The Application Of Recast In English Grammar Teaching In Higher Vocational Colleges

English grammar is a compulsory course for College English majors.Because English grammar itself tends to be theoretical,classroom atmosphere will be quite boring if the traditional grammar translation method is used when teaching English grammar.Because of their weak foundation and lack of learning autonomy and enthusiasm,vocational college students are prone to boredom in English grammar learning,which is harmful to the teaching of English grammar and the spread of knowledge.Based on the interaction theory,recast will be helpful when the teacher modifies the students’ grammar mistakes.This kind of feedback not only helps to maintain the communication,but also makes the students pay attention to their grammar mistakes and correct them.Recast teaching mode is constructed in this study based on the interaction theory of Michael Long.The author puts the two steps of “grammar project learning” and “grammar project classroom teaching” into teaching practice.The grammar project mainly includes the following five grammar items: “subject-verb agreement”,“subjunctive mood”,“inversion”,“noun clauses” and “attributive clause”.The author intends to explore the following two questions.One is “Can recast based on the interaction hypothesis improve students’ English grammar?” The other is “Is there any difference in the attitude of the learners to the recast?Are the attitudes of the students to be related to the score of grammar if there is a difference?”.So the author divides her own two classes into experimental class and controlled class.The students in these two classes have similar English level.Recast is used in the experimental class during the process of teaching interaction,while the traditional grammar translation method is still used in the controlled class,followed by teacher-centered pattern.The recast mode is used in the experimental class.The author corrects the students’ errors through word replacement,semantic supplement and word addition and so on under the teaching mode of recast.And the recast types can be partial recast or full recast according to the real situation.The experimental data are mainly collected with the help of some useful tools such as test papers,which are consisted of pre-test paper,posttest paper and delayed posttest paper,andquestionnaire.Then the data are analyzed by the software SPSS21.0.The results show that,after a period of study,the experimental class achieves more remarkable progress than the controlled one.The students in the experimental class performs much better in these grammar items like “subject-verb agreement”,“subjunctive mood”,“inversion”.However there is no significant difference between the experimental class and the controlled class after two weeks of interruption.And the marks of both classes slip.At the same time,during the teaching process and from the students’ classroom reaction,the author finds that the use of recast in grammar project classroom teaching is more effective than the use of grammar in grammar project learning.The results of the questionnaire show that there are differences in the students’ attitudes toward recast.However,there is no correlation between the students’ attitudes toward recast and their grammar scores.The author further analyzes and discusses the experimental results and findings.Based on the results of the experimental study and the application of recast teaching mode,the author puts forward some suggestions and pedagogical implications for English grammar teaching in higher vocational colleges.And thus they provide references for future grammar teaching.This paper aims at experimental study to explore the effectiveness of recast for Higher Vocational English grammar class so as to improve students’ grammatical competences.