| The grammar section,as an essential part of English textbooks,is the most important reference for teachers’ grammar teaching.The grammar section in PEP English Textbooks for Senior High Schools(2019 edition)has drawn widespread attention since the textbook was put into use.It shows more features that match the actual learning situation of students,which are of great help to teachers’ grammar teaching.However,at present,the research on the grammar section of the textbook is mostly focused on the analysis and evaluation of the content of this section,and the research on the use of the grammar section is relatively rare.Therefore,this study investigates and analyses teachers’ use of the grammar section in PEP English Textbooks for Senior High Schools(2019 edition).Both quantitative and qualitative research methods are used in this study.189 senior high school English teachers in Hebei Province answered the questionnaire,and the data collected from the questionnaire is analyzed by SPSS 26.0.Sixteen participants who participate in the semi-structured interview are selected from the teachers who participate in filling out the questionnaire.The investigation consists of the following three aspects:(1)teachers’ views on the grammar section;(2)teachers’ overall use and adaptation of the grammar section;(3)factors that affect teachers’ use of the grammar section.The results show that:(1)Teachers generally have a positive attitude towards the use of the grammar section.They consider that the grammar section is of great help to their grammar teaching,but they also think that the number of activities in the grammar section cannot fully meet their teaching needs.(2)Teachers generally teach parts of the contents in the grammar section,and only a small number of teachers do not teach the grammar section at all or teach all the contents in the grammar section.When using the grammar section,teachers are most inclined to use the “adding”technique and least inclined to modify the contents or the activity mode of specific activities.(3)When adapting the grammar section,teachers are most inclined to increase the reading or writing exercises related to the “use” dimension,and to delete the oral production activities related to the “use” dimension in the grammar section.Affected by the difficulty and necessity of modification,teachers are most inclined to modify activities related to the “form” dimension.In addition,some teachers also reorder the activities in the grammar section and teach grammar knowledge according to the order of “use”,“meaning” and “form”,so as to guide students to discover grammar rules by themselves while perceiving language in real contexts.(4)Students,teachers,the teaching environment,the effect of teaching,and high-stakes tests all have a major influence on teachers’ use of the grammar section.The influences from“the effect of teaching” and “students” are the most significant.Based on the results of the research,this paper puts forward the following suggestions:(1)While teachers attach importance to teaching grammar knowledge in written texts,they should also pay more attention to oral production activities in the grammar section,and make full use of all kinds of activities in the grammar section to promote students’ all-round development.(2)Textbook editors should appropriately increase the number of activities in grammar sections and design activities for students of different levels of English proficiency,so as to meet the grammar teaching needs of different groups of teachers.(3)Through training,teacher trainers should help teachers better understand the characteristics of various activities in the grammar section,and provide methods and strategies for different groups of teachers to adapt the grammar section,so as to improve the effect of the use of the grammar section. |
