初中英语语法教学

Content Chinese Abstract……………………………………………………………………2 English Abstract……………………………………………………………………3 1. Introduction………………………………………………………………………4 1.1 Research Background…………………………………………………………………………4 1.2 Research Significance…………………………………………………………………………5 1.3 Thesis Structure………………………………………………………………………………5 2. Literature Review………………………………………………………………6 2.1 Brief Introduction of the Context Theory………………………………………………………6 2.2 Previous Studies at Home………………………………………………………………………8 2.3 Previous Studies Abroad………………………………………………………………………8 3. Application of the Context Theory to English Grammar Teaching in Junior Middle School………………………………………………………………………9 3.1 The Application of the Linguistic Context……………………………………………………9 3.2 The Application of the Situational Context……………………………………………………12 3.3 The Application of the Cultural Context……………………………………………………14 4. Suggestions of Applying the Context Theory to English Grammar Teaching in Junior Middle School………………………………………………………………16 4.1 From the Perspective of Teachers……………………………………………………………16 4.2 From the Perspective of Students……………………………………………………………17 5. Conclusion………………………………………………………………………17 Appendix……………………………………………………………………………19 References…………………………………………………………………………22 语境理论在初中英语语法教学中的应用研究 摘 要 在新课标的作用下，如何学好英语语法逐渐成了人们关注的热点。语法作为语言使用的特有的规范，制约着语言的使用，是学好英语的关键。作为英语教育的初级阶段，初中英语语法教学的被重视程度并不高。由于传统课堂的局限性，学生无法深刻理解语法规则，只能靠死记硬背掌握语法点，难以灵活运用，甚至产生畏惧心理，成为初中英语教学的一大难题。

本文采用文献调查法，例证法等研究方法，以语境理论为基础来探究改善初中英语语法教学设计困境的方法，旨在为一线的初中英语教师和学生提出一些建议从而激发他们对语法教学的再认识，继而激发师生对英语语法的教与学的热情。

关键词：初中英语；
语法教学；
语境理论 Study on the Application of Context Theory to English Grammar Teaching in Junior Middle School Abstract Under the promotion of the new curriculum, how to learn English grammar has gradually been played close attention by more and more people. Grammar, as the unique norm of language use, restricts the use of language but also is the crux to mastering English well. As the initial stage of English education, the English grammar teaching is not highly valued. Due to the limitations of the traditional classroom, students can’t deeply understand the grammar rules. And students rely on rote learning to master grammar points so that they are difficult to use flexibly, and even fear psychology. Being poor in mastering grammar makes students feel afraid in English learning which has become a major problem in junior middle school English teaching. This study adopts literature investigation, illustration etc. as the research methods. It is based on the Context Theory to improve the dilemma of grammar teaching design in junior middle school. The intention is to contribute available advice to the first-line English teachers and students in junior middle school . Consequently, it can inspire teachers and students’ recognition of grammar teaching, and enhance their enthusiasm for teaching and learning English grammar afterwards. Key words: the middle school English; grammar; the Context Theory 1. Introduction 1.1 Research Background Grammar teaching is a crucial component of English teaching in junior middle school, while nowadays its proportion has been drastically slashed in ordinary English teaching. First of all, with the continuous advancement of both research work and teaching, the arrangement of teaching materials is constantly updated. Thereupon, a phenomenon came out that was the new and old teaching materials were being used in teaching work at the same time. To be specific, the new textbooks change the original content and structures of the traditional textbooks, which results in some troubles in transition. Moreover, the changes also bring great obstacles to the teachers who are habituated to the traditional teaching modes. In the second place, as an important role in imparting knowledge, most teachers are unable to impart grammar knowledge effectively because of three reasons: in the first place, the teacher＇s own ability is insufficient. On the other side, teachers lack prudent concern for grammar teaching. Moreover, teachers＇ teaching methods are single and obsolete. In addition, as the dominant role of learning, students just blindly follow the pace of teachers in class, who are unable to give play to their subjective initiative to form their own thinking mode, thus losing their enthusiasm. At the same time, students rely on rote in learning grammar because of various factors. Even if they can know the rules of grammar by heart, there will be a variety of problems in the practical application for lacking of correct learning methods. English Curriculum Standards for Compulsory Education (2018) points out that those English courses undertake the task of fostering students＇ basic English quality and developing their thinking ability. In other words, students master basic English language knowledge through learning English courses and developing the skills of listening, speaking, reading and writing. Among them, the grammar is the key. In addition, the basic knowledge of English language, including pronunciation, vocabulary, grammar and language forms used to express common topics and functions in the phase of compulsory education, is mentioned in the language knowledge part that students should grasp them. Actually, contextualized grammar teaching can work the current dilemma out and is up to the mustard of the new curriculum standards. The contextualized grammar can’t only supply innovative ideas in textbook compilation to achieve the rationalization, but also enrich teachers＇ teaching skills to realize high efficiency of teaching. In addition, it can effectively help students acquire grammar knowledge and form an understanding learning model. It is no doubt that grammar is awful intricate, so that teachers should properly use context as a bridge to connect grammatical forms and meanings in the teaching process, because this action is conducive to the comprehensive grasp of grammatical knowledge. 1.2 Research Significance Context is gradually utilized in the field of English teaching, which can be attributed to the issues appearing in grammar teaching. Moreover, the combination of the Context Theory and junior middle school English grammar teaching is still a relatively new teaching model, given that it has tremendously underlying research value. More specifically, contextualized grammar teaching can not only innovate teachers＇ teaching methods, but also activate grammar classes, which inject a vigorous vital force into traditional classes. In addition, it can help students avert from remembering grammatical rules by rote. Presenting the corresponding context is the way that helps students understand the grammatical form and meaning, accurately and vividly apply grammar real context, which helps the students overall grasp of grammar in the context, eventually do skillfully use to improve the students＇ ability of using language. In conclusion, this paper explores the feasibility of contextualized grammar teaching from the angle of the English grammar teaching in junior middle school. Its value can be mainly analyzed from three aspects. Firstly, for teaching research, this study can provide available materials for future researchers to consult. In the second aspect, this study will offer teachers some suggestions and enlighten for the selection and innovation of teaching methods. Lastly, it is beneficial to promote students’ learning methods, learning efficiency and language application ability. 1.3 Thesis Structure This paper consists of five chapters. The first chapter mainly includes three parts: the research background, research significance, and thesis structure. It mainly includes the analysis about the existing dilemma in the teaching materials, teachers, and students, as well as relevant requirements in English Curriculum Standards for Compulsory Education (2018), and the research significance, which is carried on the elaboration from the current predicament. The next chapter is a literature review, which mainly presents the relevant contents of context theory, as well as the research on context theory combined with grammar teaching at home and abroad. The chapter three is the core part that mainly focuses on the application of the Context Theory to the teaching plan to analyze its feasibility. It apply the linguistic context, situational context and cultural context to three different teaching plans respectively to explore the available methods for English grammar teaching. The following chapter introduces the influence and discovery of context theory combined with grammar teaching from the perspectives of teachers and students. The last chapter analyzes and summarizes the research as a whole, including research findings, research deficiencies and research suggestions. In the end, relevant appendices and references will be attached. 2. Literature Review 2.1 Brief Introduction of the Context Theory In the linguistic area, many educationalists have given the definition of “context” from their angles. At the beginning of twentieth century, the term of context appeared. In 1923, Malinowski put forward the “context“ and “context of situation“ in The Meaning of Meaning firstly(栾瑶, 2018). On the basis of absorbing Malinowski＇s research, the founder of the London school, John Robert Firth (1950) came up with a relatively complete theory of context and defined “context” in The Individual and His Society as follows: language has both a “context” of linguistic factors and a “situational context” of non-linguistic factors (余菊芳, 2011). The Oxford advanced dictionary (2010:153) defines “context“ in two ways. The first is setting, that is the environment, and the second is surrounding text, that is, the context (林静, 2015). The fifth edition of the modern Chinese dictionary (2005) explains the word “context“ : the environment in which language is used. Internal context is the relationship between a certain speech fragment and a certain context, while external context refers to the social environment of the language that exists outside the speech fragment (晏慧, 2018). Many scholars have classified context from different levels. Malinowski (1923), whose study is mainly about the macro context outside the language, supported that context could be classified as context of situation and context of culture (师洁, 2019). Halliday (1964) separated context into linguistic context and non-linguistic context. In the field of linguistic context, the context within the text chiefly talks about the cohesion and coherence of the internal structure in accordance with semantics. The non-linguistic context has two components, they are situational context and cultural context (师洁, 2019). In The Fair of Rhetoric, Chen Wangdao divided the context into two categories, they are both the linguistic context means the upper-lower or left-right contained relationship of language, and the situational context that are explained from the relationship between the speaker and the listener, the purpose of language and the speaker, the speaker＇s thought, personality characteristics and experience, the speaker＇s mood, the content of matters, time, place and environment of speaking, etc. He Zhaoxiong declared that the context can be classified into the context of linguistic knowledge and the context of non-linguistic knowledge. The context of language knowledge is about the comprehension of the language context and the knowledge of the language which is used, and the context of non-linguistic knowledge includes situational knowledge and background knowledge (胡湘婉，2012). Luan Yao (2018) reckoned that the context can be partitioned into the Linguistic Context, the Situational Context and the Cultural Context. On the surface, the classification of context by various scholars is various, which seems complicated, but actually provides multiple perspectives for the study of context. The context can play a role in various domains because of its different functions and different scholars have quite different views on the functions of the context. The Japanese scholar Hiki Guangzheng (1991) pointed out that context actually has eight language functions: absolute function, restriction function, design function, filter function, generation function, conversion function and acquisition function, and the restriction function and interpretation function give rise to other functions because they are the most fundamental functions among them (柯利娟, 2019). Wang Xijie (1996) held the view that the function of context is embodied in six aspects: matching function, positioning function, orientation function, filling function, generation function and prediction function(陈晓燕，2018). Among them, He Zhaoxiong and Jiang Yanmei (1997) concluded that context element, a group of individuals existing before the process of communication, has two functions: interpretation and restriction. Specifically speaking, the function of paraphrase means that context can help to understand the meaning of language which cannot be explained by traditional semantics and restrictive function refers to the restrictive effect of context existing in the use of language. This interpretation and restriction can serve as a hint to help individuals understand the target language and interpret the grammatical meaning. Kong Fancheng (2009), the man who summarized the functions of context from the field of context teaching, thought that context has the functions of correction, efficiency and interpretation. 2.2 Previous Studies at Home Undoubtedly, the research on junior middle school grammar teaching based on the Context Theory has never stopped. Zhu Xiaoshen (2010) started his research and analysis on the realistic classroom instruction. He found that the status quo of grammar teaching is out of context, and indicated the existing problems, including the inability to meet the needs of students＇ cognitive discovery. Furthermore, he explained the importance of comprehensible input and grammatical knowledge from the perspective of second language acquisition and cognitive linguistics (柯利娟，2019). Tao Kefei (2011) studied the effect of context creation on English grammar teaching, and elaborated that context creation is of great significance for improving students＇ reading comprehension ability (滕梓宇，2017). Lu Qi (2014) conducted contextualized grammar teaching for students in vocational middle schools. The final results indicated that combining context with grammar teaching can improve students＇ satisfaction in class and their confidence and enthusiasm in grammar learning(滕梓宇，2017). Luan Yao (2018) explored the feasibility of contextualized grammar teaching with junior high school students. By comparing students＇ learning status before and after the experiment, she concluded that contextualized grammar teaching can not only improve students＇ academic performance, but also improve students＇ satisfaction and interest in teachers＇ teaching. Therefore, contextualized grammar teaching has been widely concerned. However, carrying contextualized grammar teaching out is difficult imputing to the immature cognition of students in junior high school. In addition, the theories research on contextualized grammar teaching in China are more than practical application, and the applied research in junior middle school is even more insufficient, which all need to improve the research awareness of scholars and educators to promote the development and improvement of contextualized grammar teaching. 2.3 Previous Studies at Abroad In 1993, American language expert Kramach put forward the context teaching method, which officially kicked off the research on the new teaching method combining context theory with grammar teaching. For the first time, he emphasized the importance and significance of grammar learning and extended the application of context teaching method to the field of grammar teaching. Hadley (2004) argued in his book Teaching Language in Context that foreign language teaching must provide students with opportunities to practice using the language in a variety of practical situations that they may meet when using the target language in the future. He was inclined to emphasize the purpose of context that teachers should guide students to concern “semantics“ in the process of understanding language. Larsen-Freeman (2005) stated the problem of traditional grammar teaching, that is, grammar teaching is separated from discourse and sentence, and cannot clearly explain the specific meaning expressed by grammar rules in different contexts. He held the view that teachers should give assistance for students to use grammar in context, rather than by rote. Eaton (2010) explored the use of context to learn grammar from three dimensions of listening, speaking and reading. During the process, he advocated that students should input a large amount of corpus in the context, analyze the form and meaning of corpus input independently, and then output the language rules they understand in the real context. Afterwards, Jones (2012) proposed a new teaching method of contextual grammar, that was, learning grammar through reading from the top down and from the bottom up from the perspective of contextual meaning. In conclusion, foreign researches are richer than those domestic researches in depth and experience, which provides a reference for China to carry out contextualized grammar teaching. While assimilating foreign experience, people should concern the differences between national conditions and students. 3. The Application of Context Theory to English Grammar Teaching in Junior Middle School 3.1The Application of the Linguistic Context Linguistic context is such a term used in linguistics to refer to the co-text (刘莉，2015). Linguistic context, or context, existing internal relationship in the texts, which includes the context of words, phrases, paragraphs or texts. It is meaningful for understanding the concrete significance of words, phrases and other linguistic components. In linguistic context, grammatical knowledge can be acquired from discourse. At the discourse level, grammar has five functions: cohesion, coherence, texture, co-occurrence structure and discourse. Cohesion, referring to the connection between discourse and meaning, can be divided into two aspects: the one is grammatical cohesion, and the another one is lexical cohesion. Structural content is the basis of grammatical cohesion, while lexical cohesion is build on lexical content and background knowledge. Coherence makes the text semantically meaningful. Similarly, grammar has its own meaning in different linguistic contexts. In English classes, teachers can add some discourse to grammar teaching so that students can learn grammar knowledge beyond the general grammar rules . Thus, take the lesson Where did you go on vacation? from the first volume of Grade 8 English book published by People’s Education Press Ltd. And Cengage Learning Asia Pte Ltd., Unit 1, Section B, 2b as an example (Appendix I). The specific process is as follows: Teaching Objective: Students should master the rules of the simple past tense. They also need to distinguish the simple present tense and simple past tense. After this lesson, students can develop the skills of describing past events. Difficult and Key Point: Master the rules of the simple past tense and use it to talk about past events correctly. Learning Strategy: Teach the simple past tense through diary reading. Teaching Procedures: Step1: Lead-in T: Hello everyone. Nice to see you on Monday! Where did you go and what did you do on vacation? Ss: Stay at home. Ss: Watch TV. T: Didn’t you go out? Ss: I go shopping with my mother. T: Ok, all of you had a funny vacation. The same to Jane. And she wrote down in her diary what she had done during her vacation. Now, let’s have a look. Step 2: Presentation T: Ok, class, please read diary of July 15th by yourselves and tell me what can you find. ( 5 minutes later) Ss: I find that the verbs are different from what we use before. T：Yes, you’re right. The tense in this diary is called simple past tense. Do you know why did Jane use this kind of tense to write he diary? Ss: Because the date is in the past. T: Good! The simple past tense refers to a state or an action of affairs that occurred in the past. It can also be equal to actions or behavior which is customary and regular in the past. So when you write about some things you did in the past, you need use the simple past tense. Are you clear? Ss: Yes. T: Now, let’s read the diary together. (2 minutes later) T: Boys and girls, we can see that the simple past tense is used in the whole diary. Do you know the reason? Ss: No. T: Never mind. Actually, the diary can be accounted as a short passage. Cohesion and coherence are two important factors. It can be seen that Jane talked about the past events in the whole text. In order to maintain the coherence of the context, the tense must also be consistent. Are you clear now? Ss: Yes. Step 3: Consolidation Teacher lets students to analyze the another diary of July 16th by themselves and invites several students to share their answers. Step 4: Practice Teacher gives students a short passage and there are some blanks in it. Students need to fill in the blanks. Step 5: Summary Teacher and students summary the key points of this lesson. Step 6: Homework Write a diary about your vacation. [Design Intent]: At the beginning of the introduction section in step one, the teacher introduces the lesson to be studied in this lesson by asking students about their vacation. This will naturally bring the students into the linguistic context. In the following part, the teacher uses the descriptive and story style of diary for grammar teaching. It not only provides examples for students, but also assists students to distinguish the grammatical structure. This teaching method offers students methods to combine the grammatical form with the meaning, which combines grammar teaching with linguistic context, has changed the disadvantages of traditional grammar teaching to stay at the level of sentence learning. After that, the teacher mainly lets students analyze and summarize the text to play their own subjective initiative in step three. The purpose of this practice is to enhance students’ comprehension and mastery of grammar rules independently in a linguistic context. In addition, in step four, the setup for the exercise is to check whether the students can use the simple past tense correctly and master the verb forms in a certain linguistic context. Finally, the assignment is to reinforce the knowledge of grammar which is different from the traditional grammar homework. Keeping a diary is no longer just an exercise at the level of sentences, but a conscious effort to cultivate students＇ practical ability to use grammar knowledge through text writing. 3.2 The Application of the Situational Context The British linguist Lyons interpreted situational context as some factors that are abstracted from the actual situation and work on linguistic activities, including time, place, the relationship among participants, the nature of the event and the individual factors of communicative mode (栾瑶, 2018). Situational context can also refer to the era or historical background of speech, which is an important content in the non-linguistic environment. Due to the application of situational context, students can understand grammar knowledge and master grammar rules more easier in a certain situation. Teachers can through the aid of various teaching AIDS, narrative interesting stories, using multimedia to make games or videos to create situations to stimulate students＇ interest in grammar learning. Let’s take the lesson I’m more outgoing than my sister. from the first volume of Grade 8 English book published by People’s Education Press Ltd. And Cengage Learning Asia Pte Ltd., Unit 3, Section A as an example (Appendix II). The specific process is as follows: Teaching Objective: Students should master the grammatical rule of comparative adjectives and adverbs plus than, and able to use this rule to compare different things or people. Difficult and Key Point: Master the rule and use it to compare different things or people. Learning Strategy: Teach the grammar through listening and speaking. Teaching Procedures: Step1: Lead-in T: Hello everyone. I bring you many delicious fruit today. Are you happy? Ss: Wow, thank you! T: Not at all. There are apples, tomatoes, mangoes, oranges. And if you find out some differences between them, I’ll give you one of them. Ss: Apples are the reddest of them. T: Yes, my apples are red than other fruits. Ss: Tomatoes are the biggest among them. T: Right. They are bigger than apples, mangoes and oranges. Anything else? Ss: Mangoes are the sweetest. T: Bingo. Mangoes are sweeter than other fruits. Step 2: Presentation T: Class, actually, you＇ve just finished comparing foods. So now let＇s start comparing people. There is a concert on the stage now. Let’s watch and pay attention to the people. (Two minutes later) T: Guys, what a exciting concert! Is she Tara? I like her voice very much. Ss: No. She is Tina. T: So is she Tara? Ss: Yes she is. T: I see. Tina is taller than Tara. Ok, another question. Is the handsome boy Peter? Ss: No. He is thinner than Tom. T: Oh, he also sings more loudly than Tara. Thank you. Step 3: Consolidation Role play Teacher supposes there is a chorus competition and students need to act as judges and make dialogues . T: Now, class. It’s time to role play. There is going to be a chorus competition and you are the judges who need to compare the singers. Every three students consists of a group to make a conversation. Are you clear? Ss: Yes. Step 4: Practice Teacher sets a situation that students are finding their lost sister or brother. They need ask the people for help by comparing their sister’s or bother’s appearance with themselves. Step 5: Summary and Homework [Design Intent]: Before the official start of the class, the teacher sets up the scene of competition with prizes, which looked like a game. While in fact, students are already brought into the process of grammar learning, which also arouses students’ enthusiasm unconsciously. In the next part, the teacher uses multimedia to set up another situation which is relevant to real life for the reason that language learning will eventually return to life. By asking questions, teacher combine grammar teaching with communicative teaching, which is conducive to active the classroom and improve the practical application efficiency of grammar knowledge. In addition, the teacher does not show the knowledge points to be taught at the beginning, but guides the students to use the relevant sentence patterns in the interaction with the students and master them in an invisible way. Step three can be regarded as an independent cultivation part. The teacher will no longer assist the students, but let the students create the situation in the preset conditions, which is conducive to give play to the subjective initiative of the students. In the situation set by themselves, students can develop independent thinking modes, then team up with each other, combine situation with grammar, and deepen the organic grasp of the form and meaning of grammar knowledge. Last but not least, the situational context is designed to further cultivate students＇ ability to use the grammar knowledge they have learned and improve their language expression and communication skills. 3.3 The Application of the Cultural Context Cultural context refers to the history, culture and customs of the language community in which the speaker or author belongs, as well as the social, historical and cultural background in which the discourse is produced(栾瑶, 2018). In fact, cultural context restricts speakers＇ use of discourse. Within a certain context, people＇s use of language will be affected by the cultural background and other factors. As a second language, English needs to be closely concerned with the background in diverse culture and differences of the language itself in grammar teaching. Teachers should cast about cultivating students＇ ability of practical application of grammar rules and help students learn to live. Take the lesson Can you come to my party. from the first volume of Grade 8 English book published by People’s Education Press Ltd. And Cengage Learning Asia Pte Ltd., Unit 9, Section A as an example (Appendix III). The specific process is as follows: Teaching Objective: Students should master the use of “can” and be able to use it to communicate with people, especially with foreign people. Difficult and Key Point: Master the use of “can” and talk with people properly. Learning Strategy: Teach the grammar through speaking. Teaching Procedures: Step1: Pre-speaking T: Hello everyone. I have a piece of news for you, that is, this Sunday is my birthday. Would you like to take part in my party? Ss: Wow, we love to!/ No. T: I’m sorry to hear that some of you refuse me. But please don’t just say “no” directly. You can say “sorry, I can’t.” or tell me the reasons. It is more polite. Do you understand? Ss: Yes. Step 2: While-speaking T: Hi, Lily, can you come to my party? S：Yes, I can. T: Thank you. Here, “can” refers to permission or request to do something. And, I need to prepare some dessert. So who can make cakes? Ss: I can. T: Great! Here, “can” means ability. By the way, Mr. Chen is very busy. Can he come to my party? Ss: I think he can. T: I hope so. And “can” means possibility here. Step 3: Post-speaking Role play Teacher supposes there is a English corner full of foreign friends. Students are asked to invite them to the teacher’s birthday party. T: Now, class. I’m busy with heavy work so that have no time to invite my foreign friends who are in the English corner now. Can you help me invite them? Ss: Yes. T: Thanks. And please be polite. Are you clear? Ss: Yes. Step 4: Summary and Homework [Design Intent]: China is a civilized country, whose civilization has been greatly advocated and valued by its people since ancient times. The teacher invites the students to her birthday party in order to corrects some impolite answers and adds grammar knowledge into the oral expression, which helps the students to understand the correct use of grammar rules in the situation. On the top of step one, the teacher sets different questions around the birthday party and focuses on teaching the different meanings of the word “can“ so that the students are able to understand the grammatical form and meaning in the context. In order to make students understand the impact of cultural context on the use of grammar rules fully, the teacher specially sets up an environment combining Chinese cultural context and foreign cultural context in step three, so that students can experience the charm of culture more really. 4. Suggestions of Applying the Context Theory to English Grammar Teaching in Junior Middle School 4.1 From the Perspective of Teachers After the study, the author found that teachers are greatly affected by various aspects. On the one hand, teachers not only need to adjust to the changes between new and old teaching materials, but also need to accept the shortcomings of their own development, which require them to improve themselves constantly. On the other hand, they need to take in the limitations of the environment around them. In contrast to other things, teachers are the factors what affect grammar teaching directly. However, in junior high school, many English teachers prefer to cultivate listening, reading comprehension and writing ability, which greatly reduces the proportion of grammar teaching. Besides, the grammar teaching method of “indoctrination“ is unable to advance students＇ learning efficiency, nor ensure the accuracy of students＇ application of grammar rules. Therefore, the author emphasizes the importance and necessity in attaching importance to grammar teaching and changes the traditional teaching methods. Apparently, if teachers integrate the boring and abstract grammar rules into the real context in the teaching process, it will greatly improve the difficulty in teaching grammar knowledge. In addition, the application of context is very suitable for exerting students＇ subjective initiative, which refers that teachers should allow full play to students＇ dominant position and encourage students to actively find out grammar rules in specific teaching situations. Thus, it is believed that contextualized grammar teaching will make a significant contribution to the grammar teaching in the future. 4.2 From the Perspective of Students For learners, the reform of traditional grammar classroom is more beneficial than harmful. In fact, traditional English teaching does not focus on grammar teaching, which leads to the phenomenon that teachers rush through and students are confused. And it can be widely seen in junior middle school.Once new power, such as the context, can be injected into the grammar teaching in junior middle school, the impact will be unlimited. As students, they shouldn’t always follow the guidance of the teacher step by step but without their own thinking. Above all, students shouldn’t regard teachers as the rulers any more, that means, teachers play the role of a signpost in their learning process, prompting students when they are lost. After getting rid of the shackles of fixed concepts, students should try to nurture their own sense of autonomy, that is to say, students display great initiative in internalizing knowledge in the learning process and transform them into productive ability. Especially in context, if students can think independently and study with their own learning mode, twice results will be accomplished with half the effort. Broadly speaking, learning is the process of putting the knowledge instructed by teachers into and out. Students should have a set of learning methods suitable for them, and be good at applying complex grammar rules to practical practice, so as to achieve vivid learning. 5. Conclusion Contextualized English grammar teaching is a new ambition to update the old pattern of English grammar teaching. In order to find out the value of it, this paper use three disparate cases in the linguistic context, situatonal context and cultural context after a series of studies. Eventually, the paper offers some proposals about how to achieve a more practical mode of teaching and learning English grammar. And according to the experimental results of the experiments, it can be summed as follows: first, the current situation of English grammar teaching in junior middle schools in China is not optimistic, so that more scholars and teachers should be encouraged to join the team of innovative English grammar teaching models. Second, in line with the analysis from different aspects, for example, the teachers, the students, and the teaching material and so on, it is feasible for us to set certain context in junior middle school grammar teaching, which is conducive to improving the practical application efficiency of grammar knowledge. Of course, there are many shortcomings in this study. On the one hand, this study only uses three teaching plans as examples, which is full of limitation and lacks a wide representation that can not contribute abundant resources to the future researches in contextualized grammar teaching. On the other hand, both the grammar teaching plan and the student forecast are designed by the author, which is not considerate, but also exists the interference of subjective factors. Therefore, more researches need be explored in real grammar classes. Nevertheless, the author hopes the study can conduce to the teaching research in the future. Appendix Appendix I Appendix II Appendix III References [1] Eaton, S. Global Trends in Language Learning in the Twenty-first Century[M]. Calgary: Ornate Press, 2010: 84-92. [2] Hadley, A.O. Teaching Language on Context[M]. Beijing:Foreign Language Teaching and Research Press, 2004. [3] Jones, P. Teaching Language in Context[M]. UK: Oxford University Press, 2012: 98-100. [4] Kramach, C. Context and Culture in Language Teaching[M]. Oxford: Oxford University Press, 1993. [5] Larsen-Freeman, D. Teaching Language: From Grammar to Grammaring[M]. Beijing: Foreign Language Teaching and Research Press, 2005. [6] 陈望道. 修辞学发凡[M]. 上海：上海教育出版社，1979. 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