A Study On The Application Of Situational Approach To Grammar Teaching In Senior High School

Grammar is a system of language rules, which is one important component of language. In terms of English teaching, grammar teaching has been playing a very important role in senior high school. Grammar not only has a great influence on students’ English achievement but also their comprehensive ability. Without the understanding of grammar rules, students have difficulty in communicating with others meaningfully and even harder for them to get high scores in the English exams. However, in the present teaching practice, most teachers always apply the Grammar Translation Method to explain the grammar rules, ask students to memorize grammar rules and do exercise, which not only makes the students lose interest in grammar but also has an effect on the English teaching efficiency. According to the new curriculum standard, it requires teachers to emphasize the meaning function of grammar rather than grammar rules. Therefore, the method of grammar teaching should be improved and how to teach grammar has been a considerable question.As the College Entrance Examination reforms, the test emphasizes more on the use of grammar in context instead of multiple-choices. Therefore, the hot issue is how to teach grammar rules in situation. However, during the teaching procedure, when teachers use the situational approach, they purposefully introduce or create a certain real situation with the image as the main body of the vivid specific scene in order to attract students’ attention of certain experience.Based on the present situation of grammar teaching in senior high school, the author attempted to explore an appropriate way to improve the efficiency by applying situational approach to grammar teaching. This thesis mainly involved the real situations, task-based activities, and different kinds of opportunities of language use to explore the effect on grammar teaching. The author selected two parallel common classes in Grade One of LaoKao No.1 senior high school as the subject. The experimental class was taught grammar in the context, but the control class was taught in a traditional way. The author used questionnaire, pre-test, post-test and interview to investigate the effect on students’ interest in learning grammar and students’ attitudes towards grammar. The result showed that the situational approach not only contributed a lot to arousing students’ learning interests but also improved students’ language competence. Therefore, it is necessary for teachers to create the appropriate situation to renew students’ idea, internalize students’ knowledge and improve students’ language competence.