现在，人们达成了语法必须教这一共识。但是如何进行语法教学，却成为困扰人们的新问题。现在在中学语法教学中存在着费时低效的问题。戴炜栋和任庆梅将国外语法教学的最新成果与中国语法教学实践相结合，提出了外显互动任务式（Explicit Interactive Task）。这一新的语法教学理论模式需要实践的检验。本研究旨在用实验的方法，通过对三个语法项目（to-do形式，-ing形式，和 -ed形式）的教学来验证外显互动任务式对于中学语法教学的效果。本论文的研究对象为山西省霍州市第一中学高一年级两个平行班的112名学生。实验班的56名学生在语法课上接受外显互动式的六步法；对照班的56名学生接受传统的语法教学。研究工具为前测和后测，均采用单选题，改错题和写作题的三种形式。研究问题是：外显互动任务式是否比传统语法教学更能提高高中英语语法教学？以及两个子问题：外显互动任务式1）是否比传统语法教学更能帮助学习者记忆和掌握语法规则？2）是否比传统语法教学更能提高学习者对目标语法项目的运用能力？在为期11周的实验结束后，笔者对前测和后测所得的数据进行了相关分析和独立样本T检验。实验结果表明外显互动任务式相对于传统语法教学对高中英语语法教学有明显的促进作用，并能提高学习者对目标语法项目的运用能力，但是在帮助学习者掌握语法规则方面和传统语法教学没有区别。

Nowadays, it is commonly believed that grammar should be taught. However, what is the best method to teach grammar remains a question? At present, grammar teaching is not effective enough in senior high schools, which urges many researchers at home and abroad to seek better approaches to teach grammar. Based on the latest research findings of grammar instruction abroad, Dai and Ren (2006) proposed Explicit Interactive Task (EIT). Yet, being a theoretical model, its effectiveness needs to be examined. The present empirical research, using three target grammatical items: to-do form, -ing form, and –ed form, aims to prove effectiveness of EIT in grammar teaching in senior high schools.The subjects were 112 students from Senior Grade One in NO.1 Middle School in Shanxi Province. Subjects in the Experimental Group (EG) were taught using EIT and subjects in the Control Group (CG) received traditional grammar instruction. The research instruments were a pre-test and a post-test. The research aimed to offer an answer to the question: to what extent does EIT facilitate grammar instruction in senior high schools? It was followed by two sub-questions:1.Does EIT help learners to master the target grammatical rules better than traditional grammar instruction? 2. Does EIT promote learners’ ability to use the target grammatical items better than traditional grammar instruction?After 11 weeks of treatment, the data from the pre-test and the post-test were put and processed in SPSS. The result suggested that EIT can promote grammar instruction in senior high schools better than traditional grammar instruction. What’s more, it helps learners to promote their ability to use the target grammatical items. However, it shows no advantage over traditional grammar instruction in helping learners master the target grammatical rules.