On The Application Of PACE Teaching Mode To High School English Infinitives Teaching

Grammar instruction is an indispensable part of language teaching and a support of English classroom teaching.The purpose of English grammar instruction is to have a better understanding of the rules of language acquisition for students in the purpose of communicating smoothly in our daily life,achieving the information transmission.But according to the current situation of English grammar instruction in China,there are still many defects in grammar instruction,In the teaching,The teachers don't attach importance to and even neglect the grammar instruction.Besides,others adopted the traditional PPP teaching method,implicit or explicit teaching without a better result.In terms of The English curriculum standards of senior high school(2017)obviously pointed out “Appropriately use of grammar knowledge learned in specific contexts to understand and express meaning will further enhance English grammar awareness.” In1994,American linguists Adair-Hauck,B.and Donato,R.first proposed the PACE teaching mode.This teaching mode,which improves the traditional grammar instruction method,absorbing the advantages of implicit and explicit teaching,aims to emphasize language teaching as a whole language teaching and construct in a real and meaningful context to realize the understanding of language rules.Through the principle of co-construction between teachers and students,it provides learners with more scientific learning strategies and learning autonomy that enhance students' communication ability.In this research,the author attempts to conduct it on the application of the PACE teaching mode to high school English infinitives teaching under three theories,including Van Lier authenticity,the whole language and communicative approach.Together with the features and the applicableness of infinitives teaching in senior high school.The focus on this research shall be based on whether the PACE teaching mode applied to infinitives teaching could strengthen grammar learning effectiveness for senior high school students.The research revolves around two questions: 1.How will the PACE teaching mode arouse interest of learning English infinitives for high school students? 2.What effects will the PACE teaching mode have on English infinitives learning for high school students? The author will carry out the experiment with twoparallel classes of the second grade of Harbin No.1 senior high School in Heilongjiang Province.First of all,The pre-test should be conducted in order to know English proficiency of students,which will based on “English infinitives” of Module 3 Book 5of FLTRP as an experimental project.In the experimental class adopted PACE teaching mode,while the traditional PPP mode was used in the control class.The experiment duration shall be four months,during which the methodology of this experiment will integrate both quantitative and qualitative approaches.Finally,Collected data of pre-test and post-test,questionnaire surveys collection,interview records,teaching case analysis and classroom observation records will be analyzed and discussed through SPSS2.0software accordingly.The results of this research indicated that the senior high school students hold the higher recognition to PACE teaching mode applied to infinitives teaching that enables to arouse their grammar learning interest and enhance grammar learning effectiveness.Last but not least,the author make a conclusion with its findings and analysis on the basis of data results.Not only does the author put forward the limitations of this research that are subjected to objective conditions,such as small sample size,time limits and immature experiment design,but also the pedagogical implications and expectations for future research on the application of PACE teaching mode to grammar instruction.The innovation of this thesis lies in the application of PACE teaching mode to infinitives teaching in senior high school,which shapes a new grammar instruction mode based on communicative teaching theory.It also provides the real meaningful context for learners who could build the grammar structure productively and scientific grammar learning strategies.This mode will be a wide and far-reaching significance for improving the quality of grammar teaching and enhancing the effectiveness of students' grammar learning.