Teaching English Grammar From The Perspective Of Context In Junior High School

English grammar is an important part of English teaching, which should never be neglected. Traditional grammar teaching methods are still popular although they are challenged repeatedly. To master the grammatical rules, students rote them mechanically, which leads to the result that they know everything of the form and nothing of the meaning, and they cannot use them correctly or even can’t use them at all. In addition, the traditional methods make the grammar class dull and the students are bored in the class.Context is one of the most important concepts in pragmatics, and it is also one of the key factors in the understanding and using of language. Context is the cornerstone of language communication. Teaching English grammar on the basis of context realizes the unity of form, meaning and usage. Students will have more classroom participation when taught in context, and it also avoids the teacher-centered grammar class. This thesis is to apply contextualism to the English grammar teaching of Junior High School, and hopes to get the teaching effort improved. Therefore, the research is innovative and significant.Based on contextualism, the research was carried out by using the questionnaires, classroom observations and the experimental comparative study. The study centers its research on two main questions:(1)How is the application of contextualism to the grammar teaching in Junior High School? (2)Compared with traditional grammar teaching methods, whether teaching grammar within context obtains a better teaching effect?The results show that most teachers still use traditional grammar teaching methods in present classes, and teaching grammar within context doesn’t seem to be popular. Besides, in order to test the teaching effect of contextualized grammar teaching, the author conducted an experiment for three months. This experiment takes two classes as experimental subjects. Students in the two classes attend the grammar tests at the very beginning and at the end of the experiment. During the experiment, the contextualized grammar teaching method is used in the experimental class, while the traditional grammar teaching method is adopted in control class. From the results we can know that compared with traditional grammar teaching method, teaching grammar within context is much more effective. In the meanwhile, the analysis of the questionnaires points to the fact that contextualized grammar teaching method can arouse students’ interest in study more fully.It is expected that this thesis can offer a few commonplace remarks by way of introduction in order that others may come up with more valuable opinions in the field of Junior High School grammar teaching.