An Empirical Study On Communicative Language Teaching In English Grammar Teaching Of Junior Middle School

English grammar teaching has always been an important part of foreign language teaching, which is also a focal and difficult problem in English teaching in junior middle school. Many investigations from students show that they think their poor English level mainly results from poor English grammar. Therefore, the problems existing in English grammar teaching reflect that some teachers only focus on grammatical rules because they think learning grammatical rules is the most important thing for a foreign language; other teachers think grammar is dispensable that grammar teaching can be ignored in the process.The teachers who hold these two kinds of extreme ideas do not understand the goal of grammar teaching.In the 1960 s and 1970 s, Communicative Language Teaching(CLT) method has formed gradually. Linguists put forward that the ultimate goal of language learning is to cultivate learners’ communicative competence, whose core is to better apply the learned language knowledge into the communication in real life instead of rigidly adhering to general grammar teaching focused on the grammar and morphology in the process of language teaching. And in the process of communication, the students can improve their linguistic competence by finding their mistakes and shortcomings themselves and correcting them. This concept has had a significant impact on language teaching. Based on the above understanding, this paper studies the application of CLT to the English grammar teaching in a junior middle school from the following questions:First, can the grammar teaching based on CLT enhance students’ motivation in learning English grammar?Second, compared with the model in traditional classroom, can the grammar teaching based on CLT increase students’ scores of English grammar?Third, can students improve their communicative competence after the application of grammar teaching based on CLT?Within twelve weeks, the experiment was carried out in Guta Junior Middle School of Jinzhou City, Liaoning Province, in which 82 students of Grade Three took part in. The grammar items of teaching mainly involved the Attributive Clauses, Subjunctive Mood and Adverbial Clauses. The research applied quantitative and qualitative methods to analyze the data from questionnaires, grammar tests, oral tests and an interview by SPSS17.0. The analysis indicates as follows:First, using CLT in grammar teaching can enhance students’ motivation in learninggrammar; second, the grammar teaching based on CLT can help students increase the scores of English grammar; finally, students can improve their communicative competence after the application of CLT to the grammar teaching.Generally speaking, compared with traditional classroom model, the grammar teaching based on CLT is more feasible and valid. The study tries to correct some wrong ideas and practices, and puts forward some valuable suggestions on English grammar teaching.