| English tense teaching is one of the bottlenecks in English teaching,especially the teaching of syntax-morphology.In 2009,Donna Lardiere proposed the Second Language Feature Reassembly Hypothesis in an attempt to study second language from the perspective of feature reassembly.Second language acquisition in this study refers to classroom learning of English as a foreign language.In recent years,scholars at home and abroad have only studied the theory itself and the phenomenon of second language acquisition based on this hypothesis,and no one has applied it to practical teaching.In view of this,based on the Feature Reassembly Hypothesis,the researcher selected two parallel classes in Grade 7 of No.31 middle school in Hohhot as the experimental classes（randomly designated as the experimental group and the control group）.Through the data collection of grammaticality judgment test in limited time,correction task and verbal test,this thesis aims to answer the following two questions: 1.What is the effect of English simple present tense teaching based on Feature Reassembly Hypothesis on the acquisition of explicit knowledge by the learners in junior high school? 2.What is the effect of English simple present tense teaching based on Feature Reassembly Hypothesis on the acquisition of implicit knowledge by the learners in junior high school?The results show that: 1.In teaching experiment based on Feature Reassembly Hypothesis,the experimental group has more advantages over the control group in applying the explicit knowledge of be,third person singular form and auxiliary verb in simple present tense when they are required to finish grammaticality judgement test.2.Compared with the control group,the experimental group has obvious advantages in applying the implicit knowledge of third person singular form and auxiliary verb in the simple present tense when they are required to finish correction task and verbal test,but it has no obvious advantage in applying the implicit knowledge of be.Finally,according to the research findings the researcher puts forward some suggestions for improving the effect of tense teaching,and discusses the limitations of the research and suggestions for future research. |
