| In the research of foreign language teaching, the role of grammar teaching has been a controversial topic. For quite a long time,"Whether English should be taught, how to teach it, whether grammar is learned or acquired, and what role the grammar teaching is in language learning"—all these questions have been heatedly argued by many linguists and foreign teachers. In the traditional teaching methods, grammar teaching had been taken a leading role and almost equaled to foreign language teaching. In wake of Communicative Teaching, grammar teaching has been challenged, rejected, decreased and even neglected. Therefore, the reason of inefficient teaching was attributed to the over-teaching of language forms. Because of one-sided misunderstanding of CLT, some teachers aimlessly neglected the grammar teaching, which led to the students'poor language proficiency and inaccurate language use.Until 1990s, people reconsider the part of grammar teaching in foreign language learning. Some new teaching concepts, which aim to raise students'grammar consciousness, have again aroused heated discussion, such as, Focus on Form instead of Focus on Forms, the combination of Explicit and Implicit Grammar Teaching, the integration of Dynamic and Static Grammar Teaching, Context Grammar Teaching, etc.From the investigation to the English freshmen and sophomores, who came from three different universities, we found that among them two main problems should be noticed: For one thing is that the traditional teaching method is boring and the students lack of enthusiasm to learn grammar; meanwhile they were unsatisfied with the teaching effects. For another, a lot of students are in a dilemma of"inert knowledge problems". Namely, they excel grammar rules but they cannot use them correctly in concrete use. That's what Dell Hymes called Grammar Competence. (Anderson called it"Procedural knowledge", while Larsen-Freeman called it"Grammaring.")Owing to the above problems, the author of this thesis tested to introduce"(Learner-Centered Teaching Plan) LTP"into grammar teaching class, which aims to prove the students involved in a concrete activity take the initiative in grasping the structure of grammar in the form of discussion through setting up scaffolding."LTP", different from the traditional teaching plan, is designed for the students'self-learning. It overcomes the drawbacks of obtaining knowledge in a superficial, isolated, and mechanical way and it enables students to self-inquiry and active learn so as to realize their centeredness. In the teaching process, it offers the students a rich, authentic and interactive learning network. Three elements are stressed in the process of teaching: Interaction, Comprehensible Input and Meaningful Output. It will integrate the form, meaning and function; deal with the relation between accuracy and fluency properly; produce meaningful context and raise students'grammar awareness.In the thesis, a research was conducted in order to probe into the validity and feasibility of the LTP teaching mode in grammar teaching. The participants in this study were from two classes, altogether 62 students, with 31 in each class. The two classes were randomly assigned as experiment group and control group. The data of the study were derived from 3 tests before and after the teaching treatment, each test was divided into two forms: one was about grammar knowledge; the other was essay writing that aims on testing the students'abilities to use grammar forms correctly. SPSS software is used to make analysis of the data gained from the research. Results indicated that LTP teaching mode did better in facilitating learners'grammatical competence and also resulted in better affective factors manifested as higher motivation and lower anxiety and keener interests in learning. |
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