A Study On The Application Of Authentic Situations In English Grammar Teaching In Senior High School

Traditional English grammar teaching method in senior high school is based on the procedure that students learn grammar rules and then do plenty of mechanical exercise. This way leads to inefficient teaching: students feel bored about learning English grammar. Under the background of the new curriculum, exploring effective grammar teaching strategies and methods is necessary. In English grammar teaching, teachers had better create an authentic language environment or simulation situation, make full use of vivid materials, and stimulate students to express their thoughts and feelings in English appropriately, so as to cultivate students? ability of using English grammar.This thesis makes an empirical research on the creation of authentic situations in English grammar teaching in senior high school. The purpose is to explore the feasibility of the creation of authentic situations in English grammar teaching, and help Chinese teachers in senior high school to find a more effective way to teach English grammar, meanwhile, improve students? ability to use English grammar.In the teaching experiment, two classes in an ordinary senior high school were chosen as the experimental class and comparative class. The EC received situational teaching based on authentic situational teaching?s principles and strategies; while the CC received the teaching method---- present- explain-practice, two classes were all taught Adverbial Clause by one teacher. There were no obvious difference between the two classes in the pre-test, but after the experiment, the post-test showed that there were significant difference between the two classes? grammar scores: students? achievements of Adverbial Clause in EC were significantly higher than those in CC. The students in EC filled a questionnaire before the teaching experiment, and then the author interviewed fifteen of them after the teaching experiment. The data of questionnaire and interview declared that students? attitudes toward English grammar learning changed more active.This thesis is consisted of six chapters:The first chapter is introduction. In the beginning, this thesis introduces the new curriculum reform?s requirement on English grammar teaching in senior high school, and then puts forward the research?s purpose and significance. The second chapter is literature review. This thesis lists some former researches which are related to it. Firstly, the author describes the definitions of situational teaching, authentic situation and some typical researches at home and abroad separately; Secondly, the author states some related researches on grammar teaching at home and abroad; Thirdly, the author puts forward the innovation points of this research. The third chapter is the theoretical framework. The thesis discusses its theoretical basis, the strategies and principles of creating authentic situations in English grammar teaching in senior high school. The fourth chapter is the research methodology, the author makes an empirical research on the creation of authentic situations in English grammar teaching in senior high school. This chapter contains the research questions, instruments, teaching procedure, data collection and analysis. The fifth chapter is the results and discussion of the experiment. Through the comparison of the EC and the CC, the conclusion is drawn that: creating authentic situations can not only significantly improve students? English achievements in Adverbial Clause, but also change students? attitudes toward English grammar learning. The sixth chapter is conclusion, it mainly includes the findings, limitation and implication of this study, which pave the way for further research.