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gmethod is boring, in which all the grammatical rules are presented first and then exercises aregiven; for another, the teaching effect of the traditional grammar teaching cannot meet thelearners’ need of learning grammar to help them not only fully grasp the basic four skills ofEnglish learning together with translation, but also pass the exams such as TEM-4 ,TEM-8,TOFEL, and IELTS, etc.Therefore, grammar teaching has played an indispensible part in English LanguageTeaching (ELT). In the traditional teaching methods especially Grammar-Translation Method(GTM), grammar teaching has been a leading role and almost the whole part of foreignlanguage teaching. Until 1990s, some new grammar teaching concepts, which aim to raisestudents’ grammar consciousness, were put forward, such as Focus on Form instead of Focuson Forms, the combination of Explicit and Implicit Grammar Teaching, the integration of Staticand Dynamic Grammar Teaching, Context Grammar Teaching, etc. Until now, grammarteaching is still a heated topic in the language teaching field.A lot of researchers and practitioners have already done various studies on differentgrammar teaching methods such as deductive method, inductive method, cognitive method,task-based method, etc. This study attempts to study another different grammar teachingmethod, which is rarely studied in this field, to make grammar teaching methods more colorful.Owing to the above problems, this study tries to introduce ‘Content-Based Instruction(CBI)’ into grammar teaching class. Richards and Rodgers (2001: 204) define CBI as ‘anapproach to second language teaching in which teaching is organized around the content orinformation that students will acquire, rather than around a linguistic or other type of syllabus.’“CBI”, different from the traditional teaching method, is designed for the students to learn thelanguage through content, which takes students’ interests and needs into consideration. In CBI,learners are exposed to a considerable amount of language through motivating content. Theylearn interesting content and participate in proper language-dependant activities. Thus, learninglanguage becomes automatic. Besides, learners in CBI are taught useful language in relevantdiscourse contexts instead of being given isolated language fragments. Therefore, learnersmake greater connections with the language and their known knowledge. The students wellgrasp complex information which is delivered through real life context so that they areintrinsically motivated. In CBI, the teacher has greater flexibility to choose the learningmaterials and teaching approaches considering the interest and need of the students. Languageis not the aim of learning any more, but the tool of learning content, through which language islearned and improved. Richards & Rodgers (2001: 208) claim that ‘grammar can also bepresented through a content-based approach’. Thus, grammar can be learned through learningcontent, in which grammar learning is not boring any longer and grammar is not learned in anisolated way, for the authentic materials which are selected according to the students’ interestsand needs will promote the motivation and interest of the students’ grammar learning.

　　
　　1.2 Aims and significance of the study研究意义和目标
　　The present study is an empirical study, which aims to investigate the effect ofContent-Based Instruction (CBI) upon grammar teaching and learning. It is to test whether CBIis eff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。