An Experimental Study On Situation-based Vocabulary And Grammar Teaching Model In Junior Middle School English Reading Class

According to the English Curriculum Standard,cultivating students' comprehensive ability to use language is the ultimate goal of the English course.As we all know,reading is one of the four language skills and improving students' reading competence is important for the cultivation of comprehensive ability to use language.Therefore,it is essential to improve students' reading competence.Although the improvement of students' reading competence largely depends on the effective application of reading skills,we cannot neglect the importance of linguistic knowledge which is the basic foundation of reading competence.Without linguistic knowledge,it is impossible for us to improve the reading competence fundamentally.Therefore,we should pay attention to the teaching of vocabulary and grammatical rules in reading class.At present,although teachers have realized the importance of teaching vocabulary and grammar in reading class,they do not know how to teach them effectively.Under such circumstance,the writer studied the teaching of vocabulary and grammar which is based on the previous researches,and constructed situation-based vocabulary and grammar teaching model,and then applied it to vocabulary and grammar teaching in the second period of reading class in order to improve students' participation,reading competence and overall English achievement.In this thesis,the writer selected 92 students of two parallel classes in Matou Middle School as research subjects.Class 155 was the experimental class,Class 157 was the control class.In Class 155,the writer used the situation-based vocabulary and grammar teaching model,while in Class 157,the writer adopted the traditional teaching model.As for research instruments,the writer chose questionnaires,unit tests and integrative tests to understand the current situation of vocabulary and grammar teaching and learning,and then analyzed the data of tests and questionnaires with SPSS 17.0.With careful data analysis,the following research conclusions are reached:(1)Situation-based vocabulary and grammar teaching model stimulates students' interests and increases students' participation in reading class.The comparison of the results of the pre-questionnaire with the results of the post-questionnaire indicates that most students lack of interest and are reluctant to take part in classroom activities before the experiment.However,by the end of the experiment,a majority of students like their current vocabulary and grammar class,and begin to take part in classroom activities actively.(2)Situation-based vocabulary and grammar teaching model improves students' reading competence.From the results of ten unit tests,the writer finds out that there is an increasing tendency on students' average reading score from the first unit test to the last one,which reflects that there is an improvement of students' reading competence after the experiment.(3)Situation-based vocabulary and grammar teaching model improves students' overall English achievement.The data analysis of three integrative tests generated the following findings.Before the experiment,there is no significant difference between the two classes of students' overall English achievement according to the results of the pre-integrative test.At the stage of mid-experiment,students' overall English achievement in the experimental class begins to increase.However,after the experiment,the difference of students' overall English achievement between two classes is significant,which indicates that there is a great improvement of students' overall English achievement in the experimental class.