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er the two classes are different in the grammatical competence.As is shown in table 5.1, the control class’s mean score in the pre-test is 58.03, and the experimentalclass’ is 58.33. As can be seen from the table5.2, in the Levene’s Test for Equality of Variances, F=1.582,p=0.221, which means the two classes nearly have equal variances, therefore, we have to see the data in thecolumn of Equal variances assumed, that is, t=-.120, df=122, p=0.904>0.05, which means that the twoclasses do not have a clear difference in grammar level before this study. And it also testifies that the twoclasses chosen to be parallel classes is feasible. Therefore, the study can truly begin with the students in theclasses being subjects.

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Conclusion

This research, through the analyses of grammar teaching and related theories about task-basedapproach, used the teaching experiment research and questionnaire to verify the effectiveness of task-basedapproach in English grammar teaching. Based on the data of the tests and questionnaire, the major findingscould be summarized as follows:First, compared with the traditional 3p approach, the task-based approach was more effective inimproving students’ grammatical level, which could be seen from the results before and after the test. Theaverage score of the experiment class was better that that of the control class.Second, it could be seen from the results of the questionnaire that students liked to learn grammar in away of group activities, and task-based approach just provided such opportunities for them, therefore,students’ enthusiasm of taking part in the classroom activities increased. In the process of task-basedgrammar teaching, students could discuss with each other and get the timely help from other groupmembers and then expressed themselves.Third, task-based approach provided a new way of teaching grammar, and in this process studentscould conclude the grammatical rules through their observation, and this could make students have a deepimpression on the new grammar item.In conclusion, the findings showed that task-based grammar teaching was more effective comparedwith the traditional PPP approach. The task-based approach could make students increase their interest andmotivation in grammar teaching.
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