The Value Of Grammar In Communicative Middle School English Teaching And Its Teaching Methods

In the course of foreign language teaching, grammar has been stressed greatly, even the history of foreign language teaching being called a grammar teaching one. But since mid-twentieth century, with the appearance of new language teaching theories, the position and function of grammar is doubted. In the elementary period of English teaching in middle schools, grammar teaching is more confused. Why? Is it in history a mistake which has overvalued grammar or it is done wrong in the process of teaching reforms? Pondering these questions is to solve one problem, namely, the value of grammar. I, as a middle school English teacher, with the question of " the value of grammar in communicative middle school English teaching" in mind, have read a lot of linguistic books, studied the present state of middle school English grammar teaching. With the help of communicative teaching theories and latest data, through analysis and comparison, I put forward that grammar teaching is an integrated part in communicative middle school English teaching.This thesis, beginning with grammatical concepts, on the one hand discusses the position of grammar in the system of linguistic knowledge and formation of English skills synchronically, and on the other hand illustrates that grammar is not only static and structural, but also dynamic and communicative through the outlining of grammar teaching at home and abroad from stress, suspicion, negation and once again to stress diachronically. Based on above discussion, this thesis analyses the present-day middle school English teaching. Today, the goal of middle school English teaching is to cultivate the students' comprehensive abilities to use English. Grammar is part of the linguistic knowledge which is the basis of language performance and the student's communicative ability is based on the former. Marked by Junior English for China, People's Education Press, 1993, communicative method has become the key one in China's middle school English teaching. After that, the teachers who are familiar with grammar-translation method dare not to teach grammar, do not know how and what to teach in their teaching career. The cons and pros of grammar teaching are hot. Up to now, communicative method is still not well used to solve the problem of usinggrammar to cultivate the students' communicative abilities.After the analysis and comparison of the cons and pros for grammar teaching, aided by experiments, investigation and data of teaching practice, this thesis states that grammar teaching is resurrecting out of research. Thus, the values of grammar teaching in communicative middle school English teaching are: helpful for students to construct the system of knowledge, improve their language skills, promote their comprehensive abilities to use English and realize the goal of middle school English teaching.In communicative middle school English teaching, the study of grammar teaching is insufficient so far and also is the field in which this thesis is intended to work on. Based on Outline and Curriculum Standard I, focusing on the special features of middle school English textbook, this thesis proposes four basic principles out of communicative teaching theory to follow in grammar teaching: macro-considerations of grammar combined with systematic guidance, step by step and to teach students in accordance with their aptitude, grammar and communicative language learning oriented, key points striking in a period. In order to carry out the above principles and communicative teaching methods, the ideas are open, not closed, methods various. So, to different grammar items, different teaching methods can be applied: visual comparison, play, illustrations, pictures, dialogue and narration etc, this is the first one I would point out; secondly, using English-English, English-Chinese, right and wrong, old and new, classified comparison to better grammar learning, cultivate the student's abilities to feel, to memorize, to judge and imagine; third, to create situations in which the students can understand...