The Application Of The Three-Dimensional Grammar Framework In English Grammar Teaching In Junior High School

Grammar is very important in the process of English teaching.However,many teachers only pay attention to the grammar rules in the current teaching process of English grammar,and they let the students mechanically memorize many grammatical knowledge and do a large number of grammar exercises,which ignores the explanation of grammar usage.Therefore,students are not interested in English grammar learning.Although many students have mastered a lot of grammar knowledge,they do not know how to use it correctly and appropriately.Larsen-Freeman’s three-dimensional grammar framework believes that English grammar teaching is the combination of language form,meaning and use,and the ultimate goal of grammar teaching is to enable students to use language in real situations correctly,meaningfully and appropriately,which is consistent with the goal of improving the students’ overall competence in the New English Curriculum Standard(2011)for junior high school.Furthermore,only few studies are related to the application of the three-dimensional grammar framework in the field of English grammar teaching,especially in junior high school grammar classes.Therefore,the author thinks it is necessary to research the application of the three-dimensional grammar framework in English grammar teaching in junior high school.This study attempts to test the validity of the three-dimensional grammar framework in junior high school English grammar teaching.This study takes 113 students of Grade eight(experimental class and control class)in NO.13 junior high school in Guilin as the research subjects,in which Class two is regarded as the experimental class and Class four as the control class.And the author uses questionnaires,interviews and tests to test the effectiveness of the experiment data for a comprehensive comparison.This article mainly explores the following three questions: 1)What is the current situation of English grammar learning in junior high school? 2)What are students’ attitudes toward the application of the three-dimensional grammar teaching framework in English grammar teaching? 3)What effects will the application of the three-dimensional grammar framework in English grammar teaching have on English grammar learning?The findings are as follows: 1)From the pre-questionnaires,we can see that most of students are not interested in English grammar learning and they lack confidence in English grammar learning.In addition,many students can master the grammar rules,but they do not know how to use them correctly and appropriately.2)The data of post-questionnaire and interviews show that students like the three-dimensional grammar framework,they believe it is not only helpful to enhance students’ interest in English grammar learning,but also to cultivate the comprehensive language competence of students.3)There are significant differences between the EC and CC in post-tests,the mean scores of the experimental class are 7.02 higher than that of the control class in the grammar examination which is designed by the author,and the mean scores of the experimental class are 6.39 points higher than that of the control class in the final examination.In addition,the students of EC get higher scores than the students of EC,which shows that students’ grammar scores and English proficiency are improved and students can better use and consolidate grammar knowledge,which confirms the validity of the three-dimensional grammar framework in English grammar teaching in junior high school.