通过外显教学法的运用，笔者发现教学质量有所提高，后进生的语法成绩提高较为明显，但对学优生的影响不太明显。希望在以后的教学中语法的教学和学习中引起足够的重视，英语毕业论文，使语法水平得到提高。
Chapter One Introduction引言
1.1 Research background探讨背景
Grammar is essential in second foreign language acquisition. In linguistics, grammar is a set ofstructural rules of clauses, phrases, and words in any given natural language. It also refers to the fieldincludes morphology, syntax, and phonology. It is often complemented by phonetics, semantics, andpragmatics Longman dictionary defines grammar as a descriptionof the structure of a language and the way linguistic units to produce sentences in the language (p.201).Grammar is an important part of education for students from the basic learning to the advanced learning.Usually when learning a language, the overall system of the language which includes the meaning and thefunctions of the sentences should also be taken into account (吴芳, 2017).But at present, grammar learning seems to be less emphasized in the new curriculum reform. Manyscholars claim that language is used for communication. Based on that point, grammar teaching is alsoinfluenced in a dilemma position. Ellis (1990) reviewed the grammar teaching problem from theperspective of L2 acquisition. From the standpoint of L2 acquisition and psychology, Ellis divided thegrammar knowledge into 2 parts: explicit-knowledge and tacit-knowledge. The tacit knowledge was theknowledge gained from experience or practice, which saved in one’s brain but couldn’t be easily expressedby language or learned by others. On the contrary, the explicit knowledge was the knowledge that could begained through textbooks, references, audio-media, software, etc. It could also be learned or broadened bybooks, literacy and languages, etc. (Ellis, 1990). Of the two instructions (implicit instruction and explicitinstruction) used in grammar teaching, Ellis claimed that the best approach for learning grammar was thecombination of both instructions. He put forward another teaching mode: Explains and drills based onexplicit knowledge can not efficiently promote the learning of the implicit knowledge in communication.Berry in 1994 put out:“A person’s encountering a complex task may observe the variables unselectively and attempt all ofthe contingencies between them, the correct factor as well as the incorrect one. The learner may also beinvolved in explicit learning where only a few key variables are selected and only the contingenciesbetween these key variables are observed.” (Berry, 1994)
1.2 Research motivations探讨动机
Grammar learning, as an important part in English learning process, takes a big role in L2 acquisition,especially for senior high school students. Grammar faces a dilemma in both teachers and students. Toteachers, they face many pressures. Grammar is not easy to for teachers to teach. So there is always adebate on whether grammar should be taught in high school. If yes, how should grammar to be taught? Andthere is also a persistent doubt on whether students can be benefited from the teachers’ teaching approaches.To Chinese students, although they have gained a certain accumulation of English knowledge in senior highschool, grammar is still a weak part to many of them. No matter how high score the students get, most ofthem still have problems in grammar. Very few of them can remember or use the grammatical rules clearlyand correctl，英语毕业论文
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