The Influence Of Peer Assisted Learning On Students’ Grammar Learning In Junior High Schools

Grammar is an important part of foreign language learning.Grammar teaching plays an important role in English teaching.The Curriculum Standards for Compulsory Education（2011）points out that English grammar teaching emphasizes the combination of form,meaning and application.However,in reality,the teacher plays a dominant role whose explanation takes up most of the class time.Students can only passively accept knowledge,memorize grammar rules,apply sentence patterns,and consolidate knowledge points by doing a lot of exercises.This traditional teaching mode makes grammar class dull,which in turn makes students hate grammar class and English learning.Peer Assisted Learning can,to some extent,solve above problems in that it highlights students’ participation,exploration and cooperation through various activities designed by the teachers.Therefore,the author tries to conduct a nineweek research in middle school English grammar teaching to testify this model’s effect on students’ emotional attitude towards grammar learning as well as students’ grammar achievements.The study mainly explores two research questions:（1）What is the impact of Peer Assisted Learning on students’ attitudes towards grammar learning?（2）What is the impact of Peer Assisted learning on grammar achievements of junior high school students?To answer the research questions,80 students from two parallel classes in Grade seven of a school in She County,Handan,Hebei Province are selected as the research objects.They are divided into control class and experimental class.The control class are taught in traditional grammar teaching method,while the experimental class are taught in Peer Assisted Learning method.The data are collected through research tools such as the pre-and-post questionnaires,pre-andpost-test grammar tests and interviews,By analyzing the data,the findings are as follows:1.Peer Assisted Learning can improve students’ attitudes towards grammar learning effectively,which is mainly manifested as: students don’t think grammar classes are dull and they like current grammar classes.With a new understanding of the grammar learning,students change from passively absorbing knowledge to actively communicating with their peers to acquire knowledge.This kind of mutual learning makes the class atmosphere more active and positive.2.Due to the continuous improvement of students’ enthusiasm in grammar learning,their English grammar scores have also made great progress.Before the experiment,the English level of the two classes was similar.After the experiment.The grammar achievement of the experimental class is obviously higher than that of the parallel class.To sum up,this study not only solves the practical problems of current grammar teaching,but also promotes students’ grammar learning.In addition,the research findings provide new inspiration for other English grammar teachers in junior high schools in the future.