A Study on the System Construction and Practical Pathways of Junior High School English Grammar Teaching under the Guidance of Thematic Meaning

Abstract

Grammar teaching in junior high school English education has the problem of separating form and meaning, and the concept of grammar teaching guided by thematic meaning provides a theoretical basis for addressing this problem. Based on the combination of grammatical knowledge and thematic semantics, this paper will present the theoretical foundation, system structure and application cases of the analysis. It can be seen that the nature of thematic meaning is the semantic field for grammatical knowledge; it reveals the endogenous mechanism of grammatical rules driven by meaning and shows the cognitive adaptation features of grammar learning at the junior high school stage. Based on the above, this paper puts forward the principles of thematic hierarchy screening and gradient setting for grammar items, sets up a classification of the three presentation modes for grammatical structures under meaning orientation, designs practice modules that integrate grammatical form and meaning, and determines the derivation sequence, internalisation framework and transfer trigger conditions of grammatical rules in light of thematic context. This paper presents a system of theory for teaching junior high school English grammar.