Research On The Influence Of "output-driven-input Facilitated" On The Development Of Senior Middle School Students' Consciousness Of Complete Grammar

In the 1970 s,“Language Awareness Movement” has sprung up in Britain.As one of the most important types of language awareness,grammatical awareness has always been the focus of foreign scholars.Its research focuses on the function of grammatical awareness and its influencing factors.Three levels of grammatical awareness are distinguished:learners' subjective perception,attention and cognitive understanding of grammatical forms and meanings.In recent years,the study on the internal levels of grammatical awareness has also attracted the attention of Chinese scholars.They found that the development of perception,attention and understanding in grammatical awareness all have their own characteristics and regularities.Moreover,the three levels of awareness are also the internal factors that influence the development of grammatical awareness.English perfective aspect is one of the difficulties in English grammar teaching in China.Learners tend to make mistakes in using instantaneous verbs together with adverbials indicating a period of time in the process of English acquisition.Therefore,it is necessary to improve learners' grammatical awareness of perfective aspect at the levels of perception,attention and understanding to help Chinese English learners master the form and meaning of the perfective aspect.Output-Driven Input-Enabled Hypothesis combines output-driven use with input-enabled learning closely,which to some extent is conducive to helping senior high school students not only grasp the form of grammar,but also understand the meaning of grammar.Based on Output-Driven Input-Enabled Hypothesis,this study intends to adopt the test method and interview method under empirical research and design a teaching experiment on the acquisition of form and meaning of English Transient Verb and Continuous Verb,focusing on two issues:1.How does the grammar teaching based on Output-Driven Input-Enabled Hypothesis affect the development of perception,attention and understanding in senior high school students' grammatical awareness of English perfective aspect ?2.Which level of grammar awareness is most significantly affected by the grammar teaching based on Output-Driven Input-Enabled Hypothesis?After the experiment,the data are statistically analyzed by the use of descriptive statistics,independent sample t test and paired sample t test in SPSS24.0 software.Together with the results of the interview,the major findings of the study are as follows :1.The grammar teaching based on Output-Driven Input-Enabled Hypothesis has both positive immediate and negative delayed effect on three levels of grammatical awareness of theaspectual meaning of verbs.To be precise,in terms of immediate effect,perception,attention and understanding have significant improvement;while in terms of delayed effect,the three levels decrease slightly.2.Among the three levels of grammatical awareness of English perfective aspect,the grammar teaching based on Output-Driven Input-Enabled Hypothesis has the most significant immediate effect on the development of understanding whose effect is positive and the most significant delayed effect on the development of attention whose effect is negative.This study reveals the influences of the grammar teaching based on Output-Driven Input-Enabled Hypothesis on the development of perception,attention and understanding in senior high school students' grammatical awareness.It is hoped that the study can provide experience and reference for the implementation of the teaching model on the basis of Output-Driven Input-Enabled Hypothesis in China in the future,and offer important insights as to the study of the development of grammatical awareness of senior high school students.