Research On The Application Of Three-dimensional Dynamic Grammar Teaching In Junior High School English Classroom

In the twenty-first century,with the great changes in the information technology industry and the continuous development of economic globalization,the importance of English language competence has become increasingly prominent.Language competence is the basic element of the core competence of English,and grammar is an important component of language competence,which directly affects the accuracy and appropriateness of language understanding and expression.Nonetheless,while teaching grammar,many instructors still continue to employ the deductive approach in the actual teaching process,that is,teachers first tell students the specific grammar rules,and then lead students to practice through a large number of exercises,so that students can master its form.English grammar instruction should help students develop a three-dimensional dynamic grammar view of “form,meaning and use” that is oriented by language use,according to The English Curriculum Standards for Compulsory Education(2022 Edition),which makes recommendations and demands for English grammar instruction.Thus,in order to effectively execute the new curriculum standard’s concept,this thesis takes the three-dimensional grammar theory proposed by the American scholar Larsen-Freeman as the guidance,combines holistic unit teaching and takes the simple future tense “be going to” as a teaching example,and carries out the teaching design of the 3D dynamic grammar teaching based on target grammar introduction + 3P model in the junior high school English grammar teaching.The goal is to determine whether teaching three-dimensional dynamic grammar in junior high school English classes is feasible,explore whether three-dimensional dynamic grammar can influence students’ acquisition of English grammar---the simple future tense,and verify whether it can make teaching grammar more effective.Larsen-Freeman put forward the three-dimensional grammar theory.According to her,grammar competency has three components: form,meaning,and use.That is,students should understand not only how grammatical points are produced,but also the meaning they communicate,as well as when and why to employ them.Her theory,which emphasizes the importance of grammar’s form,meaning,and application,has caught the interest of many academics and classroom teachers.The research on three-dimensional grammar at home and abroad is mainly divided into three aspects:one was to convey enthusiasm and support for the theory,or extended or further interpreted the three-dimensional grammar theory;secondly,in their studies,some scholars were to integrate the three-dimensional grammar theory with classroom instruction,and then put forward suggestions or reflections on teaching after discussion and analysis;thirdly,under the guidance of this theory,some scholars carried out specific teaching practice.At present,teachers try to improve grammar class,but due to the long-term influence of constructivism and class length,grammar teaching mainly focuses on deductive method and translation method.Therefore,under the new curriculum standard,the purpose of this study is to design the classroom based on the concept of holistic unit teaching,to study and analyze the three-dimensional dynamic grammar teaching,to test its effectiveness,and to try to find a more convenient and simple grammar classroom operation model.Specifically,this thesis addresses the following three questions:(1)How do teachers design a 3D dynamic grammar teaching in the teaching of grammar in junior high school(simple future tense)?(2)What kind of effect will be produced by using three-dimensional dynamic grammar theory in junior high school grammar teaching?(3)What are the students’ attitudes towards the three-dimensional dynamic grammar teaching? The author of this thesis takes two classes in Grade eight of Chengxi Middle School in Yongji as the experimental subjects,selects Class 2109 as the control class(CC)and Class 2110 as the experimental class(EC),and takes the simple future tense as an example to carry out grammar teaching.Before the experiment,an independent sample T test was conducted on the final scores of the students in the seventh grade of the two classes.The results showed that there was no significant difference between the students in the two classes,indicating that the students in the two classes had the same level of English learning.The students in the experimental class receive three-dimensional dynamic grammar teaching,while the students in the control class still carry out traditional grammar teaching.Before and after the two classes,pre-test and post-test were given to the students in each group.The pre-test results demonstrated that there was no noticeable difference between the two groups in terms of their understanding of the simple future tense(P=0.576).The post-test results revealed that there was a difference between the two groups,with the experimental group’s average score being greater than the control group’s.(P=0.03<0.05).Therefore,it can be concluded that the three-dimensional dynamic grammar teaching is more effective for improving English grammar scores of junior high school.At the same time,the results of the questionnaire also showed that students prefer this grammar teaching.This study demonstrates that three-dimensional dynamic grammar teaching can enhance students’ capacity to apply their knowledge,and has certain reference significance for junior high school English grammar class.