论文部分内容阅读
【Abstract】The author applied CA into grammar teaching and conducted an experiment for English majors in Jingdezhen College to compare the effect of CGT with that of traditional translation method.
【Key Words】CAgrammar teaching
Language is a kind of tool for communication.The purpose of English teaching is to develop the students’ communicative competence,the same is true with grammar teaching.Students not only need to learn language structures but also should learn how to use them in real situations.However,the current grammar teaching method can’t make learners communicate in real contexts accurately and fluently.
On the basis of the survey concerning the CGT both at home and abroad as well as the analysis of the specific conditions of grammar teaching in Jingdezhen College,the author applied CA into grammar teaching and conducted an experiment to compare the effect of CGT with that of traditional translation method.
1. Experiment of CA
1.1 Subjects
Ninety students from two classes in English Department in Jingdezhen College had participated in this experiment. All of these participants were freshmen.E-Class with 45 students receives the grammar teaching with communicative instruction,and C-Class with 45 students receives the traditional instruction.Both classes were given the same target grammatical items for the experiment—Noun clauses.
1.2 Procedures
The first stage Pre-test
A pre-test paper was distributed to all the students in Grade One in English Department.The students’ basic grammatical knowledge and competence are tested in the examination paper,the contents of which include almost all grammar items learned in high school.After the correcting the papers and analyzing the scores,the author chose Class1 and Class2 in this experiment.
Table 1 Comparisons of the scores in pre-test of Two Classes
P=0.875＞0.05
The Z-value Statistics is Z=0.36(/Z/＜1.96,P＞0.05),which shows that the two classes have no significant variability.This suggests that the students of the two classes have the same or similar level in English learning when they entered the experiment.
The second stage The experiments on Noun clauses
In the experiment,the author strictly conducted the lessons as the following teaching steps as follow:
The main steps for E-Class lesson:
Step1Presentation and lead-in:Lead in the grammar items by playing a puzzling game, listening to a story, or making a dialogue. Step2Discussion and inference:Identify, comprehend the grammar structure by discussion and make related inference.
Step3Summing-up:Make the students themselves sum up the grammar rules.
Step4Consolidation practice:Consolidate the grammar structure through structured-focused exercises.
Step5Communicative practice: Engage themselves in different contexts or activities to communicate using the new linguistic form.
Step6Feedback and correction:Analyze the mistakes the students made and make a summary.
Step7Homework:Assign some written exercises to help students to consolidate the grammatical knowledge.
The main steps for C-class lesson:
Step1Revision:It aims to review the grammar that has been learned.
Step2Presentation:The teacher presents grammatical rules of the target form and then gives enough examples to explain the rules one by one.
Step3Practice:The teacher gives learners some pattern-drill exercises to practice the target form.
Step4Production:Some activities are designed for the learners to use the target form.
Step5Homework:Assign some written exercises to help students to consolidate the grammatical knowledge.
The third stage Post-test
The post-test is used to observe the changes between EC and CC after the experiment,which is significant to the success of the experiment.The post-test papers for EC and CC were designed all the same in the format, the quantity of items and the time allocation in order to ensure the tests are reliable,objective and comparable.
Table 2 Comparisons of the scores in Post-test of two Classes
Data from the post-test show that both classes got improved after the experiment. Z-value indicates the two classes have significant variability after the experiment(/Z/=3.48>1.96,P<0.05),which shows that the learners in E-Class obtained much more than in C-Class. Therefore,we can make a conclusion that CA is more feasible than traditional translation method in grammar teaching.
2. Findings from the experiment
The experiment results indicate that the instruction in the CA surpasses the traditional translation method.Here are some findings obtained from the study:1) Grammar learning is meaningful in CGT;2) Grammar learning is interesting in CGT;3) Grammar learning has practicability and sociality in CGT. It is hoped that the findings of the experiment can give some hints to other English teachers.
【Key Words】CAgrammar teaching
Language is a kind of tool for communication.The purpose of English teaching is to develop the students’ communicative competence,the same is true with grammar teaching.Students not only need to learn language structures but also should learn how to use them in real situations.However,the current grammar teaching method can’t make learners communicate in real contexts accurately and fluently.
On the basis of the survey concerning the CGT both at home and abroad as well as the analysis of the specific conditions of grammar teaching in Jingdezhen College,the author applied CA into grammar teaching and conducted an experiment to compare the effect of CGT with that of traditional translation method.
1. Experiment of CA
1.1 Subjects
Ninety students from two classes in English Department in Jingdezhen College had participated in this experiment. All of these participants were freshmen.E-Class with 45 students receives the grammar teaching with communicative instruction,and C-Class with 45 students receives the traditional instruction.Both classes were given the same target grammatical items for the experiment—Noun clauses.
1.2 Procedures
The first stage Pre-test
A pre-test paper was distributed to all the students in Grade One in English Department.The students’ basic grammatical knowledge and competence are tested in the examination paper,the contents of which include almost all grammar items learned in high school.After the correcting the papers and analyzing the scores,the author chose Class1 and Class2 in this experiment.
Table 1 Comparisons of the scores in pre-test of Two Classes
P=0.875＞0.05
The Z-value Statistics is Z=0.36(/Z/＜1.96,P＞0.05),which shows that the two classes have no significant variability.This suggests that the students of the two classes have the same or similar level in English learning when they entered the experiment.
The second stage The experiments on Noun clauses
In the experiment,the author strictly conducted the lessons as the following teaching steps as follow:
The main steps for E-Class lesson:
Step1Presentation and lead-in:Lead in the grammar items by playing a puzzling game, listening to a story, or making a dialogue. Step2Discussion and inference:Identify, comprehend the grammar structure by discussion and make related inference.
Step3Summing-up:Make the students themselves sum up the grammar rules.
Step4Consolidation practice:Consolidate the grammar structure through structured-focused exercises.
Step5Communicative practice: Engage themselves in different contexts or activities to communicate using the new linguistic form.
Step6Feedback and correction:Analyze the mistakes the students made and make a summary.
Step7Homework:Assign some written exercises to help students to consolidate the grammatical knowledge.
The main steps for C-class lesson:
Step1Revision:It aims to review the grammar that has been learned.
Step2Presentation:The teacher presents grammatical rules of the target form and then gives enough examples to explain the rules one by one.
Step3Practice:The teacher gives learners some pattern-drill exercises to practice the target form.
Step4Production:Some activities are designed for the learners to use the target form.
Step5Homework:Assign some written exercises to help students to consolidate the grammatical knowledge.
The third stage Post-test
The post-test is used to observe the changes between EC and CC after the experiment,which is significant to the success of the experiment.The post-test papers for EC and CC were designed all the same in the format, the quantity of items and the time allocation in order to ensure the tests are reliable,objective and comparable.
Table 2 Comparisons of the scores in Post-test of two Classes
Data from the post-test show that both classes got improved after the experiment. Z-value indicates the two classes have significant variability after the experiment(/Z/=3.48>1.96,P<0.05),which shows that the learners in E-Class obtained much more than in C-Class. Therefore,we can make a conclusion that CA is more feasible than traditional translation method in grammar teaching.
2. Findings from the experiment
The experiment results indicate that the instruction in the CA surpasses the traditional translation method.Here are some findings obtained from the study:1) Grammar learning is meaningful in CGT;2) Grammar learning is interesting in CGT;3) Grammar learning has practicability and sociality in CGT. It is hoped that the findings of the experiment can give some hints to other English teachers.