Research On Non-predicate Verb Teaching Under The Guidance Of Input Reinforcement Theory

Grammar is one of the most important parts in second language learning.The nonfinite verb is an important and difficult part of the grammar for senior high students.In the traditional teaching mode,hard as the students and teachers may try,no ideal result has been achieved.New curriculum reform requires us to improve the traditional teaching method and find a new kind.Krashen notes that L2 acquisition takes place when learners are exposed to comprehensible input,whose linguistic forms are a little in advance of their current level of ability,namely level i+1.Sharwood Smith coined the term input enhancement,based on which Wynne Wong put forward 4 input enhancement techniques,including input flood,textual enhancement,structured input activities and grammar consciousness raising,which provide us with teaching methods and modes.This paper intends to explore a new English grammar teaching mode through the application of the input enhancement theory to the teaching of nonfinite verb.A 28-day experiment was conducted in two parallel classes taught by the author in the No.2School of The West Coast New Area of Qingdao.In data collection,the author adopted three questionnaire surveys.The pre-test questionnaire survey was to find out the students' acquaintance,learning method and difficult points of the nonfinite verb.The interview after the experiment was to find the effects of the new strategies on the teaching and the things needing for improvement.In order to compare the effects of the experiment,a pre-test was done before the experiment and the post-test was performed after that.The results from the pre-test and post-test were processed by Independent Sample t-test and Paired Sample t-test,using the SPSS19 software.By analyzing the data,we got the following findings:1.The teaching effect of the nonfinite verb is remarkable when the input enhancement was put into use.The students got a better understanding of the knowledge of the grammar2.Good classroom instructional design and interesting teaching contents can help the students fixed their attention in the classroom,thus raising the efficiency.3.Input flood and textual enhancement are suitable for the students to accept and understand target forms,and that structured input activities and grammar consciousness raising are more suitable for students to monitor and correct the target forms.The findings of this study have important implications for English grammar teaching in senior high school.Teachers can combine with the traditional teaching approaches to conduct the grammar teaching in senior high school under the instruction of the Input Enhancement theory.On the one hand,it can help improve the teaching effect,on the other hand,it will help reform the current grammar teaching,eventually raising the interest of the students and laying the foundation for the future development of students.I hope that the experiment can provide a new kind of approach to English teaching in senior high school.