| Nowadays,in order to comply with the new curriculum reform requirements,English teachers need to constantly think about how to improve students’ English performance more efficiently.Therefore,it is very necessary for teachers to find a good way to teach grammar.The pithy formula method is used in mathematics teaching,and the double nine multiplication table is the best example.The purpose of this research is to explore whether pithy formula method improves students’ grammar achievement and classroom participation.An empirical study will be done in this thesis to answer the questions as follows:(1)Can the pithy formula method promote students’ grammatical achievement?(2)Can the pithy formula method improve students’ class participation?In order to solve the above two research questions,the author taught English from September 3,2020 to January 10,2021 at xxx Junior High School.In the school two classes in the second grade were selected randomly,which had 102 students as the research subjects.They came from Class 1 and Class 2.Class 1 was regarded as the CC,and Class 2was regarded as the EC.Before the experiment,the pre-test was conducted in the two classes.The English grammar score of the two classes had no significant difference by the analysis.And then,a pre-questionnaire was carried out in EC.During the experiment,the two classes used the same English textbooks.In EC,the author used the pithy formula method to teach grammar,while in CC,the author still used the traditional teaching method to teach grammar.After the experiment,a post-test were also carried in the two classes but post-questionnaire were carried out in EC.Research instruments not only included questionnaires and tests but also interview.The author used SPSS to conduct a comprehensive analysis of the questionnaire data and test result data.The following conclusions were made: the pithy formula method improved students’ grammar achievement and was also conducive to improve students’ classroom participation. |
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