A Study Of Affordance Theory Driven Ecological English Grammar Teaching Mode In Senior High School

Grammar is not only the cornerstone for senior high school students' English learning,but also the key and obstacle in senior high school English teaching.Grammar teaching has always been valued by teachers and students,but the effect of grammar teaching is not obvious.There are still many problems in students' attitude towards grammar learning and the application of learning strategies.In view of the problems in senior high school grammar teaching,this paper applies the affordance theory to senior high school English grammar teaching in order to improve the current situation of English grammar teaching.Based on Gibson's affordance theory,the paper takes the interpretation of the affordance theory by Aronin,Singleton and Van Lier as the theoretical frameworks,and explains students' language learning from the perspective of perception-interpretation-action model.The affordance theory pays attention to the affordance in the learning environment and focuses on the overall harmonious relationship between the teacher,students and the learning environment.After students perceive and interpret the affordances in the learning environment,they take corresponding learning behaviors to achieve grammar acquisition.This paper aims to answer the following three research questions:(1)What is the impact of the affordance theory driven ecological English grammar teaching mode on students' grammar learning strategies?(2)What is the impact of the affordance theory driven ecological English grammar teaching mode on students' grammar achievements?(3)What is the impact of the affordance theory driven ecological English grammar teaching mode on students' grammar autonomous learning ?90 high school students from Grade two in Yingkou City,Liaoning Province participated in the experiment,which both 45 students in the experimental class and the control class.The experiment lasted for 16 weeks.The experimental class adopts the affordance theory driven ecological English grammar teaching mode,while the control class adopts the traditional grammar teaching mode.The instruments of this experiment contain questionnaires,pre-test and post-test and interview to collect data.The data analysis of questionnaire,pre-test and post-test is dealt with SPSS 24.0 software.It is found that the affordance theory driven ecological English grammar teaching mode improves students' grammar learning strategies,grammar achievement,and students' autonomous learning.The affordance theory driven ecological English grammar teaching mode has a positive impact on senior high school students' grammar learning competence.Therefore,The affordance theory driven ecological English grammar teaching mode is feasible in senior high school English grammar teaching.