| Grammar is an indispensable aspect of language. The place and type of grammatical instruction within language learning has been the subject of second language acquisition (SLA) research and discussion over the last decades. Grammar teaching in China has always been a controversy and its approaches have varied with situations. Now there seems to be chaos about grammar teaching. Some teachers overemphasize grammar teaching yet ignore skill cultivation, while others limit grammar instruction to some extent, yet prefer fluency to accuracy. One attempt to ameliorating these problems is known as consciousness-raising. However, empirical studies of its application are rarely found in Chinese EFL environment. For this reason, this paper is to probe into the validity and feasibility of C-R grammar teaching in TEFL. The research includes two experimental groups and one control group, each consisting of 30 subjects. SPSS13.0 software is used to make analysis of the data from the experiment. Results indicate that there is a significant interaction between instruction and test, and that both C-R inductive and deductive approaches may have similar effect and C-R activities outperformed the traditional grammar teaching. The thesis is to provide a new way to grammar teaching for TEFL and help teachers of English improve language teaching.
|
PDF Full Text Request