运用外显互动式任务模式教授语法的实证研究.pptVIP

An Experimental Study on the Application of Explicit Interactive Task Instruction to the Teaching of English Grammar 运用外显互动式任务模式教授语法的实证研究 By Wu Fang Gannan Teachers’ College, Jiangxi, China Abstract This paper is an experimental study based on the theoretical research of explicit interactive task put forward by Dai Weidong and Ren Qingmei. The participants in the experiment were 75 first-year students who came from Chinese Department of Gan Nan Teachers’ College. The aim is to compare the teaching effect of explicit interactive task instruction and explicit instruction, interactive instruction. In the experiment, two grammar items were adopted, one is Inversion, and the other is The Present Progressive to Express Futurity. A pre-test and two later-tests were did, and according to the pre-test, 22 students were in explicit group, 22 in interactive group, 31 in explicit interactive task group (experimental group). The Z-test of the two later-tests show that explicit interactive task instruction is superior to explicit instruction, interactive instruction. It is completely identical with the proposal that structure-based interactive task be applied to improve the grammar teaching (Fotos). This paper also points out the teaching enlightenment of this experiment. Ⅰ.The Current Situation of Grammar Teaching in China There have been many methodologies throughout the ages of foreign language teaching, and many even seem to repeat themselves. This cyclical pattern of language teaching methodologies was called “the changing winds and shifting sands.” There is still a good deal of current debate on the particular approach that teachers should take in offering grammatical instruction. Four primary issues characterize this ongoing professional discussion: 1.Should grammar be presented inductively or deductively? 2. Should we use grammatical explanations and technical terminology in a CLT classroom? 3. Should grammar be taught in separate “grammar only” classes? 4.