Case Analysis Of English Grammar Teaching In Senior High School Under The Perspective Of Social Constructivism

Grammar is the rule that restricts the use of language,and for this reason it exists in every part of listening,speaking,reading and writing.Mastering certain knowledge of grammar has a significant meaning to the accuracy of language expression and the integrity of the structure.In recent years,with the growing attention of the oral communication,there is a debate on traditional grammar teaching in high school: on one side,some scholars believe that learners can acquire grammar by cultivating their language sense,so that grammar does not need to be taught deliberately;on the other hand,some scholars hold the point that grammar teaching is still important part of language teaching.The traditional grammar teaching mainly focus on presenting the knowledge of grammar,ignoring the cultivation of students' learning interest,which leads to low learning efficiency and thus the teaching effect is not satisfactory.At present,it has become a significant challenge on how to teach grammar effectively and how to improve the teaching quality in high school's English class.Nowadays,it has been proved that social constructivism has a positive effect on second language acquisition.Therefore,this theory has been applied into English teaching by many scholars.This thesis is based on social constructivism and combined with the author'five-month internship experience in high school,adopts literature research method,observational method,case analysis method and interview method,four typical grammar teaching cases are selected and analyzed,aiming to answer the following two questions: 1)What are the problems existing in high school's English grammar teaching under the perspective of social constructivism? 2)What should teachers do to solve those problems and improve grammar teaching in high school based on social constructivism?The results show that some problems in high school's English grammar teaching such as taking teachers as the main body in class,ignoring the function of students and contexts,unreasonable arrangement of tasks and so on.What's more,the thesis tries to analyze of the causes of these problems and puts forward corresponding suggestions from aspects of changing the role of teachers,meaningful constructing knowledge of students,providing appropriate tasks,attaching importance to cooperative learning and process evaluation and so on.Through this study,it is hoped that this thesis can provide certain theoretical reference for high school's grammar teaching;In addition,this thesis is expected to provide some advice and enlightenments for English teachers in first line on practical side.