A Case Study Of EFL Teachers’ Views On Grammar Teaching In Senior High Schools

The English Curriculum Standards for Senior High Schools(2017 Edition)issued by the Ministry of Education put forward a new view for teachers’ grammar teaching,requiring teachers to change the fragmented teaching methods that teach knowledge pointing out of context in grammar teaching,so that students can realize the purpose of language learning is to apply the knowledge they have learned in the real context,understand the meaning,transmit information and express personal feelings and opinions.At the same time,teachers should keep pace with the times in teaching concept,constantly understand,learn and update their own views on grammar teaching so as to improve the effect of grammar teaching in high school.Therefore,the view on grammar teaching held by teachers has a very significant impact on their teaching practice.In order to better guide and improve the quality of grammar teaching in senior high school,this study carried out a corresponding study on senior high school English teachers’ views on grammar teaching.The specific research questions of this study include:(1)What views on grammar teaching do senior high school English teachers hold?(2)What are the factors that influence the formation of senior high school English teachers’ views on grammar teaching ?(3)How senior high school English teachers’ views on grammar teaching influence teaching practice? In this study,six novice,experienced and expert high school English teachers from Guangzhou,Guangdong province were selected as study participants by means of targeted sampling and following the principle of maximum differentiation and resource participation.The data sources of the research mainly include interviews and classroom observations.Firstly,the key concepts and theoretical basis involved in this study were defined by the literature survey method,and then the interview outline was designed according to the research purpose and research questions,and each participant was interviewed twice and observed several times.Finally,the data are sorted,summarized and analyzed.The results show that:(1)Senior high school English teachers hold different views on grammar teaching,namely teaching grammar as product,teaching grammar as process and teaching grammar as skill.(2)The formation of senior high school English teachers’ views on grammar teaching is mainly influenced by individual,organizational and social cultural factors.Individual factors include teachers’ personality,teaching experience,apprenticeship experience and self-efficacy.Organizational factors include important people around and students’ needs.And social cultural factors mainly include educational reform and school teaching and research.(3)Senior high school English teachers’ views on grammar teaching and teaching practice influence each other.Based on the findings,the researchers put forward the following suggestions for the development of high school English teachers’ views on grammar teaching.Firstly,as for high school English teachers,they should strengthen the study of grammar teaching concepts,constantly enrich their teaching concepts and improve their professional level.Also,teachers should pay attention to the cultivation of deep reflection teaching habits and shape positive and optimistic personality characteristics.Secondly,as for schools,schools should advocate the guidance system and encourage senior teachers to help young teachers to learn.At the same time,schools should provide more grammar learning resources,such as newspapers and magazines on theoretical learning,school-based training,seminars,lectures,open classes and teaching competitions.Finally,as for the educational administrative departments,they should pay more attention to the training of teachers,encourage in-service teachers to continue learning and promote the reform of grammar teaching with diversified evaluation.