Abstract: Grammar teaching is an important part of senior high school English teaching, and it is the basis of students' language practice activities such as listening, speaking, reading and writing. By expounding the significance of grammar teaching and the definition of grammar ability, this paper puts forward some innovative grammar teaching methods, and holds that cultivating students' grammar ability is the center of grammar teaching in senior high schools.

Paper Keywords: grammar teaching; Grammatical ability; English teaching in senior high school

I. Introduction

Grammar teaching is an indispensable part in the process of foreign language teaching, and it is the basis of cultivating students' comprehensive language application ability. Grammatical competence is an important part of communicative competence and language foundation. Only when a student can master the grammatical system of a language skillfully can he truly acquire communicative competence in using the language. Senior high school is the basic stage of foreign language education, and people have different views on the position, function and teaching methods of grammar teaching in English teaching.

Second, the significance of grammar teaching

Grammar is the foundation of English learning and plays an important role in senior high school students' English learning. It is an important aspect of senior high school English test, which lays the foundation for cultivating students' language use ability. Grammar is a rule summarized by people in language use and a means to express meaning, emotion and attitude. Learning grammar is not an end, but to communicate more effectively in language. The mission of English grammar teaching is to help students improve their practical ability to use the language, rather than simply instilling grammar knowledge into students.

Learning grammar is a necessary condition and way for China students to learn English, because we don't have the context to learn English in China. China students learn English mainly through conscious learning, because they can't have the same learning environment as native English speakers, and they can't get enough English language stimulation and internalize language rules in peacetime and after class, so as to acquire language naturally. Any language is a huge system, and grammar is composed of a fixed number of clear rules. Therefore, grammar teaching helps to reduce the workload of language teaching. Through grammar, we can decompose language into clear categories and make the goal of language teaching more clear. Grammar teaching makes learners pay attention to grammatical phenomena, helps learners to master the components of language item by item, and contributes to the long-term progress of language learning.

Third, grammatical ability.

Canale and Swain( 1980) interpret grammatical competence as knowledge about phonetics, grammar and vocabulary. They are the result of internalization of learners' brains, not some memorized words or rules. Grammatical ability includes the knowledge and skills needed to accurately understand and express the superficial meaning of words.

Larsen-Freeman (2003) thinks that grammatical competence is the ability to accurately use grammatical structure to express meaning in a situational way, which is the fifth skill after listening, speaking, reading and writing, and the foundation and core competence of listening, speaking, reading and writing. He put forward a framework of grammatical competence, which includes three parts: form, meaning and pragmatics. Ma Guanghui Hewen (1999) holds that grammatical competence is the sum of understanding and using grammatical knowledge. Understanding grammar knowledge involves the recognition of grammar rules, while reusing grammar knowledge focuses on the application of grammar rules in sentence-making.

In the process of grammar teaching, teachers must pay attention to distinguish grammar knowledge from grammar ability. Grammatical knowledge refers to the grammatical rules that learners are familiar with, while grammatical competence refers to how to properly use linguistic rules to guide people's language activities or communication. As the saying goes, "what you get on paper is shallow, so you should pay attention to it", so foreign language teaching advocates learning by doing. English teaching in senior high schools focuses on improving students' comprehensive ability to use languages such as listening, speaking, reading and writing. The cultivation and improvement of these abilities require a certain degree of grammatical ability. Judging from the mistakes made by students in teaching, taking written expression as an example, it is not difficult to find that students are not unclear about what to write, but cannot express it in the correct language form. Formal errors in language characterized by grammatical structure errors seriously affect the accuracy of language expression. To solve this problem, we must strengthen the cultivation of grammar ability.

Fourth, innovate grammar teaching.

(A) the application of information technology

The network provides rich teaching resources for teachers, and the multimedia audio-visual effect transforms boring grammar knowledge into vivid life scenes, so that students can experience the charm of English language and the connotation of grammar knowledge in real life space. It avoids the shortcomings of traditional teaching methods, such as time-consuming and single mode. It can mobilize students' learning enthusiasm visually and audibly, improve classroom teaching efficiency and help to cultivate students' grammar ability. In order to transform students' grammar knowledge into grammar ability, it is necessary to reform English grammar classroom teaching. The application of multimedia and other modern teaching methods is conducive to storing a large amount of information, creating more situations, making boring grammar lively and interesting, and making learning boring and single grammar rules colorful.

As a teaching method, information technology has unlimited potential to promote learning, which greatly increases students' opportunities to get in touch with real communication situations, such as online English publications, online chat rooms and online English forums. All these provide more and more opportunities for improving students' contact with the language in real context, and provide effective channels for cultivating grammar ability.

(b) Multipurpose induction and deduction.

There are two basic methods to introduce new grammar items: deduction and induction. In deductive teaching, teachers show grammar rules, and then let students practice with these rules. In inductive teaching, teachers show language examples and students intuitively understand the rules. Deduction and induction have their own advantages and disadvantages. Deduction can cut to the chase and save time; However, grammar explanation can easily lead to teacher-led and knowledge-instilled classes. Induction requires learners to deeply process the language, and the grammar rules discovered by students themselves may be more in line with the existing mental structure, so they are more meaningful, easier to remember and better to apply. But the main disadvantage of induction is that students need longer time to understand the rules, and students may draw wrong conclusions about grammar rules.

Some grammar points are abstract, or there are not many rules to talk about, so deduction can be used. However, we should not use deduction too much, because students basically passively accept grammatical rules in this process. In grammar teaching, the teaching strategy of "induction before deduction" should be adopted to cultivate students' observation ability, memory ability, thinking ability and imagination ability, guide students to acquire grammar knowledge actively, cultivate students' grammar ability and effectively improve the effectiveness of grammar teaching.

(C) Infiltrate task-based teaching, and cultivate the ability to use grammar

Learning grammar is to use it. Teachers can design tasks close to students' lives after students understand the basic structure of related grammar projects, and integrate abstract grammar knowledge into real life situations. Let the students realize their mission objectives and feel successful through perception, experience, practice, participation and cooperation in the activities. For example, after explaining a grammar, give a situational topic, and then invite several students to the podium to talk about this specific situation with the grammar just mentioned, so that other students can record their conversations with indirect quotations. In this process, the teacher should encourage and properly guide the students on the stage, so that students can talk with the grammar they have just learned as much as possible. This situational task can stimulate students' extensive participation, cultivate students' creativity and willingness to communicate actively, and is conducive to the realization of reality and information feedback.

The following are some task types suitable for grammar teaching in senior high schools.

1, information gap

Information gap task is a good way to practice grammatical structure in meaningful communication context. Because each student is exposed to different information in the information gap task, they should concentrate on information to solve problems or achieve * * * knowledge. When designing tasks with poor information, you should be careful in choosing grammar points, because not all grammar structures are suitable for this kind of exercise.