Chapter 1 Introduction
1.1 Background of the Research
In recent years, in the field of English teaching, there appear some negativeviews such as “without learning grammar, English can also be learned well”; “there isno grammar in English at all”. Many English learners, teachers even some schoolspay less and less attention to teaching grammar. However, grammar is a basicframework of a language, so without the fundamental grammar rules, learners willhave difficulty in organizing sentences and paragraphs. Moreover, with the influenceof the mother tongue, learners are used to speaking English in the same way asChinese, which is called “Chinglish”. As a result, learners’ English proficiency inlistening, speaking, reading and writing will be affected adversely. The importance ofgrammar teaching in English teaching is self-evident. Ellis (1990) points out,“Grammar teaching does benefit the second language acquisition. Formal grammarteaching may be not very effective in a short time, but it is helpful to the developmentof language ability.” As we all know, “the object of foreign language teaching is thetarget language’s parole, and parole is the production of language. We can not learnall the paroles of the target language, so we can only learn the mode of languages andobtain the ability to generate parole” (Zhang Zhengdong, 2017). A foreign scholar ina speech mentioned that, “Grammar plays a very supportive role; we can say that it isa short cut to language acquisition.”
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1.2 Significances of the Research
Peer-Assisted Learning forms mutual learning community among students,making learning activities into a kind of interactive activities. Students are seen as agroup in which learning relationship exists. Students learn in an interactive andcommunicative atmosphere. According to Constructivism learning theory, attentionshould be paid to the experience of learning process and knowledge is gained with thehelp of others (teachers and learning partners), through the way of meaningconstruction. In the course of English learning, learners can actively help andencourage each other, accomplishing a task in the way of cooperation construction.Through Peer-Assisted Learning, students collect, screen, analyze, process anduse all kinds of information to draw a conclusion for one grammar item based on thepresent knowledge. In the whole process, students have the experience of bothindependent thinking and cooperation between students, finally each student gainingthe joy of success. When students learn in this way, the teacher guides, organizes andencourages them, making students learn grammar in an active and positive wayinstead of the passive and pure receptive way of learning grammar.The purpose of this study is to investigate the effectiveness of PAL in Englishgrammar teaching. This research will explore the effectiveness of PAL for senior highschool students to create a relatively effective mode of learning English grammar.Meanwhile, the findings of the research will be a supplement to the traditionalgrammar teaching method and give suggestions to English teachers in senior highschools about a new and systematic PAL approach to guide their grammar teaching.
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Chapter 2 Literature Review
2.1 English Grammar Teaching history in China
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