A Research On The Application Of The "Production-oriented Approach" To English Grammar Teaching In Senior High School

English has always been put emphasis on in educational curriculum of senior high school.Grammar teaching is an important part of English teaching,and is very crucial to the development of the comprehensive ability of English learners.Although grammar teaching has always been a controversial topic,it is now universally acknowledged that grammar should be taught in foreign language acquisition at home and abroad.However,the effectiveness of high school grammar teaching is still not optimistic.A considerable number of teachers are still accustomed to the traditional English grammar teaching and spoon-feeding their students whereas the latter are trapped in plenty of grammar rules.The majority of students lose their interest in English learning and barely have chances to use grammar in communication.The production-oriented approach(POA)aims to solve the problems of the separation between learning and using as well as low efficiency in foreign language teaching in colleges and universities in China.After the approach was proposed,it has been actively put into practice and proven to be positive on the improvement of learners' emotional attitudes and their pragmatic competence.In order to explore new methods of English grammar teaching in senior high school and improve the quality of grammar teaching,this thesis attempts to combine the POA with English grammar teaching and tries to build an operational framework of grammar teaching based on the“POA”.There are two research questions involved: One is whether this kind of grammar teaching can enhance students' grammatical competence and the other is what effects it has on learners' use of grammar learning strategies.This study took students from two parallel classes of a key senior high school in Guizhou province as the research participants.And there was no significant difference in the scores of the pre-test which tested students' grammatical competence,and thetwo classes were taught by the same English teacher.In the experiment lasting more than three months,the experimental group adopted the English grammar teaching based on the “POA” while the control group was instructed by traditional grammar teaching.The experimental instruments applied in this study included pre-and post-tests which dealt with students' grammatical competence,questionnaires concerning students' use of grammar learning strategies,classroom observation sheet and interviews as assistant tools.The tests were performed in both the experimental and control groups while the other three were carried out only in the experimental group.The results of the post-tests of the two groups show that there is significant difference in the grammatical competence of the two classes even though no significant difference is found before the experiment.And the mean of experimental group in the post-test is higher than that of the control group,which indicates that the grammar teaching based on the “POA” has promoted students' grammatical competence to some extent.And it can be found that students have more opportunities and are more willing to use grammar to express themselves through classroom observation and interviews.By analyzing the questionnaires before and after the experiment,classroom observation and interviews,the author finds that English grammar teaching based on the “POA” has a positive impact on students' use of grammar learning strategies,such as improving students' affective learning strategies and raising their awareness of using metacognitive strategies in grammar learning.According to the discussion and analysis of the research results,the author puts forward some pedagogical implications for grammar teaching in senior high school:First,teachers should change the notion of grammar teaching and actively explore new teaching methods for grammar teaching;and the design and assessment of learning objectives should be specific and measurable;next,more attention should be paid to the development of students' use of grammar learning strategies,such as efforts to improve the emotional strategies of students' grammar learning;at last teachers should attach importance to scaffolding in grammar teaching,which is crucial to the development of students at different levels.However,due to limitations in time,location,etc.,the sample of this study is not large enough,which means therepresentativeness of samples is not strong enough,and the differences in the development of use of grammar learning strategies and grammatical competence of English learners at different levels are not reflected in this study.And there is much to be improved in the teaching design because of subjective and objective reasons.Future research can expand the experimental subjects and explore more effective ways in the combination of the POA and English teaching.