An Application Of The Three-dimensional Grammar Teaching Theory In English Grammar Teaching In Junior High Schools

Grammar teaching is an essential part of language teaching,and it plays a crucial role in the process of language acquisition.Therefore,it is extremely important to have correct grammar teaching concepts and methods.The three-dimensional grammar teaching theory suggests that grammar should be offered in three dimensions,including form,meaning,and usage.Grammar teaching should not aim at mastering and accumulating language rules,but also take into account the meaning and usage of grammar.It is compatible with the grammar teaching concept in the English Curriculum Standards for Compulsory Education in China.However,some relevant researches have found that in the current grammar teaching in our country,some teachers still explain too much the forms and rules of grammar,but ignore the use of grammar.Students are facing dual difficulties in grammar learning,that is,students do not participate actively in the learning of grammar forms and can not apply practically their grammar knowledge.This also leads to the phenomenon that students’ enthusiasm and grammatical competence are poor.In response to the above problems,the study applies the three-dimensional grammar teaching theory proposed by Larsen-Freeman in grammar teaching,to improve the English grammatical competence and learning enthusiasm of junior high school students.Therefore,the study seeks to answer two questions.First,what impact does the three-dimensional grammar teaching theory have on students’ English grammatical competence? Second,what impact does the three-dimensional grammar teaching theory have on students’ enthusiasm for grammar learning?According to the research questions,the study takes the students in the second year of junior high school in a rural township in Liaocheng as the research object.The author randomly selects two classes taught by an English teacher,of which Class 1 is the experimental group and Class 2 is the control group.One adopts the three-dimensional grammar teaching method,and the other one adopts the grammar-translation method.The study uses the experimental method,the questionnaire survey method,and the observation method,and uses the past continuous tense as the target grammar item to test the students’ grammatical competence,understand the grammar teaching problems,and observe the students’ learning performance in the classroom.Using statistical analysis software SPSS 25.0 to analyze the post-test scores of the experimental group and the control group,it was found that the average of the two classes was 75.00 and 67.45 respectively,with a difference of nearly 8 points.In addition,t=3.435,df=95,Sig.(2-tailed)=.001<0.05,the data indicate that there is a significant difference between the experimental group and the control group in the grammar post-test scores.Through classroom observation,it was found that as the students in the experimental group became familiar with the three-dimensional grammar teaching method,their enthusiasm for grammar learning was significantly higher than that of the students in the control group.The results demonstrate that the application of three-dimensional grammar teaching theory not only promotes the improvement of students’ English grammatical competence but also enhances the enthusiasm for English grammar learning.There continue to be many shortcomings in this study,but the teaching model guided by the three-dimensional grammar theory can help solve the confusion of teachers and students in grammar teaching and provide some references.