An Empirical Research On The Reconstruction Of Grammatical Competence For English Majors

China's Higher College commonly offers English grammar courses, course objectives requires completing the grammar teaching content of"lexicon"and"syntax"in two semesters with 2 sessions/week. Grammar instruction of English Majors can consolidate and strengthen the basis of grammar in the secondary school through knowledge explanation and practical exercises of grammar or expand and extend the grammar connotation and cognitive scope on the basis of grammar in secondary schools. The research has insistence upon the latter understanding that: strengthen the rational thought of English Majors and make use of the principles of theoretical grammar to solve the specific GI in order to help the students construct GC and reconstruct the cognitive system of grammar based on grammar in the secondary school for English Majors.The research has two pieces of empirical meanings: 1) to take the relative judgments about GC from linguistics and applied linguists to support the basic hypothesis of this research, and illustrates the importance of the second/foreign language learning to construct the target language on the second/foreign language learning with the history and current situation of grammar instruction at home and abroad; 2) to introduce various grammars to the students through the experimental instruction (TGG, functional grammar and SFG, notional grammar, three-dimensional grammar), so that the students have a more complete understanding of grammar, and introduce"due to the different families and attributions of languages, due to linguists'different understanding the nature of language and due to different research purposes of language use, grammar has diversities and different types."This study suggests that: English Majors must establish the overall cognitive viewpoints of grammar and reconstruct the thinking power of grammar, which only can consolidate LC and make achievements in the research of language use in the work and study of the future.The research is based on the rational thinking of grammar, GI and two-semester grammar instruction practice of English Majors, it takes the students of four Hunan Universities as the subjects, implements a questionnaire, experimental pretest and posttest, the interview with the students, it makes the statistical analysis to the data of questionnaire, pretest and posttest through SPSS17.0. The thesis makes F hypothesis of pretest to verify the relationship between variables. The thesis then makes the descriptive statistical analysis, and one-way ANOVA analysis and comparison to the overall data and disaggregated data of TG, TGG, and SFG of GC from pretest and posttest; the thesis makes the multiple comparisons to the individual data of questionnaire, and then makes descriptive statistical analysis, and one-way ANOVA analysis and comparison to these data. The research also carries on the qualitative synthetic analysis to the classroom observation of GI at four universities of Hunan, the reform of GI and the content of the structural interviews. The research explores the ways of the reconstruction of GC and makes further study from the external development of GI and the internal process of the reconstruction for the learners. On this basis, the research proposes Grammar Acquisition Device (GAD) and partitions the three processes of grammar acquisition─Hypothesis Formation, Hypothesis Testing and Automatization.The rational thinking of grammar and instructional experiment shows: for the English Majors, the mode of theoretical GI should be the interface and convergence phase between GI of traditional model in the secondary school and grammar course of English Majors, because GC is the kernel of LC, the foundation stone of pragmatic competence and communicative competence, this can effectively realize the reconstruction of GC on the level of theory and practice for English Majors. GC can be reconstructed and LC can be enhanced only under the guidance of linguistic grammar theory.