A Contrastive Study Of The Effects Of ⅡO Model And Pace Model On Grammatical Competence Of Senior High School Students

In the National English Curriculum Standards for General Senior High School,it is pointed out that grammar teaching should adopt and design different types of learning and practical activities around “form-meaning-use” and develop students’ English grammatical awareness and grammatical competence.Previous studies have shown that grammar teaching models are crucial to the development of grammatical competence.Since the ⅡO(Input--InternalizationOutput)model and the PACE(Presentation-Attention--Co-construction--Extension)model have been shown to have significant effects on students’ grammar improvements,this study aims to compare the two models to explore their effects on grammatical competence of senior high school students.Under the guidance of the three-dimensional grammar theory,grammatical competence is examined in form,meaning and use.In addition,the retention of the effects from different teaching models is also considered.Therefore,the following questions were established:1.Which of the two models,ⅡO or PACE,has a more positive effect on high school students’ overall English grammatical competence?2.Which of the two models,ⅡO or PACE,has a more positive effect on high school students’ English grammatical competence in terms of form,meaning and use?3.Which of the two models,ⅡO or PACE,has a better retention effect on high school students’ English grammatical competence?In this study,two classes(a total of 100 students)of Grade Two in a senior high school in Guangzhou were the subjects used for English grammar teaching research for 8 weeks,and pre-test,immediate post-test,and delayed post-test were used as research instruments.By pre-test,the grammatical competence of the students in two parallel classes was conducted.The class under the teaching of ⅡO model is designated as the experimental class,and the class in PACE model is designated as the control class.Then the attributive clause was used as the grammar teaching content.After the experiment,immediate post-test and delayed post-test were carried out on the two classes to evaluate the effects on students’ grammatical competence and retention.Additionally,SPSS 25.0 was used to analyze and discuss the collected data in the study.According to the results and discussions,the following conclusions are drawn: 1)the ⅡO model has a more positive effect on high school students’ overall English grammatical competence than the PACE model;2)the ⅡO model has no different effect on the “form” dimension of students’ grammatical competence than the PACE model,whereas,the ⅡO model has more positive effects on students’ grammatical competence in both dimensions of “meaning” and “use”;3)the ⅡO model and PACE model have similar retention for effects on grammatical competence.The following implications are put forward: 1)it is helpful to improve students’ grammatical competence by clarifying teaching objectives and marking characteristic sentences;2)the circularity of the teaching process is beneficial to students’ grammatical competence;3)language output produced by language context improves students’ grammatical competence more than fragmental image output.