5 teachers and students view on grammar teaching.doc

5 .Teachers and students views on grammar teachingThe survey designs two statement questions, let the teachers and students to express their views and opinions on grammar teaching.1 ) The teachers point of viewGrammar is the key and difficult point in English Teaching in Higher Vocational Colleges. To learn the grammar well helps promote the students listening, sspeaking, reading, writing abilities which can get half the work with double results; the rules of grammar are trivial, tedious; students grammatical knowledge is not enough and weak. Besides the students enthusiasm, initiative, autonomous learning ability is poor.2) The views of studentsGrammar is important, but difficult to grasp. They know some rules, but oftenmake mistakes. They want to learn but dont know how to learn quickly, remember the grammar rules and use them correctly,especially some special cases.3) The basic contents about grammar teachingTeachers and students think it necessary to master the basic grammar: the basic usage of nouns, articles, adjectives and adverbs comparison words, verb tenses, voice, mood (especially the subjunctive mood), non-finite verbs, modal verbs, all kinds of clauses (especially the attributive clause), eg, subject-verb agreement, inversion etc.（二）Analysis of the interview results (pre- experiment).In order to further understand the teachers and students perceptions of grammar teaching, research group conducted in-depth interviews with some teachers and students, the results of the interviews and questionnaire survey results are basically the same. Most teachers and students think that grammar is important, but it is also difficult in teaching and learning. The students have learn low interest in learning grammar. The lack enthusiasm, initiative, and their independent learning ability is poor which lead to their misuse of the rules of grammar. Teachers need to improve the way of grammar teaching, to correctly develop their effective methods of learning and the cultivate students interest in learning, make students build self-confidence, form good learning habits and effective learning strategies.（三） Analysis of test resultsBefore the experiment, the experimental class and the control class also conducted a grammar test in which test questions are designed for the one-way choice, containing five important grammar items, and each item set four questions, one points for each question. The test score makes 20 points, and each students score is shown in Figure 3. By note, the student scores from high to low as tense and voice, the modal verb, Non-finite Verbs, subjunctive, clause. And the survey results are basically consistent which can be identified as the five focus of grammar teaching. Figure 3 The score of students grammar testBased on the results of the interview, the following basic grammar contents are necessary in teaching: the basic usage of Nouns, Articles, Adjectives ,Adverbs ; the Comparison of Adjectives and Adverbs; Verb Tense, Voice, Mood (especially the Subjunctive Mood), Non-finite Verbs, Modal verbs, all kinds of clauses (especially the Attributive Clause), Subject-Verb Agreement, Inversion etc.（四）Analysis of PRETCO Band A In order to test the effect of new grammar teaching methods, before and after the experiment, an Practical English Test for Colleges were given to the experimental class and control class respectively. The test used the 2011 June PRETCO Band A examination as pre-test, post- test by 2011 December PRETCO Band A examination to test students English level. The test questions are listening, reading, vocabulary, grammar , writing and translation.The comparative test scores of the experimental class and the control class was shown as follows. (see Figure 4).Figure 4 PRETCO Band A examination resultsNote: A. pre-test average score B.post-test average scoreC. pre-test excellent rate (%) D. post-test excellent rate (%)E. pre-test good rate (%) F. post-test good rate (%)G. pre-test pass rate (%) H. post-test pass rate (%)Score of 85-100 is excellent, 75-84 is good, 60-74 is qualified which shows in Figure 41. The experimental class and the control class before the test showed no significant difference between the average score, excellent rate, good rate, pass rate. In fact, the average score of the experimental class is slightly higher than that of the control class. The post-test results of the two classes are both better than the pre-test results. The average score of the experimental class has increased by9.1 percent,but the control class 4.1 percent, and the post-test average score of the experimental class is 4.3 higher than the control class.2. The post-test the excellent rate of the two classes were measured a slight growth, and there is no significant difference between the two classes.3. The post-test good rate of the two classes are better than that of the pre-test, but the experimental class is obviously better than the control class, higher by17.6%; the post-test score of the experimental class is better than the pretest by 25.5%,; the post-test score of the control class has also grown by 9.9%,which is smaller than that of the experimental class.新!为您提供类似表述，查看示例用法： 4 . The students who failed in the pre-test, have all passed,in the post-test. Thus, the grammar of new teaching methods has helped improve the students comprehensive ability in using English knowledge. The new teaching approaches proved superior to the traditional grammar teaching methods , and to be feasible, which is worth advocating and promoting.（五）Analysis of the interview results After the experiment, the members of the research group randomly interviewed some students of the experimental class for their feelings about the new grammar teaching methods. The survey found that more than half of the students (66.3%) say that after one semesters experience, they have had a systematic understanding of the basic knowledge of grammar rules and now it is not so difficult to learn, to remember. They really had some common knowledge, do not only by their so-called language.know why, wrong, Their test scores have been improved and when they make mistakes, they know why. They have interest, learning enthusiasm and they are initiative, participating in all aspects of teaching, class activities actively, willing to to communicate with their classmates in English in and after. The students often make summaries and exchange learning experience. Their listening, speaking, reading, writing, and translating abilities have been enhanced. Some students even actively participate in the CET-4 tests, the National College Students English Competition and achieved good results. Chapter 5 Conclusion and Enlightenment一、 Conclusion二 EnlightenmentHowever, the research tool and the object of study are not sufficient, and the teaching experiment lasted a short time, thus some defects in theory and practice are inevitable which reflect that some aspects of the problems in the current college English grammar teaching exist,and the new methods require the specific implementation in perfect. Even so, I still want to practice the results of this study can play a certain reference role in English teaching theories and the English teaching reform of current Higher Vocational College.ConclusionTo sum up, Higher Vocational College English grammar teaching is very important in the students English learning, in the reform of teaching English grammar, in raising the students independent learning capability, which is of positive significance to improve students ability to use English language. The general target of higher vocational education is the cultivation of applied talents with high skills, so the Higher Vocational English teaching s