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本文是一篇英语语法论文，笔者认为思维导图作为一种图形工具，可以提高学生的语法成绩，激发学生的兴趣，培养学生积极的学习态度。此外，由于这些理想的功能和优点，思维导图在学生中越来越受欢迎。
Chapter One Literature review

1.1 Definitions of grammar and mind map

1.1.1 The definition of grammar

Many scholars gave their definitions on the English grammar. Young believed that grammar was the systematic rules that make up a language （Young, 1984）. Zhang emphasized that grammar was the rules for the organization of a language, which gave structures to the language (Zhang, 1983). Harmer argued that grammar was the change of words and the way words form sentences, including morphology and syntax (Harmer, 1987). Widdowson pointed out that grammar was the rules for language use (Widdowson, 1999). Zhang agreed that grammar was a science that focuses on morphological changes and sentence structures (Zhang, 2002). Dai said that grammar was the general description of the rules and irregularities of a language (Dai, 2005). 

In a word, grammar was the rules for the construction and changes of words and sentences, which provided structures for language study and use.

However, Larsen Freeman regarded grammar as a dynamic process, instead of static rules (Larsen Freeman, 2005). He maintained that grammar was the fifth language skill, which possessed the equal importance and value as listening, speaking, reading as well as writing skills. The aim of grammar teaching was to cultivate students’ ability to fully comprehend and more significantly, to use accurate and meaningful grammar structures in certain situations. In this sense, he argued that grammar consisted of three elements, namely form, meaning and functions. Similarly, Hu thought that grammar, as a dynamic process, was the combination of form, meaning and usage (Hu, 2000).

1.2 Relevant researches on grammar teaching

1.2.1 Relevant researches on grammar teaching abroad

The debate over whether grammar should be taught has sparked all the more furious arguments among different scholars abroad. In fact, the debate was represented by Krashen’s distinction between conscious learning and unconscious acquisition of language (Krashen, 1981). It was claimed that language should be acquired through natural exposure rather than formal instruction. Therefore, formal instruction should be totally forbidden. Similarly, Dulay & Burt studied how native Chinese and Spanish-speaking children acquired the acquisition sequences of 11 English grammar points and found out that speakers of different first languages learnt English morphemes in an amazingly similar order (Dulay & Burt, 1974). This study contributed a lot to the strong support for the existence of universal child language learning strategies. Hence, if L1 learners did not require formal instruction to learn languages, neither should L2 learners. In addition, the same evidence could be available in the context of Universal Grammar. Schwartz argued that if UG was accessible to L2 learners, then L2 learning also occurred mainly through the interaction of UG principles (Schwartz, 1993). Besides, Chomsky viewed language as a generative process existing innately in human brain and argued for the significance of universal grammar (Chomsky, 1957). In summary, formal instruction to learn English grammar was seen to be unnecessary. 

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