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ance in English grammar learning.
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Chapter Two Literature Review

2.1 Research on Grammar Teaching Modes Abroad
Foreign scholars have made a lot of research on the function of grammar in theprocess of learning language, including grammar teaching and grammar learning,which has greatly accelerated the development of grammar teaching.There are some opposed voices on grammar teaching. Krashen(409-411) claimsthat the process of learning language is a national acquisition process, but not aconscious learning process and grammar teaching course can only offer somedeclarative knowledge related to grammar structure, but can not offer proceduralknowledge related to language application. The relevant explicit knowledge aboutlanguage structure and grammar rules can not be converted to implicit knowledgerelated to language understanding and language output, which is subconscious innature. Through research on the learning process of English morphemes by peoplewho take English as second language, Krashen(1981) and other scholars(Schwartz,1993; Zobl, 1995) found out that language learners who have a mother tongue ratherthan English have the same learning sequence as those whose mother language isEnglish. So it is natural for people to have a hypothesis that since mother tonguelearning has the same sequence with foreign language learning, and the former one isacquired not by grammar’s imparting and mastering, then the learning of a foreignlanguage should not be either.
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2.2 Research on Grammar Teaching Modes in ChinaIn the development of foreign language teaching, grammar teaching hasexperienced many changes, from the initial grammar translation method, directmethod, audio-visual method, cognitive method, communicative approach totask-based language teaching, etc. In junior high school English grammar teaching inChina, there are mainly two kinds of comparatively outstanding teaching methods:the traditional 3P teaching mode and the TBL teaching mode. Our domestic scholarshave also made some research on grammar teaching, which has provided certaintheoretical basis for its application in the foreign language teaching process. Thissection will have a review of grammar research development in our country and listsome main teaching modes in the foreign language teaching practice.
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Chapter Three Theoretical Framework..........23
3.1 Multimodal Discourse Analysis...............23
3.2 Theoretical Foundation of Multimodal Discourse Analysis.........24
Chapter Four Methodology....28
4.1 Research Questions..........28
4.2 Research Subjects.............28
4.3 Research Instruments.......29
4.4Experimental Procedure....29
4.4.1The Teaching in the Control Class.........30
4.4.2The teaching in the Experimental Class.............32
Chapter Five Results and Discussion.............36
5.1Data from the Questionnaire........36
5.2Data from the Pre-test......37
5.3Classroom Observation....38
5.4 Post-test...............39

Chapter Five Results and Discussion

In this chapter, results from the questionnaire, the pre-test, the post-test andclassroom observation will be presented and the data will be analyzed with the aimof answering the two research questions raised in the previous chapter.

5.1Data from the Questionnaire

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