An Experimental Study On Senior Three Grammar Teaching Based On Discourse Analysis Theory

According to the latest English Curriculum Standards for Senior High School(2022),students should learn grammar in discourse.When it comes to English grammar teaching,the aim is to advance students’ grammatical knowledge in senior high school.In addition,specific context adds more assistance to the understanding of grammar knowledge and use.As a result,students’ grammar awareness can get enhanced.During the senior three stages,teachers usually present grammar rules directly in traditional grammar teaching methods,which leads to low efficiency in learning English grammar.As for the senior three students,it is common that they usually promote their grammatical competence by reciting grammatical rules or taking plenty of English grammar exercises to increase their scores.This also leads to a low interest in grammar learning.In order to research the problem of low efficiency of grammar learning among senior three students,the author selected two liberal arts classes in senior three of Xinjian No.2 Middle School in Nanchang City,Jiangxi Province as subjects.By applying discourse analysis theory to English grammar teaching,this study attempts to research the following problems:1.How do senior three students understand and use the form and meaning of grammar based on discourse in the grammar teaching?2.What is the influence of discourse analysis theory on grammar scores of senior three students?According to the latest curriculum standard(2022),students in senior high school should distinguish the text types and analyze the structures of texts,clarify the stylistic features and cohesive devices of texts.In addition,they are required to understand the roles of basic vocabulary and grammatical structures which are played in the arrangement of a text.Therefore,the author tries to apply the theory of discourse analysis to grammar teaching.Before the experiment,there was a questionnaire for both two senior three classes.The questionnaire involves three dimensions,namely,senior three students’ current attitude to learning grammar,their current state of their grammar teaching as well as their intention to grammar learning.Moreover,there was also a pretest for classes,in order to make sure that their grammar competence is at the same lever.After twelve weeks,there was a post-test for two classes respectively.All date were collected and analyzed by using SPSS 26.0 software.The conclusion of the experiment shows that grammar teaching based on discourse analysis theory is indeed helpful for students to understand and use the form and meaning of grammar,improve their grammar ability,and make great progress in their grammar scores.Finally,the inspiration of this teaching experiment research is that in a class,teachers should present multi-modal discourse forms around a context and apply the skills of listening,speaking,reading and writing,so as to help students understand and use grammar and deepen their grammatical competence.