Application Of English Grammar Teaching In The Framework Of Communicative Language Teaching In Junior Middle Schools

Grammar is an important part of English learning in junior middle schools. New English CurriculumStandards pointed out that grammar knowledge plays an important role in improving the learner’s ability touse English proficiently, and so grammar teaching becomes an essential part in English teaching. Theultimate goal of grammar teaching is not simply to make students remember some language rules, but tocombine the form, meaning and function of language properly through the practical use so that the studentscan use the language accurately to communicate effectively. Traditional grammar teaching focus on theisolated interpretation of grammatical rules which lacking in authentic situation and communication is badfor stimulating students’ interest in grammar learning. As the result, the effect of grammar teaching is notideal. So the traditional methods of grammar teaching in junior middle school should be reformed.Under the framework of communicative language teaching, this thesis discussed how teachers instructgrammar by integrating language form and function flexibly, organically and make students actively,happily to participate in meaningful communication activities. In the process of using language, studentscan acquire grammar. An experiment has been conducted in this thesis to compared communicativelanguage teaching and traditional3P grammar teaching. The thesis attempted to solve the two problems asfollows. The first one is: can English grammar teaching in the framework of CLT increase the learner’slearning interest than traditional3P method? The second one is: can English grammar teaching in theframework of CLT improve the learner’s grammar achievement than traditional3P method?In order to check the effect of Communicative language teaching, this study mainly adoptedquestionnaires test paper and experiment. Two classes of students in Grade seven were chosen as subjectsfor eight weeks. A group of students received communicative language teaching method, while anothergroup of students was taught by traditional present-practice-produce method. Two grammatical items---thesimple present tense and the present progressive tense were chosen for the experiment. All the data wereprocessed and analyzed by SPSS16.0. The analysis of data showed that communicative language teachingmethod not only can help to increase the junior middle school students’ interest in learning Englishgrammar but also improve their grammatical achievement. After experiment, major difference in twoclasses and further implications and suggestions for grammar teaching in junior middle schools have beenconcluded and analyzed in this thesis.