English Grammar Teaching In Junior High School Based On Three-Dimensional Grammar Theory

Based on Larson-Freeman’s three-dimensional grammar teaching theory,this thesis studies how to meet the goal of cultivating and developing students’ overall English proficiency proposed in English Curriculum Standards in English grammar teaching in junior high school.In Larson-Freeman’s opinion,it is not enough for students to just be able to output the correct form of language after learning grammar knowledge.Language output should take into account or even pay more attention to the correctness of the meaning of language expression and the high degree of conformity with the current communicative context at the same time.Larson-Freeman’s teaching theory coincides with the belief that grammar is a unity of form,meaning and use proposed in the English Curriculum Standards in 2022.The research tries to answer the following questions: 1.What kind of effect of applying grammar teaching based on three-dimensional grammar theory can be made on students’ grammar learning result of To-infinitive and V-ing as objects of verbs? 2.What kind of effect of applying grammar teaching based on three-dimensional grammar theory can be made on students’ grammar learning result and attitude? Two classes in Grade Eight were chosen as research subjects.One was the experimental class while the other was the controlled class.In the experimental class,the teaching model was designed based on Larson-Freeman’s three-dimensional grammar theory,while in the controlled class,the traditional teaching-memorizing-practicing model was adopted.Before and after the teaching experiment,the pre-test and post-test were carried out on the students of the two classes,and the obtained data were analyzed with SPSS,so as to know the practical teaching effect of three-dimensional grammar teaching model.This study not only explored the effect of the application of three-dimensional grammar theory on students’ learning and mastery of grammar knowledge,but also explored,in the form of questionnaire,whether the application of this grammar teaching theory would affect students’ attitude toward English grammar learning,whether this effect was positive or negative,and at last the data was analyzed through SPSS.The results show that: Firstly,according to the test data analysis results,the scores of students in the two classes in the grammar post-test were improved compared with those in the pre-test.The average score of the experimental class was increased by 6.11,while the average score of the control class was only improved by 2.08.Obviously,the degree of improvement of the experimental class is better than that of the control class.The results show that the experimental class has better grasp of target grammar knowledge than the control class after three-dimensional grammar teaching.Secondly,The average score of the experimental class in the questionnaire survey on the attitude on classroom grammar learning was 11.5 in the pre-test and 13.46 in the post-test.The average score was significantly increased,and the Sig.(bilateral)was 0.000,significantly less than 0.05,which means that students’ experience of three-dimensional grammar teaching has a positive impact on students’ attitude towards classroom grammar learning.