The Application Of PACE Model To English Grammar Teaching In Senior High School

Grammar plays a vital role in English teaching,and students’ grammar level directly affects the development of their language ability.There are two tendencies in grammar teaching: On one hand,teachers focus on explaining grammar rules and let students do a lot of mechanical exercises to consolidate knowledge;On the other hand,under the influence of communicative approach,teachers are committed to cultivating students’ fluency in using language while ignoring the correctness and accuracy of rules.The New Curriculum Standard(2017edition)proposes that grammar teaching should achieve the unity of form,meaning,and use,requiring students not only to learn grammar knowledge,but also to learn language use.Therefore,this study takes a middle school in Qianxi,Guizhou Province as an example to apply PACE teaching model to English grammar teaching,allowing students to master grammar knowledge and at the same time promote their use of grammar skills.This research specifically explores the following questions:1.What is the current situation of English grammar teaching in senior high school?2.What is the effect of PACE model on senior high school students’ English academic achievements?3.What is the effect of PACE model on senior high school students’ grammar learning attitudes?In this study,two classes in Grade 1 of a senior high school in Qianxi,Guizhou province are selected as the research subjects.Class 7 is selected as the experimental class and Class 8 as the control class.Before the research,a comprehensive pre-test is organized in the two classes and a pre-questionnaire is carried out in the experimental class to understand the students’ English proficiency and current learning situation.During the research,the experimental class is taught in the PACE model,and the control class in the school’s conventional model.Each time a grammar item is completed,a grammar test for both classes is conducted to identify the progress of students’ grammar abilities.At the same time,classroom observation is used in this research to record students’ learning status.After the research,both classes are given a post-test to recognize the students’ academic achievements.Then a post-questionnaire and an interview is carried out in the experimental class to locate the effects of PACE model on students’ learning attitudes.Finally,the data is analyzed and discussed with software SPSS20.0.The results show that: 1.Students generally believe that grammar is very important for English learning.Most of the students are satisfied with current grammar teaching and are willing to participate in grammar learning.At the same time,they also hope to have more diverse activities to enrich the grammar class.2.The use of PACE model in senior high school English grammar teaching can significantly improve students’ academic achievements,including the grammar achievements and comprehensive achievements.3.The use of PACE model in senior high school English grammar teaching can make students have a more positive attitude towards grammar learning,improving students’ cognition and interest and developing their learning methods.This research also provides some implications for English grammar teaching in senior high schools.For example,teachers should optimize teaching content and procedures and reasonably arrange classroom time to make full use of the advantages of PACE model.At the same time,teachers should pay attention to the individual differences of students,and promote their self-confidence and initiative by encouraging them strategically.