An Application Of The Three-Dimensional Grammar Theory In English Grammar Teaching In Senior High School

Grammar is an important part of English curriculum in senior high school,so grammar teaching plays a vital role in senior high school English teaching.However,in the practice of English teaching,there are certain problems in grammar teaching.The traditional grammar teaching methods overemphasize students’ mastery of grammar rules but ignores students’ understanding of grammar meaning and cultivation of grammar use ability,resulting in a certain difference between the mastery and application of grammar knowledge,which leads to students’ poor English proficiency.The English Curriculum Standards for Senior High School(2017 Edition,2020 Revision)advocates the“form-meaning-use” three-dimensional dynamic grammar view oriented by language use.The three-dimensional grammar theory proposed by Larsen-Freeman emphasizes that grammar teaching should organically integrate the form,meaning and use of grammar.Such grammar teaching can not only enable students to master the form of grammar,understand the meaning expressed by grammar,but also guide students to correctly use the grammar they have learned,so as to really improve the grammar level and ability of students.At present,there are few studies on the application of three-dimensional grammar theory in English teaching,so it is very necessary to study the application of three-dimensional grammar theory in senior high school English grammar teaching.This paper applies three-dimensional grammar theory to senior high school English grammar teaching,aiming to investigate whether three-dimensional grammar theory can effectively improve senior high school English grammar teaching,and attempts to answer the following questions:(1)What is the influence of senior high school English grammar teaching method based on three-dimensional grammar theory on students’ grammar learning attitudes?(2)What is the impact of three-dimensional grammar theory applied to senior high school English grammar teaching on students’ grammar achievements? This study was conducted in a senior high school in Zichang City,Shaanxi Province for four months from early September 2022 to early January 2023,and the study subjects were two classes of senior one,with a total of 90 students.Two research tools were adopted in this study that are test papers and questionnaires.Before the teaching experiment,questionnaires and tests were conducted in the control class and the experimental class to know the impact of current grammar teaching methods on students’ attitudes towards grammar learning and their current English grammar achievements.During the teaching experiment,the traditional grammar teaching method was adopted in the control class,while the grammar teaching method under the guidance of three-dimensional grammar theory was adopted in the experimental class.After the teaching experiment,the control class and the experimental class were investigated and tested again in order to know the impact of the teaching methods used during the teaching experiment on students’ grammar learning attitudes and English grammar achievements.Through the collection and analysis of the data from the questionnaires,it can be seen that the students in the experimental class can better grasp the form of grammar,understand the meaning of grammar and more actively use the grammar they have learned,so grammar teaching based on the three-dimensional grammar theory has a positive impact on students’ attitudes towards grammar learning.By collecting and analyzing data from tests,it can be seen that the English grammar achievements of students in the experimental class have significantly improved compared to before the teaching experiment,so grammar teaching based on three-dimensional grammar theory can help to improve students’ English grammar achievements,the accuracy of grammar learning and the appropriateness of grammar application.