| According to the Curriculum Standards of English,basic knowledge of English language that every senior high school student has to know and master covers phonetics,vocabulary,grammar,functions and topics,showing the importance of grammar.In recent years,the appearing of new question types in National Matriculation English Test,such as rational cloze and error correction,puts new requirements to students'competence on flexibly making use of language rules.On the basis of these two aspects and with the reference of previous research results,this paper summarizes grammatical competence with a combination of mastery and application of grammar knowledge.In teaching practice,however,grammar teaching is obsolete,interfering with the students'grammatical competence cultivation.Dictation,on the other hand,is of high feasibility and effectiveness.Therefore,the dictation is used in this study to construct students'grammatical competence,so as to realize the aim of grammar teaching.Because of the single-function,traditional dictation is to check the word memorization.In this paper,however,some changes have been made to make dictation more scientific.Based on curriculum requirements and summarized key points in each unit,dictation is designed elaborately with three parts of words,expressions and key sentences.Before a dictation,students are supposed to have an understanding of some sentence structures or grammar knowledge.During a dictation,sentences are set down according to recordings.Based on this,this study is carried out including pre-test,post-test and questionnaire.Having collected all the relevant data,the author used SPSS 22.0 to analyze them with qualitative and quantitative approaches,trying to figure out whether this dictation has positive effects on promoting students' recognition and application of language rules and reducing grammar mistakes to make significant construction of grammatical competence.In this experiment,an experimental group and a controlled group were set.Students in both groups all come from senior two in Jianghan Oilfield Guanghua School.Class3 consisting of 42 students is experimental group and class6 is controlled group which is made up of 44 students.Before the experiment,both groups took part in the final exam.The results in this exam were considered as pre-test to make it sure that both groups'English performances were nearly the same,so the experiment was reliable.During the experiment,experimental group develop grammatical competence by receiving dictation which is made of words,phrases and sentences,while controlled group still followed the traditional dictation which consists of words and phrases.After four-month experiment,a final exam was held again at the end of this semester,which was the post-test.According to the comparison of pre-test and post-test,the author made some major conclusions.Firstly,dictation which was designed carefully and creatively helped students more easily recognize grammar rules,but it could not greatly improved students' ability of flexibly putting grammar rules into practice as much as possible.So the effects of dictation on students' grammatical competence are limited.Secondly,dictation is indeed an effective teaching method and important to the overall English grades of the class.Thirdly,the more creative dictation is,the more easily teaching objectives are realized.Fourthly,students are affected to take English study seriously under the guidance of teacher's improving dictation.In conclude,this paper has profound guiding significance for practical teaching.To start with,dictation should always be modified to become systematic and scientific so that it is an effective teaching aid.What's more,this paper awakens teachers' awareness of the urgency of practical grammar teaching.Teachers are accountable to analyzing students' learning situation and provide personalized learning guidance the last but not least,teachers should always remember to be creative and innovative. |
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