Application Of Three-step Grammar Model In English Teaching In Junior High Schools

Junior high school is an important period to learn English well,and grammar is considered one of the biggest difficulties for junior high school students.However,grammar and lexis are generally regarded as two separating teaching parts in many teaching approaches,such as audio-lingual approach,cognitive approach,and communicative approach and so on.At present,these methods are still widely used in China,and Chinese teachers tend to teach grammar and vocabulary separately.There are two major disadvantages of grammar teaching in junior high schools now.First,students seldom have the opportunity of self-directed learning.Teachers explain the new grammar while students just listen,take notes,and do written exercises.This is not conducive to students’ comprehensive internalization of grammar knowledge,and cannot initiate their active roles in English learning,either.Second,teachers usually teach grammar and vocabulary separately,which is not conducive to the systematic learning of the language.Lexical chunks are a type of language structure with both lexical and grammatical features.They are usually a prefabricated phrase composed of multiple words and have specific discourse functions.A large number of prefabricated language units are preserved in human memory,and lexical chunks are the key to making language output convenient,fast and fluent.In recent years,the lexical approach has been proved to be very helpful for the improvement of grammatical competence.However,most of the existing research focuses on the application of lexical approach in teaching writing and vocabulary,and there is little research on lexical chunks in English teaching in junior high school.On the theoretical basis of Michael Lewis’ lexical approach,this thesis draws on the research results of lexical approach and grammar teaching at home and abroad,selecting the cultivation of students’ grammatical ability as the entry point,and makes an in-depth study on how to implement lexical approach in grammar teaching in junior high school.In view of this,this thesis proposes the three-step grammar model based on lexical approach.This thesis will examine two questions.First,does the three-step grammar model improve students’ grammar knowledge? Second,does the three-step grammar model have certain advantages over the traditional teaching method?An experiment is designed to verify the results.In this experiment,100 students from two classes in grade two of a middle school in Fuzhou city are selected as the research subjects.For eight weeks,the experimental class was taught by the three-step grammar model,and the control class received the traditional teaching.Data were collected through two tests for statistical analysis.The results show that the experimental class performs better than the control class in blanks filling,multiple choices,cloze test.And the total marks of the experimental class increase markedly,which are higher than those of the control class.Therefore,the three-step grammar model has a significant effect on improving students’ grammar knowledge,which shows the lexical approach has obvious advantages in grammar teaching.The three-step grammar model can be helpful for junior high schools students who are English beginners.