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sof the problems and tries to seek for the solutions. As for the problems in the course ofteaching, the solutions are sought from psychological education, teaching and learningapproaches and so on. Firstly, teachers should change their teaching concept, strengthenthe recognition of the connection and improve the professional development. Secondly,teachers should pay close attention to their students, get to know their psychologicalproblems, guide students in learning methods and help them form autonomous learningability gradually. Thirdly, teachers should use proper teaching strategies to strengthenthe transition of teaching methods between junior and senior English teaching and helpform good learning habits of students. Fourth, teaching materials between junior andsenior high school should be linked smoothly and gradually，and the compliers of theEnglish textbooks should establish basic concept and strengthen the transition ofEnglish teaching content.
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2.2 Previous Studies Abroad
With regard to the studies on English grammar teaching abroad, researchers havealways focused their attention in two issues. One is “Should grammar be taught” and thesecond one is "How can grammar be taught".Bygate (1994) has pointed out that grammar teaching takes effect to languageteaching at least in three aspects: firstly, it makes the language easy to be comprehendedby learners. Secondly, with the help of grammar, learners will easily convert thelanguage signals into comprehensible language units. Thirdly, grammar serves to affirmthe hypothesis made by learner toward the target language.Famous applied linguist Brumfit (1984) has pointed out to combine grammarteaching with CA and presented a model that represents this idea:communication-presenting language points-sentence drilling-re-communication.Ellis (1997) shows that when students receive only communicative lessons, withno instruction on grammar points, their level of accuracy suffers.As for those who object grammar teaching, the first we must mention is Krashen. He argues grammar could be naturally acquired，so no grammar teaching is needed at all.Besides, Krashen (1983) also unnecessary, but thwarts natural states that form-focusedinstruction is not only acquisition processes. However, Krashen's view has been foughtby a lot of researchers. For example, Cook (2000) disproves his opinion and gives that,”perhaps one should remember that many graduates of European universities who learntEnglish primarily by going through traditional grammars have turned into fluent andspontaneous speakers of English", Hence, we might say that the necessity of grammarteaching and conscious explanation of grammar has been approved by most researchersabroad.
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Chapter Three Current Situation and Incoherent Problems Existing........8
3.1 Reviews on the English Syllabus for Senior High School.......8
3.2 Reviews on the English Test Items for Senior High School.......11
3.3 A Survey on the Current situation of English Grammar.......12
3.3.1 The Subject, Instruments and Procedure of the Research....... 12
3.3.2 An Analysis on Questionnaires of Senior....... 13
3.3.3 Results and Discussion....... 14
3.4 A Survey on the Current Situation of English Grammar.......15
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