The Application Of Context-based Approach To English Grammar Teaching In Junior High School

Grammar,as a generative rule of language,plays an important role in English learning.Grammar teaching is an essential part in improving students' ability to use English effectively,either in language input or language output.However,the current situation of English grammar learning is unsatisfactory,especially in junior high school.At present,some teachers adhere to the traditional method and focus on the isolated interpretation of grammatical rules;some teachers are inclined to weaken or even ignore the teaching of grammar system.Actually,in both cases,most students still can not use grammatical rules in real contexts appropriately,accurately and flexibly.All languages exist in certain contexts.Grammar is an essential part of language knowledge,which is also closely related to contexts.The teachers can set the contexts which are of interest to the students to help students understand,explore and internalize grammatical knowledge.Therefore,a teaching experiment is carried out to study the application of context-based approach in English grammar teaching in junior high school.In this thesis,the author proposes two research questions.(1)What is the impact of context-based grammar teaching approach on inspiring students' grammar learning interest?(2)What is the effect of context-based grammar teaching approach on improving students' grammar competence?In the experiment,the author chooses 110 students from two parallel classes in Grade Eight of Gushi Huanggang Middle School in Henan province as participants.Class 1 is randomly selected as experimental class in which context-based grammar teaching method is applied,while Class 2 is chosen as control class in which traditional grammar teaching method is employed.Before the experiment,the author conducts the pre-test to ensure English grammar level of students in two classes is similar.After the experiment,the author uses the post-test to explore whether context-based grammar teaching approach is more effective or not.The whole experiment lasts for two months.The author adopts three research instruments: questionnaire,interview and test.The scores of pre-test and post-test in the experiment are processed and analyzed with independent-samples T test and paired-samples T test in SPSS 19.0.The experimental results indicate that context-based grammar teaching approach can enhance junior high school students' interest in grammar learning and improve their grammatical competence remarkably.The students learn grammatical rules more actively and willingly.Compared with the traditional method,context-based grammar teaching approach is more effective.On the basis of this study,the author finds that it is easier for students to understand and internalize grammatical rules in specific contexts.In the process of using this approach,various kinds of meaningful contexts should be designed,which are suitable for the target grammar items and close to students' life.Grammar is no longer boring rules,but an interesting story,a delightful game etc.In this way,students can learn to use grammatical rules in concrete contexts to achieve the unity of form,meaning and use of grammar.