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The Effect of Teaching English Grammar in Context on High School Students

Author: LiaoXiangDong
Tutor: ZhangYi
School: East China Normal University
Course: Education
Keywords: English Grammar Implicit instruction Explicit instruction Context Acquisition Ing form verb
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 252
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Abstract


In the methods of teaching grammar, there has been two views: Implicit and explicit grammar teaching grammar teaching. View of the opposition stems from two kinds of teaching and Schmidt Krashen learn about recessive and dominant role in second language acquisition theory opposition. Therefore, teaching high school English grammar empirical research not only has the necessity but also for middle school English teaching also has practical significance. At the same time, I observed and investigated in high school English grammar teaching process, teachers generally used is explicit teaching of grammar, and this result is that teaching students to cope with exam questions can not effectively communicate in a language. This thesis attempts to create the context, to take implicit grammar teaching to improve the situation. In this study, high school students learned the verb ing form as the starting point, combined with quantitative analysis, Longquan City, the first school year, third year 150 students doing grammar learning questionnaire. And one of sophomore year (six) classes and (five) class 104 students over a period of months grammar teaching experiment. Subjects divided into two groups: High School (six) classes for the experimental class, sophomore (five) class as a reference class. Respectively, in two different teaching conditions, teaching grammar of the two groups, that is, in the classroom environment, the creation of context to teach grammar implicit grammar teaching (experimental class) and to focus on teaching grammar rules explicit grammar teaching (Refer to class). First, before the experiment teaching two classes for English proficiency tests and comprehensive grammar proficiency test before the test, and the results were two independent samples T-test analysis, we found experimental classes and reference classes in two test results are statistically in no significant differences. Subsequently, the project started on the relevant syntax for months, teaching the subjects after the end of the syntax of the posttest. The data obtained showed that: in the understanding of the target structure (choice and fill in the blank), the experimental class with a reference class achieved the same results; output in the target structure based on the written expression of the experimental class scores better than the reference class. Seen in this light, the implicit context-based grammar teaching students to achieve the same examination requirements, and can be used to express what they have learned in grammar. The post-test questionnaire survey of students' interest in learning grammar greatly improved, indicating that the syntax of context-based teaching enables students to build from boring grammar class freed cultivate the ability to use language. This study reveals the context-based grammar teaching can achieve the same effect as explicit teaching of grammar, but also give full play to the initiative of students, improve students' English learning efficiency and capacity utilization.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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