A Study On The Application Of Planned Focus On Form Model Of Instruction In Senior High School English Grammar Teaching

Grammar teaching always occupies a dominant position in senior high school English teaching.However,currently,in view of pressure on the teaching schedules,English grammar teaching is realized mainly through teachers’ explanation and imparting grammar rules.The boring and dull method does not provide opportunities for interaction necessary for language learning,from which it is extremely difficult to promote learners to be self-confident and stimulate learners’ learning interest and motivation.Therefore,it is considerably urgent to find an appropriate model of instruction that does not only promote learners to study grammar knowledge,but gives consideration to language communication,meaning and pragmatics as well.After the anti-grammar movement in the 1980 s,Long(1991)puts forward focus on form instruction which not merely affirms grammatical functions but also integrates grammar teaching into task-based teaching of communication,bringing forth a beneficial model of instruction.This research aims to study empirically on applying the planned focus on form model of instruction based on input enhancement theory to optimize English grammar teaching in senior high school,which takes the teaching of noun clause as an example.The research questions are as follows:(1)What impacts does the planned focus on form model of instruction have on establishing learners’ self-confidence in learning English grammar?(2)Of the planned focus on form model of instruction and the traditional English grammar model of instruction,which one is more effective in enhancing learners’ English grammar learning achievements?To answer the first question,a combination of quantitative and qualitative research method was adopted through applying a questionnaire survey,and a semi-structural interview was used as an auxiliary means.The questionnaire was designed to collect the feedback from the learners before and after the experiment concerning the learners’ self-confidence in English grammar learning.To answer the second question,quantitative research method was adopted for the research.The specific experimental method applied was that the focus on forms model of instruction(traditional English grammar teaching model)in the control class while the planned focus on form model of instruction was applied in the experiment class for grammar teaching.Before the experiment,the pre-test was taken for comparison proof.Up to the end of the experiment,the same examination paper was taken as the post-test in both the experiment class and the control class respectively.To verify the reliability of the research,a week after the post-test,a delayed post-test was taken to verify the lasting effect of the experimental teaching.SPSS 26.0 was utilized for data calculation and analysis.The experiment figure and analysis results indicate that the learners’ self-confidence has been intensified in the experiment class and that their English grammar achievements have been raised significantly.Meanwhile,the teacher’s teaching method and the learners’ autonomous learning capability have been improved remarkably,verifying that the application of the planned focus on form model of instruction based on input enhancement theory is favorable for optimizing English grammar teaching in senior high school.However,there indeed exist limitations and drawbacks in this research,and the long-term effectiveness of the planned focus on form model of instruction is to be verified through further persistent study.