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The practical and communicative aspects of language have received a lot ofattention lately.The foundation of language skill instruction is grammaticalunderstanding.The use of grammatical knowledge will directly lead to ideographicerrors in the process of language output and hinder communication.Leech(1983)proposed that effective communication is the unity of functional understanding andformal appropriateness,and the richness of grammatical knowledge and its flexibilityplay a key role in English communication ability.Cheng and other scholars(e.g.,Zuo,2013;Zhou,2016)once said,“For most English learners,mastering basic Englishgrammar knowledge is a necessary condition to master English.”

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According to English Curriculum Standard of Compulsory Education(2022),students should be able to understand the meaning and usage of the present simple,present continuous,past simple,and future simple in particular contexts,as well ashow these tenses work ideographically in practice.Students should be able to describethe development process,a specific moment,and behavior according to the languagestandards for the fifth grade.

While pointing out that the goal of grammar instruction is to assist students infurther consolidating and expanding their existing knowledge of grammar,based onthe particular context of how grammar knowledge should be used to understand andexpress meaning,it also explicitly proposed language use oriented instruction that is“form,meaning,and use of three-dimensional view of syntax.”This was done inorder to further strengthen students’awareness of English grammar.

1.2 Research Purpose

This paper aims to explore an effective strategy for reversing the current trend ofstudents memorization of tense rules without critical thinking.One of the most crucialconcepts in junior middle school is tense,however,most students mix the twotogether.In order to explore the viability of teaching English tense and encouragestudents to adopt a conscious learning strategy that can enhance meaningful learningand get rid of rote learning,this paper will research tense teaching underThree-dimensional Grammar Theory.Therefore,four main concrete objectives arepresented as follows.

The primary goal is to investigate on the effectiveness of Three-dimensionalGrammar Theory in the following four aspects,i.e.the teaching process,students’knowledge of tense and learning strategies,and students’learning attitude.Thefollowing achievements are expected to be obtained in(1)finding the relationshipswithin tense knowledge;(2)carrying out an experiment and analyzing data;(3)drawing up this paper’conclusion and putting up the meaningfulness and weakness.

CHAPTER TWO LITERATURE REVIEW

2.1 English Tense Teaching

2.1.1 Definition of English Tense

Scholars believed that tense expresses time.Homby(1997)noted that tenserelates to a verb’s form,which can be used to express or indicate the time of anactivity.Tense is a specific verb form or verb group that humans employ to conveythe temporal horizon to which an action or event is perceived to belong,according toPoutsma(1926).Eckersley and Leech sh本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。