| English grammar is an important part in junior high school English instruction.However,there are two crucial tasks in the process of grammar learning.One is “how to teach” for teachers;the other is “how to consolidate what have been taught” for students.For grammar teaching,the traditional grammar teaching only focuses on language rules which makes the grammar class boring and students tired of grammar learning.However,the Communicative Method overemphasizes language meaning and ignores basic language rules,which contributes to students' poor grammar foundation.Hence it is a researcher's task to explore a more effective way for teachers to teach grammar and a better way for students to consolidate what they have just learned.Rod Ellis' Grammar Teaching Model which integrates language rules with meaning may prove to be a possible way to solve the problem of “how to teach”.Meanwhile,under the situation of “alleviating study load of students”,teachers are forced to give students less exercises than they should do,as a result students do less practice after class and easily forget the knowledge they have just learned.What will prove to be the best frequency point for students to do exercises after class? To solve this problem,frequency theory has caught the attention of researchers.This paper aims at solving two problems of“how to teach” and “how to consolidate” at the same time.Thus the author tries to combine Rod Ellis' Grammar Teaching Model with Ellis,N.C's frequency effects to find an efficient way for teachers to teach and a better way for students to do the right amount of exercises in English grammar instruction in junior high school.This study focuses on two basic issues:1.What is the effect of the application of Rod Ellis' Grammar Teaching Model on junior high school students' learning interest and their grammar performance in English?2.What is the correlation between students' grammar performance and the frequency of students' grammar exercises?The author selects two parallel classes(control class,experimental class)of a certain middle school in Shuozhou,Shanxi Province and conducts an experiment for 14 weeks.Before the experiment,the pre-test is done to ensure the English levels of two classes are almost the same and the pre-questionnaire is conducted in EC.In experiment,at the first step,Rod Ellis' Grammar Teaching Model is adopted in EC,traditional teaching model is used in CC.After teaching,a test is conducted in both EC and CC.At the second step,appropriate frequency practices are done in EC,meanwhile,none frequency practice is done in CC.Afterexperiment,the post-test is conducted in both EC and CC,meanwhile,a post-questionnaire is given in EC.All the data collected are analyzed by SPSS19.0.The results show that compared with traditional teaching method,Rod Ellis' Grammar Teaching Model is more effective and students' enthusiasm in learning English grammar is aroused and their grammar performance are a bit improved.After doing frequency practice in EC,there is a positive correlation at first.But when the times of frequency practice reaches as long as three weeks,students' grammar performance is at the best.However,later if frequency practice is continued,students seem to get bored with the practice and in time the negative correlation appears. |
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