A Study Of The Application Of Concept-based Instruction To English Grammar Teaching In High School

Grammar is an indispensable part of senior high school English learning as well as an important issue in foreign language teaching and research.This study takes the grammar teaching of subjunctive mood in senior high school as an example,aiming at solving the problems in traditional grammar teaching and discussing the significance of Concept-based Instruction in senior high school English grammar teaching theoretically and practically,so as to improve the effect of grammar teaching in senior high school.Under the guidance of the sociocultural theory,the image-schema theory and the constructivism theory,this study conducted an experimental study in accordance with the five stages of Concept-based Instruction,namely explanation,materialization,communicative activities,verbalization and internalization,aiming to explore the following three questions: 1)What kind of influence does Concept-based Instruction have on students? long-term memory in memorizing grammar? 2)How does Concept-based Instruction benefit for inspiring students? interest in learning English grammar? 3)What kind of effect does Concept-based Instruction have on students? English grammar scores?In this study,114 students from two classes of Grade two in Dalian No.102 Middle School were selected as subjects,among which 58 students were in the experimental class(EC)and 56 in the control class(CC).The research was carried out by means of pre-test,post-test,delayed-test,pre-questionnaire,post-questionnaire and interview.Before the experiment,the two classes were pre-tested and pre-questionnaire were distributed in the EC.After the experiment,the two classes were post-tested and delayed-tested,and the EC was investigated by post-questionnaires and five students from the EC were randomly selected for interview.The research results proved that Concept-based Instruction is beneficial for improving students? long-term memory in memorizing grammar,increasing students? interest in grammar learning,and improving students? English grammar scores in the EC.This study is significant for stimulating high school students? interest and enthusiasm in English grammar learning and promoting the improvement of their English proficiency and grades.At the same time,it provides a new way of thinking for English grammar teaching in senior high school.However,there are some problems in this study,such as the failure to control students? autonomous learning after class,to some extent,which will cause some errors to the experimental results of post-test and delayed-test.Future experiments can further track and record students? learning situation after class,so as to make the experimental results more accurate.