A Case Study On The Junior High School English Teachers’ View Of Grammar Teaching

Grammar is a main part of English teaching in junior high school.With the continuous promotion of English curriculum reform,English teachers pay more and more attention to developing students’ pragmatic competence.This also requires English teachers to change the traditional teaching mode of paying too much attention to grammar rules in grammar teaching,so as to enhance students’ interest in grammar learning.Since the 1980 s,with the development of teachers’ cognitive research,the researches on teachers have transformed from the study of teaching behaviors to teaching views.And researches have shown that teachers’ teaching views play an important role in teaching practices(Milner,2012;Wang Chuanjin & Xie Limin,2006).English is the weak part of rural basic education,and teachers are the key factors of reform.Therefore,a study on grammar teaching views of those working in rural areas is not only helpful to find out the problems and confusions among teachers in the process of grammar teaching,but also helpful to provide suggestions for teachers’ grammar teaching and promote the development of teachers’ grammar teaching views.Through the case study on the grammar teaching views of two English teachers from a rural junior high school in Hainan Province,this study aims to gain an in-depth understanding of the status quo of grammar teaching view and teaching practice by classroom observation and interviews.The dissertation mainly focuses on the following questions:1.What is the status quo of grammar teaching view and grammar teaching practice of English teachers from rural junior high school in Hainan?2.What is the relationship between grammar teaching views and grammar teaching practices for English teachers from Hainan rural junior high school?Pre-class interviews and classroom observations are mainly used to know about teachers’ grammar teaching views and the status quo of teaching practices.By analyzing the collected data,it is found that teacher A views teaching grammar as skills,but teacher A’ s grammar teaching practice is still a traditional model,which is inconsistent with the requirements of Compulsory Education Curriculum Standards(2011 Edition).While teacher B views grammar teaching as a process that focuses on the communication,and teacher B’s grammarteaching view is consistent with her teaching practice.Teacher B’s grammar teaching practice also meets the requirements of Compulsory Education Curriculum Standards(2011 Edition).After-class interviews are mainly used to find out the factors affecting the relationship between teachers’ grammar teaching views and classroom teaching practices.By analyzing the collected data,the relationship is affected by internal factors and external factors.The internal factors mainly include teachers’ background knowledge,teachers’ reflection and the theories they haven’t internalized.External factors mainly consist of English proficiency of the students,evaluation system,and class size.Finally,this paper offers suggestions for changing and implementing teachers’ grammar teaching views from internal and external perspectives.The results of this study will be helpful for teachers’ career development and the improvement of grammar teaching in junior high school.