A Study On The Application Of Production-oriented Approach To English Grammar Teaching In Senior High School

Grammar plays an important role in English learning,and it is also the most difficult part for students to give up.Strong grammar ability can help students improve the accuracy of reading,and also improve the accuracy of oral expression and writing in learning.The National English Curriculum Standards(2017 edition,2020 revised)points out that teachers should create contexts to teach grammar,and helping students to understand grammar rules and correctly use grammar in real contexts.But in the real classroom,teachers still focus on knowledge rather than ability when teaching grammar,and emphasize written practice but ignore oral communication,and teachers have a single evaluation of students’ grammatical abilities.Students mechanically recite grammatical rules,making it difficult to flexibly and accurately use grammar in reading,writing,and other activities.Grammar has become a part that students are most likely to feel difficult and give up.These are contrary to the original intention of the new curriculum reform.Due to the situation of English grammar teaching and student learning in senior high schools,this study aims to apply the Production-Oriented Approach(POA)to English grammar teaching in senior high schools.In order to improve the current situation in grammar teaching.POA theory is a teaching theory with Chinese characteristics put forward by Professor Wen Qiufang,aiming at solving the problem of input-output separation and low efficiency in foreign language teaching in China.Through a four month experiment,this study applies POA theory to grammar teaching design and teaching practice.Each grammar class follows the "Motivating-Enabling-Accessing" teaching process,aiming to explore the following three issues:(1)Can English grammar teaching guided by POA theory improve students’ grammar ability?(2)How to use POA theory to guide the design of grammar teaching in senior high school?(3)How to form a high school English grammar teaching model guided by POA theory?This study takes two parallel classes of senior three students from a high school in Hanzhong,Shaanxi Province as the research object.Uses questionnaires,interviews,tests and other methods to conduct research,and uses Excel and SPSS 22.0 software to compare and analyze the data obtained.The study found that,after the experiment,Students’ interest in grammar learning has improved to a certain extent.The Motivating part,students experience real situations,mobilize enthusiasm,activate relevant background grammar knowledge,and clarify classroom objectives;In the Enabling part,the teacher acts as a scaffold,allowing students to independently choose input materials to complete grammar tasks and produce results;The Assessing includes self-assessment,student-student mutual assessment and teacher assessment.Students not only realize their own shortcomings in the Assessing,but also learn experience from their peers.Teachers can also improve teaching according to the result of the assessment.Secondly,with the progress of the experiment,the grammar scores of the students in both classes improved,but the improvement of the scores of the students in the experimental class was more significant than that in the control class.It indicates that the grammar teaching guided by POA theory can improve the students’ grammar ability more.