An Experimental Study On The Explicit Interactive Task Instruction In The Teaching Of English Grammar At Senior High School

Grammar teaching has always been much discussed in the study of second language acquisition.In the mid-1970s,the emergence of Communicative Language Teaching method?CLT?advocated grammar teaching should be weakened.While in the 1980s,the emergence of the PPP teaching method?presentation,practice,production?suggested that grammar should be learned in the formal class.In face of these two contradictory views on grammar teaching,and the current grammar teaching situation which separates the relationship between language form and meaning in Chinese high school,the Explicit Interactive Task Instruction?EITI?was put forward by the Chinese researchers Dai Weidong and Ren Qinmei based on the theory of“Explicit Consciousness-Raising Task”?ECT?model raised by Rod Ellis?2003?.The three dimensions of the form,meaning and function of the grammar have been combined in the Explicit Interactive Task Instruction,which is an innovative and viable teaching method for high school teachers to adapt to the new requirements of English grammar teaching in high school.This thesis intends to make an experimental study to find out whether the application of the Explicit Interactive Task Instruction can facilitate the senior high school students'English grammar learning.The attributive clause plays an important role in high school students'English learning.In the research,the author chose the attributive clause for example to analyze the effects of the Explicit Interactive Task Instruction in the teaching of English grammar.To be more specific,this thesis attempts to address the following two research questions:?1?Can the Explicit Interactive Task Instruction arouse the high school students'interest in learning English grammar??2?Can the Explicit Interactive Task Instruction help the high school students better understand and use the attributive clause?100 students are chosen as the subjects from the author's two parallel classes in this thesis.Class 3 of Senior One is assigned as the control class?CC?while Class 4of Senior One is assigned as the experimental class?EC?.The new teaching method:the Explicit Interactive Task Instruction was applied in the experimental class during the experimental period of 8 weeks from October.9^th,2017 to December.1^st,2017.The materials are all chosen from New Senior English for China Student's Book 1.In order to ensure the integrity of the data,a set of complete research procedure is designed,which includes the pre-test,the post-test,the pre-questionnaire,the post-questionnaire,interviews and the two months'teaching experiment.All the collected data are put into a computer and analyzed by the SPSS 19.0 software.The study results show that the Explicit Interactive Task Instruction can not only arouse the high school students'interest in English grammar learning,but also help the high school students better understand and use the attributive clause.The following implications can be found in the thesis:?1?The EITI should be widely used in Chinese grammar lessons to raise students'awareness of the explicit knowledge of the target grammar.?2?Teachers should focus on creating various kinds of tasks to help the students establish their explicit knowledge,and let the students form their implicit knowledge through various interesting tasks.?3?It helps students have a good command of both the fluency and accuracy of English grammar in a grammar lesson.