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本文是一篇英语语法论文，本研究选取柳州市某校七年级的90名学生作为研究对象，以问卷、测试和访谈为研究工具对数据进行收集，并运用SPSS 27.0对数据进行分析。

Chapter One Introduction

1.1 Research Background

In 2022,China promulgated The English Curriculum Standards for CompulsoryEducation(2022 Edition),which elevates the requirements for middle school students'Englishlearning.The curriculum standards specify the expectations for students in terms of grammarknowledge as follows:

The pedagogical grammar of English adopted in this New Curriculum Standards is athree-dimensional dynamic grammar,which integrates form,meaning,and use,and isoriented toward language use.This approach guides students to recognize that the choice ofgrammatical structures is contingent upon specific language contexts while alsounderstanding the significance of the theme or topic.It is necessary to attach importance topresenting the new grammar knowledge in the context and guide the students to observe andsummarize the use of occasion,expression form,basic meaning,use rules,and pragmaticfunctions of the learned grammar in the context.Teachers should select and design varioustypes of exercises and activities based on the actual needs of students.These exercises andactivities should be both structured and focused on integration,helping students consolidatethe learned grammar knowledge and learn to apply the grammar knowledge to understandothers accurately and to express themselves appropriately in the context.So teachers shouldchange the teaching model,use various teaching methods for grammar teaching,and attachimportance to cultivating students'language ability in real situations.

1.2 Research Purpose

Through literature review and interviews with 7th-grade teachers and students,thefollowing issues in junior high school English grammar teaching have been identified:Manyteachers continue to rely on traditional grammar teaching methods that prioritize languageforms.In such classrooms,grammar rules are predominantly presented and explained,leavinglittle for students to actively explore grammar knowledge on their own.Furthermore,thedesign of grammar instruction often lacks context building,leading to limited opportunitiesfor students to practice grammar in authentic language situations.Exercises focus onmechanical drills,which hinder students from consciously and appropriately applyinggrammar in real-life communication.

The multi-modal synergistic teaching model employs various modes to create authenticcontexts for students,which can enhance their learning interest,and stimulate their motivationto learn,thus enabling a better understanding and application of grammar knowledge,ultimately leading to improved grammar academic performance.

Therefore,this study applied the multi-modal synergistic teaching model to grammarteaching to explore the influence of multi-modal synergistic grammar teaching on students'grammar learning motivation and performance.It is committed to exploring new paths of themulti-modal teaching model in grammar teaching to improve classroom efficiency,stimulatestudents'interest in grammar learning,and improve grammar academic performance.Hopefully,this study can provide some reference for educators engaged in junior middleschool English teaching and help students with grammar learning.

Chapter Two Literature Review

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