Research On The Application Of Games In Middle School English Grammar Teaching

Phonetics,grammar and vocabulary are the core elements of language,and the English Curriculum for Compulsory Education,in its Interpretation,emphasizes that"learners must be able to use the rules of grammar in order to express meaning in language." Linguist D.A.Wilkins once said,"Without grammar,people cannot express much.In order to use English fluently in oral and written expressions,grammar learning must be emphasized.However,in the actual practice of grammar teaching,English teachers mostly use the traditional classroom teaching method,and the classroom mood is boring,the enthusiasm for learning is not high,and grammar rules are mainly memorized by rote,and scientific grammar learning strategies are lacking.Therefore,how to effectively improve students’ interest in grammar learning,learning strategies and grammar mastery and application ability is a problem that front-line teachers need to think about.As an experiential activity,games can bring pleasure to people.Integrating games in grammar teaching can create a comfortable and enjoyable learning situation for students,in which students’ interest in grammar learning can be stimulated,concentration can be increased,and classroom efficiency can be enhanced.Therefore,this paper tries to introduce games into the first-year grammar teaching classroom,design different game activities at specific teaching stages,and apply them in the actual teaching,in order to stimulate students’ interest in grammar learning,improve their grammar learning strategies and grammar mastery and application abilities.The key questions to be addressed in this study.(1)Can games applied to English grammar teaching in middle school enhance students’ interest in learning and thus influence their attitudes toward learning grammar?(2)Can games applied to the English grammar help students adjust their learning strategies and improve their learning efficiency?(3)Can the application of games in the English grammar improve students’ grammar mastery and communicative application skills?The author made an experiment on the application of the games in English grammar class in Class9,Grade 7 in Jiujiang Foreign Language School for one semester(four and a half months in total),and conducted questionnaires for the students in the experimental group before and after the experiment,and selected 12 students for interviews according to their assessment scores.The application of games to English grammar teaching in middle school has a good effect.First of all,game teaching is good for enhancing students’ interest in grammar learning and correcting their learning attitudes After adopting game teaching,students’ attitudes towards grammar learning will change from passive to active,and their investment in learning grammar will increase,which will help improve students’ grammar.score.Secondly,game teaching is conducive to promoting the improvement of learning strategies and improving learning efficiency.Finally,game teaching promotes students’ grammar mastery,cultivates students’ communicative application ability,and enhances their confidence in language expression.According to the interviews with students,this lively and interesting grammar teaching mode is deeply loved by most students.However,there are also some problems in the application of games to grammar teaching.For example,the design of games needs to combine the grammar teaching content of multiple units and different links.This preparation needs to consume a lot of time and energy for teachers;,it is difficult to maintain classroom discipline at a good level;due to differences in students’ personalities and students’ preferences for different types of games,it is difficult to ensure that all students participate in it.Aiming at some problems in the process of game teaching experiment,the author has made reflections and got the following enlightenment: game design must have purpose and significance;game design and game development should take into account rules and fun;game teaching should be based on The teaching practice is constantly reflected and optimized.