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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,  2001; 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 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。