The Effective Study Of Text-based Grammar Teaching In Junior High School

Based on the questions of junior high school grammar teaching, this paper reviews the necessary of grammar teaching, the three dimensions of grammar and the development of different approaches of grammar teaching under different teaching approaches. On the basis of previous studies and the guidance of context theories and the Associative-Cognitive CREED, the text-based communicative grammar teaching model is set up.It holds that in the first step of grammar teaching there should be a cohesive text or discourse input. After the perception of input material, the students are guided to explore the target constructions in the context background. The form and meaning of target constructions are as salient in the context background and recognized by the students. Thirdly, the half controlled text-based/discourse-based practices are conducted. After the forms are fully mastered by students, a communicative practice is designed to use the language by doing things. The teacher’s feedback runs through the whole teaching procedure.This paper also analyzes the effectiveness of the text-based grammar teaching mode by using the method of questionnaire, test and interview.Two teaching models are compared to study the differences in grammar teaching. One is text-based communicative grammar teaching, and the other is traditional grammar teaching which emphasizes on sentences explanation without context and sentences practice.The research subjects are two classes of grade nine in Yongjia Oubei third middle school. There are 40 students in the experimental class and 38 students in the control class. The period of experimental teaching lasts four weeks excluding experimental preparation and data collection. The research teaching content is the three common tense passive constructions,the present tense passive, the past tense passive and future tense passive.The experiment controls three variables. They are the interests of grammar learning, the English language competence and the prior knowledge to passive constructions. The result shows the text-based communicative grammar teaching facilitates the grammar learning in affective factors, and gains higher achievement in scores compares to traditional grammar teaching.Therefore, except having a correct and comprehensive view of grammar teaching, the teacher should design the grammar teaching not only scientific but also need to stimulate students’ affective factors to promote the occurrence of meaningful learning. The text-based grammar teaching can combine with the communicative grammar teaching, which contextualized of target construction in text and in situation. The language user can achieve the automation in the process of using language gradually and to develop their integrated skills.