An Empirical Study Of Experiential Teaching In High School English Grammar Teaching

Grammar is an essential part of language learning,which exerts influences on language comprehension and linguistic performance.There are many problems in traditional grammar teaching such as mechanical practice and overemphasizing grammar rules,which lead to a phenomenon that students accept grammar passively and learn them without interest and efficiency.With the further development of linguistic theories,experiential teaching has been put forward and widely applied to teaching fields.Faced with this situation,this study attempts to apply experiential teaching in high school English grammar class,thereby improving the grammar teaching quality and enhancing students’ ability to use grammar.The effect of experiential teaching on senior high students’ English grammar learning is the focus of this dissertation.Based on the Experiential Learning Theory,Constructivism Learning Theory and Affective Filter Hypothesis,this study implements experiential teaching in high school English grammar class to explore the effects of it,which are mainly investigated from four aspects,namely grammar learning attitudes,grammar learning interests,grammar learning strategies and grammar learning ability with the ultimate purpose of inspiring a gleam of English teachers in grammar teaching.By virtue of the pre-tests,the objects of this study,whose original English learning achievements are nearly in the same level among classes of senior one in Yilong Hongde Middle School,are extracted as experimental class and control class;subsequently,one-semester experiment is conducted among the 121 students i.e.,the experimental class uses experiential grammar teaching while the control class applies traditional grammar teaching.After the experiment,post-tests are distributed to these classes;and questionnaires,interviews,and SPSS26.0 are supplemented attempting to answer the following questions.(1)What are the effects of experiential teaching on senior high students’ English grammar learning attitudes and learning interests?(2)What are the effects of experiential teaching on senior high students’ English grammar learning strategies?(3)What are the effects of experiential teaching on senior high students’ English grammar learning ability?The results suggest that experiential teaching exerts positive influence on students’ English grammar learning attitude and learning interests;meanwhile students’ English grammar learning strategies and learning ability have also been improved to varying degrees.In contrast to traditional English grammar teaching,experiential grammar teaching is more effective.And the more effective strategies of investigating experiential grammar teaching needs teachers’ lifelong learning and reflection,and external support from schools and society.Although Experiential English grammar teaching has plentiful benefits,the author suggests that teachers should scientifically balance the relationship between the experiential teaching and traditional teaching.The meaningful practice and communicative practice of experiential grammar teaching should be associated with the mechanical practice of traditional grammar teaching for assisting teachers to improve students’ grammar performance.