A Study On The Effects Of College English Grammar Instruction Based On The Flipped Classroom Model

Flipped classroom is a current research focus both in foreign countries and in China. In College English class, grammar teaching is one of the most difficult point because of the limited teaching time and the dull nature of grammar. The study attempts to investigate whether the flipped classroom model has an effect on improving college students’ English grammar competence and enhance their interest in learning English grammar. In our country, the research and application of the flipped classroom is still in its initial stage. At present, the domestic empirical research on flipped classroom has just started, the teaching cases mainly focus on science teaching, only a small amount of research is about the application of English teaching. Therefore, it is a useful exploration and attempt to construct the flipped classroom model in College English teaching and investigate the effect of the model.On the basis of Mastery Learning Theory, the theory of Constructivism and Autonomous Learning Theory, the empirical study of the grammar instruction is conducted in a College. The subjects involved in the study are 98 students from two classes, Class One as the Experimental Class and Class Two as the Control Class. The Experimental Class is adopted the flipped classroom model while the Control Class is adopted the traditional grammar instruction in the learning of attributive clauses, modal verbs and perfect tenses. Thisempirical study attempts to answer the following two questions:1)What effect does the flipped classroom model have on improving College students’ English grammar competence?2) What effect does the flipped classroom model have on improving students’ learning interest in College English grammar?In the empirical study, the researcher has conducted a pre-test and post-test of English grammar in the Experimental Class and the Control Class. The Experimental Class is also conducted a pre-questionnaire and a post-questionnaire. The findings are summarized as follows:The flipped classroom model in College English grammar teaching is effective. The English grammar competence of the two classes is equivalent in pretest; after the experiment, the grammar competence of the two classes has been improved, the progress of the Experimental Class is more significant than that of the Control Class. A comparison of the data in the pre-questionnaire and post-questionnaire in the Experimental Class shows that the students’ interest in grammar learning has been enhanced during a month of instruction. Based on this, The College English grammar teaching based on the flipped classroom model is superior to the traditional classroom model in improving the students’ grammar competence, it can also enhance the students’ learning interest and is a kind of effective teaching method.