Research On English Grammar Teaching Models Of Higher Vocational School From Constructivism Perspective

Grammar teaching has been considered a most controversial issuein foreign language teaching. Grammar, as the internal rules oflanguage, plays an essential role in language teaching. With mucheffort and time spent teaching and learning grammar, many teachersand students in the second language acquisition of higher vocationalschool lay much stress. Unfortunately, the traditional teachingapproach so called “spoon-feeding” is getting students exhausted by30-minute rule explanation and practice drill,10-minute question&answer between teachers&students instead of interactive part, anddoing exercises related after class. This approach has ignored the truththat activeness lies in different students, and that students need toexperience the new information rather than note-taking andrule-memorizing. So it is not surprising that what they have gained ismuch less than what they deserve in spite of doing endless exercises.In order to improve the present unsatisfactory situation of grammarteaching in higher vocational school, the author has reviewed andanalyzed some pioneers’ researches, as well as various languageteaching and learning theories. Consequently, the author tries to puttheory into practice by using English teaching model based onConstructivism, which was once proposed to be applied in languageteaching. With the background of the on-going new curriculum reformof English teaching in vocational school and on the basis of the relevantstudy done before, this thesis aims to improve the teaching effects andto develop both students’ linguistic ability and communicativecompetence. Based on Constructivism Theory and in the light of thequestionnaires done, this thesis has carried out a study of grammarteaching and exploring further explanation with the examples ofmultiple approaches, such as: deductive approach, inductive approach, discourse approach, communicative approach,cooperative approach, and task-based approach. These approacheshave proved scientific and effective through the comparison betweenexperimental class and control class, along with the interview held inthe two classes.With the similar proficiency level and the same learning content,the students in experimental class have done better than those incontrol class under different teaching approach. We must admit thatwe appreciate the advantages of Constructivism Teaching Model andexpect it to be a great leap. The theory of Constructivism, at present,has been employed widely in the area of education. Not only does itexpand the study of education theories, but also it instructs the practiceof teaching and learning effectively. The learning process under theinstruction of Constructivism can overcome some disadvantages oftraditional learning approaches characterized by superficiality, isolationand mechanism. The satisfactory result accords with our belief increativeness, cooperation and autonomy with its amazing teachingeffects. The result from the study is believed to have an influence on thepresent English grammar teaching in higher vocational schools to someextent.