黑龙江省富锦市第一中学 田思敏 156100
Abstract：This study takes the grammar teaching of subjunctive mood in senior high school as an example and conducts an experimental study in accordance with the five stages of Concept-based Instruction. This study provides a new way of thinking for English grammar teaching in senior high school. However, there will be some errors to the experimental results of post-test.
Key words：Concept-base Instruction; subjunctive mood
1.Overview
Fotos and Ellis (2002) believe that excellent grammar teaching methods are benefit to both foreign language teaching and acquisition, but how to teach English and which method is the most effective way to teach grammar is still worth demonstrating.
2. Concept-based Instruction
Concept-based Instruction is the latest foreign language teaching school in this century. Based on Gal’perin’ systemic-theoretical instruction, Concept-based Instruction divides teaching into 5 stages : explanation, materialization, communicative activities, verbalization, and internalization (Lantolf，2011).
3.Research methods
The research was carried out by means of pre-test, post-test, pre-questionnaire, post-questionnaire.
3.1Research questions
1) What kind of influence does Concept-based Instruction have on students’ English grammar scores?
2) What kind of effect does Concept-based Instruction have on students’ interest in memorizing grammar?
3.2Research procedures
Before the experiment, the control and experimental classes were pre-tested and pre-questionnaire were distributed in the EC. After the experiment, the two classes werepost-tested, and the EC was investigated by post-questionnaires.
3.3 The analysis of data and results
3.3.1Data Analysis of the Pre-test Scores
The pre-test result shows that the mastery of the subjunctive mood in EC and CC is basically at the same level, without much difference.
3.3.2 Data Analysis of the Post-test Scores
After three months of separate teaching experiment, the actual data is shown in the following Table 4.2.
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From Table 4.2, By comparison of the post-test mean scores, it is obvious that the mean score in EC is distinctly higher than that in CC, which indicating t the differences between students in EC were narrowed after the application of Concept-based Instruction experiment.
3.3.3 Results and Analysis of Questionnaires
Table 4.3 Group Statistics of Pre-questionnaire and Post-questionnaire in EC
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Based on the Table 4.3, in pre-questionnaire more and more students have changed their attitudes towards English grammar and are more willing to learn English grammar after experiment. On the third, the percentage of the students who will learn English grammar actively has increased to 67.9% and the students who will not learn English grammar actively has decreased to 15.7% after the experiment.
3.4 Conclusion
Firstly, According to the pre-test and post-test from the EC and CC, it can prove that the grammar teaching based on Concept-based Instruction is of great significance to improve students’ grammar test scores. Secondly, through questionnaires, it is found that in the experimental class, Concept-based Instruction can arouse students’ enthusiasm, stimulate students’ interest and motivation in learning grammar, and also make students have a clearer understanding of grammar, rather than piled up a lot of rules in the brain.
Concept-based Instrument does have a positive effect on students’ interests and scores in learning English grammar.
References
1. Fotos, S. Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness —raising Tasks [J]. TESOL Quarterly，2002，28 (2)：323．
3. Lantolf, J.P. “The Sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development” [A]. In D. Alkinson(ed.). Alternative Approaches to Second Language Acquisition[C]. New York, 2011:26-47．