pace教学模式在初中英语语法教学中的应用研究 78页

■．．■；分类号密级编号１０？！＾＿Ｕ口Ｃ．．．恋Ｗ卓ｒ—Ｖ护’一．．■占－Ｔ，一，．‘＇护臂苗‘巧＾￡卸化乂榮［？夫硕：ｉ：学位论文ＰＡＣＥ教学模式在初中英语语法教学／中的屋用研究：乔鹏雨研巧生姓名指导教师姓名、职称：凌茜教授专业名称：教育硕±挙科教学（英语）硏巧方向：２０１６年５月 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingPACE教学模式在初中英语语法教学中的应用研究QiaoPengli乔鹏丽 郑曇寅明本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有飄窃、抄袭、造假等违反学术道德、学术规范和侵权行为，否则，本人愿意。承担由此而产生的法律责任和法律后果，特此郑重声明学位论文作者（签名廟＾的年５月曰 学位论文使用授权书本论文作者完全了解学校关于保存、使用学位论文的管理办法及规定，即学校有权保留并向国家有关部口或机构送交论文的复印件和电子版，允许论文被查阅和借阅，接受社会监督内容编入学校有关＇。本人授权西北师范大学可Ｗ将本学位论文的全部或部分数据库和收录到》进行信息服务，也可Ｗ采用影印、缩《中国博±学位论文全文数据库印或扫描等复制手段保存或汇编本学位论文。一年本论文提交□当年／□／□两年／ＤＨ年Ｗ后，同意发布。一■若不选填则视为年Ｗ后同意发布。。注：保密学位论文，在解密后适用于本授权书观作者签名：奇导师签名：少么年月尸 西北师范大学研究生学位论文作者信息论文题目PACE教学模式在初中英语语法教学中的应用研究姓名乔鹏丽学号201422100819专业名称学科教学（英语）答辩日期2016年5月联系电话E_mail备注： ContentsAbstract...............................................................................................................................................................i摘要...................................................................................................................................................................iiListofTables....................................................................................................................................................iiiAbbreviations....................................................................................................................................................ivChapterOneIntroduction..................................................................................................................................11.1BackgroundoftheStudy.........................................................................................................................11.2PurposeoftheStudy................................................................................................................................31.3SignificanceoftheStudy.........................................................................................................................3ChapterTwoLiteratureReview.........................................................................................................................52.1ResearchesonGrammarTeachingabroadandathome..........................................................................52.2ResearchesonPACEModelabroadandathome.................................................................................122.3Summary................................................................................................................................................16ChapterThreeTheoreticalFramework...........................................................................................................183.1TheInputHypothesis.............................................................................................................................183.2Schmidt’sNoticingHypothesis.............................................................................................................203.3ConstructivismTheory..........................................................................................................................213.4Summary................................................................................................................................................23ChapterFourResearchDesign........................................................................................................................244.1ResearchQuestions................................................................................................................................244.2Subjects..................................................................................................................................................244.3Instruments.............................................................................................................................................254.3.1Tests........................................................................................................................................254.3.2Questionnaires........................................................................................................................254.3.3Interview.................................................................................................................................264.4TeachingMaterial..................................................................................................................................264.5ProceduresofExperiment.....................................................................................................................274.5.1TeachinginExperimentalClass.............................................................................................284.5.2TeachinginControlClass.......................................................................................................37 4.6DataCollection......................................................................................................................................40ChapterFiveResultsandDiscussion..............................................................................................................415.1ResultsandDiscussionofTests.............................................................................................................415.1.1ResultsandDiscussionofPre-tests........................................................................................415.1.2ResultsandDiscussionofPost-tests......................................................................................425.2ResultsandDiscussionofQuestionnaires.............................................................................................435.3ResultsandDiscussionofInterview.....................................................................................................45ChapterSixConclusion...................................................................................................................................486.1MainFindings........................................................................................................................................486.2PedagogicalImplications.......................................................................................................................496.3LimitationsofThisStudy......................................................................................................................50References..........................................................................................................................................................vAppendixⅠPre-test.........................................................................................................................................xAppendixⅡPost-test....................................................................................................................................xiiiAppendixⅢQuestionnaire..........................................................................................................................xviAppendixⅣInterview................................................................................................................................xviiAppendixⅤResultsofTests.....................................................................................................................xviiiAppendixⅥResultsofQuestionnaires.......................................................................................................xixAcknowledgements..........................................................................................................................................xx AbstractWiththedeepeningofjuniorEnglishnewcurriculumreform,obviouschangestakeplaceinjuniorEnglishclasses.However,therearestillsomecontroversiesinjuniorEnglishgrammarteaching,suchasthecontroversybetweentheEnglishgrammarlearningandcommunicativecompetencedevelopingandthatbetweenexplicitandimplicitgrammarinstruction.Hence,someexpertsandteachersareexploringmoreapplicablegrammarteachingmethodsandAdair-HauckandDonatofirstproposedPACEmodel,whichaimedatmakingstudentsbettermastergrammarknowledgeandknowhowtouselanguagetocommunicate.Thisstudy,withtheguidanceoftheinputhypothesis,Schmidt’snoticinghypothesisandconstructivism,istomainlyexplorethefollowingquestions:(1)CantheapplicationofPACEmodelinjuniorEnglishgrammarteachingimprovestudents’Englishgrammarachievements?(2)CantheapplicationofPACEmodelinjuniorEnglishgrammarteachingchangestudents’attitudetowardsEnglishgrammarlearning?Thestudyselectedthe60junioreighth-gradestudentsoftwoparallelclasses(class98andclass99)inHongshuiJuniorMiddleSchoolofJinzhongcityinShanxiprovinceassubjectsandclass98isexperimentalclasswhileclass99iscontrolclass.First,pre-testsareconductedforthetwoclassesinordertoknowthegeneralEnglishgrammarlevels.Then,two-monthteachingpracticeisarrangedforthetwoclassesduringwhich,teachingcontentisthemaingrammarstructuresinthefirstfourunitsofthetextbookGoforit!forthosestudentspublishedbyPeople’sEducationPressandPACEModelisappliedinexperimentalclasswhilecontrolclasscontinuestoadoptPPPmodelasbefore.Afterwards,post-tests,questionnairesurveyandinterviewareconductedandrelativedataarecollected.Finally,collecteddataarecomparedandanalyzedviaSPSS17.0.TheresultsindicatethattheapplicationofPACEmodelinjuniorEnglishgrammarteachingcanimprovestudents’EnglishgrammarachievementsandchangetheirattitudetoEnglishgrammarlearning.Thus,PACEmodelnotonlytheoreticallycompromisesthecontroversybetweengrammarlearningandcommunicativecompetencedevelopingandrealizestheintegrationofexplicitandimplicitgrammarinstruction,butalsopracticallyenhancesstudents’grammarlearningandimprovetheirlanguagecompetence.AndsomesuggestionsonEnglishgrammarteachingareprovided.Keywords:PACEmodel;juniormiddleschool;Englishgrammarteachingi 摘要随着中学英语新课程改革的不断深入，初中英语课堂发生了明显的变化。但是，在初中英语教学中存在着一些争论，比如：语法知识的学习与交际能力的培养之间的争论；显性语法教学与隐性语法教学之间的争论。对此，一些专家和教师不断地探索和尝试更适用的英语语法教学方法，并且Adair-Hauck和Donato在1994年提出了PACE教学模式，旨在使是学生更好地掌握语法知识，真正学会如何运用语言进行交际。本研究，在输入假设、Schmidt的注意假设和建构主义理论的指导下，试图探讨以下问题：（1）PACE教学模式在初中英语语法教学中的应用能提高学生的语法成绩吗？（2）PACE教学模式在初中英语语法教学中的用于能改变学生对英语语法学习的态度吗？本研究选取山西省晋中市洪水中学初中八年级的两个自然班（98班和99班）的60名学生为研究对象，其中98班为实验班，99班为控制班。首先对两个班（60人）的英语语法水平进行前测。然后，以人教版八年级上册英语课本中前四个单元的主要语法点为实验语法项目，在实验班采用PACE教学模式，而在控制班继续使用PPP教学模式，对两个班进行为期两个月的教学实践。实验后,研究者通过测试、问卷和访谈的方法，进行后测并收集数据。最后，采用SPSS17.0对所收集到的两个班的数据进行对比分析。研究结果表明：PACE教学模式在初中英语语法教学中的应用，能够提高学生的英语语法成绩，能够改变学生对英语语法学习的态度。因此，PACE教学模式不仅在理论上折中了语法学习与交际能力培养的矛盾，实现显性语法教学和隐性语法教学的融合，而且在实践中能够改善学生的英语语法学习，提高学生的语言运用能力。但是，在英语语法的教学过程中，应该注意以真实有趣的语言材料激发学生的兴趣，以灵活多样的方法促进学生的理解，以交际型的练习巩固学生所学，以评估活动引起学生反思。关键词：PACE教学模式；初中；英语语法教学ii ListofTablesTable4.5.1ContentofGrammarTeaching.....................................................................................................27Table5.1.1.1Groupstatisticsofpre-test.........................................................................................................41Table5.1.1.2Independentsamplestestofpre-test.........................................................................................41Table5.1.2.1Groupstatisticsofpost-tests......................................................................................................42Table5.1.2.2Independentsamplestestofpost-tests......................................................................................42Table5.2.1Pairedsamplestestoftheperceptionofgrammarlearning.........................................................43Table5.2.2Pairedsamplestestoftheaffectionofgrammarlearning............................................................44Table5.2.3Pairedsamplestestofthebehaviorintentionofgrammarlearning............................................44iii AbbreviationsCCControlClassECExperimentalClassELTEnglishLanguageTeachingLADLanguageAcquisitionDevicePACEPresentation,Attention,Co-construction,ExtensionPPPPresentation,Practice,ProduceSPSSStatisticPackageforSocialScienceiv ChapterOneIntroductionChapterOneIntroduction1.1BackgroundoftheStudyAstheextremelyimportantpartofforeignlanguageteaching,grammarteachingisofgreataccount.ZengXianmo(2003)indicatesEnglishisaforeignlanguageforChinesestudentsandthatstudentshavenothesituationalcontextwheretheycanacquiretheskillnaturally,sostudentsmustlearnaruletojudgewhethertheusageoflanguageisrightorwrong.Larsen-Freeman(1992)pointsoutthatweshouldnotlookupongrammarasasetofstaticrules,butasthefifthskillparalleltoreading,writing,listeningandspeaking.HuangYuanheng(2003)considersitnearlyimpossibleforstudentstohaveasustainabledevelopmentinthefuturewithoutgrammarknowledgeandcompetenceinacertaindegree.LuZiwen(2008)mentionsgrammaristhelawoflanguageuse,thestartingpointandthewayoflanguagestudy.Grammarcompetenceisthecomponentoflanguageability.However,therearetwophenomenaaboutjuniorgrammarteachinginourcountryunderthebackgroundofnewcurriculumreform.Ontheonehand,influencedbytraditionalinstructionalmethods,teacherstakegrammarinstructiontooseriously,concentratingonthepresentation,explanationandmechanicalpracticeofgrammar,sofosteringstudents’languageabilityisignored.Hence,formostofstudents,theintentoflearninggrammaristograpplewithatest,andforthisreason,studentsareunabletoputgrammartouseinrealverbalcommunication.Ontheotherhand,quiteafewteachersgraspthemethodofgrammarteachingwithadeviationundertheinfluenceofthecommunicativelanguageteaching.Manyteachersdeemthecommunicativelanguageteachingistoturnoutthecapabilityofreading,writing,listeningandspeakingandthatgrammarteachingshouldbedownorgivenupforgrammar,generally,isinstructedbysomeold-fashionedteachingmethods.Therefore,theytrytomakestudentsacquirelawoflanguagethroughthiskindofinstructionalmethodentirely.However,theacquisitionofforeignlanguageisdifferentfromnaturalacquisitionofnativelanguage.Accordingly,studentsarenotcapableofattainingenoughEnglishstimulation.Teachinggrammarinthiswaywillgoastray(LiuSifang,2012).WeiLei(2011)considersthatthosetwophenomenacomingforthisprimarilyimputedtosometeacherswhoareinsensibleoftheobjectiveandtaskofgrammarinstruction.ZhangDaozhen(1995)believeslearninggrammarisintentionedtoknowlanguagewell,namely,grammarinstructionbarelyisameansanditsgenuineendsaretohelpstudentsapprehendlanguageandcommunicate.JiaGuanjie(1996:77)posesthatthegoalofforeignlanguageeducationisnottolearnbyheartallkindsofgrammarrules,1 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingbuttomakestudentsgraspandexploitlinguistrybetterinordertoenhancetheirlanguageproficiency,thecapabilityoflistening,speaking,readingandwriting.WangMingyuandJiaJingyu(1999:185)maintainsthattheultimategoalofgrammarteachingliesinmakinglearners,withoutaidsofgrammarrules,conveytheirideasandcatchonwhatotherssayreadilyinactualverbalcommunication.YingYuntain(1986:137)pointsoutgrammarinstructionmustfirstletstudentsgetholdofpertinentrulesifstudentsindeeddesiretocomprehendandbringlanguagetobearandthatsomeonenothavingaknowledgeofgrammarrulesisinconceivable.Grammarinstructionismoreinclinedtohelpstudentsdeliverthemselvesadroitlywithinvolvedlawsdirectingthanjusttodemandstudentstograpplewithgrammarrules.Consequently,grammarinstructionistopromotestudents’communicativecompetence,theformationofwhichmustbebasedonthemasteryofgrammaticalknowledge.NewCriteriaforEnglishCoursesforGeneralMiddleSchoolrequires,incurrentjuniorEnglishinstruction,thatteachersshouldlaystressonfosteringstudents’abilitytoputEnglishintopracticeandchangingtraditionalcrammingteachingmethodssoastofreestudentsfromthemodelofrotelearningandthatstudents’languagecommunicativecompetenceisbuiltupprogressivelyviathecloseinterosculationwithspokenandwritteninstructionalactivities,undertheinstructionsofmentorsandthecorrespondingcontextscreatedforgrammarlearning(WuRuizhen,2014).Meanwhile,thecriteriasparkplugthelearningstylegoingwithexperience,praxis,participation,collaborationandcommunicationandthetask-basedteachingapproach.Besides,theCriteriapointoutthatgrammarteachingshouldproceedfromtheperspectiveoflanguageuseandmelttheform,meaninganduseoflanguageorganically(LiaoYe,2012).Withthecontinuousrenewalofthetextbookforthestudentsofjuniormiddleschool,thenewtextbookwheregrammarknowledgeisrelativelyscatteredandgrammarexplanationsandexercisesarelessandsimplerchangesthegrammar-centeredarrangementinthepast.Forthisreason,manyteacherswhoteachgrammardependingonthetextbookinthepastareclearaboutthefundamentalityofgrammar,buttheyhavenoideaabouthowtomakebetteruseofnewtextbookingrammarinstruction.(WeiLei,2011)Thus,intermsofjuniorgrammarteaching,someproblemsperplexteachersandstudents,forexample,Englishgrammarissoindigestibleandintricatethatafewstudentsfeelgrammartoodifficulttolearnwellandevengraduallylosetheinterestandenthusiasmtolearn.Andmanyteachersalsoreckongrammarteachingisverytrickandthatitsteachingeffectisundesirableallthrough.(WuRiuzhen,2014)Therefore,underthebackgroundofnewcurriculumreform,juniorgrammarteachingcomesintoits2 ChapterOneIntroductionownintheeducationalworld.Confrontedwithsomeproblemsamongjuniorgrammarinstruction,torenewandreformgrammarteachingmethodsisextremelyurgent.Teachersaresupposedtoadoptsomemeasures,createappropriatecontextsduringgrammarteaching,sparkstudents’interestingrammarlearning,pilotstudentstoappreciatethewayofEnglishexpressionandcommunicationaswellasthebasiclawsandrequirementsofgrammarsoastomakegreaterprogressonstudents’grammaticalsensitivityandbringabouthighly-efficientgrammarinstruction.1.2PurposeoftheStudyGrammarhasalwaysbeenatopicalissueinforeignlanguageteaching,butitisneglectedallthrough,especiallythetenyearsduringwhichnewcurriculumreformiscarriedout.MostofteachersdeemwhoeverstudiesorinstructsEnglishgrammarisagainsttheideaofnewcurriculumreform.Infact,newcurriculumreformdoesnotbacktomakelightofgrammar,buttochangethegrammar-centeredsituationinthepast.Grammarlearningnotonlyneedstomasterrulesoflanguage,butalsotobeabletousetherules.Grammarshouldbeacquiredintheactualcommunication.PACEmodelisanewteachingmodelwhichisbasedontheinputhypothesis,schimidt’snoticinghypothesisandconstructivismandordinarilyappliedtocontextualizedgrammarinstruction.ThroughapplyingPACEmodelinjuniorEnglishgrammarinstruction,thestudyisintentionedtoexplorehowtoimplementEnglishgrammarteachingincommunicativecontextsoastoimprovestudents’EnglishgrammarachievementandtochangetheirattitudetoEnglishgrammarlearning.1.3SignificanceoftheStudyIntheory,thatPACEmodelbreaksthecontroversybetweencommunicativecompetencefosteringandEnglishgrammarlearningisconstructivetopromotingtheenhancementofcommunicativelanguageteaching.Inthe1960s,D.H.Hymesfirstproposedtheconceptofcommunicativecompetence.Sincethen,communicativelanguageteachinghasbeenanimportantteachingmethod.Bytheendofthe1970s,withreformandopeningupinChina,thisteachingmethodwhichlaidtoomuchstorebycultivatingstudents’communicativecompetenceofforeignlanguagewasintroducedandappliedintoEnglishteachinginChina.However,intermsofEnglishgrammarteaching,twokindsofphenomena,“toomuchemphasisongrammar”and“toolessemphasisongrammar”cameintotheforeduringtheutilizationofcommunicativeapproachinpracticalEnglishgrammarinstruction.Bothofthetwoviewsaremisinterpretedforcommunicativelanguageteachingandincapableofactuallypromotingstudents’communicative3 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingcompetence.Theformerisinevitabletogiverisetolearnlanguagemechanicallyandloseenthusiasmandambitiontolearnwhilethelatterhasadverseimpactontheaccuracyoflanguageexpression.However,thatPACEmodelbothattachesimportancetogrammarknowledgelearningandtopromotestudents’communicativecompetenceisacompromiseofthetwokindsofcommunicativeapproaches.Inpractice,PACEmodel,withtheguidanceofdynamicgrammarteachingview,willperformsignificantfunctionforthereformofgrammarinstructionandtheproblemsaboutitsuchas,ineffectivenessandtediousness,willbesolvedtoacertainextent.Theteacherswhohaveservedfront-lineEnglishteachingforseveralyearsfindoutthatquiteafewstudentsarenotclearabouthowtoputgrammarintopractice,thoughtheyhavememorizedamountofgrammaticalrules.Thephenomenonmainlyisattributedtotraditionalgrammarinstructionforwhichtheroleofteacheristopresentandexplaingrammarrulesforstudentssimplyandmechanicallymeanwhilestudentsarerequiredtobearthoserulesinmind.Asthenewcurriculumreformcarriedforward,theEnglishclassroomteachinginjuniormiddleschoolsareindeedimprovedalot,buttheEnglishgrammarteachinghardlyhasanyessentialchanges.Nevertheless,PACEmodelnotonlyinterpretsgrammarrulestostudents,butalsoattachesmoreimportancetodevelopstudents’abilitytousegrammar.Namely,duringtheEnglishgrammarteaching,authenticandintegratedlanguagematerialsareprovidedandalotofopportunitiesaresuppliedforstudentstopracticewhattheyhavelearnedbefore.4 ChapterTwoLiteratureReviewChapterTwoLiteratureReview2.1ResearchesonGrammarTeachingabroadandathome2.1.1ResearchesonGrammarTeachingabroadTheresearchesongrammarteachinghavebeenexploredoverandoveragainanddeepenedlittlebylittleforalongtimeinthefieldoflanguageteaching.Theresearchesongrammarinstructionabroadmainlyfocusedonthefollowingtwoaspects.Theoneaspectwasrelatedtotheessentialityofgrammarinstructioninforeignlanguageclassrooms,andtheotherwasaboutthemethodsofgrammarteachingthroughouthistory.Overtheyears,whethergrammarshouldbetaughtornotintheprocessofforeignlanguageteachingandlearninghasbeendiscussedallalongandtherearetwodistinctlydifferentideasaboutgrammarinstruction,theviewpointofsupportinggrammarteachingandtheoneofrejectinggrammarteaching.Inaddition,withinaperiod,peoplewerequiteinfavorofgrammarteaching,however,theywerelikelytorejectstronglyitinanotherperiod.SomescholarsrepresentedbyKrashendisagreedwithteachinggrammarinforeignlanguageinstruction.Krashen(1981)heldthatlanguagelearningwasnotsomuchalearningprocesswithconsciousnessasaprocessofacquisitioninnaturalcontext.Grammarclasseswereconsideredastheclasseswhereonlydeclarativeknowledgerelatedtogrammarstructurescanbedeveloped,insteadofproceduralknowledgewhichplayedasignificantpartinlanguageuse.Krashenandotherscholarsfoundoutthatthelanguagelearnerswhosenativelanguagewasdifferentadheredtothelearningsequencesimilartotheacquisitionofnativelanguage,whentheywerelearningEnglishmorpheme.Hence,intermsofforeignlanguagelearning,adoubtwhetherforeignlanguagelearningshouldfollowtheruleswasgeneratednaturallysincebothnativelanguagelearningandforeignlanguagelearningkeptthesamerulesandtheacquisitionofnativelanguagewasachievedwithouttheinstructionofgrammarknowledge.(Krashen,1981;Schwarts,1993;Zobl,1995)Schwartz(1993)clearlypointedoutthatpeoplecouldassumetheemergenceandexistenceofsomeinterlanguageonlywhenthedefiniteevidencewassoughtout.Truscott(1996,1998)consideredthatsomeresearchesdemonstratedthepositiveeffectsofgrammarinstruction,buttheresearchesjusttestedtheirmeta-linguisticknowledgeratherthanexaminethelearners’abilitytousetargetlanguageintorealcommunication.Researchersinsisteditwouldbeassumedthatforeignlanguagelearningwasrealizednaturally5 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingthroughtheinteractionbetweenuniversalgrammarandinputlanguageifforeignlanguagelearnersalsoconformedtouniversalgrammarintheprocessofforeignlanguagelearning(Cook,1991;Schwartz,1993).Therefore,noneofknowledgeinstructioninanyformwasnecessary.However,notafewscholarskepttheviewofsupportinggrammarteachingandmoreandmorerelativeresearchesindicatedexplicitgrammarteachingplayedsignificantlyimportantroleinlanguagelearning,amongwhichthemostprominentwasthatgrammarinstructioncouldensurethatlearnersusedforeignlanguageaccurately(Hossein&Fotos,2004).Pienemann(1984)cameupwithTeachabilityHypothesis.Hethoughtthatsomedevelopingsequenceswerefixedduringlanguagelearningandimpossibletochangeonaccountofgrammarinstruction,butsomegrammarstructurescouldbeimprovedthroughgrammarinstruction.Schimidt’sNoticingHypothesisperformedsupportivefunctionforthenecessityofgrammarteaching.Schmidt(1990,1993)indicatedthatnoticinglanguageformconsciouslyduringlanguagelearningwasanindispensableconditionforlanguagelearningandmostofforeignlanguagelearnersapproved“noticing”or“consciousness”oflanguageformsplayedacrucialroleduringtheprocessofforeignlanguagelearning(Bialystok,1990;Doughty,1991;Elis,2001;Skehan,1998).Spada(1997)foundoutthecognitionformedthroughteachers’instructionaboutgrammarknowledgewouldbemaintaininmemorymorepermanentlyandthattheaccuracyoftherelatedgrammarknowledgewasalsoimprovedduringlanguageoutput(ZhuLi,2013).SwainandhercolleagueshaddonealargenumberofresearchesonFrenchimmersionprogramandtheresultsdemonstrated,forquitealongtime,learnerskeptimmersinginplentyoflanguageinput,buttheaccuracyofsomeaspectsofthegrammarformwasnotideal(Lapkin,Hart&Swain,1991;Swain&Lapkin,1989).Inotherwords,learnershadtolearngrammarknowledgewithimportantpointsandobjectivesiftheywouldliketomasterandapplytargetlanguageaccuratelyandexpertly(Ellis,1997;Mitchell,2000).Throughoutthehistoryofforeignlanguageteaching,manytheoriesandteachingmethodsappearedsuccessivelyandtheirviewsongrammar’sstatusandgrammar’sfunctioninforeignlanguageteachingwerevarious.Inthemiddleofthe19thcentury,“grammar-translationmethod”thoughtgrammarasthecoreoflanguage.Languageteachingwastoinstructmorphology,syntaxforstudentsandthetextbookwasalsocompiledwithaccordancetotheinternalknowledgesystemofgrammarandpresentingand6 ChapterTwoLiteratureReviewinstructinggrammarrulestostudentswasthemainjobofteachers.Withtheadvancementofsocietyandeconomy,thecommunicationbetweendifferentcountriesweremoreandmorefrequent,whichmadenewrequirementforforeignlanguageteaching.Somepeoplebegantoquestion“grammar-translationmethod”.Then,“directmethod”wasputforward.Thisteachingmethodwasstronglyagainst“grammar-translationmethod”whichonlypaidsomuchattentiontolearnwrittenlanguagethatthelearningoforallanguagewastakennoaccount.Itthoughtthattheforeignlanguagegrammaracquisitionofforeignlanguagelearnerswouldbefamiliartothemothertongueacquisitionofchildren,soexplicitgrammarinstructionwasnotrecommendedatthattime.Inthe1920s,“audio-lingualmethod”emergedastherequirementsofthetimes.Thismethodthatwasnotagainstgrammarteachingattachedmoreimportancetosyntaxandacquiredgrammarrulesthroughpracticingsentencepatterns.(LiuBo&LiuJing,2009)Inthe1970s,“communicativeapproach”appearedonthesceneofforeignlanguageteachingmethod.“Thecommunicativeapproach”wasalsocalled“Thefunctional-notionalapproach”,whichproposednotion-centeredorfunction-centeredarrangementofteachingcontent,insteadofgrammar-centeredone.“Thecommunicativeapproach”wasclassifiedinto“therelativelycommunicativeapproach”and“theabsolutelycommunicativeapproach”.Theformerbelievedthattheacquisitionoflanguageoccurredintheprocessofrealcommunication,sogrammarinstructionwasopposed.However,thelatterdeemedthegoaloflearninglanguagewascommunicationandthatasoundknowledgeofgrammarwasthebaseofcommunication,sogrammarinstructionwasnotrejectedandthetraditionalgrammarteachingmethodshouldbechanged.(TianXiaoxia,2012)Withrespectofforeignlanguagegrammarteachingmethods,thereareseveralcontroversiesoverthepasttime.Inrecentyears,thehottestcontroversyaboutgrammarinstructionhasbeenwhichmethodweshouldchoosetoteachgrammar,explicitgrammarteachingorimplicitgrammarteaching(HaoXingyue,2004).Explicitgrammarteachingstressedthatlearnersshouldlearngrammarruleswithobjectivessothatwecouldmasterandusethetargetlanguagestructureaccuratelyandeffectively.Implicitgrammarteachingemphasizedmuchonthelanguageenvironment,namely,learnersmustputthemselvesinameaningfulandapprehensiblecontextsoastoacquirethetargetlanguagestructureasnaturalaspossible.(ZhangNairong,2010)Besides,manyforeignscholarswereengagedinresearchesonthetwokindsofgrammarinstructionalmethodsandgavesomerelativeperspectives.7 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingKrashen(1985)opposedexplicitgrammarinstructionstrongly.Heinsisted,underthesituationoflowaffectivefilter,thatplentyofapprehensibleinputandunconsciousacquisitionplayedavitalpartinboostinglanguagefluency.Cecle-Murcial(1991)commented“enoughattractiveandcompellingevidencesmanifestedthatforeignlanguageteaching,withoutgrammarinstruction,basedonwhateverthecomprehensionorthecommunicationwouldresultinpoorandungrammaticalpidgin.Anditwasquitedifficultforstudentstosurpassthisstageandtomakeanygreatprogressinlanguagelearning”.Green&Hecht(1992)pointedoutwhichevergrammarinstructionalmethodsexplicitgrammarinstructionorimplicitgrammarinstructionwouldbechoseninviewofhowdifficultgrammarrulesare.Tosimpleones,theformerwassuitabletobeemployed,inversely,thelatterwasavailable.Itwasnotdifficulttoseethatexplicitgrammarinstructionlaidtoomuchstressonlearningtheformoflanguagetoconsiderthesignificanceofitsmeaningwhileimplicitgrammarinstructionhighlightedthemeaningoflanguagealot,insteadoftheaccuracyoflanguage.Therefore,moreandmorepeopletendedtomeltthetwokindsofteachingmethodsorganically,namely,tointegratethemeaningoflanguagewiththeformoflanguagewouldbeanewtendencyofmoderngrammarinstruction.Freeman(2003)creativelyputforwardthethreedimensionsofgrammar,form,meaninganduse.Andshestressedthethreedimensionswereintegratedandinter-restrictedandthatanydimensionwasindispensableforEnglishgrammarteaching.Besides,incommunicativelanguageteaching,thepurposeofgrammarteachingwastobetterpromotestudents’communicativeability,sotheteachingcontentshouldincludenotonlymorphologyandsyntaxoflanguage,butalsothemeaninganduseoflanguage(TianXiaoxia,2012).Inthepastseveralyears,agoodmanyresearchersthoughtthatgrammarinstructionandlanguagecommunicationshouldbeintegratedtogetherifthefundamentalgoalofgrammarinstructionwastodevelopstudents’communicativecompetence.However,theproblemwashowtofindthebestwaytobeusedintocommunicationinordertomakestudentsgrapplewithgrammarknowledgefacilelyandenhancetheircommunicativecompetence.Inlightoftheproblem,somescholarscameupwiththeirideasandmaderelativeattempts.Forexample:Vanpatten(1993,2002)figuredoutthatafeasiblegrammarteachingapproachinlanguagecommunicationwastoprocesstheinputlanguage,namely,“Processinginstruction”.8 ChapterTwoLiteratureReviewDoughty(1991)andFotos(1994)havedonesomeresearchesdemonstratingthatenhancingtextualstructurecontributedtodrawingstudents’attentiontotargetstructureandpromotingtheirlanguageability.“Textualenhancement”wastohighlightsomecertainfeaturesofinputlanguagebythemeansofbold,italic,underlineorcapitalofthetextuallayout.“Interactionalfeedback”wasthat,withthepurposeofenhancinglanguage,languagelearnersconsultedsignificantlyindifferentwaysandmodifiedrelativestrategies.Theinteractionmadestudentsnoticetheformsoftargetlanguageatalllevelsconsciouslyorunconsciously(Lyster&Ranta,1997;VandenBranden,1997).2.1.2ResearchesonGrammarTeachingathomeComparedwiththeresearchesongrammarinstructionabroad,therelativeresearchesinourcountrystartedalittlelaterandtheamountofresearchesissmaller,amongwhichtheonesaboutjuniorEnglishgrammarinstructionisfewer.ThroughoutthehistoryoftheEnglishteachinginourcountry,intermsofEnglishgrammarteachingmethods,thereweremanychanges,from“grammar-translationmethod”to“thedirectmethod”,from“audio-lingualmethod”to“thecommunicativeapproach”and“task-basedlanguageteaching”.FromtheearlyperiodofChinatotheearly1980s,teachinggrammarhadlongbetheimportantpointsofEnglishteaching,for“grammar-translationmethod”waswidelyused.Thereafter,duringaperiodinwhich“communicativeapproach”wasverypopularinthefiledofforeignlanguageinstruction,Englishgrammarinstructionwasalwaysquestionedbecauseoftheextremecomprehensionforsomeconceptsandthemomentumofneglectinggrammarteachinghasneverbeenreduced.However,asthesignificanceofgrammarinstructiongenerallycognizedagaininChina,theimportantpointsofgrammarinstructionhavebeenchangedalot,fromtheinitialroteofgrammarrulestodevelopingthecomprehensiveabilityoflanguageusing.ThequantityofresearchesonEnglishgrammarteachinghasbeengraduallyincreasingtheseyears,amongwhichsomeweretheoreticallyexploringthestatusquoofEnglishgrammarinstructioninourcountryandsomecopingstrategiesontheproblemsconfrontedbyteachersandstudentsandtheothersweresomeempiricalstudiesintentionedtoexaminetheeffectivenessofsomegrammarteachingtheory,modelsormethodsintherealgrammarteachingpractice.JiangZukang(1995)statedforeignlanguagelearninghaditsowninnerlaws,followingwhichthegrammarteachinghadagreatinfluenceonthespeedandresultofgrammarlearning.9 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingGaoXiaofang(1998)researchedongrammarinstructionprovingthatthegrammarteachinginreallanguageusethroughlistening,speaking,readingandwritingmadeagreatdifferenceinimprovingstudents’abilitytouseEnglishgrammar.ZhangRen(2004)consideredthatgrammarshouldfollowtheorder,fromimplicittoexplicit,anduseimplicitgrammarpracticesandexplicitonescomprehensivelyinEnglishgrammarinstruction.HeJingling(2005)analyzedthereasonwhygrammarinstructionwasneglected,positionedgrammarteachingappropriatelyunderthebackgroundofnewcurriculumreformandproposedtask-basedgrammarinstruction.ChenJiuxian(2005)detailedlyillustratedthepracticalexperienceofmulti-mediacomputer-assistedjuniorEnglishgrammarinstruction,whichachievedtheintegrationofinformationtechnologyandforeignlanguageteachingatalllevels.ZhouWenzhu(2006)requiredthatteachersshouldtakethedifferenceintaskandtimeintoconsiderationwhenchoosingteachingmodelsormethods.HuangHui(2007),fromtheperspectiveofconstructivism,cameupwithsixprinciplesofgrammarteachingandundertheguidanceofthemheconstructedgrammarteachingmodelsLiuDan(2007)madeanempiricalstudyontheapplicationofcommunicativeapproachintoEnglishgrammarclass.Thegoalofthestudywastoprovethefeasibilityoftheapproach,toexplorethewaysofitsimplementation,tohelpteachersseekmoreeffectiveteachingmethodsandtoimprovestudents’abilitytouselanguage.LiJianxiang(2007)researchedontheapplicationofsituationapproachingrammarinstruction.Theresultsoftheresearchdemonstratedsituationalapproachwassignificantlysuperiortotraditionalmethodsandthatteachersgotbetterteachingeffectthroughtheapproach.WuJianju(2008)conductedactionresearchwhoseresultsindicatedthatcooperativelearninginjuniorgrammarteachingcontributedtochangingstudents’attitude,improvingtheirEnglishachievementandenhancingtheirawarenessandabilityofcooperation.LiuDongmei(2008)studiedontheapplicationof“discovering”learningintoEnglishgrammarinstruction.Herstudyfiguredouttheadvantagesanddisadvantagesof“discovering”learningandexploreditstheoreticalbase.WangWei(2010)highlightedthedevelopmentofstudents’communicativecompetenceaswellasthe10 ChapterTwoLiteratureReviewinstructionofgrammarknowledgewasvitallyimportant,whichfacilitatedthemtoputgrammarknowledgeintocommunicativepracticemoreeffectively.ZhangJueen(2011)madeastudyofintegratingform,meaninganduseingrammarteaching,showingthatthisgrammarteachingmethodhelptochangestudents’perceptionandhabitsofgrammarlearningandthentoimprovertheirscores.WangXiaopei(2012)insistedthattheimprovementofgrammarskillswasadynamicprocessandthatimplicitandexplicitmechanismmustbecombinedtogetherintoEnglishgrammarteachingandlearning.LiHua(2014)enhancedtheunderstandingofhowtousePACEmodelforthestudentswithdifferentEnglishlevelsandgavesomesuggestionsongrammarteachingpracticeinherempiricalstudyonPACEmodel.Afterreviewingandanalyzingthoserelativeresearchesabroadandathome,wefindoutthattherearenumerousfactorsaffectingandconstrainingtheimplementationandadvancementofgrammarinstructionduringforeignlanguageteaching.Andalargenumberofempiricalstudieshavetestifiedthatgrammarinstructionhasgreatsignificanceforlearnerstoimprovetheirabilityofusingtargetlanguageaccurately,sogrammar,withoutanydoubts,shouldbetaughtinforeignlanguageteaching.ZhangZhengdong(2001)indicatedthatEnglishwasaforeignlanguage,notasecondlanguage,sojuniorEnglishhadtobelearned,insteadofbeingacquired.HaoXingyue(2004)putforwardthatthestatusofgrammarinforeignlanguageteachingdrewscholars’attentionagain.HuZhuanglinmadeacomparativestudyofgrammarinstructionabroadandinChinaandheexplicitlypointedoutgrammarinstructionwasstillnecessaryandthatagrammarbookstudentsinterestedneededcompiling(JiangWenfen,2008).Withtheguidanceofcommunicativetheory,“therelativecommunication”advocatestochangetraditionalmethodsofgrammarinstruction,aimingatcommunicationandthenewtendenciesofgrammarteachinghavebeenemerginggradually.Thefirstnewtendencyiscombiningtheform,meaning,anduseofgrammartogetherbymeansofmeltingexplicitandexplicitgrammarinstruction.Thesecondtendencyistohighlightthatteacherandlearnersco-constructgrammaticalrulestogetherwiththeconductofconstructivismtheory.Accordingtothenewdevelopingtendenciesofgrammarinstruction,traditionalgrammarteachingmethodswillbereplacedbynewones.Wehadbettersparenoefforttoexplorenewgrammarteachingmethodsormodels,whichtendstoguideteachersandlearnerstoco-constructfavorablecontext,combine11 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingexplicitgrammarinstructionwithimplicitgrammarinstruction,havetheformofgrammarpresentedinsomerelativelycommunicativeactivitiesandhelplanguagelearnerscombinetheformofgrammarwiththemeaningofgrammarnaturallysothatlearnerscanapprehendandknowtheformoflanguagebetterandlanguagecommunicativeabilityultimatelywillbeimproved.Therefore,anewteachingmodelofgrammarinstructionisnecessarytobeexploredandattempted.2.2ResearchesonPACEModelabroadandathomeAmericanlinguistsAdair-Hauck,B.,andDonato,R.(1994)firstbroughtforwardPACE,anacronymforthefourstepsamelioratedundertheviewpointofthewholelanguage,whoseteachingconceptwasteachinggrammarinrelativecontextssoastodevelopstudents’abilityofusinggrammarinpractice.Adair-Hauck,B.,&Donato,R.(2000,2002)attemptedtoapplythismodelintoFrenchgrammarinstructionandtoachievethecoalescentoftheform,meaninganduseofgrammarsduringstandards-basedlanguagelearning.Subsequently,somescholarsathomealsospentsometimeandenergyonthestudiesapplyingPACEmodelinEnglishgrammarinstruction.However,mostofthemjustexploredtheoreticallyandempiricalstudieswerejustafew.ShanQianqian(2010)firstdisplayedPACEmodelentirelyandtwosamplesareattachedtofurtherexploreandanalyzeitssignificanceinpracticalteaching.Intheory,shepointedoutthatthegreatpotentialofthismodelingrammarteaching,butthemodelisstillnotusedintoELTclassroomsinChina.GuoXiaodong(2011)madeacomparisonbetweenPPPmodelandPACEmodelappliedinhisChineseteachingasthesecondlanguageaimingatexploringtheirdifferencesindealingwiththerelationbetweenformandmeaningandthatbetweenexplicitgrammarinstructionandimplicitgrammarinstruction.Incontrast,PACEmodeltookbothformandmeaningintoaccountandthemeaningcomprehensionandcommunicativeexpressionwereregardedasthecorefrombeginningtoend.LongXiaoxue(2012)conductedanempiricalstudyoftheApplicationofPACEmodelinseniorEnglishgrammarinstructionbasedonthewholelanguage.Herstudyindicatedthismodelcouldfacilitatestudentstomastergrammarknowledge,boosttheirparticipationinclassroomactivitiesandinspiretheirinterestingrammarlearning.TianXiaoxia(2012)researchedhowtoteachEnglishgrammarincommunicationinordertoresolvethecontroversybetweenimprovingstudents’languagecompetenceandtheexplanationofgrammarrules,12 ChapterTwoLiteratureReviewsoshemadeanattemptatusingPACEmodelinherEnglishclassroomtosolvethecontroversyandactuallyreceivedagoodfeedback.YangLi(2013)claimedthatPACEmodelwasusefultoarousestudents’learninginterest,booststudentstousegrammarscorrectlyandimprovetheirspeech.Inaddition,somesuggestionsonpracticalteachingweregivenindifferentstepsofthismodel.LiHua(2014)exploredhowtoapplyPACEmodelforthestudentswhoselanguagelevelsweredifferentandinvestigatedtheirattitudetothisteachingmodel.Theresultsindicatedthatinsomewaythismodelwaseffectivefordifferentlearnersandneededfurtherexploring.PACEmeansthefourstepsofgrammarteachingrespectively.Prepresentspresentationofmeaningfullanguage,makestudentsimmergeinactualandnaturallanguagecontextsasmuchaspossibleandconcentrateonthemeaningoflanguage.Arepresentsattentionandinthisstepstudentsareguidedtonoticetheformoflanguagethroughsomestrategies.Crepresentsco-constructionofanexplanationassistingstudentstosummarizeandapprehendgrammarknowledgebythemeansofcooperationbetweenteachersandstudents.AndErepresentsextensionactivitythroughwhichthelearntgrammarknowledgewillbeconsolidatedandusedwithease.Thefourstepsareillustratedasfollow:Figure2.2PACEModel(Adair-Hauck&Dnoato,1994.)13 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingP:PresentationofMeaningfulLanguageInthisstep,teacherforeshadowsthegrammarexplanationthroughtheuseofintegrateddiscourseandemphasizesonliteralcomprehensionandmeaning(Dnoato&Adair-Hauck,1994).Inthepresentation,the“whole”languageispresentedinthematicway.Languagematerialscanbeattractivestorieslikefolktalesandallegories,dialoguesrelatedtointerestingtopicsinreallife,suchasdoingexercising,comingtoapartyandmakingabananamilkshakesoonandsomeaudioandvideomaterialslikeEnglishsongs,poem,animatedcartoon,Englishsongs,talk-showprograms.Besides,students’textbookisagoodsourceofselectingintegrateddiscourselikethedialoguesoflisteningandspeakingandtheshortreadingpassage(LiHua,2014).Teacherspresentintegrateddiscoursewiththeassistanceofpictures,music,narration,bodylanguagesandrole-playsothattheirmeaningscanbeperceivedandcomprehendedbystudentsintheprocess(TianXiaoxia,2012).Insteadofisolatedandirrelevantsentences,thediscourseareauthentic,meaningfulandcontextualizedlanguagethroughwhichteachersareofferedchancestocreatecomprehensibleutteranceandstudentsaremotivatedtoparticipateinthelanguagecontext.Duringthepresentation,ifitisnecessary,thekeyphrasescanberepeatedandthetimelastingforcanbepartofaclass,afullclassorseveralones,dependingontheselectedmaterials.Inaword,thepresentationaimsathavingstudentsexposedtoauthenticandmeaningfullanguagecontextasmuchaspossiblesoasthattheycancomprehendthemeaningoflanguagebetter.A:AttentionThisstepfocusesthelearnersattentiononsomeaspectofthelanguageusedduringthepresentation(Shrum&Glisan,2004).Aftercatchingthemeaningofintegrateddiscourse,studentsareguidedtomovetheirattentionfrommeaningtoformsoastofindtheruleshidingbehindthelanguage.Inthisstep,somegrammaticalrulesinthediscoursementionedinthefirststepareemphasizedbysomemeans.Forexample,theteachercanshowstudentssomeslidesonwhichthecorrespondingwrittentextispresentedandthekeywordsarehighlightedinstrikingways,suchasbold,underlineanditalics(TianXiaoxia,2012).Inaddition,teacherscanasksomesimplequestionstogivestudentssomenecessaryhintswhentheyarethinking.Thestepisaimingatdrawingstudents’attentiononaparticularlanguageformorgrammaticalstructurewithoutunnecessaryinstruction(Dnoato&Adair-Hauck,2002b).Ingeneral,thisstepjustspendsfourtofiveminutes,butitisindispensable.C:Co-constructanExplanation14 ChapterTwoLiteratureReviewInthisstep,usingquestions,teacherandlearnersco-constructthegrammarexplanationbydiscoveringtheunderlyingpatternsorconsistentforms(Dnoato&Adair-Hauck,1994).Themaintaskofthisstepisthatteachersandstudentsanalyze,summarizeandexplainthegrammaticalstructurethroughthecooperationandcommunicationbetweenthem(TianXiaoxia,2012).Throughaskingindirectandhelpfulquestions,makingcognitiveinvestigationordroppinghints,theteacherconductsstudentstomakeguesses,predictions,hypothesesandgeneralizationaboutthegrammaticalstructure(Dnoato&Adair-Hauck,2002b).Inaddition,“question”isthemosteffectiveweaponofteachersinthestep.Withthepurposeofinstructingstudentstoobserveandthink,studentsarequestionedstepbystepuntiltheydiscovertheunderlyinggrammaticalrules.Teachersshouldunderstandthattheassistancetheyaffordisadvancinggradually,rangingfromsuccincthintsaboutunderlyinggrammaticalrulestoexplicitinstructionifneeded(Aljaafreh,1992;Ajaafreh&Lantolf,1994).Teacherhadbetterevaluatestudents’competenceinordertobenefitthemthroughgivingandelicitinginformationwhenneeded(Shrum&Glisan,2004).Thus,whenthegrammaticalstructureislittle,teachersneedtoprovideappropriateimplicitandeventaketheformofexplicitinstructiontofacilitatestudents’comprehension,insteadofonlyrelyingonposingquestions.Finally,theywillachievetheco-constructionofthegrammarexplanationafterfindingandsettlinggrammarproblemsconstantlyingroupsandgivingcontinuousfeedbacktothewholeclass.E:ExtensionActivitiesInthisstep,throughintegrativeextensionactivities,thelearnersneedtousethegrammaticalstructuresinordertocarryoutaparticularfunctionortask(Dnoato&Adair-Hauck,1994).Inextensionactivity,learnersareprovidedenoughchancestopracticewhattheynewlylearnininterpersonalcommunicationandintegratingthemeaningwiththeformofthelanguageisatthecorestatusofthisstep(Dnoato&Adair-Hauck,2002).Hence,teachersshoulddesignaseriesofextensiveactivitiestoconsolidatethegrammaticalstructuretheyhavelearnt,whichisconductivetointernalizingandtransferingthegrammaticalrulestoskillsandabilities(TianXiaoxia,2012).First,theactivitiesshouldbeenoughthematicandinterestingtocreatearelaxingandpleasantatmosphereforlearning.Second,variousandcommunicativeactivitiesshouldbedesigned,suchasgap-fillingactivities,situationalrole-play,dramaticrecreation,guessinggamesandclassinterviewsooninordertoexamineandconsolidatewhatstudentslearnedbeforefromdifferentaspectandtofosterstudents’languagecommunicativecompetence.Inshort,PACEneverlosesviewofthe“whole”andcompletesthecyclicalfour-stepgrammarinstructioninthis15 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingstep.2.3SummaryThestatusofgrammarinstructionincommunicativelanguageteachinghasbeenacontroversialissuesince1970swhencommunicativeapproachemergedinthefieldofeducation.Theresearches,since1980s,graduallyprovethatgreatimportanceisstillattachedtogrammarinstructionincommunicativelanguageteaching,butthetraditionalways,focusingonmemorizinggrammarrulesmechanically,arenotapplicable.PACEmodelintegratesgrammarteachingintocommunicativelanguagelearning,instructsgrammarknowledgeinrealcontextandmakesuseofcommunicativepracticestolearnandconsolidatethetargetformoflanguage.Hence,PACEteachingmodelandjuniorEnglishgrammarinstructionhavesomeaspectsincommon,suchastheviewofgrammarinstruction,languageteachingconceptandthegoalsofgrammarteachingsoon.First,concerningtheviewofgrammarinstruction,bothofPACEmodelandjuniorEnglishgrammarinstructioninsistthatgrammarisnotonlythecollectionofrules,butalsothecoalescentofform,meaninganduseoflanguage.Forexample,inthenewEnglishtextbooksforjuniorstudents,grammarpointsarescatteredineachunit,buttheyarerelatedtosometopicscreatingmeaningfulcontext,whichjustreflectthenewviewofgrammarteaching.Second,intermsoflanguageteachingconcept,they,withtheguidanceofcommunicativetheory,paymuchattentiontomeaningfulandcontextualizedlearningandstressthecooperationbetweenteachersandstudents.Acaseinpointisthelanguagepresentingorderofjuniortextbooks,throughlistening,thetopicofeachunitiselicitedfirstandthengrammaticalstructuresarehighlightedinaseriesofexercisesandactivities.Besides,fromtheperspectiveofthegoalsofgrammarinstruction,bothofthememphasizethedevelopmentofstudents’abilitytousegrammar,namely,thegoalsofgrammarlearningisnottograspthesegrammaticalrules,buttoputgrammarintocommunicativeactivitiesresultinginimprovingtheeffectivenessoflanguagecommunication.Finally,duringgrammarteaching,theybothmakeagreatdifferenceinarousingstudents’interestinlearninggrammar.Providinginterestingandauthenticlanguagematerialsishelpfultodrawstudents’attentionandthenstimulatetheirdesiretolearn.Allinall,PACEmodeltakestheform,meaninganduseintoaccount,selectsgrammarteachingmaterialsinaccordancewithstudents’cognitivecharacteristicsandfacilitatesstudents’grammarlearningthroughdifferentcommunicativeactivities.Thismodelconformstothecurrentteachingconceptof16 ChapterTwoLiteratureReviewEnglishcurriculuminjuniormiddleschool.Thismodelnotonlysolvesthecontroversybetweencommunicativelanguageandgrammarinstruction,butalsomeltsexplicitgrammarinstructionwithimplicitgrammarinstruction.ApplyingPACEmodelintojuniorEnglishgrammarinstructionissatisfyingtherequirementsofnewcurriculumreform,followingthedevelopingtendencyofEnglishinstructionandconductivetopromotingstudents’languagecompetence,sothismodelisnecessarytobefurtherexploredinordertocontributetojuniorgrammarinstructionatitsfullpotential.Therefore,thispaperisastudyoftheapplicationofPACEmodelinjuniorEnglishgrammarteachingaimingatexploringhowtoapplythismodelintopracticalgrammarteachingbetterandexaminingitseffectivenessfromdifferentperspectives.17 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingChapterThreeTheoreticalFramework3.1TheInputHypothesisAmericanlinguistStephenKrashendedicatedhimselftosecondlanguageacquisitionandsince1975putforward“theinputhypothesis”whichisthecorepartofhisoverallsecondlanguageacquisitiontheorythatincludesfivehypotheses:theacquisition-learninghypothesis,themonitorhypothesis,thenaturalorderhypothesis,theinputhypothesisandtheaffectivefilterhypothesis.Theinputhypothesisisthemostsignificanthypothesisincurrentsecondlanguageacquisitionforitattemptstoexplainhowsecondlanguageacquisitionoccurs.Krashendistinguishedtheconceptoflearningfromthatofacquisitionstrictly.Theformermeanstoobtainlanguageknowledgebymeansofknowingtheformandtherulesoflanguagewhilethelattertendstobeaprocessinwhichacquirerscomprehendthemeaningofthewordsincommunicationandperceivehowtouselanguageunconsciously,justlikeachildacquiringhisnativelanguage.However,theinputhypothesisisconcernednotsomuchwithlearningaswithacquisition.(ZhenJianxin&LiangWenqing,2006)Krashen(1985)putforwardthatlanguageisacquiremerelyinthewayofcomprehendingmessageorachieving“comprehensibleinput’whichistheessentialconditionoflanguageacquisition.Meanwhile,theleveloftheinputlanguagestudentsreceivingvialisteningorreadingisalittlebeyondacquirers’currentleveloflanguagecompetence.Ifanacquirer’scurrentleveloflanguagecompetenceisassumedtobei,theinputlanguageheorshecomprehendsshouldincludei+1.Namely,theinputlanguagewhichacquirersareimmersedinshouldenoughbeyondtheircurrentlevelinordertomakesuretheycancomprehendmostofthecontentandthattheyarestillleftcertainroomtomakeagreaterprogress.Ifcommunicationissuccessfulandinputlanguageiscomprehendedandenough,therelativegrammarwillbeautomaticallysupplied.Acquirersareabletocomprehendthelanguageincludingthegrammarstructureswhichisneveracquiredwiththeassistanceofcontextorextral-linguisticinformation.Krashen(1985)furtherstressedthecontextswheretheatmosphereisrelaxingandpleasantisconductivetoobtainingthebestacquisitionfortheaffectivefilterislowthere.Thelanguageteachercanstructurerelativecontextviavisualandaudioaidsanddiscussfamiliartopics.Thefinalpartoftheinputhypothesisclaimsthatthefluencyofsecondlanguageisdependingonmorewhatweacquiredthanwhatwelearned.Speechcannotbetaughtdirectly,inversely,itwillnot18 ChapterThreeTheoreticalFrameworkemergeuntilenoughcomprehensibleinputisprovided.Grammatically,earlyspeechisnotaccurate.However,theaccuracyofspeechisimproved,overtimeasmoreandmorecomprehendibleinputisheardandunderstoodbyacquirers.(Krashen,1982)Inaword,comprehensibleinputistheindispensablecomponentofsecondlanguageacquisition.Therestfactorsareallconductivetomakingcomprehensibleinputbuiltupandtheaffectivefilterlowersoastotheacquisitionofsecondlanguagewillbeactivated.Indetailed,theacquirersreceivecomprehensibleinputandtheaffectivefilterhinderedsomeonaccountofthepreviousopinionsaboutlanguage.Then,theinputisprocessedbyaLanguageAcquisitionDevice(LAD)intotheacquisition.Krashenshowedtheprocessthroughthemodelasbelow:Figure3.1TheInputHypothesisModelofL2LearningandProduction(Krashen,1982)ConcerningthePACEmodel,itisconsistentwithwhatisadvocatedandsupportedintheinputhypothesis.AsKrashenclaims,thelanguagecompetenceofacquirersisdevelopedgradually,nottaughtdirectly,soteachinggrammarstructuresexplicitlyisinappropriateduringforeignlanguageteaching.Meanwhile,thehypothesisalsochangesourtraditionalteachingmethodsandemphasizestheimportanceofcomprehensibleinputonforeignandsecondlanguageacquisition.however,practicalexperienceprovethatjustdependingonplentyofcomprehensiveinputisnotenoughtopromotestudents’foreignlanguageproficiency.Thus,teachinglanguagethroughmeaningfullanguagematerialsandinrealcommunicativecontextisalsostressed.PACEmodel,withtheguidanceofthishypothesis,holdsgrammarinstructionshouldnotbecompletelyexplainedisolatedfromconcretecontext,butprovidetherequisiteinstructionaftertheenoughinputofmeaningfulandcommunicativelanguagematerials.Inpracticalterms,thefirststepofPACEmodel,presentationofmeaningfullanguagematerials,istheprocessofcomprehensibleinputandthe19 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingmaterialsarerequiredtobeauthentic,meaningfulandinterestinginordertobeunderstoodwithease.Besides,somevisualoraudioaidsandcommunicativeactivitiesareavailabletostructurerelativecontextsinthestep,whichhelptocreaterelaxingandpleasantclassatmosphereandresultintheacquisitionoccurringautomatically.3.2Schmidt’sNoticingHypothesisSchmidt’snoticinghypothesisderivesfromhislearningexperiencesofPortuguese,basedonwhichheapprehendedthatsomelanguageformsstarttocomeintohisheadwhentheywerenoticed.Thenoticinghypothesisclaimsthatinputcannotturnintointakeinlanguagelearninguntilitisnoticedwithconsciousness(Schmidt,1990).Schimidt(1990)putforwardthenoticinghypothesis,arguingthatsomelanguageformmustbefirstnoticedconsciouslyintheinputbeforethefollowingprocessingofit.Inotherwords,learnersarerequiredtofocusontheinputsoastoprocessit,duringwhichtheinputturnsintointake.Andhealsoproposednoticingisofgreatsignificanceforsecondlanguageacquisitionforunconsciouslanguagelearningcannottakeplaceandinputcannotbetransformedtointakewithoutnoticing.Thehypothesisindicatestwopoints:first,whetherlearnersintentionallyfocusonthelanguageformoftheinputortheymerelyattendunconsciously,theinputwillconverttointakeifitispaidsomeattention.Secondly,asforthesecondlanguageacquisition,noticingisanindispensablecondition.(Schmidt,1990)RodEllis(1997)proposedtheprocessoflearningimplicitknowledgemodel,clarifyingschmidt’shypothesis.Itisdemonstratedasfollowing:Figure3.2Theprocessoflearningimplicitknowledge(Ellis,1997)Inshort,noticingisveryimportantforsecondlanguageacquisitionandthenecessaryconditionwhereinputcanbetransformedtointake.ThesecondstepofPACEmodel,attention,isjustenlightenedbythe20 ChapterThreeTheoreticalFrameworknoticinghypothesis.Afterthecomprehensibleinputofmeaningfuldiscoursematerialsinthefirststep,students’attentionisdrawnbytheformofrelativetextualmaterials,inwhichthetargetgrammarstructuresarehighlightedbymeansofbold,underlineanditalicssoon.Guidingstudentstomovetheirattentionfromthemeaningtotheformoflanguageaimsathelpthemtofindandtobecomeawareofthegrammarruleshidingbehindthelanguage.3.3ConstructivismTheorySincethe1990s,constructivismlearningtheoryhasgraduallybecomepopulararoundtheworldandgotmoreandmoreattention.Constructivism,abranchofcognitivepsychology,wasfirstputforwardbythefamousSwisspsychologistJ.Piagetinthe1960s.Constructivismassimilatedmanykindsoflearningtheory,suchasbehaviorism,cognitivismanditformedanddeveloped,especially,basedonthetheoryofVygostsky.BothPiagetandVygostskyareconsideredasthedirectforerunnersofconstructivism.AccordingtoPiaget’sview,bythemeansofassimilationandaccommodation,individual’scognitivestructureisconstantlydevelopingsoastoadapttonewenvironmentandthestructureisgraduallyconstructedthroughthebalancebetweenassimilationandaccommodation.FromtheperspectiveofVygostsky,learningisakindofsocialconstruction,whichhighlightsthefunctionofthesocio-culturalandhistoricalbackgroundwherelearnsareduringtheprocessofcognitionandthestatusofactivitiesandsocialcommunicationinthedevelopmentofhuman’shigher-levelmentalfunctions.(WangPei&KangTinghu,2004)Constructivismconsidersthatindividualsareactivelystartingtoconstructindividualmeaningfrombirth.Namely,constructingindividuals’cognitionandcomprehensionoftheworldisnotsomuchtoreceiveinformationpassivelyastoconstructpositivelyandlearnersselectandprocesstheextraneousinformationonthebasisoftheirexperienceandbackgroundinordertocatchthemeaningandcomprehensionoftheirown.Itcanbeenseenthatconstructivismisstudents-centeredandtheprocessinwhichindividualsacquireknowledgeistheunityofsubjectivityandobjectivity,solearnersplaydominantrolesintheconstructionofmeaningandteachersarerequiredtochangetheirrolesfromtheimpartersofknowledgetotheappreciators,facilitatorsandcooperatorsofstudentswhoarepositivelyengagedintheconstructionofmeaning.(FanLijun,2009)Constructivismproposedvariousmoresystematicteachingtheoriesandmodelsandhadgreatinfluenceontheteachingtheoriesinthepast.Theapplicationofconstructivismlearningtheoriesin21 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingteachingprocessisdemonstratedasfollow:First,students-centeredteachingisattachedmuchimportance.Constructivisminsiststhatstudentsaredominantindividualswhopositivelyprocessinformationandconstructmeaning,ratherthanpassiverecipientsofexternalstimulation.Learningisaninternalcontrolprocesswherelearners,withtheassistanceofteachers,trytoexplore,discover,organizeandcontrolbythemselves.Hence,thegoalsofteachingarequiteflexibleandshouldnotbeimposedonlearners.Meanwhile,constructivismadvocatesteachersperformsignificantfunctionofmediationamongthewholeeducationalsystemandeducationalobjectsandthattheyshouldrespectstudents’individualdifferencesaimingatteachingstudentsinaccordancewiththeirabilityandmakinglearningmaterialshaspotentialmeaningforeachindividual,whichishelpfultoactivatestudents’learninginitiativeandconstructtheirknowledgesystemall-dimensionallyandmulti-angularly.(YangWeidong&JiaNan,2011)Second,teachinginactualsituationalcontextisadvocated.Constructivismstressesoncreatingrealcontextrelatedtolearningwhichismulti-perspective,makeslearnerssolveactualproblemsinrelativecontextandprovidesthemwithsociallyinteractiveactivitiesforlearnershavedifferentcomprehensionofknowledgeundervariouscontexts.Insituationalcontextaffordingenoughroomforlearners’self-determinedchoiceanddevelopment,learnersnotonlyrealizethedemandofusingknowledgetoexplain,analyzeandsettlereal-lifeproblems,butalsoreceivethelearningbydoing.Consequently,learningisoccurringnaturallyassubsequentbehavior.(FanLijun,2009)Third,constructivismplacesmuchemphasisoncooperativelearningintheprocessofteaching.Learnerswillhavevariousunderstandforthesamethingswhentheyconstructintheirownways.Throughcooperationamongdifferentlearners,theycanlearnsomethingnewmorequicklyandmorecomprehensively.Therefore,constructivismholdsthatlearnersshouldnotonlyconstructinitiativelyintheirownways,butalsolearnfromeachotherthroughthecooperationamongthemsothateachindividualmastersrelativeknowledge.(YangWeidong&JiaNan,2011)Finally,enoughteachingandlearningresourcesarerequiredtosupply.Constructivismhighlightsthat,duringtheprocessofteaching,variousinformationresourcesshouldbeafford,includingalltypesofteachingmediaandteachingresources,supportinglearnerstoactivelyexploreandconstructtheirownmeaningofknowledge.(WangMei,2010)Toalargeextent,constructivismsupportsthePACEmodeltobeappliedinEnglishgrammar22 ChapterThreeTheoreticalFrameworkteaching.Asconstructivismencourages,inthefirstandlaststeps,realandcommunicativecontextsarecreatedtomakestudentsunderstandthemeaningoflanguageandconsolidatehowusethelearntgrammars.Inthethirdstep,co-constructionofanexplanation,teacherguidesstudentstodiscovertheruleshidingbehindtheselectedlanguagematerialsactivelyandgivessomeexplanationwhennecessary.Thatteacherandstudentsconstructgrammarrulestogethernotonlyisakindofcooperativelearning,butalsoembodiesthestudents-centeredteachingconcept.3.4SummaryThischaptermainintroducesthethreetheories,theinputhypothesis,Schmidt’snoticinghypothesisandconstructivism,whichgreatlysupporttheapplicationofPACEmodelinjuniorEnglishgrammarteaching.Inthefirststep,throughtheinputofapprehensiblelanguagematerials,studentsareabletograspthegeneralmeaningofthematerialsandbearousedtoknowmoreaboutthetopic.Thesecondstepdrawsstudents’attentiontotheformoftargetgrammarstructuresfromthemeaningbymeansofhighlightingtherelativewords.Inthethirdandlaststeps,withtheaidsofteacher,studentsconstructandconsolidategrammarrulestogetherviasomecommunicativepractices,duringwhichtheirinitiativeisexertedfullyandtheuseoftargetgrammarsareintensified.Inaword,supportedbythethreehypotheses,PACEmodelishelpfulforstudentstopromotetheirEnglishgrammarlearningandultimatelyservethedevelopmentoftheirlanguagecompetence.23 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingChapterFourResearchDesignPACEmodelsupportedbytheinputhypothesis,Schmidt’snoticinghypothesisandconstructivism,theoretically,notonlysolvesthecontroversybetweencommunicativelanguageandgrammarinstruction,butalsointegratesexplicitgrammarinstructionwithimplicitgrammarinstruction.Moreimportantly,PACEmodelinsiststhatgrammarteachingisnotsomuchtohelpstudentsmemorizegrammarrulesastocultivatetheirabilitytouselanguageinrealcommunicativecontexts.ThemodelbothcorrespondswiththetendencyofgrammarteachingandthecurrentteachingconceptofEnglishcurriculum,soitisconductivetomakingagreatdifferenceinjuniorEnglishgrammarteachingandlearning.Therefore,basedonpreviousstudies,thisstudyistofurtherexplorethepotentialofPACEmodelappliedinjuniorEnglishgrammarteaching.Thischapterisaboutthedesignofthestudy,includingresearchquestions,subjects,instruments,teachingmaterial,proceduresoftheexperimentanddatacollection.4.1ResearchQuestionsConcerningthepotentialofPACEmodelappliedinjuniorEnglishgrammarteaching,thisstudynotonlyexploresfromtheperspectiveoftheories,butalsoimplementsrelativeempiricalstudy.ThepurposeofthestudyistoexaminewhethertheapplicationofPACEModelinjuniorEnglishgrammarteachingcanimprovestudents’EnglishgrammarachievementandwhetheritcanchangetheirattitudetoEnglishgrammarlearning.Therefore,thestudyaimsatansweringthequestions:(1)CantheapplicationofPACEmodelinjuniorEnglishgrammarteachingimprovestudents’Englishgrammarachievements?(2)CantheapplicationofPACEmodelinjuniorEnglishgrammarteachingchangestudents’attitudetowardsEnglishgrammarlearning?4.2SubjectsThesubjectsofthisempiricalstudyarethe60junioreighth-gradestudentsfromtwoparallelclasses,class98andclass99inHongshuiJuniorMiddleSchoolofJinzhongcityinShanxiprovince.Thestudents,rangingfromtwelvetofourteenyearsold,havesomethingincommon,suchasthebackgroundofEnglishlearning,theEnglishtextbook(Goforit!Students’Book)andtheEnglishteacherwhoalsoistheresearcherinthisstudy.And,beforetheexperiment,theoverallEnglishlevelsofthetwoparallelclassesareatsimilarlevel.Intheexperiment,class98(30students)ischosenastheexperimentalclassinwhichthePACEmodelisadoptedinEnglishgrammarteachingwhileclass99(30students)issetasthecontrol24 ChapterFourResearchDesignclasswherePPPmodelisusedasusualinEnglishgrammarteachingandtheEnglishgrammarteachingofboththetwoclasseslastsabouttwomonths,fromSeptember21st,2015toNovember18th,2015.4.3Instruments4.3.1TestsTwotestsareconductedforbothexperimentalclassandcontrolclassinthestudy,pre-testandpost-test.Thepre-test(seeAppendixⅠ)isarrangedforthetwoclasses,beforetheexperiment,tograsptheoverallEnglishgrammarlevelsofthetwoclasses,whoseitemsarechosenfromthehighschoolentranceexaminationpapersofvariousprovincesandcitiesinChina.Thepost-test(seeAppendixⅡ)isconductedforthetwoclasses,aftertheexperiment,toexaminewhethertheapplicationofPACEmodelishelpfultoimprovestudents’Englishgrammarachievementinexperimentalclass,whichisparalleltothepre-testandalsofromthehighschoolentranceexaminationpapersofvariousprovincesandcitiesinChina.Bothofthetwotests’scoreis100andthetesttimeis60minutes.Thepre-testconsistsofthegrammarpointsthatstudentshavelearnedinthepreviousEnglishlearningwhilethepost-testmainlycontainsthetargetGrammaticalstructureswhichwillbetaughtintheteachingexperiment,suchassimplepasttense,indefinitepronouns,adverbsoffrequency,comparativeswith–(i)erandmore,superlativeswith–(i)estandmost,butthetypesofquestionareidenticalinpre-testandpost-test,includingmultiplechoice,blank-fillingwithproperwords,sentencecompletionanddialoguecompletion.4.3.2QuestionnairesThequestionnaireonstudents’attitudetowardsEnglishgrammarlearning(seeAppendixⅢ)isgeneratedthroughmakingrelativeadjustmentbasedonTianxiaoxia’s(2012)questionnaire.Thequestionnaireisafive-pointLikert’sscale,andtheoptionsofeachitemarearrangedfromA(1)toE(5),respectively,representing“stronglydisagree”,“disagree”,“uncertain”,“agree”and“stronglyagree”.Thisquestionnairetotallycontains10itemsandaccordingtothestructureoflearningattitudeisdividedintothreedimensions,theperceptionofgrammarlearning(1,2,5,6,9),theaffectionofgrammarlearning(4,7,8,10)andthebehaviorintentionofgrammarlearning(3).Theperceptionofgrammarlearningmainlyreferstothecomprehensionoflearninggoalsandsignificanceandtheevaluationoflearningobjects,contentandresult,theaffectionofgrammarlearningisabouttheinterestandmotivationduringlearningandthebehaviorintentionofgrammarlearningmentionsthedesireandimpulsetoparticipatelearningactivities.Thequestionnaireishandedouttothestudentsintheexperimentalclassbeforeandafterthe25 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingexperimentrespectivelyinordertoinvestigatewhetherstudents’attitudetowardsEnglishgrammarlearningischangedornotthroughtheapplicationofPACEmodelinjuniorEnglishgrammarteaching.4.3.3InterviewAftertheexperiment,aninterview(seeAppendixⅣ)isalsoconductedtosurveystudents’attitudetowardsjuniorEnglishgrammarlearningasasupplementofthelearningattitudequestionnaire.Theinterviewconsistsofthreequestions.Thefirstquestionisaboutstudents’perceptionofgrammarlearning,designedtoinvestigatewhatstudentsthinkoftheEnglishgrammarlearningbeforeandaftertheapplicationofPACEmodel.Thesecondquestionreferstostudents’interestingrammarlearning,surveyingwhethertheybecomekeenonEnglishgrammarlearningaftertheapplicationofthismodel.ThelastquestionisdesignedtoknowduringthismodelappliedinEnglishgrammarteachingwhetherstudents’participationandinteractioninclassroomaredifferentfrombefore.Duringtheinterview,teacherasaninterviewerselectsfivestudentswhoselanguagecompetenceareatdifferentlevelsinexperimentalclassandconductsaconversationforeachoneonthebasisofthreeinterviewquestions.Intheprocessoftheinterview,thestudentshouldanswerthequestiongivenbytheteacherashonestlyaspossibleandthecontentoftheirconversationswillberecordedforthesucceedingdataanalysis.4.4TeachingMaterialThestudents’bookGofititforjunioreighth-gradestudents(thefirstbook)ischosenastheteachingmaterialforbothexperimentalclassandcontrolclassinthisstudy.TheChineseeditionofthetextbookisadaptedfromtheoriginalGoforit!SeriesbyDavidNunanandispublishedbyPeople’sEducationPressinChina.ThetextbookmainlytakesTask-basedLanguageTeachingandintegratestopics,communicativefunctionandlanguagestructureintoasetofstep-by-stepandreal-lifelearningprogram.Duringtheprocessofmodification,theeditormadeappropriateadjustmentinthestructureandcontentoforiginalbookinaccordancewiththenewEnglishcurriculumstandardissuedbytheChineseMinistryofEducation,addingreviewunit,culturalbackgroundknowledgeanddiscourseinputsoon.Alltheunitsofthetextbooklistdefinitelanguagetargets,mainfunctionalitemsandgrammaticalstructuresandbasicvocabulariesneededmasteringandaredividedintotwosections,sectionAandsectionB.SectionAincludesthebasiclanguagecontentwhilesectionBisabouttheexpansionofknowledgeandthecomprehensiveuseoflanguage.Inaddition,eachunitalsohasapartofselfcheckinwhichstudentscancheckwhattheyhavelearntintheunitbythemselves.Overall,therearefourteenunitsinthetextbook,includingtworeview26 ChapterFourResearchDesignunitsamongthem.4.5ProceduresofExperimentTheexperimentisconductedfromSeptember21stin2015toNovember18thin2015,lasingforroughlytwomonths.Duringtheexperimentalperiod,theexperimentalclassandthecontrolclassadoptdifferentteachingmethodsinEnglishgrammarteaching.TheformerappliesthePACEmodelinjuniorgrammarteachingwhilethelattermaintainsPPPmodelinEnglishgrammarteaching.However,boththeteachingcontentandteachingscheduleintwoclassesareidentical.TheteachingcontentduringthisteachingperiodincludesthefivemaingrammarstructuresscatteringinthefirstfourunitsinthetextbookGoforit!publishedbyPeople’sEducationPressinChinaforjunioreighth-gradestudentsinthefirstsemester.Andeachunitisarrangedtwoweekstoproceed,amongwhicheachgrammarstructureisanticipatedtobecompletedwithintwoclasses.Theteachingcontentislistedindetailedasfollows:Table4.5.1ContentofGrammarTeachingContentofGrammarTeachingUnit1Topic:HolidaysandvacationGrammaticalstructure:simplepasttenseofregularandirregularverbsIndefinitepronounsUnit2Topic:FreetimeactivitiesGrammaticalstructure:howoften…?AdverbsoffrequencyUnit3Topic:PersonaltraitsGrammaticalstructure:Comparativeswith–(i)erandmoreUnit4Topic:YourtownGrammaticalstructure:Superlativeswith–(i)estandmostTheproceduresoftheexperimentaredesignedasbelow:Stageone:Beforetheexperiment,onSeptember21st,apre-testincludingmultiplechoice,blank-fillingwithproperwords,sentencecompletionanddialoguecompletionisconductedforbothexperimentalclass(EC)andcontrolclass(CC)aimingatgettingholdofstudents’overallEnglishgrammarlevelsinthetwoclassesandensuringthattherearenosignificantdifferencebetweenthembeforePACEmodelisappliedinthejuniorEnglishgrammarteaching.Subsequently,aquestionnaireisdistributedtoallthestudentsofexperimentalclasswithaviewofsurveyingstudents’attitudetowardsEnglishgrammar27 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingteachingbeforethePACEmodelisadoptedinEnglishteaching.Stagetwo:Duringtheexperiment,thefivemaingrammarstructures,simplepasttense,indefinitepronouns,adverbsoffrequency,comparativesandsuperlativesfromthefirstfourunitsinstudents’textbookaretaughtsuccessivelythroughtheapplicationofPACEmodelinexperimentalclasswhilethosearetaughtinthewayofPPPmodelincontrolclassfromSeptember21stin2015toNovember18thin2015,lasingforroughlytwomonths.Stagethree:Aftertheexperiment,onNovember18th,apost-testwhosetypeofquestionsareidenticalwiththepre-testisgiventoallthestudentsbothinexperimentalclass(EC)andincontrolclass(CC)intendedtoexaminewhethertheEnglishachievementofexperimentalclassissignificantlyimprovedafterPACEmodelisappliedinthejuniorgrammarteaching.Atthesametime,theteacheronceagainhandsoutthequestionnairewhichhasbeendistributedbeforetheexperimenttothewholestudentsinexperimentalclasswiththepurposeofcheckingwhetherchangesonstudents’attitudehastakenplaceduetotheapplicationofPACEmodelduringtheexperimentalteaching.Subsequently,aninterviewisalsoconductedforthestudentsfromexperimentalclasstofurtherinvestigatestudents’attitudetowardsjuniorEnglishgrammarlearningasasupplementoftheattitudequestionnaire.Intheinterview,theteachertalkswiththestudentsatdifferentlevelsandthecontentoftheirconversationwillberecordedforthesucceedingdataanalysis.4.5.1TeachinginExperimentalClassInexperimentalclass,PACEmodelisappliedtosuccessivelyteachthefivetargetgrammarpoints,simplepasttense,indefinitepronouns,adverbsoffrequency,comparativesandsuperlativesfromthefirstfourunitsinthetextbookforjunioreighth-gradestudents.AndtheteachingofeachgrammarpointisdesignedinaccordingwithPACEmodel,includingfoursteps:presentationofmeaningfullanguage,attention,co-constructionofanexplanationandextensionactivitiesasshowninfigure4.5.28 ChapterFourResearchDesignFigure4.5PACEModel(Adair-Hauck&Dnoato,1994.)StepOne:PresentationofMeaningfulLanguageInthisstep,thelanguagematerialscanbeattractivestorieslikefolktalesandallegories,dialoguesrelatedtointerestingtopicsinreallife,suchasdoingexercising,comingtoapartyandmakingabananamilkshakesoonandsomeaudioandvideomaterialslikeEnglishsongs,poem,animatedcartoon,Englishsongs,talk-showprograms.Besides,students’textbookisagoodsourceofselectingintegrateddiscourselikethedialoguesoflisteningandspeakingandtheshortreadingpassage(LiHua,2014).Teacherspresentintegrateddiscoursewiththeassistanceofpictures,music,narration,bodylanguagesandrole-playsothattheirmeaningscanbeperceivedandcomprehendedbystudentsintheprocess(TianXiaoxia,2012).StepTwo:AttentionInthisstep,somegrammarruleshidingbehindthediscoursepresentedinthefirststepareemphasizedbysomemeans.Forexample,theteachercanshowstudentssomeslidesonwhichthecorrespondingtextualmaterialsispresentedandthekeywordsarehighlightedinstrikingways,suchasbold,underlineanditalics(TianXiaoxia,2012).Inaddition,teacherscanasksomesimplequestionstogivestudentssomenecessaryhintswhentheyarethinking.Thestepaimsatdrawingstudents’attentiontotheformofthetargetgrammarfromthemeaningofthat.Ingeneral,thisstepjustspendsfourtofive29 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingminutes,butitisindispensable.StepThree:Co-constructionofanExplanationInthisstep,themaintaskisthatteachersandstudentsanalyze,summarizeandexplainthegrammaticalstructurethroughthecooperationandcommunicationbetweenthem(TianXiaoxia,2012).Throughaskingindirectandhelpfulquestions,makingcognitiveinvestigationordroppinghints,teacherconductstudentstomakeguesses,predictions,hypothesesandgeneralizationaboutthetargetgrammarstructure(Dnoato&Adair-Hauck,2002b).Inaddition,“question”isthemosteffectiveweaponofteachersinthestep.Withthepurposeofinstructingstudentstoobserveandthink,studentsarequestionedstepbystepuntiltheydiscovertheunderlyinggrammarrules.Teachersshouldunderstandthattheassistancetheyaffordisadvancinggradually,rangingfromsuccincthintsaboutunderlyinggrammaticalrulestoexplicitinstructionifneeded(Aljaafreh,1992;Ajaafreh&Lantolf,1994).Thus,whenthetargetgrammarstructureiscomplex,teachersneedtoprovideappropriateimplicitandeventaketheformofexplicitinstructiontofacilitatestudents’comprehension,insteadofonlyrelyingonposingquestions.Finally,theywillachievetheco-constructionofthegrammarexplanationafterfindingandsettlinggrammarproblemsconstantlyingroupsandgivingcontinuousfeedbacktothewholeclass.StepFour:ExtensionActivitiesInthisstep,learnersareprovidedenoughchancestopracticewhattheynewlylearnininterpersonalcommunicationandintegratingthemeaningoftargetlanguagewiththeformofthatliesinthecorestatus(Dnoato&Adair-Hauck,2002).Teachersshoulddesignaseriesofextensiveactivitiestoconsolidatewhattheyhavelearnt,whichisconductivetointernalizingandtransferingthegrammarrulestoskillsandabilities(TianXiaoxia,2012).First,theactivitiesshouldbeenoughthematicandinterestingtocreatearelaxingandpleasantatmosphereforlearning.Second,variousandcommunicativeactivitiesshouldbedesigned,suchasgap-fillingactivities,situationalrole-play,dramaticrecreation,guessinggamesandclassinterviewsoon,inordertoexamineandconsolidatewhatstudentslearnedbeforefromdifferentaspectandtofosterstudents’languagecommunicativecompetence.ThefourstepsofPACEmodelhavebeenintroducedaboveanditsapplicationinpracticalteachingwillbedemonstratedthroughtheteachingsampleofsimplepasttense.SampleofsimplepasttenseteachingforE-G1.Topic:Holidaysandvacation30 ChapterFourResearchDesign2.Teachingcontent:Simplepasttenseofregularandirregularverbs3.Teachingaim:Helpstudenttomasterthegrammaticalstructure,simplepasttenseofregularandirregularverbs,inrealcommunicationsoastoimprovestudents’languagecommunicativecompetencethroughtheapplicationofPACEmodelingrammarinstruction.4.Importantpoints:Helpstudentsmastertherelativegrammaticalstructuresinmeaningfuldiscourseandusethelearnedfunctionallanguagetocommunicatesomethingaboutvacationsinthepast.5.Difficultpoints:Makestudentsbeabletousethelearnedgrammaticalstructurescorrectlyinrealcommunicationandimprovestudents’communicativecompetence.6.Teachingmodel:PACEmodel7.TeachingprocedureStepOne:PresentationofMeaningfulLanguageInthisstep,severalsituationalconversationsareplayedandtherelativetasksaregiventothestudentssoastoassistthemtograspthemeaningoftheauthenticlanguagematerialsthroughtask-basedlistening.Forexample,lookatthepicturesonthescreen“wheredidyougoonvacation?”inwhichalltheactivitiesofthefivepeopledidonthevacationwasshowninthesub-imagesfromatof.Then,finishtask1andtask2asrequired.Figure4.1SlectedfromthefirstvolumeofGofititforjunioreighth-gradestudents31 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingTask1:Observethepicturecarefullyandmatchtheactivitieswiththesub-images[a-g]inthepicture.Thefirstonehasbeengivenasanexample.1)stayedathomef5)wenttothemountains2)wenttoNewYorkCity6)wenttothebeach3)visitedmyuncle7)visitedmuseums4)wenttosummercampTask2:listentotherecordingandmakeitclearthat“who”didtherelativeactivitiesinthepicture.Then,fillthecorrespondingnumberofthepeopleprovidedbelowinthesmallboxesinthepicture.Thefirstonehasbeengivenasanexample.1)Tina2)XiangHua3)Sally4)Bob5)TomStepTwo:AttentionTeacherguidesstudentstoobservethetextualdialoguesinvolvedinthefirststeponthescreenforthreetofiveminutesaimingatdrawingtheirattentiontotheformofthoseverbshighlightedthroughbold,underlineanditalicsaftertheyhavegraspthegeneralmeaningoftheconversations.Forinstance,lookthroughthethreeconversationsassoonaspossibleandpaymoreattentiontotheformofthosestrikingwords.Conversation1:Girl:Whatdidyoudoonvacation,Sally?Sally:Nothing.Ijuststayedathome.Girl:Anddidyoudoanythinginteresting,Bob?Bob:Yes,Ivisitedmyuncle.Wewentfishing,butwedidn’tgetanyfish.Conversation2:XiangHua:Hey,Tina.Wheredidyougoonvacation?Tina:Iwenttothemountainswithmyfamily.XiangHua:Dideveryonehaveagoodtime?Tina:Oh,yes.Everythingwasexcellent.Wheredidyougo,XiangHua?XiangHua:IwenttoNewYorkCity.Conversation3:32 ChapterFourResearchDesignBoy:Didyougoanywhereonvacation,Tom?Tom:Iwenttosummercamp.Boy:Didyougowithanyone?Tom:Yes.Iwentwithmyfriends.Everyonehadagreattime.StepThree:Co-constructionofanExplanationAfterstudents’attentionisshiftedfromthemeaningofdialoguestotheformofthosestrikingwords,teachergraduallyraisesstudents’grammaticalconsciousnessbysomehints.Thatteacherandstudentsattempttoco-constructanexplanationofthegrammarrulesofsimplepasttensehidingbehindtheauthenticandinterestingdialogueshelpsstudentsindeedbeabletocomprehenditsmeaning,formanduseincommunicativecontexts.Duringthestep,questionispowerfulforteachers,throughwhichstudentsaregivensomepromptsimplicitlyandtheyshouldtrytheirbesttodiscoverandsummarizegrammarrules.Certainly,iftherulesaretoocomplexanddifficulttomasterforstudentsbythemselves,itisnecessaryforteachertogivesomeexplanationsimplicitly.Forexample:T:Lookatthosestrikingwords,whatdotheirformshaveincommon?Ss:Bothstayedandvisitedendwithed.T:What’sthepartofspeechofthesewords?Ss:VerbT:Whendidtheactionstakeplaceintheconversations?Ss:Inthepast.T:Thegrammarstructureiscalled“simplepasttense”,whocansummarizethemeaningofsimplepasttense?Ss:Theactionstookplaceinthepast.T:Accordingtostayedandvisited,canyouconstructtherulesofverbsinpasttense?Ss:Addedtothebaseformofverbs.T:Canyouguessthemeaningofwentinthedialogues?S1:Maybesameasthemeaningofstayedandvisited,itmeanssomeactionstakingplaceinthepast.S2:Thesimplepasttense.S3:Perhapsitsmeaningisfamiliarto“go”.33 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingT:Right,itbelongsto“simplepasttense”,butitsformisdifferentfromthatofstayedandvisited.Canyoudiscoverthetransformationruleofwent?…T:Actually,differentfromstayedandvisited,therearenotransformationruletofollowforwent.Someofyouareright,thebaseformofwentisgo.Someotherwordsareofthesamekindinthedialogues.Canyoufigureoutthem?Ss:Did,wasandhad.T:Basedonthemeaninganduseinthedialogues,canguesstheirbaseforms?S1:Hadisthepasttenseofhave/has.S2:Didisdo.S3:Havenoideaaboutwas.T:Basically,yourdeductionisrightandwasisthepasttenseofam/is.Nowareyouclear?T:Afterthediscussionabove,nowgiveyouaquestion.Whatthecommonpointbetweenstayed,visitedandwent,did,had?Whatabouttheirdifferentpoints?S1:Allofthembelongtosimplepasttenseanddenotetheactionstakingplaceinthepast.S2:Theformsaredifferent.Someendwithedandtheothersdonot.T:Inotherwords,someareregularsuchas,stayedandvisitedandtheothersareirregular,suchaswent,was,had,soweshouldtomastertherulesofregularverbsandirregularverbsrespectively.T:Thetransformationofregularverbsisrelativesimpleandtherulescanbesummarizedas:Add–edtothebase.Indetailed,endwithconsonant+“y”,change“y”to“i”,+-ed;Endwith“e”,+-d;Endwithstressedclosedsyllableandthereisonlyoneconsonantintheend,doubletheconsonant,+-edAsfortheirregularones,alistofirregularverbsisprovidedbehindthetextbookandyou’dbettermemorizethecommonusedones.Ss:…Withtheguidanceofthequestionsfromteacher,studentspaymoreattentiontothestrikingverbsinthedialoguesandbegintoexploretherulesthroughobservingsomethingincommon.Forexample,both“stayed”and“visited”areadd–edattheendofthebaseformsandalltheactionstookplaceinthepastdependingonthegeneralmeaningofthedialogues.Afteraseriesofdiscussionamongstudentsandteacher,34 ChapterFourResearchDesignit’snotdifficultforstudentstocomeupwithgrammarrulesofregularverbsandtocomprehendthemeaningofthose.Thus,studentsgenerallymastertheregularverbsofsimplepasttenseinimplicitway.Intermsoftheirregularverbs,studentswillbeabletodeducesomethingassociatedwiththeregularones,buttheycannotsummarizetherulesfortheformsarenotregular.Forinstance,somewords,suchas“did”and“went”,arerepetitiveinthedialoguesandstudentsguesstheirfunctionmaybeclosetothoseof“stayed”and“visited”,butthereisnoaruletofollowfortheformsoftheseverbs.Atthemoment,teacherneedexplainsomethingaboutirregularverbsexplicitlyandgivealistofthiskindofverbs.Then,teacherdirectsstudentstosummarizesimplepasttensefromthethreedimensions,form,meaninganduse.Whenitisnecessary,teachershouldgiveasupplementatanytime.Questionsanddiscussionsarerunningthroughthewholeprocesssothattheyconstructanexplanationofsimplepasttensecooperativelyanditisco-constructedasbelow:MeaningofsimplepastFormsofverbsinsimplepasttenseUseofsimplepasttenseRegularverbsIrregularverbstenseThesimplepasttenseisAdd–edor–dtotheTheformshavetobelearnt1)Istayedhomeusedtodescribethebaseformyesterday.actionsorstatesthatvisit→visiteddo→did;find→found2)Shevisitedherhappenedinthepastwalk→walkedgo→went;come→cameunclelastweekend.stay→stayedam/is→was;buy→bought3)Hewenttobeachstudy→studiedare→were;cost→costlastyear.look→lookedhave/has→had;read→readstop→stoppedsee→saw;put→putStepFour:ExtensionActivitiesAfterstudentsareclearabouttheform,meaninganduseofsimplepasttense,itisnecessarytoorganizesomeextensiveactivitiesinrealcontextassistingthemtoconsolidatewhattheyhavelearntandimprovetheircommunicativecompetence.Inthisstep,thedesignedactivitiesmainlyincluderole-play,classinterview,classreport,information-fillingandcomposition.Activity1:Role-play1)Makeconversationsaboutthepeopleinthepicture.35 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingA:WheredidTinagoonvacation?B:Shewenttothemountains.A:WheredidXiangHuadoonvacation?B:He…A:WheredidSallygoonvacation?B:She…2)Role-playtheconversationbetweenRickandHelen.Rick:Hi,Helen.Longtimenosee.Helen:Hi,Rick.Yes,Iwasonvacationlastmonth.Rick:Oh,didyougoanywhereinteresting?Helen:Yes,IwenttoGuizhouwithmyfamily.Rick:Wow!DidyouseeHuangguoshuWaterfall?Helen:Yes,Idid.Itwaswonderful.Wetookquiteafewphotosthere.Whataboutyou?Didyoudoanythingspeciallastmonth?Rick:Notreally.Istayedathomemostofthetimetoreadandrelax.Activity2:ClassinterviewUsingthequestionsasfollow,interviewyourclassmatesintheclassandtakebriefnotes.Inthisactivity,youcanbothplaytheroleofinterviewerandintervieweeandyoushouldcommunicatewithyouclassmatesasmuchaspossibleusingthegivenquestionsandthegrammarstructureofsimplepasttense.1)Wheredidyougo?5)Whatfooddidyoueat?2)Didyougowithanyone?6)Whatdidyoulikebest?3)Howwastheweather?7)Didyoudislikeanything?4)Whatdidyoudoeveryday?8)HowdidyoufeelaboutthetripActivity3:ClassreportTeacherencouragessomestudentstoloudlyreportwhatheorsheinterviewedjustnowtoalltheclassmatesinaccordingwiththebriefnotestakenintheclassinterview.Intheprocess,theavailabletenseissimplepasttense.Activity4:Information-filling36 ChapterFourResearchDesignJanewenttoPenangHillagainandhadagreatday.FillintheblanksinherdiarywiththecorrectformofthegivenwordbegetgoseedrinklookbestartstopwalkThursday,July18thTodayabeautifulday.MyfatherandItoPenangHillagain,butthistimewetothetop.Weat9:30a.m.andlotsofspecialMalaysianflowersalongtheway.Aboutonehourlater,weandsometea.Thereweforanothertwohoursbeforewetothetop.Iquitetired,butthecitywonderfulfromthetopofthehill!Activity5:CompositionAccordingtoyourpersonalexperience,usethegrammarstructureofsimplepasttensetodescribeyourtriplikejane’straveldiary.4.5.2TeachinginControlClassIncontrolclass,differentfromexperimentalclass,PPPmodelisusedtoteachtargetgrammarpointsasusual.PPPmodelofgrammarteachingmeanspresentation,practiceandproduce.Firststep,teacherpresentandexplainthetargetgrammarpointexplicitlyandrequirestudentstobearrelativegrammarrulesinmind.Secondstep,teacherarrangesaseriesofgrammarpracticesforstudentstodrillandconsolidatethenewlylearnedgrammarrulesrepeatedly.Inthisstep,teacherismonitoringstudents’practiceandthemistakesmadebystudentscanbecorrectpromptly.Inthethirdstep,studentsareaskedtoproducesomethingusingwhattheyhavelearnedinclass,suchasmakenewsentences,translationsandwritingacomposition.Obviously,PPPmodelpaytoomuchattentiontotheformandfunctionofgrammarstoneglectthecommunicationinrealcontext.Duringthewholeprocessofgrammarteaching,studentsarecontrolledbyteachersandtheyhavetoacceptordosomethingmechanically,fromwhichPACEmodelissignificantlydifferent.Thesampleteachingplanforcontrolclassisdesignedasbelow:SampleofsimplepasttenseteachingforC-C1.Teachingcontent:Simplepasttenseofregularandirregularverbs37 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeaching2.Teachingaim:Helpstudentsbeclearaboutthegrammaticalstructure:Simplepasttenseofregularandirregularverbs3.Importantpoints:Makestudentsgraspthegrammaticalruleofsimplepasttense4.Difficultpoints:Getstudentstobeabletousethetargetgrammaticalstructureflexiblyandcorrectly5.Teachingmodel:PPPmodel6.TeachingprocedureStepOne:Presentation1)PresentthedefinitionofsimplepasttenseThesimplepasttenseisusedtodescribetheactionsorstatesthathappenedinthepast.2)ExplainthegrammarrulesofsimplepasttenseThesimplepasttenseisusedtodescribetheactionsorstatesthathappenedinthepast,soitisusuallyusedtogetherwiththetimeadverbialsindicatingpasttense,suchas:Yesterday,thedaybeforeyesterday,someyearsago,in1995,inthepast,justnow,last(night,week,month,year)andtheotherdaysoon.Andverbsinsimplepasttensecontainregularformandirregularform.a.FormsofregularverbsinsimplepasttenseAdd–edtothebasevisit→visitedlook→lookedEndwithconsonant+“y”,change“y”to“i”,+-edstudy→studiedcarry→carriedEndwith“e”,+-dLive→livedEndwithstressedclosedsyllableandthereisonlyoneStop→stoppedPlan→plannedconsonantintheend,doubletheconsonant,+-edPrefer→preferredAdmit→admittedb.Formsofirregularverbsinsimplepasttenseam/is→wasare→wereSee→sawcost→costdo→didgo→wentFind→foundput→puthas/have→hadmake→madebuy→boughtread→read3)Presentsomeexamples:a.Ivisitedmyuncleyesterday.b.Istayedathometofinishmyhomeworklastweekend.c.Tinawenttothebeachlastsummervacation.38 ChapterFourResearchDesignd.TheywerenotinLondontwoyearsago.e.Whenmyunclewasfreeinthepast,heusuallywenttothemountains.Steptwo:PracticePractice1:writethesimplepastformofthefollowingverbsvisitwatchstayworkplayis/amaredogohavestudyaskmakecarrydancePractice2:Fillblankswiththeproperformofgivenwords.a.I(clean)mybedroomlastweek.b.Jim(look)forhistextbookinclassroom,buthe(notfind)yesterday.c.----Didyougoshopping?----Ofcourse,I(buy)giftsformyparents.d.-----hethetreesyesterday?(water)-----Yes,he.e.Grace’sfather(read)amagazinelastnight.f.----WheredidXiaoHuagoonvacation?----She(play)volleyball.g.----Didyoudoanythingspecialyesterday?-----Ijust(study)athomeallday.Practice3:Sentencetransformationa.Studentsinourclasshadagoodtimeinthesummercamp.Negativesentence:Generalquestion:b.Therewereaboutfourhundredstudentsinthecinema.Makeaquestionabouttheunderlinedpart:c.Helen’smotherdidherhouseworkyesterdaymorning.Negativesentence:Makeaquestionabouttheunderlinedpart:Stepthree:Produce39 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingPractice1:SentencescompositionApictureinwhichsomepeopledodifferentthingsisshowntotheclassonscreen,andaskthemtomakesentencesinpasttenseaccordingtothepicture.Practice2:DiscoursecompositionBasedonyourownexperience,writeatraveldiary.4.6DataCollectionThecollecteddatamainlyincludethreesections,thedataoftests,thedataofquestionnairesandthedataofinterview.Beforetheexperiment,thedataofpre-testbothinexperimentalclassandcontrolclassarecollectedtograsptheoverallEnglishgrammarlevelsofthetwoclassesandcheckwhethertheyareparallelbeforetheexperimentThen,itisnecessarytocollectthedataofpost-testsintwoclasseswhichareusedtofurthermakesomecomparisonsandanswerwhethertheapplicationofPACEmodelcanimprovestudents’Englishgrammarachievement.Besides,beforeandaftertheexperiment,thedataofpre-questionnaireandpost-questionnairearecollectedinexperimentalclassrespectivelywiththepurposeofexaminingwhethertheapplicationofPACEmodelcanchangestudents’attitudetoEnglishgrammarlearning.Inaddition,thedataofaninterviewaftertheexperimentinexperimentalclassarecollectedasasupplementtoanswerthesecondresearchquestion.40 ChapterFiveResultandDiscussionChapterFiveResultsandDiscussion5.1ResultsandDiscussionofTests5.1.1ResultsandDiscussionofPre-testsThepre-test,containingthegrammarpointsthatstudentshavelearnedinthepreviousEnglishlearning,wereconductedforboththeexperimentalclassandcontrolclassbeforetheexperimentinordertograsptheoverallEnglishgrammarlevelsofthetwoclassesandtocheckwhethertheyareparallelbeforetheexperiment.Thetotalscoreis100andthetesttimeis60minutes.HereanindependentsampleT-testisemployedtoanalyzethescoresofthetwoclassesandfurtherinvestigatewhethertherearesignificantdifferencesingeneralEnglishgrammarlevelbetweenthetwoclasses.Theresultandrelativedataanalysisareshownintable5.1.1.1andtable5.1.1.2.Table5.1.1.1Groupstatisticsofpre-testClassNMeanStd.DeviationStd.ErrorMeanE-C3052.8320.9933.833C-C3054.7022.5304.113Table5.1.1.2Independentsamplestestofpre-testLevene"sTestfort-testforEqualityofMeansEqualityofVariancesFSigtdfSig.MeanStd.Error(2-tailedDifferenceDifferenceEqualvariances.223.639-.33258.741-1.8675.622assumedInaccordancewithTable5.1.1.1,wecannoticethemeanachievementsofECandCCare52.83and54.70respectivelywhichisnearlyatthesamelevel.FromTable5.1.1.2,wecanfindtheLevene"sTestforequalityofvariancesSig.is0.639,obviouslyhigherthan0.05,whichmeansequalvariancesareassumed,soweshouldfurtherobservetherelativeline.ThemeanachievementofCCisonlyhigher1.87thanECwhichcanbeneglectedcomparedwiththefullscore100.AndSig.(2-tailed)intherightoftheTableis0.741,whichishigherthan0.05,sowecangettherearenosignificantdifferencesinpre-testsbetweenECandCC.TheresultshowstherearenotsignificantlydifferentingeneralEnglishgrammarlevelbetweenthe41 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingtwoclassesbeforetheexperiment.Inotherwords,thegeneralEnglishgrammarlevelsofthetwonaturalclassesaretotallyparallel,soselectingoneofthemastheexperimentalclassandtheotherasthecontrolclassinthisresearchisappropriate.5.1.2ResultsandDiscussionofPost-testsAtthebeginning,thecomparisonofpre-testinexperimentalclassandcontrolclasshasbeenmadeandgottherearenotsignificantlydifferentbetweenthem,sothestudents’basicknowledgeofEnglishgrammarisnearlyatthesamelevelatthatmoment.Here,afteraseriesofteachingandlearning,thepost-testinexperimentalclassandincontrolclassisalsoanalyzedbythemeansofindependentsamplesT-testsoastocheckwhethertherearesignificantdifferencesintheachievementsaftertheexperiment.Table5.1.2.1Groupstatisticsofpost-testsClassNMeanStd.DeviationStd.ErrorMeanE-C3066.9318.5513.387C-C3057.0318.7683.427Table5.1.2.2Independentsamplestestofpost-testsLevene"sTestfort-testforEqualityofMeansEqualityofVariancesFSigtdfSig.MeanStd.Error(2-tailedDifferenceDifferenceEqualvariances.038.8462.05558.0449.9004.818assumedFromTable5.1.2.1,wecanknowthemeanachievementofpost-testinexperimentalclassis66.93andthatincontrolclassis57.03.AccordingtoTable5.1.2.2,itisapparentthatLevene"stestforequalityofVariancesSig.is0.846,higherthan0.05,whichmeansequalvariancesareassumed,soweshouldfurtherobservetherelativeline.Themeanachievementofpost-testinexperimentalclassisdistinctlyhigher9.90thanthatincontrolclass,whichisadistinctincreasecomparedwiththepre-tests.Sig(2-tailed)intherightoftheTableis0.044,lowerthan0.05and|t|=2.055ishigherthant(58,0.05)≈2.000.Thus,theachievementsofpost-testbetweenexperimentalclassandcontrolclassaresignificantlydifferent.Theresultshowsthat,differentfromthepre-tests,theachievementsofpost-testinexperimentalaresignificantlyhigherthanthoseincontrolclassaftertheexperiment.Inotherwords,grammarachievements42 ChapterFiveResultandDiscussioninexperimentalclassareimprovedmuchmorethanthoseincontrolclass,soapplyingPACEmodelinjuniorEnglishgrammarteachingcanimprovestudents’Englishgrammarachievements.5.2ResultsandDiscussionofQuestionnairesThequestionnaireonstudents’attitudetowardsEnglishgrammarlearningisdistributedtothestudentsinexperimentalclassbeforeandaftertheexperimentrespectively,whichisintendedtoinvestigatewhetherstudents’attitudetowardsEnglishgrammarlearningischangedthroughtheapplicationofPACEmodelinjuniorEnglishgrammarteaching.Thequestionnaire,afive-pointLikert’sscale,contains10itemsandisdividedintothreedimensions,theperceptionofgrammarlearning(1,2,5,6,9),theaffectionofgrammarlearning(4,7,8,10)andthebehaviorintentionofgrammarlearning(3).ThefollowingdatawillalsofromthethreedimensionstoanalyzedthroughpairedsamplesT-test.Table5.2.1PairedsamplestestoftheperceptionofgrammarlearningPairMeanNStd.DeviationtdfSig.(2-tailed)Q1Pre2.77301.135Post3.8730.900-3.85929.001Q2Pre3.4330.774Post4.0330.718-3.27529.003Q5Pre2.9330.944Post3.67301.028-3.00329.005Q6Pre2.80301.126Post3.9030.995-3.52529.001Q9Pre3.37301.159Post2.2730.868-4.03429.000ObservingTable5.2.1,wecanfindthemeanofquestion1increasesby1.100andtherelativeSig.(1-tailed)is0.001obviouslylowerthan0.05,sotherearesignificantdifferencesinquestion1betweenpre-questionnaireandpost-questionnaire.Thefollowscanbeanalyzedinthesameway.Themeanofquestion2risesby0.600anditsSig.(2-tailed)is0.003lowerthan0.005;forthemeanofquestions5,thereisanincreaseof0.733andtherelativeSig.(2-tialed)is0.005lowerthan0.05;themeanofquestion6increases1.100anditsSig.(2-tailed)0.001isdistinctlylowerthan0.05;inquestion9,themeandecrease1.100anditsSig(2-tailed)is0.000lowerthan0.05.Accordingtoalltheanalysisabove,itisnotdifficult43 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingtoturnoutthattherearesignificantdifferencenearlyineachquestionbetweenpre-questionnaireandpost-questionnaire.Hence,theresultshowsthatstudents’perceptionofEnglishgrammarlearningisdistinctlychangedthroughtheapplicationofPACEmodelinexperimentalclassduringtheEnglishteachingandlearning.Table5.2.2PairedsamplestestoftheaffectionofgrammarlearningPairMeanNStd.DeviationtdfSig.(2-tailed)Q1Pre3.67301.093Post2.4330.9714.03329.000Q7Pre3.37301.159Post2.70301.0882.40829.023Q8Pre2.60301.033Post3.57301.104-3.59329.001Q10Pre2.80301.064Post3.53301.074-2.89429.007InTable5.2.2,throughthecomparisonofquestion1betweenpre-questionnaireandpost-questionnaire,wecangetthemeanofthelaterlower1.233thantheformerandtherelativeSig.(2-tailed)is0.000,whichisobviouslylowerthan0.05,sotheyaresignificantlydifferently.Inasimilarway,forquestion7,themeanofthelaterislower0.667thantheformeranditsSig(2-tailed)is0.023,lowerthan0.05.Withregardtoquestion8,themeanofthelaterishigher0.967thantheformerandtherelativeSig.(2-tailed)is0.01,whichlowerthan0.05.Forquestion10,themeanofthelaterishigher0.733thantheformerandtheSig.(2-tailed)0.007islowerthan0.05,too.Basedonalltheanalysisabove,therearesignificantdifferencesnearlyineachcomparison.Therefore,theresultindicatesthatstudents’affectionofEnglishgrammarlearningissignificantlychangedthroughtheapplicationofPACEmodelinexperimentalclassduringtheEnglishteachingandlearning.Table5.2.3PairedsamplestestofthebehaviorintentionofgrammarlearningPairMeanNStd.DeviationtdfSig.(2-tailed)Q3Pre2.43301.104Post3.23301.135-3.52529.001ObservingTable5.2.3,wecanknowthemeanofquestion3is2.43and3.23inper-questionnaireand44 ChapterFiveResultandDiscussioninpost-questionnairerespectivelyanditrises0.800whichisreallyadistinctincrease.Besides,therelativeSig.(2-tailed)is0.001,whichisobviouslylowerthan0.05,sotherearesignificantdifferencesinquestion3betweenpre-questionnaireandpost-questionnaire.Thus,theresultshowsthatstudents’behaviorintentionofEnglishgrammarlearningischangedthroughtheapplicationofPACEmodelinexperimentalclassduringtheEnglishteachingandlearning.Fromalloftheabove,wecangetthatstudents’perception,affectionandbehaviorintentionofEnglishgrammarlearninginexperimentalclassaresignificantlychangedafteraseriesofdataanalysisfromthethreedimensions.Inotherwords,theapplicationofPACEmodelinjuniorEnglishgrammarteachingisconductivetochangingstudents’attitudetowardsEnglishgrammarlearning5.3ResultsandDiscussionofInterviewAftertheexperiment,theinterviewisconductedtoinvestigatethechangeofstudents’attitudetowardsgrammarlearningasasupplementofthelearningattitudequestionnaire.Theinterview(seeAppendixⅣ)consistsofthreequestions.Paralleltothethreedimensionsofthequestionnaire,thefirstquestionisaboutstudents’perceptionofgrammarlearning,thesecondonereferstostudents’interestingrammarlearningandthelastoneisaimingatknowstudents’behaviorintentionofparticipationinclassroom.Aftertheexperiment,fivestudentsatdifferentlevelsareselectedtotakepartintheinterview.Throughthefirstquestion,thefivestudents’viewsongrammarlearningbeforeandaftertheteachingexperimentareinquired.Beforetheexperiment,fourstudentsgenerallythoughtEnglishgrammarwasnotsosignificantaslistening,speaking,readingandwritinganditwasdifficulttoreallymasterhowtousegrammar.Indetailed,theyfeltthedirectexplanationofgrammarrulesisincomprehensibleandtedious.Andtherotelearningofgrammarruleswastooboringtomaintainalong-timememory.Besides,theywereoftenconfusedaboutsomeproblemsduringtheuseofgrammarthoughsomerelativegrammarexerciseshadbeendone.Theotheronestudentbelievedthatlearninggrammarwellwasveryimportanttogetgoodgrades,sosheusuallylistenedtoteacher’sexplanationcarefullyandlearnedgrammarrulesbyheartasmuchaspossible.However,shefelttheprocessofgrammarlearningisarduous.Aftertheexperiment,almostallofthefivethestudentsrealizedtheimportanceofEnglishgrammarlearningandtheybecameclearabouttheroleofgrammarinauthenticlanguagecommunication.ThreestudentsconsideredthePACEmodelusedinEnglishclassroomwasfreshanduseful,foritcoulddraw45 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingtheirattentiontogrammarlearningandhelpthemtounderstandandusetherelativegrammarrules.Themostimportantwasthattheirlearningbecomemoreeffortlessandeffectivelythanbefore.TheothertwostudentssaidthatitwasalittledifficulttofollowthepaceofthenewteachingmodelcompletelyfortheirEnglishfoundationwasslightlyweak,buttheclassatmospherewasrelaxingandcheerfulandtheywerebecomingintegratedintotheclassgradually.Asforthesecondquestion,thoughmostofthemfeltnotadaptabletothisnewteachingmethodabitattheverybeginningandevenatloss,theyweregraduallyincorporatedintoclassroominstructionandbegantoenjoytheprocesswithteacher’sassistance.Concretely,onewasinterestedinthepresentationofmeaningfullanguagewherelanguagematerialswerethematicandthewaystopresentwerevarious,sohewasalwaysattractedintorelativecontextsnaurallyandhispassiontoEnglishwasinspiredgradually.Onefeltexcitedtoco-constructanexplanationforrelativegrammar,especiallywhengainingtherecognitionfromtheteacher,forshewasfondofponderinganddiscoveringinitiatively.Twostudentsspokehighlyoftheextensiveactivitieswhichweremanifoldandflexible,suchasgap-fillingactivities,situationalrole-play,dramaticrecreation,guessinggamesandclassinterviewsoon.Androle-playandclassinterviewweretheirfavoriteactivities,forwhichweresituationalandinfavorofthefullplayoftheirautonomy.TherewasonestudentwhostilldidnotliketohaveEnglishgrammarclassduringthistime,forhislanguagefoundationwassoweakthathewasunabletointegratehimselfintotheclassandhewasreluctanttocommunicatewithothersallthetime.Withregardtothelastquestion,fourstudentsthoughttheirclassparticipationwaschangedobviously.Beforethisperiodofgrammarteaching,actuallytheywerereluctanttointeractwithothers,fortheywerescaredtomakemistakes.Gradually,withtheencouragementandguidancefromteacher,theystartedtryingsomeactivitiesandobtainedtheaffirmationfromteacherandotherclassmates.Thus,theybecameconfidentandintendedtoparticipateinclassinteraction.Certainly,somestudentsweredrivenbygroupmemberstofinishrequiredtaskatfirstandthentheywereblendedintoclassactivitiesslowlyandformingthebehaviorintentionofactingactively.Now,thethreestudentswerewillingtoclassinteractionandfelttheprocesspleasantandmeaningful.Theresttwostudentssaidtheirclassparticipationwaschangedalittle.Theyjustlikedlisteningtoteacher’sexplanationcarefullyandhardlyeveransweredquestionsorinteractedactivelyinEnglishclassbefore,sotheywereunabletoacceptcompletelywhenrequiredtoparticipateinclassactivities,eventheyconsideredclassparticipationasakindofmentalburden.However,46 ChapterFiveResultandDiscussiongradually,theywereaffectedbyotherstudents’enthusiasmandteacher’sencouragementundertherelaxingandpleasantclassatmospheres,sotheydidnotexcludeasbefore.Andtheybecametotakepartinseveralactivitiestheyarecertaintofinishsuccessfully.Nowtheyalsorealizedtheadvantagestoparticipateinclassactivitiesactivelyandwillattempttocatchtherelativechancesinfuture.Throughinterviewingthestudentsinexperimentalclass,itisnotdifficultforustofindsomedifferencesinstudents’attitude.TheyhaverealizedtheimportanceofEnglishgrammarandthesuperioritybycomparisonwiththetraditionalmethods.AndtheybecameinterestedinEnglishgrammarlearningandwillingtotakepartinsomeclassactivitiesactively.Hence,fromtheperspectiveofthethreedimensions,theperception,theaffectionandthebehaviorintentionofgrammarlearning,students’attitudetowardsjuniorEnglishgrammarhasbeenchangedalot.47 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingChapterSixConclusion6.1MainFindingsThereisnodoubtthatgrammarisveryimportantduringEnglishteachingandlearning,seenasthefifthskillparalleltolistening,speaking,readingandwriting.Grammarteachingistodevelopstudents’languagecommunicativecompetenceandthedevelopmentofstudents’languagecommunicativecompetencemustbeonthebasisofmasteringtherelativegrammarknowledge.ManypeoplehavebeenexploringhowtoimplementEnglishgrammarteachingincommunicativecontextsoastomakestudentsreallymastertheform,meaninganduseofgrammarwiththepurposeofimprovingtheirlanguageability.PACEModelisbasedontheinputhypothesis,Schmidt’snoticinghypothesisandconstructivismandintegratesvariousadvantagesofothergrammarteachingmethods,soitreflectsthelatestteachingconcept.AndanexperimentwasdesignedtoexaminewhethertheapplicationofPACEModelinjuniorEnglishgrammarteachingcanimprovestudents’EnglishgrammarachievementandwhetheritcanchangetheirattitudetoEnglishgrammarlearning.Aftertherelativeteachingexperimentanddataanalysis,wecandrawsomeconclusion.First,theapplicationofPACEmodelinjuniorEnglishgrammarteachingisconductivetochangingstudents’Englishgrammarachievements.Duringtheexperiment,thefivetargetgrammarpointsaretaughtthroughPACEmodelinexperimentalclasswhilecontrolclassisinthewayofPPPmodel.Eventually,thegrammarachievementsofpost-testinexperimentalclassisdistinctlyhigherthancontrolclassandtheimprovementinexperimentalclassismoresignificantcomparedwiththatincontrolclass.Throughtheteachingexperiment,itisapparentthatapplyingPACEmodeliseffectivetoimprovestudents’EnglishgrammarachievementsduringEnglishteachingandlearning.Secondly,students’attitudetowardsEnglishgrammarlearningisobviouslychangedthroughtheapplicationofPACEmodelinjuniorEnglishgrammarteaching.Inthisstudy,attitudequestionnaireandaninterview,bothdividedintothreedimensions,areemployedinexperimentalclassaimingatsurveystudents’attitudetoEnglishgrammarlearning.Throughtheteachingexperiment,thestudentsinexperimentalclassrealizeEnglishgrammarisofgreatimportanceduringlanguagelearning.Theybecomeinterestedingrammarlearningandtakepartinsomeclassactivitiesactively.Hence,students’perception,affectionandbehaviorintentionofgrammarlearninghavebeenchangedalot.Inconclusion,wecanobtainthattheapplicationofPACEmodelinconcreteteachingpracticeis48 ChapterSixConclusionfeasibleandeffectivetopromotestudents’Englishgrammarlearningthroughaseriesofexploringandanalysisinthisstudy.PACEmodelnotonlyemphasizestheimportanceofEnglishgrammarteaching,butalsoconfirmsitsultimategoalistoimprovestudents’communicativecompetence.Duringthewholeprocessofgrammarteachingandlearning,relativesituationsarecreateddependingonspecificteachingrequirements,studentsareencouragedtostructuregrammarrulescooperativelyandcommunicativepracticeassistsstudentstomastertargetgrammarstructuresinrealcommunication.Thus,PACEmodel,theoretically,notonlycompromisesthecontroversybetweenthedevelopmentofcommunicativecompetenceandtheinstructionofgrammarknowledge,butalsointegratesexplicitgrammarinstructionwithimplicitgrammarinstruction.Inpractice,thefoursteps,presentationofmeaningfullanguage,attention,co-constructanexplanationandextensiveactivitiesappliedflexiblyinEnglishclassroomcontributetoachievingadecentcombinationoftheform,meaninganduseofgrammaraswellastocreatinginterestingandeffectiveEnglishclasses.PACEmodelwhichconformstotheteachingconceptofEnglishteachinginjuniormiddleschoolandtheinnerlearningmechanismoflanguageisareasonablegrammarteachingprocedure.ApplyingitintojuniorEnglishgrammarinstructionmeetstherequirementsofnewcurriculumreform,followsthedevelopingtendencyofEnglishinstructionandisconductivetothedevelopmentofstudents’abilityoflanguageusing,soitisworthdevotingmoretimeandenergytoexploreandgeneralizefurtherinordertoindeedserveourEnglishteachingandlearningeffectively.6.2PedagogicalImplicationsThroughthisstudy,someimplicationsaboutjuniorEnglishgrammarteachingalsoproposedsothatPACEmodelcanbeimplementedinEnglishgrammarteachingmoreeffectivelyinthefutureEnglishteaching.Thissectionwewilldiscusssomethingfromtheaspectsasfollow:First,theauthenticandinterestinglanguagematerialsaresupposedtobeselected.Authenticandinterestinglanguagematerialsaresoclosetoreallifethatstudentscanunderstandthemeaningwitheaseandcontributetostimulatingstudents’curiositytolearn.Certainly,theselectedlanguagematerialsshouldbeaconcentratedreflectionofagrammarstructure.Namely,therearealotofsentencescontainingthegrammarthatwillbelearnedinthelanguagematerialsforthelearningoflanguagematerialsjustistotriggerthefollowinggrammarlearning.Secondly,inviewofthePACEmodel,teachersneeddesigntherelativeteachingplanflexiblyandadjustappropriatelyinaccordancewithdifferentteachingobjectives,differentgroupofstudentsand49 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingdifferentgrammarstructureswhichwillbetaught.Forexample,atthestepofco-constructanExplanation,teachersshouldbemoreinclinedtoexplicitinstructionorimplicitinstruction,dependingonthecomplexityofthegrammarstructuresandstudents’cognitivestyles.Forthefield-independentstudents,theyareapttoacceptimplicitgrammarinstructionfortheyaregoodatdiscoveringandstructuringgrammarstructuresinitiatively.Inversely,forthefield-dependentstudents,involvingmoreexplicitgrammarinstructionishelpfulfortheirlearning.Inaddition,themoredifficultgrammarstructuresare,themoreteachersshouldexplain.Thirdly,lotsofcommunicativepracticeisassumedtobeorganizedinordertoconsolidatewhatstudentshaveleanedfortheultimategoaloflanguagelearningistocommunicate.Theprocessofgrammarlearningisnotsomuchtomasterthegrammarknowledgepassivelyastocomprehendandusepositively,sodesigningdiverseandcommunicativepracticeactivitiesisusefultopromotestudents’communicativecompetenceaswellastostrengthentheirusingofEnglishgrammar.Forexample,theclassinterviewconductedtoinvestigate“whatareyouusuallydoonweekends?”isarealcommunicationforacertaininformationgapwhichwillbefilledafterasequenceofsituationalcommunicationexistsbetweeninterviewersandinterviewees.Throughthatactivity,studentsnotonlyknowhowtouseadverbsoffrequencyinsituationalcommunication,butalsogetmorechancetocommunicatewithothersusingwhattheyhavelearned.Finally,duringthegrammarteachingandlearning,someevaluatingactivitiesareindispensabletoarousethereflectionofteachersandstudents.TheassessmentofPACEmodelisakindofformativeassessment,throughwhichteachersjudgewhetherstudentshavereallymasterandknownhowtousegrammarstructuressoastofurtherenhancetheirteachingandlearning.TheassessmentsareservingEnglishgrammarteachingandlearning,sorelativefeedbackandreflectionfromteachersandstudentsafterassessmentsareofgreatersignificancethanassessmentsthemselves.Thepositivefeedbackfromteachersisawaytopraiseandconfirmstudents’learningconstructivetobuildingtheirself-confidence.Meanwhile,thereflectionhelpsteachersandstudentstoknowmoreabouttheirteachingandlearningsothattheycanmakepromptadjustmentsinaccordancewiththeconcreteproblemsduringtheprocess.6.3LimitationsofThisStudyThestudyhasillustratedthebasicproceduresofPACEmodelandgotsomefindingsthroughtheteachingexperiment,buttherearestillsomelimitations.50 ChapterSixConclusionFirstly,moststudiesoftheapplicationofPACEmodeltoEnglishgrammarteachingabroadandathomearetheoretical,sothedesignoftheempiricalstudyistooflexibletoformanormalandconcretemodelandwhatwecandoistodesignandpromptlyadjustourteachingandlearningdependingonthespecificsituationsunderthegeneralguidanceofthePACEmodel.Secondly,PACEmodeliswidelyappliedtoteachgrammarinsecondlanguageclassroomsabroadandhasachievedsignificanteffect.However,whenitisappliedintojuniorEnglishgrammarclassroomsathome,manylimitationsareemerginggradually.Forinstance,intermsofclasssize,PACEmodelismoresuitableforsmallclass,sothefunctionofPACEmodelcannotbeperformedcompletelyinjuniorEnglishclassroomathome.Andthestudentsinthehabitofjustlisteningtoteachers’explanationarehardtoadaptthemselvestotheteachingmodelwheretheyarerequiredtoco-constructgrammarstructuresactively,soitisinevitabletobequestionedbyteachersandstudentswhenthenewteachingmodeltriedout.Finally,concerningtheteachingexperiment,thesubject,60studentsfromajuniormiddleschool,arenotenoughconvincingtorepresentthewholejuniorstudentsinourcountry.Theexperimentaltimeandthecoverageofthetargetgrammarpointsarelimited.Thisexperimentjustlaststwomonthsandfivemaingrammarpointsaretaughtintheteachingexperiment.Asfortheinstruments,thereisstillmuchroomforpromotion,thoughmultipleinstrumentsareusedintheexperiment.Thetextbook-basedteachingmaterialsarequiteapplicabletoPACEmodelinteachingexperiment,butvariousandcolorfulEnglishmaterialsarestillnecessarytobefurtherexploredandadopted.51 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AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingAppendixⅠPre-testPre-test一、单项选择题（40分）1.(2014浙江宁波)----IsMonayoursister?----No,mycousin.A.she’sB.he’sC.it’sD.its2.(2014上海)Jimiseleven-year-oldboy,butheplaystennisquitewell.A.an,theB.an,/C./,theD.a,the3.(2013陕西)----isyouryellowJacket?----It’sonthebed.A.HowB.WhatC.WhenD.Where4.(2014江苏徐州)----youwatchTVeveryevening?----Yes,Ido.A.DoB.DoesC.AreD.Is5.(2013上海)Bobhissisterhavetwosoccerballs,theydon’thaveabaseball.A.and,/B.and,butC.but,andD.and,and6.(2013江西)Canyouthatbooktome?A.bringsB.bringC.takeD.takes7.(2013重庆)IsthatTom’spencil?----.A.No,itisn’tB.Yes,thatisC.No,itisD.No,heisn’t8.(2013北京)Ithinkeveryoneinourclasstheirlastweekend.A.enjoysB.enjoyingC.enjoyedD.enjoy9.(2014河北)Helpingotherscanmakeushappy.A.feelB.feltC.tofeelD.feels10.(2014浙江温州)Hecan’tmeethidfriendstonightbecausehedohishomework.A.needB.havetoC.needsD.hasto11.(2014江苏南京)----isitfromyourhometotheshoppingcenter?----Sixkilometers.A.HowlongB.HowmuchC.HowfarD.Howoften12.(2013杭州)----MyIuseyourcomputer?----Sorry,youcan’t.Iitnow.A.useB.amusingC.usedD.uses13.(2014天津)----hebusylastnight?Sorry.Idon’tknow.A.DidB.WereC.DoD.Was14.(2013河北)----didhespendhisweekends?----Inthezoo..A.WhenB.HowC.WhereD.What15.(2012江苏连云港)Cartoonsarevery,soIamveryinthem.A.interesting;interestedB.interested;interestingC.interesting;interestingD.interested;interested16.(2012辽宁沈阳)----Istherearestaurantintheneighborhood?57 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeaching----.A.Yes,thereisn’tB.Yes,thereisC.Yes,itisD.Yes,thereare17.(2009辽宁)----?----Heisshortandhaslonghair.A.HowisjohnB.whatisjohndoingC.WhatdoesjohnlooklikeD.Whatdoesjohnlike18.(2013河南)----,sir?----Size30.Ithink.A.WhatcanIdoforyouB.WhatsizedoyouwantC.What’sthematterD.Whatkindofnoodleswouldyoulike19.(2012河南开封)----Howdoeshegotoschool?----Hegoesthere.A.takethesubwayB.walkC.bysubwayD.bythesubway20.(2013浙江温州)Isthereintoday’spaper?A.newanythingB.newsomethingC.somethingnewD.anythingnew二、词语应用（30分）A．请根据语句内容，用方框所给词的正确形式填空，使语句意思通顺、正确、连贯。（10分）something,time,important,comfortably,hard,go,hot,be,both,young,1.(be)thegirlsfromtheUnitedStates?2.Doyoulike(watch)TV?3.Mybrother(like)playingfootballverymuch.4.Look!Alittlegirlis(swim)intheriver.5.They(go)totheSummerPalacesixyearsago.6.Apolicemanusually(wear)blueuniform.7.CanI(borrow)yourbike?8.Hewants(play)basketballafterschool.9.Where(be)thedictionaryandthepen?10.Let’s(be)friends.B．请根据语篇内容，用方框中所给词的正确形式填空，使短文意思通顺、正确、连贯。（20分）friendsaymagazine(杂志)healthgetupyoungwearbuymeetwhenIhaveanaunt.HernameisHelen.AuntHelenworksatabusstationandshe1lotsofpeopleeveryday.Sheis2toeveryone.Shelikeshelpingothers.Sheis46yearsold,butshelooksvery3.Sheistallandshehaslongcurlyhair.Shelikes4herredcoatandjeans.Shealsolikesgoingshopping5shedoesn’tgotowork,andshealways6lotsofbeautifulclothesforherself.Inthemorning,she7earlyandrunsanhours.Shethinksrunninghelpshertobe8.WhenAuntHelenisathome,sheenjoysreading9likeFashion&Beauty(《时尚与美》).Sheoften10,“Everyonelikestobebeautiful.”Peoplealllikeherverymuch.1.2.3.4.5.6.7.8.9.10.58 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeaching三、完成句子（20分）A.根据汉语意思，完成下列句子。1.星期天，他喜欢读点书。HelikestosomeonSunday.2.孩子们正在唱歌。Thechildren.3.你还喜欢别的什么动物?Whatdoyoulike?4.在讲台上有三本书。ontheteacher’sdesk.5这件T恤衫是谁的？我想是Jim的。WhoseT-shirtisthis?Ithink.6.让我们看那个标志。let’sthesign.7.Peter的牛仔裤是什么颜色的？是蓝色的。isPeter’sjeans?It’sblue.B.根据汉语提示，转换句型。8.HersisterwatchesTVeveryday.（改否定句）HersisterTVeveryday.9.Everyoneisenjoyingthemselves.(改为同义句)Everyoneis________________________.10.I’dlikesometomatoes.(改为一般疑问句)youliketomatoes?四、根据对话内容，从方框内选择符合对话情境的句子将对话补充完整。（选项中有两项是多余的）（10分）A:Excuseme.Where’stheteacher’soffice?B:Sorry,Idon’tknow.I’mnewhere.A:___1___A.YouspeakEnglishverywellB:I’mfromParis.2B.Thatsoundsgreat.A:Oh,I’mfromBeijing,China.C.Whereareyoufrom?B:3D.Thankyouverymuch.A:Thankyou.E.CanyouteachmeFrench?B:IspeakFrenchandEnglish.F.Whataboutyou?A:Really?IwanttostudyFrench,4G.Wheredoyoulivenow?B:Sure,I’dloveto.Wecanlearnfromeachother(互相).YouteachmeChineseandIteachyouFrench.A:51.2.3.4.5.59 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingAppendixⅡPost-testPost-test一、单项选择（40分）1.(2014山东临沂)----dosesheeatvegetables?----Hardlyever.A.HowlongB.HowsoonC.HowoftenD.Howmuch2.(2013上海)----Whichis,Tom,teaorcoffee?----Coffee,Idrinkiteveryday.A.moredeliciousB.muchdeliciousC.lessdeliciousD.mostdelicious3.(2013上海)iswaitingforyouatthegate.Hewantstosaythankstoyou.A.NobodyB.AnybodyC.EverybodyD.Somebody4.(2011北京)PaulandItennisyesterday.HedidmuchbetterthanI.A.playB.willplayC.playedD.areplaying5.(2014江苏宜兴)----Isawyoucometoschoolbybusthismorning.----Oh,Icometoschoolbybus,butitisrainingtoday.A.hardlyB.alwaysC.sometimesD.usually6(2013重庆)Youlooktiredthesedays.Ithinkyouneedasleep.A.shorterB.shortestC.betterD.best7.(2012北京)Therewereonlytwopaintingsforsaleandhebought.A.allB.anyC.bothD.some8.(2013陕西)----It’soneofthethingintheworldtosaywithfriends.----Iagree.Italwaysmakesusrelaxed.A.worstB.happiestC.busiestD.hardest9.(2013北京海淀)Iapicnicwithmybrotheryesterday.Itwasverygreat.A.haveB.hadC.willhaveD.amhaving10.(2013山西太原)----HaveyoueverbeentoDisneyland?----No,.IhopeIcangotherenextyear.A.alwaysB.sometimesC.neverD.often11.(2014广东东莞)----Doctor,I’mgetting.----Well,you’dbettereatlessfood.A.thinnerandthinnerB.moreandmorethinC.moreandmorefatD.fatterandfatter;12.(2014贵州贵阳)----Haveyoureadtoday’snewspaper?----yes.It’sreallyboring.Thereisinit.A.somethingnewB.nothingnewC.newanythingD.anythingnew13.(2009内蒙古)Don’tjustbelievetheadvertisement.Thatkindofcameraiswhatissaid.A.aswellasB.asgoodasC.notasgoodasD.notaswellas14.(2013浙江温州)Samopenedthedoorandalovelydogoutside.A.findsB.willfindC.hasfoundD.found15.(2012河南信阳)----MissGreenisverypopularwithkids.----Yes.Shetellsinterestingstoriesandsingsbeautifulsongstothem.A.alwaysB.neverC.sometimesD.seldom60 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeaching16.(2013广东深圳)----HowcanyouimproveyourEnglishsomuch?----Nothingdifficult.Theyouworkatit,theprogressyouwillmake.A.harder;muchB.morehardly;moreC.harder;greaterD.harder;great17.(2013浙江宁波)----LifeofPibyLiAnisoneoffilmsIhaveeverseen.----Ilikeitverymuch,.A.thegreatest;eitherB.greater;tooC.greater;eitherD.thegreatest;too18.(2014河北唐山)----WillJennycometomorrow?----I’mnotsure.Sheanhouragowithoutsayinganything.A.hasleftB.leftC.leaveD.willleave19.(2014浙江宁波)----IreallyliketowatchtheTVprogramIAMASinger.----Me,too.It’soneoftheTVprograms.I’veeverseen.A.leastboringB.mostinterestingC.mostboringD.leastinteresting20.(2013河南郑州)----Whatthetwinsdolastnight?----Theyhadabirthdayparty.A.do;haveB.did;haveC.do;hadD.did;had二、词语应用（30分）A、请根据语句内容，用方框所给词的正确形式填空，使语句意思通顺、正确、连贯。（10分）cold,usual,have,two,comfortable,visit,both,anything,big,popular,1.Tinasomemuseumsonhervacation.Theywerefantastic.2.OurEnglishteacheristhananyotherteacherinourschool,somostofthestudentslikeherverymuch.3.Tomandhisfatherareatworknow.4.Whichis,thesunorthemoon?Certainly,itisthesun.5.It’sagoodhabittobrushourteethaday.6.Ilikethiscinemaverymuchbecauseithasseatsinourcity.7.Itisnotastodayasyesterdayoutside.Wouldyouliketotakeawalktogetherwithme?8.Doyouhaveinterestingtotellmetoday?Nothing.9.Ilikedoingsports,soIplayfootballonSunday.10.Itwasrainyyesterday,sowetostayathome.B、请根据语篇内容，用方框中所给词的正确形式填空，使短文意思通顺、正确、连贯。（20分）say,be,little,none,excuse(借口),shout(喊),much,restaurant,walk,nothing,Amandidn’tfeelwell,sohe1intoadoctor’sexaminingroom.“Putoutyourtongue,”thedoctorsaid.“Ok.Thereis2serious,”thedoctorsaid.“It’sclearwhat’swrongwithyou.Youneed3exercise.”“But,doctor,”themansaid.“Idon’tthink…”“Don’ttellmewhatyouthink,”thedoctor4.“Iamthedoctor,notyou.Iknowwhatyouneed.Iseehundredsofpeoplelikeyou.5ofthemgetanyexercise.Theysitintheofficealldayandinfrontofthetelevisionintheevening.Whatyouneedistowalkquicklyat6twentyminutesaday.”“Doctor,youdon’tunderstand,”themansaid.“…”“Thereisno7,”thedoctorsaid.“Youmustfindtimeforexercise.Ifyoudon’t,youwillgetfatandhavehealthproblemswhenyouareold.”“ButIwalkeveryday,”themansaid.61 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeaching“Oh,yesandIknowwhatkindofwalkingthatis.Youwalkafewmoremeterstotheofficefromyourhouse,andafewmoremeterstoa8forlunchandback.”“Pleaselistentome,doctor!”theman9atthedoctorangrily.“I’mamailman,”themanwenton,“Iwalkforsevenhourseveryday.”Foramomentthedoctor10silent（沉默的）,thenhesaidquietly,“Putyourtongueoutagain,willyou?”1.2.3.4.5.6.7.8.9.10.三、完成句子（20分）A.根据汉语意思，完成下列句子。1.我一周看一次电影。Itothemoviesaweek.2.吉姆是我们班最有创造性的学生。Jimisthestudentsinourclass.3.今天报上有什么新鲜的事吗？Isthereintoday’snewspaper?4.他小时候几乎不吃水果。He______ateanyfruitwhenhewasyoung.5.她越忙，就越感觉高兴。Thesheis,theshefeels.6.我怎样可以把英语说得跟你一样好？HowcanIspeakEnglishasyou?7.李力和汤姆都喜欢打电脑游戏。LiliTomlikeplayingcomputergames.B.根据汉语提示，转换句型。8.Theboydidhishomeworkjustnow.(改为否定句)Theboyhishomeworkjustnow.9.Ourclassroomiscleanerthananyotherclassroominourschool.(改为同义句)Ourclassroomisoneinourschool.10.Janeeatsfruitthreeorfourtimesaweek.(对划线部分提问)Janefruit?四、根据对话内容，从方框内选择符合对话情境的句子将对话补充完整。（选项中有两项是多余的）（10分）A:Hi,Tina.1?B:Itwasfantastic,reallyfantastic.H.Wheredidyougo?A:2?I.That’ssoundwonderful.B:No,Ididn’t.3.Lookherearemyphotos.J.Didyougotothezoo?A:4?K.Werethereanysharks?B:No,thereweren’tanysharks,butthereweresomereallyL.Iwenttotheaquarium..cleverseals.M.Howwasyourschooltrip?A:Wow.5.whatelsedidyoudo?N.Howmanysharkswerethere?B:Well,IhungoutwithmyfriendsandItooklotsofphotos.1.2.4.5.3.62 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingAppendixⅢQuestionnaireQuestionnaire英语语法学习态度调查问卷亲爱的同学：你好！经过两个月的PACE教学模式的教学,大家对英语语法教与学已经有了一定的见解。这份问卷的目的主要是了解你们在PACE教学模式在语法教学实施过程中的对英语语法学习态度的变化,答案没有对错之分,问卷不署名,按真实想法作答即可。希望同学们能认真填写调査表。非常感谢你抽出时间参与我们的问卷调査！1、学习英语语法对英语学习很重要。A非常同意B同意C不确定D不同意E非常不同意2、学习英语语法可以提高英语表达的准确性。A非常同意B同意C不确定D不同意E非常不同意3、我希望能更多地参与语法课堂活动。A非常同意B同意C不确定D不同意E非常不同意4、我喜欢更多的听教师讲解语法规则。A非常同意B同意C不确定D不同意E非常不同意5、语法教学应置于真实的语境中。A非常同意B同意C不确定D不同意E非常不同意6、我认为在学习语法前,先看视频、讲故事对我的语法学习有帮助。A非常同意B同意C不确定D不同意E非常不同意7、我喜欢先学习语法规则,然后再做大量的语法练习活动。A非常同意B同意C不确定D不同意E非常不同意8、我喜欢先理解完文本的意义之后,才进行语法规则的学习。A非常同意B同意C不确定D不同意E非常不同意9、机械练习如句子转换、替换练习更有助于我语法的学习。A非常同意B同意C不确定D不同意E非常不同意10、我喜欢做成对的、或者小组的口语交流活动。A非常同意B同意C不确定D不同意E非常不同意63 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingAppendixⅣInterviewInterview访谈同学，你好！很感谢同意我们的采访。这次访谈主要是为了采访你对英语语法学习的态度。我们会通过提一些问题，来了解一些你对英语语法学习的看法，请根据自己的实际情况如实回答。这次谈话的内容会被记录下来，仅用做实验，不会被其他人知道。问题：1.你对英语语法学习的看法是怎么样的？2.你喜欢这段时间的英语语法课吗？4.在这段时间的语法课上，你觉得你的课堂参与有变化吗？64 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingAppendixⅤResultsofTestsResultsofTestsResultsofTestsScoreofpre-testScoreofpost-testClass98(EC)Class99(CC)Class98(EC)Class99(CC)StudentsScoresStudentsScoresStudentsScoresStudentsScoresS177S183S188S180S258S267S269S272S381S326S390S321S489S455S483S459S547S575S567S569S678S641S675S652S764S766S778S759S857S852S873S853S942S989S965S980S1049S1038S1068S1045S1132S1111S1153S1117S1255S1257S1267S1265S1327S1317S1344S1329S1475S1477S1486S1475S1540S1544S1559S1552S1629S1687S1645S1678S1785S1739S1793S1745S1838S1828S1855S1833S1919S1973S1929S1968S2030S2030S2047S2035S2178S2170S2187S2173S2253S2235S2265S2241S2335S2391S2357S2389S2438S2438S2458S2445S2555S2563S2577S2568S2644S2675S2665S2671S2783S2733S2790S2740S2822S2853S2837S2851S2972S2980S2983S2982S3033S3048S3055S305465 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingAppendixⅥResultsofQuestionnairesResultsofQuestionnaires1.Resultsofpre-questionnaireoftheexperimentalclass(30students)QuestionStronglyDisagreeUncertainAgreeStronglyagreenumberdisagree14812332031312235146324146127527137164810627258105841011419338124102128622.Resultsofpost-questionnaireoftheexperimentalclass(30students)QuestionStronglyDisagreeUncertainAgreeStronglyagreenumberdisagree111517620071583276123441481275271331641712974108718236145951573301023615466 AStudyontheApplicationofPACEModelinJuniorEnglishGrammarTeachingAcknowledgementsFirstofall,IwouldliketoexpressmydeepestgratitudetomyadvisorProfessorLinQian,forherguidanceandconstantencouragement.Hersincereassistanceandinstructivesuggestionsbenefitedmealotinthecomposingofthepaperandherunwaveringsupportsustainedmethroughfrustrationanddepression.Withoutherconsistentandilluminatinginstruction,mypapercannotbecompletedsosuccessful.IamgreatlyindebtedtotheteachersincollegeofforeignlanguageandliteratureofNorthwestNormalUniversitywhosedevotedteachingandenlighteninglecturesbenefitedalotandacademicallypreparedforthepaperinthepasttwoyears,especiallyProfessorWangQi.IalsofeelgratefultotheEnglishteachersandstudentsofHongshuiJuniorMiddleSchoolwhoactivelycooperatedwithmeinthisstudy.Finally,Iwouldliketoexpressspecialgratitudetomybelovedparentswhohavealwaysbeenhelpingmeoutofdifficultiesandsupportingwithoutawordofcompliantthroughtheseyears.Mythanksalsoshouldgotomyclassmateswhohelpedmeworkoutmyproblemsduringthedifficultcourseofthepaper.67