A Case Study Of The Three Dimensions In English Grammar Teaching In Senior High School

Grammar is an important and necessary part of English learning. However, as a result of the reform of National College Entrance Examination, many English teachers think that there will be no multiple choices and cloze in the future, so they pay a little attention to grammar teaching. And the process of grammar teaching is very boring. Some researchers introduce and design the teaching process and activities in grammar teaching using three dimensions, so the author thinks three dimensions can make the grammar teaching more interesting and effective, and can help English teachers realize the importance of grammar teaching. No relative researches nevertheless prove three dimensions’effectiveness in English grammar teaching, and therefore the author decides to investigate the application of three dimensions in grammar teaching. According to the purpose, three questions are raised:1) Do students like teaching grammar using three dimensions?2) What are the differences between three-dimensional grammar teaching and normal grammar teaching?3) Is three-dimensional grammar teaching approach more effective than normal grammar teaching method?Eighty-four senior high school students from**School (for the sake of ethic, here the researcher keeps the school anonymous) participated in this study. They came from two parallel natural classes. One is selected as experimental class (EC), receiving the three-dimensional grammar teaching approach, and the other is selected as controlled class (CC) receiving normal grammar teaching. The instruments employed in this research are classroom observation, test and interview. The major findings can be summarized as follows:1) students like the three dimensions;2) compared with normal grammar teaching, three dimensions focus on the use of grammar, and various activities in three dimensions can help students improve their interests in grammar learning and consolidate the knowledge;3) there is a significant difference between the scores of CC and EC, and the mean score of EC is about4points higher than the mean score of CC, so the three-dimensional grammar teaching approach is more effective.It is expected that the findings of this research can help teachers to improve their ways to teach grammar, and provide some new ways for students to raise their test scores through happy learning.