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pose of this study is toinvestigate the current situation of English grammar teaching in regular senior high schools,and then provide reference for the optimization of English grammar teaching in regularsenior high schools,so as to promote the development of students’core English literacy,and to cultivate their international vision and cross-cultural communication skills.

Chapter Two Literature Review

2.1 Grammar and Grammar Teaching

2.1.1 Grammar

The term“grammar”comes from the Greek“grammatike”,which refers to the skill ofthe word as embodied in the writing process[12].

Concepts of grammar have changed overtime.Different linguists have different interpretations of grammar.Chomsky thinks grammar is a system of rules that determine how sentences are to beformed,used and understood,which can be regarded as“syntax”[13].

According to Widdowson,“Grammar is the name we give to the knowledge of howwords are adapted and arranged to form sentences[14].”H.Douglas Brown holds the view that grammar is a system of rules governing theconventional arrangement and relationship of words in a sentence[15].

Based on these concepts of grammar,we have no difficulty finding that they share acommon thing that grammar is a system of rules for making words and sentences,and theypay attention to the static description or regulation of the form of language.

However,some scholars jump out of the traditional cognition that“grammar is form”,and put forward their own different views.

American scholar Diane Larsen-Freeman believes that grammar is flexible and rulesare allowed to be violated in order to express meaning.He proposes“A Three-DimensionalGrammatical Framework”from the perspective of linguistic communication[16].He regardsgrammar as form,meaning,and use of three dimensions as an integrated and interrelatedunit.In this framework,form,meaning and use interact and influence each other.Inaddition,Larsen-Freeman points out that grammar is a dynamic process and proposes fourdynamic concepts[17].Brazil proposes the concept of“incremental grammar”[18],whoseanalysis and description of the real-time construction process of speech reflects thereal-time dynamics of language.Hopper compares“a priori grammar”and“emergentgrammar”[19],which also shows some aspects of real-time dynamic language.

2.2 Studies on Grammar Teaching Abroad

Many pedagogical grammars are formal[30].According to Ellis,it is now generallyaccepted that formal instruction does facilitate in some way in the process of learning asecond language[31].The place and type of grammatical instruction within languagelearning has been the subject of language acquisition research and discussion for at least 40years.As demonstrated in Table 2-1 below，the treatment of grammar has been centred oncomparison of teaching methodologies(e.g.inductive approaches vs.deductive approaches)and on different issues(e.g.grammatical errors,grammatical terminology,grammarpractice activities).Recent years have seen the adoption of different grammar instructions,namely,Focus on Forms,Focus on Form originally made by Long,Focus on Meaning[32]and A Three-Dimensional Model Grammar.

Chapter Three Research Design and Implementation......................18

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