The Application Of Situated Cognition Theory To The English Grammar Teaching In Junior High Schools

English is regarded as the most widely used language in the world,therefore,no matter families or society pay full attention to the English education of the students.Grammar is an important element of a language,and which is an indispensable part of language learning.However,constrained by plenty of subjective and objective conditions,our English grammar teaching in our country exists some problems,which cause many students don't have an enthusiasm of learning grammar.Students cannot grasp grammar accurately and use them appropriately,which strongly influence on the cultivation and development of students' comprehensive language skills.Recent years,there were many experts at home and abroad,who have concluded that the application of situated cognition theory to English teaching has a great influence on students' grammar learning.This study tries to apply situated cognition theory to English grammar teaching in junior high schools to enhance students' autonomous learning consciousness of English grammar,improve the accuracy of grammar,improve students' comprehensive language skills,and offer some useful strategies and suggestions to junior high school English teachers.The author adopts several research tools in this study,including questionnaire investigation,interview and experimental research.Before the study,the author reviews a large number of documents and materials about the situated cognition theory,classifies the data and makes a summary.Based on the former preparing,the author discusses the possibility of situated cognition theory applying to English grammar teaching in junior high schools in a theoretical way.During the experimental testing,the author chooses two classes of her teaching as experimental objects,which are taught by the same teaching contents and different teaching methods.That is to say,in the experiment class,the author uses the method based on the situated cognition theory,and in contrast,in the control class the author still adopts the traditional grammar teaching method.After the experiment,by using of questionnaire and interview,the author makes a survey on students' autonomous learning grammar awareness of the two classes before and after the experiment,while by using testing method and the software SPSS19.0 to analyze two classes' test scores.The experiment results show that English grammar teaching in junior high schools based on situated cognition theory is very helpful for arousing students' interest in learning English grammar and enhancing students to master grammar accurately,to use the grammar appropriately.When applying situated cognition theory to English grammar teaching in junior high schools,the author suggests that teachers should pay attention to cultivate students' awareness of situation,help students to understand the relevance and difference of grammar rules,guide students to learn grammar in the situation to make the grammar more interesting and reduce the psychological difficulty of grammar learning relatively,which helps students to achieve the internalization of language and cultural adaptation as soon as possible.