The Study Of Grammar Teaching In Communicative Instruction In Senior Middle Schools

With the development of linguistics, psychology and pedagogy, people are taking a new look at foreign language teaching, and grammar is also endowed with a new meaning, which reflects a new linguistic conception. Language is regarded not merely as a system of rules by this new conception, but a tool for human communication. And accordingly, the traditional methods of teaching grammar should be reformed and reforming grammar teaching should be carried on in the frame of Communicative Language Teaching.This thesis explores how teachers successfully conduct grammar teaching by combining language forms and functions and have students take an active part in the meaningful communicative activities, thus acquiring grammar in the use of language.The author presents a large number of classroom activities to illuminate how to teach grammar. In addition, an experiment was conducted to suggest teaching grammar in communicative instruction can not only train the students'ability to communicate, but also improve the students'linguistic knowledge.The pre-and post-test were conducted to both the Experimental Class and the Control Class. During the five-month experiment, the C-Class was taught in traditional Grammar-Translation Method; however, the E-Class was treated with CLT. Results from the study indicate that teaching grammar in communicative instruction can improve both the students'communicative competence and their linguistic knowledge more effectively than that in traditional methods. Further implications and suggestions for senior middle school teachers will be concluded in this dissertation.