An Empirical Study Of "Three-stage" Grammar Teaching Model Based On Three-dimensional Grammar View In Senior High School English Teaching

As is well-known to all,grammar teaching is the core part of English teaching,and for English learners it is as well as the significant key to improving their comprehensive language ability.Among researchers,Larsen-Freeman has proposed the concept of three-dimensional grammar,which is a bond between language form teaching and language use teaching.At present,the view of English grammar teaching advocated by The English Curriculum Standard of General Senior High School(2017)is a three-dimensional dynamic grammar view("Form-Meaning-Use" oriented by language use).While many teachers have learned something about the three-dimensional grammar,there still seems to be some mistakes and misunderstandings in the teaching process which doesn’t fit the concept of three-dimensional grammar Larson has proposed.Among those teachers,some of them mainly teach grammar rules,which makes students think that grammar learning is boring and lose interest in grammar learning.Besides,some teachers only pay attention to the form of the target grammar but ignore the meaning and use,which makes students’ grammar ability relatively weak.Moreover,many of them design grammar teaching activities without context,and in essence,it is not helpful for students to understand grammar and further use grammar,and can not reach the teaching objectives completely.Therefore,with the aim of further exploring the new model and improving the quality of English grammar teaching,the author initially established a "three-stage" grammar teaching model based on the three-dimensional grammar view.In this new model,teachers guide students to understand the "Meaning" in a specific thematic context by presenting the text containing the target grammar,and at the same time the students are also focusing on the "Form".Then,through learning comprehension activities,students are guided to understand and analyze typical target grammar phenomena,establish the connection between "Form" and "Meaning",and deepen the understanding of "Meaning".Then,the teachers use practical activities to guide students to master the "Use" of target grammar in real situations.Finally,the unification of grammar "Form","Meaning" and "Use" is formed through the transformative and innovative language output activities centered on "Meaning".In conclusion,the model stresses that the grammar teaching is supposed to follow the three stages of "perception and comprehension — analysis and discovery — application and transfer".Then,the author applies this model to English grammar teaching and conducts an empirical study on its application effects.The research questions are as follows: 1)Does the application of this model have a positive impact on the improvement of high school students’ interest in grammar learning? If so,is the effect significant? 2)Does the application of this model have a positive impact on the improvement of high school students’ grammar awareness? If so,is the effect significant? 3)Does the application of this model have a positive impact on the improvement of high school students’ grammar ability? If so,is the effect significant?Two classes of the same level in a senior high school in Sichuan Province were selected as the research subjects,and questionnaires,grammar tests and interviews were used as tools and the collected data were analyzed by using SPSS 25.0.The results show that the "three-stage" grammar teaching model has a positive effect on improving students’ interest in English grammar learning and students’ grammar awareness.This model is also effective in improving students’ grammar ability.This model has positive reference value for English grammar teaching in senior high school.This model makes students pay more attention to grammar learning and more willing to learn and explore grammar by themselves.Diversified contexts are close to life as well as easy to understand,which not only arouse students’ interest in grammar learning,reduce the difficulty in learning,but also effectively weaken students’ fear of learning complex grammar,thus enhancing their interest in learning,raising their awareness of grammar.In addition,progressive activities can make the students more confident in expressing themselves.Besides,students in the process of cooperative learning,sharing and communication can get more relaxed.Thus their psychological burden of learning grammar would be reduced as well.In addition,through learning by this model,students’ expression can be more accurate and appropriate and their ability to use the target grammar gets a boost in social interaction.However,the study still has the following shortcomings: the sample size is not adequate,the research period is relatively short and the control of irrelevant variables is insufficient.Thus,I hope those issues can be further improved and perfected in the future research.