An Application Of Consciousness-Raising Tasks To Grammar Instruction In Junior Middle Schools

Grammar is a basic and necessary aspect of language learning and teaching. The method of grammar instruction has been debated in the second language acquisition research. This debate can be framed in terms of meaning-focused instruction versus form-focused instruction. In China, the pedagogy of grammar instruction varies with time, going from traditional Grammar Translation method, Communicative Language Teaching method to current dominant Task-based Language Learning method.In recent years the role of consciousness-raising (C-R) in grammar instruction has been discussed in many studies. Many of them have proved the efficiency of C-R. It is useful in that it can catch learners’attention to forms and the process of C-R can help learners form initial hypothesis on meaning-form relationship or spur conscious practice to take place.This thesis probes into the validity and feasibility of C-R tasks in junior middle schools. It aims to verify two hypotheses:(ⅰ) C-R tasks play a great role in facilitating students’awareness of grammatical forms,(ⅱ) C-R tasks will outperform the traditional grammar instruction.At first, the thesis presents the research orientation, a brief sketch of grammar teaching and research rationale. It then proceeds to review the relative studies on C-R such as its definition, characteristics, C-R deductive and conductive approach and the theoretical assumptions supporting C-R. The third part is about research methodology. This research refers to one experimental group with C-R tasks teaching treatment and one control group with no special treatment. The experiment lasts for about four months from Septembetl1st,2011to December31st,2011. The results of experiment show that C-R tasks treatment versus traditional treatment. Questionnaire two presents that C-R tasks teaching method is advocated by majority of subjects and more subjects become interested in grammar learning. There exists interaction between instruction and test. The fifth part discusses the major findings in relation to two hypotheses mainly including the superiority of C-R tasks to the traditional grammar teaching. The last chapter gives a conclusion involving the implications, limitations of present study and suggestions for further research.The study is conducted to raise English teachers’consciousness in applying C-R tasks to grammar instruction.