Research On The Teaching Design Of English Grammar In Junior Middle Schools Based On The PACE Mode

Grammar teaching is an important part of language teaching,and also the key and difficult point of language teaching.The purpose of grammar teaching is to help students better discover and master language rules,more accurately and appropriately carry out information and cultural transmission,so as to develop students’ English subject core competencies and improve their comprehensive learning abilities.However,it is difficult to teach English grammar,and the form of grammar teaching is not varied.Not only the students’ grammar learning is dull,but also the effect is not ideal.The teaching effect can not reach the preset instructional objectives.The PACE mode is divided into four dimensions: Presentation,Attention,Co construction and Extension.It can not only help teachers deepen their understanding of grammar teaching design,enhance their grammar teaching ability,but also cultivate students’ interest in grammar learning and consolidate their grammar foundation.Therefore,based on the PACE model proposed by Adair-Houck and Donato,this study carries out research on the teaching design of English grammar in junior middle school.First of all,according to the constructivism learning theory and Hymes communicative competence theory,this study takes the time line as the benchmark,literature review was conducted about the domestic and foreign researches on grammar teaching,the concepts related to PACE model,grammar teaching,instructional design were defined,and the research ideas and methods were determined.It mainly studies the following three questions: What are the problems in the current English grammar teaching design in junior middle school? What are the reasons for the problems in English grammar teaching design in junior high school? How to apply PACE model to junior high school English grammar teaching design? Then,the questionnaire was used to investigate the students and teachers in three grades in two junior middle schools in Wanzhou.SPSS23.0 statistical software was used to analyze the data of teachers’ English grammar instructional design and students’ expectations of teachers’ grammar instructional design,so as to understand the current status of English grammar instructional design in junior middle schools.Finally,six English teachers were selected to attend the semi-structured interviews to gain a more comprehensive,specific and in-depth understanding of the situation of junior middle school English grammar teaching design.Research findings are as follows:(1)Most English teachers do not know PACE mode,seldom using PACE model to design English grammar teaching.Students have positive and high expectations for teachers to use PACE model in grammar teaching design.(2)In terms of English grammar instructional design,teachers’ practices and students’ expectations of teachers’ instructional design do not differ significantly by gender,but by different grades.(3)Junior middle school English teachers focus on cultivating students’ comprehensive abilities and improving their grammar learning abilities when designing grammar teaching,but in specific teaching practice,it will be restricted by subjective and objective factors.Through attribution analysis,it concludes that there are two main factors affecting the design of junior middle school English grammar teaching,namely teacher factor and student factor.Among them,teachers’ factors are mainly reflected in four aspects: inadequate understanding of English subject core competencies,neglect of grammar teaching board design,boring grammar teaching methods,and limited grammar teaching evaluation methods.The main factors of students include gender difference,lack of interest in grammar learning,uneven development of cognitive level,and changeable psychological characteristics.In order to improve the quality of grammar teaching design for junior high school English teachers and help students learn English grammar better,this study puts forward some countermeasures and suggestions based on the PACE model,from four dimensions: presenting meaningful language materials,paying attention to the language forms in materials,co-constructing grammar rules by teachers and students,and carrying out extended practice activities.