The Research on English Grammar Teaching

TheResearchonEnglishGrammarTeachinginPrimarySehoolAbstract：Inthispaper,Iresearchgrammarteachinginprimaryschools,mainlyfromthesefoursections;ThefirstpartItalkedaboutthestatueofgrammarteachinginprimaryschools,traditionalgrammarteaching;Thesecondsectionanalysistheproblemexistinginthereformofgrammarteachingandthesignificanceofthisresearch.;Thethirdsectionincludesteachingprinciples;Thefourthsectionresearchestheapproachesingrammarteachinginprimaryschools.Keywords：PrimarySchool,EnglishGrammarTeaching,TeachingPrinciples,TeachingApproachesAnylanguagehasitsownrules;grammaristhecomprehensiverulesofwordingandsyntax.Thepurposeofgrammarteachingistoallowstudentstolearnbasiclanguageknowledge,topraticebetteroflistening,speaking,readingandwriting.Grammarisoneofthemostimportantcomponentsofcommunicativecompetence,whilegrammarteachingisanessentialelementoflanguageteaching.OurEnglishteachinginprimaryschoolsshouldcorrectlygraspthestatueofgrammarteachingandputthegrammarteachingintocommunicativeactivitieswhichcanrealizerealcommunication.Meanwhile,itistobenotedthatinprimaryschools,themainaimofgrammarteachingistocultivatechildren’sabilitytouseEnglish.Itcanonlyfocusontrainingstudents’communicativeability,whichisafinishingtouchtotherole,tohelpchildrenachievethetaskofeffectivecommunication.Grammarteachingallowschildrenhaveaclearandsysteaticunderstandingofthelanguagerules,soastoestablishlanguagenormsforthem.1．ThepositionofgrammarteachinginprimaryEnglishteachingThemaintaskofPrimaryEnglishteachingistotraintheablitytolisten,speak,read,writeofthestudentsthroughsomeactivitieslikelooking,listening,speaking,playing,singingandsoon;toencouragetheinteresttostudy;tocultivatestudents’goodstudyhabbits.Throughlearningacertainamountofvocabulary,contactingwithacertainamountofeverydaycommunicativelanguage,wecantrainstudentstohearthepreliminarycompetency-basedcommunicationskillsinordertofurtherlaythefoundationforEnglishlearning.Fromthis,itseemsthataslongastheEnglishlanguageteachinginprimaryschoolsenablesstudentsthroughlistening,talking,singing,reading,learningsimpleEnglishdialogueorabriefdescriptionofdailylifeinEnglishtoreachtheteachingpurpose.Infact,anylanguagehasitsrules.Asthesayinggoes:Norulesfragmentationradius.Syntaxisacomprehensiverulesofwordsentences.Thepurposeofteachinggrammaristoenablestudentstolearnbasiclanguageknowledge,betterlistening,speaking,reading,writingandlanguagepractice.Grammaticalcompetenceisanimportantpartofcommunicativecompetence,grammarteachingisessentialcontentoflanguageteaching.Infact,peopleisalwaystolearnandapplythegrammarconsciouslyorunconsciouslyintheprocessoflearningandusinglanguage.Thus,static,closedintheuseofgrammaticalknowledgeforadynamic,open,creativeandcommunicativeactivitiestoservices,thesyntaxistohelpachieveaccuratecommunicationmeanstoanend.OurEnglishlanguageteachinginprimaryschoolsshouldbethecorrectsyntaxtograspthelocationofthegrammarteachingcommunicativeintentonreachingthetruecenterofthecommunicationactivitiestocarryout,WealsoneedtonotethattheteachingofEnglishgrammarinprimaryschoolsisnottodeveloptheirEnglishlanguagewiththeabilitytoparse,notaskingthemtograsptheconceptofaseriesofgrammaticalterms,grammarteachingissubordinatetotheuseofEnglishability,istocultivatechildren'sabilitytouseEnglish.Grammarteachinginprimaryschoolcanonlyfocusonthecultivationofcommunicativecompetencetocarryoutthepurposeofteachingtoplaytheroleofgrammarteaching,Iteffectivelyhelpstherealizationofcommunicativetasks.Grammarteachingallowingaclearunderstandingofthesystemwillhelpchildrenbuilduplanguagespecification.2．AnalysisonEnglishteachingatpresentTherehasbeenamalpracticeinEnglishteachingbecauseoftheimpactofGrammartranslationmethod：Teachersteachgrammarmechanicallytowardsstudents,andstudentsjustlistenandmemorizeit,thismakeslearningboring,thestudentscannotacceptit.InordertochangeEnglishteachinginsuchaconsumingandinefficientsituation,Englishcurriculumstandards,pointedoutthattheEnglishcurriculumreformistochangethefocusofEnglishcoursesforover-emphasisongrammarandvocabularytoexplainandteach.Perhapsthetraditionalteachingofgrammar-basedteachingmethodsgoestoofar,thereformofEnglishteachinginprimaryandsecondaryschoolsgoesintoanothermisunderstanding:Itonlyemphasisestheimportanceoflisteningandspeaking,nottoteachortoteachgrammarruleslessthanbefore.Asteachersguidestudentstolanguageacquisitionrules,wemisstheopportunity,resultinginEnglishoralandwrittenexpression,Itoftenappearsthatnon-standardlanguageerrorsbecomemoreandmore.orthestudentsevendon’tknowhowtoorganizelanguage.ItisdifficulttoimprovetheEnglishperformance.Ithasalsobroughtnegativeimpact.Throughtheinvestigationandanalysis,theauthoralsofoundthat,eveniftheteachers,combineoutthelanguagerulesthroughthestudymaterials,intheactualclassroom,It’sstillnotflexibledesignoftheShariah,cleverlyinitiativetomobilizethestudents.Eveniftherepeatedadvocacyofdemocraticandharmoniousteacher-studentrelationshiptostudent-centered,however,isstillinaccordancewiththeteachingofteachersintheirownhabits,interestsandconveniencetodesignteachingac