A Survey Of The Applying Guided Learning Plan Teaching Model To English Grammar Teaching

Grammar teaching plays an inescapable role in language teaching and learning(Burdess & Etherington,2002: 433).Grammar,as the foundation of language form and skill,helps improve students' English learning effectively if they are with a well-learned English grammar knowledge.The outline of the Basic Education Curriculum Reform points out that traditional teaching,which focuses on the language knowledge and ignores the competences,should be replaced by initiative learning.High School English Curriculum believes that the most important part of the reform is to change from pure knowledge teaching on the textbook into advocating task-based teaching method and strengthening guidance on learning strategies.The Guided Learning Plan Teaching Model(hereafter GLPTM)is introduced into China because this method is trying to develop students' initiative of learning on the one hand and inspire the active interactions between students and teacher on the other.Studies on GLPTM are brought into consideration for many researchers.In this thesis,three research questions will be addressed about guided learning plan on grammar used in teaching.1)Is GLPTM effectively used by the teachers to improve the effect of grammar teaching?2)What are the teachers' characteristics of the cognitive about applying the GLPTM to grammar teaching in the school?3)What are the factors from teachers' background influence the application of theGLPTM in the school?In this research,three classes were chosen from Mianzhu Middle School and all the 22 teachers served as the research objects and processed a three-month-long research.Questionnaires investigating students' attitudes and teachers' applications are the main part.Three of the 22 teachers were interviewed and a whole class was observed which was taught with the GLPTM in a real situation.As for the data collected,document studies were first used.The questionnaires results were analyzed by the Excel.The designed guided plan was redesigned with the requirements.The class was recorded,coded and analyzed.Through the analysis of the results above,there are four major findings: Firstly,it is acknowledged in language proficiency that the position of grammar is crucial and grammar teaching is emphasized in the curriculum.Secondly,towards the method in grammar learning and teaching,teachers indicate their favors of GLPTM which emphasizes a lot on the learner-centered approach.Thirdly,factors including work experience,the training courses and the ages impact teachers in using the teaching plan and the method in grammar teaching.As for the students,the gap between the new teaching method with learning plan and the need of examination is students' limited language competence.Last but not the least,GLPTM helps the teacher change the roles so that the grammar teaching becomes more effective.According to the major findings,implications from teachings' professional development,students' learning habits forming and English grammar teaching and learning in light of the new curriculum standard were discussed.