Survey On The Current Situations Of Grammar Teaching In Rural Junior Middle Schools

With the use of new teaching materials which are under the guidance of the communicative language teaching, teachers tend to desalinate grammar and even don’t teach grammar in middle school English teaching. After all, English in middle schools is a type of foreign language learning for Chinese students. Owing to the lack of conditions of natural acquisition, students rely only on the formal approach called classroom teaching to learn the language. Therefore, it is necessary to teach some gram mar rules during the grammar teaching in middle schools. In previous grammar studies, there are little about English grammar teaching in rural junior middle schools. Based on this, the author tries to investigate the contemporary situations of grammar teaching in rural middle schools through a questionnaire survey and interview so as to get some enlightenment to English grammar teaching in middle schools.This paper based on the theory of constructivism, "acquisition" and "learning" hypothesis and input hypothesis, is intended to answer the four questions. 1) What’s the status and roles of teaching grammar in senior middle schools, especially those in the countryside?2) How do teachers teach grammar and how do the students learn grammar? 3) What’s the effectiveness of students’ grammar learning in senior middle schools? 4) How do teachers evaluate grammar teaching?This research adopts the questionnaire and semi-structured interview methods to investigate the status of English grammar teaching in countryside junior middle schools. First of all, in order to collect truly information, the author handed out questionnaires to 285 students and 75 teachers, and all of the questionnaires are recovered expect one teacher’s.Secondly, so as to collect qualitative information, the author interviewed 10 teachers face to face. Data from questionnaire and interview were analyzed respectively with the data processing software package(spss17.0) and content analysis method.After a careful analysis of the results, the following problems are found: 1) The purpose about grammar teaching is not clear, the students are lack of independent learning ability; 2)More explanations and less applications is the main cause of students’ poor ability of using alanguage; 3) Teaching without contexts made the students feel grammar difficult; 4) The students’ ability of inducting and summarizing is poor, so it is difficult for them to master grammar knowledge totally. Based on the problems, some helpful suggestions were put forward for grammar teaching in rural middle schools in the fifth part. Here are the suggestions: 1) The combination of explicit and implicit grammar teaching; 2) Teaching grammar in context and discourse; 3) The process grammar teaching; 4) Task-based grammar teaching; 5) Interaction feedback grammar teaching.