Research On The Effect Of Concept-based Instruction On English Grammar Teaching In Senior High School

There are many methods of English grammar teaching.The new General Senior High School Curriculum Standards for English in 2020(henceforth,The New Curriculum)proposes the three-dimensional dynamic English grammar teaching goal in senior high school,i.e.“form-meaning-use”.Concept-based Instruction(hereafter,CBI),as a relatively new foreign language teaching method,has become a hot spot in foreign language teaching research,but there are still some problems need to be solved about CBI: whether CBI can be used to English grammar teaching in our senior high school and how to carry out clear and systematic schema of different concepts and design appropriate communicative activities,which bring the teachers new challenges.Therefore,the present study took English passive voice as an example to verify the effect of CBI on English grammar teaching in senior high school and test whether it can achieve the three-dimensional goal of senior high English grammar teaching proposed in The New Curriculum.The present study mainly discussed the following two questions:(1)Compared with traditional grammar teaching method,what is the effect of CBI on passive voice learning in senior high school?(2)How do senior high school students grasp passive voice in the 3 dimensions of form,meaning and use by CBI?The study also investigated the participants’ view of on CBI.The participants in this study included 110 students and 10 English teachers.Data collection instruments included two tests,a questionnaire and a semi-structured interview outline.Data in this study were analyzed quantitatively and qualitatively.By comparing the passive voice learning results of the experimental class and the control class,the effect of CBI on English passive voice teaching in senior high school was verified.The major findings of the study are listed in the following.Firstly,compared with traditional teaching method,CBI did have a significant effect on improving senior high school students’learning of passive voice.This is because traditional grammar teaching method is mainly form-focused,i.e.the form of passive voice.CBI,by taking language concepts as the basic units of foreign language teaching and emphasizing the understanding of a certain grammatical concept itself,can not only help the students know how to use passive voice,but also when and why to use it,so that the form,meaning and use of passive voice are integrated.Secondly,although traditional teaching method could improve the students’learning of the form of English passive voice,there was no significant difference between CBI and traditional teaching method in terms of form dimension.While CBI can significantly improve the students’learning of English passive voice in meaning and use dimensions,compared with traditional teaching method.So it can be said CBI is in favor of the achievement of the three-dimensional goal of English grammar teaching in senior high school.Lastly,based on the data of the students’questionnaire and the teachers’interview,most of the students and the teachers held a positive view on CBI.Besides,based on the results of the study,some pedagogical implications are put forward as follows.Firstly,some English teachers should change their grammar teaching view.Grammar teaching in senior high school should be based on senior high students’ three-dimensional grammatical ability in form,meaning and use.In addition,when compiling grammar reference books or English textbooks for senior high students,attention should also be paid to the design of different grammatical concepts.Finally,it will never be a simple task to design a course by CBI,but it is certainly worth the effort.