The Experimental Research On Teaching English Grammar Of Oxford English Under The Task-based Learning

The importance of English grammar learning has been widely accepted. How to improve the English grammar of the junior middle school students has been the topic concerned by both researchers and English teachers. This is not only because learning grammar is the main goal for English learning, but also because we treat the grasp of grammar as the final goal, therefore we neglect the nature of language: use. The biggest shortcoming for grammar teaching is the overemphasis of the grammar rules.In fact, the English teaching should base on students. In order to elaborate the use of the students' English in junior schools, the author used a questionnaire based on Oxford's strategy inventory for language learning to assess the students' current use of learning grammar strategies, these students come from Grade Eight in Jianping Experimental School in Shanghai. In order to contribute for Oxford English grammar teaching in junior schools, Oxford English for Junior Middle School students is arranged in the way of building block. The book is suitable for the Task-based Language Teaching. It emphasises that students are the master of learning. The order for grammar arrangement is from easy to difficulty, and appears repeatedly . The time and frequency for the grammar is not certain. This brings a lot of difficulties in grammar teaching.As a result, students become the principal part, they have more opportunities to practise English and the process of language acquisition can be guaranteed.This dissertation consists of six chapters. Chapter One is an introduction; Chapter Two briefly summarizes theories of teaching English grammar; Chapter Three analyzes the contradiction between the traditional teaching mode of English grammar and the new forms of teaching followed by the New English Curriculum Criterion in China; Chapter Four states the enforcement of process-genre approach in teaching Junior English grammar under the task-based teaching and the new textbooks; Chapter Five carries on the experimental analysis. Two questionnaires were designed and distributed to the two groups of subjects before and after the experiment and both groups were required to take a pretest of each genre at the beginning of the experiment to decide on their grammar test proficiency and a posttest to...