The Pragmatic Function of Grammar Teaching within a Thematic Framework: Constructing a "Theme-Function" Teaching Model

To address the long-standing problems in traditional grammar teaching — namely, the separation of form from function and the challenge of translating knowledge into communicative competence — this paper adopts the three-dimensional dynamic grammar approach (form-meaning-use) from China's English Curriculum Standards for Senior High Schools and Halliday's Systemic Functional Grammar (SFG) as its theoretical foundations." It critiques the ineffectiveness of isolated, mechanical grammar drills and proposes a theme-led and function-oriented approach. Grounded in the three metafunctions of SFG, this study re-examines the pragmatic value of grammar in thematic contexts and constructs a four-step teaching model: Functional Awareness, Inquiry and Induction, Contextualized Practicing, and Integrated Production. Illustrated with teaching examples under the theme of "Cultural Heritage," the model aims to equip teachers with strategies for transforming grammatical knowledge into tools for effective communication, thereby enhancing the efficacy of grammar instruction and fostering students' core competences.