A Study On The Effectiveness Of PACE Teaching Model In High School English Grammar Teaching

Grammar teaching is an important part of English teaching,but there have been some disputes about how to implement grammar teaching for a long time,such as the debate between explicit grammar method and implicit grammar method,and the debate between the learning of grammar knowledge and the cultivation of communicative competence.Scholars at home and abroad have been exploring grammar teaching methods that are more suitable for high school English teaching.In 1994,Adair-Hauck and Donato proposed PACE teaching model,which focuses on the presentation and use of language forms in context.PACE is the acronym of Presentation,Attention,Co-construction and Extension,which represents the four teaching steps of this model,presenting meaningful materials,paying attention to language forms,co-construction of grammar rules between teachers and students,and carrying out expansion activities.The use of PACE teaching model in grammar teaching is to combine grammar points with the cultivation of communicative competence in class,so that students can use language correctly and effectively in communication.This study uses a combination of quantitative and qualitative research methods to explore the following two issues:(1)Can the application of PACE teaching model in senior English improve students’ English grammar achievements?(2)Can the application of PACE teaching model in senior English change students’ attitude towards English grammar learning?In this study,94 students from two natural classes 5 and 6 in Grade 1 Dulangkou Senior High School in Liaocheng City,Shandong Province were selected as the subjects,of which class5 in Grade one was the experimental class and class 6 in Grade one was the control class.This study firstly pretested the English level of students in two classes.In the process of teaching experiment,the grammar points of the first five units in the compulsory textbook for senior high school of Foreign Language Teaching and Research Press were the experimental grammar items.The PACE teaching mode was used in the experimental class and the PPP teaching mode was used in the control class.This teaching experiment lasted for ten weeks.During the experiment,the researcher carried out an immediate grammar test on the learning situation of each grammar item,and conducted a comprehensive grammar test after the experiment,collected all the test data and used SPSS27.0 to make a comparative analysis on the data of the two classes.The instant test data and post test data were used as the judgment basis for the effectiveness of the PACE teaching model in improving students’ grammar scores.In addition,the researcher sent the same questionnaire about the attitude of grammar learning to the experimental class before and after the experiment,and interviewed the students in the experimental class after the experiment.Finally,through analyzing the questionnaire data and the interview content,the researcher explored whether PACE teaching model could change the attitude of high school students towards English grammar learning.The results showed that the application of PACE teaching model in senior English can improve students’ English grammar scores,and it has a positive influence on students’ attitude towards grammar learning.At the same time,in the process of English grammar teaching,teachers should pay attention to the choice of language materials,communicative nature of practice activities and the transformation of traditional teaching roles.