Chapterl Introduction
1.1The background of this study
在传统的高中英语语法班，老师总是扮演作为主音箱，解释新的语言的语法规则，在他/她的母语教学组织和学生需要做什么，只是听，并试图很难记住语法规则和举例说明。实在是太被动的学生，这样的教师为中心的课堂。它在语法学习，剥夺了学生的机会表达自己的意见或通信。这种教训只是喜欢语法翻译课，老师只是给出了一个声明的语法规则，词汇表和翻译练习。在外语教学是低效的，它是不适合培养学习者的听力和口语能力。此外，它可以不鼓励学生阅读和书写。这本书为导向，学生可以瘦的语言的语法体系。因此，这种方法的缺点是显而易见的，在19世纪后期和如何有效地教英语语法在英语教学中成为一个焦点问题。现在，各种语法教学方法郑成功提出试图解决的问题和各方面的意见和建议，提出了在该领域的语法教学和学习。“文法是一种资源的意义，我们通过符号的关键运作追求我们的日常生活中“（韩礼德2007：162）。In a traditional high school English grammar class, the teacher always plays as themain speaker explaining the grammatical rules of the new language, organizing teachingin his/her native language and what students need to do is just listening and trying hardto memorize the grammatical rule and examples. It is too passive of students in this kindof teacher-centered class. It deprives students' opportunities to express their ownopinions or communication in grammar learning. This kind of lesson just likes thegrammar-translation lesson, the teacher just gives a statement of a grammatical rule, avocabulary list and translation exercises. It is inefficient in foreign language teachingand it is not suitable for cultivating learners' abilities of listening and speaking. Besides,it can not encourage students to read and write. It is book-oriented and students can justleam the grammatical system of the language. So the weakness of this approach isobvious in the late 19^^^ century and how to teach English grammar effectively becomesa focus question in English teaching. By now, various grammar teaching methods havebeen proposed to attempt to solve the problem and various opinions and suggestions areput forward in the field of grammar teaching and learning.“A grammar is a resource for meaning, the critical functioning semiotic by meansof which we pursue our everyday life” (M.A.K. Halliday 2007: 162). 掌握语法规则是现实生活中的沟通，它可以使语法规则，这意味着FUL的基础条件。因此，我们应该结合语法课堂教学与实际生活经验。通信的情况的情况下，可以形成和语法的含义的过程中实现。据莱尔：F. Badiman（1998年），学生学习语法的目的不仅是获得知识的语法规则，但也能达到交际目的或作为一个动态的过程，即使是语言识别。教师应该认识到使用环境和教学情况，或至少他们应该更注重的背景情况，确认完整的上下文文法使用的重要性。这里的内容包括个人的言论，句子和社会语言学的情况。也就是说，它聚焦儿子形式和功能。Mastering thegrammar rules is the basis condition for the real-life communication which can makethe grammar rules meaniiigfUl. So we should combine the real life experience with thegrammar teaching in class. By communicating in contexts of situation, the meaning ofgrammar can be formed and realized in the process. According to Lyle F. Badiman(1998), the aim of grammar learning for students is not only to get the knowledge ofgrammatical rules but also to achieve the communicative goals or even for the languagerecognition as a dynamic process. Teachers should realize the importance of usingcontexts and situations in teaching or at least they should pay more attention to thecontexts of situation, recognizing the full context of grammar using. Here the contextincludes inpidual utterances, sentences and sociolinguistic situation. That is, it focuseson both form and function.
The author agrees that the final goal of language learning is to master the ability of communicating. The new curriculum also points out that the language knowledgeshould be combined with the language ability. Cultivating the ability of using English inpractical communication is very important for students. So it is necessary for teachers tohelp students to leam knowledge by examples or situations which are related to our reallife in order to develop their communicative ability. Lu (2004) holds the languageteaching materials used in class should be as authentic as possible and it is not good topresent too much artificial grading of language. Every grammar items learned is anatural response to communicative needs and just to help students to communicate morecorrectly and accurately.As far as Ronald W. (2005) is concerned, students can not acquire some grammarrules by rote deliberately, or just reciting them temporarily because what they learnedcan not be applied in actual communication. So, teachers should help students get thereal cognition of grammar by integrating some specific grammar rule into themeaningful situations. And by using some effective methods such as the situationalcommunication approach, students will be able to communicate within the situationsand finally they can make a cognitive process and menta】 experience of the grammarrules. If put some typical grammar rules into real life situation, students can acquire andget to know the grammar rules subconsciously by communicating in the situations. Inthis way，students can not only leam grammar rules but also cultivate theircommunicative ability subconsciously. As what William Littlewood (2002: 86) said:“People's learning occurs both consciously and subconsciously. That is, progress doesnot only occur when people make conscious efforts to leam process but also occurs as aresult of spontaneous".
Chapter 2 Literature Review
2.1 The definition and development of grammar
“Grammar is a system of rules governing the conventional arrangement andrelationship of words in a sentence”.（H. Douglas Brown, 2001: 45)Grammar is carried on the study that what grammar rules are possible in asentence and what forms or structures can be contained in a language. That is, agrammar is the description of the rules that explain how a sentence or language isformed.M.A.K. Halliday (2007) points out, with different grammar rules, languagemeaning can be changed differently. All of the meanings are from the real life and servefor the daily life. According to Halliday, it is impossible for us to study languagewithout knowing the grammar rule. So, grammar is the focus of language and it is thebasis for constructing sentence meaning. Grammar rules also play an important role inorganizing and expressing meaning in our real life.
Yan (2009) argues that grammar plays an absolute role in the humancommunication and the coordinative interaction development. To some extent, agrammatical phenomenon is a way reflecting the situation-applying mode incommunication. What's more, the grammatical structure of language influences thehuman situational behavior structure mutually.Hamer (1987) mentions that by different grammar rules, words can changethemselves and organize together to make various sentences. For words, they canchange their form like plural or negative by the grammar of the language. For sentences,they can also be ordered in the way of grammar rules of language when we makequestions or make one sentence by joining two simple clauses.Larsen-Freeman (2005) maintains that it is more beneficial and essential to regardgrammar as an item of techniques rather than a sort of knowledge. And she pointed outthat we should emphasize the ability of using language but not just pay attention to theaccumulation of knowledge when we are learning.
Chapter 3 Methodology.......... 34-42
3.1 Research questions and hypotheses.......... 34
3.2 Subjects.......... 34
3.3 Instruments ..........34-35
3.4 Procedures ..........35-42
3.4.1 Questionnaires.......... 35
3.4.2 Pre-test ..........35-36
3.4.3 The implementation .......... 36-41
3.4.4 Post-test.......... 41-42
Chapter 4 Data Results and Discussion.......... 42-48
4.1 Results of the two questionnaires ..........42-44
4.2 The results of pre-test and post-test.......... 44-48
Chapter 5 Conclusion ..........48-52
5.1 Summary of major findings ..........48-49
5.2 Pedagogical implications.......... 49-50
5.3 Limitations and suggestions.......... 50-52
Conclusion
A.The experiment time is about 17 weeks which seems a little shorter for a morepersuasive research. By a long time experience and observation, some experimentresults could be more available.
B.There are only 25 multiple choices both in the pre-test paper and post-test paperand only 5 with each part, which might affect the correctness of the test scores.
C.The progress of the students is not only affected by the teaching method but alsosome other factors such as the learning atmosphere, students’ attitude on learning, thedifferent grammar basis of students and so on. What's more, the test results may also beaffected by other elements like students' learning ability and testing skills and so on.
D.Creating situations need students' participation but students are not alwaysdoing as what the teacher wants. So it is a problem how to deal with the relationshipbetween situation-creating and students' participation.
E.The author analyzes the possible reason of those grammar items which is moresuitable to use the situational communication method. In this process, due to the limitedtime and condition, there is some personal opinion in it, which is not so persuasive tosome extent.
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