A Study On English Grammar Teaching Through CA In Senior High School

The National English Curriculum (2003) requires that teachers know the purpose ofgrammar teaching in senior high school and change the grammar teaching mode. Theultimate goal of grammar teaching is not simply to make students remember some languagerules, but to combine the form of language, its meaning and communication function properlythrough the practical use of language so that the students can accurately use the language tomake effective communication.But many teachers ignore the ideographic function and communicative function ofgrammar; they even contradict grammar teaching and Communicative Approach. Besides,because the teacher finds it difficult to conduct grammar teaching, and due to the influence oftraditional teaching methods, they often take the “Grammar-Translation Method”. However,this kind of teaching which is lacking in situation and communication is bad for formingdemocratic, harmonious teaching atmosphere. Therefore, English teachers should attachimportance to solving the problem of how to use effective, advanced teaching method toorganize English grammar teaching.This thesis focuses on the grammar teaching process, which is focused on the form oflanguage and its function, and puts teaching of language forms and language functiontogether. It is helpful to let students participate in meaningful linguistic communicationactivities actively and happily. In the meantime, in the process of using language, studentslearn grammar and use English in communication fluently. This will help change traditional,inefficient English teaching situation.This thesis explores three questions: about whether grammar teaching in the frameworkof Communicative Approach is workable to grammar teaching in large class with over50students, whether it can help to improve students’ integrative language ability, and whether itis more effective on disadvantaged students. In order to identify the effect of CommunicativeApproach, this study mainly adopts questionnaires, test papers and an experiment in Level10.Two groups of students in Level10are chosen as subjects. A group of students receivecommunicative teaching, while another group of students receive the traditionalteacher-centered Grammar-Translation Method of teaching. The pre-and post-tests wereconducted with both the experimental class and the control class. Three grammaticalitems------the Passive voice, Direct speech and indirect speech and the Attributive clausewere chosen for the experiment. The experimental result showed that grammar teaching in the framework of Communicative Approach is more workable to grammar teaching in largeclass with over50students, more effective on disadvantaged students and can improvestudents’ integrative language ability.