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    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
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    • DOI: 10.18178/IJLLL
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HOME > Archives > 2025 > Volume 11 Number 1 (2025) >
IJLLL 2025 Vol.11(1): 33-37
DOI: 10.18178/IJLLL.2025.11.1.570

A Narrative Study of Grammar Teaching Design of Chinese Senior High School English Teachers Based on Skill Acquisition Theory

Xinyue Zhang and Jie Gao*
Foreign Linguistics and Applied Linguistics, School of Foreign Studies, Northwestern Polytechnical University, Xi’an, China
Email: zhangivy@mail.nwpu.edu.cn (X.Y.Z.); gaojie@nwpu.edu.cn (J.G.)
*Corresponding author

Manuscript received August 15, 2024; revised October 5, 2024; accepted November 1, 2024; published February 28, 2025.

Abstract—Skill Acquisition Theory (SAT) describes the language acquisition as a gradual transition from effortful use to more automatic use of the target language. This paper delves into the application of SAT in the grammar teaching design of two Chinese high school English teachers through a narrative inquiry method. The investigation reveals that both teachers, either consciously or unconsciously, integrate SAT into their grammar teaching designs, and each has experienced a period of adaptation in aligning the theory with their teaching methods. These findings suggest the alignment of SAT with the natural process of student learning, offering valuable insights and a framework for guiding English language instruction.

Keywords—narrative study, skill acquisition theory, second language teaching, grammar teaching design

Cite: Xinyue Zhang and Jie Gao, "A Narrative Study of Grammar Teaching Design of Chinese Senior High School English Teachers Based on Skill Acquisition Theory," International Journal of Languages, Literature and Linguistics, vol. 11, no. 1, pp. 33-37, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

 

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