PACE语法教学模式在高中英语语法教学中的应用--以虚拟语气为例 62页

分类号：学校代码：10165密级：学号：201611020212专业硕士学位论文PACE语法教学模式在高中英语语法教学中的应用——以虚拟语气为例作者姓名：韩寒学位类别：教育硕士专业领域：学科教学（英语）导师姓名：傅轶飞教授2018年6月 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodHanHanAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2018 辽宁师范大学硕士学位论文摘要英语学习的基本功主要靠语法，中国没有英语使用的大环境，学生英语学习主要依赖于课堂教学，语法知识普遍不扎实。探索适合中国学生的语法教学模式依然很重要。传统的语法教学模式，过于强调语法的形式及知识传授，忽视语言使用的具体语境、目的及语法本身的表意功能。而多年流行的交际法，则过于注重语言的交际性，强调语言表达的流畅性，却忽视了语言的准确性。PACE语法教学模式是一种较为折中的教学方法，既关注语法形式，又强调语言的交际性。PACE语法教学模式主要包括四个步骤,Presentation（呈现语言材料），Attention（注意语言形式），Co-construction（共建语法规则），Extension(拓展语言练习），该模式或适合中国学生的语法学习。本文作者在LeovanLier真实化理论和全语言观理论的指导下，试图通过教学实验来验证此方法，实验围绕以下三个问题：1.PACE语法教学模式对学习者语法学习的兴趣有何影响？2.PACE语法教学模式对学习者语法学习的效果会有何影响？3.相比传统的语法教学模式,PPP语法教学模式，PACE语法教学模式的优势有哪些？本研究选取辽宁省大连市某高级中学，高二两个平行班（9班为实验班，10班为控制班，共87名学生）进行了为期四个月的教学实验。实验前期，作者对两个班的学生分别进行了英语语法水平的前测。然后，以虚拟语气为语法教学内容，在实验班采用PACE语法教学模式，而在控制班则使用传统的PPP语法教学模式。实验后,笔者采用了定量与定性分析相结合的方式，通过前测、后测、问卷、访谈等实验工具进行了数据的收集。最后，采用SPSS19.0对所收集的数据进行了分析与讨论。研究结果表明：PACE语法教学模式，既提高了学生的语法学习效果，又调动了学生语法学习的兴趣。本研究对语法教学的启示为：在语法教学中，教师要精选真实化的教学材料，调动学生学习的兴趣。同时注重教学过程中的师生共建，发挥学生学习的主动性。关键词：PACE语法教学模式；虚拟语气；传统语法教学模式(PPP)；教学实验-I- AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodAStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodAbstractAlearner’sfoundationofEnglish,toalargeextent,dependsongrammar.Generallyspeaking,Chinesestudents’Englishlearningstillheavilyreliesonclassroomandmanyofthemareweakingrammarlearning.ThatisbecauseEnglishisnotwidelyusedinChina.Therefore,itisofgreatsignificanceforteacherstoexploreabettergrammarteachingmodelsuitableforChinesestudents.However,traditionalgrammarmodelsoveremphasizegrammaticalform,whichignoretheconcretecontext,aimofcommunicationandlanguageuse.Communicativeapproachfocusesonlearners’communicativelanguageabilityandlanguagefluency,whileignoringtheaccuracyinthelanguage.PACEgrammarmodel,asakindofintegratedteachingmethod,notonlyfocusesongrammaticalform,butalsoonlearners’communicativelanguageability.Ithasfourstepsinteaching,astheabbreviationofthename(PACE)indicated:Presentation,Attention,Co-constructionandExtension,whichissupposedtobemoresuitableforChineselearners.Thisstudy,theoreticallybasedonVanLier’sAuthenticityandtheWholeLanguageTheory,triestoprovetheeffectivenessofthismodelviaanteachingexperiment.Theresearchrevolvesaroundthreequestions:1.TowhatdegreewilltheapplicationofPACEgrammarmodelaffectstudents’grammarlearninginterest?2.TowhatdegreewilltheapplicationofPACEgrammarmodelaffectstudents’grammarlearningresult?3.Comparedwiththetraditionalgrammarteachingmodel,PPPgrammarmodel,whataretheadvantagesofPACEgrammarmodel?TheauthorconductedanteachingexperimentinacertainseniorhighschoolinDalian,with87participants,in2classesofgrade2.Class9istheexperimentalclass(EC),whileclass10isthecontrolclass(CC).Theteachingexperimentlastedfor4months.Firstly,pre-testwasgiventothetwoclasses,soastofindouttheparticipants’masteryofgrammaritem-subjunctivemood.Then,subjunctivemoodwasselectedaspartoftheteachingcontentintheexperiment.Duringtheexperiment,experimentalclassadoptedPACEgrammarmodel,whiletraditionalgrammarmodelwasappliedincontrolclass.Aftertheexperiment,tests,questionnairesandinterviewwereadministeredonebyone,andthedatawerecollectedandanalyzedviaSPSS19.0.-II- 辽宁师范大学硕士学位论文TheresultsindicatethataftertheapplicationofPACEgrammarmode,ithasnotonlyimprovedstudents’Englishgrammarlearningresults,butalsoarousedstudents’interestingrammarlearning.Thisstudyimpliesthatteachersoughttoselectmoreauthenticmaterialssoastostimulatestudents’interest.What’smore,teachersneedtopaymoreattentiontoco-constructionofgrammarrulesinteaching,whichisusefultomobilizestudents’initiative.Keywords:PACEGrammarModel;SubjunctiveMood;TraditionalGrammarTeaching(PPP);TeachingExperiment-III- AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodTableofContents摘要.....................................................................................................................................IAbstract.....................................................................................................................................IIChapterOneIntroduction........................................................................................................11.1BackgroundoftheStudy.............................................................................................11.2SignificanceoftheStudy............................................................................................31.3StructureoftheThesis................................................................................................4ChapterTwoLiteratureReview..............................................................................................52.1PACEGrammarModel...............................................................................................52.1.1TheDefinitionofPACEGrammarModel........................................................52.1.2FeaturesofPACEGrammarModel..................................................................52.2GrammarTeachingApproaches.................................................................................72.2.1DeductiveGrammarTeachingApproach.........................................................72.2.2InductiveGrammarTeachingApproach...........................................................82.2.3Story-basedGrammarTeachingApproach.......................................................82.3TheTheoreticalBasisofPACEGrammarModel......................................................92.3.1VanLier’sAuthenticity....................................................................................92.3.2TheWholeLanguageTheory.........................................................................112.4TheRelatedStudiesonPACEGrammarModelAbroadandatHome...................122.4.1RelatedStudiesonPACEGrammarModelAbroad.......................................122.4.2RelatedStudiesonPACEGrammarModelatHome.....................................142.5Summary...................................................................................................................15ChapterThreeMethodology..................................................................................................163.1ResearchQuestions...................................................................................................173.2Participants................................................................................................................173.3Instruments................................................................................................................183.3.1Tests................................................................................................................183.3.2Questionnaire..................................................................................................183.3.3Interview.........................................................................................................193.3.4ClassroomObservation...................................................................................203.4ImplementationoftheExperiment...........................................................................203.4.1TeachingPlanoftheExperimentalClass.......................................................203.4.2TeachingPlanoftheControlClass.................................................................25ChapterFourResultsandDiscussion...................................................................................294.1Results.......................................................................................................................294.1.1AnalysisoftheQuestionnaire.........................................................................29-IV- 辽宁师范大学硕士学位论文4.1.2AnalysisoftheInterview................................................................................304.1.3AnalysisoftheTests.......................................................................................324.1.3.1AnalysisofStudents’EnglishResultsinPre-test....................................324.1.3.2AnalysisofStudents’EnglishResultsinPost-test..................................334.1.4AnalysisoftheObservationinClassroom......................................................344.2Discussion.................................................................................................................36ChapterFiveConclusion........................................................................................................395.1MajorFindingsoftheStudy.....................................................................................395.2ImplicationsoftheStudy..........................................................................................405.3LimitationsoftheStudy............................................................................................415.4SuggestionsfortheFutureResearchers....................................................................41References................................................................................................................................43AppendixIPre-test.................................................................................................................45AppendixIIPost-test..............................................................................................................46AppendixIIIPre/Post-Questionnaire..................................................................................47AppendixIVInterview...........................................................................................................48AppendixVTargetMaterials................................................................................................49Acknowledgements..................................................................................................................54-V- 辽宁师范大学硕士学位论文ChapterOneIntroductionInthischapter,theauthorfirstintroducesthebackgroundofthestudy.Then,thesignificanceofthestudyispresented.Atlast,thestructureofthethesisisoffered.1.1BackgroundoftheStudyGrammarinstruction,asanessentialcomponentoflanguageinstruction,hasbeenoneofthemostcontroversialaspectsoflanguageteachinginsecondlanguageacquisition(SLA).Somelanguageteacherskeepindifferenttogrammarandsomelanguageteachersfinditaheadacheinteaching.Inalongtime,languageteachinghasbeeninfluencedbytraditionalteachingmethod,knownasGrammar-Translationapproach.Therefore,mostofteacherstakegrammarasthevitalpartintheirclassroominstruction,focusingonexplanationofgrammaticalrulesanddoingmechanicalexercisestoconsolidatewhatstudentshavelearned.Inthisway,languagelearnerscouldquicklymasterthetargetgrammaticalstructuresinthelanguage.However,inthelongrun,ifthelanguagelearnersareexposedtothisteachingmethodforalongtime,theywillbetiredofdulllanguageteaching.Later,withtheintroductionofCommunicativeLanguageTeachingapproach,thereisawidespreadbeliefthatgrammarwillbevirtuallyacquiredunconsciouslybymeansofcommunicativeactivitiesorbeingimmersedinrealcommunicativesituations.Therefore,Thornbury(1999)andSugiharto(2005)considereditisunnecessarythatgrammarshouldbetaught.However,withthedevelopmentofSLA,moreandmoreresearchersintheirstudiesfoundthatgrammarinstructionshouldnotbeignored.Tabbertsuggeststhat“Itisfrequentlypointedoutthatstudentsoftenconfusewiththeusageof“lie”and“lay”,andtheydonotuse“who”and“whom”correctly,orsay“infer”insteadof“imply”.What’smore,theyconfusesubjectswithverbs,mixupwithsomepronouns,usedoublenegativeswhenmakingupsentencesetc.,andthesemistakesareevidenceoftheirneedtostudygrammar”(Tabbert,1984).Accurateteachingofgrammarshowslearnershowtousethelanguagecorrectly.Azarhighlightsthesignificanceofteachinggrammaras:“Oneimportantaspectofgrammarteachingisthatithelpslearnersdiscoverthenatureoflanguage,i.e.,thatlanguageconsistsofpredictablepatternsthatwillhelpthemtoexpressthemselves,suchaswhatwesay,read,hearandwriteclearlyandintelligently.Withoutgrammar,wewouldhaveonlyindividualwordsorsounds,pictures,andbodyexpressionstocommunicatemeanings.Grammarisweavingoflanguagecomponentsintothefabric”(Azar,2007).ChengXiaotang(2013)arguesthatgrammarinstructionplaysacrucialroleinforeignlanguagelearning.Theproblemofgrammarwearefacingininstructionisnottodecidewhethertoteachgrammarornot,buttoexplorehowtoteachgrammarmoreeffectivelyorhowgrammarisbesttaught.Forinstance,inlisteningandspeaking,grammarplaysacentralpartinunderstandingandexpressingthespokenlanguage(Widodo,2006).Inthecaseofvocabulary,grammariswaytoassistlearnersincombiningsomelexicalitemsintoameaningfulandaccuratesentence.Inotherwords,by1 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodteachingandlearninggrammar,studentsareabletoexpressthemselvesviasomemeaningfulphrases,clausesandsentences(Doff,2000).Althoughmostoflinguistshaveadmittedthesignificanceofgrammarinlanguageteaching,howtoteachgrammarhavebeendebatedamongteachers,researchersandlinguists.Whatisthemosteffectiveinstructiontoteachinggrammarinaforeignlanguageclassroom?Oneofthemostcommonlydebatedonthetopicofeffectivelanguagelearningiswhetherstudentsshouldbetaughttofocusontherulebeforeusingthestructuralforms(thedeductiveapproach)orusingthegrammaticalstructuresinafunctionalpracticebeforetherulepresentation(theinductiveapproach).However,itseemsnottobeaconsensusthatwhichapproachisbetter.HerronandTomasello(1992)arguedthattheinductivemethod,ontheonehand,cannotguaranteethatthelearnercoulddiscoverthecorrecttargetgrammaticalstructureswithoutteachers’instruction;ontheotherhand,thisapproachcanbefrustratingtoadolescentoradultlanguagelearnerswhoareaccustomedtolearningtargetlanguagebyconsciouslycomparingandcontrastingtheirownnativelanguageruleswiththenewtargetlanguagerules.Krashen(1985)claimedthatiflanguagelearnersareexposedtoasufficientamountoftargetlanguagematerialswhichtheyareinterestedinandeasytounderstand,theywillbelikelytogetquicklytargetlanguageknowledgeinacorrectway.Wood,Bruner,andRoss(1976)indicatedthatlanguagelearningshouldbeadynamic,reciprocal,andinteractiveprocess.Morespecifically,effectivegrammarlearningshouldprovidechancesforthelearnersinwhichteachersencouragelearnerstoconstructtheirtargetgrammarsystembyinteractingwiththeircompanyandteachers.Thedeductiveandtheinductivegrammarapproachfailtotakeintoaccountthecollaborative,dialogic,andsocialaspectsoflearning(Adair-Hauck&Donato,2002).Languageteachingshouldneverbedrivenbygrammarinstructionalone,norshouldgrammarinstructionbeliterallyreferredtoasinstructiononmorphologyormeaningless,decontextualizedmanipulationofforms.Therefore,somelinguistsbelieveitistimetoofferanewvisionbeyondthedichotomyingrammarteachingandtheytrytocombinethetwoapproachestoorganicallylinklanguageform,withmeaningandfunctiontogether,anewgrammarmethod,PACEgrammarmethodwereadvocated(Donato&Adair-Hauck,1994).PACEgrammarmodel,asakindofstory-basedapproachtotheteachingofgrammar,hasbeenfirstcomeupbyDonatoandAdair-Hauckin1994.Ittooktheadvantageoftraditionalgrammarapproachesandaddedsomethingnewtoit,whichhasbeenwidelyexploredandusedinteachingFrenchandGermanforEnglishspeakinglearners.PACE(Donato&Adair-Hauck,1994)isanacronymforthefourstepswehavedevelopedforintegratingfocusonforminthecontextofastory-basedunitinteaching.Tobemorepreciseintheabovementionedmethod,PinPACEstandsforthepresentationforthestructurethroughastoryorcontextualizedexamples;Astandsforattention;oncethematerialispresented,theinstructor2 辽宁师范大学硕士学位论文callsthelearners’attentiontoaparticularformthroughapracticesessionofexamples;Cstandsforaco-constructionphaseinwhichboththeinstructorandthelearnersengageinadiscussionseekingtodevelopanexplanationorgeneralizationabouttheforminthequestion.Finally,Estandsforextensionactivity,whichprovidesthelearnerswithanopportunitytousethestructureoncetherulehasbeendiscovered.PACEmodelallowslearnerstoconstructunderstandingsofrelevantandmeaningfulformincollaborationwiththeteacherandeachother.Thisapproachcontrastswithdeductiveteacherexplanationofgrammarandinductiveapproachesthatassumethatallstructurecanbeanalyzedbystudentsontheirown,solelyonthebasisoftheinputtheyhear.ThereisnodoubtthatPACEgrammarmodelsharessimilaritieswithothergrammarapproaches.However,itdiffersintwoimportantways.Firstly,learnersarenotthepassiverecipientsof“ready-made”grammaticalrules.PACEgrammarmodelisnotrelyonlistingofdecontextualizedrulesofmanytextbookgrammarpresentationsbutfocusesonawell-chosenfromoflanguagethathasbeenestablishedininterestingandcompellingcontexts,suchasstories,legendsandfolktales.Secondly,learnersconstructtheirgrammaticalconceptsthroughproblem-solvingactivelywheretheyarerequiredtoreflectuponformandtherelationshipofformstomeanings.1.2SignificanceoftheStudyInourcountry,thecurrentsituationofEnglishgrammarteachingisunsatisfyingandtherearemanyproblems,especiallyinseniorhighschool.Withthenewcurriculumreform,Englishteachinghasgreatlybeenimproved,however,substantialchangeshavenotbeenmadeingrammarteaching.Mostofseniorstudentscanrecitecertaingrammarrules,however,whentheyhaveafacetofacecommunicationwithforeigner,theyfailtodowellindailyconversation-applyingthemfreelyorusingthemproperlyinlanguageuse.Harmer(1991)arguedthebestwayforlearnerstousegrammaticalconventionsmoreeffectivelyincommunicationisthattheycanlearngrammarincontext.PACEgrammarmodel,anewcommunicativegrammarmodel,isnotonlytoprovidelearnerswithmorechancestogetinvolvedintheauthenticcontext,butalsohelplearnersinternalizethetargetgrammaticalstructure.ThestudyonPACEgrammarmodelinforeigncountriesexploredandusedrelativelyearly,especiallyinteachingFrenchandGermangrammar.However,thestudyonPACEgrammarmodelinourcountrystartedlateandarelimited.Therefore,thispaperattemptstosheddeeperlightonPACEgrammarmodelfromtwoaspects,theoryandpractice.Theoretically,thisstudywillputthismodelintopracticeandfocusonthethirdstage,co-constructionindetails,whichenrichesgrammarteachingmethods.Practically,thisstudyistocomparethetraditionalgrammarinstruction,PPPmodelwithPACEgrammarmodelandchecktheireffectivenessbyexperiments.Itprovidessomeevidencesforlearnerswhichoneismoreeffectivetolearngrammar.Anditisexpectedtoopenteachers’mindsandprovidethemwithmoregrammarteachingchoicessoastopromotelanguageteaching.3 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodInaddition,thisstudytargetstructurefocusesonthesubjunctivemoodthatisadifficultandimportantlanguagepointinseniorhighschool.Traditionalapproach,PPPmodeltoteachsubjunctivemoodisfollowedbyteacher-frontedexplanationofitandstudentsmemorizeasetofrules,whichdiscourageslearners.Incontrast,PACEgrammarmodelfocusedonawell-chosenauthenticcontextsandcooperation,whichcanservelearnersbesttoconstructhisunderstandingofthesubjunctivemoodanduseit.1.3StructureoftheThesisThethesisismadeupoffivechapters.ChapterOne(Introduction)introducesageneralbackgroundofthegrammarinstruction,whichincludestheimportanceofgrammarinstruction,effectivegrammarinstructions,theproblemsofgrammarinstructioninChina,thefeasibilityofPACEgrammarmodelinChinaandthethenecessityofthisempiricalstudy.ChapterTwo(LiteratureReview)showsthreepracticalgrammarinstructionapproachesandelaboratesaframeworkofPACEgrammarmodelanditstheoreticalbasis.ChapterThree(Methodology)focusesonthespecificapplicationofPACEgrammarmodelinseniorhighschool,includingresearchquestions,participants,materials,instruments,adetailedlessonplananddetailedprocedureoftheexperimentandcontrolclass.ChapterFour(ResultsandDiscussion)analyzestheresultsofthedatafromtheexperiment,includingpre-test,post-test,questionnaireandinterview.ChapterFive(Conclusion)summarizesthemainfindingsofthisstudyandpointsoutthelimitations,aswellasimplicationsandsuggestionsforfutureresearchers.4 辽宁师范大学硕士学位论文ChapterTwoLiteratureReviewThischapterfirstintroducesthedefinitionandfeaturesofPACEgrammarmodel,andthenthegrammarteachingapproachesarepresented,includingdeductiveapproach,deductiveandstory-basedgrammarapproach.ThenthetheoreticalbasisofPACEgrammarmodelarepresented.Atlast,therelatedstudiesonPACEgrammarmodelabroadandathomeareprovidedforreaders.2.1PACEGrammarModelThispartintroducesthedefinitionofPACEgrammarmodelandthefeaturesofPACEgrammarmodel.2.1.1TheDefinitionofPACEGrammarModelAmericanlinguistsAdair-Hauck,B.,andDonato,R.(1994)firstputforwardPACE,anewcommunicativegrammarmodel,whichintegratesmeaning,formandfunctionoflanguageandcombineswiththeadvantagesofimplicitandexplicitmethods.PACEgrammarmodelisanacronymforthefoursteps,whichusesguidedinductiontostrikeanoptimalbalancebetweeninstructionalsupportandlearneragency.Morespecifically,PinPACEstandsforthepresentationforthetargetlanguagestructurebyanintegrateddiscourseorcontextualizedlanguagematerials,suchasstories,songs,poemsandfilms;Astandsforattentiontothetargetlanguagestructure.Inthisstep,theteacherneedstoinstructlearnerstofocusonthetargetlanguageformsbymeansofdifferentquestions;Cstandsforco-constructioninwhichlearnerscanconstructhisunderstandingofthetargetlanguagestructureundertheguidanceoftheinstructorandotherlearners.Finally,Estandsforextensionactivityinwhichlearnerscouldapplythetargetlanguageknowledgetheyhavelearnedtoauthenticcommunication.PACEgrammarmodelallowslearnerstoconstructunderstandingsofrelevantandmeaningfulformincollaborationwiththeteacherandeachother.Thisapproachcontrastswithdeductiveteacherexplanationofgrammarandinductiveapproachesthatassumethatallstructurescanbeanalyzedbystudentsontheirown,solelyonthebasisoftheinputtheyheard.2.1.2FeaturesofPACEGrammarModelP:PresentationforMeaningfulLanguagePresentationforMeaningfulLanguageisthefirststageofPACEgrammarmodel,whichshouldbeinteractive.Firstly,inordertoconstructareal-lifecontext,carefullymeaningfulmaterials,suchassongs,poems,stories,authenticvideolikemovies,talkshowsandTVseries,orparticularmaterialsselectedfromstudents’textbookslikeareadingpassage,areselectedbytheteacher.(Adair-Haucketal.2005).Todeepenthelearners’comprehensionoflanguagematerials,theinstructorsneedtoscaffoldassistanceforlearnersduringthisstage,5 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodsuchasgivinglearnersasimpleexplanationaboutlanguagematerials.Inaword,thisstageaimstohelplearnersexposedtoauthenticandmeaningfullanguagematerialsasmuchaspossiblesoasthattheyfocusonthemeaningofthematerialsratherthanonitsform.A:AttentiontothetargetlanguageformAfterpresentationforthemeaningfullanguage,theinstructorsneedtoinstructlearnerstofocusonthetargetlanguageform,whichwillnottakemuchtime.Theinstructorscanattractlearners’attentionbyaskingquestionsaboutthewords,phrasesandpatternsthatappearrepetitivelyintheintegrateddiscourse.Thetargetlanguageformneedstobecircledorunderlinedsoastocapturelearners’attention.C:Co-constructionThissteprequireslearnersandtheinstructorstoco-constructgrammaticalexplanations,whichisthemostdifferentfromtraditionalgrammarmethod.Themaintaskofthisstepisthattheinstructorassistslearnersindevelopingaconceptofthetargetlanguageknowledgeandhelpsthemtocomparethetargetlanguageknowledgewithwhattheyalreadyknow.Therefore,itisnecessaryfortheinstructortomastersometechniquesofaskingquestionssoastohelplearnerstomakeguesses,predictions,hypothesesandgeneralizationaboutthetargetgrammaticalform.Firstly,theseassistingquestionsshouldbewell-chosen,directandclear,suchas“Whatwordsdoyouhearorseethatarerepeatedinthecontext”,“Whatpatterndoyouseeinthistext?”(Dnoato&Adair-Hauck,2002).Secondly,itshouldmakesurethataco-constructedexplanationisnotaninquisition.Learnersshouldbeencouragedtoasktheinstructorandeachotherquestions,iftheexplanationistobetrulyco-constructed.Learnershypothesizeandgeneralizeaboutthetargetstructurewiththeinstructor’sguidance.Thepurposeofthisstepisneithertodirectlypresentthetargetformbytheteachernortorequirelearnerstodirectlydiscoverthegrammaticalstructuresontheirown.Instead,theteachershouldobservelearners’understandingsandmisunderstandingsandcomeupwithsomeassistingquestions.Intheend,learnersconstructhisunderstandingofthetargetstructurewiththecollaborativetalkbetweentheteacherandotherlearners.E:ExtensionActivitiesInthisstep,learnersshouldbeofferedthechancetousetheirnewgrammaticalformininteresting,criticalandcreativewaysandintegrateitintoexistingknowledge.Extensionactivitiesshouldbecriticalbecausetheycancreatetheirownthoughtsandself-expressionintheforeignlanguage.Extensionactivitiesshouldnotbecomeworksheetsormechanicalpractice;rather,theycanberole-play,authenticwriting,information-gapactivities,games,classinterviewsandsoon.AsChristenbury(1996)said“Grammarandusagecannotbetaughteffectivelyifstudentsseenorealneedtodoitandifteacherscannotpersuadethemtoseetheneed”.Therefore,theseextensionactivitiesshouldbringlearnersintocontactingwiththetargetlanguagemembersofthecommunity.6 辽宁师范大学硕士学位论文2.2GrammarTeachingApproachesWhatisthemosteffectiveinstructiontoteachinggrammarinaforeignlanguageclassroom?Therearetwokeyapproachestoteachinggrammar,deductiveapproachandinductiveapproachatpresent.Ithasbeencontroversialforteachersandresearcherswhichapproachisbetterone.However,thereisnoclear-cutopiniontofollowtheinductive,deductiveapproach.Someresearchersandlinguisticsclaimthatinductiveapproachesaremoreeffectivethandeductiveapproach(Schaffer,1989).However,someclaimthatdeductiveapproachesaremoreeffective,usefulandsuccessfulinlanguageteaching(FotosandEllis1991).Butrecently,anotherapproachwasmergedbetweenthetwoapproaches,astory-basedandguidedparticipatoryapproach,whichisamorestudent-centeredinductiveapproachtodevelopingexplicitgrammarknowledge.2.2.1DeductiveGrammarTeachingApproachThedeductiveapproach,anexplicitgrammarinstruction,isrule-based(Nunan,2003).Theteacherprovidedwithtargetlanguagerulesandexplicitexplanationofrulesandthenstudentsusethoserulestopracticeandapplythelanguage(Scott,1990).Itisalliedwithgrammar-translation.Thisapproachisbeneficialforgoodlower-levellearners,becausetheirlanguagelevelisnotyetenoughtofindthetargetrules,whichmeetsalmostalllearners’expectationsregardingclassroomlearning(Robinson,1996).Mountone(2004)arguedthedeductiveapproachhelpsbeststudentswhoaregoodatsolvingproblemsquicklyandaccurately.However,thisapproachalsohasitsweakness.Thedeductiveapproachisfollowedbymechanicaldrillsandpracticethatarecastinshallowandartificialcontextsunrelatedtotherealcommunicativeintentionsoflearners(Aski,2003;Walz,1989).Thus,thesepracticeopportunitiesareoftenmeaninglesstolearnersandarenotcapableofengagingontheirlanguageproblem-solvingskillsandtheirdesiretocommunicatebyusingtheformstheyarelearning(Adair-Hauck&Donato,1994;Brooks&Donato,1994).Additionally,adeductiveapproachtogrammarteachinghasthedisadvantageofrequiringlearnerstofocusongrammaticalformsbeforeexperiencingtheirmeaningandfunctioninacommunicativeencounter(Larsen-Freeman,2003).Thislinearmodelofteachingaformbeforeusingaformhasdistinctdisadvantagesanddoesnotsupportlearninggrammaticalknowledge.Whenlearnersarepresentedwithready-madeexplanationsofgrammarbytheteacher,theyaredeniedtheopportunitytoexploreandconstructforthemselvesanunderstandingoftheform;predictably,theydonotperceiveavalidreasonforlearningtheparticulargrammarpointnomatterhowskilledatexplanationtheteacherisorhowsuccinctlyagrammaticalfeatureispresentedinarule-basedformula.Moreover,whenlearnersarepresentedwithready-madeexplanationsofgrammarbytheteacher,theyaredeniedtheopportunitytoexplore,solveandconstructforthemselvesanunderstandingoftheform,andtheydonotperceiveavalidreasonforlearningtheparticulargrammarpoint.7 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMood2.2.2InductiveGrammarTeachingApproachThisapproachismoreorlessanantithesiswayorprocessofdeductiveapproach.Studentsarenottaughtgrammaticalrulesdirectlybutarelefttodiscovertherulesfromtheirexperienceofthelanguageuse(Richards&Schmidt,2010).Thatis,throughthisapproachstudentsareexposedtoexamplesoflanguageuseanditpromptsandimprovisesthelearnerstogeneralizethepatternsofthetargetlanguage(Decco,1996;Collin,1998).Thereareanumberofbenefitsofinductiveapproach.Thisapproachhelpslearnerstoretainthelanguagebetteraslongastheyhaveinduced(Haightetal,2007).Itismorememorableandmeaningful.Itisobviousthatiflearnersfindtherulesthemselves,ittakeslongertimeorisevenhardtoforgettheserulesthansimplylearnorobtainfromtheteacher.Itisstudent-centredratherthanteacher-centred.Owingtothefactthat,studentsthemselvestrytofindandinducetherulesratherthanbeinggivenbytheteacher.Inotherwords,thisapproachencouragesthestudentstobeindependent.Throughthisapproach,learnersareactivelyengagedintheprocessoflearning.Accordingly,theselearnersaremotivatedandencouragedtotakepartinclassroomactivities(Svalberg,2005).Additionally,thisapproachvigorouslyengagesstudentstoimprovetheirpattern-recognitionandproblemsolvingabilitieswhereparticularstudentsenjoysuchchallenges.Thatiswhy,thisapproachdevelopsandenhancesstudents’fluencyabilityduetotheactiveparticipationinthelesson(Johnson,1996).Finally,studentshavemoreopportunitiestopractisethelanguageaslongastheclassarrangedtoacollaborativework(Ellis,1997).Skilledstudentsingrammaticalanalysispreferaninductiveapproachthanthosewithlessskill.Ontheotherhand,thisapproachhasseveraldrawbacks.Thisapproachistime-consumingespeciallyforthoselearnerswhohaveaccustomedtothetraditionalwayofteaching.Inotherwords,itiskindoffrustratingforthosestudentswiththeirpastlearningstylesorexperiences(Ming-Jun,2008).Thus,forsuchstudentsitisbettertotherulestobegivenexplicitly(Widodo,2006).Additionally,thisapproachputalotofburdenonteacherstoplanappropriateactivitiesandteachershavetobepatientwithlearnersmakingthemunderstandandinducetherulesandtobeabletousetheserulesinpractice.Anotherdisadvantageisthat,learnerssometimesareconfusedwhentheycannotdealwiththetaskwhichthenleadstodiscouragementandhindranceoffurtherlearning.Theymaydrawandfindothermeaningsoftheexamplesratherthanthecoremeaning.2.2.3Story-basedGrammarTeachingApproachAsitismentionedearlier,itiscontroversialtochooseeitherdeductiveorinductiveapproach.Althougheachapproachhasitsownadvantages,theysharesomeclearlynotabledeficienciesinteachingandlearning.DonatoandAdair-Hauck(2002)advocateastory-basedandguidedparticipatoryapproach,asanorganiccombinationofdeductiveandinductive8 辽宁师范大学硕士学位论文grammarinstruction,whichintegrateslanguageform,meaninganduseinforeignlanguageclassroom.Morespecially,fromtheverybeginningofthelesson,theteacherneedstoinvitethelearnerstoengageinauthenticuseoflanguagesoastomakelearnertocomprehendandexperiencethefunctionsandpurposesoflanguagethroughintegrateddiscourseintheformofastory.Theteacherscaffoldsandguidesthelearnerseventuallytocomprehendthestoryorothersampleofconnecteddiscoursebyusingmime,gesturesandpictures.Oncestudents’comprehensionisripe,theteachercansafelyturnthestudents’attentiontovariouslinguisticelements.ThisapproachisinagreementwithVygotsky’idea(1986)ofconceptformationsthatgrammaticalconceptscannotbegiventolearnersinthewayasifready-madefood,thusstressestheimportanceofcomprehensibleinput.Bythismethod,studentsareencouragedtothinkcriticallytodiscovertheruleswithteacher’sguidance.Thisapproachissimilartonaturallanguagelearningandacquisition.Itassiststhelearnerstoworktogetherandenhancestheirself-relianceinlearning.Theteacheractsasafacilitatorinassistingandguidingthelearnerstodiscovertherulesandalsotodigesttherules,soastoavoidconfusionandmisunderstanding.Thestory-basedgrammarinstructioncanreconciletheonesidedviewsofgrammarteachingandactsasabridgebetweentheinductiveanddeductiveapproaches,thecharacteristicsofeachcanbeshowninTable2.1.Table2.1CharacteristicsofInductive,DeductiveandStory-basedGrammarApproachesInductiveApproachStory-basedGrammarDeductiveApproachApproachLearnersanalyzethegrammarTeachersandlearnerscollaborateTeachersexplaingrammarrulesexplanation.andco-constructgrammarrules.forlearners.2.3TheTheoreticalBasisofPACEGrammarModel2.3.1VanLier’sAuthenticityAlthoughtheconceptof“Authenticity”emergedin1970s,alargenumberoflinguistsdonotreachaconsensusonthemeaningof“Authenticity”.Thetraditionalmeaningof“Authenticity”referstoauthenticmaterialsandauthentictasks.However,VanLier’sviewsof“Authenticity”isfarbeyondtheusualdomainoftheview.VanLier(1996)regarded“Authenticity”as“aprocessofengagementinthelearningsituation,andasacharacteristicofthepersonsengagedinlearning”,whichisfardeeperandpractical.“classroomlanguageisoftentakenasevidenceoftheartificialityoflanguagelessonsandthisinturncanthenbeusedasanexplanationforthelackofsuccessoflanguageinstruction”(VanLier,1996).Inordertochangethissituation,VanLier(1996)claimeditisvitalimportantforteacherstobuildauthenticityintheclassroom,andintroducedthreetypesofauthenticityintheclassroom:curricularauthenticity,pragmaticauthenticityandpersonalauthenticity.(SeethefollowingTable2.2)9 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodTable2.2Authenticityintheclassroom(LeovanLier,1996)TypeConstraintsResourcesCurricularcreatorDifficultylevelStudentchoice/gatheringfinderAvailability/varietyMedia/immediacyuserComprehensibilityScaffolding/amplificationRelevanceVisualotherexpansioninterestFamiliarity/(backgroundknowledge)PragmaticcontextClassroom/institutionalStudyskillspurposeAsymmetries/roles/statusCooperativetasksinteractionCommunicativeintentInstructionalconversationversuseducationalobjectivescontingencytimePersonalexistentialBureaucracyExperientiallearningintrinsicStandardizedtestsLearnertrainingautotelicLowexpectationsCooperativelearningLowperceivedrelevanceFosteringautonomyFirstly,VanLier’scurriculumauthenticitydoesn’tequaltoauthenticmaterialsthatoriginallycreatedforpeopleotherthanthosewhoeventuallyendupstrugglingwithitintheclassroom,butreferstothematerials’creationandchoiceshouldbequalified.InVanLier’sview,authentictextbooksshouldprovideusefullearningandcreativeopportunitiesforlearnersandcanbehelpstudentsorteachersbecomecreators,findersordiscoverers.Inaddition,itiswelltoberemindedthattheactualusetowhichthematerialisputintheclassroom.Thepersonalauthenticityisthecoreissueoftheauthenticity.VanLierstatesthat“authenticpersonsknowwhattheyaredoing,andattendinrelaxedorfocusedways,inaccordancewiththedemandsofthesituation.Authenticpersonsarealsoautonomous,inthesenseoffeelingresponsiblefortheirownactions,andabletodealwithchoices”(VanLier1996:143-144).Secondly,VanLieralsostressespragmaticauthenticity,whichcontainsthreeaspects:authenticityofcontexts,authenticityofpurposeandauthenticityofinteraction.VanLierpointedoutthatauthenticityofcontextreferstolanguageusewhichistiedtocontext(setting,participants,topicandactivity)andallthefactorswhichmakeitintowhatitis.Theauthenticityofpurposereferstotheintendedoutcomeofaspeechevent,whichcallsfortransparencyintheclassroomactivities,somethingthathavebeenadvocatedindifferentwordsbynumerousmethodologists(Morrow,1981).Thelastaspectofpragmaticauthenticityisauthenticityofinteraction,whichisthecoreofthepragmaticauthenticity.VanLierarguedthattheclassroominteractioncanprovideauthenticatinglearningprocessforthelearners.Inthisauthenticatinglearningprocess,theteacherisnotagovernorbutafacilitatorintheclassaswellastheteacherandthestudentsareintheequalstatus.10 辽宁师范大学硕士学位论文Atlast,VanLierintroducedpersonalauthenticity,whichisthecoreissueoftheauthenticity.VanLierclaimsthat“intheclassroom,teacherscanfosterpersonalityauthenticitybyincorporatingandbuildingonstudent’spersonalexperiences,byworkingtowardscooperationratherthancompetition,andbytrainingthestudentstobecomeautonomous”(VanLier,1996).Toconclude,VanLier’sAuthenticitysupportsPACEgrammarmodel.AsVanLier’sAuthenticitymentioned,authenticmaterialsormeaningfullanguagenotonlyreferstomaterialsthatareoriginallydirectedatnative-speakingaudiencesbutalsomeansmaterialscanbeinternalizedbylearners.Therefore,theinstructorshouldpresentsuchmeaningfullanguageinthefirststage.Inordertoachievesuchaprocessofauthenticity,itisnecessaryforlearnerstoconstructtheirunderstandingofthetargetlanguagewiththeinstructionbetweentheinstructorandotherlearners,whichisthethreestageofPACEgrammarmodel.Inaword,VanLier’sAuthenticitycanhelpushaveagoodgraspofPACEgrammar’score.2.3.2TheWholeLanguageTheorySofar,itisstillearlyforustogiveanexactandconcretedefinitionfortheterm“thewholelanguage”,thoughwecanobtainitfromallkindsofjournals.Atfirst,theworld“whole”means“holistic”,whichcomesfromtheIndo-Europenword“kailo”.KennethGoodman(1986)gaveadescriptionofthewholelanguageasfollowing,“Wholelanguageisproducingaholisticreadingandwritingcurriculumwhichusereal,authenticliteratureandrealbooks”,whichprovidedteachersandlearnerswithaninstructionofhowtoteachandlearn.Weaver(1990)argued“wholelanguage”isnotastaticentitybutanevolvingphilosophy,sensitivetonewknowledgeandinsights.Newman(1995)believes“Wholelanguage”isaphilosophicalstance.Brown(2002)summarizedthebasicofthewholelanguage,thus:focusedonstudents-centeredlearning,cooperativelearning,anduseofauthentic,naturallanguage,holisticassessmenttechniquesintesting,andintegrationoffourskills:listening,speaking,readingandwriting.Althoughtherearemanydefinitionsofthewholelanguage,thereisagrowingconsensusthatthewholelanguagetheoryofferstheguidanceonhowtoeffectivelyteachlanguage.Basedonrelatedresearches,theauthorsummarizesthefollowingfeaturesforconsideration.Firstly,thewholelanguagestressesonthenaturallearning.Goodman(1986)believedlearningseemedeasyoutsideofschool,butdifficultinschool,therefore,heputforward“meaningfulfunctionaluse”.Learnerslearnlanguagesoastouseit,notbysomeartificiallyconstructednon-language.Accordingtothewholelanguagetheory,learnersshouldbeexposedtonaturalandauthenticcontextandlessonsshouldbepracticalandfunctional.Secondly,thewholelanguagefocusesonlearner-centered,cooperativelearning.Learningisanactiveconstructionofknowledgebylearnersandcooperativelearningprovidelearnerswithagoodchancetoparticipateinteamdiscussion,whichdevelopslearners’goodcommunicationskills.What’smore,whenlearnerssharetheirideasinsocialsetting,11 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodindividualconceptsaredeveloped.Therefore,lessonsshouldmeetlearners’needsandlearner-centered.Thirdly,thewholelanguagetheoryinsists:“thewholelanguageinuseismorethanthesumofitsparts.”inlanguagelearning.Watson(1995)argued“thelanguageartsareintegrativeandintegratedinawholelanguageprogramjustastheyareinlifeoutsidetheclassroom”.Theintegrationoffourskills,listening,reading,speakingandandwritingarenecessaryforthedevelopmentofcommunicativecompetence.Therefore,languagelessonsshouldprogressfromtothewholeparts.Finally,thewholelanguageadvocatespaymoreattentiontoholisticassessmentintesting.Goodman(1989)believedevaluationshouldbasedonobservation,interactionandanalysisfromtherelationshipbetweenteachersandstudents.Basedontheaboveanalysis,thewholelanguagetheorycanbeviewedasthetheoreticalfoundationforPACEgrammarmodel.Goodman(1986)states“languageislanguageonlywhenitisawhole.”Therefore,intermsofgrammarteaching,grammarisnotaloneandlinguisticelementsonlygainmeaningwhentheyareplacedinreallanguagecontext.PACEgrammarmodelstressestheimportanceofthelanguageasawhole,bypresentingthelessonwithawholetext,suchas,astory,song,poemorcartoon.PACEgrammarmodelusesintegrateddiscoursesoastohighlightthecriticalgrammarstructurestobetaught.Co-constructionofPACEgrammarmodelisinagreementwiththewholelanguage’slearner-centeredandcooperateleaning,whichbotharousestheenthusiasmofthelearnersandconstructknowledgebythemselves.ThewholelanguagetheoryenablesthereadertohaveaglobalunderstandingofPACEgrammarmodel.2.4TheRelatedStudiesonPACEGrammarModelAbroadandatHome2.4.1RelatedStudiesonPACEGrammarModelAbroadPreviousstudiesontheeffectivenessofgrammarinstructionmostlyfocusedonthecomparisonofinductiveanddeductiveapproaches,whichproducedavarietyofconflictingresults(Herron&Tomasello,1992).Threestudiesreportednosignificantdifferencesbetweenthetwoinstructionalapproaches(Rosa&O’Neill,1999).Edam(2003),Robinson(1996),andSeliger(1975)reportedthatthedeductiveapproachwasmoreeffective.AlthoughnosignificantdifferencesbetweenthetwoapproacheswerefoundintheShaffer(1989)study,theinductiveconditiondidindicatepositivebenefitstostudentlearning.Since,guidedinductiveapproach,betweentheinductiveapproachanddeductiveapproach,wereappeared,researchersandlinguistsstarttocomparetheeffectivenessofguidedinductionandinductiveinstructionordeductiveinstructionratherthanpureinductiveordeductive(Vogeletal.,2011).Thesestudiesalloperationalizeddeductiveinstructionas12 辽宁师范大学硕士学位论文thepresentation,practice,production(PPP)approach,buttheydifferedintheiroperationalizationsofguidedinduction,asexplainedsubsequently.HerronandTomasello(1992)attemptedtocompareguidedinductionapproachtoatraditionaldeductiveapproachandclaimedthattheguidedinductioninvolvedmoreactivelearningthanthedeductiveapproach.Thoughtheyclaimedthattheguidedinductiveapproachwasmoreeffectivethanthedeductiveinstructioninthelearninggrammaticalstructures,theirresearchonlearners’learningofgrammarstructureslackedempiricalclassroomresearch.Haightetal.(2007)investigatedtheeffectsofbothdeductiveandguidedinductiveapproachesonthelearningofeightgrammaticalstructuresina2nd-semesterelementarycollegeFrenchcourse.AmericanlinguistsAdair-Hauck,B.,andDonato,R.(1994)firstbroughtforwardPACE,anewgrammarinstructionmodelonbasedontheguidedinductiveapproach,whichproposedinstructorsandlearnersneedtoco-constructanunderstandingofgrammaticalformsbasedonculturallyauthentictexts.Adair-Hauck,B.,&Donato,R.(2000)attemptedtoapplythismodelintoFrenchgrammarinstructionandtoachievethecoalescentoftheform,meaninganduseofgrammarsduringstandards-basedlanguagelearning.Later,Adair-HauckandDonato(2002)drewonVygotsky’stheorytoexplainscaffolding,ortheinteractionbetweenexpertandlearnerinaproblem-solvingtask,couldhelplearnerslearnbyprovidingstudentstheopportunitytoreflectuponthelanguagethattheyarelearningwiththeguidanceoftheinstructor.DespitesomelinguiststriedtocomparedeductiveapproachwiththecombinationoftheguidedinductiveapproachandPACEgrammarmodel,therearefewclassroomexperimentalstudiesdesignedinPACEgrammarmodelortheguidedinductiveapproach.Haight(2008)conductedasimilarstudyamongFrench101learnersandfoundaguidedinductiveapproachbasedonPACEmodelhasapositiveeffectonstudentlearningandretentionof10grammaticalstructuresinanintermediate-levelcollegeFrenchcourse.Vogel(2011)investigatedhowtopresentgrammaticalstructurestointermediate-levelFrenchcollegestudents,whichcomparedtheeffectsofaguidedinductiveandadeductiveapproachonshort-andlong-termlearningof10structures.Findingsindicatedasignificantlygreatereffectoftheguidedinductiveapproachonshort-termlearning.Thelong-termfindingsandtherelationshipbetweenpreferencesandperformanceswerenotsignificant.Analysesindicatedthatstudentswhopreferredexplanationsoftherulesperformedbetterwithaguidedinductiveapproach.Tofillnoneofthesestudieshavejointlyinvestigatedtheeffectsofguidedinductiononbothlearningoutcomesandprocesses,Morerecently,someresearchersbegantostudyPACEgrammarmodelindifferentperspectives.Groeneveld(2011)investigatedintheinterventionstagetheeffectsofPACEmodelonthelearningofsevengrammaticalterminologiesinaHighSchoolFrench2classandaHighSchoolDutch2class.Toth(2012)believedtherearefewempiricalresearchesofPACEgrammarmodelandlearnerbehaviorsduringco-construction,therefore,hestudied13 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodhowlanguagelearnersconstructgrammarformsduringthreePACEgrammarmodellessons,especiallyintheco-constructionstage.TheresearcheroutlinedsomeofthestrengthsandlimitationsofPACEgrammarmodelasaninstructionaltechniqueforbuildinglanguagelearner’sgrammarrules.Chamet(2014)investigatedinstructorsapplyPACEgrammarmodeltotheforeignlanguageclassthatcancreateaninteresting,engagingandcooperativelessonwhileattracttheattentionofthelearners.Cerezo(2016)investigatedtheeffectivenessofguidedinductionviaaneducationalvideogameforthedevelopmentofcomplexSpanishstructures,ascomparedtoatraditionalface-to-facedeductiveinstructiongroupandacontrolgroup.Theirresultsweremuchinlinewithpreviousstudies,inwhichguidedinduction(morethandeductiveinstruction)helpedlearnersdevelopvariouslinguisticstructuresinclassroomcontexts,bothimmediatelyandupto2weekslater.Andfurtherillustratedthatguidedinductioncanproveeffectiveinfullyonlinelearning,inwhichteachermediationisnotpossible.Inconclusion,thestudyonecologyofPACEgrammarmodelinforeigncountriesstartedrelativelyearlyandscholarspublishedmanyinfluentialworksandpapers,andtheachievementswerefruitful.Morerecently,somescholarsbegantostudyPACEgrammarmodelindifferentperspectives.Theynotonlybroadenthescopeofstudy,butalsohaveadeepresearchonextendedfields,suchasguidedinduction.2.4.2RelatedStudiesonPACEGrammarModelatHomeInChina,mostofthetheoreticalstudiesofPACEgrammarmodel,nonetheless,empiricalinvestigationsofPACEgrammarmodelarelimited.ShanQianqian(2010)firstputforwardthefeasibilityandsignificanceofPACEgrammarmodelinChina,however,shedidnotapplyittotherealclassrooms,whichlackedempiricalstudies.GuoXiaodong(2011)investigatedtheeffectivenessbetweenPPPmodelandPACEmodelinTCSLgrammarinstruction,whichfocusedonformandmeaningoflanguage.HisresearchconfirmedthatPACEgrammarmodelisbetterthanthePPPmodelinthedifficulttargetstructurelearningprocess.TianXiaoxia(2012)analyzedthefeaturesofthejuniorhighschoolEnglishgrammarteachingandconfirmedthefeasibilityPACEgrammarmodelinjuniorhighschoolwithanempiricalstudy.However,herresearchdidnotillustrateclearlywhatthetargetgrammarstructuresheused.LongXiaoxue(2012)researchedhowPACEgrammarmodelimprovetheteachingeffectfromthewholelanguageperspective.Meanwhile,shealsoinvestigatedlearners’attitudestowardsPACEgrammarmodel,butshefailedtostudydeeperreasonthatcausedsuchanattitude.LiHua(2014)exploredthedifferenteffectsofPACEgrammarmodelondifferentlevelslearnersandtheirattitudestowardsPACEgrammarandfurtherstudiedthereasonsforit.LinLinsen(2015)comparedthedifferenceofdeductive,inductiveanddialoguegrammar14 辽宁师范大学硕士学位论文instruction,PACEgrammarmodelandfoundPACEgrammarmodelispreferredoverothergrammarinstruction.QiaoPengli(2016)conductedanempiricalstudytoconfirmwhetherPACEgrammarmodelcanimprovejuniorstudents’Englishgrammarachievement,whoseresultsfoundthatPACEgrammarmodelnotonlyimprovelearners’Englishachievementandimprovelearners’communicativecompetence.ZhaoJianqun(2016)attemptedtoapplyPACEgrammarmodelintoseniorhighEnglishgrammarteachingfromtheperspectiveofdiscourseconstruction.ZhuTianyi(2017)combinedPACEgrammarmodelwithseniorhighEnglishreadingteaching,whichwasaintegrationofinnovation.Fromwhathasbeendiscussedabove,wefoundmorepapershavebeenpublishedyearlyinChinaaccordingtoCNKI.ThestudiesofPACEgrammarmodelinourcountryhaveformedfromtheoreticaldiscussiontopracticalanalysis,andatthesametime,butitalsohassomedisadvantages.Forexample,studiesontherelationshipbetweentraditionalgrammarmethodandPACEgrammarmodelstillremainaweakresearcharea.AndthereisstillalongwaytofurtherstudytheadvantagesanddisadvantagesofPACEgrammarmodel.2.5SummaryAlthoughPACEgrammarmodelsharessomesimilaritieswithothergrammarapproaches,itdifferintwoimportantways.Firstly,traditionalapproachestogrammarinstructionoftenmakelearnersleftalonetoreflectonformintheinputandtheyarethepassiverecipientsof“ready-made”grammaticalrules.Incontrast,PACEgrammarmodelallowsteachersandstudentstobuildunderstandingofformastheyareencounteredinmeaningfulcontexts,whichprovidesan“anchoringframework”forthenewconceptstobelearned.Secondary,comparedtothetraditionalgrammarapproach,PACEgrammarmodelproposedialogicruleformulationwhereteachersandlearners“co-construct”anunderstandingofthetargetformsbasedonauthentictexts,whichserveslearnersbesttodevelopproblem-solvingskills,learningstrategies,criticalthinkingandlearnerautonomy.Therefore,thispaperfurtherstudytheadvantagesanddisadvantagesofPACEgrammarmodelinChineseseniorhighschool.15 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodChapterThreeMethodologyTheexperimentwascarriedoutinacertainhighschoolinDalian,betweenSeptember10thandDecember11th,2017.Beforeconductingtheexperiment,theresearcheranalyzedthefinalexamandchoseouttwoparallelclasses,theexperimentalclass(CC,class9)andthecontrolclass(EC,class10)inordertoensuretheirEnglishwereatthesamelevelbeforetheexperiment.Duringfourmonth’sexperimentalperiod,twoclasseswereadoptdifferentgrammarteachingmethodsrespectively,theexperimentalclass(EC)withPACEgrammarmodelandthecontrolclass(CC)withtraditionalgrammarteachingmethod.Atthebeginningoftheresearch,theauthororganizedapre-test(15min)andpre-questionnaire(30min)withalesson(45min).Thepre-testwasadministeredtoensuretheparticipantshadnopriorknowledgeofsubjunctivemood.Thescoresoftheparticipantsonthepre-testrevealedthattheyhadalmostnoknowledgeofEnglishsubjunctivemood.TheexperimentofEnglishsubjunctivemoodlastedfor4weeks,2lessonsperweek.Meanwhiletheinstructionconsistedoffourconsecutive45minlessonsandineachacompletePACEgrammarmodelwasincludedtwolessonsfocusingondifferentaspectsofthesubjunctivemood.AlllessonsfollowedtheformatinTable3.1.Table3.1ProceduresoftheexperimentWeekStepsTimeGoal1Pre-questionnaire10minCheckoutthelearners’attitudetowardsgrammarPre-test35minEnsuretheparticipantshadnopriorknowledgeofsubjunctivemood2SubjunctivemoodPresentation15minComprehendthetextmeaningbypresentingmaterialsaboutif-clausesubjunctivemoodAttention30minDrawlearners’attentiontothetargetgrammarstructurerules-subjunctivemoodCo-construction30minGuidestudentstoconstructtheirunderstandingofthesubjunctivemoodExtension15minUsethesubjunctivemoodtoperformcommunicativetasks3SpecialexamplesofPresentation15minComprehendthetextmeaningbysubjunctivemoodexposingtospecialexamplesofsubjunctive,suchas“wish,otherwise,butfor,without”Attention30minDrawlearners’attentiontothespecialexamplesofsubjunctivemoodCo-construction30minGuidestudentstodevelopdeeper16 辽宁师范大学硕士学位论文understandingofthesubjunctivemoodExtension15minCultivatestudents’abilitytoflexiblyusingofsubjunctivemood4Revision45minHelpstudentsreviewthesubjunctivemoodPost-questionnaire10minVerifywhetherPACEgrammarmodelcanchangetheparticipants’attitudetowardEnglishgrammarlearningPost-test35minCheckoutwhetherPACEgrammarmodelishelpfulindevelopingtheparticipantscompetenceontheuseofthesubjunctivemood3.1ResearchQuestionsBasedontheotherresearchers’studyofPACEgrammarmodel,thisstudywillfurtherstudyPACEgrammar’seffectivenessinEnglishgrammarteaching.Therefore,thethesiswillintendtoaddressthefollowingresearchquestions:(1)TowhatdegreewilltheapplicationofPACEgrammarmodelaffectstudents’grammarlearninginterest?(2)TowhatdegreewilltheapplicationofPACEgrammarmodelaffectstudents’grammarlearningresult?(3)Comparedtothetraditionalgrammarteachingmodel,PPPgrammarmodel,whataretheadvantagesofPACEgrammarmodel?3.2ParticipantsTheparticipantsofthisempiricalstudyarethe87seniorstudentsofGradeTwoandtheyarefromtwoparallelclasses,class9(43participants)andclass10(44participants)inacertainhighschoolinDalian.Class9whichistaughtbyPACEgrammarmodelisExperimentalClass(EC)andtheClass10whichistaughtbythetraditionalgrammarteachingmethodisControlClass(CC).TheparticipantshavebeenlearningEnglishforthesimilarbackgroundofEnglishlearning,having8-9yearsintheirpreviousstudyandtheyareallnativespeakerofChinese.BothparallelclasseshadthesimilarEnglishgrammarproficiencybeforethisempiricalstudy,Class9:17.651andClass10:17.636andtheywereabouttolearnthesamegrammaticaltasks:subjunctivemood.Meanwhile,twoclasseshavethe7times(45minutesatime)aweekinEnglishlearningwiththesameEnglishteacher(theauthor).Thewholeempiricalstudylastsabout4months,fromSeptember18th,2017toDecember21st,2017,whichincludingthepre-testandpost-test.17 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMood3.3InstrumentsInordertogetanobjectiveresultsofPACEgrammarmodelintheparticipants’grammarlearning,theauthoradoptedthecombinationofquantitativemethods,whichplaysamainroleandqualitativemethodsthatplaysasupplementaryrole.Forquantitativemethods,theauthoradoptedtests(pre-testandpost-test),questionnaireandobservation.Forqualitativemethod,itincludesinterview.3.3.1TestsInordertotesttheparticipants’grammarcapability,thisstudywasdesignedgrammartests,includingpre-testandpost-test.Thepre-test(AppendixI),beforetheexperiment,wasconductedtotesttheparticipants’grammaticalcapability.Thepost-test(AppendixII),aftertheexperiment,wasdesignedtoexaminewhethertherewereanyobviousdifferencesbetweenthetwoclassesintheirmasteringgrammaticalitems’capabilityafteradoptingPACEgrammarmodel.Accordingtorequirementsofgrammartests,thegrammarexaminationpapershouldinvolveform,meaningandfunction.Therefore,threetypesofgrammartestswerecontainedinthisempiricalstudy:grammarcompletion,errorcorrectionandcontextualizedwriting.1.Grammarcompletion:Itwasmainlydesignedtotestthestudents’masteryofsubjunctivemood’sform.In2014,NationalEducationExaminationsAuthority(NEEA)announcedthatgrammarcompletionwillreplacemultiplechoice.Therefore,thispre-testandpost-testweredesignedwith10grammarcompletionsofsubjunctivemoodrespectively,whoseitemswereadaptedfromtheEnglishcollegeentranceexaminationquestionsfromvariousprovincesandcities.Inthispre-testandpost-test,participantswererequiredtofinishthemwithin10minutesrespectively.2.Errorcorrection:Itwasdesignedtotesttheparticipants’capabilityinhandingsubjunctivemood’smeaning,whoseitemswereadaptedfromtheEnglishcollegeentranceexaminationquestionsinvariousprovincesandcitiesinordertoascertainthereliabilityandvalidityofthepaper.Inthistest,participantswererequiredtojudgeiftheusagesofsubjunctivemoodwererightorwrongandcorrectedthemwithin10minutes.3.Contextualizedwriting:Thispartwasdesignedtotesttheparticipant’scapabilityinhandingmasteringgrammaticalfunction,whoseitemwasapartincertaincontext.Theparticipantswererequiredtotakeacontextualizedwritingtestwithin25minutes.Andtheywererequiredtouseatleast120wordsandasmanysubjunctivemoodaspossible.Thispartweremoredifficultandcomprehensive,becauseitwillreflectwhethertheparticipantsareabletouserelativeclausesmeaningfully,accurately,andappropriately.3.3.2QuestionnaireQuestionnairewasdesignedandcarriedoutto43participantsinClass(9)(EC)before18 辽宁师范大学硕士学位论文andaftertheteachingexperimentsoastocheckwhethertherewereanychangesoftheparticipants’interesttowardsgrammarlearningafterapplyingtoPACEgrammarmodel.Thepre-questionnaire(seeAppendixIII),beforethetheteachingexperiment,isthesameasthepost-questionnaire(seeAppendixIII),afterthetheteachingexperiment,inordertoensurethevalidityofthequestionnaire’sresults,whosepurposeistoinvestigatewhetherPACEgrammarmodelcaninfluenceparticipants’interesttowardsgrammarlearning.Thepre-questionnaireandpost-questionnaireweredesignedaccordingtotheauthor’sobservationinEnglishgrammarclassandTianXiaoxia’s(2012)questionnaire,whichtotallycontained10itemsandisafive-pointLikert’sscale,andtheoptionsofeachitemarearrangedfromAtoE.Ameans“completelyagree”;Bmeans“agree”;Cmeans“uncertain”;Dmeans“disagree”andEmeans“completelydisagree”.AccordingtothecriteriaintheLickertscale,theparticipantwhochoosesAwillget5points,whochoosesB,C,D,Ewillget4to1point(s)respectively.Thehigherthescore,thehighertheparticipants’interesttowardsgrammarlearning.Inaddition,thequestionnaireiswritteninChineseinordertomaketheparticipantshaveathoroughunderstandingofit.ThroughthequestionnairetheauthorcouldknowaboutwhetherPACEgrammarmethodcouldpromotethestudents’motivationmuchmore,andknowaboutstudents’evaluationandattitudesofthisnewgrammarteachingmethods.Astothereliabilityofthequestionnaire,LickertScalepartisbasedonthequestionnaireofOxford,R.L.andtherestisbasedonthebookEnglishLearningStrategiesbythenation-wisewell-knownexpertWenQiufang.Afterthequestionnairewasdesigned,theauthoraskedseveralexperiencedteachersforopinionsandsuggestions.Thentheauthoraskedseveralstudentsfortrialuseofthequestionnaire.Thepurposeofthetrialuseistomakesurewhetherstudentshaveathoroughunderstandofthequestionnaireandwhethertheirfeedbackistheexactdatawhattheauthorintendstofindout.Thequestionnairewasmodifiedaccordingtooldteachers’preciousadvice.Someitemsinthequestionnaireweredeletedandothersarechangedasthepresentones.Inshort,thequestionnairewasfirstadministeredinarathersmallsize.10studentswereaskedtodoitatfirstandfifteendayslater,theywereaskedtodoitagain.ThedatawastimelyanalyzedbySPSS19.0.Afterallthiswork,thequestionnairewaseventuallyformed.3.3.3InterviewInthispart,aninterviewwasprovidedfortheparticipantsinECbytheauthor,whichisregardedasasupplementofobtainingtheparticipants’objectiveevaluationofPACEgrammarmodel.Byconductingtheinterview,theauthorintendstofindoutwhetherparticipantsinEChaveimprovedtheirgrammarlearningeffects,andclassroombehavior.Theinterview(seeAppendixIV)consistsofthreequestions,whicharepresentedinChinesesoastomaketheparticipantsunderstood.Thethreequestionsareasfollows:Q1:What’syournewunderstandingofgrammarlearningafterapplyingPACEgrammarmodel?19 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodQ2:WhatchangeshaveyoumadeinEnglishclassaftertheteacherappliedPACEgrammarmodel?(suchasattentionspan,timesforansweringquestions,activenessinteamwork)Q3:What’syourattitudestowardsPACEgrammarmodel?3.3.4ClassroomObservationClassroomobservationisoneofthecontentsofthefieldinvestigation,forinvestigatingparticipants’performanceinEnglishclass;thistoolisinevitableforteacherstoexaminesomeinvisiblefactorsinfluencingparticipants’learningsuchastheirreactioninclass,attentionspan,theiractivenessinclassetc.Duringtheobservationintheclassroom,theauthorobservedtheparticipants’learningbehavior,suchaswhetherthestudentscanreactactivelytotheteacher,whethertheycankeepthepacewiththeteacherandwhethertheycanshowgreatpassioninEnglishlearning.Tobemoreexact,inthisexperimentaspecialfullmonthobservationisdonebyusingauthor’sclassobservationrecordsintheclassroom.Intheobservationrecords,participants’behaviorwillbemeasuredbythreedifferentdegrees(A,BandC).Andtheresultsoftheobservationintheclassroomwillbecollectedandanalyzedlater,soastofindouttheadvantagesofPACEgrammarmodel.TheresultsarealsopresentedinChapterFour.3.4ImplementationoftheExperiment3.4.1TeachingPlanoftheExperimentalClassACaseStudyofTeachingofSubjunctiveMoodintheExperimentalClassTargetMaterial:Module5Cloning(Electivesbook6,ForeignLanguageTeachingandResearchPress)TeachingGoals:(1)Knowledgegoals:tohelplearnerstohaveabetterunderstandingofsubjunctivemoodandlearnhowtousethesubjunctivecorrectly(2)Abilitygoals:todeveloplearners’competenceofcooperationandconstruction(3)Emotionalgoals:tostimulatelearnerstoexploresubjunctivemooddeeplyTeachingkeypoint:Helplearnersunderstandthedifferencesbetweenrealconditionsandtheunrealconditionsofsentencesandtheusagesofsubjunctivemoodinmorecomplicatedcases.Teachingdifficultpoint:ConstructandinternalizesubjunctivemoodincorrectandproperwayTeachingmethods:PACEgrammarmodelTeachingProcedure:Stepone:PresentationofmeaningfullanguageisPinPACEgrammarmodel.20 辽宁师范大学硕士学位论文Inthisstep,theinstructorisnotsupposedtoprovidedisconnectedsentencesbutratherthematic,contextualizedandstory-basedlanguageforstudents.Beforestudyinginsubjunctivemood,thestudentsshouldbeexposedtoacertainamountofcontextualizedmeaningfullanguage.Herearesomecontextualizedmeaningfullanguagematerials:MaterialOne:amovieclipfrom2012(Requirement:Firstly,theteachercanplayamovieclipfrom2012severaltimes,asneed,tothestudents.Afterwatchingthismovie,theteachershouldgivethelearnersabriefexplanationofthemovie.Thenthelearnersdiscussaboutthepresident’smood.)MaterialTwo:AWavingFlag(Requirement:Whenthesongisplaying,theteachershouldencouragethestudentstosingthissonginchorusandexperiencethemeaningofthelyrics.Afterlisteningtothesong,theteacherandthestudentscanappreciateittogether.)MaterialThree:EICondor(FlylikeanEagle)(Requirement:Beforethesongplaying,theteachershouldhelpthestudentsunderstandthemeaningofthelyrics.Afterplayingthesong,theteachercouldaskthestudentssomequestions:Whatmessagedoesthesongconveytous?Whatdoesthesingerwanttobecomein21 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodthesong?Canhebecomeasparrow,hammerorforest?Why?)MaterialFour:Asong-IfItHadn’tBeenForLoveSteptwo:AttentionisAinPACEgrammarmodel.Inthisstep,itisveryimportantthattheauthorguidethestudentstofocusonthetargetlanguageformpresentedinthefirststage.Someteachingstrategiescanbeadoptedbytheteacher,suchasaskingquestionsaboutthewords,phrasesandpatternsthatappearrepetitivelyinthematerials,highlightingthekeywords,phraseandpatterns.Inordertohelp22 辽宁师范大学硕士学位论文thelearnerspaymoreattentiontothesubjunctivemoodstructure,theauthorshowedsomeslidesaboutmaterialsarehighlightedinbold,redandunderline.Meanwhile,theauthorputforwardaquestiontomakelearnersconsideratebythemselves:Whatarethemainfeaturesintheunderlinedwords,phraseandsentences?Stepthree:Co-constructionisCinPACEgrammarmodel.Co-constructionistheworkingtogetherofteacherandstudentstoco-createtherule,findouttheruleorexplanationforthefocalpointoftheattentionstepinthisprocess.Theteacherguidesstudentstohelpthemconstructanappropriateruleforthepointinquestion.Therequiredquestionsexplainedbyco-constructinggrammararoundunderstoodeasilyforteachers.Teachersoughttorememberthattheyguidethemandlittlebylittleandrangefromconcisehintsaboutthespecificgrammarstructurestoexplicitinstructionswhenitisnecessary.Inthisway,studentscanbeengagedinsolvinggrammarproblemsingroupsorpairsandsharetheirfindingswiththewholeclass.Firstly,theauthorcouldaskthefollowingquestionstoguidestudentstomakeguesses,predict,generalizethetargetthetargetgrammarforms.Inordertohelpstudentstocomparedifferentkindsofsubjunctivemood,theauthormarkedthenumbersinthetargetsentences.Question1:MaterialOne:focusingontheformsoftheunderlinedsentence1andsentence2,pleasefindoutthesthedifferencesandsimilarities.Question2:Comparedtheformsoftheunderlinedsentence1(seeMaterialOne)andsentence3(seeMaterialTwo),pleasefindoutthesimilarities.Question3:AfterreadingtheMaterialThree,Pleaseanswertheansweringthequestion?Whatmessagedoesthesongconveytous?Whatdoesthesingerwanttobecomeinthesong?Canhebecomeasparrow,hammerorforest?Why?Question4:Pleasefindoutthedifferencesinthestructureinthesentence4(seeMaterialThree),sentence5(seeMaterialThree)andsentence6(seeMaterialFour)Designobjective:(1)Guidethestudentstofindthesubjunctivemoodexpresstheunrealsituation.(2)Guidethestudentstodistinguishtwotypesofconditionalclause:realconditionandandunrealconditional.(3)Guidestudentstofocusonthreekindsofsentencepatternstructure’sformsinthesubjunctivemood.Secondly,theauthorencouragedstudentstoworkingroupsandfillinthechart.Inthediscussionprocess,theauthorneedstoplayapositiverole.Ontheonehand,theauthorneedstomonitorstudents’behavior,includingtheirexpressionsandactions.Omtheotherhand,theauthorneedstoassesswhentoofferstudentshelpandhowtoofferhelp,whichneedstheauthortoevaluatetheirstudents’abilities.Table3.2Threekindsofsentence-patternstructurecharacteristics23 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodTimeUnrealconditionsExamplesTipsIfclauseMainclausePresentIfI(we,YouIflifewerealwaysmerry,oFocusonsentence1you,he,(he/they)+would/couldursoulswouldseekrelief.(seeMaterialOne)they)+were/might+doandsentence4(seeMaterialThree)PastYouYouneverwould’vegottenIfI(we,(he/they)+would/couldonthatplaneifItoldyou.FocusonMaterialyou,he,/mighthave+doneFourthey)+had+doneFutureIfI(we,YouIfitshouldhottomorrow,Focusonsentence5you,(he/they)+would/couldwewouldgoswimming.(seeMaterialThree)he,they)/might+do+were/wereto/should/Afteralltheproceduresmentionedaboveall,studentshaveconstructedtheruleofthreekindpatternstructureofsubjunctivemood.Stepfour:ExtensionisDinPACEgrammarmodel.Thissteprequirestheteachercreativetheextensionactivitythatarecritical,whichallowslearnerscreativetheirownthoughtsintheforeignlanguage.Thecoreoftheextensionactivityistoencouragelearnerstocooperativeandcollaborateininterpersonalandmeaningfulcontextswherelearners’oralandwrittenpresentationalcommunicationwillimprove.Theteachercandevelopastorybydiscussionwebbingbecauseitcouldnotmoveslearnersfromwhathappenedinastorytowhyithappened,butalsotheycanconsolidatethetargetstructuretheyhavejustlearned.Inaddition,theextensionactivitiesaredesignedaccordingtoteachingaimsandstudents’capability.Forexample,firsttheteachercouldcomeupaquestionofTitanic“ShouldJackdieinthemovie?”LearnerstrytoformaconsensusonthebestreasonwhyJackshoulddieornotdieinthemoviethroughdiscussionwebbing.Thentheteacherencouragethelearnersto24 辽宁师范大学硕士学位论文designanewstoryofTitanic:IfJacknotdie,whatwouldtheyhappen?Example:Student1:IfJackshouldnotdie,hewouldarriveAmerican.Student2:IfheshouldarriveAmerican,hewouldmeetafamousdrawer.Student3:Ifhemeetafamousdrawer,hewouldbeafamousdrawer.Student4:Ifheshouldbeafamousdrawer,hewouldmakelotsofmoney.…Likewise,similarstructureisdesignedonotherconditionofsubjunctivemoodandanewstorywascreated.Finally,whenthislanguageactivityisfinished,theteacherneedtomakeanevaluation,whichcanpromoteabetterlearningprocess.Theteacherscouldselectseveralexcellentscenariosfromstudents’outputstodiscussandletstudentsfindoutthecommonfeaturesofthesentencetheyhavejustcreatedinordertodeepenthecomprehensionofthethesubjunctivemoodin“ifclause”.Inthisprocess,theteacherneedtoencouragestudentstopredict,takerisks,makeerrorsandself-correct.Becausebydoingso,learnerscanbecomeanactivethinkersandactiveparticipatesinthelearningprocess.3.4.2TeachingPlanoftheControlClassASampleLessonofGrammarTeachingfortheControlClassTeachingmaterial:Module5Cloning(Electivesbook6,ForeignLanguageTeachingandResearchPress)Subjects:43studentsinClass10,Dalian102SeniorHighSchoolTimeduration:fortyfiveminutesTeachingmethod:TraditionalTeachingMethod,PPPgrammarmodelTeachingaids:BlackboardTeachingGoals:(1)Knowledgegoals:tohelplearnerstohaveabetterunderstandingofsubjunctivemoodandlearnhowtousethesubjunctivecorrectly.(2)Abilitygoals:todeveloplearners’competenceofcooperationandconstruction.(3)Emotionalgoals:tostimulatelearnerstoexploresubjunctivemooddeeply.Teachingkeypoint:tohelplearnersunderstandthedifferencesbetweenrealconditionsandtheunrealconditionsofsentencesandtheusagesofsubjunctivemoodinmorecomplicatedcases.Teachingdifficultpoint:tohelpstudentslearnhowtousethesubjunctivecorrectly．TeachingProcedure:Step1:Leading-in(1)Askstudentstoreadthesentencesandanswersomequestions.①Iftheyhadreachedthebeach,theywouldprobablyhavebeenkilled.25 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodQ:Didtheyreachthebeach?Weretheykilled?Suggestedanswer:No,theydidn’treachthebeach.Sotheywerenotkilled.②Iftheyhadn’tbeenontheboats,theywouldhavesurvived.Q:Weretheyontheboats?Didtheysurvive?Suggestedanswer:Yes,theywereontheboats,buttheydidn’tsurvive.③Iftheirbackpackshadbeensmall,theywouldnothavedrowned．Q:Weretheirbackpackssmall?Didtheydrown?Suggestedanswer:No,theirbackpackswerebig.Sotheydrowned．④IftheGermanshadnotbeennearthebeach,thesoldierwouldnothavehadanyproblems.Q:WeretheGermansnearthebeach?Didthesoldiershaveproblems?(2)GuideSstodrawaconclusionofthem.Askthemthefollowingquestionfirst.Dothesesentencesdescribesomethingthatreallyhappened?．SuggestedAnswer:No,theydon’t.Step2:PresentationTeacherexplainedthenewgrammarandlistedthedifferentformsofthisgrammaritemandgavesomeexamplestoexplainthem.Accordingtotheanalysisofthestudents,theauthoradoptedthechartinChinesesoastomakestudentsunderstood.Table3.3虚拟语气用法表格类别用法例句从句动词：过去式（be用were）与现在事实IfMarywerehere,主句动词：should/would/could/might+动词相反shewouldangry.原形从句动词：had+过去分词If引导的与过去事实Ifshehadbeenbusy,主句动词：should/would/could/might+have+条件从相反hewouldnothelpus.过去分词句从句动词：过去式/should+动词原形/Ifitshouldsnownext与将来事实were+不定式weekend,wewould相反主句动词：should/would/could/might+动词notgoshopping.原形26 辽宁师范大学硕士学位论文Theyarediscussingasif引导的状语从句中动词用过去式或过去完成式asiftheyhadbeen其它状knowneachother.语从句inorderthat/sothat引导的状语从句中动词用can/could/Turnoffthelightsomay/might/would等+动词原形thatwecouldsleep.Tomsuggestedthatdemand,suggest,order,insist后接的从句中动词为should+wenotgiveupour动词原形宾语从plan句Lilywishesshecouldwish后的从句中分别用过去式，过去完成式和beapopactor.should/would+动词原形表示与现在，过去和将来情况相反在Itisnecessary/important/strangethat…,Itissuggested/Itisnecessarythat主语从demanded/ordered/requestedthat…等从句中，谓语动词suchapersonshould句用should+动词原形beourfriends.It’shightimethatweItistimethat…句型中动词用过去式或should+动词原形rested.Mymomwould其它句wouldrather所接的从句中动词用过去式或者过去完成式ratherIfollowedher型中adviceIfonly句型中动词常用过去式或者过去完成式，表示强烈Ifonlyourplanhad的愿望carryoutStep3:Practice(1)一Bob,whydidn’tyoucomeyesterday?—I_____,butIhadanunexpectedvisitor.A.HadB.wouldC.wasgoingtoD.did(2)Ididn’tseeyoursisterinthemeeting.Ifshe____,shewouldhavesaid“hello”tome.A.wouldcomeB.hadcomeC.cameD.didcome(3)Jackdidn’tlethiswifedrive.Ifthey____inturn,he____sotired.A.drove;didn’tgetB.haddriven;wouldn’thavegotB.weredriving;wouldn’tgetD.drove;wouldn’tget(4)Jackiewasbadlyill,orhe___ourbirthdayparty.A.shouldcometoB.wouldhaveattendedC.wouldcometoD.shouldhaveattended(5)Tomsuggestedyou____hereatonce.A.1eaveB.1eavingC.wereleavingD.hadleftStep4:ProductionWorkingroupsandtalkabouttheirwishesandgiveusyourreasons,using“IfIwere…,Iwould…”27 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMood28 辽宁师范大学硕士学位论文ChapterFourResultsandDiscussionInthischapter,theresultsofthequestionnaire,pre-test,post-test,interviewandobservationwillbedemonstrated,comparedandanalyzedindetailsinordertoprovethehypothesesinChapterThree.AndallthedatacollectionandtheanalysisoftheresultsconductedbySPSS19.0.Inthisresearch,basedontheanalysisofthequestionnaireandinterview,wecancheckwhethertherewereanychangesoftheparticipants’interesttowardsgrammarlearningafterapplyingPACEgrammarmodelinclass.Thepre-testwasmadetocheckwhetheralltheparticipants’capabilitieslevelofsubjunctivemoodareatthesamelevel.Thepost-testwasconductedtocheckwhetherPACEgrammarmodelcouldbemoreeffectivefortheparticipantstooutputthesubjunctivemood.Basedontheanalysisoftheobservationintheclassroom,itcancheckwhattheadvantagesofPACEgrammarmodelcomparedthetraditionalgrammarteachingmodel,PPPgrammarmodel..4.1ResultsInthispart,theexperimentalresultswillbeanalyzedindetailsbyquantitativeandqualitativemethods.4.1.1AnalysisoftheQuestionnaireQuestionnairewasdesignedandcarriedoutto43participantsinClass(9)(EC)beforeandaftertheteachingexperimentsoastocheckthefirstquestion-whethertherewereanychangesoftheparticipants’interesttowardsgrammarlearningafterapplyingPACEgrammarmodelinclass.Thepre-questionnaire(seeAppendixIII),beforethetheteachingexperiment,isthesameasthepost-questionnaire(seeAppendixIII),afterthetheteachingexperiment,inordertoensurethevalidityofthequestionnaire’sresults.Thepre-questionnaireandpost-questionnaireweredesignedaccordingtotheauthor’sobservationinEnglishgrammarclassandTianXiaoxia’s(2012)questionnaire,whichtotallycontained10itemsandisafive-pointLikert’sscale,andtheoptionsofeachitemarearrangedfromAtoE.Ameans“completelyagree”;Bmeans“agree”;Cmeans“uncertain”;Dmeans“disagree”andEmeans“completelydisagree”.AccordingtothecriteriaintheLickertscale,theparticipantwhochoosesAwillget5points,whochoosesB,C,D,Ewillget4to1point(s)respectively.Thehigherthescore,thehighertheparticipants’interesttowardsgrammarlearning.Inaddition,thequestionnaireiswritteninChineseinordertomaketheparticipantshaveathoroughunderstandingofit.Atlast,thedataofthepre-questionnaireandpost-questionnairewerecollectedandanalyzedbySPSS19.0inthefollowingtable4.1.29 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodTable4.1PairedSamplesStatisticsofQuestionnaireMeanNStd.DeviationStd.ErrorMeantSig.Pre-q2.47943.4400.0671-2.688.010Post-q2.522343.46024.07019Note:Pre-q:pre-questionnaire;Post-q:post-questionnaireAccordingtothetable4.5,wecanknowthemeanofthepre-questionnaireandpost-questionnairearerespectively2.479and2.5223.AndtherelativeSig.(2-tailed)is0.010,whichisobviouslylowerthan0.05,sotherearesignificantdifferencesbetweenpre-questionnaireandpost-questionnaire.Therefore,theparticipants’interesttowardsgrammarlearninghadsignificantlychanged.Inotherwords,theparticipants’interesttowardsgrammarlearninghadaroused.4.1.2AnalysisoftheInterviewInordertofindoutparticipants’interesttowardsPACEgrammarmodelinEC,theauthorconductedaninterviewaftertheexperiment,whichcanberegardedasasupplementofansweringthefirstquestion-towhatdegreewilltheapplicationofPACEgrammarmodelaffectstudents’grammarlearninginterest?Theparticipantsweredividedintosixgroupsaccordingtotheirscoresfromhightolowandeachgroupincludesabout7participants.Then,oneparticipantineachgroupwaschosentotakepartinthisinterview.Sotherewere6participantsandtheywereatdifferentlevel.Theinterview(seeAppendixIV)consistsofthreequestions,whichispresentedinChinesesoastomakeiteasierfortheparticipantstounderstoodtheitemscompletely.TheresultsaretranslatedintoEnglishasfollowsbytheauthor,fortheanalysisanddiscussion.Q1:What’syournewunderstandingofgrammarlearning,afterapplyingPACEgrammarmodel?Accordingtheanalysisoftheanswersofthefirstquestion,fiveparticipantsbelievedtheirwayofgrammarlearninghadbeenchanged.Beforetheexperiment,twoparticipantsarguedEnglishgrammarwasnotasimportantaslistening,speaking,readingandwritingandtheytheythoughtitwasunnecessaryforthemtolearnEnglishgrammar.Fourparticipantsbelievedgrammarlearningcouldimprovewritingandreadingabilities,buttheydon’tknowthewayofhowtoeffectivelymasterEnglishgrammar.Andfiveparticipantsbelievedgrammarlearningreliedonrecitingthegrammarrulesandallofthemignoredthecontextingrammarlearning.Therefore,itisdifficultforthemtomasterthewayofhowtousegrammarcorrectly.Besides,oneparticipantstronglydislikedgrammarandhethinkitwasboringandtedious,notuseful.Aftertheexperiment,fiveparticipantssaidthattheygraduallystarttolikeEnglishgrammarandthinkgrammarisnolongertoughandtedious.Itisofgreatsignificancefor30 辽宁师范大学硕士学位论文themtolearnEnglishgrammarrelyingonauthenticmaterials.FourparticipantsconsideredPACEgrammarmodelusedinEnglishclassroomwascreativeandnative,andmadethemknowclearlyhowtousegrammareffectivelythanbefore.OneparticipantpointedouttheEnglishteacheralwaysusedmulti-mediaandinterestingactivitiesforlearninggrammar.Asaresult,hisinteresttowardsEnglishlearningisimprovedagreatdealandnowthenewmethodcoulddrawhisattentiontogrammar.Q2:WhatchangeshaveyoumadeinEnglishclassaftertheteacherappliedPACEgrammarmodel?(suchasattentionspan,timesforansweringquestions,activenessinteamwork)Asforthesecondquestion,fourparticipantsthoughttheirclassbehaviorswerechangedobviously.Beforethisperiodofgrammarteaching,twoparticipantssaidtheywereafraidtospeakintheclass,butnowtheycantalkintheirgroupandfeelmoreconfidentinEnglishlearning.InpreviousEnglishclass,threeparticipantssaidtheyweresopassivepreviouslythattheydidn’tknowhowtoanswerthequestionsputupbytheteacher.Butnow,theycanraisetheirhandswhentheyknowtheanswertothequestion.Oneparticipantsaidshethoughtshewastooshytointeractwithothersandscaredtomakemistakesattheverybeginningoflearning.Gradually,withtheencouragementandguidancefrompartnersandtheteacherundertherelaxingandpleasantclassatmospheres,shestartedtakingpartinsomesampleactivitiesandcanshareheropinionswithotherstudents.Thus,shebecameaccustomedtoparticipatinginclassdiscussionandwereproudofherself.Fourparticipantssaidtheydidn’tfeelrelaxedinpreviousEnglishclass.Becausetheyjustfinishedallthetasksgivenbyteacher,whichmadethemloseinterestinlearning.ButinthecurrentEnglishclass,participantssaidtheywereactivetoacquireandconstructknowledgeintheclass,whichwerepleasantandmeaningfulforthem.Q3:What’syourattitudestowardsPACEgrammarmodel?Withregardtothelastquestion,attheverybeginningofthisexperiment,almostallofthesixparticipantsagreedPACEgrammarmodelisawasteoftheirtime.Becauseontheonehand,theywereusedtomerelylisteningtoteacher’sexplanationofEnglishgrammarandafterthatwhattheyneedisonlytorecitethesegrammarrules.Ontheotherhand,theyweredrivenbytheteacherinpreviousstudyandunabletoactivelyparticipateinclassactivities.Therefore,theyfeltithardtoacceptthisnewteachingmethodattheverybeginningofthisexperiment.Gradually,theybegantoenjoytheprocessunderteacher’sencouragementandassistance.Fourparticipantssaidtheywereinterestedinauthenticmaterials,whichmadethemunderstandthecontextbetteranditgraduallyattractedtheirattention.Fourparticipantsthoughtitisnecessaryforthemtoco-constructtheirgrammarsystembythemselves.Intheirpreviousstudy,theywerepassiveinlisteningandinactivetoreflectonthegrammarknowledgetheylearnedinclass.Asaresult,theyneverdigestwhattheyhavelearnedandoftendon’tknowhowtousegrammarcorrectlyindailylife.Bythismethod,theyhada31 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodchancetosharetheirideasandcommunicatewithothers.TherewasoneparticipantwhostilldidnotlikePACEgrammarmodeltillthistimeandconsidereditasakindofheavyburdenforhim.BecausehisEnglishfoundationwassoweakthathewasunabletofollowthepaceofthisnewteachinggrammarmodelwellandgetactivelyinvolvedinclass.NowmostofthemsaidthattheyalllikedtherelaxingandcheerfulclassatmosphereandrealizedtheadvantagesofPACEgrammarmodel.Throughthisinterviewinexperimentalclass,itisnotdifficultforustofindparticipant’attitudestowardsPACE,hasbeenchangedtoacertaindegree.TheyhaverealizedtheimportanceofEnglishgrammar,andhencebecameinterestedinPACEgrammarmodel.Inaword.Theresultsofinterview,insomeway,provedthesameaswhattheauthorfoundoutfromthequestionnaire,bothcouldbeusedtoanswerthesecondandthirdresearchquestion.4.1.3AnalysisoftheTestsInthispart,theanalysisofthepre-testandpost-testwillbepresented.4.1.3.1AnalysisofStudents’EnglishResultsinPre-testThepre-test,concerninggrammarpointsofsubjunctivemoodthattheparticipantshavelearnedinjuniorhighschool,wereconductedforboththeexperimentalclassandcontrolclassbeforetheexperimentinordertocheckwhetheralltheparticipantscapabilitiesofsubjunctivemoodareparallelbeforetheexperiment.Thepre-testcontainsthreeparts:grammarcompletion,errorcorrectionandcontextualizedwriting.AndtheparticipantsfromECandCCweregiven45minutestofinishthepre-testofsubjunctivemoodandthetotalscoreis50.Afterthepre-test,thedataarecollectedandanalyzedbySPSS19.0.Herearethegroupstatisticsofpre-testandtheindependentsamplestestofpre-testwereconductedtocheckwhethertherearesignificantachievementdifferencesbetweenthetwoclassinlearningsubjunctivemood.TheresultsandrelativedataanalysisareasfollowsinTable4.2andTable4.3.Table4.2GroupStatisticsofPre-testTestClassNMeanStd.DeviationStd.ErrorMeanPre-testEC4317.6515.0137.7646CC4417.6364.7598.717632 辽宁师范大学硕士学位论文Table4.3Independentsamplestestofpre-testLevene’sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheStd.DifferenceSig.MeanError(2-tailedDiffereDifferenFSig.tdf)nceceLowerUpperEqual.185.668.01485.989.01481.0479-2.06882.0984variancesassumedEqual.01484.523.989.01481.0486-2.07022.0998variancesnotassumedFromthetable4.2,wecannoticethemeanscoreofthepre-testofECandCCare17.651and17.636respectively,whichareveryclosetoeachother.Inotherwords,twoclassesarenearlyatthesamelevelofsubjunctivemood.Meanwhile,thedataalsoshowthattheparticipants’basicknowledgeofsubjunctivemoodofisnotverygood.Aswecanseethetable4.3,theLevene’sTestforequalityofvariancesSig.is0.668,whichwasobviouslyhigherthan0.05.Therefore,itmeansequalvariancesareassumed.Furthermore,Sig(2-tailed)is0.989,whichishigherthan0.05.Inotherwords,therewasnosignificantdifferencesbetweenECandCC.Therefore,theexperimentweremorescientificandreliable.4.1.3.2AnalysisofStudents’EnglishResultsinPost-testInthebeginning,thepre-testprovedtherearenotsignificantlydifferentbetweentwoclassesofsubjunctivemood’sbasicknowledge.Herethepost-testiscarriedoutbetweenECandCCinordertocheckwhethertherearesignificantdifferencesintheachievementsaftertheexperiment.Thecontentsofthepost-testareparallelwiththepre-testinordertoensurethescientificoftheexperiment.Theresultsandrelativedataanalysisofpost-testareasfollowsinTable4.4andTable4.5.33 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodTable4.4Groupstatisticsofpost-testsTestClassNMeanStd.DeviationStd.ErrorMeanPost-testEC4330.4657.19901.0987CC4427.2737.07231.0662Table4.5Independentsamplestestofpost-testsLevene’sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceStd.IntervaloftheSig.MeanErrorDifference(2-taileDifferencDifferenFSig.tdfd)eceLowerUpperEqual.145.7042.08685.0403.19241.5300.15026.2345variancesassumedEqual2.08684.857.0403.19241.5304.14956.2352variancesnotassumedFromTable4.4,wecanclearlyfindthemeanscoreofthepost-testinECis30.465andthatinCCis27.273.Bycomparisonofthemeanscoresofthepost-test,itiscleartofindthatthemeansoreofpost-testinexperimentalclassisdistinctly3.1924higherthanthatincontrolclass.AccordingtoTable4.4,Independentsamplestestofpost-tests,wecannoticethatLevene’stestforequalityofVariancesSig.is0.704,obviouslyhigherthan0.05,whichmeansequalvariancesareassumed.Meanwhile,weshouldobserveotherrelevantfactors.FromtheTable4.5,Sig(2-tailed)is0.040,lowerthan0.05,whichmeanstherearesignificantdifferencesbetweentheECandtheCC.Thatistosay,aftertheexperiment,theEC’sgrammarlevelofsubjunctivemoodishigherthanthatoftheCC.Fromtheresultsandanalysesofthetests,wecanfindthatbeforetheexperiment,twoclasseswereatthesimilarlevelofsubjunctivemood.However,thescoresofpost-testinexperimentalclassaresignificantlyhigherthanthoseincontrolclassaftertheexperiment.Therefore,PACEgrammarmethodisbetterthanthetraditionalgrammarmethod,PPPgrammarmodel,usedingrammarteachingofsubjunctivemood.Thatistosay,PACEgrammarmodecanimprovestudents’grammarlearningresults.4.1.4AnalysisoftheObservationinClassroomTheauthorobservedthewholeclassinteachingprocessinordertoanswerthethirdquestion.Theauthorusedteacherobservationrecordtostudyparticipants’classbehavior.34 辽宁师范大学硕士学位论文Teacherobservationrecordsispurposefullydesignedfortheteachertoevaluateeveryparticipants’classperformanceinoneperiodofEnglishclass,usedbothinECandCC.TeacherobservationrecordsisdonebytheauthoraftereachEnglishclass.Teacherobservationrecordscontainattentionspaninclass,timesforansweringquestions,andactivenessinteamwork.EachobservationhasthreecriteriaforA,B,C.TheteacherneedstocirclethecorrespondingletterA,BorCtoevaluatetheparticipants’classperformance.Teacherobservationrecordisshownasfollows.Table4.6TeacherObservationrecordStudent’sName_____Date_____ObservationContentCriteriaTeacherevaluationAttentionspaninclassA:morethan31minutesAB:16~30minutesBC:lessthan15minutesCTimesforansweringA:3-5timesandevenmoreAquestionsB:1-2timesBC:0CActivenessinteamA:3timesandevenmoreAworkB:1-2timesBC:0CAccordingtheauthor’sobservation,theauthorfindsouttherearesomedifferencebetweenthestudentsinECandCC,whichisshownasfollows:Table4.7Thedifferencebetweentheparticipants’classbehaviorinECandCCObservationContentPercentageofeachchoiceAttentionspanECCCA49%33.3%B31.1%36.4%C19.9%30.3%TimesforansweringquestionsA53.2%39.4%B31.2%30.3%C15.6%30.3%ActivenessinteamworkA37.5%27.3%B37.5%36.4%C25%36.4%Fromthetableabove,theauthorfindsoutthatthestudentsinEChavelongerattention35 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodspanthanthestudentsinCC,andthestudentsinECaremoreactiveinansweringquestions,besidesthattheydobetterandmoreactiveinteamworkthanthestudentsinCC.4.2DiscussionFromtheliteraturetheauthorhasreviewedsofar,muchresearchhavebeendoneonthetheoreticalexplorationandempiricalstudiesofPACEgrammarmodel.Manyoftheresearchershavemadesomedifferentteachingexperimentsandhaveproveditsefficiencyinpromotingthelearners’learningresultsandinterest.Basedontheresearchworkofthepreviousresearchers,theauthorofthisthesisattemptstosheddeeperlightonPACEgrammarmodelfromtwoaspects,theoryandpractice.Theoretically,thethesisismainlybasedonVanLier’sAuthenticity,whichexpandsitstheoreticalbasis.Practically,theauthorputthismodelintopractice,whichmainlyfocusedontheco-constructiontohelpstudentstoconstructtheirgrammarsystem.Inaddition,theauthorhasdoneanempiricalstudybyherselfandmadeacomparisonoftheadvantagesanddisadvantagesofthismethodfromherfirst-handdatafromtheexperiment.Thewayofthestudyisrareamongotherpreviousresearchwork.Hence,thatistheauthor’sowncontributionthattheauthorhasmadetothefieldofthestudyonPACEgrammarmodel,evenifitprovestobeverylimitedandtiny.Buttheauthorexpectedtothisgrammarmodelcanopenteachers’mindandprovidethemmorechoicesofgrammarteachingmodeltochoose.Andthatisalsotheoriginalityofthisthesis.Thepurposeofthispartistodiscussthreequestionsindetailsbasedonthefindingoftheresearch,theauthor’sobservationandreflection.Firstly,theresultsofquestionnaireandinterviewindicatethatmostoftheparticipantsinECholdapositiveattitudestoPACEgrammarmodelanditcanstimulatetheparticipants’grammarlearninginterest.ThetraditionalEnglishgrammarclass,PPPgrammarmodel,isteacher-centeredsothatstudents’realinitiativeinEnglishlearningcanbestimulated.Studentsshouldnotregardaslearningmachinesandknowledgereceivers,whiletheyhavetheirpassion,emotion,feelingsinlearningprocess.Asateacher,wearenotonlytoemphasizeonstudents’learningresults,butalsotopayattentiontotheirlearningprocess.UnderPACEgrammarmodel,theteacherschooseelaboratelymeaningfulmaterials,designcooperativeactivitiesandcreativeacomfortableandrelaxingatmosphereforthestudentstolearnEnglish,whichgraduallychangestheirinteresttowardsEnglishgrammar.Asaresult,mostofstudentslikethiskindoflively,harmoniousandbalancedclassatmosphereandtheybecomeinterestedingrammarlearning.Secondly,accordingtocomparingthedatainpre-testandpost-test,wefindPACEgrammarmodeldoesaffectparticipants’grammarlearningresult.Inotherwords,EnglishgrammargradesoftheparticipantshavebeenincreasedafterapplyingPACEgrammarmodel.InprevioustraditionalEnglishgrammarclass,PPPgrammarmodel，thewaytheteacherusedtoimprovethestudents’Englishgrammarisbythemechanicalwayofteaching,directly36 辽宁师范大学硕士学位论文presentinggrammarrulesandlettingstudentsrecitetheserulesanddoendlessexercisesandpractice,whichleadsstudentslosetheirinterestinlearningEnglish.However,PACEgrammarmodelstressesstudents’activeparticipationandconstruction,whichencouragestheteachertocreateawonderfulatmosphereandenvironmentforlearning.Todeepenthestudents’comprehensionofgrammar,PACEgrammarmodelprovidesanexcellentwayforintegratingculturalinputwithstudents’experience,meanwhileimprovingstudents’attention,interest,passion,motivationandinteraction.Thirdly,bycarefullyobservingthewholeprocessofteachingclassandinterviewinEC,theauthorfindsoutthatPACEgrammarmodelcaninfluenceparticipants’classroomperformance.Inthetraditionalgrammarteachingclass,itisalittledifficultforstudentstomakethemfocusongrammarlearning.Becausestudentsjustsitpassivelyinclassjusttolisten,toreceiveandfollowtheteacherblindlyandquietly,whichmakesstudentslosetheirinterest.Comparedwiththetraditiongrammarteachingmodel,PACEgrammarmodelcanmakestudents’attentionspanlengthened.Ontheonehand,authenticmaterialsattractstudents’interest;ontheotherhand,allkindsofactivitiesmakestudentstakepartinclassroomactivities,whichcanfocustheirattentiononlearning.ByusingPACEgrammarmodel,students’activenessincludingthetimesforaskingandansweringquestionsinclasshavebeenincreasedandtheirteamspirithasbeengraduallyshaped.Especiallyintheco-constructionperiod,studentsstarttobeaccustomedtoexploringanddiscoveringgrammarruleswiththeirteam.Theyarenolongerpassiveknowledgereceivers,butactiveknowledgeconstructors.Inaword,students’classperformerinECisobviouslybetterthanthatofstudentsinCC.Obviously,PACEgrammarmodelhasitsowndisadvantagesintheteachingprocess,thetraditionalgrammarteachingmethodhasitsownadvantages,aswell.HeretheauthormakesacontrastbetweenPACEgrammarmodelandthetraditionalgrammarteachingmethod,withintentiontolisttheiradvantagesanddisadvantagesforlaterresearcherstostudyintheirfutureteachingEnglishgrammar.Table4.8ContrastofadvantagesanddisadvantagesbetweenPACEgrammarmodelandTraditionalgrammarteachingmethodAdvantagesDisadvantagesrelaxingtime-consumingmakinglearningcomfortablemoredemandingforthemakinglearningharmoniousteacherPACEgrammarmodeleasyforinteractionbetweenTeachingprocesscomplicatedteacherandstudentsstudents-centered37 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodtime-savingmakinglearninglessdemandingfortheteacheruncomfortableteachingprocesssimplerdepressiveTraditionalgrammarteachingmethoddullPPPgrammarmodeldifficultfortheteachertointeractwiththestudentscloselyteacher-centered38 辽宁师范大学硕士学位论文ChapterFiveConclusionInthischapter,theconclusionwillbemadefromitspreviousdataanalysis,includingthreeparts.Themajorfindingsoftheresearcharepresented,somepedagogicalimplicationsandlimitationsofthestudyarediscussed,andsomesuggestionsforfutureresearcharerecommended.5.1MajorFindingsoftheStudyThisstudywasdesignedtoaddressthreequestionsasmentionedintheresearchmethodology,namely:1.TowhatdegreewilltheapplicationofPACEgrammarmodelaffectstudents’grammarlearninginterest?2.TowhatdegreewilltheapplicationofPACEgrammarmodelaffectstudents’grammarlearningresult?3.Comparedtothetraditionalgrammarteachingmodel,PPPgrammarmodel,whataretheadvantagesofPACEgrammarmodel?Intermsofthefirstquestion,thelearners’interesttowardsEnglishgrammarlearninghasobviouslybeenarousedaftertheexperiment.ThelearnersinECstartedtohaveanin-deptcomprehensionofEnglishgrammarlearning.TheyhaverealizedthatEnglishgrammarlearningisnolongerintheformofrotelearningbutbasedonstudents’understandingofthewholelearningcontext.Undersuchcircumstances,moreandmorelearnersbecameinterestedingrammarlearningandwouldliketotakepartinclassactivities,whichisofgreatsignificanceforthem.Onthewhole,thelearners’affection,perceptionandbehaviorinEChasbeenchanged.UnderPACEgrammarmodel,theauthorchooseselaboratelymeaningfulmaterials,designscooperativeactivitiesandcreativeacomfortableatmosphereforthestudentstolearnEnglish,whichgraduallychangestheirinteresttowardsEnglishgrammar.Asaresult,mostofstudentslikethiskindoflively,harmoniousandbalancedclassatmosphereandtheybecomeinterestedingrammarteaching.Inresponsetothesecondquestion,theresearcheradoptedpre-testandpost-testtoprovethelearningresults.Duringtheexperiment,theparticipantsfromECweretaughtbyPACEgrammarmodel,whiletheparticipantsfromCCweretaughtbytraditionalgrammarteachingmodel,PPPgrammarmodel.Afterfourmonths’experiment,thegrammarlearningresultsgapbetweenthetwoclassesappearedwider,ie.themeanscoreofstudentsinECwas30.465,whilethemeanscoreinCCwas27.273.ItwasconcludedthatPACEgrammarmodeldidinfluencethegrammarlearningresultsoftheparticipantsinseniorhighschool.Finally,interviewandtheauthor’sclassroomobservationandreflectionwereemployedinECinordertofindouttheadvantagesofPACEgrammarmodel.Throughthedataanalysis,wefoundPACEgrammarmodelcouldmaketheparticipantsmoreactiveparticipateinclassroomactivities,whichwasusefultohelptheparticipantstocomprehendthetarget39 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodgrammarandinternalizetheirgrammarknowledge.However,someparticipantsstillinsistedgrammarlearningwasstilldifficultforthem.Therefore,Englishteachersandlinguisticneedtoimproveandoptimizetheirteachingmethodconstantly.AlltheabovementionedfindingsworktogetherandcanbeusedasconvincingdatatoprovethatthereissomerelationshipbetweenusingPACEgrammarmodelandtheimprovementofstudents’learninginterestandlearningresults.Formbothstudents’interviewandteachers’classroomobservation,itcanfindPACEgrammarmodelhasitsownadvantagesingrammarteaching.Therefore,itisadvisablethatPACEgrammarmodelcanbeusedasapracticalwaytoimproveEnglishgrammarteachinginthefuture.5.2ImplicationsoftheStudyBasedonanalysisofthestudyandrelatedtheories,someimplicationsofgrammarteachingwillbediscussedfromthefollowingaspect:Firstly,psycholinguistKenGoodman(1986)stated“languageislanguageonlywhenitiswhole”.AccordingtoGoodman,weknowthewholelanguageinuseisgreaterthanthesumofit’spart.Iflearnersexperiencethewholelanguageinuse,theywillbebetterpreparedtodealwithanalysisoftheparts.Byintroducingthetargetgrammarwithawholetext,itcouldprovidelearnerswithafeelforwhatistocomeandhelplearnersbefamiliarwithaspectsoflanguage,promptinitialrecognitionandassistthelearnersbyprovidingan“anchoringframework”forthenewconceptstobelearned.PACEgrammarmodelstressnaturaldiscourseandencouragelearnerstocomprehendmeaningfulandlongersamplesofdiscoursefromtheverybeginningofthelessonratherthanpresentunnaturalorfragmenteddiscourseorisolatedrulesinlanguage.Secondly,learningisadynamic,reciprocalandinteractiveprocess,however,traditionalgrammarmethod,PPPgrammarmodel,hastoooftenfocusedonartificialmechanicalexercisesandignoresthepowerfultoolofdiscursiveinteractionbetweenlearnersandteachersintheclassroom.Therefore,co-constructionisnecessarystagewherelearnersandteacherscouldbeco-constructorsofgrammaticalitems.Co-constructionnotonlyinvolvescollaborativetalkbetweentheteachersandlearnerstoreflectonbutalsorequiresthelearnerstounderstandhowgrammarfunctionsinspokenandwrittentextsandhowtheyusegrammarfortheirowncommunicativepurposes.Teachers’questionsarepowerfultoolstomeettheemergentunderstandingoftheirlearners,butnotaninquisition.Teachersshouldprovide“responsiveassistance”forproblemsolvingthroughmodeling,guidedquestioning,andfeed-backthatis“contingent”onlearners’attemptsatinstructionalobjects,whichcouldenhancelearnersagencyininterpretingEnglishgrammar.However,PACEgrammarmodelneedtoorientlearnerstoboththevalueofextendingtheirdeliberationsandtechniquesfordoingso,sothatultimately,collaborationallowsalllearnerstoexplainthetargetformmeaningfullyintheirownwords.40 辽宁师范大学硕士学位论文Thirdly,itisnecessaryforteacherstoselectauthenticandinterestinglanguagematerials.Ontheonehand,thesematerialsshouldprovideusefullearningandcreativeopportunitiesforlearnersandcanhelpstudentsorteachersbecomecreators,findersordiscoverersandremindtheactualusetowhichthematerialisputintheclassroom.Ontheotherhand,theseactualizedlanguagematerialsshouldreflectacertaintargetgrammar.Forexample,wecanchooseanauthenticstoryincludingacompellingtheme,characterswithpersonality,aproblem,plotorstageableevents.5.3LimitationsoftheStudyPACEgrammarmodel,anewgrammarmodel,iswidelyappliedandexploredinteachinggrammarinsecondlanguageclassroomsabroad,whichhasachieveagreatpositiveeffect.However,thereareafewempiricalstudiesonPACEgrammarmodelathome.Therefore,thelimitationsofthisstudy,however,beforedrawingconclusions,mustbeemerginggradually.First,aspointedearlier,thesizeofexperimentalclassistoobig.Honestlyspeaking,PACEgrammarmodelismoresuitableforasmallclassratherthanabigclass.Therefore,theparticipants’ultimatelearningeffectcannotbetooobvious.Secondly,ourexperimentalclasswereguidedoutoftheecologicalconsiderations,therefore,wedidnotexplicitlycontrolfortheparticipants’attentionduringtheclasswithinstructionalsetting.Additionally,itishardtocollectdataandevaluatethismethodmoreappropriately.Thisstudyfocusedonlyontheeffectsofsubjunctivemoodgrammarandtheresearcherdidnotcollectdataconcerningtheparticipants’othergrammarproductionofthetargetedstructures.Andonlythroughtheauthor’sobservationintheclassroomcanwehardlygainanobjectiveadvantagesanddisadvantagesofPACEgrammarmodel.Finally,thisstudynottakeintoconsiderationlearners’differencesinlearningstyles,learningpreferencesandintelligence.Becauselearners’differenceshasadifferenteffectonPACEgrammarmodel.5.4SuggestionsfortheFutureResearchersUndertheguidanceofVanLier’sAuthenticityandtheWholeLanguageTheory,theauthorappliedPACEgrammarmodeinseniorhighschool,inwhichtheauthorstressestheteachingprocess.PACEgrammarmodelemphasizeslearninggrammarinanaturalenvironmentwherestudentsfeelthecontextrealandclosertodailylife.Thiskindofgrammarmodel,asanewgrammarmodel,willhavelotsofpotentialforteacherstofurtherexplore.Firstly,applyingPACEgrammarmodel,themostimportantimplicationforteachersischangetheirroleofteaching,whichisagreatchallengeforthem.Itishightimethatteachersshouldchangetheteachingmethodsfromteacher-centeredtostudent-orientated.Theteachersareexpectedtointegratestudents’emotion,passion,learninginterestandmotivationintolearning.Onlybycreatingaharmoniouslearningatmosphereinclass,canstudents’learning41 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodinterestbeimprovedandtheirlearningabilitybecultivated.Theauthorhopessimilarstudyontheapplicationofhowtocreativelycreateaharmoniouslearningatmosphereinclass.Secondly,alarge-sizeclasswith40-50studentswillmakeitdifficulttodotheclassroomobservation.Asthenumberofstudentsinoneclassissobig,itwillbehardtoformacomfortableenvironmentanditwillreducepossibilityofdoingvariedtypeofclassroominteractionwiththeteacher.So,theauthorhopesifthesimilarstudywillbecarriedoutinthefuture,theresearchershouldbecarefulwiththenumberofparticipantsinoneclass.Thirdly,asweallknown,learnerdifferencesinintelligence,learningstylesandlearningpreferenceswillleadtodifferentlearningeffect.Therefore,theauthorhopessimilarstudycoulddesigndifferenttasksaccordingtoindividualdifferencesanddifferentproficiencylevelssoastohelpstudentsdeveloptheirowngrammarlearningstrategies.Finally,theauthorhopesthatlaterresearcherswillbeabletodesignamorescientificexperimentplanandusemoretoolsfordataanalysis.42 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AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodUniversityPress.[28]Rosa,R.,&ONeill,M.D.1999.Explicitness,intake,andtheissueofawareness.StudiesinSecondLanguageAcquisition,21,511-556.[29]ScottThornbury.1985.HowtoTeachGrammar.NewYork:Longman.[30]Seliger,H.W.1975.Inductivemethodanddeductivemethodinlanguageteaching:Are-examination.InternationalReviewofAppliedLinguisticsinLanguageTeaching,13,1-18.[31]Smart,J.2014.Theroleofguidedinductioninpaper-baseddata-drivenlearning.ReCALL26(2),184201.[32]Tabbert,Russell.1984.ParsingtheQuestion“WhyTeachGrammar”.TheEnglishJournal.73(8):38-42.[33]Toth,P.D,ElvisWagnerandKaraMoranski.2012.Co-constructingExplicitL2KnowledgewithHighSchoolSpanishLearnersthroughGuidedInductio.AppliedLinguistics34(3):279-303.[34]Vogel,S,CarolHerron,StevenP.ColeandHollyYork.2011.EffectivenessofaGuidedInductiveVersusaDeductiveApproachontheLearningofGrammarintheIntermediate-LevelCollegeFrenchClassroom.ForeignLanguageAnnals44(2):353-380.[35]Waston,D.J.1995.EFININGandDescribingwholelanguage.InJ.E.DeCarlo(Ed.),PerspectivesinWholeLanguage.Boston:AllynandBacon.[36]Weaver,C.1990.UnderstandingWholeLanguage:FromPrinciplestoPractice.Portsmouth,N.H.:Heineman.[37]Winitz,H.1996.GrammaticalityJudgmentasaFunctionofExplicitandImplicitInstructioninSpanish.TheModernLanguageJournal.80(1):32.[38]程晓堂.2013.关于英语语法教学问题的思考.课程教材教法.(4):62-70.[39]陈丹.2016.基于“PACE教学模式”的英语课程教学设计探索.开封教育学院学报，(12):52-53.[40]郭晓东.2011.汉语作为第二语言语法教学的PPP模式和PACE模式对比研究：(硕士论文).华东师范大学.[41]衡仁全.2007.国外语法教学研究的最新发展综述.外语界,(6):25-34.[42]龙笑雪.2012.整体语言教学观在高中英语语法教学应用中的实证研究—以非谓语动词教学为例:(硕士论文).四川外语学院.[43]李华.2014.PACE教学模式的实例研究以英语关系从句为例:(硕士论文).北京外国语大学.[44]李林森.2015.演绎式、归纳式和对话式语法教学的比较和PACE模型的应用.合肥工业大学报,（3）：129-133.[45]乔鹏丽.2016.PACE模式在初中英语语法教学中的应用研究:(硕士论文).西北师范大学.[46]陕倩倩.2010.PACE教学模式在语法教学中的运用:(硕士论文).山西师范大学硕士.[47]田小霞.2012.论PACE教学模式在初中英语语法教学中的运用:(硕士论文).华中师范大学.[48]杨利.2013.谈“PACE”教学模式与初中语法教学.中学生英语(26),10-10.[49]周殿军.2009.语法教学采用显性教学和隐性教学法的对比研究.华东大学学报,(9):324-327.[50]郑锦芳.2013.论目前英语语法教学的趋势及对基础语法教学的影响.外语研究，（11）401-402.[51]赵建群.2016.PACE模式在高中英语语法教学中的实践.新课程(中)(1).[52]朱天逸.2017.基于PACE教学模式的高中英语阅读教学探索——以江苏译林牛津高中英语Module5Unit1阅读教学为例.中学教学参考(34):38-40.44 辽宁师范大学硕士学位论文AppendixIPre-testI.GrammaticalCompletion（语法填空）：（20’）1.TomwouldratherMarry___________(leave)tomorrow.(left)2.IfJack___________(take)hisparents’advice,hewouldn’thavefallenill.(hadtaken)3.Supposingtheweather__________(be)fine,whatwouldwedo?(were)4.Myfathersuggestswe__________gotothecinematonight.(should)5.Butforhishelp,Icouldn’t_________(find)suchagoodjob.(havefind)6.Itishightimeyou_________(do)yourhomework.7.Mymothertalksasifshe_________(know)mysecrets.8.HadJimstudiedharder,he_________(get)throughthisexam.9.Hewasverybusylastnight,otherwisehe_________(go)tothehospital.10.Jerrymighthavebeenintimeforthebus,buthe_________(get)uplate.II.ErrorCorrection(单句改错）：（10’）1.IfIwasyou,Iwouldfollowourteacher’sadvice.2.Iknownothingaboutthefilm.IfIknewaboutit,Iwilltellyou.3.Ifitweresnowtomorrow,theymightplayasnowgame.4.Shouldtheweatherfine,wemightgoonatrip.6.IwishIwasasthinasshe.7.HewishesthathestudiedFrenchinsteadJapaneseinthecollege.8.It’shightimethatwegotobed.9.HowIwishmyhousehasabeautifulpool.10.LookatthetroubleIamin!IfonlyIfollowedyouradvice.III.Writing(写作）（20’）根据下面的信息提示，至少运用三种虚拟语气形式，写一篇120词左右的英语短文，可适当增加细节。假设你是大连某中学的学生李明，你和你在北京上学的朋友英国笔友Jim约好这周末去上海旅游，但因为生病不能赴约，请根据以下要点写一封电子邮件给他。（1）表达歉意；（2）解释原因；（3）另约时间。45 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodAppendixIIPost-testI.GrammaticalFillings（语法填空）：（20’）1.Hisdaughterwouldratherhe___________(paint)thebedroompinknexttime.(painted)2.Ifthey__________(come)hereearlier,theywouldn’tbewaitinghereforalongtime.(hadcame)3.Supposeyou________(be)inAustralianforaweek,wherewouldyougo?4.Adoctortellsmymotherthatitisnecessarythatshe__________(drink)milkeveryday.5.Butforhisadvice,wecouldn’t_________(settle)theproblemontime.(havesettled)6.Itishightimeyou_________(get)up.7.LucyspeaksChineseasifshe_________(study)inChina.8.Shoulditraintomorrow,I_________(have)awholesleepingathome.9.Wehavetohurryup,otherwisewe_________(stand)hereinaqueue.10.Iftheyhadarrivedatthecinemaearlier,they_________(get)ticketsnow.II.ErrorCorrection(单句改错）：（10’）1.IfIlivenearourschool,Iwouldwalktotheschool.2.Ifsheworkedhardenough,shewouldhavepassedtheEnglishexam.3.Ifitwerenotforthefactthatshecouldn’tsing,Iwouldinvitehertotheparty.4.Shewasverybusyyesterday,otherwiseshewouldcometothemeeting.5.Iwouldratheryoupaymenow.6.Hewouldbeagoodsportsmannowifhetrainedregularly.7.Itisabouttimeyouhavebreakfast.8.I’dratheryoucleantheroomwhenyouarefree,butyouhadn’t.9.ItisessentialthatsherememberedallthewordsItaught.10.HowIwisheveryfamilyhasalargehousewithabeautifulgarden.III.Writing(写作）（20’）根据下面的信息提示，至少运用三种虚拟语气形式，写一篇120词左右的英语短文，可适当增加细节。某“AFamousChineseIWouldLiketoInterview”为题，根据下面的信息提示，至少运用三种虚拟语气形式，写一篇120词左右的英语短文，可适当增加细节。（1）采访的对象；（2）采访的原因；（3）采访的问题。46 辽宁师范大学硕士学位论文AppendixIIIPre/Post-Questionnaire关于学生英语语法学习兴趣的调查问卷亲爱的同学们:你们好!为了更好的了解高中生对于英语语法学习的兴趣,为此设计了如下问卷。本次问卷均为单项选择题，没有对错之分，并且采用不记名形式，请同学如实填写。调查的结果我们会用于本次的研究。对此,由衷的感谢同学们的积极支持和配合。1.我觉得高中阶段语法学习很重要（）A.十分同意B.同意C.不确定D.不同意E.十分不同意2.我对目前英语语法水平感到满意（）A.十分同意B.同意C.不确定D.不同意E.十分不同意3.目前，我非常喜欢上英语语法课（）A.十分同意B.同意C.不确定D.不同意E.十分不同意4.老师在课堂上讲解语法，我并不觉得有压力（）A.十分同意B.同意C.不确定D.不同意E.十分不同意5.我认为上语法课不是一种负担（）A.十分同意B.同意C.不确定D.不同意E.十分不同意6.我认为在真实的语境中，更有利于激发我语法学习的兴趣（）A.十分同意B.同意C.不确定D.不同意E.十分不同意7.我比较喜欢先理解完语篇的整体的意义之后，再进行相应的语法规则的学习（）A.十分同意B.同意C.不确定D.不同意E.十分不同意8.我希望能更多地参与语法课堂活动（）A.十分同意B.同意C.不确定D.不同意E.十分不同意9.我认为英语语法学习对我英语水平的提高有很大帮助()A.十分同意B.同意C.不确定D.不同意E.十分不同意10.我有信心能学好英语语法（）A.十分同意B.同意C.不确定D.不同意E.十分不同意47 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodAppendixIVInterview1.使用PACE语法教学模式之后，你对语法学习有什么新的理解？2.使用PACE语法教学模式之后，你在英语课堂上有什么改变？3.你对PACE语法教学模式的态度是什么？48 辽宁师范大学硕士学位论文AppendixVTargetMaterials49 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMood50 辽宁师范大学硕士学位论文51 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMood52 辽宁师范大学硕士学位论文53 AStudyontheApplicationofPACEGrammarModeltoEnglishGrammarTeachinginSeniorHighSchool——ACaseStudyofSubjunctiveMoodAcknowledgementsIwouldliketoexpressmygratitudetothosewhohavehelpedmeduringtheperiodofmythesiswriting.Thanksfortheirsincerehelpandsupport,Icouldcompletemyresearchpapersmoothlyandsuccessfully.Firstofall,Iwouldliketoexpressmydeepestgratitudetomyrespectablesupervisor,ProfessorFu,whosepatience,insightfulinstructions,andconstantencouragementprovetobeagreatsupporttomeinthewholeprocessofthewritingofthisthesis.Duringthevacation,shecorrectedwordbyword,andofferedsomesuggestions,whichbenefitedmuch.Withoutherpatienceandconsistentguidance,IcannotimaginethatIcouldfinishmypaperontime.Secondly,IwouldliketodelivermyappreciationtomystudentswhoarefromClass9andClass10andmycolleaguesinseniorhighschool.Becauseoftheirsupport,Icouldcollectthedataandfinishtheexperimentsmoothly.Finally,Iwouldliketoexpressmyspecialgratitudetomyfamilyandfriends.ThanksfortheirencouragementandsupporttomeduringthespecialperiodwhenIwaswritingthispaper.Iwillworkhardinthefuturetoreturntheirkindness.54