The Application Of Communicative Language Teaching To English Grammar Teaching In Junior Middle School

Grammar teaching is a hot issue in foreign language teaching. In China, the problem of English grammarteaching doesn’t mean to teach or not, or to desalt teaching, but to change theviews and methodsof grammatical teachingand optimize it. The traditional teaching methodslay stress onthat the knowledge of grammar is a significant part in Foreign Language Teaching. Therefore, too much emphasis has been put on grammar teaching, which ignores the cultivation of students’ communicative competence.The concept of communicative competence was put forward in 1972 by Hymes. However in a very long period, people mistakenly think that grammatical teaching is no significance to improve the communicative competence. But with the development of language teaching and research, people have new ideas on Foreign Language Teaching and grammar teaching.They thinkgrammaticalcompetence is anvital component of communicative competence, which is the prerequisite and basis for the cultivation of communicative competence. So it is necessary to reform traditional grammar teaching, and advocate that grammar teaching should be carried out under the framework of communicative approach, and merge the language forms and functions together.In this thesis, by a comparison between communicativegrammar teaching and traditional grammar teaching, the author wanted to verify:1) whether the application of Communicative Language Teaching in junior middle school can help students form positive habits and attitudes towards English grammar learning; 2) and improve their learning ability more effectively than the traditional grammar teaching method. The selected subjectsare two classes of the 8th grade.The author designeda questionnaire on the experimental class and two tests on two classes respectively before and after the experiment, which lasts for one semester. During this period, the author adopted the communicative approach CLT in the experimental class, correspondingly, and the traditional grammar teaching methodwas applied to the controlled class.The author also analyzed and summarized the experimental results and the main differences of the two kinds of teaching methods in classes, and madea brief summary of revelation about the junior middle school English grammar teaching in order to improve it better and apply it in the daily work and life, or in the cross-cultural communication.