| Owing to the correct application of grammar plays a significant role in the learning of English listening,reading,speaking and writing,grammar teaching has always been a significant part in English Teaching in China.Grammar teaching is a very crucial part of English teaching system and one of the hot topics in foreign language teaching research.How to use reasonable grammar teaching methods to ensure the effectiveness of grammar teaching has become the research focus of many scholars.Most studies mainly explore reasonable grammar teaching methods by studying students’ learning results.The effect of grammar teaching methods still needs to be explored from the perspective of learning process.Based on the Depth of Processing theory,this study takes the relative clauses as the starting point.This study not only compares the acquisition results,but also pays attention to the depth of processing level of middle school students in the teaching process by using the sound thinking method.This study selects 88 Grade 9 students of a junior middle school in Dongying City,Shandong Province as the research object.It also compares the teaching effects of explicit and implicit grammar teaching methods from the perspectives of learning results and learning process,investigates the influence of explicit and implicit grammar teaching methods on the acquisition of relative clauses of junior middle school students,and tries to study the following three questions:(1)What is the different influence between explicit and implicit grammar teaching methods on the Junior middle school students’ acquisition of relative clauses ?(2)What is the difference of the depth of processing level of junior middle school students in explicit and implicit grammar teaching methods ?(3)Is the acquisition of relative clauses related to the depth of processing level of junior middle school students?By the data analysis of the experiment,the results show that:(1)For the acquisition of relative clauses,the explicit grammar teaching method has a better influence than the implicit grammar teaching method.(2)Compared with the implicit grammar teaching method,the depth of processing level of junior middle school students under the explicit grammar teaching method has been more significantly improved.(3)There is an obvious positive correlation between junior middle school students’ the depth of processing level and acquisition results of relative clauses.By summarizing the above three findings,it is concluded that explicit and implicit grammar teaching methods will affect students’ acquisition results of relational clauses by affecting students’ depth of processing level,and explicit grammar teaching methods will further promote the development of the depth of processing level,and then have a greater impact on junior middle school students’ acquisition of relational clauses.On this basis,the study points out that teachers should choose appropriate grammar teaching methods according to the grammar content,and deliberately improve students’ the depth of processing level in the teaching process,so as to promote the effect of students’ acquisition on relative clauses.Because of the limit of time and conditions,there are still some shortages in this study,such as the teaching time is too short.Overall,this study achieved the expected goal,compared the effects of explicit and implicit grammar teaching methods on junior middle school students’ acquisition of relative clauses and the depth of processing level,and confirmed the positive relationship between junior middle school students’ the depth of processing level and acquisition results of relative clauses.The results of this study provide constructive suggestions for junior middle school students to effectively acquire relative clauses and for junior middle school English teachers to implement reasonable grammar teaching methods. |
