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Chapter 1 Statement of the Problem and Structure of the Book1

1.1 Statement of the Problem1

1.2 The Format of the Book5

Chapter 2 Inadequacies of EFL Input in Guizhou China:Historical and Political Aspects8

2.1 Guizhou:A Multiethnic and Multilingual Province in China8

2.2 Guizhou University11

2.3 An Inspiration from the Ethnic Minority Students'Learning of L2:Chinese12

2.4 Disadvantages for English Teaching Compared with Chinese Teaching14

2.5 TEFL in China17

2.5.1 The Start of TEFL in China:Prior to 190218

2.5.2 Turning from the Japanese to the Western Model:1902-194920

2.5.3 The Early Development of TEFL in New China:1949-196622

2.5.4 A Decade of Great Disaster during the Cultural Revolution:1966-197626

2.5.5 A Renaissance for TEFL in China:from 1976 to the Present27

2.6 TEFL in Guizhou29

2.7 A Critique of Coursebooks for English Majors in Guizhou University33

2.7.1 Theoretical Inadequacy in Methodological Orientation34

2.7.2 A Shifting from Politicisation to Westernisation37

2.7.3 An Examination of Linguistic Input from Textbooks40

2.8 The Research Questions47

Chapter 3 EFL Input:Form-Focused,Meaning-Focused and Cultural49

SECTION 1 INPUT AND INTERACTION49

3.1 Input and Interaction in Children's L1 Learning49

3.2 Studies of the Role of Input and Interaction in SLA51

3.3 The Conversion of Input into Intake55

3.3.1 A Theoretical Review:Gass,Mac Whinney and Chaudron56

3.3.2 Quantity and Quality of Input:Enhancing the Conversion into Intake61

3.4 The Limitations of Anglophone Input in the Chinese Social Setting62

Summary64

SECTION 2 FORM-FOCUSED VERSUS MEANING-FOCUSED INPUT65

3.5 The Emergence of Study on Classroom L2 Acquisition:A General Review65

3.5.1 Some Differences between the Form-focused and the Meaning-focused Approaches69

3.5.2 The Meaning-based Approach:the Natural Method71

3.5.2.1 The Rationale for the Natural Method72

3.5.3 Grammar--a Burden or an Aid in SLA?74

3.5.3.1 The Naturalistic View of Grammar76

3.5.4 Is Learning/Acquisition Conversion Possible?80

3.5.5 Integrating Form-focused Instruction and Meaning-based Practice82

Summary87

SECTION 3 THE CULTURAL DIMENSION88

3.6 The Meaning of Culture88

3.6.1 Signs and Sense89

3.6.2 Cultural Difference91

3.6.3 Intracultural and Intercultural Discourse92

3.6.4 On Intercultural Communicative Ability93

3.6.5 TESOL Culture94

3.7 Language and Literature95

3.7.1 Language in Literature97

3.7.2 Language Competence and Literary Competence98

3.7.3 The Status of Literature in EFL99

3.7.4 The Developmental Cognitive Stages in Literary Appreciation100

Summary101

Chapter 4 Objectives and Design of the Study102

4.1 Research Aims and Objectives102

4.2 The Structure of the Research Project103

(Visual Presentation of the Experimental Design)104

4.3 Investigating the Effect of the Methodological Input:Study 1105

4.3.1 Rationale for the Design of the Experiment in Phase Ⅰ，Study 1106

4.3.2 Subjects107

4.3.3 Materials107

4.3.4 Method108

4.4 Investigating the Effect of Semantic Input:Study 2110

4.4.1 Investigating the Effect of Anglo-American Literary Input on English Majors in SLA:Section 1111

4.4.1.1 Subjects111

4.4.1.2 Method111

4.5 Exploring the Comprehensibility and Applicability of Linguistic Input:Section 2112

4.5.1 Subjects for Item 1113

4.5.2 Method for Item 1113

4.5.3 Subjects for Items 2-4114

4.5.4 Method for Item 2(Sentence Reading)115

4.5.5 Method for Item 3(Passage Reading)116

4.5.6 Method for Item 4(One-Week Memory Testing)117

PHASE Ⅱ119

4.6 Testing the Generalisability of the Research Findings in Phase Ⅰ119

4.6.1 The Scale of the Quasi-experimentation120

4.7 Testing the Generalisability of the Combined Approach:Part 1120

4.7.1 Subjects120

4.7.2 Method120

4.8 Testing the Practicability of Home Cultural Input in Formal Teaching:Part 2121

4.8.1 Subjects and Teaching Material121

4.8.2 Teaching Methodology and Testing122

4.9 Timescale of Implementation122

Chapter 5 Investigating the Effects of Methodological Input on Students'English Acquisition:Phase Ⅰ，Study1124

5.1 Making a Start:the Pilot Study124

5.1.1 Organising Groups for the Pilot Study125

5.1.1.1 The Method of Grouping125

5.1.1.2 The Results of Grouping126

5.1.2 The First Class for Each Group127

5.1.2.1 Method for Group A128

5.1.2.2 Method for Group B129

5.1.2.3 Method for Group C131

5.1.3 Student Feedback on the Methodology(Pilot)132

5.1.4 Some Modifications of Teaching Materials and Time Arrangement137

5.1.5 The Second Class for Each Group137

5.2 The Main Study138

5.2.1 The Student Attendance139

5.2.2 The Reviewing Class140

5.2.3 Some Modifications of the Methodology140

5.3 Data Collection141

5.3.1 The Transformation of the Raw Scores143

5.3.2 Data Processing144

5.4 The Presentation of the Experiment Results144

5.4.1 Results of Linguistic Exercises145

5.4.1.1 Syntactic Structure148

5.4.1.2 New Phrases149

5.4.1.3 Reading Comprehension151

5.4.2 Written Production Results153

5.4.3 Oral Production Results158

5.4.4 Student Views of the Experiment161

5.4.4.1 Subjects in Group A161

5.4.4.2 Students in Group B163

5.4.4.3 Students in Group C166

5.5 Analysis and Discussion167

5.5.1 The Interrelationship between Teaching and Learning167

5.5.2 Can Students Raise Their Own Linguistic Consciousness in Class without Instruction?169

5.5.3 An Evaluation of the Role of Grammar173

5.5.4 The Strengths of the Combined Approach176

5.6 Conclusion178

Chapter 6 Investigating the Effects of Semantic Input on EFL Students in SLA:Phase Ⅰ，Study2179

6.1 Introduction179

6.2 Investigating the Effect of Anglo-American Literary Reading on the English Majors in SLA(Section 1)180

6.2.1 The Preparation for the Test and Data Collection180

6.2.2 Data Processing182

6.2.3 The Presentation of the Research Results182

6.2.3.1 The Result of Vocabulary Exercises183

6.2.3.2 The Result of Sentence Comprehension184

6.2.3.3 The Result of Paragraph Comprehension185

6.2.4 The Qualitative Data from Group Interview186

6.2.4.1 The Obstacles to Be Surmounted187

6.2.4.2 Rewards of Perseverance188

6.2.4.3 The Effects of Anglophone Input on Linguistic Skills190

6.2.5 Analysis and Discussion191

6.2.5.1 On the Result of Vocabulary and Expressions192

6.2.5.2 On the Result of Sentence Reading193

6.2.5.3 On the Result of Paragraph Reading195

6.2.6 Conclusion197

6.3 Evaluating the Comprehensibility and Applicability of Linguistic Input:Section 2197

6.3.1 Students'Performance in the Selection of Words for Learning:Item 1199

6.3.1.1 Data Collection200

6.3.1.2 The Presentation of the Result of Item 1200

6.3.2 Exploring the Effect of Linguistic Input on Learners' Receptivity and Productivity:Items 2-4205

6.3.2.1 The Pilot Study206

6.3.2.1.1 The Consultation with the Teachers Concerned206

6.3.2.1.2 The Implementation of the Pilot Test207

6.3.2.2 The Main Study for Items 2-4:Data Collection210

6.3.2.3 Data Processing211

6.3.2.4 The Presentation of the Results of the Serial Testing211

6.3.2.4.1 The Test Result of Item 2(Sentence Reading)211

6.3.2.4.2 The Test Result of Item 3(Passage Reading)216

6.3.2.4.3 The Test Result of Item 4(One-Week Memory Testing)223

6.3.3 Analysis and Discussion227

6.3.3.1 The Value of Input:Comprehensibility and Applicability227

6.3.3.2 Appropriate Linguistic Input for Successful L2 Learning230

6.3.3.3 Task Complexity and Learners'Internal SLA Development233

6.3.3.4 Stimulating the Working Mechanism for L2 Productivity235

6.3.4 Conclusion238

Chapter 7 Testing the Generalisability of the Findings in Phase Ⅰ：Phase Ⅱ240

7.1 The Purpose of Phase Ⅱ240

7.2 The Scheme for Phase Ⅱ240

7.3 Setting up the Teacher Training for Phase Ⅱ，Part 1241

7.3.1 The Briefing Meeting242

7.3.2 The Training of the Teachers243

7.3.2.1 The First Tuition243

7.3.2.1.1 Basic Principles for Teaching243

7.3.2.1.2 Teaching Methodology244

7.4 Instruments for Obtaining Data from the Students245

7.4.1 The Written Tests245

7.4.2 The Oral Tests246

7.4.3 The Questionnaire246

7.4.4 Group Interview247

7.5 Instruments for Obtaining Data from the Teachers248

7.5.1 Individual Interview with the Teachers248

7.5.2 The Submission of a Work Report249

7.5.3 Sitting in on the Class249

7.6 Data Processing251

7.7 The Presentation of the Students'Test Results(Part 1)252

7.7.1 The Written Tests252

7.7.1.1 The Results of Language Exercises253

7.7.1.2 The Results of the Written Production256

7.7.2 The Oral Production260

7.8 The Result of the General Survey(Part 1)264

7.8.1 A Comparison of English Skills before and after the Experimentation264

7.8.1.1 Listening Ability264

7.8.1.2 Speaking Ability266

7.8.1.3 Reading Ability268

7.8.1.4 Writing Ability269

7.8.2 Students'Self-Evaluation of Their Improvement271

7.9 The Result of Group Interview with the Students(Part 1)273

7.9.1 English Learning in the Middle School273

7.9.2 English Learning in the University274

7.9.3 The Real Obstacle in Learning:Mental Translation275

7.9.4 Improvement after Three Months277

7.9.5 The Role of Grammar277

7.9.6 Students'Self-Evaluation278

7.10 The Teachers'View(Part 1)278

7.10.1 The Quantitative Data from the First Three Items279

7.10.2 The Qualitative Data from the Teachers280

7.10.2.1 The Problems Observed by the Teachers282

7.10.2.2 Teachers'Proposals283

7.11 Testing Generalisability of Home Cultural Input:Phase Ⅱ，Part 2284

7.11.1 Data Collection284

7.11.2 The Oral Test Result of…English for Tourists Guides…(Part 2)285

7.11.3 Students'Views on Home Cultural Input287

7.12 Analysis and Discussion289

7.12.1 The Concurrence between Teaching Methodology and Linguistic Input290

7.12.2 Cultivating Learners'Ability for Comprehension and Application292

7.13 Conclusion294

Chapter 8 Conclusions295

APPENDIX 1:Reading Passages and Test Papers for Phase Ⅰ，Study1300

（1）Pilot Study 1:The Indian Tiger300

Test Paper for Pilot Study 1300

（2）Pilot Study 2:The Most Important Thing in Life302

Test Paper for Pilot Study 2303

（3）Unit 1:Standing up for Yourself（Ⅰ）304

Test Paper for Unit 1305

（4）Unit 2:Standing up for Yourself（Ⅱ）306

Test Paper for Unit 2307

（5）Unit 3:Girl Dancing308

Test Paper for Unit 3309

（6）Unit 4:A Different Kind of Heroism310

Test Paper for Unit 4311

（7）Unit 5:The Best Advice I've Ever Had312

Test Paper for Unit 5314

（8）Unit 6:Remembering my Grandparents315

Test Paper for Unit 6316

（9）Unit 7:Learning by Doing317

Test Paper for Unit 7318

（10）Unit 8:Transportation and Public Transportation320

Test Paper for Unit 8321

（11）Unit 9:On Visiting a Bookshop323

Test Paper for Unit 9325

（12）Unit 10:Mind Your Manners327

Test Paper for Unit 10328

APPENDIX 2:Reading Materials and Test Papers for Phase Ⅰ，Study2331

（1）The Anglo-American Literature Test331

（2）Test for Item 1:Vocabulary Test333

（3）Test for Item 2:Sentence Reading334

（4）Test for Item 3:Passage Reading335

（5）Test for Item 4:One-Week Memory Comparison338

APPENDIX 3:Test Papers for Phase Ⅱ，Part1343

Test 1343

Test 2344

BIBLIOGRAPHY346