A Study On The Effects Of Grammar Enhancement In English Reading Based On Attention Theory

Attention is of great importance to language learning. Currently many scholars have realized the role of attention and have associated this notion with the field of second language acquisition concerning language input and output. Some relevant concepts are introduced and identified, such as noticing hypothesis, input enhancement, raising consciousness tasks and so on. Although we study reading knowledge and grammatical rules in the formal English teaching and learning, there is sill a dilemma between the accuracy of the language and its fluency. At last, an empirical study is carried out associating attention theory with a specific grammatical item-attributive clause in the present study. That is, various forms of this grammar are embedded into reading materials and the process of reading. Moreover, the corresponding tasks are preformed under the guidance of instruction to balance the embarrassing situation. In general, this study sets out to investigate the effect of its application and further explore which kind of enhancement has an obvious effect.One hundred and twenty grade one students from three natural classes in Guanglin High School are selected as subjects, which are three treatment groups, called input enhancement group, output task group and control group. Moreover, the former two groups belong to the experimental group. All subjects cooperate well and complete the corresponding tasks during over two-months experimental period. Besides, the research is measured by three instrument: experiment, questionnaire and interview.With the help of SPSS software, the data collected are analyzed. In the end, the results of the research are achieved along with the results of the questionnaire and the interview. In general, the enhancement device plays an active role in grammar learning. By enhancing in language input, more input information is turned into intake by learners; while the noticing function of reconstruction tasks strengthens the grammar knowledge. Moreover, this study further points out that comparatively reconstruction tasks are more effective on acquisition and attention to target grammar. The former is mainly this task involves cognitive comparison which promotes language processing of deep, while the latter is the result of mismatch between language forms which forces learners to share more attention to that input information. However, this enhancement device more or less poses an interfering influence on comprehension.Depending on the results and findings of this study, some insights and suggestions are provided with foreign language learning and teaching.