Grammar Teaching From The Perspective Of Teacher Cognition In Senior High School

Grammar teaching plays an important role in English teaching in Senior High School. Researchers have been focusing on students and teaching methods such as how to motivate the students'interest in grammar learning, how to make the students apply grammar in a fluent way, etc. However, teachers'grammar knowledge and teachers'beliefs are always neglected. Therefore, many researchers fail to find out the real problems thoroughly, in which case, teachers cannot carry out grammar teaching efficiently, and students cannot gain ideal achievements. Meanwhile, of all the references, there exist many researches on grammar teaching, while there are few researches on the relationship between teacher cognition and grammar teaching. In terms of the present grammar teaching in Senior High School, a survey is conducted to reveal how teacher cognition influences grammar teaching in Senior High School, aiming to propose some suggestions on grammar teaching in a new perspective.The research is carried out in two senior high schools in Sujia tun district in Shenyang, Liaoning province. Three questions are mainly answered, and the result is stated in five parts. Data from the questionnaires show the present teacher cognition, the relationship between teacher cognition and grammar teaching, and the enlightenment hidden in the relationship.The findings of the survey have many an implication for grammar teaching in senior high school and teachers'professional-development. However, teacher cognition is complex in nature and questionnaire-based survey has its unavoidable drawbacks. The present survey, which is only a tentative exploration, needs to be confirmed and complemented by more researches.