Comparative Research In PPP Model And PACE Model In TCSL Grammar Instruction

This study investigates the effectiveness of PPP model and PACE model for teaching grammar in TCSL classrooms. Based on the exploration of theory and definitions of the key terms, this study used a triangulation of mixed research method as a way to study data from multiple perspectives. Nine grammatical structures were examined. A quasiexperimental research design features pretest, eight immediate class quizzes and post test with the aim of assessing the short and long term gains in grammatical competence.The structure of the study is that chapter one Introduction explores the research background, significance, and definitions of the key terms.Chapter two is Literature review that has framed the rationale of this research. It proceeds with the detailed descriptions of the research design and methodology including the confirmation of the participators in the quasiexperiments, the quantitative and qualitative data collection procedure, and research validity and reliability.Chapter three reports quantitative results from the pre- and posttest and eight classroom treatments and discussions. Chapter four examines PPP and PACE model from the learners' perspectives through quantitative results from the students' post questionnaire, qualitative semi-structured interviews, and the students' previous L2 language learning questionnaire. Collecting research data from the learners' perspectives about their preferences and opinions is essential and builds a path of preventing the researcher's objective prejudice.Chapter five and six compare PPP and PACE models in Focus on Forms/ Form-focused Instruction (FFI), and explicit deductive/guided inductive grammar instruction based on the theoretical focus and the quantitative and qualitative results.In chapter six the study concludes with its summary and limitations. It continues with the suggested directions by providing pedagogical implications for future research.