Analysis Of EFL Grammar Teaching Method Based On Dialogic Syntax

In second language acquisition,due to the limitation of language environment,grammar teaching is necessary.At present,the current situations of grammar teaching are serious with many problems: after learning many grammar rules,students cannot use them appropriately in context;there are few interactions between teacher and students in grammar teaching process;class is boring and learners lose their interest in grammar learning.Up to now,many scholars have done researches on grammar teaching,but the methods they explored from Grammar-Translation Method to Communicative Language Teaching have been proved to be defective to improve these situations,thus which has been a difficulty in EFL teaching.However,dialogic syntax proposed by Du Bois possesses a powerful explanation of different linguistic phenomena,especially the usage-based view.This pattern argues that language is acquired in repeatedly usage and communicative interaction in dynamic context,which particularly emphasizes the function of frequency,usage,situation,interaction and intersubjectivity.Dialogic syntax constructs the intersubjectivity between speakers,and emphasizes the diagraph between syntaxes,which can improve students' understanding of the semantic and pragmatic function of grammar rules,as well as their learning interest and comprehensive language skills.Therefore,applying dialogic syntax to grammar teaching may improve the current serious situations.Hence,this thesis tries to explore the possibility and the efficiency of the application of dialogic syntax to grammar teaching so as to provide some implications in promoting the current situation of grammar teaching.This paper proposes a new grammar teaching method,named SAE(setting-abstracting-extending).This method aims to strengthen the intersubjectivities between teacher and students through increasing the frequency of resonance in dialogues so as to help students internalize grammar rules and improve their learning interest and eventually improve current serious situations of grammar teaching in China.This thesis mainly explores whether the grammar teaching method based on SAE pattern is effective in promoting students' grammatical competences and boosting their interest in grammar learning,and tries to answer the following questions:1: Can the establishment of intersubjectivities by the way of SAE model improve the effect of learners' grammar acquisition?2: Can this grammar teaching method in the framework of dialogic syntax boost learners' interest in grammar learning?Based on data analysis and discussion,there are several major findings in this empirical study: First,the method based on dialogic syntax is applicative in grammar teaching.In addition,compared with the traditional method,this new dialogic approach is more effective in improving learners' grammatical competence.Furthermore,in context,this new method can better develop learners' inductive and application ability,as well as their communicative ability than the traditional PPP teaching method.Last but not least,compared with traditional method,the approach in the framework of dialogic syntax is more effective in boosting learners' interest and motivation in grammar acquisition.This study puts forward some new thoughts in foreign language teaching from the perspective of dialogic syntax so as to explore more effective methods of grammar teaching.