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English grammar runs through all aspects of English learning and is the focus anddifficulty of English teaching.Researchers studying foreign languages have placed a highvalue on the efficacy of grammar instruction due to the abstract nature of grammar rules.However,the state of grammar instruction in junior high schools in China is still notacceptable.On the one hand,in order to ensure the accuracy of learners’language output,many teachers overemphasize language form rather than meaning in grammar teaching,andthe decontextualized interpretation of grammar rules has resulted in negative teaching effects,such as the“dumb English”phenomenon.On the other hand,in order to implement theconcept of cultivating the comprehensive language useability of foreign language learnersproposed by the new round of curriculum reform,some English teachers downplay or evenneglect grammar teaching,which leads to the frequent occurrence of students’grammaticalerrors or language misuse.

In view of the above shortcomings in grammar teaching,researchers put forwardcorresponding countermeasures and suggestions,such as further exploring feasible grammarteaching methods(Chen,2011)and paying more attention to the ideographic function ofgrammar in texts(Cheng,2013).According to Cheng(2013),language is always employed inparticular circumstances,if students can contact,experience,comprehend,and learn thelanguage in a reasonably complete and real situation,they can better grasp the meaning andusage of the language as well as the form of language.Some researchers(Guo,2012;Fu,2018)also indicate that effective grammar teaching should balance form and meaning ingrammar class,and maintain a grammar teaching concept that comprehensively considersboth.Meanwhile,the English Curriculum Standard for Compulsory Education(Ministry of Education,2022;shorten as the Curriculum Standard)also clearly points out that grammarteaching should be a combination of language form,meaning,and use.

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1.2 Significance of the Study

Guided by the attention hypothesis and input processing theory,this study combinesform-focused instruction with English grammar teaching in junior high school,takes thepassive voice as an example to explore the impact of different form-focused times on juniorhigh school students’grammar learning,and further explores the effect of form-focusedtiming on grammar learning for junior high school students of different English levels.Therefore,this study not only has theoretical value but also practical significance.

First of all,this study combines the timing of FFI with junior high school Englishgrammar teaching,increasing the diversity of empirical research on the timing of FFI in China.Form-focused instruction takes an explicit or implicit approach in a meaning-centeredclassroom to draw students’attention to the form of the language and enable them to acquireknowledge.Therefore,it is important to know when and how to draw students’attention toform in teaching.However,there are few relevant studies on the timing of FFI at home andabroad,and the appropriate time to focus on the form has not been found so far.In particular,domestic research on the timing of FFI starts late and most of them are carried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。