Explicit Interactive Task Instruction In English Grammar Teaching In Senior Middle Schools

Based on the theoretical research of explicit interactive task, the thesis paper is an experimental study of applying new grammar instruction to high school grammar teaching,reviewing some relevant linguistic theories and the new trend of the grammatical teaching. This research is aimed at senior middle school, intended to work out English instruction strategies and methods suited to Chinese senior middle school students. Thus the researcher takes two Physico-Chemical classes in a key senior school as the research subjects. The research content is the grammatical instruction of subjunctive mood in two units.The research is conducted through various methods including investigating, observing in class, interviewing after class and writing test. The research is intended to test whether Explicit Interactive Task instruction is practical and efficient in senior middle school of China.Based on the analysis from the data in the research, results of the study are as follows:1.Explicit Interactive Task instruction in grammar can have no advantages over the traditional grammar teaching method in the traditional grammar test.2. Explicit Interactive Task instruction helps students produce language more accurately and fluently.3.Explicit Interactive Task instruction can increase students’initiative and help develop the ability of independent research.In the end, based on the research findings, some suggestions are given to English teachers:I.Develop the assessment system combining summative assessment and formative assessment.2.Stress language output in grammar instruction.3.Combine teachers’explicit instruction with students’independent exploration.4.Attach importance to the positive non-intelligent elements of students in grammar learning.