Chapter One Introduction
1.1Background of the Study
There is a resurgence of interest in the role of English grammar teaching in China. That is, for many teachers, grammar has ever taken anything other a central role in their classroom teaching. Especially in 1980s, English teaching experienced an anti-grammar movement, maybe influenced primarily by Krashen’s (1982)idea that grammar can be acquired naturally from meaningful input and opportunities to interact in the classroom. The case led to some approaches which grammar in syllabus design and the content of lessons, and even in giving explicit attention to grammatical forms and rules. In recent years, a large number of researches based on laboratory and classroom teaching prove that grammar teaching plays a noticeable role in promoting language learning and it is difficult for the learners to acquire (Ellis 1997, 2017; Larsen-Freeman & Long 1991: Long 1983).Through teaching English for ten years, the author has also found that the students have some difficulty in learning English grammar, especially the linguistic features which seldom appear in Chinese. The main reason is that there are great differences between Chinese and English syntactic structure. Chinese is a parataxis language relying on its internal logical connections whereas English is a hypostasis language depending on the grammatical devices, so grammar teaching is important to Chinese learners. In China, traditional instruction has being applied for a long time, which is characterized by explanation of the grammar rules and followed by oral or written practice. It is easy and workable, but the main problem with it is the comprehension of what grammar is and how it works in the language.
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1.2 Significance of the Study
Based on the above discussed issue, the present research is to clarify the following points: Firstly, it tries to make a comparison between the processing instruction and the traditional instruction to English grammar teaching in Chinese context. The traditional instruction is one type of the output-based instruction, which is described as follows: “[A]grammar lesson should consist of grammatical rules which explain the particularities of the structural pattern to be learned plus a series of drills from a mechanical level to a communicative level in order ，英语论文网站，英语毕业论文 |
