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ization of those rules. However, some deep factors concerned about the learning of inversion, such as its formation and the functions, are hardly taken into consideration in this kind of teaching. And when it comes to the effects of teaching, most of the teacher said that students can roughly understand the grammatical rules of English inversion through this kind of teaching, but it is hard for them to understand the meaning of inverted structure and correctly put it into practice. 

Chapter Five  Conclusion

The present study aims to find out how to implement FGT in the teaching of English inversion and its effectiveness in improving students’ understanding of inverted structure. After two-month research and experiment, several major findings can be concluded in the following part. 

First of all, according to the data of the interview before the teaching experiment, there are some problems in the present English inversion teaching and learning in senior high school. Most of the first-line teachers are used to applying the traditional inversion teaching which places a lot emphasis on the rules of English inversion. Besides, the present teaching generally lacks a systematic interpretation of English inversion, so that students cannot fully understand the meaning and functions of English inversion. What’s more, the teaching activities in the English inversion teaching are lacking in variety and specificity, which makes students less interested in the learning of English inversion. Therefore, some improvements are still needed in the current inversion teaching. 

In the second place, teaching inversion based on the FGT is proved to be feasible in the experimental class. And by reviewing the previous literature and conducting the real teaching practice, the author concluded several FGT based suggestions for English inversion teaching. Firstly, teacher can interpret English inversion with FGT to help students understand the underlying meaning of it. Secondly, teacher can try to associate grammatical points of inversion with FGT so that the language points of English inversion will be more systematic. Thirdly, teacher could teach English inversion within the context so students can get the semantic meaning of English inversion. At last, teacher could design specific inversion teaching activities in their teaching. These suggestions, along with the design sample teaching, can give some inspirations for future English inversion teaching. 

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