An Empirical Research On Application Of Sit To English Grammar Teaching In Junior High School

During the course of English teaching in middle schools, grammar teaching is always a focus argued about by English researchers and English teachers--Is it necessary to teach grammar? Which approach or method to grammar teaching may help the students improve the effects of learning a foreign language and enhance their ability to use the foreign language? Especially since the Standards of New National English Curriculum was adopted, this problem has become more obvious. Ever since Communicative Approach was introduced into China in the late 1970s, it has been popular for a certain period. However, the Communicative Approach resulted in students’weakness in grammar and basic English abilities. This phenomenon brought high attentions of educators and researchers, who have tried to discover new methods and teaching models. Thus, "Awareness-Raising" approach was born and Rod Ellis "Structured Input Task" grammar teaching approach was a typical model. The empirical research is carried out just to concern about the issue whether grammar teaching is necessary and whether grammar teaching in the framework of "Structured Input Task" grammar teaching model contributes to students’ mastering the grammar knowledge more effectively than the traditional method. The essay also tries to reflect on CLT.In order to learn about this, I investigate three representative schools in Baixia District, Nanjing through questionnaires and face-to-face interviews. The investigating result indicates that many teachers think the traditional methods are not satisfactory for students to master grammar knowledge, but the application of the "Structured Input Task" grammar teaching model can help students master grammar knowledge more effectively and improve their ability to use it at the same time. However, because they know little about "Structured Input Task" grammar teaching model, they seldom apply it to English teaching, and though sometimes use it, the result is not satisfactory. In view of this circumstance, the author does an experiment on teaching grammar in the framework of "Structured Input Task" grammar teaching model to prove whether the model is really more effective for students to master grammar knowledge than traditional method and whether "Structured Input Task" grammar teaching model can improve the students’ ability to express themselves freely, properly and fluently.Through the thesis, we get the following discoveries:English teaching should pay enough attention to "Structured Input Task" grammar teaching model to improve students’ English abilities, mobilizes students to learn actively and improves teaching effectiveness. But this does not mean that traditional grammar teaching models and communicative language teaching models are totally denied. We should be flexible in choosing different teaching methods to create a high effective English class.