An Analysis of the Difficulties and Learning Methods of English Grammar in Senior High Schools

袁翊珊

The English grammar at senior high school is an important part of learning English well. Adopting scientific and effective learning methods is the premise of learning the English grammar at senior high school well. It is necessary to understand the application of grammatical knowledge from the aspects of language expression， grammatical application， and vocabulary application and so on. The application methods of English grammatical knowledge should be correctly understood.

1. Difficulties in senior high English grammar

When learning grammar knowledge in senior high school， the understanding of grammar knowledge is not deep enough， and the context cannot be judged. It is easy to make mistakes in sentence comprehension. Sometimes grammar learning is separated from vocabulary learning， and grammar is learnt in isolation， which causes that vocabulary application method is not taken into account in the application of grammar. Therefore， not only the framework of grammar knowledge should be learnt， but also the context should be understood in the light of life practice.

2. Learning methods of English grammar at senior high school

2.1 Reduce complexity to simplicity

Some reference books and dictionaries are too abstract and lengthy in explaining grammar. For example， when distinguishing receives from accept， accept not only means receiving something， but also means promising or affirming it ideologically. It has the meaning of accepting and adopting it， which goes further than receives. “Receive” is a common usage. It can be used for people or things. The difference between the two words can be simplified as： accept means receiving something suitable or good enough. In this way， the difference is clear at a glance.

2.2 Induction

A good job of accumulating quantity should be done， and similar knowledge points are differentiated and summarized in the topics that have been done. For example， in the study of attributive clauses， the application of which， that， who and who is not clear. In the title， the words “what”， “how” and “why” are used to confuse the thinking， which requires students to be able to grasp the part of speech of these words. Whom can only be used as an object， while what， how， why and other words cannot be used as conjunctions of attributive clauses， but can only serve as other components. Under what circumstances， which word to use should be summarized？

2.3 Context method

English expression is more used to passive thinking. Active voice is commonly used in Chinese. For example， Chinese are used to expressing as “Change the time table”， but in English， it is usually expressed as “The time-table has been changed”.

In Chinese， the expression “Yesterday， you asked him what he was doing. He is playing basketball”. In English， special attention is paid to the time situation. The translation of this sentence will use grammar to think about and understand his playing action. It was before yesterday that he was playing basketball. It is proposed that the past perfect tense or the past continuous tense should be used.

3. Conclusion

In high school English learning， more and more emphasis is laid on the understanding of grammar. The current situation of English grammar learning needs to be understood and the corresponding learning methods need to be put forward. Through these improvements， English performance can be improved.

（作者單位：黑龍江省東寧市第一中學(xué)）