An Empirical Study Of PACE Teaching Mode Based On Thematic Context To English Grammar Teaching In Senior High School

Grammar is an indispensable part in the whole process of English learning,which is of great significance to help students interpret text structure,improve their reading and writing speed and develop their communicative ability.In recent years,"How to give an effective English grammar instruction" has become a hot topic for researchers.Based on The English Curriculum Standards of Senior High School(2017 Edition,2020 Revision),teachers should attach great importance to present new knowledge in context,instruct students to observe the occasions,expression forms,basic meanings and pragmatic functions,and design different types of practice activities according to learners’ needs.From the current situation,there are many difficulties for senior high school students in forming grammar awareness and developing grammar abilities.Their attitudes towards grammar learning are a little negative.For English teachers,they constantly explore and try different kinds of grammar teaching methods.From all mentioned above,we can see that there is an urgent need of scientific and effective teaching mode in grammar teaching.Based on the guidance of constructivism,input processing and output hypothesis theories,the present author applied PACE teaching mode to English grammar teaching from the perspective of thematic context and conducted a teaching research for 16weeks(Sep.2022 to Dec.2022).The subjects selected in this study are 50 students from Class 4,Grade 3 in a middle school in Harbin.This paper mainly studies the following issues:(1)Can PACE teaching mode from the perspective of thematic context inspire students’ initiative in grammar learning?(2)From the perspective of thematic context,can PACE teaching mode improve grammar learning effects of students?(3)What special effects does this teaching mode have on the learning effects of students in different selections?First,the present author conducted a questionnaire survey on the subjects,and took the attributive clause as an example to test their grammar level.Then PACE mode from the perspective of thematic context was used in the design and teaching of grammar classes,with classroom observation carried out from multiple dimensions.After a period of time,students’ grammar learning was investigated and tested again.According to the test results,the present author selected two students from high,middle and low level respectively for interview.Finally,the present author collected and sorted out the pre-test and post-test data.Combined with the questionnaire survey,classroom observation records and interview results,a hybrid research was carried out.The results of this research shows that PACE teaching mode can stimulate students’ grammar learning initiative from the perspective of thematic context.The atmosphere of grammar class changes significantly.Students are quite enthusiastic and active.Besides,PACE teaching mode can improve students’ learning effects.They pay more attention to language fluency and accuracy when answering questions,and have a brainstorming from point to point.They have significantly improved from group cooperation results,homework quality and test scores.It is mainly reflected in the application of grammar rules for students in high level to improve their learning effect.Teacher foreshadows the grammar explanation through the use of integrated discourse,which helps them to detect the usage scenarios of corresponding grammar rules more quickly.In addition,students in high level think that the use of PACE teaching mode also helps to improve their reading level to some extent,which is conducive for students to think in-depth,and restore the author’s writing attitude and intention.Compared with the previous grammar learning mode,PACE mode is more interesting and effective for students in middle level since teachers and students can build grammar rules together.Students use what they learned to exchange opinions instead of memorizing,and the language output is more authentic and fluent.For students in low level,the improvement of their learning effect is mainly reflected in their grammatical awareness.It is no longer boring in grammar class.Students now are looking forward to joining group discussion and cooperation between teachers and students.They are not afraid of long sentences,but can use the knowledge they have learned to analyze them patiently.The present author summarized and analyzed the data results,sorting out the enlightenment of PACE mode on grammar teaching from the perspective of topic context.However,due to the short research period,few subjects and my lack of experience,there are some shortcomings in the practical operation,so the universality of the results cannot be guaranteed.In the future,we can track and analyze relevant factors for a long time,improve the grammar teaching design under the PACE teaching mode,and apply the mode to other areas of language teaching to make it play a more important role.