An Experimental Study Of Pace Teaching Mode In Junior English Grammar Teaching

The three elements of language are vocabulary,pronunciation and grammar.Grammar,as one of them,plays a very important position in it.At present,the traditional PPP mode is mostly adopted in English grammar teaching,that is,grammar forms are displayed first,mechanical exercises are carried out,and finally application is produced.However,this often leads to indoctrination teaching by teachers and low interest of students.The use of PACE teaching mode in grammar teaching can effectively change this situation.Richard Donato and Bonnie Adair-Hauck first proposed the PACE teaching mode in 1994,in which “P”(Presentation of Meaning)represents presenting meaningful language materials,and “A”(Attention)represents guiding students to pay Attention to language forms.“C”(Co-construct)represents teachers and students constructing grammar rules together,while “E”(Extension activity)represents students practicing to consolidate after grammar learning.The PACE teaching mode firstly uses context to present language materials,advocates the principle of authenticity,and lets students be physically present.Secondly,the second and third steps emphasize the people-oriented,student-centered,communicative teaching method,teacher guidance and other advantages in grammar teaching.Finally,consolidate output exercises.Under the guidance of input reinforcement theory,input processing theory and constructivism theory,two parallel classes of grade 9 in X Middle School of Yining city were selected as experimental class and control class respectively to conduct an experimental study for three months.In this study,the PACE teaching mode is applied to junior middle school English grammar teaching,and the following questions are discussed: 1.What is the impact of the PACE teaching mode on the grammar learning effect of the subjects? 2.What is the impact of PACE teaching mode on subjects’ attitude towards grammar learning?The researchers adopted the educational experiment method,questionnaire survey method and interview method as research methods.PACE teaching mode was implemented in the experimental class,PPP teaching mode was implemented in the control class,and questionnaire survey and interview method were used to investigate the grammar learning attitude of the subjects.Finally,the experimental results were comprehensively analyzed.The results show that: 1.The PACE teaching mode can improve the grammar learning effect of the subjects.According to the test results before and after the test paper,the PACE teaching mode can improve the subjects’ overall English scores and grammar scores,and improve the accuracy of the subjects’ grasp of grammatical forms and the accuracy of using grammatical rules.The single grammar score and overall score of the experimental class are higher than those of the control class.2.The PACE teaching mode can improve the grammar learning attitude of the subjects.Meanwhile,according to the questionnaire and interview results,PACE teaching mode can improve the grammar learning attitude of the subjects,improve their interest in grammar learning,improve their recognition of PACE teaching mode,and enhance their awareness of grammar learning.And make the subjects pay attention to the difference between grammar teaching and traditional grammar teaching,and choose the best way to learn through comparison.This study has three implications for PACE teaching: First,teachers should provide meaningful corpus for students,which is the first and particularly important step to stimulate students’ interest;Second,the teaching process is carried out in strict accordance with the four-step PACE teaching mode,which emphasizes the gradual process and cannot be replaced.Thirdly,teachers should give feedback and evaluation to students in time.The final assessment is the end and inspection of the whole process of implementing PACE,which should not be ignored.