A Study of English Grammar Teaching and Cultural Introduction from the Perspective of Applied Linguistics

Grammar teaching is the main content of university English teaching,and the quality of teaching will affect the effect of university talent cultivation.Based on the perspective of applied linguistics,it is crucial to use cultural introduction teaching for English grammar teaching.This paper will combine the basic concepts of applied linguistics and cultural introduction teaching,analyze the role of using the cultural introduction teaching method to innovate grammar teaching mode under the perspective of applied linguistics,and put forward a scientific English grammar teaching strategy with the goal of improving teaching quality.

The Application of the Trial-Discovery Model to English Grammar Teaching in Senior High Schools

In senior high schools, great importance and attention are required to be attached to grammar teaching and learning. However, a majority of teachers either apply the traditional method or neglect grammar teaching and learning, both of which go against the ideas of the new curriculum of the high school. To solve the problem, based on the constructionist theory, Halliday＇s theory of register, and the trial-discovery model, the trial-discovery English grammar teaching model was constructed. To find out whether this teaching model is more effective than the traditional grammar teaching, an experimental study of the trial-discovery model in senior English grammar teaching is carried out. This study deals with the problem how we can improve the efficiency of grammar teaching, that is by increasing the students＇ learning interest and improving the accuracy in English writing. After the analysis of qualitative and quantitative data collected through questionnaires, interviews, and writing tests, the study reveals that the trial-discovery grammar teaching is more effective to stimulate the students＇ interest in learning grammar, and is more helpful to improve the accuracy and complexity in English writing than the traditional grammar teaching

The Necessity of Teaching English Grammar In Middle Schools

This research paper is focused on the necessity of teachingEnglish grammar in middle schools.At present,the teaching of Englishgrammar is gradually neglected in middle schools in China with the adop-tion of the new textbooks.This paper gives many examples to demonstratethat grammar plays an important role in the develpment of the learners’communicative competence according to the characteristics of Foreign Lan-guage learning in China.As grammar lessons tend to be the most tedioustype of lessons,teachers should make them interesting and vivid.In short,grammar teaching in schools can not be neglected.On the contrary,it shouldbe stressed.

The Application of Affective Filter Hypothesis Theory in English Grammar Teaching

Krashen’s theories of second language acquisition play a vital role in English teaching,in which“affective filter hypothesis”analyzes the influence of various affective factors on English learning.This paper focuses on Klashen’s“affective filter hypothesis”,analyzes the application of affective factors in the teaching practice of English grammar,and puts forward some teaching suggestions.The purpose of the study is to reduce the anxiety of the students in the second language grammar learning class,and then to find the most conducive state of English grammar learning,and to achieve the goal of English grammar teaching.

The Practice of English Grammar Teaching under Communicative Approach in Junior Middle School

The analyzing of the definition and principles of communicative approach and the current situation of the grammatically teaching points that the combination of both construction and practical knowledge of English language teaching in junior high school is the most ideal mode.Taking comparative grammar teaching of adjectives and adverbs as an example,this article explores how to teach grammar teaching in junior middle school under communicative teaching method.

The Effects of Grammar-Translation Method and Communicative Approach on Oral English Teaching

Foreign language teaching method is a science which does research, teaching and learning on the rules of the foreign language. This article chooses and compares two foreign language teaching methods: grammar- translation method and communicative approach which are very influential in their own ages, tries to find out if the students perform differently in oral test when taught with grammar-translation method than when taught by communicative approach.The purpose is to improve the cognition of the teaching method theories and enhance the guide to the teaching practice, so that the teacher can choose an appropriate method when the speaking lesson is given.

An Empirical Study of Dictogloss Approach in EnglishGrammar Teaching

Traditional test-oriented teaching puts heavy weight on the English learning.The students’implicit English grammar knowledge,which enables the development of their English language ability,was overlooked.In English classroom instruction,researchers and teachers have been attempting to seek efficient and integrative approaches to make English grammar learning effortless and autonomous.Dictogloss is believed to be an effective method which offers teachers and learners an integrative method for second language acquisition(SLA).Dictogloss is a task which motivates language learners to interact cooperatively in small group in order to construct a linguistically acceptable text similar in content and style to one they have previously heard and taken notes on.However,just few empirical studies have been provided so far.Therefore,the author attempts to undertake an experimental research to see whether systematic dictogloss is an effective way in English grammar teaching and whether it is more effective than the traditional PPP Approach(Presentation,Practice,and Production)in English grammar classroom instruction.Based on rationales concerning implicit and explicit grammar instruction and focused task instruction,the study reported a one-semester experiment in which two groups of students(Experimental Group,50 students in total;Control Group,50 students in total)followed the same teaching curriculum except the dictogloss practice conducted in the EG.After training,various forms of data were collected through language tests,questionnaires,classroom observation log and interview.At the same time,SPSS was used to manage,analyze,and display the statistical data collected from the pretest and posttest through descriptive statistics,independent samples t-test and paired sample t-test.Based on the previous research of dictogloss and the related theories,the present researcher analyzed the transcript data.Results of the pretest showed that there is no significant difference in two groups’English proficiency.And the result of the posttest showed that dictogloss approach in classroom grammar instruction plays an important role in promoting the students’participation in the classroom activities and English grammar knowledge learning,especially compared with PPP Approach.Moreover,the result of a survey on students’attitude toward dictogloss demonstrates that English learners view dictogloss as an effective learning device in terms of their English grammar knowledge study.The present study is of practical significance.It is expected that the findings of this study will help foreign language teachers further understand the effect of dictogloss practice and apply dictogloss for pedagogical purposes.Besides,the findings will encourage them to make use of dictogloss as a learning device.Finally,it will shed lights on the implementation and popularization of dictogloss in Chinese English class.

Importance of Grammar in English Teaching

Grammar teaching is one of the most difficult and important points in the middle school. However, there exist some problems with present grammar teaching, such as students' poor knowledge of grammar, improper teaching methods and the ignorance of grammar teaching. This article focuses on these problems.

A Review of Grammar-Translation in Vocational Colleges English Teaching

Among various language teaching methods, Grammar-Translation method is the most traditional and common one. It has been long adopted by language teachers and proved effective in language teaching. Though criticized and challenged by some experts, it is still a very influential and effective way of teaching English to students in China. This paper intends to prove its effectiveness in English teaching by taking China's learning environment into consideration.

Study on Implicit and Explicit Learning Theory in English Grammar Teaching

The teachers use explicit learning in the traditional teaching of English grammar, which pays great attention to the master of grammar knowledge points. Nowadays, some English teachers excessively emphasize the importance of teaching grammar imperceptibly, but neglect to explain the rules of grammar. The diametrically isolation of implicit and explicit learning doesn＇t correspond with the English grammar teaching. So the teachers should combine the two learning styles in order to make the best use of them to teach English grammar.

A Brief Survey Study of English Grammar Teaching Issues and Strategies at Medical College

In this paper the author wants to do two things. Firstly,the author wants to look back at the grammar teaching issues that in her English class——teaching and the reason why the students always do not study the English grammar well. Secondly,this project makes a survey of,the different strategies of English grammar teaching to solve the different issues which the students face in their English learning and in the English teachers’ teaching at Medical College.

College English Grammar Teaching for Non-English Majors

Grammar is very important in language learning. The mastery of English grammar is the basic English skill. However,most non-English majors are relatively poor in English and English grammar. They think grammar learning is boring and have a negative attitude towards grammar. So,it's necessary and urgent to teach them grammar.

English Grammar Teaching for Advanced ESL Learners in China

English majors usually have learned English for at least six years at middle school, but there are still many grammatical errors in their writing and speaking. Such errors even still remain after four-year English learning at university. Such problem has troubled many teachers teaching English Grammar. Therefore, the paper attempts to study the ways of improving English majors＇ grammatical competence. It is concluded that reform of grammar test should be carried out to guide grammar teaching and learning, error analysis should be conducted to decide what to teach, and an output-oriented approach should be employed to meet the requirements of leamers＇ future profession.

To what extent should grammar be taught for the students of English majors in China？

The purpose of this paper is to show the importance of grammar teaching for the students of English majors in China and to provide an integrated teaching method for the teachers of English in China and colleagues in similar situations outside of China, through the analysis of the nature and role of grammar, of the importance of form depending upon the students＇ and instructional variables, and of using texts communicatively, in English teaching.

A Semantic Look Into English Verbs and Its Implications for Grammar Teaching

Among the different parts of speech in each language,verbs are usually the most complicated and difficult to understand and master.This paper attempts to classify and analyze English verbs from a semantic perspective,esp.to have a semantic analysis of the grammatical concept of the progressive aspect of English verbs,so as to raise students’awareness of the relationship between semantics and grammar,and thus to help students have a deeper understanding and mastery of the grammatical rules in future English teaching.

Application of Conjunction in English Teaching

This paper discusses the application of conjunction in English teaching. Conjunction, which is in the framework of Systematic Functional Grammar, can be specifically applied in English reading and writing to help students＇ better grasp of English. It is beneficial for English teachers to teach some English linguistic knowledge to students in language teaching.

A Brief Discussion of Movie Dead Poets Society and the Reflection on Grammar Teaching

In China,the growing number of EFL(English as a Foreign Language)learners are faced with different public examina⁃tions,in order to improve the passing rates,most English teachers choose traditional teaching method,which leads to the reduction of some students’interest of learning English.Dead Poets Society is a remarkable film that shows education as a way to enlighten children,which inspires people to think about the appropriate English grammar teaching method for EFL students.