A Study Of The Application Of Concept-based Instruction To The Teaching Of Non-finite Verbs In Senior High School

In the field of Second Language Acquisition(SLA),grammar plays a crucial role in mastering the essentials of language learning,with non-finite verbs being an important component of high school English grammar study.To adapt to the new round of curriculum reforms,the front-line teachers must improve the traditional grammar teaching model,and integrate new teaching theories,to explore an efficient new mode of grammar teaching and learning.In recent years,the concept-based instruction proposed by the social-cultural theory scholar Lantolf provides a new approach for high school English non-finite verb teaching.Concept-based instruction is a teaching method that is centered around concepts.It is based on social-cultural theory,conceptual metaphor,and image schema,and generally follows five basic steps in specific teaching:explanation,materialization,communicative activities,verbalization,and internalization.The main research purposes of this study are twofold:First,can the application of concept based approach to non-finite verb teaching in high school English effectively improve students’ English scores?Second,what are the students’ attitudes and opinions about using the concept based instruction to teach non-finite verbs?Based on these questions,this study selected 100 students from two parallel classes in a high school in Luohe City,Henan Province,with 50 students in each class.The same teacher taught both selected classes,with one class as the experimental group and the other class as the control group.The research methods used in this study mainly include experimental method,testing method,questionnaire survey method,and interview method.Both classes took a pre-test and a post-test on grammar.Prior to the experiment,a pre-test was conducted for both classes,and the test scores were analyzed using statistical software(SPSS26)to demonstrate that the two classes had no significant differences in English grammar level.Secondly,a whole term teaching experiment was conducted,during which the control group used traditional teaching methods while the experimental group used the concept-based teaching approach.The two classes differed in the explanation of grammar rules,presentation of examples,and exercises,while all other conditions,such as textbooks,teachers,and class length,remained consistent.After the experiment,a post-test was conducted on both classes to determine whether there were significant differences between the control and experimental groups.The study results indicated that the experimental group had significantly higher scores in non-finite verb grammar compared to the control group,demonstrating the effectiveness of the concept-based teaching method in high school English non-finite verb teaching.Additionally,the study conducted a questionnaire survey and interviews with the experimental group students,revealing that they generally provided positive feedback on the concept-based teaching method,which helped them gain a deeper understanding of the concept and meaning of grammar in a more vivid and visual way.Our study confirmed that compared to the traditional 3P(Presentation,Practice,and Production)teaching method,the concept-based teaching method emphasized concept learning more.By using metaphorical and image representations,this method helped students to better understand grammar rules and structures,enhancing their interest and motivation in learning.This interest and motivation further stimulated students’ comprehension and thinking abilities,making language learning more targeted and efficient.The positive feedback effect has led to significant improvements in grammar scores,while improving the efficiency and quality of learning.At present,most of the existing researches focus on the theoretical level of conceptual teaching method,and some researches focus on the practicability and application of conceptual teaching method.However,compared with other teaching theories and methods,the current researches still lack the practical investigation on the integration of conceptual teaching method into high school English teaching and the case analysis based on non-predicate verb teaching.The study provided theoretical and practical experience in the application of concept-based teaching methods in high school English grammar teaching,which can help promote and popularize this method in high school grammar education,thereby improving students’ language application ability and correct understanding of abstract grammar knowledge.