Research On Teaching Of English Grammar Based On Dual Coding Theory In Junior High School

According to Dual Coding Theory put forward by psychologist Paivio, human beings have two cognitive systems:verbal system and non-verbal system. An important point of this theory is that memory and recognition can be enhanced when information presented both in verbal form and non-verbal form. Dual Coding Theory is widely used in fields such as philosophy, linguistics, psychology, especially in the aspect of linguistics and it has made important contributions to promote foreign language teaching. From the early part of this century, our country has also gradually paid attention to the positive role of Dual Coding Theory, applied it to English teaching and research, and influenced the ideas and research of English teaching. At present, the research of Dual Coding Theory mainly involves reading comprehension and vocabulary, and it rarely involves grammar teaching.This paper is about the practice and research on the teaching of English grammar based on Dual Coding Theory in junior high school. In order to solve some common problems in traditional grammar teaching and improve grammar teaching effect in junior high school, the author taught English grammar based on Dual Coding Theory and researched on the implication of the theory on English grammar teaching.The paper has studied the following aspects:(1) analyze the necessity of grammar teaching in junior high school stage and the common problems existing in the traditional English grammar teaching. Understand the status of the domestic and overseas research on Dual Coding Theory, especially the status of using Dual Coding Theory in English teaching in our country, found that the research of using this theory in junior high school grammar teaching is quite rare. Find out the the research background of teaching of English grammar based on Dual Coding Theory in Junior high school.(2) interpret Dual Coding Theory, and guess it has certain feasibility to improve the effect of grammar teaching in junior high school based on Dual Coding Theory.(3) select five typical grammar teaching examples:present continuous tense teaching, present perfect tense teaching, modal verbs teaching, the comparative and superlative of adjectives teaching and direct speech and indirect speech teaching, design and implement the teaching based on Dual Coding Theory, and reflect the effect of grammar teaching based on Dual Coding Theory.(4) with the teaching practice, propose four suggestions on junior high school English grammar teaching based on Dual Coding Theory:reduce understanding difficulty by promoting abstract knowledge visualization, improve study efficiency by promoting learning resources association, stimulate students’ interest by promoting teaching situation, encourage flexible use by promoting communication and cooperation.(5) Summarize the full paper, put forward the deficiencies of junior high school English grammar teaching based on Dual Coding Theory, make a prospect of the future study.Through specific grammar teaching research in junior high school, this paper tries to combine Dual Coding Theory and junior high school English grammar teaching, in order to promote the innovation of modern education technology and improve the effect of grammar teaching.