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4.2 Research Subjects ......................... 24

Chapter 5 Data Analysis and Discussion ......................... 34

5.1 The Results and Analysis of Tests .............................. 34

5.1.1 The Comparison of Pre-test and Post-test in Controlled Class .. 34

5.1.2 The Comparison of Pre-test and Post-test in Experimental Class ................................. 35

Chapter 5 Data Analysis and Discussion

5.1 The Results and Analysis of Tests

5.1.1 The Comparison of Pre-test and Post-test in Controlled Class

Table 5.1.1 compares statistics between the pre-test and the post-test in controlled class(CC).The mean score of the pre-test of controlled class is 60.93,while the mean score of thepost-test is 63.27,which indicates that there is no big difference between the mean scores ofthe pre-test and post-test of CC.

The results of Table 5.1.2 show that for the controlled class,Sig.(2-tailed)=0.375>0.05(P>0.05),which indicates that there is no obvious difference among the scores of pre-testand post-test in CC.It is therefore possible to conclude that there is no obvious improvementin grammar in CC after 4 months of study.

Chapter 6 Conclusion

6.1 Major Findings of the Research

In this study,the CBI model was applied to the English grammar teaching of Grade 8 injunior high school.Through the analysis of the English grammar tests and pre-and post-questionnaire,the study proved that the CBI model can better improve the comprehensiveEnglish application ability and English grammar performance of junior high school studentscompared with the traditional-grammar teaching method.Based on the experimental results,the present study has reached the following conclusions:

Firstly,this study applies CBI to the process of teaching English in junior high school,based on the“6T”approach proposed by Stroller and Grabe in 1997,which has beenadopted by a large number of researchers.The specific processes are the following:1)theteacher introduces the interesting topics in grammar teaching.2)the teacher provides a largeamount of contextual materials.3)the students find the grammar points in them.4)Throughvarious classroom activities designed by the teacher,students are able to communicate theiroutput and improve their understanding of the grammar points.The results of this studyindicate that CBI can promote the diversity of students’grammar use and improve theirgrammatical performance after its application in English grammar teaching in junior highschool.Therefore,CBI could be combined with English grammar teaching in the futureteaching process.

Secondly,the CBI model is helpful in improving the interest of junior high schoolstudents in English grammar learning.After a semester of training,students began todevelop an interest in grammar learning.Students believe that grammar is no longerboring.Grammar helps students use more standardized and authentic language incommunication,and they are more likely to apply the grammar they have learned tocommunicate and share topics that interest them.

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