Application Of Dictogloss In English Grammar Teaching In Junior High School

As an important part of language knowledge,grammar knowledge is the organization rule of sentence and discourse and it plays a crucial role in developing learners’ language skills.In language use,grammar knowledge is the unity of form,meaning and use and it is closely linked to knowledge of phonology,vocabulary,discourse and pragmatics.It has a direct impact on how accurately and appropriately people understand and express themselves in language.However,most students are unable to use grammar accurately and flexibly in their daily life.Thus,their grammar proficiency can’t be improved.In order to solve this common problem and enhance students’ English grammar proficiency,dictogloss is adopted to teach English grammar in junior high school.This method is based on a real language environment and builds the teaching contents on discourse with students as main subjects working in groups to make teachers and students conduct teaching and learning activities.It combines the process of language teaching with the development of students’ overall language skills and helps learners focus on the language form,meaning and use to improve learning efficiency and teaching effectiveness.Based on the Input and Output Hypothesis,Cooperative Learning Theory and Constructivism Learning Theory,this study aims to investigate the effectiveness of the dictogloss in grammar learning of junior high school students,which helps English teachers combine the dictogloss with grammar teaching and implement this method in practical English teaching.Specific research questions are as follows:(1)What is the effect of dictogloss on junior high school students’ learning of attributive clause?(2)What is the effect of dictogloss on junior high school students’ interest and attitude in learning attributive clause?This experimental study was conducted with 100 students in two classes of junior three from a middle school in Tianshui,Gansu Province,which lasted for three months.The students in two classes had similar English grammar level and were taught by the same teacher.The difference is that the EC adopted dictogloss to teach grammar,while the CC used PPP model.The results of tests,questionnaires and interviews were collected.The test was designed to assess the effect of dictogloss on junior high school students’ learning of attributive clause.The questionnaire and interview were made to explore the effect of dictogloss on junior high school students’ interest and attitude in learning attributive clause.The results and data were analyzed quantitatively and qualitatively.The independent samples t-test and paired samples t-test were used to analyze the results of tests and questionnaires.The results of interviews were analyzed qualitatively.All the results show that dictogloss can effectively improve students’ learning of attributive clause in junior high school,stimulate their interest and change their attitude in learning this grammar point.The main findings and limitations are summarized and elaborated in this study.The implications and suggestions for the teaching of English grammar in future are provided.The study has the following findings:(1)Dictogloss is effective for junior high school students in learning the attributive clause.It helps students focus on both language forms and meanings based on the discourse and helps them identify their deficiencies in language comprehension and expression through input and output.(2)Dictogloss can increase junior high school students’ interest in learning attributive clause and change their attitude towards learning this grammar point.In dictogloss,learners have more opportunities to communicate and discuss with their peers,which reduces their anxiety about learning grammar,develops their problem-solving skills and the spirit of cooperation.Therefore,teachers can apply dictogloss into their teaching to help students improve their grammar proficiency,develop their interest in learning grammar and change their attitude towards learning grammar.Teachers need to choose listening materials that are interesting,logical,structured and relevant to students’ daily life according to the teaching objectives and the students’ current language level.At the same time,the difficulty of the listening materials and the duration of listening should be adjusted to the language level of the learners and teachers should place more emphasis on explicit teaching for learners with lower language level.