| Grammar teaching is an important part of language teaching,which plays a positive role in improving learners’ accuracy in using foreign languages.How to make up for the deficiencies of explicit and implicit grammar teaching has always been a hot topic in the field of grammar teaching.At the same time,the English Curriculum Standards for Senior High Schools(2017 edition revised in 2020)also put forward new requirements for grammar teaching,requiring teachers to pay attention to presenting new grammar knowledge in the context and helping students learn to use grammar knowledge to understand and express meaning in the context.Chinese scholars Dai Weidong and Ren Qingmei(2006)put forward the explicit interactive task method(EITM)based on the research of explicit consciousness-raising task model and combined with grammar teaching practice in China,which is an improvement of the shortcomings of explicit and implicit grammar teaching and can also effectively implement the requirements of curriculum standards.It is a grammar teaching method oriented by explicit knowledge,provides a context through text,and takes communicative tasks in real situations as a means,its ultimate goal is to promote the formation of students’ implicit grammar knowledge.Under the guidance of the Noticing Hypothesis,the Interaction Theory and the Comprehensible Output Hypothesis,this study mainly discusses the following questions about EITM:(1)What are the effects of EITM on high school students’ English grammar achievements?(2)What are the effects of EITM on the grammar achievements of students at different academic level groups?(3)What are the effects of EITM on high school students’ English grammar learning strategies?In order to solve the above problems,this study adopted the methods of experiment,questionnaire and interview,and used test papers,questionnaires and interview outlines as tools conducted a ten-week experiment on the students in two parallel classes of Grade One in a Middle School.Experimental class adopted EITM,while the control class adopted PPP teaching model.According to the pretest scores,all students were divided into three groups: high academic level group,medium academic level group and low academic level group.Only students in experimental class participated in questionnaire and interview.All the quantitative data obtained were analyzed by SPSS25.0.After comparison and analysis,the results show that:(1)EITM can significantly improve students’ grammar achievements.(2)EITM has different effects on students at different academic level groups.Among them,it has the most significant effect on the students at medium academic level group,followed by the students at low academic level group,but has no significant effect on the students at high academic level group.(3)EITM has positive effects on students’ use of grammar learning strategies.Among them,it has a positive effect on the use of metacognitive strategies,cognitive strategies and social strategies,but has no significant effect on the use of affective strategies.Through the above research results,this study also obtained the relevant implications about EITM: Teachers are advised to pay attention to students’ understanding of grammatical forms in the teaching process,ensure that each student group is taken into account when designing activities and cultivate learning strategies and learning ability through various activities.Findings of the study revealed that EITM is an effective method in grammar teaching.Its application can improve students’ grammar achievements and optimize the use of metacognitive strategies,cognitive strategies and social strategies in grammar learning.It is expected that this study can provide teachers with a new perspective in grammar teaching and bring new experience to students’ grammar learning. |
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