The Application Of The Situational Communication Approach In High School Grammar Teaching

Grammar is an essential part of English language. However, some teachers hasn’t realize its importance and even neglect grammar teaching in English class; For some teachers, they have recognized the importance of grammar, but during the actual teaching, they simply display the grammar rules or just give simple explanation, which makes students feel boring and meaningless in grammar learning. Furthermore, using this kind of method in grammar teaching can not cultivate students’communicative competence. These attitudes and teaching method play a negative role in raising students’ interest in learning English grammar or even influence their entire learning process. Therefore, according to the problems in grammar learning, through investigation and research, this paper proposes a new method in which the situational communication approach is applied in grammar teaching. It is put forward on the basis of the new curriculum theories that emphasis on the combination of language knowledge and language ability. In this paper, the author discusses how to create the situations and communication activities effectively in order to help students to have a better understanding and cognition of English grammar.Communicating with others is the ultimate goal of language learning, so if the situational communication approach is applied in grammar teaching, it can not only promote the learning interest of the students but also can cultivate the students’ ability of knowledge application. The essences of the situational communication approach are situation-creating and communication activities. For this teaching approach, different people have different views. However, how to help students to study better and master knowledge application more effectively is the most critical thing.This thesis starts with the definition, development of grammar and some of the concepts of grammar. Then the thesis explains different mode and view of grammar teaching. Also, it analyses the characteristics and new points of the situational communication method in detail. On the basis of theoretical analysis, the author presents the experiment in real teaching class in Hejing high middle school of Xinjiang from Feb.2011to June.2011. Through the questionnaire survey analyzing and experimental data statistics and comparison, it proves that situational communication teaching approach is more effective to improve students’ interest in learning English grammar, and it can not only help students learn grammar knowledge better but also can cultivate the students’ abilities of language application and communication. Furthermore, the author points specifically which kinds of grammar items are more effective by using situational communication approach in teaching. Finally, this paper summarizes this research and reflects on the research about the advantages and limitations of the situational communication method. In addition, the author gives her own proposal of how to apply the situational communication approach further in English grammar teaching.