteractionbetweenteachersandstudents.Inadditiontoteachinggrammarrules,teachersalsointroducesomeproblem-solvingskillsandstrategiestostudents.Forexample,teacherAtoldstudentswhentheydothegrammarcompletion,theyshouldanalyzesentences’structureandframeworkfirstandfindoutwhichcomponentismissing.TeacherBalsoteachessomeskillsandstrategiestostudents.Intheprocessofpatterndrill,teacherAusestwomethods,groupandindividual,todoingpatterndrill.Whenstudentsencountersimplegrammarpoints,theteacherasksstudentsdoitbythemselves.Whenmeetdifferentpoint,groupactivitiesareused.TeacherBonlyusesindividualactivitytodoingpatterndrill.Shementionsthatgroupactivityisnotgoodtocontrol.Askingandansweringisalsousedintheclassroom,anditisanactivityusedhighfrequencyrelatively.Bothoftwoteachersparticipatinginclassroomobservationapplythisapproach.TheteacherAusesindividualandgroupactivitiestoaskandansweralternately,andteacherBonlyadoptsindividualmethodtoaskandanswer.However,participationofstudentsisnotthesame.TeacherBjustletsstudentstoanswersimplequestionsandfillinasimplevacancy.WhileinteacherA’sclassroom,inadditiontoaskingsimplequestions,shealsoputsforwardotherissuesassociatedwiththesequestions,andletthestudentstoaskandanswer.Othercollaborativeactivitiesarenotinvolvedintwoteachers’classroom.Explaininggrammarexercisesandteachinggrammarrulesarethemostimportantactivitiesingrammarteaching.4.3.3GrammarPointsAllgrammarpointsthatteacherstaughtintheclassroomarerecorded.ComparedwithgrammarpointslistedintheTestsyllabus,allgrammarpointsthatteacherexplainedintheclassroomareinaccordwithTestsyllabus,andtheyarerequiredtomasterforstudents.From42 DataAnalysisandDiscussionanalysisabove,itcanbeseenthatteachers’teachingcontentsareuniformwithtestsyllabus.Thespecificcontentsoftwoteachers’grammarclassesareasfollows:ThefirstclasssimplepresenttenseandsimplefuturetenseThesecondclasspresentcontinuoustenseandpresentperfecttenseThethirdclasssimplepasttenseandthepastcontinuoustenseThefourthclasspastperfecttenseandgrammarreviewTeacherA’sclassesThefifthclassgrammarreviewclassThesixthclasstheuseofV-ing,V-edandtodoTheseventhclassgrammarreviewTheeighthclasspassivevoiceTheninthclassadverbialclauseoftime,condition,andconcessionThetenthclassgrammarreviewandexerciseThefirstclasssimplepresenttenseandsimplefuturetenseThesecondclasspresentcontinuoustenseandpresentperfecttenseThethirdclasssimplepasttenseandthepastcontinuoustenseThefourthclasspastperfecttenseandgrammarexerciseTeacherB’sclassesThefifthclassgrammarreviewThesixthclasstheuseofV-ing,V-edandtodoTheseventhclassgrammarreviewandexercisetheeighthclasspassivevoiceTheninthclassgrammarexerciseThetenthclassadverbialclauseoftime,condition,andconcession4.4InterviewInthewholeinvestigation,twointerviewsarecarriedout,teachers’interviewandstudents’interview.Threestudentsandtwoteachersparticipatinginclassroomobservationgiveinterviewafterclassroomobservation.Theaimofinterviewistomakeasupplementtoprovidedataandinformationfortwoinvestigationmethodsmentionedabove,anditcanmakeresultsmorerealisticandmorebelievable.43 山西师范大学学位论文4.4.1Teachers’InterviewTwointerviewedteachersarefromthekeyclassandthenormalclasswhoalsoparticipatedinclassroomobservation.Theteachercomefromthenormalclassrepresentsallteachers’ideasfromthenormalclassbecausetheseteachersalwaysdiscusshowtoteachstudentsfromthenormalclassintheoffice,sotheauthorchoosesoneteacherasrepresentative.4.4.1.1TeachingContentandTeachingProgressAccordingtoschool’scoursearrangement,allteachersmustfinishtwotextbookspublishedbyForeignLanguageTeachingandResearchPressinonesemester,includingBook5(compulsory)andBook6(elective).Eachbookhassixmodules.TheteacherA,fromthekeyclass,planstofinishtwotextbooksattheendofthissemester.Atthesametime,shealsoplanstoteachkeyanddifficultgrammarpoints--AdverbialClausesandAttributiveClauses.TheteacherAconfrontswithsuchaproblem:shespendsmoretimeinteachinggrammarsothatthereisnoenoughtimetocompleteallthecontentsofeachunitinthetextbook.Sheintendstoaccelerateteachingpace,andonlyfocusonthegrammar,readingandvocabularyofeachunit.Asforlistening,teachersquiteagreethatlisteningscoreisnotrecordedintotalscores,soitisunnecessarytospendtimeonit.TeacherBadmitsthatshealsospeedsuptheteachingprogresstofinishtwotextbooks.However,teacherBfirstfinisheseachunitstepbystep,includingreading,grammar,writing,andlistening,thenshemakestimeforexplainingmoregrammarpoints.IntheGrade2,thereexistsaphenomenonthatlisteningandspeakingareneglectedintextbookseriously.Asforwhatgrammarpointsneedstoexplain,twoteachersagreethattheywillarrangegrammarcontentsaccordingtogrammarpointslistedinthetextbook.Fromthearrangementofteachingcontents,itcanbededucedthatgrammarcompletioninNMEThasanegativewashbackeffectongrammarteaching,becauseteachersneglectcertainteachingcontentsthathavenodirectcorrelationwithexamination.4.4.1.2TeachingProcessThetwoteachersagreethatthereasonwhytheychooseChinesetoteachEnglishgrammaristhatstudentscanfullyunderstandgrammarcontentsinChinese.TeacherAsaid44 DataAnalysisandDiscussionwhenencountersimpleorcommongrammarname,shealsousesEnglishtoteach,butshetrendstoteachgrammarinChineseingeneral.Shealsomentionswhensheexplainedskillsofansweringquestions,students’attentioncanbemoreconcentratedincludingweak-learners.WhileteacherBsaidthatstudentsshetaughtarefromthenormalclasswhoseEnglishlevelislowerthanthekeyclassonthewhole,soitisawasteoftimetoexplainthegrammarinEnglish.Therefore,itismoreeffectivetospeakChinesetoteachgrammar.Thetwoteachersacknowledgethatteacher"sdirectpresentationisthemostimportantwaytoteachgrammar.Whenteachersfinishedagrammarpoint,theygivesomeexercisestostudentsincludingcompletionandlittlemultiplechoice,amonggrammarcompletionisoneoftheeffectiveways.Aboutexerciseofgrammarcompletion,itispresentedincomprehensiveproblems.TeacherAandteacherBsaidthatthroughpracticeofgrammarcompletion,students’translationandotherkindsofabilitiescanbeimproved.WhenaskedhowtodealwithgrammarpointstheyarerarelyinvolvedinNMET,twoteacherssaidthattheywillmakeasimpleintroduction,anditisunnecessarytoarrangetimetoexplain.TeacherAandteacherBshowthattheytellstudentswhichgrammarknowledgeisnotinvolvedinNMET,andthenstudentsdonothavetospendtoomuchenergyonthesethings.Whenitcomestohowtoknowstudents’situationofmasteringgrammar,twoteacherssaidexerciseinclassandafterclasscanshowstudents’grammarlevel.TeacherAsaidthataccuracyofexercisecanreflectthathowmuchknowledgestudentshaveacquired.Teachers’correctionalsocanencouragestudentstoimprovetheirgrammar.TheteacherBhasthesamepointofviewaswell.Aboutproblemsandsuggestionsofgrammarteaching,twoteachersshowtheiropinions.TeacherAsaidthatteachersareusedtoexplaingrammarpointsandletstudentspracticesametypeexercisesmechanicallyintheprocessofteachinggrammar,soitisverydifficulttorealizetheeffectiveclassroom.TeacherBsaidthatallteachingshouldbecarriedoutaroundNMET.4.4.2Students’InterviewTheauthormakesaninterviewtothreestudents.TheyhavedifferentEnglishlevel.45 山西师范大学学位论文StudentA’sEnglishscoreisrelativelyhigh,andstudentB’sscoreismediumandstudentC’sscoreislow.Threestudentsexpressthatgrammarcompletionhasaneffectonallaspectsoflearning,includinglearningcontents,learningmethodsandlearningcapacity.Ofcourse,theseeffectshavebothpositiveandnegativeeffects.WhentalkedaboutinfluenceofgrammarcompletiononEnglishlearning,threestudentsgivedifferentideas.StudentAsaidlikethis,“Sincethegrammarpartwastransformed,mylearningmethodalsochangesalongwithitandgrammarisnolongerisolated.GrammarcompletioncanimprovemywholeEnglishlevel,suchasreadingandwriting.BeforewhenIlearnedanewgrammarpoint,Idosomemultiplechoicestoconsolidatemygrammarknowledge,butnowIdomoregrammarcompletion,becausealltheexercisesI"vedoneareconformingtotheNMET,whichislearningfortest”.StudentsB’sideaissimilartostudentAonthewhole.Shemainlyexpressesthatreadingabilityandlanguageusingcompetencearepromotedthroughdoinggrammarcompletion.StudentCsaidlikethis,“IamnotinterestedinEnglish,andIdonotgivemoreattentiontothistransformationinmyEnglishlearning.BecauseIfeelEnglishgrammarisdifficultformetolearnandIcan"tunderstandsomegrammarpoints,butitcanimprovemytranslationability”.Fromtheabove,wecaninferthatgrammarcompletionhavecertainpositiveeffectonstudents’Englishlearningmoreorless.Asforquestion2,grammarmethodsexplainedbyteacherarewhetherornothelpfultodoingotherexercises,thethreestudentsadmittedthatitiseffectiveforthemtodootherproblems.StudentAandstudentBtoldthebenefitsbroughtbythesemethodsindetail.Whentheydogrammarcompletion,teachersrequirethemtoanalyzesentences’structureandfindoutwhichpartismissing,andthentheycanquicklylocatethecorrectanswerbyapplyingthismethod.Studentsgivedifferentideasaboutproblemsandsuggestionsofgrammarlearning:first,althoughtheymasterisolatedgrammarpoints,theycannottransferthemtocomprehensiveexercises.Theyalsosaidtheyneedtodomoreexercises.Second,learninggrammarisboring,sogrammarlearningshouldbecombinedwithotherlanguageskills,suchasreadingand46 DataAnalysisandDiscussionwriting.4.5PedagogicalImplicationsofThesisAccordingtotheresultsofthreeinstruments,theauthorputsforwardtwosuggestionstoimproveteachers’grammarteaching,andhopestoreduceits’negativewashbackandpromotereformofEnglishcurriculum.4.5.1ReinterpretationandReanalysisofCurriculumStandardofSeniorHighSchoolandTestSyllabusTeachers,inparticular,needtoreinterpretandreanalyzenewrequirementsandchangesinCurriculumStandardofSeniorHighSchoolandTestSyllabus.Grammarcompletionaimsattestingstudents’productiveabilityofusingEnglish,soitisnotregardedasaseparateteachingcontent,butshouldbeplacedonthetextbooks.Grammarcompletiondoesnotonlycheckhowmuchgrammarpointsstudentshavemastered,italsoinvolvesotheraspects,includingvocabulary,collocationofkeywords,idiomaticexpressionsandsoon.Inordertorealizeaneffectiveclassroom,teachersshouldcreatenewteachingmethodsandmakeacombinationofEnglishlearningandthedevelopmentofstudentssothatstudentscanimprovetheirEnglishcomprehensiveabilities.Therefore,grammarrequirementsincurriculumstandardshouldbereallyputintoteachingprocess.4.5.2CreationofInquiry-basedGrammarClassroomandCultivationofStudents’Independent-learningAbilityGrammarteachingisanorganiccombinationofsyntax,semanticsandpragmatics.Itemphasizesthestudents’abilityoflanguageapplication,andunderstandingofpassage,includinglogicalthinking,languageawareness,context,theme,vocabularyandculture.Teachersshoulddesignactivitiessuchasgroupdiscussion.Itisalsoimportanttodevelopstudents’communicativecompetenceandexplorationcompetencewhenteachersimpartstudentssomeknowledge.Classroomteachingshouldhaveactivitiesofteachingandlearning,andallkindsofexercises.Atthesametime,teachersshouldtrytheirbesttocommunicatewithstudentsinEnglish,andletstudentsuseEnglishinrealenvironment.Studentsarewidelyanxioustogrammarcompletion.Itisnotonlyduetotheirlower47 山西师范大学学位论文comprehensivelanguageabilities,butischieflybecauseteachersadoptoutdatedexcessiveassignmentandneglecttocultivatestudents’knowledgetransferability.EnglishCurriculumStandardsclearlypointthatEnglishclassroomshouldadvocatetask-basedteachingmode,inwhichstudentsareledtoachievethetargetandfeelsuccessundertheguidanceofteachersthroughperception,experience,practice,participationandco-operation.Thisrequiresthatstudentsfinishspecificlearningtasks,improveandpromotecommunicativecompetencethroughaseriesoflanguagepracticeundertheinstructionofteachersinEnglishclassroom.Teachersalsoneedtograspthreelinks:guide,correctionandcommentingintheusualteaching,andgivesomeguidancetolearningmethodandproblem-solvingskills.Inclass,teachersputforwardquestionsaboutgrammaritems,andguidestudentstoobserve,discover,conclude,andofferproposalstosolveproblems;atthesametime,grammaticalideographicfunctionispaidmuchmoreattentiontoo.Inprocessofdoingexercise,students’learningstrategiesandcompetencecanbeimproved;meanwhile,doingpracticealsocanenhancetheircompetenceofacquiring,disposing,analyzing,solvingproblemswithEnglish.Atlast,effectiveEnglishlearningstrategiescanbeformed.AgrammarlessonofAttributiveClauseinstructedbyrelativeadverbwastakenhereasanexample.Itshoulduseinductivemethod:firstly,teachergivessomeattributiveclausesinstructedbyrelativeadverbanddoesnottellconcreteexplanations;thenstudentsfindrulesandsummarizegrammarpointsthroughdiscussion;atthesametime,teachershouldmakecorrections;finally,teachersupplementsimportantpointsandmakesasummary.48 Conclusion5.ConclusionTestcanproducedifferentdegreesanddifferenttypesofwashbacktodifferentteachersandstudents(Alderson&HampLyons1996).Theresultofthisinvestigationalsorevealsthesimilarphenomenon.Inthewholeprocessofresearch,threeinstrumentsareadopted,firstlyquestionnaireareusedtocollectteachers’andstudents’perceptionstogrammarcompletioninEMNT,thenclassroomobservationmainlymakesclearthebehaviorofgrammarteachingandlearning;finallyinterviewprovidesaneffectivesupplementfortheabove-mentionedtwoinstruments.Thischaptermakesaconclusionforthisthesis.5.1statesmajorfindingsofthesis.Limitationsofthesisarepresentedin5.2.5.3providessomesuggestionsforfurtherresearches.5.1MajorFindingsofThesisThroughdataanalysisanddiscussion,theresearchquestionsinvolvedinchapterthreecanbeanswered.Thedataofteachers’questionnaireindicatethatthemajorityofteachershaveapositiveattitudetogrammarcompletioninNMET(nationalversion).Thetransformationanddifficultyofgrammarcompletionhavebeenwidelyrecognizedbyteachers.GrammarteachingaccountsforapartofEnglishteaching,anditspositivewashbackismorethannegativewashback.Forteachers,theysupportthistransformationofgrammarpart,andthinkgrammarcompletionisbetterthanmultiplechoiceanditcancultivatestudents’Englishcomprehensiveability.Comparedwithteachers’attitudes,students’attitudesaremorecomplicated.Althoughtheproportionanddifficultyofgrammarcompletionhavebeenrecognizedbyteachers,forthisnewquestiontypesmoststudentsfeelanxiousandlackofconfidence.However,thestudentsgenerallyacknowledgedthatgrammarcompletioniseffectivetotestmasteryconditionofgrammarknowledge.ItcanalsohelpthemtomastertranslationandotherEnglishskills,andcanimprovetheirwritingproficiency.Onthewhole,grammarcompletioninfluencestheprocessofgrammarteaching.Thesespecificeffectsareshowninthefollowingaspects:firstly,grammaritemslistedintestsyllabuslargelydeterminegrammarteachingprogressandcontents.Secondly,theteachers49 山西师范大学学位论文explainedsomeskillsandstrategiesinteachingprocessaccordingtodesignofgrammarcompletionanditisanimportantstepforteacherstopreparegrammarteaching.Thirdly,teachersthinkthatgrammarcompletiongivescertainhelpwiththeirteaching.Throughexplaininggrammarcompletion,teacherscancultivatestudents’otherlanguageskillsandlogicalthinkingability.Finally,teachersaskedstudentstoexercisegrammarcompletionafterclass,whichisusedasanimportantevaluationcriteriontomeasurestudents’grammarknowledge.Itindicatesthatteacherspayverycloseattentiontogrammarcompletion.However,undertheguidanceofnewcurriculumstandardsandtheemergenceofnewquestiontype,thereexisttwoshortcomingsthatteachersdidnotchangetheirteachingmethodsandtheystillexplaingrammarpointsisolatedlyfromtext,andteachersneglectsomecontentsandactivitiesthathavenodirectrelationtoexamination,suchaslisteningandspeaking.Thestudents’learningprocessisaffectedbygrammarcompletiondirectlyorindirectly.Firstly,studentsusegrammarcompletiontostrengthentheirgrammaticalcompetencesothatitcanimprovelearningofstudents’otherskills.Theyalsofocusonproblems-solvingskillswhenteachersexplaingrammarcompletion.ThisisthemostobviouschangeintheirEnglishlearning.Secondly,studentsarethesubjectoftest,andlearningprocessisexpandedaroundtest.Likemanyteachers,studentstakegrammarcompletionandrelatedquestionsastheassessmentstandardforgrammarlearningresults.Finally,moststudentsjustpassivelyreceivethegrammarknowledge.Sothewashbackonstudents’learningprocessisachievedindirectlybyteachers.AlthoughgrammarcompletionhascertainpositivewashbackeffectsonEnglishgrammarteachingandlearningforteachersandstudents,teachersdonotreallyimplementrequirementsofcurriculumstandards,anddonotreachpurposeofthereformofgrammarpart.CurriculumstandardsalwaysstressthatEnglishteachingshouldimprovestudents’abilityingettingandprocessinginformation,analyzingandsolvingproblems,andshouldcultivatestudents’comprehensiveabilityofEnglish.However,inthewholeprocessofgrammarteaching,teachersdonotputthemintotheiractualteaching,andgrammarisstilltreatedasanindependentparttoteach.Therefore,theseproblemsshouldbesolvedinfutureteaching.50 Conclusion5.2LimitationsofThesisUndertheinfluenceofobjectivefactorsandtheauthor’subjectivity,thisresearchinevitablyhassomeshortcomings:Firstly,thenumberofsurveyedsampleissmall,andintensityofquestionnaireisinadequate.Thisstudyjustpicksteachersandstudentsfromoneschool,andthequestionnaireisconfinedtooneschoolaswell.Theseresultscannotrepresentallteachers’andstudents’opinionsfromdifferentschools.Theproblemsmentionedmayhavecertainone-sidedness,soresultsareprobablynotsuitabletorepresenttheoverallsituation.Secondly,becausetimeislimited,thisstudyonlylastsforthreemonthsandclassroomobservationiscarriedoutintwoclasses.Soteachers’andstudents’moredetailedinformationandbehaviorcannotbeobserved.5.3SuggestionsforFurtherResearchesInviewoftheabove-mentionedlimitationsofthesis,theauthorsuggeststhatfurtherresearchescanfocusonthefollowingpoints:Firstly,researchersshouldextendthetimeofstudy,andneedtomakeamorein-depthexploration.Investigatorscanexpandresearchscopefocusingonmoredifferentschoolsandgrades.Secondly,accordingtoteachers’differentindividualfactors,washbackhasdifferenteffectsonteachers,includingteachers’personalexperience,andteachingbeliefs.Effectsonstudentsarealsosimilartoteachers,includingpersonallearningattitudeandlearningmotivation.Thenon-cognitivefactorsshouldbeconsideredintothefurtherstudies.Inaword,thisthesisisonlyaninvestigationresearchofgrammarcompletioninNMET(nationalversion)inaspectofteachingandlearning.Moreresearchgapsshouldbefilled.51 山西师范大学学位论文52 AcknowledgmentsAcknowledgementsIwanttoexpressdeepgratitudetoallthepeoplewhohelpedme.Firstofall,Iwouldliketogivespecialgratitudetomysupervisor—SongJie.Sheputsforwardsomevaluableopinionsandsuggestionsintheprocessofthesisproposalpresentation,composition,modificationandcompletion.Herfolksymanner,patienceandsincereencouragesgivemegreatconfidencetoovercomevariousdifficultiesinmywritingandsmoothlyaccomplishmythesisatlast.Inaddition,mysincerethoughtsshouldalsogotootherprofessorsandteachersinShanxiNormalUniversitywhohavetaughtmealotduringmypost-graduatestudy.Also,IwishtoexpressmythoughtstoallthesurveyedEnglishteachersandstudentsfromZhongYangNo.1SeniorHighSchoolwhoofferedtheirhelpinmyquestionnairessurvey,classroomobservationandinterview.Finally,Iamextremelygratefultomyfamilyandsomeofmyclosefriendsandclassmates,whogavemesupportandhelpedmetocompletethisresearch.53 山西师范大学学位论文54 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山西师范大学学位论文58 AppendixAppendixA高考英语语法填空题对高中英语语法教学的反拨作用的调查研究（教师卷）本问卷旨在调查高考英语（全国卷）语法填空题对您的英语语法教学所存在的影响。本问卷共有3页，可能需要花费您10分钟左右的时间，请您根据题目要求，在所选择的选项编号“A、B、C、D、E、F”上画圈“○”和“1、2、3、4、5”中打“√”。答案本身并无对错之分，不会对您的教学产生任何影响。同时，我们会做好保密工作，仅将您的答卷用于研究目的。因此，请您认真、真实地作答。非常感谢您的合作！一.基本信息：1.您的性别:A.男B.女2.您现在任教的年级：A.高一B.高二C.高三3.您所教过的年级(多选):A.高一B.高二C.高三4.您的教龄:A.一年以下B.一至五年C.六至十年D.十年以上5.您本科的专业：A.师范类英语业专业B.非师范类英语专业C.师范类非英语专业D.非师范类非英语专业二.(5非常同意4同意3不清楚2不同意1非常不同意)题目543216.支持全国高考英语语法题型的变化7.高考英语（全国卷）语法填空题的题量大8.高考英语（全国卷）语法填空题的难度大9.高考英语（全国卷）语法填空题能考出学生真实的语法水平10.有必要针对高考英语（全国卷）语法填空题来进行语法教学11.在平时的教学中重视语法教学12语法属于高考中比较容易抓分的项目13.语法教学对学生英语能力的提高有帮助59 山西师范大学学位论文14.现在英语教学比较注重“交际法”，没有必要教太多语法15.针对高考英语（全国卷）语法填空题进行的语法教学在平时的英语教学中所占的比重较大16.针对高考英语（全国卷）语法填空题进行的语法教学占据了其他语言技能的教学时间17.针对高考英语（全国卷）语法填空题进行的语法教学阻碍了学生准备考试的其他部分18.针对高考英语（全国卷）语法填空题进行的语法教学辅助了其他语言技能教学的开展19.针对高考英语（全国卷）语法填空题进行的语法教学帮助学生更好地掌握其他语言技能20.非常了解《全国高考英语考试大纲》中对于英语语法部分的要求21.非常了解《普通高级中学英语课程标准（实验稿）》中的“语法项目表”22.使用现在的英语教材来教授语法能使学生达到高考的要求23.在教学过程中要求学生使用其他版本的参考书以辅助语法的学习24.在讲授语法的过程中会教学生语法填空题的解题技巧25.除了课本上的练习，会额外给学生进行语法操练三.多选题：26.您平时是如何教授英语语法的？（多选）A.上新课时，讲解课文中新出现的单个语法点B.上新课时，从课文中的某个语法点引申出与之相关的语法点作为整体一起讲C.脱离课本／课文，专门讲解我认为很重要的语法点D.脱离课本／课文，专门讲解某个教研组规定要讲的语法点E.脱离课本／课文，专门讲解某个高考考纲中列出的语法点F.在做语法练习时根据题目讲解语法点60 AppendixG.其他：27.您是如何判断学生是否已经掌握某一个语法点的？（多选）A.看学生平时练习（主要是单项选择题）的准确率B.看学生平时练习（其他题型，如改错、造句等）的准确率C.看学生在考试中语法填空题的准确率D.看学生是否能够在书面／口头交流中运用该语法点E.其他：61 山西师范大学学位论文62 AppendixAppendixB高考英语语法填空题对高中英语语法教学的反拨作用的调查研究（学生卷）同学你好！这个问卷旨在调查高考英语（全国卷）语法填空题对你高中阶段的英语语法学习所产生的影响。请根据题目要求，在你要选择的选项编号“A、B、C、D、E”上画圈“○”和“1、2、3、4、5”中打“√”。答案本身是没有对错之分的，也不会对你的英语学习产生任何影响。同时，我们会做好保密工作，只把你的答卷用于研究目的。因此，请你认真、真实地作答。谢谢你的帮助！我们开始吧！一.基本信息：1.我是：A.男生B.女生2.我所在的班级是：A.文科B.理科3.我开始学习英语的时间是：A.小学三年级之前B.小学三年级C.初中D.高中二.(5非常同意4同意3不清楚2不同意1非常不同意)题目543214.我支持语法题型的变化5.我觉得语法填空题比语法选择题题量大6.我觉得语法填空题比语法选择题难7.我认为有必要针对高考英语（全国卷）语法填空题来学习语法8.我学习语法是为了高考9.学习语法能提高我的整体英语水平10.感觉语法学习在我英语学习中所占的比重较大11.语法学习对其他语言技能的学习存在负面影响，阻碍了我对其他技能的掌握12.语法学习对其他语言技能的学习存在负面影响，占据了我备考其他技能的时间13.语法学习对其他语言技能的学习存在正面影响，对其他技能的考核有帮助63 山西师范大学学位论文14.了解《普通高级中学英语课程标准（实验稿）》中涉及到的语法点15.了解《全国高考英语考试大纲》中对英语语法部分的要求三.多选题：16.对于高考英语（全国卷）语法填空题的解题技巧（多选）：A.我从来没思考过这个问题B.我不会专门去关注C.老师讲到的时候我会特别注意认真听讲D.我自己还总结过一些该题型的解题技巧17.我觉得高中生语法学得好的标志是（多选）：A.能看懂各种有复杂语法现象的英语句子B.能说出各种语法现象的名称C.能正确使用语法规则进行书面／口头交流D.平时考试／高考的语法题做得好E.其他再次感谢你的合作与帮助！祝你学习快乐！64 AppendixAppendixC课堂观察记录表时间教师年级主要任务1.花在语法教学上的时间分次2.组织语法课堂教学的活动(1)教师呈现口教师解释口测试策略教学(2)操练口小组口个体(3)问与答口小组口个体(4)其他互动活动：3.语言点4.课后采访65 山西师范大学学位论文66 AppendixAppendixD教师访谈1.请谈一下你们年级本学期的课程安排和教材课文的完成情况。2.您在讲解语法的时候比较倾向于用中文还是英文？为什么？3.您在讲解语法时通常采用什么什么样的教学方法？会组织什么样的教学活动？4.您如何处理高考语法部分不会涉及到的英语语法点？5.您是否会对学生完成语法练习题的错误率/正确率提出具体要求？6.您对高考语法部分、日常语法教学、学生的语法学习现状有什么意见或建议吗？67 山西师范大学学位论文68 AppendixAppendixE学生访谈1.你觉得语法填空题对你的英语学习有什么影响？2.你觉得现在教师讲的语法方法对你做题有帮助吗？3.你对日常语法学习有什么意见或建议吗？69 山西师范大学学位论文70 AppendixAppendixF2015年普通高等学校招生全国统一考试英语第II卷第三部分英语知识运用第二节（共10小题；每小题1.5分，满分15分）阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。Yangshuo,ChinaItwasraininglightlywhenI(arrive)inYangshuojustbeforedawn.ButIdidn’tcare.Afewhours,I’dbeenathomeinHongKong,with(it)chockingsmog.Here,theairwascleanandfresh,evenwiththerain.I’dskippednearbyGuilin,adreamplacefortouristsseekingthelimestonemountaintopsanddarkwatersoftheLiRiverarepicturedbyartistsinsomanyChinese(painting).Instead,I’dheadedstraightforYangshuo.ForthosewhoflytoGuilin,it’sonlyanhourawaycarandoffersallthesceneryofthebetter-knowncity.Yangshuo(be)reallybeautiful.Astudyoftravelers(conduct)bythewebsiteTripAdvisornamesYangshuoasoneofthetop10destinationsintheworld.AndthetownisfastbecomingapopularweekenddestinationforpeopleinAsia.Abercrombie&Kent,atravelcompanyinHongKong,saysit(regular)arrangesquickgetawayshereforpeople(live)inShanghaiandHongKong.71