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for instance,like the inductive approach，graphical method，game method，situational method and soon are merely applied by a few teachers as optional methods if time permits. The class isteacher-centered because teachers play the role of controllers and organizers. In general,teachers like presenting and elaborating on grammatical rules，providing students withsentence examples which are away from the context . After that , they like demandingstudents to finish some exercises in order to help them keep firmly the grammarknowledge in mind；in other words, language forms are put over-emphasis while themeaning and use of language are always neglected. This will lead to the fact that thelearners are able to produce correct forms in exercises and tests，but make errors in theiroral English. The exercises such as translation, multiple choices，and so on are assigned aswell to consolidate the learning of grammatical forms. Explanations on grammar pointsand the checking of answers to exercises nearly takes up all the time in a period of class.

Secondly, a half of students have a neutral attitude to teaching methods used by theirteachers; but over one third of students believe that they distaste teachers' teaching method.A majority of students mention that their teachers put over emphasis on grammaticalforms and use the same method in class every time, which cannot caters to the needs of allstudents．Most students have the view that they like graphical method and in-classcompetition better and they hope that teachers could adopt diverse teaching methods tocater to students of different language levels.

The atmosphere of classroom is quite dull when traditional grammar teachingmethods like grammar translation are used. Students just keep listening and taking downwhat teachers present on blackboard while some don't even say a word in whole period.The interaction between teachers and students are seldom seen in class and students seemto be bored and more inactive in grammar lesson in comparison with other lessons due tothe fact that they have fewer opportunities to practice oral English and communicate withother students. Less than one fifth of students believe that they do well in grammarlearning. The class atmosphere will be relatively more lively and pleasant if teachers makeup for teaching with some other methods such as graphical method and in the form ofcompetition.

Thirdly, teachers insist that they value the significance of grammar for they believegrammar is a basic element for the acquisition of the other language skills like reading andwriting and a couple of the interviewed teachers assume grammar is simply equivalent togrammatical rules. A great number of teachers are fond of traditional Grammar TranslationMethod and look down on other teaching methods that are considers as a waste of timewhile adopted. Nevertheless, a great many teachers pointed out that grammar lessons willbe more pleasant and fascinating and students' capability of using language will becultivated if a variety of methods are implemented in class. However, they expressed thatthey can not manage to apply diversified teaching methods due to a lack of a goodknowledge of related teaching theories.

References
[1] Diane Larsen-Freeman Teaching www.51lunwen.org/englishlinguistics/ Language From Grammar to Grammaring. ForeignLanguage Teaching and Research Press, 2005
[2] Ellis,R.SLA Rese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。