Contextualized Grammar Teaching In Junior Middle School

Grammar,used to be the norm of language,is the basis of the conversation.From words to discourse,grammar has restricted the expression of language;it is an important factor to the development of comprehensive language ability.In order to take good advantage its positive effects of language learning.The "New Curriculum Standards(2017 Edition)" clearly states that the teaching of grammar knowledge should learn,consolidate and understand new knowledge in the context,so that we can cultivate students' grammatical awareness.Therefore,students will be able to master grammar knowledge and improve their comprehensive language skills.Cheng Xiaotang(2013)believes that grammar is a resource that helps language realizes ideographic functions.Grammar is the unity of form and meaning.Grammar teaching needs to combine meaning and form,and ultimately improve the language output ability of students in the form of discourse and spoken language.The current educational reform and the development of teaching thoughts show that grammar teaching presents a tendency to return to the essence of grammar.In teaching,educational researchers encourage grammatical forms in teaching to rely on context,highlight the ideology and pragmatic functions of grammatical knowledge in context,and pay attention to comprehensive learning of grammatical meaning and form.Therefore,in order to better promote the development of students' comprehensive language ability and improve the efficiency of students' mastery of grammar knowledge,this study attempts to conduct related research in the context of contextualized grammar teaching and explore the practical effects of contextualized grammar teaching.This research is mainly to solve the following questions:(1)How to design contextualized grammar teaching in junior high school?(2)Does the contextualized grammar teaching reduce the error rate of the student? This study mainly takes the second grade of junior high school as the experimental object.In the experiment,the author takes the third class of the eighth grade as the experimental object,and the fourth grade of the eighth grade as the control class.The teaching experiments were carried out in the two classes,which will be taken three tests for the validity and credibility of the experimental data ensuring.The main purpose of the first test,using the independent sample test,is to ensure the same standard of the two classes,so that the experiment is of meaning.The second experiment is mainly tested the students' tense grammar score,in order to analyze the difference learning ability of the basic form and meaning acquisition between the two classes.The last test is to compare the error rate of present perfect tense of the two experimental subjects in the test,so that we can further analyze weather the contextualized grammar teaching take a positive role during the whole process of students' grammar learning.The experimental data shows that under the premise of grammatical scores,the experimental class students get a score slightly higher than the control class in the comprehensive test questions,so contextualized grammar teaching can help students improve the comprehensive application ability of the language.Secondly,the post-test data shows that the current completion time error rate of the experimental class is significantly lower than that of the control class.The result shows that the students can be relatively more in the contextualized teaching environment.The successful distinction between past tense with adjacent contextual meaning shows that contextualization now completes the tense teaching method and relatively improves the grammar learning efficiency and solidity of students,and has practical teaching value.In summary,contextualized teaching can really help students learn and master grammar knowledge,and there is value in practical teaching significance.