| Foreign language teaching is an important part of education in our country.With the deepening of research,various foreign language teaching methods have emerged.Form-focused instruction has been a hot research topic in recent years,and it is currently recognized as a suitable method for teaching English.Many foreign scholars have done a wealth of researches on form-focused instruction,and they have divided FFI(form-focused instruction)into different types according to the way or timing.Although there is no unified conclusion at home and abroad for the research on FFI divided according to the way,the research has been relatively mature.As research continues,more and more scholars believe that the timing of FFI should be paid attention to.It means that we should focus on the isolated FFI and integrated FFI proposed by Spada and Lightbown.Foreign scholars have done a lot of researches on the topic,but the conclusions are not consistent,and objects of most of the researches are ESL,there are few researches on EFL.However,there are few relevant researches in China,the language form of the researches is really limited,the research objects are also concentrated at university students.And in our country,English grammar is a key and difficult point in middle school,and students generally reflect that there are many difficulties in the process of grammar acquisition.In addition,teachers play a leading role in the class,teachers’ beliefs have a great influence on the choice of their teaching methods,and there may be considerable differences between teachers and learners on the choice of teaching methods,and the mismatch may negatively affect learners’ motivation and satisfaction as well as teaching efficiency,so teachers and students’ preference for pedagogy deserves attention.Based on this situation,the mixed research method which includes questionnaire surveys,classroom experiments,tests and interviews was adopted in the paper.High school English teachers in Shandong Province,and students of a high school in Shandong province were randomly selected as the research objects,attributive clause which is the key and difficult point in middle school was used as the language form to study the following three questions for filling the gap of research to a certain extent and provide some reference for high school English teaching and learning:(1)What are the preferences of high school teachers and students for isolated or integrated FFI?(2)What effects do different types of FFI have on students’ learning of attributive clauses?(3)Why do different types of FFI have an impact on students’ learning of attributive clauses?In order to answer the research questions of this paper,first,a survey was conducted among 100 high school English teachers and 298 high school students from six classes of three grades in Shandong Province,and SPSS was used to conduct relevant data analysis to study the preferences of high school teachers and students for different types of FFI.Second,classroom experiments and tests were carried out with students from two classes of grade one who participated in the questionnaire as the objects and restrictive attributive clause as the target language form to study the effects of isolated and integrated FFI on the learning of attributive clause.Then,the 10 teachers who participated in the questionnaire and 20 students who participated in the classroom experiments were interviewed to make a qualitative supplement to the preference results of senior high school teachers and students for FFI,and the reasons for the impact of isolated and integrated FFI on the learning of attributive clause were analyzed.Finally,the conclusions were drawn:(1)The questionnaire data shows that from the perspective of high school teachers and students’ preference for FFI,teachers prefer integrated FFI,while students prefer isolated FFI.There are differences between them.However,in the follow-up interviews with teachers,we learned that teachers’ choice of teaching methods is not static.They do not always choose their favorite teaching methods,but flexibly choose teaching methods according to the content they teach.(2)The data of the three tests(pre-test,immediate post-test and delayed post-test)shows that from the perspective of the effect of isolated and integrated FFI on students’ English grammar,both the isolated and integrated FFI can effectively improve high school students’ proficiency of attributive clause,but the isolated FFI has a better effect.(3)From the perspective of the reasons why the two kinds of FFI have good learning-promoting effects,the attention hypothesis holds that only by paying effective attention to the input content can the content be accepted and internalized into long-term memory.The interaction hypothesis holds that the communication is crucial in the process of language acquisition,and interaction is conducive to promoting language acquisition.The reasons why the isolated FFI has a better effect may mainly be the clarity of the target,the learner’s mother tongue,and the student’s preference for teaching methods.According to the research results,it is recommended that teachers regularly investigate students’ attitudes towards teaching methods in daily teaching,try to choose the isolated FFI to teach knowledge,pay attention to the allocation of students’ attention in teaching design,and set up interactive links reasonably.Students should take the initiative to communicate with teachers on teaching methods,reasonably allocate their own attention in class,and actively participate in interactive activities.The results of this paper show that although the preferences of English teachers and students in high school are different,the teachers’ choices are not certain,therefore,the differences between teachers and students on the preference of FFI are not absolute,and it will not greatly affect students’ academic performance.Besides,the FFI does have a certain effect on the grammar acquisition of high school students,and the isolated FFI has a better effect.Although this research has certain limitations in terms of research objects and target language forms,it expands the research content of FFI to a certain extent,it has certain significance for future research and English grammar teaching in high school. |
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