An Empirical Study Of Senior High School English Grammar Teaching Based On Production-oriented Approach

Grammar plays an essential role in English teaching and learning.Both the requirements of General Senior High School English Curriculum Standards(Curriculum Standards)and the actual goal of students’ English learning indicate the vital importance of grammar teaching.However,grammar teaching has been bothering high school teachers for a long time.Traditional grammar teaching overemphasizes the role of grammar as a rule,ignoring the specific environment and purpose of language use as well as the ideographic function of grammar itself,which not only brings huge workload to teachers,but also is ineffective and is difficult to stimulate students’ learning enthusiasm.Therefore,there is an urgent need for teachers to employ a new and effective grammar teaching method in order to promote students’ grammar learning.Production-oriented approach is first developed in college English teaching in China,whose primary purpose is to overcome the drawbacks of“separation of learning and using” in foreign language teaching.However,recent studies about POA focus more on English listening and writing teaching and learning,but less on grammar teaching and learning.As a result,the researcher of this study made some modifications to the teaching framework of POA,attempting to apply it in grammar teaching in a senior high school in Chongqing and aiming to answer the following three questions: 1)What is the effect of grammar teaching based on POA on students’ classroom participation? 2)What is the effect of grammar teaching based on POA on students’ grammar learning,specifically on their grammatical competence? 3)Which level of students(i.e.,high,medium,and low,according to students’ language competence)will be influenced by grammar teaching based on POA most significantly?This study selects 103 students in two parallel classes in Chongqing as the research participants,taking part in a one-semester grammar teaching experiment based on POA.The teaching experiment is divided into three stages.Before the teaching experiment,the author conducted a grammar test in two classes and invited them to answer the questionnaire of classroom participation.During the experiment,students in EC,which comprises 50 students,was guided by grammar teaching based on POA,during which the researcher conducted classroom observation on students’ classroom participation;while students in CC,which consists of 53 students,was still instructed under the traditional grammar teaching method.After the experiment,questionnaires,tests,and interviews were conducted to examine students’ classroom participation,changes in grammar test scores,and their views on grammar teaching based on POA before and after the experiment.After the collection of data,SPSS 27.0 is used to get a further analysis.The findings are shown in the following aspects.First and foremost,POA can contribute to the improvement of students’ classroom participation.Students become more active in behavioral participation and cognitive participation and in the aspect of emotional participation,students’ positive emotions get an obvious increase and their negative emotions obtains a significant decrease.Secondly,POA can improve students’ grammatical competence,improving their test scores.Last but not least,POA influences students with high-level language competence most significantly.This study enriches the practical studies on POA in senior high schools and it also gives some valuable suggestions for teachers in grammar teaching and for students in grammar learning.Teachers should integrate form,meaning and use in the process of grammar teaching,providing students enough scaffoldings and then helping students to produce the language.Students should participate actively in class,struggling to finish the productive tasks and achieving the use of grammar.