A Study Of Junior High School English Grammar Teaching On The Basis Of The Three Dimensional Grammar Theory

Grammar has always been regarded as a difficulty in the process of English teaching.During the history of English grammar teaching,English teachers have applied several teaching theories(constructivist theory and behaviorist theory,to name but a few)into practice to overcome the difficulty.However,at present,some English teachers still emphasize grammatical rules but ignoring the grammatical use.Therefore,this dissertation aims at researching into grammar teaching more effectively from three dimensions: form,meaning and use.This research is mainly based on Larsen-Freeman's three dimensional grammar teaching theory(2015).Larsen-Freeman understands the three dimensional grammar teaching from three aspects: form,meaning and use.There is a variety of researches concerning her theory: some are about the theory itself,and others are about how to apply the theory into English grammar teaching.The author aims at starting from her understanding of Larsen-Freeman's three dimensional grammar teaching,analyzes the situations where the three dimensional grammar teaching is applied,and then puts forward her innovative point--to apply the three dimensional grammar teaching into use in No.2 Middle School of Kashi,in Xinjiang region.Under the background of the above mentioned,the author carried out a case study in the following to research: 1)What is the current situation of English grammarlearning in junior high school? 2)What are students' attitudes toward the application of the three dimensional grammar teaching theory in English grammar teaching? 3)Can the application of the three dimensional grammar theory to grammar teaching in junior high school effectively improve the students grammar learning grades? As for the grammar point in experiment,the author chose the attributive clause in unit 9 in Go For It Book 5(Grade 3 Junior High School).The author employed three research instruments: tests(pre-test and post-test),questionnaires(questionnaires of general grammar for teachers and for learners respectively,questionnaire of the three dimensional grammar teaching)and after-interview.The experiment lasted three weeks,and the whole experiment procedure can be divided into three parts: in the first week,two parallel classes of grade three in No.2 Middle School of Kashi,in Xinjiang was randomly selected as the experimental class and the controlled class.Class 5(47students)was controlled class and class 6(46 students)was experimental class.The language teachers and learners were asked to finish the pre-questionnaires to understand the current situation of English grammar teaching and learning respectively.After that,a pre-test was carried out in the two classes to make sure the two classes had the same level of English grammar proficiency.In the second week,the three dimensional grammar teaching experiment was carried out in experimental class,and the procedures lasted a whole week.At the same time,the controlled class received normal traditional grammar teaching.What's more,a post-questionnaire and an after-interview were conducted.In the third week,a post-test was held under the same monitoring conditions in the two classes.The collected data was analyzed by professional SPSS 22.0.The main findings of this research can be summarized in the following: 1)Although some language learners do not have enough confidence and interest in grammar learning,most students maintain a positive attitude toward general grammar learning(results of pre-questionnaires).2)Language learners in experimental class have strong preference to the three dimensional grammar teaching,which is helpful for improving learners' language competence,English learning interest and English academic performance(results of post-questionnaire and post-interview).3)Thepost-test scores of the experimental group and the control group were different(Sig.(2-tailed)=0.002<0.05),which is sufficient evidence that the three dimensional grammar teaching is more effective than that of traditional grammar teaching in improving students' English proficiency(results of post-test).This research also has some implications for English teachers in junior high school.To some extent,a positive learning attitude and interest toward grammar can help language learners to acquire grammar knowledge and skills.In addition,grammar teaching should be not only conducted in terms of classroom grammatical drill,but also in terms of virtual communication practice.Finally,the English grammar teaching based on the theory of the three dimensional grammar can help English teachers and English learners to establish a positive,enthusiastic and lively learning atmosphere,which helps to improve the efficiency of English grammar learning.