Investigation And Analysis On Senior High English Grammar Teaching And Developmental Sequence

The paper is carried out, based on the National Social Scientific Fund Project “OurCountry Current Whole English Teaching Situation Investigation” hosted by my professor YangMin. The research aims to get the law about the high school students grammar knowledgedevelopmental sequence and the factors affecting the developmental sequence throughinvestigating the situations of the senior high school students’ English grammar learning. Theresults of the study will fill the vacancies of developmental sequence.The results of the researchprovide an important reference for the future textbook grammar editing sequence. And theconclusion about the developmental sequence also provides reference data and theoretical basisfor English teachers to optimize the grammar teaching and has an important significance inpractical application.Grammar and vocabulary are two basic elements for constructing language building.Vocabulary is the building materials. But grammar is like building frame. It reflects the internalrules of language building structures. Language teaching cannot do without grammar teaching.The grammar teaching in China has experienced the changes from the Grammar TranslationApproach to the Audio-Lingual Approach, then to the Communicative Teaching Approach. Thegrammar, which used to be considered the core of the English Teaching, has been marginalizedand even denied. But with the21th century coming, the English Teaching in our countryfaces a clear choice about its future. China Ministry of Education issued The ordinary highschool English curriculum standard (Experiment) in2003, which admitted the importance ofEnglish grammar teaching and came up with some teaching suggestions. But faced with the newteaching material of "theme-structure–Function--task" syllabus and the desalination of grammarin National College Entrance Examination, the confusion arose from teachers about how to teachgrammar and the extent of teaching grammar. Meanwhile, many students complained about noclues of grammar learning and don’t know how to learn it. Based on the above background anddoubts, the author carried out the investigation and analysis. Some of the teachers and students insenior grade three from Zou Ping No.1High School were used as the objects of study. First ofall, through the literature analysis, the author reviewed the history of English grammar teachingat home and abroad, then clarifies the theoretical basis of this research--the concept and classifications of grammar as well as the principles of grammar teaching. After that, by adoptingthe grammar test and a series of research methods including questionnaire, teaching materialanalysis method, interviews and classroom observation, the author collected the relevant data.The data cover three aspects, which include the grammar knowledge developmental sequence ofhigh school students, the English teachers’ grammar method as well as the grammar arrangementfeatures of the current high school English materials. The Social Statistics Software SPSS andExcel Statistical tools are used for the statistical data. According to the statistical data, fivequestions are mainly analyzed.1. Is there any correlation between the high school students’ English grammar ability andcomprehensive ability of English?2. What is the high school students’ English grammar knowledge developmental sequence?3. What are the differences of developmental sequences in English grammar knowledge learningamong different levels of high school students? and what are the factors causing the differences?4. What influence does the editing style of the current high school English teaching material haveon the teachers’ English grammar teaching and students’ English grammar knowledgedevelopmental sequence?5. What effects do the teachers’ teaching philosophy and classroom teaching method have on thestudents’ grammar knowledge developmental sequence?Through the investigation and analysis, this study has the following findings. Firstly, There aresignificant correlations between English grammar ability and comprehensive ability of usingEnglish for each level of students. Secondly, there is a roughly same developmental sequenceamong the high school students in learning specific grammar knowledge. The grammarknowledge with easier rules is learned earlier than those with complex rules.(as for the wordsusages, morphology for example, word formation, is learned earlier than word meaning; wordmeaning earlier than part of speech, part of speech earlier than pragmatics; as for the pragmatics,the numeral learning is earlier than adjectives and adverbs; then earlier than prepositions,thannouns,than verbs, intransitive verb is final to learn; as for the sentence structure, the coordinatesentence is learned earlier than five basic sentences, earlier than complex seteneces; as for thesentence elements, the subject and objects are learned first; as for the tense and voice of theverbs, its coposition is learned earlier than it pragmatics.) But there are clearer differences in developmental speed and efficiency. Thirdly, The grammarknowledge developmental speed and efficiency are mostly affected by the English learners’ owndifferent study interest, motivation, emotions, attitude, strategies and method. Fourthly, thenotional syllabus are not conductive to the formation of high school students’ grammar system.The adopted inductive grammar teaching method increases the learning difficulty for the poorstudents. Fifthly, although the teachers can fully affirmed the role of grammar teaching, thegrammar teaching method is single and old. So it is hard to stimulate students’ interest ingrammar. The phenomenon is serious in the teaching that one-sided written College EntranceExamination questions are used as grammar exercises. Meanwhile the grammar rules teachingare considered more important by teachers than the use of grammar, which is not helpful toimproving the students’ grammar ability. Lastly, in view of the above problems, the author putsforward her own grammar teaching suggestions in order to solve the existing problems andimprove the grammar teaching,The objects of this study are from Senior Grade Three. They have just finished the generallearning and revision of grammar knowledge at the high school stage. So the obtained data havegreat reference effect on the overall understanding of high school students’ grammar learningsituation. The analysis and comparison about different levels of students’ grammar knowledgedevelopmental sequences provide reference data for teachers to improve their teaching ofgrammar. At last, the study was carried out from the perspective of the learners’ grammarknowledge developmental sequence, which has the meaning of innovation and is of greatsignificance to the future teaching research.