| Grammar teaching has always been a key concern in foreign language teaching. The traditional grammar translation method has been unable to fully meet the present grammar teaching. The traditional grammar translation method emphasizes teacher's indoctrination in the class and students' learning by rote but ignores the practical application of grammar knowledge. Modern classroom education requires grammar teaching to take students as the center, through a variety of teaching methods and classroom activities to stimulate students' enthusiasm and initiative, and enhance the students' desire for knowledge. Under the influence of constructivism and the theory of social interaction, the interactive teaching method arises at the historic moment. The interactive teaching method emphasizes the use of interactive means in the classroom to help improve students' practical ability to use language knowledge and make up for the shortcomings of the traditional grammar translation method. It focuses on training students' learning strategies which are specific, concrete and used to promote understanding of knowledge, emphasizing the interaction between students and students, and between teachers and students. Discussion is based on the understanding of the text, and teachers introduce new knowledge through the understanding of the students without mechanically repeating. In grammar teaching, the tense teaching is very important and the future tense is a very special one in the English language. At present, researchers intend to hold the idea that there is no future tense but the future expressions. People expressing futurity is more like a kind of expressions of intention, plans and so on. The grammar teaching in the middle school ignores the particularity of the "future tense". This paper takes the future expressions teaching as an example to explore the application and effectiveness of the interactive teaching method in English grammar in junior high school and the effect of the interactive teaching method on students' learning enthusiasm.The author conducted the experiment in two classes of grade eight for three weeks. Before the experiment, the author conducted a pretest in the two classes to prove the learning proficiency of the students in the two classes was equal and see the problems that students have in future expressions. In control class, the author taught future expressions by the grammar translation teaching method while in experimental class, the author used the interactive teaching method. After the experiment, the author conducted a post-test in the two classes and saw the learning effect. Then, the author handed out the questionnaires in the experimental class to see the students'acceptance of the interactive teaching method. The author used SPSS 16.0 to analyze the data. In this paper, the author introduces how to teach future expressions under the framework of the grammar translation method and the interactive teaching method in the related theory basis, and compares the two methods. The author analyzes the collected data of the pretest, post test and questionnaire to testify the effectiveness of the interactive teaching method in English grammar teaching in junior high school. According to the experimental results, it is showed that compared with the grammar translation teaching method, the interactive teaching method contains more activities and sets students in authentic situations to learn grammar, which can effectively promote the students' English ability, improve the relationship between the teachers and students, stimulate the students' learning interest and classroom participation. This has certain significance for rectifying the defects of the traditional grammar translation teaching method. In the last chapter, the author also puts forward some suggestions for the future expressions teaching, in order to achieve the goal of teaching and contribute to the effective teaching effect. |
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