The Application Of Explicit Consciousness-Raising Task Model To Grammar Teaching In Mountainous Area Senior High Schools

English is the most common language in the world. With the rapid spread of economic globalization, English has been widely used in every country. Therefore, our country should give attention to the English teaching. Grammar is the basis of language learning, so it is extremely important for the students. Good knowledge of grammar can help students improve their English.According to the survey, English grammar learning has been a weakness of most Chinese students, especially for the mountainous area students. There is a big gap in English level between the mountainous area students and cities’ students, because of the weak English foundation, the poor condition of the teachers and teaching equipment and the lack of English teaching materials(Xie Yaohong2005). For mountainous area high school students, learning English grammar well could not only improve their English expression ability, but also improve their graduation rates. Therefore, how to teach English grammar is an important problem, which should be considered in the current English teaching.However, the present situation of grammar teaching is not ideal. The researchers’ views on how to teach English grammar is different from each other. As for the current situation of grammar teaching in China senior high schools, there are two popular methods:the traditional PPP teaching method and the communicative teaching method. The traditional teaching method pays more attention to knowledge, memory, rule and pattern practice; the Communicative teaching method ignores the English grammar teaching. It is proved by practice that both of the teaching methods have shortcomings. The traditional grammar teaching method ignores the cultivation of students’ communicative ability, which causes students not to communicate with others in English fluently; however, because the purelanguage communicative approach ignores the grammar of the classroom teaching, thusaffecting the accurate of the students’ language output. So the researchers have been lookingfor a relatively ideal way of English grammar teaching, which can not only give attention toform and meaning, but also balance the language accuracy and fluency. In2003Rod Ellis putforward the explicit consciousness-raising task model that can combine the form with themeaning and also balance the fluency and accuracy of language use.In order to test whether the explicit consciousness-raising task model in thepractical high school English grammar teaching is feasible and effective or not. This paperwill apply the model to the actual teaching practice, Two ready-made classes of Grade One inShilou NO.1Senior High school of Shanxi Province are selected as the research subject.During the two months teaching period the author used the pre-test, post-test, questionnaire asthe research method in the two groups of students. Students of the experimental groupreceived explicit consciousness-raising task model, the students in the control group receivedtraditional grammar teaching model. Finally, after analyzing the data of the experiment andquestionnaire, the author can get the conclusion:1). The explicit consciousness-raising taskmodel has a significantly better effect in facilitating learners’ English grammar acquisitionthan the traditional Three P’s model.2). The explicit consciousness-raising task model has anessentially positive influence on promotion of the learners’ motivation, attitude, interest andcommunicative competence during the process of foreign language acquisition.