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s’ interest in English grammar is improved greatly and their learning enthusiasm is also stimulated. 

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Conclusion 

In this chapter, the author summarizes the main research content and discusses the pedagogical implications. Also, some limitations of this research are demonstrated for further study. As  hinted  from  Chapter  4  and  Chapter  5,  it  is  obvious  that  after  a  month’s experimental  teaching,  the  EMS-Grammar  Teaching  Model  is  effective  to  students’ learning English.According  to  the  previous  internship  in  primary  schools  and  pre-questionnaire survey,  the  author  found  two  problems  of  students  in  using  language  as  follows: firstly, although the students have mastered a series of grammar rules and structures, they still cannot use them to express themselves appropriately and fluently whether in oral  English  or  in  written  English;  secondly,  the  majority  of  the  students  are  not interested in learning grammar because they think grammar is boring. Grammar is an indivisible  part  of  English  and  we  cannot  learn  English  well  without  learning grammar  well.  Such  situation  will  lead  to  the  ineffectiveness  of  the  students’  future English  learning  so  the  author  refers  to  literature  and  seeks  related  theories  to  solve these  questions.  The  theories  from  Cognitive  Linguistics  lay  a  deep  foundation  for this thesis. The author presents the literature reviews about Cognitive Linguistics and grammar  teaching  in  Chapter  two,  especially  some  important  theories  of  Cognitive Linguistics  such  as  the  experiential  view,  the  form  and  meaning  view  and  attention view. After studied intensively, the author proposed EMS-Grammar Teaching Model.
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