A Study Of English Grammar Teaching In Senior High School From The Perspective Of Construction Grammar

It is universally accepted that Grammar plays an important role in the English teaching field.The current grammar teaching mainly adopts traditional approaches,which emphasized the form rather than the meaning.From the perspective of Construction Grammar,it considers grammar learning as a process of construction accumulation,and treats construction as a combination of form and meaning and concentrates the pairings of form and meaning,focusing on the construction acquisition based on generalization.Inspired by Construction Grammar,this thesis proposes a new grammar teaching method and conducts an experimental study among students and their teacher from two classes with nearly the same level in Grade Two at Ganzhou Middle School,one class is experimental group and the other one is control group,aiming to examine the efficiency of English grammar teaching on the basis of Construction Grammar and provide suggestions for the English grammar teaching.This study develops on the basis of the four research questions:(1)What is the current grammar learning and teaching situation in high school?(2)How does the grammar teaching based on Construction Grammar theory influence students' grammar learning?(3)What are students' and teacher's attitudes toward the implementation of Construction Grammar to grammar teaching?(4)Compared with traditional approach,will high school grammar teaching guided by Construction Grammar exert a more effective influence on learners' grammar proficiency?The outcomes of this research indicate that: firstly,the current situation of high school grammar teaching in this area shows that teachers are quite familiar with the grammar level of their students,instead,they find it hard to cultivate their grammar ability,in the meantime,students consider it easy to grasp grammar items,however,there exist weakness when applying the rules.Secondly,grammar learning in essence is construction learning.Grammar learning can be effective based on the large amount of grammar usage and generalization through their meaning,in order to produce construction and learn grammar effectively.Thirdly,the grammar teaching guided by Construction Grammar transformed the attitude of teacher and students toward grammar.Participants in the experimental group begin to realize that the learning of grammar should focus on the combination of form and meaning,and that learner should obtain constructions through their own experience.Last but not the least,the application of Construction Grammar can produce more positive effects in grammar teaching and learning.The experiment shows that after fifteen weeks of grammar teaching guided by Construction Grammar,the grammar proficiency of experimental group is better than that of control group,on the account of that the average grammar scores in EG increased obviously,while that in CG did not witness an significant improvement.This thesis has introduced Construction Grammar into senior high school grammar teaching and has provided suggestions for grammar teaching.By doing so,the measures have a theoretical significance and practical significance for the further research.In the meantime,there are some restrictions in this study and undoubtedly,further improvement should be taken into consideration.