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Causes of the problems in grammar teaching and learning 9
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6. The Application of Constructivist Theory in Senior Middle School Grammar Teaching 10
6.1 Some key principles of grammar teaching in the guidance of
constructivism 10
6.2 Constructivist model of grammar teaching 11
6.3 A typical case—teaching procedures of subjunctive mood 13
7. Conclusion 14
Works Cited 16
1. Introduction
Nowadays in China, with the trends of economic reform and the globalization, people attach more importance to English than ever before. English teachers have undertaken the great responsibility to teach Chinese people to learn English. They work very hard and have been groping for in teaching English in many different methodologies so as to help students learn English more efficiently.
In senior middle school, grammar knowledge consists an essential part underlying students’ learning process. Grammar teaching has always been vital in teaching procedures. However, there are quite a lot of students whose English study is always not satisfied for they would encounter a lot of different problems. Quite a lot of English learners are troubled by the English grammar learning mainly because they are affected by the negative transfer of native language grammar structures and they always make errors in their English expressing. So how to solve this problem is worth taking efforts to explore.
A new turn of education reform has been carrying out in our country since 2001. The English National Curriculum suggests to strengthen students’ interest in studying English and involves them in experiential, practical, participatory and cooperative learning with various teaching approaches.文献综述
Constructivist learning theory was introduced to China between late 1990s and the beginning of the 21st century. Formalization of the theory of constructivism is generally attributed to Jean Piaget. He proposes that inpiduals construct new knowledge from their experiences and knowledge is internalized by learners. Generally speaking, constructivism advocates that learners themselves should domain their learning process and construct new knowledge structure on the basis of knowledge that has been learned. More and more Chinese experts and the large number of English teachers pay much attention to the proposals of it. They began to apply this theory to English grammar teaching in class. Great benefits have been noticed in improving the efficiency of English grammar teaching.
This thesis attempts to explore the application of the constructivist theory to grammar teaching in senior middle school based on the analysis of the current status in grammar teaching.
2. Literature Review
Many foreign experts have devoted their efforts to the issue of English grammar teaching and drawn some constructive conclusions. They propose that grammar is related to different language elements and knowledge instead of existing independently. In a successful grammar teaching, grammatical knowledge should be put in meaningful context and in service for communication.