| Grammar teaching is indispensable in foreign language learning.It is proved by the previous researchers that Concept-based Instruction which was put forward by Lantolf is an effective teaching approach to teach grammar.However,most of these researchers compared its effectiveness with that of conventional teaching approaches.And most of the previous research focused on tense,but few of them referred to the present perfect.Therefore,based on Sociocultural theory and Image-Schema theory,this study is conducted to teach the present perfect according to five stages of Concept-based Instruction: explanation,materialization,communicative activities,verbalization and internalization,aiming to explore whether Concept-based Instruction is more effect than current Presentation Practice Production(3P model)from “form,meaning and use” dimensions.The research questions are as follows:1.What are the effects of Concept-based Instruction on Grade 10 students’ learning the present perfect?2.What are the effects of 3P model on Grade 10 students’ learning the present perfect?3.Which one,Concept-based Instruction or 3P model,is more effective for Grade 10 students to learn the present perfect?Two classes of Grade 10(105 students)from a high school in Wugang City,Hunan Province are involved in this study.Before the experiment,the researcher looked up their English scores of previous monthly and mid-term exams and found that the scores of the Class 306 and Class 317 are close(average score of 306 was 76.2,average score of 317 was 76.4).Class 306(50)is randomly selected as the experimental class which is applied Concept-based Instruction whereas Class 317(55)is the control class which is under 3P model.Before the experiment,these two classes are pretested.After the experiment,the two classes are posttested immediately.All students in the experimental class are surveyed by a questionnaire,and six students from three levels in the experimental class are chosen to be interviewees in this study.This study conducts quantitative and qualitative analysis of the data and lists following experimental findings by comparing the present perfect learning effect of the experimental class and the control class.The following are the major findings of the study:1.Concept-based Instruction is extremely significant for Grade 10 students to improve their grammar scores.By comparing and analyzing the mean scores of the pretest and posttest of the experimental class,we could see that there is an extremely significant difference between the mean scores of the pretest and posttest of the experimental class.(P=0.000**)From the analysis of three dimensions of the pretest and posttest in the experimental class,it shows that Concept-based Instruction has an extremely significant effect on improving grammar scores in mean and use dimension(P=0.002**;P=0.000**).The score in form dimension has improved,but not significantly.2.3P model is also extremely significant for Grade 10 students to improve their grammar scores.By comparing and analyzing the mean scores of the pretest and posttest of the control class,we could see that there is an extremely significant difference between the mean scores of the pretest and posttest of the control class.(P=0.002**)From the analysis of three dimensions of the pretest and posttest in the control class,it shows that 3P model has an extremely significant effect on improving grammar scores in form dimension(P=0.000**).The scores in mean and use dimensions have improved,but not significantly.3.The effect of Concept-based Instruction is significantly better than that of 3P model(P=0.028*).From the analysis of three dimensions of the posttests in experimental class and the control class,Concept-based Instruction is significantly better than 3P model in improving the dimension of grammar use(P=0.006**),but it is not significant in the dimensions of grammar form and grammar meaning.Based on the major findings presented above,this study could provide some teaching implications for high school teachers and some suggestions for further research on Concept-based Instruction. |
