| PACE is a new foreign language teaching mode put forward by American scholars Adair-Hauck,B and Donato,R in the study of French teaching,and then is introduced into China.It is a teaching mode which combines input processing,interaction and input theory,and considers both language form and language meaning.PACE respectively represents Presentation Attention Co-construction and Extension.It is based on the Interactive hypothesis,Constructivist learning theory and Input processing and output enhancement hypothesis in SLA theory.It integrates explicit teaching with implicit teaching,considering the form and meaning of language,aiming at improving students' ability to use language comprehensively.Skimming,searching and skipping are very important reading strategies in junior high school English reading teaching.These reading strategies are closely related to students' reading perceptual span.Perceptual span refers to the range in which the readers can obtain useful information during reading.It is of great practical significance to understanding and studying the English reading perceptual span.After understanding the student perceptual width of English reading,we can learn the number of English words acquired by the students during the unit time,the total time spent gazing at a certain area,the average value of all gazing duration in a certain area.Therefore,it is necessary to adjust the reading teaching strategies so as to provide a theoretical basis for the fast reading training of second language learners.Referring to the existing research paradigm of English reading perception at home and abroad,this study uses the Eye Movement Contingent Display Change Technique(ASL-R500 head-mounted eye movement recorder)in neuro-linguistics to measure the perception of English reading of junior high school students.Through the eye movement experiment,this paper attempts to explore the following questions:(1)How can we put the PACE teaching mode into Junior English Reading class?(2)Can PACE teaching mode improve the perceptual breadth of junior high school student English reading?(3)What is the difference in the 5 indicators in the reading perception span of junior middle school students? Five eye movement indicators were: mean fixation duration,fixation count,reading rate,total time and forward saccade length.These five indicators were used to measure the average duration of all fixation in a certain area,namely,the number of fixation points in a certain area,the sum of all fixation time in a certain area,the number of English words in per unit time and the distance between two adjacent fixation points.In this experiment,24 Shanghai Xuhui District one junior middle school students in Shanghai were tested on the perceptual breadth of English reading before and after PACE teaching process.A comparison was made between the results of the 5 reading perceptual representative indicators in the pre-test and post-test.The results of eye movement data show that after receiving PACE teaching mode,junior high school student perceptual span of English reading has changed a lot.Average fixation time,fixation frequency and total fixation time have decreased a lot while reading speed and students' right eye hopping amplitude have increased.This indicates that PACE teaching mode is effective in improving the reading perceptual span of junior high school English students.Based on the findings and conclusions of my study,this study suggests that English teachers should flexibly apply PACE teaching mode to English reading in accordance with specific teaching environment and conditions.And in junior high school English fast reading training,combined with the characteristics of junior high school student perceptual breadth of English reading and the texts used in English reading training in their regions,English teachers can reasonably judge the number of times junior high school students need to fix on each line of sentences in English reading. |
PDF Full Text Request