An Action Research Of Secondary Vocational English Grammar Teaching Based On Context Theory

In the process of English teaching in a secondary vocational school,grammar teaching is not only crucial to raise students’ English level and mark,but also an important access to cultivating students’ comprehensive linguistic competence.According to the demand of the Criteria of English Curriculum for Secondary Vocational School of 2020,English teachers are required to teach students pronunciation,vocabulary and grammatical structures,guiding them to " use language forms correctly,understand and express meanings appropriately in a real communicative context".In order to carry out the spirit of the new curriculum criteria,the author conducted the action research,which was based on the current situation of English grammar teaching in secondary vocational schools,exploring feasible grammar teaching strategies to promote the quality of English grammar teaching with context theory.This thesis aims to solve the following three research questions:1.Can the application of context theory in grammar teaching in secondary vocational schools improve students’ enthusiasm of learning grammar?2.Can the application of context theory in grammar teaching in secondary vocational schools promote students’ acquisition of grammar knowledge?3.Can the application of context theory in grammar teaching in secondary vocational schools improve students’ grammatical competence?In order to solve the questions above,the author conducted an 18-week action research from September,2020 to January,2021,in a national key secondary vocational school in northern Anhui Province.The author chose the 60 students of Class Two,Grade 2020,Major Primary Education as the research subjects.The whole action research is divided into two rounds: the author first investigated and analyzed the existing problems of secondary vocational English grammar teaching by means of a questionnaire and an English grammar test at the first round,trying to know both students’ attitude towards grammar learning and their previous grammatical level,then carried out the first-round action plan.An interview was conducted at the end of the first round.Then the author adjusted the research plan based on the new-found problems and continued the second round.The students had another English test when the whole research was over to check the teaching effect.In terms of the results,the author concluded that:1.Applying context theory to English grammar class in secondary vocational schools can change students’ attitude towards grammar learning,stimulating students’ interests in learning English.2.Having applied context theory to English grammar class in secondary vocational schools,students are capable of getting command of language forms and structures in different linguistic situations via the comparison of the two English tests,one interview and their daily performance at English grammar classes.Students got clear improvement in English grammar tests.Therefore,the application of context theory in English grammar teaching contributes to improving the quality of English grammar teaching in secondary vocational schools.This action research has basically achieved the expected goals,but there are still some limitations: because of some objective restrictions,the research had a small sample of research subjects and relatively short research time,etc.The author hopes to promote the research effect in future.