Optimizing Grammar Instruction In Junior Middle Schools From The View Of Constructivism

Grammar teaching has been a controversial topic. Since it plays a dominant role as the main content of classroom teaching, the deficient fruit of English teaching is naturally ascribed to the instructional approach, which over emphasizes grammatical rules. As the communicative view of language teaching comes into being, and unconscious acquisition of target language is advocated, any forms of grammar instruction are opposed. With the new round of reform in China as well as the promulgation of new English Curriculum Standards, most people misinterpret it as a supporter to abandon grammar instruction in classroom, and misunderstand task-based approach as a method to teach English without any instruction and involvement of grammatical knowledge.Through introduction of current situation of English teaching in junior middle schools in China, including TEFL (Teaching English as a Foreign Language) condition and classroom settings, the thesis explains the impracticality of teaching English by immersion in the target language.Reevaluating the Standards, and referring to constructivism, the thesis promotes a social and interpersonal view of language teaching to cultivate the cognitive potential of the students and develop the personal character, cooperative awareness and self-study ability. Based on the historical research of grammar instruction and the concept of grammaring by Larsen-Freeman, the thesis initiates an idea to break the boundary between grammatical rules and linguistic competence, viewing grammar as an integrated part of language and a psychological tool to construct the target linguistic competence. Through a controlled experiment and analysis, basic principles of grammar instruction in junior middle schools are provided. These principles are practical techniques rather than any theoretical approaches, which can be applied conditionally by the teachers.