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

The “National Curriculum Standards for Senior High School English(2017 Edition)” emphasizes the important role of grammar in language learning,pointing out that students’ grammar abilities will directly affect the accuracy and appropriateness of their language comprehension and expression.It advocates that grammar teaching should shift from“emphasis on explanation,neglecting application” to “integration of learning and application” and enhance students’ grammar practical awareness from the perspective of application.However,there is a common phenomenon in high school English grammar teaching where students“learn but do not use”,“learn but cannot apply”,or “separate learning from application”.Therefore,it is necessary to explore how to promote the integration of grammar knowledge and application,enhance students’ interest in grammar learning and practical awareness,so as to improve students’ overall language skills.“Production-oriented Approach” emphasizes the teacher-learner’s interaction,and the guided role of teachers’,and tightly integrates language input and output,through the teaching process of“motivating-enabling-assessing” in multiple cycles,which can effectively solve the problem of “separation of learning from application” in grammar teaching.This study constructs a new grammar teaching process model under the theoretical guidance of “Production-oriented Approach”,explores and summarizes the teaching effectiveness of “Production-oriented Approach” in high school English grammar teaching in a real teaching context.Qualitative(student interviews and classroom observations)or quantitative data(grammar tests and student questionnaires)are collected and analyzed,and the experimental verification of the actual effect of“Production-oriented Approach” on students’ learning interest and academic achievement is conducted,mainly answering the following two questions:(1)What effect does grammar teaching based on the POA have on students’ interest in learning grammar?(2)What effect does grammar teaching based on the POA have on students’ grammatical competence?This study collected and summarized the results of student English grammar learning interest questionnaires,grammar test scores of two classes before and after the experiment,as well as the academic performance of high,medium,and low-level English students in different dimensions of grammar forms,meanings,and usage.The study found that:1)although both classes maintained a clear understanding of “grammar learning function”,compared with the control class,students in the experimental class showed a significant increase in English grammar learning interest,especially in “sense of pleasure” and “learning engagement”;2)the overall English grammar ability of students in the experimental class has significantly improved.Paired sample t-tests of pre-test and post-test grammar abilities show that the improvement in grammar ability is more significant for high and medium-level students compared to low-level students;compared with the previous experiment,students’ scores in the dimensions of grammar meaning and function have significantly improved,especially for low-level students in grammar usage.However,there was no significant difference in students’ scores in grammar forms before and after the experiment.The “Production-oriented Approach” in high school English grammar teaching has certain reference value for English teachers,but teachers should determine the motivating teaching goals,design facilitating classroom activities,and evaluation system based on students’ different English levels.