本文是一篇初中英语教学论文，本文采用初中英语语法知识与输出驱动假说相结合的教学方法进行实验研究，验证输出驱动假说对初中英语语法学习的有效性。通过对两个班的问卷调查结果和试卷成绩的科学分析，可以看出输出驱动假设与初中英语语法相结合的教学模式对提高学生的语法学习兴趣有很好的效果，帮助学生系统地掌握语法知识，提高语法学习成绩。
Chapter One Introduction
1.1 Research Background
Grammar is the necessary tool for mastering the contents of English-relatedknowledge. Words form sentence, and sentence forms text. This approach, which canbe called syntax, is a rule that summarizes and generalizes the rules that the languagehas in its application. By studying grammar, learners can acquire language’s theinternal structure rules. However, English learning’s ultimate goal is to know how touse and apply language and master language skill, not only to study grammar.
In terms of developing language usage, grammar learning is a vital point.According to Wilkins, grammar’s position is in the center of language learning andgrammar’s function is to express one’s feeling. So, it can be seen that the languagecan be divided into individual language units, which also facilitates students to mastersome relatively basic grammatical rules, students can master the way of languageformation more quickly, improve students’deep understanding of language, and makeEnglish learning easier on the basis of correct understanding.
In English teaching, regarding English grammar as a significant link, onlystudents own a good command of English grammar knowledge, they can use Englishflexibly, so as to write more beautiful articles. The function of English grammar classis to assist and advice students to concentrate on how to understand and master thekey points and difficult points of English grammar. So they can gradually raise theircompetence in using and applying grammar. And let the process of using grammarmore easily and correctly.
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1.2 Significance and Purpose of the Research
This study provides a new reference for grammar teaching, enriches the researchdirection of grammar teaching methods, and promotes the development of grammarteaching. Research can also help students understand the concept of grammar,increase their enthusiasm for grammar learning, improve classroom learningefficiency, and have a deeper understanding and grasp of grammar. Therefore, theresearch has both theoretical and practical significance.
Having consulted and studied a series of documents of output-driven hypothesisand grammar teaching, the author finds a very obviously problem that a majority ofresearch don’t balance between the theoretical aspects and practical application.Nowadays, “emphasizing theory over practice” is a common phenomenon. The resultis that can lead to some studies lacking the support of practice, just like being anarmchair strategist. So, combining the new method of output-driven hypothesis withEnglish grammar teaching must be analyzed both theoretically and practically.
(1) Theoretical significance
There is a fact that Swain’s Output Hypothesis and Krashen’s Input Hypothesisare both famous. However, a single “input” or “output” can not meet the needs ofteaching, and even the order of input and output will have an impact on the effect ofteaching. Therefore, in order to increase learners’ level, scholars should apply thetheory of input and output together. A successful foreign language teacher or learnermust be one who can not only acquire abundant language knowledge fromcomprehensible input, but also internalize the knowledge and apply it to languageapplication practice.
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Chapter Two Literature Review
2.1 Research on Grammar Teaching
There are 23 grammar items listed in the “English Curriculum Standards”(experimental draft) formulated by the Ministry of Education in 2001, most of whichare concentrated in junior high school (He Yutao 2007). If the grammar knowledgefoundation in junior high school is not solid, it is bound to affect the further study oflanguage knowledge. Without solid language knowledge, it is impossible to developgood language skills. And language knowledge and language skills are
