Effects Of Focus On Form On Senior High School Students' English Passive Voice Acquisition-from The Aspect Of Explicit And Implicit Knowledge

Grammar teaching is a significant part of English teaching in senior high school.But many teachers tend to choose some instruction that is dominated by rule explanation due to the limit of class period.Although this kind of approach can impart grammar knowledge to students within a short period of time,it is not beneficial to students' comprehension of language meaning and use of language in the long run.Under this circumstance,it is necessary for grammar teaching to find a better way to not only promote students' grammar knowledge but also improve their ability to understand and use grammatical structure in certain context.According to Ellis(2001),Focus on Form refers to an approach where learners' attention is attracted to linguistic forms as they engage in performance of communicative activity.It aims to facilitate learners' fluency,accuracy,and complexity of language.Focus on Form has received wide attention since it came out.Its effect on different language domains or structures,influencing factors and teaching patterns and options have been heated discussion topics in this field.This research aims to investigate the effect of Focus on Form on students' English passive voice in different tenses in explicit and implicit knowledge.Two classes,forty-two students respectively,in a senior high school were chosen as the subjects.The experimental class received Focus on Form and the control class received traditional grammar teaching.The entire experiment lasted for seven weeks.The research results indicated that: a)Focus on Form can significantly promote senior high school students' English passive voice in different tenses;b)its significant effect could be found in both explicit and implicit knowledge.In addition,this research presented some pedagogical implications of how to conduct grammar teaching in communicative context.Meanwhile,there were some limitations of this research.For example,the measurements of explicit and implicit knowledge solely examined reading and writing ability,without listening and speaking ability.Meanwhile,the number of the subjects was relatively small,which might have caused the results one-sided.These aspects ask for refinement in future research.