The Application Study Of Teaching English Grammar With Pragmatics On Senior High School

Under the background of the importance of pragmatics in grammar teaching has been emphasized by more and more researchers,the purpose of the thesis is to investigate the effect of pragmatic grammar to the students of senior high school in learning grammar with pragmatic practice,based on previous theory of pragmatics and English grammar teaching.In this thesis,observation and interview methods have been adopted.By observing four teaching cases from four teachers who teach in Senior One in the high school in Nanning,the data of teacher provides metalanguage knowledge,teacher provides real text,teacher provides practical opportunities,teacher adopt cooperative principles and students’ performance in the class has been collected and analyzed.Subsequently,the four English teachers are interviewed in terms of the advantages and disadvantages of teaching grammar with pragmatics.After analyzing the data,the observation results show that teaching grammar with pragmatics can arouse students’ learning interest and make them perform actively in the class.The interview results reveal that pragmatic grammar teaching is helpful for students to understand grammar easier and use grammar more appropriately.However,the biggest problem of pragmatic grammar teaching is that teachers need to spend much time and energy preparing lessons.This thesis suggests that teachers should provide metalanguage knowledge as possible as they can in classes,such as the definition and background of grammar in English.Teachers should provide real context for students to know the rule and use of grammar.In addition,providing more practical opportunities is good for students to understand and apply grammar appropriately and improve their pragmatic awareness.Finally,if teachers use cooperative principles frequently,and students are more willing to join in classes.