Abstract

Topic-centered grammar teaching has fully revealed the context’s promotion to language cognition and the teaching principle of “learning by doing”. This thesis focuses on the specific strategies of middle school topic-centered grammar teaching, as well as the study on the present situation of topic-centered English grammar teaching application in middle schools. Main problems are shown as follow: (1) How do teachers comprehend topic-centered grammar teaching? (2) What are the strategies of topic-centered English grammar teaching in junior middle school?

Relevant literature review, questionnaires and interviews are conducted on fifteen middle school English teachers in terms of the research on grammar teaching strategies that are centered on topics, and teachers’ opinions about topic-centered grammar teaching and the specific strategies are also analyzed. Discoveries are listed as follow:

(1)Almost all teachers consider topic-centered grammar teaching as a strategy worth trying， no matter they are highly experienced or green-handed. The essence of this strategy is to provide language environment to grammar teaching.

(2)Among topic types like political news, entertainment news, cultural life, daily anecdotes and real objects, the teachers prefer entertainment news and daily anecdotes as guiding topics before entering grammar learning and grammar exercises.

Key words: middle school English; topic-centered grammar teaching; strategies 

Contents

Abstract

摘要

1 Introduction.1

  1.1 Background of the study.1

  1.2 Research objectives and structure of this thesis.2

2 Literature review2

  2.1 An introduction of topic-centered grammar teaching.2

  2.2 Theoretical basis of topic-centered grammar teaching.3

  2.2.1 Theories of second language acquisition.4

  2.2.2 Theories of grammar learning.4

  2.3 Traditional strategies of grammar teaching5

3 Research methodology5

  3.1 Research questions.5

  3.2 Research subjects ....6

  3.3 Research instruments.6

 3.3 Data collection and analysis..6

 3.3.1 Data collection..6

3.3.2 Data analysis...7

4 Results and discussion..7

  4.1 Teachers’ views on topic-centered grammar teaching.7

  4.2 Teachers’ views on topic choice.8

5 Conclusion.10

References12

Appendix: I14

Appendix: Ⅱ.15