The Effects Of Figure-ground-based Teaching On High School Students’ Learning Of English Full Inversion

English Full Inversion is one kind of marked structure that serves as an important grammatical phenomenon and bears some additional new meanings. As one of the common expressions in English, English Full Inversion is not only a key point but also a difficult point in Senior English teaching. How to help students master this syntactic structure is well worthy of intensive study.Based on Cheng Rong’s GbF model (2003), Wen Xu and Liu Xianqing’s studies (2004) and Wang Yin’s researches (2007), the author applies the Figure-ground-based Teaching to instruct high school students to learn English Full Inversion. The purposes of this research are to explore how to adopt Figure-ground-based Teaching to teach English Full Inversion, to verify whether this method is effective to teach English Full Inversion. The research questions to be addressed are as follows:1. What are the differences between the control class and the experimental class in terms of learning outcomes of English Full Inversion?2. What are the differences between the control class and the experimental class in terms of interest in learning English Full Inversion?3. What are the differences of the experimental class’s beliefs about learning grammar before and after the experiment?The subjects of this research are 98 students from two classes of Grade Two at one high school in Jiangsu province. Class A is regarded as the Experimental Class (EC) while Class B is viewed as the Control Class (CC). The two classes show great similarities in educational background, classroom performance, motivation and learning strategies, etc. The study employs the following instruments:pretest, classroom observation, post-test, a questionnaire and an interview. The two tests are carried out respectively before and after the teaching process. In order to better investigate the performance of the two classes, the author keeps classroom observation records in EC and CC by turns. And the questionnaire is administered in EC twice:one is before experiment and one is post experiment. Besides,10 students in EC and 10 students in CC are selected by random sampling to attend the interview in order to gain research data precisely. The collected data from the instruments are given descriptive and interpretive analyses, based primarily on the results of the SPSS 16.0. There are three findings of this research:Firstly, Figure-ground-based Teaching has positive effects on high school students’learning outcomes of learning English Full Inversion. The results of the post-test show that there is a significant difference between EC and CC for the p value is only.022 which is lower than.05.Secondly, Figure-ground-based Teaching has positive effects on high school students’interest in learning English Full Inversion. Based on the classroom observation, it can be seen clearly that the total point of EC is higher than that of CC, because EC scored 27 points but CC scored 20 points. From the results of the interview, more than 50% of students take positive attitudes towards learning English Full Inversion in interest.Thirdly, Figure-ground-based Teaching changes high school students’beliefs positively about learning English grammar in some dimensions. According to the questionnaire, expect that the p value of Dimension One is higher than.05, the p values in other dimensions are all lower than.05.There are three limitations in the research. First, the subjects in this research are not typical enough and the experiment period is short. Second, the Figure-ground-based Teaching has its own inadequacies and the further studies need to be done. In this research, the author only selects Full Inversion as learning material. Third, the post-test is not with high authoritative, which needs to be improved.Through this research, the author testifies the effects of Figure-ground-based Teaching on high school students’learning of English Full Inversion, and also provides a new method for teachers to teach grammar. More time and energy should be devoted to improving the research.