A Study On Teaching English Grammar In PACE Model In Senior High School

English grammar in senior high school is the extension and continuation of grammar learning in compulsory education.In the New Curriculum Standard for Senior High School English,it is clearly pointed out that the teaching goal of Senior High School English grammar is to enable students to understand and express meanings properly in specific contexts on the basis of further consolidating and expanding their existing knowledge of English grammar,and to further enhance their awareness of English grammar.Teachers should pay attention to presenting new grammatical knowledge in the context,and guide students to observe the occasion,expression form,basic meaning and pragmatic function of the grammatical items they have learned in the context.And the PACE grammar teaching model just embodies this requirement.Adele Hawk and Donato,American linguist,put forward PACE grammar teaching model in 1994,which takes both form and meaning into account.The aim is to teach grammar in a relative context.PACE represents presentation of language materials,attention to language forms,co-construction of grammatical rules and expansion activities.PPP grammar teaching model is the product of communicative language teaching model.Its core is to let learners learn grammar points with form as the outline.In 1996,Willis explained the PPP model,which represented presentation,practice and production.This study selected two parallel classes of Lucheng No.4 Middle School in Lucheng District,Changzhi City,Shanxi Province.203 experimental class and 206 control class were conducted for four months.In the early stage of the experiment,the author conducted a pre-test on the English proficiency of the students in two classes.Then we use non-predicate verbs as grammar teaching content,using PACE grammar teaching model in the experimental class,while using traditional PPP grammar teaching model in the control class.During this period,11 real-time tests were conducted on the students of two classes.After the experiment,two classes were tested by post-test.The author uses SPSS21.0 to analyze and discuss thecollected data.From the students’ point of view,a questionnaire was designed to study students’ attitude towards learning English grammar.Based on input enhancement hypothesis,input processing hypothesis and output hypothesis,this paper focuses on the following issues through teaching experiments :(1)What is form accuracy in grammar between PACE and PPP grammar teaching model?(2)What is meaningful production in grammar between PACE and PPP grammar teaching model?(3)What are students’ attitudes towards PACE and PPP grammar teaching models?Through the research and analysis of these three problems,the author draws the following conclusions:In terms of the accuracy of students master of grammatical forms,six classroom tests were conducted.It can be seen from the P values that there is no significant difference in teaching effect between PPP and PACE at the beginning of teaching(P1 and P2).However,when the experiment reaches the later stage of teaching,the grammar-based PPP grammar teaching model lacks the process of internalization and construction of students’ learning language,so mistakes will inevitably occur in the output of complex meanings.Moreover,it is difficult for learners to ensure that they can accurately memorize the correct form of grammar after a long period of grammar learning.In the aspect of students’ grammatical meaning expression,in order to facilitate statistics,the author adds situational part to the test questions,and carries out five classroom tests according to the setting of senior high school English textbooks published by PEP.Compared with the PPP grammar teaching model,the PACE grammar teaching model,which takes meaning as the starting point and takes both meaning and form into account,has shown its advantages.Teachers will guide students to pay attention to grammatical forms in time when they need,and there is a discussion between teachers and students in the process of learning.It can deepen students’ understanding and memory of grammatical knowledge.This multi-level communication deepens students’ internalization and reconstruction of grammatic-al forms.Therefore,the expression will be more fluent and accurate.From the overall results of the pre-test and post-test of two classes.We can see that after a long teaching process,the average scores of both the experimental class and the control class have been improved,but the average scores of the experimental class have been improved more greatly.The difference of students’ scores are also greater than the control class.Because PACE grammar teaching model has a more perfect teaching process,it can provide students with real language materials from the perspective of students,so that students can learn grammar in real classroom situations.Therefore,from the long-term teaching effect,PACE grammar teaching model has more advantages in improving students’ grammar performance and ability.Questionnaires shows that all the students agree that learning English grammar is an indispensable part of improving English achievement.And most of the students think that they can improve their grammar scores through a lot of practice.But students prefer to set up more situations in the course of class,learn grammar and practice grammar in the process of communication.Students agreed that in the process of building grammar rules,they can deepen their own knowledge of grammar and output better.They think that it is very helpful to improve their English grammar.Therefore,students’ recognition of PACE grammar teaching model is very high.