Action Research On Relative Clause Teaching In High School English Based On Three-Dimensional Grammar

Grammar teaching plays an important role in high school English learning,whose form and meaning cannot always be balanced though.In view of this situation,the new English curriculum standard issued in 2003 clearly points out that grammar teaching should be more pragmatic,which is exactly in line with the three-dimensional grammar framework proposed by Larsen-Freeman,whose purpose is to successfully combine formal meaning and use of language in classroom grammar teaching.Under this framework,the ultimate goal of grammar teaching is to truly realize the accurate,meaningful and appropriate language output of students.At present,three-dimensional grammar teaching has not been effectively carried out in high school English teaching,especially the teaching of relative clauses,which means its effectiveness has not been tested by research.At the same time,the current teaching and learning situation of relative clause is not very ideal.The common mistakes of teachers and typical mistakes of students often lead to unsatisfactory teaching and learning effects,and it is urgent to seek for new teaching methods that meet the new curriculum standards.This paper plans to conduct an action research and analysis on the teaching of attributive clauses in English,based on the three-dimensional grammar framework,whose aim is to achieve two goals: First,to test and enrich the teaching method of three-dimensional grammar;Second,to improve the teaching effect of attributive clauses in high school English.The subjects of this study were 90 Grade 1 students from Shibei High School in Wuxi,Jiangsu province.In order to make a comparison,the author set two parallel classes as the control class and the experimental class for the research.In the research process,questionnaire survey,test,interview,teaching design,teaching log and other research methods are mainly used.Firstly,the author took the pre-test.Secondly,questionnaire is used to understand students' learning of English grammar.The author conducted an interview after the teaching design of three-dimensional grammar.In addition,the results of the post-test were collected to be compared with those of the pre-test,after which T test was used to generate the experimental results.After the research,we can find: Firstly,it is completely possible to carry out grammar teaching practice under the three-dimensional grammar framework.The students in the experimental class showed a stronger interest in learning grammar,or relative clauses to be exactly,and they mastered relative clauses better than the control class.They had a more systematic understanding of relative clauses and a deeper understanding of the grammatical structure.Secondly,the task-based teaching designed in this paper also enriches the teaching of threedimensional grammar from three dimensions.In form,students can grasp the sentence patterns of attributive clauses and practice the use of relative pronouns and relative adverbs.In meaning,the designed task is rich in life and culture,which is in line with the core quality of English subject and can effectively improve students' language ability and cultural awareness.In terms of usage,the task designed is practical,enabling students to quickly and accurately understand why attributive clauses are used.