An Experiment Study On Communicativer Approcah In English Grammar Teaching Of A Senior Middle School

In recent years,with the introduction of the Communicative Language Teaching, the chief target of foreign language teaching (FLT) is to improve the students'communicative competence. They neglect the grammar teaching in CLT. Some teachers think this approach can be only used in teaching listening and speaking. It is obvious that the challenge that we are facing now is not to consider whether to teach grammar or not,but to decide how to teach it more effectively. The communicative competence's basis is Grammatical competence. Applying CLT to grammar is very important for us to cultivate the students'communicative competence. However,the only way of achieving the goal is to employ effective grammar teaching method. Therefore,the author thinks that applying CLT to grammar in Chinese senior middle school is feasible and valid.This thesis makes an empirical study to prove the feasibility of CLT in grammar class in Chinese senior middle school. It aims at finding the various ways of CLT in grammar class,helping our teachers discover more effective ways of their teaching of grammar,and promoting students'ability to use language. In the experiment,two classes in Experimental Senior Middle School of Tongyu were randomly selected as the Experimental Class and the Control Class. One was taught by CLT and the other was taught by traditional method respectively. The data of the achievement test before the present experiment showed that they have the similar level of the overall English proficiency. The pre-test which was made before the experiment demonstrated that there wasn't any distinction between the two classes in their grammatical competence in Non-predicative verbs. The post-test conducted after the experiment embodied that there was significant difference in terms of their grammatical competence in Subjective Mood between the two classes. The scores of the students in Experimental Class were higher than that in Control Class. The different teaching methods lead to different learning outcomes,and the following conclusion can be drawn: In Chinese senior middle school that we apply CLT to grammar class is feasible; CLT can make the genuine progress in learners'grammatical competence, so CLT is more effective than the traditional method,.The thesis is made up of five chapters.Chapter one is the brief introduction to the whole thesis. It starts with the problems of the current English grammar teaching in senior middle school,then the research questions are addressed and point out the significance of the study.Chapter two is the literature review of the thesis. Some theories which are related to the present research are covered. It starts with the discussion of communicative competence and Communicative Language Teaching. The first one is now regarded as the ultimate goal of FLT,and has become the theoretical basis underlying CLT. The second one is considered as the current mainstream of FLT,and it makes the students interest in many kinds of communicative activities and cultivate their communicative competence. The following in this chapter is the understanding of grammar and grammar teaching,in which the thesis illustrates that grammar teaching is of importance and necessity for FLT,and should be integrated into the CLT framework. At last,the thesis contains the four most influential CLT models in grammar class,proving that CLT and grammar teaching are not contradictory,and the integration of the two will bring about both fluency and accuracy of language usage.Chapter three is the methodology of the research. It makes an empirical study on CLT in grammar class in Chinese senior middle school in terms of instruments, the subjects,the design,the approach,the data-collection,procedures and data-analysis. It employs a communicative technique, which creates the opportunities for students to use the target language by providing them with the communicative grammar tasks which has been designed and many kinds of context consisting of grammar. It is an investigation of the effect of CLT in English grammar class with the aim to examine the relationship between the teaching method and learning and the teaching outcomes.Chapter four is discussion and the results of the experiment. Through the comparative analysis of the questionnaires and the language tests of the two classes,it gives the eloquent proof that CLT can be used in grammar class in Chinese context,that CLT is more effective than the traditional method,since it can bring about the genuine progress in learners'grammatical competence.Chapter five is the general conclusion of the thesis. We can conclude that applying CLT in grammar class in Chinese senior middle school is feasible,and that CLT is more effective than the traditional method in promoting learners'grammatical competence. It stresses that a correct and thorough understanding and a positive adoption of CLT are needed in the improvement of the current Chinese English grammar class. For the teacher,a good recognition of the core of CLT and various kinds of techniques are indispensable.Besides,teaching grammar in CLT requires the teacher to combine the teaching content with the language use,to integrate the language forms with the language functions,so that they can facilitate the learners'improvement of their grammatical competence,and reach the teaching goal of developing students'communicative competence.