An Application Of Input And Output Frequency Design Based On Ebbinghaus’ Forgetting Curve In Senior High School English Grammar Teaching

Grammar teaching plays a crucial part in language instruction.Although Chinese English education academics have undertaken extensive research,there still exist in current English grammar schooling many deficiencies.For instance,it is still prevalent for students to practice and memorize grammar rules in a mechanical manner,oblivious to the connection and meaning of the language’s underlying structure and language contexts.Moreover,there are lots of complaints from students that grammar learning is obscure,monotonous,and inefficient and grammar points are hard to apply in contexts.Therefore,this research is an input and output frequency design in grammar instruction based on Ebbinghaus’ memory theory and frequency effect,in an attempt to provide feasible and effective reference for high school English grammar teaching.This research attempts to answer the following two research questions.(1)Can the application of input and output frequency design based on Ebbinghaus’ forgetting curve in English grammar teaching improve students’ grammar learning? If so,in what aspects specifically?(2)Can the application of input and output frequency design based on Ebbinghaus’ forgetting curve in English grammar teaching enhance students’ motivation in learning grammar? If so,in what aspects?110 Grade One students from two parallel classes at Jiangmen No.1 High School make up the research subjects(55 students in the experimental class and 55 students in the control class).Throughout the nearly two-month experiment,both the experimental class and the control class adopted the three-dimensional grammar instruction recommended by the General Senior High School English Curriculum Standards(2017 edition,2020 Revision)—the threedimensional dynamic grammar view of “form-meaning-use”.Specifically,in the experimental class,the instructor altered the input and output frequency of grammar instruction based on Ebbinghaus’ forgetting curve,whereas in the control class,grammar instruction was carried out in accordance with the typical teaching schedule.During the pre-experiment phase,a pretest and a pre-questionnaire were assigned to the students in two classes.Concurrently,English teachers with varying years of experience teaching and students of various levels were interviewed.The pre-test,pre-questionnaire,and pre-interview results reveal that the grammar learning results of students in the two classes are comparable,indicating that the teaching experiment can be carried out.After a roughly two-month experiment,a post-test was devised and assigned to both classes.Additionally,a post-questionnaire was distributed to two classes,and 15 students of various levels are chosen for an interview regarding the application of grammar instruction based on Ebbinghaus’ forgetting curve.Ultimately,utilizing SPSS 23.0,all the data were collected and analyzed both qualitatively and quantitatively.According to a quantitative analysis,the findings of the experiment might be displayed as follows:(1)The application of input and output frequency design based on Ebbinghaus’ forgetting curve in English grammar teaching can produce effective improvement in students’ grammar learning with great progress made in students’ grammar achievements(77.09>67.27,MD =9.82).(2)The application of input and output frequency design based on Ebbinghaus’ forgetting curve in English grammar teaching can greatly enhance students’ grammar learning motivation,specifically,students’ intrinsic grammar learning motivation(3.48>2.87),extrinsic grammar learning motivation(4.06>2.54)and grammar motivational intensity(3.55>2.546).A qualitative analysis of the interview results shows the change of input and output frequency in line with Ebbinghaus’ forgetting curve in grammar instruction can effectively help students better perceive,comprehend,and internalize the form,meaning,and use of the targeted grammar,strengthen the match between the form and function of grammar items,and consolidate students’ memory of the targeted grammar.Besides,it can significantly alleviate the strain placed on students to comprehend and retain complex grammar knowledge,substantially boosting their drive to learn grammar and assisting them in raising their English test scores.However,there are some limitations in this research,including the small sample size,the limited time,and the subjective and objective elements influencing students’ memory.If these variables can be completely considered in future studies,it will be advantageous to execute grammar instruction based on Ebbinghaus’ forgetting curve more effectively and produce more optimal teaching results.