Application Of Discovery Method in Experiential Teaching of English Grammar in A University of Henan Province, China

Abstract

This study was intended to investigate the effects and differences of the discovery method and traditional method in English grammar teaching at a public university of Henan Province, China.  A total of 120 English learners were selected and divided into the control and experimental classes. The participants were exposed to two different teaching methods and independent samples t-test was used to compare the students’ perception of classroom atmosphere, classroom communication, sense of achievement, grammar learning understanding level, and their final exam scores. The researchers also selected students from two classes who are voluntary to be interviewed, to know more details of the learners’ ideas. The qualitative and qualitative findings proved that there were significant differences in students’ perception of classroom atmosphere, classroom communication, sense of achievement, grammar learning understanding level, and their final exam scores between discovery method and traditional method of teaching at the university level in Henan province, China Discovery teaching method had positive effects on English grammar teaching. Meanwhile, the discovery method could lead to a better and more efficient contribution to the students’ English language proficiency and confidence. compared to the traditional teaching method. Finally, some pedagogical implications have been presented for English language teachers and students at China’s university level.