The Application of English Grammar Teaching Based on the Thematic Contexts in Junior High Schools

DOI: https://doi.org/10.62517/jhve.202416304

Author(s)

Yan Lou

Affiliation(s)

Songyang No. 3 Middle School, Lishui, Zhejiang, China

Abstract

Grammar is an important part of the language. It directly affects the accuracy and appropriateness of language comprehension and expression. English Curriculum Standards for Compulsory Education (2022 Edition) offers suggestions for grammar teaching. Students are encouraged to explore grammar in the context based on their understanding of the theme. However, teachers may neglect the role of thematic meaning in grammar teaching, also they fail to create the context in teaching practice. As a result, students have difficulty applying grammar properly in their lives. Based on the concept of three-dimensional dynamic grammar and teaching examples, the paper explores the strategies and specific methods of grammar teaching in thematic contexts. Through relevant literature on the thematic context and the application of some progressive activities in thematic contextualization, it is made clear that the connotation of grammar learning is to perceive grammar forms, explore grammar rules, understand grammatical meanings and further express them in correct ways. The conclusions are summarized as follows. English grammar teaching based on the thematic contexts helps to stimulate students' interest in grammar learning, while students’ ability to transfer knowledge, their cultural awareness and the quality of thinking are all enhanced.

Keywords

Grammar Teaching; Thematic Context; Progressive Activities; Three-Dimensional Dynamic View of Grammar; Junior High School English

References

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