论文总字数：29511字

摘 要

语法是语言教学的基础环节，而高中是整个英语学习过程中的重要时期。但是英语语法教学中存在很多问题，从而阻碍有效的英语学习。教师只注重语法规则的灌输，大部分学生在语法学习中由于枯燥的课堂，对英语语法学习缺乏兴趣。繁多的语法规则使得学生记不住甚至是混淆等问题。针对这些问题，本文研究了高中英语语法教学的问题以及提出了一些语法教学建议:教授基础核心词汇以及基本句子结构，将相关语法点整合成一个系统等。

关键词：高中；语法教学；教学策略

Content

1. Introduction 1

1.1 Background of the research 1

1.2 Significance of the research 1

2. Literature Review 2

2.1 Previous study on strategies of English grammar teaching 2

2.2 Limitations of previous studies 3

3. Problems in High School English Grammar 4

3.1 Ignorance of key words and basic sentence structures 4

3.2 Lack of grammar system 4

3.3 Lack of appropriate examination and feedback 4

3.4 Neglect of grammar use in daily life 5

3.5 No permeation into reading and writing 5

4. Factors Accounting for Present Condition 5

4.1 Fixed teaching strategies 6

4.2 Exam-oriented class 6

4.3 Much attention on grammar itself 6

5. Strategies to Improve Grammar Teaching 7

5.1 Teach basic words and structures 7

5.2 Make a system of the related grammar points 8

5.3 Give appropriate examination and feedback 8

5.4 Extend grammar knowledge into daily life 10

5.5 Teach grammar reading and writing 10

6. Conclusion 11

Works Cited 13

1. Introduction

1.1 Background of the research

Nowadays, the teaching of English grammar has been ignored. Since previously most English teachers pay much attention to the transmission of grammar rules, many reformers advocate that teachers should cultivate students’ actual use of English. The purpose of the revolution is to improve the English ability of students but afterwards many teachers think that the teaching of grammar is not so important. Actually English grammar teaching is an essential part.

However, due to the misunderstanding of the new curriculum standard, most teachers emphasize the importance of the English communication ability and oral English. It is the most important problem in grammar teaching that teachers follow the book in class. And for the current senior high school English teachers, their professional competence needs to be improved, and the ability to expand knowledge needs to be strengthened. The single teaching method has gradually reduced students" interest in senior high school English grammar, and has been influenced by the traditional exam-oriented education, which blindly focuses on students’ ability of taking tests while students" practical ability is neglected.

1.2 Significance of the research

English grammar is the vital constituent part of senior high school English teaching all the time, which is of great help to students’ understanding and use of English. However, English grammar has become a difficult task for both teachers and students. Teachers find no efficient teaching methods and students have no idea of efficient learning methods. Most students have little knowledge of English grammar, among who are even some of the top students. They do English exercises solely relying on the sense of language, and they don’t know the reason of the answer in most situation. Thus the ignorance of the English grammar severely hinders students’ learning of English. This tells us that teachers in senior high school are supposed to figure out some more effective strategies to promote English grammar teaching. So the research on problems of English grammar teaching in senior high school and the relative strategies is essential. By the research, we can find out the problems in senior high English grammar teaching such as the lack of grammar system, examination and feedback and etc. In addition, it also proposes some strategies to grammar teaching such as teaching key words and basic structures, making a system of grammar points and etc.

2. Literature Review

2.1 Previous study on strategies of English grammar teaching

English grammar has always been the focus of English teachers and scholars. Many of them have studied the problems in English grammar teaching and put forward some effective strategies. One of the popular strategies is multi-media teaching. The purpose of this method is to stimulate students" interest in learning English grammar. If the knowledge is taught in a more interesting form, it will be more easily accepted by the students. Multimedia teaching is becoming mature because of the development of science and technology. In its rich and colorful form, students" attention is attracted from a plurality of angles such as sound, graphics, video and the like. Ye Dan in Hubei University of engineering considers that the use of multi-media teaching can restore the sources of grammar problems and thus lower the level of difficulty. (Ye 105)

Besides, Xiao Yangyang in University of Science and Technology of Hunan thinks that the connection of English grammar between junior school and high school is an important factor that affects students’ learning of English grammar in senior high school. (Xiao 6)He bases his research on the theories of Piaget’s constructivist teaching view and Vygotsky’s the input’s hypothesis. And he finds that the lack of students’ good English grammar learning habits and strategies and the lack of teachers’ awareness of connection of the grammar knowledge between senior middle school and senior high school.(Xiao 6-11)

And HanYang in Nanjing Normal University proposes that the key task of English grammar teaching in senior high school is to develop students’ attitudes towards English grammar learning in the process of the transmission of grammar knowledge, especially to stimulate students’ interest and enthusiasm in learning English grammar. And teachers should focus more on the language skills and communication ability when teaching students English grammar rules. (Han 1)Thus, Han Yang gives some advice on English grammar teaching such as improving the enjoyment in class by using multi-media and improving students’ pragmatics ability by using context teaching.(Han Yang 1-3) What’s more, many other teachers have done some research on English grammar teaching and have proposed some useful suggestions on English grammar teaching. Wang Rui in North Nationality University thinks that teachers are supposed to adopt appropriate approaches in terms of the teaching and learning context. (Wang 218)Besides all the theories above, there are also many research and advice on English grammar teaching in senior high school, which are efficient and play a role in English grammar teaching.

2.2 Limitations of previous studies

Although so many teachers and scholars have studied on the problems in English grammar teaching in senior high school, some problems haven’t been solved yet. They lay too much attention on the English grammar itself and ignore the related and basic knowledge about English grammar such as the teaching of the key words and basic structures of sentences. Besides，most of them have little sense of the system of English Grammar. . Many teachers consider English grammar as separated parts and thus students may be puzzled by so many grammar rules, which contribute to the lack of interest and zeal in learning English grammar.

The lack of examination and practice in daily life is also one of the reasons for the current situation of English teaching in senior high schools. The process of English grammar teaching is an important part of English teaching, and consolidation of grammar is the focus of classroom teaching. Therefore, feedback on students" learning is so important that students can learn from their previous learning and improve their learning methods according to their teachers" evaluation. And in the end, many teachers solely teach grammar when they are having a English Grammar class and then they forget grammar rules when they teach their students the four skills: listening, speaking, reading, writing.

3. Problems in High School English Grammar

3.1 Ignorance of key words and basic sentence structures

Many factors account for the present condition of grammar. First, teachers pay too much attention on the English grammar itself and ignore the related and basic knowledge about English grammar such as the teaching of the key words and basic structures of sentences. Most students who are poor in English reflect that they even have no idea of the basic words which may affect the whole sentence and thus they cannot understand the grammatical sentences. So we can see that the teaching of the key words is of great vitality in the process of grammar learning. Besides, students’ perception of the sentences is also the factor that influences students’ English grammar teaching. Most students can’t analyze sentences correctly, which becomes an obstacle in the process of English grammar learning. Hence it is a must for teachers to teach students the basic structures before teaching them grammar rules.

3.2 Lack of grammar system

It is obvious that most students have little sense of the system of English Grammar because of the ignorance of teachers’ teaching grammar as a system. Many teachers consider English grammar as separated parts and thus students may be puzzled by so many grammar rules. There are so many grammar rules that students can’t remember the rules and even mix them up. Therefore, students have no interest and enthusiasm in learning English grammar.

3.3 Lack of appropriate examination and feedback

The lack of examination and practice in daily life also accounts for the problems in English teaching in senior high school. Most researchers focus on the process of English grammar teaching and neglect the consolidation of grammar after class, which makes students forget grammar rules easily. Feedback on students" study is so important that students can learn from their previous study and improve their study methods. The new curriculum standard defines English teaching tasks as activities that help students do something in English. In the process of completing the tasks, teachers are supposed to ask students to focus on the meaning they are willing to express, not just about the language form. The application of task teaching can benefit the examination and feedback of grammar, while most teachers pay less attention on the teaching methods.

3.4 Neglect of grammar use in daily life

Finally, students can only recite English words simply and teachers can only speak words and translate articles in class. They think that if they master enough words, they can get better result, which makes many students fail to realize the importance of grammar learning. English grammar itself is so boring because it is a series of rules. The learning of English grammar is to master some rules of how to express appropriately while students just don’t want to recite the boring rules. And teachers only teach the grammar knowledge required by the curriculum standard in the classroom and the requirements for more grammar knowledge are not restrict, so students can only master the test instructions. However, the study of grammar must be comprehensive and complete in order to achieve its desired results. Teachers should encourage students to use grammar in daily communication.

3.5 No permeation into reading and writing

And besides all the factors above all, many teachers solely teach grammar when they are having an English Grammar class and then they forget grammar rules when teaching their students the four skills: listening, speaking, reading, writing. In senior high school English teaching, teachers regard textbooks as the only guiding direction, relying too much on textbooks. And then students’ interest in grammar learning is greatly reduced. Many students can accept more English knowledge not only in reading during the examination and reading textbook articles, but also reading some English materials in their spare time according to their interests and hobbies.

4. Factors Accounting for Present Condition

4.1 Fixed teaching strategies

Learning English grammar is helpful in the process of mastery of the basic use and expression of English. But the present condition of grammar teaching is so rigid and inefficient that the quality of grammar teaching is not satisfying. Most students dislike learning English grammar including students who are good at English learning. And just few people can master English grammar rules and apply them into practical use. Fan Bo says that present grammar teaching pays too much attention on the agreement on grammatical forms instead of meanings.(Fan 242) Teachers" fixed teaching idea makes the rigid form of classroom teaching and most of the teachers can"t make a change of the teaching strategies, leading to not inspiring students" learning. Teachers use "force-feeding" teaching way to instill grammar knowledge to students, which is a large number of knowledge summary and mechanical practice.

4.2 Exam-oriented class

Although great attention has been paid to English teaching in China, there are still some problems in the process of English teaching. The tradition class makes students feel boring about English grammar learning in senior high school and students" individual ability cannot be reflected. What’ more, the differences between English and Chinese make students feel hard to learn English grammar, so students lose the interest and enthusiasm for grammar learning. English and Chinese differ in many ways, such as the habits of expression, the rules of grammar and etc. And students do not have the subject consciousness of class participation, which leads to dull and boring classroom atmosphere and brings great problems to the development of English teaching and students" learning.

4.3 Much attention on grammar itself

Most English teachers pay much attention to the transmission of grammar rules, but we are supposed to advocate that teachers should cultivate students’ actual use of English. In this way, it can enhance the learning of English grammar. In addition, teachers regard textbooks as the only guiding material, relying too much on textbooks and ignoring the use of English Grammar in our daily life. Due to the reason, students can’t improve their perception of grammar by other methods, only by the rules and examples on textbooks. Then teachers pay much attention to explanations of grammar in grammar class while neglect grammar points when having reading or writing class. If a teacher explains a grammar point when having a reading class, it can achieve more effective results than in a mere grammar class. They just focus on the examination of grammar itself and inject no relative elements about real life, which causes baldness in grammar class. This contributes to students’ interest loss of English grammar learning.

Because of fixed teaching strategies of high school English grammar teaching, teachers only emphasize the transmission of grammar rules and ignore the teaching of key words and basic sentence structures. Also boring grammar class neglects teaching grammar in a system and appropriate examination and feedback. Too much attention on grammar itself makes no extension into real life and no permeation into other English class, which becomes an obstacle for grammar teaching. Besides the factors above, many other factors also account for the problems in senior high school English grammar teaching. For example, some teachers themselves have little knowledge about grammar, let alone teach students about it. What’s more, teachers’ expectations about students have great effect on students’ learning and so on. Thus it’s essential for teachers to adopt some strategies to solve these problems.

5. Strategies to Improve Grammar Teaching

5.1 Teach basic words and structures

5.1 .1 Teach basic and key words in grammar

Nowadays, we can find that some students are poor in English grammar because they don’t know the key words in the sentences. For example, the attributive clause: This is not an occasion for laughter where you must take things seriously. The word occasion in this sentence means place, so the relative adverb here is where. And in the other attributive sentences, for example, Occasions are quite rare when I have the time to spend the day with my parents. In this sentence, the word occasion means time. The key word in the two sentences is occasion and it differs in meaning when they in different contexts. Some students don’t know the different meanings of the word and thus they could not understand the sentences. Thus, it is vital that teachers should teach students the basic key words when they are having an English grammar class.

5.1.2 Understand the basic structure of sentences

If students know little about the structures of sentences, it is impossible for them to analyze the sentences, let alone the grammar points. We can have a look at this attributive clause: Is he the man who wants to see you? Put the sentence into a declarative sentence: He is the man who wants to see you. From this sentence, we can see that the correct analysis of sentence structures can help us easily understand the sentences. And the lack of the perception of the structures of the sentences may hinder the English grammar learning to a large extent. This tells us that teachers in senior high school must emphasize the teaching of the structures of sentences. When they prepare to have a grammar class, they are supposed to ensure that students are familiar with basic sentence structures.

5.2 Make a system of the related grammar points

Most of the students claim that there are so many grammar rules that they can’t remember the rules and even mix them up. For example, the word ‘that’ in attributive clause and appositive clause is quite different. We can have a look at this sentence: The news that he told me is that Tom would go abroad next year. The first word ‘that’ leads an attributive clause and the word ‘that’ works as an object in the clause. While the second ‘that’ leads an appositive clause and works as no part in the clause. The majority of the students can’t distinguish the differences between the two clauses just because the two clauses are similar to a certain degree. The reason can be that teachers teach students scattered grammar. In that way, students can easily mix grammar rules up. Learners are expected to stress on the whole learning materials rather than the separated grammar points.(Wu 38) In terms of this problem, teachers are supposed to teach the related in a system so that students can understand and distinguish the similar points.

5.3 Give appropriate examination and feedback

5.3.1 Increase the examination of grammar

Teachers should not only make efforts to increase students" interest in learning English grammar, but should also increase the examination of grammatical knowledge to check the results of students" grammar learning in order to enhance students" emphasis on grammar. Examinations should take into account the performance of students in their daily English study. Teachers should give appropriate encouragement and support for students who have poor understanding of the language and have a poor foundation in English but who study very hard to achieve better teaching goals.

It is very important for students to practice and consolidate English grammar in the process of learning. In this process, teachers should pay attention to the practicability and consolidation of the practical process.Teachers can enhance students" perception of grammar points from the perspective of multiple intelligences training, and enhance students" experience of classroom teaching content with rich and varied training forms. But the core is that the content of the training should be practical, so that students will feel the use of these grammar points, the way of expression and so on.

5.3.2 Give positive feedback and Pay attention to task of teaching

Some students reflect that they can’t get the feedback from the teachers in time so they don’t know whether they act well or not and it delays the correct grammar learning of students. Cai Lingli thinks that appropriate evaluation can inspire students to develop skills and stimulate students’ interest in grammar learning. (Cai 137)Hence teachers who are aware of the importance of the positive feedback can teach student grammar more effectively.

In senior high school, teachers should teach students grammar knowledge and then cultivate their abilities to apply the grammar knowledge into practical use, not just for the purpose of examination. In addition, teachers teach grammar according to students" different foundation of English, and set up different English learning tasks. Students, while completing the tasks, constantly explore and master the knowledge of English grammar in English sentence patterns and thus cultivate students" sense of English language.

When setting up English tasks, teachers should fully combine students" English learning habits, meet their individual needs, and give them necessary guidance so that they can complete their English tasks better and faster. Because students" English knowledge level is different, the depth of English sentences is also different. Then the students are asked to comment on and discuss these sentences and the teachers try to lead them, and finally the students are in a harmonious English learning atmosphere.

5.4 Extend grammar knowledge into daily life

From English grammar teaching, we can see that it is also very important to expand and extend grammar knowledge properly, which will further enhance students" understanding and mastery of knowledge, especially for the teaching of partial theoretical grammar knowledge. Chinese students fail to use English to communicate effectively even if they have master grammatical rules. (Lan 236) Some students complain the lack of opportunities of using English to communicate and that makes students feel English grammar so boring. Therefore, the connection between grammar points and our daily life is very important in grammar teaching. Only by continuously consolidating their knowledge effectively and deepening their understanding of grammar knowledge in full practice can they become more and more proficient and more accurate in the use of these grammatical knowledge points.

Therefore, teachers should design some training process of expansion and promotion, and integrate the elements of life into it, which will make the contents of practice easier for students to understand and accept. Expansion and promotion of life refers to the production link, to combining the actual design contents of students" own life, and to avoiding empty boring or unrealistic practice.

In today"s English education, classroom teaching tasks are often fictional. But in order to achieve better teaching results, teachers should create tasks related to real life in real task situation can students improve their English efficiently.

5.5 Teach grammar reading and writing

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