Effects Of Peer-assisted Learning On Senior High School Students’ English Grammar Learning

Grammar,one of the three major elements of language,is the foundation of language learning,therefore grammar teaching should have a very important position in today’s senior high school English teaching.However,the status of senior high school English grammar teaching has been quite controversial in foreign language teaching.In recent years,senior high school English grammar teaching has undergone many rounds of reforms.However,there are still plenty of problems in senior high school English grammar teaching due to many factors.For example:teachers are still the main inculcators of grammar teaching,and the concept of “student-centered”is rarely realized in and out of high school classrooms.The English Curriculum Standards for Senior High Schools promulgated by the Ministry of Education in 2018 advocates that teachers should cultivate students’ ability to learn independently,cooperate and explore,and create favorable conditions for students to develop their learning ability.Teachers should not only actively guide students to learn independently,but also encourage them to conduct peer learning so that they can solve learning problems.Peer-assisted learning is to emphasize the mutual assistance between students while focusing on the interaction between teachers and students.In actual teaching,teachers attach importance to communication and cooperation between teachers and students,and advocate equal communication and interaction in a harmonious and democratic classroom atmosphere.However,the research and application of communication and cooperation between students,that is,peer-assisted learning,needs to be further carried out in and out of classroom teaching and learning.In view of this,this thesis takes the social constructivism theory and cognitive elaboration theory as the theoretical framework,and takes the teaching of non-predicate verbs in senior high school English grammar teaching as an example,combining peer-assisted learning as an auxiliary method of teacher teaching and senior high school English grammar teaching,and tries to discuss the following two research questions:(1)What is the effect of peer-assisted learning on senior high school students’ attitude towards grammar learning?(2)What is the effect of peer-assisted learning on senior high school students’ grammar scores?This study is based on 60 students from two parallel classes in a key senior high school in Yueyang.The normal grammar teaching was carried out in the control class,and the experimental class was carried out in the way of combining peer-assisted learning and the normalgrammar teaching.The data were collected by means of pre-test questionnaire and post-test questionnaire,pre-test grammar test and post-test grammar test and an interview,and finally analyzed by SPSS23.0 software.It is found that peer-assisted learning can effectively improve senior high school students’ attitudes towards English grammar learning,which is mainly reflected in senior high school students’ interest in grammar,their willingness to communicate and cooperate with their peers,and their active grammar classroom atmosphere.At the same time,because of their increasing enthusiasm in grammar learning,the students have also made great progress in their English grammar achievements.Therefore,the combination of peer-assisted learning as an auxiliary means of teachers’ teaching and grammar teaching in senior high schools is beneficial to senior high school students’ English grammar learning and provides useful reference for senior high school English grammar teaching.