A Study On The Application Of Explicit Interactive Task Instruction To English Grammar Teaching At Junior Middle School

The National English Curriculum Standards for compulsory education(2011)(MOE,2011)advocates the reform of grammar teaching and combination of language form,meaning and use so that students can understand the language form and use it properly and effectively in communication,and apply what they have learned.However,the current situation of grammar teaching at junior middle school is that teachers explain grammar points blindly and students memorize grammar rules mechanically.As a result,it causes students’ interest in learning and learning enthusiasm decreasing,and the class atmosphere is not active.For that,this research aims to integrate Explicit Interactive Task Instruction into grammar teaching,cultivate students’ interest in learning and improve students’ comprehensive language ability.The research takes Noticing Hypothesis,Interaction Hypothesis and Explicit Interactive Task Instruction as the theoretical basis,and discusses the feasibility and practicality of Explicit Interactive Task Instruction in grammar teaching at junior middle school.Here come two research questions.(1)What are the effects on students with different grades by applying Explicit Interactive Task Instruction to English grammar teaching at junior middle school?(2)How does Explicit Interactive Task Instruction influence students’ grammar learning attitudes and methods?As for research subjects,there are eighty-four students from Chongqing.They are from two classes of Grade Eight.The author applies Explicit Interactive Task Instruction to grammar teaching for three months.Based on the average scores in the seventh grade midterm and final exam and the eighth grade entrance exam,which is called pre-test scores,students are divided into four levels according to English language proficiency and level.That is,A(130-150),B(110-129),C(90-109),D(<90).The research instruments include questionnaire,test and interview.The results of the study come out.First,students in grade B(110-129)improve most,while it has little effect on students in grade D(<90).Second,according to the application,it makes a difference in students’ enthusiasm,interest,and methods in learning grammar.This research changes the previous way of grammar teaching at junior middle school,and has some implications on grammar teaching under the new situation.However,it still has some shortcomings,such as the small range of samples selected in the experiment,and the limited experiment time.Therefore,it is expected that future research will overcome disadvantages and further integrate Explicit Interactive Task Instruction into grammar teaching to meet the requirements of the new curriculum reform.