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Five dimensions of the current state of English tense learning in junior middleschool are primarily understood from two student questionnaires:namely,students’awareness of the importance of learning English tenses,teachers’satisfaction with theways of teaching English tenses,problems in the process of learning tenses,what todo when encountering problems,and awareness of Three-dimensional GrammarTheory.In this part,the two questionnaires are put together for comparative analysis.

4.1.1 Pre-questionnaire

（1）Reliability and validity of the pre-questionnaire(see Appendix III)

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After analyzing the specific data of the pre-questionnaire,we can find thereliability and validity of the questionnaire meet the requirements of questionnairedesign.From Table 4-1,the alpha reliability is 0.819,which indicates there is a highinternal consistency between questionnaire items.

CHAPTER FIVE CONCLUSION

5.1 Major Findings

Through applying Three-dimensional Grammar Theory,we can find thatteaching method and teaching style play an important role in English tense teaching inmiddle school.Effective teaching methods can help students develop a passion forlearning tenses as well as educate them how to apply their acquired skills inreal-world contexts.At the same time,students can understand that it is systematicand principled to learn tenses.So we can get some new research findings in this paper.

First,the application of Three-dimensional Grammar Theory to English tenseteaching in the middle can improve students’English tense scores.Before theexperiment,the author tested the tense knowledge of the two classes of students,andfound that there was no great difference in the tense scores of the two classes ofstudents.The author conducted a post-test on the tense scores of the two classes afterparticipants completed the past continuous and present perfect courses.In addition,those in the lowest and medium levels improved the most.There was a noticeabledifference between the two classes,and the control class’s performance was notsignificantly improved.And through the results of the later questionnaire andinterview,it can be seen that most students believe that their tense scores haveimproved.It can be seen that English tense teaching based on the Three-dimensionalGrammar Theory can improve the students’English tense scores.

Second,the application of Three-dimensional Grammar Theory to the teachingof English tenses in middle school can enhance students’interest in learning Englishtenses.Through interviews,the author learned that the application ofThree-dimensional Grammar Theory to teaching as a new teaching method makes students feel novel and interested.The three-stage teaching process of form,meaningand use has greatly stimulated students’enthusiasm for participation,and to a certainextent,it has also helped students to think more deeply,and is also conducive tostudents’understanding and memory of English tenses,and stimulates students toparticipate in the classroom positively.The author discovered through thepost-experiment questionnaire that the students were interested in the teaching method本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。