An Analysis Of The Facilitation Of AL To Senior High School Students' Grammar Learning

In this information age, more and more Chinese teachers and students are aware that English is not just a study subject but a tool that can help offer opportunities for their further development.Grammar is a long discussable topic in primary and secondary field about how to teach English grammar and how to utilize different teaching strategies to their maximum or is it better to adopt traditional teaching method (Presentation, Practice and Product) to teach grammar or to obviate it? Practical tests prove that both opinions have their limitations. In China, the situation is that most teachers put theoretical teaching methods into practice only when they give a public class. In their everyday English teaching practice, they usually adopt the traditional grammar-translation method. What makes matter worse is that the teacher overleaps some easy language points in class. And it may prevent the students from acquiring all necessary knowledge. It may happen that students who are not good enough in the subject usually are not courageous enough to seek help from their teachers or classmates. As introspections to the previous situations, many high-school teachers introduce Holec's autonomous learning theory and hope to help students get out of such embarrassing condition in English language learning. What's more, the New English Curriculum for Senior High Schools prescribes that "curriculum must pay attention to all-around development, inspiring students'English learning interests, helping students construct learning achievement and confidence, cultivating their integrative language capacity and improving their autonomous thinking ability and creative spirit, respecting personality as well as expanding the channels of learning to use." Theoretically, autonomous learning can avoid over-stressing the role of the teachers in traditional teaching methods and simultaneously exert students' autonomy. If students study in groups and solve learning problems through discussion, or when they fall across the items that each member of this group can't solve, they can seek help from the teacher together, which effectively helps to ease their mental guiltiness and embarrassment.This paper aims at correcting the wrong opinions that AL wastes limited class time and threatens teaching schedule. On the contrary, the paper attempts to validate that it is feasible to practice autonomous learning in class, which could make teaching effect to its most extent. Moreover, the writer hopes that this paper could spark teachers so that they will explore new teaching approaches that could benefit students mostly in real teaching practice.