An Analysis On Input Of Grammar Knowledge In Junior Middle School

Grammar teaching has traditionally been one of hot issues in the study of foreignlanguage teaching. Under the influence of the new curriculum standard,communicative approach has become the mainstream in the middle school Englishteaching in China and classroom teaching emphasize the cultivation of studentscomprehensive language application ability. Although the relations between teachersand students become more and more harmonious and the classroom atmosphere alsoturn animated, grammar teaching has been played down. Teachers do not teachgrammatical knowledge and students find it hard to master grammar rules, whichdirectly lead to the unfirm grasp of the basic sentence patterns and grammaticalknowledge, thus affecting their accurate use of written and oral expression.Against the status quo, this study selected students and English teachers of thesecond affiliated middle school of Shandong Normal University as the research object,using literature review, questionnaire approach, test method, interview, analysis ofteaching material, classroom observation to collect the amount and the method ofinput of grammatical knowledge. Combining with the present textbooks in juniormiddle school, this study makes an investigation to know more about the currentsituation of grammar learning and an analysis of the relationship between thegrammatical competence and overall ability in English learning, to clear up theposition and role of grammatical knowledge and provide reference for the innovationand development of English grammar teaching in junior middle school. It also mayprovide a new clue for the scientific research of systematic English education inChina.This research mainly involves the following four aspects:(1)From the overall,the study makes an investigation to know more about the current situation of grammarlearning in junior middle school.(2)From the perspective of learners, the study aimsto analyze the correlations between the grammatical competence and overall ability inEnglish learning.(3)From the perspective of present textbooks, the study makes ananalysis of the distribution of grammatical knowledge and the effect on English grammar teaching.(4)From the perspective of teachers, the study summarizes theinput forms using by teachers and the effect on English grammar teaching.Based on grammar learning by students and investigation of grammar teachingby teachers as well as combined with the exploration of grammar knowledge inputfrom the present textbooks, this research mainly has the following findings:(1)Mostteachers and students agreed that grammar teaching and learning plays an importantand indispensable role to master English.(2)The present textbook Go for it has theadvantage of strong practicability and emphasizes the idea function of language, butthe arrangement of grammar is essentially implicit. This input form to a large extentaffected the grammar learning effect.(3)How much students accept grammarknowledge has a lot to do with their emotional factors.(4)The grammaticalcompetence of junior middle school students was significantly and positivelycorrelated with overall ability in English learning.(5)In the process of teachinggrammar, teachers focus on give students a certain amount of comprehensible input aswell as begin to pay close attention to language output accurately.The findings of this study have great theoretical and practical significance toEnglish grammar learning and teaching in junior middle school. From the perspectiveof English teachers, junior middle school students as well as the present textbooksrespectively, the study see if grammar knowledge input could be confirmed in thecourse of English learning in junior middle school. It provides new thinking and datareference for future innovation and development of grammar teaching.