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A Study On Grammar Teaching Based On "Hierarchical Task-based Language Teaching" In Senior High School

Posted on:2021-02-14Degree:MasterType:Thesis
Country:ChinaCandidate:J W ZhangFull Text:PDF
GTID:2415330626453618Subject:Education
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At present,there are some problems in senior high school English grammar teaching,such as low efficiency of teaching and lack in students' interest in learning grammar.Many teachers and teaching researchers advocate the use of task-based language teaching method to teach English grammar.However,in the face of the practical problems of large class capacity and heterogeneous English level of students in senior high school,there are few ways.To solve these problems,this paper introduces the idea of hierarchical teaching into task-based grammar teaching,tries to implement “hierarchical task-based language teaching” in senior high school English grammar teaching,and tries to answer the following two questions:(1)To what extent can the hierarchical task-based language teaching change senior high school students' passive attitude towards learning English grammar and enhance their interest in grammar learning?(2)What the influence does the hierarchical task-based language teaching have on English grammar teaching in senior high school?Under the guidance of constructivism learning theory and zone of proximal development theory,this paper intends to integrate the idea of hierarchical teaching into task-based language teaching.Constructivism learning theory emphasizes that students' learning process is a process of constructing knowledge actively,which should be based on their original experience,psychological structure and belief,and students can construct new knowledge by completing tasks suitable for their own cognitive level.Therefore,it is necessary for students with different psychological structure and different English proficiency to carry out hierarchical teaching;meanwhile,the zone of proximal development theory advocates that teachers can teach differently according to students' real learning level,so teachers can set heterogeneous learning goals which can motivate them for students with different levels to achieve better teaching results.Hierarchical task-based language teaching requires teachers to set up different levels' and open-ended tasks according to different levels of students' English in the process of senior high school English grammar teaching,so that students at different levels can complete the corresponding tasks happily.Students can change their passive attitude towards English grammar learning and improve their interests and enthusiasm in learning English grammar bycompleting tasks suitable for their own level,mastering corresponding grammar knowledge and obtaining value demands of self realization.The promotion of students' interest in English grammar learning can effectively promote the completion of teaching goals,and then improve the teaching effect of English grammar.As the teaching of non-finite verb is an important and difficult part of senior high school grammar teaching,this study takes the teaching of non-finite verbs as an example to illustrate the implementation of hierarchical task-based language teaching in English grammar classroom.In order to further verify the effectiveness of the hierarchical task-based language teaching in senior high school English grammar teaching,this study conducted a four-month comparative teaching experiment with two parallel classes in grade one of Chenzhou senior high school in Zhoukou.Among them,class 7 is the experimental class,which adopts the hierarchical task-based language teaching;class 8 is the control class,which adopts the task-based language teaching method.In this paper,questionnaire survey and grammar module test were used to obtain the relevant experimental data,and the data were analyzed by Excel and SPSS 20.0 software.The results show that the post-test scores of experimental students are significantly higher than the pre-test scores.In addition,in the post-test of the questionnaire of the experimental class and the control class,the significance value of t-test shows that P =0.001-0.044,which shows that the students' interest in learning grammar has been significantly improved,and the attitude has also been significantly changed.Through the research,we find that: first,hierarchical task-based language teaching can change senior high school students' passive attitude towards learning English grammar and enhance their interest in grammar learning to a large extent;second,hierarchical task-based language teaching can positively improve the effect of senior high school English grammar teaching.
Keywords/Search Tags:senior high school grammar teaching, hierarchical task-based language teaching, zone of proximal development
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