First, the understanding of English grammar learning

(1) Why do you want to learn grammar?

Every English learner has different learning goals, and the same learner has different learning goals at different learning stages.

The purpose of learning. The same is true of grammar learning. When learning grammar, every learner should first ask himself such a question.

Question: Why should I study English grammar? The answer to this question directly affects learners' attention to grammar learning.

Degree and the use of grammar learning strategies.

When it comes to grammar learning, many students always find it too boring. The purpose of grammar learning is nothing more than translating sentences.

Pass all kinds of entrance examinations. Admittedly, without enough grammar knowledge, we can't pass the current exams smoothly.

However, if we think that learning grammar is only for exams, it will inevitably lead to the passivity of grammar learning. In the long run, for grammar

Learning and even the whole English learning will have a negative impact.

Hymes( 1972) points out that the ultimate goal of foreign language learning is to cultivate communicative competence, while learning

Learners' communicative competence should at least include the following four aspects: grammatical competence, social and cultural competence and discourse competence.

Force and strategic capability. Among them, grammatical ability is the basis of other abilities, which is very important for accurate expression and understanding.

Swan (1985) pointed out that grammar is the umbrella of an independent and loose language system. Therefore, language

French learning is an important part of language learning, which directly affects the improvement of students' comprehensive language ability. Leave knowledge of grammar

The improvement of learning and language use ability can only be empty talk.

(2) What grammar should I learn?

Although English grammar knowledge is not as vast as words, it is also huge. Then the average language learner should

What grammar knowledge should I learn? Generally speaking, grammar can be divided into theoretical grammar, reference grammar and teaching grammar. theory

Grammar mainly provides theoretical basis for people who specialize in grammar, and has no guiding role in language practice. Reference language

A method is a collection of grammars in a language. Grammar learners and grammar researchers can learn from reference grammar when they encounter grammar problems.

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Looking for answers. Teaching grammar, also called practical grammar, is a grammar specially written to guide learners to learn languages. this

Generally, generic grammar only includes the most basic and commonly used grammatical rules in a language. English learners should usually regard learning as a practical task.

English grammar is mainly used, but this does not mean that every learner must learn and master all practical grammar. Learners should

Set your own grammar learning goals according to your ultimate language learning goals and learning needs at all stages.

For example, taking the new edition of senior high school English textbook published by People's Education Press as an example, word segmentation is the key and difficult grammar in senior high school, but students

In the first year of high school, you may have been exposed to related sentences with participles. At this time, the teacher should not focus on the explanation, just click directly.

So far, students only need to know, there is no need to do in-depth research.

Therefore, teachers and students must reach a consensus on what grammar to learn and when to learn grammar.

Only in this way can teachers and students cooperate with each other in grammar teaching and learning, thus improving the overall level of grammar learning and grammar teaching.

Effect.

(3) To what extent should we learn grammar?

For English learners, after determining the scope of grammar learning, we should also consider to what extent grammar should be mastered.

To answer this question, we must first think about what is the purpose of learning grammar. As we all know, grammar learning books

Body is not the purpose of language learning, but learning grammar is to learn language better. However, a word about grammar learning.

The question of what role it played in the past was not deeply studied. The study of grammar in recent years shows that grammar ultimately

There are two main functions on language: 1 promoting understanding; 2 Monitor the output. By promoting understanding, we mean using the grammar we have learned.

Knowledge has solved some difficult problems in learning, especially in reading. When learners don't understand complicated sentences

At the time of meaning, we often analyze the structure of sentences, the functions of various parts of sentences and the relationship between them in order to achieve the purpose of understanding.

Yes The second function of grammar is to monitor the output. Many English learners have studied English for many years, and their overall English level has been improved.

It's quite high, but there are still many mistakes in oral and written expression. This shows that learners have not mastered enough grammar.

Knowledge or insufficient use of grammar knowledge to monitor and adjust language output. If this continues, it will inevitably affect learning.

The quality of learners' language output.

The author believes that senior high school students should not only understand some key grammars in senior high school English, but also be able to understand them.

Come in handy. In other words, they should use grammar flexibly on the basis of understanding grammar. Only in this way can they master it.

Let it better serve your foreign language learning.

Second, the study of grammar learning strategies at home and abroad

Some knowledge about grammar learning is very important, but what is more crucial is how to learn grammar, that is, grammar learning.

Strategy. Based on the study of language learning strategies, specific grammar learning strategies have been studied at home and abroad.

A Study of China's Grammar Learning Strategies

With the deepening of the new curriculum reform, grammar teaching, as a teaching language, is constantly changing.

There are more and more theoretical researches on it, but there are few researches on the reform of grammar teaching. Many researchers mainly focus on

Research on grammar teaching strategies and methods. However, there is little research on students' grammar learning strategies from the perspective of students. writing

Fang Qiu (1996) adopted the method of qualitative analysis, and explained the attribution of success in English learning through the analysis and discussion of individual cases.

The difference in learning methods between learners and unsuccessful learners leads to obvious differences in academic performance; There are some experts and scholars.

Some grammar learning strategies are put forward theoretically. Cheng believes that grammar learning should be based on understanding;

Actively summarize grammar rules; Learn from mistakes; Learn grammar in communication. Jia thinks it should be passed.

Read the article and learn grammar. In grammar learning, we should be good at finding mistakes by ourselves and avoiding repetition. Meanwhile, remember an idiom.

Rules and regulations. Through research, it is found that learners will use grammar learning strategies more or less when learning grammar. Different types

Some learners use different strategies (Mei Mei in the morning, 2003). Zhao Ming (1999) conducted experiments on college students.

A study of English majors' grammar learning strategies. The results show that among the three groups of students who use different strategies, the effect of grammar learning is very high.

There are significant differences, among which the effectiveness of organizational strategy is better than that of sorting strategy and even better than that of retelling strategy. Chen Jian Chen Zhaojun

Chun (2006) used quantitative analysis to investigate the use of grammar learning strategies by English majors.

The results show that there is a significant positive correlation between grammar learning strategies and grammar learning achievements, as well as between students in high and low groups.

There are significant differences in the use of various grammar learning strategies. According to the frequency of use, students conduct grammar in turn.

Use emotional strategy, social strategy, cognitive strategy and metacognitive strategy. But most of these surveys come from universities, not high schools.

Medium. Few people systematically study English grammar learning strategies in middle schools from the perspective of experimental research.

Second, the study of foreign language grammar learning strategies

According to the definition of language learning strategy, grammar learning strategy refers to the efforts made by learners to make grammar learning easier.

Faster and better methods and skills.

In the second chapter, we discuss language learning strategies. In the process of determining and classifying language learning strategies

In Chinese, many studies have indirectly discussed concrete and practical grammar learning strategies. Relevant experts pointed out that t'5betterfor

Learners learn grammar individually and independently.

Classroom class. However, few people have conducted in-depth research on individual grammar learning strategies. Nevertheless, combined with language learning

From the results of strategy research and the study of specific grammar teaching strategies, we will get a lot of English grammar learning.

The preliminary conclusion of the strategy.

Theoretically, there are differences between contemporary English grammar schools. Represented by Ricky and Smith of American Structuralist Linguistic School.

Wattwick (Leach &; SVartvik) advocates communicative grammar, emphasizes the communicative function and practical operation of language and attaches importance to listening.

Application of theory in teaching; The transformational generative grammar proposed by Chomsky, a famous American linguist, takes syntactic analysis as its core.

Analyze the deep structure of sentences and explain the generation process of sentences from a dynamic point of view; Take the American linguist Frith as an example.

Represented by structuralist grammar, it advocates grammatical structures such as parts of speech and sentence patterns. (quoted from Zhao Ming, 1999)

Grammar arguments between different schools have greatly influenced students' choice of grammar learning strategies. There is evidence that,

Cognitive strategy-Bao-is classified by the above grammar school and American psychologist McKechie (1990).

Including retelling strategy, sorting strategy and organization strategy-there is a certain degree of correspondence. Repeat, try to recite and learn more.

The retelling strategy with sensory participation as the main method meets the requirements of communicative grammar; Sort out the strategy and try to find the text back

After deep meaning, in order to connect the newly learned materials with the existing knowledge in the mind, its core content is the generation strategy.

Abbreviations are similar to transformational generative grammar. Organizational strategy is expressed by classification method and outline method, which is different from structural master.

Semantic grammar correspondence. Experiments show that the learning strategies adopted in grammar learning are the best organizational strategies and refining strategies.

Second, repeat the strategy again.

Ellis believes that the best way to teach learners grammar is to cultivate their grammatical awareness. he thinks

Cultivating students' grammatical awareness can enable learners to actively discover the laws and characteristics of the target language itself, and then through thinking

Gradually understand these laws and characteristics, so as to promote language acquisition. Rutherford and Sherwood Smith believe that,

Whether the learners' second language learning level is improved or not depends on the comparison of the grammatical structures of the mother tongue and the target language.

The cultivation of grammatical awareness can help students consciously understand the grammatical structure characteristics of the target language, thus promoting students to do so.

Comparing two kinds of grammar to improve the second language learning ability. So how to cultivate students' grammatical awareness? Ellis pointed out

Language teaching should at least provide learners with opportunities to communicate in language, including listening, speaking, reading and writing.

Enhance grammar awareness. Ellis (1995) also thinks that grammar practice includes providing learners with as many opportunities as possible.

So as to generate the structure of the target language through controlled and free language use.

In view of this, in senior high school English grammar teaching, teachers should also cultivate students' grammar awareness and strengthen the basic knowledge of grammar.

On the premise of cognitive training, we should pay attention to the teaching of various cognitive strategies and methods and carry out grammar teaching so that students can effectively

While mastering knowledge, we can cultivate our own ability and wisdom.

The third chapter investigates and analyzes the application of English grammar learning strategies in senior high schools.

Section 1 Investigation and Analysis of Senior High School Teachers' Teaching Views on Grammar Learning Strategies

In order to master the application of students' learning strategies more comprehensively and accurately, so as to carry out learning strategies in a targeted manner.

For teaching and training, I first conducted an investigation on five students of the same grade in our school by means of interviews and lectures in class.

Teachers' grammar teaching methods and their views on grammar learning strategy teaching.

Teacher interview

The contents of the interview mainly include the following aspects:

1. Teachers' Common Methods in English Grammar Teaching

2. Teachers' understanding of English grammar learning strategies

3. The extent to which teachers implement strategy teaching in English classroom teaching.

4. Problems in the teaching of grammar learning strategies

Two. Findings and analysis

1. Methods used by teachers in English grammar teaching

The five teachers surveyed usually use the teacher to explain, then let the students practice the test and consolidate, and finally the teacher comes back.

The method of explanation. They also mentioned that the more detailed the teacher explains, the more confused the students are and the more bored they are with grammar learning.

Tasteless, I really don't know how to teach grammar. Later in-class lectures also fully proved the above point of view.

2. Teachers' understanding of English grammar learning strategies

The teachers surveyed generally don't know enough about the teaching of English grammar learning strategies, and some teachers can't even tell the difference between learning.

The difference between methods and learning strategies.

3. The extent to which teachers conduct strategy teaching in classroom teaching.

None of the teachers surveyed has systematically taught English grammar learning strategies. But it's all there.

Teach students some English learning methods consciously or unconsciously.

4. Problems in the teaching of grammar learning strategies

The teachers surveyed raised the following questions: In English grammar teaching, grammar teaching is different from vocabulary teaching.

What effective learning strategies are implemented in Britain? Learning strategy teaching needs to occupy a certain classroom in English grammar teaching.

How to ensure that grammar teaching and strategy teaching are correct? At the same time, they also raised such a question: how to train talents?

Can make every student learn and use the learning strategies that suit him well?

The second part is the investigation and analysis of the application of grammar learning strategies in senior high school students.

1. Research objects and tools

1 13 students from two classes (10) in Grade 9 of our school (Yudiao Middle School in Cixi City, Zhejiang Province) participated in this course.

Investigation and experiment. Both classes are general science classes. After the first year of high school is divided into classes, the final English of the two classes will be

The average score is very close, and the difference is no more than one point. The survey tool is English grammar learning strategy questionnaire.

The author refers to the learning strategy questionnaire designed by Oxford (1990).

The English learning strategy questionnaire designed by SlLL and Wen, combined with my own grammar teaching experience, has been designed by myself.

Line design. The whole questionnaire includes metacognitive strategies, cognitive strategies, memory strategies, compensation strategies, emotional strategies and social strategies.

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