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The history of Foreign Language Teaching in China presents the fluctuantprocess of grammar teaching. From 1949 to 1980s, Grammar Translation Method hasbeen used as a dominant way of grammar teaching, which is characterized byfocusing on grammatical rules, memorizing vocabulary, translating disconnectedsentences from the target language into the mother tongue (Brown, 1994). However,with different teaching pedagogies which are based on second language acquisitionapproaches being introduced, the role of grammar teaching has been weakened inEnglish language teaching. In 1987, the Ministry of Education in China stated that theEnglish teaching of that time emphasized language knowledge and neglectedlanguage skills, so it should be changed. From then on, with the development of thecommunicative method, the ability of language application has been emphasized,while the teaching where grammar is central to all the teaching has been criticized upto now (Zhang Zhengdong, 2001). Since then, educators have been making efforts toexplore teaching methods suitable for our country.In 1987, the question whether grammar should be taught or not seemed to bemore contrastive than ever before. Hu Zhuanglin (2002) has made a contrastive studyof grammar teaching between abroad and in our country. He holds that although somewestern professors had taken a wrong path in foreign language teaching, theygradually acknowledged that grammar teaching deserves revaluation andreconsideration from us. In the view of this phenomenon, professor Hu concludesclearly that grammar teaching is by no doubt necessary and that what matters is tocompile an attractive and readable grammar book for learners.
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2.2 Teaching Pedagogies Concerning about Grammar Teaching
In terms of English teaching methodology, there appear a number of Englishteaching approaches and methods in the historical development of English teaching.They hold their teaching philosophy respectively and hold different attitudes towardthe status and significance of grammar teaching in foreign language teaching. On thewhole, the grammar-translation method, audiolingualism and cognitive approach layemphasis on grammar teaching and tend to instruct the learners to master the basicstructural rules of language. On the contrary, grammar teaching is neglected in directapproach, affective-humanistic approach and communicative approach, which allmaintain that language can be acquired without the learning of grammatical rules andthat this acquisition happens naturally. According to Murcia (2001: 5-9) and XiaoLiquan (2006: 3-7), in the following the characteristics and the attitudes towardgrammar teaching of these widespread approaches will be presented.
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Chapter 3 Theoretical Foundations ..... 14
3.1 Peer-Assisted Learning ....... 14
3.1.1 The Definition of Peer-Assisted Learning.....
.1.2 Elements of Peer-Assisted Learning...... 15
3.2 Theoretical Bases of Peer-Assisted Learning...... 16
3.3 Recent Research on Peer-Assisted Learning....... 20
3.4 Relationship of Peer-Assisted Learning and English...... 21
Chapter 4 Research Methodology .... 23
4.1 Research Objective...... 23
4.2 Research Subjects.... 23
4.3 Materials...... 24
4.4 Instruments ...... 24
4.5 Research Procedures ....... 27
4.6 A Sample Lesson..... 30
4.7 Data Collection.... 34
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