Exploring Assimilation And Accommodation In English Grammar Teaching In Senior High Schools

The theory of assimilation and accommodation focuses on the relationship between learners' schema and the learning environment. It emphasizes the process of the learners' indispensible construction. The study's application to English grammar teaching is a new and creative perspective. How to define the position of grammar teaching in English teaching is always a controversial issue. Too much time has been wasted on the teaching of language forms, which misleads grammar teaching to getting less effect. In China, English grammar teaching has once got trapped in the following situations:the traditional grammar teaching lacks attraction and the teaching effect turns out to be a failure, and grammar teaching has thus been neglected. After that, people are in pursuit of lively and hot classroom teaching in order to reach the communicative goal of target language. Once people find it hard to help the learners obtain accurate language, they fix their eyes on the grammar teaching again.Whether the grammar teaching is explicit or implicit, the breakthrough point of the research is to pay enough attention to the learners' learning grammar process and its characteristics. Grammar rules are relatively stable while the teaching effect is changeable and situational zed. The traditional grammar teaching is a kind of pure knowledge teaching, lacking practicality and manipuility, ignoring the function of context teaching process and the learners' actively independent constructing process of grammar knowledge, which is a mandatory spoon-feed teaching, and thus the language value of grammar has been set aside.Without the involvement of the students' schema of background information, it would be too hard for the students to obtain the knowledge of grammar. Unluckily a number of grammatical errors and pragmatic errors are pouring out while the assimilation and accommodation are interfered by mother tongue and the other subjects in senior high schools. The author explores the assimilation and accommodation beginning with the analysis of the classification and the reasons for the errors in the process of students' learning grammar, taking teacher's role and the feed-back to teaching approaches into consideration. The students of the two classes in grade two will be instructed and tested as the experimental subjects. With the three problems in grammar teaching to discuss, the author analyzes the research results. The author finally makes conclusion and gives suggestions after comparison of approaches based on context design and data analysis, according to grammar teaching approaches based on situation building in English classes.This thesis is composed of five chapters. The first chapter is an introduction concerning mostly about the research background, motivation and the main research problems. The second chapter is the literature review, summarizing the concept of assimilation and accommodation, grammar and grammar teaching and analysis of mistakes in students'learning process. The third chapter is about research design. The author designs his research objectives, research subjects, and research methods and research procedures. The fourth chapter is about the research results and discussion. The author gives the results of questionnaires and tests, and talks about the problems in teaching grammar and about the teachers themselves. In the end the author makes conclusion and suggestions in chapter five, after a brief analysis of the research and description of the process.