| Sentence Completion, as a new type appeared in Hubei NMET in 2007, puts forwards higher reqirement for grammar competence. This is a great challenge for both the students and the teachers. This disertation discusses the possibilities and concrete methods of contextualized grammar teaching in improving students' interest in learning grammar and their grammar competence.First, the disertation introduces the background and purpose of the study. Students perform poorly and gain bad scores in sentence completion and teachers have different opinions about the importance of grammar teaching, which arouse the author's concern. Therefore, the author analysizes the common mistakes made by students when doing sentence completion and puts forwards concrete methods both theoretically and practically.In thoery, the author reviews different grammar teaching methods in different periods and their advantages and disadvantages, respectively. The author lays more emphasis on Halliday and Hasan's thoery of contextualized grammar. Teaching grammar in context that is concrete and practical would be an effective way to link grammatical knowledge with language use in actual situations. This approach can provide learners with opportunities to closely observe the grammatical forms and structures in use in actual context.According to the features of sentence completion, the author analyzes students' whole performance. Based on the research of Hubei Municipal Examinations Authority, the author shows the common mistakes of each sentence. In the end, the author concludes three main reasons for the mistakes: negligence of syntactical structure; negligence of context; negligence of Chinese information.In order to solve these problems and provide teachers with practical methods, the author explores three approaches. These approaches emphasize the importance of noticing linguistic forms, self-discovery and being learner-centered. Students are encouraged to pay attention to grammatical terms in the input and try to discover the use of the grammar in specific contexts through observation and discussion in pairs or groups. To test the feasibility of contexrualized grammar teaching in improving students' grammar competence, two classes of Grade Two in Changqing No. 1 Senior High School are chosen as subjects. Class 1 is the experiment group and Class 6 is the control group. The experiment on contexrualized grammar teaching is carried out for three months. On the precondition that the two groups share similar English proficiency before the experiment, contexrualized grammar teaching method is applied to the experiment group while traditional grammar teaching methods are applied to the control group. The author collects posttest score data and analyzes it with the help of SPSS 13.0. As a result, the experiment group enjoys a higher improvement than the control group. So the conclusion is: contexrualized grammar teaching methods are efficient in improving students' interest in learning grammar and their grammar competence.Based on the thoery of context, instructed by the three approaches, on the precondition of the experiment, the author puts forwards some practical methods in teaching grammar in context for the sake of grammar teaching of our senior high school teachers. When using linguistic context to teach, the teacher can use lead-in activities and songs and poems to arouse students' interest and attention. What's more, the grammatical structures appear in the songs and poems can give students' deep impression. When using non-linguistic context to teach grammar, the teacher can give more explanations about the culture difference between Chinese and English, which can help students understand the Chinese clue more appropriately.The study of this disertation indicates that using contexrualized grammar teaching in senior high schools plays positive role in solving the problems in grammar teaching and in cultivating the students' application competence of language. |
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