Action Research On High-School English Grammar Teaching Based On The Three-Dimensional Grammar Theory

In English teaching practice,grammar learning runs through the whole process of teaching the four basic skills of listening,speaking,reading and writing.Throughout the history of language teaching,grammar teaching has always been a hot topic of debate among different teaching perspectives in foreign language teaching.Many teachers teach grammar as a set of rules separated from other parts in grammar teaching,which is difficult to improve the effect of grammar learning.In response to this problem,Larson-Freeman,a scholar in SLA Research,proposes a three-dimensional dynamic grammar view in language teaching,i.e.,grammar teaching should be carried out from three dimensions of form,meaning and use.Therefore,the author tried to apply the three-dimensional grammar theory to English grammar teaching through teaching action research to promote students’ English grammar learning effect.The participants of this research were 52 students from a class in Grade One of a senior high school.Guided by the dynamic view of three-dimensional grammar,this research attempted to answer the two questions:(1)What positive changes do students demonstrate in the learning process based on the dynamic perspective of three-dimensional grammar?(2)How does the teaching based on the dynamic view of three-dimensional grammar facilitate those changes in students’ grammar learning? After a semester of two phases of teaching action research,the findings of this research show that(1)students have shown the following changes: students gradually adapted to the teaching method of combining form,meaning and application,students were highly motivated to participate in classroom learning,showing a strong interest in grammar learning,and are no longer afraid of learning grammar.And under the guidance of the teacher,students began to actively spot out and summarize grammar points,gradually learning how to learn grammar.In short,three-dimensional grammar teaching has stimulated students’ learning enthusiasm.(2)The teaching activities based on the dynamic view of three-dimensional grammar have prompted students to make these changes in the ways that grammar instruction provided students with the context of a theme in text.According to the problems existing in students’ grammar learning,the grammar teaching emphasized the learning of three dimensions of grammar: form,basic meaning and pragmatic meaning,so that students could grasp the form of grammar points and understand their basic meaning at different stages of learning;On this basis,students helped each other through activities,internalizing grammatical forms and meanings,ultimately most of them were gradually enabled to use grammar items correctly and appropriately in the context of discourse.This research has provided some insights for English teachers’ grammar teaching: teachers should create sufficient language input to enable students to learn grammar in a natural and simple way,and carefully prepare discourse that can arouse students’ interest,change the dull and boring grammar teaching classroom atmosphere,and effectively promote students’ mastery of grammar skills;In addition,through the dynamic perspective of three-dimensional grammar,timely and objective self-reflection and teaching evaluation of teachers’ guidance in English teaching can help English teachers to make corresponding teaching adjustments.The further inspiration obtained from this study is that the improvement of teachers’ own quality is a necessary guarantee for good teaching effectiveness.