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was originally introduced by Lambert and Tueker’s“immersion programme”in Montreal,Canada in 1960s.In this experiment,the mainteaching language was the foreign language.Students spend more than half of their time inschool immersed in a second-language environment,which means creating a foreignlanguage environment for students.Teachers teach in a second language,including languagecourses and specialized courses.Met(1999)suggested that the immersion programmefocuses on learning the language and understanding its cultural background and other subjectexpertise.By the 1980s,the CBI concept had been adopted into language teaching in manywestern countries.Since then,the research on CBI by educators has gone through roughlythree phases:theoretical phase,practical phase,as well as theoretical-practical phase.

In the theoretical phase of CBI,Widdowson(1978)indicated that language and contentshould be integrated into the teaching process in order to acquire language knowledge andacquire comprehensive English language skills in an authentic language environment.Hebelieved that the CBI combined language knowledge with the student’s own life experience,and guided the student to learn language knowledge in the real language environment.It alsoaimed to acquire English comprehensive language ability,that is to say“learning bydoing”.In the 1980s,the teaching concept of CBI was adopted in language teaching in manywestern countries,and since then,In the field of education,CBI has gained wide attention inWestern countries.

2.2 Grammar Teaching Abroad and at Home

Murcia(1991)defined that learning activity that emphasizes the form of the language isa grammar teaching.However,the definition of grammar has been changing over time associety has evolved.In short,grammar teaching is the process of acquiring a scientificunderstanding of language and improving their ability to understand and use it.Englishgrammar is an indispensable part of English,and good knowledge of grammar will be ofgreat help to the learning of English as a whole.Therefore,it is important to teach Englishgrammar.Thornbury(1999)reviewed on the history of foreign language teaching and foundit was easy to see that foreign language teaching has always developed from two differentpoints of view:pro-grammar teaching and anti-grammar teaching.Thus,research intogrammar teaching has a long history,both at home and abroad.

2.2.1 Researches on Grammar Teaching Abroad

Several influential foreign language teaching schools have been established at differenttimes,which can be summarized in the following six schools:grammar-translation method,direct method,audio-lingual method,cognitive method,communicative method,and naturalmethod.The above six teaching schools can be divided into two aspects,pro-grammar andanti-grammar,which are described in detail below.

Scholars in favor of grammar teaching advocate treating linguistic forms as the focus ofgrammar teaching,with the following main teaching methods:grammar-translation method,audio-lingual method and cognitive method.

Chapter 3 Theoretical Framework ...................... 21

3.1 Input Hypothesis .................................. 21

3.2 Output Hypothesis ............................. 22

Chapter 4 Research Design ............................. 24

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