Chapter One Introduction
1.1 Origin of the Study
In the second language teaching，English grammar has been the focus for a longtime. Harmer(1990) once stated，“If there were no grammar, a lot of things could notbe constructed efficiently. ” From it, English grammar occupies a very importantposition in our learning of speaking，英语论文网站，writing and translation, even of listening andreading. It is helpful for students to improve their language accuracy. But now thegrammar teaching faces many problems. Firstly, the teaching model is out of date. Atpresent, the grammar teaching model is still mainly the traditional model. At thebeginning in class, the teacher first presents the language points, and then the studentsare given chances to practise, and the last step is the production in which the studentsare asked to apply the language point to their learning. The kind of teaching modelcannot meet the students' needs now. Secondly, there are few interactive activities inclass. It is still teacher-oriented model which reduces the students' interests ingrammar. Thirdly, the teaching material is insufficient. Fourthly, many students havecomplaints that grammar is so boring and difficult that sometimes they lose interests.All these restrict the grammar teaching.
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1.2 Purpose and Significance of the Study
The reasons why this study is needed and important are as follows. Firstly,English grammar, to some extent, is abstract. Some complaints that English grammaris hard to leam are often heard. The learners think that the English grammar often getsthem conftised. Another factor is the teachers' instructions. Because of the limitationof teaching aids, such as no real teaching situation, no audio-visual aids，and so on，英语论文，itis hard for the learners to understand the concept and use of the English grammar. Asa result, the grammar teaching is less effective. Secondly, grammar is often taughtalone. They are often divorced from the other language skills, including sound andvocabulary. Grammar, as the fundament of language learning, should be connectedwith the teaching of listening, speaking and writing. Thirdly, grammar plays animportant role in language. Without grammar, many things cannot be constructedcorrectly. Because of this, many educators pay more attention to the grammarteaching, especially to the research on the strategies of English grammar. To someextent, the grammar instruction influences the learners' improvement of grammarknowledge. Fourthly, the learners' grammatical competence is underdeveloped, whichmay be influenced by the grammar teaching strategies. It is clear that some grammarteaching strategies can attract the learners' attention, but some can not. So this study isintended to find out the connection between the grammar teaching strategies and thelearners' grammatical competence, so as to use the target grammar teaching strategiesto improve the students' grammatical competence.
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Chapter Two Literature Review
2.1 English Grammar Teaching Strategies (EGTS)
In the last century, a variety of grammar teaching strategies emerged in the fieldof foreign languages education. From the 1980s，a statement that the teaching methodwas obsolete appeared. Some educators consider it as the shift from flie epoch ofmethod of substitution to the epoch of post-method. Researches on EGTS abroad areas follows: Grammar Translation
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