Research On The Application Of Conceptual Teaching Method In Junior High School English Grammar Teaching

As important language knowledge,grammar is of great significance in language learning.How to effectively improve the English grammar level of learners,especially junior high school students,has been the focus of English teachers and foreign language teaching researchers for many years.Junior high school students are in the beginning stage of grammar learning.If they don't understand the certain concept of grammar correctly at this time,they can't deepen their study of this grammar in senior high school.Therefore,only by understanding the concept and meaning of grammar,can we have a whole grasp of the grammar system,and use grammar more appropriately.The Concept-based instruction proposed by Lantolf(2011)team,a new teaching school,focuses on the understanding of concepts.This study attempts to apply the Concept-based instruction to English grammar teaching in junior high school,aiming at the promotion of students' in-depth understanding of grammar concepts,to explore effective ways and methods to improve students' mastery of grammar knowledge and correct use of grammar rules.Based on Sociocultural Theory and Image-Schema Theory,this study conducts teaching experiments according to five stages of Concept-based instruction: interpretation,materialization,communicative activities,verbalization and internalization,aiming to explore the following two issues:(1)What are the effects of the application of Concept-based instruction to grammar teaching in junior high school?(2)What are the attitudes of the students towards the application of Concept-based instruction to teaching grammar?In this study,100 students in Grade 8 of a middle school in Gaoqing County,Shandong Province are taken as the research objects.There is no significant difference in their English level and they are divided into experimental class and control class.The main methods used in this study are experiment,test,questionnaire and interview.First of all,the pre-test was carried out for the two classes,and the score data was recorded into SPSS26 for analysis to prove that there was no significant difference between the two classes in English level.Then,the teaching experiment was carried out.In the control class,the traditional teaching method of telling rules,giving examples and making practice was used,while the experimental class adopted the Concept-based instruction.All other conditions including textbooks,teachers and class time were consistent and the experiment lasted for three months.After the experiment,the two classes were tested and analyzed by SPSS26 again.It was found that the performance of the experimental class was significantly better than that of the control class.The majority of the students think that explaining the concept can really deepen their understanding of grammar,and schema and communication activities are also helpful for learning grammar.They think the Concept-based instruction can improve their grammar level and increase their interest in grammar learning.This study hopes to improve the students' grammar level with the help of Concept-based instruction,prove the effectiveness of Concept-based instruction in junior high school English grammar teaching,and explore more scientific and effective teaching methods for grammar teaching.However,there are still some limitations in the research.The interpretation of the concept is very complex and difficult to be comprehensive.It requires a high level of teachers' professional knowledge and culture,which also urges teachers to keep learning and improve themselves.