The Application Of Hauck's Four-step Teaching Model In Junior Middle School English Grammar Teaching

Grammar plays an indispensable role in English teaching,and students cannot master language without learning grammar.Lacking the language environment,students cannot acquire language unconsciously,so teachers' guidance is needed.The traditional grammar teaching in junior middle school still pays too much attention to the explanation of grammar rules,supplemented by a miraculous number of exercises and tests.This type of language teaching model stresses the language form,and ignores context,semantics,and the process of language construction,which makes students difficult to acquire language accurately.At present,on the one hand,the traditional grammar teaching represented by Grammar Translation Method attaches undue importance to the form instead of meaning;on the other hand,the communicative language teaching method,which is oriented by communicative competence,highlights the cultivation of students' communicative competence.In 1994,American linguists Adair-Hauck and Donato put forward Hauck's four-step teaching model,to put it another way,the PACE teaching model,which refers to Presentation(presenting comprehensible and authentic language materials),Attention(guiding students to give priority to the language form),Co-construction(constructing language rules between teachers and students),Extension(extensive activities).The PACE model combines explicit grammar teaching with implicit grammar teaching,aiming at improving students' competence to use grammar knowledge.This study attempts to apply the PACE model to junior middle school English grammar teaching,and explore an effective English grammar learning method that suitable for junior middle school students.Based on Schmidt' s Attention Hypothesis and the constructivist theory,this study attempts to deeply explore the following two questions: 1.Can the application of PACE model improve the students' grammar achievements? 2.Can the application of PACE model change students' attitudes towards grammar learning? The subjects of this study are 60 students from two classes of the Grade 8 of Xinhua Junior Middle School of Jingning county,Pingliang city,Gansu province.The convenience sampling is adopted.Class 1 and Class 2 are the experimental class and the control class respectively.Firstly,the grammatical proficiency of two classes(60students)was pre-tested.And students have the same learning background.After that,the main grammar points of Unit 3-Unit 6 in the English textbook of Grade 8 of PEP Edition were taken as experimental grammar items.The PACE teaching model is adopted in the experimental class,while the PPP teaching model still occupied in the the control class.There were two tests during the experiment to test students' English level of the subjectsand students' English grammar scores of the experimental and control classes after the treatment.After two months,the researchers collected data by tests,questionnaires and interview.By collecting and analyzing experimental data experiments,the thesis found that compared with the control class,the English grammar scores of the experimental class were higher,and students' attitudes towards grammar learning changed.This thesis proves that the application of PACE teaching model in junior middle school English grammar teaching can improve students' English grammar scores and change students' attitudes towards English grammar learning.It plays an active role in the process of learners' grammar learning and it provides a practical and effective grammar teaching model for English teachers in junior middle school.