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e possible interpretation for these differences.3) emphasize on the classification and analysis of errors committed on the SM,with the purpose to help the SLLs to find out the problems in the acquisitionprocess and to analyze the possible causes for the errors, which may beexpected that the findings will be illustrative and contributory to the learningand teaching in China.4) discuss on the countermeasures of learning and teaching of SM for ChineseEFL learners.In the second part of the thesis the author put forward her countermeasures forChinese EFL learners to overcome the obstacle in the use of the SM---Task-basedLanguage Teaching Approach. And on the basis of the analysis of the previoustradition grammatical teaching methods, (i.e. the Grammar Translation Method, theDirect Method, the Audio-lingual Method and the Communicative Language TeachingMethod), and with the help of a four-semester lasting teaching experiment, in whichthe TBLTA was applied to the Tested Group while the traditional PPP (presentation,practice, production) teaching methods was applied to the Reference Group, theauthor testified the effectiveness of the TBLTA in the instruction of the English SM.The results from such a long time teaching experiment indicated that the TBLTA wasquite effective in terms of the instruction of the English SM.

1.3 Research Motivations研究方向

The following considerations are the very basic motivations for the research:First, language researchers and teachers attach more and more importance to thelearner language. In 1972, Selinker coined the term “interlanguage” to refer to theunique linguistic system that is somewhere between the learner’s first language (L1)cannot be denied that there have been few researches that have explored whether andhow the TBLTA is of great significance to the development of L2 grammar. Actually,it is a rather slow process to acquire the rules of grammatical items involvingopportunities to use it over some time. Such researches are time-consuming and hardto carry out not simply because of the difficulty in controlling the variables that mayinfluence the acquisition, but the close relationship between the experimental studyand the pedagogy. Today it is not a surprise to notice that the researchers are interestedin the relationship between the TBLTA and the grammar learning. Such time-consuming experiment research can make it possible to test whether the TBLTA iseffective concerning the application of teaching a particular grammatical item and towhat extent the learners can get benefits. In addition, we can also discover thatlearners can get much meaningful language input and opportunity to be truly andauthentically involved in the target language to solve real life problems by completinga task.Krashen(1994) claims that it is vital for learners to be exposed to as muchmeaningful language input as possible. The learners can enjoy the communication andvarious skills and vocabulary will be exploited to perform different asks, during whichthe learners’ interests and confidence have been aroused and some introvert learnersalso have the opportunity and courage to speak before the whole class. At present, theimplementation of TBLTA agrees with the essence of the overall reform in curriculumand syllabus design undertaking in China. According to the above analysis, theconclusion can be drawn that the present study is strong enough to prove two points:first, in terms of tasks, the ped本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。