| Language knowledge is the basis of comprehensive language skills. As an important part of English knowledge, the grammar system for high school students to learn is complicated. Based on the cognitive features of high school students and the requests from English teaching syllabus in China, English grammar teaching could be implemented in an interactive class teaching so that learners’ thinking and learning ability can be improved. The present research aims to study the results of English grammar tests after the application of explicit interactive task instruction, and the improvement of grammar proficiency on students’ word knowledge test and sentence structure test. At the same time, the author puts forward some instructional suggestions on English grammar teaching. The objects chosen from Class 7 and Class 8 are year-one senior students of NO.69 Middle School in Xinjiang, Urumqi. During the experimental period, Class 7 was taught with normal method, and Class 8 was taught with explicit interactive task instruction. The teaching meddle lasts for 12 weeks.The major findings are as follows:(1) Explicit interactive task instruction can improve students’ grammar proficiency from scores of their English grammar tests. The significance levels of them are P<0.05.(2) Explicit interactive task instruction can improve high school students’ English grammar proficiency on the aspect of sentence structure with greater extent.Suggestions for teaching are as follows:(1)English teachers are suggested to collect some useful materials related to the target grammar by means of reading newspapers, magazines or surfing the internet. The materials can be good resource that helps students build their explicit knowledge of grammar(2) The grammatical correction task given by teacher should be based on enough contexts, and teachers should guarantee learners can fully understand the context. And more grammar correction tasks can be given to students as exercise after class. |
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