A Study Of Production-oriented English Grammar Teaching In Senior High School

Learning English grammar in senior high school is crucial to improve students’ accuracy and overall language skills in using English.The current state of English grammar instruction in senior high school,however,is not satisfying.The majority of teachers still adopt the traditional method of instilling grammar rules,which only attaches importance to students’ input but neglects students’ output.The result is that students only memorize by rote and do not apply what they learn.Based on this,this thesis attempts to adapt production-oriented approach to high school English grammar teaching,with the goal of improving English grammar instruction in senior high school,students’ English grammar learning motivation,students’ English grammar learning achievement,and students’ English grammar learning strategies.Based on Wen’s production-oriented approach,this thesis advocates the development of students’ output ability as the teaching goal.It emphasizes the combination of output and learning and learning-centeredness.What’s more,it gives full play to the students’ active role position and the guiding role of teachers.Students are allowed to identify their problems and learn selectively in the“motivate-enable-assess” teaching process.The purpose of the research is to answer the following three research questions:1.What effects does the production-oriented English grammar teaching have on high school students’ English grammar learning motivation?2.What effects does the production-oriented English grammar teaching have on high school students’ English grammar learning achievement?3.What effects does the production-oriented English grammar teaching have on high school students’ English grammar learning strategy?This study conducts a 16-week experiment with high school students from two classes of Grade one in Dalian,Liaoning Province.There are 50 students in the control class and 52 students in the experimental class.Before the experiment,there are no significant difference in English ability between the two classes.During the experiment,the control class uses traditional English grammar teaching methods,while the experimental class adopts production-oriented English grammar teaching.The research instruments consist of questionnaires,pre-test,post-test and interviews,and the collected data are statistically analyzed by SPSS 25.0 software.The data demonstrate that there are obvious difference in English grammar achievement between the experimental and control groups after the experiment.Students’ learning motivation,learning achievement,and learning strategies all benefit from production-oriented English grammar instruction.As a result,production-oriented English grammar instruction is feasible and effective in senior high school English grammar instruction.