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pter 5 Results and Discussion .... 36
5.1 Change of Students’ Attitudes towards Grammar Learning ....... 36
5.1.1 Students’ Attitudes before the Experiment.... 37
5.1.2 Students’ Attitudes after the Experiment....... 40
5.2 Change of Students’ Grammar Achievements .... 47
5.3 Change of Students’ Ability of Grammar Use .... 49

Chapter 5 Results and Discussion

5.1 Change of Students’ Attitudes towards Grammar Learning
In this part, the author will present the change of students’ attitudes towardsgrammar learning through the data analysis of pre- and post-questionnaires, and theanalysis of interview. The change of students’ attitudes towards grammar learning isreflected in the following aspects: students’ attitudes towards English grammarlearning, students’ feedback on grammar teaching, students’ cooperative learning withothers and autonomous learning behaviour. Analysis of the first two aspects candirectly reflect the change of students’ attitudes towards grammar learning. Analysisof the last two aspects, which are about students’ learning behaviour, can furtherreflect the change of students’ attitudes towards grammar learning.According to the data of pre-questionnaire, it can be seen that students holdnegative attitudes towards grammar learning. Most students have little interest andconfidence in grammar learning. They were not satisfied with the current grammarteaching method, because the teaching is still teacher-centered in the traditionalgrammar teaching way. After so many years of exam-oriented education, students’cooperative consciousness is fairly weak. Students learn alone in most cases withouthaving cooperation with others, because they have few chances to participate in groupwork and communicate with their peers in grammar class. As a result, they are self-centered, and they don’t want to share knowledge and success with others. Theyseldom learn by themselves in their own way. In other words, most of the students arediscontented with the atmosphere and the teaching methods in grammar classes.
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Conclusion

Firstly, PAL is beneficial to foster students’ positive attitudes towards grammarlearning. Before the experiment, the students in the experimental class lack interest ingrammar lessons; they feel unsatisfied with their present situation and hold resistantfeelings to the grammar teaching; the students just pay attention to the competitiverelationship among them and they hold negative attitudes to cooperation; they seldomlearn by themselves in their own way. After the experiment, students are willing tohave grammar lessons; the students are content with the effects of applying PAL ingrammar classes and they approve their teacher’s teaching method; most studentschange their attitudes from cooperating with others reluctantly to communicating withothers actively and from neglecting the others’ learning situation or envying the high-score students to keeping good communication with their peers; the students also canlearn by themselves using their own learning strategies. All in all, it suggests thatstudents no longer think grammar class is tedious as before and they welcome PALapproach. In addition, their learning behaviour of cooperative learning andautonomous learning has been improved after the application of PAL, which furtherreflects that stu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。