| This thesis is an instructional design and analysis of English grammar teaching in senior high under the framework of Three-Dimensional Grammar proposed by American scholar Larsen-Freeman. With English attributive clause as an example, the author intends to study the classroom teaching practicality of the three-dimensional grammar; to explore the potential problems and corresponding solutions in the implementation of the instructional design; and to check if the three-dimensional grammar teaching would arouse students’interest or motivation in grammar study and whether it would enhance the classroom efficiency of grammar teaching. On the basis of a careful study of the above issues, the author aims to make an exploration of a more effective way of grammar teaching, meanwhile, to provide possible reference about grammar teaching in further study.The participants of the instructional design are students from Class 2, Grade 10 in the Middle School Attached to Tianjin University, Nankai district, Tianjin. The author firstly conducted a three-dimensional grammar instructional design (taking English attributive clause as an example) on the basis of a comprehensive analysis of learners (through a pre-questionnaire) and instructional materials. With a careful design of the instructional strategy, technique and procedure, the author then put the instructional design into teaching practice, that is, to teach English attributive clause, mainly its form, meaning and use. After the instructional implementation, the author collected and analyzed the feedback information in the form of a post-questionnaire for students and an interview with advisors. Then a systematic self-reflection was undergone to make ultimate instructional modifications.The author draws certain conclusions in this thesis. Firstly, the three-dimensional instructional design can be indeed practically used in grammar teaching. Secondly, the three-dimensional grammar teaching can arouse students’ interest and motivation in grammar study to some extent. Thirdly, for most of the participant students, it is easier for them to understand English attributive clause when it is taught from its three dimensions, in other words, the three-dimensional grammar teaching methodology can contribute better to effective grammar teaching in English classrooms. At the same time, the author puts forward relevant implications and suggestions both for language teaching and grammar teaching in future study. |
