A Study Of Explicit Instruction Of English Grammar In Senior High School

With the development of economic globalization in the world, English in this process also plays anincreasingly important role. Therefore, the importance of learning English is obviously. English grammarhas been the weakness of the majority of Chinese learners. How to teach students grammar in senior highschool is a contentious topic. Researchers' view about this topic is not the same either. Some researchershave proposed the "zero grammar", which means no need to teach grammar. Other researchers arerespectively put forward their own opinions about grammar teaching. For a century of foreign languageteaching process, grammar teaching has experienced many ups and downs.Over the past30years, the role of grammar instruction has been of great interest to professionals inthe field of second foreign language acquisition. Hence there came out many different grammar instructions.Explicit Instruction is one of the instructions. Based on the above, this study takes part of the senior twostudents of Zhengzhou No.7high school as the research subject. The author uses the classroomobservations, pre-test, post-test, teacher's interview and case study as the research method.This thesis briefly introduces the explicit instruction theory. And also the author compares theexplicit instruction with traditional teaching way. Combined with the practical situation of the newcurriculum reform, this study mainly discusses how the explicit instruction can apply to improve students'English grammar level in senior high school. In this thesis the author will mainly discuss about thefollowing2questions:1. What are the major difficulties encountered by the teachers during the application of the explicitinstruction?2. What effects does the explicit instruction have after application?Based on literature analysis and case study, the author gets the following conclusions: Afterapplication, the author found that the teaching quality had been improved. The inferior students' grammarlevels had been improved very obviously. But the effect was not obvious to the superior students. Theauthor also found the explicit teaching strategy has its limitations, such as the teaching form is too single.The single form is not benefit for arousing students' interests. And it does not favor for the student to grasp the knowledge in short time. And it has little effect for superior students' improvementsc, etc..This thesis includes5chapters. Chapter1gives a brief introduction to the initiatives of this study,including background information, motivation and objective of this paper. Chapter2is the fundamentaltheoretical framework of this study. Chapter3is mainly about the research design. Chapter4is about datacollection and analysis. Chapter5is major findings, implications and limitations of this study.