The Application Of PACE Model In Grammar Teaching

English teaching has been made a big progress over the years. However, despite the continual development of English instruction, the grammar instruction, one component of English instruction, did not make a long stride as the others.For years, our profession has been grappling with polarized views concerning the teaching of grammar or focus on form within a communicative framework. The issue of whether to teach grammar and how it should be taught, lie at the heart of the implicit-versus-explicit controversy. An explicit method of grammar instruction advocates direct teacher explanations of rules followed by related manipulative exercises illustrating these rules. Implicit grammar instruction rejects the need for any explicit focus on form. Some argue that learners can acquire language naturally if they are provided with sufficient comprehensible input from the teacher and that grammatical development follows its own natural internal syllabus (Krashen).Fortunately, several teachers and theorists have attempted to fuse implicit and explicit types of instruction by advocating approaches that allow learners to focus on form within a communicative context. Bonnie Adair-Hauck, Richard Donato, and Philomena Cumo advocate what they refer to as a"whole language"approach to teaching grammar-the fusion of both explicit and implicit views designed to integrate meaning, form, and function in all aspects of classroom language instruction. In a whole language class, the instructor first introduces grammar structures while focusing on meaning by presenting a story. Second, the instructor continues the focus on meaning while increasing learner participation by having students arrange scrambled sentences into the order in which the story took place. Third, the learner's attention is turned to form by manipulating sentence components in grammatical exercises. Students then use the target forms to carry out functions or tasks.The following is a model for contextualizing interactions with students about the forms of language. The model is called PACE, an acronym for the four steps we have developed for the integrating formal instruction in the context of a whole language lesson.In the story-based approach Donato and Adair-Hauck and Shrum and Glisan suggest using the PACE model is working with a story/dialogue. P stands for presentation of meaningful language; A stands for attention; C is for co-construction of an explanation; and E is for extension activity.The thesis aims at presenting the whole PACE model and the applications in grammar teaching in the real classroom, and what kind of things the teacher need to know, while preparing to use PACE model in grammar teaching classrooms.In the thesis, the PACE model is presented wholly and the two practices based on PACE model are also produced to explain how to apply PACE model in a real classroom. The two examples follow the process of PACE model, and every step would present the key points of PACE model. PACE model is a complicated process, which needs to notice many links of the whole chain, such as the cultural factor. And there are detailed analysis about the two examples to show how to design the whole process, and how to prove the examples used in the thesis are good.At last, PACE model, as a new model, have great potentials to be used in grammar teaching, for the four steps are complementary among each other. Based on the discussing and demonstration on the thesis, PACE model could be used in real classrooms.