Research On The Application Of Situated Cognition Theory To English Grammar Teaching In Junior High Schools

Grammar is one of indispensable elements that make up a language.Due to various subjective and objective conditions,there are many problems in English grammar teaching in our country.The application of grammar is not appropriate;the mastery of grammar is not accurate;the autonomous awareness of students' grammatical learning is not strong,which affects the improvement and cultivation of students' comprehensive language skills.Nowadays,there are few monographs that combine situated cognition theory with junior high schools English grammar teaching.Domestic researches on situated cognition theory and English grammar teaching in junior high schools mostly focus on theoretical exploration,but lack actual investigation and research.Therefore,the author focuses on a study on the application of situated cognition theory to English grammar teaching in junior high schools,aiming at exploring the following questions: Can the English grammar teaching based on situated cognition theory in junior high schools improve students' autonomous awareness of grammar learning? Can the English grammar teaching based on situated cognition theory in junior high schools improve the accuracy of grammar mastery? Can the English grammar teaching based on situated cognition theory in junior high schools improve the appropriateness of grammar application? Can the English grammar teaching based on situated cognition theory in junior high schools improve students' comprehensive language skills?The research method is experimental method,the research instruments are questionnaires,interviews and tests.Before the experiment,the author chose 110 students in two classes from the same grade.And the author used instruments to understand the current English grammar learning situation and whether the two classes had comparability.In the experiment,the author set one class as control class,set the other class as experimental class.The grammar teaching methods based on the situated cognition theory were used in the experimental class,and the traditional grammar teaching methods were still used in the control class.After the experiment,the questionnaires and the interviews were used to investigate the autonomous learning awareness of English grammar of the two classes before and after the experiment.The test and the software SPSS 16.0 were used to compare and analyze the test scores of the two classes.The research results show that the application of situated cognition theory in junior high schools English grammar teaching is conducive to improving students' autonomous learning awareness of English grammar,the accuracy of grammar mastery,the appropriateness of grammar application and students' comprehensive language skills.The author reflects and summarizes the limitation of the research: the limited time of research,the small quantity of research subjects,the impact of individual differences between students and the author's limited research ability.The author suggests that junior high school English teachers should establish a sense of creating situation when applying situated cognition theory to English grammar teaching,increase interestingness of class,focus on individual difference between students,and guide students to learn grammar in situation,so that students can reach the level of cultural adaptation and internalization of language knowledge as soon as possible.