A Survey On The Learning Of Attributive Clauses In Senior High School In Context-based Three-dimensional Grammar Teaching

Grammar plays an important role in foreign language teaching,and scholars at home and abroad have never stopped exploring grammar teaching.Moreover,Larsen-Freeman put forward the concept of threedimensional dynamic grammar in 2003,which promoted grammar teaching to a new height.It advocates that grammar is an organic unity of form,meaning and use.The General Senior High School Curriculum Standards(2017 edition revised in 2020)also stipulates that three dimensions of grammar: form,meaning and use should be taken into consideration evenly;and understanding,applying and consolidating grammar in context is also advocated.In order to adapt to the concept of grammar teaching in the new situation,many scholars have begun to integrate three-dimensional grammar into their own research and proven the effectiveness of three-dimensional grammar teaching and learning grammar in context.However,at present,there is little research on English grammatical competence under three-dimensional grammar in basic education in China,that is,the implementation of the teaching concept of context-based three-dimensional grammar in actual teaching is lack of investigation,while investigating the current situation of grammar learning situation of high school students is helpful to improve English grammar learning of students to some extent.Therefore,from the perspective of context-based three-dimensional grammar,the author uses SPSS 26.0 to make descriptive statistical analysis and one-way ANOVA on the quantitative data of the questionnaire and test paper.Taking 272 sophomores in a senior high school of Hohhot as the research subjects,the following three questions are answered:(1)What are the expectations of senior high school students for the attributive clause teaching under the perspective of context-based three-dimensional grammar?(2)How is the attributive clause learning of senior high school students from the perspective of context-based three-dimensional grammar?(3)What are the main factors for high school students’ learning situation of attributive clauses? With the help of Three-dimensional Grammar theory and Context theory,the author uses quantitative and qualitative research methods to investigate the implementation of context-based threedimensional grammar in senior high school English attributive clause learning,analyzes the factors and puts forward corresponding suggestions,so as to improve senior high school students’ English grammatical competence.Results showed that: First,from the perspective of context-based three-dimensional grammar,high school students were more interested in the meaning conveyed by grammar,and expected teachers to combine grammar teaching with context to help them learn to use grammar.Second,senior high school students’ performance in attributive clause learning in three dimensions was: the best performance in meaning,second in form and the worst in use.The higher the level of students,the better their performance in three dimensions.High level students were the best in form,the second in meaning and the worst in use.Students with intermediate and low level performed best in meaning,followed by form and worst in use.Third,the main factors that affected the attributive clause learning of senior high school students were their learning attitudes,the difficulties that students encountered in learning,their learning methods,the actual teaching situation and students’ expectations.Moreover,students with different levels were affected by the first three factors in different degrees.Therefore,both teachers and students will need to pay attention to the context carrying grammar,and take into account the form,meaning and use of each grammar point.