An Applied Research Of The Experiencing Teaching In English Grammar In Junior Middle School

Grammar,the structural rules and the constructional system of the language,is a difficult and key point in the junior English teaching and becomes an essential factor deciding whether the learners can understand and acquire English.It is emphasized in English Curricular Standards in the Phase of Compulsory Education(2011)that junior middle school students’ grammar must comply with Level-5 standard.However,improper teaching approach,poor design of instructional activities and unreasonable ways of presentations lead to the inadequate exertion of the learner’s subjective initiation and great efforts but poor effects in grammar teaching.Based on these,this paper attempts to apply the experiencing teaching to English grammar in junior middle school,so as to improve the effectiveness of Junior English grammar teaching.With literature analysis,questionnaire,and experiment,the author has carried on a empirical research in Zhangzhou No.3 Middle School from February to June in 2015.The subjects of the experiment were 100 students from two classes of Grade One.The author regards Class 2 as the experimental class,using the experiencing teaching in a grammar teaching and regards Class 1 as the controlled class,using the traditional method in English grammar teaching.This research,with the application of the experiencing teaching,proposes a hypothesis that the experiencing teaching can improve the effectiveness of the junior English grammar teaching and verifies it with a contrastive experiment.In order to verify its effectiveness,the author makes an experiencing teaching experiment for a semester.The empirical instruments include two questionnaires,a pre-test and a post-test.The result of pre-test shows that there is no obvious difference between the Experimental Class and the Controlled Class in the English grammar competence.The research integrates the experiencing teaching on a grammar teaching experiment for one semester in class 2 and analyses the result by SPSS19.0.The data results show that after the experiencing teaching,there is significant difference in the grammar scores(P=0.041<0.05).Consequently,the hypothesis that the experiencing teaching can significantly improve the effectiveness of JuniorEnglish grammar teaching gets verified.In conclusion,the experiencing grammar teaching in junior middle schools will motivate the learners on their own initiative to participate and experience the grammar in situations with the help of the concrete experience and interactional enhancement,which eventually leads to the enjoyable experience of successful grammar acquisition;The application of the experiencing grammar teaching is feasible and effective.Hopefully,this study will offer some reference for the future research.