| Grammar teaching has always been one of the controversial issues in foreign language teaching. Grammatical knowledge is traditionally viewed as the most important so that grammar teaching is made the goal of English language teaching and the ability of using the language is totally neglected. The proposition of the concept of communicative competence makes the communicative competence the ultimate goal of foreign language teaching, and grammar teaching had been thought to be useless for the goal for a long period. With the development of linguistic studies and language teaching, it is realized that grammatical competence is an important component of the communicative competence, and in foreign language teaching, grammatical instruction is not only indispensable but also the access to the teaching goal. Nowadays, the most controversial of the issues surrounding the foreign language teaching is not whether to teach grammar, but how to teach it.Junior middle schools are the place where the foundation of foreign language education lays and grammar teaching is basic in foreign language teaching. There are two extreme tendencies in middle schools'English classes: the traditional PPP approach and Communicative Language Teaching. Traditional PPP approach to English teaching focuses too much on English grammar explanation, pattern exercises and reciting of English grammar rules, while Communicative Language Teaching avoids any English grammar teaching for the misconceptions of it. Shortcomings of the two ways have been very obvious. To solve such problems, in accordance with the principles of Communicative Language Teaching and his own years'of teaching practice, the author of this thesis intends to explore a new English grammar teaching mode --- Communicative Grammar Teaching, with the expectation of making grammar teaching more effective, meanwhile cultivating learners'ability to express themselves accurately, fluently and appropriately in real-world communication. In order to identify the effect of the new mode, an experimental research was carried out. Two classes from Junior Two have been chosen as samples. A pre-test and a post-test were conducted to both the experimental class and the controll class, and two questionnaire surveys were undertaken to the E-C before and after the experiment. During the one-term long experiment, the control class was taught with traditional grammar teaching method; however, the experimental class was treated with CLT, and a large number of classroom activities were presented to illuminate how to teach grammar in CLT. The results from the study indicate that CLT can not only help improve the learners'English grammar level more effectively but also increase the learners'interest in grammar learning than the traditional methods. On such basis, the thesis proposes that we should pay attention to the application of CLT to grammar teaching and three kinds of relationships that should be dealt with in communicative grammar teaching. In order to change the traditional and inefficient method of ELT in China's situation to a more efficient teaching approach: communicative grammar teaching, the thesis puts forward the possible ways of grammar instruction through communicative approaches, integrating language forms into language functions. It also explores some teaching activities of grammatical instruction in the framework of CLT. Through these activities, the learners can not only gradually obtain the linguistic competence, more primarily the comprehensive ability to put it to use, but also be more aware of the communicative function of language, therefore be more interested in effective language learning.In a word, communicative language teaching is more effective in grammar teaching than the traditional PPP to English grammar teaching in the junior middle schools. During the implementation of CLT, to combine English grammar with the real context and design numerous communicating activities are important keys to the success of CLT.
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