A Study On Grammar Teaching In Senior High School From The Perspective Of Context

Grammar is an extremely important part of English learning.At present,most English teachers still adopt the traditional way to teach grammar,and require students to memorize the grammar rules,and ask students to master them through exercises.As a result,students often make mistakes in daily communication.In order to change the time-consuming but inefficient situation,this paper tries to explore English grammar teaching of senior high school from the perspective of context,and designs the teaching strategies of English grammar teaching in senior high school from the perspectives of linguistic context,situational context and cultural context.Based on the context theory,the author found that the main problems of the English grammar teaching in senior high school come from teachers and students through the literature method.On the one hand,English teachers teach grammar with simple strategy and method,and they mainly adopt the grammar-translation method.Besides,teachers give students a lot of written exercises,and they ignore to cultivate students’ competence of grammar usage.Moreover,teachers are weak in scientific research and lack of understanding of new teaching theories and models.On the other hand,students are not interested in learning English grammar,and they mainly learn English by memorizing grammar rules and doing exercises,lacking flexible and efficient learning strategies.While reading papers about the grammar teaching of the subjunctive mood,the author discovered that the mixed conditional is the main difficulty among the grammar teaching of the subjunctive mood.Therefore,taking the mixed conditional as a starting point,this paper aims to explore how to create a real context to stimulate students’ interest in English grammar learning and develop their ability of using English.During the internship in a senior high school in Hunan province,the author taught the mixed conditional by creating the real context with discourse and situations,and analyzed the learning effect of students by means of interview,written test and oral test,and found that based on the context of grammar teaching can not only strengthen students’ enthusiasm of English learning and communication skills,but also improve teaching efficiency.Meanwhile,this study also provides a specific teaching case for English teachers in senior high school.And it also expands the research perspective of context in grammar teaching,and enriches the application of context theory in English grammar teaching.