The Analysis Of The Grammar Sections Of The Oxford Textbooks (Shanghai Senior High School Edition) From The Perspective Of Three-dimensional Grammar Theory

Front-line teachers in senior high schools generally believe that the grammar sections of the Oxford English textbooks(Shanghai Edition)for senior high school overemphasize the form of grammar.Besides,their content is too easy to meet the requirements of curriculum standards and the needs of practical grammar course.As a result,English teachers seldom teach grammar according to the content arranged in the textbooks.This dissertation is mainly about the analysis of the cause of the inconformity of the content of grammar course and that of the grammar sections of the Oxford English textbooks(Shanghai Edition)for senior high school.This dissertation firstly defines some related terms,and then introduces the background and connotation of the three-dimensional grammar theory of Larsen Freeman detailedly.And whereafter based on this theory,the dissertation analyzes the grammar requirements of the curriculum standards,which finds that both curriculum targets and suggestions about textbook compilation attach importance to the use of grammar.Subsequently,still based on the three-dimensional grammar theory,the analyses about the content of the grammar sections of the Oxford textbooks(Shanghai Edition)for senior high school are carried out separately from the aspects of presentation of grammar items and grammar exercises.In the aspect of presentation of grammar items,the research finds that all the grammar sections cover the three dimensions of grammar except one whose content is about sentence constituents.Of all the grammar exercises in the set of six textbooks,the exercises focusing on the dimension of form account for 49%,while the exercises focusing on the dimension of meaning account for 39% and the exercises focusing on the dimension of use account for 12%.In brief,the compilation of the grammar sections of the Oxford textbooks doesn't over emphasize the form of grammar,but gives consideration to the three dimensions of grammar,that is,its form?meaning and use,for both presentation of grammar items and grammar exercises.Therefore,the arrangement of grammar sections of the Oxford textbooks is reasonable in terms of three dimensions of grammar.Which dimension a grammar section places more emphasis on has much to do with the grammar items presented and practiced in this section and students' cognition of these grammar items.If students have difficulty in mastering the form of these grammar items,the arrangement focusing on the dimension of form is more than that of other dimensions,and vice versa.What's more,for the issue of teachers' belief that the content of the grammar sections of the Oxford textbooks is much too easy,this dissertation carries on the research still from the aspects of presentation of grammar items and grammar exercises.The research analyzes and contrasts the grammar items in grammar sections of the textbooks and those in curriculum standards,which finds that as linguistic input,the grammar items in grammar sections only account for 67 percent of the items required by curriculum standards.In addition,the layout of the items in grammar sections is decentralized,lacking in consistency and systematicness.So the design of the grammar sections has shortcomings and needs to be improved from this point.As linguistic output,grammar exercises are diverse in types,laying emphasis on the setting of verbal context.But the number of exercises in grammar sections is small,so the teachers need to add extra exercises to their grammar teaching.In the end of this dissertation,according to the above analyses of the grammar sections of the Oxford English textbooks(Shanghai Edition)for senior high school,the dissertation writer gives some suggestions to textbook compilers about how to compiling the textbooks better ?teachers about how to utilize the textbooks in grammar teaching and students about how to learn English grammar well.The writer especially suggests that English teachers should enhance the study of the three-dimensional grammar theory of Larsen Freeman so that they can take a broad and long-term view in their practical grammar teaching.