| Grammar plays a significant role in students’ English learning.It can not only improve students’ listening,speaking,reading and writing ability,but also improve students’ comprehensive language use level.Students’ good grammar ability depends on efficient grammar teaching methods.However,at present,the traditional grammar teaching method is monotonous,students’ learning interest and learning efficiency are low.Therefore,it is extremely urgent to explore efficient grammar teaching methods.This study introduces the concept-based instruction into English grammar teaching in senior high school in order to improve the efficiency of grammar teaching and promote students’ mastery of grammar knowledge.Concept-based instruction is a teaching method based on social and cultural theory,explaining concepts with the help of cognitive linguistics theory,and then helping students internalize language knowledge through communicative activities.The grammatical item in this study is attributive clauses.Attributive clause is one of the important grammar points in senior high school.Students generally believe that it is difficult to learn this grammar project.They often make mistakes in the structure of attributive clause and the use of relative words.Therefore,exploring the teaching of attributive clauses has important practical value.At present,there is little research on the application of concept-based instruction in grammar teaching.Based on sociocultural theory and image schema theory,this study carries out teaching activities according to the five steps of concept teaching:interpretation,materialization,communicative activities,verbalization and internalization.The purpose of this study is to explore the following issues:（1）Compared with the traditional teaching method,can the concept-based instruction more effectively promote students’ mastery of attributive clauses?（2）How do students feel and attitude towards concept-based instruction?This study takes the senior one students of a high school in Hanzhong City,Shaanxi Province as the research object,and selects two parallel classes for a four month teaching experiment.One of the selected classes is the control class and the other is the experimental class,with 50 people.The English level and grammar ability of the two classes are the same.The research methods adopted are experiment,questionnaire and interview.The control class uses the traditional method to teach grammar,and the experimental class uses the concept-based instruction to teach grammar.Before the experiment,the pre-test of the test paper and questionnaire were carried out in the two classes.After the experiment,the post-test of the test paper and questionnaire were carried out,and some students in the experimental class were interviewed.The results show that students’ interest in learning and grammar scores have been significantly improved by using the concept-based instruction.Most students believe that concept-based instruction can deepen their understanding of grammar,and the use of schema and communicative activities is more conducive to their learning of grammar.This study provides a new idea for the current grammar teaching method.This method can enhance students’ interest in grammar learning and improve the efficiency of grammar learning,which has a certain practical significance.Therefore,it is feasible and effective to use this teaching method in grammar teaching in senior high school.However,there are still some deficiencies in this study.For example,the variables of the experiment do not exclude students from learning grammar knowledge through other ways.The interpretation of concepts has high requirements for teachers themselves.How to choose the appropriate schema is still the difficulty of the teaching method. |
