Comparative Research On PACE Model And ESA Model In Junior English Grammar Teaching

With the further development of the new curriculum reform in junior middle school,significant changes have taken place in the English class.However,at present,we still pay too much attention to the explanation of grammar rules which is supplemented by a large number of exercises and grammar tests in junior English grammar teaching.Therefore,such language teaching model focuses on the form of language instead of the context and the meaning of language;and it also neglects the process of constructing language knowledge and the function of language rules,which makes it difficult for students to acquire and apply grammatical knowledge to integrate explicit and implicit grammar both in language forms and meanings.Therefore,some experts and teachers are constantly exploring the more suitable methods for junior English grammar teaching.Adair-Hauck and Donato first proposed the PACE teaching model in 1994 which combined explicit and implicit grammar instruction in order to improve students' ability to use grammar correctly.Jeremy Hammer,a British English teaching expert,proposed the ESA teaching model based on the PPP model,which made English classroom teaching model develop to a deeper level.This paper aimed to make a comparative analysis of two models by applying them to the real English grammar teaching and observe which one can improve students' grammar achievements and interests more effectively in the short term teaching.This study attempts to explore the following questions: do PACE model or ESA model improve students' English grammar achievements more effectively in junior English grammar teaching? Do PACE model or ESA model improve students' interests more effectively in junior English grammar teaching? This study selected 96 students from class 3 and class 4 of Lanzhou no.45 Junior Middle School as subjects.We chose class three as the experimental class 1,while class four as the experimental class 2.First of all,the grammar pre-test were conducted on two parallel classes before the experiment to ensure that the grammatical levels of the two classes were similar.The grammar content of this experiment is the first four units in the English textbook of the eighth grade of the PEP.The same teacher used the PACE teaching model in the experimental class 1 and the ESA teaching model in the experimental class 2.The experiment lasted for two months.After the experiment,the researchers conducted post-tests and collected data through tests and questionnaires.Finally,SPSS.21.0 was used to compare and analyze the data.The results show that by comparing the two teaching models,the PACE teaching model can improve students' achievement and interest in junior English grammar teaching.Therefore,we can conclude the PACE teaching model is an effective grammar teaching model.It not only contradicts the contradiction between grammar learning and communicative competence cultivation,but also realizes the fusion of explicit and implicit grammar teaching.Moreover,in practice,students' grammar achievements and interests can be improved;thereby it can also improve students' comprehensive language ability for English learning.