| Grammar, as a teaching issue, has been under hot debate in junior English teaching area for a long time. “ How to teach grammar by teacher and how to learn grammar by student? ” Many scholars conducted their own research centered on such topic like “teaching and learning”. “Time consuming and low efficiency” is the main problem, which exists in junior English grammar teaching.As two widely used teaching methods, Task-based Language Teaching and 3P method have their own merits and demerits. With the implement of new English curriculum in junior middle school, the model of TBLT is the hot issue of current teaching reform in our country. At the same time, 3P model, as the representative of traditional teaching method, is still widely used in junior middle school and accepted by many teachers.Based on both TBLT and 3P methods, this thesis tries to integrated them. It mainly aims at bringing the design and performance of task in 3P model, guiding students to perform different task under the framework of 3P model. During the fourteen weeks of experiment, the author do the survey and perform the integrated teaching model in Yu’an Middle School in Lu’an, An Hui Province. It aims at testify the feasibility of the integration of TBLT and 3P method. Specifically, it aims at answering two questions: 1) Is the integration of task-based and 3P methods more effective in enhancing students’ mastery of grammar knowledge? That is to say, can the experiment group achieve higher scores than the controlled group in the post test? 2) Compared With the TBLT and 3P method, is the integration of task-based and 3P models better at stimulating students’ grammar learning enthusiasm and inducing their cooperation with their classmates in junior middle school?The author uses the empirical study method, tries to get clear the basic situation of students’ grammar learning by questionnaire, pre-test, post-test and interview. The author selected the 110 students as subjects, and divided all the students into two classes: experimental class and contrast class. The experiment will cost fourteen weeks. The first week is to conduct a pre-test, aiming at testifying the insignificance of the two groups. From the second to thirteenth week, all the students will accept a twelve-unit teaching, each of which will last a week. After that, they will be given about one week to review all the knowledge that they have learned, and then make a post-test. During this period, the experimental class will be given the integration of TBLT and 3P Method, while the contrast class will be applied the traditional method to their teaching. All the testing contents have something to do with the grammar teaching, including the pre-test and post-test. All the data are derived from the real situation of the two students groups.The average scores of pre-test and post-test for the experimental group are 72.7 and 80.1, while the average scores of pre-test and post-test for the controlled group are 72.3 and 73.6. The experimental group makes a dramatical progress, the controlled group improves little. After the experiment, the author conduct a post-questionnaire, five-point Likert scale will be used to measure the scale from 5(strongly agree) and 1(strongly disagree). The average scores of experimental group and controlled group are 86.2 and 63.1 respectively. The attitude, strategy and concept of experimental group towards grammar learning have changed a lot.By this empirical study, the author will get a conclusion: there exists the feasibility of integrating TBLT and 3P methods. It will not only improve the academic scores, but also change students’ attitude towards grammar, adjust their learning strategy and stimulate their learning enthusiasm. |
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