On The Application Of Context Theory In English Grammar Teaching In Senior One

In China, with an incredibly overwhelming number of public schools and private schools where teachers can’t pay too much attention to grammar teaching, there remains to have been a controversial contention regarding an efficient and proper method of teaching grammar in secondary schools. When it comes to imparting corresponding knowledge about grammar, a common idea, unconsciously and spontaneously, will flash across the minds of instructors in language classroom that they can be in the position of being at a loss about how to present grammatical rules to students in an effective way. Nowadays, as far as the methods of teaching grammar are concerned,3P takes a predominant position and is characterized by rote and mechanical memory, which leaves students gradually fed with grammar-oriented lessons. What language practitioners fear most is that students have little knowledge why grammar can be taught or how it can be put into practical use for oral and written communication.Aiming at the exploration and inquiry into a panacea for inefficiency in grammatical teaching, contemporary linguistic instructors in junior and senior high schools take full advantage of context-based methods of imparting grammatical items. Only in this way can students strengthen their understanding and perception of the form, the use and the purpose of grammar in real communication instead of needless attention paid to endless tests targeted at grammatical forms.Connected with this study, an experiment on grammar teaching was set about in which the author applied the context-based teaching method. The target grammatical structure is non-finite verbs. The participants are78students from two classes in Grade1at senior high. Class10was stipulated as experimental class where context teaching method was employed while Class9was control class where3P teaching method was used. The experiment, whose instruments encompassed questionnaire, test and interview, was conducted to last for2months. The subsequent data would be compiled and processed by means of quantitative method.Two distinctively definite goals converge on this dissertation which specifically focus on practical application of context-based grammar teaching. The former is intended for elicitation of students’ interest in grammar while the latter fulfils the target of enhancing grammatical accuracy when it comes to using grammar. Meanwhile, it is through tentative application of contextualized grammar teaching that certain implications and enlightenments can be elicited to pursue neutral counterbalance against traditional3P method dominating in previous language teaching.